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 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, 2002 REPORT POSTED FOR JANUARY, 2003 LEGISLATIVE REPORT

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Contents:

Act 629
Institutional Effectiveness Summary Report

• Preface
  • Introduction
  • Title II
  • General Education
  • Majors/Concentrations
  • Full Assessment Report - Department of History
  • Full Assessment Report - Department of Polictical Science
  • Full Assessment Report - Psychology Department
  • Full Assessment Report - Department of Sociology
  • Interim Report - School of Education
  • Interim Report - English Department
  • Academic Advising
  • Procedures for Student Development
  • Library Resources
  • Assessment at USCA
• Program Accreditation at USCA
• Courses Taught by Faculty
• Success of Students in Developmental Courses
• Involvement in Sponsored Research
• Results of Professional Examinations

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Act 629
Institutional Effectiveness Summary Report

Preface

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UNIVERSITY OF SOUTH CAROLINA AIKEN

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.  Finally in 2001, the Commission on Higher Education working with the colleges and universities, streamlined the reporting for the 37 indicators into 14 on which institutions should focusFor 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 the top ranking in the U.S. News and World Report’s America’s Best Colleges rankings for 2002 Public Southern Comprehensive Colleges–Bachelor's level, and ranking in the top three for the previous three years. In addition, USCA has received a rating of “Exceeds” in 1999, 2000, and 2001 in Performance Funding, the State’s accountability report card on higher education and achieved the standards this year.  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. In Fall 2002, USCA will again expand our Master’s program and begin offering classes toward a Master’s of Education degree in Educational Technology. Lastly, in 2001 it received two commendations (one in planning and assessment and one in technology) and only ten recommendations in its re-accreditation visit from the Southern Association of Schools and Colleges.

During Fall 2001, USCA began a strategic planning process. In October of 2001, the Strategic Planning Steering Committee formed ten working groups to begin the process. More than 100 individuals (faculty, staff, students, alumni, and community leaders) participated in these groups.  This has resulted in a revised mission statement for the university, pending approvals by trustees and CHE. Each of the ten working groups provided the steering committee with a written report, which were reviewed and compiled to produce goal categories. These goals will be used to produce a final report from the steering committee to the Chancellor in September 2002.  The Chancellor will review the report with the steering committee or other appropriate groups or individuals and submit a final report to the USC President and the USC Board of Trustees. For more information about the USCA Strategic planning process, you may use the following address: http://www.usca.edu/strategicplan/default.html.

You may access the University of South Carolina Aiken’s homepage on the web at http://www.usca.edu.  For more information about this document , please contact Ms. Jodi Herrin, Office of Institutional Research and Assessment, 471 University Drive, Aiken, S.C. 29801 Phone: 803/641-3338 Email:  jodih@usca.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.

INTRODUCTION

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USC Aiken continues the assessment of its institutional effectiveness as a demonstration of its commitment to quality in all its programs and services.  In the 2001 Southern Association for Schools and Colleges the institution received a commendation on its planning and use of assessment, and no recommendations in Chapter 3 (Institutional Effectiveness)--- a rare distinction.  Assessment at USCA is serious business and 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; and Capstone Courses. A wide variety of methodologies are required and used to assure quality through assessment and performance review. Each department at USCA is required to use three forms to report assessment activities and outcomes.  Form A gives the unit, who is responsible for assessment in the unit, the unit’s mission, and the way the unit satisfies computer literacy.  Form B details the departmental goals/objectives and designates the methods used to measure the goals and delineates a timetable for reporting. Lastly, Form C centers on each goal, its measurement, its outcome and how that outcome was used to strengthen or reaffirm the program in general.  Additionally, assessment results are used in each department’s annual program review to defend budget requests and charter a direction for the program.

At USCA the Office of Institutional Research and Assessment is responsible for all institutional assessment activities.  In addition, a standing Assessment Committee of the Faculty Assembly oversees general education assessment at USCA. This committee also reviews each academic unit’s assessment Forms every three years. The committee discusses the strengths and weaknesses of a unit’s assessment programming with the chair and/or his/her designee when that department is up for review.

This following report consists of a summary of all assessment activities, outcomes and uses of outcomes in the seven areas for assessment for fall 2001 through spring 2002 (under the revised guidelines issued by the Commission on Higher Education on April 19, 2002.)  These areas are:

1. Title II Information,
2. General Education,
3. Majors and Concentrations, which include History, Political Science, Psychology, and Sociology, and interim reports of English and Education.
4. Academic Advising,
5. Procedures for Student Development, 
6. Library Resources and Services and,
7. Appropriate information relating to the institution's role and mission to include policies and procedures to ensure that academic programs support the economic development needs in the State by providing a technologically skilled workforce.

Although the Commission has designated these seven 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 from assessment are reported to the Commission only on a scheduled basis every two-three years depending on the institutional schedule of assessment reports.    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 to assessment and encourages all units to use a mixture of assessment methodologies such as focus groups, 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 assessment outcomes to improve the quality of the teaching and learning environment.

In 2002, USCA’s Academic Assessment Committee requested and received Assessment Reports from each academic unit.  The Committee reviewed and discussed each of the following academic areas with their representative:  History, Nursing (ADN and BSN), Political Science, Psychology, and Sociology.  The committee reviewed the strengths and challenges of that department’s assessment results and uses of assessment to date. 

It is evident that assessment at USCA is serious business. Students are required to participate in assessment activities, faculty support the assessment process and administrators use the results to link planning and budgeting.

