Harper College
Institutional ProfÏle
Location:
1200 West Algonquin Road
Palatine,
Phone:
World Wide Web Address:
Institutional Type:
Institutional Accreditation:
Enrollment:
\L
60061-7398
Voice: 847.925.6000
Fax:. 847 .925.6034
harpercollege.edu
Comprehensive Community College
The Higher Learning Commission of North Central
Association of Colleges and Secondary Schools
25,870 Annual Credit Enrollment 2003-2004
1 1,468 Annual Noncredit Enrollment 2003-2004
(unduplicated)
Faculty:
211 Full-Time (October 1,2004)
645 Pa¡t-Time (October 1,2004)
Non-faculty:
Academic Calendar:
Finances:
Degrees/Certifrcates
Awarded:
569 Full-Time and Part-Time (October 1, 2004)
Semester-FalVSpring/Summer
$66,533,248 Total Operating Expenses 2003-2004
Associate in Arts (AA)
Associate in Engineering Science (AES)
Associate in Fine A¡ts, Art (AFA)
Associate in Fine Arts, Music (AFA)
Associate in Science (AS)
Associate in Applied Science (AAS)
Certificates (various)
Academic Divisions:
Campus Sites:
Academic Enrichment and Language Studies
Business and Social Science
Liberal Arts
Life Science and Human Services
Resources for l-earning
Student Development
Technology, Mathematics and Physical Sciences
Wellness and Human Performance
Main Campus
1200 West Algonquin Road
Palatine, IL 60067-7398
84'7.925.6000
Northeast Center
1375 South Wolf Road
Prospect Heights, IL 60070
84'7.531 .8660
Harper Professional Cente¡
650 East Higgins Road
Schaumburg, IL 60070
847.925.6066
Main Campus Buildings:
Building A
Building B
Building C
Building D
Building E
Building F
Building G
Building H
Buìlding I
Building J
Building L
Building M (Wellness and Sports Center)
Building O (Observatory)
Building P
Building R (Performing Arts Center)
Building S
Building T
Building U
Building V
Building W (Wojcik Conference Cenrer)
Buildings XYZ (Avanté, Center for Science, Health
Careers and Emerging Technologies)
3
lnstitutional Core Values
Consistent with its philosophy, mission and vision, we - the employees and public servants of
Haryer College - have chosen values that we will work by. These values with supporting results
and key actions are as follows:
I) INTEGRITY
An environment where relationships and practices a¡e based on trust.
.
o
.
Demonstrate behavior and make decisions which are consistent with the highest ethical standards.
Be responsible and accountable for your own actions.
Respectconfidentiality.
2) RESPECT
Interactions which add dignity
to
ourselves,
our relationships with others and
our
organization.
o Continuously seek to build and maintain positive intemal and external relationships_
. Express appreciation and recognize people for their positive efforts and contributions.
o Value and celebrate the uniqueness of individuals.
3) EXCELLENCE
Student, employee and organizational success through a creative and responsive work
environment by exceeding the needs and expectations of all.
.
o
.
o
o
Effectively anticipate, identify, and respond to leamer, employee and organizational needs.
Continually seek leaming opportunities for growth & development which improve personal and
institutional performance.
Encourage and empower all to achieve their personal best.
Be resourceful and fiscally soundDeliver exceptional service which benefits all.
4) COLLABORATION
Accomplishment of better results by working togerher than otherwise tikely
working alone.
to occur by
o
Demonstrate consistent commitment to our mission and vision in order to unite the
.
.
.
Address issues as they arise and take necessary actions to productively resolve them.
Openly listen and respond to others with empathy.
efforts of all.
Use positive humor to affirm a healthy and enjoyable work and learning environment.
All of our values a¡e the basis for the ongoing achievement of Harper's mission
and vision.
These values are intended for use in making decisions and performing in ways that benefit all of
our constituencies. The key actions listed above are the foundation for accomplishing the result
for each of our shared core values. Our values and their key actions are prioritized to enable the
optimal achievement of our organization's mission and vision.
4
History of
Harper College
The story of Harper College parallels the history of the community coilege movement in Illinois,
an educational phenomenon in the 1960s.
Late in 1964, while legislators in Springfield were adding the final revisions to the Illinois
Community College Act enabling citizens to form their own college districts, concerned citizens
in chicago's northwest suburban communities petitioned for a referendum to vote on the
establishment of a college. Within a matter of days after the legislation passed, voters in the
four-township area of Elk Grove, Palatine, Schaumburg and wheeling approved a referendum
establishing the Harper district on March 21 , 1965.
Groundwork for the referendum to establish a two-year college had been laid out early in the
1960s with a survey of student needs and the establishment of a Concerned Citizens Committee.
Thanks to the hard work of committee members, the referendum establÌshing the Halper district
passed by a 3-2 margin. Voters returned to the polls 34 days later and elected seven ciúzens from
48 candidates to serve on the first board of the new college.
Two years later, Banington School District 224 (now Unit School District 220) annexed to rhe
Harper district, and the boundaries of Harper's 200-square-mile-constituency were established to
become Illinois Community College District 512.
since its inception, Harper college has been most fortunate in having trustees possessing the
capacity to work together in planning programs, solving problems and establishing goals unique
in the annals of the northwest suburbs. The first board meeting was held in May t96s. The
College had no narne, no staff and no facilities, but it did have seven dedicated individuals
determined to establish a community college worthy of the area it serves.
During the first year, a president was hired, architects were selected to design and plan a campus,
the campus site was chosen and a decision was made to adopt the name of vr'illiam Rainey
Harper College in honor of the "father" of the two-year college concept.
voters in the district approved a s7,375,000 building referendum by a margin of 4-l to begin
Harper's second year. By September 1961 , rhe College was staffed and operating with more than
1,700 students attending evening classes at Elk Grove High school and ground had been broken
for a new campus. Harper College was a reality.
Harper serves as a cornerstone in IÌlinois educational history as the first two-year institution to
complete Phase I of its building construction and the first to receive unqualified full
accreditation, only six years after its founding, in the shortest possible time in 1971.
5
Throughout its brief history, Harper has had a record of monumental growth. The 1967
enrollment of 1,125 students jumped to 3,700 in one year, double the projections. In fall 1969,
when the doors opened on Harper's new campus, 5,350 students were enrolled. In the 2003
school year, the College enrolled nearly 25,000 (credit) students.
The College employed numerous off-campus locations, instituted a Weekend College program,
and opened an extension campus at Willow Park Center in 1975 to provide addìtional classroom
space for day and evening offerings. The Northeast Center subsequently moved to the
Hawthorne School in Wheeling, and in the fall of 1982, to the Stevenson School in Prospect
Heights.
A
successful referendum, held ìn September 1975, provided funds for the College to proceed
with completion of the present campus, purchase land for a second site, and construct the first
phase of buildings on that site when required by enrollment increases.
Buildings G and H were completed and classes begun in the facilities in 1911 . The Wellness and
sports center and Buildings I and J opened to classes in the 1979-80 academic year. All plans
were subject to approval by the Illinois Community College Board and the Illinois Board of
Higher Education.
In
1982, the College established a training center in cooperation with high technology firms in
the area. The center was designed to provide instmction and resource mater.ials relating to
computer-aided design and manufactudng. The innovative educational program of the cAD
center was structured to assist high technology firms in training their employees, as well as to
provìde some instruction in this developing technology to students in Harper programs. In 19g6,
the CAD Center was relocated from a Schaumburg office to Building H at the campus.
In February 1985, residents of the college district approved a tax rate increase for operation of
the College. This was the first increase in tax support for the educational programs, se¡vices and
operating expenses of Harper College in the 20 years since the College was established.
Changes in population trends over the past 10 years indicated that a second campus would not be
needed to accommodate projected enrollment, and the decision was made to sell the property,
which had been purchased in Arlington Heights. The sale was finalized in 1986.
In August 1993, the Coìlege opened the Publications and Communication Services, now called
the Marketing services center. ln the spring of 1994, Building L was opened. This building
includes the Liberal Arts division office, classrooms and faculty offices, as well as the College
Bookstore. First floor space includes a "black box" theatre for instructional use and
three-dimensional art studios devoted to ceramics, sculpture, stagecraft and metal work. The two
buildings were paÍ of a building phase that also included renovation plans in existing buildings.
Building F was completely renovated in 1994-95 to provide for space on the third floor for the
departments and programs of the Academic Enrichment and Language Studies Division and to
give appropriate space to the Leaming Resource center on the first and second floors.
6
Occupancy was taken in the sprìng and fall of 1995. Renovations completed in 1996 included the
addition of a large computer lab in BuiÌding I and updating of Building V.
The Board of rrusrees approved the first and rhe second phase of the Technology plan in 1995
and 1996. The campus computer network was completed in 1996, providing links between
offices and classrooms and the Intemet with a variety of network resourões to poiition Harper for
higher education in the next century. In 1998, the college embarked upon implementing a new
shared governance structure and the publication of the College's first comprèhensive strategic
long-range plan.
Groundbreaking for the new Performing Arts Center and Instructional Conference Center was
held on May 18, 2000. The new buildings \Ã/ere parrially funded by the I.llinois capital
Development Board.
During the summer of 2000, Harper college held "Discovery sessions" with various community
members, business leaders and students and talked about some of the key challenges facing the
college to "dìscove¡" what the community really wanted from Harper. The community
Response Team (CRT), which was subsequently formed, presented seve¡ãl recommendations to
the Board of Trustees, which identified science, technology and healthcare as top priorities for
the College to address.
At a
special board meeting on August 16, 2000, the Harper college Board of rrustees was
presented with the first comprehensive long range campus Master plan in the history of the
college. The plan, which represenrs a vision for rhe next twelve years and included th; cRT's
priorities, is a dynamic plan intended to guide the College into the future. It will be revised
periodically to see that it still reflects the needs of the college and the community it serves.
On November 7 , 2000, the Harper College district residents resoundingly voted to pass an $88.8
million ¡eferendum to build a new facility to house Harper's growing science, teòhnology and
health care programs. construction of the science, Emerging Technology and Health career
Center began in the fall of 2001.
on August 29, 2001, Harper college
opened a new facility in schaumburg for the TECH
(Technical Education and consulting at Harper) program. Today, the facility now called the
Harper Professional center, is the site for the New Fast Track program as well as the TECH. It
is centrally located to provide easy access for students who work or live in the Schaumburg area.
In the fall of 2O02. the conference center opened and was named the Wojcik Conference Center
in recognition of a $ 1. 1 million membe¡ initiative grant given to Harper by Illinois State
Representative Kay Wojcik. The Wojcik Conference Center houses one of the largest business
amphitheaters in the northwest suburbs and offers an array of resources for companies and
organizations to provide professional development and inte¡actìve education activities to their
employees.
The Performing Arts center opened in the spring of 2003. In addition to providing new expanded
educational opportunities for students, the Performing Arts Center will continue to attract wellknown entenainers and celebrit¡es to campus.
In 2004, Harper College served a total of 37,338 credit and non-credit
students during the
sunlmer, fall and spring terms making Harper one of the largest communìty college (colleges) in
the country.
In the fall of 2004, Harper College opened Avanté, Center for Scìence, Health Careers and
Emerging Technologies. The state of art leaming facility encompasses 288,500 square feet of
space, an area equal to six and one half acres. Avanté houses 10 major academic programs
including nursing, dental hygiene, medical imaging, cardiac care, electronics, computer science,
biology and chemistry.
The name Avanté implies "advancement" or "moving forward," and that is the purpose of the
building; to create an inspiring environment to advance teaching and learning in the sciences,
technology and health care for current and future generations.
Philosophy, Mission and Vision Statements
PHILOSOPHY STATEMENT
we
at Harper college believe that our charge is to facilitate active learning and foster the
knowledge, critical thinkrng and life/work skills required for participation in our global society.
We work with our community partners to enrich the intellectual, cultural and economic fabric of
our district. We believe that excellence in education must occur in an ethical climate of integrity
and respect.
we hold that the strength of our society is rooted in our diversity and that it is
through synergy that we achieve excellence.
MISSION STATEMENT
Harper College is a comprehensive community college dedicated to providing excellent
education at an affordable cost, promoting personal growth, enrìching the loc;t community and
meeting the challenges of a global society. The specific purposes of the college are:
'
To provide the first two years of baccalaureate education in the libera.l and fine arts, the
natural and social sciences and pre-professional curricula designed to prepare students to
transfer to four-year colleges and universities.
'
To provide educational opportunities that enable students to acquire the knowledge and
skills necessary to enter a specific career.
'
To provide continuing educational opportunities for professional job training, retraining
and upgrading of skills and for personal enrichment and wellness.
r
'
To provide developmental instructìon for under-prepared students and educational
opportunities for those who wrsh to improve their academic abilities and skills.
To provide co-curricular opportunities that enhance the learning environment and
develop the whole person.
Essential to achieving these purposes are all of the college's resources. supporl programs and
se¡vices-
VISION STATEMENT
Commìtted to academic integrity and excellence, Harper College will be a leader in teaching and
learning, transforming lives by responding to the needs of the individual and the community.
9
Communities Served by
Harper College District No. 512
Arlington Heights
Lake Barrington
Barrington
Mount Prospect
Barrington Hills
North Barrington
Buffalo Grove*
Palatine
Carpentersville*
Prospect Heights
Deer Park*
Rolling Meadows
Des Plaines*
Roselle'
Elk Grove Village
Schaumburg
Fox River Grove*
South Barrington
Hanover Park'
Tower Lakes
Hoffman Estates
Inverness
Porions ofthese communities âre rnclìrded in rhe district
Wheeling
tr
H¡ùper Dlstrlct
Countyr Boundary
Hlgh Schoob
lnpü.dùyrh. ofi(r
oú
R.6.u(h - Frct Bool 200{
.lcoþa
(lommunity (lollege District 512
thhÐ
l.FÞñhl
ûúo:ett
1ùìr
ldo3USrc0
oolahri¡ÉÞ3tdn .t(lþ
T
U.S. Census Information for Harper College
District No. 512
Table 1. Gender Bv A
Census Ase Groups
N
for Ha
Male
Percent
r's District
Female
Under 5
5-9
9.002
9.846
6.9Vo
N
7.8r3
7.2Vc
10-14
9.966
l,865
Percent
Total Ponulation
N
Percent
6. 3Va
36.8 l s
6.61a
9.00s
6. 8Vc
38.8s
r
l.jVc
1.37o
9.007
6. 8Vc
38.973
7.07c
4.3Vo
1.263
4.jVc
23.128
4.2Vc
6,576
2.4Vo
5.264
t.9vo
I 1.840
2. lVc
l. l7a
2,380
0.87a
5,31
l.j%a
5.1
4.ÙVc
2.313
t0.249
0.8Va
an
aA
LL-L+
2.931
2,796
10.932
3.6Vo
21.181
3.\Vc
25-29
2t,655
7.97o
19.603
7.ÙVc
41.258
'7.4Vo
30-34
22.137
23,361
8. l7o
7.5Vc
43.257
l.\Vo
8.5Vc
47.326
8.5Vc
8.7Vo
8.7Vc
48.422
8.7Vc
45-49
23,833
20.933
7. 6Vo
21.120
23.96s
24,589
21,948
7.8Vc
42,881
7.7Vc
50-54
18,366
6.7Vc
19,663
7.jVc
38, 029
6.8Vc
55-59
14,114
5.27o
r
5.336
5.5Vc
29,450
5.3%
60-61
4.494
1. 6V"
9. 369
l.7la
5.908
2. 27c
4,875
6.46s
l.lVc
62-64
2.3Vc
\2.373
2.2Vc
65-66
3.441
5.701
l.4Vc
2. jVo
l.3Vc
4,907
l. 3lo
l. 87c
7,317
67-69
10.608
1.97o
70-14
75-19
6,914
2. 57c
8,972
3.27c
15.886
2.9Vc
5,1 84
1.97c
7,442
2. 6Vo
12,626
2.3Va
80-84
2.785
1.07o
5.221
1. 9Vo
8.006
l.4Vc
85+
1.850
0.77c
5.234
1. 9Vo
1.084
1.3Vc
273,796
49.3Va
281,304
50.77o
555,100
t00.0Ea
t5-t'7
l8-19
20
21
35-39
40-44
Total Gender
8.57c
Bußau. CcNus 200{)
T2
3,876
lllù
I
t. 0Vc
09
0.9Vc
Table 2. Gender By Age for the Population
U.4q.20 Years
ears Old for
o Harper's
r,S District
Male
Census Age Groups
Under
N
Female
Percent
N
Percent
Total Pooulation
N
Percent
3,758
4.9Vo
3,626
5.07o
I
3.766
4.97o
3,427
4.7Vo
2
3.750
4.97o
3,484
4.8Vo
.J
3.849
5.07c
3.606
5.jvo
4
3.879
5.07o
3.670
5.17o
5
3.916
5.17o
3.120
5.lVc
6
3.813
4.97o
3.731
5.2Vo
7.384
7.193
7.234
7,455
7.549
7.636
7.544
7
3,987
5.2Vo
3,830
5.3Vc
7,8t7
5.2Vo
8
5.2Va
3,810
5.3Vo
7.854
5.27o
5.3Va
3,9t4
5.4Va
8,000
5.37a
0
4.044
4.086
4.012
5.27o
3,966
5.5Va
5.37a
I
4.095
5.3Vo
3.860
5.3Va
2
5.3Vo
3.696
5.17a
-1
4.106
3.829
5.jVa
3,701
5.17a
7,918
7.955
7.802
7.536
5.j%a
4
3,924
5.17a
3,778
5.2Vo
7.102
5.lVo
5
3.891
5.0Vo
3,771
5.2Va
7,668
5.l%o
6
3.856
5.07a
3.111
5.1Va
7,567
5.17o
7
4,1
l8
5.3Vo
3.775
5.ZVa
7.893
5.3Vo
8
3,551
4.6Vo
2.8s6
3.9Vo
6.40'7
4.3Vo
9
3.025
3.97o
2,408
3.37o
5,433
3.6Va
77zss
5l.6Vo
72,352
48.47o
149,ffi7
l00Vo
I
9
Total Gender
c6us Burcau.
