2015

Massachusetts Maritime Academy

Special Mission Performance Report

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Special Mission Update: 2015

Introduction

The Massachusetts Maritime Academy (MMA) was designated as a special mission college in 2004. The Academy’s degree programs prepare students for success in a broad range of specialized industries that significantly impact the global marketplace. Currently, these programs include two graduate degree programs and seven undergraduate degree programs. The two graduate programs are the Master of Science in Emergency Management and the Master of Science in Facilities Management, each offered in an executive format and emphasizing academic and practical coursework relevant to management-level professionals in the industries served. The seven undergraduate Bachelor of Science programs are Marine Engineering, Marine Transportation, Facilities Engineering, Marine Safety and Environmental Protection, Emergency Management, International Maritime Business, and Energy Systems Engineering. In the undergraduate degree programs, each with a STEM emphasis, the Academy enrolls highly motivated and well qualified individuals who participate in a disciplined, supportive regimental structure and complete curricula that combine rigorous academic courses with comprehensive practical learning opportunities. This integrated educational approach provides graduates with a solid foundation in the discipline as well as hands-on skills obtained through work in laboratories, simulators, and cooperative/experiential learning environments. The confidence and self-discipline students develop as a result of this educational approach is essential to their success in a demanding and competitive workplace, and Academy graduates continue to meet and exceed the expectations of their employers in the maritime industry as well as in other technological, business, and environmental sectors vital to the economies of the Commonwealth and the Nation. This report to the Board of Higher Education represents the third update in the special mission renewal cycle. It is organized in eight sections. Sections one through six emphasize the alignment of the Academy’s programs with the six Vision Project focus areas, while sections seven and eight describe the financial and physical resources that support such programming.

I. Student Learning

In both its general education and academic degree programs, the Academy is firmly committed to maintaining the highest standards for student learning. Through ongoing, systematic assessment measures, the Academy evaluates and continually improves its programs, ensuring that students receive a high-quality education that is relevant to the workplace they will enter upon graduation. Internal and external measures are employed to assess the degree programs and their components, ensuring that the curricula and support infrastructure are effective in fulfilling the mission of our institution and providing graduates with unparalleled opportunities for success. A. Campus-Wide Assessment Committee The director of institutional effectiveness leads the campus-wide assessment committee, which meets throughout the fall and spring academic semesters to discuss assessment initiatives with

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staff and faculty from various departments and divisions. The committee explores opportunities for implementing new and revising existing assessment measures, to evaluate the effectiveness of assessment as currently practiced on campus, and to discuss assessment planning and practice across the campus. The committee continues to generate interest and participation in assessment initiatives and protocols, to engage in discussion of campus learning outcomes and core competencies, and to take a critical look at assessment within the degree, general education, and student life programs. The system of assessment at MMA is available at http://www.maritime.edu/index.cfm?pg-6288. The institutional competencies and learning outcomes are available at http://www.maritime.edu/index.cfm?pg=6290. B: General Education Quality and Assessment Recognizing the importance of the educational foundation provided by general education, the Academy regularly evaluates the general education program. This ongoing evaluation is designed to ensure student proficiency in key skill and knowledge areas critical to advanced work in the degree program and essential to success in the future workplace. Writing Proficiency Program In spring semester 2013, the Academy piloted its writing proficiency program. Now fully implemented, the program requires all students to meet established requirements prior to graduation. Incoming freshmen are initially evaluated by means of a standardized essay examination, scored electronically and by faculty, and they repeat this examination after completing the composition series. In addition, students submit a writing “e-portfolio,” which includes a required collection of written work. The portfolio is graded by faculty using a standard rubric developed for this purpose. Both the essay examination and the writing portfolio must be completed within the established timeline, and the student must receive a passing grade on each in order to graduate. To ensure that students are informed of and completing the writing requirements, advisors explain the process, including deadlines and options, as part of the routine advising process. The writing program administrator, in turn, tracks and records student progress, oversees writing program assessment, and ensures that students complete the requirements to graduate. Mathematics Support Program The Academy has now eliminated remedial coursework during the spring and fall semesters. All students whose placement exams indicate a need for review in mathematics are encouraged to complete remedial work prior to the fall semester. Students may elect to complete a summer session intermediate algebra course at MMA, to complete an equivalent course at another institution of higher education, or to enroll in and satisfactorily complete an electronic mathematics curriculum (ALEKS) customized and overseen by MMA mathematics faculty. Any student whose scores indicate the need for remedial instruction but who does not satisfactorily complete one of the three options will be limited to 12 credits in the fall semester and required to attend mandatory tutoring at the Academic Resource Center. Data gathered during the first two years of the program indicate that it is likely having a positive effect on student performance in

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the algebra and trigonometry course, a prerequisite for more advanced courses and a requirement for participation in the sea term. ETS Proficiency Profile

Each academic year, the Academy administers the ETS Proficiency Profile to freshman and senior cohorts. This testing instrument enables MMA to benchmark general knowledge among incoming and exiting cohorts and to compare itself to other institutions and against a national average of participating institutions. Over seven years, the performance of MMA students has been on a par with the national norm, and the Academy continues to monitor performance trends on this testing instrument. These trends provide information of use when planning and revising general education programming.