1. TITLE II

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In 1988, the U.S. Congress passed legislation (Title II, Section 207 of the Higher Education Act) that required all states and institutions that have teacher preparation programs to submit annual reports on teacher preparation and licensing beginning in 2001.  USC Aiken’s report of that information can be found on the USC Aiken School of Education website at the following link:

http://www.usca.sc.edu/education/titleii/titleii0102.htm

2. GENERAL EDUCATION

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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.

The Academic Assessment Committee completed its work on the final design for a grading rubric for USCA’s Assessment Test Book # 14.  This test book helps to assess how well USCA students

1. Explore Values Openly and Honestly,
2. 2) Find and Examine Relationships Among Disciplines, Concepts and Areas of Study and
3. 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 either USCA’s Assessment Booklet 14 or the ACT CAAP, a national standardized instrument which measures the strength of general education in reading, writing, mathematics, science reasoning, and critical thinking.  USCA began assessing general education using ACT’s CAAP in the Fall 2000.   Preliminary reports were produced in Spring 2002 from the results of the tests given during the time period of July 2000 – October 2001. However, USCA will need at least two years of baseline data before attempting to draw any conclusions. Other mechanisms used for assessing general education skills are the rising junior portfolios in writing and through standardized speaking rubrics for communication.

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. The SACS visiting team reaffirmed USCA’s strength of the general education in its report.

3. Majors/Concentrations

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For 2002, the required reports for University of South Carolina Aiken are a full report from the Majors and Concentrations, which include: History, Political Science, Psychology, and Sociology.  The interim reports for 2002 are English and Education.

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 – Department of History

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Mission Statement:

The History program contributes to the humanistic, liberal education of all USCA students, prepares history majors for graduation; provides services for other disciplines, (e.g. history courses as electives, cognates, minors and other curriculum requirements); contributes to the overall development of the USCA academic community as well as academic and scholarly expertise to the Aiken community and beyond.

Goals:

The History program’s goals include demonstrating competence in the subject matter of History; demonstrating the ability to communicate clearly and effectively both orally and in writing, as well as utilizing technology and demonstrating the ability to gather and critically evaluate historical evidence.  The program also aims to expose history majors to the historical development of cultural differences over time.

Assessment Methods/Outcomes:

To see if these goals are being met and to obtain the outcomes, the Department of History uses various assessment tools.  History majors are required to take 31 hours of upper level History courses (courses numbered 300 and above) and earn a minimum grade of “C” in each.  The fact that the students complete this rigorous program with at least a grade of “C” in each course assures the History Department that these students are competent in the subject matter of History.  The Senior Exit Surveys, Senior Portfolios, and a Senior Check also are used to measure the program’s goals.

Through questions on the Senior Exit Surveys, the History Department is aware that students commonly complain about several content areas of History being left uncovered.  The History Department continues to request another faculty position that would cover some of the gaps in their program.  For example, an additional faculty member in history would cover some combination of the following areas:  Middle East, Africa, Asia, African-American, Women's History, and Economic-Business History. They also have increased the number of independent studies courses that they are willing to supervise.  The Department tries to mix “topics” courses (courses taught on an occasional basis only) into their regular course rotations.

Just prior to graduation, the student presents first to the advisor, then to the Department Chair, a portfolio containing a major graded assignment from each required History class.  Included in the portfolio is a brief self-evaluation from the student, a written critique by the advisor, and a written critique by the department Chair.  Based on the portfolios, the History Program appears to be meeting the basic needs of their majors in terms of competence in the major field.  Because they are doing away with the capstone course, the portfolio will gain relative importance as the major assessment tool.

To insure that the History program is contributing to the use of technology, especially computers, AHST 300 requires considerable use of the Internet, especially in historical research.  Students must complete AHST 300 with a “C” or better.  History faculty continues to encourage the use of technology in the classroom by requiring word processing assignments in virtually all History courses.  The History faculty also supported the purchase of a department LCD projector and strongly supports the enlargement of the Social Sciences Lab and the creation of a P.C. computerized classroom.  These efforts resulted in the creation of computerized classroom in the Humanities and Social Sciences Building. 

Full Assessment Report – Department of Political Science

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Mission:

The Political Science program contributes to the humanistic, liberal education of all USCA students, prepares Political Science majors for graduation, provides services for other disciplines (e.g. Political Science courses as electives, cognates, minors and other curriculum requirements), and contributes to the overall development of the USCA academic community as well as contributing academic and scholarly expertise to the Aiken community.

Goals:

The goals of the Political Science program include demonstrating competence in the subject matter of Political Science, demonstrating their ability to communicate clearly and effectively orally, in writing and through the use of technology.   The Program also hopes to expose students to cultural differences and international awareness, which will contribute to their appreciation of other cultures and societies.

Assessment Methods/Outcomes

The Political Science Department measures these goals using various means of assessment.  Political Science majors take 37 hours of required major courses and must earn a minimum grade of “C” in each.  The fact that students complete this rigorous program with at least the grade of “C” in each course assures the Political Science Department that their students are competent in the subject matter of Political Science.  Other assessment methods are the Senior Exit Survey, Senior Check, and the value added Entrance-Exit Exam.

Using the Senior Exit surveys, the Political Science Department know their students feel prepared, but repeatedly complain about a limited number of upper level courses offered and the limited views provided in their coursework because all courses are presented by the same three faculty.  The Political Science Department continues to request for a fourth position.  They have eliminated the capstone course option (either Senior Thesis or Senior Seminar) since teaching and directing these projects impeded teaching a greater diversity of content courses.  Students now take one additional Political Science content course.

