HARFORD COMMUNITY COLLEGE
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HARFORD COMMUNITY COLLEGE SELF-STUDY Prepared for the Middle States Commission on Higher Education Site Team Visit March 4-7, 2012 Prepared by: Valerie Swain. Self Study Co-Chair Lisa Tittle, Self-Study Co-Chair Carole Hines, Administrative Assistant Melissa Harris, Document Manager The Self-Study Steering Committee and Teams Edited by: Susan Muaddi-Darraj, Associate Professor, English Meredyth Puller, Assistant Professor, English Harford Community College Self-Study 2012 TABLE OF CONTENTS EXECUTIVE SUMMARY .......................................................................................................... vii Standard 1: Mission and Goals ............................................................................................................ vii Standard 2: Planning, Resource Allocation and Institutional Renewal ............................................... vii Standard 3: Institutional Resources..................................................................................................... viii Standard 4: Leadership and Governance ............................................................................................ viii Standard 5: Administration ................................................................................................................. viii Standard 6: Integrity ............................................................................................................................. ix Standard 7: Institutional Assessment .................................................................................................... ix Standard 8: Student Admissions and Retention .................................................................................... ix Standard 9: Student Support Services .................................................................................................... x Standard 10: Faculty ................................................................................................................................ x Standard 11: Educational Offerings ......................................................................................................... x Standard 12: General Education ............................................................................................................. xi Standard 13: Related Educational Activities........................................................................................... xi Standard 14: Assessment of Student Learning....................................................................................... xii CERTIFICATION STATEMENT............................................................................................... xiii INTRODUCTION .........................................................................................................................xv Opportunities........................................................................................................................................ xvii Self-Study Process ............................................................................................................................... xvii Intended Outcomes ............................................................................................................................. xviii Steering Committee ............................................................................................................................ xviii Charges to the Steering Committee ............................................................................................... xviii Steering Committee Membership .................................................................................................... xix Working Teams ..................................................................................................................................... xix Charges to the Working Teams ......................................................................................................... xx Working Teams Membership............................................................................................................ xx Self-Study Collaboration and Communication .................................................................................... xxii Meetings .......................................................................................................................................... xxii Communication ............................................................................................................................... xxii STANDARD 1: MISSION AND GOALS ......................................................................................1 Mission and Institutional Goals ............................................................................................................... 1 Mission, Vision, and Values in Action: Campus Climate ................................................................. 2 Scholarly and Creative Activity ............................................................................................................... 2 Recommendations .................................................................................................................................... 2 STANDARD 2: PLANNING, RESOURCE ALLOCATION AND INSTITUTIONAL RENEWAL ......................................................................................................................................3 Planning ................................................................................................................................................... 3 Process and Implementation ............................................................................................................... 3 Planning Leadership ............................................................................................................................ 3 Assessing the Plan............................................................................................................................... 4 Resource Allocation ................................................................................................................................. 5 Institutional Renewal ............................................................................................................................... 6 Planning and Renewal in Action: Computing and Technology Services .......................................... 6 Administrative and Service Units ....................................................................................................... 6 i Harford Community College Self-Study 2012 Academic Affairs ................................................................................................................................ 6 Academic Program Review ................................................................................................................ 7 Planning and Renewal in Action: Program Review ........................................................................... 7 Planning Considerations ..................................................................................................................... 8 Recommendations .................................................................................................................................... 8 STANDARD 3: INSTITUTIONAL RESOURCES ........................................................................9 Overview: Revenue .................................................................................................................................. 9 Total Funding ......................................................................................................................................... 10 Tuition .................................................................................................................................................... 11 Budgetary Controls and Assessment...................................................................................................... 11 Efficiency, Cost Containment, and Revenue Sources ............................................................................ 12 Capital Planning and Infrastructure ....................................................................................................... 13 Technology Resources ........................................................................................................................... 14 Fundraising ............................................................................................................................................ 16 Grants ..................................................................................................................................................... 16 Human Resources .................................................................................................................................. 16 Recommendations .................................................................................................................................. 17 STANDARD 4: LEADERSHIP AND GOVERNANCE ..............................................................19 Board of Trustees ................................................................................................................................... 19 Overview ........................................................................................................................................... 19 Responsibilities ................................................................................................................................. 20 Board Communication ...................................................................................................................... 20 Assessment of Institutional and Board Performance ........................................................................ 21 Shared Governance ................................................................................................................................ 21 Overview ........................................................................................................................................... 21 Standing Committees ........................................................................................................................ 22 Assessment of Shared Governance ................................................................................................... 22 Recommendations .................................................................................................................................. 23 STANDARD 5: ADMINISTRATION ..........................................................................................25 Overview ................................................................................................................................................ 25 Hiring Practices ...................................................................................................................................... 26 Retaining Qualified Employees ............................................................................................................. 26 Organization and Decision-Making Processes....................................................................................... 27 Decision Making in Action: Graduation Requirements ................................................................... 28 Recommendations .................................................................................................................................. 28 STANDARD 6: INTEGRITY .......................................................................................................29 Overview ................................................................................................................................................ 29 Academic Freedom and Freedom of Expression ................................................................................... 29 Intellectual Property Rights and Library ................................................................................................ 30 Academic Integrity................................................................................................................................. 30 Grievance Processes............................................................................................................................... 31 Integrity in Action: Student Code Violations ................................................................................... 31 Policy Development, Review, and Implementation ............................................................................... 31 Integrity in Action: Communication ................................................................................................ 33 Program Completion Time .................................................................................................................... 34 Diversity in Curricular and Co-curricular Initiatives ............................................................................. 34 ii Harford Community College Self-Study 2012 Diversity in Action: Employment and Hiring .................................................................................. 35 Recommendations .................................................................................................................................. 36 STANDARD 7: INSTITUTIONAL ASSESSMENT ....................................................................37 Overview ................................................................................................................................................ 37 Divisional Assessment Processes........................................................................................................... 39 Computing and Technology Services (CTS) .................................................................................... 39 Finance, Operations, and Government Relations (FOGR) ............................................................... 39 Academic Affairs .............................................................................................................................. 39 Marketing, Development, and Community Relations (MDCR) ....................................................... 40 Student Development and Institutional Effectiveness (SDIE) .......................................................... 41 Recommendations .................................................................................................................................. 42 STANDARD 8: STUDENT ADMISSIONS AND RETENTION ................................................43 Overview ................................................................................................................................................ 43 Admissions Policies and Procedures................................................................................................. 43 Enrollment......................................................................................................................................... 43 Programs and Services for Under Prepared Students ............................................................................ 44 Assessment of Student Success and Retention ...................................................................................... 45 Financial Aid .......................................................................................................................................... 47 Transfer and Nontraditional Credit ........................................................................................................ 47 Recommendations .................................................................................................................................. 48 STANDARD 9: STUDENT SUPPORT SERVICES ....................................................................49 Overview ................................................................................................................................................ 49 Services Available to Support Student Needs ........................................................................................ 49 Support in Action: Veterans Affairs ................................................................................................ 51 Athletics ................................................................................................................................................. 52 Records Management and Procedures ................................................................................................... 52 Assessment of Student Support Services ............................................................................................... 53 Recommendations .................................................................................................................................. 54 STANDARD 10: FACULTY ........................................................................................................55 Overview ................................................................................................................................................ 55 Faculty Preparation, Qualifications, Roles, and Responsibilities .......................................................... 55 Faculty Involvement in Educational Curricula ...................................................................................... 56 Excellence in Teaching and Other Activities ......................................................................................... 56 Institutional Support for Faculty Advancement and Development ........................................................ 57 Institutional Recognition of Links among Scholarship, Teaching, Student Learning, Research, and Service ............................................................................................................................ 58 Standards and Procedures for Faculty Employment and Promotion...................................................... 58 Review of Individuals Responsible for Educational Programs .............................................................. 60 Adjunct Faculty Employment ................................................................................................................ 61 Academic Freedom ................................................................................................................................ 62 Assessment of Policies and Procedures to Ensure Professional Quality ............................................... 62 Recommendations .................................................................................................................................. 62 STANDARD 11: EDUCATIONAL OFFERINGS .......................................................................63 Overview ................................................................................................................................................ 63 Academic Outcomes .............................................................................................................................. 63 iii Harford Community College Self-Study 2012 Program Review..................................................................................................................................... 64 Library Services and Information Literacy ............................................................................................ 64 Technology to Support Instruction ........................................................................................................ 66 Preparation for Employment .................................................................................................................. 67 Recommendations .................................................................................................................................. 67 STANDARD 12: GENERAL EDUCATION ................................................................................69 Overview ................................................................................................................................................ 69 General Education Goals ....................................................................................................................... 69 General Education Course Approval Process ........................................................................................ 70 General Education Program Review ...................................................................................................... 70 Articulation, Transfer, and Success Rate ............................................................................................... 71 General Education in Action: Program and Course Modification ................................................... 71 Assessment ............................................................................................................................................. 71 General Education in Action: Assessment Projects ......................................................................... 72 Recommendations .................................................................................................................................. 72 STANDARD 13: RELATED EDUCATIONAL ACTIVITIES ....................................................73 Transitional Studies (Developmental Education) .................................................................................. 73 Academic Certificate Programs ............................................................................................................. 74 Experiential Learning............................................................................................................................. 74 Noncredit Offerings ............................................................................................................................... 74 Contractual Relationships and Affiliated Providers ............................................................................... 77 The Higher Education and Applied Technology Center (HEAT Center) .............................................. 78 Internships and Cooperative Learning ................................................................................................... 78 Online Learning (eLearning) ................................................................................................................. 78 Recommendations .................................................................................................................................. 79 STANDARD 14: ASSESSMENT OF STUDENT LEARNING ..................................................81 Overview ................................................................................................................................................ 81 Learning Assessment Process ................................................................................................................ 81 Assessment Plan................................................................................................................................ 81 Assessment Process .......................................................................................................................... 82 Improvement of Teaching and Learning: Evidence of Assessment ....................................................... 84 Supporting and Sustaining the Process .................................................................................................. 84 Learning Assessment Committee (LAC) .......................................................................................... 84 Professional Development ................................................................................................................ 85 Instructional Resource Center (IRC)................................................................................................. 86 Staff Positions ................................................................................................................................... 86 Documentation and Sharing: Reporting ................................................................................................. 86 Program Reviews .............................................................................................................................. 86 National Accreditation ...................................................................................................................... 87 Divisional Reports ............................................................................................................................ 87 TracDat ............................................................................................................................................. 87 Planning, Budget, and Institutional Effectiveness ................................................................................. 87 Recommendations .................................................................................................................................. 88 CONCLUSION ..............................................................................................................................89 RECOMMENDATIONS MATRIX ..............................................................................................91 iv Harford Community College Self-Study 2012 SPECIAL EMPHASIS SUMMARY: STRATEGIC PLAN .........................................................95 Overview ................................................................................................................................................ 95 Standard 1: Mission and Goals ............................................................................................................ 95 Standard 2: Planning, Resource Allocation, and Institutional Renewal .............................................. 95 Standard 3: Institutional Resources...................................................................................................... 96 Standard 4: Leadership and Governance ............................................................................................. 97 Standard 5: Administration .................................................................................................................. 98 Standard 6: Integrity ............................................................................................................................ 98 Standard 7: Institutional Assessment ................................................................................................... 98 Standard 8: Student Admissions and Retention ................................................................................... 98 Standard 9: Student Support Services .................................................................................................. 98 Standard 10: Faculty .............................................................................................................................. 99 Standard 11: Educational Offerings ....................................................................................................... 99 Standard 12: General Education .......................................................................................................... 100 Standard 13: Related Educational Activities........................................................................................ 101 Standard 14: Assessment of Student Learning..................................................................................... 101 Next Steps: Strategic Planning ........................................................................................................... 101 GLOSSARY ...............................................................................................................................103 INSTITUTIONAL PROFILE ......................................................................................................109 FIGURES AND TABLES Table 3.1: Table 6.1: Figure 6.1: Figure 7.1: Table 8.1: Table 8.2: Table 10.1: Figure 10.1: Table 10.2: Table 10.3: Table 10.4: Table 10.5: Table 13.1: Figure 13.1: Figure 13.2: HCC General Operating Budget Preliminary Operating Fund Revenue and Expenditure Projections for FY 2013 .........................................................................9 Selected Items from 2011 PACE Survey..................................................................33 Percent of HCC Employees Identified as Minority..................................................35 HCC CCSSE Benchmark Scores .............................................................................38 African American and Caucasian Enrollment Fall 2007 – Fall 2011.......................44 Retention Trends by Ethnicity/Race from Fall 2006 – Fall 2010 .............................45 Faculty Growth and Credit Enrollment, 2007 – 2011 ..............................................55 PACE Scores on Career Advancement Item ............................................................57 PACE Supervisory Relationship Results ..................................................................59 Selected Faculty Survey Questions and Responses ..................................................59 Selected Faculty Survey Questions and Responses ..................................................60 Selected PACE Survey Items and Faculty Scores 2008 – 2011 ...............................61 Transitional Studies Course Offerings......................................................................73 Community Education Enrollments 2007 – 2011 ....................................................76 FY 2010 Gains in Literacy Education ......................................................................77 v Harford Community College Self-Study 2012 vi Harford Community College Self-Study 2012 EXECUTIVE SUMMARY This Self-Study serves not only as the decennial re-accreditation requirement but also as a foundational document for Harford Community College’s 2012 Strategic Plan renewal process. In order to facilitate this function, the Self-Study leadership chose to use the Comprehensive with Special Emphasis model, infusing the College’s Strategic Plan and questions about planning into every aspect of its research. Eight subcommittees, lead by a diverse Steering Committee, drafted research questions designed to address the MSCHE Standards, the Strategic Planning emphasis, and assessment. They embarked on an 18-month in-depth examination of all aspects of the College, and the resulting document is the distillation of that work. It represents a snapshot of the state of Harford Community College in the first years of the new President’s administration and the final years of the Strategic Plan. Standard 1: Mission and Goals The College’s mission and institutional goals are articulated in the Strategic Plan. The institutional goals, called Strategic Themes, together with the mission, represent the entirety of the work done at Harford Community College. Central to its mission is excellence in educational effectiveness with a focus on student success. The Strategic Plan and the College’s goals are achieved through various planning processes and implementation, with careful assessment integrated throughout. A collaborative campus climate supports the teaching and learning dynamic, and excellence in scholarship and creativity is cultivated and recognized. Some improvements are needed in campus communication; these improvements can only strengthen an already strong campus environment. Standard 2: Planning, Resource Allocation, and Institutional Renewal The College’s Strategic Plan, while incorporating nearly every aspect of campus work, does not currently include strategic focus or direction. Resources continue to be conservatively managed, but anticipated decreases in revenue from governmental entities will require more focused resource allocation achieved through strategic direction or emphasis. In addition to the Strategic Plan, the College uses a variety of planning tools, including the Facilities Master Plan, the annual budget development and monitoring process, an Institutional Effectiveness, Planning and Improvement Model, and the Planning, Assessing, Budgeting, Improving Timeline. Division Vice Presidents provide planning leadership, but input into unit and divisional planning is broadbased and bottom-up. The College recently incorporated Planning into its Institutional Research unit, allowing better integration of all campus planning, assessment, and data collection and analysis functions. A Strategic Planning Assessment Committee reviews campus-wide achievement of the Plan and makes recommendations for improvement and modification. An ongoing cycle of Academic Program Review assures continued excellence, currency, and institutional support of all academic programs. HCC’s planning, resource allocation, and renewal processes will be improved by continued emphasis on broad-based input and enhanced communication about these processes. vii Harford Community College Self-Study 2012 Standard 3: Institutional Resources The College’s funding is derived primarily from tuition and fees, which remain the lowest in Maryland. Other funding comes from Harford County, which historically has supported its College at a high level; the State of Maryland; and other sources, such as College Store operations and facilities rentals. Although enrollment has recently flattened, enrollment trends indicate continued growth and, thus, revenue. Enrollment increases also necessitate increased need for faculty, staff, and resources. The College works to achieve efficiencies and cost containment, most notably through its procurement processes. Continued work is needed to better align assessment, planning, and budgeting processes, but much has been achieved in this area. Evaluation of a recent course scheduling change, implemented to maximize facilities usage, is ongoing. The economic downturn has affected support of capital and infrastructure projects; several projects have been delayed or pushed back in the capital improvement program. Technology resource renewal continues to align with the Strategic Technology Plan, and the Computing and Technology Division plans a broad-based survey effort to assure the Technology Plan continues to meet College needs and identify areas needing improvement. HCC fundraising has shifted focus from event-driven fundraising to major gifts, and grant funding continues to be an important element in HCC’s overall budget. Human resources present several challenges, including planning for the aging workforce and increasing employee diversity to better align with County and student demographics. Standard 4: Leadership and Governance The College is governed by a nine-member Board of Trustees. Board members represent either electoral districts or the County at-large and are appointed by the governor. The current Board includes several members who have agreed to continue to serve on expired terms; the College is awaiting new appointments from the governor’s office. The Board’s primary functions are to enact broad policy and exercise fiduciary control. Board policies are enacted through the President and his staff; the President reports to and is evaluated by the Board. The Board holds regular, public meetings and also meets routinely with campus employees and community members. Board members are involved in various local and national organizations. Shared governance at HCC allows employees and students to have input into decision-and policymaking. The central shared governance body, the College Advisory Council (CAC), is composed of members from each of four constituency groups: administrators, faculty, staff, and students. The CAC meets in open session and provides a variety of avenues for communication from and to the campus community. Currently, the shared governance structure and processes is being reviewed by campus leadership, including members of the CAC and constituency groups. Standard 5: Administration In addition to the President, who was appointed in August 2010, the College is administered by five divisional Vice Presidents, all of whom are highly qualified. Hiring practices for administrators are the same as for all full-time College employees, and Human Resources carefully monitors applicant pools and the search process to assure applicants meet minimum qualifications and search guidelines are followed. HCC actively seeks to retain its high-quality workforce by assuring competitive wages and benefits, a comprehensive orientation process, and viii Harford Community College Self-Study 2012 a variety of professional development options, including tuition waiver, tuition assistance, and professional development activity funding for each full-time employee. The College seeks to enhance its advisory and decision-making processes to assure that decisions are made with the appropriate input from employees. Ongoing improvements in campus communications help to assure that campus employees are informed about policy and procedural changes and other information. Standard 6: Integrity The College strives to assure that its practices align with well-documented and publicized policies and procedures. Particular focus is on academic freedom and freedom of expression. The College subscribes to a philosophical stance that it serves as a ―laboratory‖ for expression and exploration of ideas which is supported by Board policy and procedures that apply to employees and students. The College also actively promotes academic integrity in its classes and processes. Student Code violations are adjudicated in a fair and timely fashion. Grievances are addressed through a variety of well-publicized, easily accessibly means, including a General Grievance Process for Students. Policy review occurs at many levels and in many venues with the College community prior to final approval by the Board. However, improvement is still needed in the dissemination of policy changes as evidenced by responses to campus surveys. The College actively promotes a diverse learning environment in its courses, hiring, and practices. Students surveyed over the last five years report in increasing numbers opportunities to engage with others from different economic, social, racial, and ethnic backgrounds. Standard 7: Institutional Assessment HCC’s Process for the Assessment of Institutional Effectiveness, in addition to the Institutional Effectiveness model and the newly enacted institutional Key Indicators of Effectiveness (KIEs), outline a variety of institutional measures of effectiveness. The KIEs, which are aligned with the current Strategic Plan, provide for a yearly snapshot of measures such as Fall-to-Fall retention, applicant-to-enrolled conversion, donor gifts, and student satisfaction with services. Reporting such as that required by the Maryland Higher Education Commission necessitates periodic review of Student Learning Outcomes (SLO) assessment, diversity, affordability, and accessibility. SLOs, at the course, program, and institutional level, are a focus of all measures of institutional effectiveness. Non-academic divisions actively participate in a regular system of assessing and improving satisfaction, processes, and student learning and using assessment results for planning and budgeting. Standard 8: Student Admissions and Retention The College has an open-enrollment policy and provides information about HCC to prospective students by collaborating with area schools, community groups, agencies, and businesses. In order to increase student success, transitional courses (developmental education) are offered to help students get ready for college-level work. In addition, tutoring is available in many forms. Also in support of the College’s mission, the College offers English as a Second Language (ESL), Adult Basic Education (ABE), and General Education Degree (GED) courses and programs. To increase student success and retention, HCC has implemented several programs. ix Harford Community College Self-Study 2012 Financial aid is available through grants, scholarships, loans, and Federal Work-Study to help credit students offset costs and in support of the College’s mission of open admissions and community service. While the College has designed programs to improve success, persistence, graduation, and transfer of students, there are opportunities to strengthen instruction, services, and programs. Standard 9: Student Support Services The College provides a variety of support services to a diverse student body while promoting social and cultural enrichment through walk-in, appointment-based, or online services. HCC also has services to meet the unique needs of students and is committed to serving students with documented disabilities. The College Life Office encourages students to become partners in their learning and development through intentional programs that cultivate responsible citizens and leaders and provides opportunities for social success and enrichment. Another aspect of student services is public safety. All members of the campus community have a shared ethical responsibility to report concerning behaviors so that students can learn in a safe environment. Further, Admissions and Advising, Career, and Transfer Services staff are available to assist students in planning educational programs, selecting courses, and preparing for transfer or employment. Lastly, the intercollegiate athletic program provides the opportunity for eligible student-athletes to represent the institution in high-level competition while enhancing their educational experience in areas of skill development, teamwork and sportsmanship. The College continues to look for ways to improve the overall quality of student support services given flat and decreasing resources. Standard 10: Faculty The College employs faculty members who are appropriately prepared and qualified for the positions they hold. Faculty plays a critical role in fulfilling the teaching and learning mission of the College. All full-time faculty members are engaged in teaching and student learning assessment at the course and program level as well as in Program Reviews, curriculum development, college and community service, research, and scholarship. As part of their duties, HCC faculty members support the programs offered and assure the continuity and coherence of the institution’s programs. The HCC faculty is heavily involved in the design and maintenance of educational curricula. The College clearly supports faculty advancement and development in various ways such as reimbursement for professional development and tuition assistance. The College also offers in-house workshops, discussions, sabbaticals, and informal presentations to support faculty development. While the overall perception from faculty members is that their teaching is held to a high standard, including the ability to practice academic freedom in the classroom, improvements are being made to streamline the curricular development process and clarify the criteria and rigor of the tenure and promotion processes. Standard 11: Educational Offerings Programs and the courses in a given program are designed by the College to deliver specific content, knowledge, and skills necessary to enable students to enter the workforce or transfer to a college or university for further study. In addition to course-level student learning objectives, x Harford Community College Self-Study 2012 HCC has identified eight Academic Outcomes which students achieve at the program level through course work and other educational experiences. Several practices are currently in place to ensure that students are made aware of the learning outcomes they are expected to reach at all levels (institution, program, course) while attending HCC. At the same time, Program Review determines whether or not goals and objectives are met and reveals areas for improvement within a program. Program Review is an integral process providing evidence of best practices as indicated by student learning and assessment. The Library and technology are assets of HCC that help instructors and students access the information and resources needed to complete their work. While the depth and breadth of educational offerings at HCC is adequate, a formal process for gathering employment preparation data will be developed to ensure that the College is truly preparing students for successful employment. Standard 12: General Education The College’s mission for the General Education (GE) program is to foster the students’ development of the core competencies, attitudes, and values necessary to pursue lifelong learning. Upon completion of the GE core, students will possess the skills to acquire and apply knowledge across broad areas of study. In addition, they will be able to demonstrate the skills basic to acquiring knowledge in the behavioral/social sciences, English composition, arts/humanities, mathematics, biological/physical sciences, and interdisciplinary and emerging issues. In June 2009, the process began to revise the GE goals to be more student-centered and measurable to facilitate assessment of the program. The new GE goals were approved in April 2011. The GE goals align with the College’s Strategic Plan and the Academic Outcomes. To align assessment with the new GE goals, a review of all GE courses will take place to ensure compliance with the revised GE mission and goals. The next phase of General Education assessment will be for the academic divisions to build program-level assessments that