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HCC examines its effectiveness using a variety of models, reports, and assessments.
HCC's Process for the Assessment of Institutional Effectiveness includes both internal and external assessments conducted on annual and rotating schedules. It describes the College's process of assessing institutional effectiveness, including time lines, links to planning and budget allocation, and use of results through continual improvement.
The PAR provides the actual and projected (benchmarks) data on indicators of accessibility and affordability, student success, diversity, regional economic and workforce development, community outreach and service, and the effective use of public funding. The benchmarks (four- or five-year goals) for each indicator are set by the College. The benchmark is expected to be achievable, indicative of progress, based on the performance of similar institutions (where feasible), and reflective of the adequacy of funding. Benchmarks are approved by the Harford Community College Board of Trustees. The narrative report contains a description of the College’s mission, institutional assessment, community outreach and impact, accountability indicators, and funding issues. The PAR report also includes a report on the degree progress of HCC students.
Student Learning Outcomes Assessment Report, a 2011 report to the Maryland Higher Education Commission (MHEC), describes the progress made in capturing, tracking, disseminating, and acting upon Student Learning Outcomes Assessment data since its last report in 2007.
The CCSSE is administered to a random sample of classes every other year. CCSSE, a project of the Center for Community College Student Engagement of the University of Texas at Austin, provides information on student engagement, a key indicator of learning and, therefore, of the quality of community colleges. Participation in CCSSE allows Harford to benchmark using national norms. It also allows the College to identify areas for improvement.
The PACE survey, a project of the National Initiative for Leadership and Institutional Effectiveness at NC State University, is administered every three years to all full-time employees. The purpose of the PACE survey is to promote open and constructive communication and to establish priorities for change by obtaining the satisfaction estimate of employees concerning the campus climate. Items on this instrument are divided into four domains: institutional structure, supervisory relationship, teamwork, and student focus.
HCC's Cultural Diversity Plan and Progress Reports describe the strategies and processes, as well as evaluation methods, for HCC’s efforts to provide an open and inclusive environment to all students and employees and sustain an atmosphere of cultural pluralism.
HCC is a charter participant in the Voluntary Framework of Accountability, or VFA, an initiative of the American Association of Community Colleges. The VFA provides realistic measures of achievement for community colleges.
© 2013 Harford Community College
Harford Community College
401 Thomas Run Road
Bel Air, MD 21015
443 412 2000