2012 - 2013

Report to Stakeholders

Greetings from Harrison College

From the President:

A great deal has occurred in the three years since Indiana Business College became Harrison College, and in 2012-2013, we completed a strategic plan that will serve as our roadmap for the next three years. It reflects the fundamental principles that Indiana Business College was founded on in 1902: Offer students value for their investment; prepare students to compete for good-paying careers; offer lifetime employment assistance to alumni; and hire talented faculty and administrators.

The principles still apply, but the environment in which we operate is vastly more complex. Strategic planning thus demands a much wider perspective. The strategic planning process calls on a broad cross-section of the Harrison community to balance their demanding day-to-day responsibilities with thoughtful consideration of our future direction.

Students, faculty members, staff, administrators, each unit within Harrison and external stakeholders all have input into the strategic plan. They generated hundreds of good ideas. The challenge was to distill this wide-ranging input into strategic and measurable goals—to determine our focus on the future.

The data and narrative in this report to our stakeholders align with the vision, values and operating philosophy applied throughout the strategic planning process. In detailing significant events in the life of the College during 2012-2013, it includes representative partnerships, initiatives and activities that enable Harrison College to contribute to workforce development and give our students relevant skills needed in today's job market.

This report's purpose is to give our stakeholders insight into the ways we focus on four Harrison priorities—student success, today's workplace, operational excellence and communities. We welcome your interest in, and support of, Harrison College.

Jason T. Konseco
President and CEO


Our Mission Statement

Harrison College occupies a distinctive position within its higher education sector. The mission describes our purpose, values, contributions and focus. However, it doesn't reflect the enthusiasm, excitement and dedication with which members of the Harrison community work toward fulfilling the mission every day. That story, we hope, is told in the pages of this report.

Building on a legacy of service since 1902, we are advocates of education dedicated to excellence in higher learning. We collaborate with students, staff, faculty, alumni and our community to deliver student-centered education and prepare students for careers that positively impact society, both locally and globally.

1902

Charles C. Cring purchases an existing small business college and establishes Marion Business College. Marion was one of the fastest growing cities in Indiana at that time.

1910 – 1912

Indiana Business College (IBC) has a growth spurt, opening 13 distinct schools in Indianapolis as well as in northern and southern Indiana.

1916

Cring names Ora E. Butz General Manager of IBC. Butz will serve as the officer and director of IBC for the next 50 years.

1926

Charles C. Cring dies on February 10 at the age of 58. He was only 34 when he founded Indiana Business College. Ora E. Butz is named President. At this time IBC has 10 schools; this will not change for the next 75 years.

1936

During the Great Depression Indiana Business College in Indianapolis reports a record enrollment of 1,063 day students and 504 night students.

1947

IBC purchases a church on Meridian Street in downtown Indianapolis, which will house the Central Business College for the next 55 years.

1966

Ora E. Butz dies on July 1 at the age of 83. His son Charles T. Butz becomes President.

1980

IBC receives national accreditation by the Accrediting Council for Independent Colleges and Schools (ACICS).

1986

The College is purchased by its current owner, Educational Management Corporation.

Kenneth J. Konesco is named President and leads a resurgence through the next two-and-a half decades.

1993

The College expands beyond offering only business courses, and the first medical program and medical campus is established.

2002

IBC celebrates 100 years! The downtown Indianapolis campus moves to its current building on East Washington Street.

2004

The College begins to offer coursework over the Internet via online classes.

2006

IBC offers a culinary arts program, opening a new division called The Chef's Academy.

The first bachelor's degree programs are offered in the School of Business and the School of Health Sciences.

2009

IBC changes its name to Harrison College and establishes its first location outside of Indiana (Columbus, Ohio).

2010

Kenneth J. Konesco transitions from President to Chief Executive Officer of Educational Management Corporation, and Jason T. Konesco becomes President of Harrison College.

2011

The Chef's Academy opens in Raleigh, North Carolina.

Harrison College offers students flexibility with e-books, rather than traditional textbook options.

2012

KnowU online college campus, combining social media with online learning, goes live to all Harrison students.

Harrison hosts its second visiting team from the Higher Learning Commission in two years on its path toward regional accreditation.

Harrison College celebrates 110 years!

2013

Through a corporate partnership program, Harrison tailors curriculum to companies' needs, teaches the courses and leverages the partnerships to help keep undergraduate offerings relevant.

The developing International Division begins building degree partnerships with select institutions abroad, and coordinates academic and student support services for their students, who complete Harrison courses online.

Celebrating
110 Years

Harrison's commemoration of its 110-year anniversary in October 2012 combined celebration with networking. Students, alumni, employees, faculty, community partners, and civic and elected leaders gathered to mark Harrison's century-plus-ten years of serving students, while at each campus, students met with local employers or attended sessions on building a resume or financing their education.

In 1902—the year of Harrison's founding—the nation had 45 states. Eighteen years would go by before women could vote. The Wright brothers hadn't yet invented their flying machine, and two World Wars were still to come. Much has changed, but over the decades Harrison has continued to thrive during challenging times by staying true to its mission.

We look forward to serving our students and our communities for the next 110 years.

