Founded in 1953 and located in the heart of the Capital Region of New York State, Hudson Valley Community College currently serves approximately 12,800 students each semester with more than 70 degree and certificate programs offered in its four schools: Business, Engineering and Industrial Technologies, Health Sciences, and Liberal Arts and Sciences.
A comprehensive, full-service community college, Hudson Valley offers Associate in Applied Science (AAS) and Associate in Occupational Studies (AOS) programs that lead to immediate employment in industry, business, and health and public agencies. Its Associate in Arts (AA) and Associate in Science (AS) programs prepare students to continue their education at four-year colleges and universities. To facilitate this transfer, the college has 254 specific, program-to-program articulation agreements with 54 colleges and universities. In addition, the college’s many certificate programs provide students with training for selected occupational specialties such as accounting, biotechnology, computer aided drafting, dental assisting, echocardiography, emergency medical technician (EMT), overhead electric line worker, photovoltaic installation, and teaching assistant, to name but a few. Ninety-four percent of Hudson Valley graduates find immediate employment or transfer to four-year institutions of higher education.
Within each of the college’s four schools, students are provided with the opportunity to study a wide range of subjects and pursue careers in a variety of fields. The School of Business offers programs in five curricular areas (Business, Computer Information Systems, Information Technician, Accounting, and Marketing), all of which stress quality instruction, subject matter relevance, and collaboration with internal and external constituents. The School of Engineering and Industrial Technologies boasts three programs accredited by the Accreditation Board for Engineering and Technology—Mechanical Engineering Technology, Civil Engineering Technology, and Electrical Engineering Technology: Electronics, as well as four Automotive programs accredited by the National Automotive Technician Education Foundation. The School of Health Sciences houses extremely well regarded nationally accredited programs in Dental Hygiene, Diagnostic Medical Sonography, Echocardiography, Emergency Medical Technician-Paramedic, Mortuary Science, Nursing, and Respiratory Care. The School of Liberal Arts and Sciences offers programs and courses that provide a rich foundation in the liberal arts and sciences that enable students to realize their potential as self-sustaining individuals and contributing members of society and prepare graduates for employment and transfer to four-year colleges and universities. Programs and courses offered include those in the areas of mathematics, social sciences, English, modern languages, education, criminal justice, human services, fine arts, humanities, science, and engineering, as well as a Liberal Arts and Sciences Honors program.
Hudson Valley Community College also offers a number of programs for the non-traditional student. The College in the High School program offers local students in 28 school districts the opportunity to take college-level courses while still in high school. Continuing Education and Summer Sessions provides a flexible and viable alternative to the traditional full-time college degree program for anyone looking to acquire new knowledge and skills, or enhance abilities already established. The Office of Community and Professional Education offers a wide range of educational, professional, and recreational credit-free classes for everyone from children to seniors, as well as non-credit certification programs in emergency medicine, dental assisting, and paralegal training (to name only a few), and courses satisfying professional Continuing Education Unit (CEU) requirements. The college’s Workforce Development Institute provides training, consulting, executive coaching, and organization development activities in support of regional economic growth, functioning as a regional training resource designed to meet a wide range of needs related to employment by tailoring a combination of credit and non-credit courses for the businesses of the community and beyond. The Capital District Educational Opportunity Center, a division of Hudson Valley Community College, offers tuition-free academic (including GED Preparation and College Preparation programs) and workforce development opportunities (including certificate programs in building trades, welding, cosmetology, culinary arts, and nursing assistant) to economically disadvantaged and educationally under-prepared New York State residents 16 years or older.
To assist students in successfully completing their programs of study, Hudson Valley offers a host of support services including the Learning Assistance Center (which provides workshops in math, reading, writing, and study strategies, as well as learning disability services and academic computing assistance through its Computer Learning Centers), the Collegiate Academic Support Program (which promotes the academic and personal growth of traditionally underepresented students by providing holistic programs and activities within an environment that celebrates inclusiveness and diversity), the Center for Counseling and Transfer (which offers academic and personal and psychological counseling, transfer counseling, and administers the CLEP and DSST testing programs), and the Center for Careers and Employment (which provides students and alumni with career and employment counseling, resume consultation, and job networking, as well as an online job bank). In addition, the Center for Effective Teaching offers college faculty and staff assistance in the application of innovative teaching methods and emerging new instructional technology, working with them to enhance the effectiveness of their teaching.
