University of South Carolina Columbia Annual Accountability Report

Fiscal Year 1995-1996

Introduction

The following remaining components will be submitted next to the Commission of Higher Education by the date annotated:
*Academic Advising (July, 1997)
*Achievement of Students Transferring from Two- to Four-year Institutions (Regional Campuses - July, 1998)
*Administration and Financial Processes and Performance (July, 1997)
*Facilities (July, 1998)
*Public Service (July, 1997)

The Commission on Higher Education is responsible for reporting on the following components:
*Reports of Program Changes that have Occurred as a Result of External Program Evaluations
*Success of Entering Students in Meeting College or University Admission Prerequisites
*Minority Student and Faculty Access and Equity

Of the components which are reported this year, the University of South Carolina is particularly proud of the progress made over the past three years in the development of a plan for assessing general education. Assessment results have spurred programs such as "Writing within the Majors," a program developed by the English Department to support writing across the curriculum. The Spanish Department has a model for insuring the appropriate entry-level placement of students within the curriculum. An innovative method of analyzing undergraduate retention data has lead to the following findings: students who live on campus throughout their undergraduate career are 1.7 times more likely to persist than students living off campus; full-time students who become part-time students are 3.3 times more likely to drop out of school than those who remain full-time; and the most critical year for our best students (those with predicted GPAs of 3.0 and above) is the second year. This information is of particular importance to academic advisors and resident hall directors. Library and Information Systems, which now includes libraries, distance education, instructional services, and computer services, conducted a one-year self-study resulting in the re-engineering of its extensive resources and services to students, faculty, staff, visiting researchers, and community members. USC's libraries have attained their highest ranking ever. In the latest national rankings, they have moved up 13 places since 1993-94, passing Brown, Emory, MIT, Nebraska, Notre Dame, and Vanderbilt.

1. General Education

(Reporting Schedule: 1996, 2000, 2004) - General education provides students with skills as well as a breadth of understanding of the humanities, sciences, and social sciences - - the underpinning and context for specialized knowledge. Eleven general education goals provide the foundation for USC's Criteria for the Assessment of General Education:

1. Students will communicate clearly in written English, demonstrating their ability to comprehend, analyze and interrogate critically.
2. Students will communicate orally in a manner that unites theory, criticism and practice to produce effective communicators.
3. Students will use computers and other technology effectively.
4. Students will perform basic mathematical manipulations, display facility with the use of mathematics in framing concepts for mathematical analysis, and interpret data intelligently.
5. Students will demonstrate an understanding of physical and/or life science phenomena and the use of scientific methods and theories.
6. Students will demonstrate an understanding of the processes of human behavior and social and cultural interaction, as well as the use of social and behavioral science perspectives to interpret them.
7. Students will demonstrate an understanding of the historical development of culture over time and its relation to the present.
8. Students will are familiar with the diversity of a global culture marked by racial, ethnic, gender and regional differences.
9. Students will communicate orally and in writing in another language.
10. Students will demonstrate an understanding of the contribution of literary, visual or performing arts and their cultural context, as well as express informed personal responses to artistic creations.
11. Students will integrate insights from several disciplines and apply them to value choices and ethical decisions.

Assessment Procedures: At the institutional level, the following methods of assessment are being employed to assess general education competencies: internally-developed writing assessment instrument, Computer Survey, and General Education Survey; the ACT/COMP; the College Student Experience Questionnaire (CSEQ); the Senior Survey; and focus groups.

Use of Assessment Results: The written communication assessment efforts resulted in training UNIV 101 instructors on holistic and analytical scoring methods; involving the English Department in institution-level assessment; involving regional campuses in institution-level assessment; and involving local high school teachers in a dialogue about the criteria for assessing freshman writing.

The results of the computer survey were used to design computer modules in the UNIV 101 course and to inform Computer Services of students' hardware and software knowledge and needs.

USC's Oral Communication Project promotes course-embedded oral communication activities, which include theory, practice and assessment, in courses across the curriculum. An audio-video lab was developed for students and instructors to use for oral communication activities. The project will facilitate the development of standard performance evaluation forms. The Oral Communication Project offers training for evaluators, as well as theoretical instruction to students and faculty. The project also provides assessment services to instructors, upon request. A core overlay requirement is now under consideration that would include a menu of courses across the curriculum with oral communication components. Currently, the number of students enrolled in communication courses or courses with oral communication components is tracked. The Oral Communication Project reports that approximately 825 students per semester were enrolled in communication courses or courses with oral communication components, during the 1995-96 academic year. The enrollment goal is 5000 students annually (5000 students represent the average number of incoming freshmen per year).

Administering the ACT /COMP at the institutional-level was problematic. Only 46 of the 140 stratified random sample of seniors could be convinced to take the test. Consequently, the findings were inconclusive. However, the Assessment Advisory Committee is still convinced that the ACT/COMP is a valid measure of general education. Therefore, the ACT/COMP will be course-embedded in capstone courses beginning in the fall of 1996. While this method of administering the ACT/COMP will not provide institution-wide assessment, it will provide useful information about students' general education skill within the individual programs.

