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A
CLOSER LOOK
AT PUBLIC EDUCATION
IN SOUTH
CAROLINA
PART A - PERFORMANCE FUNDING REPORT IS ISSUED BY THE S.C. COMMISSION OF HIGHER EDUCATION IN JANUARY OF EACH YEAR
PART B- INSTITUTIONAL EFFECTIVENESS REPORT ISSUED BY THE UNIVERSITY OF SOUTH CAROLINA AIKEN IN AUGUST OF EACH YEAR
REPORTS ON ACT 255 OF 1992 AND ACT 629 OF 1996
AS REQUIRED BY THE SOUTH CAROLINA COMMISSION ON HIGHER EDUCATION AND THE SOUTH CAROLINA LEGISLATURE
AUGUST 1, 2000 REPORT POSTED FOR JANUARY, 2001 LEGISLATIVE REPORT
Contents:
Act 629
Institutional Effectiveness Summary Report
Tables Submitted to the Commission on Higher Education in Partial Fulfillment of Act 255 of 1992
- Program Accreditation at USCA
- Courses Taught by Faculty
- Involvement in Sponsored Research
- Success of Students in Developmental Courses
- Results of Professional Examinations
Act 629
Institutional Effectiveness Summary Report
When the South Carolina Legislature enacted its first higher education accountability Act in 1988, it extended and emphasized the institutional efforts already under way to more closely monitor and more consistently improve the quality of learning and teaching. In 1996, another law, Act 359, Performance Funding, carried assessment even further into an accountability mandate for improvement in 37 areas in higher education. For over a decade, South Carolina's public colleges and universities have been about the business of assessment and accountability; consequently, many of them are national leaders often looked to for advice on how to monitor and improve institutional effectiveness.
The University of South Carolina Aiken has become such a leader. Gaining national attention in assessment and in accountability has assisted the institution in receiving for the second straight year, the U.S. News and World Report's Top Ten ranking for public institutions its size in the Southeast. In addition, USCA has received a rating of "Exceeds" in both 1999, and 2000 in Performance Funding, the State's accountability report card on higher education. Other distinctions for USCA in 2000 include such things as being ranked #13 nationally of America's Most Wired Colleges in the Baccalaureate II category, receiving initial accreditation for the USCA School of Business from the American Colleges and Schools of Business, increasing USCA Masters Levels programs to two, Education and Psychology, and obtaining permission from the Commission on Higher Education to offer a four year generic Baccalaureate Degree in Nursing.
For more information about the University of South Carolina Aiken look at our web site at http://www.usca.sc.edu . Please contact Dr. Lovely Ulmer-Sottong, Director, Office of Institutional Research and Assessment, 471 University Drive, Aiken, S.C. 29801 Phone: 803/641-3338 Email: lovelyu@aiken.sc.edu for any questions or comments concerning Performance Funding, Institutional Effectiveness and/or this report. We welcome any comments or questions about this report or any other area of interest at USCA.
UNIVERSITY OF SOUTH CAROLINA AIKEN
USC Aiken continues the assessment of its institutional effectiveness as a demonstration of its commitment to quality in all its programs and services. Faculty and staff have consistently presented at both national and state assessment conferences in such areas as the AACSB's Outcomes Assessment Procedures; the Rising Junior Writing Portfolio; Capstone Courses, and the wide variety of methodologies used to assure quality through assessment and performance review.
This report consists of a summary of all assessment activities, outcomes and uses of outcomes in the five areas for assessment under the revised guidelines issued by the Commission on Higher Education on April 26, 2000. These areas are 1) General Education, 2) Majors and Concentrations which includes a full report for Education, and interim reports for Communications and Interdisciplinary Studies , 3) Academic Advising, 4) Procedures for Student Development and 5) Library Resources and Services. Although the Commission has designated these five areas as areas for assessment, each institution has an approved schedule of assessment under which the assessment reporting for these areas rotate. It is important to keep in mind that all the areas of the institution actually engage in assessment and self-study each year; however, the reports of the uses of assessment results and the improvements made are reported to the Commission only on a scheduled basis every two-three years depending on the institutional schedule of assessment reporting. In addition to reporting, assessment planning occurs as a separate activity for each department on a yearly basis.
USC Aiken employs a multiple measure approach and encourages all units to use a mixture of assessment methodologies such as capstone courses, senior theses/projects, interviews, surveys, portfolios, standardized instruments when appropriate, grade and course patterns, etc. The Office of Institutional Research and Assessment guides departments in appropriate research design as well as the generation and interpretation of assessment data. In addition, the Office assists the units in evaluating and improving their assessment programs with the goal of using outcomes to improve the quality of the institution through improvement of the total teaching and learning environment.
In 2000, the University Assessment Committee implemented a general review of all assessment procedures and outcomes in each academic major at the University. As part of the review, the Committee met with each assessment representative from each major area. Together the academic area and the committee reviewed the strengths and challenges of that department's assessment results and uses of assessment to date. From 2000 onward, the Committee will review 3-4 programs each year to assure that all programs' assessment plans and outcomes will be actively reviewed each three years at USCA.
