Introduction
In 1967, the first community college in Nevada was established in Elko as Elko
Community College. In order to fund classes for the first semester, Elko citizens
organized a fundraising drive around the slogan “Give a Day’s Pay,”
which raised $46,000 in just thirty days to start a college. Since then, and for
more than thirty-five years, Great Basin College has provided access to educational
opportunities to the citizens of rural central and northeastern Nevada in a 45,000
square mile service area.
Nevada was the last state in the country to create community colleges, and
now, 35 years later, Great Basin College is the first community college in Nevada
to offer baccalaureate degree programs. Today, the College serves the region
by responding to the needs of the workforce by preparing teachers, providing
training for the mining industry, responding to the community’s health
related needs, and providing students bound to the region with the opportunity
to pursue baccalaureate degrees. Baccalaureate graduates are prepared for graduate
school and greater career mobility. With the recent addition of residence halls,
the College is now recruiting students from outside its traditional service
area.
In the last decade, the College has established successful partnerships with
local businesses in northeastern Nevada to provide specialized training to those
impacted by the changing economic conditions. The College, in partnership with
public agencies, private businesses, and nonprofit organizations, generates
employment and income, develops human resources, transfers technology, contributes
to the quality of life, and provides outreach to regional bound students.
In Fall 1999, the College began offering a Bachelor of Arts in Elementary Education.
The second baccalaureate degree, the Bachelor of Applied Science, serves as
the umbrella degree for the technical degree programs. The third baccalaureate
degree program, the Bachelor of Arts in Integrative and Professional Studies,
is interdisciplinary in nature, building on the associate degree and grounded
in several disciplines.
MISSION AND GOALS
Overview
Great Basin College is part of the state higher education system. The Board
of Regents is an elected, 13-member governing body for the University and Community
College System of Nevada (UCCSN). Comprising two doctoral granting universities,
a fledgling state college, four comprehensive community colleges, and one internationally
acclaimed research institute, the UCCSN serves the educational and training
needs of the nation’s fastest growing state. As Nevada’s only system
of public higher education, the UCCSN provides educational opportunities to
nearly 100,000 students.
Great Basin College’s mission and goals are delineated in the Academic
Master Plan and Addendum
(Exhibit 1.1). Reports are presented annually to the UCCSN Board of Regents
on the institution’s progress in meeting the goals. The Academic Master
Plan (AMP) is the centerpiece for all campus instructional, student services,
and budgetary priorities and initiatives. All new academic programs must be
identified in the Academic Master Plan and Addendum in order to be considered
and approved by the UCCSN Board of Regents and be eligible for funding as requested.
Both the campus and system planning processes integrate the College’s
mission and academic goals into the strategic directions determined by the UCCSN
Board of Regents. The UCCSN Strategic Directions has provided the College with
insight and direction in the continued planning for all certificate, associate,
and baccalaureate degree programs, new facilities, marketing, and the budgeting
process. In the Academic Master Plan (p. 7), the interrelationship of GBC’s
Mission (six statements) and its Institutional Goals (12 statements) with the
UCCSN Strategic Directions (11statements) is diagramed. The diagram provides
a confirmation of the continuity of mission and goals with the System and its
member institutions and the College.
With the Academic Master Plan as the core planning document, the Facilities
Plan is constructed around the needs of the College’s academic programs.
Public awareness of GBC’s mission, academic goals and objectives, and
facilities is essential for recruitment and retention; thus the Marketing Plan
supports the Academic and Facilities Master Plan.
An additional funding source for the College that has been very successful
over the years is the Foundation, and it remains a model for a small college
foundation.
The UCCSN Board of Regents has recently adopted Building Nevada’s Future:
A Master Plan for Higher Education in Nevada (Exhibit 1.2). The Master Plan
gives direction in areas such as service, diversity, instruction, and K-12 links.
