Fiscal Year 1994-1995
Introduction
This report includes assessment results for the following components:
The Following remaining components will be reported on in the annotated year: General Education (1996), Undergraduate Retention and Attrition (1996), Procedures for Student Development (1996), Library Resources and Services (1996), Administrative and Financial Processes and Performance (1997), and Facilities (1998).
CHE is responsible for the following components: Program Changes, Success of Entering Students in Meeting College or University Admissions Prerequisites, and Minority Student and Faculty Access and Equity.
The following components do not apply to our institution: Majors or Concentrations, Performance on Licensing and Certification Exam, Academic Performance of Student Athletes, and Research.
1. General Education
This component was reported on last in 1992. Based on the schedule of reporting, this component will be reported next in 1996.
2. Majors or Concentrations
This component is not applicable to our institutional type.
3. Performance of Professional Program Graduates on Licensing and Certification Exams
This component is not applicable to our institutional type.
4. Reports of Program Changes that have Occurred as a Result of External Program Evaluation
There have been no program changes in 1995 as a result of external program evaluations.
5. Academic Advising
Academic advising provides students with an understanding of their rights and responsibilities for completion of their degree, program and/or career preparation. Academic Advising is defined as the formal, cooperative, interactive process involving students and faculty and staff that assists students with (1) identifying appropriate academic goals, (2) selecting programs of study supportive of their career and academic goals, and (3) benefitting from campus support services. Academic Advising is defined as the formal, cooperative, interactive process involving students and faculty and staff that assists students with (1) identifying appropriate academic goals, (2) selecting programs of study supportive of their career and academic goals, and (3) benefitting from campus support services.
Indicators: Driving USC Beaufort assessment of Academic Advising is one Primary Goal: Informed Course Selection. At USC Beaufort, this is indicated by the following:
* Reported satisfaction with "Quality of Academic Advising" by currently enrolled students.
* Reported satisfaction with "Quality of Academic Advising" by alumni.
* Reported adequacy of "Availability of Faculty Advisors"by currently enrolled students.
* Reported adequacy of "Availability of Faculty Advisors"by alumni.
* Indications of Comprehensive Assignment and Realistic Distribution of students to faculty advisors as reported by Director of Advisement.
* Informal evidence collected by the Director of Advisement.
Assessment Methods:
* Alumni Survey * Student Survey * Advisee Distribution Analysis* Qualitative data gathering
Assessment Results: Among the various data gathered, the following student data indicates a dramatic increase in satisfaction reported after instituting the advisement office.
Spring 92 Fall 94
Students Students
"Very Satisfied" with quality of Academic Advising 17.70% 40.70%
"Satisfied" with quality of Academic Advising 33.60% 36.80%
"Somewhat Satisfied" with quality of Academic Advising 24.40% 13.60%
"Dissatisfied" with quality of Academic Advising 10.30% 2.30%
"Very Dissatisfied" with quality of Academic Advising 4.70% 1.60%
"Does not Apply" 9.30% 5.00%
"Very Satisfied" with availability of faculty advisor 16.20% 29.77%
"Satisfied" with availability of faculty advisor 37.10% 40.87%
"Somewhat Satisfied" with availability of faculty advisor 21.70% 14.68%
"Dissatisfied" with availability of faculty advisor 6.80% 6.35%
"Very Dissatisfied" with availability of faculty advisor 6.00% 1.19%
"Does not Apply" 12.30% 7.14%
Use of Assessment Findings: This data validates the efforts of the new advisement director. Other data (reported in the long version) also indicate that many shortcomings of advisement at USC Beaufort are being effectively addressed through the efforts of the newly established advisement office. However, informal evaluative feedback from faculty indicates that advisors need better access to student information. In response, the advisement office is introducing the degree audit system (CUE system) to the campus.
6. Entry-Level Placement and Developmental Education
Entry-level skills are defined as the skills in reading, writing, and mathematics necessary for students to succeed in higher education. Students who are determined by placement test not to be ready for college work are placed in developmental courses to enhance their skills. Developmental education is very important at USC Beaufort since a large number of students in our service area need work in these areas.