The general education requirements at USCA provided below address the following goals of the USCA Mission Statement:
- Thinking critically and analytically, questioning, searching out concepts;
- Communicating effectively using numerical, notational, verbal and other symbolic systems;
- Appreciating cross-cultural perspectives;
- Exploring values openly and critically;
- Finding and examining relationships among disciplines, concepts, and areas of study;
- Developing depth of knowledge within chosen fields of interest.
While the assessment review was taking place, the Academic Assessment Committee delayed the final design for a a grading rubric for USCA's Assessment Booklet 14 which helps to assess how well USCA students 1) Explore Values Openly and Honestly, 2) Find and Examine Relationships Among Disciplines, Concepts and Areas of Study and 3) Appreciate Cross-Cultural Perspectives, which are the three major goals of USCA's general education program. In addition to the above, all USCA students with 30 hours or less or 80 hours or more (freshmen and seniors) are required to take the College Base, a national standardized instrument which measures the strength of general education. Every year a report is done by the Office of Institutional Research and Assessment which evaluates the strength of USCA general education program as measured by the College Base (a nationally standardized test).
1998-99 Report Conclusions
- USCA seniors show overall gains from USCA freshmen on the composite score of the College Base, indicating that overall seniors do make gains in general education skills as measured by the Base.
- USCA seniors score at the national mean (297 to 300 within 17 points).
- The greatest gain scores are in English with USCA freshmen scoring 257 and USCA seniors scoring 299 (42 point gain) with USCA seniors scoring at the College Base national mean of 300.
- The next greatest gain is in social studies with USCA freshmen scoring 270 and USCA seniors scoring 290 (20 point gain) with USCA seniors scoring at the College Base national mean of 300 (within 17 point significance band).
- In neither math nor science was there a significant gain between USCA freshmen scores and USCA senior scores, but USCA seniors scored at the national mean on both subject areas.
- All freshmen entry College Base scores have decreased since 1994-95 except in the area of science. All freshmen have been required to take an assessment test since 1994 at USCA.
- All senior exit College Base scores trended downward since 1994; however, since prior to fall 1998, the College Base was not required for all seniors and the testing sample was a volunteer paid sample. This downward trend in senior scores is most likely attributable to non-similar senior testing populations.
This will be the last report issued for the College Base Test since beginning in Fall 2000 the ACT CAAP will be used as the national standardized assessment test at USCA. The Academic Assessment Committee brought the recommendation for accepting the ACT CAPP to the full faculty on September 28, 1999 and it passed on a voice vote on that date. If you have any questions about this report, please do not hesitate to contact Dr. Lovely Ulmer-Sottong, Director, Office of Institutional Research and Assessment, 803/641-3338.
In addition to the above assessment activities, national presentations were given in the area of assessing general education skills through rising junior portfolios in writing, standardized speaking rubrics for communication, general education research design and implementation issues, and the development of rubrics in general education. Overall, USCA's general education assessment program has continued to be used as a model for other institutions nationwide that are dedicated to assessing the quality of their general education program.
For 2000, the required reports for University of South Carolina Aiken are a full report from the School of Business and the School of Nursing, and interim reports from the School of Fine Arts and the Department of Chemistry. All reports include the school/departments mission, goals, some examples of the measurements of those goals, findings and outcomes/uses of assessment to improve or confirm the program. Complete assessment plans including Form A, Statement of Program; Form B, Statement of Goals, Criteria, Measurements and Methods; and Form C, Results and Outcomes of all departments are updated yearly and are on file at the Office of Institutional Research and Assessment, USCA.
Full Assessment Report School of Business
In 1997-1998 the School of Business modified its mission after reviewing for continuous quality improvement.
The School of Business Mission is:
The School of Business Administration at USC Aiken focuses on teaching with a mission to provide an accredited undergraduate program at multiple locations, preparing our students to meet the challenges of global business and dynamic society, with an emphasis on entrepreneurship.
- Goals:
- Develop communication skills required in the business world.
- Acquire a global perspective of business.
- Have a comprehensive understanding of entrepreneurship.
- Measurement of Goals: Communication consists of two
components, written and oral.
- Written skills are assessed through Senior Exit Survey, Alumni Survey, the USCA Writing Proficiency Portfolio, and the Business Communications course, ABUS 345.
- Oral Skills are assessed through the Senior Exit Survey, Alumni
Survey, and in the Business Capstone course, ABUS 478.
Global perspective of business is assessed through Senior Exit Survey, Alumni Survey, International Business course, ABUS 383, and the Major Field Achievement Test (national test from ETS).
Entrepreneurship is assessed through Senior Exit Survey, Alumni Survey, and the Entrepreneurship course, ABUS 380.
- Examples of outcome use by the School of Business:
Review by SOBA faculty of the course outcomes for ABUS 345, ABUS 383, and ABUS 380 from '98-'99 led to the refinement of the criteria for successful completion. It was voted that 80% of students must pass the respective course with a grade of C or better.