C. Degree Program Quality and Assessment

Knowledge-Based and Performance-Based Assessment Massachusetts Maritime Academy undertakes continual evaluation of and improvement to all of its degree programs. Students in these programs receive instruction in both knowledge-based and performance-based learning environments, and they are evaluated for the knowledge and skills obtained in each. Students are also evaluated on their ability to synthesize academic and practical knowledge in a comprehensive capstone project required of all MMA students. To successfully complete this project, students must demonstrate not only their understanding of the knowledge acquired as part of their degree programs but also their grasp of and ability to employ essential skills applicable in the workplace. By means of the capstone project, faculty evaluate the student based upon academic and practical knowledge as well as on an array of skills identified as core competencies for MMA graduates, including the ability to communicate practical and technical information effectively in writing, to use computer software to convey ideas and data, to employ quantitative reasoning, and to think critically about complex practical and theoretical issues encountered within the context of an actual workplace. The capstone project is assessed by faculty in the student’s discipline, who utilize specific criteria to ensure that the project reflects the appropriate level and quality of work for advanced study within the program. A significant proportion of the student population is also evaluated through standardized examinations administered by external agencies; in fact, more than half of MMA graduates obtain licenses, certificates, or both as part of their degree programs. These examinations evaluate the disciplinary knowledge and skills students have obtained, and the results provide the Academy with invaluable information for program improvement. In order to graduate with a degree in either Marine Transportation or Marine Engineering, approximately 50% of MMA students complete the U.S. Coast Guard license examination. During a rigorous, four-day examination process, each student must demonstrate mastery of the discipline to receive a passing grade and the Coast Guard license required for graduation in the degree program. Students may also be required to complete licensing or qualification examinations in other MMA degree programs, frequently sitting for examinations administered by such organizations as the Massachusetts Department of Public Safety, the Department of Environmental Protection, or the Board of Examining Engineers.

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Approximately 55% of the cadets require up to one year of sea service to regulatory statute. A federally owned vessel, the Kennedy has been made available to Massachusetts Maritime Academy through the U.S. Department of Maritime Administration. The vessel can accommodate 600 cadets and 125 officers and crew members. During the annual sea term in January and February cadets in seagoing majors record mandatory sea service time while completing practical qualifications for mariners. For students in Marine Transportation and Marine Engineering programs, participation in four sea terms represents a cornerstone of the unique educational experience offered by the Academy and imparts in them the discipline and teamwork essential for success in their chosen professions. While the Kennedy operates primarily in support of the seagoing license programs, it also provides learning experiences and opportunities for students in all MMA degree programs. Each degree program requires students to participate in cooperative or experiential learning. At least one such experience is required for any student, although many complete more than one. Most cooperative and experiential learning takes place within the Commonwealth or the New England region. As part of this experience, the student must complete a comprehensive report detailing the experience and demonstrating advanced understanding of the discipline. Project criteria require the student to reflect critically on the knowledge and skills obtained as part of the cooperative learning experience and to submit the report for evaluation by faculty in the student’s major department. In the report, each student demonstrates knowledge of the discipline, the ability to apply that knowledge and requisite skills in a practical setting, and the ability to communicate technical information in writing. Departmental faculty are currently developing rubrics to ensure that all cooperative education reports are evaluated by consistent criteria across programs. The student is also evaluated by the host organization through a standard survey that enables the supervisor to assess the performance, knowledge, and skill demonstrated by the student in the workplace. The feedback obtained from employers continues to inform institutional and departmental decisions about cooperative program emphasis and design.

Advisory Councils

Advisory councils have been established for each MMA degree program. Serving on these councils are experts representing the various disciplines and industries within which Academy graduates are frequently employed. Council members meet with MMA faculty and staff to discuss industry trends and to provide current and relevant feedback to the academic departments. This information is of use in aligning the curricula and program outcomes with the expectations and demands of the workplace, and it enables the Academy to evaluate the effectiveness of its degree programs in meeting the educational and career goals of students who enroll. As a result of this proactive and adaptive approach, the Academy maintains its ability to respond to trends in the global marketplace and the relevance of its institutional mission to the industries it serves. Accreditation

The Academy is currently preparing its Five-Year Interim Report to be submitted to NEASC in January 2016. This report outlines developments since the 2011 accreditation visit, provides an evaluation of current progress with programming and infrastructure support, and makes projections for changes and improvements in upcoming years.

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In December 2014, the Academy’s program in International Maritime Business received accreditation from the International Assembly for Collegiate Business Education (IACBE). The first class to graduate from the accredited program will be the class graduating in 2015. The Academy is also preparing for accreditation of its program in Energy Systems Engineering by the Accreditation Board for Engineering and Technology (ABET), and we anticipate an accreditation visit by ABET during the fall semester of 2016. The first class to graduate from the accredited ESE program will be the graduating class of 2016.

D: Academics: Progress Since 2013

• Effective in January of 2015, the International Assembly for Collegiate Business Education (IACBE) has accredited the International Maritime Business program for seven years.

• During 2015, marketing analysis will be conducted for a possible M.S. degree program in Global Maritime Business. Upon successful findings, a substantive change request will be submitted to NEASC.

• A six-course sequence for a minor in Yacht Operations Management has been has been initiated. The Academy is currently conducting research to determine whether yacht operations management would be suitable for an Associate’s Degree.

• Dr. Matt Frain has been identified as the point person for accreditation of the Energy Systems Engineering program by the Accreditation Board of Engineering Technology (ABET). Dr. Frain is drafting the self-study for a preliminary external review in spring 2015 prior to the anticipated ABET site visit in fall 2016.

• A mathematics support program for incoming students was implemented for students entering the Academy in fall semester 2014. Students identified by Accuplacer scores as needing remedial work in mathematics were presented with options for completing review or remediation prior to entering the Academy in fall semester. Those who did not successfully complete one of the options were limited to a 12-credit course load in the fall semester and required to attend mandatory weekly tutoring at the Academic Resource Center. Since the implementation of the program, the rate of failure among freshmen in the first semester mathematics course has remained at approximately 10%.

• The writing proficiency program has now been fully implemented for the graduating class of 2017. Students are now required to complete the writing proficiency examination and submit the writing portfolio, successfully meeting the timeline and passing requirements of each before being permitted to graduate.

• The Academy continues to undertake a departmental self-study process. Each year, two departments complete the self-study. These self-studies are prepared with reference to NEASC standards, and the self-study concept satisfies DHE requirements as well as federal standards for our USCG license track programs. The process will be complete before the USCG/MARAD audits expected during the fall of 2016. The programs in Marine Transportation and Marine Engineering will submit their self-studies for review in the spring semester of 2015.