From the Provost

The pursuit of academic excellence is part of the Harrison College culture, the heart of our mission and goal-one in our strategic plan. Some institutions of higher education measure academic excellence anecdotally through graduates' success stories. Our graduates often report comparable success, but at Harrison academic excellence is also measured in educational outcomes as well as retention, graduation and placement rates.

A key component in achieving academic excellence is an exceptional faculty that leads in the classroom, field, laboratory and kitchen—and whose skills are enhanced by professional development opportunities.

Another contributor is a systematic review of academic programs, including quality measures, on a four-year cycle that ensures Harrison offers high-quality course content. This process integrates internal and external stakeholder feedback for the development, implementation and evaluation of program revisions and new programs with skills to prepare students for career success.

To achieve academic excellence, we must recognize that each student learns differently. Technology like the KnowU virtual learning environment allows us to personalize the student experience. Students use KnowU to access their courses and library resources, connect with friends and network with contacts, and receive support tailored to their needs.

For many of our students the path to a degree is challenging. Our comprehensive resources and student support services, such as the InsideTrack coaching and alumni eMentoring program featured in this report, can help them overcome the roadblocks in their way.

In short, increasing student engagement, retention and graduation through academic excellence and student services is our unwavering focus.

Dr. Dennis A. Trinkle
Provost and Chief Academic Officer

Students

Student Demographics

by School*

School of Business
24.7%
School of Criminal Justice
13.4%
School of Health Sciences
42.5%
School of Information Technology
2.6%
School of Veterinary Technology
6.3%
The Chef's Academy
10.4%

by Degree Sought*

Associate of Applied Science
69.6%
Associate of Science
1.2%
Bachelor of Science
23.8%
Certificate
5.0%
Diploma
0.4%
Non Degree Seeking
0.0%

by Pell Eligibility (i.e., Low Income) Status**

Yes
82.5%
No
17.5%
Pie chart displaying Pell Eligibility Status

by Gender*

Female
81.6%
Male
18.4%

by Age Range*

24 & under
30.2%
25 to 34
38.1%
35 to 44
19.2%
45 to 54
9.7%
55+
2.8%

by Marital and Dependent Children Statuses**

Married, No Dependents
6.2%
Single, No Dependents
41.4%
Married, Has Dependents
20.2%
Single, Has Dependents
32.2%

by Race

American Indian or Alaskan Native
0.3%
Asian/Pacific Islander
0.4%
Black or African American
19.1%
Hispanic/Latino
2.0%
Nonresident Alien
0.0%
Two or More Races
4.2%
White
74.0%

by First-Generation College Student Status*

First-Generation
58%
Not First-Generation
42%

by Military Status**

Military Students
8.1%
Unknown or Not Military Students
91.9%

by State of Residence*

  • Alabama (6)
  • Alaska (1)
  • Arizona (4)
  • Arkansas (1)
  • California (11)
  • Colorado (4)
  • Connecticut (5)
  • Delaware (1)
  • Florida (19)
  • Georgia (21)
  • Illinois (43)
  • Indiana (3112)
  • Iowa (2)
  • Kansas (3)
  • Kentucky (24)
  • Louisiana (7)
  • Maine (2)
  • Maryland (10)
  • Massachusetts (5)
  • Michigan (29)
  • Mississippi (7)
  • Missouri (8)
  • Nevada (1)
  • New Hampshire (2)
  • New Mexico (1)
  • New York (9)
  • North Carolina (216)
  • North Dakota (1)
  • Ohio (333)
  • Oklahoma (3)
  • Oregon (6)
  • Pennsylvania (9)
  • Rhode Island (2)
  • South Carolina (4)
  • Tennessee (11)
  • Texas (20)
  • Utah (3)
  • Virginia (21)
  • Washington (4)
  • Wisconsin (14)
  • • Armed Forces Americas (Except Canada) (1)
  • • Armed Forces Africa/Canada/ Europe/Middle East (2)
United States Map
Not
Represented
Represented

Harrison Student Demographics as of 8/15/13
*Source: 2012-13 and 2013-14 ISIR Data Downloads in Campus Vue from U.S. Department of Education's Electronic Data Exchange (EDE)
**Source: Final Version of 201306, MTS201307, and TCA201305 Final Numbers Reports and Campus Vue Tables

Graduation Rates

150% Graduation Rates by School for the Last Two Years

Graduation Status as of
August 31, 2012*
Spring 2013 Data Collection

2006 (4-year degree granting)
26.6%
24.0%
32.4%
35.5%
Graduation Status as of
August 31, 2012*
Spring 2012 Data Collection

2006 (4-year degree granting)
27.7%
19.6%
27.8%

2008 (2-year degree granting)
26.7%
10.0%
38.5%
School of Business
School of Criminal Justice
School of Health Sciences
The Chef's Academy

Harrison Student Demographics as of 8/15/13
*Source: 2012-13 and 2013-14 ISIR Data Downloads in Campus Vue from U.S. Department of Education's Electronic Data Exchange (EDE)

Retention of Fall 2011
vs. Fall 2010 First–Time Students

Total Students
Full-Time Students
Part-Time Students

Retention of Fall 2011 First-Time Students as of Fall 2012 by Full- and Part-Time Status and Degree

Total Cohort
Bachelor of Science
Associate, Certificate, Diploma

2010 Three–Year Cohort Default Rate*

Final Harrison Rate 21.6%

2011 Two–Year Cohort Default Rate*

Final Harrison Rate 16.6%

Proprietary School Average
National Average
State of Indiana Average

*The Department of Education has recently completed its transition from publishing and monitoring a two-year cohort default rate to a three-year cohort default rate. Harrison College's most recently published three-year cohort default rate was 21.6%, which was below the national average of 21.8% for proprietary institutions. Harrison College has committed additional resources and efforts into helping our former students be successful in their repayment of their federal loan obligations.