)00
4.97c
4.8Vo
4.8Va
5.07o
5.07o
5.1Va
5.07o
5.3Va
5.2Vo
Þ
Prepared by the Office ofResearch - Fact BookZl04
Prepared by the Office ofResearch - Fact Book2004
District Residents Served By Harper in FY 2001
I
.10.07c
I
I
35.070
L
¿
þ
ú
=j
30.07c
25.OVc
.2
-s
20.010
?
r5.ovc
10.0ío
5.ÙVc
0.O7o
25-31
Age Groups
a
Ilarper's District
All In-District*
Population
Enrollment-FY 2001
Percent
of All In-
district
Students
Ase Grouos
17
N
& Under
t8
t9-24
25-34
35-44
45-54
55 & Over
Percent
Percent
ll.lVc
13'7,767
24.8Va
6.407
t. 2Vo
2.432
6.6Vc
38.0Vo
37.034
6. 7Vo
10.788
29.2Vc
29.l%a
84,515
15. 2Vc
8.068
9.SVo
95,148
l'7.2Vc
\ ))\
21.8Vc
14.17a
5.5Vo
80,910
14.67c
3.502
9.5Vc
4.37o
t9
20.37o
t.967
5.3Vo
l.7Va
112,7
Bure¿u.
* Crcdit md Conrinuing liducarion Studcnts includcd in coums.
N
Attending
Haroer
4.101
3-07"
lilsPAiltc PoP,iBLOCI( GROUP
-0¡.0.22¡
cfo.zlT.0!34
d.ô44. t2ûl ¡¡¡¡ çe¡3¡s¡
-1nA-7131 ::,î."."
)LúA-4861
::".'.x:".
F¡rpú.dbyrhÊ Ofi{! af R!3.üh- Fr(tBoo¡r 200t
Dlstrlct Po¡lulatlon Hls¡lanlc
Census 2000
AroO
E
I¡E¡
t
Drra
?O(þ
þr. ¡tLår
S.ß.: lsil D¡¡t Iåp3CO
Crå¡dIArOSar¡bgA!¡T
"Éi-iË".
o
GT
PnDú.dbylh. Oúk. d Rßreh. Ft(tBoolr
200{
Table 4. Household Information of Ha
District Resid ents
fiousef¡old Slze, Household Type, aqd presence of Children
l
Person
Household
N
Percent
Male Householder
22.702
l0.9Va
Female Householder
31,203
14.\Vo
Sub-Total
s3.90s
25.67o
With Own Children Under l8
58,928
2'l.9Vo
No Own Children Under l8
63.429
30.l%o
122.357
58 .0Vo
58
2 .0Vc
Married
Couple
Family
Sub-total
Male
Householder,
No Wife
Family
4.1
2.465
1
6,623
3.l%o
8.202
3.9Va
Under l8
8.50s
4.07o
Sub-total
t6.70"Ì
7.9Vo
23,330
ll .l7o
t45.687
69.lVa
.2Vo
Present
Households
Sub-total
Other
Family
2 or More
No Own Children Under
r8
With Own Children
Under l8
Person
Household
No Own Children Under
Female
Householder,
No Husband
18
V/ith Own Children
Present
Sub-total
Sub-total
Male Householder
6,7
t9
J .2Va
Female Householder
4.615
2.27a
l 1,334
5.4Va
t57.021
74.4Vo
210,926
100.07o
Non-Family
Households
Sub-total
Sub-Total
Total Households
cnsus 20(X)
Table 5. Race/Ethnicitv for
or tlarDer's
H
District
Race/Ethnicitv
N
Hispanic or Latino
White alone
African American alone
Not Hispanic
or Latino
10.97o
424.878
76. 57c
t2.026
2.27o
American Indian alone
Asian alone
Native Hawaiian other Pacific Islander alone
Some other race alone
Two or more races
Total Not Hispanic
Grand Total
Percent
60. 442
502
0.17a
49.833
9.j%a
t93
0. 0Vc
603
0.17c
6,623
l.2Vc
494.658
89.17o
555.100
l00.0Vo
:cì US Cc[sus Burcau-
Table 6. Housi
o
Status of District
rtc Residents
en
Housine Status
N
Owner Occupied
Percent
58,1 96
73.j%c
52.130
24.37o
5;790
2.lVo
216;7t6
100.0%
1
Renter Occupied
Vacant
Housing Units
Soucc: US Ccnsus Burüu
Table 7. Educational Attainment (25 years and over) Census 2000
Toøl
Population 25
years and over
(Number)
Geography
Graduate or
professional
degree
(Percent)
Bachelor's
degree
(Percent)
Bachelor's
degree or
higher
(Percent)
Illinois
7,973,671
16.5
9.5
26.0
Chicago Metropolitan Area *
5,83s,442
18.2
10.7
28.9
54,025
30.2
16.3
46.s
Barring ton Village, Illinois
6.631
34.2
24.0
58 .2
Barrinston Hills Villase. Illinois
2.952
38 .9
28.9
61.8
23,742
22.8
8.8
Arlington Heights Villase. Illinois
Elk Grove
vit lage Village, Illinois
Hoffman Estates Villase, Illinois
3
r.6
r.s43
24
l 1.6
3s.9
Inverness Villa.ee, Illinois
4,482
31.2
22.7
53.9
Lake Barrington Village, Illinois
3.6s0
32.3
24.1
56.4
Mount Prospect Villaee. Illinois
39, l 84
23 .4
I 1.9
35.3
3
North Barrington Village, Illinois
r.962
39.7
22.9
62 .6
Palatine Village. Illinois
43.592
2l .4
14.0
41.4
Prospect Heights City. Illinois
r
r,684
l9 .4
9.2
28.6
Rolling Meadows Citv, Illinois
t6.274
2l ,5
9.5
31.0
52.t41
26 .6
t2 .3
38 .9
2.385
32 .7
29 .9
62.6
8s8
36.4
28 .l
64.5
22.901
2t.6
10.5
32 .l
Schaumburg
vil laee. Illinois
South Barrington Villase, Illinois
Tower Lakes Villaee, Illinois
Wheeling Village, Illinois
* Chicago-Gary--Kenosha, IL--IN--WI CMSA
Table 8. U nem lo
Village or City with
Population of 25,000 or
more
Labor Force
2003
nt Rates
Unemoloved 2003 Averase
Unemployed for
May 2004
May2004
N
Rate
N
A¡lington Heiehts
Elk Grove Villase
42,588
2.069
4.97o
20,280
1.147
5.7%
Hoffman Estates
Mount Prospect
28.895
1,596
5.5Vo
32.386
r.593
Palatine
39.213
Schaumburs
46.419
Wheelins
21.808
Rate
r,83
4.97a
42.90s
20.343
29.019
32.549
2,30'7
5.9Vo
r
4.3Va
948
4.'ÌVc
|,346
4.67c
r.334
4.17c
39.25r
1.119
4.5Vc
5.57c
46.725
2.243
4.\Vc
5.67a
21.796
937
4.37c
6.87o
4,261,59E
262-264
6.27o
3E3.325
8-203-000
6.0Va
Chicaso PMSA
4235.313
2,538
1.23t
290.004
Illinois
6-330-0s9
422263
6.77o
146.986.000
8.616.000
5.9Vo
USA
Labor Force
Source; U.S. Depanmenr of Labor: wwq.bls.gov (7/20/0.1)
6.373.067
146.974.000
5.6Va
All courses and educational programs, including counseling se¡vices,
are fully accredited by The
Higher Learning Commission of the North Central Association of Colleges and Secondary
Schools (NCA)
30 North LaSalle, Suite 2400
Chicago, IL 60602-2502
312-263-0456
800-621-1440
The Harper College business-related programs of Accounting, Computer Information
Systems, Financial Services, Hospitality Management, Management, Marketing, Supply
chain Management, and office careers are accredited by the Association of collegìaie
Business Schools and Programs.
The Harper College Music Depafment is accredited as a Community/Junior College
Member of the National Association of Schools of Music.
o
The Harper College Paralegal Studies Program is accredited by the American Bar
Association.
The Harper college Real Estate Program is licensed by the stare of Illinois office of Banks
and Real Estate as a Real Estate Pre-License school (#1 10000046), a Licensed Appraiser
Education Provider (#155000165), and a Licensed Home Inspector Education pròvider
(#052000106).
The Harper College Learning center is accredited by the National Association for the
Education of Young Children (NAEYC).
The Harper College Nursing Program is accredited by the:
National League for Nursing Accrediting Commission (NLNAC), Inc.
61 Broadway
New York City, NY 10006 212/363-5555
The Harper College Certified Nursing Assistant Program ìs accredited by the:
Illinois Department of Professional Regulations
James R. Thompson Center
i00 West Randolph, Suite 9-300
Chicago, IL 60601 312/814-4500
The Harper college English as a Second Language Intensive English program is accredited
by the Commission on English Language Program Accredìtation (CEA).
22
The Harper College Dental Hygiene program is accredited by the:
American Dental Association (ADA)
Commission on Dental Accreditation (CODA)
21 1 East Chicago Avenue
Chicago, IL 60611-2618 312/440-2500
The Harper College Dietetic Technician Program is accredited by the:
commission on Accreditation for Dietetics Education (CADE) of the American Dietetic
Association
120 South Riverside Plaza. Suite 2000
Chicago, IL 60606-6995
312/899-0040
The Harper College Medical Office Administration program is accredited by the:
Commission on Accreditation of AIlied Health Education Programs (CAAHEP)
35 East Wacker Drive, Suite 1970
Chicago, IL 60601-2208 312/553-9355
Cuniculum Review Board (CRB) of The American Association of Medical Assistants'
Endowment (AAMAE) Accreditation Depafiment
20 North Wacker Drive, Suite 1573
Chicago, IL 60606-2903 312/899-1500
r
o
The Harper College Cardiac Rehabiliration Services is accredited by the:
Joint Commission Accreditation of Healthca¡e Organizations
One Renaissance Boulevard
Oakbrook Terrace, IL 60181 630t792-5OO0
Illinois Department of Professional Regulations
Source: Harper College Academic Affairs
Academic Enrichment and Language Studies Division
a
a
a
a
a
a
a
a
Member, International Interchanges for Leaders in Education
Member, Illinois Adult and Continuing Educatots Association
Member, Network of Intensive English Programs: Illinois, Indiana and Wisconsin
Member, NAFSA - Association of Internarional Student Educarors
Northeast Palatine Resource Network
Northeast Suburban Council for Community Services
Member, Registry of Interpreters for the Deaf (RID)
Director, College Reading and Learning Association
Member, National Association for Developmental Education
Member, National Council of Teachers of English
Member, Intemational Reading Association
Member, International Writing Centers Association
Member, Mìdwest Writing Centers Assocìation
Member. National Turoring Association
Business and Social Science Division
Registered by the State of Illìnois as a Public Accountant Continuing Professional Education
Sponsor (CPA classes)
a
a
a
a
a
a
a
a
a
a
a
a
a
Regional Training Center for the NetPreprNt ¡s¡working program
National Association of communication systems Engineers; Authorized resting center
Student Chapter of American P¡oduction and Inventory Control Society
Member, International Association of Administrative professionals
Certified Professional Secretary authorized testing site
Student Chapter of Lambda Epsilon Chì, the national paralegal honor society
Member, American Association for Paralegal Education
Member, Northwest Suburban Bar Association
Membe¡, Nationai Association of Legal Assistants (NALA)
Member, Illinois Paralegal Assocìation
Member, Council on Hotel, Restaurant and Instìtutional Education (CHRIE)
Student Chapter of Kappa Beta Delta, the national business honor society (ACBSp)
Membe¡, Illinois Colleges Real Estate Consortium
Membe¡, Real Estate Educators Association
Institutional Chapter of Phi Theta Kappa, International honor society for two_year
institutions; student chapter
,¿_+
Continuing Education Division
.
o
o
o
.
¡
American Heart Association
Animal Trigger Point Myotherapists Association, lnc.
Association for Volunteer Administration
college for Financial Planning and the Greater o'Hare chapter of the International
Association of Financial Planners
Illinois Association of Nonprofit Organization
The community Music center is a member of the National Guild of community schools of
the Arts.
Corporate Services Division
o
.
o
o
¡
o
APICS (The Educational society for Resource Management, originally called the American
Production and Inventory Control Society)
CPIM Review (certification in production & Inventory Management) and GIRM Review
(Certification in Integrated Resources Management)
NAPM (National Association of purchasing Management)
CPM Review (Certification in purchasing Management)
AchieveGlobal: Leadership, Customer Service, Sales performance
Command Spanish
Liberal Arts Division
a
a
a
a
a
a
a
National Kitchen and Bath Association (NKBA)
National Association of Schools of Music (NASM)
Association of Illinois Music Schools (AIMS)
Illinois Council of Orchestras
Accredited by the National Guild of Community Music Schools
Modern Language Association (MLA)
Community College Humanities Associarion (CCHA)
Life Science and Human Services Division
a
a
a
a
a
Illinois State Florist Association
The Society ol American Florists
The American Institute of Floral Designers
Illinois Landscape Contractors Association
Teleflora Associate Member
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
committee on Chemistry of the Two year college, Division of chemical Education,
Ame¡ican Chemical Society
Consortium for Computing in Small Colleges (Nofthwest Conference)
Consortium for Design and Construction Careers
EDS PLM Solutions
Explorers Club
Fire Department Safety Officers Association
Geological Society of America
Geological Society of New Zraland
Illinois Academy of Science
Illìnois Advisory Committee on Arson prevention
Illinois Association of Architecture lnstructors
Illinois Building Commission (IBC)
Illinois Council of Teachers of Mathematics (ICTM)
Illinois Fire Chiefs Association
Illinois Mathematics Association of Community Colleges (IMACC)
Illinois Mathematics Teacher Educators (IMTE)
Illinois Office of rhe State Fire Marshall (IL OSFM)
Illinois Professional Firefighters Association
Illinois Section America Association of physics Teachers
Illinois Section of the Mathematics Association of America
Illinois Society of Fi¡e Service Instructors
Illinois Society of Professional Engineers (ISpE)
Institute of Electrlcal and Electronics Engineers (IEEE)
lnstitute of Marhematical S Latistics
Mathematìcs Association of America
Metropolitan Mathematics Club of Chicago (MMC), The
National Association for Developmental Education (NADE)
National Council of Teachers of Mathematics
National Fire Protection Association (NFpA)
National Fire Academy Alumni Association
National Society of Professional Engineers (NSpE)
New Zealand Antarctica Society
Northwest Building Officials and Code Adminisrrarors (NWBOCA)
Physics Northwest
Planetary Studies Foundation
Radio Club of America (RCA)
Rescue and Emergency Specialist Association
Society of Industrial and Applied Mathemarics (SIAM)
Society of Broadcasting Engineers (SBE)
Suburban Building Officials and Code Administrators (SBOC)
Women in Mathematics Education (WME)
Wellness and Human Performance Division
a
a
a
a
a
a
National Junior College Athletics Association (NJCAA)
National Wellness Association
American Red Cross
American Sport Education Program (ASEP)
North Central Community College Conference (N4C)
Member, American College of Sports Medicine (ACSM)
Member, American Alliance of Health, Physical Educatìon, Recreation and Dance
(AAHPERD)
Member, Illinoìs Association of Health, Physical Education, Recreation and Dance
(IAHPERD)
Member, National Strength and Conditioning Association (NSCA)
Member, American Council on Exercise (ACE)
Source: Hârper Coilege Academic Affairs
Cisco:
Cisco Certified Nerwork Associare (CCNA)
Cisco Certified Network P¡ofessional (CCNp)
Cisco Certified Design Associate (CCDA)
Cisco Secure Pix Firewall Advanced (CSpFA)
CompTIA
A+
Network+
Server+
Security+
Linux
Linux Cetified Administrator (LCA)
From Microsoft Corporation:
Microsoft Certified Sysrems Engineer (MCSE)
Microsoft Certified Professional (MCp)
Microsoft Ce¡tified Systems Engineer and Internet (MCSE and Intemet)
Microsoft Office Specialisr (MOS)
Microsoft Cerrified Sysrems Administrator (MCSA)
Microsoft Certified Solutions Developer (MCSD)
Mìcrosoft Certified Applicarion Developer (MCAD)
Microsoft Cerrified Darabase Adminisúaror (MCDBA)
Microsoft Certified Desktop Support Technician (MCDST)
From Novell:
Certified NetWare Administrator (CNA)
Certified Netware Engineer (CNE)
From Oracle:
Individual exams in each specific area (sel- and pLlSeL, Database Admimstrator,
Performance Tuning workshop, Backup & Recovery workshop and Net Administration)
to be certified by Oracle.