SOBA faculty review of criteria for oral skill assessment from '98-'99 resulted in the establishment of an 80% passage rate for students.
Knowledge of Entrepreneurship was added to the Senior Exit Survey for Spring 1999.
In reviewing all other outcomes for continuous quality improvement, SOBA faculty determined that goals were being met or exceeded for the data available at this report, and the business program requires no changes at this time.
The School of Business has completed its initial accreditation review and received initial accreditation in April 2000 from the American Association of Colleges and Schools of Business. For a complete copy of this review, please visit the School of Business, USCA.
Full Assessment Report School of Nursing
School of Nursing Mission: The School of Nursing, consistent with the mission of USCA, endeavors to prepare students with the knowledge and skills necessary for success in a rapidly changing society.
School of Nursing Goals:
The School of Nursing contributes to the profession of nursing and to the development of students through:
- The provision of quality nursing education programs that prepare graduates with the nursing knowledge and competencies to assume responsible positions in the delivery of health care
- The discovery and creation of knowledge in the discipline of nursing.
Part 1. Associate Degree in Nursing Program Report
Goal 1: The provision of quality nursing education programs that prepare graduates with the nursing knowledge and competencies to assume responsible positions in the delivery of health care.
1. Means of Assessment: NCLEX-RN examination
Criteria for Success: Graduates will pass the National Licensure Examination (NCLEX-RN) on their first attempt at a rate no greater than 5% below the national pass rate.
| Year | Number Taking | Number Passing | Percentage USCA |
National Pass Rate |
|---|---|---|---|---|
| 1998-1999 | 62 | 53 | 86.9% | 84.8% |
2. Means of Assessment: Graduation Rate
Criteria for Success: At least 70% of those students beginning the clinical nursing sequence will graduate within three years.
| Date of Enrollment | Graduation Date | Number Enrolled | Number Graduated | Percentage |
|---|---|---|---|---|
| Spring, Fall 1996 |
Fall 1998, Spring 1999 |
76 | 66 | 86.8% |
3. Means of Assessment: Employment rate
Criteria for Success: At least 70% of graduates available for employment will be employed in nursing or attending school full-time one year after graduation.
Assessment Results:
60/62 (96.8%) of graduates from Fall 1998 or May 1999 report employment or full-time study.
4. Means of Assessment: Surveys of continuing students, surveys of new graduates, alumni surveys, employer surveys
Criteria for Success: All consumers of the nursing program
(continuing students, new graduates, alumni, employers) will express at
least 90% satisfaction with the program and/or its graduates.
| Assessment of Results: Group Surveyed | % Satisfied with Program | % Satisfied with Quality of Nursing Courses |
|---|---|---|
| Continuing Students Spring 1999 | 91.7% | 86.1% |
| New Graduates Fall 1998, Spring 1999 |
100% | 100% |
| Alumni Spring 1998 | 100% | 100% |
| Group Surveyed | % As Good as Other Graduates | Recommend to Hire other USCA Graduates |
|---|---|---|
| Employers Spring 1998 | 100% | 100% |
Examples of how the program has used its findings to improve the program:
Goal 1: is currently being met. However, faculty members are examining diverse strategies to increase the pass rate on NCLEX-RN. Strategies identified include strong recommendation for review course before examination; faculty using licensure review questions as part of assessment for each course; early identification of at-risk students with prescriptions for success (study skills course, time management workshop, etc.). The shortage of nurses has contributed to many, diverse employment opportunities.
Goal 2: The discovery and creation of knowledge in the discipline of nursing.
5. Means of Assessment: Alumni surveys
Criteria for Success: One year after graduation, at least 50% of graduates will have attended at least one continuing education activity.
Assessment Results: 64.3% of graduates responding to a survey indicated that they attended at least one continuing education activity.
6. Means of Assessment: Alumni survey, admissions and enrollment data
Criteria for Success: At least 20% of the ADN graduates will have applied to a baccalaureate in nursing program.
Assessment Results: 21/62 (33.9%) graduates of 1998-1999 are enrolled in a Bachelor of Science in Nursing Program.
Examples of how the program has used its findings to improve the program:
Goal 2 is currently being met. The faculty is finding that graduates are becoming more aware of the need for continuing education and completing the baccalaureate degree for professional nursing. For fall 1999, the School of Nursing is implementing a generic baccalaureate in nursing program.
Part 2. B.S.N. Program Report
Goal 1: The provision of quality nursing education programs that prepare graduates with the nursing knowledge and competencies to assume responsible positions in the delivery of health care.
1. Means of Assessment: Surveys of (1) graduating students of the 1998-99 academic year, (2) alumni 1 year and 3 years after graduation, and (3) employers of those alumni asking each to rate graduates' competency in the 9 program outcomes.