Academic mission: The mission of Great Basin
College is to provide superior, student-centered, postsecondary education in
central and northeastern Nevada. In December 1998, the GBC Mission Statement
was revised and approved by the UCCSN Board of Regents to include the offering
of selected baccalaureate degree programs. The following language was added
to the Mission Statement:
In addition and continuing in the tradition of serving the citizens and the
communities at large, GBC offers selected baccalaureate degree programs that
meet the special needs and that enrich the higher education offerings in northeastern
Nevada.
These are outlined in the mission and included in the College’s bylaws
also approved by the Board.
The College provides the following five types of educational opportunities:
• University transfer courses
• Occupational and technical studies
• Developmental courses
• Community education
• Selected baccalaureate degree programs
Additional educational opportunities include providing student support services
and special business-education partnerships.
Academic Goals:
The twelve academic goals and objectives of GBC fall within four overarching
themes:
• Sustaining educational excellence
• Building a high-quality campus life
• Serving the educational needs of the public
• Providing accountability
The faculty are requested on an annual
basis to provide feedback and offer changes to the Academic Master Plan that
are incorporated into the annual addendum that is presented by the College and
approved by the Board. For example, the third theme—Serving the educational
needs of the public—was addressed when the College worked with the service
area school districts in the development of the Elementary Education program.
A 1999 UCCSN report indicated that 93 percent of the teachers in rural Nevada
received their training outside Nevada. As was the case historically with nurses
and mining technicians, the conclusion was to “train our own.”
The academic goals and objectives are presented as a strategic means to accomplish
Great Basin College’s institutional mission: to provide superior, student-centered,
postsecondary education in central and northeastern Nevada. These long-time
academic goals and objectives have continued to be consistent with GBC’s
mission and priorities established by UCCSN.
Academic
Goal Successes
GBC’s twelve academic goals follow, along with samples of evidence that
the College has addressed each goal in significant ways:
Goal 1:
Evaluate and further enhance general education including the determination of
essential knowledge undergraduates need in science and technology, humanities
and fine arts, social sciences, and western and non-western cultures.
• Conducted a major revision of the general education requirements in
preparation for offering select baccalaureate degree programs and for enhancing
the student academic experience at the certificate and associate level.
• Established the General Education Committee, which is presently working
on documenting student outcomes and institutional effectiveness. The campus
faculty were involved with two workshops facilitated by Dr. Karen Paulson with
the National Center for Higher Education Management Systems (NCHEMS) to document
student achievement at the program, department, and course level (Exhibit 1.3,
Workshop Notes).
Goal 2:
Offer selected quality and affordable four-year programs for the residents of
central and northeastern Nevada, while continuing GBC’s mission as a community
college (Goal adopted in 1998).
• Bachelor of Arts in Elementary Education (initiated Fall 1999)
• Bachelor of Applied Science (initiated Fall 2001)
• Bachelor of Arts in Integrative and Professional Studies (initiated
Spring 2002)
• Continued programs in occupational/technical education (AAS and Certificate),
developmental courses, and community services programs.
Goal 3:
Incorporate institutional assessment data into the planning process to improve
decision-making and resource allocation with special emphasis on student outcomes.
• Utilized the services of The Education Alliance, a higher education
consulting firm in Boston, to conduct feasibility study to offer select baccalaureate
degrees. (Exhibit 1.4, Education Alliance Reports.)
• Integrated findings and recommendations from the results of the graduate,
student satisfaction, and incoming freshman surveys (PIE Committee and Round
Table). With the recent administration of the Noel-Levitz Student Satisfaction
Inventory (SSI) and Institutional Priorities Survey (IPS), the faculty and staff
will begin to examine the changes that have been experienced. These surveys
are administered periodically (1995, 1998, 2002), and the results are being
reviewed to determine areas for improvement. (Exhibit 1.5 SSI, Reports).
• In Summer 2002, the Office of Institutional Research and Assessment
facilitated the effort to develop a data-enrollment management warehouse for
the College. The implementation and maintenance of the warehouse is ongoing.
Because of its significant possibilities for furthering data-driven campus decision-making
and strategic planning, the warehouse is invaluable.
• Utilized Multi-media Digital Portfolios in the elementary education
program to document student progress of INTASC Principles.
