GFCMSU  ›Catalog

Tagline

Changing Lives – Achieving Dreams

Vision

In the next decade, Great Falls College MSU will play a leading role in transforming the lives of our students, their communities and the economic prosperity of Montana by responding to learner and community needs through the use of partnerships, innovation, outreach and technology.

Mission

Our Mission is to foster the success of our students and their communities through innovative, flexible learning opportunities for people of all ages, backgrounds, and aspirations resulting in self-fulfillment and competitiveness in an increasingly global society.

Values

Core Themes

At Great Falls College MSU we live the community college experience through an open-access admissions policy, a comprehensive educational program, a focus on teaching and learning, and a philosophy of student-centeredness. We strive to attain our Mission through the Core themes and Goals of:

  1. Workforce Development: Through applied programming our students successfully attain a credential leading to life sustaining careers.

  2. Transfer Preparation: Our students complete transfer programming and successfully transfer toward a four-year degree.

  3. Academic Preparation: We prepare individuals for success in college coursework through developmental (remedial) education and adult basic education.

  4. Community Development: As the community’s college, we support social and economic development through outreach, lifelong learning, and active partnership.


Eight Abilities

The faculty and staff of Great Falls College MSU have deemed the following abilities to be central to the personal and professional success of all graduates:

  1. Communication: The ability to utilize oral, written and listening skills to effectively interact with others.

  2. Quantitative Reasoning: The ability to understand and apply mathematical concepts and models.

  3. Inquiry and Analysis: The ability to process and apply theoretical and ethical bases of the arts, humanities, natural and social science disciplines.

  4. Aesthetic Engagement: The ability to develop insight into the long and rich record of human creativity through the arts to help individuals place themselves within the world in terms of culture, religion, and society.

  5. Diversity: The ability to understand and articulate the importance and influence of diversity within and among cultures and societies.

  6. Technical Literacy: The ability to use technology and understand its value and purpose in the workplace.

  7. Critical Thinking: The ability to understand thinking that is responsive to and guided by intellectual standards such as relevance, accuracy, precision, clarity, depth, and breadth.

  8. Effective Citizenship: The ability to commit to standards of personal and professional integrity, honesty and fairness.

 

Core Indicators of Institutional Effectiveness

Great Falls College MSU (GFCMSU) is committed to continuous improvement, the evaluation of institutional effectiveness, and the assessment of student learning. This commitment is reflected through an assortment of activities and processes emanating from the College's mission, vision, values, core themes, and strategic plan. 

As we strive to become more performance-based in the allocation of resources and create a mission-centric model to document our effectiveness, GFCMSU has established a set of measures to guide our processes. These measures,  known as core  indicators of institutional effectiveness [1], support our everyday operations and assist us as we seek continuous improvement towards mission fulfillment.

GFCMSU’s core indicators of institutional effectiveness [2] stem from the Montana Board of Regents' system measures of effectiveness, federal accountability law and policy, and the College’s Mission and Core Themes.  The core indicators of institutional effectiveness are summarized in the following:


[1] A core indicator is "...a regularly produced measure that describes a specified condition or result that is central (or foundational) to the achievement of a college's mission and to meeting the needs and interests of key stakeholders"  (Alfred, Shults, and Seybert, 2007, p. 12).  Alfred, Shults, and Seybert  (2007, p. 23) identified sixteen core indicators of effectiveness for community colleges. If applied comprehensively, these indicators will establish the foundation for a model of institutional effectiveness that will allow us to document our performance. We have adapted those core indicators and they are divided into five components related to our mission: student progress, developmental education, outreach, workforce development, and transfer preparation (Alfred, Shults, & Seybert, 2007, p. 23).

[2] Core Indicators of Institutional Effectiveness are assessed at the institutional level.  In addition departments and divisions maintain and assess their effectiveness with unit-level indicators. 

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