About HCC

Teaching & Learning

Strategy #1: Enhance and expand innovative teaching and learning practices that support quality education for all.

Objective 1.1: Develop culturally responsive pedagogies with special emphasis on the College's status as a Hispanic Serving Institution.

Objective 1.2: Increase the rate of college completion by providing targeted placement and support measures, creating multiple pathways to program completion and increasing flexible schedule options.

Objective 1.3: Promote faculty and staff professional development by providing meaningful opportunities for training and exposure to innovative practices.

Baseline Data Target Metric (by 2022) Ambitious Metric (by 2022) Boost College Completion Rates Close the Achievement Gap Attract & Graduate More Students from Underserved Populations
1.1 Develop culturally responsive pedagogies with special emphasis on the college's status as a Hispanic Serving Institution 1.1.1 Decrease the graduation rate gap (achievement gap) between first-time, degree-seeking white students and students of color 11 7 4 Y Y
1.2 Increase the rate of college completion by providing targeted placement and support measures, flexible pathways, and multiple scheduling options, and through the use of technology 1.2.1 Increase the overall graduation rate for first0time, degree-seeking students 15% 19% 22% Y
1.2.2 Increase the overall fall course completion rate 76% 80% 83% Y
1.3 Promote faculty and staff professional development by providing meaningful opportunities for training and exposure to innovative practices 1.3.1 Create learning spaces for innovative ideas to be researched, tested, and incubated Not available Operational Optimal Y Y

STRATEGIC FRAMEWORK: TEACHING & LEARNING

Strategy #1: Enhance and expand innovative teaching and learning practices that support quality education for all.

OBJECTIVE 1.1: Develop culturally responsive pedagogies with special emphasis on the College's status as a Hispanic Serving Institution.

Measurable Outcomes: By 2022, the graduation rate gap (achievement gap) between first-time degree seeking white students and students of color will decrease by 4 percentage points.

DHE Alignment: Close the Achievement Gap, Attract and Graduate More Students from Underserved Populations

Action Items

1. Define and develop a common understanding of the concept of culturally responsive pedagogy, with special consideration for the college's identity as a Hispanic Serving Institution.

  • A) Year Zero: Form a committee driven by faculty; gain an understanding of the diverse needs of the student body as it relates to pedagogy; research best practices and inventory existing practices; develop a rubric to identify the existing courses taught using culturally responsive pedagogies; review course completion rates for all demographics taught in courses using culturally responsive pedagogies.
  • B) Years 1-3: Communicate and educate the campus community about the common definition of culturally responsive pedagogy; provide ample opportunity for peer-to-peer development around this common understanding; measure the increase in the number of courses taught using culturally responsive pedagogies; measure the impact on student course completion rates in those courses; complete labeling of courses for general education knowledge of diversity outcomes; create an online campus portal to centrally locate all materials, initiatives, and ideas regarding culturally responsive pedagogies at HCC.
  • Success looks like: The college community has a common understanding of culturally responsive pedagogy, and cultural responsiveness has been established as an underlying core principle; professional development opportunities exist across campus to expand understanding of being culturally responsive; the philosophy of culturally responsive pedagogy is a standard for all new faculty positions; in the search process, teaching demonstrations include integration of culturally responsive pedagogies; the concept is reviewed in new faculty orientation. Culturally responsive pedagogy is assessed in the program review process and is adopted across disciplines (with discipline discretion). By the end of Year 3 (2022), there will be a 50% increase in the number of courses taught using culturally responsive pedagogy.

OBJECTIVE 1.2: Increase the rate of college completion by providing targeted placement and support measures, creating multiple pathways to program completion and increasing flexible schedule options.

Measurable Outcomes: By 2022, the overall graduation rate for first-time, degree-seeking students will increase by 4 percentage points. By 2022, the overall Fall course completion rate will increase by 4 percentage points.