Beginning last academic year, when a student enters the Political Science Program, she/he takes a comprehensive exam on political science material.  At graduation the student takes the same exam, which demonstrates how much competency the student has acquired.  Because this is a new tool, the department does not have any adequate meaningful results so far but will be monitoring and studying results for future consideration. 

Based on the Senior Portfolios, the program appears to be meeting the basic needs of their majors in terms of competence in the major field. Students must reflect on their work and critique the Political Science Program. The portfolios reflect at least a solid, and in some cases, an outstanding mastery of Political Science subject material. Due to the elimination of the capstone course, the portfolio will loom larger as a major assessment tool. 

To ensure that the program is contributing to producing a technologically skilled workforce, the department requires the use of technology, especially computers.   APLS 301 requires considerable use of the Internet as well as other computer applications.    Encouraged by the development of computer skills by Political Science students, our faculty has moved out to the cutting edge of using computers in the classroom by offering Web-based courses as well as Internet technology in classes.  Political Science is also one of the disciplines pushing for an expanded Social Sciences Lab and additional computerized classrooms in the H&SS Building, which has come to fruition in H&SS #106.  Additional LCD classrooms will be created.

Full Assessment Report – Psychology Department

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Mission Statement:

The Department of Psychology seeks to educate students in the knowledge, research techniques, basic and applied perspectives of the various subfields of psychology in an individualized learning environment, and to provide graduate training in applied clinical to meet the mental health needs of the region.

Goals:

The Department of Psychology’s goals include undergraduate students demonstrating an understanding of a broad spectrum of classic and contemporary issues in the field of psychology and of circumscribed issues within the field; demonstrating an advanced understanding of the core areas of experimental and applied psychology; demonstrating effective application of psychological concepts and research in their personal and career experiences.  Students will also be able to conduct research, including generating original ideas, devising methodology, collecting, analyzing, and interpreting data as well as communicating results.  For graduate students, goals include: demonstrating an understanding of the principles of psychology and how they are applied; understanding a diversity of theoretical perspectives; demonstrating an ability to interpret and apply statistical and research techniques; demonstrating an understanding of professional, legal, and ethical principles as they pertain to professional conduct and responsibility; and understanding and developing skills in assessment procedures and intervention strategies.

Assessment Methods/Outcomes:

In the undergraduate program, students are expected to complete an Introductory Psychology course with at least 75% of students completing the course with a grade of C or better.   In Fall 2000, 78% of students, and in Spring 2001, 65% of students, completed the course with a grade of C or better.  For the graduate program, students are expected to complete Core and Applied courses with at least 75% of the students completing the course with a grade of B or better. For the 2001-2002 academic year, 94% of all students completed these applied and core courses with a grade of B or better. For core courses, 90% of students received a grade of B or better, and for applied courses, 95% received a grade of B or better. The department plans to continue monitoring completion rates.

In Fall 2000, 88% of undergraduate students completed an upper-level (300 and above) Psychology course with a grade of C or better.  In Spring 2001, 87% of students completed these courses with a grade of C or better.  Grades are monitored to see if undergraduate Psychology majors can demonstrate an advanced understanding of the core areas of experimental and applied psychology. Again, the department will continue to monitor completion rates with a rate of 75% being the criteria for success. The department will examine grade distributions in these courses and determine if these percentages are what are desired of students.

The department uses the ETS Psychology Major Field Exam as another assessment tool in the undergraduate program.   The department annually reviews the test results from the Major Field Exam and makes suggestions for improvement when needed.  They will continue to use the test and continue to monitor results, striving for USCA’s overall and subscore means to be higher than the national average.

Questions on the undergraduate senior exit survey establish the criteria for success in several of the Psychology program’s goals.  The 2001-2002 survey indicated the following: 88% of students were satisfied or very satisfied that the degree prepared them for employment, and 100% of students were satisfied or very satisfied that the program prepared them for graduate school.  The senior exit survey will be revised to include a question which more directly assesses student satisfaction with laboratory facilities and space, which directly relates to the program goal of providing psychology majors with experiences that stimulate and reward scholarly activities. The 2001-2002 graduate student exit survey produced the following results: 100% indicated being satisfied or very satisfied with their general knowledge of diverse theoretical perspectives in the field; 100% indicate being satisfied or very satisfied about their ability to conduct psychological interventions; 100% indicate being satisfied or very satisfied about their ability to administer and interpret psychological assessments; and 100% indicate being satisfied or very satisfied about their preparation for future professional work.

Participation rates in Independent research, honors research, and department research colloquia are other assessment methods used.  Criteria for success will be at least 25% of majors participating in at least one of these activities.  Data are being collected for these measures and will be studied for success and identifying other opportunities for student participation.

Another assessment tool for the graduate program is the practicum evaluation form. It is expected that at least 75% of graduate students would be in the Good and Notable Performance range on professional conduct items, and for the academic year 2001-2002, this response was 100%. The same held true for assessment and intervention items. Also, 100% of eligible students successfully completed and defended their Master’s theses.

Full Assessment Report – Department of Sociology

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Mission Statement:

The Department of Sociology provides students with an understanding of social science theories, concepts and methods leading to an ability to collect social science data, integrate material from diverse sources, draw conclusions from data, appreciate other cultures, and to be aware of issues surrounding social change.  In addition, the Department provides general education courses in geography and anthropology. Departmental missions include contributing to the overall enhancement of the academic and scholarly community.

