Accreditations/Approvals/Certifications
Institutional Accreditation
Hagerstown Community College is accredited by:
Middle States Commission on Higher Education
1007 North Orange Street
4th Floor, MB #166
Wilmington, DE 19801
Phone: 267-284-5000
www.msche.org
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 Dental Assisting and Dental Hygiene Programs are approved by:
Commission on Dental Accreditation (CODA)
211 East Chicago Ave.
Chicago, IL 60611
Phone: 800-232-6108
www.ada.org/coda
The Health Information Management Program is accredited by:
Commission on Accreditation for Health Informatics and Information Management
200 East Randolph Street, Suite 5100
Chicago, IL 60601
Phone: 312-235-3255
www.cahiim.org
The Police Academy is accredited by:
Maryland Police and Correctional Training Commissions
6852 4th Street
Sykesville MD 21784
Phone: 410-875-3400
www.dpscs.state.md.us/agencies/mpctc.shtml
The RN, PN, and CNA nursing programs are approved by:
The Maryland Board of Nursing
4140 Patterson Avenue
Baltimore, MD 21215
Phone: 888-202-9861
www.mbon.maryland.gov
The RN and PN nursing programs are accredited by:
Accreditation Commission for Education in Nursing
3390 Peachtree Road NE, Suite 1400
Atlanta, GA 30326
Phone: 404-975-5000
www.acenursing.org
The Radiography Program is accredited by:
Joint Review Committee on Education in Radiologic Technology (JCERT)
20 North Wacker Drive, Suite 2850
Chicago, IL 60606
Phone: 312-704-5300
www.jrcert.org
The Workforce Solutions and Continuing Education Division is certified by:
Learning Resources Network (LERN)
P.O. Box 9
River Falls, WI 54022
Phone: 800-678-5376
www.lern.org
Hagerstown Community College has been given authority to operate in the state of Maryland by the Maryland Higher Education Commission.
Message from the President
Since its beginning in 1946, Hagerstown Community College has served more than 175,000 students and awarded more than 25,000 degrees. This is evidence of how we 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 76 years, we have been the choice of tens of thousands of students and alumni. We hope that you, too, will discover your best future at HCC!
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James S. Klauber, Ph.D.
President
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Board of Trustees
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Austin Abraham
(Appointed 2008)
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Carolyn Brooks
(Appointed 1993)
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Thomas Newcomer
(Appointed 2021)
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Gregory Snook
(Appointed 2007)
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John Williamson
(Appointed 2012)
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Mission
HCC ensures equitable access to affordable, high-quality educational programs, while fostering workforce development and cultural vitality in the region.
Vision
HCC will be the college of choice through demonstration of inclusive educational excellence, transformative growth, and community enrichment.
Values
- Excellence
- Integrity
- Diversity and Inclusion
- Stewardship
- Civic Engagement
- Student Centeredness
Institutional Learning Outcomes
The following attributes are goals of the full HCC experience, designed to impart students with knowledge, skills, and attitudes that go beyond the classroom and equip them with tools for lifelong success.
- Personal and Social Responsibility
- Globalization and Diversity
- Critical Thinking and Communication
- Scientific and Quantitative Reasoning
- Information Literacy and Technology
- Professionalism
Shared Governance
HCC has a shared governance model that promotes a participatory and collaborative culture where employees are well informed and involved in policy development that match their areas of expertise. 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. HCC’s shared governance model consists of cross-constituent groups emphasizing a balance of perspectives among and between staff, faculty, and students. The College’s system of shared governance and influence generates decisions on matters with a large “community of interest.” Governance groups that deal primarily with faculty issues have a majority of faculty members, with representation by administration and staff. Administration and staff committees are comprised primarily of administrators and staff, with faculty representation.
Locations
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 also maintains a training facility and driving range for its Commercial Vehicle Transportation Program on Industry Drive, near Hagerstown Regional Airport.
History
Seventy-seven years ago, Hagerstown Junior College started as the first of its kind in Maryland. Classes began on September 18, 1946, in the evenings, at Hagerstown High School, and most of the students attended on the G.I. Bill®. In 1948, the first graduation ceremony was held and 25 students received degrees. Since then, more than 175,000 students have taken advantage of HCC’s value in getting a quality education at an affordable cost.
From its humble beginnings in 1946, and despite early community sentiment that was not overly supportive of higher education, the college grew and flourished. In 1956, HJC, which was then a part of the Board of Education, got its own location in what was affectionately called the “Cracker Box” on the campus of South Hagerstown High School. As enrollment continued to increase, plans were made to find a suitable location to accommodate the growth, and in 1965, ground was broken on land that is now home to the thriving campus on Robinwood Drive. The first classes were held at the new location in September of 1966, with 782 students.
