Hagerstown Community College is accredited by:
Middle States Commission on Higher Education
3624 Market Street
Philadelphia, PA 19104
The Middle States Commission on Higher Education is an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation.
Program Accreditations, Approvals, and Certifications
The Workforce Solutions and Continuing Education Division is certified by:
Learning Resources Network (LERN)
P.O. Box 9
River Falls, WI 54022
The Dental Assisting and Dental Hygiene Programs are approved by:
Commission on Dental Accreditation (CODA)
211 East Chicago Ave., Ste. 1900
Chicago, IL 60611
The Nursing Program is approved by:
The Maryland Board of Nursing
4140 Patterson Avenue
Baltimore, MD 21215
The Nursing Program is accredited by:
Accreditation Commission for Education in Nursing
3343 Peachtree Road NE, Suite 850
Atlanta, GA 30326
The Emergency Medical Services (Paramedic) Program is certified by:
Maryland Institute for Emergency Medical Services Systems
653 West Pratt Street, 2nd Floor
Baltimore, MD 21201-1536
Commission on Accreditation of Allied Health Education Programs
1361 Park Street
Clearwater, FL 33756
Committee on Accreditation for the EMS Professions (CoAEMSP)
8301 Lakeview Pkwy, Suite 111-312
Rowlett TX 75088
The Radiography Program is accredited by:
Joint Review Committee on Education in Radiologic Technology (JCERT)
20 North Wacker Drive, Suite 2850
Chicago, IL 60606-3183
Hagerstown Community College has been given authority to operate in the state of Maryland by the Maryland Higher Education Commission. View the MHEC resolution.
Message from the President
Hagerstown Community College is the first of its kind in Maryland. From its founding in 1946 until today, we strive to meet students where they are and help them to meet their education and career goals. We are a true community college, with classes offered on campus, online, in our high schools, and even in the workplace.
Our goal is student success, and we provide the support necessary through a caring environment that helps students succeed. We meet that goal through professional faculty who are committed to doing everything they can to see students succeed. We provide an abundant array of student support services, like our Student Learning Center, to give students every opportunity to get help when needed.
For more than 70 years, we have been the choice of tens of thousands of students and alumni. We hope that you, too, will “discover yourself” at HCC!
James S. Klauber, Ph.D.
Board of Trustees
Hagerstown Community College ensures equitable access to affordable high quality educational programs, promotes practices and policies that ensure student success, and fosters innovation and collaboration to strengthen its regional workforce and community cultural development.
HCC will be a learner-centered, accessible, lifelong learning institution dedicated to student and community success. We will maintain a wide spectrum of college programs and services, with a special emphasis on teaching excellence as measured by verifiable student academic achievement. We are committed to staff success through planning and learning, shared campus governance, the promotion of internal and external partnerships, and making the necessary strategic changes that will assure we successfully address our mission-the purpose, functions and values of the College.
The College believes in and teaches the ideals and values of cultural and racial diversity and a democratic way of life. HCC also seeks to cultivate in its students critical and independent thought, openness to new ideas, a sense of self-direction, moral sensitivity, strength through diversity, and the value of continuing education and life-long learning.
Maintain Strategic Change and Continuous Quality Improvement Systems
Maintain a Responsive, Dynamic Curriculum and Teaching Excellence
Strengthen Enrollment Management Systems and Improve Student Retention and Program Completion
Expand Community and Business Services and Strategic Partnerships and Alliances
Expand and Enhance Online Programs and Services
Improve Human Resource Development Systems, Practices, and Procedures
Align Technology Enhancements, Facilities Development, and Safety and Security Practices with Mission-Based Priorities
Enhance Financial Resource Development, Allocation, and Reallocation Strategies to Ensure the Efficient and Effective use of Available Funds and Resources
As a community college, HCC is primarily a learning community where systems and structures are designed and implemented to serve its service area through teaching, learning, and community services. The College’s system of shared governance and influence generates decisions on those matters that have a large “community of interest.” The system emphasizes participation, timeliness in making and communicating decisions, and creating a balance of perspectives among and between staff, faculty, and students. The College’s goals and vision are the keys to building the process with the primary outcomes of improving communication and the quality of decision-making, as well as effectively dealing with change.
The main campus of Hagerstown Community College is located southeast of Hagerstown on 319 acres at 11400 Robinwood Drive. The College may be reached from U.S. 40 and from Maryland Route 64. It is approximately 2.5 miles from downtown Hagerstown and is easily accessible from Interstates 81 and 70. The College operates a satellite location at the Valley Mall in Hagerstown. HCC maintains a training facility and driving range for its Commercial Vehicle Transportation Program on Industry Drive, near Hagerstown Regional Airport.
Opened as the first community college in Maryland, HCC’s history dates back to September 10, 1946, when the Board of Education of Washington County unanimously agreed to establish a junior college offering two years of higher education. Eight days later, the College opened its doors for late afternoon and evening classes in the Hagerstown High School, located on Potomac Avenue, with an initial enrollment of 95 students. On September 10, 1956, the College was moved to a separate building, which included classrooms and administrative areas, on the South Hagerstown High School campus. This new facility made the offering of a day program possible for the first time.
On February 24, 1964, final approval was given for the construction of a new college campus. Ground was broken on March 28, 1965, on the current Robinwood Drive location. First classes were held at the new campus on September 19, 1966, with an enrollment of 782 students. The new facilities were dedicated the following year on May 6, 1967. On July 1, 1971, a seven-member Board of Trustees, appointed by the Governor, assumed the governance of the College. On July 1, 1998, Hagerstown Junior College became Hagerstown Community College.
Hagerstown Community College (HCC) is a two-year public community college offering both transfer and career-oriented programs, as well as continuing education courses. The College has maintained accreditation by the Middle States Association of Colleges and Schools since its first review in 1968 and continues to meet the requirements necessary to maintain that accreditation. HCC is a member of the American Association of Community Colleges.
The Administration and Student Affairs (ASA) Building is home to where students apply for financial aid, pay tuition, and request transcripts. It houses registration for non-credit students, Admissions, Financial Aid, Finance, Student Records, the Office of the President, Human Resources, and Public Relations and Marketing.