Goals:

Sociology majors will achieve effective communication skills, both oral and written; achieve the ability to collect or assemble sociologically relevant data; achieve an ability to integrate data/material from a variety of sources, place it in a logical framework and draw conclusions from it; achieve an ability to exercise a sociological imagination (an ability to apply sociology to everyday life); achieve an ability to set aside ethnocentrism in order to appreciate other cultures and subcultures; and achieve an awareness of the pervasiveness of social change, its causes and consequences.

Assessment Methods/Outcomes

Through the use of the Senior Exit Survey and the Sociology Major Portfolio, the Department of Sociology has been able to draw conclusions showing their goals are being met.

To ensure sociology majors gain effective communication skills, both oral and written, at least 80% of graduating seniors are expected to respond good or excellent to senior exit survey questions on how well the sociology program prepared them to 1) effectively communicate orally and 2) effectively communicate in writing.  Ninety percent of graduating seniors responded good or excellent when asked how well the sociology program prepared them to effectively communicate orally, and how well the program prepared them in written communication skills. 

Twenty-five out of 28 major portfolios evaluated (89.2%) definitely reflected effective written communication skills of sociology majors.  (Evaluators determined that one portfolio did not reflect effective written communication skills, while the quality and/or level of these skills were questionable for the remaining two portfolios.)

This goal was also assessed through the successful completion (grade of “C” or better) in an applied speech course.   All graduates of the program successfully completed at least one applied speech course.  The objectives were met for this goal, and no changes were deemed necessary.

Through the sociology major portfolio, 96.4% (27 out of 28 portfolios) of sociology majors demonstrated an ability to collect and assemble sociological relevant data.  The success criterion the department set was that at least 80% of Sociology graduates would demonstrate an ability to collect and assemble sociologically relevant data.  With this and other means of assessment, the objective was achieved and no changes warranted.

Evaluating how well Sociology majors achieve an ability to set aside ethnocentrism in order to appreciate other cultures and subcultures, it was determined that the portfolio may not be the ideal method by which to measure this objective, but an attempt to increase the likelihood that the ethnocentrism will be (explicitly or implicitly) addressed in each student portfolio is planned.  Instructors of the co-capstone courses (ASCY 310—Social Demography and ASCY 497—Sociological Research Methods) will be instructing students to address the issue of ethnocentrism, if applicable, in the projects they complete for those courses.  Since it is those projects that comprise the sociology major portfolio, it is expected that the concept of ethnocentrism will be discussed or will be evident in a greater proportion of portfolios.  Consequently, portfolio reviewers will be able to evaluate a greater number of students on this goal.

Interim Report – School of Education

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Currently, the School of Education offers the following programs:  Undergraduate Teacher Education, M.Ed. Program in Elementary Education, and Exercise and Sports Science. In 1999, the USCA School of Education received NCATE accreditation and will be revisited in Spring 2004.

Mission Statement: 

The USC Aiken School of Education, in partnership with the university community, regional schools, area professionals and businesses, prepares dynamic educators who are knowledgeable in their fields, skilled in the art and science of teaching, and dedicated to providing the quality education that every student deserves.    The Master of Education program in elementary education provides advanced course work that challenges and encourages teachers to grow professionally and to become advocates for all learners.

The Exercise and Sports Science Program provides quality classroom and applied education experiences to students pursuing a broad spectrum of exercise-related employment and graduate school opportunities.

The School of Education uses the PRAXIS series tests as well as internal surveys (e.g. Post Teaching Internship Surveys, Practica Surveys, Teacher Cadet Surveys, etc.) to assess their programs.  There are also three advisory boards that meet and consider program quality issues. These boards provide guidance and input to help shape the mission and curriculum of the School of Education. Another important assessment tool is the Cooperating Teachers’ Evaluation Form.  At the end of each semester, cooperating teachers evaluate the preparation of their teaching interns by completing the Cooperating Teacher’s Evaluation Forms.  The Director of Field Experiences distributes and collects the forms and compiles the information annually.   The School of Education set as a benchmark, that at least 80% of the cooperating teachers who evaluate the preparation of their teaching interns by completing this form, will indicate that the interns are adequately prepared for the teaching internship and/or teaching.  Following are the 2000-2001 results:

Do you feel that the student was adequately prepared academically for the teaching internship and/or teaching?

Subject Area	Total	Yes	No, or did not indicate yes	Percent Passing
Early Childhood	42	39	3	93%
Elementary	24	19	5	79%
Secondary	13	11	2	85%
TOTALS	79	69	10	87%

 Goals Achieved:  Yes

 

Interim Report – English Department

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The USCA English Department's mission is to provide students with an understanding and appreciation of the written word, both as writers and as readers of significant literature.  To that end, the Department has three major purposes: 1) to provide students throughout the University with experience in thinking creatively and critically and in writing articulately about ideas in general, 2) to provide a variety of electives for students engaged in either a liberal arts education or a professional program of study, and 3) to provide English majors with background for graduate studies in English or preparation for careers that draw on communication skills and critical thinking abilities.

The English Department has various methods to assess their goals.  Among the tools they use are the Senior Exit Survey, successful completion of a senior project, and the successful completion of required survey courses. 