align with the General Education categories. Standard 13: Related Educational Offerings The College’s related educational offerings are vast and varied. Transitional Studies (developmental education), prepares students for college-level work in reading, writing, and mathematics. Students are placed into Transitional Studies (TS) or credit-level courses based on Accuplacer, a nationally recognized placement test developed by the Collegeboard. The data for English and math courses show that pass rates are comparable for TS and non-TS students, suggesting that TS courses do prepare students for the rigors of a college-level course. In order to meet the mission of the College, the Continuing Education and Training Division (CET) forms the foundation for lifelong learning and excellence by offering a myriad of learning opportunities for the community. Members of the division engage and collaborate with education, business, the local and federal government, and the community. In addition, CET cooperates with outside vendors and academic partners by providing aspects of the educational experience not available on campus. These partnerships are implemented in accordance with the ethical principles referred to in the College’s Strategic Plan. For instance, the primary mission of the HEAT Center is to provide upper-division baccalaureate and graduate programs to the residents of Northeastern Maryland. The Center focuses on bringing additional science and technology programs to the region in support of education and training for local business, government, and xi Harford Community College Self-Study 2012 Aberdeen Proving Ground. While the College offers comprehensive programs to the community at large, the impact of continuing education and training on the community needs to be investigated closely. Standard 14: Assessment of Student Learning Assessment of student learning at HCC is a process that is embedded in the College’s Mission and Strategic Plan and documented through the work of faculty. College-wide, collaborative efforts have established integrated goals that allow assessment within a course to provide data that is also relevant at the program and institutional level. HCC is currently experiencing an accelerated pace of learning assessment that involves the documented use of assessment to improve teaching and learning, broader participation at the leadership level by faculty, more collaboration among faculty and across disciplines, implementation of more diverse assessment methods, and more consistent, accessible, and effective reporting and sharing of assessment results. The collection and use of results is an ongoing institutional activity that serves as the foundation for institutional and curricular renewal. To continue with the increased level of engagement in assessment process, HCC should improve reporting of assessment results at the divisional and institutional level to create documents that are useful in the sharing of assessment results and develop a systematic process for assessing program goals within each program. xii Harford Community College Self-Study 2012 Certification Statement xiii Harford Community College Self-Study 2012 xiv Harford Community College Self-Study 2012 INTRODUCTION Harford Community College (HCC) is a comprehensive, open-admission community college now in its 54th year of service to the Harford County community. The College has grown from its first course offerings in a local high school to the current 365-acre Bel Air campus that boasts 19 buildings, including a state-of-the-art digital and print library, a student center, a child- and adult-care facility, administrative and theatre building, a plant facilities building, and athletic fields. At the heart of the campus is the historic Hays-Heighe House, the 1808 farmhouse that was the residence for the families who raised thoroughbred racehorses and farmed the land on which the College now sits. Restoration of this building, which is listed on the National Register of Historic Places, was completed in 2010. Campus construction since 2002 includes an additional campus entrance/exit road and an adjacent 90-space parking lot; renovation of one classroom building, Havre de Grace Hall; and substantial renovation and expansion of the Science, Technology, Engineering and Math (STEM) building, Aberdeen Hall. The renovation and expansion of Aberdeen Hall nearly doubled science and technology classroom and lab space and incorporated state-of-the-art green technology, consistent with the College strategic initiative of modeling environmentally sustainable practices. Renovation of the Susquehanna Center athletic building is underway, including the addition of a 3,200-seat arena, the largest facility of its kind in northeast Maryland. Technology has become a strategic cornerstone for building excellence at HCC and is a critical component in helping to enhance the College’s already excellent reputation. The College features wireless internet access, cutting-edge classroom technology, a one-stop web portal (OwlNet) for students and employees, and seamless online admissions and registration processes. The current Facilities Master Plan (FMP) encompasses the main campus and undeveloped land just across Thomas Run Road, the West Campus. It includes a campus concept plan that could add nine buildings, substantially increasing classrooms and lab space over the next 20-40 years. As part of this West Campus concept, HCC continues to work with Maryland officials in planning for a building on HCC-owned property to house a single-or multi-institution university campus to enhance transfer options for students who wish to complete their baccalaureate degrees without leaving Harford County. HCC continues to be a cultural center for the county, operating the Chesapeake Theatre and partnering with Harford County Public Schools in programming presented at the Amoss Theatre in neighboring Harford Technical High School. With support from several funding sources, including the HCC Foundation, Cultural Events offers an array of performances, attracting audiences of all ages to the campus. The Chesapeake Gallery, located in the Student Center, brings local and regional artists to the campus for curated exhibitions. The student-run gallery in Joppa Hall exhibits student art. The College radio station, WHFC, features eclectic programming for the surrounding neighborhoods and opportunities for students and community members to become involved in campus life. After undergoing an intensive Strategic Planning process that concluded in Fall 2007, the College is now nearly through its current Strategic Plan period of FY 2008-FY 2012. As part of the planning process, the College adopted a new Mission Statement: xv Harford Community College Self-Study 2012 HCC is a dynamic, open-access institution that provides high quality educational experiences for the community. The College promotes lifelong learning, workforce development, and social and cultural enrichment. To complement the Mission Statement, the College embraced an aspirational vision statement: We aspire to make our great college even better. In addition, as part of the collaborative planning process, HCC faculty, staff, and administration agreed upon six core values: 1. 2. 3. 4. 5. 6. Lifelong Learning Integrity Excellence Diversity Communication and Collaboration Service Finally, to guide the day-to-day work of the College and its employees, the Strategic Plan enumerates six strategic themes. Each includes three to six major initiatives to help various College units in achieving that theme: I. HCC exemplifies educational excellence and effectiveness. II. HCC provides comprehensive support to advance student success. III. HCC embraces a diverse culture of learning. IV. HCC engages and collaborates with education, business, government, and community. V. HCC develops resources and infrastructure to support its mission and vision. VI. HCC advances an understanding of its programs and opportunities. The nine-member Board of Trustees governs the College’s policies. This diverse body of community leaders is appointed by the governor to serve five-year terms with the possibility of serving one additional five-year term. Six of these members represent legislative districts within the county; three members are appointed from the county at-large. The College derives the majority of its funding from three sources: the State of Maryland, Harford County, and tuition and fees. For FY 2011, the College’s operating budget was $46.3 million. In FY 2011, HCC employed 97 full-time faculty and 220 full-time staff and administrators; this number was augmented by 441 part-time faculty (credit and noncredit) and 224 part-time staff. HCC employs just under 1000 full- and part-time employees and was selected by its employees as one of the Baltimore Sun's 75 Top Workplaces for 2011. HCC students continue to demonstrate success in achieving their academic goals. For example, from 2008-2010, the first-time pass rate for the PN-NCLEX for HCC Practical Nursing graduates was 100%. Also, analysis of the most recent Transfer Student System Report released by the Maryland Higher Education Commission (MHEC) indicated that Harford students who transferred to a four-year state institution had a higher average first-year GPA than students transferring from all other Maryland community colleges. Likewise, MHEC Performance xvi Harford Community College Self-Study 2012 Accountability Report (PAR) data show the successful-persister rate after four years of initial enrollment for HCC students is 77%, and the graduation-transfer rate is 60%. HCC has strengthened and enhanced its athletics program, not only in the number of student athletes but also in local and regional academic and athletic achievements. The Student Government Association and College-sponsored registered student groups thrive and provide leadership and service opportunities for students. Students choose from 67 programs of study and 20 certificate programs. In FY 2011, noncredit course enrollments totaled 29,276 in offerings including industry-based licensure, career preparation and training, customized training programs, and academic and personal enrichment courses. HCC also manages the Higher Education and Conference Center at the Higher Education and Applied Technology (HEAT) campus in nearby Aberdeen, Maryland, offering county residents the convenience of in-county access to 19 upper-level degree or certificate programs offered by five four-year institutions. In addition, the Small Business Development Center, housed in the Continuing Education division, serves over 1,500 county residents annually. Opportunities The College has an increasingly diverse student population. From Fall 2005 to Fall 2011, the percentage of students self-identifying as Minority or Other on the Enrollment Application increased by 64%, from 1,082 students to 1,775 students. This increase is influenced by a Fall 2006 recruitment initiative focusing on traditional-aged African-American students. The enrollment of this segment of the student population increased from 597 to 987 (65.3%) from Fall 2006 to Fall 2010. Additional initiatives to close the achievement gap between African American students’ and all students’ performance continue. Overall student enrollment continues to climb: FY 2011 credit enrollment was 9,560 (3,885 FTE), a 19% increase over FY 2006 credit enrollment. This trend may have begun to plateau as Fall 2011 enrollment decreased slightly, by .2%. In light of flat or decreasing budgetary support from both the County and the State, the increasing enrollment of the past three years has presented challenges that will likely continue for at least the next fiscal year and most likely several years thereafter. Self-Study Process In Spring 2009, former President Dr. James LaCalle appointed the Self-Study Co-Chairs (Valerie Swain, Coordinator for Assessment and Institutional Effectiveness , and Lisa Tittle, Associate Professor of English and Writing), who then attended the MSCHE Self-Study Institute in November 2009. The President appointed members to the Steering Committee after consulting a leadership team that included the Co-Chairs, Vice President for Academic Affairs and the Vice President for Student Development and Institutional Effectiveness. Additionally, the campus leadership team drafted rosters for eight working teams. Together, the Steering Committee and eight working teams numbered over 100 faculty, staff, administrators, and students. xvii Harford Community College Self-Study 2012 The Co-Chairs of the Self-Study, in consultation with the campus leadership team, selected the comprehensive self-study with special emphasis on the Strategic Plan for the self-study model. The special emphasis model best meets the needs of HCC as it evaluates the changes that have occurred since the PRR report in 2007. During the same year that the Self-Study is submitted— 2012—the current Strategic Plan will also be evaluated and renewed. Using this model facilitates the study of several key factors and prepares the College community for a seamless transition to Strategic Plan renewal. Intended Outcomes As a result of the Self-Study, the campus will have: Engaged in campus-wide self evaluation; Assessed the effectiveness of the strategic planning process; Examined the assessment of the Strategic Plan; Identified the areas of strength at the College; Identified opportunities for growth and improvement; Engaged participation from all stakeholders on campus and in the local community; Examined the College’s programs, services, governance, curriculum, faculty, staff, resources, and students as they relate to the Strategic Plan; Developed, examined, and expanded assessment processes; Continued to embed evaluation and assessment within the institutional culture and infrastructure; and Generated a Self-Study as a tool for revising the next Strategic Plan. Steering Committee In order to ensure that all stakeholders could provide valuable input into the document, the Steering Committee was created to include representatives from all major areas of the College including faculty, staff, administrators, students, adjunct faculty, and community members. The Steering Committee includes employees who have been employed for several decades as well as those who are relatively new to the College. The Steering Committee members are diverse in terms of age, race, gender, and levels of expertise. Demographically, the Steering Committee represents the College community. In addition to providing general oversight throughout the entire Self-Study process, the Steering Committee has been a working committee; therefore, each working team Co-Chair sits on the Steering Committee. Charges to the Steering Committee The Steering Committee’s charge was to oversee the reaccreditation process under the direction of the Co-Chairs. Its responsibilities included: 1. Aligning Strategic Plan Themes and Initiatives with MSCHE Standards to determine how Strategic Plan emphasis would be distributed throughout Self-Study; 2. Drafting initial research questions for each working team and assisting in finalizing research questions after receiving feedback from each working team; xviii Harford Community College Self-Study 2012 3. Developing a timeline for reporting, reporting standards, and charges for each working team; 4. As reporting began, identifying gaps in research, responses, and data to ensure compliance with MSCHE Standards and with initial charges; 5. Identifying overlap and connecting themes in order to streamline data collection and reporting; 6. Monitoring Strategic Plan integration throughout research and reporting; 7. Maintaining editorial oversight for content and style; 8. Ensuring communication with campus community throughout process; 9. Ensuring multiple and varied opportunities for campus review and comment throughout process; 10. Writing the final report based on reporting from working teams; and 11. Overseeing the cataloging of documents and other supporting evidence relevant to the self-study process and the team visit. Steering Committee Membership * LJ Baker * Victor Dodson Bill Elliott * Donna Feldman John Ferriter * Laura Fox Antwoneisha Hardy Melissa Harris Anne Hartig * Karry Hathaway * Carl Henderson * James Karmel * Supawan King * Theresa Libershal Matt Manning * Marlene Lieb * John Mayhorne * Jim McFarland Bill Merryman Kevin Miksis Susan Nicolaides * Gary Owens * Lisa Rainey * Bill Stiffler * Jennie Towner * Deborah Wrobel Assistant Professor, Accounting Director, Purchasing Student Development Specialist Technology Specialist SAIC, Inc. Associate Professor, English SGA President (one year) Library Specialist, eLearning Adjunct Faculty, Dean, Humanities Dean, Educational and Transitional Studies Associate Professor, History Associate Professor, Mathematics Assistant Professor, Nursing SGA President (one year) Associate VP, Continuing Education and Training Dean, Business, Computing and Applied Technology Professor, Art and Design Application Developer SGA President (one year) Director, Cultural Events and Performing Arts Associate Professor, Philosophy and Religion Assistant, Vice President for Academic Affairs Professor, English Coordinator, Tutoring and Testing Dean, Science, Technology, Engineering and Math * Working Team Co-Chairs Working Teams Team rosters were drafted based on expertise in the areas indicated by the standard being investigated and by broad campus representation. The leadership team decided to combine certain standards for the purposes of investigation in order to create efficiencies; the final report, xix Harford Community College Self-Study 2012 however, is organized according to the fourteen standards. While Co-Chairs and Team CoChairs continued to attempt to involve students in each team process, student involvement has been minimal. In order to integrate assessments fully in the research and reporting process, the team addressing Standards 7 and 14 carried out a unique role in the Self-Study process. Team members working on these two standards were dispersed as ―assessment consultants‖ throughout the other seven teams. These assessment consultants not only worked as a unit to assure that Standards 7 and 14 were fully addressed, but they worked within all the other teams to assure that assessment elements were reflected throughout the research and resulting report. Thus, the teams mirror the institutional culture of assessment, integral to all of the work of the College and not a separate function to be carried out occasionally. Charges to the Working Teams All eight teams received identical charges; these charges preceded the creation of research questions as teams were actively involved in drafting the research questions. Each team was charged with: 1. Completing SWOT (Strength, Weakness, Opportunity, Threat) analyses relative to the assigned Standard or Standards; 2. Finalizing, with steering committee assistance, research questions for each Standard; 3. Completing research and compiling and documenting evidence to support findings; 4. Identifying challenges and making recommendations relative to both the MSCHE Standards and to the Strategic Plan; 5. Highlighting strengths and successes relative to both the MSCHE Standards and to the Strategic Plan; 6. Generating in outline format a report or reports for Steering Committee use in writing the final Self-Study report; 7. Assisting in Self-Study report preparation by reviewing drafts and making suggestions for revision; and 8. Maintaining and publicizing records of all activities, using predetermined media for communication with campus community. Working Teams Membership Carol Allen Sheila Allen Manolya Bayar Dawn Brett Jan Brewer Claudia Brown George Budelis Gina Calia-Lotz Pat Cecala AC Chapin Sandy Clark Louis Claypoole xx Director, Library and Information Resources Professor, Reading, Writing, Education Professor, Psychology and Sociology Adjunct Professor, Psychology Professor, Sociology Professor, Mass Communications Student Development Specialist Instructional Services Librarian Telecom Engineer Professor, Computer Information Systems Registrar Maintenance Technician Harford Community College Self-Study 2012 Orlando Correa Joe Cunningham Jim D'Amario Madelyn Danner Greg Deal Nancy Dysard Mary Eibner (retired) Linda Fife Rob Frank Stephanie Hallock Brian Hammond Linda Heil Wayne Hepler Pat Hogan Elizabeth Holmes Ryker Hughes Laura Hutton Tami Imbierowicz Steve Iwanowski Jen Jacobs Lisha Jenkins Emily Jensen Chris Jones Jackie Keatts Marty Kindsvatter Judy Kinshaw-Ellis Stan Kollar Kathy Konrad Paul Labe Lynne LaCalle (retired) Lynn Lee Rob Lieb Sharoll Love David Mack Dawn McCloskey Kathleen McCreesh Kevin Miksis Dick Miller Dotti Miller Rick Mitchell Carol Mueller Brandy Naughton Heidi Neff Patti Pfau (retired) Steve Phillips Laura Preston Meredyth Puller Diane Resides Fary Sami Scott Schaeffer Tim Schneider Anne Shugars Denise Smith Professor, Psychology Professor, Accounting Professor, Physics Professor, Nursing Associate VP, Campus Operations Director, Marketing and Public Relations Administrative Specialist Manager, College Store Professor, English Professor, Political Science Coordinator, Admissions Professor, English Professor, Mass Communications Director, Community Education Professor, Reading and English Professor, Business Administration Professor, Education Professor, Biology Professor, Chemistry Professor, English Coordinator, Community Education Professor, English Transitional Mathematics Help Desk Specialist Student Development Specialist-APG Professor, English and Writing Professor, Biology Coordinator, Accounting Dean, Visual, Performing, and Applied Arts Associate VP, Student Development Director, Financial Aid Professor, Physics Student Development Specialist Student Development Specialist Professor, Nursing Student Student Professor, Business Administration Professor, English Professor, Psychology Professor, Transitional Mathematics Director, Adult Developmental and Literacy Programs Professor, Art Librarian, Instructional Services Assistant VP, Finance and Budget Dean, Nursing and Allied Health Professor, English Associate VP, Student Development Professor, Mathematics Professor, Biology Coordinator, Fitness, Health, Physical Education Professor, Economics Administrative Specialist xxi Harford Community College Self-Study 2012 Richard Smith Julie Swift Christel Vonderscheer (retired) Cheryl Wald Donna Walters Avery Ward Colleen Webster Linda Wilson Library Specialist Administrative Specialist Director, eLearning and Instructional Resources Student Manager, Client Support Dean, Behavioral and Social Sciences Professor, English Administrative Specialist Self-Study Collaboration and Communication Meetings Throughout the Self-Study Process, the Co-Chairs met with the Steering Committee monthly during the academic year. Working teams met on average once a month to complete their research. In addition, the entire Team met twice, once at the beginning of the research phase and once at the beginning of the review phase. Communication The Self-Study Co-Chairs and the Steering Committee regularly communicated progress to the campus in various ways: through broadcast emails, at governance and other group meetings, during division meetings, and on the Self-Study webpage. During the review phase, the CoChairs were available to the campus for several drop-in sessions so that campus employees could directly comment on working drafts. xxii Harford Community College Self-Study 2012 STANDARD 1: MISSION AND GOALS Mission and Institutional Goals As part of a strategic planning process in 2006-2007, HCC adopted a new Mission Statement: HCC is a dynamic, open-access institution that provides high quality educational experiences for the community. The College promotes lifelong learning, workforce development, and social and cultural enrichment. In addition, as part of the collaborative planning process, HCC faculty, staff, and administration agreed to six core values. The Strategic Plan (SP) enumerates six institutional goals, or Strategic Themes, which are aligned with the mission; each strategic theme includes three to six major initiatives designed to guide various College units in achieving that strategic theme. Together, these Strategic Themes and major initiatives serve as institutional goals. In keeping with its mission, institutional goals, and mandates set forth by Maryland law, the College fulfills several functions: general education, college or university transfer programs, career education, continuing education, developmental (transitional) education, student development, and enrollment services. In addition, the College is the center for cultural and performing arts in the community. HCC’s mission is formally reviewed every four years or as requested by the Maryland Higher Education Commission (MHEC). Documentation of this review is reported to MHEC. This MHEC mission review includes the Mission Statement, institutional identity, institutional capabilities, and measures of effectiveness, affordability, and diversity. Implementation of the Strategic Plan occurs at the department and division level when instructors and academic divisions make decisions affecting student learning, including curriculum, Student Learning Outcomes, and program development. Academic divisions and faculty who teach credit courses follow the Student Learning Outcomes Assessment and Improvement Plan to document activities that support the mission and the SP at the course, program, and division level. Program goals for all academic programs and Program Reviews completed periodically for all academic programs link curriculum to the SP through its Strategic Themes and Initiatives. Administrators and staff set goals each year and consider if and how the goal will support the SP and Strategic Themes. Departmental and divisional goals, supported by specific, measurable objectives needed to achieve the goals, are linked to the Strategic Themes and Initiatives; individual goals, established during the annual performance appraisal, support divisional or departmental goals which are also linked to the Strategic Themes and Initiatives. The Strategic Plan is considered during budget development: each submitted budget includes a performance goal and measurement criteria, which are linked to a Strategic Initiative. The mission of the College through the Strategic Plan becomes implemented as individual, divisional, and departmental goals are completed. Institution-wide assessment occurs, improvements are implemented, and feedback from the assessment links to future planning. 1 Harford Community College Self-Study 2012 Mission, Vision, and Values in Action: Campus Climate Among the themes in the Strategic Plan is Theme V, which includes in subsection V. B. the strategic initiative, ―Promotes a collegial environment that values shared governance and improves campus climate.‖ Every three years, the College administers the Personal Assessment of the College Environment (PACE) survey, authored by the National Initiative for Leadership and Institutional Effectiveness (NILIE) at North Carolina State University. The PACE survey is administered to all full-time employees; 84.5% of the surveyed population responded in 2011. PACE results are reported on a scale of 1-5, with scores between 4 and 5 achieving the desired ―collaborative‖ status. The PACE is a survey of perception; however, patterns and themes emerge that the College considers in its overall assessment of effectiveness. The 2008 PACE results showed a generally good campus climate and led to improvements in exchange of information at HCC. Each College constituency was charged with developing strategies to improve campus climate. For example, the College Advisory Council (CAC), the main body for shared governance, developed a goal to ―enhance communication among the four constituency groups to build a stronger sense of community at the College.‖ A number of activities, such as improving email communication and increasing use of the College portal, OwlNet, helped implement this goal. The data indicate that HCC has continued to make improvements in collegiality and overall campus climate. Selected areas of excellence, as determined by NILIE and reported in 2011, include (on a scale of 1-5): The extent to which I feel my job is relevant to this institution's mission (4.63) The extent to which students receive an excellent education at this institution (4.43) The extent to which this institution prepares students for further learning (4.40) The extent to which student needs are central to what we do (4.38) The extent to which the actions of this institution reflect its mission (4.33) However, there is still room for improvement in the overall campus climate. Scores between 3 and 4 denote the ―consultative‖ management style. Selected areas for improvement, as determined by NILIE, include: The extent to which I am able to appropriately influence the direction of this institution (3.37) The extent to which open and ethical communication is practiced at this institution (3.63) The extent to which information is shared within this institution (3.47) The extent to which a spirit of cooperation exists at this institution (3.86) Scholarly and Creative Activity In its support of scholarly and creative activity, the College regularly recognizes such accomplishments by its employees by featuring them during the annual Convocation; the HCC Library maintains a plaque with the names of those recognized by their peers for scholarly publications. In addition, the HCC faculty promotion process includes a research and publication component, a feature not typically included for community colleges. The College, through Board of Trustees policy, continues to demonstrate its support for sabbatical leave for faculty and administrators, allowing for scholarly pursuits that will support the College’s mission. Recommendations Continue to review and respond to lower-rated PACE campus climate factors. 2 Harford Community College Self-Study 2012 STANDARD 2: PLANNING, RESOURCE ALLOCATION, AND INSTITUTIONAL RENEWAL Planning Process and Implementation The College’s Strategic Plan provides an overall institutional plan and guides operational planning at the department and unit level. Its six major Strategic Themes and more detailed Strategic Initiatives describe in detail the strategies that help HCC achieve its multi-faceted mission. Institution-wide assessment occurs, improvements are implemented, and feedback from the assessment links to future planning. Curriculum is linked to the Plan by linking program goals for all academic programs and Program Reviews to Strategic Themes and Initiatives. New employees are given a Strategic Plan booklet detailing the Mission, Vision, Values, and Strategic Themes, and the Plan is reviewed during New Employee Training and Orientation. To complement the Plan, HCC uses a comprehensive Institutional Effectiveness, Planning and Improvement Model. The model provides a visual image of how HCC has clarified and strengthened its processes of ongoing planning and resource allocation by integrating the Mission, Vision, Values, and Strategic Plan as foundational, guiding documents for setting goals, assessing outcomes, and using findings for renewal and improvement. Specifically, the Model shows how the HCC Strategic Plan FY 2008-2012—founded on the HCC Mission, Vision and Values—is used in developing unit-, program-, and course-level learning goals, and administrative, service, and professional development goals. Aside from goal creation and linkage, the Strategic Plan is used to guide budget-building decisions by requiring certain budget requests (called ―enhancements‖) to be linked to a Theme and Initiative of the Plan. The institutional Key Indicators of Effectiveness (KIEs) offer another level of institutional assessment by providing benchmarks for the six major Strategic Themes of the Strategic Plan. The results of all assessments are applied to make improvements and to provide information for future modification of the Mission, Vision, Values, Strategic Plan, and KIEs. The College’s Institutional Effectiveness plan has been in place since 2005 and was modified in 2010. It details the variety of institutional level assessments, such as the MHEC-required Performance Accountability Report (PAR) and Cultural Diversity Report, which are used for planning. Another tool is the Planning, Assessing, Budgeting, Improving Timeline, a multi-year timeline of the planning cycle that details internal processes related to budgeting and planning as well as external processes, such as presentation of the budget to the local county Council. Planning Leadership Department and unit supervisors are accountable for overseeing the development and completion of unit goals and objectives annually and using the results in future planning. Employees are accountable for completing individual goals and documenting progress as part of their annual 3 Harford Community College Self-Study 2012 performance evaluation. Vice Presidents are accountable for ensuring the completion of the goals and objectives in their areas, for monitoring progress in fulfilling the Strategic Plan, and for applying results and findings to future planning and resource allocation decisions. Planning for each division is overseen by the Vice President for that division. Together, the Vice Presidents and the President comprise the President’s Staff, and divisional planning is reviewed at the institutional level by President’s Staff. Before being approved by the Board of Trustees, the College’s budget is refined by President’s Staff. This planning and budgeting process, while effective, can be challenging due to the delay between budget building and the start of the actual fiscal year. In an effort to further enhance planning processes, the College in June 2011 reconfigured its Institutional Research office to include Planning and Institutional Effectiveness. The Director for Institutional Research, Planning and Effectiveness (IRPE) has several responsibilities: directing the College’s comprehensive institutional research, planning, and institutional effectiveness efforts; developing research to support internal policy- and decision-making and external mandated State and Federal reporting; and providing leadership for annual and strategic institutional planning. In addition, in order to better integrate planning with assessment, the position of Coordinator for Assessment and Institutional Effectiveness, newly created in 2009, now resides within this unit. Assessing the Plan The College formed a Strategic Planning Assessment Committee (SPAC) to review the Plan and document areas for improvement. This committee reports its findings to the College’s main shared governance body, the College Advisory Council (CAC), and communicates to the campus community via CAC open forums. SPAC monitors the extent to which the Strategic Plan is fully implemented institution-wide, both annually and over the five-year period. The HCC Accomplishments document, compiled annually and organized by Strategic Theme and Initiative, demonstrates how the strategic themes and initiatives set forth in the Plan guide the work of the campus. This document not only aids SPAC in assessing progress toward achieving the major Themes and Initiatives, but also serves as an internal marketing and celebration tool. According to a SPAC status report prepared in 2010 as information for the new President, departments and employees tend to develop goals and then identify how those goals fit into supporting or fulfilling the Strategic Plan; instead, the Strategic Plan should drive decisions about which goals should be set. In addition, fully assessing the extent to which the Strategic Plan is being implemented is difficult because progress reports from many important College committees are not routinely completed. Results on a recent Faculty Survey of all credit and noncredit faculty—full- and part-time— indicate a potential area for improvement in communicating Strategic Plan Themes and Initiatives and unit activities that support those themes and initiatives, particularly to adjunct faculty. Of 117 respondents, only 44% responded ―Strongly Agree‖ or ―Agree‖ to the statement 4 Harford Community College Self-Study 2012 ―The Strategic Plan Themes and Initiatives guide decisions on planning and budgeting within my work unit.‖ 47% of respondents answered ―N/A,‖ and the majority of those ―N/A‖ responses were credit adjunct faculty (84%). Several of the open-ended comments stated that many respondents were not familiar with the Strategic Plan Themes and Initiatives. Resource Allocation Resource allocation entails budget development and management. Budget development processes are clearly communicated to budget managers in kick-off meetings and through communication from the Finance department; unit budget managers also involve appropriate employees in the budget-development process. Resource allocation within academic units begins at the program, department, or division level. Resource requests (such as staffing, technology, and supplies) for academic programs may emanate from the academic divisions as a result of an assessment of operational needs, Program Review recommendations, curriculum development, grant development, or external forces, such as regulatory requirements or the need for new or modified programs to respond to changing workforce needs. Division Deans consider the overall needs of the programs in their areas and develop both short-term and long-term objectives to meet the various program requests. Administrative and service unit supervisors, in consultation with department employees, make allocation recommendations to the appropriate Vice President. VPs then meet to review the budget requests from a College-wide perspective and prioritize requests for the College. Requests with justifications linked to the Strategic Plan and based on sound assessment results have the greatest likelihood of inclusion in the College’s budget proposal. When there are competing priorities, Deans or administrators jointly review and prioritize the requests. Annual unit budgets are approved by the President, who considers recommendations from the Vice Presidents before sending the budget to the Board of Trustees for final approval. Constituent participation is provided for at the department and unit level and through the governance structure, including through the Salary and Fringe Benefits Committee. Throughout the year, CAC Open Forums, committee meetings, and division meetings also provide forums for constituent participation. Unit budgets require continuous management to ensure that resources are allocated effectively. Through the use of the budget development process, periodic reviews, and the transfer of funds process, managers monitor resources to ensure appropriate levels of funding are allocated. If budget expenditures are running high or low, there are opportunities to make corrections. Also, prior to making an expenditure for equipment and technology, the unit manager and VP re-assess whether the need for the expenditure has changed since the allocation was originally approved. To further integrate planning and resource allocation with assessment, starting in the FY 2012 budget-building process, departments created a performance goal linked to their unit’s budget. Those goals are being assessed, and results will be reported using the College’s assessment database, TracDat. For example, one HCC budget performance goal from the Campus Operations unit is to reduce energy consumption. HCC commits and allocates resources to 5 Harford Community College Self-Study 2012 provide proper operation of mechanical systems and energy-efficient upgrades to achieve this objective. Institutional Renewal Administrative and Service Units College-wide, the Strategic Plan is used to guide goal-setting and decision-making annually and continually. Goals are established in each administrative and service unit; specific objectives or strategies to attain them are determined. Employees set performance goals as well as professional development goals; all are linked to a Strategic Initiative. Resources are allocated to support goals requiring budgetary support. As goals are established, assessment processes are put into place to determine whether or not the goals have been accomplished. Assessment results are used to guide future planning. Assessment plans, findings, and action plans are maintained in TracDat. Academic Affairs Planning and Renewal in Action: Computing and Technology Services The Computing and Technology Services (CTS) division has established several Technology Initiatives, including the following: The College will adopt a robust wireless network infrastructure that is secured and available whenever and wherever needed. This initiative is assessed by determining the physical (usable) area of the College that has an acceptable level of wireless network coverage. Staff monitor this wireless availability and make adjustments to achieve the established 90% coverage goal. This initiative supports Strategic Plan Theme V Subsection F: Adopt and maintain technology appropriate to the needs of the College. Funds to support this initiative were allocated during the FY 2012 budget-development process. The academic unit of the College encompasses seven credit divisions, the library, eLearning, and Continuing Education and Training (CET.) The College continues to make progress in aligning program, department, and institutional planning and budgeting. All academic programs have established written, measurable goals that are aligned with the College's Strategic Themes and Academic Outcomes. Faculty and Deans collaborate on the review and revision of program-level Student Learning Outcomes, assessment activities, and professional development goals. In the academic divisions, assessment of learning outcomes occurs at the course and program level; these assessments support the attainment of institutional goals including the Strategic Themes and Initiatives and the institutional Academic Outcomes. The library, eLearning, and CET also conduct unit assessments. Academic divisions and other areas use TracDat to document, track, and report program goals, assessment strategies, course-level objectives, assessment results, actions plans for improvement, and follow-up activities. Comprehensive data and documentation are also maintained by each area. Curriculum modifications are also considered during the planning and budgeting process. Faculty and division administrators develop curriculum proposals at the course or program level, with an internal divisional review. The College's Curriculum Work Group (CWG), a representative body of faculty, staff, and administrators, reviews proposals and recommends approval of new programs, courses, or major curriculum modifications to the Vice President for Academic Affairs. The review process requires the curriculum sponsor to identify any costs that 6 Harford Community College Self-Study 2012 would impact students or the College. The supervising administrator must ensure that modifications requiring new or re-directed resources are communicated during the budget planning process. Academic Program Review Through the academic Program Review process, Deans work with faculty and external reviewers to identify gaps, areas for growth, resource requirements, student support needs, and necessary improvements. The College continues to strengthen alignment of the annual budget development process with annual program goal setting, assessment, and the Program Review Cycle. There is an Planning and Renewal in Action: Program Review increasing need to target and support strategic program recommendations that can be implemented in the short One example of this process was a Program term. For example, in the occupational areas, program Review in the Visual, Performing and offerings are monitored and modified annually to ensure Applied Arts division in Spring 2010 which curriculum relevance. Computer Information Systems recommended that the College ―create a and other employment-sensitive programs may require permanent home for theatre classes and student productions.‖ Extensive use of the more timely modifications, additional support, or new music department spaces became increasingly course delivery options to respond to the rapidly more limiting for credit and noncredit music changing needs of the workforce. course and performance offerings. Likewise, HCC’s academic Program Review process consists of a full review of each program on a three- to five-year cycle ―…to provide quality programs and services through self-analysis and peer review.‖ The process consists of four phases: 1. 2. 3. 4. Initial Activities—Select an internal and external review team; Analysis and Reporting—Review and analyze data, conduct curriculum mapping, and draft recommendations for programmatic changes, improvements, and resources; Review and Approval—Prepare a Program Review for internal and external review; and Implementation and Follow-up—Establish a timeline for implementation of recommendations and funding via the budgetbuilding process (linked to the Strategic Plan), and provide a written progress report. increasing theatre classes and curricular theatrical productions and projects were hindered by lack of space. Scheduling theatre, music classes, and performances became increasingly difficult. In consideration of these factors, the Board of Trustees, at its meeting on May 10, 2011, authorized the expenditure of $257,400 to convert the Joppa Hall vocational shop to a Black Box Theatre. Another example is the 2011 Program Review for CIS which resulted in changes to core Computer Sciences course syllabi to include Computational Skills as one of the learning objectives ensuring students are prepared for higher-level courses; a faculty advising model was also implemented so that Computer Science majors now meet with Computer Science faculty regularly for academic support. The Program Review Process is cyclical and comprehensive. Since Program Review recommendations are not closely tracked, tracking of improvements or changes is not consistent. 