Oracle Ceni lied Database Associare
Oracle Certified Database Adminisrraror
O¡acle Certified Solution Developer
From Solaris:
Exams to be certified
as a systems
Admìnistrator or Network specialist by solaris
29
Sun Microsystems:
Sun Certified Solaris Administrator
Sun Certified Programmer for the Iava2 Platform
Sun Certified Enterprise Architect
From Computing Technology Industry Association:
A+ Certification
From Premier AutoDesk:
Cetified AutoCAD Trainer
AutoCAD 2005 Professional
Autodesk Inventor
Autodesk Architecture
Ascendant Learning LLC
Telecommunications Industry A.ssociation (TIA)
certified in convergent Network rechnologies (ccNT) (Blended,/on-Line Training)
Authorized Prometric Testing Center
Project Management Professional (PMP)
Certiflred Wireless Network Administrator (CWNA)
Source: Hârpe¡ CoLlege Academic Affairs
30
Illinois Community College System
Overviewl
Harper college is one of the colleges in the Illinois community college System. currently,
there are 40 publìc community college districts composed of 49 colleges. ihirty-eight of the
districts have a single college while two districts are multicollege. Since July 1990,ìhe entire
state has been included within community college district boundaries.
of the 49 public communiry colleges is a comprehensive college in that it provìdes
extensive instructional and student support servìces to serve the needs of individuals ai well as
pubìic services to address the needs of the community. The instruction available includes the first
two years of baccalaureate education to prepare students to transfer to four-year colleges and
universities; remediaVdevelopmental education for individuals needing basic áducation ìn6 ¡n
order to seek employment or pursue further education; and occupational education from among
240 specialties for employment training or retraining. The 49 community colleges provide
approximately 3,500 associate degree and certificate programs.
Each
During fiscal yeat 1996, the 49 public community colleges in Illinois enrolled 6j5,554 students
in inst¡uctional credit courses, a 1.0 percent decrease from the previous year. This is a 7.1
percent decrease from the 721,310 headcount enrollment in fiscal y.* 1992. The full-time
equivalent enrollment for fiscal year 1996 was 217,055, representing only a slight decrease (0.9
percent) from the previous year. However, these enrollments a¡e g.4 percent lower than they had
been five years earlier (236,851 full-time equivalent in 1992).
The Illinois Community College Board (ICCB) has statutory responsibility for administration of
the Public community college Act (Illinois Revised statures; 19g5, ihapter 122, articles I
through VIII). The ICCB is empowered with regulatory as well as coordinating responsibilities.
The ICCB consists of 1 1 members appointed by the Govemor. with the consent of the senate,
and one non-voting member selected by the student Advisory committee. Board members are
appointed at large for six-year terms, with the chair appointed by the Governor and the vice chair
elected by board members. The ICCB meets six to eight times a year.
s Web slte
t2/15/04
http://www.iccb.
,
MISSION
The mission of the Illinois community college Board (ICCB), as the state coordinating board
for cornmunity colleges, is to administer the Public Community College Act in a manner that
maximizes the ability of the cornmunity colleges to serve their communities, promotes
collaboration withìn the system, and accommodates those state initiatives that are approprìate for
community coÌleges.
In carrying out its mission, the ICCB affirms its commitment to the "educational development of
all persons to the limit of their capacities" as estabìished in the Illinois Constitution. The ICCB
furlher affirms its commitment to providing leadership and direction to the community college
system in ways that ma-rimrze local autonomy but which assure that each local institution is
allowed an equal chance of success.
The ICCB accepts its role as a coordinating agency and believes rhat, in this role, it is an integral
partner with local boards of trustees in providing a framework for successful learning
experiences for all Illinois residents. The ICCB commits itself to the following principles in
implementing its coordinating responsibilities for the community college system.
.
society's values can and must be shaped and revised by community colleges, where
leadership, integrity, humanity, dignity, pride, and caring ar.e purposefully taught and
modeled.
The focus of all activities within the system should be qualìty and excellence.
Expressions and manifestations of bigotry, prejudice, and denigration of character are
intolerable in the Illinois community college system.
Experiences of community college students should be directed
individual into an informed, responsible, and contributing citizen_
at developing
each
No individual is inherently more impoÍant than another, and each must be provided
an
equal oppofiunity to achieve success regardless of heritage or environmental condition.
The Illinois community college system has a responsibility to assist communities in
identifying and solving those problems that undermine and destroy the fibre of the
community.
The Illinois community college system has a responsibility to be accountable, borh for its
activities and its stewardship of public funds.
32
The Harper college Educationai Foundation was established in 1973. This nonprofit
organization. whose members are appointed by the Harper college Educational Foundation
Board of Directors, provides additional funding for the college. Èunds are used to provide
various types of suppon including scholarships and awards. exceìlence in teaching and leaming
programs, and construction and renovation projects. The Foundation manages ove¡ 200
scholarships, awards and program development funds, which were created by individuals and
corporations dedicated to providing an opportunity for everyone to receive higher education.
MISSION
The Harper College Educational Foundation is a nonprofit 501(c)(3) organization that provides
funding and resources for Harper College not available through normãl government'and tax
sources. Money and resources raised by the Foundation are used to provide an edge of excellence
to College programs.
PURPOSE
a
Support the educational goals of the College;
a
Assist the college
in
providrng broader educational opportunities
citizens and employees;
for
students, alumni,
Acquire additional assets for the college and administe¡ these assets for the eood of the
College;
Encourage corporations, foundations and individuals to bestow on the college gifts, grants or
bequests of money or property to be used for special instruction, research, scholarships,
enrichment and development programs.
SLOGAN
The Power of Giving: Helping people Go Forward
Harper College Educational Foundation
Board of Directors
Officers
Sam Oliver, President
Executive Director
Citizens for Conservation
Michelene Polk, Vice President
Programs
Industry Account Manager
Nextel Communications
Richard D. Hoffman, lmmediate Past
President
President
Atomatic Mechanical Services, Inc.
William C. Graft, Secretary
Managing Partner
Graft & Jordan
Martha A. Bell, Member at Large
Principal
Tilton, Kelly + Bell, L.L.C.
Partner
PTW
Jeffrey D. Butterfield, Vice President
Membership
President
Hanis Bank Palatine
Robert L. Breuder, (Ex-Officio) Senior
Vice President
President
William Rainey Harper College
Carol C. Pankros, Vice President
Development
President
CCP, Inc.
Catherine M. Brod, (Ex-Officio)
Executive Director
Harper College Educational Foundation
Stephen J. Topolski, Treasurer
Kris Howard (Ex-Officio)
Trustee Liaison
(Retired) Girl Scouts - Illinois
Crossroads Council
34
Members
Frank J. Becker
Health and Safety Manager
United Parcel Se¡vice
Joseph J. Legat
Patrick S. Botterman
Public Relations Consultant
Dr. Philip Lobo
Radiation Oncology
No¡thwest Community Hospital
Chairman of the Board
Legat Architects
Jeffery J. Bowden
Senior Vice President and
Regional Manager Financial Institutions
LaSalle Bank N.A.
Thomas P. Maccafhy
PresidenlCEO
Cornerstone National Bank & Trust
Company
Jerry Campagna
President
Reflejos Publications, LLC
Roland P. Marquis
Director of QRC Programs
Northrop Grumman
Robert P. Fiorani
Vice President, Communication
Square D/Schneider Elect¡ic
Rita L. Mullins
Mayor
Village of Palatine
Robert H. Glorch
Law Offices of Robert H. Glorch
Robert M. Placko
Senior Vice President
Strategic Transactions, Employee Advocacy
and Legislative Issues
Motorola, Inc.
Kenneth Go¡man
Vice President
Power Construction Company, LLC
Shirley Gross-Moore
(Retired) Barrington Dodge
Dr. Jessica Poe
Family Dentistry
Arlington Heights
Richard D. Schonhoff
(Retired) The Northern Trust Company
Richard T. Guttman
(Retired) Square D Company
David K. Hill
Chairman/CEO
Kimball Hill Homes, lnc.
Gerald J. Smoller
Thomas F. Hutchison
President
H-O-H Chemicals, Inc.
Donald D. Torisky
Century Soìutions, LLC
Attomey
Kovitz, Shifrin & Nesbit
Richard A. Wise
Project Executive
Gilbane Building Company
Russell L. Klokkenga
Senior Vice PresidenlPrivate Investments
Bank of America
35
Health Careers (continued)
ICCB Foundation Scholarship
Kathy Johnson Award for Exceìlence in Nursing
Sharlene Marchiori Memorial Nursìng Scholarship
Dr. Charles Shaner Memorral Scholarship (Dental Hygiene)
Liberal Arts
Diane Tomcheff Callin Endowed Memorial Scholarship
Chicago Film Critics Associarion Scholarship
Marilyn Shiely Coste Memorial Scholarship
John W. Davis Spanish Travel Scholarship
International Studies Abroad Scholarship
Henry Meier German Scholarship
Sea¡s Fashion Merchandising Scholarship
Math, Science, Technology, Engineering
Architectural Technology Endowed Scholarship
James F. & Valerie D. Arnesen Biology Endowment Scholarship
Barrington Breakfast Rotary Club Scholarship
Stephen Boettcher Memorial Engineering Scholarship
Harold Cunningham Mathematics Memorial Scholarship
Law¡ence F¡ancione Memorial Scholarship
Garden Club of Inverness Plant Science Technology Scholarship
JBM Endowed Scholarship Fund
Edward Moran Memonal Computer Science Award
Nick Nocchi Scholarship Fund
Northrop Grumman Engineering Scholarship
Northrop Grumman Engineering Scholarship (2 + 1 program)
The Otter Chemistry Endowment
Wilford C. Papenthien Memorial Fund
Pepper Engineering Scholarship
Glenn A. Rerch Computer Science Scholarship Endowment
Margaret Scott Memorial Math Scholarship
Square D 2+l Engineering Endowed Scholarship
Performing and Visual Arts
Harley Chapman Music Performance Scholarship
Renee Windle Danforth Memorial Fine Arrs Award
Ronald Dourlet Memorial Scholarship
Fine A¡ts Scholarship
Fine Arts Scholarship for Women
Mary Ellen Klotz SchoÌarship for An Students
Sue L. Schuitz Memorial Endowment Fund
Speech Team Scholarship
Carol A. Zack Memorial Fine Arts Scholarship
3l
Transfer
Harper Employee Transfer Scholarshìp
James J. McGrath Humanities Scholarship
John Louis Papandrea Liberal Arts Memorial Scholarship
Vocational
Education to Careers Scholarship
Timothy A. Kolze Memorial Endowment Scholarship
Wellness and Human Services
Roy G. Kearns Memorial Scholarship
Scholarships/Awards Available by Student Groups
Distinguished Scholars and Student Leaders
Amersham Endowment Scholarshìp
Geraldine Cosy Endowed Government Service Scholarship
Dr. Emest B. & Mrs. D. Kris Howard Endowment for Communitv Service
Motorola Award for Excellence
Phi Theta Kappa Scholarshrp
Student Leader Endowed Scholarship
Faculty/Staff Development
Harold Cunningham Mathematics Faculty Grant
Harper 512 IEA/NEA Associarion Scholarship
Harper Employee Transfer Scholarship
Fred Rutz Award
Motorola Distinguished Faculty Award
Glenn A. Reich Faculty Award for Instructional Technology
Joan R. Young Scholarship
GED Scholars
GED Graduate Scholarship
Elizabeth Schmìk Hull Fund
Minority Retention Scholars
Kathleen N. Graber Scholarship
Latinos Unidos Student Organization Scholarship
Mìnority Access to Higher Education Grant (scholarship)
Students with Disabilities
ADS AÌumni Scholarship
Glenda F. Nuccio Memorial Scholarship
Midge C. Smith Memorial Scholarship
Donald and Patricìa Torisky Endowment Fund
38
Women's Program
Displaced Homemakers Scholarship
Beverly Kiss Memorial Scholarship
Royal American Bank Displaced Homemakers Scholarship
Schaumburg Area AAUW Scholarship for Women
Women's Program Scholarshrp
Working Students
Betty and Matt Cockrell Endowed Scholarship
Programs and Projects (partial listing)
Access and Disability Services
Art Collection
Community Music Center
English as a Second Language
Harper College Archives
Harper Symphony Orchestra
Harper Theatre Ensemble
Karl G. Henize Observatory
Lifelong læarning lnstitute
Performing Arts Center
Public Safety
Resources for Excellence G¡ants:
Dìversity Initiatives
Faculty and Staff Development
Leadership Development
Retention and Rec¡uitment Programs
Teaching and l,earning Programs
TechnoÌogy lnitiatives
Speech Team
Wellness Program
Wojcik Conference Center
Women's Program
The Harper College Development and Governmental Relations Office assists in the acquisition
of funds from external sources, and serves the liaison to public officials.
MISSION
To assist in the acquisition of funds from external sources for new and existing educational and
support programs/services. To serve as the liaison to area public officials.
PURPOSE
To provide research for potential funding sources.
To assist with proposal development and submissions.
To assist with proposal management.
To serve as the College liaison to area public officials.
Table 9. Public Sector Grants Received
FY
1999-00
Amount of Grants
$2,679,079
FY
2m0-01
F'r
2001-02
s4,672.698 $3.491.995
F"r
2W2-03
FY
2003-M
$3,103,482
$3,648,781
Chapter II
Orgarnzation and Administration
The administrative structure of Harper college is organized into seven functional areas:
Academic Affairs, AdministratÌve services, Human Resources, Info¡mation Technology,
Institutional Advancement, Enrollment and Marketing, and student Affairs. Tïe
President chairs and is assisted by the president's council, an advrsory body composed
of
the vice President Academic Affairs, vice president Administrative Services, Âssistant
vice President for Diversity and organizationar Development, vice president
Information Technology, vice President Enrolrment and Mirketing, vice president
Student Affairs, Associate vice president plannìng and Strategic Aúiances, Associare
vice President for community Relations and Executive Director of Foundation, and the
Associate Vice President Development and Government Relations.
This section of the Fact Book graphically displays the college's organizational srructure
and the governance structure of the College.
Presidentts Council
Dr. Robert L. Breuder
President
Catherine Brod
Associate Vice Presìdent
Community Relations and
Executive Dìrector Foundation
Colleen Murphy
Vice President
Enrollment and Marketing
Joan Kindle
Vice President
Student Affairs and
Assistant to the President
Sheila Quirk
Associate Vice President
Strategic Planning and Alliances
Cheryl Kisunzu
Assistant Vice President
Diversity and Organizational
Dr. Margaret Skold
Vice President
Academic Affairs
Deveìopment
Linda Kolbusz
Judy Thorson
Vice President
Adminìstrative Services
Associate Vice President
Development and Government
Relations
David McShane
Vice President
Information Technolo gy
42
Administrative Orga nizational Chart
C()MMT]NITY
ATTORNEYS
BO^RD OI. r'RUS't'Ults
AUDIT()R
Dr, Robert Brcllder
PRltstDltN't'
Carol Blotlcaur
Sr. EXIìC,\SS'l l O
.Ioan Kindlc
.r'. s't uDllN
[()
David McShanc
t
&
't
v.P.