Student Satisfaction Survey Results

Source: Harrison New Student and Student Relationship Survey Results from Winter 2013 and Fall 2012, Respectively

Ratings of overall experience with Harrison College*
4.32
3.86
Extent to which student agrees that he or she is proud to tell others he or she attends Harrison**
4.61
4.26
Extent to which student agrees that Harrison College really cares about its students**
4.62
4.17
Likelihood of recommending Harrison to others+
4.53
4.00
Likelihood of choosing Harrison again+
4.46
3.91
Ratings of value offered at Harrison*
3.92
3.37
Extent to which Harrison is currently measuring up against student's initial expectations (asked of new students only)++
4.08
n/a
Ratings of Harrison College courses*
4.24
3.81
Ratings of Harrison College instructors*
4.39
4.03
Extent to which student agrees that Harrison College strives to create a military-friendly college environment (asked of students affiliated with the military only)**
4.50
3.96
New Students Overall Mean
Continuing Students Overall Mean

Note: The new student survey was administered in January 2013, and the continuing student survey was administered in September 2012. TCA students are included in these results.
*Scale: 5=Excellent, 4=Very good, 3=Good, 2=Fair, 1=Poor
**Scale: 5=Strongly agree, 4=Agree, 3=Neither agree nor disagree, 2=Disagree, 1=Strongly disagree
+Scale: 5=Extremely likely, 4=Very likely, 3=Somewhat likely, 2=Not very likely, 1=Not at all likely
++Scale: 5=Much better, 4=Better, 3=About the same, 2=Worse, 1=Much worse

Retention of Fall 2011 First-Time Students as of Fall 2012

Source: Data Used to Complete Spring 2013 IPEDS Fall Enrollment Survey, Retention Rates Section

Collegewide Total
33.8%
Bachelor of Science
31.1%
Associate, Certificate, Diploma
34.0%
Indiana Total
33.2%
Bachelor of Science
31.1%
Associate, Certificate, Diploma
33.5%
Anderson Total
25.6%
Bachelor of Science
12.5%
Associate, Certificate, Diploma
28.6%
Columbus, IN Total
47.4%
Bachelor of Science
N/A
Associate, Certificate, Diploma
47.4%
Elkhart
38.7%
Bachelor of Science
N/A
Associate, Certificate, Diploma
38.7%
Evansville
29.6%
Bachelor of Science
N/A
Associate, Certificate, Diploma
30.8%
Fort Wayne
27.5%
Bachelor of Science
20.0%
Associate, Certificate, Diploma
28.3%
Indianapolis
27.9%
Bachelor of Science
35.9%
Associate, Certificate, Diploma
26.3%
Indianapolis East
40.0%
Bachelor of Science
33.3%
Associate, Certificate, Diploma
40.4%
Indianapolis Northwest
48.4%
Bachelor of Science
N/A
Associate, Certificate, Diploma
48.4%
Lafayette
45.2%
Bachelor of Science
N/A
Associate, Certificate, Diploma
46.7%
Muncie
37.5%
Bachelor of Science
N/A
Associate, Certificate, Diploma
37.5%
Terre Haute
42.9%
Bachelor of Science
50.0%
Associate, Certificate, Diploma
41.7%
Ohio Total
42.1%
Bachelor of Science
N/A
Associate, Certificate, Diploma
42.1%
Columbus, OH
42.1%
Bachelor of Science
N/A
Associate, Certificate, Diploma
42.1%
North Carolina Total
33.3%
Bachelor of Science
N/A
Associate, Certificate, Diploma
33.3%
North Carolina (TCA)
33.3%
Bachelor of Science
N/A
Associate, Certificate, Diploma
33.3%

Note: The retention table this year was redesigned due to the restructuring of IPEDS reporting for Harrison and reporting of one bachelor's degree-seeking number for Indiana. The table was expanded to include retention rates for bachelor's and associate degree-seeking first-time students. Full-time students are enrolled in 12 or more credit hours. First-time students are those who have never attended college. The Columbus, OH campus did not offer bachelor's degrees until fall 2012.

What is a nontraditional student?

"Despite their prominence in the student population, nontraditional students are still not adequately served in the higher education community."

*Pathways to Success: Integrating Learning with Life and Work to Increase National College Completion. Report to the U.S. Congress and Secretary of Education from the Advisory Committee on Student Financial Assistance, February 2012.

Nontraditional students, who comprise nearly three-quarters (73 percent) of U.S. college students, have family commitments, work responsibilities and other life circumstances that may keep them from reaching their educational goals, says the U.S. Department of Education. Risk factors can affect their ability to stay in school.