7 Harford Community College Self-Study 2012 Planning Considerations The Strategic Plan is a living document that describes virtually everything done at HCC, but it does not offer a strategic focus or priority for planning. While the College’s Institutional Effectiveness, Planning and Improvement Model is comprehensive enough to encompass future issues, the effectiveness of this model will be more apparent as KIEs are measured over time. Issues on the horizon for HCC include ongoing ramifications of BRAC and other changes to local and regional workforce needs; consideration of campus housing for students; State and Federal Completion and College-Readiness agendas; fluctuations in enrollment; aging faculty and administration; increased demand for accountability from local, State, and national entities; and the fragile economy and slow rate of job growth. Continued collaboration with the Harford County community is crucial in assisting the College as it plans for the future. Recommendations Improve communication about the Strategic Plan, planning processes and indicators, and individual, unit, and program-related implementation of the SP. Explore including broad-based input in the later prioritization stages of HCC’s annual comprehensive planning process. Improve mechanisms for sharing and discussing assessment results to promote more collaboration of resource allocation. Periodically evaluate the effectiveness and comprehensiveness of the Strategic Plan, including written analysis of assessment results and effectiveness of linking to budget resource allocation. Connect academic program goals with the resource allocation process. Effectively track and report progress on completion of Program Review recommendations. 8 Harford Community College Self-Study 2012 STANDARD 3: INSTITUTIONAL RESOURCES Overview: Revenue HCC’s primary operating funding sources include tuition and fees, county funds, and State funds. Historically, tuition and fee revenues have funded approximately one-third of operating costs. HCC also benefited from strong financial support from both the County and State, enabling the College to provide higher education at a lower tuition. However, beginning in FY 2008, poor economic conditions reduced public funding. Given these constraints on public funding, the College limits expenditures and utilizes additional tuition and fee revenue to supplant public funds. College administrators thoroughly examine revenue sources for the upcoming fiscal year. Public funding expectations, historical enrollment trends, and current economic conditions are weighed to estimate future revenues and potential tuition increases. HCC has created a culture of fiscal prudence. With ongoing budget monitoring and management, successful auxiliary operations, and continued public support—albeit reduced—the College can offer the lowest tuition cost and fees per credit hour of any college or university in Maryland. Table 3.1: HCC General Operating Budget Preliminary Operating Fund Revenue and Expenditure Projections for FY 2013 HARFORD COMMUNITY COLLEGE GENERAL OPERATING BUDGET PRELIMINARY OPERATING FUND REVENUE & EXPENDITURE PROJECTIONS FOR FY 2013 ACTUAL ACTUAL BUDGET Preliminary $ Change % Change 2009-2010 2010-2011 2011-2012 2012-2013 FY 12 to FY FY 12 to 13 FY 13 Revenue Tuition and Fees State of Maryland Harford County Other Sub-total - Revenue Transfers In (Auxiliary and Operating) Total - Revenue and Transfers Expenditures Instruction Academic Support Student Services Institutional Support Operations/Maintenance of Plant Waivers/Work Study Non-mandatory Transfers Total - Expenditures $15,463,161 10,039,487 15,939,806 1,056,198 $42,498,652 1,952,178 $44,450,830 $17,123,431 9,719,168 14,512,764 800,755 $42,156,118 3,084,103 $45,240,221 $17,163,743 9,719,168 14,961,612 1,019,759 $42,864,282 3,440,718 $46,305,000 $17,816,736 9,987,866 14,961,612 680,764 $43,446,978 3,141,656 $46,588,634 $652,993 $268,698 $0 -$338,995 $582,696 -$299,062 $283,634 3.80% 2.76% 0.00% -33.24% 1.36% -8.69% 0.61% $15,885,442 5,463,571 4,440,649 7,021,420 4,584,975 873,816 2,648,421 $40,918,294 $16,589,926 5,705,107 4,454,093 7,253,061 4,142,589 986,375 3,158,421 $42,289,572 $17,946,881 6,345,815 4,831,104 8,133,386 4,699,489 1,036,500 3,311,825 $46,305,000 $18,610,862 6,475,674 4,990,579 8,508,747 4,745,426 1,008,931 2,248,415 $46,588,634 $663,981 $129,859 $159,475 $375,361 $45,937 -$27,569 -$1,063,410 $283,634 3.70% 2.05% 3.30% 4.62% 0.98% -2.66% -32.11% 0.61% Enrollment increases eased the immediate financial pressure caused by the reduction in public funding although such growth increases expenditures for services. Numerous studies, including those conducted by the American Association of Community Colleges and the Campus Computing Project demonstrate a strong relationship between economic downturn and rising 9 Harford Community College Self-Study 2012 community college enrollment, and increases continue at HCC. These increases, however, may not be sustainable as evidenced by the slight decline in enrollment for Fall 2011, and the College weighs these factors in budgeting of future tuition and fee revenue. HCC's Full-Time Equivalent (FTE) enrollment was 3,885 in FY 2011. MHEC Enrollment Projections for 2011-2020 for Maryland Colleges and Universities project that FTE enrollment for HCC will increase to 5,313 by FY 2018. Public schools are a major source of HCC’s fulltime student population, and despite some short-term dips, projections to 2018 indicate a twentytwo percent (22%) increase over that period. Thus, the aggregate growth in student FTEs demonstrates an increase of 18.9% which is broken down into an annualized increase of 2.4%. The growth is predicated on county population growth due to ongoing county residential land development, possible continuing BRAC increases, and the economically favorable option of community college tuitions over the much higher four-year college and university tuitions. This projected increase in student population triggers a need for additional faculty, staff, and facilities. Total Funding Despite recent reductions in public funding, State funding for community colleges remains reasonably strong, supporting approximately 25% of operations. Harford County funding is governed in part by a Maintenance of Effort Provision in State law that requires the county to maintain funding when the State maintains funding. Harford County has exhibited a strong commitment to the College, funding a greater portion of College operations than the average Maryland county. The recent history of State funding is turbulent given the ongoing deficit in State revenues coupled with the economic climate. Funding that is tied to University System of Maryland (USM) funding, while recently increased by the State legislature, has not resulted in actual increased funding to the College. In addition, USM faces reductions that will impact their FTE expenditure, which is the basis for community college funding; this may further reduce funding. The College continues to offer its employees options for retirement funding; employees choose one of two State retirement programs with defined benefits or a defined-contribution Optional Retirement Program (ORP). Currently, the State contribution represents 14.34% of eligible base salaries, with employees contributing 7%, a 2% increase over the FY 2011 rate of 5%. The ORP is a reimbursement program provided through the State to the College and was funded $375,713 in FY 2011. This is based on a contribution rate of 7.25% of base salary. Part-time employees working at least 20 hours per week must also participate in a State retirement plan. In addition, the College provides, but does not contribute to, employee 403B plans and provides both a $500 gift and up to a $3,000 match for employees who choose to participate in a 457(b) plan. The State legislature is reviewing options to shift a greater portion of pension costs to the local government entities, including community colleges. It is anticipated that within the next two years, 50% of the employer cost will shift to the College, resulting in potential increased costs to the College exceeding $800,000. Due to the economic contraction since 2008, the College froze salaries for FY 2010 and 2011, temporarily eliminating merit increases and omitting cost of living allowances. While the local 10 Harford Community College Self-Study 2012 County and other community colleges in the State furloughed or laid off employees, HCC continued to fully fund employees. For FY 2012, the Board approved a 2% increase in all salaries and wages. Given increased enrollment and the concomitant increase in demand for services, the President, shortly after being hired, agreed to fund 13 positions that were either new or frozen. This provided some relief for high volume areas such as Financial Aid and College Life. The ability to attract and retain quality personnel is a Strategic Theme, but the College’s ability to continue to do so is likely limited by current and future financial conditions. Tuition As the largest component of operating revenue, tuition and fee revenue is a variable factor, and the multiple year projections of this revenue are key considerations in the College’s ability to attain its stated goals. Over the past four years, the College’s public funding was reduced by over $4 million between State and County funding, and the outlook for FY 2013 is flat funding for HCC from State and County sources. A tuition increase of $5 per credit hour in FY 2011 makes up a portion of those lost revenues. While it is difficult to predict future economic conditions, the key factor is that tuition is the revenue stream that can best compensate for shortfalls in government funding, particularly as enrollment increases. The Board of Trustees places a strong emphasis on keeping tuition costs as low as possible. As a result of this emphasis and the culture of prudence among budget managers, the College’s tuition and fee levels remain the lowest of any college or university in Maryland at $91 ($82/credit and $9 fee) versus a State range of $91 to $142. Budgetary Controls and Assessment During FY 2009, the College implemented Banner Position Control in conjunction with the budget process. This module within the College’s enterprise resource planning (ERP) system, Banner, is controlled by payroll and accounts for all full-time employees. These budget resources are monitored and appropriately accounted for during the budget planning process. This practice controls and assures that adequate funds are identified and encumbered for each position, including vacancies and future hires. A web-based budget development tool was implemented five years ago. Each year, the Finance Office assesses the process and enhances the website as appropriate. The addition for FY 2012 of the budget performance goal assures support of a specific Strategic Theme of HCC and the financial resources needed to achieve this goal. Budget managers implement strategies to achieve and assess this performance goal during the fiscal year. This process assists the manager in determining whether or not this initiative or program should remain in future budget requests. Budget managers have immediate access to Banner budget forms to monitor their expenditures throughout the fiscal year. Banner Finance training, both face-to-face and online, is available at scheduled times throughout the year so that managers and administrative assistants can effectively and efficiently manage their budgets. Improved communication and training 11 Harford Community College Self-Study 2012 available to College personnel has streamlined the budget-building process. Budget Transfer forms are used to alter resource allocations after the budget is finalized and auxiliary operations are analyzed through the distribution of financial reporting to appropriate supervisors and administration. Another key process within finance is the online purchasing approval process, which improves and enforces resource budgeting for organizational managers. Users can encumber funds designated for specific purposes and effectively manage funds. Such a strategy ensures funding for priority items if managers must reduce spending. Projected needs such as human resources, supplies and materials, contracted services, and equipment and technology are formally requested through the budget development process with the input of all organizational managers and administration. Incremental budget requests are classified as ―cost of doing business‖ or ―enhancements‖ and are linked to HCC’s Strategic Plan. In addition to these ongoing reviews, the College’s mid-year review process examines spending patterns and highlights corresponding opportunities and exposures to determine whether it is appropriate to reallocate funds for the remainder of the year. The review requires budget managers to identify funds that could be used for other programmatic goals within their areas or within other areas of the institution. VPs prioritize and transfer funds to areas in need of additional resources to carry out goals linked to the HCC SP. HCC enhanced its budget development process to improve current methods to allocate funds or effectively compensate for risk associated with funding sources. ―Bottom-up‖ budget participation enables organizational managers to initiate requests for financial resources, equipment, and technology via a ―cost of doing business‖ adjustment, an ―enhancement,‖ or a reallocation of prior year funds to another account or organization. An annual audit provides reasonable assurances that the system of internal control, as tested, is functioning as intended. The Board of Trustees, charged with oversight and approval of the College’s budget, receives regular and timely internal and external reports on asset allocation and internal control. Finance personnel prepare quarterly financial packages for the Board of Trustees. External auditors review annual audit reports with Finance personnel and the Board of Trustees’ Audit committee. Finance personnel analyze recommendations from external auditors, assess risk, and perform cost/benefit analyses prior to implementing internal controls. Since financial statement audits are not designed to comment on the state of an institution’s internal control specifically, responsibility rests with the management of HCC. A more extensive review of internal control, conducted by independent outside auditors, would provide assurances that the system of internal control was working as designed and allow for more rigorous testing than under an annual audit. Efficiency, Cost Containment, and Revenue Sources Cost containment is performed through a variety of methods. The Procurement office has been especially focused on cost containment. By competitively bidding major service contracts, the College benefited from major cost reductions. For example, the copy service was recently bid, resulting in an annual savings of over $100,000, a reduction in costs of 40% annually. The 12 Harford Community College Self-Study 2012 Board enabled the College to enter into future contracts for utility commodities through a regional consortium, resulting in energy cost savings with below-market rates. The College also entered a health insurance consortium as another means to lower the administrative costs in providing a competitive preferred provider organization for employees. Part of cost containment also involves providing positive reinforcement for those exhibiting good health care habits, so the College provides employee programs on fitness, healthy eating, and weight loss. Not only has the College been able to hold the line on health premiums, but health premium holidays were offered in FY 2011 and 2012 to reinforce the benefits of wise use of health benefits. Some examples of responsible cost containment for FY 2011-2012 include: Reducing the primary operating expense of heating, ventilation, and cooling (HVAC) by investing in monitoring technology and presets for thermostats to control heating, cooling, and ventilation, and timing for HVAC units; Installing or retrofitting motion sensitive light controls throughout campus; Using data to gauge ongoing performance; and Analyzing high-cost items and contracts prior to replacement, improvement, or renewal in order to achieve savings. The College actively works to develop new revenue sources to reduce dependency on tuition and public funding. The College Store, facilities rentals, and grant overhead recovery provided additional revenues to College operations (see p. 33, Table 3.1.) The College also strives to improve earnings on cash management although the market downturn, coupled with legal restrictions on investments, has minimized returns. In 2008, a Facilities Utilization Task Force was created at HCC to analyze current use of College classrooms and other facilities with the objective of identifying potential causes of an imbalance in classroom and laboratory usage and suggesting ways to maximize space use. After research and a review of other models, the Task Force recommended that HCC adopt an alternative scheduling option effective for Fall 2010 that allows for a three-day-a-week class format for classes scheduled on Monday, Wednesday, and Friday morning. This option allows the maximum number of time slots, making it possible to maximize the number of section offerings while providing consistency with the scheduling of evening courses. In addition, the Task Force recommended removing the additional fees associated with online courses in order to encourage online enrollment. Currently, a campus work group is assessing the revised schedule. Capital Planning and Infrastructure Because the College needed a master plan that included use of an adjacent 110 acre parcel (the West Campus, purchased in 2001), a professional architectural and planning firm was hired. The Facilities Master Plan (FMP) was completed and published in January 2008 and will guide the campus for the next 15-20 years. The FMP, completed just after approval of the College Strategic Plan, is intended to assure that the College effectively maintains an atmosphere conducive to excellence in learning and teaching while fulfilling all elements of its Strategic Plan. 13 Harford Community College Self-Study 2012 Academic planning and Program Review drive the FMP, which incorporates expansion and renovation of HCC’s facilities to meet programmatic needs, restore satisfactory physical condition, meet regulatory requirements, implement the College’s Strategic Plan, and maintain alignment with a campus-wide sustainability initiative. The capital planning process features regular review of the FMP and analysis of funding sources in conjunction with the MHEC’s established annual capital budget priority list to determine the priorities for future construction or renovation. Along with this priority list, MHEC considers many additional factors for approving funds for capital project requests, including adequacy of current and proposed facilities to accommodate the academic, current, and projected enrollment in academic programs, consistency with space guidelines, and research and support requirements of the institution. The Capital Improvement Program (CIP) establishes a schedule for accomplishing improvements in existing facilities and proposed new infrastructure investments based on the FMP and the College’s most urgent needs. Both the CIP and the capital budget are annual tools that operationalize the FMP. They establish the schedule of planned expenditures and commitments for facilities for the upcoming fiscal year and nine subsequent fiscal years. The proposed improvements integrate academic and physical planning on a College-wide basis. The State and County determine the timing of support for capital facilities projects based on the priority submitted by the College and the funding sources available at State and County levels. The VPs and the President review and prioritize the CIP prior to presentation in June to the Board for approval for the subsequent fiscal year. For FY 2010, due to the economic recession, there was no County funding of College capital programs; consequently, no State funding was provided without the commitment of support funding from the County, and the schedule of projects on the CIP was pushed back. The Susquehanna Hall renovation and expansion, begun in summer of 2011, was delayed for two years as a result of the reduction in State and County funding. Technology Resources In response to the adoption of the HCC Strategic Plan in 2008, the Technology Advisory Committee (TAC) modified the 2006 HCC Strategic Technology Plan to align technology initiatives with the College’s strategic goals and effectively prioritize initiatives with limited available resources. The alignment helped the College address technology adoption and usage in the areas of infrastructure, instructional technology, and electronic learning. Technology initiatives at the College are designed to promote student success through accessibility and availability. The Strategic Technology Plan includes mechanisms that address instructional technology, electronic learning, and infrastructure for effective teaching and learning. As part of the regular planning and budgeting cycle, the Computing and Technology Services (CTS) division holds meetings with academic departments to address classroom technology requirements for the coming academic year. TAC, a standing committee of the College Advisory Council (CAC), has membership that is broadly representative of the campus. TAC evaluates and recommends measures to strengthen information and communication technology and systems throughout the campus. These recommendations guide CTS in adopting appropriate technologies to address the academic and 14 Harford Community College Self-Study 2012 administrative needs of the College. In November 2010, TAC evaluated the email system for students. TAC recommended the adoption of a cloud solution which will vastly improve students’ ability to use and access email. TAC will help develop the new Strategic Technology Plan based on: New technology trends in higher education; Assessment and evaluation of accomplishments of the current Strategic Technology Plan; and The new HCC Strategic Plan and objectives. In support of the Strategic Technology Plan, the College instituted campus-wide wireless technology in 2005. Because of an increasing need for accessibility and more recent technology standards, a campus-wide assessment was completed in 2009, which provided HCC with a plan for upgrading its wireless access. Following the planning, budgeting, assessing, and improving cycle, CTS prioritized the upgrade of wireless technology. Internet bandwidth serves as the gateway for students on campus to access electronic databases and other electronic resources. It also delivers HCC resources such as eLearning to students offcampus. The College continuously monitors and evaluates the utilization of bandwidth to ensure that adequate bandwidth is in place to accommodate online learning and other services. In 2007, the College had 25 Mbps of bandwidth. After evaluation of actual utilization in 2010, the College increased its bandwidth to 100 Mbps. In addition to web-based tools, the College strives to provide better tools for on-site teaching and learning. As of 2010, 96% of lecture rooms were equipped with Smart Technology and in assigning computer classrooms, academic divisions strive to maintain a student-to computer ratio of 1:1. In order to integrate the use of technology to enhance learning outside the traditional classroom, in 2008 the College adopted the use of a web portal, OwlNet, to complement information dissemination and access to online resources. During the initial launch, 58% of students frequently accessed OwlNet for their various needs. In 2011, 87% of students frequently accessed OwlNet. The College also develops applications in-house to supplement the Banner system. In 2001, the College had ten applications. In 2005, the number increased to 40, and currently, there are more than 150 in-house developed applications. For example, in 2008, HCC developed and instituted an innovative student sign-in solution that helps staff in the Student Development and Institutional Effectiveness division better address student academic and service needs. In January 2012, CTS will engage the College community in identifying areas of concern and improvement and will gather feedback through surveys concerning the following technology areas: Instructional Technology and Electronic Learning; Technology Infrastructure ; and Customer Service and Helpdesk. 15 Harford Community College Self-Study 2012 These surveys will serve as the impetus to assess and improve the effectiveness of existing infrastructure, instructional technology, and electronic learning to improve campus services. Fundraising The HCC Foundation, Inc. was formed in 1989 to support the mission of the College; as a 501(c)3 organization, the Foundation receives and administers private gifts, bequests and donations to benefit HCC students and enhance the quality of teaching and learning at the College. The Foundation works closely with the Office of College and Alumni Development in the cultivation of donors and securing gifts for scholarships and program enhancements. As a part of the 50th Anniversary celebration, the College initiated a Donor Tree program to recognize those who contribute a minimum of $1,000 to HCC scholarships. Since its inception, more than $671,000 has been raised to support student scholarships. In 2008, a Naming Opportunities program was developed, which has produced nearly $500,000 in revenue for the Foundation over the past three years. The Development Office’s move away from event-driven revenues to focus on securing gifts to the Foundation should enhance the revenue stream for future gifts and contributions. From FY 1995 to FY 2011, total fundraising revenues have increased from $86,585 to $802,936. In FY11, the Foundation awarded a total of $308,000 in scholarships, $117,000 of which came from the $4.8 million endowment. Grants The College established a Grants Office in 2005 to assist employees seeking grants and to monitor awards for compliance with grant requirements. Grants from governmental agencies and private foundations support educational initiatives, workforce development, student services and capital projects. For example, a total of $2.4 million dollars in grant funding from State-sponsored grants enabled the College to implement two types of accelerated nursing programs, producing 83 additional nursing graduates in less time than the traditional program. In FY11 alone, grants to the College provided English as a Second Language, GED, and literacy instruction to more than 1,040 students. The College receives between $1 million and $2.5 million annually in new awards. Grants specifically supporting instruction totaled $6.5 million between FY 2005-FY 2011. Human Resources The HCC Human Resources (HR) department, which is housed in the Marketing, Development, and Community Relations (MDCR) division, experienced a complete turnover in staff between the calendar years of 2006 and 2007. As a result, the Vice President for Marketing, Development, and Community Relations (VPMDCR) and the Director for Human Resources and Employee Development established several areas of focus, beginning with enhancing 16 Harford Community College Self-Study 2012 communication with all College employees through the establishment of partnerships and outreach initiatives. HR personnel also oversaw the execution of a comprehensive benefits audit to ensure compliance with Federal, State, and local laws and regulations. HR initiated and carried out an 18-month review of all Human Resources Procedures, resulting in the September 2010 (revised in July 2011) publication of a consolidated Human Resources Procedures Manual, available to employees through OwlNet. In 2011, HR conducted a classification and compensation study for staff and administrators. College administration is currently reviewing the outcomes of the study to implement the consultant’s recommendations. HR also developed a three-part onboarding process for new employees as one of its first strategic initiatives, tying into the College’s Strategic Theme V. HCC develops resources and infrastructure to support its mission and vision. HR has identified seven areas of concern to address over the next five years: Development of supervisory staff; Maintaining competitive pay and benefits; Coping with the challenges of an aging workforce; Promotional opportunities for staff; Increasing the diversity of the workforce; Addressing the changing boundaries of the work environment; Employee recognition programs; and Demands on employees due to enrollment increases. Recommendations Strengthen links and integration between use of assessment findings, planning, and budget allocations and decisions. Conduct periodic review of budget internal control on an institutional level and improve communication and training regarding internal control processes for College personnel. Formalize a documented, organized, and sustained assessment and update process for the Strategic Plan for Technology with a foundation in the institution’s mission; clear realistic guidelines; a timetable for implementing initiatives; and periodic evaluation. Complete assessment of class schedule format change implemented as a result of Facilities Utilization Task Force. Address HR areas of concern including aging workforce and paths for career advancement. 17 Harford Community College Self-Study 2012 18 Harford Community College Self-Study 2012 STANDARD 4: LEADERSHIP AND GOVERNANCE Board of Trustees Overview The College’s Board of Trustees is comprised of nine members appointed by the governor; six members represent electoral districts and three are appointed from the County at large. Members represent the community broadly and constituent and public interest specifically. Members serve overlapping five-year terms and may not serve more than two consecutive five-year terms. Currently, several Board members are serving on expired terms, and the College is awaiting appointments by the governor. The Board’s primary function is to provide general and fiduciary oversight and establish policies that govern the College, ensuring that the institution fulfills its mission. The Board of Trustees ―owns the College, controls its use, approves access, and defines purpose‖ (Board Manual for Bylaws and Policies). Within the framework of its legal obligations and statutory responsibilities under Maryland law, the Board of Trustees’ primary role is to set overall policy for the College through the directives of its manual. In all of its work, the Board relies on a close working relationship with the College President and depends upon the President for both strategic planning and the day-to-day management of the College. The President is the chief executive officer through whom the Board carries out its programs and exercises its policies. Board members routinely advocate within the political system in the County and State in order to access funding for the College; in addition, some Board members are active in raising private funds through the HCC Foundation. Board members are actively involved in the Maryland Association of Community Colleges, a resource and advocacy organization. Board members are bound by the provisions of the Maryland Public Ethics Law of the Annotated Code of Maryland and the regulations of the State Ethics Commission. In accordance with Maryland law, no member of the HCC Board of Trustees may be a member of the Harford County Board of Education. According to the Board Manual for Bylaws and Policies, in conducting business, members of the Board are expected to follow a professional code of conduct consistent with American Association for College Trustees guidelines. Regarding conflict of interest, members of the Board are subject to the provisions of the Maryland Public Ethics Law as codified in Title 15 of the State Government Article of the Annotated Code of Maryland, and the regulations of the State Ethics Commission. Each year, Board Members complete a State of Maryland disclosure statement which addresses such items as real property interests; interests in corporations; interests in non-corporate business; gifts; officers, directorships, and salaried employment; debt; and family members employed by the Board. The Board Orientation Manual (available in the Resource Room) is a guide to Board operations for newly appointed Board members, as is Trustee Day, an annual activity designed to give Trustees a better understanding of the College, its programs, and facilities. Board officers include the Chair, Vice-Chair and Secretary-Treasurer; the President of the College serves as the latter. The President sits with the Board and participates in its deliberations 19 Harford Community College Self-Study 2012 but does not vote. In addition, the President reports to and is accountable to the Board. The President serves as the official channel for all communications between the Board of Trustees and College students and employees, as well as government and community agencies, businesses, organizations, and College legal counsel. The Board delegates responsibility to the President to develop, with College staff, procedures and practices for personnel, programs, services, activities and regulations. Responsibilities The Board Manual for Bylaws and Policies outlines overall authority and general powers of the Board as well as the role of Trustees in the governance structure. Primary Board responsibilities include: Establishing the mission, vision, objectives, and planning commitment of the College; Selecting, appointing, supporting, evaluating, rewarding, and terminating the President; Making all policies; Ensuring professional management of the College; Purchasing, constructing and maintaining facilities; and Evaluating institutional and Board performance annually. The Board has the authority and responsibility to purchase and dispose of land and other assets, sue and be sued, permit use of College facilities by outside entities, enter into agreements and contracts, set tuition and fees and salaries and benefits, determine entrance requirements, curriculum, and award degrees and certificates. The Audit Committee is a standing committee of the Board, and ad hoc subcommittees are formed as needed to accomplish specific tasks. Board Communication The College maintains a public Board of Trustees webpage, which contains the Board Manual for Bylaws and Policies, scheduled meeting dates and approved meeting minutes, and biographies of all Board members. The page also describes the process for presenting to the Board or for making a public comment at a Board meeting. Monthly Board meetings are publicized to the campus community via electronic mail, and employees are directed to a link within OwlNet for meeting agendas. Meetings are open to the public but often include a closed session as permitted under the Maryland Open Meeting Law. Board meetings incorporate communication from College administration and staff to the Board. According to a Fall 2010 survey of Board members, communication by staff is provided in a timely manner, and staff regularly present at monthly Board meetings. In addition to formal reporting during scheduled Board meetings, the President regularly communicates informally with Board members to provide follow-up information or details regarding the budget, various programs, and student achievement. In addition, the President meets regularly with the Board Chair and Vice-Chair. This regular communication gives the Board perspective on the impact of its decisions. 20 Harford Community College Self-Study 2012 The Board seeks input from the community in key decisions, such as the hiring of a new President. Community forums were held and community members participated directly on the Presidential Search committee. Board members interact with the community by serving on the College Foundation Board and attending a variety of College events, and Board members report speaking informally to community members to assess community opinions. In addition, a public comment segment is a feature of monthly Board meetings although Board members surveyed indicated that public comment is a rare occurrence. Board members are also active in State and national organizations, keeping abreast of emerging issues via meetings and publications. A current Board goal is to serve more effectively as ambassadors of the College to the community. Communication among Board members occurs within the confines of monthly Board meetings and during periodic work sessions. In addition, according to Board survey responses, the Chair routinely consults with the Vice-Chair, who both work to ensure that the other members are apprised of issues well in advance of discussions. Assessment of Institutional and Board Performance According to the Board Manual, the Board of Trustees has responsibility for evaluating institutional and Board performance annually. The Board, through the President, administration, faculty, and staff, monitors institutional effectiveness through a variety of measures. (See page 37, Standard 7, Institutional Assessment.) The Board of Trustees recently completed a self-assessment survey; this type of activity has been performed periodically but not annually. The Board intends to complete some type of evaluation annually or bi-annually beginning in 2012. Shared Governance Overview Shared governance at HCC, according to the document ―Institutional Shared Governance Operating Guidelines,‖ is a process by which employees and students have both the right and responsibility to provide input into decisions important to themselves and the institution. HCC’s mission, values, resources, and goals are taken into account as decisions are made. In the HCC model of shared governance, four representative constituent bodies contribute members to the College Advisory Council (CAC), the central body in the system: the Student Government Association (SGA); Administrator Advisory Council (AAC); Faculty Advisory Council (FAC); and Staff Advisory Council (SAC). Each constituent body meets regularly and serves as a conduit for issues of concern to that group, bringing matters to the CAC for broader discussion. The CAC meets regularly to discuss matters brought forward by the separate constituencies or by individual employees seeking input. Since the CAC is an advisory body, decisions or resolutions made by the Council are considered by the President and administrators along with other factors when making policy recommendations to the Board or when enacting policy through procedures and practices. The CAC regularly communicates to campus constituents and the external community through its webpage; in addition, the CAC maintains a link on OwlNet which allows 21 Harford Community College Self-Study 2012 employees to submit questions or comments directly to CAC leadership. The CAC hosts Open Forum sessions each semester, allowing for a variety of institutional updates and opportunities for comment and periodically presents to the Board of Trustees. Students have a variety of opportunities for input into decisions affecting them. Students serve in the SGA and its associated committees, on a variety of College committees, and have available to them the staff and resources of the College Life office. Standing Committees The CAC impanels several standing committees, including the Salary and Fringe Benefits committee; Sustainability Committee; Technology Advisory Committee (TAC); Adverse Employment Action Committee; and Strategic Planning Assessment Committee (SPAC). Committee members are proposed by a variety of means and appointed by the President. Constituent groups of the CAC are free to convene their own committees, task forces, and advisory groups. One example of a constituent group committee is the Learning Assessment Committee (LAC), a standing committee of the Faculty Advisory Council. The Student Conduct Review Board (SCRB) provides students a venue for due process, reviews Student Code of Conduct violations presented by the Associate Vice President for Student Development, and determines whether the Respondent has violated the Student Code. The Coordinator for College Life serves in an ex-officio capacity as the administrative coordinator and record-keeper of the SCRB. Assessment of Shared Governance Shared governance has existed in its current configuration at HCC since April 2006. Since that time, the College has twice participated in an administration of the PACE survey: Spring 2008 and Spring 2011. (The College originally participated in the PACE survey in 2005, providing some opportunity for pre- and post-analysis with respect to shared governance changes.) Although the PACE survey is designed to assess perceptions of campus climate and environment, many individual survey items reflect outcomes related to successful shared collegial governance, including several custom questions administered to HCC employees. Upon analysis of the results by PACE publisher NILIE, three of these custom questions elicited responses averaging between 3 and 4, or mid-range on the Consultative management style scale. These three items are identified by NILIE as areas in need of improvement. For each of these questions, not only is the mean score lower than the desired 4-5 Collaborative score range, but the 2011 mean score is lower than the 2008 score. These questions address employees’ knowledge of current shared governance, the perception of improvement of shared governance, and to what extent shared governance is embraced and practiced. Scores for each of these three questions varied in a similar way when reported according to employee classification. In each case, scores for the Faculty-Tenure Track category were the lowest overall and scores for the Administrator or Dean were highest overall. Scores for Faculty-Term Appointment and for Staff ranged between the two extremes. 22 Harford Community College Self-Study 2012 In order to further investigate employee perception of the current governance system, the College President met with representatives of the CAC and requested that they survey employees on their perceptions of the shared governance structure. This Shared Governance Survey was administered in Spring 2011 shortly after completion of the PACE survey. Although the response rate for the CAC survey was lower than for PACE, some themes emerged that align with PACE results. In the area of institutional communication, in both PACE and the CAC surveys, administrators agreed to a greater extent than either full-time faculty or full-time staff with the statements, ―Effective communication occurs across constituency groups‖ and ―Employees have timely access to the information they need to make informed recommendations on institutional matters.‖ In the general area of appropriate influence, administrators scored highest, with full-time faculty scoring well above full-time staff. In response to the statement, ―Employees view participation in shared governance as time well spent,‖ 36% of respondents either disagreed or strongly disagreed while 33% agreed or strongly agreed. Although the Institutional Governance Guidelines indicate that an annual review will occur, there is no published process for evaluation of the CAC or the separate constituent groups. In order to continue its collaboration with the President in a review of shared governance, the CAC conducted focus groups in Fall 2011 in order to further determine campus constituents’ views on shared governance at HCC. The results of the surveys and focus groups will be used to make recommendations to the President regarding the campus governance structure. Recommendations Include the process by which the Board of Trustees evaluates its performance in the Board Manual. Conduct an annual evaluation of Board of Trustees’ performance. Address the areas of concern identified in the 2011 PACE survey, including shared governance issues. Implement and document annual evaluation processes for each of the governance constituent groups and the College Advisory Council. 