• Used College’s historical enrollment trends (Exhibit 1.6, Enrollment
Trends), 2000 Census Bureau data, and high school enrollment projections to
develop budgets.
Goal 4:
Ensure consistency between courses, programs, and the learning environments
on the branch campuses and satellite centers, and for students enrolled in distance
education courses and programs.
• The increased availability of online and compressed video courses has
made it possible for the College to significantly increase access to postsecondary
education for rural communities.
• In terms of reaching out to historically under served and under represented
student groups, GBC has experienced significant increases in all areas. The
2002 GBC FactBook (Exhibit 1.7) shows that from Fall 1995 to Spring 2002, there
was a 60 percent increase in Hispanic students and a 39 percent increase in
Native American students.
• Faculty teaching interactive video (IAV) courses traveled to branch
campuses and satellite centers during the semester to meet and teach at the
interactive video sites.
• Faculty and students had greater access to electronic library resources.
• Students had greater access to GBC’s online classes.
• More effective monitoring of courses by department chairs throughout
the service area.
Goal 5:
Affirm the College’s commitment to building a better community by offering
a comprehensive range of courses and programs which lead to lifelong learning.
• Hosted the Great Basin Festival in Fall 2000 that focused on the Native
American heritage and in Fall 2001 that focused on the Hispanic culture.
• Held productions and shows in the new campus outdoor amphitheatre.
• Collaborated with the Desert Research Institute in the College’s
first offerings of a hands-on archeological field school.
Goal 6:
Contribute to the economic development and diversification of central and northeastern
Nevada through strong partnerships with business, industry, and government and
provide area residents with relevant, first-class job training in courses and
specialized programs, and in certificate and associate degrees.
• The Manpower Training Cooperative (MTC), a partnership with the mining
industry, continues its successful operation. In April 2001, Great Basin College
(GBC) received an international award “Benchmark Practice for Local Economies”
for its work in the mining industry’s workforce development. (See Technical
Arts Overview in Standard 2.)
• Since 1995, four associate of applied science degree programs were submitted
and approved by the UCCSN Board of Regents: AAS-Computer Office and Technology,
AAS-Construction Management Technology, AAS-Industrial Management Technology,
and AAS-Occupational Health and Safety.
• The following Short-Term Employment Programs (STEP) through workforce
development were established: Medical Office Assistant Program, Electrical Repair
Program, Small Engine Repair Program, Building Maintenance, Residential Wiring
Program (Winnemucca).
• The Computer Office Technology Department received approval for Microsoft
Certified Software Engineer.
• The Commercial Drivers License (CDL) program was established and continues
to meet training needs.
• In Fall 2001, the Elko County Economic Diversification Authority (ECEDA)
Research Scholarship Assistantship funded an ongoing research assistant position
in the amount of $1,800 per semester for a student in the BA in Integrative
and Professional Studies program to research countywide economic retention,
development, and diversification initiatives and projects.
Goal 7:
Enrich developmental education to serve the basic skills needs of diverse populations,
under-prepared students, and special needs individuals.
• Earned a 1998-99 Secretary’s Awards for Outstanding Adult Education
and Literacy Programs as one of 35 excellent ABE/ESL programs in the nation
to be recognized.
• Enhanced academic advisement with the addition of Student Central and
required student orientation.
• Promoted a dialogue among the high school and College English faculty
concerning student preparation and remedial education through a grant from Eisenhower
Professional Development Program (2002/3). The College enhanced the Writing
Center and added a mathematics lab.
• Participated in a UCCSN task force examining ways to make a seamless
transition for students from high school to college in English and mathematics
preparation.
• Conducted remedial English study to examine student performance from
Fall 1996 to Fall 2001.
Goal 8:
Maximize resources to expand educational opportunities through grant funding
and innovative collaborative partnerships. (See Exhibit 1.8, GBC Grant Summary.)
• Nevada Early Childhood Education Comprehensive Plan provides equipment,
furnishing, and teachers for Child and Family Center.
