- About the college
- One College - Three Campuses
- GCC Vision
- GCC Mission
- College-wide outcomes for Students
- Institutional Effectiveness and Assessment
Glendale Community College - Established 1965
Glendale Community College (GCC) keeps pace with the constant growth of the West Valley, offering increased breadth and depth of educational opportunity. Each year, more than 40,000 students enroll in dozens of courses and degree and certificate programs at one of three GCC locations, making the College’s enrollment the second largest in the Maricopa County Community College District (MCCCD). More than 319,000 students have completed associate degrees, certificate programs, industry-specific training and university transfer courses.
Created in 1962 with one college, the MCCCD currently consists of ten separately accredited colleges. Currently MCCCD is the largest community college district in the United States. On April 12, 1965, GCC was established by the Governing Board as the second MCCCD college, and charged with serving the higher educational needs of the West Valley. In August 1967, the North Central Association of Colleges and Secondary Schools first accredited GCC as an individual college. Accreditation continues today through The Higher Learning Commission/North Central Association and includes GCC main campus, GCC North and the University-College Center.
Located at 59th and Olive Avenues, the GCC main campus spans 147 acres and serves as a focal point for diverse community activities. The College offers a friendly, welcoming environment for learning. During GCC’s inaugural fall semester in 1965, 2,000 students enrolled in classes held at two temporary locations. September 16, 1966, brought the first day of classes to the present beautiful, palm tree-lined campus. A dynamic, future-oriented Facilities Master Plan guides the ongoing development of GCC main campus to accommodate the changing needs and interests of thousands more students and community members. Planning is underway for two new classroom buildings and multiple renovation projects as a result of the citizen-approved 2004 bond.
GCC has grown with the community it serves and reaches out aggressively to where students live. A good example is the GCC North extension at 57th Avenue and Happy Valley Road. GCC North opened in fall 2000 with 839 students and fall 2004 exceeded 2,500 students. GCC North, created to meet higher education needs in the Northwest Valley, offers a variety of courses and programs.
GCC North is also home to the Northwest Education Center (NEC); a career pathway program for high school juniors and seniors from the Deer Valley unified School District.
GCC North is projected to enroll 7,950 students annually by 2014. In preparation for this growth, GCC North’s Facilities Master plan includes expanding facilities to include a new classroom building and a student services building. Funding for expanded facilities will come from the citizen-approved 2004 bond.
Since 1997, GCC has worked closely with the West campus of ASU in one of the most innovative public university-community college partnerships of its type in the U.S. – the University-College Center (UCC). Through the UCC, students may take a range of GCC classes offered on the West campus of ASU – at Maricopa Community College District tuition rates. The award-winning UCC allows students full access to community college and university resources and expertise, making university transfer easier than ever. The West campus of ASU is located at 51st Avenue and Thunderbird Road.
Glendale Community College will be an innovative educational provider of quality lifelong learning experiences for all members of the community.
The mission of Glendale Community College (GCC) is to address the higher education needs of its community. Through its diverse programs and services, GCC assists students in meeting their educational goals.
We fulfill this mission as an institution of higher education by preparing students:
• To participate responsibly in a culturally diverse, technological and global society.
• For successful transfer to colleges and universities.
• For employment and advancement within their chosen careers.
The following outcome statements represent the college-level skills, qualities and attributes we desire our students to acquire as a result of their experience with the college to provide for college preparedness, university transfer, certification and or employment.
• Writing — communicates thoughts, ideas, information and messages.
• Critical Reading — interprets and synthesizes a variety of written information.
• Critical Reasoning — thinks creatively and critically; acquires and applies new knowledge and skills. Applies mathematical techniques to problem solving, analyses and exposition.
• Speaking — organizes and communicates ideas and information.
• Information and Technology Literacy — uses a variety of resources to locate, evaluate and use information to solve a problem or make a decision.
GCC evaluates the effectiveness of our institution, especially student academic achievement, through assessment. We ask questions like "What should students think, know, and do upon completing a course or program?", "Are we meeting student expectations?", and "What can we do better?"
Assessment is the first step in the process of "plan - do - check - improve" which utilizes data as the basis for decision-making and continuous improvement. The "umbrella" for assessment at GCC is our institutional effectiveness (IE) plan.
Assessment Objectives for Academic Success
• Evaluate student preparedness for employment and work.
• Evaluate student preparedness for transfer to a four-year college or university.
• Evaluate the effectiveness of college-wide general education.
• Evaluate the effectiveness of academic programs, including transfer and developmental education.
• Track retention and degree and certificate trends.
• Measure student success in goal achievement.
• Improve instruction and curricular offerings through collaborating and sharing of assessment results.
Assessment Objectives for Student Services
To evaluate progress by students in:
- Student success, specifically the completion of educational goals, retention, and the transfer to further education and employment;
- Student development, specifically the improvement of skills for life-long learning and decision-making through student activities;
- Student-centered access to campus information and services, specifically convenient and efficient one- stop student services delivery and implementation of a new student information system.