23 Harford Community College Self-Study 2012 24 Harford Community College Self-Study 2012 STANDARD 5: ADMINISTRATION Overview Because the President of the College, whose duties are described in the Board Manual, reports directly to the Board of Trustees, the Board is responsible for applicant selection, interviewing, and hiring of a President. For the most recent Presidential search, the Board of Trustees appointed members of a search committee to work with specialized high-level search consultants. The Presidential search committee included employees from varied campus units, Board members, a student, and members of the Harford County community. HCC's Director for Human Resources and Employee Relations also served as an ex-officio member of the search committee to ensure that the search aligned with fair hiring practices. After a national search, Dr. Dennis Golladay was selected as HCC’s eighth President. As HCC’s President, Dr. Golladay: Recommends the appointment by the Board of qualified administrators, staff, faculty and other employees necessary for the efficient administration of the College; Recommends the discharge of employees; Accepts the written resignation of employees and reports such actions to the Board; Is responsible for the conduct of the College, including the adoption of reasonable rules and regulations, development of procedures, and establishment of all practices to implement and interpret Board of Trustees' policies and for the administration and supervision of its divisions and units Is responsible for the design and organizational structure of College units, administration, groups, governance, hours and days of operation, and assignment of work responsibilities; Recommends policies, a calendar, schedule of tuition and fees, and an annual budget to the Board; and Prepares the agenda for the meetings of the Board. In order to assure it operates effectively and achieves its mission, the College is organized into five divisions: 1. 2. 3. 4. 5. Finance, Operations and Government Relations (FOGR) Academic Affairs (AA) Marketing, Development, and Community Relations (MDCR) Student Development and Institutional Effectiveness (SDIE) Information Technology (CTS). These divisions are led by five divisional Vice-Presidents, each of whom has at least a master’s degree, and all of whom report directly to the President. The President and other College personnel, as designated by the State, are subject to provisions of the Maryland Public Ethics Law. 25 Harford Community College Self-Study 2012 Hiring Practices HCC’s hiring practices and procedures are described in the Board of Trustees Nondiscrimination and Equal Employment Opportunity Policy, which can be found in the Board of Trustees Manual for Bylaws and Policies. The language in this policy addresses the College’s commitment to fair and equitable hiring. Because HCC has Federal contracts meeting guidelines specified by the Office of Federal Contract Compliance Programs, an annual affirmative action plan is developed which details the procedures HCC undertakes in support of its commitment to maintaining equal employment opportunities for women and minorities, including veterans and disabled persons. HCC hiring practices apply to all employees and are not unique to administrators. With limited exceptions, all hiring is subject to the internal search committee review and recommendation process and the search committee process described in the Human Resources Search Guidelines. Position vacancies are carefully reviewed prior to advertising; job descriptions are analyzed, modified, or created by Human Resources (HR) in partnership with the division Vice President in order to assure that candidates possess the necessary skills, knowledge and abilities to further the College’s mission and Strategic Objectives. HR maintains minimum qualifications for each position and search committees review all job applications to assure that candidates meet minimum standards. Offers of employment are extended contingent upon a satisfactory criminal background check, and new employees must verify within 60 days their stated level of education by supplying HR with official transcripts. All current HCC administrators are subject to the same rigorous hiring process, and administrative appointments are renewed annually subject to final approval by the Board of Trustees. Retaining Qualified Employees The Strategic Themes and Initiatives within the Strategic Plan show that the College continually develops resources and infrastructure to support its mission and vision. Theme V states that College attracts, develops, and retains talented, committed, and diverse employees. The College provides many opportunities for its employees’ professional development. The Board and College administration continue to support professional development activities, making $1,500 available to each full-time employee per year. This commitment has occurred despite multiple annual reductions in State and local government funding for the College. In FY 2011, 228 employees used professional development funds, averaging $1,007 per employee. Tuition reimbursement of up to $1,500 per year per full-time employee has also continued to be funded despite the difficult economic period. In FY 2011, 13 employees took advantage of tuition reimbursement funds, averaging $1,451 per employee. The 2011 PACE survey showed that HCC employees feel that the extent to which professional development and training opportunities are available is an area of excellence at the College, with an overall mean score of 4.44, within the desirable Collaborative score range of 4.0-5.0 and an improvement over the 2008 mean score of 4.13. 26 Harford Community College Self-Study 2012 In addition to the two half-days of professional development planned by the Office of Academic Affairs, HCC participates in the national Excellence Awards program provided through the National Institute for Staff and Organizational Development (NISOD) of the University of Texas. Each year, several full-time faculty, staff, and administrators are nominated by peers and selected to receive the NISOD Excellence Award and attend the NISOD conference in Austin, Texas. Faculty meet regularly with their Deans to identify appropriate professional development opportunities. College staff and administrators, at the time of their annual Performance Appraisal, identify appropriate professional development activities. Supervisors and Deans are responsible for overseeing these activities and assuring that they support the unit and College Mission and Strategic Themes. Furthermore, each Vice President has a developmental workshop budget that is used to supplement professional development opportunities for employees with webinars, on-site workshops with consultants for training, and team building. HR coordinates all campus training, maintaining a Training Calendar accessible through OwlNet. In addition to the Training Calendar, the Benefits Guide for Employees is posted on OwlNet and contains details of the benefits available to full-time employees. The benefits program is intended to help attract and retain quality personnel and enhance employee morale and productivity. The three main categories of benefits include health-related, life and disability, and retirement savings. Certain employees may also be eligible for optional retirement plan participation. Additionally, the College offers the following supplemental benefits: voluntary life insurance, employee assistance program, paid leave, free access to all health and fitness facilities for the employee and dependents, long-term care insurance, free parking, tuition waivers for full-time employees and dependents, and legal services. The College also offers, in response to an employee-driven proposal process, a voluntary sick-leave bank overseen by HR. To support the College’s goal to develop and retain employees, HR has established a service awards program, entitled ―The Harford Star Awards Program,‖ for all employees. Awards are linked to HCC Values such as Integrity and Service. Recently HR created a comprehensive orientation process to help new employees understand the College’s culture and mission. The three phases in this process include: a new employee orientation held on the employee’s first day; breakfast with the President; and a more in-depth new employee orientation presented quarterly. Organization and Decision-Making Processes While the PACE survey, administered in 2005, 2008, and 2011, focuses on overall campus climate, one item pertains to the College administration and organization: ―The extent to which this institution is appropriately organized.‖ For this item, the 2011 mean score for all employee groups is 3.59, slightly lower than the 2008 mean score of 3.61 but an improvement over the 2005 score of 2.99. However, according to the parameters set by NILIE and the authors of the PACE survey, the ideal for all statements is to achieve scores in the Collaborative range of 4.0 to 5.0, so this is an item requiring some investigation. 27 Harford Community College Self-Study 2012 The PACE survey also indicates at least one area for improvement related to the College’s decision-making processes. In the category of Institutional Structure, item 4 states, ―The extent to which decisions are made at the appropriate level at this institution.‖ Overall mean results for all categories of employee for this statement for 2011 were 3.48, or at about the midway point on the Consultative score range. Over the six-year period since the first PACE administration, the mean score for this statement rose from 2.85 (2005), to 3.36 (2008), to the current 3.48, below the ideal 4.0 to 5.0. In addition to the relatively low overall score, there are wide variances in perception as demonstrated by the scores for different employee categories. For this item, administrators averaged 4.06, a score within the desired Collaborative score range, while tenuretrack faculty scored 2.92, a score that may indicate a need for further investigation. On this item, HCC compares favorably with the NILIE Norm Base mean score of 3.10 for 60 different climate studies conducted since 2007. However, since the issue of decision-making at the appropriate level was also identified during the Fall 2011 Shared Governance Focus Groups, the College should examine its decision-making processes and work to achieve a higher level of satisfaction among all employee groups. Decision Making in Action: Graduation Requirements The College’s decision-making process involves all levels of the College, with proposals making their way through various advisory bodies and culminating in policy change by the Board of Trustees. An example of the decision-making process is the recent revision of HCC’s Graduation Requirements. Prior to the change, HCC’s Graduation Requirements for the Associate’s Degree were more stringent than those required by Code of Maryland (COMAR). Staff in the Student Development division determined that most Maryland community colleges adhered to the COMAR rules. Similar rules govern the awarding of certificates, and again, HCC’s graduation requirements included a residency requirement higher than COMAR dictates. After presenting the proposal to the Deans’ group, academic divisions, and the CAC, all of whom concurred, SDIE staff forwarded the proposal to the President for Board of Trustees approval; the Board supported the proposal and the changes to policy were made. 28 Recommendations Examine, clarify, and communicate to the campus community the processes used in making decisions. Investigate concerns about appropriate institutional decision-making by tenuretrack faculty as indicated in PACE survey results. Examine opportunities for external input, including appropriate data collection and student input, into the creation of new programs and services. Document the process for the collection of data from outside sources, including time frame and responsible parties. Harford Community College Self-Study 2012 STANDARD 6: INTEGRITY Overview HCC demonstrates adherence to ethical standards and its own policies and practices regarding students and employees by first assuring that its academic and administrative policies and practices are readily available to employees and the public. The College’s website is a comprehensive tool for students, families, and employees to access information regarding accreditation, institutional assessment and effectiveness, courses, programs, institutional structure, transfer, grievance and appeal, and student services such as advising and financial aid. In addition, OwlNet and paper and web versions of the College catalog and credit and noncredit course schedules are valuable tools for institutional information. The College has recently enhanced its presence on social media sites such as Facebook and Twitter; campus news and information is shared through these venues. The College strives to provide the Harford County community with timely, accurate, and thorough information; its publications, advertisements, and recruiting information are routinely reviewed and updated to assure accuracy and currency. In addition, the College actively seeks community input on issues of concern to the community. For example, the Finance, Operations and Government Relations Division meets with neighborhood associations and homeowners to build awareness and provide an opportunity for feedback regarding issues involving traffic access or building on campus. The President hosts periodic breakfasts with community leaders and serves on a variety of community boards such as the Susquehanna Workforce Network Board of Directors. Many administrators, faculty, and staff serve on community boards and committees, and College leaders regularly meet with counterparts in the Harford County Public Schools system. The College is diligent in its review of accreditation standards and required reporting to the Middle States Commission on Higher Education. Both the Vice President for Student Development and Institutional Effectiveness and the Coordinator for Assessment and Institutional Effectiveness monitor policy development, procedural changes, and academic requirements to assure that compliance is maintained. Academic Freedom and Freedom of Expression The College is strongly committed to academic freedom and freedom of expression as evidenced by its policy and practice. The HCC College Catalog states: …HCC will provide a forum for public dialogue when controversy erupts over an exhibition, performance or presentation of material intrinsic to higher education learning…The public should be encouraged to think of the College as a laboratory in which varying intellectual and cultural perspectives can interact… 29 Harford Community College Self-Study 2012 In support of this philosophical position, the Board Manual for Bylaws and Policies, available to all employees through OwlNet, assures that faculty members are entitled to full freedoms in research and instruction. In addition, this policy assures that faculty members, who speak as individuals, have freedom from censorship, as long as the faculty member considers the special burden that the public may perceive private speech to be representative of the institution. The recent survey of 140 tenured and tenure-track, contractual, and adjunct and noncredit faculty indicates that 88% of respondents feel comfortable in exercising academic freedom at HCC. The College also listens to input from the community as it balances the academic freedoms of students with regard to programs that may be controversial. The PACE survey supports this high level of satisfaction with the ability of employees to freely express their ideas and opinions. Although item 33 was not included in the 2005 PACE, the overall mean for both 2008 and 2011 falls within the ―Collaborative‖ score range, the most desirable organizational system as identified by National Initiative for Leadership and Institutional Effectiveness (NILIE), publisher of the PACE Survey. The Code for Student Rights, Responsibilities and Conduct, section IV, Rights and Responsibilities, outlines students’ freedom of assembly, expression, and association. Intellectual Property Rights and Library HCC is committed to protection of intellectual property rights; this commitment is codified in the Board Policy for Protection of Intellectual Property/Royalties and Copyright Policy. The Collection Policy Statement for the Library states that, in striving for excellence in providing library service at HCC, the Library is guided by the principles set forth in the American Library Association Bill of Rights. The Library’s role is to provide materials that will allow individuals to examine issues freely and make their own decisions, and to make sure diverse viewpoints are represented in support of academic offerings and suit the varied backgrounds of the campus population. Academic Integrity The College actively promotes the practice of integrity in its classes and processes. Integrity violations by students are most often acts of academic dishonesty. The Associate Vice President for Student Development (AVPSD) serves as the Student Conduct Administrator and monitors all Student Code of Conduct violations. In most cases, the AVPSD also adjudicates reported Code violation cases. The procedures related to classroom and Test Center Academic Dishonesty are available to all employees through OwlNet and to all students through OwlNet, and as a required course syllabi element. To further enhance the College’s ability to not only decrease incidents of plagiarism but educate students about plagiarism, TurnItIn.com software was purchased in Summer 2010 and has had 3,842 student submissions. In order to educate students about academic dishonesty policies and processes, the Library has created an on-line Plagiarism Tutorial. Since the plagiarism tutorial was created in the summer of 2009, over 2000 students (most prompted by instructors to do so) have viewed the tutorial and completed the quiz at the end. 30 Harford Community College Self-Study 2012 Grievance Processes Although students with grievances have always been afforded due process, a formalized General Grievance Process for Students was approved in September 2010 through collaboration involving students, SDIE, Academic Affairs, and the CAC. This process augments various appeals processes already in place, such as the Academic Appeals process and the Appeal of Traffic Violation process. The new process requires a written report of the grievance and the subsequent review and investigation by supervisory personnel. This process was widely communicated to all College employees and is available to all students through OwlNet. Integrity in Action: Student Code Violations Reported student code violations to the AVPSD have increased since 2002; a spike in reporting for 2008 may be attributed to the request that year that faculty begin reporting classroom incidents of academic dishonesty to the AVPSD. Additional clarification and training may help to support continued faculty reporting. Faculty recognize and respond to the problem of academic dishonesty even if they are not consistently reporting incidents. On a recent Faculty Survey, 83% of faculty responded in the affirmative to the statement ―I have changed my lessons/assignments in order to deter academic dishonesty and plagiarism.‖ Employee grievance processes are detailed in the Adverse Employment Action Resolution Procedure in the Human Resources Procedures Manual. This manual is available to all employees through OwlNet. In a recent survey of all faculty, 59% of respondents indicate that they either agree or strongly agree with the statement ―I understand HCC’s policy and procedures for adverse employment actions,‖ and 54% indicate satisfaction with the policy. Further study may be necessary as this policy applies to all employees; the College Advisory Council could collaborate with Human Resources in order to improve understanding of and satisfaction with the adverse employment action policy and procedure. Policy Development, Review, and Implementation Because the development of policies can originate with any employee, division, unit, or committee, there is no single process for development, review, or revision of policies and procedures. Aside from the Board of Trustees, which incorporates a policy review into each meeting agenda, no systematic review of policy occurs within the College community. The process for communicating and implementing policies and procedures has become more consistent over the past three years, most notably in Human Resources. When HR is charged with either developing a new procedure or revising an existing procedure, HR staff work to seek input from the appropriate administrative groups and constituencies. This launches an interactive process of communication between HR and the appropriate groups or constituencies. Once all input is received and feedback provided, the final draft procedure is submitted to the President’s Staff for final review and approval. Once approved, the new or revised procedure is added to the consolidated HR Procedures Manual and an electronic notification of the change is emailed to all employees. An example of this process in action is the development of a formal procedure for charging faculty leave. In developing the leave procedure, HR consulted with academic Deans, who 31 Harford Community College Self-Study 2012 discussed the proposal with their divisions. Once a draft procedure was developed, HR attended Faculty Advisory Council meetings and general faculty meetings to present the draft procedure and to collect any final feedback. Once approved, the final procedure was shared with all faculty via an electronic announcement and was posted for general access on OwlNet. However, there is still need for improvement in the policy-making process as indicated by responses to both the PACE survey and the Faculty Survey. One change that was cited by survey participants as problematic is the change to the sabbatical policy. Previously, faculty had to commit to one year of employment after taking a sabbatical; faculty members are now required to commit to two years of employment after taking a sabbatical. The policy change was made by the President, approved by the Board, and is now reflected in both the Human Resources Manual and the Faculty Handbook; both guides are available through OwlNet. Complaints or requests for information or suggestions are routinely forwarded to the area that has the closest level of responsibility for the policy or practice in question. For example, traffic complaints are forwarded to Public Safety. When Board policy or HR procedural complaints are received, regardless of the source, they are processed through the HR Office for review and fair investigation. The Director for HR maintains oversight and generally responds on behalf of the College to all such complaints received. However, certain circumstances may dictate that the response come from a division Vice President or the President. At any point during the process, legal counsel may be sought. Final determination of the resolution of such matters always rests with the President and the Board of Trustees. Procedures and practices that affect students are reviewed yearly and revised as appropriate by the department that administers the procedure or policy and the appropriate supervisor or VP. The policies, procedures, and practices listed in the Student Handbook and College Catalog are applicable to all registered students, credit and noncredit. 32 Harford Community College Self-Study 2012 Integrity in Action: Communication Communicating changes in College policies, procedures, and processes and maintaining current forms, timelines, and procedures has improved with the formal and timely use of the both the College’s internal drive and the web portal, OwlNet. Even with these improvements, there is still a perception among employees (as evidenced by both recent PACE and governance surveys) that communication can be improved. Since the first administration of the PACE survey in 2005, communication has continued to be a focus of College efforts to improve. For the statement, ―The extent to which information is shared within this institution,‖ the overall campus mean for 2011 was 3.47. This is an improvement over both prior administrations (3.06 in 2005, 3.43 in 2008), but two employee groups averaged below the campus mean: faculty (tenure-track), 3.19 and staff, 3.41. This pattern continues with the statement ―The extent to which open and ethical communication is practiced at this institution‖; the overall campus mean was 3.63, but average scores for both faculty (tenure-track) and staff were the lowest for all surveyed employee groups. One factor for the perception of communication challenges may relate to the Deans’ Group, the leadership group responsible for the academic divisions, which works independently from shared governance and does not regularly post agendas or minutes. Since communication to divisions is unique to each Dean, it is possible that College-wide information is not consistently communicated to faculty and staff within the academic divisions. The development, implementation, and communication of institutional policies, procedures and processes are perceived differently by the various employee groups of the College, as reflected in the PACE surveys of 2005, 2008, and 2011. This varying perception could stem from communication inconsistencies. Item Table 6.1: Selected Items from 2011 PACE Survey Administrator Faculty— Tenure Track The extent to which institution-wide policies guide my work The extent to which I receive adequate information regarding important activities at this institution The extent to which my work is guided by clearly defined administrative processes Faculty—Term Appointment Staff 4.29 Dean 3.67 4.13 3.93 4.20 3.88 4.28 4.09 4.10 3.22 4.15 3.71 Another possible area of concern for communication may be the Curriculum approval process. Curricular actions begin in the divisions and move to the Curriculum Work Group (CWG) before being forwarded for appropriate administrative action. While it is the responsibility of divisional representatives on the CWG to maintain channels of communication between faculty in academic divisions and the curricular approval process, lack of clarity and difficulty in using the CWG process may hinder this communication. Although data suggest that faculty feel that they ―own‖ curriculum development, the only inter-divisional review of courses and curricula occurs within the CWG. Much has been done to clarify and streamline CWG processes, but faculty, on a survey conducted in Fall 2010, indicate that more needs to be done to clarify the process. Of 69 responses (N/A responses not included in this total), only 45% agree that ―the current process for development of modification of courses and programs via the Curriculum Work Group is easy to utilize.‖ 33 Harford Community College Self-Study 2012 Program Completion Time HCC advertises credit and noncredit schedules and course sequences through its catalog, paper schedules, OwlNet, and other marketing devices. Program listings include a time period for potential completion. Deans have responsibility for assuring that all courses are appropriately scheduled, and academic advisors are available to assist students in planning programs of study. The Catalog lists classes by semester, and course descriptions note when courses are available only in Fall or Spring semesters. While remediation requirements or other prerequisite needs can result in the student being unable to complete a program of study within the suggested program time frame, Deans and academic advisors work with individual students to help them achieve their goals in a timely manner. Diversity in Curricular and Co-curricular Initiatives To be eligible for an Associate’s Degree, students must complete one 3-credit Diversity course. Diversity courses must be presented to and approved by the HCC CWG as meeting specific criteria such as exploring in-depth various cultural differences and emphasizing the analysis of a group rather than an individual. The College’s Academic Outcomes, which represent the skills, knowledge, and abilities that students develop through their course work and other educational experiences at HCC, include the following: Culture and Society—[Students will be able to] use an interdisciplinary perspective to recognize cultural and societal diversity. Identify how cultural differences impact and influence assumptions, perceptions, and personal values. Acknowledge the contributions of individuals and groups in a global society. During the 2010-2011 academic year, a committee reviewed and revised the College’s General Education goals and added the following goal: Upon completion of the general education core requirements, students will be able to apply knowledge and skills necessary to be informed global citizens in a diverse and changing intercultural world. This General Education goal and seven others are being operationalized and assessed in the 2011-2012 academic year. In addition to curricular requirements for diversity, the Marketing and Public Relations office actively strives to incorporate cultural diversity in all of the College’s publications, promotional materials, and on the website, and the Cultural Events office provides the community with a wide range of performances and exhibits. This commitment to diversity manifests in student awareness as reported on the Community College Survey of Student Engagement (CCSSE). Student responses to several items on the 2010 administration of the CCSSE survey show an increase of 10% over the first CCSSE administration in 2006 on the item ―HCC encourages contact among students from different economic, social, and racial or ethnic backgrounds among diverse student groups.‖ 34 Harford Community College Self-Study 2012 Additional CCSSE items (4s. and 4t.) reflect the extent to which HCC students report interacting with others whose race, ethnicity, or beliefs differ from their own. An increase in the responses of ―sometimes,‖ ―often,‖ and ―very often‖ may reflect shifting demographics, but intentional opportunities for such interactions may also account for the increases. Diversity in Action: Employment and Hiring HCC is committed to non-discrimination and equal opportunity in its hiring practices. Statements affirming this commitment are found in the College catalog, on its website, and on each advertisement for employment opportunities. Strategic Theme V also focuses on cultural diversity: HCC develops resources and infrastructure to support its mission and vision. Attract, develop, and retain talented, committed, and diverse employees. Figure 6.1: Percent of HCC Employees Identified as Minority The College, in its most recent Maryland Higher Education Commission (MHEC) Performance Accountability Report, has set a benchmark for hiring in all employment categories (faculty, administrators, staff) that aligns with the county’s minority population as reported in the most recent Census. This goal of 18% by 2015 represents significant increases over the 2010 benchmarks: 14% for administrators and staff, and 11% for faculty. HR has implemented a number of practices to ensure that diversity is valued in hiring employees. Those practices include identifying and contracting with employment advertising sources targeted at diverse markets, assuring diversity in search committee membership so that candidates receive a clear representation of how HCC values diversity, ensuring diversity in applicant pools before pools are released to search committees, and conducting a diversity review of applicants selected for interviewing. Further, HR monitors its progress in achieving diversity in hiring by completing an annual affirmative action plan which includes the setting of goals and a review of progress in achieving the prior year's goals. 35 Harford Community College Self-Study 2012 Recommendations Address concerns with the adverse employment action policy and procedure through collaboration between College Advisory Council and Human Resources. Improve and clarify faculty academic integrity procedures, including offering additional training to all faculty. Revise Curriculum Work Group processes to simplify and to determine whether or not general faculty review and approval should be included. Continue to strengthen campus communication processes. Periodically have information sessions presented by the academic divisions for advisors and students on course sequences and any pending changes. This may also be accomplished through OwlNet and other published material. Employ strategies to achieve diversity benchmarks in hiring. 36 Harford Community College Self-Study 2012 STANDARD 7: INSTITUTIONAL ASSESSMENT Overview HCC is committed to a process—led by the President and supported by administration, faculty, and staff—of continual assessment of institutional effectiveness. All departments and units work to achieve institutional as well as unit goals, all of which link to College’s Mission, Vision, Values, and Strategic Plan. HCC conducts both internal and external assessments of institutional effectiveness on annual and rotating schedules. The Vice President for Student Development and Institutional Effectiveness (VPSDIE), along with the other divisional VPs, is responsible for developing the Process for the Assessment of Institutional Effectiveness, the document that serves as the College’s institutional effectiveness plan. College leaders, including the President’s Staff, monitor and evaluate the Process. The Institutional Effectiveness model is a visual representation of the Process and helps guide College units in assuring that appropriate connections are made between assessing, planning, budgeting, and improving. In addition, the Planning-Budgeting-Assessing-Improving Timeline shows specific steps in the annual cycle to assure these processes are underway and that information is available for use (see Standard 2, page 3). The Process, along with its use of existing data and reports, is both practical and sustainable. The Institutional Key Indicators of Effectiveness (KIEs), developed over the past two years and finalized in FY 2011, are linked to each of the six Strategic Themes and reported each December using TracDat. Each Strategic Theme has between 4 and 10 indicators; for example, Strategic Theme 5, ―HCC develops resources and infrastructure to support its mission and vision,‖ uses indicators such as total HCC Foundation revenues from gifts and events, and money expended to support professional development. Data will be refreshed each December, and the Institutional Research, Planning, and Effectiveness office will communicate the Key Indicators and associated data to the community by posting on OwlNet and the College internal drive. The College continues to assess student satisfaction through administration of departmental surveys and the Community College Survey of Student Engagement (CCSSE), completed every other year. The CCSSE administration is held in conjunction with the other Maryland community colleges, forming a consortium. CCSSE results are shared with a variety of campus groups, including President’s Staff, Deans’ Group, SDIE and MDCR Leaders, and campus governance groups as appropriate. These groups analyze results and work to implement initiatives designed to improve scores. Over three administrations of the CCSSE, there has been improvement in the benchmark scores for Active and Collaborative Learning, Student Effort, Academic Challenge, and Support for Learners. The following chart shows the improvement in scores for four out of the five benchmarks: 37 Harford Community College Self-Study 2012 Figure 7.1: HCC CCSSE Benchmark Scores The College also assesses the achievement of initiatives such as cultural diversity goals through a Cultural Diversity Plan that forms the basis of the College input to the MHEC Cultural Diversity Report. In addition, the Board completes and submits to MHEC a Mission Review on a four or five-year cycle to demonstrate alignment with the Maryland State Plan for Higher Education and fulfillment of the College’s stated mission. The data collected for MHEC’s Performance Accountability Report (PAR) provides indications of HCC’s level of institutional effectiveness and identifies areas of concern. The Board reviews and approves the report each year before it is submitted. The current PAR includes benchmarks for 2015 in the following five areas aligned with the Maryland State Plan for Higher Education: 1. 2. 3. 4. 5. Quality and Effectiveness; Accessibility and Affordability; Diversity; Student-Centered Learning; and Economic Growth and Vitality. Resource allocation is tied to goal setting and aligned with the Strategic Plan at the department or program level, and budget performance goals link the planning, assessment, improvement, and budgeting processes. In response to State and national calls for colleges to help students achieve their educational goals and complete a post-secondary credential, the President has approved a new marketing slogan for use in all College advertising: The Power to Achieve. In support of this initiative and the statewide Completion Agenda, the College has set completion goals for certificates and degrees (transfer and terminal) through the year 2025: 1381 degrees and 80 certificates awarded. 38 Harford Community College Self-Study 2012 Divisional Assessment Processes Computing and Technology Services (CTS) CTS developed departmental Key Indicators which are linked to the Strategic Plan for Technology. The VP for Information Technology, the CTS Leadership Team, and employees at the department level analyze and evaluate the results of assessment of these Key Indicators. Assessment results are used to make changes in the implementation of technology at the College. Results are stored in the College’s assessment database (TracDat) and shared during Convocation and other venues. Finance, Operations, and Government Relations (FOGR) FOGR goals, which are viewed in the context of Strategic Themes, are determined based on ongoing needs. This includes follow-up from the annual independent financial audit; feedback from FOGR users for such services as the Cashiers or Dining Services; need for training to comply with regulations; and aligning the Facilities Master Plan (FMP) with the Capital Improvement Program, capital budget, and operating budget. The College also monitors standard financial ratios to compare year-to-year performance and comparisons to similar institutions. The FMP, which is tied to and supports the Strategic Plan, provides a snapshot of College facilities as well as a road map for moving forward in operations and capital investment. FOGR reports quarterly on finance matters to the Board’s Audit Committee. The College’s financials are audited annually by an independent audit firm with a public reporting of findings. FOGR’s success with annual audits serve as a positive indicator of prudent fiscal management on behalf of the entire College community. Academic Affairs Division Deans and faculty collaborate to develop measurable program goals, benchmarks and assessment strategies, which are first drafted using an outcomes assessment form or template and are later entered into TracDat. Since assessment occurs at the course and program level, individual instructors may devise assessment strategies for individual courses, or a group of instructors may collaborate on course- or program-level assessment. For example, the Business Management program goal for Business Communication states, ―Students will be able to use the language of business and demonstrate effective and professional communication skills.‖ This is assessed at the course level by various means including a research paper that was assessed using a rubric that included four dimensions of communication skills. Initial results indicated that most students did not achieve the goals set by the department; additional instructional components were added to the course and re-assessment affirmed that students achieved the goal. Summary institutional reports, such as the CCSSE and Cultural Diversity Report, are also discussed with supervisors and shared with the divisions through Deans and program leaders. After the 2008 CCSSE results revealed a less than desirable score for the Active and 39 Harford Community College Self-Study 2012 Collaborative Learning benchmark, faculty implemented a series of interventions designed to increase opportunities for such learning experiences. For the 2010 administration, this CCSSE indicator improved to 48.2 over the initial 2006 score of 47.1. Since the goal for CCSSE is a score of 50, there is still room for improvement for this indicator. To that end, faculty in Communication Studies and English have implemented group projects and peer review editing workshops to encourage collaborative learning. The library conducts ongoing assessment of services and outcomes related to Information Literacy. The Humanities Division requires that all adjunct faculty teaching ENG 101 classes schedule two Information Literacy sessions taught by librarians; full-time faculty may choose to teach the IL session or may have it taught by a librarian. The assessment for ENG 101 is a 15question quiz, which is administered at the end of the second session. One question where the benchmark of 80% was not reached involves asking students to correctly identify a journal article title in a citation from Academic Search Premier. In Fall 2009, 77% of students correctly identified the title. In Spring 2010 semester, 78% of students did so. Continuing Education and Training (CET) offers programs that require assessment and evaluation for licensure or certification, such as Emergency Medical Technician (EMT). Over 30 noncredit training programs are approved by MHEC. Student evaluations of instruction are also completed for all noncredit courses. The results are reviewed by the supervisors and instructors to determine areas for improvement. For example, motorcycle training evaluations indicated that during classroom instruction, demonstration and hands-on experience with an actual motorcycle would improve students’ understanding of certain functions and controls of the motorcycle. Follow-up assessment indicates that students did have a better understanding of the function of certain mechanical elements of the motorcycle when the hands-on experience was included. Marketing, Development, and Community Relations (MDCR) The Marketing, Development, and Community Relations (MDCR) division is strongly committed to using assessments to strengthen divisional effectiveness and has developed a twoyear calendar to keep the division focused. The Human Resources (HR) department, for example, collects and analyzes annual statistics on employee participation in the benefits programs. In the Fall of 2010, HR realized that the College had a significant number of eligible employees who were not taking advantage of the $500 contribution the College makes each year to qualifying employees’ 457(b) accounts. HR developed a plan to increase participation by scheduling education sessions and contacting nonparticipants. As a result, the employee participation rate rose from 79% (235 employees) in FY 2010 to 87% (251 employees) in FY 2011. Further, HR established an ongoing process for contacting employees once they become benefit-eligible to ensure maximum participation. The HR department received similar results after analyzing employee participation rate in the medical flexible spending account (FSA) plan. Only 14% (43) of employees took advantage of this benefit in FY 2008. Realizing a higher participation rate would save employees out of pocket expenses, the College offered open enrollment sessions to educate employees about the 40 Harford Community College Self-Study 2012 value and uses of FSAs. In one year, participation rose by 5% to 19% (60 employees in FY 2009). As HR evaluated employee feedback on the effectiveness of the program, the College moved from a paper reimbursement plan to one using a VISA debit card, resulting in another participation increase of 5% (81 employees). The HR department continues to evaluate the program and look for other opportunities for improvement. The Cultural Events (CE) department used assessment to determine that offering a jazz series in the community was not warranted despite a history of support. In FY 2008, CE partnered with the Visual, Performimg, and Applied Arts (VPAA) Division to present a new jazz series featuring national and international artists. The series was perceived as a natural interface with the jazz audience already cultivated in the community and previous programming offered through the VPAA division. CE collaborated with VPAA to plan the programming, budget, and marketing for the first event of a new series. An aggressive marketing plan was developed and executed, and promotional information was disseminated to the community through the Fine Arts calendar mailing list, flyers, letters to schools, radio announcements, and paid ads. An audience survey was distributed at the event to collect information regarding price appropriateness, marketing effectiveness, and jazz interests. The post-show assessment revealed poor attendance and ticket revenue insufficient to support expenses. Also, the results indicated minimal response to area school outreach and lack of ―buy in‖ from VPAA faculty and students. As a result of the data collected, it was decided that CE and VPAA should not pursue adding a Jazz Series in FY 2009. Instead, CE determined that focus and resources would be committed to family programming which has a long history of strong attendance and broad community appeal. Student Development and Institutional Effectiveness (SDIE) SDIE connects unit and individual goals to appropriate Strategic Themes and monitors the achievement of these goals, using the College’s assessment database to store assessment plans and report results. SDIE has developed unit KIEs which are monitored and reported annually. In addition, SDIE has identified a divisional goal in support of the College’s new achievement goal: As a result of participating in services, programs, interventions, or interactions with Student Development, students will demonstrate the power to achieve by completing a degree or certificate. In order to achieve this divisional goal, units within SDIE identified unit goals, strategies to complete those goals, and assessments. For example, in the Tutoring Center, as a result of meeting with the Student Success Specialist, students will be able to identify one or more learning strategies they will use to help them achieve. Strategies include having students complete Student Success Plans, and students’ progress on the plans will be monitored. The goal will be assessed by assuring that 100% of success plans include at least one learning strategy. In addition, as a result of an assessment of tutoring usage patterns, two separate tutoring centers were combined in 2011 in order to maximize tutor availability and space for students. Assessment of student learning achievement as a result of tutoring is underway. The Fitness Center, in response to lower-than-expected customer satisfaction survey results, implemented employee training sessions to improve customer satisfaction rates. After reassessment, combined good/excellent customer service ratings improved by 6%, from 66% to 72%. 