Since that time, the college has continued to grow, in the number of students, faculty and staff, and programs offered. Jim Klauber became HCC’s fourth president in June of 2018. He follows Guy Altieri, who retired in December of 2017; Norman Shea, who served from 1986 to 2002; and Atlee Kepler, who was appointed dean of the college in 1953 and president in 1961.
In 1998, the name was changed from Hagerstown Junior College to Hagerstown Community College to more accurately reflect the mission it serves. The current campus has grown to 319 acres with 18 buildings. More than 100 programs of study are now offered. Each year, more than 5,000 students take classes for college credit and more than 5,000 additional students take continuing education classes. Since 2003, early college enrollment has grown to nearly 900 high school students who take HCC classes each year through the Early College Program (formerly Middle College).
Visit the College Timeline webpage to learn more about the history of HCC.
College Accreditation
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 Commission on Higher Education 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.
Facilities
The Administration and Student Affairs (ASA) Building offers students a central location to register for classes, apply for financial aid, pay tuition, and request transcripts. It houses registration for credit and non-credit students, 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 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, a tiered lecture hall that seats 66 students, science labs, a comfortable atrium, and an outdoor fountain. 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, the campus mail room, and Mama’s Biscuits Culinary Incubator, part of HCC’s Incubator + Labs.
The Center for Business and Entrepreneurial Studies opened in the fall of 2021 and is home to the David W. Fletcher Incubator + Labs, which provides two floors of business incubator space, along with light and advanced manufacturing labs, to inspire and support entrepreneurs who are launching and leveraging their businesses in Washington County.
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 William M. Brish Library, the Academic Testing Center, Program of Adult Literacy Services, classrooms, computer laboratories, and faculty offices. The Academic Testing Center, housed on the third floor of the Learning Resource Center, 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) is the home of the Tutoring Hub and Writing Center, which provide free academic support to current HCC students by offering individual walk-in tutoring (no appointment needed), workshops, online tutoring, and writing feedback. The LSC building features study space, study materials, and a computer lab. The LSC staff have professional expertise in English and writing, math and science, computer technology, and more. The LSC peer tutors support an array of additional subjects. Regular hours include evenings and Saturdays. For a current schedule (and other resources), visit the Learning Support Center webpage or call 240-500-2560.
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 is the focal point of student life on campus, providing space for students to dine between classes, meet with their peers, and engage in student activities. It is home to Retention and Registration, the Dean of Student Affairs Office, Student Support Services, Student Activities Office, Student Government Association Office, Veterans Connection Center, Hilltop Grill, Hawk Café, Esports Center, a gaming room, the campus store, expanded dining and seating, and a large outside deck.
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, is located on the second floor of the Learning Resource Center and is accessible online by visiting the William M. Brish Library webpage. Expert librarians are available 24/7 through the website, and in person during open hours, to assist visitors in discovering a wealth of scholarly articles, e-books, and other content. Study space, computers, and printing/copying are available.
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.
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 classroomreservation@hagerstowncc.edu.
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.
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.
Alumni Association
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 13-member executive committee and a 42-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 two years 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.
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.
Association Committees
Member alumni are offered the opportunity to serve on one of the Association’s eight committees and the Board of Directors:
- Amphitheater: Plans programming for HCC Alumni Amphitheater summer concerts.
- Budget and Finance: Prepares the budget and invests Association funds.
- 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 & Garden Show: Plans the Association’s annual show.
- Fund Raising: Plans and implements events to raise funds for the Association’s operating expenses.
- 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.
Alumni Association Paid Membership
The Hagerstown Community College Alumni Association is supported by paid memberships. Annual membership types include: single $25, joint (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 lsstewart@hagerstowncc.edu.
Campus Volunteers
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, call 240-500-2348 or send email to volunteerservices@hagerstowncc.edu.
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. Visit the Workforce Solutions & Continuing Education webpage to learn more about these programs or call 240-500-2236.
Program Areas
Animal Care and Veterinary Office Careers
Animal care careers at HCC include courses for both pet owners and those interested in working professionally with animals. The Veterinary Assistant course prepares students for a career as a veterinary assistant in a veterinary office or hospital, in pet training, or within animal rescue shelters. Additionally, Pet Grooming is offered for pet owners to care for their own pet or for those interested in pursuing a career as a Professional Pet Groomer. Visit the Veterinary Assistant Training Courses webpage to learn more.