2. Majors or Concentrations

(Reporting Schedule: Four-year cycles for Majors and Concentrations) - Majors and concentrations provide students with specialized knowledge and skills. Primary responsibility for assessing the major falls to the individual academic departments and programs and external accrediting agencies, where applicable. Highlights from the assessment sections of this year's program reviews and interim reports follow.

*1995-96 Program Reviews: Chemistry, Geological Sciences, Physics & Astronomy, Art, Music, and Theater & Speech. (Data relative to enrollments, faculty, student makeup, assessment and other relevant information are included in the self-studies submitted to the CHE in January, 1996.)

*1995-96 Four-year Interim Reports: Computer Science, Mathematics, Nursing, and Statistics.

Summaries of the assessment sections of these reports appear in alphabetical order below.

DEPARTMENT OF ART

Mission: The Department of Art brings together outstanding students, faculty, and staff to benefit from exceptional instruction, challenging collaborations, and superior facilities which foster (1) a comprehensive education and preparation of the undergraduate majors and graduate students in its four divisions: Art Education, Art History, Art Studio, and Media Arts, (2) the dissemination of basic principles and information in these four areas to students throughout the University, (3) a greater exposure to and understanding of the importance of the visual and media arts among the general community, and (4) the development of a positive environment for the research and productive professional work of its diverse faculty. Through its educational and productive work the Department of Art aspires to regional recognition in all four of its areas and to national recognition in those areas where our expertise warrants. The following is a list of the Art Department's degree programs, all of which conform to the NASAD guidelines and general standards for liberal arts degree programs: Bachelor of Arts in Art Studio, Bachelor of Fine Arts in Art Studio, Bachelor of Fine Arts in Design, Bachelor of Arts in Art History, Master of Arts in Art Studio, Master of Fine Arts in Art Studio, and Master of Arts in Art History.

Assessment: Self-study for the entire Department is mandated every ten years as part of the University re-accreditation process. The most recent re-accreditation occurred in 1990. More recently, in 1993, the entire Department went through a process of assessment and strategic planning as part of the University Future Plan. Also, the department submits a strategic plan or a strategic plan update to the university on an annul basis.

In addition, the divisions periodically review their program's goals, objectives, and effectiveness. In 1994, the Art Studio Division re-evaluated its Master of Fine Arts (MFA) program and made substantial revisions particularly in the student review process. The division is about to begin a similar review of the Bachelor of Fine Arts (BFA) program. The Art History Division reviewed its curriculum in 1995 and deleted two courses in the history of architectural interiors in response to the Studio Division's elimination of the interior design track.

Use of Assessment Results: Throughout the Department the increase in demand for courses, particularly at the lower level, especially by non-majors, has compelled the Department to look for ways to become more efficient. The Art History Division will re-design its 100 level offerings to accommodate more students through larger lecture classes. This strategy is reflected in the proposed design of the new facility which calls for several larger lecture halls. Presently, our largest lecture room seats 74. The Art Studio Division is about to overhaul and redesign its B.F.A. program and to look for more efficient ways to provide core instruction for majors while, at the same time, satisfying the needs of the non-major who wishes to take an art class. Alternative methods of course delivery, such as computer applications for instruction in Art Studio courses, are being developed.

The curricula of both the Art History Division and the Art Studio division has been stable for many years and large scale additions, deletions, or changes are not anticipated.

The divisions are responsible for and do conduct periodic reviews of divisional curricula and courses. Most recently, during the 1994-95 academic year, the Art Studio division reviewed its MFA program and rewrote the procedures manual with specific changes in MFA student review procedures. The Division has already scheduled a similar review of the BFA program, which will commence during the Spring 1996 semester.

The Art History division also reviewed its curriculum in the 1994-95 academic year and deleted two courses in the history of architectural interiors in response to the Studio Division's elimination of the interior design track. The Division is presently investigating the addition of a non-Western component in the basic survey courses and the addition of an art studio course requirement for the BA degree.

DEPARTMENT OF CHEMISTRY AND BIOCHEMISTRY

Mission - Undergraduate Programs - B.S.: The Department is committed to providing a quality education to four basic categories of students (majors pursuing the B.S. in Chemistry - ACS certified major; majors pursuing the B.S. degree with emphasis on a Biology minor or cognate - pre-Med; Majors pursuing the B.S. degree in a general program; and non-majors who plan to enter some area of scientific discipline) so that they are equipped to proceed successfully into their chosen areas.

Mission - Graduate Programs - M.S. and Ph.D.: The primary mission of the Department of Chemistry and Biochemistry is to serve the State of South Carolina through chemistry education at all advanced levels, and its goals are established to help the Department accomplish its purpose. Chemistry education both in the classroom and the laboratory benefits the State by equipping citizens with the skills necessary for high-income occupations in industry, research, government, medicine, and higher education. Graduate education is vital for producing citizens capable of directing the development of chemically-oriented industry, government laboratories, medicine, and higher education.