41 Harford Community College Self-Study 2012 The division has also emphasized institutional effectiveness assessment by including several institutional goals for 2010-2011, such as integrating assessment into College-wide planning and budgeting processes, and leveraging the use of TracDat reporting to better inform units during all phases of the planning and budgeting process. Recommendations Continue communication about the institutional Key Indicators of Effectiveness, and adapt them to updated SP 2013-2017. Include assessment of the Strategic Plan as part of the Process for Assessment of Institutional Effectiveness. 42 Harford Community College Self-Study 2012 STANDARD 8: STUDENT ADMISSIONS AND RETENTION Overview Admissions Policies and Procedures To align with its mission and COMAR regulations, the College has an open-enrollment policy; with a few exceptions, any student over the age of 16, with or without a high school diploma, may enroll at HCC. The College follows U.S. Department of Education guidelines for students who have not earned their high school credential. Students younger than 16 years of age must meet with the Coordinator of Admissions and demonstrate the ability to perform college-level work to be admitted as gifted and talented as specified in COMAR. The Admissions office provides information about HCC to prospective students by collaborating with area schools, community groups, agencies, and businesses. The College demonstrates a willingness to review and update policies regarding admissions through a comprehensive Admissions Recruitment Plan (ARP) which details key target groups, the strategies used to reach students, and the timing of specific events. This ARP is updated bi-annually and supports the College’s Strategic Themes and Initiatives by improving the perception of the community college experience and pursuing opportunities for collaborative initiatives with K-12 educational partners. To continue with its recruitment efforts, Admissions coordinates open houses, visits to all high schools in Harford County, and partners with several community organizations. In addition, Admissions provides information in person, by phone, and online. Admissions also works extensively with Marketing at HCC to create promotional material for the recruitment process such as the Traditional Age Viewbook, Adult Viewbook, and Moving On (available in Self-Study Resource Room). The enrollment process includes several steps to help students make informed decisions about their education. According to U.S. Department of Education regulations, institutions that participate in Federal Title IV student assistance programs must report information about students enrolled in programs that lead to gainful employment in a recognized occupation, as well as disclose certain information to consumers. At HCC, gainful employment regulations apply to all credit certificate programs. HCC complied with the disclosure requirements of the gainful employment regulations by publishing information about each certificate program in July 2011. Students can access this information in the online College catalog by clicking on any certificate program and viewing the gainful employment information listed on the lower lefthand portion of the page or by viewing the chart in the online catalog that lists all of the credit certificates and required program disclosures: http://www.harford.edu/catalog/pdf/gainfulemployment.pdf. Enrollment Enrollment has increased 24% over the past five years. Fall 2011 data indicate that part-time enrollment exceeds full-time enrollment. Sixty percent of enrolled students are female, and the 43 Harford Community College Self-Study 2012 largest increases in enrollment include students aged 21–24. Fall FTE enrollment has increased about 20% over the past five years. HCC evaluates and adjusts recruitment initiatives in order to address the achievement gap between whites and non-whites, specifically African Americans. The African American Recruitment and Retention (AARR) workgroup, founded in 2006, enacted initiatives to close the achievement gap between African American students and Caucasian students. Enrollment data from Fall 2007 to 2011 has shown significant increase in minority student enrollment. Table 8.1: African American and Caucasian Enrollment Fall 2007 – Fall 2011 2007 2008 2009 2010 2011 Change 5 Year Race/Ethnicity 2010-2011 (%) Change (%) African American Caucasian 683 773 914 987 1033 4.7 51.2 4,718 4,826 5,122 5,464 5,361 -1.9 13.6 The College built relationships with Harford County Public Schools (HCPS) Counseling Office and HCPS students, which increased overall African American enrollment. For example, HCPS Counseling Offices identified at-risk students, 75% of whom were African American. These students attended small group presentations by Admissions that focused on the importance of higher education. The Rites of Passage mentoring program offers individual support to under-represented students through appointments with Student Development Specialists. The mentoring program provides an on-campus employee mentor to help navigate life on- and off-campus. Through individual support, group activities, and programs, students can share experiences with their peers. Monthly educational and motivational programs are offered including time management, goal setting, and study skills. Bi-annual study-a-thon programs, sponsored by the Rites of Passage mentoring program, are offered prior to final exams to provide students tutoring and quiet places to study. Programs and Services for Under Prepared Students According to HCC’s 2011 MHEC Performance Accountability Report (PAR), in Fall 2009 66.1% of the students at Harford had developmental education needs. This number decreased to 62.9% in Fall 2010. Developmental courses, called Transitional Studies at HCC, are offered in mathematics (three levels or two combined classes for a total of five possible classes), reading (two levels), and writing (two levels). An additional course is offered that combines the top level reading and writing classes. As a particular outreach effort to better prepare high school students for college- level work, HCC administers the Academic Skills Assessment to high school juniors at some high schools. Transitional math courses are offered at several of the high schools to remediate students in math prior to enrollment at HCC. Transitional courses in biology and chemistry are also offered on campus. To help students succeed, tutoring is available in many forms, including walk-in, scheduled tutoring, and Supplemental Instruction (SI). In addition to reviewing course content, tutors assist students with study skills and learning strategies. Use of walk-in tutoring increased 67% between Spring 2008 and Spring 2011. Students in developmental courses account for 44 Harford Community College Self-Study 2012 approximately 35% of tutoring visits to the Tutoring Center and 35% of scheduled tutoring contracts. Also in support of the College’s mission, English as a Second Language (ESL), Adult Basic Education (ABE), and General Education Development (GED) courses and programs are offered through the Continuing Education and Training (CET) division. Currently, 45 skills-based, noncredit courses have continual assessment components. Enrollment has decreased since FY 2009 due to significant cuts in grant funding. In FY 2011, CET conducted 428 literacy education classes with 5,284 enrollments for 1,362 students. Educational level gains decreased in ABE, GED, and ESL classes from 44% in FY 2009 to 41% in FY 2010 and 37% in FY 2011. The decrease in educational level gains is likely due to student attrition and changes in requirements for post-testing. The College is implementing strategies to increase student retention and educational level gains for FY 2012. Key initiatives to assist the program with meeting performance outcomes and improving student retention include integration of SMART (Specific, Measurable, Attainable, Relevant, Timely) goals into instruction, professional development and changes to curriculum to make learning more engaging, and professional development to help instructors develop a sense of community in the classroom. The program is providing support for instructors to help students with testtaking strategies. Staff are also analyzing attendance data to identify which classes have a high rate of attrition and are developing interventions to help the instructors with retention. Assessment of Student Success and Retention According to HCC’s PAR, the Fall to Fall retention for college-ready students has increased from 61% for the Fall 2005 cohort to 68.9% for the Fall 2009 cohort. For developmental students, Fall to Fall retention has increased from 51.6% to 55% for the same cohorts. The chart below summarizes the retention trends for demographics of students. Table 8.2: Retention Trends by Ethnicity/Race from Fall 2006 – Fall 2010 2006 % 2007 % 2008 % 2009 % 2010 % returned returned returned returned returned Race/Ethnicity African American 37.30% 40.95% 43.63% 44.63% 42.95% Asian 44.37% 49.66% 46.94% 55.41% 50.91% Caucasian 51.20% 50.06% 50.48% 53.04% 53.54% Hispanic/Latino Multiracial Non Hispanic/Latino 40.15% 57.14% 43.85% 40.59% 42.04% 47.42% 51.12% 51.33% 46.54% 50% The gaps in academic achievement of underrepresented college students as compared with the general student body are closing. For example, the retention difference between Caucasian and African American students in Fall 2006 was almost 14%, but in Fall 2010, this number dropped to 10.59%. Additional assessment measures for this outcome are available through the PAR. ―Degree Progress Four Years After Initial Enrollment‖ tracks student success, persistence, graduation and transfer rates for all full and part-time students and for African American students over the past four years. The PAR contains four applicable indicators regarding the achievement gap: 45 Harford Community College Self-Study 2012 Successful-Persistor Rate After Four Years of Enrollment for all students: Over the past four years, 75.6% of all students continued to succeed and persist after four years of their initial enrollment. Successful-Persistor Rate After Four Years of Enrollment for African American Students: Over the past four years, 60.4% of African American students continued to succeed and persist after four years of their initial enrollment. Graduation-Transfer Rate After Four Years of Enrollment for all students: Over the past four years, 58% of all students graduated or transferred after four years of their initial enrollment. Graduation-Transfer Rate After Four Years of Enrollment for African American Students: Over the past four years, 47.3% of African American students graduated or transferred after four years of their initial enrollment. These data indicate opportunities to strengthen instruction, services, programs, and other support designed to improve success, persistence, graduation, and transfer of minority student populations. Some initiatives in 2009-2010 included offering College preparatory programs and coursework and delivering centralized and coordinated resources, retention services and programs. Over the past six years, HCC has also addressed retention through a variety of initiatives, including targeted One Stop sessions, expansion of the Rites of Passage mentoring program and the development of learning communities. A STEM Scholars Step Up! Summer program was designed to support career pathways and ensure student success in meeting the regional science, technology, engineering, and mathematics workforce needs. The program included guest speakers, academic skill building, and career exploration. The STEM Scholars Step Up! program will be a successful initiative if those students participating in the program progress through the STEM major and successfully complete their program. Clearer measures of success will be assessed after four semesters, but as of Spring 2011, the majority of the first cohort was successful: sixty-four percent of these students successfully progressed through the STEM course sequence. In 2010, a cadre of faculty and staff decided to investigate starting a First Year Experience (FYE) program on campus. While HCC has a mentoring program geared toward minority students, the College does not have a comprehensive college-success program for all students. One initiative of the FYE workgroup is the Compass Seminar course (IDS 181) which will be implemented in Spring 2012 as a one-credit course designed for new high school graduates who are now full-time college students and have tested into one or more developmental courses. The 46 Harford Community College Self-Study 2012 goal of the course is to prevent students from going into academic restriction after their first semesters. The Transitional Studies division has launched an effort to redesign the developmental mathematics curriculum to create a more modularized approach that will target student learning needs and accelerate the path to completion. Developmental English will also be redesigned. Financial Aid In support of the College’s mission of open admissions and community service, financial aid is available at HCC to help credit students offset costs and mitigate barriers. There are many forms of financial aid available at HCC: grants, scholarships, loans, and Federal Work-Study. Students may be eligible for one or more of these types of aid and can consult the HCC financial aid webpage to learn more about the different financial aid programs available and determine if they are eligible. Financial Aid staff explain the financial aid process during high school workshops, open houses, an annual College fair, and a ―You Can Afford College‖ day. High school guidance counselors are also informed of any changes to financial aid applications and eligibility. Additionally, students who are borrowing money under Federal loan programs receive financial literacy and financial management information and develop a budget as part of the required loan process. From FY 2007-2010, the number of students receiving Financial Aid assistance increased by 61.6% from 1,949 to 3,149 students. Grants and scholarships are the most common types of aid awarded. The College also initiated an aggressive financial literacy program including printed and online information. These programs are co-sponsored by the Financial Aid Office and the College Life Office. For instance, HCC hosts a March Money Madness Fair, a one-day event with display tables providing financial information featuring representatives from community organizations. The College also offers required Loan Entrance Counseling/Financial Literacy Counseling for students receiving student loans as well as comprehensive web-based tools and resources for students and families. Transfer and Nontraditional Credit The College helps students meet their education and career goals by allowing students to transfer credits to HCC from other institutions. Transfer of credits to HCC is based on the applicability of the credits to the student's chosen program of study at HCC and credits are awarded according to COMAR regulations. Transfer credits awarded are posted to the students’ transcript and may be viewed through students’ OwlNet accounts. At HCC, students can reach their education and career goals in nontraditional ways. Prior learning assessment is a means of obtaining college credit for knowledge gained on the job or through independent study. HCC students are encouraged to see an academic advisor to determine how prior learning may fit into their programs of study and to determine if credits earned in this manner will transfer. Students at HCC can earn as many as 30 credits by 47 Harford Community College Self-Study 2012 examination or a combination of examination and portfolio assessment. Exams include College Level Examination Program (CLEP) exams, Dantes Subject Standardized Tests (DSST) exams, an Excelsior College exam, and faculty-created division exams. Advanced Placement (AP) or International Baccalaureate (IBO) credit may be awarded to students who have completed AP and IBO exams in high school with qualifying scores. In addition, HCC offers Advising, Career and Transfer Services (ACTS)-managed internships, cooperative education, and practicum opportunities so that students can learn how their theoretical classroom knowledge can be applied in the world of work. These experiential learning programs provide the student with an opportunity for hands-on experience in their fields of interest, integrate classroom theory with workplace practice, and help clarify about career goals, employment opportunities, and professional networking. Many of the cooperative education students already have workplace skills. Students enrolled in a cooperative education experience must complete approximately 37 hours of work per credit. Students can earn up to six credits for cooperative education. Practicum and internship programs are coordinated by faculty within their individual programs. For example, the Criminal Justice, Education, and Interior Design programs are a few examples of courses with practicum or field placement built into the major. The number of credits students receive for these experiences is determined by the requirements of the degree program. Recommendations Consider providing academic support services, such as tutoring, for students in noncredit workforce development programs through College funds, grant funding, or student fees. To further improve retention and success, explore opportunities to fund and create additional bridge programs modeled after the STEM Step-Up! program. Employ strategies to continue to improve success and retention of non-Caucasian students to achieve closure of the achievement gap. Continue collaboration with HCPS at the high school level so that more students are college-ready when they enroll. 48 Harford Community College Self-Study 2012 STANDARD 9: STUDENT SUPPORT SERVICES Overview HCC provides a variety of support services to a diverse student body while promoting social and cultural enrichment. The College supports students by providing walk-in, appointment-based, or online services. The following services are available to students: Admissions; Advising, Career, and Transfer Services (ACTS); College Store; Athletics, Recreation, Intramurals and Fitness Center; College Life; Dining Services; Computing and Technology Services; Disability Support Services; eLearning; Financial Aid; Library; Registration and Records; Rites of Passage Mentoring Program; Test Center; Tutoring Center; and the Office of Public Safety. Students can access information in OwlNet about the services offered on campus. Many services have incorporated technology into everyday practices so that students have access from remote locations. The library has a presence on Flickr, Delicious, Twitter, and Facebook along with a real-time chat function to interact with library staff. Students can register, add, drop, and pay for courses in OwlNet using 24-hour self-service. Online registration transactions have increased 43% over the past five years while paper registration has increased only 0.7%. Plans are being made to pilot online advising in Fall 2012. Student support services, referred to as Student Development or the Student Development and Institutional Effectiveness division (SDIE), are led by the Vice President for Student Development and Institutional Effectiveness (VPSDIE) and two Associate Vice Presidents (AVP). The VPSDIE and one AVP hold doctorate degrees in Community College Leadership and Adult Education respectively, and the second AVP holds a Master’s degree in Public Administration and is working toward her doctorate degree. The departmental supervisors (referred to as SDIE Leaders) have Master’s degrees and at least five years of experience. While Student Services professional staff and faculty hold either Bachelor or Master’s degrees, Master’s degrees are required for all faculty and staff who teach credit courses. To maintain currency and quality, staff and faculty also participate in a variety of regional and national professional organizations. Services Available to Support Student Needs HCC is committed to serving students with documented disabilities. The Disability Support Services (DSS) staff is dedicated to helping students with disabilities access all of the educational opportunities and services offered by the College. This office is responsible for providing reasonable accommodations and a variety of support services to students with disabilities. The most common disabilities for students registered with DSS are psychological, learning disabilities, and attention deficit hyperactivity disorder. The number of students registered with DSS has increased 29% from 2006 and 2011. The Tutoring Center provides free, walk-in tutoring for all students as well as assistance with study skills and learning strategies. Students who need more individualized assistance can meet with the Student Success Specialist, a full-time staff member who works individually with students to review study skills, time management, and campus resources. The Student Success 49 Harford Community College Self-Study 2012 Specialist also coordinates individual tutoring, Supplemental Instruction (SI), and group tutoring programs. Students who meet with the Student Success Specialist complete Student Success Plans to document study skills that they will use as a result of meeting with the specialist. Students who pursue individual tutoring complete a tutoring contract that explains their rights and responsibilities. Supplemental Instruction (SI) is offered for historically difficult courses (courses with a high number of D or F grades or high withdrawal rate). Students enrolled in these challenging courses are informed about SI in class. Faculty, staff, and coaches refer students to the Student Success Specialist in the Tutoring Center when academic intervention is needed. The College Life Office encourages students to become partners in their learning and development through intentional programs that cultivate responsible citizens and leaders. College Life provides opportunities for student social success and enrichment and orients students to the College and special programs, such as the Rites of Passage Mentoring Program. College Life often organizes an alternative Spring Break trip where students complete service activities and learn about local culture. The Student Government Association sponsors many activities so that students can become involved with the College. Through the Innovative, Diverse, and Enriching Active Leadership program (IDEAL), participants learn about diversity, think beyond Harford County, and both educate and learn from their peers. Curricular and cocurricular programs include events designed to help students experience diverse cultures through music, dance, and trivia. Another aspect of student services is public safety. All members of the campus community have a shared ethical responsibility to report concerning behaviors including emotional distress, abuse of alcohol or illicit drugs, thoughts of suicide or homicide, disturbing written material, and other troubling behaviors. By reporting behaviors that are concerning, the Student Intervention and Prevention (SIP) Team is able to intervene, provide support, and connect students with resources to assist them before there is a crisis. Employees on campus have an icon on their computer desktops for reporting a student’s concerning behavior. The Student Code Incident and Concerning Behavior Report was created so that the College can better assist students in need. Advising, Career and Transfer Services (ACTS) is designed to assist students in planning educational programs, selecting courses, and preparing for transfer or employment. Students meet with an academic advisor to discuss their academic plans to ensure that they are realistic and attainable. The College follows a self-advising model; however, certain students must meet with an advisor before registering for courses including new students and students who are not in good academic standing. Faculty advisors provide discipline-specific guidance to students while professional staff advisors in the ACTS department provide guidance to students in all disciplines. 50 Harford Community College Self-Study 2012 Support in Action: Veterans Affairs In addition to the services that departments within the Student Development and Institutional Effectiveness (SDIE) division provide to all students, Harford Community College provides comprehensive support to student veterans. In January 2011, President Golladay signed the Maryland Campus Compact for Student Veterans, which is a memorandum of understanding between the State and institutions of higher education. As a party to this compact, HCC has agreed to provide services in the areas of awareness, coordination, behavioral health, financial aid and G. I. Bill support, and peer support. The Veterans Task Force at HCC has developed a plan to ensure that adequate services in these areas are provided. HCC is committed to meeting the needs of returning veterans as they transition from military life to higher education. A new, comprehensive website and OwlNet feature will compile information from across campus. In addition, the HCC Office at Aberdeen Proving Ground (APG) is a full-service satellite site where veterans and current military can enroll, complete the Academic Skills Assessment, receive academic advising, and register for classes. Also, the APG staff at the HCC Office contact all new students who identify themselves as veterans on the application with a personal call to welcome them to the College and answer any questions. HCC is a designated Servicemembers Opportunity College (SOC). SOC is a consortium of higher education institutions that work to ease transferability of credits for service members and among member institutions. In the ACTS Department, four staff members are designated as veteran advisors to provide academic, transfer and career planning assistance. Lastly, the Office of College Life hosts a military appreciation event and a student veterans’ social and is developing an organization for student veterans. ACTS advisors are available to help students make informed decisions as they prepare to transfer. Some of the services students can access on the ACTS website include: Transfer guides to most of the University System of Maryland colleges and many area private institutions; College Articulation Transfer; and ARTSYS (Articulation System) computerized transfer articulation system linking HCC and the entire University System of Maryland and some private schools. Assistance with College Search on the Internet. The seminars and workshops offered during National Career Development Month in November are examples of the services ACTS provides to help students make a successful transition into the workforce. ACTS also provides career services including a Cooperative Education/Internship Program, job search services, and human development courses for career and life planning (HD 103, HD 110, and HD 111). Academic Advising staff also helps students who are on academic restriction, which is determined by evaluating academic standards for credit students. Students on academic restriction meet with Advising staff before registering for any credit or transitional studies course or making any changes to their class schedules. At this meeting, the advisor signs off on the students class schedule, which is limited to seven credits. Also students are reminded of the resources available, such as tutoring. From Fall 2007 through Fall 2009, 918 students were placed on academic restriction. Of those 918 students, 575 returned to HCC. The restricted students had the following characteristics: 46% female, 54% male 88% age 24 or below 19% African American, 71% Caucasian 59% of restricted students earned below a 2.0 in the semester returned 80% of restricted students previously earned 12.5 credits or less. 51 Harford Community College Self-Study 2012 In Fall 2010, an SDIE committee reviewed the restriction policy. The policy was reviewed because data from the Fall 2007 to Fall 2009 semesters showed that more than half (52.8%) of the students placed on restriction were given approval to take more than seven credits. Given the large number of students approved to take more than seven credits, the SDIE committee considered a proposal to eliminate the policy. Assessment through analysis of the data showed that when students were limited to seven or fewer credits they were more likely to earn the credits attempted. Of the restricted students who attempted 12 more credits, only 25% earned the credits. Of those who attempted fewer than seven credit hours, 64% earned the credits. The committee recommended keeping the seven credit policy for restricted students but decided to continue allowing some overrides because success rates for students on restriction were not clearly defined. Athletics HCC, a member of the National Junior College Athletic Association (NJCAA), currently sponsors 14 varsity teams that compete in the Maryland Junior College Athletic Association (MDJUCO) conference in Division I. The intercollegiate athletic program provides the opportunity for eligible student-athletes to represent the institution in high-level competition while enhancing their educational experience in areas of skill development, teamwork and sportsmanship. The teams also provide spectators and fans with institutional pride as a rallying point for the College community and the Harford County area. Successful participation in athletics depends upon success in the classroom. To participate in athletics, the student must be enrolled as a full-time student (minimum 12 credits), maintain at least a 2.0 GPA, and meet all NJCAA eligibility requirements. An Athletic Academic Support Specialist is responsible for meeting with athletes to encourage and maintain good academic standing. Two major initiatives have been put in place to monitor the academic success of student athletes. First, student athletes must have professors sign an attendance verification sheet for each class. Each week, these verification sheets are presented to coaches and help determine the eligibility status of the athlete. Second, professors report the academic progress of all student athletes monthly through OwlNet. This information is provided to the students’ respective coach and the Academic Specialist and also helps to determine the eligibility of these student athletes. These initiatives led to continued academic success of student athletes as evidenced by an increase in the number of student athletes earning at least a 3.0 GPA. Records Management and Procedures At the institution level, the majority of student records, such as course registration, grades, financial aid applications and awards, and student account information exists in electronic format only. Students are able to perform many transactions online, and the records of those transactions are captured in Banner, HCC's student information system. Student records in Banner are protected by limiting access to Banner to only those administrators, faculty, and staff who need this access to perform their job function, and access is limited to what is necessary for 52 Harford Community College Self-Study 2012 the individual's particular job function. For example, a financial aid staff member may have access to view a class consisting of student accounts forms but will not have access to edit any data in those forms. The College complies with State and Federal law with regard to student confidentiality. In order to store and manage student documents electronically, HCC purchased and implemented the Banner Document Management System (BDMS). BDMS is integrated at different levels within each of seven functional areas; the goal is that BDMS will support total records management electronically without paper records. Computing and Technology Services, eLearning, and Registration and Records (R & R) follow documented procedures to verify students’ identities prior to assisting them with account activations or password resetting. For an in-person request, a student must present valid picture identification. On the phone, a student must answer a security question or know his or her student identification number or social security number before a password can be reset. Grievance process records are stored electronically in a central database for College-wide record keeping. Other types of student appeals are stored according to the retention and records policy of the responsible person or unit. For example, Student Code of Conduct appeals are kept in the files of the Associate Vice President for Student Development’s (AVPSD) office for a period of three years from date of incident; grievances older than three years are purged. Academic appeals are stored electronically according to records and retention practices of Registration and Records Office. These procedures are communicated to students in person through SDIE staff, Deans, and faculty on an as-needed basis. In addition, the procedures are published in the College Catalog, Student Handbook, OwlNet, and on the College’s Website. Assessment of Student Support Services Student support services are assessed using a variety of measures including unit Key Indicators, student satisfaction surveys, and CCSSE. According to the CCSSE survey results for 2006, 2008 and 2010, in general, students feel the support services offered by the College are important, and they are mostly satisfied with them. Many of the College departments were rated very high for student satisfaction. Results for 2010 ranged from 75% to 90% satisfaction. Seventy-eight percent of students responded that HCC provides the support they need to help them succeed. Some services are utilized more than others; financial aid services and academic advising are used by the majority of students. In March 2011, SDIE implemented a new, comprehensive survey to gather feedback from students about multiple services. Available on OwlNet for accessibility and confidentiality, this approach eliminated the risk of ―over-surveying.‖ Department leaders analyzed the results and made changes to procedures as necessary. In the Test Center, for example, a new customer service initiative was implemented in response to only 78% of the students reporting they were treated courteously. The initial survey results provide a baseline of data; the survey will be administered in the same format every third semester so that progress can be monitored. Each department involved in the survey is setting benchmarks and will monitor improvement when the survey is re-administered in Fall 2012. 53 Harford Community College Self-Study 2012 Student support units in SDIE have each created unit-level Key Indicators of Effectiveness (KIEs.) These KIEs are generally measures of service, efficiency, and productivity. For example, a KIE for the HCC at Aberdeen Proving Ground center states ―The APG site director will ensure invoices and payments for military tuition assistance programs are processed efficiently and correctly.‖ This indicator is measured by metrics obtained from Banner, including tuition assistance charges, billing information, and payments. A Financial Aid KIE states ―Staff will comply with all Federal and State regulations…‖ as measured by 90% or higher compliance rates on annual audits. The most recent audit, in September 2011, exceeded the criteria, with a 100% compliance rate. Recommendations Expand and improve quality of Student Learning Outcomes assessment in various student services units, i.e., Advising and College Life. 54 Harford Community College Self-Study 2012 STANDARD 10: FACULTY Overview HCC faculty members are prepared and qualified for the positions they hold and play a critical role in fulfilling the teaching and learning mission of the College. Faculty members are diverse and are centrally involved in every aspect of the College’s academic culture. All full-time faculty members are fully engaged in teaching and student learning assessment at the course and program level as well as Program Reviews, curriculum development, College and community service, research, and scholarship. In the Fall 2011 semester, 101 full-time faculty members and 286 adjunct faculty members taught credit classes, including face-to-face, hybrid, or online courses. Full-time faculty appointments include tenured (50), tenure-track (14), and term (37). Faculty Preparation, Qualifications, Roles and Responsibilities As part of their duties, HCC faculty members support the programs offered and assure the continuity and coherence of the academic programs. New full-time faculty members are approved by the Vice President of Academic Affairs (VPAA), President, and Board of Trustees. Almost all (98%) full-time credit faculty members have graduate degrees. Approximately 24% of full-time faculty members hold doctorates or terminal degrees. Noncredit instructors are hired as needed for specific teaching assignments and possess the required credentials or experience in the field. Approximately 54% of credit hours are taught by full-time faculty, which exceeds the standard set by MHEC (50%). Ratios of adjunct to full-time faculty can vary significantly among divisions and academic programs. Because of budget constraints, the College has added more adjunct faculty in recent years rather than hire full-time faculty. Beginning in 2009, the College addressed faculty workload concerns by filling open tenure-track positions with tenure-track faculty. Also, the College has recently added new, full-time term faculty positions in several divisions. All of these new full-time faculty members are involved in program development and growth (also see Standard 3, page 9). The following table demonstrates faculty numbers along with growth in credit enrollment between 2007 and 2011: Table 10.1: Faculty Growth and Credit Enrollment, 2007 - 2011 2007 2008 2009 2010 2011 Change, 2007-2011 100 100 102 97 101 1% Full-time Faculty 232 238 277 299 286 23% Adjunct Faculty 5,963 6,214 6,702 7,166 7,152 20% Credit Enrollment (Quick Facts reports, 2007-2011) In recent years, the College’s faculty has been significantly engaged in program-level assessment by developing program goals and documenting the assessment of these goals and related improvements in learning outcomes. Faculty members, with support from divisional Deans, 55 Harford Community College Self-Study 2012 apply the results of these assessments to improve student learning at the program level. In addition, HCC faculty lead the College’s Learning Assessment Committee (LAC), which develops and shares assessment information across campus and leads workshops and discussions on best practices in assessment (also see Standard 14, page 81). To gather faculty perceptions regarding many aspects of their employment at HCC, a Faculty Survey was conducted. In 2011, small representative groups of credit faculty also participated in three focus group discussions: tenured/tenure track faculty, term faculty and adjunct faculty. Faculty Involvement in Educational Curricula HCC faculty are heavily involved in the design and maintenance of educational curricula. Tenured, tenure-track, and term faculty all have contractual obligations for curriculum development and modification of existing curricula. Also, tenured and tenure-track faculty members from each academic division serve on the Curriculum Work Group (CWG), which makes recommendations on credit curriculum proposals to the VPAA. Every year, the College’s faculty and Deans develop and modify many courses and programs. HCC faculty members are also involved in State-wide curriculum efforts to align math and English curriculum with the K12 system. In the 2010 Faculty Survey, 64% of full-time faculty respondents agreed with the statement that ―Curriculum at HCC is faculty driven.‖ However, on the same survey, a majority of the faculty also reported that the current process for curriculum development is not easy to utilize (see Standard 6 chapter). Finally, 71% of full-time faculty respondents on the 2010 Faculty Survey reported keeping up with the demands of curriculum development is difficult. Efforts begun by the CWG to make the process more efficient may address the ―lack of time‖ perception of survey respondents. Excellence in Teaching and Other Activities The College promotes and documents excellence in teaching and other activities with: Focused student learning assessment (also see Standard 14 chapter) Comprehensive annual evaluations of faculty performance that include analysis of student evaluation data for all classes; Support for professional development that is connected to teaching, research, and scholarship; Faculty involvement in curriculum and Program Reviews; and Celebration and promotion of successful and innovative teaching and assessment projects. These efforts are all designed to maximize high-quality instruction and a teaching dynamic that is student-centered, assessment-oriented, and infused with thoughtful analysis of student and administrative feedback. At the beginning of each Fall semester, faculty members meet with their Deans individually to establish professional development plans and goals for the academic year. The divisional Dean provides feedback twice each year on the faculty member’s progress toward these goals. Ninety-eight percent of full-time faculty respondents on the 2010 Faculty 56 Harford Community College Self-Study 2012 Survey agreed or strongly agreed that ―My teaching is held to a high standard of excellence by my supervisor.‖ Institutional Support for Faculty Advancement and Development The College supports faculty advancement and development in various ways. For example, the College provides up to $1,500 for engagement in activities like professional conferences and up to $1,500 in reimbursement for tuition assistance. Many faculty members have engaged in their academic fields or higher education through presentations or attendance at conferences. The College also offers in-house workshops, discussions, sabbaticals, and informal presentations to support faculty development. The College also supports research and scholarship by including evidence of these practices in the promotion process for tenured and tenure-track faculty and by awarding certificates of recognition for scholarly and creative achievements to various faculty and staff members since 2010. In the 2010 Faculty Survey, 82% of full-time faculty respondents agreed that ―HCC adequately supports my professional development.‖ Some faculty feedback suggested that the current level of funding does not thoroughly support professional development for faculty for funding of some projects, such as for activities that involve international travel. In 2011, the HCC Foundation offered an additional funding opportunity for projects that are not covered by professional development funds. In contrast to the strong faculty perception of support for professional development, full-time faculty members recently demonstrated concerns related to the College’s support for the advancement of faculty. 2008 PACE and 2011 PACE survey results showed that tenured and tenure-track and term faculty rated their opportunities for career advancement relatively low, compared to other items measured in the PACE surveys. Figure 10.1: PACE Scores on Career Advancement Item (2008 & 2011, 5=highest, 1=lowest) 4.5 4 3.5 3 2.5 2 1.5 1 0.5 0 4.12 3.68 4.03 4.24 3.28 3.41 3.38 2.85 tenure/tenure track faculty term contract faculty 2008 average 2011 average 2008 career 2011 career of all items of all items advancement advancement score score Results from the tenured and tenure-track faculty focus group discussions corroborated the PACE data above. Faculty members would welcome more opportunities for advancement into 57 Harford Community College Self-Study 2012 administrative leadership, program coordination, faculty teams, mentoring adjuncts, or developing necessary skills and experience for Dean positions. Institutional Recognition of Links among Scholarship, Teaching, Student Learning, Research, and Service The College recognizes key linkages between scholarship, teaching, student learning, research and service in the following ways: Student learning assessment projects link effective teaching at the course and program levels; Professional development activities support teaching as faculty members conduct research, present and publish in various academic fields, and apply concepts and ideas learned directly to their instruction; Faculty members serve the College by participating in regular Program Reviews that link student learning assessment, effective teaching, and research; Faculty NISOD award recipients are recognized for teaching and student learning assessment accomplishments; and Faculty service projects such as International Education activities, Honors program, and Hays-Heigh House events often include research to improve teaching and student learning in accordance with the College’s Strategic Plan. The 2010 Faculty Survey affirmed the College’s recognition of key linkages in the above areas. Seventy-three percent of full-time faculty respondents agreed with the statement: ―HCC adequately supports my efforts to link instruction, student learning, scholarship, research and service.