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• Class size is being maintained at current levels: 80% of course sections have fewer than 35 students. We schedule approximately 1,000 sections of undergraduate courses each year; consequently, some first semester introductory classes enroll 50-60 students. However, the number of such sections anticipated for the 2015-2016 academic year is fewer than 8 out of 1000. Conventional classroom courses at MMA seldom exceed 35 students, and labs may have as few as 6 students per instructor, since low numbers are critical for safety in using rotating machinery or while aboard one of the Academy’s vessels. The overall student to FTE instructional staff ratio is 14:1.

• A new undergraduate program in Construction Management is under consideration. Consistent with the Academy’s mission, the program would emphasize maritime construction, preparing students to manage both marine and shore-based construction projects, such as piers, bulkheads, offshore platforms, and waterfront buildings.

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II. College Participation

A: Access and Affordability College Access Through strategic planning and systematic preparations for an increasing student population, Massachusetts Maritime Academy has grown steadily since first being designated as a special mission college in 2005. In that year, the Academy enrolled 949 students in its undergraduate and graduate programs. The combined undergraduate and graduate student cohort for fall 2015 is approximately 500 students. The graph that follows illustrates the gradual increase in the undergraduate student population, overall and by degree program.

MENG = Marine Engineering; FENG = Facilities Engineering; ESE = Energy Systems Engineering; ENGTOT = Total Engineering; MTRA = Marine Transportation; MSEP = Marine Safety and Environmental Protection; IMBU = International Maritime Business; EMHS = Emergency Management

While undertaking this growth, the Academy has carefully maintained its high standards for academic programming, maintaining a less than 7% annual increase in students enrolled. The Academy is committed to enrolling and maintaining an increasingly diverse student population and continues to make progress, as illustrated in the following chart.

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200

400

600

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1000

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1400

1600

2006 2007 2008 2009 2010 2011 2012 2013 2014Total U

ndergraduate Student Head

count

Massachusetts Maritime Academy Spring Enrollment

MENG

FENG

ESE

ENGTOT

MTRA

MSEP

IMBU

EMHS

TOTAL

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The Academy strives to make higher education more accessible to a diverse group of students by participating in a dual-enrollment program in which secondary school students take college-level courses. Offered at no cost to students, such coursework can serve to demystify the college experience, while instilling in participating students the confidence and skills necessary for successful transition to an institution of higher education. Similarly, freshmen admitted to MMA are encouraged to take classes before the fall term—to prepare in advance for a smooth transition to college by enrolling in summer session and completing required and, if necessary, remedial coursework. By making such opportunities available, the Academy helps ensure the success of students planning to attend in the fall and to make students throughout local school districts aware that a college degree is a worthwhile and attainable goal. The Academy also conducts an array of outreach programs that promote diversity by involving public schools throughout the region in activities at the MMA campus. These programs emphasize participation by female and minority students, many of whom may not yet be considering college, preparing participants for success by fostering college awareness, academic preparedness, and leadership skills.

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10.00%

Fall‐2011Fall‐2012

Fall‐2013Fall‐2014

Percentage

 Reported by Ethnicity

Fall‐2011 Fall‐2012 Fall‐2013 Fall‐2014

Two or more races 0.01 0.00 0.00 0.00

Native Hawaiian/Other Pac. Isl. 0.00 0.00 0.00 0.00

Hispanic or Latino 0.02 0.02 0.01 0.03

Cape Verdean 0.01 0.01 0.00 0.01

Black or African American 0.01 0.01 0.02 0.01

Asian 0.02 0.02 0.03 0.03

American Indian or Alaskan Native 0.00 0.01 0.02 0.01

MMA Enrollment by Ethnicity

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Massachusetts Maritime Academy offers exchange programs with Dalian Maritime University and Shanghai Maritime University, enrolling 25 students each year in semester-long experiences. Program participants and the host campus communities benefit greatly from such programming, with numerous and varied opportunities for intercultural communication and improving global awareness. The contributions of these programs to diversity and the student experience at MMA are considerable. College Affordability Massachusetts Maritime Academy continues to offer a high-value education to its students at a cost that is competitive with its maritime peers nationwide. The following chart compares educational costs at the Academy against those of its maritime peers.

Among its peers within the Commonwealth, Massachusetts Maritime Academy continues to offer an affordable education. The following chart provides a cost comparison of MMA against its peers:

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$5,000

$10,000

$15,000

$20,000

$25,000

California Maritime Maine Maritime MassachusettsMaritime

SUNY Maritime

2014‐2015 Cost ComparisonTuition, Fees, Room, and Board

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Financial Aid In recent years, 75-80% of cadets have relied on financial aid to help them meet their educational expenses while attending MMA. Students receive aid from three major sources: federal, state, and institutional funding. Over the past five years, MMA has continued to dedicate a significant amount of need-based institutional funding, thereby increasing the amount of financial need met by the Academy for financial aid recipients. In fiscal year 2014, the Academy awarded approximately $2.9M in institutional financial aid. Of this amount, 90% was awarded as need-based financial aid, while the remaining 10% was awarded as merit-based financial aid. As a result of this increase in funding, MMA was able to meet approximately 68% of need for students receiving financial aid during the fiscal year. We anticipate an annual increase in need-based funding, which will align the Academy with other public universities in the Commonwealth and ultimately enable us to meet 90% of financial aid need. The following figure shows financial aid trends from 2008 to 2014, the most recent data available.