The Advanced Technology Center (ATC) was established to provide college-level education and training in applied technologies needed by the citizens of Washington County and the neighboring quad-state region. The Center also endeavors to assist in regional economic development and in the transfer of technology to local industries. The College’s Technology and Computer Studies Division is located in the ATC. It also houses the offices of the Vice President of Administration and Finance and the College Advancement Office.
The Alumni Association Amphitheater includes a state-of-the art theater, dressing rooms, orchestra pit, performer restrooms, paved parking area, 672 permanent seats with additional lawn seating, lighting, concession stand, ticket booth, sky boxes, public restrooms, and handicapped accessibility. The amphitheater was a gift to the College from the alumni and friends.
The Athletic, Recreation and Community Center (ARCC) was completed in 1988. The facility has a seating capacity of 5,230. In addition to sporting events, the ARCC accommodates large cultural, community, and social events. The building also houses the HCC Fitness Center and the Washington County Recreation Commission. Outdoor athletic facilities consist of tennis courts, a baseball field, a softball field, soccer fields, an eight lane all-weather track, a soccer field, and a cross-country running/jogging course.
The Behavioral Sciences and Humanities (BSH) Building, formerly known as the Classroom Building, was renovated in 2012. The building now features improved classroom and instructional spaces, and updated faculty offices and meeting rooms. The BSH Building is also home to HCC’s Fletcher Faculty Development Center. The goal of the center is to provide resources that will strengthen the teaching skills of both full- and part-time faculty through professional development activities.
The Career Programs Building (CPB) is home to The Merle S. Elliott Continuing Education and Conference Center, with five conference rooms and an expanded Valley Eatery, a tiered lecture hall that seats 66 students, science labs, a comfortable atrium, an outdoor fountain, and outdoor seating area at the Valley Eatery. It is also home to state-of-the-art facilities for nursing, radiography, dental, and other health sciences programs, as well as Workforce Solutions and Continuing Education, HCC’s Digital Printing and Design Services, Information Technology (IT) Department, and Business and Procurement Services, which includes the campus mail room.
The Energy and Trades Training Center (ETTC) offers more than 3,000 square feet of lab and lecture space, and features energy-efficient windows and a geo-thermal HVAC system. Credit and continuing education classes are provided here for alternative energy, advanced manufacturing, electrical engineering, mechanical engineering, HVAC/R, and industrial technology.
The Kepler Performing and Visual Arts Education Center features a dance studio/black box theater, campus gallery, classrooms, practice rooms, art rooms, and faculty offices. The 491-seat Kepler Theater includes dressing rooms, a costume shop, and extensive wardrobe storage.
The Learning Resource Center (LRC) houses the Academic Testing Center, Adult Literacy Services, Campus Police, classrooms, computer laboratories, faculty offices, Planning and Institutional Effectiveness, the STEMM Technical Middle College, and the William M. Brish Library. The Academic Testing Center, housed on the third floor of the LRC, offers placement testing, course testing requested by HCC instructors, online GED testing, testing for other colleges, and professional testing through outside vendors such as Pearson VUE and Prometric. The Academic Testing Center is certified by the National College Testing Association (NCTA).
The Learning Support Center (LSC) provides academic support in a wide range of content areas to all students taking courses at HCC. Services include individual drop-in tutoring, staff and peer-led study groups, supplemental instruction, workshops, and specialized assistance with specific populations. The LSC also offers group study rooms and a large number of desktop and laptop computers with printing.
The Science, Technology, Engineering, and Math (STEM) Building is a five-story, 65,000 square-foot structure and home to all the science programs, including the alternative energy technology, biotechnology, cybersecurity, mechanical engineering, and mathematics programs. The building features green roof components, as well as solar, wind, and geothermal energy components.
The Student Center has been renovated and expanded and now houses academic advising and credit registration, TRiO Student Support Services, Career Program Achievers, Internship and Job Services, Disability Services, Office of the Dean of Students, Student Activities, the Student Government Association, the Campus Store, the Hilltop Grill, a coffee shop, game room, student lounge, Veterans Connection Center, and other designated student meeting spaces.
The former Technical Innovation Center (TIC) is currently closed for renovation and will reopen in the fall of 2021 as the Center for Business and Entrepreneurial Studies. It will provide a new location for HCC’s business programs and a cutting edge two-floor business incubator, with light and advanced manufacturing labs.
The Waltersdorf Quad is an outdoor gathering area located in the center of HCC’s main instructional buildings and adjacent to the STEM Building plaza. It includes stone wall seating areas, outdoor classroom space, walkways, flowering trees and plants, outdoor lighting, Wi-Fi connectivity, and a solar charging station.
The William M. Brish Library, located on the second floor of the LRC, offers both quiet and collaborative study rooms in its newly remodeled space. Collections include scholarly articles from more than 30 academic databases, 180,000+ e-books, 19,000 streaming videos, and approximately 5,000 books in print. The library website (www.hagerstowncc.edu/library) features subject guides, tutorials, and 24/7 online reference chat. Students have access to printing/copying, ten computer workstations, and 30 laptops that may be checked out for use in the library. Several types of assistive technology are available for those with physical or learning disabilities.
HCC is home to 40 campus gardens, many of which date to 1966 when Dr. Mable R. Walter, biology professor and science division director, and a beautification committee began work to preserve the natural beauty of the land. Throughout the years, College employees, donors, and volunteers have contributed to the development of the gardens, which include a rock garden, rose garden, marsh garden, and several memorial gardens. The College receives donations to help in the maintenance of the gardens and to honor loved ones through various plantings. For more information, contact the Office of College Advancement at 240-500-2348.
Rental of College Facilities
The primary use of College facilities is for the educational purposes of HCC students and faculty; however, there are occasions when areas may be rented for public use. The College sets competitive rental rates and reserves the right to determine the appropriateness of rental requests. For information, call 240-500-2637, or email firstname.lastname@example.org.
Office of College Advancement
The Office of College Advancement conducts activities which strengthen the College’s ability to achieve and maintain self-sufficiency and viability. The Hagerstown Community College Foundation, Inc. fundraising efforts provide a stable income base for financial assistance to merit students and deserving students who could not otherwise afford to attend college.