Recognized nationally for its commitment to academic excellence and innovation, Hudson Valley is at the forefront of educating and training its students in some of the most exciting developments in science and technology today. The college is building a $13.5 million Training and Education Center for Semiconductor Manufacturing and Alternative and Renewable Technologies (TEC-SMART) that will be located in the Saratoga Technology and Energy Park (STEP) in Malta, New York, adjacent to where GlobalFoundries Inc. is planning to build a $4.2 billion computer chip factory. At this new facility students will be trained in emerging technologies, including semiconductor manufacturing, alternative fuels, photovoltaic, geothermal, and wind energy, as well as energy efficiency training for the building trades. In addition, in 2012 the college will begin construction of the $54.4 million Brahan Science Center. This new facility will consolidate all of the college’s hard science laboratories, classrooms, and facilities in one state-of-the-art location, providing faculty, staff, and students with cutting edge educational opportunities.
While 80 percent of Hudson Valley’s students come from the immediate Capital Region, the remainder come from every other county in New York, as well as from a number of other states and more than 40 foreign countries. These students bring to the college a strong desire to learn and grow and a wealth of life experiences. Once here they work with a highly qualified faculty and staff deeply committed to their success and the educational enterprise in general. Further, the college strongly encourages and supports a pluralistic community that embraces diversity and provides an environment conducive to the free and respectful exchange of ideas and information among its members.
Hudson Valley Community College takes this commitment to pluralism and diversity very seriously. For example, the college’s National Coalition Building Institute (NCBI) offers a series of training programs designed to produce dynamic leaders capable of examining their own group issues and then working together in local teams to develop effective programs that tackle the insidious problems of racism, sexism, classism, homophobia, and disability discrimination. Additionally, the college’s Cultural Affairs program, Voices lecture series, Disability Awareness Month, and other on- and off-campus activities promote a safe and civil platform for discussions of diversity issues in a welcoming environment for all who work or study on the campus. Further, the recently established campus-wide presidential Diversity Task Force has been charged to conduct an audit to analyze the gaps between where the college is and where it should be in terms of diversity (going beyond just a consideration of race and ethnicity and broadening it to include gender, disability, sexual orientation, as well as other concerns) in such areas as student enrollment and retention, faculty and staff composition, and community outreach, and to develop an action plan to address those gaps.
With nearly 65,000 alumni, Hudson Valley is proud of the education and training it provides to its students and even prouder of the contributions its graduates have made to their communities and the world at large. The college’s work and accomplishments have not gone unrecognized by the educational community. In 2007-2008 Hudson Valley Community College was rated by Community College Week as being one of the largest and most productive two-year colleges in the nation.
The next few years will be extremely trying times for higher education. The current economic downturn has placed enormous pressures on colleges and universities as they attempt to address how to maintain academic quality and campus facilities in the face of diminishing endowments and in the case of public institutions, decreased state support. Yet at the same time these institutions need to hold any tuition and fee increases to as low a level as possible so as not to place too great a strain on students and families already stretched to their economic limits. Colleges and universities are being asked to do more with less and ensure that the funds they do expend are invested wisely and effectively in support of their core mission—education. Given all this, however, there are opportunities present. In challenging economic times, higher education enrollments tend to rise as people return to campuses for professional development and/or retraining and undergraduates delay their entry into the workforce by moving directly into graduate school for advanced education. With a commitment to careful planning, innovative and collaborative approaches, and flexibility, the college can ride out and even prosper in these trying times. Hudson Valley is committed to doing just that.
Holding firmly to its tradition of excellence and service, the college pledges to continue to ensure the quality of its academic programs, support innovation, engage in thoughtful reflection and assessment of its efforts and outcomes, encourage service both locally and beyond, and hold the entire campus community to the very highest ideals of collegiality, civility, and personal integrity.
Deliver what the future demands.
The vision of Hudson Valley Community College is to position itself to meet the demands of a rapidly transforming world. In delivering a dynamic learning environment, the college prepares those it serves to meet the obligations inherent in being productive and responsible citizens and stewards of a global community.
Hudson Valley Community College’s mission is to provide dynamic, student-centered, comprehensive, and accessible educational opportunities that address the diverse needs of the community.
Both vision and mission serve to frame the strategic directions the college plans to take to enable it to best serve the needs and concerns of its students, faculty, and staff, as well as those of the Capital Region, the State of New York, and the country as a whole.
The college has identified five strategic directions to serve as the guideposts in its development as an institution of higher education over the next five years:
- Intellectual Growth and Innovation
- Managed Growth
- Campus Community
- Fiscal and Infrastructure Development
- Outreach and Service
Intellectual Growth and Innovation
Hudson Valley Community College, first and foremost, is a place of learning. The college offers students a wide variety of high quality academic programs that are intellectually rigorous and designed to impart the knowledge and experiences they need to be successful in their chosen fields of endeavor. This is done through the efforts of a highly dedicated faculty and staff committed to offering the finest instruction and student support services possible.