ÍcIlNf)f .OcY
[: N
/\ss()l:t^ t'f: v.ll
Dlìvt),oPñtt:NI &
covt:R\llllNt
Rf|LÀ'¡
^1.
,\sstsl
v.P,-
t)¡v¡llts
()ll(l,\NlZr\-l
^N]
l()N^1,
Dtiv&Ìl,t)t¡tl¡tN'l
Y
ùlîrg¡rct likold
fro
l, t, M
¡]N'I &
^l
Crtherinc Brod
toñs
l,iv.l'.
(:(,illllttiNt
¡ Y ¡{ut,/\'tìolts
^SS(rCL\I
& !ìx, DtR. tr(,tJñt)^
.tuditlr Thorson
v.P. Ac^¡)EMtC
ùt^RKU', N(;
[,inda Kolbusz
Cheryl K¡sunzu
Ht: P|ìHSID¡:\1'
Oollccn Murphy
v.P. tNIroRivt^' (}N
rIl PRFiStDItN'f'.
^tLF^tRs
l
t
t()N
v.P.
li^IRs
f
^DùltNts't'R^'t
s¡lltvtc¡ts
v0
Shciln Quirk
t ¡: v.P.
^ss(xit^
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Sheila Quirk
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PURPOSE]
These guidelines and accompanying forms and committee sheets will govern the
institutional committee structure of the Harper college shared Governance structure.
The structure is composed of interrelating committees and elected and appointed bodies
of government and officials. The committees are academic, College Assembly, and
programmatic committees. This constitution is a livrng document and will be revised as
appropriate on a regular basis so that it can be flexible and adjust to the changing needs
of the College cornrnittee structure.
PHILOSOPHY
The enduring strength of a Harper college education resides in the exceptional body of
-our
professionals who make up its faculty and administration. The excellence in
academic programs is supported by excellence in our support staff, who makes it possible
for our students to receive an excellent education. The Harper College Shared
Governance structure assu¡es that those with primary responsibility and expertise in each
area help make the decisions. It weaves a fabric of uncommon strength and beauty as it
taps the intellectual resources and talents of each member of our college community.
of Shared Governance at Harper college are a belief in our
communal purpose, trust in our valued colleagues, and recognition that the student must
be at the center of our community. The Guidelines and. structure d.emonstrates our belief
in the core values of our institution: collaboration, cooperation, compassion, faimess,
honesty, integrity, open communication, respect, shared responsibility, timeliness, trust,
and collegiality.
The crucial premises
An important strength of a shared Governance structure is that it offers checks and
balances through the committee structure. Committee membership includes a
representative group of pemanent employees from all areas of the college, faculty,
administration, professional-technical, classified, super/con, and physical ptant
employees, as appropriate.
In
good decision making, committee members examine ideas, rationales, and
consequences regardìng an issue. Shared Governance enables the varied constituencies to
influence the planning and growth of the college and promotes personal commitment to
the college goals. The more participation there is by constituents in decision-making, the
more likely decisions will be supported. Participation promotes a healthy climate in
which this proposed Shared Governance Structure will function effectively.
tFull
text may be found on the Harper HIP Governance page, Governance Structure and
Guidelines (irriLr://hip/sori/Jqovern9900.hrlnl - as of 1/8/04).
51
For Shared Governance to succeed, it is important that a/l Harper College employees be
active participants as appropriate. No group will be slighted or ignored.
CONSENSUS BUILDING
Consensus building must be the heart of Shared Governance. As Anne F. Lucas suggests
in Strengthening Departmental Leadership, committees "can use seeking consensus as a
way to minimize fragmentation. Unanimity occurs only when everyone is in agreement"
(196-191). As Lucas points out, in trying to reach consensus, committee members
attempt to persuade others while voicing their own opinions. They listen to diverse points
of vìew. A group reaches consensus when one conclusion is "preferred over the others".
The committee takes this position for the well-being of the whole committes, not for
ìndividual interests. As Lucas notes, committee members feel that "everyone's views are
listened to and respected, even if the group dìsagrees with them. The major advantages in
seeking consensus are that it enhances group cohesiveness and increases commitment to
decisions". However, occasionally a false consensus might occur, when committee
membe¡s agree to a consensus decision but do not actually support it and wilt work to
undermine the decision. If this situation occurs, conflict resolution must resolve the
situation.
Consensus building, however, can be a time-consuming process. In recognition
fact, if consensus cannot be teached after two meetings, a vote should be taken.
of this
SIIARED GOVERNANCE COMMITTEES AND THEIR PURPOSE/CHARGB2
Oversight Committee
To work collaboratively to see that the shared govemance structure works smoothly and
to address any issues of general concem.
Academic Comrnittees
Academic Standards
To estâblish and maìntain high academic standards and provide systems for faculty and
students to monitor student achievement.
tFull text may be found on the Harper HIp
Governance page, Data Sheets
(hltp:/,tìiÞ/sov/sovSl.'stemDocumenrarion/DaraSheers0203Eetlj_pdi_¿fpl_USlQÐ.
:\l
Asse s sment and. Testirtg
To develop and coordinate college programs and procedures for placing students in
classes and awarding credit by examjnation.
Curriculwn
To review and make recommendations concerning associate degree and./or certificate
courses and programs and to serve as an institutional resource for cuniculum planning
and development.
ional Te chnol o g ¡
To promote the integration of technology into the teaching and leaming objectives of the
College.
In s t r uc
t
College Assembly Committees
College Assembly
To
consider issues of campus-wide interest, which have budgetary and policy
implications.
Facilities
To monitor the physical environment of the college which affects the accessibility, safety
and the appearance of the College.
Human Resources
To develop and coordinate programs and procedures that enhance the capability and
proficiency of College employees to carry out the College's mission.
In s t it ur ional P lannin g
To research, discuss, review, evaluate and make recommendations related to institutional
planningIn s t it ution a I Techn ol o g¡ Plann ittg
To research, discuss, revìew, evaìuate and make recommendations related to instìtutional
technology issues.
Student Life
To review issues and events which affect student
life at the College.
Wellness
To develop those programs and activities which contribute to the physical, intellectual,
spiritual, psychological, environmental, and social well-being of the college community.
To monitor those aspects of the physical environment for factors which affect the health,
safety, and well-being of those who work at and utilize Harper College.
Diversity
To assist in coordinating, implementing, and further developing the college's Diversity
Plan.
53
Pro grammatic Committees
Cultural Arts
To plan programs for the College and community which are ¡epresentative of the various
arts -- drama, art, dance, film and music -- and sponsor forums for the discussion of
issues and ideas.
Graduation
To plan and conduct the annual commencement and academic convocation ceremonies.
Honors/Phi Theta Kappa
To coordinate and implement the Honors Program and the Phi Theta Kappa honors
society at Harper College.
Intemational Studies and Programs
To coordinate the development, growth and effectiveness of intemational and diversity
issues and programs.
Learning
To coordinate and implement Learning Communities at Harper College.
Marketing
To provide input into the strategic marketing and enrollment plan of the College as
defined by the Marketing and Enrollment goals set forth by the annual priorities in the
Strategic Long-Range Plan.
Teaching and Learning
To coordinate, support and implement initiatives to support the teaching and learning
agenda of the College.
The chapter is divided into seven parts: Applicants profile, Fall Semester profile of
Enrolled credit Students, Annual credit Enrollments, Annual profile of Enrolled credit
Students, Retention Analysis, Degrees and certificates Awarded, and profile of Students
Awarded Degrees or Certificates.
APPLICANTS
Table 10. RaceÆthni
ofa
American Indian or
Alaskan Native
Table 11. Gender of A
Table 12.
able
ble 13.
of
Schaumburg
r,520
t.632
1,651
t.&2
1.775
8.220
Palatine
1.201
1.360
1.376
l.l l l
t3ø
6,717
Arlineton Heiehts
1.416
1.253
1,201
t.237
1.272
6.074
982
1,041
l.l t3
1,045
69
1.086
5.267
763
785
881
861
3,959
545
53s
605
598
565
602
2-915
556
2.882
4t5
4Ut
5M
Rollins Meadows
Buffalo Grove
2.3s7
155
421
387
48t
2-050
282
301
325
584
536
406
296
618
Barrington
s89
45s
325
Des Plaines
226
263
277
288
306
307
r.529
r,404
275
267
1,36r
218
276
259
243
251
313
Hanover Park
Prospect Heights
273
t-237
171
203
206
197
233
1.010
Streamwood
153
155
131
159
149
747
Roselle
97
138
108
tt4
t20
577
Carpentersville
75
107
100
103
499
Elgin
il4
77
99
n7
89
109
491
Lake Zurich
76
70
86
73
92
100
4n
62
84
58
84
358
Sore:
Admissioos, Top 20 citics
Hoffman Estates
Mount Prospect
\Vheeline
Elk Grove Villase
Chicaeo
Alsonouin
able 14.
Schoo
19992000
ofA
ts
2m0-
?.tol-
?.402-
2003-
?fr01
2002
2003
2M4
5-Year
Total
Chicaeo Public Hieh Schools
514
510
612
579
458
2.133
B Conant Hish School
William Fremd Hish School
440
451
494
461
477
)
436
462
418
448
461
Schaumburs Hish School
398
447
398
469
467
2,291
2,179
Hoffman Esrares Hieh School
323
328
368
403
405
422
921
369
4t3
419
908
JJJ
345
386
714
288
379
353
314
322
341
372
,631
274
31r
316
365
338
348
310
313
322
308
,604
60r
250
J
Palatine Hish School
?)?
Buffalo Grove High School
Rolling Meadows Hish School
John Hersev Hish School
Barrinston Communitv Hish Sch
Elk Grove Hieh School
Vy'hee ling Hieh School
297
304
332
313
329
.528
257
3ll
292
292
335
.481
Prospect High School
248
251
283
299
305
386
Lake Zurich Senior Hish School
ll0
r28
08
lll
34
Saint Viator Hish School
Adlai E Stevenson Hish School
105
106
t2
113
40
59r
516
t0'7
r20
09
85
29
550
Maine Township Hieh Sch East
7l
87
0l
l15
17
491
Streamwood Hish School
Lake Park \Vest Hish School
89
l0l
93
84
l6
483
74
102
94
88
07
465
Maine West Hish School
7t
93
99
t7
451
Cary-Grove Community Hish Sch
Hany D Jacobs Hish School
Elgin Hieh School
Glenbrook South High School
66
88
7t
6l
l6
80
371
.J.J
65
69
4l
73
28r
50
59
57
41
s8
271
40
47
54
49
46
236
Source: Admissions. Top 2.1 sh@ls
Table 15. Zip Code of A
60067
89t
988
878
755
752
60194
775
802
850
865
s48
60056
714
797
805
869
856
4.264
4.240
4,041
60004
69t
809
757
80s
809
3.871
60193
650
682
582
714
732
73t
726
3.553
69t
746
66s
553
6t4
s68
699
592
2,909
587
5&
s96
2-879
586
482
429
5qo
620
2.862
628
637
2.513
423
2.1
386
403
450
476
382
290
203
352
344
293
417
1.823
32r
321
t,494
207
193
232
r,004
60195
60010
60090
533
s99
60007
518
548
60074
6000s
333
393
60008
35s
433
423
420
ffi173
60089
328
269
60070
t69
3,483
l8
2.M0
60016
161
179
t97
955
260
270
213
215
205
60103
89
928
60107
139
128
158
50
716
60047
l4l
tt9
94
144
t4l
60
60t72
95
l4l
106
t4t
n6
l0
74
104
102
100
l0
705
58r
490
60018
67
94
82
102
t2
457
ffi102
103
72
83
57
87
402
600r3
53
78
65
66
80
342
60014
47
61
58
74
8S
329
60r
Somc: Admissions, Top 25 zip codcs
23
FALL SBMBSTER (10o DAY) PROFTLE OF
ENROLLED CREDIT STUDENTS
Table 16.
Table L7. Number of Credit Students
Ståtus
In District
Out of District
Out of State
International
12.970
86Vo
12.&8
877o
12,5t9
86Vo
13.157
88Vo
13,316
87Vo
1.931
l37o
l. 762
1),4n
1,860
l3%o
r.741
l7%o
1,836
l2Vo
8
07o
5
07o
2
48
OVo
I7o
99
lVo
l0l
t5
78
O7o
tt2
0%
1q'
l7o
65
07o
Total
15.o2l
l00%o
t4,514
l00vo
IOOVo
l4 ssl
too%
ls,265
l00Vo
14.482
day cnrollnænt)
Table L8. Full-Time/Part-Time Status of Credit Students
Part-Time
t0.225
4,796
9.270
Full-Time
Total
15,02r
14,482
5,212
EI
60
Table 19
& Under
t9-24
18
G roups of Credit Students
2.545
177o
5.707
l67o
2.197
l57o
2,413
I6Vo
2.537
lTVo
387o
2.354
5.860
40Vo
6.t74
43Vo
6,475
437o
6,673
44Vo
25-28
29-33
1,618
ll%o
1,509
to?o
1.528
tt%
t,478
lÙVo
1.479
lOTo
t,527
lÙVo
1.430
lOVo
1.324
9Vo
1,315
9Vo
34-38
I,178
87o
1.051
77o
97s
77o
s48
6Vo
1.228
969
67o
3942
4347
762
5Vo
747
57o
683
4Vo
57o
710
5Vo
57o
7ffi
5Vo
48-52
430
37o
436
3Vo
423
3%
37o
483
3Vo
53-57
251
2Vo
),)s
2Vo
228
27o
715
765
456
230
5Vo
5Vo
726
716
5Vo
787
2Vo
253
27o
58 & Over
r87
lVo
177
l7o
t75
lVo
181
lVo
188
lVo
Unknown
30
OVo
26
ÙVo
I
07o
l5
0Vo
t2
O4n
Averase Aee
Standard Deviation
27
12-O
Source: ICCB
27
31.8
27
n
10.4
10.5
day
Table 20. Gender of Credit Students
Table 21.
of Credit Students
American Indian or
Alaskan Native
day enroll¡nent)
\Vo
n
t0.6
T aDte
ble 22. A,
Genderr of Credit Stud en ts
G rou
Male
Fall2m4
l8 & Under
Total
F'emale
N
N
Vo
N
4o
9o
1,285
517o
t.252
49Vc
2.531
00Vc
t9-24
25-28
29-33
34-38
39-42
3,233
48Va
527o
6,673
007c
s66
387c
62Vc
1,479
00Vo
404
337a
677a
r.228
0O7c
323
t71
33Vo
61%
969
00Vo
267o
3.440
913
824
646
s06
747c
683
007o
43-47
23Vo
584
777c
160
00Vo
48-52
t76
t46
307c
i-t I
1j%c
483
00Vo
53-57
66
26Va
187
-74Vo
253
00Va
58 & Over
86
467o
t02
547o
188
007c
Source: ICCB
El
Submission 1t0ú day enrollment)
rb
Table 23. Market Se
n
Gender
of Credit Stud en ts
Male
Fatl 2004
FTIC (18 & Under)
Youns Adult (19-24)
-)
Adults (25 & Over)
Female
N
7o
I,285
50. 7Vc
-Z:r-',
48. 4Va
t.944
32. 2Va
Source: ICCB
Table 24
El
Total
N
L252
Vo
N
49.3Va
2.537
100.07c
3.440
4.099
51.67c
6.6'73
100.07c
61.87c
6.043
l00.jVc
7o
Submission (10ù day enrollment)
Groups bv Ethr ricity of Credit Students
American
or
Indian or
African
Islander
Alaskan
Native
American
N
Vo
N
Under
266
lÙVc
t9-24
25-28
29-33
872
224
Asian
Pacific
Fatt 2004
White
Hisnenic
N
7o
NonHisoanic
N
Vo
Vo
N
Vo
8
07a
r03
47a
319
l37o
1,6r6
64Vo
l3Va
l5
0Vo
208
3Va
4,147
62Va
0
0Vo
45
37a
920
339
l4Va
5Va
23Vc
769
186
57a
6
07a
53
4Vc
219
23Vc
626
34-38
139
4Vc
I
0Vc
54
67c
t79
l87c
39-42
95
4Vo
I
0Vo
40
67o
90
43-41
61
87c
0
jVa
33
47a
48-52
4'7
lÙVo
0
OVa
17
53-51
t6
6Vc
0
0Vc
58 & Over
20
I l7a
2
lVo
International
N
7o
18&
Unknown
N
7o
0Vc
224
9lc
t1
0Vc
494
I
527o
5
07c
97
7Vc
5l7a
6
0%
72
6Vc
s23
547c
5
%
68
7Vc
l37o
39r
5'l7c
1
Vc
59
9Vc
l2Vo
4
7o
68
9Vc
9Vo
s00
334
667a
4Vo
94
43
69Vc
4
Vc
38
8c/c
l3
5Vc
25
lÙVo
168
667c
4
2Vc
21
I l%c
2
l7o
l6
9Vo
t29
697c
2
l7c
l1
97c
Source: ICCB
El
Submission l0u day enrollment)
(
-/C
Source: ICCB
El
Submission (lOú day eüollment)
Table 26. Credit Full-Time Equivalent (FTE)
Source:ICCBElSubmission. Note:FTE(FullTimeEquivalent)isthenumberofcredithoursdividedby15.