Criteria for Success: Graduates' and employers' mean ratings on each program outcome will equal 3 or higher on a 4-point scale. (Four = very competent; 3=moderately competent; 2=slightly competent; 1=not competent.)
| Program Outcome | Graduating Students | Alumni 1 Year | Employers
of 1-yr Alumni |
Alumni 3 Years |
Employers of 3-yr Alumni |
|---|---|---|---|---|---|
| Provide professional nursing care based on knowledge derived from theory and research | 3.55 | 3.80 | 4.00 | 3.43 | 3.63 |
| Synthesize knowledge from nursing, scientific, and humanistic disciplines with nursing practice | 3.61 | 3.00 | 4.00 | 3.71 | 3.75 |
| Use the nursing process to provide nursing care for individuals, families, groups , and communities | 3.79 | 3.80 | 4.00 | 3.71 | 3.75 |
| Accept responsibility and accountability for the evaluation of the effectiveness of one's own nursing practice | 3.94 | 3.80 | 4.00 | 3.79 | 3.63 |
| Enhance the quality of nursing and health practices within practice settings through the use of leadership skills and a knowledge of the political system. | 3.40 | 3.40 | 3.00 | 3.29 | 3.50 |
| Evaluate research for the applicability of its findings to nursing practice | 3.11 | 2.60 | 2.50 | 3.21 | 2.88 |
| Participate with other health care providers and members of the public in promoting general health and well-being | 3.67 | 3.80 | 3.00 | 3.86 | 3.38 |
| Incorporate professional values and ethical, moral, and legal aspects of nursing into nursing practice | 3.91 | 3.60 | 4.00 | 4.00 | 3.88 |
| Participate in the implementation of nursing roles designed to meet emerging health needs of the general public in a changing society | 3.46 | 3.20 | 3.00 | 3.46 | 3.25 |
Use of findings to improve program:
As these data indicate, Goal 1 is currently being met for all program outcomes except number 6: "Evaluate research for the applicability of its findings to nursing practice." This particular outcome has consistently been the most difficult for us to achieve. We have used different faculty to teach the Nursing Research course; we have changed textbooks; we have varied the teaching methods in the course. We had taught the course in summer school and students indicated that the course content was too difficult to master in a summer session. In the fall of 1999, the faculty agreed that we will no longer offer the course in summer school. Additionally, one of our faculty will be collaborating with faculty from the Columbia and Spartanburg campuses to offer this course via the internet. We are hopeful that these changes will increase graduates' competence as research consumers.
Goal 2: The discovery and creation of knowledge in the discipline of nursing.
1. Means of Assessment: Surveys of (1) graduating students and (2) alumni 1 year and 3 years after graduation.
Criteria for Success: At each survey time, 60% of students and alumni will have attended at least one continuing education activity (outside their workplace) in the past year.
Assessment Results: Survey findings indicate that 63% of graduating students, 80% of alumni one year after graduation, and 64% of alumni three years after graduation had met this criteria.
Use of findings to improve program:
Although students and alumni are presently meeting the criteria, we would
like to see a higher level of participation. In the current health care
economy, fewer employers are paying for nurses to attend continuing education
programs outside the workplace. Our faculty will continue to emphasize the
importance of lifelong learning for professional practice. We will also
continue to encourage students' participation in continuing education offerings
by granting extra credit in courses for their attendance.
2. Means of Assessment: Reports of BSN Program faculty members' scholarly activities.
Criteria for Success: All BSN Program faculty will participate in nursing research, scholarly presentations, and/or scholarly publications.
Assessment Results: All of the BSN Program faculty were either engaged in nursing research, preparing articles for publication, or presenting scholarly papers at nursing conferences during the 1998-99 academic year.
Interim Assessment Report
Department of Visual and Performing Arts:
Bachelor of Art in Fine Arts
The Department of Visual and Performing Arts is dedicated to the pursuit of excellence through the development of artistic tradition, which includes the arts of all cultures. We strive to make the arts accessible to all members of the university and community by instilling a comprehension and appreciation of the interrelationships of all the arts. The Department helps prepare talented / dedicated students to continue the traditions of our profession and expand its scope. Our focus is on the individual student, so that each might find meaning and fulfillment as an artist, as an educated member of society, and as an expressive human being.
The goals that the department expects to achieve each year and how they have effected the program for some of them are:
1. The student will have knowledge of the history and appreciation of the Fine Arts on an introductory and an advanced level.
Students take courses in Art History, Theatre History and Music History
as well as appreciation courses in each of the fields of art, music and
theatre. As a department we constantly evaluate the courses that are offered
and additional courses are developed to achieve this goal. In 1999-2000
we offered a History of Popular Music and Greek Architecture course for
the first time to enhance the offerings to the students.
2. The student will have an understanding and appreciation of the interdisciplinary aspects of the Fine Arts.
Each year the students who are enrolled in Acting (all levels) Choir
(all levels) instrumental ensembles, private instruction and studio art
classes come together to present a performance entitled "Feast of Carols"
which displays the interdisciplinary aspects of the arts. The department
continues to find ways for the students to interact with all the disciplines
via new performance opportunities.