Using the Senior Exit Survey, the English Department noted that because graduating seniors demonstrated a lack of confidence in their general knowledge of the major movements, periods and authors of British literature, the Department Assessment Committee recommended and the Department subsequently voted to divide the sophomore survey from a one-semester into a two-semester experience and to require that all majors enroll in both courses (effective 1993-1994). The results on this same question have improved dramatically since 1994-95 (in fact, the 1994-95 score was more than double that of the previous year).  Although the pattern of confidence in regard to American literature has fluctuated over time, the Department voted in the fall of 1999 to require both halves of the sophomore survey in American literature starting in the fall of 2000.  Beginning in the fall of 2000, the overall survey requirement for all English majors increased from 9 to 12 hours.  The Department will monitor survey results in anticipation of future improvement because of this curricular change; for 2000-2001 the indicator was met and the curriculum reaffirmed.

4.  Academic Advising

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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 encouraged to attend 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

For the upcoming academic year we are continuing to develop and refine the First Year Advisement Program.  For some freshmen, their arrival on campus for orientation may very well be the first time they have seen a college campus.  This is a completely new experience for them, as they may 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:

1. To create an atmosphere wherein the student feels comfortable asking questions and sharing information.
2. 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.
3. To provide the student with needed information on academic policies, procedures, requirements, and programs.
4. To aid the student in decision making and help the student learn to be an effective and confident decision-maker.
5. 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). Although this indicator is no longer scored, the question is still asked and data monitored. In Spring 2002, 991 out of 1007 students who responded to this question said they were satisfied or very satisfied with the availability of their academic advisor, an actual satisfaction rate of 98.4%.  In addition to this question, all students are given a USCA Assessment of Academic Advising Survey after the advising session for priority registration held each spring and asked to return the survey to the Office of Advising where they proceed as the next enrollment step.  The responses of this survey indicate that 95.4% of students are generally very satisfied with advising at USCA.

5. Procedures for Student Development

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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 2004.

6. Library Resources

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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 2004.

7. Appropriate information relating to the institution's role and mission to include policies and procedures to ensure that academic programs support the economic development needs in the State by providing a technologically skilled workforce.

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Beginning in 2000-2001, the assessment reports for USCA (Forms A, B, and C), required the various departments/schools to complete a new Part II, entitled:  The Assessment of the Basic Use of Computers.  The explanation reads, "SACS 4.2.2 states 'an institution must demonstrate that its graduates of degree programs are competent in reading, writing, oral communication, fundamental mathematical skills and the basic use of computers.' Please state how your department demonstrates competency in 'the basic use of computers' in the space below."

All USCA departments/schools responded to this question and returned Part II with their response to the above question along with Forms A, B, and C to the IR & Assessment Office.  These were then sent on to the Academic Assessment Committee for review.

Many of the units require their studentsto take a particular course that incorporates computer competency. The following are some examples of how the academic units at USCA are responding to Part II: 

• All Education majors must earn a grade of “C” or better in AEDC 442 -Resources for Teaching
• Psychology majors are required to take APSY 225L, Quantitative Analysis Lab, a course in using computers to collect and analyze data
• Sociology requires their majors to pass, with a “C” or better ASCY 497 - Sociological Research Methods

Other academic units use other methods to have their majors gain computer and technological skills competency.  Political Science and History incorporates into their courses accessing and utilizing the Internet and other databases for information gathering.

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TABLES SUBMITTED TO THE
COMMISSION ON HIGHER EDUCATION

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Programs Eligible for Accreditation and Programs Accredited

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Applicable to four- and two-year institutions 

Due August 1, 2002

This form includes a list of accrediting bodies for which one or more academic programs are currently accreditable in a South Carolina institution as reported on U.S. Department of Education FORM IPEDS-1C-1 (6-1-94) and/or have been approved by the Commission on Higher Education.

According to Section 59-101-350, the Commission is responsible for collecting “the number and percentage of accredited programs and the number and percentage of programs eligible for accreditation” from four- and two-year post-secondary institutions to be included in the annual report to the General Assembly.  The Commission on Higher Education also uses this information as a base to fulfill requirements in Section 59-103-30 for performance funding to collect information on Instructional Quality by looking at the accreditation of degree-granting programs.

If your institution offers one or more programs listed in the Commission’s current Inventory of Academic Degree Programs (http://www.che400.state.sc.us/web/affairs.htm) that is accreditable by one or more of the following agencies, you should complete the columns in the table that follows by placing an “x” in the box.  For those agencies that accredit individual programs within departments, please put the number of programs in parentheses beside the “x”.  An accreditable program is one that is eligible for accreditation, regardless of whether or not the institution chooses to pursue accreditation.  An accredited program is one that has been granted full accreditation status by the appropriate accrediting agency.

The addition or deletion of an agency from this list is a prescribed process, administered through the Commission’s Academic Affairs Division.  If an agency is added to this list the date that it is added dictates when an accreditable program should be counted “against” the institution with regard to its full accreditation.  The most recent agencies that have been added to the list have their corresponding dates listed so that institutions can better calculate the time frame for accreditation.  Any agencies that appear on the list without a corresponding date should be understood to have appeared prior to May 1998. The National Association of Schools of Public Affairs and Administration was approved as an accrediting agency in 2002. For a complete set of policies and procedures regarding this process, see the Commission’s website at: http://www.che400.state.sc.us/web/Academic/accreditation%20guidelines.htm.