Assessment Results - Students: The Department attracts high quality students to its undergraduate and graduate programs. Neither the University nor the Department maintains placement data specific to chemistry graduates only. Anecdotal evidence indicates that upon graduation, virtually all those who earn degrees find professional employment in fields for which they were trained or pursue further education in science or medicine.

Assessment Results - Faculty: The Department's greatest strength is its faculty. All are active in research. About 90% of the faculty have outside research funding and all regularly submit proposals to seek outside funds. All faculty members teach undergraduates and most teach courses that enroll first and second year undergraduates. Student evaluations of faculty teaching consistently average above 3.0 on a 0-4.0 scale.

DEPARTMENT OF COMPUTER SCIENCE

The basic mission of the Department of Computer Science is to provide both undergraduate and graduate instruction, to undertake research in the computing sciences, and to serve both the community and the profession.

Mission Undergraduate Program: The basic purpose of the undergraduate program is to develop and communicate the computing sciences. The Department strives to provide the highest quality instruction in its undergraduate program and in the service courses it provides for other segments of the University. Students should have good computing skills and be aware of the impact of technology upon our lives.

Assessment Criteria:

• The Computer Science Accreditation Commission will continue its accreditation of the B.S.C.S program. (The B.S.C.S. is currently accredited through 1998.)
• At the time of graduation 75% of the students will indicate that they have been accepted into an entry-level career position or into graduate school. For each of the following "agree with the statement" means that 75% of the respondents chose 4 or 5 on a 5-point scale:
• At the time of graduation students will agree with the statement "The computer science program at USC has prepared me for my post-baccalaureate plans."
• One year after graduation respondents will agree with the statement "The computer science program at USC prepared me well for my first position in the computer science field (or graduate school if appropriate).
• Five years after graduation respondents will agree with the statement "The computer science program at USC provided me with a foundation for a successful career as a computing professional."
• Co-op and intern employers will agree with the statement "Computer science co-op and intern students from USC have been well prepared for their work assignments."
• Employers of entry-level graduates will agree with the statement "Computer science students from USC have been well prepared for their positions at my company."

Mission Graduate Program: The mission of the graduate program in computer science consists of two main goals: (1) to develop a research environment of the quality of the best computer science departments in the United States, and (2) to educate and train computer scientists and software engineers for industry and academia. Students should be prepared to assess and interpret the impact of technology in various environments.

Assessment Criteria:

• At the time of graduation 75% of the Ph. D. students will have submitted a paper that will eventually be accepted by a journal or major computer science conference.
• At the time of graduation 75% of the students will indicate that they have been accepted into an entry-level career position or to a Ph.D. program.

For each of the following "agree with the statement" means that 75% of the respondents chose 4 or 5 on a 5-point scale:

• At the time of graduation students will agree with the statement "The computer science program at USC has prepared me for my career plans."
• One year after graduation respondents will agree with the statement "The computer science program at USC prepared me well for my first position in the computer science field.
• Five years after graduation respondents will agree with the statement "The computer science program at USC provided me with a foundation for a successful career as a computing professional."

Use of Assessment Results: Input from exit interviews and a meeting of industrial associates that we organized about a year ago has been of great assistance as we attempt to improve our programs. We have obtained a license for the Oracle database system, which is the industry standard. Beginning in fall, 1996, courses for computer science majors will place greater emphasis upon the PC platform. We have also modified our curriculum by creating a new course, CSCI 240, to emphasize object oriented software design and development at an earlier stage in the major. Additionally, the College of Science and Mathematics has designed a new form for student evaluation of instructors and courses. This should prove helpful as instructors seek more feedback regarding their performance in the classroom.

DEPARTMENT OF GEOLOGICAL SCIENCES

Mission: Geological sciences encompass the entire spectrum of the study of the planet Earth - - the materials of which it is made, the physical forces that act on the Earth, the history of the planet and life forms since its origin, and its current and future environment. The basic purpose of the Department of Geological Sciences of the University of South Carolina is to develop, communicate, apply and promote geological sciences through teaching, research, and service to the University, State, and Nation. This basic purpose is reflected in the following mission statement:

• Undergraduate Education - B.S. - The overriding goal of our undergraduate program is to develop and communicate geological sciences through teaching and various forms of service. The Department strives to provide the highest quality instruction in its Undergraduate Majors Program, the Marine Science Program, and in the service courses it provides for other segments of the University. We place a strong emphasis on integrating research and teaching in order to provide our undergraduates with practical experience that will better prepare them for either graduate school or the job market.
• Graduate Education - M.S., MERM, and Ph.D. - The graduate program in geological sciences has two main goals: 1) to develop a learning and research environment for our students that is equal in quality to the best geoscience programs in the country, and 2) to educate and train geoscientists for academia, industry, and government service. The Department offers the only broad-based MS and Ph.D. degrees in Geology in South Carolina, and contributes significantly to the MS and Ph.D. programs in marine science. In addition, it offers the Master of Earth Resources Management (MERM), a unique interdisciplinary program that combines earth sciences with business management, as well as Earth Science MAT and IMA degrees. We strive to make all of our graduates technically competent, as well as adaptable and flexible.
• Research - Research serves as the primary avenue for advancing the state of science and this is a basic mission of our University. It is on the basis of our research productivity that we are judged by our peers and ranked nationally. The involvement of our faculty in research also leads to quality teaching that provides our students with the most recent developments in our discipline. We maintain a diverse research program with the ability to address basic and applied research problems, to advance fundamental knowledge, and to participate in and respond to changing research needs at the state, national, and international levels.
• Service - Service is essential in support of effective organizational function. The Department engages in service activities at all appropriate levels: these include service within the University, service within the community and state, and service within the geoscience profession. We promote public awareness of geosciences as a discipline through contacts of faculty and staff with primary and secondary school teachers, business and industry representatives, state and federal government personnel, and the public at large.

Assessment Results:

• Students - Over the last three years, undergraduate students from the Department of Geological Sciences have compiled an impressive array of professional achievements, including one of the most prestigious awards given to undergraduates nationally.

1. Awards: Last year one of our undergraduate majors (Robyn Kelly) was awarded a highly prestigious Goldwater Scholarship - out of only two such scholarships awarded in the state of South Carolina in 1995. In 1994 one of our graduates, Natalie Smith (class of 1993), was awarded an NASA Graduate Fellowship for Global Change Research at the University of Colorado. This fellowship comprises 4 years of support at $25,000 per year ($100,000). In addition, over 15 undergraduate students were supported on special research awards from Sigma Xi, the Explorers Club, NSF, DOE, and the College of Science and Mathematics. Awards for graduate students in Geological Sciences in the last 3 years (1993-95) include a NASA Global Change Fellowship (1993-96), a Joint Oceanographic Institute Fellowship (1993-94), a Naval Research Laboratory Select Graduate Fellowship (1994-95), a Geological Society of America Student Research Award (1994), 6 Amoco fellowships in Geology and Geophysics, 3 Texaco fellowships (1995), 3 Westinghouse fellowships (1993-95), a Union Texas Petroleum Fellowship, 2 DOE/EPSCOR Fellowships (1993-95), a DOE Traineeship Grant (1995), an Amoco Production Company Minority Fellowship (1989-95), an American Geological Institute Minority Scholarship (1990-95), an Exxon Minority Fellowship (1994-96), a SCAMP Award (1994), the James A. Morris Carolina Fellowship (1994-95), an AAPG Research Grant, a Lagoven Fellowship (1993-95), and a Fortis Foundation Scholarship (1992-95). The preceding is only a partial listing of awards to graduate students within the department. The list does not include the many awards to geology graduate students in the MERM, IMA, MAT, and Marine Science programs.
2. Publications: Undergraduate students from the Department of Geological Sciences are listed as co-authors on at least 4 publications in the last three years. Graduate students in Geological Sciences published over 57 papers in the last 3 years (1993-95), most in national or international refereed journals, more than 22 of these as first author. They also published numerous research reports. Geology graduate students also published more than 77 abstracts, 62 of these as the first author.
3. Exhibitions/Research: More than 50 undergraduates have been involved in research projects within the Department of Geological Sciences over the last three years, many for multi-year periods. During any given semester, approximately one-third of our undergraduate majors are actively involved in ongoing research efforts. This includes students enrolled in Geology 498/499 (Undergraduate Research), and students employed as research assistants and supported by grants from Sigma Xi, the Explorers Club, NSF, DOE, and the College of Science and Mathematics. All 86 graduate students in Geological Sciences are involved in thesis research work which is required for both the Doctoral and Masters degrees. Support is from government and industry fellowships, Research Assistantships, and approximately 26 Instructional Assistantships per term.
4. Professional Presentations: Undergraduates performing research under faculty in our department have made a number of professional presentations, including talks at national meetings (Geological Society of America Annual Meeting, American Geophysical Union Annual Meetings, the Lunar and Planetary Science Conference) and at local forums (South Carolina Academy of Science). Geology graduate students have made over 89 presentations at national and international meetings in the last 3 years (1993-95), including the "Best Student Paper" award at the 1994 Eastern Seismological Society of America Meeting; Invited participant at an international meeting on Lithospheric Deformation in France (1994); Invited speaker at Data Analysis Short Course sponsored by Executive Enterprises, Inc.