3. The Fine Arts student will have the opportunity to experience the creative endeavors of other artists and performers.
The 1999-2000 academic school year has afforded our students to see, hear and interact with the following individuals or groups outside the university sphere: The Augusta Symphony, Dr. Cornel West, The Polish Chamber Philharmonic, Jerusalem Trio, The Scholars of London, The Moscow Chamber Orchestra, Martha Graham Dance Company, Amiri Baraka and the Hoagy Carmichael Centennial Celebration. In 2000-2001 the students will be able to see, hear and interact with the following as of this date: Beaux Arts Trio, Gregory Turay, Cab Calloway's Legacy of Swing, Czech Philharmonic Chamber Orchestra, Moscow Festival Ballet and the South Carolina Theatre Association annual convention.
Other goals for the department are:
- The student will have skills and knowledge in the theory, performance and studio skills of the Fine Arts.
- The Fine Arts student will be able to recognize and identify important works and major movements and styles in the visual and performing arts.
Interim Report: Department of Chemistry
The Department of Chemistry strives to offer curricula of high academic quality, to foster an environment supportive of scholarly activity, to provide service courses for the general education of undergraduate students, and to serve as a chemistry resource for the community. To this end, the Department offers a B.S. Degree in Chemistry, a Minor in Chemistry, and courses that may be used to satisfy the chemistry requirements that are stipulated by other degrees, or to satisfy the General Education requirements in science.
The goals of the program are to
- offer a baccalaureate level chemistry degree that is designed to provide the student with an understanding and appreciation of the fundamental principles of the chemical sciences including the theory and practice within the basic areas of Analytical, Inorganic, Organic, and Physical Chemistry.
- to prepare graduates with the appropriate credentials to pursue any one of the following career paths: employment as an entry-level professional chemist in industry or with the government, advanced studies in chemistry or a related discipline, studies in medicine or related health professions, or certification to teach chemistry at the secondary school level.
- that students be able to demonstrate that they can apply theory to practice by participating in a senior research project in collaboration with, and under close supervision of, a faculty member. This project is intended to enrich their education beyond the formal classroom and laboratory experiences. It is the objective of this research project that students will understand the purpose of the project, be able to use the appropriate laboratory skills to conduct the experiments, to be able to use the appropriate instruments to collect data, to be able to interpret the data, and to be able to draw the appropriate conclusions.
- that students demonstrate that they not only possess technical proficiency but also are able to communicate successfully by writing a thesis and presenting a seminar on their research projects.
The senior exit examinations that were developed during 1995-96 evolved from a review test that was administered in ACHM 511 in Fall 1994 and a modification of that test that was administered in Fall 1995. The performance on these exams as well as that of the exit exam administered in 1996 indicate that students are not retaining some fundamentals from the freshman and subsequent courses as effectively as the faculty would like. As a result the Department has developed a significant revision of the freshman course sequence, ACHM 111, 112. The new course structure was piloted in ACHM 111 in Spring 1998. A revised ACHM 112 will be implemented during 2000-2001. The course is now a combined lecture-laboratory course in which the inherent experimental nature of chemistry is emphasized. It is hoped that if students conduct an experiment and then immediately discuss the theory of the topic, they will grasp the concepts more readily and retain them more effectively.
In Spring 1999, the faculty examined the cumulative results of part one of the assessment exam for 1996-1998 and of part two for 1996-1999. Although the faculty originally expected the performance on part one to average 80% and on part two 60%, consistently the students have performed about the same on both parts with an average near 60% and these exam scores did not necessarily correlate with the students' class grades. In the course of the faculty's study of these tests, it became obvious that on both tests there was considerable emphasis on the retention of specific details from freshman chemistry rather than on understanding and applying fundamental principles. The questions may be too narrowly focused. To partially address this concern, beginning with Spring 2000, the students will be given a fact sheet of numerical constants and mathematical formulas that might be useful. Discussion is still underway on how to test more effectively general knowledge and integrated concepts.
The tests do also point out, however, that the students do still have weaknesses in the understanding of fundamental principles and their applications. There is still considerable compartmentalization and disconnection of information The faculty have discussed several ways in which this may be remedied such as having a senior review seminar or implementing a senior oral exam but have not yet come to a final conclusion.
The Office of Academic Advisement coordinates advisement for the entire campus, which includes thirteen academic units. The mission of the Office of Academic Advisement is to assist students in the development of meaningful educational plans compatible with their life goals.
Advisor Training
All new faculty must complete new faculty orientation. A discussion of academic advising by the Director of Academic Advisement is one of the components of this orientation program. In addition, the Director also schedules individual appointments with new faculty members to acquaint them with policy and procedures of advising. During the semester the Office of Academic Advisement offers training sessions for all advisors, new and veteran. These sessions are two hours in length and are scheduled a few weeks before advisement and early registration for the subsequent semester. There are approximately twelve of these sessions scheduled at various times each semester. New advisors are required to attend and veteran advisors must attend every three years. It is during these sessions that current policy and procedures are reinforced and new ones are introduced. Any changes in procedure or new procedures are also communicated to the advisors by memo immediately before each advisement and registration period. Each advisor is provided with an advisement manual, as a training and a reference tool.