‖ Standards and Procedures for Faculty Employment and Promotion HCC has published and implemented standards for faculty members and other employees regarding all personnel actions. In the Strategic Plan, the College included the development of resources and infrastructure to address the need to attract, develop, and retain talented, committed, and diverse employees. The standards and procedures for employment and promotion for all faculty members are published using a variety of media and made available electronically in the Human Resources (HR) Procedures Manual and are based on principles of fairness and the rights of individuals. Division Deans are instrumental in ensuring that standards and procedures are consistently and clearly communicated to faculty. Regularly scheduled Deans’ Group meetings include discussion about standards and procedures and how to implement them consistently across divisions. In 2010, the Deans’ Group reported the following efforts for these purposes: Deans have enhanced efforts to communicate policies and procedures to faculty; Deans review and assess faculty personnel transactions at multiple levels at the College; Deans participate in new employee orientation; and Deans play a significant role in policy development. 58 Harford Community College Self-Study 2012 New faculty orientation is held each Fall and provides information and tools to enhance faculty members’ understanding of their rights and roles at the College. Faculty members hired at other times during the year receive orientation in small groups or individually. Given the role Deans have in communicating and applying the policies and procedures with faculty, the PACE survey can be utilized as a measure of improvement in this area. PACE survey results for ―Mean Climate Scores‖ for supervisory relationships indicated a significant improvement in these scores from 2005 to 2011 surveys. Supervisory relationships indicate the effectiveness with which Deans and faculty work together: Table 10.2: PACE Supervisory Relationship Results Mean climate scores on questions pertaining to 2005 2008 supervisory relationships Administrator or Dean 3.95 3.94 Tenure or Tenure-track Faculty 3.36 3.75 Term-appointment Faculty 4.04 4.28 2011 4.55 4.21 4.48 Data from the 2010 Faculty Survey showed that all groups of faculty are aware of and have access to the policies and procedures set forth by HCC. Specific Faculty Survey items included policies regarding tenure, promotion, performance evaluation, adverse employment actions, and dismissal. Smaller percentages of respondents report understanding of these mentioned policies. Some of the documents and resources analyzed contain pertinent information about key policies and procedures, but the information is not presented in a consistent format or template. There are also inconsistencies in the naming of references; for example, adjunct faculty is referred to the same resource but with a different title – Adjunct Faculty Reference Guide or Adjunct Faculty Handbook. The Faculty Advisory Council (FAC) is another means of promoting consistency through openaccess faculty forums and academic faculty meetings. These sessions provide opportunities for faculty to express issues related to policies and procedures and a means to forward these issues to the appropriate College administrators. The 2010 Faculty Survey identified indicators that suggest some dissatisfaction on specific topics. The following are tenured and tenure track responses on the survey: Table 10.3: Selected Faculty Survey Questions and Responses Survey Statement Disagree with statement ―I am satisfied with HCC’s policy and procedures for tenure.‖ 44% ―I am satisfied with HCC’s policy and procedures for promotion.‖ 37% Strongly disagree with statement 15% 22% To clarify this dissatisfaction, some respondents to the 2010 Faculty Survey and participants in the 2011 faculty focus groups expressed concerns regarding acceptable criteria related to College service, community service, research, and academic and professional growth. In 2010, FAC representatives reported that their divisions supported a resolution that the tenure and promotion process be reviewed. 59 Harford Community College Self-Study 2012 In 2011, the College formed an ad hoc committee in response to the FAC resolution to review tenure and promotion policies and procedures. The new rating rubric is an example of assessment of the current process and implementation of a tool to standardize and clarify the process for faculty. Evaluation of this process change will begin with applicants for tenure and promotion in 2012. Rating rubrics include the Tenure Promotion Rubric, Professor Rubric, Associate Professor Rubric, and Assistant Professor Rubric. Review of Individuals Responsible for Educational Programs The College has written procedures for annual evaluation of all full-time faculty members, which are clearly articulated via various media and designed to be equitable across all divisions of teaching. Annual faculty reviews involve a class observation by the Division Dean, analysis of student evaluation of instruction, and evaluation of performance on annual goals and responsibilities. Most credit faculty members are satisfied with the frequency of classroom evaluations of both tenured and non-tenured faculty. The 2010 Faculty Survey results support this statement: Table 10.4: Selected Faculty Survey Questions and Responses 2010 Faculty Survey Statement Tenured/Tenure- Term Faculty Track Faculty ―I am satisfied with the frequency of classroom 56% agree or 45% agree or evaluations of tenured faculty.‖ strongly agree strongly agree ―I am satisfied with the current frequency of 63% agree or 78% agree or classroom evaluations of non-tenured faculty by the strongly agree strongly agree Dean.‖ Adjunct Faculty 33% agree or strongly agree 80% agree or strongly agree Participants in all faculty focus groups expressed a desire to foster an environment that encourages peer review. Participants stated that they would like to have the opportunity to request that their courses be observed by a colleague teaching the same subject or have the opportunity to observe colleagues’ classes. Additionally, the College faces challenges regarding the consistent evaluation of online class instruction. Some Deans routinely observe all modalities of instruction; other Deans only observe online instruction when initiated by faculty. Some faculty who teach online reported never having had their online instruction ―observed‖ by the Division Dean. PACE Survey data from 2008 and 2011 indicate increasing satisfaction with the annual review process for both tenure/tenure-track and term faculty. Some faculty comments showed questions regarding the degree to which the specific criteria for evaluations are articulated and consistently implemented across academic divisions. 60 Harford Community College Self-Study 2012 Table 10.5: Selected PACE Survey Items and Faculty Scores 2008-2011 Tenure/TenureTrack Faculty Term Faculty PACE Statement 2008 Score 2011 Score 2008 Score 2011 Score ―The extent to which my supervisor 3.6 4.21 4.23 4.45 helps me improve my work.‖ ―The extent to which this institution 3.23 3.92 4 4.21 has been successful in positively motivating my performance.‖ Average score for all items 3.68 4.03 4.12 4.24 Academic administrators have mid-year reviews and are evaluated annually in face-to-face meetings with their supervisors. Ongoing feedback by the supervisor is also provided. Feedback on the performance of each Dean is also compiled by divisional faculty sub-committees. The individual evaluation process gathers information from other College employees with direct knowledge of the administrator’s work. Completed evaluations of academic administrators who report to the VPAA are reviewed by the College President. If needed, a performance improvement plan is developed. Staff members who support educational programs and report to academic administrators are also annually evaluated mid-year and at the end of the year. The VPAA reviews these evaluations. Adjunct Faculty Employment The College has clear criteria for the employment and review of adjunct faculty effectiveness that is consistent with criteria for full-time faculty. Adjunct employment contracts include: Specific job responsibilities; Conditions of employment; Salary terms; and Resignation procedures. Adjunct faculty members have limited contracts that only require instruction and limited related tasks. These contracts are typically brief, and adjunct faculty members are directed to the Adjunct Faculty Reference Guide on OwlNet for more information. Adjunct faculty evaluations are performed on a schedule determined by Division Deans. Ninety-four percent of adjunct faculty respondents on the 2010 Faculty Survey agreed with the statement: ―The feedback I receive on my instruction helps me to improve.‖ Adjunct faculty respondents also reported high levels of agreement with statements on: Understanding the performance evaluation process (78% agreement); High standard of teaching excellence held by supervisor (96% agreement); and Feedback helpful to instructional improvement (93% agreement). The 2010 focus groups with adjunct faculty demonstrated some inconsistency in classroom observations. The frequency with which part-time faculty are observed varies among divisions. Some noncredit instructors reported that they had never been observed while others stated they had been observed many times. Some credit faculty reported that they were observed regularly while others reported that they had been teaching many years but had only been observed once. 61 Harford Community College Self-Study 2012 Several participants also expressed concern that they had been observed but did not receive any written feedback on the observation. Academic Freedom HCC clearly adheres to principles of academic freedom. The College Profile on HCC’s website includes a statement on academic freedom that supports key principles of academic inquiry and the priority of the College to provide a ―forum for public dialogue‖ on controversial matters and for engagement in a diverse society with varied perspectives. In 2010, a strong majority of all faculty members surveyed agreed that they were comfortable expressing academic freedom (also see Standard 6, page 29). Assessment of Policies and Procedures to Ensure Professional Quality The College maintains an ongoing assessment process to ensure the use of qualified professionals, which includes: Periodic review of hiring procedure by human resources professionals, VPAA, and Deans; Administrative review, adjustment, and customization of hiring criteria for specific positions as necessary to maximize the suitability of new faculty and others responsible for programs; Development of new quantitative rubrics for Deans and the VPAA to use to evaluate tenure and promotion candidates; and Program Reviews that examine the professional qualifications of key personnel and include recommendations, if necessary. Recommendations Review and identify opportunities for improvement in the classroom observation process, with a focus on frequency and consistent written feedback and possibly a peer observation component. Investigate the use of incentives for faculty involved in major curriculum projects such as the development of a new program, extensive Program Reviews, or other curriculum projects. Organize publications relevant to faculty in a central location. Examine the processes for evaluating credit and noncredit adjunct faculty. 62 Harford Community College Self-Study 2012 STANDARD 11: EDUCATIONAL OFFERINGS Overview Programs and the courses in a given program are designed by the College to deliver specific content, knowledge, and skills necessary to enable students to enter the workforce or transfer to a college or university for further study. Courses within programs are required to have Student Learning Objectives (SLOs) that have been approved by the divisions and the Curriculum Work Group (CWG). These objectives list the skills, knowledge, or abilities being developed in a course. Generally, a minimum of three and a maximum of eight SLOs are included in each course. According to the Curriculum Manual, the objectives are written using verbs adapted from Bloom’s taxonomy to describe observable objectives. The lead in for the objectives listed on the syllabus is presented in a standard format: ―Upon satisfactory completion of the course, the student will be able to…” Academic Outcomes In addition to course-level Student Learning Objectives, HCC has identified eight Academic Outcomes students achieve at the program level through course work and other educational experiences. Faculty members are required to demonstrate the link between SLOs and program outcomes by including in a parenthetical note the appropriate academic outcome(s) being developed by each student learning objective. For example, a linkage of a SLO and an Academic Outcome for a college algebra course would read as follows: Upon satisfactory completion of the course, the student will be able to solve problems using algebraic expressions. (Academic Outcomes supported by this learning objective: Computational Skills, Critical Thinking) In the 2010-2011 academic year, as a result of the College’s continued efforts in the area of assessment, academic divisions revisited their program goals for each degree program, and in some cases developed program goals in non-degree programs such as Transitional Studies offerings in English, reading, and mathematics. Program goals were rewritten to ensure they were measurable and reflected what a student should be able to know or do upon completion of a degree program. Several practices are currently in place to ensure that students are made aware of the learning outcomes they are expected to reach at all levels (institution, programs, courses) while attending HCC. First, Academic Outcomes are defined and further explained in the College Catalog under the ―Academic Information‖ heading. Beginning with the 2011-2012 College Catalog, program goals are detailed under each program listing. Program goals will also be included in individual program flyers. Finally, Academic Outcomes and SLOs for each course are listed on the course syllabus. The publication, Minimum Standards for Course Syllabi at HCC specifies HCC’s minimum standards for all course syllabi and specifies that a syllabus be given to every student at the beginning of the semester. 63 Harford Community College Self-Study 2012 Program Review Program Review ascertains whether or not goals and objectives are met and discovers and reports areas for improvement within a program. This is accomplished by assessing learning within a particular program and identifying needed resources for improvements such as faculty and facilities. Program Review is an ongoing, mandatory, process as noted in the Requirements of Program Review Report overseen by the VPAA and the Deans’ Group. Furthermore, all staff, faculty, and administrators follow the Budget Development Calendar for financial support. The Program Review is an integral process providing evidence for best practices, as indicated by student learning and assessment practices. In addition, the ―Requirements of Program Review Report‖ dated August 19, 2008, Section V, ―Resources‖ identifies several areas in which the Program Review is influenced by budget planning and program improvement. The review helps determine the need for additional faculty, barriers for hiring, and the program’s impact on the budget. In addition, the Program Review requires documentation to indicate what budget support was historically needed and to include a projected needs-based budget. An additional Program Review process allows for disclosure and discovery of grant opportunities to support improvements within a program, like the Perkins Grant and the Business, Computing, and Technology Division. The Program Review has a budget planning and approval process that establishes ―priority budget needs,‖ is reviewed by the VPAA and follows the institution’s budget planning process (see Standard 2, page 3). Additional College-wide involvement is incorporated into the final decision to determine funding allocation to a specific program. One determining factor is identifying if the program need is critical and whether those needs can be met by the current budget. In addition, the College President, finance officers, and others whose programs or divisions may be affected by a budget decision are consulted. For example, the Library modifies its collection when specific courses are dropped or added. Further, the list of required components for every Program Review includes an evaluation of instructional support services (library collection and trained instructional and reference staff) and an evaluation of the curriculum (evidence of Information Literacy incorporated into the curriculum through the syllabi). Library Services and Information Literacy As an integral part of the educational effort at HCC, Library and Information Resources contributes to excellence in teaching and learning by supporting and expanding classroom instruction. The Library provides comprehensive access to information and instruction in various formats. Responsibilities include instructing students, faculty, and members of the general community in information-seeking skills for self-directed studies, critical thinking, and lifelong learning while also serving as a resource center for the citizens of Harford County. The Library provides over 55,000 print books, about 1,500 electronic books, and 150 print journals as well as video and audio recordings. As a selective Federal Depository Library, it provides information on topics such as consumer information, technical reports, statistical data, and legislative materials. The Library subscribes to over 80 research databases. Through these online resources, students and faculty have access to over 42,000 online journals, 218,000 online 64 Harford Community College Self-Study 2012 books, and 1,300 streaming videos. The Library shares an online catalog with Harford County Public Library (HCPL); a delivery service allows borrowers access to the combined holdings of both libraries. The Library is open to the public; county residents have borrowing privileges and guest access to computers. During the Fall and Spring semesters, the Library is open 77 hours per week. In addition to on-demand professional assistance at the Reference Desk, the Library provides phone, chat, and text reference support and scheduled one-on-one research consultations. Through participation in ―Ask Us Now,‖ virtual reference support is available 24 hours a day. The large, state-of-the-art facility provides just over 250 seats, 72 computers on the second and third floors (Library), 36 computers on the first floor (eLearning computer lab), 12 small ―quiet studies rooms,‖ four computer classrooms (one dedicated for library instruction), and two other classrooms (which students may use for group or individual study when rooms are not in use for classes.) The Library is staffed by ten full-time and ten part-time employees. Of these, five are full-time Librarians, including the Director. The other positions are Public Services Librarian, Instructional Services Librarian, Cataloging Advisor and Government Documents Librarian, and Serials/New Media Librarian. Each full-time librarian holds a master’s degree in library science. Five of the part-time employees are librarians; four hold a Master’s degree in Library Science and all are well-qualified. The staffing level has, until recently, been adequate to carry out responsibilities; however, rapid growth in the number of information literacy classes taught by librarians has prompted the Director to request a part-time Instructional Librarian position for FY 2013. In addition to the assessment of student learning that is conducted within its Information Literacy (IL) program, the Library assesses the effectiveness of its services and adequacy of its collection through an annual customer-satisfaction survey. Survey results are reviewed by the entire staff at the annual Planning Day and findings are used to make specific changes in services, collections, and resources. For example, in response to the FY 2009 survey, the Library developed Customer Service Guidelines and redesigned its website. FY 2010 survey follow-ups included upgrading the wireless in the building, and in FY 2011, the Library’s survey responses included a pilot project of extended weekend hours. HCC uses a distributed instruction model to ensure that students achieve the IL standard, which is articulated as one of eight overarching Academic Outcomes and as one of eight newly revised core General Education requirements. Many HCC courses include SLOs (and related assessments) that are tied to the IL outcome. The 2008 Information Literacy Program Review includes examples of course-level assessments relating to IL completed from 2006 to 2008 for 25 different courses in four divisions (BCAT, BSS, HS, VPAA). In FY 2009 and FY 2010, four divisions (HS, BSS, STEM and LIR) chose IL as one of the two or three Academic Outcomes that were the focus of their assessment plans for that year. Current data in TracDat shows numerous links to the IL outcome; examples include a multi-year project among English faculty to evaluate sources in 17 different courses, a project to embed Information Literacy related objectives into biology and chemistry courses, and a focus on assessment of students’ works cited pages in business communication courses. 65 Harford Community College Self-Study 2012 At the core of the Library’s own IL Program are the partnerships with the Humanities and the ETS Divisions, which require that all sections of English 101 and English 012 taught by adjunct faculty include a librarian-taught IL session (for English 101, two sessions are required). In addition, many of the full-time faculty members in both divisions choose to have a librariantaught session. The overall number of IL classes taught by HCC librarians (ENG 012, ENG 101, other courses, and special classes for high school students) has increased by 99% from FY 2006 to FY 2011 (from 160 classes/year to 318); the number of students taught rose by 106% during this interval (from 2,216 to 4,571). For most of the IL assessments conducted by the Library (for which benchmarks have been set), the benchmarks are met or exceeded. A typical benchmark is for 80% of all students to give the correct answer to IL test questions. For those questions where the benchmarks have not been met, the Library responds by changing the curriculum or the assessment. For example, the posttest results for ENG 012 during 2010 showed that students met the benchmark on seven of ten questions; the Instructional Services Librarian revised the questions and also modified the curriculum that addressed these areas. The assessment is then repeated in the following semester. The Library uses several different approaches to assess its IL instruction, including pre- and post-tests (ENG 012), post-tests (ENG 101), sample review of students’ papers or works cited lists (Drama 203 and ENG 102), embedded quizzes (ten of the online tutorials), and student and faculty surveys. The Library has developed a matrix that maps the information literacy student learning goals to each class or tutorial. Technology to Support Instruction HCC provides students and instructors with the knowledge, skills, and tools needed to use technology and media for their studies and teaching in several ways. During the 2010-2011 academic year, 277 courses were delivered entirely online and 162 were delivered in a hybrid format. Also during that year 2,416 students enrolled in at least one online course. Instructors are trained during an orientation session to use technology and media in the classroom. Blackboard training is provided regularly, and additional training on classroom technology is available on a one-on-one basis by appointment with Desktop Support. Additional help is available in the classroom. Instructors can use the Help Desk Call Box which can be accessed from any phone or found on HCC's website. Training is also available in the form of OwlNet tutorials. Additional tutorials can be found on HCC's website, though in separate areas, including the Library, the Instructional Resource Center, and the eLearning area. HCC has 842 computers on campus for use in classroom instruction, computer lab classrooms, and open lab classrooms. Also, 105 laptops are available for instruction and testing. The College has 109 Smartboard or Interactive whiteboard systems. The College currently does not assess students’ general technical competency skills in any systematic way. There are some course or program level SLOs that focus on developing technical competency within a specific academic discipline. At present, there are a small number of student learning goals within the TracDat system that focus on one or more discipline-specific technical competency skills; most of these are linked either to the Science and Technology or to 66 Harford Community College Self-Study 2012 the IL Academic Outcomes. All new students who meet with an advisor, especially in One Stop sessions, learn how to access and use OwlNet and online registration resources. Support regarding technical competencies is provided to students by the eLearning Desk, the CTS Help Desk, the Library, and the Tutoring Center. From FY07 through FY10, the number of technology-related questions at the eLearning Desk went up by 56% (from 2,877 to 4,492). The combined technology-related questions at the Library Circulation and Reference Desks increased 154% during that time period. None of these three service desks differentiates among questions from students, faculty, staff or county residents; however, experience indicates the majority of questions are from students. Preparation for Employment To ensure that students are qualified for the workforce after attending HCC, the Employer Survey for Career Programs is sent out during the process of regular Program Reviews for Career Programs. Unfortunately, the response from employers to these surveys is minimal, making it difficult to judge employer satisfaction. However, employer surveys based on Program Reviews are available for the following career programs: Computer Information Systems (CIS), Accounting, Business Management, and Engineering Technology. Based on a review of responses on the Program Review Surveys, employers are generally satisfied with occupational skills and dispositions of HCC graduates. Programs not considered career programs do not assess student preparation for the workplace explicitly in their Program Reviews. For example, Nursing program graduates achieved an 88.0% first-time pass rate on the NCLEX-RN exam and a 100% first-time pass rate on the NCLEX-PN exam in the AY 2011. In an effort to determine job skills and competencies for employment as well as impacts on curriculum within Business, Computing and Applied Technology Division degree programs, faculty participated in a job shadowing program at the Greater Baltimore Medical Center, HCC’s finance office, the Frito Lay factory, and the Smuckers All Natural Juices plant. Faculty reported on these visits, including the impact on HCC’s curriculum to prepare students for the work force. In addition to such activities as job shadowing, the College uses Curriculum Advisory Committees to suggest modifications in curriculum to prepare students for the work place. For example, the minutes of the June 2011 Business Management Curriculum Advisory meeting report on a discussion of what skill sets businesses are looking for in the Millennial student. The CIS Advisory Committee produced a list of 23 skill sets needed for Information Technology Specialist positions in the industry. Such feedback is reflected in program goals as well as Student Learning Objectives for classes in career programs. Recommendations Assess the new, interactive 2011-2012 online College catalog for effectiveness and ease of use. Develop a formal process for gathering employment preparation data about students. 67 Harford Community College Self-Study 2012 68 Harford Community College Self-Study 2012 STANDARD 12: GENERAL EDUCATION Overview The mission of Harford Community College’s (HCC) General Education (GE) program is to foster the students’ development of the core competencies, attitudes, and values necessary to pursue lifelong learning. This foundation is integrated into all degree programs and academic support areas at HCC. Upon completion of the GE core, students will possess the skills to acquire and apply knowledge across broad areas of study. In addition, they will be able to demonstrate the skills basic to acquiring knowledge in the behavioral/social sciences, English composition, arts/humanities, mathematics, biological/physical sciences, and interdisciplinary and emerging issues, as required by Maryland COMAR regulations. The GE goals align with the College’s Strategic Plan and the Academic Outcomes. AAS degree programs require a minimum of 20 General Education credits while AA/AS/AAT degree programs require a minimum of 30-36 General Education credits. General Education Goals Upon completion of the General Education core requirements, students will be able to: 1. Read with comprehension and communicate analytically, critically and/or creatively in speech and writing. 2. Apply technology across a variety of disciplines. 3. Interpret scientific data, gathered in a variety of methods, by applying the scientific method to organize and express observations and results clearly and concisely. 4. Apply reasoning, creativity, estimation, and/or computational skills to solve complex problems. 5. Define information needs, access information efficiently and effectively, evaluate information critically and use information ethically. 6. Establish goals, develop objectives and implement plans independently. 7. Analyze ethical issues, relevant principles, and arguments in order to make informed, well-reasoned judgments. 8. Apply knowledge and skills necessary to be an active global citizen in a diverse and changing intercultural world. HCC abides by Maryland’s GE legislation enacted in 1996 that requires Maryland public institutions of higher education to conform to degree and GE regulations. GE requirements are clearly and accurately described in HCC’s official publications: the HCC printed and online Catalog, the HCC website, and the ―My Academic Life‖ tab on OwlNet. In addition, students must take at least one course that meets HCC’s diversity requirement, supporting the Strategic Plan initiative to broaden the global perspective of the campus. 69 Harford Community College Self-Study 2012 General Education Course Approval Process The process and justification for a course to be considered GE is rigorous. The course must meet the guidelines stated in the HCC Curriculum Manual. The General Education Justification Form requires the following: 1. Courses must emphasize breadth rather than depth and, in most cases, be an introductory course to a discipline; 2. Courses shall reflect current scholarship in the discipline and provide reference to theoretical frameworks and methods of inquiry appropriate to academic disciplines. (Courses that are theoretical may include applications, but all applications courses shall include theoretical components); and 3. Courses also incorporate knowledge and skills involving the use of quantitative data, effective writing, information retrieval, and Information Literacy where possible in the General Education core. The initiator of a course for GE designation must also explain how the proposed course supports one or more of the GE program goals and determine the transferability of the course to other major transfer institutions in Maryland as the State of Maryland regulations guarantee transfer of courses designated as General Education between higher education institutions. Over 120 courses at HCC are designated General Education. General Education Program Review The GE Program Review was conducted in June 2009. As a result of this review, a General Education Committee (GEC) was established with the charge of providing leadership and guidance on GE curriculum and assessment. In addition, the committee was charged with revising the goals to be more student-centered and measurable to facilitate easier and more accurate assessment of the GE program in the future. Many revisions were reviewed by the Deans, GEC, Faculty Advisory Council, general faculty, and VPAA. The faculty met in February 2011 to evaluate, discuss, and approve the final version of the proposed goals, which were finalized in April 2011. During a Professional Development activity in August 2011 the GEC and the Learning Assessment Committee (LAC) met with the entire faculty to begin aligning the GE goals to the course-level Student Learning Outcomes (SLO) in accordance with the timeline associated with the Student Learning Assessment and Improvement Plan (SLOAIP) in 2010. In December 2011 the GE categories (General Education in Behavioral/Social Sciences, GB; Humanities, GH; Mathematics, GM; English Composition, GE; Biological/Physical Science, GS; Biological/Physical Laboratory Science, GL) were mapped to the SLOs as stated in course syllabi. This alignment, with the revised goals, will provide the framework for course and program-level assessments. 70 Harford Community College Self-Study 2012 Articulation, Transfer and Success Rate The Maryland Higher Education Commission (MHEC) requires students to progress from one segment of higher education to another without loss of time or unnecessary duplication of effort. At the same time, MHEC recognizes that some students change their educational objectives as they progress in their studies, often because their studies in General Education expose them to new ideas and possibilities. A primary tool for preparing students for transfer is ARTSYS, the computer transfer system linking Maryland community colleges to all of the University System of Maryland institutions and to some private institutions located in Maryland. This allows students to research which courses taken at HCC transfer to a specific four-year college or major. ARTSYS enables advisors to inform students exactly how HCC’s GE courses will transfer to public and private schools. Courses meeting HCC GE requirements are automatically noted on the student’s transcript. HCC has over 90 articulation agreements with many Maryland four-year colleges clearly showing the transferability of the GE courses. This information is outlined on the HCC website for public information. Assessment General Education in Action: Program and Course Modifications From August 2007 through July 2009, nineteen General Education courses were created or modified. Two examples of curricular modifications assessing student learning and improved curriculum are highlighted below: Every five years, the Business Department sends out the Business Management Employer survey to local employers and advisory committees in order to complete the Program Review for the Business Management degree program. Employers were asked to identify the skills and knowledge graduates of a two-year college should possess. Eighty percent of the employers identified professionalism/business ethics as a skill/knowledge they expected graduates to possess. Based on this data, the Business Management degree program was modified to include PHIL 221Business Ethics, as a requirement for all six tracks. (Business Management Program Review – 2007 p. 3034). After consulting with Deans, Math 101 (College Algebra) was modified to serve as a math option for business majors and as a terminal mathematics course for non-STEM majors. Math 101 focuses on skills involving use of quantitative data. Numerical, graphical, and algebraic approaches are used to solve quantitative problems with examples of practical and applied problems in context of real world circumstances. The course was modified to change the teaching approach from skill-based to concept-based and eliminate some non-essential topics to provide time to add and expand upon applications of key concepts. The course transfers to all major colleges and universities and will satisfy GE math requirements at those transfer institutions. SLOs in individual GE courses have been assessed with regard to the eight Academic Outcomes. After recognizing that there was not a coordinated assessment of the GE goals, members of the General Education Program Review Committee developed a correlation between the GE goals and the Academic Outcomes in 2009. It was confirmed that there was a direct correlation between SLOs and the GE goals. Once again in 2011, courses were reviewed to verify the alignment of SLOs with GE goals. At least five GE courses from each category (GB, GH, GL, GS, GM and only ENG 101 for GE) were reviewed, and it was determined all sample SLOs aligned with GE goals. Due to the strong alignment of course-level SLOs and GE goals, there is evidence that assessment results are being implemented to improve student learning in GE courses. 71 Harford Community College Self-Study 2012 As noted above, the curricular process ensures that proposed GE courses be developed or modified to align fully with the GE goals. This process will be updated to include an alignment with the revised GE goals at the yearly revision of the Curriculum Manual in May 2012. The next phase of GE assessment will be for the academic divisions to build program level assessments that align with the GE categories. Unified and consistent assessment of GE goals, across the curriculum, will allow more data to be gathered and improve student success in the GE program. The Assistant to the Vice President for Academic Affairs has been charged with leading a coordinated effort in the assessment of General Education and lending support to the divisions. General Education in Action: Assessment Projects The following examples, from the 2011 MHEC Student Learning Outcomes Assessment Report, highlight the changes made to course delivery to improve student learning in GE courses. General Education Category GB (Behavioral/Social Sciences): In Fall 2010 and Spring 2011, an assessment project in six different General Education history classes identified the student’s ability to develop coherent and analytical papers, presentations, digital projects, and other products using historical sources. The students were assessed in communication, critical thinking, and information literacy. While the success rate for all students ranged between 80- 88%, the following are planned instructional changes: More detail and instruction on analyzing secondary and primary sources. Grading rubrics will be revised. Greater emphasis on ―critical editing‖ skill building and evaluation. Revisions to the web-based research directions. Greater emphasis on proper citation. Introduce students to the Chicago Manual of Style. General Education Category GE (English): The Instructional Services Librarian collaborates with the instructional faculty to support the teaching of Information Literacy concepts by providing a rubric to evaluate Information Literacy related assignments in ENG 101. Assessments showed students were able to use sources to provide background information; discuss concepts; give examples; and integrate sources into the text. Students showed improvement after intervention (from 59% on the formative assessment to 82% on the summative assessment) when asked to present academic or scholarly sources (see Standard 11, page 64). Recommendations Consider implementing coordinated student learning assessment models across divisions to assess the revised GE goals. Review courses to ensure content reflects GE guidelines. Use TracDat (the College’s assessment data management software) to track assessment of GE goals. Assess General Education as a program based on the GE goals. 72 Harford Community College Self-Study 2012 STANDARD 13: RELATED EDUCATIONAL ACTIVITIES Transitional Studies (Developmental Education) Transitional Studies (TS), HCC’s designation for developmental education, prepares students for college-level work in reading, writing, and mathematics. Students are placed into TS or creditlevel courses based on Accuplacer, a nationally recognized placement test developed by the College Board. Accuplacer was chosen as the State’s preferred placement test and is used by 13 of the 16 Maryland community colleges. A statewide committee established college-level cut scores for placement purposes in reading, writing, and mathematics. Harford has adhered to the standards established by the committee. Students cannot use TS course credit toward a degree or certificate or graduation, and students must earn a grade of C or higher to pass the TS course. (Students can earn a grade of M which means the student is making progress but has not mastered all course objectives and must repeat the course and receive a grade of C or higher.) TS grades are not used in calculating a student’s official GPA; however, the course credits are included in calculating the student’s course load and enrollment status. Table 13.1: Transitional Studies Course Offerings Reading Writing Mathematics ENG 002: Reading Power and ENG 001: Introductory Writing MATH 001: Fundamentals of Comprehension (3 credits) (3 credits) Mathematics (3 credits) ENG 003: Reading and ENG 012: Basic Writing (3 MATH 002: Introductory Algebra Understanding College credits) (3 credits) Textbooks (3 credits) ENG 018: Integrated Reading MATH 017: Intermediate Algebra and Writing (4 credits) (3 credits) MATH 010: Pre-Algebra (4 credits) MATH 018: Combined Algebra (4 credits) MATH 019: Review of Intermediate Algebra (1 credit) In an effort to improve completion rates by moving students through the developmental course sequence, faculty developed a series of four-credit courses for those students who placed near the upper range for testing out of a TS course. ENG 018 is a combination of ENG 003 and ENG 012. MATH 010 combines MATH 001 and MATH 002, and MATH 018 combines MATH 002 and MATH 017. MATH 019 was developed for those students who received an M grade in MATH 017. MATH 019 is offered in the January and the first Summer sessions to allow those students who earned an M grade in the Fall and Spring terms to complete the TS prerequisite course and enroll in a credit-level math course in the subsequent 15-week term. An assessment project is currently underway to determine the success rate of students who complete MATH 019 and enroll in a subsequent credit-level math course. The Educational and Transitional Studies (ETS) Division tracks the success of students who take MATH 017 and then take a credit-level general education math course. The TS success rate is then compared to the success rate of students enrolled in the same course who did not take the 73 Harford Community College Self-Study 2012 TS course. ENG 012: Basic Writing students’ success rates are also tracked, comparing success rates in ENG 101 compared to the success rates of students who did not require ENG 012. The data for English and math show that pass rates are comparable for TS and non-TS students, suggesting that TS courses do prepare transitional studies students for the rigors of a collegelevel course. Work will now begin on developing a plan to investigate and improve completion rates within each TS math course. Work has begun within the division on redesigning TS math offerings based on models offered by the National Center for Academic Transformation. The Maryland Performance Accountability Report (PAR) model has gained national attention as an assessment model for completion and focuses on persistence, retention, and success of developmental vs. college-ready students at Maryland’s community colleges. More information on the PAR model is included in Standard 7 on page 37. Academic Certificate Programs Credit certificate programs are developed and evaluated as part of the Program Review process with input from advisors from the business community. For example, as a result of the U.S. Department of Defense Base Realignment and Closure (BRAC), two new certificate programs were developed: a 24 credit business management certificate and a human resource certificate tailored to the Federal government. All certificate programs undergo the same process of submission and evaluation as degree programs. Experiential Learning Some students may have earned credit for high school course work through articulated agreements between HCPS and HCC such as CADD or CIS. In these cases, the transcript is submitted to the Registrar where the criteria for credit are available. Articulated high school credit options, such as Accounting I & II, are listed on the website. Conversely, Defense Activity Non-Traditional Education Support (DANTES) is the only correspondence course accepted by HCC, and transcripts are reviewed by the Registrar before credits are awarded. Articulation agreements between the College and Harford County training institutions, such as the Electrical Contractor’s Association and the Sheriff’s Office, are in place for many courses. Articulation agreements are reviewed on a regular basis by the division involved. Standard 8 on page 43 includes more details about HCC’s opportunities for experiential learning. Noncredit Offerings In order to meet the mission of the College, the Continuing Education and Training Division (CET) forms the foundation for lifelong learning by offering a myriad of learning opportunities for the community. Members of the division engage and collaborate with education, business, the local and Federal government, and the community. CET is composed of six units: Adult Developmental and Literacy Programs; Corporate and Professional Training; Community Education; Higher Education and Conference Center; Small Business Development Center; and Government, Contractor, and IT Training. 