*Balancing work and school is tough. While a job can lessen the financial burden of school, time constraints can impact course load, course choice and library resource access. The difficulty and expense of caring for dependents has additional impact, especially for single parents. Nontraditional students often carry a greater financial burden than their traditional counterparts. Part-time attendance is also a risk factor, because taking longer to obtain a degree challenges persistence. While the flexibility of distance learning is an asset, research indicates that students attending online or blended courses are more likely to drop out than their on-ground counterparts. And students who previously dropped out of an educational program are more likely to drop out again.

Harrison College combats these risk factors with engaging instruction, quality content and caring relationships. While some schools anticipate weeding out a proportion of their students, Harrison's goal is to build up each student and to advance each individual's success. Staff accomplish that by validating the prior experience and knowledge adult students bring with them, and by understanding how adults learn at different speeds and through different methods.

Global Outreach+

Harrison's developing International Division is building degree partnerships with select institutions abroad, one conversation at a time. Through a global network of university partners, students living all over the world can study at Harrison College by completing Harrison courses online. The College also is laying the groundwork for international students to come to Harrison through study abroad. A full range of academic and student support services help international students make the cultural adjustments they need to succeed.

In spring 2013 Chinese Consul General Weiping Zhao met with Harrison College and The Chef's Academy–Indianapolis staff to learn more about the College, students and academic programs. And as a result of a meeting between Harrison staff and international partners in India, Maureen Lobo, a dean with that country's ITM Institute of Hotel Management, came to Indianapolis to tour the Downtown and The Chef's Academy–Indianapolis campuses and explore a partnership through which her students can enroll in Harrison degree programs.

Toward Student Success+

Every student has unique assets and needs. Harrison evaluates opportunities to create engaging, meaningful interactions with our students to meet these needs while alleviating risk factors. This year saw the expansion of initiatives designed to help and motivate students to successfully complete their education.

Student coaching: Harrison added InsideTrack Coaching to its student support lineup. The College partnered with a leading provider of student coaching services to pilot a coaching program for the fall and winter terms. Retention of coached students, particularly online students, exceeded non-coached students by 8 percent. Based on those results, new students taking online classes only began receiving one-on-one coaching from InsideTrack in the summer 2013 term.

The individualized coaching complements existing Student Affairs activities that help students balance their courses with family and job commitments. By working with students in their first two quarters, the coaches ensure a smooth transition into the Harrison experience. Key topics include setting short and long-term goals, honing time management and prioritization skills, and strategizing career options—all designed to help students stay motivated, manage stress and use Harrison resources well.

eMentoring: More than 100 Harrison alumni partnered with current students in a new eMentoring program that offers graduates a meaningful way to give back to Harrison while impacting the students' success. Graduates of Harrison's associate's and bachelor's programs share their time, experience and expertise with current students via email. Their exchanges focus on supporting, guiding and encouraging current students in their educational and professional goals. The alumni understand many students' challenges and are role models for overcoming them. Students may search for and connect with alumni in their field of study for a one-time connection to ask program-related questions; or request a mentor for up to a year for a more in-depth relationship. Eighty-three percent of student participants in the eMentoring program are still enrolled or have graduated from Harrison.

Student communication: Feedback from students helps Harrison College create a better learning experience for them. In a series of student town halls that began in March 2013, students meet with members of the College's Executive Committee, where the students are encouraged to ask questions and to share both good news and concerns. Student feedback has led to Saturday hours at the student computer and study lab at The Chef's Academy-Indianapolis campus and a revitalized new student orientation to prepare students for online learning. And Campus Life, a new student newsletter, was launched in May 2013, giving students information, access to resources, and a forum to share success stories that can inspire others.

Navigate: Based on recommendations from the faculty's 2011-12 General Education Program review, Harrison introduced a new student entrance exam called Navigate that ensures consistency and accuracy across all Harrison campuses. The College initiated the Navigate Critical Thinking Assessment (CTA) to prospective Harrison College and The Chef's Academy students during the admissions process in April 2013. Navigate CTA measures an applicant's critical thinking skills and reading comprehension level—a key element in student success.

Visionary Technology+

Harrison marked KnowU's first anniversary in June 2013. In its first year, the innovative virtual campus logged 1.5 million visits and 20,000 content posts, and the College steadily expanded its use. Harrison completed KnowU's design in 2011, piloted it in limited release in early 2011, and expanded its usage college-wide last summer. The College introduced KnowU to The Chef's Academy students in January 2013.

KnowU combines the social community of a college campus with online learning. The site (knowu.harrison. edu) incorporates three areas: learning, support and community: "Learning" recommends resources based on student preferences; "Community" allows students to connect with other students with similar interests and majors; and in "Support," students can access 24/7 assistance via chat, email or phone for everything from course-related questions to informational links on their future profession. KnowU emulates popular social platforms like Facebook, so students easily adjust to the familiar environment. It is flexible, using sophisticated analytical engines to suggest resources based on students' academic, personal and career needs.

In "Getting to KnowU," a new-student orientation launched in summer term 2013, interactive tutorials help students navigate KnowU and online courses and class materials. This user-friendly preparation allows the students to spend less time figuring out the technology and more on learning.

KnowU also is generating interest around the country, as representatives from Harrison have been invited to demonstrate the platform on several national stages, including the Association of Private Sector Colleges and Universities convention. Attendees at Blackboard World 2012 voted KnowU the national conference's "Must-See" session, and the KnowU presentation was named "Best in Track" at the 2012 Sloan Consortium International Conference on Online Learning.