Through its fundraising, alumni activities, and volunteers, the Office of College Advancement creates greater opportunities for students, faculty, and staff and thus ensures the College’s ability to attain a financially sound margin of excellence for its students.
Hagerstown Community College Foundation, Inc.
Established in 1968, the Hagerstown Community College Foundation, Inc. is a 501(c)(3) not-for-profit corporation. The Foundation assists the College in its mission of being a comprehensive open door educational institution. It seeks private financial contributions for the progress of HCC and works to support the College in meeting its new challenges. In doing so, the Foundation provides a means for individuals and businesses to invest in the future of our citizens. Many of its funds are endowed, and only the interest income is used; the original capital remains preserved.
The Foundation represents an ongoing and vibrant partnership between the College and the community. This partnership provides the community a high return on investment as the College efficiently manages and effectively develops a comprehensive educational process to provide a well-trained and skilled workforce in Washington County.
The College, like all individuals and businesses, is confronted with rising costs which create financial pressures on its operating budget. The College does receive public funding but that financial resource has been declining. It is becoming more difficult to cover the basics and to support many worthwhile instructional and enrichment activities as well as equipment purchases. HCC looks beyond government resources to fund significant student aid, academic and cultural programs, and capital project needs. This support is vital to the academic excellence of the College.
A critical need exists to provide scholarships for both academically outstanding students and students with financial need. Scholarships are available to students just beginning their college years or returning to school to acquire new skills for tomorrow’s jobs. Interest from Foundation funds are used primarily for academic scholarships. Thus, the Foundation strives to help HCC in its commitment to student success and regional development through educational excellence and community involvement. HCC Foundation scholarships provide possibility and encouragement for worthy students who could not otherwise afford to attend college.
Foundation activities strengthen the College’s ability to remain vital and to grow and flourish far into the 21st century. Increased funds for its endowment provide a stable base for student financial assistance and help the College provide the economic edge for the state and nearby areas. For more information, contact the Office of College Advancement at 240-500-2348.
The Hagerstown Community College Alumni Association is a group of dedicated HCC graduates and friends of the College who work to improve the educational experience at HCC and who enjoy networking with their fellow graduates. The Association is served by a full-time coordinator of alumni relations and annual giving and is led by a 12-member executive committee and a 30-member board of directors.
Members have numerous opportunities for involvement at HCC. Association members help recruit high-quality students, host an annual summer concert series in the HCC Alumni Amphitheater, plan reunions and/or other social events, offer trips and travel opportunities for alumni, coordinate an annual golf tournament and flower and garden show to raise funds for the institution and students and honor alumni and faculty for outstanding service. Alumni dues support the Alumni Scholarship Fund, in the HCC Foundation, Inc., and alumni gifts to the College, and provide operating funds for the association.
Free membership is offered for one year after graduation to all graduates who have completed a membership application. Associate membership is available to friends of the College who wish to support HCC and its Alumni Association. Paid life memberships are also available. The alumni coordinator may be reached at 240-500-2346, or via email at email@example.com.
Member benefits include recognition in the alumni newsletter, HCC New Horizons, invitations and discounts to alumni special and social events, opportunities to develop leadership skills by serving on an association committee, or by holding office. Members also gain satisfaction from helping to provide scholarships and alumni gifts to the College. Members promote pride in HCC by honoring outstanding alumni and faculty throughout the year. Some benefits available to all alumni are use of the library, job placement services, and career planning assistance.
For information on joining the Alumni Association or making a gift to Hagerstown Community College or the HCC Alumni Scholarship Fund, contact Lisa Stewart in the Alumni Office at 240-500-2346, or via email at firstname.lastname@example.org.
Member alumni are offered the opportunity to serve on one of the Association’s eight committees and the Board of Directors:
- Executive: Made up of association officers. Oversees the association’s Board of Directors and makes recommendations to the board involving policy decisions for the association.
- Flower and Garden Show: Plans the association’s annual show.
- Golf Tournament: Coordinates the yearly golf event.
- Membership: Recruits and orients new members. Encourages membership renewals.
- Nominating: Prepares nominations for officers and directors.
- Planning: Conducts short and long-range planning for the association. Members with strategic planning experience are preferred.
- Reunion: Plans and conducts reunions.
- Social: Plans a variety of social activities for association members and friends of the College.
Alumni Association Paid Membership
The Hagerstown Community College Alumni Association is supported by paid memberships. Annual membership types include: single $25, joint (married couple) $45, and lifetime $250. Twenty-five percent of Alumni Association dues support the Alumni Scholarship Fund and help children and grandchildren of alumni attend HCC. For complete information on joining the HCC Alumni Association, contact the alumni coordinator at 240-500-2346, or via email at email@example.com.
HCC maintains a corps of dedicated volunteers who complement and supplement the mission, vision, and goals of the College. The corps is comprised of giving people from high school students to local seniors, who provide service in a variety of ways across the campus. To learn more, contact the coordinator of campus volunteers at 240-500-2577 or firstname.lastname@example.org.
Workforce Solutions and Continuing Education
The Workforce Solutions and Continuing Education Division at Hagerstown Community College offers courses for those who may not be seeking a degree, but instead want to upgrade their skills to begin or advance their career, need recertification to maintain a license, start their own business, develop a new hobby, or simply learn something new and interesting to enrich their life. High quality programs are taught by experts in the field. Certificates of completion, continuing education units (CEUs), and preparation for professional certification in many areas are provided.
The Workforce Solutions and Continuing Education Division is certified as a distinguished professional continuing education unit by the Learning Resource Network (LERN). LERN is the foremost authority on lifelong learning programming in the world.
Noncredit Course Selections
The Workforce Solutions and Continuing Education Division offers a wide range of course selections. To meet the demands of the community, courses are updated frequently. Local businesses and organizations are consulted to develop customized training programs tailored to their individual needs. To learn more about these programs, please ww.hagerstowncc.edu/coned or call 240-500-2236.
Animal Care and Veterinary Office Careers
Animal care courses include courses for both pet owners and those that work with animals in various capacities. Veterinary office career courses include courses to prepare students to work as a front office assistant in a veterinary office, veterinary assistant, dog training, and also careers in animal rescue shelters. Courses are also provided for the continuing education of licensed veterinary technicians that need continuing education in order to maintain their license. In addition, pet grooming courses are offered for those interested in this career or to care for their own pet. Learn more at: www.hagerstowncc.edu/coned/areas/animal.