Table 27. Gender
Full-Time/Part-Time Credit Students
Source: ICCB
El
Submission (l0th day enrollment)
Table 28. Number of Credit Students from All
In-District Hieh Schools
Falt 2004
Rank
N(1526s)
Percent
I
Schaumburg
111
5. l7c
2
Conant
765
5.ÙVo
3
Hoffman Estates
660
4.3Vo
4
Palatine
658
4. 37a
5
Fremd
633
4. lVo
6
Elk Grove
551
3.67c
7
Hersey
5t7
3.4%
8
Rolling Meadows
Wheeling
512
3.4Vc
504
3.37c
Buffalo Grove
503
3.3Vc
Prospect
468
3.1Vc
2
Barrington
340
2.27o
7
St.
94
0.6Vo
4
Christian Libertv Academv
49
0.3Vo
School
9
0
Viator
Source: ICCB
El
Submission (10ù day enrollment) & Regenr System
Table 29. Number of Credit Students from the
Most
uented Out-of-District
Sch rools
Falt 2(X)4
Rank
School
N(1s¿6s)
Percent
I
Streamwood
135
0.9Vo
2
Lake Zurich
0.87o
-l
Stevenson
l19
l16
4
Maine West
9l
0.6Va
5
Lake Park
84
0.6Vc
6
7t
0.57c
63
0.47c
8
Cary Grove
Harry D. Jacobs
Glenbrook South
55
0.47c
9
Dundee-Crown
38
0.2Vc
35
0.2Vc
32
0.2Vc
30
0.27c
3
Elein
Niles North
Crystal Lake
Bartlett
21
0. 2Vc
4
East Levden
23
0. 27c
5
Fenton
20
0. lVc
7
0
2
Source: ICCB
El
Submission (10ù day enrollment) & Regent System
0.8Va
Table 30. Number of New In-District Credit Students
Elk Grove V
Source: ICCB
El
Submission (10ù day enroltrnent) & Regent Systen¡ Top l0 Cities
Table
aDle Jl.
31. Number of New tnIn-District Creditt Students
S
Code
I
60004
333
2.27o
2
60194
330
2.2Vo
3
60056
325
2.l%o
4
60193
282
l.8Vo
5
60r95
242
l.6Vo
6
60067
236
l.SVo
7
60074
l.SVo
8
60007
228
228
9
60090
223
l.SVo
l0
60008
t66
l.l7o
Source: ICCB
El
Submission (10ó day eüollment) & Regent System, Top l0
l.SVo
ãp
Codes
ffi
Harper College
l\,IcHeu1t
N
tt "_
I
.I\
_\l
t¡--
i
i
--I-I At¡¡¡&.n
| ' al-3..' .-¡.rl
,
-i-
DnPagc
I l¡-soo
It,tzt -
I
_
nall 2004 Enr.ollment fi-om ('ities | ffirs"-"'b =
t t trlllt¡ the
\tlthin
rllt rr'rl
Harper
t'
| *,,.;r,'**ffi'":L
ltst District
i,ui.i,rro
I
t'oeo
f--1r,6ll -2,242
Pnpü.dbythc Ofii(t
o(
I
I
i
R.5.uh - Ftct Boo¡r
I
200{
e
ANNUAL CREDIT ENROLLMENTS
Table 32. Annual Credit Student Headcounts
lSum¡rrr
lFall
trSpriry
lAnnual
Number of
Snd€nts
Table 33. Credit Full-Time
Source :
ICCB
Al files;
C""dit
Note: FTE (Full Time Equivalent) is the number of credir houn divided by 15.
Frlt{i-;
Eq"i"d."t
(FTE) b}'
S.-".t* --l
1
1
14
El
¡S,r.t*¡
12
EFall
trl
trSpring
10
lToÞl
8,000
o
4
2
2001-02
Year
tl'l
lJl¡ Harper College
lIcHetttl
N
-.I
t-
'I
'"1
ì
PIairu
56l
-''1
,l'
l
DrrPnge
I j8-e3o
f l:t - taro
frcst -ztto
Tfzttt
Annu¿rl (2003-200{) Enrollment from C'ities
\\'ithirr the Har¡ler District
- zaco
P¡lpùâalbylhÊ OñirÊ odRrsrûh- Fr(tBook 2004
lrcES D.FþÌ.ôlÈrabtr Ð
tu,t:Ð10$itl*ri0
.trñldln¡aúE8ofd lcßb
e
ANNUAL PROFILE OF ENROLLED
CREDIT STUDENTS
T aDte
bl 34
J4. N
Num ber
2m0-01
r999-00
N
of Credit S tudents
N
Vo
l8 & Under
3,1 35
12.9Vo
3.424
t9-24
9.972
40. 9Vo
10.530
25-28
2,831
ll.67a
29-33
2.515
l0.3Va
34-38
7.87c
43-47
l,906
t.259
l,238
48-52
739
53-57
e
200 L-O2
N
7o
Grou
2002-03
N
7o
2003-04
N
7o
Vo
3,359
13.5Vo
3,253
13.ÙVo
3.395
13.l7a
Va
t0,674
42.87a
11.042
44.2Vo
I 1.526
44.6Vo
2.861
1l.3Vc
2,619
l0;7Va
2.740
2.592
l0.3Vo
2.s23
l0.lVo
)
t,940
t,233
7;77a
t,177
7.l%o
1.67
5.2Va
4.97a
1.221
4.97o
5. lVa
r.214
5.ÙVo
t.261
5. lVo
3.07o
68r
2.7Vo
738
3.07o
387
l.6Va
392
1.67o
393
58 & Over
323
1.37a
298
1.27a
300
Unknown
47
0.2Va
4l
0.2Va
24,352
l00.O7o
?5 266
l00.ÙVc
39-42
Total Enrollment
Averase Ase
Standard Dev.
13. 6Vo
4l;7
28
27
13.8
10.4
ll.jVa
2,'741
10.67a
?,L')
9.4Va
2.396
9.3Vo
|
6.1Vc
t.125
6.7Va
|.233
4. 9Vc
1.254
4. 87a
1,245
5. 07o
t.295
5. 07a
735
2. 97o
802
l7c
l. 67a
l. 27a
405
t. 6Vc
407
l.6Vo
281
l.lVa
309
l.2Vc
t4
0. lVc
1
0. 07o
20
O.17a
24.945
l00.j%o
24,954
l00.ÙVa
25.870
l00.j%a
Source: ICCB
Al
27
'r',
27
10.4
r0.4
10.4
Files
Table 35. Full-TimeÆart-Time Credit Students and
Averase Credit Hours
Summer
10,
l l3
10.314
Source: ICCB
Al
Files
10,621
Table 36. Gender of Credit Students
Source: ICCB
TaDle
bt 37
J'l. Ethnici
Asian or Pacific
Islander
American Indian or
Alaskan Native
African-American
Hispanic
White Non-Hisoanic
International
Unknown
3.192
13.l%o
Al
Files
of Credi t Students
7 406
13.57o
3-458
13.9Vo
3-363
13.57o
3.26r
12.6Vo
47
0.2Vo
55
O.2Vo
53
0.27o
55
0.27o
55
0.2Vo
742
3.ÙVo
793
3.17o
8s3
3.44o
976
3.ïVo
15.6Vo
16.6Vo
l6 .57o
4,287
L7,2VO
4.59r
17.7Vo
14,666
60.27o
4.200
t4.790
825
4.120
3.37o
3.80s
58.SVo
14.784
59.37o
t4,755
59.l%o
15,042
58.l%o
168
0.77o
144
0.6Vo
tt7
0.57o
r22
0.5Vo
ll0
0.4Vo
t,726
7.1%
1,878
7.47o
1.586
6.4Vo
r.527
6.l%o
l-835
7.l%o
Source:ICCB
Al
Files
RaceÆthnicity of Credit Students for 2003-2004
Unknom
As¡an or Pacific lslander
1310
lnternational
American lndian or
Alaskan Nat¡ve
Airican-American
H¡span¡c
180/o
White Non-Hispanic
5870
Table 38.
l8 & Under
1,730
t9-24
25-28
Gender
51.07o
I .66s
49.07o
5.35 8
46.57o
6,168
53.57o
1.157
42.2Vo
1,584
s7.8%
29-33
924
38.67o
t-472
6l.4Vo
34-38
652
37.ïVo
I,073
62.27o
39-42
381
30.4Vo
873
69.64o
43-47
37r
28.67o
924
71.4%
48-52
234
29.2Vo
s68
70.8%
53-57
t4t
34.6Vo
266
65.47o
58 & Over
137
M.3Vo
172
55.7Vo
RETENTION ANALYSIS
Overall Retention Rates for Fall New Student Cohorts
---.--Fall
+
.:
1999
Fall 20oo
5n.,1
Fall 2001
+Fall
10.1
---x-
I:all
Sp.ing
3rd Ycar
4rh
Spring
Fùll
Yeü
2002
Fall 2003
Spring
5th Ycar
Table 40. Overall Retention Rates for New Student Cohorts
lst Year
2nd Year
Fall
N
Spring
Cohort TotalN
Fall
Fall
Fall
Fall
lr
1999
2000
2001
2002
2003
N
4.008
2.44'7
4,196
3.995
2.434
2.846
2.595
4.070
2;737
4.3'73
1.766
,744
t,9'72
1,860
1
Yea¡
Fall Spring
NNNNNN
3rd
Spring
N
1,514
1.517
t.754
950 795
1.079 905
1.190 1.002
Year
Fall Spring
4th
531
603
451
-5th
Year
Fall
335
535
1.652
Spring Fall Spring Fall Spring Fall Spring Fall
Cohort Total N Percent Percent Percent Percent Percent Percent Percent Percent
1999
2000
2001
Fall2002
Fall 2003
Fall
4.W
Fall
Fall
4.196 58.0Vo 41 .6Vc 36.2Vc 25.7Vo 2t.6Vc 14.4Va l2.8Vc
4.373 65.1Vc 45.lVo 40.17c 27.2Va 22.9Vc
3.995 65.07c 46.6Va 41.4Vc
4.070 6'7.2Vc
Sourc!': ICCII
lll/^l
submissions and Har*-r's Rcgcnr s!'stcm.
Spring
Sprin-e
Percent
Table 41. Profile of Studenrs in the Fall 2001 Cohort Who
Returned the Specihed Semester
l sr yeâ¡
2Bd year
3rd year
Spring Fali Spring Fa Spnng
Market
segmenl
Gender
RaceÆthnicity
FflC
2001
2oo1
2001
Unknown2OOOO0
Young Adulrs
Adìrlrs
Male
¡.f""o
Asian
Hispanjc
Intemarional
Unknown
GPA
Na(ive
Time Full Tirn.
Group
PaÍ Time
Cr"ut.. rh*V"qu"
2.0
Unl¡nown8236662
t€ss rhan
Academjc
249
r9i
2018 1328 BjI
j74
550
43
14
5
3
5'79 358 240
365 z4o ljl
862201
405 2Zl 143
2820 l9o8 135.7
2400 123? '752
3
212
I57
3
136
lO7
116
Ì014
395
294
L
3
92
lt5
82
1209 822
69
68-5
635
4.76
444
26t
2O4
t78
coal Associate
Ceñificare
Courses
Studenr
526 460 314
391 316 206
Femâle
American India¡ì./Alaskan
FulYPart
1280 8ol
l28O 631
409 zt I
121 108 66
t8ó7 1078 6'72 588 408
Intent I.prnu. bo.i"
forprescntjob
de'elopmenr
furu¡ejob
Transfer
Unknown/Orher
Imp¡ove skills
Personal inreresr/sel f
Prepåre for
402
48
536
1884
378
t74 l0l
ó83 473
3-9 231
t42j 998
Z2Z i58
65
339
76
53
42O 304
tg6 t2j
925 603
i32
96
44
166
I
t8
484
84
Ye¿r 2nd Ye-âr
3¡d Year
Spring Fâll Spring Fatl Spring
lst
ffi
Segment
Gender
Young AduLrs
Aduhs
r8n ll.rs" snE:--;å-ÉÉ-ãä
2001
lzBO 62.6s. 41 Is. 35.98 z4.5qc ß.5q.
1280 49.3% 31.5qc 24.j5. 1611c 15 4d/.
200i
Unknown
2
0.0q.
O.OSa
0.05c O.0qr
0.0%
Female
Mde
20t8 65.8% 43.?Vc
Race/Ethnicrry Afri"un
Ame.ican Indiarì,/Alaskan
Asian
Hispanic
lntemalional
Unkno\',n
wnite
FulvPart Time ¡rll fi*"
Pa.rTime
CPA Croup Cr.arcr trar.lequi
l-ess rhan 2.0
Unknown
Nativc
14 35jqo
5'19 6I B./ô
365
I
38.4V.
2.t
3q.
2l47. 2l.4Sc
5S(, 36.6Cc 23.55c
2t.4So
21.45.,
21.4%
41
2O.O-h
8s(, 46.87c 43.OC. 2g.3Sc
't5.OC6 25 OS. 25.05. 0_09.
4O5 54 6Cc 35.35. ZA.4q. 20.27.
28?0 6'7.',77. 48.t5. 42 gq. 29.15c
65
15.2Í.
j2.5-/c
1-Ì OCle
24.35ô
i40e 513C. 3t3q( 26.5E t989o
t8.57c
1OI4
1i _6c/.
r
Acadenric Coal Associare
Cerrificâre
Courses
Sludcnr
lnrenr Improre b",i. rc
forpresentjob
developmenr
Prepâre for fùturejob
Transfer
unk¡own/orhef
lmprove skills
Pe¡sonal interesr/self
39.OSa 29.05Ò 25..tc/(,
20.t%
E? 3:75. 1.3C.. .t 31o j.3Cc
4O9 5t.6% 29.65a 26 4i., t6.tVc
1867 5t 'tVa 36.Ofô 3t 5./a 2I gqç
241o
)5.91a
1B.2Sa
402 $3q. 25.1C. 18.99c ß2q. 10.99o
i148 59.51a 41.21c 36.6j., 26.55. 23.1./.
536 61.45. 43 tC. 36.6% 23.jr/. 2l Oqc
1884 75.7q. 53 OSc 4g.jS. 32.0C. 25 7./.
378 58.7s¡ 4t 89. 34.91c 25 4Í¿ 21.t9.
Table 42. Profile of Students in the Fall2002 Cohort Who
R.tr*"d th. Sp..iflt.
Ye¿r 2nd Yeår
Spnng Fall Spring
ist
Marker
Segment FTIC
2002
1521 1255 l0ló
1280 746 494
ll92
593 350
2002
Adults 2002
Unknolvn2100
Femâle
Young Adults
Cender
RaceÆL\niciu
Alricarì
Amenc$
American IndiadAlaskan
Full/Pan
Asrân
Hispa¡ic
Intemational
Unknown
Whire
Time Futt Time
Pan Time
Natile
ffi
2226
t169
loo
8
548
35'7
9'7
390
251'7
1465
130
llo
6
348
230
936
425
291
10'19
781
"?