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$2,000

$4,000

$6,000

$8,000

$10,000

$12,000

$14,000

University ofMassachusetts Average

State UniversitiesAverage

MassachusettsMaritime Academy

2014‐15 Cost Comparison: Average Tuition & Fees

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We anticipate no significant increase in federal or state funding; therefore, we will once again rely on institutional and private donations to cover a significant portion of student need. The two major federal grant programs are the Federal Pell Grant and the Federal Supplemental Education Opportunity Grant (FSEOG), both awarded to low-income students. Approximately 20% of our undergraduate student body receives funding through these two federal aid programs, up from 19% in fiscal year 2013. Our funding for the FSEOG program has remained level at $59,699. The majority of state financial aid is through the Cash Grant Program, the Tuition Waiver Program, and the MSCBA Housing Grant. In fiscal year 2014, we received a 22% increase in the Cash Grant Program (from $143,238 in fiscal year 2013 to $174,980 in fiscal year 2014) and a 21% increase in the Tuition Waiver Program (from $84,883 in fiscal year 2013 to $102,461 in fiscal year 2014). Funding from the MSCBA Housing Grant has remained level at $148,000 for the past three years. As MMA continues to support economically disadvantaged and minority students, we are currently meeting an average of 78% of need for our Pell Grant eligible students (up from 71% in fiscal year 2013) and 90% of need for our minority students. Student need is based on cost of attendance, which comprises tuition, fees, room, board, books, supplies, uniforms (sea-bag), training cruise, transportation, and personal expenses. As we increase our institutional need-

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$3.5

FY11 FY12 FY13 FY14

Millions

Financial Aid Sources: 20011‐2014

Institutional Grant Pell Grant

Cash Grant Tuition Waiver

Housing FSEOG

$50,000

$100,000

$150,000

$200,000

FY11 FY12 FY13 FY14

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based funding, a significant amount will be earmarked for our neediest population. Key Access/Affordability performance measurements will include the following:

Maintain a tuition/fee rate increase that does not exceed 5% or result in total tuition/fee rates that exceed 10.5% of the median Massachusetts family income

Increase institutional need-based financial aid to $1.63M in fiscal year 2015, $2.4M in fiscal year 2016, $3.0M in fiscal year 2017, $3.75M in fiscal year 2018, and $4.5M in fiscal year 2019

Meet the 82% state university average of institutional need-based financial aid by fiscal year 2017.

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III. College Completion

The Regimental Experience Throughout a student’s degree program, the Regiment of Cadets, in which 99% of the student population participates, offers the support, leadership, discipline, and sense of purpose essential to the educational experience at Massachusetts Maritime Academy. Regimental staff and cadet officers promote high academic achievement and mentoring, working together to ensure every student the best possible opportunities for success, personal growth, and sense of accomplishment. This system contributes significantly to the historically high first-year retention and overall graduation rates at the Academy. Retention At present, the Academy’s first-year retention rate stands at 88.6%. The high retention rate reflects not only the students’ awareness of the value of an MMA degree for their future careers, but also the Academy’s commitment to student success through high-quality academic programming, comprehensive student support, and a structured student experience. The acceptance rates for the current incoming cohort are as follows: male, 61.2%; female, 90.8%; and combined 64%. In addition, MMA has implemented the same admission standards as the University of Massachusetts: the class of 2018 was admitted with an average combined mathematics and verbal SAT score of 1124 and grade point average of 3.10, as illustrated in the following chart:

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2.75

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1050

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1150

1200

1250

1300Average

 High School G

PA

Average

 Combined SAT Scores

Academic Profile: Admitted Freshmen

SAT

GPA

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MMA continues to see a high first- to second-year retention rate, averaging 87.3% over the five-year period from 2008 to 2012 and with a retention rate of 88.6% in 2013.

Student retention and satisfactory academic progress remain key areas of emphasis at the Academy, and we continue to implement measures to assist students in persistence toward the degree. Two academic advisors are now entering their second year of counseling students in all aspects of their academic pursuits, and the service is increasingly utilized as students see the value in discussing in advance the decisions they make as they complete their programs. The academic advisors continue to monitor student progress, striving to keep students informed about curricular and course requirements and the positive effect of careful planning on academic success. Graduation The success of MMA students is evident in the four- and six-year graduation rates seen over the last decade. The average four-year graduation rate over the last five years was 49%, while the average six-year graduation rate for the same period was 66%. Over the period from 2003 to 2006, the average six-year graduation rate was 65%, compared to an average of 53% at other state universities and an average of 60% at other maritime academies during the same period. Currently, the MMA four-year graduation rate is 55%, while the six-year graduation rate is 70%. The following chart shows the comparisons:

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60.0%

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100.0%

Year Entered

MMA  vs. MA State University AverageFreshman to Sophomore Retention Rate

MMA

MA StateUniversities

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0%

10%

20%

30%

40%

50%

60%

70%

80%

Six Year Graduation Rates: Fall 2007 First‐time FreshmenMMA  vs. Peer State Institutions

2008 = 70%

State Universities Maritime Academies

Source: IPEDS

2007 = 67%

0%

10%

20%

30%

40%

50%

60%

70%

80%

MMA MA State Peers Maritime Peers

Average 6‐Yr. Graduation Rate: First‐Time Freshmen

MMA vs. Peer Institutions

2008 = 70%

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Student Satisfaction Based on a senior exit survey, student satisfaction with the Academy’s resources and services has remained high and continues to improve with improvements to online registration, the IT help desk, and campus infrastructure. Historically, students have expressed dissatisfaction with public safety, although they also report that they feel safe on campus. The low rating appears to be linked to parking tickets received by students parking in spaces reserved for faculty and staff. Key student success performance measurements include:

growth of the student population to 1,650 by 2019 maintain admission standards at or above the current level (average SAT: 1124; average

high school GPA: 3.1) maintain the first-year retention at or above 86% maintain and increase the four-year graduation rate (currently at 55%) maintain the six-year graduation rate at or above current level (70%) 10% expansion of Advanced Studies and Leadership Program to additional

districts/classrooms 25% expansion of Worldwide Classroom Program to additional districts/classrooms promote STEM components of all academic programs through real-world experiences

(internships and co-ops) that foster improved learning and understanding for success in academic programs