Business and Professional Development
The Workforce Solutions and Continuing Education Division offers non-credit courses designed to develop the skills of today’s business professionals. Topics include management and supervision, strategic planning, leadership, team-building, customer service, communication, project management, process improvement, marketing, sales, grant writing, entrepreneurship, and others.
HCC’s training includes customized programs as well as curriculum from partners including the American Management Association (AMA), Achieve Global™ and DDI™. HCC also partners with other Western Maryland entities that provide small business development to offer entrepreneurship and small business development training programs. Learn more at: www.hagerstowncc.edu/coned/areas/business.
Certification and Licensure
The Workforce Solutions and Continuing Education Division provides course work for careers that require state/national licensing or certification. HCC offers courses to prepare an individual for initial licensing or for license/certificate renewal. Programs include real estate, insurance, lead paint abatement, child care, home inspector, pool operator, personal trainer, techniques of alcohol management, bartending, food safety, and notary public. Many of these programs offer a new career in less than a year. Learn more at: www.hagerstowncc.edu/coned/areas/licensing.
College for Kids
College for Kids is a summer enrichment program designed to provide exciting, challenging, and enjoyable learning experiences for students entering grades second through twelve. Each program offering is based on a popular theme and is carried through with various camps which may include: music, applied arts, science, technology, and literature. Learn more at: www.hagerstowncc.edu/kids.
Industrial Technology/Trades/Alternative Energy
Trades and industrial technology courses in the college’s Career Program Building and Energy and Trades Training Center develop and enhance skills for individuals employed in manufacturing or trades related positions. Training topics include welding, HVAC, plumbing and pipe fitting, electrical wiring, PLC and CNC automation, alternative energy, and apprenticeship. HCC is also an approved North American Board of Certified Energy Practitioners (NABCEP) provider for Solar Photovoltaic training. Learn more at: www.hagerstowncc.edu/coned/areas/it.
Information Technology Training
Flexible delivery mechanisms allow students to enhance their technology skills through traditional evening classes, convenient one-day courses, or instructor-facilitated online classes. In addition, the Cisco Networking Academy program offers advanced skill options for the area’s technology workforce. An industry testing center provides an exam site for IT professionals to take job-related certification exams. Learn more at: www.hagerstowncc.edu/coned/areas/computers.
Nursing and Allied Health
The Workforce Solutions and Continuing Education Division offers educational programs for allied health and health professionals including physicians, nurses, social workers, psychologists, dentists, dental hygienists, dental assistants, certified counselors and therapists, radiographers, physical therapists and assistants, occupational therapists and assistants, activity directors, paramedics and emergency services personnel, massage therapists, chiropractors, and nursing home administrators. Our programs assist medical professionals in maintaining their certification in various areas of specialty by providing CEUs. We also provide continuous Basic Life Support (BLS) classes for healthcare providers. The Nurse Refresher Course assists the nurse who has an expired license to get the license renewed through the requirements of the Maryland Board of Nursing. Learn more at: www.hagerstowncc.edu/coned/areas/nursing.
The Hagerstown Community College philosophy of “lifelong learning” (sustaining personal growth, expanding horizons, and making new friends) is well represented in this varied array of continuing education courses focusing on applied arts, music, history, travel, and cultural studies. There are no tests and no academic requirements. Informal class sessions encourage comments, questions, and lively discussions. Learn more at: www.hagerstowncc.edu/coned/areas/lifelong.
A licensed driving school through the Maryland MVA, the Transportation Safety Program provides certified courses including driver education for first-time drivers and motorcycle safety for two-wheel enthusiasts. All motorcycle Basic Rider courses use State of Maryland Motorcycle Safety Program and Motorcycle Safety Foundation content and are led by instructors who are certified by the MVA and the MSF. Driver education courses are offered every eight weeks throughout the year for new drivers, and are offered in English and Spanish. Professional truck driver training for CDL B licensure, CDL Learner’s Permit, and CDL refresher assist new and returning truck drivers who want to work in commercial transportation. Learn more at: www.hagerstowncc.edu/godrive
Customized Contract Training
HCC helps businesses maximize resources and stay on top of shifts in the marketplace through customized business solutions. HCC’s customized training is crafted to meet the unique goals of individual businesses, from developing and applying basic competency to mastering advanced skills. Through customized training solutions, employees stay innovative, productive, and competitive. HCC offers customized training in the following areas:
- Leadership and Management: Customer service, team building, sales and marketing, supervision, strategic planning, project management, and more
- Information Technology: Cybersecurity, Microsoft Office Suite, Adobe, and other specialized software packages
- Industrial Technology: Welding, HVAC, plumbing and pipe fitting, electrical wiring, PLC and CNC automation, OSHA safety, and alternative energy
- Transportation: Large vehicle maneuvering for non-commercial driving roles, CDL skills training and enhancement, fleet driver evaluation in-truck or simulator-based
HCC can also provide:
- Executive coaching
- Curriculum development
- Specialized training modules to augment meetings, retreats and workshops
Learn more at: www.hagerstowncc.edu/coned/areas/business.
HCC is one single point of contact for the tristate’s business community and workforce development stakeholders to connect with the WorkSmart network that is responsive, accessible, and an affordable partner to help businesses address workforce issues and close skill gaps. WorkSmart is partnership between the Maryland Department of Commerce and the Maryland Association of Community Colleges. This program offers businesses an array of customized and relevant training solutions, by providing an innovative approach that leverages the strengths of Maryland’s sixteen community colleges.
The Merle S. Elliott Continuing Education and Conference Center at Hagerstown Community College offers seven professional meeting rooms and onsite catering for conferences, seminars, workshops, retreats, or meetings.
The Center features:
- Professional training facilities
- Centralized location
- State-of-the-art telecommunication capabilities; satellite downlinks; video/computer/Internet
- Audio/visual equipment
- Skilled audio/visual technicians
- Professional printing services
- Handout material consulting
- Full-service catering
- Ample parking
- Registration services options
- Meeting planning consulting
- Meeting facilitation
View a full list of upcoming conferences and seminars at www.hagerstowncc.edu/coned/seminars.