Veteran advisors are required to attend mandatory training sessions every three years. Of course if any major changes occur between these times, training sessions are held as needed. New advisors are trained as new faculty are hired.
New Advising Programs
One of the highlights of the upcoming academic year is the development of the First Year Advisement Program. We have a very high population of first-generation college students here at USC Aiken. When they arrive on campus for orientation that may very well be the first time they have seen a college campus. This is a completely new experience for them, as they have no one at home who is able to prepare them for what they are about to experience. We want them to at least have one person on campus that they will feel comfortable speaking with if they have questions or encounter any difficulties. The mission of the First Year Advisement Program is to connect each incoming freshman with a support person who will facilitate and guide the student in making the transition into higher education and becoming assimilated into the USC Aiken culture.
The goals of the program and the first year advisors are:
- To create an atmosphere wherein the student feels comfortable asking questions and sharing information.
- To help the student have a clear understanding of higher education and the educational goals of USC Aiken, and reaffirm the decision to pursue higher education.
- To provide the student with needed information on academic policies, procedures, requirements, and programs.
- To aid the student in decision making and help the student learn to be an effective and confident decision-maker.
- To serve as a resource person by connecting the student with relevant support services and programs.
Evaluation and Assessment
Student Evaluation of Advising: Each year as a part of performance funding
a question is asked about academic advising and the availability of academic
advisors outside of the classroom, (Performance Indicator 2E2) USCA scored
an "exceeds" on this indicator with an actual satisfaction rate
of students of 97%. In addition to this question, all students are given
a USCA advising survey after every advising session (fall and spring) and
asked to return the survey to the Office of Advising where they proceed
as the next enrollment step. Overall responses on this survey indicate that
students are generally very satisfied with advising at USCA.
CURRENT STUDENT SURVEY
| Question | 1994 | 1995 | 1996 | 1997 | 1998 | 1999 | 2000 |
|---|---|---|---|---|---|---|---|
| 1) Overall satisfaction with advising (Question added to 1998 Advising Survey) | NA | NA | NA | NA * | 98.6% | 98.3% | 98.6% |
| 2) Satisfaction with the advisement by faculty within their chosen major | 77% | 79.6% | 73.7% | 85% | Question dropped placed on Alumni Survey | Question dropped placed on Alumni Survey | Question dropped placed on Alumni Survey |
| 3) Availability of academic advisor | 97.4% Performance Funding Question |
98.2% Performance Funding Question | 97.6% Performance Funding Question | ||||
| 4) Overall satisfaction with the Office of Advisement Services | N/A | N/A | 89.1% | 91% | 86.7% | 91.9% | 86.2% |
* In 1997 with the advent of the CHE Performance Funding Question concerning the availability of advising both the question content, process for returns, and format of the Advising Survey changed from a random classroom administration to an all student administration which takes place during pre-registration so that all students going through the process of advising have the opportunity to evaluate it. Since many students use TIPS (automatic telephone enrollment) or Desktop Registration procedures, actual course enrollment could not be used. Because of the importance of getting students to respond to the required advising questions, the process was strengthened to get more valid response rates.
In addition to the above types of on-campus evaluations, alumni surveys have been conducted asking the past graduates how satisfied they were with the advisement they received by faculty within their chosen major. Alumni are surveyed three years after graduation. The following results have been found from alumni. While the satisfaction with advisement of current students is increasing, the level of satisfaction with alumni tends to be decreasing. The Office of Advisement is continuing to monitor this trend.
| ACADEMIC YEAR OF GRADUATION | PERCENT SATISFIED WITH FACULTY ADVISEMENT WITHIN THE CHOSEN MAJOR |
|---|---|
| 1989-90 | 95.0% |
| 1990-91 | 95.5% |
| 1991-92 | 92.4% |
| 1992-93 | 85.1% |
| 1993-94 | 81.1% |
| 1994-95 | 87.0% |
| 1995-96 | 84.0% |
| 1996-97 | Unknown until 2001 Alumni Survey |
| 1997-98 | Unknown until 2001 Alumni Survey |
5. Achievement of Students Transferring from Two- Year to Four-Year Institutions
USCA does not report on this section since only the Technical Colleges issue these reports. However, USCA submitted the appropriate data for these reports to the Technical College System on May 22, 2000.
6. Procedures for Student Development
The full assessment report for this area was submitted for last year's P's and Q's document. This area is not scheduled to report again until summer 2001.
The full assessment report for this area was submitted for last year's P's and Q's document. This area is not scheduled to report again until summer 2001.
In order for all on-line readers to understand the importance of assessment at USCA the portion of the Undergraduate Catalogue requiring assessment has been reprinted below. If you have any questions about the above institutional effectiveness report or the assessment procedures used at USCA, please do not hesitate to contact Dr. Lovely Ulmer-Sottong, Director, Office of Institutional Research and Assessment, University of South Carolina Aiken, 471 University Way, Aiken, S.C. 29801; telephone 803/641-3338; email lovelyu@aiken.sc.edu. Thank you for your interest in assessment at USCA.