• Rural Health Outreach (Emergency Medical Services).
• Currently undertaking initiatives and pursuing Federal TRIO and GEAR-UP
grants to attract students from the Latino and Native American communities.
• Maintained successful partnerships with the region’s school districts,
including the Northeast Nevada Technology Consortium, National Writing Project,
Northeast Nevada School to Careers Partnership, and the Northeastern Nevada
Regional Professional Development Program.
• Established 45 articulation agreements with the five regional school
districts and Clark County, through Tech Prep, which allow high school students
to receive college credit for courses taken in high school.
Goal 9:
Foster a campus culture of trust and openness-one committed to teamwork and
effective communication-to fulfill the College mission.
• Promote sound organizational practices through shared decision-making
processes (e.g., Faculty Senate Committees, Administrative Council.)
• Improve communication processes through the College News.
• Acknowledge contributions of students, faculty, and staff.
• Front line staff meet periodically in the “Round Table”
to learn more about College programs and procedures in order to better serve
students, community, and the College as a whole.
Goal 10:
Recruit outstanding personnel and provide professional development opportunities.
• Number of teaching faculty has increased from 30 to 52 in the past ten
years with increases in non-teaching faculty as well. (See Standard 4 and Standard
2)
• See Standard 4 for exhibit on professional development activities of
faculty and staff.
• Worked with UCCSN to enhance salary schedules.
Goal 11:
Develop and maintain facilities to support the Academic Master Plan throughout
the service area. (See Standard 8 for complete listing of new facilities.)
• Renovated the GBC Library in August 1999 with a $2.5 million construction
project.
• Completed $4.5 million Donald W. Reynolds Campus Enhancement Project
in June 2001
• Added 5,000 square feet to the Ely Branch Campus facility in September
2002.
• Completed High Tech Center in 2001.
• Acquired nearby apartments and former nursing home for student residence
halls in 2002.
Goal 12:
Strengthen student support services through increased accessibility to services,
recognizing that a nurturing support system will enhance academic achievement.
• Established Student Central to support student outreach, advisement,
and retention initiatives.
• Gained positions and resources in the baccalaureate degree budget for
student support service positions.
• Acquired residence halls and enhanced student life activities.
1.A.1
1.A.3 Operational Integrity of Goals
Campus understanding of mission and goals.
GBC’s mission and academic goals and objectives are major products of
an ongoing planning process since 1991. Beginning with the six-fold community
college mission, the faculty and administration, students, and community advisors
met to review and analyze the College’s strengths and challenges to develop
a dynamic planning process that continues to this day. This periodic yet consistent
attention to mission and goals is widely understood. All campus constituencies
are involved in the process as reflected in agendas and minutes of the various
College groups. In addition and significantly, the Board of Regents retains
final authority for the institution's mission and goals. Changes in mission
are not taken lightly. Board deliberations are part of the public record and
available at the System website, www.nevada.edu. Internal email and meetings
and community newspapers in the northeast region regularly report on College
programs, personnel, and changes.
1.A.2 The mission in institutional
publications.
GBC’s Mission is included in the General Catalog 2002-2003 (Exhibit 1.9),
Academic Master Plan and Addenda, and is available on the GBC website at www.gbcnv.edu.
Additionally, prior to each biennial state legislative session, the UCCSN Board
of Regents submits a Planning Report. N.R.S. 396.505 requires the UCCSN Board
of Regents to prepare a biennial report to be submitted to the State Legislature
that outlines any changes in academic offerings, public service, and research.
The Planning Report is the response to that requirement. The most current reports
are included in Exhibit 1.10.
1.A.4 Goals consistent with
institution’s mission and resources.
The connection between GBC’s mission and human, physical, and financial
resources is evident. The strategic planning process, incorporated in the Academic
Master Plan (1998-2000), Addendum to the Academic Master Plan (2002-2003), and
Facilities Master Plan (2000-2007), and Facilities Master Plan (1994-2014),
is collaborative in nature and focuses on assessment, review of data, implementation,
and continued assessment of results.
1.A.5 Mission and
goals direct major efforts.
