History

MHCC opened in 1966 and now enrolls over 18,000 students each year. Classes are offered at the Gresham Campus, the Maywood Park Campus, the Bruning Center for Health Professions at MHCC, and at centers throughout the district. The college is financed by local property taxes, state reimbursement funds and student tuition. Local voters established the college tax base in 1968 and approved tax base increases in 1970 and 1980. The college has developed partnerships with business and industry to meet the needs of a current and future workforce.

The first president of the college was Dr. Earl Klapstein. He served until 1976 and was followed by Dr. R. Stephen Nicholson until 1985. Dr. Paul E. Kreider served as president from 1986 to 1996. Dr. Joel E. Vela became the college’s fourth president in 1996 and served through 2000. Dr. Robert Silverman served as president from 2001 to 2007. The college’s sixth president was Dr. John J. “Ski” Sygielski who served from 2008-2011. Dr. Michael D. Hay then was the president until his retirement in 2013. Dr. Debra Derr was president of MHCC from 2013 until her retirement in 2018. Dr. Lisa Skari is the college’s eleventh president, starting in summer 2018.

District

The Mt. Hood Community College district encompasses an area of about 950 square miles with a population of more than 327,676 (approx. 2018 population for MHCC district provided by Cubit.) The district boundaries extend as far east as the lofty peak of Mount Hood and to the Wasco County line, south into Clackamas County including the communities of Boring and Damascus and west into the city limits of Portland. The Columbia River from 33rd St. to Cascade Locks is the northern boundary. Included within this area are the high school districts of Centennial, Corbett, David Douglas, Gresham-Barlow, Oregon Trail, Parkrose, and Reynolds.

Office of the President

President and the President's Cabinet

District and Foundation Board

Name	Title
Dr. Lisa Skari, EdD	President
Jennifer Boehmer	Vice President, College Advancement and Community Engagement, Foundation Executive Director
Jennifer DeMent	Vice President, Finance and Administration
Tina Redd	Vice President, Instruction
Charles George	Associate Vice President, Facilities, Public Safety, Risk, EHS
Terry Rogers	Associate Vice President, Human Resources
Sergey Shepelov	Associate Vice President, Assessment and Institutional Effectiveness
Linda Vigesaa	Associate Vice President and CIO Information Technology
Stephanie Serrano	Executive Assistant to the President

Governance

Board of Directors

Seven elected members representing seven districts/zones.

District and Foundation Board

Name	Title
Andrew Speer	Board Chair—Zone 3
ShaToyia Bentley	Board Vice Chair—Zone 7, At-Large
Larry Morgan	Board Member—Zone 1
William Miller	Board Member—Zone 2
Timur Ender	Board Member—Zone 4
Mohamed Alyajouri	Board Member—Zone 5
Diane Noriega	Board Member—Zone 6, At-Large

Average Annual Student Body

18,485 students

Institution Type

Public

Revenue Sources

• Local Property Taxes
• State General Fund Reimbursement
• Tuition / Fees

Accreditation

Mt. Hood Community College (MHCC) is accredited by the Northwest Commission on Colleges and Universities (NWCCU). Accreditation indicates that the college meets or exceeds established standards of institutional quality and effectiveness through a peer review process. 

An accredited institution has the resources necessary to achieve its stated mission through appropriate educational programs, demonstrates that it is doing so, and provides evidence that it will continue to do so in the foreseeable future. Accreditation also reflects a commitment to institutional integrity and continuous improvement. 

Accreditation applies to the institution as a whole and is not a guarantee of every course or program, or the competence of individual graduates. Rather, it provides assurance of the overall quality of educational opportunities available to students. 

Accreditation is important because it supports the transferability of credits and eligibility for federal financial aid. 

Inquiries regarding MHCC’s accredited status should be directed to the Accreditation Liaison Officer at accreditation@mhcc.edu.

Individuals may also contact:

Northwest Commission on Colleges and Universities
8060 165th Avenue N.E., Suite 100
Redmond, WA 98052
425-558-4224
https://www.nwccu.org

Programmatic Accreditation

In addition to institutional accreditation, the following career-technical programs are accredited by specialized organizations:

• Automotive: National Institute for Automotive Service Excellence, Education Foundation (ASE)
• Dental Hygiene: Commission on Dental Accreditation, American Dental Association (CODA)
• Funeral Service Education: American Board of Funeral Service Education (ABFSE)
• Natural Resources Technology / Forest Resources: Society of American Foresters (SAF)
• Nursing: Oregon State Board of Nursing (OSBN)
• Physical Therapy Assistant: Commission on Accreditation in Physical Therapy Education (CAPTE)
• Surgical Technology: Commission on Accreditation of Allied Health Education Programs (CAAHEP)
• Respiratory Care: Committee on Accreditation for Respiratory Care (CoARC)

Strategic Plan: The Pathway Toward Equity

Read more about MHCC's Strategic Plan.