• Faculty - Student course evaluations (which are carried out for every instructor in every course) show that our courses are well-received by students at all levels of instruction. For 10 out of the last 11 semesters, our overall teaching evaluation ratings have ranged from 3.07 to 3.41 (on a scale of 0 to 4). In addition, in the last five years, our faculty have won the following advising and teaching awards: 1993 Outstanding Advisor Award (R. Thunell); 1993 Golden Key Award for Creative Integration of Research and Teaching (Runner-up, R. Thunell); 1995 Freshman Advocate Award (D. Williams); and 1995 Golden Key Award for Creative Integration of Research and Teaching (D. Williams)
• Alumni - A 1995 alumni survey polled alumni who graduated between 1991 and 1995 (38 questionnaires were sent to recent graduates whom we could locate). We received 16 responses, equal to a 42% response rate. Responses are similar to an earlier survey, with teaching, course content, and curriculum rated highly (75% to 88% Excellent to Very Good), and advisement rated as just "Average". Over one-third of our recent graduates participated in undergraduate research experiences, and they rated the importance of this experience highly (67% Excellent to Very Good). However, student awareness of research opportunities is low. Recent graduates have a high rate of employment in geology or geology-related fields (87%), including those employed as teaching assistants in graduate school. Only 25% of our recent graduates have graduate degrees or are enrolled in graduate school (compared to 38% in our earlier survey). This probably reflects the fact that many students prefer to work for a few years after graduating, before they return to graduate school.
• Exit Interviews - Results of exit interviews for graduate students graduating in 1994 and 1995 (n=12) indicate that 92% feel that their studies adequately prepared them for their job and 83% said that they were satisfied with their graduate experience. A considerable number of MS students have published papers in peer-reviewed journals. For MS degrees awarded during the last five years, the average time for completion varied from 2.2 to 3.0 years.

Use of Assessment Results: In response to the results of our alumni surveys and student interviews, we have enhanced our degree offerings to include two new degree concentrations: Intensive Major in Geology with concentration in Marine Geology, and Intensive Major in Geology with concentration in Environmental Geosciences. We emphasize that none of these enhancements to our curriculum required any new courses, additional faculty, or any additional resources beyond those committed to our basic undergraduate degree in Geology.

We have also increased our course offerings in the areas of environmental geology and hydrology at the undergraduate level. This effort has been aided by the additions to the faculty of a numerical hydrologist and an organic geochemist. We are currently searching for a replacement faculty in the area of environmental geochemistry.

In the future, we need to address weaknesses in the teaching of Geology 101 by some instructors, problems with the core curriculum course Geology 321, and weaknesses in student advisement. These problems are currently being studied and will be addressed in the near future.

Projected Changes/Initiatives:

1. Environmental Geology and Hydrogeology. In response to the graduate program assessment results, the Department of Geological Sciences has increased the course offerings in the areas of environmental geology and hydrology at the graduate level.
2. MERM Program. The Master of Earth Resources Management (MERM) program was started in 1987 by the Earth Sciences and Resources Institute within the College of Science and Mathematics. In both energy resources and environmental tracks, students split their course work between geology and business.

4. Residency Requirements. There is increasing demand from professional geologists in South Carolina for graduate programs that permit them to work either full-time or part-time while obtaining their degree. To meet this demand, geology faculty have successfully pushed for more flexibility in the university residency requirements. The Graduate Studies Committee is also considering offering programs specifically tailored to the needs of professional geologists in South Carolina.

DEPARTMENT OF MATHEMATICS

Mission - Undergraduate Program: The mission of the Department of Mathematics is to develop and disseminate knowledge about mathematics through its research, teaching, community support and interaction with government and industry. Specific aspects of the mission pertaining to education are: to provide comprehensive education in mathematics for students in the mathematics major, and to provide appropriate levels of mathematics education in support of other disciplines; to provide quality mathematics graduates in response to local, state, and national needs; to complement the educational missions of primary and secondary schools through programs of teacher training and enhancement in mathematics.

Assessment Summary: The Department of Mathematics has an unusually strong undergraduate degree program. All students take a core of mathematics sources, chosen to provide a well rounded and broad general knowledge of mathematics, after which they select one of three tracks. All students gain more than adequate preparation for the next step in their career. The program will be assessed on a continuing basis in order to identify areas of particular strength and areas that need modification.

Mission - Graduate Program: The mission of the Department of Mathematics is to develop and disseminate knowledge about mathematics through its research, teaching, community support, and interaction with government and industry. Specific aspects of the mission pertaining to education are: to provide comprehensive education in mathematics at the baccalaureate, masters, and doctoral levels for students in the mathematics major, and to provide appropriate levels of mathematics education in support of other disciplines; to provide quality mathematics graduates in response to local, state, and national needs; to complement the educational missions of primary and secondary schools through programs of teacher training and enhancement in mathematics.