The Academic Master Plan for Great Basin College and subsequent Addenda not
only highlights the major academic accomplishments of achieving the institutional
goals, but it describes the academic initiatives for the upcoming academic year.
The mission and the academic plans give direction to admissions, faculty selection
allocation of resources, and planning.
Admissions policies.
For the certificate and associate programs, the admissions policies are consistent
with the open-door policy of the community college. For the baccalaureate degree
programs, the admissions policies have criteria that have been established by
the Faculty Committees for the BA in Elementary Education, Bachelor of Applied
Science, and BA in Integrative and Professional Studies. Admissions policies
and procedures for both the associate and bachelor’s degree programs are
consistent with UCCSN Board of Regents policies.
Selection of faculty.
The identification of faculty as outlined in the Academic Master Plan is dependent
on priorities defined in the academic goals and initiatives, including available
resources from the State and Foundation. The Academic Master Plan 2002-2003
Addendum (Page 15) summarizes the new faculty positions. The recruitment and
selection of faculty and support staff follows the UCCSN Board of Regents Handbook
and GBC Policies and Procedures Guide.
Allocation of resources.
The correlation of resource allocation and academic goals is direct, and is
outlined in the Academic Master Plan and Facilities Master Plan. The Facilities
Master Plan (2000-2007) (Exhibit 1.11) and UCCSN Operating Budgets Reports (Exhibit
1.12) outline the budget categories for all revenues and expenditures. Prior
to each legislative session, the College provides a budget presentation to the
UCCSN Chancellor’s Office staff that the institution’s priorities
for the upcoming biennium.
Planning.
The planning on campus considers a range of internal and external influences
and involves the campus constituencies and community in general. In June 1998,
the UCCSN Board of Regents unanimously supported GBC’s initiative to establish
select baccalaureate degree programs. The Education Alliance prepared the feasibility
study to offer bachelor’s degrees; the firm also assisted in selecting
which degrees to offer following the BA in Elementary Education. The College
relied heavily on the UCCSN Board of Regents Teacher Education Report, 1999
(Exhibit 1.13) to proceed with the development and offering of an elementary
education program.
Great Basin College has been the
“point organization” for “Team Elko” Strategic Planning
(2001-2005) activities. Team Elko--consisting of representatives from the public
sector, nonprofit organizations, and business and industry throughout Elko County--does
economic development and community “livability” planning. Specific
goals of Team Elko are to address infrastructure issues such as the construction
of an energy pipeline and increased accessibility to the high-speed fiber optics
networks.
1.A.6 Public service.
The College has successfully partnered with the Elko County Easter Seals to
provide employment opportunities to assist adults with disabilities to gain
greater independence. These adults are able to earn money to access services
such as medical rehabilitation, job training and employment, childcare, and
other adult day services.
In conjunction with the Nevada Department
of Education, and Nevada Legislative Counsel Bureau, Great Basin College conducted
the Elko County School District Class-size Reduction 22:1 Demonstration Project
Evaluation prepared for the Elko County School District Trustees and 71st State
Legislature. The Elko Class-size Reduction (CSR) Study represents the beginning
of collecting and analyzing empirical data to determine the effects of reduced
class-sizes in the Elko County School District. Ten GBC elementary education
students participated as research assistants, collecting and reporting of data.
A report is being prepared for the 2003 State Legislature.
1.A.7 Recent Substantive
Changes
The following substantive changes have been submitted since the last full scale
accreditation visit:
Distance Learning.
In Spring 1999, the College submitted to NASC a substantive change for distance
delivery. In April 2000, GBC received two commendations on the site visit. First,
the College was commended for its outreach to potential students in helping
them meet their educational goals in a variety of ways. Second, GBC was commended
for its flexibility and adaptability in a rapidly evolving field.
BA in Elementary
Education. In Spring 1999, a substantive change was submitted to NASC
for the first baccalaureate degree program—BA in Elementary Education.
The process also involved gaining approval from the UCCSN Board of Regents and
Nevada Department of Education for |