Business and Professional Development
The Workforce Solutions and Continuing Education Division offers noncredit courses designed to develop the skills of today’s business professionals. Topics include management and supervision, strategic planning, leadership, team-building, customer service, communication, time management, human resources, project management, process improvement, marketing, sales, and more. Visit the Business & Professional Training webpage to learn more.
Certification and Licensure
The Workforce Solutions and Continuing Education Division provides course work for careers requiring state or national licensing or certification. HCC also offers courses to prepare individuals for licensing renewals. Programs include real estate, child care, home inspecting, pool operator, personal trainer, and more. Many of these programs offer a new career in less than a year. Visit he Certification & Licensure Career Education webpage to learn more.
College for Kids & Discovery Academy
College for Kids is a summer enrichment program designed to provide exciting, challenging, and enjoyable learning experiences for students entering grades two through eight. 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. Visit the College for Kids webpage to learn more.
Discovery Academy offers weeklong summer programs to students in grades nine through 12.These camps, taught by qualified instructors from local schools and area businesses, provide real-life experience and help give insight into career fields. Students will also have an opportunity to learn about college life on campus. Visit the Discovery Academy webpage to learn more.
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, diesel and small engine repair, PLC and CNC automation, alternative energy, home inspection licensing and registered apprenticeship programs for HVAC, plumbing, electrical, and carpentry. HCC also provides operations training for forklift drivers and heavy equipment operators. Visit the Industrial Technology & Construction Trades webpage to learn more.
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. Visit the Computer Training & Testing webpage to learn more.
Nursing and Allied Health
The Workforce Solutions and Continuing Education Division offers educational programs and customized training for allied health, behavioral health, and medical practitioners, including nurses (LPN/RN) and nursing assistants (CNA/GNA), dental hygienists, dental assistants, dentists, EMS personnel, social workers, and others. Professional development, skills enhancement, and certificate requirements are available to current professionals. Programs such as Certified Nursing Assistant/ Geriatric Nursing Assistant, Phlebotomy, Medical Assisting are available to those interested in starting healthcare careers. Ongoing BLS classes are available for all interested. Visit the Allied Health & Nursing webpage to learn more.
Personal Enrichment
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. Visit the Personal Enrichment webpage to learn more.
Transportation Safety
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. HCC meets the federal Entry Level Driver Training requirements and provides professional truck driver training for CDL A and B vehicles, plus Passenger Endorsement and HazMat Endorsement. In addition, CDL refresher training assist new and returning truck drivers who want to work in commercial transportation. Visit the Driver & Transportation Education webpage to learn more.
Customized Contract Training
HCC helps businesses, large and small, 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
Visit the Customized Training webpage to learn more.
Adult Education Program
HCC is the home of the Washington County Program of Adult Literacy Services (PALS). The Program of Adult Literacy Services 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 for the General Education Development (GED) 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 Program of Adult Literacy Services supports both distance learning experiences and in-class, traditional learning with various online programs including Essential Education, WorkKeys, USA Learns, QUILL, and GED Academy.
A required intake 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 so we can most appropriately serve shared clients. PALS also partners regularly with other area agencies to serve the local area.
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.
Visit the Program of Adult Literacy Services (PALS) webpage for more information or to schedule an appointment, or call 240-500-2313.
The Distance Learning department oversees the college’s online and blended learning courses, administrates the central Learning Management System, and other e-learning software. Distance Learning provides training and support to all faculty, and responds to technical issues for students. Learning Technology, the Fletcher Faculty Development Center, and the Academic Testing Center are also members of this overarching department.
To learn more about these support areas, and online education at HCC, visit the Online Education webpage.
Technology Resources
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
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Title 13B
Maryland Higher
Education Commission
Subtitle 06
General Education and Transfer
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Chapter 01
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Public Institutions of Higher Education
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Authority:
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Education Article,
§ 11-105(u) and 11-207 and Title 11, Subtitle 2,
Annotated Code of Maryland
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This chapter applies only to public institutions of higher education.
13B.06.01.01
.02 Definitions
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.
- “First-time student” means a student who:
(a) Has earned a high school diploma or equivalent; and
(b) Has not earned any college credit from an institution of higher education subsequent to earning the high school diploma or equivalent.
- First-time student with advanced standing” means a first-time student who earned college credit from an institution of higher education prior to earning a high school diploma or equivalent.
- “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 to which a student desires to transfer credit.
- “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 student at which applicable 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 of higher education after earning a high school diploma or equivalent that are applicable for credit at the institution the student is entering.