Mission Statement

With a commitment to being inclusive, Mt. Hood Community College offers a full range of education and training in a supportive environment to advance personal and professional growth. We are a community hub for cultural, economic, recreational, and intellectual enrichment.

Vision Statement

Mt. Hood Community College is valued as a cornerstone of the community for affordability, equitable student success, innovation, and financial stewardship.

Equity Statement

At Mt. Hood Community College, we hold ourselves accountable for aligning our systems, policies, practices, and resource allocations to strategically and purposefully advance equity. We recognize the harm done to historically excluded people and work towards a future where all people across the spectrum of difference thrive at Mt. Hood Community College. We strive to provide every person in our community with the tools to be successful and actively design equitable systems that promote fairness and justice.  

MHCC prioritizes equity and acknowledges the importance of ongoing, intentional work to interrupt oppression and remove barriers that perpetuate inequity. We strive to be an organization that demonstrates equity in concept, practice, and outcomes—where all people are valued and feel a sense of belonging. 

MHCC is Committed to these Values

Accessibility

We seek to minimize barriers

Equity

We value fairness and impartiality

Innovation

We believe in continuous improvement

Learning

We foster an environment to support student success

Quality

We aspire to excellence in all our programs and services

Support

We seek to create an encouraging environment

MHCC Core Outcomes

General education at Mt. Hood Community College provides students with a foundation of knowledge, skills, and perspectives that support academic success, career readiness, and lifelong learning. The following outcomes and criteria define the expectations for all general education courses and transfer programs. 

During their college experience, students at MHCC will have demonstrated:

• Communication Skills
• Critical Thinking and Problem Solving
• Quantitative Reasoning and Analysis
• Information Literacy
• Cultural Competence
• Skills to Promote Personal Wellness
• Awareness of Civic and Social Responsibility

Transfer Outcomes

MHCC offers several transfer programs and majors designed to meet core outcomes, fulfill general education requirements, and prepare students for transfer to a bachelor's degree program.

MHCC Philosophy of General Education

Mt. Hood Community College supports the general education of all students by offering courses that provide knowledge and skills that help students attain their full potential as informed individuals and responsible members of society. General education affirms the necessity and value of well-being from both personal and global perspectives.

MHCC follows the Outcomes for Transferable General Education Courses in Oregon as approved by the Joint Boards of Education.  In addition, courses must meet the following criteria to be considered general education for MHCC's transfer degrees:

Arts and Letters

A general education course in Arts & Letters must require students to meet at least three of the following:

1. Describe and apply fundamental concepts, conventions, and/or techniques of significant forms of human expression, culture, philosophy, spirituality and/or language.  
2. Analyze, interpret, synthesize, and/or participate in diverse historical/contemporary culture or cultural works.   
3. Compare/contrast critical theories and/or attitudes of specific historical/contemporary periods and world cultures regarding the discipline.    
4. Explain the origins and influences of ethical, spiritual, literary, performance, language, and/or aesthetic traditions.    
5. Engage in a creative process to understand and appreciate human expression.   

Social Science

A general education course in Social Science must require students to meet at least three of the following:

1. Explain how individuals, groups, and/or institutions interact with each other, society, and their environment. When applicable, predict future interactions.
2. Describe the significant methodologies and theories of knowledge, how they are formulated, and how they can change as new information and/or interpretations become available. 
3. Describe key individuals, events, and concepts of the past and explain their influence on later periods. 
4. Compare and evaluate significant past/present individuals, groups, and/or institutions to illustrate diversity. 
5. Apply knowledge of human behavior and social phenomena to social and community issues. 

Cultural Literacy

A course with the Cultural Literacy designation must meet either Arts & Letters or Social Science criteria and: 

1. Explore how culturally based assumptions influence perceptions, behaviors, and policies.
2. Examine the historical bases and evolution of diverse cultural ideas, behaviors, and issues.

Each course may also do one or more of the following:

1. Critically examine the impact of cultural filters on social interaction so as to encourage sensitivity and empathy toward people with different values or beliefs.
2. Investigate how discrimination arises from culturally defined meanings attributed to difference.
3. Analyze how social institutions perpetuate systems of privilege and discrimination.
4. Explore social constructs in terms of power relationships.