3
212
l7O
55
211 15'7
16'l'1 1216
i
2021 9'7'7 64t
964
688
60
3
220
153
134
t0'11
532
CÞ
than 2.0
Unknown?0ó42
Acadenìic Goal Associare
Cenificare
Coùrses
908
Irss
338
22i
2181 1589 1195
440 223 135
t3't4 783 530
189
1090
118
444
Stud"n, ltìl.n
Irìrp¡ove skills
Personal
forpresenrjob
303
106 69
5l
516 366 3I3
584 368 2,15 Zlj
18ó9 t375 1039 941
399 ,4
1i7 t)o
interest/selfdevelopment 805
Prepare lor fururejob
Transfù
Unlrown/Othe¡
Year znd Yea-r
Spring FeÌl Sprìng
lsr
Market
t
Segmenr FTIC 2002
2002
2002
Unk¡olvn
1280 58.3to 38.6%
Young Adulrs
AdùÌrs
Cender
Female
RåceÆùni.iry
,ql¡.- ¡t
82j% 6687c
I
Nârive
Asiân
Hispa¡ìc
lntemationaì
Unk¡own
Whire
FulvPafl rimc FullTime
æ
Par Time
CPA Croup
C."u'., it'
l,ess rh¿¡ 2.0
Unknown
Academic coal Associa(e
æ
CeÍificare
CouNes
S¡udent l¡renl l*pt
Imp¡ove skills forpreseûrjob
Personal inrerest/self developmenr
Prepare for futurejob
Transfer
Unknown/Other
16
33 2Vc
192 49.itc 29.4qc 24 4C.
2 50.05c o.Oqa 0 jCc
.t169 63.97a 44.151
Americ¿n I¡dia¡/AÌask¿n
4
ó1.57.
8
548
357
9
390
25t'7
75.07c 37.5%
38.97¿
3'7.5Vc
63.5Cc 4237c 40.t8
64.4qc 4j.6qc 42.97c
it.Bqc 55.61c 55.6%
55.67. 4O.3Ec 34.4Íc
66.65a 48.7E 42.Btc
2021 48.21c
316Ò/c
Z6.2Sc
908 3t.25. 25.0tc Zt) 8E
70 8 6Ec 5.7./c 2.9C.
:140 5O.'i% 30.'tVc 26.8q.
1374 57 01c 38.6,/c 32.39"
303 35.0C¿ 22.8./c 16.87r
805 64.9c 45.57¿ 38 9Vc
584 63.07¿ 4Z.OS| 31.1,/c
1869 73.6Cc S5.6Cc 50j7tc
399 56.t9. 34.3Ec 30.1tc
Table 43. Profile of Studenrs in the Fall 2003 Cohort Who
Retumed the Specified Semester
I
st
yeâr
Spring
Market
Segment l8 -O
un¿".
Adulrs)
(Adulrs)
19-24 (Young
25 ¿nd over
le
Male
1141 'jB4 62.91a
tlg.t
6i8 5t.65ô
I t00
z24t t494
1823 t243 6t.2Sa
RâcelBthnicìiy
Ame¡ican IndialAlaskan
Asian
Hispanic
Inremarionat
Unknown
White
FulyPan Time
Full Time
PaÍ Tìme
GPA Group
Ci
læss than 2.0
Unkìown
Acadcmrc (ioal
Associarc
Certrñcate
Courses
Student Intenr
fnrp.
Native
l0
5t2
358
l0
4E0
2505
2l 18
1952
4 4O.OCô
311 6o'js.
221 6t jdk
5 50.OVt
303 61v"
t163 .t0.4Va
tj4j 82.2%
99.7 5l
880 314
4't
)
2541 lgli
3'lB 224
Ust
596
l7¡
35..lVa
4.3q.
.15
4q"
59.3Co
51.87o
job
290 135 46.6%
inleresr/selfdeveÌopmenr 626 3,i9 6O.5Sc
Prepare for fururejob
656 400 6t.OSc
Transfer
2143 1633 16 2.tc
Unknowdother
346 186 $Aci
Improle skills for present
Personal
1,000
900
800
700
600
500
¡l0O
300
2(þ
100
and Certificates Awarded
AA - Associate in Arts
AS - Associate In Science
AFA -Associates in Fine Arts
Etr
6,
(t)
(¡)
ê)
L
a0
(¡)
€)
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I
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o
tt)
.!l
6l
I
É)
tt)
a ¡
€(¡) G'€)
'E
¡r
-È ct
Ê F
CH
o
L
(¡)
I
tr
+¡
c)
¡- .tÉ
tI
z- (Jo
\o
ç
(¡)
E
6t
Fr
c\¡
\o l'. \o o\
r-.
(f
N
+
N
rñ
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Table 46. Continued
Degree
97-9t
99-00
23
Marketing
Mechanical Engineering
Technology
ASSOC
CERT
5
3
I
6
2
2
Medical Office
Administration
ASSOC
-1
2
CERT
9
t4
ASSOC
94
107
CERT
45
27
l6
2t
Assistant
Manasement
Manufacturins Ensineerins
Nursins
Park and Golf Maintenance
Pharmacy Technician
Plant Science Technolosv
Refrigeration & Air
Conditioning Technology
Sign Language Interpreting
Supply Chain Manasement
Web Application Developer
Web Visual Design
CERT
ASSOC
CERT
CERT
ASSOC
CERT
ASSOC
CERT
ASSOC
CERT
ASSOC
CERT
ASSOC
CERT
ASSOC
CERT
02-03
03-04
2
23
4
8
l0
5
7
9
9
t7
8
34
27
26
2'7
-1J
J
3
3
3
1
5
5
ASSOC
Paralegal Studies
01-02
00-01
ASSOC
CERT
ASSOC
CERT
ASSOC
CERT
ASSOC
CERT
Law Offìce Administrative
2
4
3
-)
5
8
8
6
l3
14
24
I
2
l6
t
6
5
2
7
t5
5
3
9
79
81
94
14
3l
20
t6
t4
t1
l4
t4
ll
23
21
2'7
42
32
62
63
4
J
3
I
7
8
lll
3
I
0
0
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I
9
3
^
5
2
9
5
5
/4
4
4
2
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22
19
t2
ll
l3
3
4
5
4
34
t7
35
20
46
53
42
3
2
4
2
I
7
6
5
r6
6
5
2
5
4
l3
35
t6
9
25
ge Regent System
80
I
3
ll
8
5
ll
ll
1
I
29
t2
3
9
t2
t2
PROFILB OF STUDBNTS AWARDED
DEGREES AND CERTIFICATES
Gender of Students Awarded Degrees or Certificates
100.0%
lMale
jr.g
90.0olo
80.0%
70.0v"
60.00/"
50.0%
40.o/ô
30.00/o
20.00/"
10.0%
0.0%
Table
a
47. Gender of Stu dents Award ed Desrr les or Certificates
199.9.00
2Oorper.ilii,
N
Vo
N
,,q¿
Female
866
6l .9Va
899
66.77o
Male
533
38 .l7o
447
0
0.0Vo
I
Unknown
Source:
,,¡t,l'',
tñ,
'åIZ
:.øü
.N
94r
7o
ñ
7o
829
Va'
6l .3Vo
65;77a
934
64 .7Vo
33.ZVa
524
38.7Vo
491
34.3Vo
509
35.3Vo
0.lVo
0
0 .07o
0
0.0Vo
0
0 .0vo
Table 48. Race/Ethnicity of Students Awarded
or Certifi cates
1999-00
2000-01
N
N
7o
20iÙ.'.
7o
N
-02
Vo
2002-03
2003-04
N
N
7o
7o
Asian or Pacific
146
10.4Vo
tt7
8.7Vc
155
ll.5Vc
t46
10.2Vc
167
il. 67c
5
0.47o
0
0.j%o
5
0.47c
5
O.3Vo
3
0. 2Vo
29
2. l7a
27
2.ÙVa
30
2.2Vo
JJ
2.3Vc
57
4.07c
83
5. 9Va
72
5.3Va
96
7.lVa
l l8
8.2Vc
l0l
7.ÙVa
White NonHispanic
1.030
73.6Vo
1,012
75.17o
968
71.57o
t.026
I1.67o
1.040
72.1Vc
International
t7
1.27a
l3
1.07o
7
0.57a
1
0. 57c
r0
0.77c
89
6.4Va
106
7. 9Vo
92
6.\Vo
97
6.8Va
65
4.5Vc
Islander
American Indian
or
Alaskan Native
AfricanAmerican
Hisoanic
OtherÂJnknow¡/
Refused
rce:
College Regent System
Group of Students Awarded Degrees and Certificates
I
48-52
1000/ô
!68
43-47
&
Over
53-57
90./"
I
80./"
tr 48-52
trl43-47
607.
439-42
50./.
I
I
34-38
29-33
40Þ/o
trl25-28
30%
tr
20"/"
19-24
118
&
Under
10./õ
o"/"
Table 49. Age Groups of Students Awarded
rees or Certificates
1999-00
2m0-01
2Mr4/2
20024,3
N
l8 & Under
Vo
N
Vo
N
9o
N
Vo
2¡n3-04
N
7o
r9
l.4Vc
u
0.87o
10
0.7Va
t5
1.07o
20
l.4Vo
t9-24
25-28
638
45.77a
661
49.17o
645
4'l.1Vo
727
50.8Vo
7t2
49.37o
180
12.9Vo
138
lO.2Vo
t62
12.0Vo
1s8
ll.O7o
158
l0.9Va
29-33
138
9.9Vo
t44
10.77o
r39
10.37o
139
9.1Vo
149
l0.3Vc
34-38
153
11.07o
tt7
8.7Vo
t28
9.5Vo
94
6.67o
u6
8.0Vo
39-42
88
6.3Vo
78
5.87o
92
6.\Vo
107
7.5Vo
15
5.2Vc
43-41
90
6.47a
t07
7.97a
95
7.Ùva
89
6.2Vo
lr0
7.67c
48-52
53
3.87o
49
3.67a
49
3.6Vo
52
3.6Va
60
4.27a
53-51
28
2.07a
26
l.9Va
22
I.6Vo
31
2.6Va
36
2.57o
58 & Over
r0
0.7Va
l6
l.2Va
10
0.7Vc
l4
t.Ùva
'7
0.57o
2
0.17a
0
O.07c
arper
I
0.lVc
0
0.07c
0
0.0V"
Unspec if,red
Source:
ìystem
Chapter IV is divided into two parts: Continuing Education and Corporate Services. The
Continuing Education section presents a brief description of the division and summary
tables that show the number of students served, program areas offered and duplicated
headcount by program area.
The section on corporate Services describes the services of the division and presents the
mission statement and the highlights from fiscal year 2003-2004.
The Continuing Education division of Harper College offers classes designed to promote
personal growth and provide professional development. This unit of the College
responds quickly to needs for new professional skills, trends in leisure activity and
advances in technology by providing noncredit classes and certificates. Students of all
ages from children to older adults a¡e offered classes that enrich and enhance their life
experiences. Day and evening classes are offered at the main campus and at several
extension sites within the College's service region.
The following section presents suÍrmary tables that show the number of students served,
program areas offered and duplicated headcount by department.
Table 50. Gender Distribution of
* Unduplicatcd Toul couts æh studc¡¡t only oncc for the fiscal yø.
Table 51. Enrollment of Continuing Education
Students
Semester
Sourcc: C.ontinuing Edræ¡tim
Table 52. Bnrollment of Continuing Education
Semester
Table 53. Enrollment of
CORPORATE SERVICES
The Corporate Services Division of Harper College is dedicated to serving the training,
education and consulting needs of area employers. A1l of the programs can be customized
to meet the company's specific business objectives, flexibly scheduled and delivered at the
company's location. Additionally, Corporate Services can deliver college credit, continuing
education and certification courses on-site; it serves as a gateway to the vast resources and
leaming opportunitìes that Harper College has to offer.
MISSION STATEMENT
To exceed the expectations of organizations in the development of their people, we are
dedicated to:
o
Identifying customer needs and creating solutions using a consultative partnershìp
approach;
o
o
Providing comprehensive, responsive product and service offerings;
Providing flexible, efficient delivery options sourcing onty experr workforce
instructors and consultants;
o
o
Developing highly motivated employees who place customer satisfaction first;
Providing leadership in workforce and organizational development.
We are a serwice organìzation; the success of our customers defines our futu¡e.
HIGHLIGHTS FROM FY 03.04
Signìficant accomplishments include:
o
o
r
T¡ained approximately 3500 emptoyees at 60 different companies
Delivered 38 on-site c¡edit classes from the BUS/SS Division mostly to Motorola
(Networking Certificate), Northrop Grumman (Administrative Technology
Certificate) and District 54 (Teacher Paraprofessional Cerificate)
Served 30 companies with customized Workforce ESL and Command Spanish
classes
e
Allocated $131,000 in state training granrs to nine companies
88
Chapter V presents the College's fiscal resources. Tuition charges by resìdency for the 1ast five
fiscal years, fiscal 2004 revenue and expenditure tables and charts, and historical assessed
valuations and taxes extended table are in this section.
w0.00
$350.00
$Ín0.00
$2s0.00
$200.00
$1s0.00
$100.00
S'50.00
$0.00
lntemalional Students
Source: Harper College Cåralog
Table 55. Operating Funds Revenues
Harper College, Community College District No. 512
For the year ended June 30,2004
Local Government Revenue:
Local taxes
s25,663,224
Chargeback revenue
$10,966,491
$36,629,705
9224,617
9224,617
$6,997,311
86,997,311
s397,O20
423
$610,800
Other
State Government Revenue:
ICCB Credit Hour grants
CPPTRR
Other
8642,423
Federal Government Revenue:
Department of Education
629,143
Other
Student Tuition and Fees:
Tuition
Fees
$20,413,051
$0
$20,413,051
$3,828,850
$610,707
$4,439,557
Other student assessments
Other sources:
Sales and service fees
$45,131
Investment revenue
Other
$193,375
s22,272
$45,131
st46,go2
$6,3M
$340,277
$0
$100,000
Transfers
I-ess
-
$28,616
Non-operating items:*
Tuition chargeback revenue
$224,6t7
$224,617
$100,000
r ltrtsoIclc ¡lqE
tù¡ dc ¡d gø@rc rdaql @llêtc dËdir h6
Sore:
H¡¡per Colþge
Fime
i! $b@clod þ å¡¡@ fc sEsidc @pa¡iÐs
Depanreot
Harper College Community College District No. 512
Operatine Funds Revenue FY04
Table 56. Operating Funds Expenditures
Harper College, Community College District No. 512
For the year ended June 3{), 2lX)4
Operating Expenditures By Program:
Instruction
Academic support
Student services
Public service / continuing
education
Operations and maintenance
Institutional support
925,1o3,627
525,1O3,627
$5,729,254
$6,125,840
$5,729,254
$6,125,840
$116,005
$116,005
$8,608,;
$16,099,716
$2,583,319
$8,608,257
$18,683,034
I
Less
-
Non-operating items:*
Tuition chargebacks
$132,178
$132,178
167,231
Transfers to
Operating Expendituræ By Object:
Salaries
$38,516,597
$4,138,329
v2,654,915
Employee benefits
$6,705,289
$986,345
$7,691,633
Contractual services
$2,586,600
$1,380,047
General materials and supplies
s2967,887
$518,718
$162,485
$914,864
$3,966,647
$3,882,751
Conference and meeting expense
Other
$461,605
$r,255,272
Transfers
s2,167,231
$132,178
$132,178
82,167,231
s2,r67,23t
Utilities
Capital outlay
Less
-
$9,01I
9199,414
s2,477,219
$1,085,942
$s06
s527,729
s361,899
$2,477,218
$1,547,447
sL,255,778
$2,167,23r
Fixed charges
Non-operating items:*
Tuition chargebacks
Transfers to non-operating funds
.l¡EollcSc
atos
Sore:
æ $bcaccd
Harper
to
Clllege
¡llw fa sl¡Fid. úporis.
Fi¡læ lÞpaímnt
Harper College Community College District No. 5L2
Operating Funds Expenditure FY04
Table 57. Historical assessed valuations and raxes Bxtended
Harper C
District No.512
Equlized
Assessed Valuations
(0(X)'s)
t2,862,7Vt
ß,398,774
13,436,ffi
t5,637,592
t6,793,41O
t6,674,76
0. 1655
0.1609
0.17t)
0.1533
0.1535
0.1570
0.ú09
0.0689
o.ü50
0.065?
0,065s
0.0670
Operations & Mainænance
Resricæd Fund
0.0r00
0.0r78
0.0(Þ6
0.01¿14
o.w¿7
0.0037
Bond & lnˡe$ Fund
0.0206
0.0167
0.0810
0.0rÌ02
0.06ó5
0.0680
Audit Fund
0.0005
0.0m5
0.m05
0.0005
0.0æ8
0.0m8
2t,357,24
2t,411,2ß
23,5t4,t70
ß,n3,617
25,785,5n
26,175,5n
9,t53,t05
9,tØ,76t
10,077,501
rc,n4,47
10,999,036
I I,179,036
Resricæd Fund
1,285,42
2,358,r84
2,255,7æ
454,3U
620,56r
Bond & Inærest Fund
2,6É,3,678
2,224,W
10,882,53r
t0,977,714
tl,177,t97
I 1,345,3¡A
61,804
6,993
72,tû
77.250
128,750
Tax Rates:
Bluc¿tion Fund
Operations & Mainænance
Fund
Liability, Pror€ctioq &
Taxes Extend€d:
Educ¿tion Fund
Operations & Mâint€naDce
Fund
Operations
&
Maintenance
Audit Fund
r,290,322
Liability, ProtectioD, &
Source: Harper College Finance Departnrent
95
128,750
--
Harper's main campus in Palatine includes 24 buildings with a total of more than one
million square feet. The following chapter gives a brief overview of the campus. It
includes a campus map, a map and list of extension sites, list of buildings' acceptance
dates and their square footage, total square footage by type of use, and a land and parking
summary.