Program Initiatives+

New programs offer new opportunities to Harrison students while enabling the College to respond to real-time needs in its communities.

Emerging Leaders Certificate: This year the College invited experienced professionals to a new certificate program designed to boost their leadership competences. Harrison's Emerging Leaders Certificate equips high-potential people with content developed in partnership with Simon T. Bailey, founder of the Brilliance Institute. Offered through the School of Business over six weeks, courses are delivered online and emphasize business ethics, global leadership management, change leadership and effective leadership communication.

Application Developer Academy: A new Application Developer Academy in the School of Information Technology combines an apprenticeship with academic courses to address a shortage of skilled software developers. Students earn three Microsoft certifications over 12 months as they combine coursework with increasing work hours at their apprenticeship host company. The Academy prepares students who complete the program to enter the workforce as junior-level application developers with practical, real-world experience.

Military Students+

Harrison College remains strongly committed to serving military students and their families. As part of efforts to continually expand services to them, Harrison this year added an option to the Student Resource Services (SRS) counseling offered to all students—counselors specifically trained to work with military families and veterans. Harrison College contracts with SRS to provide no-cost counseling services that help students overcome the many challenges outside of the classroom that might adversely impact their academic performance or cause them to interrupt or discontinue their studies. Now Harrison students can talk to counselors trained on military and veteran-specific topics that include post-traumatic stress disorder and the family reintegration process.

A Military Advisory Board, financial aid analysts who specialize in Veteran Affairs benefits, and a Spouse and Dependent Scholarship also benefit current military service members, veterans, and their spouses and dependents. A midterm start option that provides four additional opportunities each year to begin an academic program has been especially well received by military students who appreciate its flexibility.

National Survey of Student Engagement

2013 marked the third year Harrison College students participated in NSSE, the annual National Survey of Student Engagement, which is administered by the Indiana University Center for Postsecondary Research. NSSE collects information from first-year and final-year students at hundreds of U.S. colleges and universities about their participation in the programs and activities that we provide for their learning and personal development. The results give Harrison insight into how our students spend their time and what they gain from attending college.

Harrison uses this data to identify aspects of the college experience inside and outside the classroom that we can work to improve. It also allows us to compare our students' responses with those at peer institutions regionally and nationally.

Numbers of Hours Work for Pay

Providing Care for Dependents Living with You

Extent to Which Student was Challenged to do Best Work
Scale: 1 = Not at all 7 = Very much

Likelihood of Choosing Harrison Again
Scale: 1 = Definitely No 2 = Probably No
3 = Probably Yes 4 = Definitely Yes

Harrison
Other Private Colleges in the Great Lakes Region
Other Colleges in the Same Carnegie Classification
All 2012 NSSE Institutions

Student Licensure Pass Rate

Nursing
100%
Surgical Technology
39%
Medical Laboratory Technology
78%
Medical Assistant
54%
Veterinary Technician
51%
Network+ Certification
100%
A+ Certification
86%

Graduate Placement Rates as of 10/07/13

Source: CAR Placement and Retention Data Submitted to ACICS: 2000 – 2013

Detailed Graduate Employment Information for 2013

Total Graduates and Completers

1,291
Employed in Field 637
Employed in Related Field 183
Not Available for Employment Due To:* 185
Health 21
Continuing Education 161
Military 3

*These students are not included in placement rate calculations.

"Being asked to join the Business Advisory Board came out of a conversation in which I said that I was looking for lots of different students in different fields and would like to help out—from offering feedback to getting in front of classrooms. I didn't know nearly as much [about Harrison] as I know now. I've learned how they differentiate themselves... and about their focus on soft skills. There is a wave in colleges and universities to do that right now, but only a couple are actually pursuing it. Harrison is really asking, 'How do we make better communicators?' That's the number-one thing I'm looking for." Dan Huff
Recruiter – Fastenal
Indianapolis, Indiana

Corporate Training

Companies compete for highly trained employees, and retain exemplary talent by investing in the professional development of their current workforce. In a corporate training initiative, Harrison partners with companies to identify needed skills; the College then tailors a curriculum to each organization's overall objectives. The curriculum includes measurable goals that align with the organization's job performance competencies, while employees gain the skills they need to advance their careers. Harrison teaches the courses on site, on campus or online, and taps each corporate partnership for relevant information that can be used to hone current course offerings. In May 2013, Harrison began teaching an Emerging Leaders Certificate program to UPS managers and at Decatur County Memorial Hospital.

Advisory Boards

Local professionals who serve on advisory boards at each campus help the College determine what specialized programs to offer their community, impact curriculum and create opportunities for students and graduates. A few examples:

Through a US Foods employee who serves on The Chef's Academy-Indianapolis Advisory Board, the company and The Chef's Academy partnered to place our students into a US Foods mobile kitchen. This not only increased exposure for The Chef's Academy through activities at Indianapolis Colts football games, but also created an external learning environment in which chef-instructors worked with students alongside this valuable partner.

Several members of the Surgical Technology Advisory Board agreed to observe and provide useful feedback to students coming to their facility to complete final mock surgeries. Input from the Medical Reimbursement Technology Advisory Board led to development of an ICD-10 (medical coding) e-course as well as more in-class exercises for students. A new MRT lab also will give students greater understanding of real-life duties in the field.