Assessment Summary: The quality of the graduate program, which won a commendation for excellence from the CHE after a review by a panel of nationally prominent mathematicians in 1987, has improved substantially since that time. In September 1995 the National Research Council released its latest rankings of doctoral programs in the United States, which is the most comprehensive study of broad characteristics of graduate programs. Of 139 research doctorate programs in mathematics ranked according to improvement, our department was rated the fourth best, and of those 139 programs ranked according to their scholarly quality and educational effectiveness, our department was rated seventy-fifth best. The graduate degree programs will be assessed on a continuing basis in order to identify areas of particular strength and areas that need modification.

SCHOOL OF MUSIC

Mission/Objectives:

1. To serve as a major musical resource for the University, community and state through academic studies, professional activities and services that are representative of the best practices in music schools nationwide.
2. To provide our music majors with a comprehensive musical education and to prepare those who have professional aspirations for careers in music or music related-fields.
3. To provide musical experience for non-music majors at the University through appropriate courses, participation in musical ensembles and attendance at recitals, concerts and other music performances.
4. To provide opportunities and guidance for both music students and faculty in support of their efforts to develop musical and intellectual potential.

Assessment: The School of Music is subject to decennial accreditation by the national accrediting body, NASM. Since the 1990 accreditation visit, a number of evaluative procedures have been instituted. There is now a Faculty Steering Committee meeting on a regular basis. The Director of Graduate Studies and Director of Undergraduate Studies now regularly meet with the Dean to discuss and evaluate curricula, students, and other issues. The Music Education Task Force is presently reviewing the Bachelor of Music (Music Education) degree in light of the recent changes of degree structure in the College of Education. Periodic reviews and evaluations are required not only by the central university administration, but also by the South Carolina Commission on Higher Education. Because we are seeing increased numbers of applications from students interested in majoring in music (primarily as a result of our new facilities), we are intensely involved in monitoring and maintaining the balance of vocal and instrumental programs.

At the time of the 1990 NASM self-study, the School of Music was "in danger of being compromised by an inadequate operating budget, poor physical facilities, minimal library holdings, and inadequate maintenance and replacement of equipment." These concerns, which ultimately led to the deferral of our reaccreditation at that time, have been largely addressed. The physical facilities have improved dramatically, and the invigorating effect on faculty and student morale and productivity is truly extraordinary. The Dean of Libraries has committed significantly increased funding for collections. He has also helped us hire an assistant librarian who has developed the collection to an impressive extent. Funding for the maintenance and replacement of equipment (particularly instructional instruments) remains a matter of some concern and is being carefully reviewed by the Dean at this time.

The following is a list of the School of Music's undergraduate degree programs, all of which are all in compliance with NASM standards: Bachelor of Arts with a major in music; Bachelor of Music with an emphasis in performance; Bachelor of Music with an emphasis in piano pedagogy; Bachelor of Music with an emphasis in jazz studies; Bachelor of Music with an emphasis in theory/composition; and Bachelor of Music with an emphasis in music education.

The School of Music also offers the Certificate of Graduate Study in Music Performance. The Certificate of Graduate Study is available to applicants who have developed skills or knowledge in a performance area beyond that expected of a typical undergraduate student. Assessment of students' qualifications for the certificate involves recitals - students are required to present two full-length solo recitals of 50 to 65 minutes.

Certain courses in music theory or history may be required toward master's degree requirements as a result of music entrance tests that are given to students seeking a master's degree. Credit toward master's degrees in music is not allowed for work in sight-singing ear-training. All master's degrees require a final oral examination, which tests basic knowledge in music theory and history and detailed knowledge in the major area. The following is a list of the School of Music's master's degree programs and their specific assessment requirements:

• Master of Music in composition. The assessment requirements include a music entrance examination comprises a theory test, including aural skills, a history test, and an audition. The composition degree requires a thesis composition. Plans for addressing weaknesses and improving results are a part of the assessment process.
• Master of Music in conducting. The assessment requirements include a music entrance examination comprises a theory test, including aural skills, a history test, an audition, and proficiency in foreign language diction (church Latin and one of French, German, Italian). The performance degree requires a full solo recital, which is intended to show the student's conducting ability. Plans for addressing weaknesses and improving results are a part of the assessment process.
• Master of Music in jazz studies. The assessment requirements include a music entrance examination comprises a theory test, including aural skills, a history test, and an audition. The degree requires a full recital (either a jazz recital or a program of jazz compositions/arrangements), which is intended to show the student's professional abilities. Plans for addressing weaknesses and improving results are a part of the assessment process.
• Master of Music in music history. The assessment requirements include a reading knowledge of German must be demonstrated. The history degree requires a thesis demonstrating ability to think independently and in depth about some aspect of music history. Academic requirements include the completion of a thesis. Plans for addressing weaknesses and improving results are a part of the assessment process.
• Master of Music in music theory. The assessment requirements include a music entrance examination comprises a theory test, including aural skills, a history test, and an audition. The theory degree requires a thesis that demonstrates the ability to think independently and in depth about some aspect of music theory. Plans for addressing weaknesses and improving results are a part of the assessment process.
• Master of Music in opera theater. The assessment requirements include a music entrance examination comprises a theory test, including aural skills, a history test, and an audition. The degree requires either two majors opera roles or two stagings of operas; these are intended to show the student's abilities in a professional setting. Plans for addressing weaknesses and improving results are a part of the assessment process.
• Master of Music in performance. The assessment requirements include a music entrance examination comprises a theory test, including aural skills, a history test, an audition, and for vocalists, proficiency in foreign language diction (French, German, Italian). The performance degree requires a full solo recital, which is intended to show the student's performance ability. Students whose primary performance medium is an orchestral instrument must also present a concerto. Plans for addressing weaknesses and improving results are a part of the assessment process.
• Master of Music in piano pedagogy. The assessment requirements include a music entrance examination comprises a theory test, including aural skills, a history test, and an audition. The piano pedagogy degree requires a thesis or a full solo recital. Plans for addressing weaknesses and improving results are a part of the assessment process.
• Master of Music Education. The assessment requirements include a music entrance examination comprises a theory test, including aural skills, a history test, and a music education test in the student's primary area (elementary or secondary, the latter in choral, band, or orchestra). The music education has three options: 1) a thesis demonstrating ability to think independently and in depth about some aspect of music education, 2) a full solo recital demonstrating ability to perform at the graduate level, 3) completion of three additional credits for a total of 35. Plans for addressing weaknesses and improving results are a part of the assessment process.