Adult Education Program
Hagerstown Community College is the home of the Washington County Adult Literacy Services Program. The adult Literacy Services Program’s mission is to provide students with educational and workforce training opportunities to enhance their lives as individuals, workers, and members of the community. Students can access courses designed to support development of basic literacy skills, English-language acquisition, GED preparation, and short-term career training programs. Students interested in registering for classes must be at least 18 years old and fully withdrawn from public school. The program provides adult learners with basic life skills, including reading, writing, and mathematics in order to enhance their participation as community members, enable greater success in the workplace, and increase their opportunity for further education beyond high school level.
Programs and services provided include Workkeys curriculum and preparation for the National Career Readiness Certificate (NCRC) testing. We also offer High School Diploma preparation and the National External Diploma Program (NEDP) for students who want to complete their high school diploma credential. In addition, we offer English as a Second Language (ESL) and Integrated English Language and Civics Education (IELCE) combined with Integrated Education Training Program (IETP) for qualifying students. The Adult Literacy Services Program supports a fully distance learning experience and in-class, traditional learning with various online programs including Workkeys, USA Learns, and GED Academy.
Adult Basic Education (ABE), Adult Secondary Education (ASE), Family Literacy, and English as a Second Language (ESL). The National External Diploma Program (NEDP) is also offered. In addition, Integrated Employment Training (IET) and Integrated English Language and Civics Education (IELCE) are options to qualifying students. A required orientation and assessment will be used to place students into the appropriate class level or related program. All classes or programs, have no fee. Textbooks are available to students for classroom use only. Students may purchase their own textbooks for personal use. Technology is available for all students for classroom use.
The Adult Literacy Services Program is administered by HCC, and classes are offered on the HCC campus and at other sites throughout the county. HCC and the core partners, American Job Center, Department of Social Services, Division of Rehabilitation Services, and Western Maryland Consortium align services to most appropriately serve shared clients. Other partners include the Family Center, Goodwill Industries, Head Start, Housing Authority of Hagerstown, Judy Center, Potomac Case Management, Washington County Board of Education, Washington County Free Library, and Washington County Literacy Council. The Adult Literacy Services Program is funded by Department of Labor and Hagerstown Community College.
Funding for the Adult Education Program is provided by the U.S. Department of Education; the Department of Labor, Licensing, and Regulation; and Hagerstown Community College.
For more information or to schedule an orientation appointment, call 240-500-2313, or go to http://www.hagerstowncc.edu/academics/divisions/deals/abe.
Center for Business and Entrepreneurial Studies
The former Technical Innovation Center (TIC) is currently closed for renovation and will reopen in the fall of 2021 as the Center for Business and Entrepreneurial Studies. It will provide a new location for HCC’s business programs and a cutting edge two-floor business incubator, with light and advanced manufacturing labs. It will be a state-of-the-art facility for Washington County entrepreneurship.
At HCC, each student will learn with technology as a tool for their particular field of study, as well as about technology as a transforming force in society. The College is committed to maintaining a campus that is equipped with the technology necessary to function as a model learning institution. In addition, the College is home to some of the latest equipment for use in skills labs for the health sciences programs, including imaging technology.
The Technology Council meets regularly to review, plan, and assess the College’s use and future needs in technology. Comprised of broad representation from within the College, the council is particularly concerned with how HCC can effectively apply technology to the success of teaching and learning programs and services, as well as the administration and management of the College.
Code of Maryland Regulations
General Education and Transfer
Public Institutions of Higher Education
§ 11-105(u) and 11-207 and Title 11, Subtitle 2,
Annotated Code of Maryland
This chapter applies only to public institutions of higher education.
A. In this chapter, the following terms have the meanings indicated.
B. Terms defined.
“A.A. degree” means the Associate of Arts degree.
“A.A.S. degree” means the Associate of Applied Sciences degree.
“A.A.T. degree” means the Associate of Arts in Teaching degree.
“A.F.A. degree” means the Associate of Fine Arts degree.
“Arts” means courses that examine aesthetics and the development of the aesthetic form and explore the relationship between theory and practice.
“A.S. degree” means the Associate of Sciences degree.
“A.S.E. degree” means the Associate of Science in Engineering degree.
“Associate’s degree” includes an:
(a) A.A. degree;
(b) A.S. degree;
(c) A.A.S. degree;
(d) A.A.T. degree;
(e) A.F.A. degree; and
(f) A.S.E degree.
“Biological and physical sciences” means courses that examine living systems and the physical universe. They introduce students to the variety of methods used to collect, interpret, and apply scientific data, and to an understanding of the relationship between scientific theory and application.
“Cumulative grade point average” means the average of grades received for completed coursework at all institutions attended.
“English composition courses” means courses that provide students with communication knowledge and skills appropriate to various writing situations, including intellectual inquiry and academic research.
“General education” means the foundation of the higher education curriculum providing a coherent intellectual experience for all students.
“General education program” means a program that is designed to:
(a) Introduce undergraduates to the fundamental knowledge, skills, and values that are essential to the study of academic disciplines;
(b) Encourage the pursuit of life-long learning; and
(c) Foster the development of educated members of the community and the world.
“Humanities” means courses that examine the values and cultural heritage that establish the framework for inquiry into the meaning of life.
“Mathematics” means courses that provide students with numerical, analytical, statistical, and problem-solving skills.
“Native student” means a student whose initial college enrollment was at a given institution of higher education and who has not transferred to another institution of higher education since that initial enrollment.
“Parallel program” means the program of study or courses at one institution of higher education that has parallel courses and comparable objectives as those at another higher education institution, for example, a transfer program in psychology in a community college is definable as a parallel program to a baccalaureate psychology program at a 4-year institution of higher education.
“Receiving institution” means the institution of higher education at which a transfer student currently desires to enroll.
“Recommended transfer program” means a planned program of courses, both general education and courses in the major, taken at a community college, which is applicable to a baccalaureate program at a receiving institution, and ordinarily the first half of the baccalaureate degree.