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IV. Workforce Alignment

Massachusetts Maritime Academy offers seven Bachelor of Science programs, each of which requires a solid foundation in science, mathematics, engineering, and technology—critical foundational knowledge for the global workplace. The Academy prepares its students for employment by means of an educational program characterized by a high-quality academic curriculum that combines rigorous academic coursework with intensive practical instruction. In addition, students participate in a regimented lifestyle through which they learn self-discipline and obtain the confidence, teamwork and leadership skills vital to success in their future careers. The Academy’s motto, “knowledge, discipline, and leadership,” captures the essence of this multimodal educational experience. On campus in specialized labs and simulators, off campus in experiential learning and cooperative education programs, and aboard ship during sea term and shipping co-ops, students at the Academy gain invaluable experience while undertaking hands-on, real-world instruction and training under virtual and actual workplace conditions. Every student completes at least one sea term and one cooperative education experience, though a majority will complete more than one of each. The knowledge and skills students acquire as part of an MMA education distinguish our graduates among their peers from other institutions and give them a distinct advantage when competing for employment within their disciplines. The specialized, real-world instruction enables the Academy to keep pace with the industries in which graduates are employed, which in turn contributes to the high employment rate among MMA graduates. In a recent survey of the 2014 graduating class, the employment rate was 88%. At the most recent career fair, 14 employers initiated interviews for graduating seniors. In an increasingly global marketplace, it is essential that the Academy prepare its graduates with the skills requisite to international commerce and communication. To do so, MMA strives to enable its students to participate in international learning experiences. To date, the Academy offers exchange programs with Shanghai Maritime University, Dalian Maritime University, and the International Maritime University of Panama. Participants in these programs continue to study within their disciplines while immersed in another culture, developing communication skills, cultural and global awareness, and the confidence necessary for working in industries whose domestic and global interests continue to expand. Key factors contribute the high employment rate and success of MMA graduates:

the strength of the academic curriculum and its focus on STEM subjects a supportive alumni at work in fields related to each degree program experience gained through the co-op requirements for each of the undergraduate

programs the close working relationship with industry maintained through advisory boards spring and fall career fairs hosted on campus a regimental lifestyle whose motto is “discipline, knowledge, leadership” team building and time management skills acquired through participation in the regiment

Key performance measurements for service to the Commonwealth include:

increasing the number of cooperative education and commercial shipping opportunities available to cadets as necessary to align with enrollment demands

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increasing the number and range of workshops offered by the Department of Career and Professional Services by 10% by 2015

expand exchange programs with foreign nations ensuring that more than 90% of graduates who seek employment after graduation find

work in their field of interest within three months of their graduation

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V. Preparing Citizens A. Civic Engagement MMA students are afforded many opportunities for civic engagement through their academic programs, through extra-curricular programs, and through their participation in the regiment. Academic Study The general education curriculum requires students to take at least five social science courses, including western civilization, American government, microeconomics or macroeconomics, a law course, and a fifth course from a list of courses that includes political geography, U.S. foreign policy, intelligence and national security policy, labor relations, and environmental economics. Students in Marine Engineering or Marine Transportation must fulfill the additional social responsibility and global awareness requirements set forth in the Standards of Training, Certification and Watchkeeping (STCW) licensing requirements to earn their degrees. Volunteerism and Fundraising The Academy actively promotes student involvement in volunteerism and fundraising for charitable causes, requiring each student to complete a minimum of 10 hours of community service per year. Most students, however, exceed this requirement either individually or as members of clubs sponsored by the student government or athletic teams. For example, the Association of Student Engineers (ASE) participates annually in a coat drive and a food drive competition leading up to the Thanksgiving and Christmas holiday seasons. The Regimental Band and Honor Guard participate regularly in local, regional, and sometimes national events as ambassadors of America, the Academy, and the community. Students also participate in local and regional emergency planning committees, raise funds for the Wounded Warrior Project, participate as athletic teams with Team IMPACT, and volunteer with Big Brothers & Big Sisters, the Cape & Islands Special Olympics, and the Pan Mass Challenge. Other organizations that benefit from the generosity of our cadets are the Boy and Girl Scouts of America, Cape Cod Scallop Festival, and the Bourne Community Center. In addition, the Academy hosts two very successful blood drives each year. Through its longstanding partnership with the Massachusetts Department of Children and Families (DCF), the Academy also provides students with opportunities to participate in ongoing community projects, an annual DCF picnic, and annual Thanksgiving and Christmas volunteer and giving programs. Students also volunteer as tutors at the Boys and Girls Club in Wareham. Many of our community outreach programs are organized and managed by students. As a result, a new senior position has been created within the Regiment of Cadets: Community Relations Liaison. Leadership and Public Education The core outcomes for MMA programs include the development of leadership and civic awareness. Approximately 99% of students participate in the Regiment of Cadets and are

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required to attend a sophomore leadership series that promotes discussion of leadership, civics, and ethics. In addition, cadets in leadership positions must attend a more advanced leadership series. Many students are also involved in leadership and civic engagement as participants in MMA public education outreach programs. The conferences and camps hosted at the Academy offer students opportunities to practice these skills as they assist with activities associated with the Advanced Science and Leadership Program (ASLP) and Sea Science and Leadership Program (SSLP), Upward Bound, an annual Environmental Symposium, and the Women on the Water Conference. Civil Service Students from all majors participate in community service activities or internships with non-profit organizations, such as the American Red Cross, or on local and regional emergency planning committees. Students can also complete FEMA’s Incident Command System Training and Community Emergency Response Team training and participate as volunteers in “Urban Shield,” a full-scale exercise sponsored by the Metro Boston Homeland Security Region to assess the region’s ability to successfully respond to and manage terrorist events and other emergencies. Students in the Emergency Management or Marine Science and Environmental Protection majors are also required to complete a cooperative project focused specifically on community service. Massachusetts Maritime Academy and Barnstable County are in the sixth year of a joint partnership designed to support the emergency management contingency planning needs for towns throughout the county. During this period, the Emergency Management degree program has worked with the Barnstable County Regional Emergency Planning Committee to plan, design, and execute emergency management exercises for seven Barnstable County communities. By the end of the current academic year, nearly 1,000 local, state, regional, and federal responders from throughout southeastern Massachusetts will have participated in these events. This unique partnership has provided the catalyst for bringing diverse groups from throughout the region to a central location to examine, test, and evaluate the emergency planning and response capabilities for the region. The program underscores the Academy’s commitment to serving and supporting the public interest needs in our community and region. B. Civic Awareness Global Awareness MMA students enjoy many opportunities to increase their civic awareness, including “State House Day,” an annual event in which students meet with elected officials, and “Candidates Night,” a symposium in which local political candidates speak with students. For local and national elections, the Academy also provides student transportation to area polling places. During sea terms, cadets have participated in a number of community service activities, including a clothing drive, carpentry projects, and clean-up efforts at the Guayaquil Children’s Hospital in Ecuador. In winter 2013, the sea term cruise made its first stop in New Orleans, where students were able to participate in community service activities as well. During the 2014