All doctoral students must pass a music diagnostic examination comprises a theory test, including aural skills, a history test, and an audition. Credit toward the degree is not allowed for work in sight-singing ear-training. Certain courses in music theory or history may be required toward degree requirements as a result of the tests. Doctoral students must pass a written Candidacy Examination in their primary area, written and oral comprehensive examinations in their primary area, and an oral dissertation examination. The following is a list of the School of Music's doctoral degree programs and their specific assessment requirements:

• Doctor of Musical Arts in composition. All doctoral students in composition must complete a research or analytical paper, which shows the ability to do research and to write at the doctoral level, and pass a reading comprehensive level for one foreign language, usually German, French or Italian. The dissertation requirement for the DMA in composition is fulfilled by the composition of a major work. Plans for addressing weaknesses and improving results are a part of the assessment process.
• Doctor of Musical Arts in conducting. All doctoral conducting students are required to complete MUSC 747 (Advanced Music Research). In addition, they must complete a research document, which shows the ability to do research and to write at the doctoral level, and pass a reading comprehensive level for one foreign language, usually German, French or Italian. The dissertation requirement for the DMA in conducting is fulfilled by four public recitals and a research document. One of the recitals must be a lecture recital. Plans for addressing weaknesses and improving results are a part of the assessment process.
• Doctor of Musical Arts in performance. All doctoral performance students are required to complete MUSC 747 (Advanced Music Research). In addition, they must complete a research document, which shows the ability to do research and to write at the doctoral level, and pass a reading comprehensive level for one foreign language, usually German, French or Italian. The dissertation requirement for the DMA in performance is fulfilled by four public recitals and a research document. One of the recitals must be a lecture recital, opera role, chamber-music presentation, or concerto. Plans for addressing weaknesses and improving results are a part of the assessment process.
• Doctor of Musical Arts in piano pedagogy. All doctoral piano-pedagogy students are required to complete MUSC 747 (Advanced Music Research) and pass a reading comprehensive level for one foreign language, usually German, French or Italian. The dissertation requirement for the DMA in piano pedagogy is fulfilled by a dissertation demonstrating a level of scholarship appropriate for the doctoral level, or a treatise concerning some aspect of the theory or practice of teaching piano plus two public recitals, of which one may be a lecture or concerto recital. Plans for addressing weaknesses and improving results are a part of the assessment process.
• Doctor of Philosophy in music education. Doctoral students in music education are required to complete MUED 795 (Research in Music Education). In addition, they must pass a reading comprehensive level for one foreign language, usually German, French or Italian and successfully complete at least six credits in graduate-level statistics. Candidates for the PhD in music education must submit a dissertation. Plans for addressing weaknesses and improving results are a part of the assessment process.

COLLEGE OF NURSING

Mission: The mission of the College of Nursing is to impart, expand, and apply knowledge in nursing science through teaching, research, and service that promote, maintain, and restore the health of the citizens of South Carolina and society at large. The teaching mission of the College of Nursing is to provide quality baccalaureate, master's and doctoral education. Faculty facilitate active learning through the structuring of the environment, the organization of facts and ideas, the modeling of desired behaviors, the promotion of a spirit of inquiry and creative thinking, and the encouragement of autonomy, creativity, and personal development. Students are responsible for the active pursuit of knowledge, participation in learning experiences, involvement in activities and organizations concerned with current issues, generation of new inquiry through critical thinking and problem solving, and continuation of personal development.