Faculty

Faculty Demographics

Source: ADP Workforce Now Harrison College Human Resources Information System (HRIS)

by Faculty Status

Full-Time
19.5%
Part-Time
80.5%

by Gender

by Age Range

25 – 34
19.5%
35 – 44
31.8%
45 – 54
27.0%
55+
21.7%

by Ethnicity

American Indian or Alaskan Native
0.3%
Asian
0.9%
Black or African American
10.4%
Hispanic or Latino
2.8%
Two or more races
0.9%
Unknown
9.4%
White
75.2%

by Highest Degree

Certificate or Diploma
0.3%
Associate's (includes ASN)
6.9%
Bachelor's (includes BSN)
12.3%
Total Master's
68.2%
Total Doctorate
12.3%

Faculty Survey of Student Engagement

Harrison College Faculty took the online Faculty Survey of Student Engagement (FSSE) for the first time in 2013. FSSE, which complements NSSE, measures faculty expectations for student engagement in educational practices that are empirically linked with student learning and development. Examples of these practices include how often faculty use effective teaching strategies; the nature and frequency of faculty-student interactions; and how faculty members organize their time, both in and out of the classroom.

Data from FSSE is useful to spark productive discussions related to teaching, learning and the quality of the Harrison experience and like NSSE is administered by the Indiana University Center for Postsecondary Research.

Course Emphasis on General Education Skills

Very little
Some
Quite a bit
Very much

Harrison College Student Ratings of Instructors by School and Term

Overall for Quarter
4.51
4.46
4.54
4.50
Non-Degree Seeking Students
5.00
4.75
N/A
4.92
School of Business
4.40
4.42
4.48
4.43
School of Criminal Justice
4.60
4.50
4.58
4.56
School of Health Sciences
4.54
4.50
4.57
4.53
School of Information Technology
4.30
4.37
4.38
4.34
School of Veterinary Technology
4.71
4.52
4.55
4.60
The Chef's Academy
4.34
4.28
N/A
4.31
Overall Instructor Average
Winter 2013
Spring 2013
Summer 2013
Total Combined
"What makes Harrison a special place to teach is its commitment to develop faculty with effective tools that expose everyone to current best practices. I've taken advantage of webinars, MaxKnowledge self-directed learning modules, in-service activities, professional-group activity conferences, and our Harrison College General Education division conferences, where instructors collaboratively determine and share best teaching practices. These opportunities have increased my confidence when lecturing and creating group activities that enhance student learning."Dorenda Person Instructor of Writing Composition, Public Speaking, Small Business Entrepreneurship and College/Career Success Strategies, The Chef's Academy
Investing in faculty development+

Harrison faculty exemplify the importance of lifelong learning, with 80.5 percent holding master's and doctoral-level degrees. Because recruiting and retaining high-caliber faculty—many of whom are professionals in their fields—is a high priority, Harrison offers a host of options aimed at enhancing comprehensive faculty development and training to create classroom leaders.

Even Harrison's most experienced faculty look to improve. Classrooms are dynamic entities that require instructors to stay current on such concepts as "flipped" instruction, which blends time in class with online learning. Harrison faculty learned about such current teaching models and techniques this year in quarterly in-services. Because our mission is to prepare students for success in an ever-changing work world, other sessions emphasized teaching the soft skills that today's employers want, like communication and critical thinking. Such adaptability allows the College to quickly incorporate what employers need into the curriculum.

A week long Virtual Learning Conference 2.0 in July 2013 capitalized on the expertise of College leaders and internal resources. More than 80 fulltime and adjunct faculty polished their skills and learned to inspire their students in webinars on a wide variety of topics—from "Personality Types and the Adult Learners" to "Faculty as Leaders."

A new faculty development scholarship program provides awards of $350 that faculty can use for the professional development activity of their choice, from attending a conference to purchasing an instructional tool. Recipients are asked to share the benefits of the scholarship, such as information or skills, with their peers.

Honoring faculty achievement+

Harrison's "Instructor of the Quarter" program recognizes effective faculty members based on exemplary competencies and student satisfaction. External organizations, too, honor Harrison instructors, like Charlotte Taylor, Criminal Justice instructor and program coordinator, and recipient of a 2012 Faculty Achievement award from the Indiana Association of Private Career Schools. When she joined the Anderson, Indiana, team in 2009, Taylor organized the first statewide conference for Criminal Justice instructors to discuss curriculum and best practices. Her quest to ensure relevant instruction led her to explore different modalities of presenting lesson content, making her a resource for other instructors in the use of technology.

Managing resources+

Identifying cost savings and resource realignments that strengthen delivery of the learning experience as well as the institution overall dates back to the earliest days of Indiana Business College. In today's environment, it is critical. This year College officials determined that closing the Muncie, Indiana, campus at the end of the spring 2013 term and the Learning Center in Dayton, Ohio, were sound strategic decisions. Harrison opened the Dayton Learning Center as a pilot in January 2012.

Because the Muncie campus is close to the Anderson, Indiana, campus, Harrison did not renew its lease on its Muncie facilities, which expired in 2013. Staff met with each of Muncie's approximately 160 students to help them transition to the nearby Anderson, Indiana, campus or to the Online division. No students lost access to their academic programs, especially since the Muncie and Anderson campuses offered many of the same courses and shared many of the staff.