DHE Alignment: Boost College Completion Rates

Action Items 

1. Align course offerings to meet student needs.

  • A) Year Zero: Form a committee driven by academic affairs (e.g. deans and faculty), analyze existing schedule; begin the work to enhance summer term options and consider incentives for summer enrollment; informed by market research, develop proposal to increase the number of courses offered in evening/weekend/online as well as late-start (8-week & 10-week) courses, and block scheduling for specific programs. Develop schedule of course offerings one year in advance.
  • B) Years 1-3: Increase flexible schedule options, including the number of courses offered evening/ weekend/online/accelerated and in the summer; develop recruitment and marketing plan specific to evening/weekend/online classes as well as late start (8-week & 10-week) courses; develop pilot 10-week course schedule and integrate into existing semester term; implement block scheduling where recommended.
  • Success looks like: HCC offers a full-year course schedule including a full array of course offerings (e.g., evening/weekend/online classes as well as late start (8-week & 10-week) courses) to allow for flexible start options; as a result, we see an increase in the average number of credits taken by each student resulting in stronger college completion rates. Increase the percent of attempted credits that were successfully completed during the first term (from 63% to 72%) and within the first two years (from 69% to 75%). Increase the percentage of students who earned 24 credits (part-time) and 42 credits (full-time) within two years from 30% to 36%.

2. Develop and market options for students to earn credit for prior learning.

  • A) Year Zero: Support faculty in the development of a standardized approach for evaluating and assessing prior learning; inventory existing options (e.g. CLEP, HCC Challenge exams, portfolio review, articulation agreements, and non-credit course completion). Map exam options to HCC courses and publish accordingly.
  • B) Years 1-3: Scale up support services for adult students; create an intentional strategy for advising every student of the relevance and benefit of credit for prior learning. Position the college to become known and recognized as a leading Adult Learning Focused Institution (ALFI); develop and launch marketing strategy targeted towards adult learners earning credit for prior learning.
  • Success looks like: 100% increase in the number of students receiving credit for prior learning by Year 3 (2022), leading to a decrease in time-to-degree completion; HCC is recognized as a leading Adult Learning Focused Institution (ALFI).

OBJECTIVE 1.3: Promote faculty and staff professional development by providing meaningful opportunities for training and exposure to innovative practices.

Measurable Outcomes: By 2022, learning spaces will be created for innovative ideas to be researched, tested, and incubated.

DHE Alignment: Boost College Completion Rates, Close the Achievement Gap

Action Items 

1. Design and establish a Center for Excellence*

  • A) Year Zero: With active engagement from faculty and staff, establish Center for Excellence mission based on the foundation of scholarship for teaching, learning, and innovation; define space and staffing needs.
  • Success looks like: The Center for Excellence is established, promoting the development of faculty and staff; fulfilling its mission, and providing meaningful opportunities for training and exposure to innovative practices.
  • B) Years 1-3: Center for Excellence provides input and assists with the development of programming necessary for professional development, with emphasis on the College's status as an HSI.

2. Develop a comprehensive professional development training program offered through multiple modalities for all faculty and staff, including intensive workshops, trainings, and online modules.

  • A) Year Zero: Examine best practices that are tied to the concept of cultural humility, build on the concepts of universal design and family engagement; identify internal and external consultants/experts to deliver training designed to develop employee skills in understanding cultural humility*, universal design and other related topics (e.g., meeting the needs of Latinx* students).
  • B) Years 1-3: Implement professional development training program, with emphasis on the College's status as an HSI.
  • Success looks like: Faculty serve as subject-matter experts in their relevant fields to enhance programs; relevant professional development is provided on a regular basis and through multiple modalities for all faculty and staff; students report on CCSSE survey that they feel valued and included based on culture.

*Center for Excellence: Utilized in the implementation of all four strategies and underlying objectives.

Cultural humility is a perspective that involves practicing lifelong learning, exercising self-reflection and critique, recognizing the dynamics of power and privilege, and being comfortable with not knowing.

A person of Latin American origin or descent (used as a gender-neutral or non-binary alternative to Latino or Latina).