Entry Level Skills are those minimum skills required to undertake and succeed in college coursework. Entering students that do not demonstrate preparation for college-level work according to two measures (explained in long version) are placed into developmental courses.
Developmental Courses include: English 100, Math 100, Reading (UCAM) 100 and University 101, a student orientation course.
Indicators and Assessment Methods:
Assessment Results:
In Fall '93 English 100: One year later:
4 Failed >> 4 had not attempted English 101
44 Passed >> 6 had not attempted English 101
3 failed English 101
35 passed English 101
In Fall '93 Math 100: One year later:
10 Failed >> 9 failed subsequent math course
1 did not attempt subsequent course
28 Passed >> 2 had not attempted subsequent course
1 failed subsequent math course
24 passed subsequent math
1 passed subsequent computer course
In Fall '93 Reading 100: In the Next Semester (Spring '94):
3 Passed >> 1 had Cumulative GPA below 2.0
2 had Cumulative GPA above 2.0
>> 2 had Spring Semester GPA's below 2.0
1 had Spring Semester GPA's above 2.0
Use of Assessment Findings: Except in the case of UCAM 100, where the small sample makes for inconclusive results, study of the progression charted above suggests: 1) Significant failure rate in the developmental courses suggests that many of the students were properly placed in programs below entry-level; 2) The high success rate of those students passing the developmental courses suggests effectiveness of the developmental courses themselves. However, one by-product of this analysis is the reinforcement of efforts of the Courses and Curriculum Committee in blocking developmental students from taking subsequent courses. This problem has been largely corrected since this data were reported.
7. Success of Entering Students in Meeting College or University Admissions Prerequisites
This component is not applicable to our institutional type.
8. Achievement of Students Transferring from Two to Four-Year Institutions
Issues of Definition: As part of the state university system, USC Beaufort continues to carry out its original mandate by offering, as its primary mission, the first two years of a four-year university degree program. Although strictly speaking, students moving from this campus to the main campus are not technically "transferring," USC Beaufort recognizes the difference and importance of the first two years of study. Students at USC Beaufort are helped to achieve the fundamental skills, knowledge and capacity for critical thought necessary to pursue further learning and the eventual achievement of the baccalaureate degree. Thus, since the mission of USC Beaufort has always been focused on four-year degree attainment, the achievement of students transitioning between 2- to 4-year programs is of fundamental concern to this campus.
Indicators: Records of transferring students, including their success in later coursework and their progress toward graduation, are kept by USC-Columbia through its Office of Institutional Research. These records constitute the primary data source for tracking successful transfer of students within the USC System.
Assessment Methods: The Institutional Research Office reviews records of change-of-college students with an eye toward general improvement of students' overall GPR. The data below indicates that, by and large, students improved their overall GPR after four semesters at the senior institution.
Assessment Results: It appears from the results that transfer -- or change-of-college -- students, on average, experience a very slight decrease in overall GPR the first and second semester in the senior institution after transferring from USC Beaufort. However, gains are made later that result in a GPR significantly higher than that after leaving USC Beaufort, possibly after the student has acclimated to the new setting.
What is possibly even more telling is that the great majority of these change-of-college students were not originally eligible at the senior institution to which they changed. The "B" averages of the group are more remarkable when one considers this. The success of "at-risk" students in the senior institutions indicates that USC Beaufort does substantial developmental work in addition to providing adequately for the basic first-two-years of baccalaureate study.
Use of Assessment Findings: USC Beaufort will continue to watch these numbers closely as part of its multi-faceted assessment of its general education program.
Supplemental Information: The following is information concerning performance of students changing campuses from USC Beaufort to the baccalaureate-granting institutions of the University of South Carolina Aiken, Columbia, Spartanburg and, because of when these students were enrolled, Coastal Carolina. This information was produced from ongoing research efforts by the USC Regional Campuses Office. The cohort consists of those students who changed campuses after the spring semester from 1985 through 1990. These six groups of students were combined, thus producing a large cohort that encompasses many years. Lastly, this cohort represents a population, not a sample.