College faculty are at the forefront of their fields, integrating their disciplines’ latest innovations and advances into their teaching, incorporating information and instructional technologies, and developing/revising programs in anticipation of the evolving needs of business, industry, health sciences, education, human services, the arts, and public service. However, rigorous and innovative academic programs must be accompanied by adequate facilities and funding and robust support services (e.g., student advising, retention services, career services, etc.) in order to fully ensure student intellectual growth and success.
In addition, every effort must be made to ensure that the workforce serving these students is highly qualified, knowledgeable, representative of the diversity present in our society, and supported in the pursuit of continuous professional development. The college has been very successful over the years in providing its students with the support services they require and with a faculty and staff of the highest caliber and is committed to ensuring this continues.
- Innovative Academic Programs – Enhance current programs and develop new programs to provide students with innovative and exemplary learning opportunities designed to meet their needs and to respond to the needs of society as a whole.
- Student Success – Enhance student success and retention through comprehensive academic support services and increased engagement of students.
- Highly Qualified Workforce – Maintain a highly qualified, diverse, and knowledgeable workforce by proactively recruiting, retaining, and continuously developing college employees to meet the current and future initiatives of the college.
In fall 2008, Hudson Valley Community College enrolled a record number of students (12,787). Another record enrollment is projected for fall 2009. While enrollment growth may be desirable, it must be managed properly to ensure it does not overwhelm the institution. Beginning in 2010, the number of high school graduates in the Capital Region is projected to decrease. Therefore, if the college is to sustain its current enrollment or increase it over time, it must look beyond the traditional high school graduate population to fill its classes. One possible option is to encourage more eligible students to take college courses while still in high school. Another opportunity can be realized by tapping the large number of baby boomers (individuals born 1946-1964) who may be interested in credit and non-credit courses as they retire, either for retraining in new post-retirement careers or for pursuing opportunities for knowledge they didn’t have time for while working. Increasing distance learning offerings is another way to increase enrollments without having to worry about space limitations and transportation issues. Another opportunity for the college results from the computer chip factory to be built by GlobalFoundries Inc. and the TEC-SMART facility to be built by Hudson Valley, both to be located in southern Saratoga County.
All of these possibilities need to be investigated and carefully developed and managed if the college is to sustain its current growth plans. This is of particular importance in a time of economic uncertainty. Higher education, especially community colleges, often experience an increase in enrollments in such times as individuals return for retraining or additional training, and students delay their entry into the workforce to pursue college degrees. The college must be ready to respond to these concerns. Further, any and all efforts in the area of enrollment management must bear in mind the college’s commitment to diversity by increasing the recruitment, academic support, retention, success, and transfer of students from under-represented populations.
Any discussion of growth must be coupled with a discussion of how best to manage that growth. Special attention must be paid to how increases in student enrollment will impact academic offerings, as well as student support and infrastructure demands, and how, in turn, they may create fiscal concerns. For example, increased enrollment often requires that additional faculty be hired. There will be increased demand for additional instructional space either in the form of new classrooms or more efficient use of current classroom space (e.g., offering courses at off-peak times, offering courses off-site, etc.) and increased demand for faculty office space. An increase in student numbers (either traditional or distance learning) also will require additional resources for student support services (advising, retention services, etc.) and potentially for technology infrastructure, as well as other physical infrastructure (e.g., parking, lavatories, recreation facilities, etc.) and health/safety concerns. All of these needs will place additional demands on the college’s fiscal resources that will need to be addressed. Again, as the college pursues its enrollment priorities, careful thought and planning must take place in order to ensure that any growth does not occur in a vacuum, but rather with a full understanding of the impact such growth will have on the institution.
- Enhance enrollments in five population segments:
- High School Population – Enhance academic opportunities for eligible high school age students to earn college credits prior to high school graduation.
- Traditionally Aged Students – Increase market share and yield of the traditionally aged student population.
- Baby Boomers – Enhance credit and non-credit academic opportunities for Baby Boomers (individuals born 1946–1964).
- Southern Saratoga County – Enhance positive awareness and market penetration in southern Saratoga County.
- Distance Learning Students – Increase enrollment in distance learning through appropriate program/course development, elimination of internal barriers, and targeted marketing.
In order for a college to truly succeed in its mission, it must encourage its faculty, staff, and students to form an integrated community committed to the academic enterprise. This can best be accomplished by working to create a safe and supportive environment and culture that has as its hallmarks a deep respect for collegiality and civility, as well as a profound commitment to the transformative power of education and the importance of the free exchange of information and views. Further, this community should be diverse in nature, providing its members with the opportunity to learn from each other and experience a broad range of peoples, cultures, ideas, and viewpoints.