“Reverse transfer” means a process whereby credits that a student earns at any public senior higher education institution in the State toward a bachelor’s degree are transferrable to any community college in the State for credit toward an associate’s degree.
“Sending institution” means the institution of higher education of most recent previous enrollment by a transfer student at which transferable academic credit was earned.
“Social and behavioral sciences” means courses that are concerned with the examination of society and the relationships among individuals within a society.
“Transfer student” means a student entering an institution for the first time having successfully completed a minimum of 12 semester hours at another institution that are applicable for credit at the institution the student is entering.
.02-1 Admission of Transfer Students to Public Institutions
A. Admission to Institutions.
Subject to §B of this regulation, a student attending a public institution who has completed an associate’s degree or who has completed 60 or more semester hours of credit, may not be denied direct transfer to another public institution if the student attained a cumulative grade point average of at least 2.0 on a 4.0 scale or its equivalent at the sending institution, except as provided in §A(4) of this regulation.
Subject to §B of this regulation, a student attending a public institution who has not completed an associate’s degree or who has completed fewer than 60 semester hours of credit, is eligible to transfer to a public institution regardless of the number of credit hours earned if the student:
(a) Satisfied the admission criteria of the receiving public institution as a high school senior; and
(b) Attained at least a cumulative grade point average of 2.0 on a 4.0 scale or its equivalent at the sending institution.
Subject to §B of this regulation, a student attending a public institution who did not satisfy the admission criteria of a receiving public institution as a high school senior, but who has earned sufficient credits at a public institution to be classified by the receiving public institution as a sophomore, shall meet the stated admission criteria developed and published by the receiving public institution for transfer.
If the number of students seeking admission exceeds the number that can be accommodated at a receiving public institution, admission decisions shall be:
(a) Based on criteria developed and published by the receiving public institution on the institution’s website; and
(b) Made to provide fair and equal treatment for native and transfer students.
B. Admission to Programs.
A receiving public institution may require additional program admission requirements to some programs if the standards and criteria for admission to the program:
(a) Are developed and published by the receiving public institution; and
(b) Maintain fair and equal treatment for native and transfer students.
Courses taken at a public institution as part of a recommended transfer program leading toward a baccalaureate degree shall be applicable to related programs at a receiving public institution granting the baccalaureate degree.
C. Receiving Institution Program Responsibility.
The faculty of a receiving public institution is responsible for development and determination of the program requirements in major fields of study for a baccalaureate degree, including courses in the major field of study taken in the lower division.
A receiving public institution may set program requirements in major fields of study which simultaneously fulfill general education requirements.
A receiving public institution, in developing lower division course work, shall exchange information with other public institutions to facilitate the tranfer of credits into its programs.
A receiving public institution shall ensure that any changes to program standards and criteria for admission and the transfer of credits maintain the fair and equal treatment of native and transfer students, and are communicated in a timely manner.
.03 General Education Requirements for Public Institutions
A. While public institutions have the autonomy to design their general education program to meet their unique needs and mission, that program shall conform to the definitions and common standards in this chapter, and incorporate the general education knowledge and skills required by the Middle States Commission on Higher Education Standards for Accreditation. No later than August 1, 2017, a public institution shall satisfy the general education requirement by:
- Requiring each program leading to the A.A. or A.S. degree to include not less than 28 and not more than 36 semester hours, and each baccalaureate degree program to include not less than 38 and not more than 46 semester hours of required core courses, with the core requiring, at a minimum, course work in each of the following five areas:
(a) Arts and humanities,
(b) Social and behavioral sciences,
(c) Biological and physical sciences,
(d) Mathematics, and
(e) English composition; or
- Conforming with COMAR 13B.02.02.16D(2)(b)-(c).
B. Each core course used to satisfy the distribution requirements of §A(1) of this regulation shall carry at least 3 semester hours.
C. General education programs of public institutions shall require at least:
- Two courses in arts and humanities;
- Two courses in social and behavioral sciences;
- Two science courses, at least one of which shall be a laboratory course;
- One course in mathematics, having performance expectations demonstrating a level of mathematical maturity beyond the Maryland College and Career Ready Standards in Mathematics (including problem-solving skills, and mathematical concepts and techniques that can be applied in the student’s program of study); and
- One course in English composition, completed with a grade of C- or better.
D. Institution-Specific Requirements.
- In addition to the five required areas in §A of this regulation, a public institution may include up to 8 semester hours in course work outside the five areas. These courses may be integrated into other general education courses or may be presented as separate courses. Examples include, but are not limited to, Health, Diversity, and Computer Literacy.
- Public institutions may not include the courses in this section in a general education program unless they provide academic content and rigor equivalent to the areas in §A(1) of this regulation.
E. General education programs leading to the A.A.S. degree shall include at least 18 semester hours from the same course list designated by the sending institution for the A.A. and A.S. degrees. The A.A.S. degree shall include at least one 3-semester-hour course from each of the five areas listed in §A(1) of this regulation.
F. A course in a discipline listed in more than one of the areas of general education may be applied only to one area of general education.
G. A public institution may allow a speech communication or foreign language course to be part of the arts and humanities category.
H. Composition and literature courses may be placed in the arts and humanities area if literature is included as part of the content of the course.
I. Public institutions may not include physical education skills courses as part of the general education requirements.
J. General education courses shall reflect current scholarship in the discipline and provide reference to theoretical frameworks and methods of inquiry appropriate to academic disciplines.
K. Courses that are theoretical may include applications, but all applications courses shall include theoretical components if they are to be included as meeting general education requirements.
L. Notwithstanding §A(1) of this regulation, a public 4-year institution may require 48 semester hours of required core courses if courses upon which the institution’s curriculum is based carry 4 semester hours.
M. Public institutions shall develop systems to ensure that courses approved for inclusion on the list of general education courses are designed and assessed to comply with the requirements of this chapter.
.04 Transfer of Education Program Credit
A. Transfer of Credit to Another Public Institution.
1. Credit earned at any public institution in the State is transferable to any other public institution if the:
(a) Credit is from a college or university parallel course or program;
(b) Grades in the block of courses transferred average 2.0 or higher; and
(c) Acceptance of the credit is consistent with the policies of the receiving institution governing native students following the same program.