74 Harford Community College Self-Study 2012 Nearly 16,000 people enroll annually in the 3,000 courses offered in the areas of community education, business and industry training and adult basic education. Offerings include youth programs, a growing 55+ Club, entry-level skills development, high-technology certifications, basic adult education (ABE), and a program that transitions people from GED to post-secondary opportunities, including HCC. Course syllabi with clearly stated measurable outcomes are submitted for each course. Program coordinators and directors review all evaluations and make needed changes. Additionally, the division formulates measurable outcomes each year that are recorded and analyzed in order to assess effectiveness and make improvements. A recent program assessment affirmed the success of professional licensure courses offered to county electricians for license renewal. Over 700 journeymen successfully completed the training and renewed their licenses. For over fifty years, HCC has fostered partnerships with hundreds of external organizations. Business and Industry Training normally generates 550 FTE, and offers over 1,000 courses. Working with 200 employers in FY 2010, this department enrolled 10,167 participants in workforce training. CET offers 31 professional and licensure certifications in the areas of Technical, Healthcare and IT programming. Each offering leads to a credential, license, or industry certification or assists students in obtaining or maintaining their credentials. Students receive a detailed syllabus that outlines expectations, technical standards, course requirements, educational objectives, learning goals, and support services for the proposed certificate. CET directors and coordinators meet with employers regularly, attend numerous business functions in the community, and engage in varied marketing efforts to make employers aware of potential offerings. In FY 2010, 185 local employers reported 98% satisfaction with the training their employees received from HCC. Due to daily involvement with groups associated with Aberdeen Proving Ground (APG), the College recently appointed a Director for Government, Contractor, and IT Training. The College also recently opened a Performance Training Center at APG to respond to the learning needs of the Department of Defense and business and industry. Preparing to address the needs of the APG workforce as a result of BRAC has been a focus of CET for the past five years and a driving factor in the development of professional and avocational offerings. Through memberships on various advisory committees and boards of directors, the College receives input from subject matter experts. CET utilizes community advisory groups in the development of both avocational and workforce development programs. Subject matter experts from the community are invited to serve on these advisory committees, and CET encourages staff to serve on committees and boards in the community. As a result of this feedback, CET offered 2,757 courses to the community in FY 2010, totaling 29,000 enrollments. CET also works closely with career-based credit programs for ease in noncredit to credit transferability. Articulation with the electrical and HVAC apprenticeships that awards academic credit upon completion, the credit/noncredit option for students enrolled in childcare and healthcare courses, and the GED+ programs that assist GED students in the transition to higher education are all examples of how credit and noncredit work together to meet the workforce needs in the community. Changing workforce development needs may call for continued 75 Harford Community College Self-Study 2012 credit/noncredit collaboration so that academic credit can be awarded for industry specific, noncredit certifications. Community Education generates 143 FTE, offers 1,300 courses, and enrolls a five-year average of 14,000 participants. Enrollment in some avocational offerings has decreased only slightly, despite the poor state of the economy. Participation in senior adult offerings has grown significantly from FY 2007-FY2011. Figure 13.1: Community Education Enrollments 2007-2011 Literacy Education is an example of a community education program that is competency-based and evaluated by demonstration of competency attainment. Literacy Education generates 404 FTE, works with 173 organizations, conducts over 450 classes, and enrolls over 5,000 students annually. In FY 2010, on the Adult Secondary Education (ASE) level, 38% of the students achieved a gain in their educational functioning level at a minimum of one level above where they measured at program entry. On the Adult Basic Education (ABE) level, 61% of students on the Beginning Basic Education level achieved a level gain; the projected goal was 65%. Fifty percent of students on the ESL Low Beginning level achieved a level gain; this was within 2% of the target goal. Ongoing and annual assessments show advances in reading levels and an increase in the population which implies that more people could be served. Growth is hampered by limited funding. While data tend to confirm program success, the data will become—in conjunction with CET Literacy Advisory Board recommendations—the basis for program assessment. 76 Harford Community College Self-Study 2012 Figure 13.2: FY 2010 Gains in Literacy Education Goal setting for CET occurs during an annual retreat. Division leaders determine areas needing improvement and form action teams to address these areas. Department goals and individual goals are connected to the identified areas. Improvements that have been made over the past three years include a regularly scheduled instructor orientation, a more customer-friendly registration area, an increased focus on services provided to APG, a deliberate increase in courses for senior adults through the new 55+ Club, youth programs that offer a variety of learning opportunities for all ages and ability levels, and several new programs responding to the needs of the manufacturing and construction communities. The budgetary impact of new initiatives is always considered and must be tied to the College’s Strategic Plan. Almost 30,000 enrollments annually financially impact the institution by contributing average net revenue of $2,172,030 each year for the past five years to the College’s operating budget. An example of how decisions about programs are influenced by data is the statewide Court Reporters program that CET ran for eight years. An analysis of retention and costs led to the conclusion that this program was no longer viable. Arrangements were made for students currently enrolled to complete their studies, and the program was discontinued. Contractual Relationships and Affiliated Providers CET cooperates with outside vendors and academic partners to meet HCC’s mission by providing aspects of the educational experience not available on campus. These partnerships are implemented in accordance with the ethical principles referred to in the College’s Strategic Plan. CET annual report shows that these agreements contribute significantly to the financial stability of the division through grants or generate profitable revenue. HCC employs a holistic approach when establishing contractual agreements. The College adheres to standard professional language in developing agreements with other institutions. Any contractual agreement entered into by CET is reviewed by the VP for Finance, Operations and Government Relations, who considers all ramifications and assesses the contract to assure integrity is protected. The division also undertakes a self-audit for all educational agreements in 77 Harford Community College Self-Study 2012 which a partner organization collaborates in the content and delivery of a course offering. HCC maintains a file of all partnership agreements. The Higher Education and Applied Technology Center (HEAT Center) The primary mission of the HEAT Center is to provide upper division baccalaureate and graduate programs to the residents of Northeastern Maryland. The Center focuses on bringing additional science and technology programs to the region in support of education and training for local business, government and Aberdeen Proving Ground communities. Enrollment in HEAT Center academic programs has more than doubled since 2005, and each year, enrollment figures demonstrate an average increase of 23%. There are five academic partners, including Johns Hopkins University, offering bachelor and graduate programs. Enrollment in FY 2011 exceeded 2,400 students. Internships and Cooperative Learning A number of courses, including Child Care, Early Childhood Education, Criminal Justice, Mass Communication, as well as Nursing and Allied Health, require field placement learning. The State or other accrediting body defines hours for credit. Curriculum Work Group (CWG) approval is required prior to implementation, and faculty oversight is present in all cases. Online Learning (eLearning) Currently, HCC offers courses entirely online, as well as hybrid/blended courses. Hybrid courses have 30% to 75% of the course material online. However, nearly all courses in that format meet once a week, 50% online and 50% on-campus. To assess online courses, faculty participates in the Quality Matters (QM) program. QM is a peer-reviewed process that certifies the quality of online course design and online components. All online instructors who have taught for two or more semesters online must submit at least one of their courses for the review process. Currently, approximately 80% of faculty teaching online has had at least one course reviewed. The College currently offers three degree programs which can be completed entirely online within a two-year time frame: General Studies, Business Administration and Psychology. In addition to QM certification, new online and hybrid faculty are required to complete pedagogical and technical training and eLearning staff monitor courses taught for the first time by new online instructors. Requirements, prerequisites, and rigor of instruction are comparable to face-to-face courses. Deans or appointed lead instructors visit online classroom/hybrid classroom to assess teaching; outcomes for online/hybrid courses are the same as on-campus courses. Furthermore, students taking online courses complete an end-of-term survey. Assessment of online/hybrid courses is comparable to on-campus courses. Courses are constantly revised based on QM feedback and course visits. eLearning courses at HCC meet institution-wide standards for quality of instruction although Standard 10 chapter indicates evaluation is spotty and inconsistent. The eLearning program at HCC is robust and continues to grow in enrollment and course offerings, and the overall GPA for online students is slightly higher than for on-campus students. 78 Harford Community College Self-Study 2012 Recommendations Assess the impact of CET on the community. Employ strategies to increase the overall pass rate in transitional math courses. 79 Harford Community College Self-Study 2012 80 Harford Community College Self-Study 2012 STANDARD 14: ASSESSMENT OF STUDENT LEARNING Overview Assessment of student learning at HCC is a process that is embedded in the College’s Mission and Strategic Plan; it is reflected upon and documented through the work of faculty. Collegewide, collaborative efforts have established integrated goals that allow assessment done within a course to provide data that is also relevant at the program and institutional level. HCC is currently experiencing an accelerated pace of learning assessment that involves the documented use of assessment to improve teaching and learning, broader participation at the leadership level by faculty, more collaboration among faculty and across disciplines, implementation of more diverse assessment methods, and more consistent, accessible, and effective reporting and sharing of assessment results. Over the course of more than 15 years of implementing assessment, HCC has learned and embraces the idea that assessment is not an event but a process and that the collection and use of results is an ongoing institutional activity that serves as the foundation for institutional and curricular renewal. Learning Assessment Process Assessment Plan In response to both MSCHE and HCC Self-Study recommendations in 2002, the Office of the VPAA established a position (Assistant to the VPAA) to aid in the development and administration of a comprehensive Student Learning Outcomes Assessment and Improvement Plan for the College (SLOAI Plan). Collaborative work involving faculty, Deans, the VPAA and her assistant over a two-year period (2004-2006) led to the development and approval of the SLOAI Plan for use between 2006-2011. HCC is presently assessing student learning in accordance with the SLOAI Plan, which was updated in 2010-2011 to guide the College through the next several years. A summary of the assessment process follows this section. A critical element of the SLOAI Plan was the requirement that its effectiveness would be assessed. An Assessment Plan Task Force was convened in Spring 2008 and charged with a review of the SLOAI Plan with respect to Middle States’ expectations. The Task Force, comprised of faculty, Deans, and the assistant to the VPAA, documented the ways in which the SLOAI Plan met Middle States’ expectations, identified existing gaps, created goals, and suggested actions to resolve the identified gaps in assessment. The recommendations made by the Task Force were reviewed by faculty and Deans, revised, and accepted in April 2009. This assessment of the SLOAI Plan, the clear identification of gaps, and action plans to close those gaps led to this current period of accelerated changes and improvements in learning assessment. The Task Force recognized the need for the following: A faculty-led Learning Assessment Committee (LAC), which would strengthen the faculty’s leadership role with respect to assessment; A stronger emphasis on program-level (rather than institutional-level) learning assessment; 81 Harford Community College Self-Study 2012 An improved sharing of assessment results among faculty and between divisions; Improved methods of documenting assessment results and documenting improvements in teaching and learning occurring as a result of assessment; and More flexible, practical, and diverse approaches to assessing student learning. As evidenced by their report, many successes were also identified. As an example, the Task Force found evidence that, in alignment with Middle States’ expectations, the quality of the learning assessment process has been sufficient to make decisions with respect to courses, programs, and teaching. Assessment documentation contains many examples of changes made (or the decision that no change was necessary). Many examples of these changes are referenced below in the Improvements of Teaching and Learning: Evidence of Assessment section. The Self Study provided another opportunity to assess aspects of the SLOAI Plan. In 20102011, a faculty-led research team considered the question of whether the assessment process at HCC is, as required by MSCHE, of ―sufficient simplicity, practicality, detail, and ownership to be sustainable.‖ Their research affirmed this to be true. They found that choosing goals to assess and methods of assessment was straightforward and well-integrated into their work. The alignment of courses to program goals and Academic Outcomes makes assessment meaningful. The data being generated has been detailed enough to lead to discussions, verification of student learning, or identification of gaps that are addressed through change. Again, summaries of key projects that demonstrate this are referenced in the Improvements of Teaching and Learning: Evidence of Assessment section. Assessment Process Learning assessment projects are typically chosen by the faculty, in consultation with the Dean of the division. Many divisions choose to focus on one or two Academic Outcomes or one or more of the program goals for a specific academic program (which has been the primary focus of assessment for all disciplines since 2009. Several disciplines were assessing at the program level prior to 2009, but the majority were assessing Academic Outcomes closely tied to course-level learning objectives). At HCC, it is common to have all of the faculty teaching a particular course participate in the same Learning Assessment project. In some cases, faculty across multiple courses or disciplines engage in the same Learning Assessment project to compile more data to analyze. After sufficient data have been gathered, faculty discuss results and decide if some aspect of the instructional method, course, or program should be changed in order to improve student learning. The change is implemented, and then the student learning is re-assessed to see if the change made a difference. Multiple semesters are typically needed to ―close the loop.‖ All forms used to report assessment projects have a strong focus on the ―close the loop‖ process used in assessment. All programs are currently being assessed. Most academic divisions have not developed fixed time lines for the assessment of all program goals, but there is the potential to align timelines with the Program Goal time line and this is currently being explored. The Learning Assessment Process has its foundation in two key areas: the curricular process and the institutional-level Academic Outcomes. Program and course goals are developed in alignment with Academic Outcomes. Then, learning activities are developed for each course to provide opportunities for students to meet the identified outcomes. 82 Harford Community College Self-Study 2012 The curricular process is well-documented in the annually updated Curriculum Manual, and it serves to support and sustain learning assessment. Faculty members from each academic and student development divisions are represented on the Curriculum Workgroup. The Learning Assessment Process actually begins when a new course or program is proposed. Faculty members with discipline expertise who are familiar with the standards of higher education establish Student Learning Objectives (SLO) for all new courses and programs. This process ensures that the SLOs developed for courses and programs are consonant with the standards of higher education and of the relevant disciplines. These learning objectives are well integrated with the Academic Outcomes. The course-level learning objectives established and approved by faculty appear on each course syllabus, and the program-level goals appear on the program pages of the College Catalog. All approved courses and programs are documented in the Curriculum folder on the College’s internal data drive (G drive). The Academic Outcomes are institutional-level learning outcomes. They are the broadly defined skills, knowledge, and abilities that students develop through their course work and other educational experiences at HCC. They are printed and defined in the College Catalog and include Communication, Critical Thinking, Science and Technology, Computational Skills, Information Literacy, Personal and Self-Management Skills, Interpersonal Skills, and Culture and Society. As evidenced in Curricular Action Forms and on all course syllabi, all of the course-level SLOs are linked to one or more of these Academic Outcomes, which were written prior to the College’s current Strategic Plan and prior to the full development of the student learning assessment process. The Academic Outcomes will be reviewed in 2013 as outlined in the SLOAI Plan Objectives and Timeline for Implementation. The Academic Outcomes were a key focus area for Student Learning Assessment in the majority of the academic divisions until 2009 when program level assessment became the primary focus. Even with this shift, the College maintains its strong commitment to the assessment of the Academic Outcomes; most of the program goals are tied to Academic Outcomes. Program goals are established for an academic program when it is developed or modified. In 2009, all programs were audited to ensure that program goals were well developed and written in a measurable manner. At this time, faculty updated or identified program goals for each program. Course-level SLOs all tie to one or more of the program goals as well as to the Academic Outcomes; some are also tied to a Strategic Plan Theme. Academic programs for which goals have been identified include all degree and certificate programs, including General Studies, as well as General Education, Information Literacy, Distance Education, and Transitional Studies programs. The General Education Program Review in 2009 led to the review and update of the GE program goals in 2010-2011. The GE program goals were established many years ago; courses developed as general education courses are required to document through the curricular process how they contributed to the achievement of the program goals. However, as the faculty developed more expertise in learning assessment, they were finding it difficult to assess student learning of GE goals because the goals were not written in measurable terms. A campus-wide, faculty-driven process developed newly-written, measurable program goals, which were approved by faculty in Spring 2011. The General Education Committee and the LAC are leading campus-wide 83 Harford Community College Self-Study 2012 assessment efforts for the newly revised General Education goals. Some General Education assessment projects are under way in mathematics and in the sciences. Student Learning Outcomes (SLO) are developed for each course and align with both Academic Outcomes and program goals. The SLOs and their alignment with the Academic Outcomes are found in the Curricular Action Forms and on each course syllabus. The alignment of the SLOs with the program goals has been completed for many programs. Many of these are evidenced in Program Reviews. Improvement of Teaching and Learning: Evidence of Assessment Student learning is assessed in order to verify student learning and improve teaching and learning. The assessment process requires the College to document how it has used assessment for improvement. Faculty assessment reports, reporting data in TracDat, and divisional reports on assessment provide evidence that results are being used to implement improvements. Detailed reports for these projects (and others) include supporting data, copies of rubrics or other assessment tools used, and results are found in the Learning Outcomes Assessment Evidence Binder in the Resource Room. Table 14.1 illustrates how assessment at the program level is connected to the assessment of Academic Outcomes and shows the assessment methods used, changes made as a result of assessment, and the status of any re-assessment done after the changes were made. This is not a complete list of all assessment projects at the College; these projects were chosen to demonstrate the approach used in assessing and closing the loop. Supporting and Sustaining the Process HCC has developed a culture that supports assessment and that is sustained through a wide variety of key support processes and systems. The support is evident in the SLOAIP: the documented work of the LAC, including its website and events sponsored to encourage sharing of assessment results; professional development activities and plans; the Instructional Resource Center which supports quality instructional design and course development efforts; staff positions; the curricular process; and in documented learning assessment. Learning Assessment Committee (LAC) As a result of the assessment of the effectiveness of the SLOAI Plan, a faculty-led LAC was formed in September 2009. This resulted in learning assessment practices being guided primarily by faculty. The committee charges include mentor and advise; assist with gathering, documenting, interpreting, and retaining information to assist with assessment; monitor assessment for the purpose of accreditation and satisfying Third Party Accreditation Agencies’ assessment requirements; and share information between and among members of the campus. Assessment of student learning is done by faculty; the LAC provides support to the faculty. The LAC is comprised of faculty from each division, one Dean liaison, a member of Library staff, the IRPE director, and the two assessment support staff members (one from the IRPE office and one from the Office of Academic Affairs.) The committee meets monthly and posts meeting minutes 84 Harford Community College Self-Study 2012 on the LAC website. Their outreach campus-wide occurs in many ways; they coordinate professional development activities, speak at division meetings, and host brown bag lunches. It was with the guidance of the LAC, as part of Professional Development Day, that the program goals were reviewed and approved by faculty for all academic programs. These program goals were integrated into the 2011-2012 College Catalog. The VPAA holds the divisions accountable to ensure program goals are developed appropriately and published in the College Catalog. The LAC provides leadership and guidance to faculty for best practices in program-level assessment. Since its creation, the members have shared best practices in program-level assessment and the use of assessment data to improve teaching and learning. Meeting minutes reflect a high level of collaboration among divisions, faculty and administration, and demonstrate a high level of ongoing assessment activity. Other important work by the LAC includes developing the timeline in the Assessment Plan until 2013; drafting guidance for inclusion in the Curriculum Manual with respect to writing measurable program goals; establishing an LAC website to support sharing of information; working with the General Education committee on writing measurable general education learning outcomes; and working with faculty on establishing best methods of assessment for these. The LAC also does outreach to faculty at all campus professional development meetings. Future LAC goals (2011-2012) are focused on their partnering with the General Education committee to develop and begin the systematic assessment of the newly revised General Education outcomes; and enhance the sharing of assessment results for broader analysis and curriculum renewal. Professional Development Deliberate professional development is supported through the budget and recognized by HCC leadership as critical to support and sustain student learning assessment efforts. For several years, the College sent faculty and administrators to regional student learning assessment conferences. The College has also made assessment a key focus area during the twice per year professional development events on campus. The academic divisions have held divisional activities to allow faculty (full-time and adjunct) to learn more about best practices in assessment and to share assessment results. Annually, each faculty member writes a professional development plan that includes learning assessment. Assessment of student learning is woven into the work of the faculty, which sustains the processes that were developed over the past 15 years. Professional development activities focused on assessment ensure that the process is consistent with the standards of higher education. Also, divisional representatives who serve on the LAC as well as the General Education Committee have developed expertise in these areas and lead the campus in these efforts. A gap identified in professional development with respect to learning assessment is the involvement of adjunct faculty. Involvement of adjunct faculty in learning assessment projects occurs but is not consistent across all of the academic disciplines. Some professional development occurs within academic divisions, but this is an area identified for improvement. 85 Harford Community College Self-Study 2012 Instructional Resource Center (IRC) The IRC, managed by the eLearning department, provides instructional resources and pedagogical assistance in the areas of professional development, curriculum design/delivery, Student Learning Outcomes and assessment, and educational technology. The mission of the IRC is to provide instructional support for faculty and instructional staff through workshops, conference announcements, professional publications, and individual consultation. It is supported and funded to promote assessment within the College. Staff Positions The Assessment Task Force and the LAC recognized the need for additional support from the College; they recommended that a second staff position (in addition to the Assistant to the VPAA) be added. In Summer 2009, a full-time position of Coordinator for Assessment and Institutional Effectiveness was created to support campus-wide assessment efforts in institutional effectiveness, student learning, and tracking of campus assessment work. During 2010-2011, the Institutional Research office was reconfigured and a new director hired to incorporate the functions of IR, Planning and Institutional Effectiveness. The Coordinator for Assessment and Institutional Effectiveness reports to the Director for IRPE. The Assistant to the VPAA works collaboratively with the Division Deans, faculty, and the Coordinator for Assessment and Institutional Effectiveness to coordinate Student Learning Outcomes assessment efforts across divisions and serve as a resource on assessment practices. Documentation and Sharing: Reporting Program Reviews The Program Review Process for Instructional Programs was restructured and clarified in 2005 and again in 2008. The thorough academic Program Review process consists of a full review of each program on a three- to five-year cycle. The key purpose of this review is to provide quality programs and services through self-analysis and peer review. Program Review teams are made up of faculty in the division and often include faculty and staff outside of the division as well as external reviewers. Each completed Program Review is reviewed by the division members and by the Deans’ Group. Program Review reports are shared with the College community through the internal data drive. Reviews are used in the planning and budgeting process. The Program Review process is closely integrated with the student learning assessment process and is another place where documentation of student learning occurs. The Program Review provides a summary of SLOs alignment with program goals and Academic Outcomes (by curriculum mapping) and a summary of course and program-level assessment and re-assessment activities and their results since last Program Review. Many of the Program Reviews completed within the past several years include evidence that students are achieving key Academic Outcomes and program goals. The Program Review process has a strong focus on the continual improvement of curricular programs in order to improve student learning and success. 86 Harford Community College Self-Study 2012 The Program Review is an important tool that requires documentation, analysis, and sharing of critical data gathered about a program. While learning assessment results are also shared in other ways, the Program Review process plays an important role in using results to improve teaching and learning. This is evidenced in the Program Review reports; re-assessment efforts are documented in the next Program Review. National Accreditation Some academic programs are not required to produce Program Reviews; these include programs that have a rigorous external accreditation process, including nursing, medical assisting, and the paralegal programs. However, these programs do assess and document student learning at the program and institutional level through their re-accreditation processes. Divisional Reports Division Deans provide regular assessment reports to the VPAA to summarize key assessment projects that have taken or are taking place in the division. Reports are reviewed with discipline faculty and the Deans’ Group. TracDat One of the gaps identified by the Assessment Task Force was the extent to which assessment results were shared. As a follow-up to their report, assessment leaders examined the role that the documentation of student learning plays in supporting and sustaining learning assessment. Historically, a single faculty member or a small group would report the results of learning assessment directly to the Dean using a standardized template. It was evident this approach supported learning improvements within a classroom, but it was not supportive of sufficient program-wide or institutional-wide improvements. In 2008, the College started using an electronic tracking database, TracDat, to record goals and assessment results campus wide. This software package is used to house assessment plans, document them in a systematic manner, and provide reports that can be used to implement improvements. These reports also encourage sharing of assessment due to the succinct nature of presentation. TracDat allows for the generation of assessment reports at the program, discipline, and institutional level. The assessment reports show clear linkage between the assessment project, course and program goals, the Academic Outcomes, and Strategic Plan. The format of the tool is such that there is a strong focus for use of assessment results to make improvements to teaching, learning, and processes. The College continues to adapt TracDat to align with academic reporting needs and maximize untapped potential to support and sustain learning assessment. Planning, Budget and Institutional Effectiveness Student learning assessment is tied to budget in various ways. The academic Program Reviews include an analysis of budget needs associated with recommended program improvements. As represented in the Institutional Effectiveness Model, assessment may indicate a need for equipment, software, additional salaries or research, or budget requests for specific pieces of 87 Harford Community College Self-Study 2012 equipment and technology. These requests must be supported by either assessment data or a direct tie to the Strategic Plan, or the requester must say what the performance goal is and how it will be measured. Annually, the College plans its budget to include dedicated funding for staff and professional development for assessment projects. Several activities directly tie learning assessment to assessment of institutional effectiveness. Some examples include budget building and the Program Review processes, the STEM bridge program for incoming STEM majors, the work of the First Year Experience Committee (which brings SDIE and Academic Affairs together to improve student learning), and the divisional responses to the CCSSE results. The College’s Vision, ―To make our great college even better,” and the Strategic Plan, with its strong focus on improving student learning, are in full alignment with the Student Learning Assessment Process. Annually, faculty members prepare a Professional Development Plan that includes their assessment plans. The close integration of SLOs to the program goals and Academic Outcomes allows the faculty to address institutional level goals within the classroom. The intent of all faculty is to improve the teaching and learning that occurs in the classroom continually in fulfillment of the Strategic Plan. This is achieved through the Learning Assessment Process. Recommendations Improve reporting of Student Learning Outcomes assessment results at the divisional and institutional level using TracDat in order to better use and share assessment results and to ensure alignment with institutional goals. Continue to adapt TracDat to meet complex, comprehensive reporting needs. Continue to develop a systematic process including a time line for assessing program goals within each program. Improve professional development opportunities for adjunct faculty and increase adjunct involvement in learning assessment. 88 Harford Community College Self-Study 2012 CONCLUSION Harford Community College’s daily operations as well as its short and long-term accomplishments reveal that the College is executing its mission. Despite the country’s poor economic climate, HCC is in good financial standing. To remain fiscally strong, the College must be conservative in its spending and continue to pursue alternative ways to increase revenue other than enrollment and tuition increases. The administrative and governance structures are strong; appropriate avenues are in place for the work of the College to be done, and different constituent groups have opportunities to share their voices. While there is a perception that communication is an issue on campus, the College recognizes this concern and is continually looking for ways to improve communication. HCC is fortunate to have excellent faculty, staff, and administration who are well-qualified to complete their responsibilities on campus. The hiring practices for new employees are sound and they will continue to be documented and reviewed to entice a more diverse pool of potential employees. College employees abide by established policy and published procedures in all processes and situations, and due process is afforded to all employees and students thereby assuring integrity and fairness. Institutional student outcomes such as graduation and transfer rates, retention, and success after transfer to four year institutions are all strong. HCC values its students and provides many venues for them to thrive. Student services at the College are comprehensive, and students report being highly satisfied with these services. The Library and Computing and Technology Services provide current resources and technology for students to access information. In addition, HCC has strong ties to the community through business partnerships and noncredit course offerings for citizens of all ages, abilities, and interests. The College offers a broad spectrum of courses, degrees, and certificates to prepare students for work or play in a global marketplace. HCC is making inroads in the area of assessment. Program goals are in place, and all divisions are at work on assessment plans. While student learning assessment at the course level with emphasis on institutional Academic Outcomes has been ongoing, the focus is now on assessment of program goals and the use of results to improve teaching and learning. The current Strategic Plan is a good tool for documenting the work already happening on campus, but it was too broad to be effective for focusing the work of the College amid multiple priorities and diminishing resources. The next plan should include both strategic focus and success measures so that employees can use the plan to guide their work. Indeed HCC is a great College, whose employees are working diligently in all aspects of their jobs to make educational opportunities even better for the community. 89 Harford Community College Self-Study 2012 90 Harford Community College Self-Study 2012 91 Harford Community College Self-Study 2012 92 Harford Community College Self-Study 2012 93 Harford Community College Self-Study 2012 94 Harford Community College Self-Study 2012 SPECIAL EMPHASIS: STRATEGIC PLAN Overview The goals for the Self-Study are to: Examine the assessment of the Strategic Plan; Examine the College’s programs, services, governance, curriculum, faculty, staff, resources, and students as they relate to the Strategic Plan; and Generate a Self-Study as a tool for revising the next Strategic Plan. To that end, throughout the Self-Study process, the Self-Study teams focused on the current Strategic Plan in their research and reporting. Much of the information contained in the report reflects that research. Standard 1: Mission and Goals The College has articulated broad institutional goals within its Strategic Plan called Strategic Themes. Each Strategic Theme is achieved by Strategic Initiatives, which offer further direction about specific steps to complete to achieve the Theme. Divisional, departmental, and individual employee goals align with the Strategic Plan Strategic Themes and Initiatives and goals are documented using TracDat assessment database. TracDat facilitates the linking of unit, program, and institutional goals and streamlines data collection and reporting. Campus climate, an indicator of success in Strategic Theme V (HCC develops resources and infrastructure to support its mission and vision by attracting, developing, and retaining talented, committed, and diverse employees) was an area of focus for the College. An upward trend over the past three PACE studies indicates an ever-improving campus climate with some room for improvement in specific areas, such as campus communication. The Strategic Planning Assessment Committee (SPAC) is charged with reviewing the achievement of the Plan. As part of its year-end reporting and a summary report provided to the new President, SPAC determined that the Plan does not provide strategic direction, but rather describes the work of the College; thus the Plan does not drive activities and planning. In addition, survey results indicate that communication of the Plan to part-time employees is not adequate. Standard 2: Planning, Resource Allocation, and Institutional Renewal One institutional goal, closing the achievement gap between minority students and Caucasian students, is addressed broadly in the current Plan. In addition, the College’s new slogan, ―The Power to Achieve,‖ speaks to student readiness, success, and completion. Strategic directives that address both of these goals would better facilitate assessment, planning, and resource allocation. 95 Harford Community College Self-Study 2012 The campus uses several guiding documents, timelines, and models to establish and illustrate its various assessment, planning, improvement, and budgeting cycles. These documents are intended to help unit leaders integrate these functions and standardize cycles so that reporting and use of results is carried out routinely. Resource allocation (budgeting) includes an operational Strategic Plan link, but priorities within units are determined by various factors, not necessarily stemming from a stated strategic direction. Institutional KIEs, developed within the past two years, align with Strategic Themes; however, measurement and data collection is not yet occurring for all indicators. Revision or renewal of the Strategic Plan will necessitate review and possible revision of the KIEs. In addition, the institutional KIEs and their measurement strategies have not yet been communicated broadly on campus. Assessment of the Plan by SPAC points to areas needing further concentration; both Themes IIIB and VI-C are underrepresented as compared with other themes and initiatives in terms of campus accomplishments. Accomplishments broadly present activities of various individuals and units, but do not necessarily indicate that formal assessment is occurring. Academic unit planning aligns with the Strategic Plan as well as institutional Academic Outcomes and program goals; however, this alignment typically occurs after initial planning has occurred and does not stem from the Plan or other institutional goals. As wide-scale program goal assessment is beginning in AY 2011-2012, no regular cycle for reporting has been established. Program Review, a key element in the overall assessment plan for academic units, is cyclical and comprehensive, but follow-up to recommendations is not carefully tracked. Factors that may influence future planning include changes to local and regional workforce needs; possible campus housing; Completion and College-Readiness agendas at State and Federal levels; difficulty in accurately predicting enrollment; aging faculty and administration and plans for succession; increased accountability demands; and the fragile economy and slow rate of job growth. Standard 3: Institutional Resources Standard 3 is most closely aligned with Strategic Theme V. Both campus leadership and Human Resources acknowledge that the current economy strains the College’s ability to attract, develop, and retain talented, committed, and diverse employees. HR works to provide benefits and programs that make HCC an attractive workplace in spite of the economic realities. Several College initiatives related to Base Realignment and Closure (BRAC) support Theme IV. Although the effect of BRAC is still being felt in the local economy, the moves precipitated by BRAC have largely ended. The College focus can now shift away from BRAC as an impetus for planning. 