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sea term, students participated in an offload of humanitarian supplies in Haiti and participated in landscaping and cleanup projects in Curaçao. Each year since the 2010 earthquake, a group of MMA students has traveled to Haiti to participate in a project designed to improve water quality and access to clean water for citizens of that country. Each winter, students collect water quality data from the island’s municipal fresh-water wells and work with the island’s newly formed water commission to continue improvements to the systems that deliver this vital resource. In addition, Massachusetts Maritime Academy offers international student exchange programs with China’s Shanghai Maritime University, Dalian Maritime University, and the International Maritime University of Panama, providing students from both nations with invaluable opportunities to increase their global awareness. Socio-Cultural Awareness The Academy’s multicultural club schedules events and activities planned to increase intercultural competence among MMA students. Students who attend have opportunities to participate in discussions with members and speakers from the local community, obtaining communication skills and lessons in awareness that will serve them throughout their lives and careers. The assistant director of international and multicultural affairs also works to promote these skills throughout the campus community. Events include a “share your culture” pot luck dinner held in 2014, celebration of International Women’s Day, monthly dinners that will highlight dishes from a different culture each month, and plans for a Heritage Festival in 2015. The undergraduate programs in Emergency Management and Marine Safety and Environmental Protection recently adopted a three-credit course referred to as “experiential learning” in which Emergency Management students will be required to work with Habitat for Humanity in Florida and Marine Safety and Environmental Protection students to conduct research on the ecosystems of the Caribbean. Environmental Awareness Environmental awareness is a key focus at the Academy, particularly within the Marine Safety and Environmental Protection program. Students have many opportunities for civic engagement related to environmental awareness, and those within the MSEP program regularly participate in activities that promote environmental projects through direct involvement with local organizations and communities. The following examples illustrate the focus areas of these projects:

Environmental Monitoring: students conduct weekly environmental monitoring at various nearby locations; data used to support environmental protection and restoration activities

Red Brook: students collect environmental data from Red Brook in the Lyman Reserve; data contributes to environmental restoration

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Herring River: students monitor water quality and biota in the Herring River and the Carter-Beale Conservation Area in Bourne Weweantic River: students monitor environmental parameters in the Weweantic River; data used for environmental restoration Onset Oyster Company: students conduct studies on oyster farming at Onset Oyster Company; studies benefit students and the industry Scusset Beach and Sandwich: students monitor beach profiles at Scusset Beach and Sandwich Beach; data supports efforts to understand dynamics of sediment accretion National Marine Life Center: students monitor water quality in the tanks at the National Marine Life Center; data serve the important role of confirming the water-quality data collected by aquarium staff Buzzards Bay Benthic Sea Mapping: MMA and the Coastal America Foundation are mapping ecologically important benthic habitats in Buzzards Bay; data used to understand potential impacts of offshore energy development and transmission lines Buzzards Bay Oil Spill Grant: Massachusetts Department of Environmental Protection grant funds training for selected fire departments on deployment of oil pollution equipment to be used should a spill occur in Buzzards Bay Student Co-Ops MSEP students perform co-ops in winter or summer with all of the local organizations mentioned above

C. Evaluating Civic Engagement Each spring, graduating seniors rate the degree to which MMA enhanced their knowledge in several areas, including social responsibility and a sense of global awareness, and the Academy collects similar data through alumni and employer surveys. Community service co-op projects, required for Emergency Management and Marine Safety and Environmental Protection majors, are evaluated according to standards established for these projects, and civic engagement is tracked by cadet training and retention officers.

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VI. Closing the Achievement Gap The campus has conducted a survey to determine the factors influencing women and minorities to withdraw from an academic program. At MMA, there is no statistical difference in the graduation rates among minorities and non-minorities or among males and females. This reflects the commitment to comprehensive support for all students as they complete an MMA degree program. The academic, regimental, and administrative support available to students results in very favorable graduation rates across the board, and careful tracking and intervention help ensure that this trend will continue. Outreach and Recruitment Programs Massachusetts Maritime Academy has undertaken numerous efforts to help close the college achievement gap. The admissions department leads these efforts, with staff running various programs to get underrepresented cadets interested and enrolled. Many of these programs target groups of students who may not normally see MMA’s education in their future. Some examples are listed below:

Junior Women Leaders in STEM (100% women)- designed for high school teachers to nominate high-achieving high school juniors to be recognized at a dinner event held on campus;

Sea, Science and Leadership Program (50% women) – four-day summer program for students interested in learning more about MMA as their college choice; full waivers are given to underrepresented, low-income and high-performing individuals;

Advanced Studies Leadership Program (60% women) – three-week residential style summer program for high-achieving 7th and 8th graders; focus is on STEM and maritime offerings;

Girls STEM Summit, JrTech – one-day program for girls interested in STEM careers; Girl Scouts Destination – week long program for girls across the country interested in the

ocean and other STEM related activities; Girl Scouts STEM Conference – one-day program for girls interested in STEM careers;

also includes hands-on workshops with MMA faculty; Service Academy Night MMA – open house style event for high school students

interested in attending a service or maritime academy; Service Academy Night, Danversport/Plymouth – open house style event for high school

students interested in attending a service or maritime academy; Open House Events – on-campus event showcasing each of the majors offered at MMA

and introducing life at a regimented college; Shipboard in port Open House events – During stays in various ports, the training ship

Kennedy is utilized to host events for prospective students, interested industry connections and alumni (2015 – specific outreach and individual school visits and student interviews completed by bilingual counselor in both Puerto Rico and Florida prior to ship open houses);

College Fairs – reaching out to high school students, MMA is represented by admission counselors to promote MMA to prospective students;

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Overnight program – the opportunity for prospective students to spend a night in the dorms, undergo watch/room inspections/morning formation, and attend classes the following day while hosted by current cadets – the best way to determine if MMA is the right fit;

Girl Scouts FaB Program – MMA continues to award girls from this inner-city program full scholarships to attend the Sea, Science and Leadership Program;

Dual Enrollment – through a grant from the MA-BHE, high school students have the opportunity to earn up to 3 college credits free of charge;

Financial Aid Information Sessions – provided by the director of financial aid through Sallie Mae, evening programs at local high schools for students and parents.