(reprinted from the 2000 Undergraduate Catalogue, USCA)
Assessment, in a university or college setting, means several things. Assessment is the process of evaluating the success of a university in meeting its mission (institutional assessment), and it is the process associated with evaluating outcomes in relation to stated program goals (program assessment), and it is using course-embedded assessment activities to deliver and evaluate student learning (classroom assessment). Assessment at USCA, then, is the ongoing process of self-improvement through analyzing and evaluating all of our programs and services through a variety of methods and measurements.
The Office of Assessment assists faculty, staff and administrators in gathering data to evaluate the effectiveness of USCA programs and services. The mission of the Office is to coordinate and implement an overall academic assessment program for the University that reflects USCA's institutional mission statement, and includes the assessment of general education and the assessment of the academic disciplines. To this end, the Office seeks to:
- Assess effectively the basic skills of entering students (with between 0-30 credit hours) and exiting students (with between 85-100 credit hours), and to assess other attitudes and skills during appropriate points of a student's undergraduate experience.
- Coordinate and monitor the assessment of academic programs.
- Serve as the primary assessment consultant to the University administration, academic units, departments/schools, and faculty committees.
- Serve as the primary academic assessment liaison to outside agencies and institutions.
- Conduct and analyze survey research of academic programs, as needed.
- Conduct workshops, as needed, on assessment-related issues.
Student participation in assessment activities is a university priority and obligation, and is mandatory. All students wishing to receive a baccalaureate degree from USCA must complete procedures required for the assessment of general education, and those required by their major and/or their area of concentration and other areas deemed important by the institution to measure its effectiveness. Primary responsibility for the assessment of academic programs within a major or area of concentration, including graduate programs, is with the faculty in each academic unit. Information pertinent to assessment of the major or area of concentration is provided to students by the department from which the degree will be granted.
Primary responsibility for assessing the effectiveness of our General Education curriculum and with other educational quality indicators lies with the Office of Assessment. The Office administers the assessment of general education and administers exams, interviews, focus groups, surveys, questionnaires, and/or other instruments as developed by the Office of Assessment, the academic units and/or the University Assessment Committee.
For USCA's General Education program assessment, the Office of Assessment notifies students of times, dates and locations of required assessment procedures. Letters are sent to the student's official home of record, and an attempt is made to telephone the student at the telephone number which the University has on file. Therefore it is important for all students to make the University Records Office aware of their current address and phone number at all times. If a student fails to participate in a required assessment activity, a "hold" will be placed on that student's record. The "hold" will indicate that the student will not be allowed to register for classes and/or that no diploma, certificate, grade report, or enrollment verification will be issued to or for the student. This "hold" will be removed after the student completes the required assessment(s). Generally, assessment tests are administered during March/April and October (around advisement but before pre-registration) and during July orientation for new students. If a student does not take the required assessment during the regularly scheduled times of administration, and wishes to complete enrollment and registration or have a diploma, certificate, grade report or enrollment verification issued, that student must pay a $50. (fifty dollars) administrative charge and arrange for individual testing with the Office of Assessment.
Although assessment is a required activity, the results of any individual assessment activity may not be used for the evaluation of any individual student's academic progress. Assessment results are compiled and used in the aggregate form; all individual responses are kept confidential. All university assessment reports are the responsibility of the Office of Assessment. For further information on assessment at USCA, the student should contact the Office of Institutional Research and Assessment.
 |
Tables Submitted toThe Commission on Higher EducationIn Partial FulfillmentOF ACT 255 OF 1992The Commission on Higher Education |
PROGRAM ACCREDITATION AT USCA
| NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION | ACCREDITABLE PROGRAM(S) | ACCREDITED PROGRAM(S) |
|---|---|---|
| Teacher Education (TED) - Baccalaureate and graduate programs for the preparation of teachers and other professional personnel for elementary and secondary schools. |
1 | 1 |
| NATIONAL LEAGUE FOR NURSING, INC. | ACCREDITABLE PROGRAM(S) | ACCREDITED PROGRAM(S) |
|---|---|---|
| Nursing (PNUR) - Practical nursing programs | ||
| Nursing (ADNUR) - Associate degree programs | 1 | 1 |
| Nursing (DNUR) - Diploma programs | ||
| Nursing (NUR) - Baccalaureate and higher degree programs | 1 | 1 |
| SOCIETY OF AMERICAN FORESTERS | ACCREDITABLE PROGRAM(S) | ACCREDITED PROGRAM(S) |
|---|---|---|
| Forestry (FOR) - Programs leading to a bachelor's or higher first professional degree |
Those institutions which have business programs should complete one,
but not both, of the following:
| AMERICAN ASSEMBLY OF COLLEGIATE SCHOOLS OF BUSINESS | ACCREDITABLE PROGRAM(S) | ACCREDITED PROGRAM(S) |
|---|---|---|
| Business (BUS) - Baccalaureate and masters degree programs in business administration and management | 1 | 1 |
| Business (BUSA) - Baccalaureate and masters degree programs in accounting |
Total Programs: _____4___Accreditable ___4___ Accredited for 100%
Institution USC Aiken ___________________
Lower Division Instructional Courses (Sections)
Directions:
Two- and Four-Year Institutions will report the number and percent of lower division courses taught by full-time faculty, part-time faculty and by graduate assistants for Fall 1999. Please provide the data for your institution in the appropriate columns below.