Science 

A general education course in Science must require students to meet all of the following:

1. Discuss and apply scientific concepts, theories and models.  
2. Apply the scientific method to ask questions, make decisions, and solve problems.   
3. Collect, analyze, and interpret scientific data to draw conclusions and make evidence-based decisions.  
4. Select, evaluate, and use discipline-specific information and literature to research a scientific topic.  
5. Communicate the interdisciplinary role of science in current societal issues and the relevance of science to everyday life.  
6. Solve problems independently and/or collaboratively.

Health and Physical Education

A general education course in Health/Physical Education (HPE) must require students to meet at least two of the following: 

1. Interpret information critically to make evidence-based health and wellness decisions.  
2. Develop an individualized wellness goal and identify potential barriers to progress.  
3. Identify the importance of consistently participating in an exercise routine.  
4. Demonstrate proper technique, application and execution of a physical or performance-related skill.  

Oral Communication

A general education course in Oral Communication must require students to meet all of the following:

1. Analyze audiences in the context of oral presentations and/or interpersonal/intercultural interactions and discussions.    
2. Use techniques and methods of intercultural, interpersonal, and/or non-verbal communication and/or oral presentation.
3. Demonstrate information literacy skills such as finding/evaluating sources of information for validity/objectivity, differentiating between a neutral narrative, and an argument explaining techniques of persuasion.   
4. Demonstrate comprehension, interpretation and critical evaluation of communication.   
5. Explain and use the ethical responsibilities of communicators.  
6. Explain the value and consequences of effective communication in real-world contexts.   

Writing

A general education course in Written Communication must require students to meet all of the following:

1. Respond critically in writing to ideas generated through reading and discussion.  
2. Demonstrate a recursive process of productive revision to create texts appropriate to audience needs and rhetorical situations.  
3. Develop a focused topic and organize ideas logically in paragraphs and essays.  
4. Collaborate with others to generate and respond to feedback during the revision process.   
5. Craft clear sentences and apply the conventions of Edited Standard Written English.  
6. Summarize, paraphrase, and quote sources using a conventional documentation system.  
7. Use technology in the service of writing and learning.  

Information Literacy

Information Literacy outcomes and criteria are embedded in Writing Foundational Requirements courses. These courses must require students to:

1. Identify the need for information and recognize research is an iterative process.
2. Differentiate among information sources and formats in relation to an information need.
3. Develop and conduct effective searches when using appropriate tools to find information.
4. Evaluate and select appropriate information to address an information need or gaps in knowledge.
5. Integrate and use information ethically.
6. Create and share information in a variety of formats and contexts.

Mathematics 

A general education course in collegiate-level Mathematics must require students to meet all of the following:

1. Apply appropriate quantitative skills for personal, academic and/or career purposes.  
2. Design and follow a multi-step mathematical process through to a logical conclusion and judge the reasonableness of the results.    
3. Use mathematical terminology, notation and symbolic processes appropriately and correctly.  
4. Create numeric, graphic, algebraic, geometric and verbal models, analyze these models, and use them to solve problems in abstract and real-world contexts.    
5. Convert between the models listed above and interpret their meanings in real-world contexts.   
6. Apply appropriate mathematical tools, including technology, to determine an effective method of analysis.   
7. Clearly communicate problem-solving processes, results and conclusions using quantitative methods and correct mathematical syntax in ways that are useful to themselves and others.  

Mt. Hood Community College Commitment

MHCC is committed to maintaining a respectful and inclusive working and learning environment and does not tolerate harassment or discrimination in any form. 

It is against college policy for any employee, student, or vendor/contractor to engage in harassment or discrimination against any member of the College community on the basis of race, color, religion, ethnicity, national origin, age, sex, marital status, disability, veteran status, sexual orientation, or any other protected status under applicable law. 

The College complies with all local, state, and federal laws related to non-discrimination and non-harassment. Reports of discrimination, harassment, sexual misconduct, dating violence, domestic violence, stalking, and retaliation will be addressed in accordance with college policies and administrative regulations.

Locations

MHCC Gresham Campus
26000 SE Stark St.
Gresham, OR 97030
503-491-6422
TriMet bus routes 20, 25, and 81.

MHCC Maywood Park Campus
10100 NE Prescott St.
Portland, OR 97220
503-491-6100
TriMet bus route 73, 87 and MAX Red Line.

The Bruning Center (home of MHCC’s Nursing program)
1484 NW Civic Dr.
Gresham, OR 97030
503-491-6700
TriMet MAX Blue Line.

Worksource Portland Metro Gresham
18633 SE Stark St. #201
Portland, OR 97233
503-669-7112
TriMet bus route 20 and MAX Blue Line.

Small Business Development Center
18633 SE Stark Street #302
Portland, OR 97233
503-491-7658
TriMet bus route 20 and MAX Blue Line