Institutional and programmatic accreditations+

Harrison College campuses are accredited by the Accrediting Council for Independent Colleges and Schools (ACICS).

The College is currently a Candidate with the Higher Learning Commission, an affiliate of the North Central Association (HLC-NCA) www.ncahlc.org.

The Medical Assistant AAS programs are accredited by the Commission on Accreditation of Allied Health Education Programs www.caahep.org upon the recommendation of the Medical Assisting Education Review Board (MAERB).

The Surgical Technology AAS programs are accredited by the Commission on Accreditation of Allied Health Education Programs www.caahep.org upon the recommendation of the Accreditation Review Council on Education in Surgical Technology and Surgical Assisting (ARC/STSA).

The Veterinary Technology programs at the Indianapolis Northwest and Evansville campuses are accredited by the AVMA Committee on Veterinary Technician Education and Activities www.avma.org.

The Veterinary Assisting program is accredited by the National Association of Veterinary Technicians in America (NAVTA) Review Committee www.navta.net.

The RN to BSN program has made application for initial accreditation by the Commission on Collegiate Nursing Education (CCNE).

The Associate Degree in Nursing program is accredited by the Indiana State Board of Nursing and by the Accreditation Commission for Education in Nursing (formerly NLNAC).

The Medical Laboratory Technology program is accredited by the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS), www.naacls.org upon the recommendation of the Review Committee for Accredited Programs (RCAP).

The Chef's Academy Culinary Arts and Pastry Arts programs are accredited by the American Culinary Federation Education Foundations' (ACFEF) Accrediting Commission, www.acfchefs.org.

The Harrison College community said farewell to former President Charles T. "Chic" Butz in December 2012. A former accounting student at Indiana Business College, he began teaching at IBC in 1948, was named head of the accounting department in 1955 and became president in 1966 after the death of his father Ora E. Butz. Chic Butz served as president of IBC for nearly 20 years.

Community

Volunteer Time+

A community service ethic is ingrained in the Harrison culture, both for employees and students. The College implemented a policy this year that encourages faculty and staff to volunteer in their communities by giving fulltime employees eight paid hours annually for service opportunities.

Mentoring High School Students+

Harrison employees mentor at-risk students at Indianapolis Metropolitan High School in a relationship between the College and the charter school that began in September 2012. Based on research that shows young people who have a mentor are more likely to be academically successful, more than 20 Harrison staff members are working with up to 50 sophomores, juniors and seniors. The high school is an educational initiative of Goodwill Industries of Central Indiana. By building the students' self-confidence, Harrison can help Indianapolis Metropolitan realize its goal for all students graduate and achieve some level of post-secondary education.

Giving Back+

Institutionally and individually, Harrison College campuses are involved in a host of community service efforts. Their recipients are strengthened by these contributions of time and talent, but the College benefits as well: The civic engagement of students, faculty, staff and partners closely links the College with communities and employers. Here is just a sampling:

Harrison College contributes: For the fifth year, Harrison College was the presenting sponsor for Mutt Strut, the Humane Society of Indianapolis' premier fundraiser. Dogs and their humans walked the Indianapolis Motor Speedway in April with Harrison students, staff and alumni on hand to support the much-loved event, which attracted 6,000 two-legged participants. Students and staff from the School of Veterinary Technology provided care to dogs on the two-and-a-half-mile oval; nursing students offered aid to their owners and families; and the enrollment team used the day to promote the College's academic programs.

Harrison also capitalized on its sponsorship of the NFL's Indianapolis Colts to honor military veterans in the week preceding Veterans Day 2012. Harrison staff members and the students they mentor at Metropolitan High School joined Colts representatives and Harrison students who have served in the armed services. Together they decorated 200 footballs with messages of inspiration and gratitude for distribution at the Richard L. Roudebush VA Medical Center.

The Chef's Academy contributes: The Chef's Academy–North Carolina, which opened in August 2012, quickly established itself as a good citizen. Its chefs, staff and students earned a place on the 2013 President's Higher Education Honor Roll Award of the Corporation for National and Community Service; and received the Association of Private Sector Colleges and Universities (APSCU) Community Service Award. Among The Chef's Academy's many contributions to the community, it raised 101,000 meals for the Food Bank of Central and Eastern North Carolina in 2012; provides National Guard soldiers with culinary training to use when they are stationed in remote areas of the world; and makes large sheet cakes for monthly birthday celebrations at the Durham Boys & Girls Club.

The Chef's Academy–Indianapolis partnered this year with Indy Urban Acres in support of Gleaners Food Bank and to educate others on healthy eating. Indy Urban Acres is an eight-acre organic farming project on the east side of the city. The food bank distributes produce grown on the farm to families in need, so students and faculty led cooking demonstrations to teach the families how to use and enjoy the fresh fruits and vegetables.

Student organizations contribute: The Harrison chapter of the Student Nurses' Association gives an average of 70 hours per month to agencies such as the Salvation Army, hospice care centers, schools and churches. Nursing students also support annual events—the Spotlight on Nursing Run/Walk, holiday meals at Riley Hospital for Children and a Coats for Kids drive. The students take some of the burden off community assistance programs while they learn about needs in the communities they hope to serve in after graduation.