13B.06.01.02
.02-1 Admission of Transfer Students and First-Time Students with Advanced Standing.
A. Admission to Public Institutions
- Subject to §B of this regulation, a student attending a public institution who has completed an associate 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 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 same admission criteria as a native student at the receiving public institution; and
(b) Attained a cumulative grade point average of at least 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 students, transfer students, and first-time students with advanced standing.
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 students, transfer students, and first-time students with advanced standing.
- 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 transfer 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:
(a) Maintain the fair and equal treatment of native students, transfer students, and first-time students with advanced standing; and
(b) 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.
13B.06.01.03
.04 Transfer of Education Program Credit
A. Transfer of Credit to Another Public Institution.
- 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 any student shall be determined according to the same standards that apply to native students in the receiving institution and 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. Program 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.
- Associate Degrees.
(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 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.
13B.06.01.04
.05 Academic Success and General Well-Being of Transfer Students
A. Sending Institutions.
- (1) 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.
13B.06.01.05
.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.
13B.06.01.06
.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.
13B.06.01.07
.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 student in writing of a denial of transfer credit not later than mid-semester of the 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.
13B.06.01.08
.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.
13B.06.01.09
HCC Acronyms
| AA |
Associate of Arts |
| AAS |
Associate of Applied Science |
| AAT |
Associate of Arts in Teaching |
| ADA |
Americans with Disabilities Act |
| AFACCT |
Association of Faculty for the Advancement of Community College Teaching |
| APPR |
Annual Performance and Planning Review |
| ARCC |
Athletic, Recreation and Community Center |
| ARTSYS |
Articulation and Transfer System |
| ASA |
Administration and Student Affairs Building |
| AS |
Associate of Science |
| ATC |
Advanced Technology Center |
| AY |
Academic Year |
| BOT |
Board of Trustees |
| CAAP |
Collegiate Assessment of Academic Proficiency |
| CCN |
College Central Network |
| CCSSE |
Community College Survey of Student Engagement |
| CE |
Continuing Education |
| CFK |
College for Kids |
| CIP |
Capital Improvement Project |
| CLC |
Children’s Learning Center |
| COG |
Course Outcomes Guide |
| COMAR |
Code of Maryland Regulations |
| CPA |
Career Program Achievers |
| CPB |
Career Programs Building |
| CPD |
Campus Police Department |
| DACUM |
Design a Curriculum |
| DE |
Distance Education |
| DEALS |
Developmental Education and Adult Literacy Services |
| DEC |
Distance Education Center |
| DLLR |
Department of Labor, Licensing and Regulation |
| ECAP |
Early College Access Program |
| FAFSA |
Free Application for Federal Student Aid |
| FERPA |
Family Educational Rights and Privacy Act of 1974, as amended |
| FLPTC |
Faculty, Load, Promotion and Tenure Committee |
| FMP |
Facilities Master Plan |
| FPA |
Faculty Professional Association |
| FTE |
Full-Time Equivalent |
| FY |
Fiscal Year |
| HCC |
Hagerstown Community College |
| HJC |
Hagerstown Junior College |
| HR |
Human Resources |
| ILR |
Institute for Learning in Retirement |
| IPT |
Innovative Partnerships for Technology |
| IR |
Institutional Research |
| IT |
Information Technology |
| LAN |
Local Area Network |
| LERN |
Learning Resources Network |
| LPN |
Licensed Practical Nurse |
| LRC |
Learning Resource Center |
| LSC |
Learning Support Center |
| LT |
Learning Technology |
| MACC |
Maryland Association of Community Colleges |
| MHEC |
Maryland Higher Education Commission |
| MSDE |
Maryland State Department of Education |
| NJCAA |
National Junior College Athletic Association |
| NSO |
New Student Orientation |
| PAR |
Pride and Recognition (Committee) |
| PIE |
Planning and Institutional Effectiveness |
| POG |
Program Outcomes Guide |
| PRR |
Periodic Review Report |
| PRM |
Public Relations and Marketing |
| PTK |
Phi Theta Kappa Honor Society |
| SAO |
Student Activities Office |
| SFAO |
Student Financial Aid Office |
| SGA |
Student Government Association |
| SLOA |
Student Learning Outcomes Assessment |
| STEM |
Science, Technology, Engineering and Math programs |
| TIC |
Technical Innovation Center |
| TPC |
Technology Planning Council |
| USMH |
University System of Maryland at Hagerstown |
| VMC |
Valley Mall Center |
| WCPS |
Washington County Public Schools |
| WL |
Workplace Learning |
| WMCCT |
Western Maryland Community College Teleconsortium |
|
