The slide presentation below for an explanation of the tools within Self-Service that are useful for Faculty and all Employees. This presentation also includes video links to important Self-Service resources:
Grades can be entered using these resources:
With questions about entering grades via Blackboard please contact the Online Learning Department at onlinelearning@matc.edu. With Self-Service technical questions please contact the IT department's Help Desk at helpdesk@matc.edu.
What is EAB Navigate? It is a technology that links administrators, advisors, deans, faculty, other staff and students in a Coordinated Care Network. The Navigate platform allows for improved communication and connection between departments AND the student app provides ease of connection to various campus departments.
Texting Students using EAB Navigate
Follow these instructions to send texts to your students using EAB Navigate.
Review the video below for additional information.
What happened to Retention Alert? The Self-Service function called Retention Alert will be discontinued at the end of this academic term in December. If an alert is entered through Retention Alert this semester, Retention Coaches will still respond to any alerts entered. EAB Navigate is the PREFERRED approach.
**Do not use EAB Navigate to issue an Alert for any emergency or critical needs that should go directly to the Licensed Professional Counselors (LPCs) or Public Safety. MATC webpage - Speak Up for Safety Please contact the LPCs directly for any mental health concerns at counseling@matc.edu
Because faculty play a key role in student engagement, retention and satisfaction, a new program called Stormer Connect Faculty Mentoring will be available to students this fall. With this in mind, faculty will have an opportunity to serve as a mentor should they be approached by a student. This is an exciting opportunity for students to take initiative, to select a faculty mentor and engage in meaningful conversations with a mentor.
All full-time faculty are designated as mentors and part-time faculty can choose to mentor as well. Faculty can designate their availability using the feature in EAB Navigate. Next steps, faculty will complete the Stormer Connect Faculty Mentoring Sum Total Training. For more information please visit Stormer Connect Faculty Mentoring webpage.
The Scheduling Department at MATC provides resources and assistance to Lead Faculty in all Academic Pathways.
Some general resources that all faculty may find helpful include:
Self-Service: How to find classes by course type
Class Scheduling Perpetual Calendars and other resources
Online dates: Do you teach an online course? If so, you probably noticed that the course is listed with a Sunday start and end date. There are several reasons for this, one is because only online classes start on Sunday, therefore distinguishing them as different from all other courses, and another reason is that it allows for payroll to accurately process the total number of weeks taught. The expectation is that the Sunday dates are the START to your work week, not the end. For example, a 16 week online course is scheduled 1/16/22 thru 5/8/22. That is 16 Sundays excluding spring break. Your first contact with your students would be the week of Sunday, January 16th while your last contact would be no later than Saturday, May 21st. These dates account for spring break as well as all the other NSCD's which is why the expectation is for your semester to go through approximately 5/21/22.
ZANCIL dates: Do you have a ZANCIL assignment? If so, you probably noticed that the assignment is listed with a Sunday start and end date. The main reason for this is that it allows for payroll to pay you accurately for the total number of weeks for the assignment. ZANCIL assignments should be looked at more along the lines of you completing the job within the session, not necessarily within the specific dates outlined for the assignment. The dates don't necessarily have to determine when you do the work. They are there to insure you get paid within the semester along with all of your other work.
*Each semester faculty should receive an "Instructor Program (XINS report)" that lists all of their professional assignments (ZANCIL) and assigned courses. All Lead Faculty have access to pull this report, as well as AP Admin Assistants (instructions for Lead Faculty on how to pull the report are below). If faculty have any questions about modalities, rooms, dates, or other aspects of their course(s) they should work through their Lead Faculty first.
Other Scheduling resources that are more specific to Lead Faculty are below:
Presentation on Scheduling Basics: Academic Essentials
Scheduling Standard Operating Procedure (SOP)
Report Guide: XINS (Instructor Program Load Sheet)
Instructions for Faculty who need to approve Student Work-Study Timesheets
Faculty only use Self-Service to view Pay Advices and W2's. Otherwise Self-Service is for "Staff" only.
Lead Faculty Model - Updated Final version (September 2021)
The List of Lead Faculty (2021-2024)
IC/DC/PC play a key role in the department and program curriculum, the courses that are offered, and the requirements for the students. Holding regular department meetings is important for having continuous conversations about these topics. Some things to consider:
Read more here.
Redesigning America's Community Colleges by In the United States, 1,200 community colleges enroll over ten million students each year--nearly half of the nation's undergraduates. Yet fewer than 40 percent of entrants complete an undergraduate degree within six years. This fact has put pressure on community colleges to improve academic outcomes for their students. Redesigning America's Community Colleges is a concise, evidence-based guide for educational leaders whose institutions typically receive short shrift in academic and policy discussions. It makes a compelling case that two-year colleges can substantially increase their rates of student success, if they are willing to rethink the ways in which they organize programs of study, support services, and instruction. Community colleges were originally designed to expand college enrollments at low cost, not to maximize completion of high-quality programs of study. The result was a cafeteria-style model in which students pick courses from a bewildering array of choices, with little guidance. The authors urge administrators and faculty to reject this traditional model in favor of "guided pathways"--clearer, more educationally coherent programs of study that simplify students' choices without limiting their options and that enable them to complete credentials and advance to further education and the labor market more quickly and at less cost. Distilling a wealth of data amassed from the Community College Research Center (Teachers College, Columbia University), Redesigning America's Community Colleges offers a fundamental redesign of the way two-year colleges operate, stressing the integration of services and instruction into more clearly structured programs of study that support every student's goals.MATC Institutional Research Data (completion rates, equity reports. etc.)
Tutoring Services and Academic Support Center
The MATC Open Educational Resources initiative:
Transformation 2025 - MATC Mission, Vision, Strategic Goals and Objectives
Frequently used at MATC acronyms
Employee Handbook and Faculty Appendix
MATC Administrative Procedures
Course Outcome Summaries in WIDS
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