These agencies and areas may also be found on the CHE’s website at:  http://www.che400.state.sc.us/web/Academic/Accrediting%20Agencies%20Recognised%20by%20CHE.htm

Institution: The University of South Carolina Aiken

LIST OF NATIONAL INSTITUTIONAL AND SPECIALIZED ACCREDITING BODIES RECOGNIZED BY THE SOUTH CAROLINA COMMISSION ON HIGHER EDUCATION

ACCREDITING AGENCIES AND AREAS	Accreditable Program	Fully Accredited Program	Details on Program (if program not fully accredited-do not complete if fully accredited)			Date agency/area added to CHE List
			Year program added at institution	Institution has chosen NOT to seek accreditation for this program	Accreditation Expected  (if known)
American Assembly of Collegiate Schools of Business - International Association for Management Education	An institution may be accredited by the AACSB or the ACBSP
Business (BUS)-Baccalaureate, Masters', and Doctoral degree programs in business administration and management	X	X
Business (BUSA)-Baccalaureate, Masters', and Doctoral degree programs in accounting
ACCREDITING  BOARD  FOR  ENGINEERING  AND TECHNOLOGY,  INC.
Engineering (ENG) -Baccalaureate and master's level programs in engineering
Engineering-related (ENGR) - Engineering related programs at the baccalaureate level
Engineering Technology (ENGT) - Associate and baccalaureate degree programs in engineering technology
ACCREDITING  COMMISSION  ON  EDUCATION  FOR HEALTH SERVICES  ADMINISTRATION
Health Services Administration HSA) Graduate programs
ACCREDITING  COUNCIL  ON  EDUCATION  IN  JOURNALISM AND  MASS  COMMUNICATIONS
Journalism and Mass Communication (JOUR) - Units within institutions offering professional undergraduate and graduate (master's) degree programs
AMERICAN ASSOCIATION FOR MARRIAGE AND FAMILY THERAPY
Marriage and Family Therapy (MFTC) - Clinical training programs
Marriage and Family Therapy (MFTD) - Graduate degree programs
AMERICAN  ASSOCIATION  OF  FAMILY  AND  CONSUMER SCIENCES  (AAFCS)
Home Economics - Baccalaureate programs
AMERICAN  ASSOCIATION  OF  NURSE  ANESTHETISTS
Nurse Anesthetists (ANEST) - Generic nurse anesthesia education programs/schools
AMERICAN BAR ASSOCIATION
Law (LAW) - Professional schools
AMERICAN BOARD OF FUNERAL SERVICE EDUCATION
Funeral Service Education (FUSER) Independent schools and collegiate departments
AMERICAN COLLEGE OF NURSE MIDWIVES
Nurse Midwifery (MIDWF) - Basic certificate and basic master's degree program
AMERICAN COUNCIL FOR CONSTRUCTION EDUCATION
Construction Education (CONST) - Baccalaureate degree programs
AMERICAN COUNCIL ON PHARMACEUTICAL EDUCATION
Pharmacy (PHAR) - Professional degree programs
AMERICAN COUNSELING ASSOCIATION
Counseling - Masters and Doctoral level programs
AMERICAN CULINARY FEDERATION EDUCATIONAL INSTITUTE
Culinary Arts (CUL) - postsecondary programs which award certificates, diplomas, or associate degrees in culinary arts and food services management
AMERICAN DENTAL ASSOCIATION
Dental Assisting (DA)
Dental Hygiene (DH)
Dental Laboratory Technology (DT)
Dentistry (DENT) - Programs leading to the D.D.S. or D.M.D. degree advanced general dentistry and specialty programs, and general practice residency programs
AMERICAN DIETETIC ASSOCIATION, THE
Dietetics (DIET) - Coordinated undergraduate programs
Dietetics (DIETI) - Post baccalaureate internship programs
AMERICAN LIBRARY ASSOCIATION
Librarianship (LIB) - master's program leading to the first professional degree
AMERICAN MEDICAL ASSOCIATION COUNCIL ON MEDICALEDUCATION AND ASSOCIATION OF AMERICAN MEDICAL COLLEGES, LIAISON COMMITTEE ON MEDICAL EDUCATION
Medicine (MED) - Programs leading to the M.D. M.D. degree
American occupational therapy association
Occupational Therapist (OT)
Occupational Therapy Assistant (OTA)
AMERICAN PHYSICAL THERAPY ASSOCIATION
Physical Therapy (PTAA) - Programs for the physical therapist assistant
Physical Therapy (PTA) - Professional programs for the physical therapist
AMERICAN PSYCHOLOGICAL ASSOCIATION
Clinical Psychology (CLPSY) - Doctoral programs
Counseling Psychology (COPSY) - Doctoral programs
Professional Psychology (IPSY) - Predoctoral internship programs
Professional/Scientific Psychology (PSPSY) - Doctoral programs
School Psychology (SCPSY)B - Doctoral programs
AMERICAN SOCIETY OF LANDSCAPE ARCHITECTS
Landscape Architecture (LSAR) - Baccalaureate and master's programs leading to the first professional degree
AMERICAN SPEECH-LANGUAGE-HEARING ASSOCIATION
Audiology (AUD) - Graduate degree programs
Speech-Language Pathology (SP) - Graduate degree programs
AMERICAN VETERINARY MEDICAL ASSOCIATION						5/1998
Veterinary Medicine - Programs leading to a D.V.M. or D.M.V. degree						5/1998
ASSOCIATION OF COLLEGIATE BUSINESS SCHOOLS AND PROGRAMS	An institution may be accredited by the ACBSP or the AACSB
Business (BUAD) - Associate degree programs in business and business-related fields
Business (BUBD) - Baccalaureate degree programs in business and business-related fields
Business (BUMD) - Master degree programs in business and business-related fields
COMMISSION ON ACCREDITATION OF ALLIED HEALTH EDUCATION PROGRAMS
Cytotechnologist (CYTO)
Diagnostic Medical Sonographer (DMS)
Electroneurodiagnostic Technologist (ENDT)
Emergency Medical Technician-Paramedic (EMTP)
Histologic Technician/Technologist (HT)