Lower division courses include all sections of courses which the institutions
considers to be below the junior or third year level, in most cases courses
carrying a number below 300. Developmental courses should be included. Graduate
teaching assistants are to be included if they are the instructors of record.
| Total # of Lower Division Sections | # of Full-Time Faculty | # of Part-Time Faculty | # of Graduate Assistants |
|---|---|---|---|
| 400 | 271 | 129 | 0 |
INVOLVEMENT IN SPONSORED RESEARCH
Four-Year Institutions
Directions:
Each institution that receives research dollars generated by external funding
(sponsored research) shall report the number and percentage of graduate
and upper division undergraduates who receive funding through grant monies
and thus participate in sponsored research programs. The nature of student
involvement in the projects is not addressed, i.e., what role the student
played; nor is there an attempt to determine the extend to which students
participate in non-externally funded research projects. Please report the
number of students in each category who participated in sponsored research
programs at your institutions during Fall 1999. CHE will calculate the percentage
using these data and enrollment data from the Fall 1999 IPEDS Enrollment
Forms.
| Upper-Division Students | 7 |
| Graduate Students | 2 |
SUCCESS OF STUDENTS IN DEVELOPMENTAL COURSES
Applies to Four-Year Institutions except MUSC
Directions:
All four-year post-secondary institutions shall report the number and percent of students enrolled in developmental courses and the number of students exiting such courses and successfully completing the entry-level course (for which the developmental preparation was intended).
For purposes of counting students who exit developmental courses and successfully
complete the appropriate entry level course, a student enrolled in more
than one developmental course and completing more than one entry level course
should be counted once for each developmental course he/she exits and once
for each entry level course he/she completes. Appropriate entry-level courses
for which successful completion is determined will be defined by the developmental
instructor as the course for which the student is being prepared.
| Number
of first-time, full-time entering freshmen enrolled in Fall 1998 (include
first-time freshmen who enrolled either part-time or full-time in the
Summer 1998 if they returned full-time in the Fall 1998) Item (1) |
Number
of those students who were enrolled in one or more developmental courses
in Summer or Fall 1998 Item (2) |
Number
of those students in each developmental course who successfully completed
the appropriate entry level course by the end of Spring 2000. Item (3) |
|---|---|---|
| 440 | 0 | 0 |
Breakdown of Items (2 and 3)
List below the developmental courses taught in Summer and Fall 1998 (combine
all sections for each course). For each course indicate the number of students
included in item (2) above who enrolled, the number who completed the course,
and the number who successfully completed the entry level course by the
end of Spring Semester 2000.
|
Course Description (symbol, number, title) |
Total Enrollment | Number Exiting | Number Completing Entry-Level Course |
|---|---|---|---|
Note: These figures reflect enrollment in Summer 1998 remedial courses. All remedial courses were discontinued effective Fall 1997.
RESULTS OF PROFESSIONAL EXAMINATIONS
Two- and Four-Year Institutions
All public institutions must report student scores on professional examinations with detailed information over time. CHE reports all national and regional pass rates and will contact (within a 30-day period) all licensing/examination bodies directly for their data.
The information reported should include all first-time examinees who completed the specific exam during the period of April 1, 1999 through March 31, 2000 and should list the entire (proper) name for each exam. All institutions should report each test administered and the dates of those tests.
| Name of Exam | Date(s) Administered | # of 1st time Examinees | # of 1st time Examinees who Passed | % Passing |
|---|---|---|---|---|
| National
Council Licensure Examination for Registered Nurses |
4/1/99-3/31/00 | 30 | 23 | 77% |
| 4/1/99-3/31/00 | 4 | 4 | 100% | |
| 4/1/99-3/31/00 | 26 | 24 | 92.3 | |
| Total for Nursing: | 60 | 51 | 85% | |
| PKE Knowledge Exam for Teacher Education | 4/24/1999 | 15 | 14 | 93% |
| 6/12/1999 | 10 | 10 | 100% | |
| PRAXIS Specialty Area Exam | 4/24/99 | 17 | 16 | 94% |
| 6/12/99 | 18 | 16 | 89% | |
| 9/18/99 | 7 | 7 | 100% | |
| 11/20/99 | 22 | 20 | 91% | |
| 1/15/2000 | 8 | 8 | 100% | |
| 3/11/2000 | 9 | 6 | 67% | |
| Total for Education: | 106 | 97 | 92% | |
| Total of all Licensure Examinations | 166 | 148 | 89% |