If a native student’s “D” grade in a specific course is acceptable in a program, then a “D” earned by a transfer student in the same course at a sending institution is also acceptable in the program. Conversely, if a native student is required to earn a grade of “C” or better in a required course, the transfer student shall also be required to earn a grade of “C” or better to meet the same requirement.
B. Credit Earned in or Transferred From a Community College.
Except as provided in §B(5) of this regulation, at least 60 credits but not more than 70 credits of general education, elective, and major courses that a student earns at any community college in the State toward a degree at a community college shall be transferrable to any public senior higher education institution in the State for credit toward a bachelor’s degree.
To be transferrable, a credit shall have been earned in accordance with the student’s degree plan.
Courses taken at a public institution as part of a recommended transfer program leading toward a baccalaureate degree shall be applicable to related programs at the receiving public institution granting the degree if successfully completed in accordance with the receiving institution’s policies governing native students in the same program.
Students earning an A.A.S. or A.F.A. degree shall have their credits evaluated in a manner that maximizes the transfer of articulated and elective credit.
A community college and a public senior higher education institution may provide in an articulation agreement for the transfer of credits in addition to credits transferred under §B(1) of this regulation.
C. Nontraditional Credit.
The assignment of credit for AP, CLEP, or other nationally recognized standardized examination scores presented by transfer students is determined according to the same standards that apply to native students in the receiving institution, and the assignment shall be consistent with the State minimum requirements.
Transfer of credit from the following areas shall be consistent with COMAR 13B.02.02. and shall be evaluated by the receiving institution on a course-by-course basis according to the same standards that apply to native students at the receiving institution:
(a) Technical courses from career programs;
(b) Course credit awarded through articulation agreements with other segments or agencies, which should be developed in collaboration with all public institutions, including course credit awarded by articulation with Maryland public secondary schools;
(c) Credit awarded for clinical practice or cooperative education experiences;
(d) Credit awarded for life and work experiences; and
(e) Credit awarded for training, coursework, or education through the military.
The basis for the awarding of the credit shall be indicated on the student’s transcript by the receiving institution.
The receiving institution shall inform a transfer student of the procedures for validation of course work for which there is no clear equivalency. Examples of validation procedures include ACE recommendations, portfolio assessment, credit through challenge, examinations, and satisfactory completion of the next course in sequence in the academic area.
The receiving baccalaureate degree-granting institution shall use validation procedures when a transferring student successfully completes a course at the lower-division level that the receiving institution offers at the upper-division level. The validated credits earned for the course shall be substituted for the upper-division course.
D. Progam Articulation
Recommended transfer programs shall be developed through collaboration between the sending and receiving institutions. A recommended transfer program represents an agreement between the two institutions that allows students aspiring to the baccalaureate degree to plan for seamless transfer. These programs constitute freshman/sophomore level course work to be taken at the community college in fulfillment of the receiving institution’s lower division course work requirement.
Recommended transfer programs in effect at the time that this regulation takes effect, which conform to this chapter, may be retained.
E. Reverse Transfer of Credit.
Subject to §E(2) of this regulation, a community college shall accept for reverse transfer any credits that an individual earned at a public senior institution up to 45 credits. Credits in excess of 45 credits may be accepted in accordance with the community college’s policy.
To be eligible for the transfer of credit under §E(1) of this regulation, a student shall have completed at least 15 credits at the community college to which the credits are transferred.
Community colleges and public senior institutions shall develop a process to identify students eligible for reverse transfer at no cost to the student.
F. Transfer of General Education Credit.
A student transferring to one public institution from another public institution shall receive general education credit for work completed at the student’s sending institution as provided by this chapter.
A completed general education program shall transfer without further review or approval by the receiving institution and without the need for a course-by-course match.
Courses that are defined as general education by one institution shall transfer as general education even if the receiving institution does not have that specific course or has not designated that course as general education.
A Maryland community college shall accept 28-36 credits of general education as specified in Regulation .03(C) of this chapter as completion of the general education requirements at the community college, without further review or the need for a course-by-course match.
The receiving institution shall give lower-division general education credits to a transferring student who has taken any part of the lower-division general education credits described in Regulation .03 of this chapter at a public institution for any general education courses successfully completed at the sending institution.
Except as provided in Regulation .03M of this chapter, a receiving institution may not require a transfer student who has completed the requisite number of general education credits at any public college or university to take, as a condition of graduation, more than 10-18 additional semester hours of general education and specific courses required of all students at the receiving institution, with the total number not to exceed 46 semester hours. This provision does not relieve students of the obligation to complete specific academic program requirements or course prerequisites required by a receiving institution.
Each public institution shall designate on or with the student transcript those courses that have met its general education requirements, as well as indicate whether the student has completed the general education program.
(a) While there may be variance in the numbers of hours of general education required for associate’s degrees at a given institution, the courses identified as meeting general education requirements for all degrees shall come from the same general education course list and exclude technical or career courses.
(b) A student possessing an associate’s degree who transfers into a receiving institution with fewer than the total number of general education credits designated by the receiving institution shall complete the difference in credits according to the distribution as designated by the receiving institution. Except as provided in Regulation .03M of this chapter, the total general education credits for baccalaureate degree-granting public receiving institutions may not exceed 46 credits.
Student Responsibilities. A student is held:
(a) Accountable for the loss of credits that:
(i) Result from changes in the student’s selection of the major program of study;
(ii) Were earned for remedial course work; or
(iii) Exceed the total course credits accepted in transfer as allowed by this chapter; and
(b) Responsible for meeting all requirements of the academic program of the receiving institution.
.05 Academic Success and General Well-Being of Transfer Students
A. Sending Institutions.
Community colleges shall encourage their students to complete the associate degree in a recommended transfer program that includes both general education courses and courses applicable toward the program at the receiving institution.
Community college students are encouraged to choose as early as possible the institution and program into which they expect to transfer.
The sending institution shall:
(a) Provide to community college students information about the specific transferability of courses and programs to 4-year colleges;
(b) Transmit information about transfer students who are capable of honors work or independent study to the receiving institution; and
(c) Promptly supply the receiving institution with all the required documents if the student has met all financial and other obligations of the sending institution for transfer.