Joint Review Committee - Athletic Training  (JRC-AT)						11/1999
Medical Assistant (MA)
Medical Records Administrator (MRA)
Ophthalmic Medical Assistant (OMA)
Perfusionist (PERF)
Physician Assistant (PA) - Assistant to the primary care physician
Respiratory Therapist (REST)
Respiratory Therapy Technician (RESTT)
Specialist in Blood Bank Technology (SBBT)
Surgeon's Assistant (SA)
Surgical Technologist (ST)
COMMISSION ON COLLEGIATE NURSING EDUCATION (CCNE)						11/1999
Nursing - Baccalaureate-degree nursing education programs						11/1999
Nursing - Graduate-degree nursing education programs						11/1999
COMMISSION ON OPTICIANRY ACCREDITATION
Opticianry (OPLT) - 1-year programs for the ophthalmic laboratory technician
Opticianry (OPD) - 2-year programs for the ophthalmic dispenser
COMPUTING SCIENCE ACCREDITATION BOARD, INC.
Computer Science (COMP) - Baccalaureate programs in computer science
COUNCIL FOR ACCREDITATION OF COUNSELING AND related education programs (CACREP)						5/1998
Masters degree programs to prepare individuals for community counseling, mental health counseling, marriage and family counseling, school counseling, student affairs practice in higher education, and Doctoral-level programs in counselor education and supervision.						5/1998
COUNCIL ON EDUCATION FOR PUBLIC HEALTH
Community Health Education (CHE) - Graduate programs offered outside schools of public health
Community Health/Preventative Medicine (CHPM) - Graduate programs offered outside schools of public health
Public Health (PH) - Graduate schools of public health
COUNCIL ON REHABILITATION EDUCATION (CORE)						9/1999
Rehabilitation Counseling						9/1999
COUNCIL ON SOCIAL WORK EDUCATION
Social Work (SW) - Baccalaureate and master's degree programs
FOUNDATION FOR INTERIOR DESIGN EDUCATION RESEARCH
Interior Design (FIDER) - 2-year pre-professional assistant level programs (certificate and associate degree); first professional degree level programs (master's and baccalaureate degrees and 3-year certificate); and post professional master's degree programs
JOINT REVIEW COMMITTEE  ON  EDUCATION IN RADIOLOGIC TECHNOLOGY
Radiologic Technology (RAD) - Programs for radiographers (Diploma, associate, baccalaureate programs)
Radiologic Technology (RADTT) - Programs for radiation therapists (Diploma, associate, baccalaureate programs)
JOINT REVIEW COMMITTEE ON EDUCATIONAL PROGRAMS IN NUCLEAR MEDICINE TECHNOLOGY
Nuclear Medicine Technologist (NMT) - Programs for the nuclear medicine technologist
NATIONAL ACCREDITING AGENCY FOR CLINICAL LABORATORY SCIENCES
Clinical Laboratory Technician/Medical Laboratory Technician (MLTC) - Certificate program
Clinical Laboratory Technician/Medical Laboratory Technician (MLTAD) - Associate's degree
Clinical Laboratory Science/Medical Technology (MT) - Professional programs (Baccalaureate and master's level)
NATIONAL ACCREDITING COMMISSION OF COSMETOLOGY ARTS AND SCIENCES
Cosmetology (COSME) - Postsecondary schools and departments of cosmetology arts & sciences
NATIONAL ARCHITECTURAL ACCREDITING BOARD, INC.
Architecture (ARCH) - first professional degree programs
NATIONAL ASSOCIATION OF INDUSTRIAL TECHNOLOGY
Industrial Technology (INDT) - Baccalaureate degree programs
NATIONAL ASSOCIATION OF SCHOOLS OF ART AND DESIGN
Art & Design (ART) - Degree-granting schools and departments and nondegree-granting schools
NATIONAL ASSOCIATION OF SCHOOLS OF DANCE
Dance (DANCE) - Institutions and units within institutions offering degree-granting and nondegree-granting programs
NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC
Music (MUS) - Baccalaureate and graduate degree programs
Music (MUSA) - Community and junior college programs
Music (MUSN) - Nondegree programs
NATIONAL ASSOCIATION OF SCHOOLS OF PUBLIC AFFAIRS AND ADMINISTRATION
Masters of Public Administraton (MPA)						7/2002
NATIONAL ASSOCIATION OF SCHOOLS OF THEATER
Theater (THEA) - Institutions and units within institutions offering degree-granting and/or nondegree-granting programs
NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION
Teacher Education (TED) - Baccalaureate and graduate programs for the preparation of teachers and other professional personnel for elementary and secondary schools	X	X
NATIONAL LEAGUE FOR NURSING, INC
Nursing (PNUR) - Practical nursing programs
Nursing (ADNUR) - Associate degree programs	X	X
Nursing (DNUR) - Diploma programs
Nursing (NUR) - Baccalaureate and higher degree programs	X	X
SOCIETY OF AMERICAN FORESTERS
Forestry (FOR) - Programs leading to a bachelor's or higher first professional degree
TOTAL	4	4

This information to be used as a base for performance indicator 3D

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Institution: The University of South Carolina Aiken

Courses Taught by Faculty

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Applicable for Four- and Two-Year Institutions – Measured for Fall 2001                                          

According to Section 59-101-350, the Commission is responsible for collecting “the percent of lower division instructional courses taught by full-time faculty, part-time faculty, and graduate assistants” from four- and two-year post-secondary institutions to be included in the annual report to the General Assembly. 