Members of the Harrison College Vet Tech Association at the Evansville campus support several community nonprofits. The student organization raised funds this year for the Posey Humane Society at a popular dog-washing/nail-trimming/ear-cleaning event called Bark & Bubbles.

Individuals contribute: Brennan Randolph, campus president at Terre Haute, Indiana, and Evansville, Indiana, was named Junior Achievement of the Wabash Valley's Volunteer of the Year. In 14 years of civic volunteerism, he has taught basic money management and career exploration to children in the third and eighth grades, and has encouraged other community leaders to volunteer on behalf of JA. Harrison employees at the Terre Haute campus have long supported the organization. Registrar Deanna Trotzke this spring taught a five-week program, Our Nation, to fifth-graders at West Vigo Elementary School, discussing entrepreneurship, resources, skill clusters, global business and the importance of higher education.

Tapping Civic Leaders+

In a new speakers' series designed to increase leadership capacity among employees and to strengthen relationships with other civic and community leaders, College employees learned about leadership from some of Indianapolis' most prominent executives. Each speaker provided insight into how Harrison contributes to his organization's success and to the community's economic health.

The series' inaugural speakers—Daniel Elsener, president of Marian University; Joseph Hogsett, U.S. Attorney for the Southern District of Indiana; Daniel Evans, president and chief executive officer of Indiana University Health; and David Harris, president and CEO of Mind Trust—each shared insight into his own leadership style. The speakers also defined leadership, both from an employee perspective and organizationally.

External Relations+

Harrison College this year strengthened its relationships with legislators and organizations that shape public policy. In the states where Harrison College has locations and in Washington, D.C., staff, students and alumni educated others about the challenges that nontraditional students face and the College's distinctive niche within adult learning.

The result is better understanding of Harrison's unique place in its sector, and productive relationships that benefit students. Congressman Larry Bucshon, M.D., representative for Indiana's 8th district and a member of the Congressional Committee on Education and the Workforce, has visited Harrison's campuses in Terre Haute and Evansville. His interaction with campus officials, instructors and students led to his speaking at the Evansville campus's fall 2012 Commencement ceremonies. And Harrison College was among employers at a job fair that Bucshon hosted in May 2013 in Terre Haute.

Harrison staff members were on hand when alumna Kaparra Bowers and student John Starks shared their Harrison experience with state legislators at the Indiana Statehouse in March 2013. The group also met with Indiana Commissioner for Higher Education Teresa Lubbers and sat in on a committee hearing.

Harrison leadership accompanied students, graduates and employers to Washington, D.C., for the annual Hill Day of the Association of Private Sector Colleges and Universities (APSCU). APSCU's 1,800 members are accredited, private-sector colleges and universities that provide career-specific degrees, and the organization is a leading source of public-policy recommendations that promote access to career education and workforce development. Harrison's team discussed legislation pertinent to private-sector colleges with lawmakers, while APSCU used the event to announced its priorities for the reauthorization of the Higher Education Act: affordability and addressing the skills gap; simplification; and accountability and transparency.

Harrison College Chief Financial Officer Robert Herzog this year was elected chairman of the APSCU Board of Directors, having most recently chaired its Public Policy Committee. Locally he is a member of the boards of the Greater Indianapolis Progress Committee, Gleaners Food Bank of Indiana, Inc., and the Indianapolis Marion-County Public Library Foundation.

Listings

Member in Good Standing

  • Adult Education Council
  • Association of Administrative Professionals International
  • Association of Private Sector Colleges and Universities
  • State and local Chambers of Commerce (all locations in their respective communities)
  • Council on Advancement and Support of Education
  • Higher Education Transfer Alliance
  • Indiana Association of Private Career Schools
  • Indiana Certified Public Accountants Society
  • National Association of Colleges and Employers
  • National Business Education Association
  • National Center for Women in Information Technology
  • Sloan Consortium
  • WICHE Cooperative for Educational Technologies

Board of Trustees

Dennis Sponsel, Chair
President, RJE Business Interiors
Kimberly Blanchet
Partner, Barnes & Thornburg
Paul Eberhardt
Vice President of Human Resources/Personal Administration, Bryant & Stratton Institute, Retired
Craig Pfannenstiehl
President, Bay State College
Peggy Welch, RN
Nurse, IU Health Bloomington Hospital
Executive Director at Indiana Medical Device
Manufacturing Council
Dr. Nichole Wilson
Director of Rehab & Sports Medicine, Community Health Network

Academic Programs

School of Business

  • Accounting
  • Accounting Assistant
  • Administrative Professional
  • Business Management
  • Business Marketing
  • Hospitality Management
  • Human Resources
  • Leadership
  • Logistics
  • Office Assistant

School of Criminal Justice

  • Criminal Justice
  • Paralegal

School of Information Technology

  • Help Desk Technician
  • Information Technology
  • Network Administration

School of Health Sciences

  • Health Care Management
  • Medical Assistant
  • Medical Laboratory Technology
  • Medical Office Assistant
  • Medical Reimbursement Technology
  • Nursing
  • Surgical Technology
  • Therapeutic & Clinical Massage
  • Therapeutic Massage Practitioner

School of Veterinary Technology

  • Veterinary Assistant
  • Veterinary Technology

The Chef's Academy

  • Culinary Arts
  • Pastry Arts