B. Receiving Institutions:
- Admission requirements and curriculum prerequisites shall be stated explicitly in institutional publications.
- A receiving institution shall admit transfer students from newly established public colleges that are functioning with the approval of the Maryland Higher Education Commission on the same basis as applicants from regionally accredited colleges.
- A receiving institution shall evaluate the transcript or transcripts of a degree-seeking transfer student as expeditiously as possible, and notify the student of the results within 20 working days of the receipt of all official transcripts. The receiving institution shall inform a student of the courses that are acceptable for transfer credit and the courses that are applicable to the student’s intended program of study.
- A transfer student shall be provided the same opportunity as a native student to pursue the program and degree requirements that were in effect at the time that the student enrolled at the sending institution provided they have been continuously enrolled and otherwise meet the same requirements of the native student.
C. Nontraditional Credit.
- The assignment of credit for AP, CLEP, or other nationally recognized standardized examination scores presented by transfer students is determined according to the same standards that apply to native students in the receiving institution, and the assignment shall be consistent with the State minimum requirements.
- Transfer of credit from the following areas shall be consistent with COMAR 13B.02.02. and shall be evaluated by the receiving institution on a course-by-course basis:
(a) Technical courses from career programs;
(b) Course credit awarded through articulation agreements with other segments or agencies;
(c) Credit awarded for clinical practice or cooperative education experiences; and
(d) Credit awarded for life and work experiences.
- The basis for the awarding of the credit shall be indicated on the student’s transcript by the receiving institution.
- The receiving institution shall inform a transfer student of the procedures for validation of course work for which there is no clear equivalency. Examples of validation procedures include ACE recommendations, portfolio assessment, credit through challenge, examinations, and satisfactory completion of the next course in sequence in the academic area.
- The receiving baccalaureate degree-granting institution shall use validation procedures when a transferring student successfully completes a course at the lower-division level that the receiving institution offers at the upper-division level. The validated credits earned for the course shall be substituted for the upper-division course.
.06 Programmatic Currency
A. Maryland public institutions shall collaborate to develop and provide to students current and accurate information on transferable programs and courses.
B. Upon approval of new baccalaureate programs, recommended transfer programs shall be developed with each community college.
C. When considering curricular changes, institutions shall notify each other of the proposed changes that might affect transfer students. An appropriate mechanism shall be created to ensure that both 2-year and 4-year public colleges provide input or comments to the institution proposing the change. Sufficient lead time shall be provided to effect the change with minimum disruption. Transfer students are not required to repeat equivalent course work successfully completed at a community college.
.07 Transfer Mediation Committee
A. Sending and receiving institutions that disagree on the transferability of general education courses as defined by this chapter shall submit their disagreements to the Secretary, who shall appoint a Transfer Mediation Committee to adjudicate the disagreement. Members appointed to the Transfer Mediation Committee shall be representative of the public 4-year colleges and universities and the community colleges.
B. The Transfer Mediation Committee shall address general education issues at the course or curricular level, not individual student cases. As appropriate, the Committee shall consult with faculty on curricular issues.
C. The findings of the Transfer Mediation Committee are considered binding on both parties.
.08 Appeal Process
A. Notice of Denial of Transfer Credit by a Receiving Institution.
Except as provided in §A(2) of this regulation, a receiving institution shall inform a transfer student in writing of the denial of transfer credit not later than mid-semester of the transfer student’s first semester, if all official transcripts have been received at least 15 working days before mid-semester.
If transcripts are submitted after 15 working days before mid-semester of a student’s first semester, the receiving institution shall inform the student of credit denied within 20 working days of receipt of the official transcript.
A receiving institution shall include in the notice of denial of transfer credit:
(a) A statement of the student’s right to appeal; and
(b) A notification that the appeal process is available in the institution’s catalog.
The statement of the student’s right to appeal the denial shall include notice of the time limitations in §B of this regulation.
B. A student believing that the receiving institution has denied the student transfer credits in violation of this chapter may initiate an appeal by contacting the receiving institution’s transfer coordinator or other responsible official of the receiving institution within 20 working days of receiving notice of the denial of credit.
C. Response by Receiving Institution.
A receiving institution shall:
(a) Establish expeditious and simplified procedures governing the appeal of a denial of transfer of credit; and
(b) Respond to a student’s appeal within 10 working days.
An institution may either grant or deny an appeal. The institution’s reasons for denying the appeal shall be consistent with this chapter and conveyed to the student in written form.
Unless a student appeals to the sending institution, the written decision in §C(2) of this regulation constitutes the receiving institution’s final decision and is not subject to appeal.
D. Appeal to Sending Institution.
If a student has been denied transfer credit after an appeal to the receiving institution, the student may request the sending institution to intercede on the student’s behalf by contacting the transfer coordinator of the sending institution.
A student shall make an appeal to the sending institution within 10 working days of having received the decision of the receiving institution.
E. Consultation Between Sending and Receiving Institutions.
Representatives of the two institutions shall have 15 working days to resolve the issues involved in an appeal.
As a result of a consultation in this section, the receiving institution may affirm, modify, or reverse its earlier decision.
The receiving institution shall inform a student in writing of the result of the consultation.
The decision arising out of a consultation constitutes the final decision of the receiving institution and is not subject to appeal.
.09 Periodic Review
A. Report by Receiving Institution.
- A receiving institution shall report annually the progress of students who transfer from 2-year and 4-year institutions within the State to each community college and to the Secretary of the Maryland Higher Education Commission.
- An annual report shall include ongoing reports on the subsequent academic success of enrolled transfer students, including graduation rates, by major subject areas.
- A receiving institution shall include in the reports comparable information on the progress of native students.
B. Transfer Coordinator. A public institution of higher education shall designate a transfer coordinator, who serves as a resource person to transfer students at either the sending or receiving campus. The transfer coordinator is responsible for overseeing the application of the policies and procedures outlined in this chapter and interpreting transfer policies to the individual student and to the institution.
C. The Maryland Higher Education Commission shall establish a permanent Student Transfer Advisory Committee that meets regularly to review transfer issues and recommend policy changes as needed. The Student Transfer Advisory Committee shall address issues of interpretation and implementation of this chapter.
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