The 271 students left Beaufort with an average of 62 earned hours and a cumulative GPA of 2.96.
During the first semester at their respective "new" campuses, these students earned an average GPA of 2.88. Their cumulative average was 2.93.
Two academic years after leaving Beaufort, 123 (45%) of these students had earned a B.A./ B.S. degree while 104 (38%) were still enrolled. One student (.004%) was suspended and 42 (15%) of these students were not enrolled at a USC campus.
Three academic years after leaving Beaufort, 171 (63%) had earned a B.A./B.S. degree while 46 (17%) were still enrolled. Four students (1%) were suspended and 48 (18%) of these students were not enrolled at a USC campus.
Four academic years after leaving Beaufort, 197 (73%) had earned a B.A./B.S. degree while 13 (5%) were still enrolled. Four students (1%) were suspended and 55 (20%) of these students were not enrolled at a USC campus.
9. Analysis of Undergraduate Retention and Attrition
This Component was reported on last in 1994. Based on the schedule of reporting, this component will be reported on next in 1996.
10. Minority Student and Faculty Access and Equity
This component will be reported next in 1996 by CHE.
11. Academic Performance of Student Athletes
This component is not applicable to our institutional type.
12. Procedures for Student Development
This component was reported on last in 1993. Based on the schedule of reporting, this component will be reported on next in 1996.
13. Library Resources and Services
This Component was reported on last in 1992. Based on the schedule of reporting, this component will be reported next in 1996.
14. Administrative and Financial Processes and Performance
This Component was reported on last in 1994. Based on the schedule of reporting, this component will be reported on next in 1997.
15. Facilities
This Component was reported on last in 1994. Based on the schedule of reporting, this component will be reported on next in 1998.
16. Public Service
USC Beaufort has a thirty-five year tradition of public service and is engaged in a host of community support projects on several levels. These include Individual activities of faculty and staff members; on-going USC Beaufort-Sponsored Programs whose goals relate specifically to public service; and Event-oriented Public Service activities.
Indicators/Methodology of Assessment:
Individual: Individual public service activities of faculty are formally reported in annual administrative evaluations. 25% of the annual review evaluation is weighted on "Public and University Service." Indicators include but are not limited to: Presentations to civic groups; Organization of community action committees, task forces, study groups or workshops; Service on boards, agencies, and commissions; or Other Professional Service to community.
University Public Service Programs: Primarily "market" information is used to evaluate various Public Service programs. This includes, but is not limited to: Number of business start-ups (17) and total capital formation ($2,178,000) for the Small Business Development Center; participation data for Pritchards Island Research Center; enrollment and qualitative review of the Creative Retirement Center, Continuing Education, Coastal Zone Education Center; usage data on services of the Penn Center; and participation rates on the events sponsored by the Arts Council of North Beaufort County.
Event-oriented Public Service Activities: Demand data is used to evaluate such events as the USC Beaufort Festival Series (4 of 5 concerts were sold out, remaining concert was 98 % sold out) and the Rafael Sabatini Players (USC Beaufort) Theater Group.
Assessment Findings: In the case of individual public service evaluations, data revealed exceptional levels of involvement in community affairs. (The data is used to coordinate USC Beaufort faculty efforts for balance and to ensure that faculty efforts are in the true spirit of pro bono service.) For USC Beaufort Public Service Programs, the quantitative indicators of program success reflect a remarkable level of demand for the various public service programs and events USC Beaufort sponsors. Qualitative indicators also register unmistakable success of the programs in enhancing the quality of life for citizens of the Lowcountry and in effectively addressing development issues. As is evident by the nature of these activities (e.g., the Small Business Development Center, Penn Center for Educationally At-Risk Families, Community Crime Task Force, etc. ) USC Beaufort, through its varied Public Service outreach, addresses the most salient economic, educational and sociological needs of Lowcountry.
Use of Assessment Findings: The overwhelming response of the community to USC Beaufort Public Service programs has served to encourage deeper and broader involvement in the community.
17. Research
This component is not applicable to our institutional type.