- Collegiality, Civility, and Security – Create an environment (both academic and physical) conducive to service excellence, collegiality, civility, respect, and safety for all members of the college community and visitors by developing procedures, policies, and programs that demonstrate/model our accepted behaviors.
Fiscal and Infrastructure Development
The fiscal strength and physical infrastructure of any college are tightly connected key components to its success as an institution. Without adequate funding, buildings and grounds cannot be properly maintained or expanded to meet present or future academic and administrative needs. Without properly maintained facilities and up-to- date infrastructure (especially in the area of information technology), academic programs and administrative services cannot function properly and enrollments decline, which, in turn, impacts funding. It is important that the college does all that it can to ensure a stable and diversified revenue stream that includes local and state funding, appropriate tuition costs, grants, and philanthropic contributions. In addition, there must be a well developed and carefully constructed master plan that addresses the infrastructure needs of the campus, taking into account the strategic priorities of the college and assisting it in meeting these goals.
- Fiscal Stability and Resource Development – Increase operating and capital revenue sources through advocacy at local, state, and national levels; grants; and philanthropy.
- Facilities Improvement and Accessibility – Secure full funding for the 2009-2013 facilities master plan and the strategic technology plan.
Outreach and Service
“No man is an Island, entire of itself; every man is a piece of the Continent, a part of the main,” according to John Donne. The same holds for the college. Hudson Valley Community College is just that—part of a community and that community extends from the local region to the state to the nation and the world. It is imperative that the college reach out to involve the community in its academic programs and initiatives to take advantage of the expertise that exists off campus and to provide its students with useful connections to local employers, both private and public. It is just as important that the college make available to the community the knowledge, experience, and enthusiasm of its members by encouraging and supporting the involvement of its faculty, staff, and students with projects and initiatives at the local, state, and national levels. It is through this reaching out beyond the campus’ borders that Hudson Valley truly becomes “the community’s college.”
- Workforce Development – Enhance partnerships with employers (both private and public) to meet their workforce needs through traditional and online formats by utilizing college Advisory Committees and identifying specific workforce needs.
- Community Service – Encourage and support the commitment of the college community to service at the local, state, and national levels.
The Planning Process
At the direction of then-Interim President Marco Silvestri, in the summer of 2004 Hudson Valley began work on the development and implementation of an integrated planning, assessment, and resource allocation process. Working with the college’s self-study report to the Middle States Commission on Higher Education, the State University of New York (SUNY) Mission Review II document, the SUNY General Education Report and the Strengthen Campus-Based Assessment plan, as well as the college’s own Goals and Objectives and an outside consultant, an extensive college-wide unit initiative and assessment plan was completed in fall 2005. Spring 2006 saw the initiation of the strategic planning process. During 2006-2007 the college held 27 focus groups composed of faculty, staff, and students, as well as representatives from the Rensselaer County Legislature, the County Executive, and the Board of Directors of the Hudson Valley Community College Foundation. In total, more than 150 people participated in these discussions in which they were asked to consider five questions:
- What are the college’s strengths and weaknesses?
- Which positive trends can the college make work for us?
- What negative trends can the college mitigate?
- What are the challenges the college will face over the next five years?
- When someone in the community is asked about Hudson Valley Community College, what is the ideal image we want to project?
The Academic Senate Planning Committee conducted an environmental scan and integrated its findings with the information obtained from the focus groups to produce recommendations that were reviewed by the Planning Committee of the Academic Senate, the president’s cabinet, the college’s senior staff, and the Board of Trustees to produce 11 strategic priorities. These strategic priorities, in conjunction with departmental/unit initiatives currently in place, were used to drive the development of the college’s strategic plan.
2008-2009 College Initiatives
2005-2010 Strategic Technology Plan
Facilities Master Plan
College Organizational Chart
Planning Committee Members
Cheryl Beauchamp – Director of Grants
Jennifer C. Diedrick - Assistant Professor, Biology, Chemistry and Physics
William Eckert – Associate Professor, Business Administration
Michael Green – Executive to the President for Institutional Effectiveness and
Mary Beth Hampshire – Instructor, Mathematics and Engineering Science
Jeanne Kelleher – Department Chairperson, Medical Imaging
James LaGatta* - Vice President for Administration
James Macklin* (Chair) – Director of Planning and Research
Gerard McEneaney – Assistant Professor, Building Systems Technology
Pablo Negron* - Director of Disability Resources
Keith Nelson* - Chief Information Officer
Frank Padula – Education Specialist, Biology, Chemistry and Physics
Kathleen Sweener* - Director of Student Development
Janet Twardzik* - Director of Budget
Sondra Valle* - Assistant to the Vice President for Academic Affairs