The Commission will use previously-reported CHEMIS information for data in this table.  Institutions will have an opportunity to proof this information prior to the publication of the January 2003 report.  Faculty definition will be any faculty, staff or graduate assistant who teach a credit course.

Success of Students in Developmental Courses

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Applicable to Four-Year Colleges and Universities

Due August 1, 2002

According to Section 59-101-350, the Commission is responsible for collecting “the percent and number of students enrolled in remedial courses and the number of students exiting remedial courses and successfully completing entry-level curriculum courses” from four-year institutions to be included in the annual report to the General Assembly.  The following information will be collected from the four-year colleges and universities, but excludes the research universities, as these institutions do not offer these types of courses.

For purposes of counting students who exit developmental courses and successfully complete the appropriate entry level course, a student in more than one developmental course and completing more than one entry level course should be counted once for each developmental courses 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.

Success of Students in Developmental Courses

Number of first-time, full-time entering freshmen enrolled in Fall 2000 (include first-time freshmen who enrolled either part-time or full-time in the Summer 2000 if they returned full-time in the Fall 2000) Item (1)	Number of students in Item (1) who were enrolled in one or more developmental courses in Summer or Fall 2000 Item (2)	Number of those students in each developmental course who successfully completed the appropriate entry level course by the end of Spring 2002 Item (3)
522	None - eliminated developmental courses at USCA in 1999

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Institution: The University of South Carolina Aiken

Student Involvement in Sponsored Research

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Applicable to Four-Year Institutions – Measured for Fall 2001

Due August 1, 2002

According to Section 59-101-350, the Commission is responsible for collecting “the percent of graduate and upper division undergraduate students participating in sponsored research programs” from four-year institutions to be included in the annual report to the General Assembly.

The numbers included here should reflect the graduate and upper division undergraduate students who participate in sponsored research programs.  Each institution that receives research dollars generated by external funding (sponsored research) should report the number of students who benefit from these dollars.

The CHE will calculate the percentage using these data and headcount enrollment data from the Fall 2001 IPEDS Enrollment Forms.

Number of Students Participating in Sponsored Research

	Number of Students Participating in Sponsored Research (Exclude first professional students)
Upper Division, Undergraduate Students	8
Graduate Students	0

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Institution: The University of South Carolina Aiken

Results of Professional Examinations

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Applicable to all sectors – Measured for April 1, 2001-March 31, 2002

Due August 1, 2002

According to Section 59-101-350, the Commission is responsible for collecting “student scores on professional examinations with detailed information on state and national means, passing scores, and pass rates, as available, and with information on such scores over time, and the number of students taking each exam” from four- and two-year institutions to be included in the annual report to the General Assembly. The Commission on Higher Education also uses this information as the primary source with which to fulfill requirements in Section 59-103-30 for performance funding to collect information on Instructional Quality and Graduates’ Achievements by looking at the scores of graduates on post-undergraduate professional, graduate, or employment-related examinations and certification tests.

Past committee work and the development of performance funding have defined the collection of this information to include only first-time test takers (except the teacher education exams at four-year institutions, which include all test takers) for those students who completed an examination during the period of April 1, 2001 through March 31, 2002.  The following list displays the exams that each sector has reported in the past.  Please use this list as a guide for the exams you report this year on the table provided.

The Commission will request national and state pass rates and any additional information for these examinations, as it is available, from national and state agencies to be used in the report to the General Assembly.  These national and state agencies can be found in “A Closer Look.”

Results of Professional Examinations
Teaching Sector

Name of Exam	Date(s) Administered	# of Examinees	# of 1st Time Examinees	# of 1st Time Examinees who Passed	% 1st Time Examinees Passing
National Council Licensure Exam. (NCLEX) - Registered Nurse	Scheduled on Individual basis	47	47	38	80.9%
PRAXIS Series II: Core Battery Professional Knowledge
PRAXIS Series II: Principles of Learning & Teaching (K-6)	2001/04/21	1		1	100
	2001/06/23	4		4	100
	2001/09/23	1		1	100
	2001/11/17	2		2	100
	2002/01/12	4		4	100
PRAXIS PLT (0522) TOTAL:		12		12	100%
PRAXIS Series II: Principles of Learning & Teaching (5-9)	-	-		-	-
PRAXIS Series II: Principles of Learning & Teaching (7-12)	2001/04/21	1		1	100
	2001/06/23	1		1	100
	2002/03/09	1		1	100
PRAXIS PLT (0524) TOTAL:		3		3	100%
PRAXIS Series II: Specialty Area Tests	2001/04/21	30		26	86.7
	2001/06/23	13		11	84.6
	2001/09/23	22		20	90.9
	2001/11/17	22		21	95.5
	2002/01/12	9		7	77.8
	2002/03/09	20		17	85
PRAXIS Specialty Areas Totals:		116		102	87.9%
EDUCATION EXAM TOTALS:		131		117	89.3%
TOTAL LICENSURE PASS RATES USCA EDUCATION AND NURSING		178		155	87.1%