Stoc
nEsllflÂïto]t
Acoúmic Âdvl8lno E Coúse¡n0
Acaûmic tnrlchmont
Lanqia0o
t
Slrdlo6 0lvls¡on 0f flco
Accoss E obablllt SorYlcos
Administralion & Exccül¡vo oll¡cos
AdmFslm 0úrÊðch
A
AssoEsmont E Tosüng Conlor
A
Eoolcloro
t
J
&Jshess otfice
&Jshess & Sociol Sclence Dlvblon olflce
Crræl Csnl¿r
A
J
A
Conl€r for llon SludonlE E orþntalloo
Cod(roll olrìlng Hsll
A
En0lsh as o Secood l-ånguge
Gymm6hm
Hoallh & PEychobolcsl Soillcog
M
L
A
A
Canler
J
t
Libr¡ry
t
Lilo SclGnco & lhman SsrYicôs
0iYlcon ollics
x
Markotlng SarYic€s
MegaLab
s
Multicdlural Learnino Cenler
ilursl¡C lrb
0
0b6orvalory - Xsrl G. Honl¿o
Porlormln0 Arls Conlor
Planl Saienco Conlor
Publlc Saloly
0
Y
x
I
v
B
I
A
A
c
tin¿ncial Assl$lanc0
Schohrshlps
Scioms Prog rgf,ls
SiOn Lamuage lnlerprolirìg
Studenl Acl¡vilios
A
Student Dsvslopmenl Davisl0n 0ll¡ce
Iechnolo0y. Malhemalrca, E
Physical Sc¡enæs 0ryis¡on 0llice
H
¿
F
Conlor
Wolhess & Human Pelormancs o¡vlslon M
W
WoJcik ConloroncB Cooler
A
Womcn's Program
lulorho
Q lxr¡qr
F
A
Humåo Rrsourcos
t
l-[ r-**o
x
lþnors Pro0rom
Receirln0
tbtrri
c
w
ße0lsfar A R*üG
Resardr 0lttcs
I
c
conllnuing tduc¿t¡on ohblon otfico
Corporale Services
oGnlal Olnlc
Libersl Arts olYislon olflce
@ rn*tr¡
F
8or olt¡cs
Jl43 IIE¡lro
"c).
s
0
w
c
Arrmbsl01ls Procossin0
Adull EdUcâl¡on
lnlilmlion
N
I
t
Ufl
mrln
F
Smoldm ?oücr
tbrF CdeSm¡hbf68
sÍmrdnùcco tæ mtqrn€nt cdEügr $ü ß
dM b F[rndore¡Esal ¡ lE¡ryønÊß
Soedfu strdûto ilcas are des¡{tBLd
niwsl.
lho4'rül
t!
cernß
Barington High School-BHS
616 West Main Street
Barrington, IL 60010
Elk Grove High School - EGHS
500 West Elk Grove Boulevard
Elk Grove Village, IL 60007
Harper Professìonal Center
650 East Higgins Road
Schaumburg, IL 60113
Hoffman Estates High School
1 100 West Higgins Road
Hoffman Estates, IL 60195
No¡theast Center - NEC
1375 South Wolf Road
Prospect Heights, IL 60070
Norlheast Palatine
Community Center -NPCC
1585 North Rand Road
Palatine, n- 60061 (AED only)
Police Neighborhood
Resource Center - PNRC
2272 Wesr Algonquin Parkway
Rolling Meadows, IL 60008 (AED only)
TechnologyDotCom - TEC
975 East Nerge Road
Schaumburg, n- 60172
Wheeling High School - WHS
900 South Elmhurst Road
Wheeling, IL 60090
Tabl 58. Ca
,r:)lì;r,:,ìi:1:t.ì1:rr:tr.r.:rr,ir:.::).rr_i,..,,.!
rBü lliä'ù:'Nàiíi!
Buildinss and A
Da tes and G
illrìiii¡fiä¡Í
Buildins A
Brilrlino
uare I'eet
t
R
Buildins C
96S
132,593
1969 (additions 1984)
21. 119
1969
13.908
I969 (additions 1974
Buildine D
&19851
I15.903
Building E
r
g6q
13.040
Buildine F
1969
r01,970
Buildinss G- H
1911
8
Buildin.qs l. J
1980
9l 900
Buildine L
1994
88.860
Bu ildi og M (Wellness and Spons Cenrer;
t980
97- 100
Building O (Observatorv)
1990
784
Buildins P
t97 4
26;799
Buildins R lPe¡fo¡mins AÍs Centerl
?00,
?q n?1
Buildins
S
1993
l? 1{l
Buildins T
1973
5. t15
Buildins U
19'7
4
5;7'74
Buildins V
1,97
4
12,1t4
Buildins W (Woicik Conference Cenre¡ì
2002
50. t22
1982 (purchased in 2001)
1'7.654
HP(
)
Ha¡Der Professiônâl Center
t5'7
(MOD) Modular Classrooms
t999
3.648
(NEC) Northeast Cente¡
t9'71
56.270
Total Square Feet
Building X (Health Careers Center)
Build ns Y (Center for Emersins Technoloov\
Buìld ns Z lScience Center)
Totål Square Feet
. Nelv Buiidings
** Acrual Sq. Fr of42.050 was pro-rêled for non,educalional
leased
r*3
Septembcr 2004 submissìon ro ICCB.
2004
I oû1 q61 **É
ql 955
t004
59.097
2004
101 286
I ?54 3{ìl
areas
tLl Harper College
rftt
N
-.iL
I\lcHenry
lf
l-,;"
r.ro,rneo,
fl) i (L-.1- '
\,.
--';-5
"t,'l
L¿ùie
iI
t
Larl
..
t
;;iï'\
-rj I
I i
¡lJ
'i
' -'' , r/
'
t.,
¡ Eufllo Ororo
|li
.,.
r{
-'-[ ¡pcc
'
Pdrlhc
,. 'ì
-t
v'h-lng
ï1hq*".
!.-r -
\ \Jl
L:-
t
'l
Oes P lainos
..
\]l
¡
2
\,
tr
H.rrper Disrrlct
Cortnqt Bottnrl.'tlY
Ext.en:ion Sittes
klpüaat bl¡lh.
Olta
of
RrtêGh - trrct Eook 2001
EôÐ
(lomm uniq' College Distl'ict 512
ùo:rrl0S3al9r t 0
oñI{lñ.ÉÞtun t(&
e
Table
59.. ùquare
a
S
loo
F
ofF acilities
ciliti
FiscalYears 2003-2004
RoomUse
Souare Feet
Classroom
t2r.9t2
Laboratory
t65.113
Ofhce
128.96s
Study
Special
Use
General
Use
Athletic/P.E.
37.048
60.76r
All Other Special Use Facilities
t6.342
Theatre/Auditorium
28.664
All Other General Use Facilities
40.271
Supporting Facilities
42.024
Health Care
829
Total Net Assignable Square Footage
Total Gross Square Footage (as of the end of FY2004)
NASF/GSF Ratio
Buildings X,Y,Z
642.529
*
1,001,963
64.1V,
252.338
Total Gross Square Footage (as of August 2004)
1254.301
Soucc: RÈsourcc .{llocation and Munagcmcnt Plan (R^Ml,)
'
Scptcmbcr 2{)0-l lCCBsubmission.
Table 60. Land and Parki n Su mma
FiscalYears 2003-2004
Category
Acres
Landscaped Grounds
34.9
Physical Education and Athletic Fields
2t
Building and Attached Structure
41.4
Other Instructional Areas
7
Parking Lots
38.9
Total Number of on Campus Parking Spaces
4, 802
Roadways
r8
Pond Retention and Drainaee
l0
Other
t7
Total Assigned A¡ea
Currently Unassigned
188.2
Total Acres
r88.2
0
:ahon and
I'lan lR^MP)
Chapter VII
Fluman Resources
chapter vII presents tables reflecting data on full-time faculty and full-time and part{ime
regular employees by job category for fiscal years 2000 to 2004. Tables showing
percentage of full-time contact hours covered by full-time faculty are also provided.
Table 61. Full and Part-Time Regular Employees by
Job Category as of June 30,2004
Number
.Iob Cateeorv
Executive. Administrative. Manaserial
Faculty - Instructional
Faculty - Non-Instructional
Other Professionals
Technical and Paraorofessional
Clerical and Secretarial
Skilled Crafts
Se
rv ic e/lt4 ai n te nanc e
TOTAL
Non-minoritv
Male Female
Minoritv
Percent
Female Minoritv
Male
Female
47
l8
22
4
J
53.l9%a
190
77
ll3
5
t0
64.14Vc
7.897c
23
6
r0
6
69.57V"
30.437o
JJ
4
78.727c
10.647c
14.897o
47
9
139
53
65
l0
ll
54.68Vc
l5.ll%c
195
t9
l5l
8
t7
86.157c
12.82Vc
20
20
0
0
0
0. 07c
0.07c
99
39
25
23
t2
37.317o
35.357c
760
241
419
Source: Human Resources
52
63
63.42Vo
15.l3Vo
Table 62. Full and Part-Time Regular Employees by
Job Category as of June 30, 2003
Job Cateeorv
Number
Executive, Administrative, Managerial
Facu Ity - Instructional
Faculty - Non-Instructional
Other Professionals
Technical and Paraprofessional
Clerical and Secretarial
Skilled Crafts
S
erv
ic
e/lV1ai nte
n
ance
TOTAL
Non-minoritv
Male Female
Minoritv
Male Female
Percent
FemaIe
Minoritv
17.4Va
23
5
-t
56.5Vo
182
l5
7t
9l
5
9
58.2Vc
7.17c
l9
5
8
I
5
68.47c
31.67c
49
9
35
I
4
79.6Vo
0.27c
139
52
10
9
8
56.lVo
2.27c
201
20
157
l0
t4
85.17c
L9Vc
19
l9
0
0
0
0.OVa
0. 0Vo
96
39
23
23
u
35.47a
35. 47c
751
230
413
54
54
62.2Vo
l4.4Va
46
Source: Human Resources
Table 63. Full and Part-Time Regular Employees by
Job Category as ofJune 30r2002
Job Catesory
Executive, Administrative, Manaserial
Faculty - Instructional
Faculty - Non-Instructional
Other Professionals
Technical and Paraprofessional
Clerical and Secretarial
Skilled Crafts
S
erv i ce/lVl ai nte n an ce
TOTAL
Non-minoritv
Number Male Female
44
22
l9
184
74
22
6
ll
99
Minoritv
Male Female
4
Percent
Female Minoritv
2
41.7Vc
1
57.67c
6.jVo
4
68.2Vo
22.77c
6.87c
49
9
37
0
3
81.67c
6.lVc
r38
210
50
7t
9
8
57.27o
12.3%
20
165
l0
l5
85;77a
ll.9Vc
t9
19
0
0
0
0.j%o
0.0Vc
76
28
l9
2t
8
35.57o
38. 27c
742
228
421
Source: Human Resources
46
47
63.1,7o
12.57o
104
Table 64. Full and Part-Time Regular Employees by
Job Category as of June 30, 2001
Non-minoritv
Number MaIe Female
Job Cateeorv
Executive, Administrative, Manage rial
Faculty - Instructional
Faculty - Non-Instructional
Other Professionals
Technical and Paraprofessional
Clerical and Secretarial
Skilled Crafts
Service/I4aintenance
TOTAL
Minoritv
Percent
Male
Female
F'emale
Minoritv
6.5Va
46
21
t9
I
2
45.7Va
186
74
99
4
7
57.07o
5.9Va
2t
6
ll
I
4
114%
23.\Vo
46
9
37
0
-1
81.jVa
6.5Vo
125
48
7l
9
8
63.27o
13.67c
207
22
165
r0
15
87.07c
12.lVc
l6
l6
0
0
0
0.ÙVo
0.0Vo
94
40
l9
2t
8
28.7Vo
30.9Vo
741
236
421
46
47
63.2Vo
12.67o
Source: Human Resources
Table 65. Full and Part-Time Regular Employees by
Job Category as ofJune 30,2000
Job Category
Executive, Administrative, Managerial
Faculty - Instructional
Faculty - Non-Instructional
Other Professionals
Technical and Paraprofessional
Clerical and Secretarial
Skilled Crafts
Service/\4aintenance
TOTAL
Non-minoritv
Number Male Female
Minoritv
Percent
Male Female Female Minoritv
45
22
t9
2
2
46.77o
8.9Vo
112
68
96
J
5
58;7Vo
4.77o
2t
5
t2
I
.,1
7l.4Vc
19.ÙVo
54
l3
38
I
2
74.17c
5.6Vo
l0l
40
55
0
6
60.47o
5.9Vc
209
21
t69
9
l0
85.67o
9.17c
t6
l6
0
0
0
0.07o
0.jVc
92
42
24
20
6
32.67o
28.3Vo
710
227
4t3
Source: Human Resources
36
34
63.0Vo
9.9Vo
Table 66. Faculty Demographic Breakdowns
Education Level
2m0-01
7o
N
Associate's
Bachelor's
0
0.ÙVo
zmt-02
N
7o
2002-03
N
7o
2003-04
N
Vo
2004-05
N
Vo
0
0.07o
0
0.ÙVo
0
0.ÙVa
0
1
3.3Vo
ló6
77.9Vc
0. 0Vo
7
3.4Vo
7
3.4Vo
1
3.47a
8
160
'l8.4Vo
t6'l
8l.lVo
161
79.37a
163
3.8Vo
'76.97c
Doctorate
37
18. l7o
32
15.57a
35
17.27a
41
19.3Vc
40
18.87c
TOTAL
204
l00Vo
206
l00Vo
203
I007o
212
l00Vo
2t3
l00Vo
Master's
Professional Title
2m0-01
zA0í-02
2M2-03
N
7o
N
7o
N
7o
2003-04
N
Vo
N
Vo
56
27.5Vo
52
25.2Vo
JJ
16.37c
35
l6.5Va
41
19.2Vc
Assoc Prof
5',7
27.97o
57
27. 7Vo
53
26.17a
57
26. 97c
66
31. 07c
Asst Prof
50
24.5Vo
52
25. 2Vo
63
31.07a
65
30. 7Vo
57
26. 8Va
Instructor
4l
20.l%a
45
54
26.6Vc
55
23.07a
204
IOOVa
206
203
l00Vo
212
25.9Vo
l00Vo
49
TOTAL
21.8Vo
l00Vo
213
1007o
Professor
2000-01
N
Female
Male
TOTAL
Gender
2001-02
N
Vo
2002-o3
N
7o
N
2003-04
2004-05
2004-05
N
Vo
t2t
59.3Vo
121
58.17a
t21
59.6Va
128
60.4Vc
129
60. 67a
83
40.77o
85
41.3Va
82
40.4Vo
84
l00Vo
206
1007o
203
l00Vo
212
39.6Va
l00Vo
84
204
213
39.4Vc
l00Vo
Vo
2m0-01
N
Vo
Asian
African-American
Hispanic
American Indian Native
White
-1
0
l9l
93.6Vo
TOTAL
204
I00Vo
Race/Eth n
2001-02
N
Vo
2002-03
N
Vo
,7
Vo
2003-04
N
Vo
2m4-0s
N
Vo
7
J. 4Va
7
3.47o
3.4Vo
8
3. 8Vc
8
87c
3
t. 5Vo
5
2.4Va
9
4.4Vo
9
4. 27c
9
4. 27c
t. 5Va
3
l.5Vo
J
15%
4
l. 9Vo
5
2.3Vc
0. 07a
0
0.07o
I
0.57c
0
0. 0Vo
0
0.jvc
191
92;77o
r83
90.1Vc
l9l
90.lVc
l9r
89.1Vc
216
l00Vo
203
1007a
212
l00Vo
213
1007o
Souce: Academic Affairs
Table 67. Percent of Contact Hours Covered by
Full-Time Faculty
Fiscal Years
Division
Semester
2m0-01
2A0t-02
2002-03
AE/LS
Fall
46.8Va
J-1
.l 7a
4l.9Vc
34.27a
45.5Vo
AE/LS
Sprine
47.8Va
6O.OVa
56.9Vc
36.67o
45.8Va
50.3Vo
BUS/SS
Fall
43.57a
35.47a
38.3Vo
44.87o
39.9Va
M.lVo
BUS/SS
Snrins
44.ZVa
3Q.5Va
37.4Vo
45.9Va
37.29a
38.47o
LIB ARTS
LIB ARTS
Fall
41.2Va
49.3Va
43.3Vc
46.47o
37.19a
43.ÙVo
Sorins
M.57a
41.47o
48.17o
43.9Va
35.27a
33.97o
LS/HS
Fall
50.39a
56_4%
41.97o
61.3Vo
43.07a
49.57a
LS/HS
Sorins
46.87a
41.97c
54.6Vo
6O.37o
40.8Va
29.l%a
STU DEV
Fall
34.ÙVo
40.\Va
7l.0Vc
NA
65.lVo
80.j%a
STU DEV
Snrino
0.ÙVa
54.4Vo
68.87c
NA
TM/PS
Fall
52.37c
42.5Va
48.87o
TM/PS
Sorins
43.57c
41.4Vo
WHP
Fall
18.3Vc
31 .97o
WHP
Sprine
20.77c
20.ZVa
1998-99
1999-00
2003-04
36.57a
26.3Va
23.3Vo
51.87a
47.29a
47.8Vo
46.67o
52.57o
50.97a
47.4Vo
17.07o
28.6%
36.27a
41.89a
18.6Vc
26.8Va
30.l%a
41.3Va
Sourcc:
^cadcmic ^tlairs
Harper college offers various support services to the college community. This section
presents tables on academic support services, student support services, information
technology, application systems, client services, and technical services,
Academic Support Services
68. Resources for Learni
Lìbi,ùù:ts¿äi¡¿i
2¡el,l::o1.
