Scott Behrens

During my tenure as Vice President, Monroe County Community College has increased enrollment, persistence, retention, graduation, and decreased withdrawal rates while increasing diversity in enrollment through collaborative strategic planning leading to positive change.

• Serves as College Title IX Coordinator: certified through Atixa.
• Oversees policy, procedure, and implementation of the Student Code of Conduct.
• Recommended, developed, and implemented policies and procedures that promote student success, while formalizing processes which ensure appropriate due process.
• Responsible for Federal, State, and local compliance of rules and regulation inclusive of FERPA, Title IX and ADA.
• MCCC increased enrollment rates for the first time in ten years.
• Team serves to oversee commencement.
• Redefined student support services, behavioral and academic discipline and documentation processes to ensure a safe campus with academic integrity while ensuring fair avenues for restorative processes. Updated appropriate policy and procedures.
• Developed new partnerships with the Monroe Community Mental Health Authority to offer free mental health services to students on campus.
• Led teams that received multiple grants, including a Title III grant for 1.7Million to redefine alignment of college support services to increase retention, especially for FTIAC students. · D3C3 Grant “Preparing for Success” for 2.9Million to reorganize MCCC to prepare better and onboard new students, thereby supporting early student success.
• Led the team that devised the college’s Diversity, Equity, and inclusion plan.
• Oversaw the integration of a new Customer Relationship Management and retention system on campus which is now fully integrated with our Ellucian Colleague system.
• Redesigned student success program which is now informed by our TargetX CRM, thereby increasing student success center traffic by 71%. Received grant funding to develop pre-math workshops, yielding a significant increase in pass rates and decreased withdrawal rates, focused on developmental Students.
• Participated in team which overhauled MCCC's formal evaluation processes integrating goal setting with continuous learning and development.
• Participated in developing the colleges first Threat Assessment system.

During my tenure as Vice President, the college received merit-based funding in Florida for the very first time, interviewed as a top 50 finalist for the ASPEN prize and developed great working relationships with our community

• This position also oversaw a collegiate high school that received the top ranking of all public high schools in the state for its graduation rate.
• Reorganized all academic support services into a Learning Commons. Redesigned how students were onboarded to the college and redesigned the first semester to include a new Freshman experience to focus on “at-risk” student success.
• Provided leadership and administrative oversight for all instructional programs and services of the college. New faculty-focused initiatives resulted in a decreased student class withdrawal rate by 20% and a student success rate (ABC Grades) of 82% (a 2% increase in one year).
• Integrated credit and non-credit pathways to promote student engagement and continuance in workforce programs.
• Developed a “Career Day” with a workforce emphasis which involved more than 60 businesses and 1000+ high school students.
• Developed new student discipline procedures and data recording systems to ensure SACSCOC compliance and fair due process.
• Nursing Program has a 98.6% pass rate for NCLEX: Dental Program achieved a 100% student pass rate.
• Work cooperatively with other members of the President’s Cabinet to ensure institutional and student success. Presented at AACC in 2018: “Bringing Effective Change through Transformational Leadership.”
• Developed annual budgets and managed financial resources in the areas supervised. We overhauled the budget process for all academic departments, directly tying budgetary needs to new programming, student persistence and retention and FTE development.
• Supervised the development of articulation agreements and academic program partnerships with public schools, technical career centers, colleges and universities, and business and industry partners to avoid duplication of efforts and resources and ensure seamless pathways for students. Revised all public-school MOU’s bringing each in compliance with accreditation requirements.

Spearheading major strategic planning initiatives against aggressive cost, time, and quality requirements Collaborating across institutional leadership layers and community partners to drive new initiatives and college improvement. Drive continuous improvement initiatives aimed at increasing student access, retention, and achieving budget sustainability.