96 Harford Community College Self-Study 2012 The College seeks out efficiencies, cost containments, and revenue sources to address Theme V, Initiatives C, D, and F: • Maximize and expand financial resources. --Operating the budget planning system as a year-round process through: 1. Thoroughly examining the revenue sources for the upcoming years 2. The organic, layered budget development process which begins with the organizational managers input and flows upward through the managerial levels a. Included in the budget development website for the FY2012 budget process was the integration of performance goals to each organization budget 3. Implementation of the Banner Position Control used in conjunction with budget process to assure and encumber adequate funds 4. Utilization of the online purchasing approval process which improves and enforces resource budgeting 5. Mid-year budget reviews to thoroughly examine current budget situation • • Strengthen the College infrastructure to support growth. Adopt and maintain technology appropriate to the needs of the College. While the enhancements to the budget process have made a noted, positive difference, HCC will need to continually seek out other opportunities to maximum fund resources. For example, recently HCC contracted with Unimarket, an e-procurement site. When fully implemented, this standardized buying process will provide lower product pricing through collaboration with vendors linked to the system. Additional challenges related to Institutional Resources relate primarily to human resources: the College will need to continue to find ways to recognize and reward employees in a climate of increasing enrollment and demand for services. Workforce diversity and competitive compensation are also ongoing challenges, as is the reality of an aging workforce. Standard 4: Leadership and Governance Since Strategic Theme I addresses educational excellence and effectiveness, it is the focus of all activities of the College. The Board of Trustees is responsible for oversight of the Strategic Plan, but the Plan is carried out under the guidance of the President, his staff, and all College employees. Themes I-A, I-C, and V-B are supported by the inclusion in the governance system of standing committees. Strategic Theme V specifically addresses shared governance, a subject of current review by the President and the College Advisory Council. Various surveys, including the PACE survey, and focus groups indicated a need to examine the current system and seek ways to make improvements. HCC’s hiring practices support Theme V-A and III-B. 97 Harford Community College Self-Study 2012 Standard 5: Administration The College Administration and the President are responsible for fulfillment of the Plan. Strategic Theme V is again addressed through the College’s hiring processes and benefits. College leadership is committed to the elements of Theme I, ―HCC exemplifies educational excellence and effectiveness,‖ and demonstrates that commitment by its rigorous hiring processes and by supporting a high level of professional development funding for each full-time employee. Standard 6: Integrity Again in support of Theme I, the College focused on review and clarification of many campus procedures and policies, including the formalization of a General Grievance Procedure for students. In addition, the College focused on communication of procedures and policies and ease of accessibility for all constituents. However, survey results indicate that the College needs to continue its focus on communication, particularly the route for proposed policy changes. Academic Freedom is supported by policy and in practice; surveyed faculty report no hindrance to academic freedom. In support of Theme III, HCC embraces a diverse culture of learning; the College provides many opportunities for diverse viewpoints to be presented. Standard 7: Institutional Assessment Themes I and V specifically address assessment and improvement of programs and policies and the improvement of institutional assessment practices. Many assessments of institutional effectiveness used by the College support Themes II, III, IV, and VI. These are reflected in the institutional KIEs. Standard 8: Student Admissions and Retention Ensuring that all students attending HCC are provided all opportunities of the College ties closely to multiple Strategic Themes and Initiatives of the Strategic Plan: advancing the program offerings of the College (Theme I); providing comprehensive support to advance student success (Theme II); and embracing a diverse culture of learning (Theme III). Support services exist to help ensure a learning-centered culture that fosters student success (Strategic Theme I-A). Additionally, the College is committed to enriching support services for students throughout the College community (Strategic Theme II-A). The review and analysis of student success data to modify and improve academic support is reflective of efforts to meet Strategic Theme II-B: ―Enrich support services for students throughout the College Community.” Standard 9: Student Support Services The support services offered by the College reflect the Strategic Plan’s Theme II of providing comprehensive support to student success in the form of opportunities for enhanced marketability in their chosen career fields, seamless transfer, and personal satisfaction through 98 Harford Community College Self-Study 2012 the College’s superior programs and activities for students. Strategic Themes II-A and II-C relate specifically to enriching support services for students and creating a campus climate in which students enjoy high levels of satisfaction. Theme II is also met through College Life at HCC. College Life offers a wide variety of services and opportunities for students, which include community involvement as well as clubs and organizations on campus. The SGA sponsors many social events that are designed for students to meet other students and foster support to enhance their personal and social growth. HCC’s Mission is to provide high-quality educational experiences as well as promote lifelong learning and social and cultural enrichment. The Athletics Program supports the mission of the College, specifically Strategic Themes II-A, II-C, and II-D. The College advertises all services and programs to students in a variety formats: mailings, targeted email correspondence, targeted announcements in OwlNet, and posts on Facebook. The continual assessment of student services supports Strategic Theme II-A. The creation of the new grievance procedure process is evidence of Strategic Theme I-C: ―Assess, improve, and advance College policies, procedures, and practices to promote successful teaching and learning.” Standard 10: Faculty HCC has an adequate core of full-time faculty who are responsible to HCC, support the programs offered, and assure the continuity and coherence of the institution’s programs (Theme V-A). However, this does vary division by division. The College has procedures for periodic evaluation of all full-time faculty members which contribute significantly to sustaining an appropriate level of growth and excellence. Both faculty and administrators have access to these procedures and are familiar with them. In keeping with Theme I-C, HCC encourages faculty research, professional advancement, and development through the promotion process for tenured and tenure-track faculty. Also, employment policies and practices are developed and communicated for adjunct and term faculty, as well as for full-time tenured and tenure track-faculty. These policies and practices are clearly articulated and consistently implemented. Standard 11: Educational Offerings HCC’s Mission Statement addresses lifelong learning, workforce development, and social and cultural enrichment. Stated more succinctly, the College adapts the breadth of its offerings to the needs of students and members of the community. The College’s Values clearly state that it is committed to the learner-centered philosophies and methodologies such as accessibility, partnerships, innovation, creativity, problem solving, critical thinking, respect for diverse opinions, and teamwork. To do this, instructors and course content are evaluated by students in both credit and continuing education classes, and instruction is observed and evaluated annually as part of the assessment 99 Harford Community College Self-Study 2012 process. Both Academic and Continuing Education Programs require learning-centered syllabi, instructional observations, and student evaluations of instruction. Examining the assessment process indicates a focus on student learning. It is expected that modifications will be made to either instruction or content as needed. Standard 12: General Education The General Education Program Review was undertaken after the development of the Strategic Plan. Assessment results from the General Education Committee will be shared with the Strategic Planning Assessment Committee in order to be incorporated in the updating of the Plan after 2012. The following Strategic Themes are supported by the General Education Program: Theme I-A, I-B, II-B, and III-C. As stated in the General Education Program Review, the goal of the review was to evaluate the program with regard to MHEC requirements and the College’s expectations (Strategic Themes, Values, and Academic Outcomes). All General Education courses undergo an assessment process used to improve instruction. The Program Review process itself and the assessment projects in each General Education course support Strategic Theme I-B. The General Education core, required by all degree–earning students, introduces students to areas of knowledge including behavioral/social sciences, English composition, arts/humanities, mathematics, biological/physical sciences, and interdisciplinary and emerging issues. The entire General Education program is designed to emphasize competencies in oral and written communication, scientific and quantitative reasoning, information literacy, and critical thinking. The General Education courses align with courses at other Maryland colleges, ensuring seamless transfer, which supports Strategic Themes I-A and II-B. From the recommendations of the General Education Program Review conducted in June 2009, a General Education Committee was established with the charge of maintaining, reviewing, and assessing the General Education program. Recently, the committee finished revising the program goals of General Education so they are more student-centered and measurable. This will facilitate easier and more accurate assessment of the General Education program in the future. The work of the General Education Committee supports Strategic Themes I-A, I-B, and II-B. Currently the General Education Committee is working on designing assessments for the new program goals. As stated in the HCC catalog, students must take at least one General Education course that meets the Diversity requirement, thus supporting Strategic Theme III-C. Based on 1) the alignment of the General Education program goals with the Strategic Themes, 2) the findings and recommendations of the General Education Committee, 3) the work of the Curriculum Work Group and 4) the processes currently in place to create and assess General Education courses, HCC’s General Education program is supporting the College’s Strategic Themes and Initiatives. 100 Harford Community College Self-Study 2012 Standard 13: Related Educational Activities Continuing Education and Training (CET) has a powerful impact on the community. The work in CET clearly addresses Strategic Themes III and V. On a daily basis, members of the division engage and collaborate with education, business, the local and Federal government, and the community. Their presence in the community greatly advances an understanding of the College’s programs and offerings. The fundamental values of lifelong learning and excellence form the foundation for all offerings in CET. Cultural arts programs are also supported by the Strategic Plan Theme IV by creating opportunities for the College to engage and collaborate with education, business, government, and community. Cultural arts programming also supports Strategic Theme VI by advancing an understanding of its programs and opportunities, in that those programs improve the perception of the community college experience. Likewise, Strategic Theme II, particularly initiatives C and D, is relevant in the cultural arts performances because they create a campus climate in which students enjoy high levels of satisfaction with their college experiences, and they enhance opportunities for personal development through superior programs and activities for students. Standard 14: Assessment of Student Learning At HCC, assessment occurs at the institutional, program, and course levels. The close integration of Student Learning Objectives to the program goals and Academic Outcomes allows the faculty insight at multiple levels through assessment. The intent of each faculty member is to improve the teaching and learning that occurs in the classroom continually and to continue to improve the academic programs offered. The College’s Vision, ―To make our great college even better,‖ and the Strategic Plan, with its strong focus on improving student learning, are in full alignment with the practices of the faculty. A well-planned assessment project supports these efforts and aligns specifically to Strategic Themes I, II, V, and VI. Next Steps: Strategic Planning In 2012, the College will review and renew its Strategic Plan. Preliminary planning for this process is underway, and the Self-Study and its ancillary documentation and research provide a strong base for this next major initiative. The next Strategic Planning process should begin by considering ―How will we measure success?‖ Furthermore, the Strategic Plan, normally a 3-5 year forward-looking document, should be divided into tactical operational 1-year plans that are reviewed on an annual basis to assess achievement of the plan and modify accordingly. Finally, the Strategic and operational plans should include appropriate benchmarks and metrics to measure success. The goals of this Self-Study that related to the Strategic Plan have been achieved, and armed with this substantial base of research, the strategic planning committee will be well-prepared to begin its work in 2012. 101 Harford Community College Self-Study 2012 102 Harford Community College Self-Study 2012 GLOSSARY OF TERMS Term or Acronym Definition AARR African American Recruitment and Retention workgroup ABE Adult Basic Education offered through CET Division Academic Outcomes Eight educational goals that describe the skills, knowledge, and abilities students develop through their coursework and other educational experiences at HCC Accuplacer Assessment instrument used for initial course placement in English, reading, and mathematics ACE American Council on Education ACTS Advising, Career, and Transfer Services Adult Basic Education Free course provided by CET for students preparing for GED or seeking remediation of basic skills in math, reading and writing Annual Planning Day Library staff meet to review annual customer surveys and implement appropriate changes in services, collections and resources AP Advanced Placement exams APG Aberdeen Proving Ground (military installation) ASA Academic skills assessment (placement testing) Ask Us Now Virtual reference support provided around the clock by reference librarians Assessment for Prior Learning Non-traditional, experiential credit earned through a variety of exams, portfolio, and articulation Assessment Task Force Representatives from each academic division who evaluated outcomes assessment processes BANNER College Enterprise Resource System (ERP) BCAT Business, Computer and Applied Technology Academic Division 103 Harford Community College Self-Study 2012 BRAC U.S. Department of Defense Base Realignment and Closure Act brown bag discussions Informal lunch time discussions on a predetermined topic open to college faculty and staff BSS Behavioral and Social Sciences Academic Division CADD Computer Aided Draft and Design Academic Program CIP CIP Capital Improvement Plan CCSSE Community College Survey of Student Engagement National Survey CET Continuing Education and Training Division CIS Computer Information Science Academic Program and Courses CLEP College-Level Examination Program CMP Campus Master Plan COMAR Code of Maryland Regulations CTS Computing and Technology Services Administrative Division CTS Help Desk Computing and Technology Services phone-in assistance for students and employees CWG Curriculum Work Group DG Deans’ Group (Deans of all academic divisions, the Vice President for Academic Affairs, and the Assistant to the VPAA and Associate VP for Student Development) DSS Disability Support Services DSST DANTES (Defensive Activity Non-Traditional Education Support) Subject Standardized Test eLearning Coordinates online course development, training of online instructors and services for distance learning students 104 Harford Community College Self-Study 2012 Employer Survey for Career Programs Employer Satisfaction Survey Enterprise Resource Planning Banner system (ERP) ETS Educational and Transitional Studies Academic Division Fine Arts Calendar Print and online calendar of the College's cultural offerings FMP Facilities Master Plan FOGR Finance, Operations, and Government Relations Administrative Division FTE Full-time equivalent GE General Education GED General Equivalency Diploma GPA grade point average Hays-Heighe House Campus historical building and educational facility that showcases elements of Harford County's social and cultural history through exhibits HCPS Harford County Public Schools, the single public school feeder for HCC HEAT Center Higher Education and Technology Center campus HECC at HEAT Higher Education and Conference Center at HEAT campus HS Humanities Academic Division IB International Baccalaureate (also IBO) IL Information Literacy IRPE Institutional Research, Planning, and Effectiveness Office IRC Instructional Resource Center KIEs Institutional Key Indicators of Effectiveness LAC Learning Assessment Committee 105 Harford Community College Self-Study 2012 MDCR Marketing, Development, and Community Relations Administrative Division MDJUCO Maryland Junior College Athletic Association MHEC Maryland Higher Education Commission NAH Nursing and Allied Health division NJCAA National Junior College Athletic Association One-Stop Sessions Sessions for new students ages 16-19 providing academic skills assessment, orientation, academic advising, and registration in one stop. ORP Optional Retirement Program OwlNet Web portal for students and employees PACE Survey Personal Assessment of Campus Environment National Survey PAR Maryland Higher Education Commission Performance Accountability Report; mandated State report used to assess institutional effectiveness. President’s Staff President and his Administrative Assistant, and Vice Presidents; the College’s executive leadership team. Program Review Cycle Chart Comprehensive review schedule for academic programs QM Quality Matters--rubric used to assess the quality and effectiveness of an online class R&R Records and Registration SDIE Student Development and Institutional Effectiveness Administrative Division SIP Team/Procedures Student Intervention Procedure – established process of reporting and responding to students demonstrating concerning behaviors to provide support and referral prior to a crisis occurring. Trained employees comprise the team of responders. 106 Harford Community College Self-Study 2012 SkillCheck test Test used to assess entering students’ basic computer skills—discontinued in 2009. SLOA Student Learning Outcomes Assessment SLOAIP Student Learning Outcomes Assessment and Improvement Plan SOC Servicemembers Opportunity College (consortium of higher education institutions that work to ease transferability of credits for service members and their credits among member institutions) STEM Science, Technology, Engineering, and Mathematics Academic Division TracDat Database used to collect and report outcomes assessment data Transitional Studies Developmental or remedial courses to prepare students for college level work (ETS division) VPAA Vice President for Academic Affairs VPAA Visual, Performing and Applied Arts Academic Division 107 Harford Community College Self-Study 2012 108 Harford Community College Self-Study 2012 Middle States Commission on Higher Education Institutional Profile 2010-11 [0166] Harford Community College Printed on 4/18/2011 A. General Information Data on File (as of 4/18/2011) IP Data (2010-11) Institution Name Harford Community College Harford Community College Address 401 Thomas Run Road Bel Air, MD 21015 1698 401 Thomas Run Road Bel Air, MD 21015 1698 Telephone 443 412 2000 443 412 2000 Fax 443 412 2481 443 412 2481 Website www.harford.edu www.harford.edu Control Public Public Carnegie Classification Associate's - Public Suburbanserving Single Campus Associate's - Public Suburbanserving Single Campus Calendar Semester Semester Degree Granting Authority Maryland Maryland Licensed to Operate in MD MD Degrees/Certificates Offered Data on File IP Data Offered Offered Programs Postsecondary Certificate (< 1 year) yes 9 Postsecondary Certificate (>=1 year, < 2 years) yes 10 yes 68 no 0 no 0 no 0 no 0 no 0 Associate's yes Programs 0 Postsecondary Certificate (>= 2 years, < 4 years) Bachelor's no 0 Postbaccalaureate Certificate Master's no 0 Post-Master's Certificate Doctor's - Professional Practice no 0 no 0 Doctor's - Research/Scholarship no 0 no 0 Doctor's - Other no 0 no 0 Related Entities 109 Harford Community College Self-Study 2012 Name, State, Country none none Initial Accreditation 1967 1967 Last Reaffirmed 2007 2007 Next Self-Study Visit 2011-12 2011-12 Next Periodic Review Report (PRR) June 2017 June 2017 CHE Staff Liaison Dr. Mary Ellen Petrisko Dr. Mary Ellen Petrisko Notes 110 Harford Community College Self-Study 2012 Middle States Commission on Higher Education Institutional Profile 2010-11 [0166] Harford Community College B. Key Contacts Key Contact Data on File (as of 4/18/2011) IP Data (2010-11) Chief Executive Officer Dr. Dennis Golladay Dr. Dennis Golladay President 197 Franklin Street Auburn, NY 13021 President 401 Thomas Run Road Bel Air, MD 210151698 Phone: none Fax: none Email: golladayd@cayuga-cc.edu Phone: 443 412 2475 Fax: 443 412 2120 Email: DGolladay@harford.edu Dr. Annette Haggray Dr. Annette Haggray Vice President for Instruction 401 Thomas Run Road Bel Air, MD 21015-1698 Vice President for Instruction 401 Thomas Run Road Bel Air, MD 21015-1698 Phone: 443 412 2244 Fax: 443 412 2120 Email: AHaggray@Harford.edu Phone: 443 412 2244 Fax: 443 412 2120 Email: AHaggray@Harford.edu Dr. John L. Cox CPA Dr. John L. Cox CPA Vice President for Finance, Operations, and Government Relations 401 Thomas Run Road Bel Air, MD 21015-1698 Vice President for Finance, Operations, and Government Relations 401 Thomas Run Road Bel Air, MD 21015-1698 Phone: 443 412 2407 Fax: 443 412 2120 Email: jcox@harford.edu Phone: 443 412 2407 Fax: 443 412 2120 Email: jcox@harford.edu Dr. Deborah Cruise Dr. Deborah Cruise Vice President for Student Development & Institutional Effectiveness 401 Thomas Run Road Bel Air, MD 21015-1698 Vice President for Student Development & Institutional Effectiveness 401 Thomas Run Road Bel Air, MD 21015-1698 Phone: 443 412 2233 Fax: 443 412 2154 Email: dcruise@harford.edu Phone: 443 412 2233 Fax: 443 412 2154 Email: dcruise@harford.edu Chief Academic Officer Chief Financial Officer Accreditation Liaison Officer Coordinator of Distance Education none Dr. Annette Haggray Vice President for Instruction 401 Thomas Run Road 111 Harford Community College Self-Study 2012 Bel Air, MD 21015-1698 Phone: 443 412 2244 Fax: 443 412 2120 Email: AHaggray@Harford.edu Coordinator of Outcomes Assessment Coordinator of Institutional Research Functions Ms. Valerie Swain Ms. Valerie Swain Coordinator for Assessment & Institutional Effectiveness 401 Thomas Run Road Bel Air, MD 21015-1698 Coordinator for Assessment & Institutional Effectiveness 401 Thomas Run Road Bel Air, MD 21015-1698 Phone: 443 412 2366 Fax: 443 412 2363 Email: vswain@harford.edu Phone: 443 412 2366 Fax: 443 412 2363 Email: vswain@harford.edu Ms. Karen Batykefer Ms. Jane Akers 401 Thomas Run Road Bel Air, MD 210151698 Interim Director Institutional Research 401 Thomas Run Road Bel Air, MD 21015 Phone: none Fax: none Email: KBatykefer@harford.edu Chair: Self-Study Steering Committee Co-Chair: Self-Study Steering Committee Person in the President's Office To Whom MSCHE Invoices Should be Sent Person Who Should Receive a 112 Phone: 443 412 2344 Fax: 443 412 2481 Email: jakers@harford.edu Ms. Lisa Tittle Ms. Lisa Tittle Associate Professor of English & Reading 401 Thomas Run Road Bel Air, MD 21015-1698 Associate Professor of English & Reading 401 Thomas Run Road Bel Air, MD 21015-1698 Phone: 443 412 2104 Fax: 443 412 2403 Email: Ltittle@harford.edu Phone: 443 412 2104 Fax: 443 412 2403 Email: Ltittle@harford.edu Ms. Valerie Swain Ms. Valerie Swain Coordinator for Assessment & Institutional Effectiveness 401 Thomas Run Road Bel Air, MD 21015-1698 Coordinator for Assessment & Institutional Effectiveness 401 Thomas Run Road Bel Air, MD 21015-1698 Phone: 443 412 2366 Fax: 443 412 2363 Email: vswain@harford.edu Phone: 443 412 2366 Fax: 443 412 2363 Email: vswain@harford.edu Dr. Carol Sherman Mrs. Carol Sherman 401 Thomas Run Road Bel Air, MD 210151698 Executive Assistant to the President 401 Thomas Run Road Bel Air, MD 210151698 Phone: 443 412 2230 Fax: none Email: csherman@harford.edu Phone: 443 412 2230 Fax: 443 412 2120 Email: csherman@harford.edu none none Harford Community College Self-Study 2012 Copy of MSCHE Invoices (Optional) Person Completing IP Financials Person Completing IP (Key User) Mr. Stephen Phillips Mr. Stephen Phillips Assistant Vice President for Finance 401 Thomas Run Road Bel Air, MD 21015-1698 Assistant Vice President for Finance 401 Thomas Run Road Bel Air, MD 21015-1698 Phone: 443 412 2286 Fax: 443 412 2287 Email: SPhillips@harford.edu Phone: 443 412 2286 Fax: 443 412 2287 Email: SPhillips@harford.edu Ms. Karen Batykefer Ms. Karen Batykefer 401 Thomas Run Road Bel Air, MD 210151698 Research Assistant 401 Thomas Run Road Bel Air, MD 210151698 Phone: none Fax: none Email: KBatykefer@harford.edu Phone: 443 412 2028 Fax: 443 412 2481 Email: KBatykefer@harford.edu 113 Harford Community College Self-Study 2012 Middle States Commission on Higher Education Institutional Profile 2010-11 [0166] Harford Community College C. Graduation Data Awards Granted Report all degrees or other formal awards conferred by your institution between July 1, 2009, and June 30, 2010. If an individual received two degrees at different levels during the specified time period, report each degree in the appropriate category. Include earned degrees and awards conferred by branches of your institution located within or outside the Middle States region, including foreign countries. Exclude honorary degrees and awards. Awards Data on File (as of 4/18/2011) IP Data (201011) Postsecondary Certificate (less than 1 year) 0 13 Postsecondary Certificate (>= 1 year, < 2 years) 0 25 Associate's 630 609 Postsecondary Certificate (>= 2 years, < 4 years) 0 0 Bachelor's 0 0 Postbaccalaureate Certificate 0 0 Master's 0 0 Post-Master's Certificate 0 0 Doctor's - Professional Practice 0 0 Doctor's - Research/Scholarship 0 0 Doctor's - Other 0 0 Does your institution have undergraduate programs? yes yes Does your institution serve only transfer students? See instructions if the answer is yes. no no Completers Provide the total number of students in the relevant cohort who received their awards no later than 2009-10 (which would be within 150 percent of the time expected for them to receive the degree/certificate for which they matriculated). Also provide the total number of students who transferred out of your institution before completing their programs. 114 Harford Community College Self-Study 2012 2-year Institutions only Data on File (as of 4/18/2011) IP Data (2010-11) Total Number of students in the cohort 892 967 Number completed within 150% of time to degree 134 158 Number completed within 200% of time to degree 0 184 Total transfers out 270 262 Total Number of students in the cohort 0 0 Number completed within 150% of time to degree 0 0 Number completed within 200% of time to degree 0 0 Total transfers out 0 0 4-year Institutions w/ Baccalaureate Programs Notes 115 Harford Community College Self-Study 2012 Middle States Commission on Higher Education Institutional Profile 2010-11 [0166] Harford Community College D. Enrollment (Unduplicated) Total Enrollment Data on File (as of 4/18/2011) IP Data (2010-11) Undergraduate Graduate Undergraduate Graduate Total credit hours of all part-time students 22092 0 24000 0 Minimum credit load to be considered a full time student 12 0 12 0 Full-Time Head Count 2973 0 3122 0 Part-Time Head Count 3683 0 4013 0 Credit Enrollment Data on File (as of 4/18/2011) IP Data (201011) Number of Students matriculated, enrolled in degree programs (Undergraduate + Graduate) 5573 6300 Number of Students not matriculated, enrolled in credit-bearing courses 1083 1056 Non-Credit Enrollment Data on File (as of 4/18/2011) IP Data (201011) Number of Students enrolled in non-credit, graduate level courses 0 0 Number of Students enrolled in non-credit, undergraduate level and other continuing education (excluding avocational) courses 9796 8688 Number of Students in non-credit avocational continuing education courses 6606 5669 Notes 116 Harford Community College Self-Study 2012 Middle States Commission on Higher Education Institutional Profile 2010-11 [0166] Harford Community College E. Distance and Correspondence Education Distance education means education that uses one or more technologies to deliver instructions to students who are separated from the instructor and to support regular and substantive interaction between the students and the instructor. See the Instructions for a full explanation. Part 1. Distance Education Did your institution, in the most recent prior year (Summer, Fall, Spring 2009-10), offer distance education courses? Data on File (as of 4/18/2011) IP Data (201011) Yes Yes Provide: (a) the unduplicated headcount of all students in the most recent prior year (Summer, Fall, Spring 200910) who took distance education courses for credit by your institution; and (b) the total number of registrations of all students. The registrations may be duplicated if a student enrolls in more than one course. Explain in the Notes if prior year’s total is expected to be 50% greater in 2010-11. Data on File (as of 4/18/2011) IP Data (2010-11) Headcount 2568 3113 Total Registrations 4654 5715 Programs Programs. Report the number of degree or certificate programs offered during the previous year (Summer, Fall, Spring 2009-10) for which students could meet at least 50% of their requirements for any of the programs by taking distance education courses. Programs Data on File (as of 4/18/2011) IP Data (2010-11) 2 3 117 Harford Community College Self-Study 2012 Part 2. Correspondence Education Did your institution, in the most recent prior year (Summer, Fall, Spring 2009-10), offer Correspondence education courses? Notes 118 Data on File (as of 4/18/2011) IP Data (201011) No No Harford Community College Self-Study 2012 Middle States Commission on Higher Education Institutional Profile 2010-11 [0166] Harford Community College F. Regional, National, and Specialized Accreditation Please list the name of the regional, national, and specialized accrediting organizations that accredit your institution or its programs. It is not necessary to report the Middle States Commission on Higher Education, and it is excluded from this list. Data on File (as of 4/18/2011) IP Data (2010-11) Accreditors Recognized by U.S. Secretary of Education Accreditors Recognized by U.S. Secretary of Education American Bar Association, Council of the Section of Legal Education and Admissions to the Bar National League for Nursing Accrediting Commission American Bar Association, Council of the Section of Legal Education and Admissions to the Bar National League for Nursing Accrediting Commission Other Accreditors Please list any other accrediting organizations that accredit your institution or its programs. Please separate each accreditor by semi-colon (;). National Accrediting Agency for the Clinical Laboratory Sciences (NAACLS); Committee on Accreditation of Allied Health Education Programs (CAAHEP) 119 Harford Community College Self-Study 2012 Middle States Commission on Higher Education Institutional Profile 2010-11 [0166] Harford Community College G. Instructional Personnel (as of Fall 2010) Data on File (as of 4/18/2011) IP Data (2010-11) Full-Time Headcount Part-Time Headcount Full-Time Headcount Part-Time Headcount Total Faculty 102 Notes 120 277 97 299 Harford Community College Self-Study 2012 Middle States Commission on Higher Education Institutional Profile 2010-11 [0166] Harford Community College H. Related Educational Activities H-1. Study Abroad This section is only required if your institution's Self-Study Visit is scheduled for 2011-12 or 2012-13. Note: Your institution's next Self-Study Visit is scheduled for 2011-12. Data on File (as of 4/18/2011) IP Data (2010-11) Study Abroad not offered. Notes 121 Harford Community College Self-Study 2012 Middle States Commission on Higher Education Institutional Profile 2010-11 [0166] Harford Community College H-2. Branch Campuses (as of Fall 2010) 122 Data on File (as of 4/18/2011) IP Data (2010-11) No Branch Campuses. No Branch Campuses. Harford Community College Self-Study 2012 Middle States Commission on Higher Education Institutional Profile 2010-11 [0166] Harford Community College H-3. Additional Locations (as of Fall 2010) Data on File (as of 4/18/2011) IP Data (2010-11) No Additional Locations. No Additional Locations. 123 Harford Community College Self-Study 2012 Middle States Commission on Higher Education Institutional Profile 2010-11 [0166] Harford Community College H-4. Other Instructional Sites (as of Fall 2010) Data on File (as of 4/18/2011) IP Data (2010-11) Name of the site or facility at which courses are being offered Aberdeen Proving Ground Aberdeen Proving Ground City/State/Country Aberdeen, MD Aberdeen, MD Headcount (For Credit) 92 70 Name of the site or facility at which courses are being offered Aberdeen Proving Ground City/State/Country Edgewood, MD Headcount (For Credit) 8 Name of the site or facility at which courses are being offered Bel Air High School Bel Air High School City/State/Country Bel Air, MD Bel Air, MD Headcount (For Credit) 26 79 Name of the site or facility at which courses are being offered C. Milton Wright High School C. Milton Wright High School City/State/Country Bel Air, MD Bel Air, MD Headcount (For Credit) 75 67 Name of the site or facility at which courses are being offered Edgewood High School Edgewood High School City/State/Country Edgewood, MD Edgewood, MD Headcount (For Credit) 24 52 Name of the site or facility at which courses are being offered Forest Hill Lanes Forest Hill Lanes City/State/Country Forest Hill, MD Forest Hill, MD Headcount (For Credit) 42 50 Name of the site or facility at which courses are being offered Patterson Mill High School Patterson Mill High School City/State/Country Bel Air, MD Bel Air, MD 124 Harford Community College Self-Study 2012 Headcount (For Credit) 10 4 Name of the site or facility at which courses are being offered St. Matthews Lutheran Church St. Matthews Lutheran Church City/State/Country Bel Air, MD Bel Air, MD Headcount (For Credit) 3 7 125 Harford Community College Self-Study 2012 Middle States Commission on Higher Education Institutional Profile 2010-11 [0166] Harford Community College I. Financial Information (Part 1) REMINDER: Please make sure to use the TAB key instead of the ENTER key to navigate from field to field. The ENTER key will cause the data to be submitted (i.e., clicking on the Update button). Report the same data for Educational and General (E&G) expenses on the Institutional Profile that your institution reports to the Integrated Postsecondary Higher Education Data Systems (IPEDS). The IPEDS Part and Line numbers are noted for each data element listed. Verify the beginning and ending date for your institution's fiscal year. The default dates are 7/1/2009 through 6/30/2010 (the most recent year for which you would have audited financial statements). If your institution uses different dates, please change the default dates accordingly. For example, enter 1/1/2010 through 12/31/2010. Report financial data in whole dollars. Round cents to the nearest whole dollar. For example, enter 124, not 123.65. Do not enter data in thousands of dollars. For example, enter 1,250,000, not 1,250. Complete every field for which you have financial data. Fields marked with an asterisk are required. You will not be able to "lock down" your data and submit the Institutional Profile if these fields are not completed. Shaded information cannot be modified online. * denotes a required field. Data on File (as of 4/18/2011) IP Data (201011) GASB GASB Is your institution's Auditor's report on financial statements Qualified or Unqualified? Unqualified Unqualified Fiscal Year Begin 7/1/2008 7/1/2009 Fiscal Year End 6/30/2009 6/30/2010 Does your institution allocate Operation & Maintenance of Plant expense? No No Does your institution allocate Depreciation Expense? No No Which reporting standard is used to prepare your institution's financial statements? Your selection determines the value in the column IPEDS Part-Line below. FASB (Financial Accounting Standards Board) GASB (Governmental Accounting Standards Board) Note: For Private Institutions the value is set automatically and the field is disabled. IPEDS Part-Line 126 Data on File (as of 4/18/2011) IP Data (2010-11) Harford Community College Self-Study 2012 Expenses Expenses 1. Instruction C-01 $17,186,267 $17,064,297 2. Research C-02 $0 $0 3. Public Services C-03 $139,446 $12,377 4. Academic Support C-05 $5,617,412 $5,405,520 5. Student Services C-06 $6,463,643 $7,155,908 6. Institutional Support C-07 $7,431,930 $7,027,743 7. Scholarships and Fellowships C-10 $790,981 $873,817 8. Operation and Maintenance of Plant C-08 $4,361,643 $4,484,725 9. Depreciation Expense* C-09 $2,747,165 $3,352,107 $44,738,487 $45,376,494 Total E&G Expenses* Notes This year's IPEDS finance section procedure changed where Harford allocated Operation & Maintenance of Plant expense & Depreciation Expense in the report, but that is not our normal accounting procedure. Our finance department used the data from the fiscal year 2010 audited financial statements for Part 1 and Part 2 section 2a instead of IPEDS because it gave the appearance that we are allocating those expenses when we are not. 127 Harford Community College Self-Study 2012 Middle States Commission on Higher Education Institutional Profile 2010-11 [0166] Harford Community College I. Financial Information (Part 2) REMINDER: Please make sure to use the TAB key instead of the ENTER key to navigate from field to field. The ENTER key will cause the data to be submitted (i.e., clicking on the Update button). Report the same data on the Institutional Profile in Section 2A below that your institution reports to IPEDS. The IPEDS Part and Line numbers are noted for each data element listed. Report the data on the Institutional Profile in Section 2B below which can be obtained from your institution’s audited financial statements and/or supporting documents. Report financial data in whole dollars. Round cents to the nearest whole dollar. For example, enter 124, not 123.65. Do not enter data in thousands of dollars. For example, enter 1,250,000, not 1,250. Complete every field for which you have financial data. Fields marked with an asterisk are required. You will not be able to "lock down" your data and submit the Institutional Profile if these fields are not completed. Shaded information cannot be modified online. * denotes a required field. IPEDS PartLine Data on File (as of 4/18/2011) IP Data (2010-11) Depreciable Capital Assets, net* A-31 $0 $71,419,967 Total Assets* A-06 $0 $100,438,118 Long-Term Debt (Current Portion) A-07 $0 $0 Long-Term Debt (Non-Current) A-10 $0 $0 Unrestricted Net Assets A-17 $0 $26,863,443 Restricted Net Assets (Expendable) A-15 $0 $538,808 Restricted Net Assets (Non-Expendable) A-16 $0 $0 Invested in Capital Assets, net of related debt A-14 $0 $66,073,785 Change in Net Assets* D-03 $9,604,619 $3,364,761 Net Assets (Beginning of Year)* D-04 $79,000,601 $88,605,220 Adjustment to Net Assets (Beginning of Year) D-05 $0 $1,506,055 Net Assets (End of Year)* D-06 $88,605,220 $93,476,036 Discounts/Allowances (Applied to Tuition & Fees) E-08 $0 $5,391,716 Tuition and Fees Revenue (Net of B-01 $0 $10,293,615 SECTION 2A -- Data from IPEDS 128 Harford Community College Self-Study 2012 Discounts/Allowances)* Depreciation Expense C-09 $2,747,165 $3,352,107 SECTION 2B -- Data from Audited Financial Statements and Supporting Documents Total Operating Revenue* $0 $16,307,642 Total Operating Expense* $0 $51,174,614 Operating Income/Loss* $0 ($34,866,972) Deposits Held by Bond Trustees $0 $0 Principal Payments on Long Term Debt $0 $0 Interest Expense on Long Term Debt $0 $0 Notes This year's IPEDS finance section procedure changed where Harford allocated Operation & Maintenance of Plant expense & Depreciation Expense in the report, but that is not our normal accounting procedure. Our finance department used the data from the fiscal year 2010 audited financial statements for Part 1 and Part 2 section 2a instead of IPEDS because it gave the appearance that we are allocating those expenses when we are not. 129 Harford Community College Self-Study 2012 Middle States Commission on Higher Education Institutional Profile 2010-11 [0166] Harford Community College J. Significant Developments Please provide the Commission with early notice of any significant developments your institution is considering for academic years 2011-12 or 2012-13, limited to the topics listed below. Include potential changes that: o o o o o o o o o significantly alter the mission, goals, or objectives of the institution; alter the legal status, form of control, or ownership; establish instruction constituting at least 50% of a degree program in a significantly different format/method of delivery; establish instruction at a new degree or credential level; replace clock hours with credit hours; increase substantially the number of clock or credit hours awarded for successful completion of a program; establish instruction constituting at least 50% of a degree program at a new geographic location; relocate the primary campus or an existing branch campus (See definition in Section H, above); otherwise affect significantly the institution's ability to continue the support of existing and proposed programs. In addition, please describe any other major developments taking place at the institution. The information provided should focus on important institutional issues (e.g., development of a new strategic plan, initiation of a capital campaign, establishment of a new academic unit such as a school or college, significant shifts in institutional enrollment or finances, etc.) Please DO NOT include matters related to the day-to-day operation of the institution. HCC’s current Strategic Plan will conclude in 2012 and a complete review and assessment of it will be completed beginning with the College’s Special Emphasis Self-Study process underway from 2010-2012. The next Strategic Plan will launch in 2013. Planning with Towson University, HCC’s primary four-year college partner and student transfer destination, to construct the Towson University Center on the HCC campus will come to fruition in 2011-2013. Other major capital improvement projects planned for this time period include the expansion and renovation of the Susquehanna Center including the addition of a new 3000 seat Arena, a Blackbox theater, additions to the Observatory, and a new Nursing and Allied Health building. To support infrastructure there will also be an upgrade of the campus septic system including construction of a treatment plant projected for completion in Dec 2011. The treatment plant, with a subsurface compacted media filter and wetlands system, will be the first of its kind in Maryland. The noncredit workforce development department has leased a facility located at the new gate at the Aberdeen Proving Grounds to reach the growing numbers of high tech STEM government contractors located in that area. 130 Harford Community College Self-Study 2012 Middle States Commission on Higher Education Institutional Profile 2010-11 [0166] Harford Community College K. Required Attachments Please upload the required attachments listed below as soon as all of the items are available but no later than April 22, 2011. A copy of the institution's fiscal year 2010 audited financial statements, including any management letter that the auditors may have attached to the statements. A copy of the finance section of the institution’s IPEDS submission for fiscal year 2010 (if you submit annual financial data to IPEDS). Provide the exact web address for the home page of the institution's catalog. (If the catalog is not available on-line provide a digital copy of the catalog on a CD/DVD, or a printed version if a digital copy does not exist.) Uploaded Files File Name File Type File Size Last Updated Attachment for web address.docx DOCX File 21.87 KB 2/22/2011 4:42:34 PM HCC_financial_statements.pdf Adobe Acrobat Document 2476.17 KB 2/22/2011 4:43:17 PM IPEDS_Finance_2010-11Data.pdf Adobe Acrobat Document 169.54 KB 4/5/2011 11:03:58 AM If you are not able to upload the required attachments, please contact: Mr. Tze Joe Information Associate Middle States Commission on Higher Education tjoe@msche.org 131