2002!03
200a.:Ó4
Pofron Scrvic¿t
Print & Media Ci¡culation
?O
RÁ'
46;7-Ì0
Reference Requests
t6,691
22.568
55.773
t
Á'¿n
Librøry Instructian:
Classes Supported
345
328
341
Students Served
4.9',7'7
5.480
6.433
Resource Sharine
? <?ç
3.60'ì
ì ÁRl
17.981
t2t.350
4.866
6.223
27.365
rq ?ô1
Collections (Tifles)
Print Collection
Electronic Resources
Media Resou¡ces
1
Microñlm
105
'Eiùìäfûìàiít:
òt f:
I näíù i ñ¡ìíäliîä
'áaøi$;:
ébí òtiitn
Workshops Offered
Technical
S
1ß4
tlltì9::m
2003.:04
t18
243
321
)R
upport Requests
N/A
Souce: Library Senices. Âcademic AffaìE
Center/Success Services/Writi
útLQ, Vtcurç
r06
5)
Distance Course Sections Sunnorted
Distance Course Development Requests
4
8,193
)y,2'15
Soùrce:
Librl
Sæices, Academic Afiai6
r40g
Student Support Services
le 7U. Studen
t Services
:r.1..11ì.,'t:ìrt::.i.,.ì,t:i.lrr,litt,ì..ì{:utr::::.Ì.lll-:i1]1:,¡li]..tïili
l:..:il,il::::;i1.:::..:.ì:f:,:i:rlitt:'].::.:'.::'l:]:.:.::a:a:t,¡a::lti.l:*
Siióitôi.t]Sèirióé:riAièàìrlr
]:,iì:i:1r?.,r.¿lr:il
Stuclent Contacts
Academic Adrising and
Counseling Centers
Numbers
Se¡ved
Disability
Services
By
Disability
A
ffa irs,/T .earn
i
n
"
Studenrs
F-mnlovees
Attention Deficit Diso¡ders
PsvcholoeicaÌ Disorde¡s
Vìsuallv Imoairecl
Career Centers
Center for Nelv Students
anrl Õricnfafinn
Services
NCS*
N(-SJ
17.485
32.101
5?6
518
{Rô
6{ì5
605
55.232
t8
1e?o
It
l2
I 70q
1.4ó0
.609
)11
315
60
RO
t5
t5
I
I
60S
262
59
59
11
111
t 1'7
t9
l5
43
41
5R
58
8
IO
tl
13
Phvsical Disahilitv
24
4'.1,
54
54
Head Tnir¡¡v
t2
tl
8
8
R
56
<n
l5
74
34
Tests Administered
22.909
24.R?.6
76 R14
28.107
30.949
Student/ Employer Contacts
\8.612
\6 s6)
3'7.538
12.387
34.038
Student Conracts
44.467
5l 548
sa R?<
54.081
55.137
6.451
6.848
Health Se¡vices
(StudentsÆmployees and
Commurlity)
Meeting, Exhibit &
Convention Services
lili¿rl
11.,.:r2ßf
8.t35
Psvcholosical Se¡vices
Health and Psychological
?001:{12,1 :ì9nñit:n?
70.683
71
QA
Othe¡s
Acsescmenf Scrwi¡ec
,ftofinl
i22
64.935
Multicultural
Communitv Contacts
Learnins l)is¡hilitv
Deaf/Harri of Hearino
Access and
,iJr0ls0jh¡tì:
20.416
15R
)1 \1L
?R RRl
28.950
ÌÁo 150
t12.849
165.006
l45.l2l
I 1.r69
13.492
10.375
).)
Student & Community
Confzcf(
I58.252
Student & Communit]
Wnme-'c Þ-^-.--
13.484
t2
5S?
rt to Student
Table 71. Financial Aid Su
Financial Aid Awards
Number
of
Awards
By Type
1999-00
2000-0r
2001-02
2002-03
Pell Grant
926
971
1,235
1.490
V/ork Studv
t04
85
t43
159
r50
SEOG
325
510
414
458
480
Familv ed. Loan
346
-1
II
495
566
148
ISAC
812
851
1.102
1.308
1,163
Il. vets
467
432
443
390
379
3.226
3.832
Total Number of Awards
2.978
Pell Grant
$
r.478.821
Work Study
Amount
of
Awards
By Type
$13r,106
SEOG
Familv ed. Loan
$
$
l,614,478
$t7
$102,786
$9't.243
$r4r.654
l,r 25.554
$1,22r,760
ISAC
$2.431.3 r
r
4.37
2003-04
1.661
|
4.581
$3,030,826
s3.s38.00s
4
$204,832
$
s142,797
s154.276
$ 166.005
| .47
r
96,363
$ .5 18.863
$
r,829.800
$2.468,749
$
l,253.408
gt,t72562
r
g'792,847
$864,766
$l,r44,606
Il.vets
$
l,288,094
$1,2?4.944
$1,r61,473
$842.s07
$83 r,694
Total Amount of Awards
$4,913.66s
$5, l 80,388
s6,s70.s24
$7.3 r 5,649
$8,373,378
Source:Financial Aid Office
fFi
Table
a
72.RacefBthnici
Asian or Pacific Islander
American Indian or
Alaskan Native
African-American
Hispanic
White Non-Hispanic
Unknown/Refused
OI Tr nancial
1999-00
2000-01
N
N
7o
324
l4.IVc
7o
343
14.67c
Aid Recipients
200r-02
N
Vo
2002-03
N
Vo
N
411
416
614
l3.l7a
15.37o
l4.8Vc
2003-04
Vo
l3
0.6Vo
8
0.3Va
6
0.27o
7
0.2%
14
0.37c
r90
8.3Va
r99
8.5Vc
213
10. l7a
10.57c
447
8.lVc
t99
8.7Va
223
9.SVc
292
10.8Vc
296
336
l. 9Vc
591
I,241
54.17c
1,262
53.77c
1.389
51.67a
r.466
52. lVc
327
l4.3Va
317
13.5Vc
321
ll.9Vc
294
l0.4Vc
2,874
546
Source:Financial Aid Office
I12
I
11 .57c
55.8Vc
10. 6Vc
MISSION STATEMENT
The Information Technology organization supports the ongoing quest for excellence, by
providing leadership in Information Resources and rechnology through the acquisition,
and maintenance of a state-of-the-art computing and networking environments at william
Rainey Harper college. In fulfitlment of this mission, the lnformation Technology
organization offers a full complement of services and facilities to suppoft and enhance
instruction- resea¡ch. and admin istration.
These Ìnclude. but are not limited to:
Service Desk support
Video distribution sysrems
Voice, video and data integration
User training and workshops
Consulting and documentation
Network design and engineerin_e
Worldwide communications support
Management of campus computer labs
Client Resource Center (CRC)
Desktop computer consulting and repair services
Telecommunications and voice response systems
Administrative applications development and services
Researching, acquiring and implementing emerging technologies
Development and testing of computing and network, hardware and software
As new technologies and opportunities emerge, Information Technology will
exercise
leadership to advance the College to the forefront of global computing and networking.
Mission Statement
The mission of Information Technology/Application Systems (IT/AS) is to respond to
and anticìpate direct needs and requests of our customers (Hatper Students, Staff,
Faculty, Community, and Administration). As an integral part of our mission we will
continue to explore emerging trends in technology and higher education, maximize
existing resources, integrate inter-departmental practices, facilitate cornmunication and
further empower the Harper Communìty. Our mission encompasses virtually all
constituencies of Harper college. This includes academic needs, student suppofi services,
financial and human resources applications, facilities and asset management and the
intenelationship of these functions with our customers.
Administrative Applications
Analyze and manage the development, instatlation and support of Administrative
Applications.
Supporting rhe lollowing areas:
Administrative Services
Marketing
Student Affairs
Continuing Education (Registration )
Organizational Development (Personnel)
Academic and Departmental Applications
Analyze and manage the development, installation and support of Strategic and
Departmental, Student Classroom and Lab applications (hardware and software) and
other associated technology.
Supporting the following areas:
o Foundation
¡ Planning & Strategy
¡ Academic Affairs
o Continuing Education
¡ Physical Plant
o Organizational Development (HR)
o
InformationTechnology
Application Development
Provide the hands-on technical expertise in software, interface and web design and
development. Assist with application upgrades, installation, technìcal and production
support.
Process f mprovement
Identify opportunities to inc¡ease productivity in offices throughout the college utilizing
technology. Works with offices to increase productivity, quality and reliability of work
by introducing new or existing best-in-class technologies and processes.
Project Management Office
Manage the development. implementation and enforcement of Harper,s project
Management processes including:
a
a
a
a
a
a
a
a
a
a
a
Methodologies
Standards (Including tech: HP/OracleruX/AD/OID)
Project Review Team
Document Tempìates and Tools
Document Library
Quality Control
Status Reporting
Training
Acquisitìons/CENIQ
Best Practice
RFP/Proposal Development
Table 73. Institution Applications
Administrative and Strategic Systems-Supported Processes
2004
Adhoc Reporting (Impromptu)
Web Registration (Regent)
Touchtone (Regent)
Credit Registration
Wait List
Credit Registration (Regent)
Credit Registration
Prerequisite Checkine
Adhoc Reporting (Impromptu)
Special Populations (e.g. PTK) (Resenr)
Student Records
Correspondence Control (Regent)
Transcript Printine
Grade Processing
Student Records
Adhoc Reporting (Impromptu)
Student Recruitmenr (EMAS)
Education Service Agreemenr (TLM)
Limited Enrollment Admission (Resent)
Admissions
Correspondence Control (Regent)
Document Tracking (Regent)
Correspondence Control
Document Tracking
Adhoc Reporting (Impromptu)
CE Touchtone (Regent)
CE Registrations and
P&LTracking(Regent)
Records
CE Records
CE Registration
Adhoc Reporting (Impromptu)
Health Services Database (TLM)
Contact Tracking (TLM)
Appointment Scheduling (SARS)
Student Advising and
Counseling
Correspondence Control (Regent)
Placement Testing (COMPASS)
SOAP (Regent)
SOAP
Degree Audit
Student Advising
116
Table 73. Continued
Adhoc Reporting (Impromptu)
Student
Accounts
Receivable
rileb Payment (Reeent)
Torchtone Payment (Resent)
Student Deferrcd Payment (Harper/IT)
Student Receivables (Recent)
Student Paynrent and Billine
Adhoc Reporting (ImDromDtu)
Student [.oan hocessins (ELM Resources)
Financial Aid
Federal Processing of Student Info. GDE)
Scholarship Processine (Reeent)
Vfork Studv hocessine (Resent)
Financial Aid Processinc
Adhoc Reporting (Impromptu)
Receiving (Resent)
Pr¡rchasins (Resent)
Budgeting (RegenÐ
1099 Processing (Recent)
Financials
Automated Posting of Student A/R (Regent )
Accounts Payable (RegenÐ
Accounts Payable
General lædser
Payroll
Budcet
W2 hocessing
Adhoc Reporting (Impromptu)
TRA
Student Records Clearinchous€
External
Requirements
1VIA
SEVIS
ICCB Personnel Reporting (Cl, C2)
ICCB Financial Data Reportinc ruFRS)
ICCB Student Data Reoortine
SURS Processinc
Curriculum
and Course
Offerings
Adhoc Reportins ûmoromotu)
herequisite Maintenance Suooort (Resentl
Prerequisiæ Mainten¿nce Suooort
Room Schedulinc
Cor¡rse Schedule Support
Curriculum Management Support (Blackboard)
Web Course Schedules & Search
Job Cenær Manasement
Marketing
ffirh¡al Ticket)
Customer Relationship Managenrcnt (CRM)
Newspaper Schedule Processing (Resent)
Newspaper Schedule Processine
Table 73. Continued
Physical Plant
Public Safety
Facilities Maintenance Managemenr (FAMIS)
ISP Background Checkine
Security Access (Lenel)
Ticketing System (iPARQ)
Adhoc Reporting (Impromptu)
Library Services
Library Services (ILCSO)
Library Services (ILCSO)
EZProxy
Shared Cataloging (OCLC)
Adhoc Reporting (Impromptu)
Automated Mathlab Testing
Academic Support
ESL Registration Support
Faculty Contracts (Adjuncts & FT Overload)
Micrograde
Adiunct Faculty Contracts
Institutional Support
Corporate Services
Identification/Security Cards
Event Schedulins
Sales Support Management
(TLM)
Conference Center Management (EBMS)
Adhoc Reporting (Impromptu)
Name Search (Web)
Faculty/Staff Hiring (People Admin)
Human Resources
Automated Benefit Management (Regent)
Retiree Information Tracking (Future)
Employee Benefìt Reportins
Personnel Records (Reeent)
Personnel Records
Workplace Manaser
AssetCenter
ServiceCenter
Information Technology
Strategic Planning
SLRP Database
Donor Tracking (Raiser's Edge)
Foundation
Estate Planning (Crescendo)
Financials (Accounting for Non-Prohts)
118
Table 73. Continued
Student
Activities
Bookstore
Food
Services
Wellness
V/eÞBased Box Office (ProVenue Plus tickets.com)
Box Office Ticket Software (ProVenue Plus)
Scheduling System (Scheduling Employees 2000)
Bookstore System (PRISM)
Food Service System
&
Human
Performance
Fitness Center ID System (Vermont System)
Sourcù: Inlbrm¿rion Sysrcm
& Tcchnology
Mission Statement
The Client Services mission is to provide support for desktop computing and media rich
facilities in such a manner that we are prepared for both the present and future defined
needs of the College. Our primary goals are to listen to each Harper community member,
to make each member feel comfortable in seeking and implementing new technology, to
take advantage of technology trends to produce desired results and provide the best
educational lab and administrative desktop environment in a consistent manner. These
goals must be blended with those of the institution to make adjustments and
modifications based on available money and institutional need.
Within Client Services you will find the following 4 areas - Acquisitions and Licensing,
Media and Lab support, Media Events, Client Resource Center, Service Desk and
Technology Training.
Main Camnus
Open Comnuter Lab
Table 74. Computer Labs
YY 2002
F r 2003
Numberof
Hours
Open per
Comnuters
IVeek
F"r 2004
Hours
Number of
Comnuterc
Hours
Open per
Week
Number of
Comnuters
Open per
66
100
Week
l223MesaLab
Dl3l and Dl3la
66
100
66
100
37
79
31
79
37
19
F303 V/ritine Center
Gl58 and G162 Net Prep
Labs
22
50
22
50
22
50
35
20
35
20
35
20
H2l0 AutoCAD
18
20
20
2t
20
20
l8
2l
20
4376 Journalism
199
289
l8
2t
t99
289
199
289
Total
Sou¡ce:
lnfomation Systcms & Tcchnology
20