• Cover for campus President when needed.
• Helped initiate new initiatives to deal with preparatory course changes as mandated by the state legislature (Bill 1720).
• Redesigned program management processes to encourage the development of future leaders from within the college.
• Significantly increased student enrollment every year while simultaneously increasing course efficiency through advanced predictive statistical modeling system. Programs under my supervision grew twenty-five percent since my arrival and forty-six percent in science!
• Founding member of our Faculty Diversity Committee.
• Redesigned student complaint processes to ensure fair, impartial investigation of complaints and consistent record maintenance.
• Conceptualized a new QEP initiative to integrate advising and career decision-making into first-semester coursework for all incoming students.
• Developed and implemented new student success programs resulting in significant increases in student academic success. Most significant gains were made in preparatory coursework, math and science.
• Developed and implemented full-term learning communities for incoming students: Presented results at AACC in 2015. Outcomes included increased retention and half a letter grade increase in GPA for first-semester students.
• Overhauled campus budget processes and predictive models to achieve cost control success and increased transparency.
• Redesigned the Academic Success Center (ASC) as a proactive integrative component of student success. Outcomes include increased grade performance in gateway courses and a 100% increase in ASC utilization rates.

As the inaugural Dean of Academic Affairs and Operations and acting Dean of Student Affairs, I was responsible for creating and sustaining an environment of academic and professional excellence for students and faculty and a collaborative working environment.

• covered for president when needed
• responsible for overseeing the campus’s accreditation process, defining budgets, and developing multiple areas of the campus, including the library, registrar, student success center, instruction and student affairs.
• developed and implemented new programs targeting the persistence of students.
• worked closely with community businesses to develop programs that were most needed by the community and to ensure that the community was part of our oversight committees for each and every program.
• developed and implemented a plan of action resulting in a perfect ten-year, level five accreditation from SACS (no recommendations, no suggestions). Staffed an entire academic faculty in the span of three months. Academic faculty averaged student evaluation scores of better than four out of five on the IDEA faculty survey instrument.

As Department Chair of Teacher Education I served as an academic and administrative leader for the program reporting to the Dean of Academic Affairs and Operations. As Chair, I was responsible for: Accreditation of all programs across the college related to teacher education and to ensure the curriculum and assessment of said programs; Assure credentials of faculty meet accreditation requirements; Monitor annual reviews of all faculty; Act as a liaison between faculty and the Dean; Supervise and write curriculum changes for all departments associated with Teacher Education; Oversee the development of curricular and policy revisions; Preparation departmental budget.

• Developed new First-Year-Experience Program
• Integrated college writing curriculum into Child Development course to increase student foundational skill-sets.
• Served as a neutral resource for appeals by student teachers or supervisors of student teaching.
• Hired and evaluated Adjunct faculty.
• Communicating departmental recommendations regarding hiring, budget, curriculum, and other matters to the Dean of Academic Affairs, who shall coordinate recommendations to the President.
• College representative to the Michigan Department of Education.
• Served on the Committee of Scholars for the Michigan Department of Education
• Oversaw accreditation activity related to periodic review of teacher certification programs
• Ensured student state qualifications for admittance to the program and for program completion.
• Oversaw program changes in order to ensure compliance between college curricula and teacher education accreditation.
• Oversaw development and implementation of assessment programs for all 28 major/minor programs associated with teacher education.

Committees Chaired included:

• Diversity Committee
• Convocation Committee
• Disabilities Awareness Group
• Policy and Assessment Committee
• Assessment Committee for North Central Assessment
• Academic Collegium for Business and Business Administration

Contract Negotiator: Represent all Faculty at Adrian College for two negotiations.

Director of Faculty Development,

Courses developed and taught:

• New First-Year-Experience program
• Introduction to the College Experience
• Clinical Experiences in the Classroom
• Educational Psychology
• Exceptional Students
• Child Development
• Adolescent Development
• Clinical Experiences tied to Methods Courses
• Classroom Evaluation Testing
• Instructional Technology
• Social Foundations
• Senior Research
• Co-created a working partnership between Adrian College and Cambios to utilize Adrian College students in the public schools to reduce racism.
• Co-created a new course for freshmen, based on Art Costas Habits of Mind, to increase knowledge and use of appropriate study skills in order to increase graduation rates and retention of students.

• Courses taught: Child Development, Introductory Psychology.

• Regularly taught two to four courses per semester
• Courses taught include Child Development, Adolescent Development, Learning and Cognition, and more.

• Worked on finding grant sources to further the cultural studies of Thomas Oakland.

• Courses taught: Introductory Psychology.