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- On February 28, 2020, a small focus group comprised of faculty from all academic divisions
was conducted to pilot a draft assessment process.
- In March 2020, a small group of faculty piloted a revised reflection form and offered
feedback. This feedback informed further revision of the reflection document.
- In April 2020, full-time faculty were asked to complete the revised reflection form
for any course taught during AY 2019-2020. The results of the reports will be used
to inform the revised assessment process, guide needed training, and help programs
set goals for continuous improvement.
- On January 7, 2019, campus-wide training in the revised assessment process was held.
This training was mandatory for full-time faculty and optional, but encouraged, for
- In March 2019, Dr. Natasha Jankowski, Director and Research Associate Professor, University
of Illinois Urbana-Champaign, visited the college as a NILOA coach. Dr. Jankowski spent the day offering guidance and feedback on institutional
improvement and the revised assessment process.
- CLO assessment was piloted in spring 2019. A small group of volunteer faculty from
across campus tested VALUE rubrics to assess signature assignments in their courses.
This pilot offered significant findings regarding the assessment process and the need
to review and possibly revise the College Learning Outcomes.
- Feedback from Dr. Jankowski, results of the CLO assessment pilot, and results from
the piloted course-level assessment process provided evidence to support further review
and revision to our institutional assessment process.
- On August 19-20, 2019 faculty participated in campus workshops to discuss assessment,
offer feedback and ideas regarding institutional learning outcomes, and to create
a foundation for a meaningful, faculty-driven programmatic and institutional assessment
- An ad hoc committee of faculty from General Studies, Health Sciences, and Trades was
formed to serve as an advisory group to the Director of Assessment. This group will
review and suggest revisions to the College Learning Outcomes, as well as assist the
Director in creating and implementing an assessment process focused on program-level
assessment. This work began in September 2019.
- On October 1, 2019, the ad hoc assessment committee resolved to become a permanent
- From September 2019-November 2019, the Assessment Committee worked to revise the College
Learning Outcomes, following a collaborative process. Faculty input was solicited
throughout the process via survey and informed the final results.
- The revised College Learning Outcomes (CLOs) were accepted by the Curriculum Committee on November 15, 2019.
- In December 2019, the Director of Assessment conducted one-on-one interviews with
all department chairs and program directors regarding programmatic student learning
assessment. These interviews will inform the establishment of a revised assessment
process and support individualized program-level goal setting, supporting continuous
- The General Studies Division began piloting a new course-level assessment process. Included in this process were departmentally created assessment rotation plans.
The first round of course-level assessment data was submitted at the end of the fall
- Faculty in the General Studies Division replaced the LOAF (Phase IV) form with the
faculty reflection and self-evaluation form. Submissions were due at the end of the
fall 2018 semester.
- Revised processes and the need for training for all divisions postponed CLO assessment.
- In 2016, the College Learning Outcomes Assessment Team (CLOAT) rewrote the 8 Abilities
as the College Learning Outcomes (CLOs), reducing the number of institutional learning
outcomes from eight to five. The CLOs were implemented during fall 2016.
- In spring 2017, leadership for outcomes assessment became centralized with one person,
the Director of Assessment. A faculty member was appointed to this position as part
of their workload. CLOAT completed its work and is no longer an active campus group.
- Faculty listening sessions were conducted to learn more about faculty perceptions
and needs regarding assessment.