Dakota County Technical College is accredited by the Higher Learning Commission. The Higher Learning Commission (HLC) is recognized by the U.S. Department of Education and accredits colleges and universities in the United States.
Dakota County Technical College concluded its most recent Open Pathway accreditation activity by having an in-person and virtual site visit April 25-27, 2021 for Reaffirmation of Accreditation.
In their report to the HLC Institutional Action Council the Peer Review Team found that Core Component 4.B was met with concern, with an embedded monitoring report as part of the Four-Year Report.
On September 3, 2021, Dakota County Technical College received a letter from the Higher Learning Commission stating that our accreditation has been reaffirmed with the next Reaffirmation of Accreditation due in 2030-31.
About the Higher Learning Commission
The Higher Learning Commission (HLC) is an independent corporation founded in 1895 as one of six institutional accreditors in the United States. HLC accredits degree-granting post-secondary educational institutions in the U.S. Regional Accreditation no longer exists and institutions may choose their accrediting agency.
Higher Learning Commission
230 South LaSalle Street, Suite 7-500
Chicago, IL 60604
Learn, discover, and build a better future: DCTC is dedicated to education for employment and life-long growth.
At DCTC, we aspire to create a transformational education for every student founded on belonging, learning, support, clear pathways, and community engagement.
Students at DCTC will say of their education:
"I am valued for who I am."
"I am engaged in meaningful learning."
"I have the support I need."
"I know where I am going and how to get there."
"I am engaged in community."
Dakota County Technical College is a public two-year institution of higher education dedicated to the philosophy that there is dignity in all work and value in individual growth and learning. It is the philosophy of the college that all of its students should have access to quality education that prepares them for rewarding careers. The college values its role in contributing to economic development by providing a knowledgeable and skilled workforce. The college views itself as a full partner in the higher education community and recognizes its contribution to lifelong learning.
We recognize and build on students' strengths and perspectives. We support them in taking an active role in their learning and in navigating our college. We provide inclusive, high-quality, and timely services. We also design our services and programs with our diverse students’ needs in mind.
We take responsibility for creating an inclusive learning and working environment where our students and colleagues can thrive. We identify and address patterns of inequity, informed by a social and historical understanding of exclusionary practices in American higher education.
We collaborate with employers, educational institutions, and community organizations to enhance our respective missions and strengthen our communities.
Core Student Outcomes
Acts Responsibly: Students recognize an obligation to themselves and others for their decisions and actions.
Communicates Clearly: Students apply writing, speaking, and listening skills to precisely convey information, ideas, and opinions.
Learn Effectively: Students apply necessary basic skills in reading, writing, math, and computer and information literacy.
Work Productively and Cooperatively: Student apply effective skills, knowledge and professionalism.
STRATEGIC PRIORITIES 2021-2027
DCTC has adopted two goals that capture the essence of its 2021-2027 Strategic Plan and support our Mission, Vision and Values:
In addition to our institutional accreditation with HLC, multiple programs at each college have third-party accreditation for their program. This additional layer of accountability provides students assurance that their program is meeting requirements for licensure in specialized fields and/or provides employers with assurance that program graduates possess the required knowledges, skills, and abilities to work in their field post-graduation. Third-party accreditors, like the Commission, are seeking evidence that the program is meeting their standards.
The Medical Assistant program is 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).