UM-Helena College Councils & Committees
MISSION STATEMENT
The University of Montana - Helena College of Technology promotes lifelong educational goals of learners, supports workforce development needs of employers, and fosters community involvement by providing a substantive, responsible, and accessible learning environment.
CORE VALUE STATEMENTS
LEARNING:
We uphold the principles of lifelong learning for our community of students, faculty, and staff.
SUCCESS:
We promote the success of our community in meeting individual and common goals.
COMMUNITY:
We foster our connections with partners in business, industry, government, local communities, and fellow educators.
ACCESS:
We provide access to higher education, employment opportunities, continuing education, and personal and career development.
GROWTH:
We encourage growth and progress of our community members, curricula, facilities, and resources.
SERVICE:
We serve our students, College, partners, and communities.
VISION STATEMENT
The University of Montana - Helena College of Technology will be recognized as a responsive regional center of technical and academic education, as a partner in economic and community development, and as a diverse and accessible community of learners. UM-Helena will promote excellence in education; maintain fiscal and operational integrity; and cultivate an environment of fellowship, inclusiveness, and respect.
INSTITUTIONAL STRATEGIES
STUDENT SUCCESS:
Direction: UM-Helena develops and offers instructional programs and student services that help students succeed in reaching their goals.
CONNECT WITH THE COMMUNITY:
Direction: UM-Helena builds connections with a broad range of groups to respond to the diverse needs of the communities we serve.
CREATE ACCESS:
Direction: UM-Helena makes access to higher education possible for the communities we serve.
DEVELOP RESOURCES:
Direction: UM-Helena proactively develops its fiscal, capital, technological and human resources to ensure the effective, efficient management of quality programs and services.