Financial Services Massachusetts Maritime Academy recognizes that an offer of admission is not always sufficient incentive for underrepresented and low-income populations to enroll. Therefore, MMA provides the following financial and retention services for cadets to help them succeed in their goal towards graduation and future careers:

AHANA Grant: This grant is a need-based grant given to students identified as Asian, Hispanic, African and Native American. Once a student has received his/her standard financial aid package through the financial aid application process, he/she is awarded an AHANA Grant to meet any additional unmet need. The goal is to meet 100% of a minority student’s financial need. Students must maintain at least a 2.0 cumulative grade point average to receive this award. During 2014-2015, 53 students were awarded a total of $297,575, with an average award of $5,615.

MMA Grant: this grant is a need-based grant given to female students. Once a student has received her standard financial aid package through the financial aid application process, she is awarded an MMA Grant to meet any unmet need that she still has. The goal is to meet 100% of a female student’s financial need. Students must maintain at least a 2.0 cumulative grade point average to receive this award. During 2014-2015, 68 students were awarded a total of $392,825, with an average award of $5,777.

During 2014-2015, 272 low-income students received a Federal Pell Grant. Low-income is defined as any student with an expected family contribution of less than $5,198. This year we have awarded a total of $1,056,518, with an average award of $3,760.

Retention Services

Women’s Pre-Orientation – optional overnight event preparing incoming women students;

Career fair – held twice a year, an opportunity for current students to network and interview with prospective employers;

Résumé and interview workshops – Career services office provides this service often, encouraging staff and community leaders to participate in résumé review and mock-interviews;

Women’s International Shipping and Trading Association (WISTA) – providing mentoring opportunities and cadet involvement at events;

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The Office of Multicultural and International Affairs: provides various programs to educate individuals on diversity awareness;

Women on the Water – an annual event held at one of the maritime colleges; offers networking opportunities and support to female students with interests in maritime careers.

Massachusetts Maritime Academy works hard in promoting these programs to the targeted audience and has celebrated a small, but significant increase of the populations described.

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VII. Financial Resources

MMA honors the special mission partnership through prudent management of its financial resources, operating within budget without drawing from reserve funds. State appropriations declined significantly from 2008 to 2010, then trended slightly upward before leveling out near 2008 levels in 2014. Fiscal year 2015 appropriations included 9/C budget reduction and absorption of collective bargaining costs from operating funds. In the graph below, the increase in tuition and fees reflects an increase in the number of students, not an increase in cost to students. With generally modest growth, the federal funding trend reflects a one-time increase of $1 million in 2014. Auxiliary revenue is increasing due to borrowing undertaken to cover the expansion of the dormitories.

Positive growth continues with the MMA Foundation Endowment Fund and the MMA unrestricted cash reserve, or “rainy day fund.” The endowment has grown from $3.7 million in 2004 to $12.3 million at the end of fiscal year 2014. The “rainy day fund” has grown from $4.4 million in 2004 to $25.17 million at the end of fiscal year 2014. The following graph illustrates this growth:

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MMA Revenue Sources 2008‐2017

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During 2005, in an effort to secure the financial future of the Massachusetts Maritime Academy, the President, Trustees, and the MMA Foundation launched a campaign to raise $25 million dollars within ten years. MMA has established a comprehensive advancement program that includes annual giving programs, individual leadership and corporate giving strategies and solicitations, planned (deferred) giving marketing and outreach, cadet philanthropy outreach through a new senior class campaign and cadet calling (Phonathon) programs, and special event fundraisers held on campus and in regions throughout the country. Scholarships remain the fundraising priority for Advancement. The Academy excels at its mission and is experiencing unprecedented growth while attracting more and more qualified applicants from the Commonwealth and beyond. These students, however, are not immune to the financial pressures facing families across the nation. All too often there are many families unable to afford higher education without financial aid and scholarships. Our ability to mitigate these financial burdens will allow MMA to continue to lead the way in preparing cadets for careers in the industries we serve.

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VIII. Campus Infrastructure & Improvements

The Academy continues to invest in its infrastructure and improvements to student life, doing so with a focus on sustainability and prudent management of expenses, a commitment reflected in the following chart.

Through strategic planning, the Academy has continued a dynamic program of infrastructure improvements that has yielded dramatic changes on campus since 2005. This progress is outlined in the table that follows.

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MMA Operating Expenses 2009‐2014

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2005‐2014 – Actual Project  Date  Cost  Notes

Dining Hall Expansion  2005  $1,500,000  Expanded dining hall by 50%

Bresnahan Academic Bldg. Expansion  2005  $8,000,000  Added new engineering lab space and multi‐use classrooms

Athletic Field Upgrade – Phase I  2008  $2,000,000  Installed field lights, synthetic turf game field and practice field 

Dormitory Expansion  2009  $25,000,000  Added 2 stories on 2 dorms (180 beds) 

Expand Berthing on TS Kennedy  2009  $10,000,000  Expanded berthing and improved habitability on training ship

Tug Simulator/Electronic Chart Lab  2010  $1,100,000  Installed high‐tech tugboat/towing simulator and chart lab

Athletic Field Upgrade – Phase II  2010  $1,000,000  Renovated stands to accommodate 1200, added new press box

Gymnasium Renovation  2011  $2,000,000  New cardio area, wellness center, expanded locker rooms

Servery Expansion/Renovation  2011  $1,000,000  Increased servery by 50%, reworked back of the house 

Acquisition of the Beachmoor  2011  $1,400,000  Acquired adjacent inn and conference center – added 20 beds

Full‐Mission Bridge Simulator  2011  $2,000,000  Installed 360‐degree ship’s bridge simulator 

ABS Information Commons Construction  2011  $23,000,000  Constructed 40,000 sq. ft. information commons 

Campus Decentralization  2013  $2,000,000  Renovated core bathrooms and common spaces 

Admirals Hall Expansion/Renovation  2014  $3,000,000  Expanded main lecture hall to accommodate 450 students

Hurley Building Renovation/Repurposing  2014  $8,000,000  Repurposed Hurley building / complete renovation of 20,000 sq. ft. 

Waterfront Protection Project Phase I  2014  $5,000,000  Installed waterfront protection barrier & aquaculture/hydro‐kinetic lab

Dormitory Expansion  2014  $42,000,000  Expanded dormitory to accommodate 1400 students 

Wastewater Treatment Plan Upgrade  2014  $1,000,000  Expanding capacity of WWTP/improving the nitrogen discharge

Radar Lab Upgrade  2014  $500,000  Completed winter 2014

Chemistry / Physics Lab Renovation  2014  $300,000  Completed winter 2014

Dormitory Connector Project  2014  $5,000,000  Completed summer 2014

Subtotal     $144,800,000 

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The Academy is currently working on the implementation of the Sasaki Associates Master Plan, which outlines on-campus construction over the next five years. Part of the plan is to build a new 30,000 GSF academic building to provided much-needed classroom, laboratory, and office space. This project will be managed by the Division of Capital Asset Management and Maintenance (DCAMM). There are several projects on the drafting board which will be managed by the Massachusetts State College Building Authority (MSCBA). Planning and design for a $10,000,000 Waterfront Protection Project began in 2014, and Phase I has been funded. When completed, the project will include a pier and breakwater to support the Academy’s small boat operations as well as the college’s new hydro-kinetic test center. In addition, a study is currently underway for a new $10,000,000 Recreation Center Expansion. This new building will support the increasing student population—the vast majority of whom participate in varsity, club, or intramural athletics—with expanded cardiovascular fitness areas, weight rooms, and sport court spaces. During summer 2015, the Academy will complete an MSCBA short-term project, the replacement of all windows and curtain walls in the Harrington Building. This project will result in energy efficient windows and a contemporary look. Concurrently, final design is in progress for Phase I of the Campus Improvement Project noted in the master plan. This phase will relocate Power Plant Road to the north side of campus at the outskirts of the baseball field. Phase II will create a central promenade along the road’s current path, improving pedestrian access to the much-used Alumni Gymnasium and new Recreation Center by linking these facilities to the rest of the campus. Consistent with Academy’s vigilant commitment to sustainability, the Academy has requested a Master Plan Supplement for code, resiliency, and energy elements that will inform future projects. All new spaces will continue to meet or exceed the U.S. Green Buildings Council LEED Silver standard. In addition to this emphasis on responsible construction, the Academy is undertaking several green energy projects.

2015‐2018 – Projected  Relocate Marine Dept. & Facilities Dept.  2015  $3,000,000  Purchase off site location / renovate / relocate 2 support depts.

Harrington Window Replacement  2015  $3,500,000  Summer 2015

Natatorium Solar Thermal  2015  $375,000  Projected completion summer 2015

Dining Hall Expansion  2015  $6,000,000  Winter 2015

Recreation Center Expansion  2015  $10,000,000  Fitness expansion & field house, expected completion summer 2017

Public Safety Renovation  2015  $200,000 

Campus Loop Road  2016  $1,500,000  Expected completion summer 2016

Pedestrian Walkway*  2017  $1,500,000  Expected completion summer 2017

Waterfront Protection Project Phase II*  2017  $5,000,000  Complete waterfront protection project 

New Academic Building  2018  $20,000,000  Expected completion spring 2018

       

*Pending Funding      

 Subtotal     $51,075,000 

 Total     $195,875,000 

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Summary

Founded in 1891 as the Massachusetts Nautical Training School, the Massachusetts Maritime Academy operated for the first seventy years as an independent, post-secondary educational institution fully supported by the Commonwealth and reporting directly to a Board of Commissioners appointed by the Governor. MMA became a member of the state college system in 1964. In the late 1990s, the Board of Higher Education (BHE) strongly suggested that all state colleges improve efficiency, accentuate job experience and training, adopt a more focused mission, and develop regional expertise in a few specialized majors. That description fit MMA perfectly. Following the BHE suggestion, Dr. Stanley Koplik, then Chancellor of Higher Education for Massachusetts, proposed in 1997 that the Commonwealth fund “Vanguard” colleges that would be independent from central control yet held to high institutional standards. MMA’s subsequent designation as a special mission college fulfilled this vision and enabled the Academy to return to a cutting-edge educational model that mirrors its original 1891 contract with the Commonwealth. The Academy undertakes effective strategic planning, makes prudent financial decisions, and adapts readily to improvements in technology, all of which ensure its continued success as an institution of higher education within the Commonwealth. Through programs that focus on experiential learning in STEM-based fields, the Academy also continues to prepare its students for success in an expanding array of careers, and it does so with an unwavering focus on employment opportunities for its graduates, making these prosperous times for MMA. The following benchmarks and performance indicators underscore the Academy’s commitment to continued success:

The acceptance rates for the current incoming cohort are as follows: male, 61.2%; female, 90.8 %; and combined, 64%.

Employment opportunities for graduates continue to grow with many of our graduates having to choose between jobs with pay scales that range between $45-100 K per year to start.

100% of our undergraduate programs require professional industry cooperative experience, and seventy-three percent of the non-seagoing majors obtain co-ops in Massachusetts.

Recently, PayScale ranked over 1,000 colleges and universities in America for “return on investment.” MMA ranked 15th nationally—the only public university in New England to make former secretary of education William Bennett’s list of “150 colleges worth going to.”

The Academy is ranked 3rd nationally among public colleges for return on investment, behind Colorado School of Mining and Georgia Tech.

Massachusetts Maritime Academy - always the best - is now the biggest maritime college in America.