Assessment Summary: Data are used in the development, maintenance and revision of the programs according to the College's Comprehensive Assessment Plan. Every semester, Program Assessment Questionnaires (PAQs) completed by finishing students and transcripts from cohort interviews are reported to the Steering Committee, the Curriculum Committee and department faculty. PAQ data reported by alumni and their employers are reported every three years.

Based on the 1994-95 Annual Report of Evaluations for the Master's and BSN Programs, the Curriculum Committee presented specific recommendations to the department faculty. These recommendations, as well as other concerns regarding student evaluation issues, were discussed during departmental meetings and are recorded in the minutes (available upon request). As a result of these discussions, faculty from two courses (Nursing 322 and 323) met to discuss nursing process information and to make sure that content is taught consistently.

Evaluation reports and standardized test scores have remained consistently above the standards set to measure student performance and competency in the intended outcomes. For Fall 1994, Spring 1995, and Fall 1995, PAQ responses for finishing students at the baccalaureate and master's levels exceeded the standard mean of 2.5 on a 4.0 scale for each item measuring the intended outcomes. PAQ responses from finishing doctoral students have also exceeded the standard since 1992 on items measuring intended outcomes. Cohort interviews have provided additional feedback to support the evaluation data. Questionnaires will be distributed this summer to alumni, their employers and College of Nursing faculty. This information was collected in Spring 1992 with favorable results regarding the student outcomes for doctoral students.

Finishing students have continued to score above the RN normed group and the baccalaureate normed group on the Mosby Assess Test. In Spring 1996, the scores reached 14 points above the RN normed group and 17 points above the baccalaureate normed group. During the same semester, 92 percent of the students earned more that 225 points established as a minimum satisfactory score. Since Spring 1993, an average of 98 percent of the students who took the NCLEX-RN have passed. Student scores have exceeded state and national results every semester. Master's students outcomes on the comprehensive examination have also been favorable. Since Fall 1992, at least 92 percent of students who completed the comprehensive examination passed the first time. Most students who chose to retake the exam passed it the second time. Since 1991, approximately 80 percent of all doctoral candidates have passed the comprehensive examination the first time they took it. All students who chose to retake the exam passed the second time.

Evaluation results and standardized test scores that consistently exceed minimum measures of satisfactory performance are strong indicators that students are acquiring effective skills in the intended outcomes of critical thinking, communication, therapeutic nursing interventions, and the intended outcomes for the doctoral students. The College of Nursing is committed to providing quality education and preparing students for the future. Within the framework of the Comprehensive Assessment Plan, data are systematically collected, then disseminated and analyzed by faculty, committees, departments, and administrators. Assessment results are used to improve programs as the results support the need for improvement.

DEPARTMENT OF PHYSICS AND ASTRONOMY

Mission: The main mission of the Department of Physics and Astronomy is to:

• Present exciting and relevant service courses to other science majors,
• Service the entire College of Engineering student body with a strong foundation in physics in accordance with the ABET engineering accreditation standards,
• Offer non-calculus based Physics courses to pre-medical, nursing, and liberal arts majors, etc.,
• Maintain a large astronomy teaching program to offer courses to fulfill the science requirements for a broad non-science community,
• Offer challenging lower division physics courses to the student body of the USC Honors College,
• Offer degree programs for Bachelor's and Master of Teaching programs, and
• Provide opportunities for South Carolina's students to obtain credible B.S., M.S., and Ph.D.

Assessment: Over the past ten years (1986-1996) the following is known of the Department's 58 B.S. graduates: 31 graduates (53.4%) went to graduate school; 6 graduates (10.4%) went into private industry; 5 graduates (8.6%) went into the military; and 16 graduates (27.6%) unknown. Over the past ten years (1986-1996) the following is known of the Department's 30 M.S. graduates: 14 graduates (46.6%) went to graduate school; 5 graduates (16.7%) went into private industry; 5 graduates (16.7%) went into university/hospital/research institution; and 6 graduates (20.0%) unknown. Over the past ten years (1986-1996) the following is known of the Department's 33 Ph.D. graduates: 22 graduates (67.7%) went into university/hospital/research institution; 5 graduates (15.1%) went into private industry; 2 graduates (6.1%) went into the military; and 4 graduates (12.1%) unknown.

It is worthwhile pointing out that Carmen Almasan, Ph.D., 1989, won two consecutive Amelia Earhart Awards for nationally outstanding female graduate student. Also, Juan Collar, Ph.D., 1992, obtained the most prestigious postdoctoral fellowship that the Center for European Nuclear Research (CERN) has to offer. A number of Ph.D. Graduates of the program have achieved senior positions in their fields over the years (see the 1996 Institutional Effectiveness Report).

With the very few exceptions, most of our Ph.D. graduates obtain postdoctoral fellowships in universities, faculty positions, or research positions in either government or private laboratories almost immediately. Many of the positions were entry positions for these people, and those names mentioned above were updated by information obtained in a number of ways. Many of them shown as Assistant and Associate Professors are now full professors or deans.

Another independent assessment of our program is the comparison of the performance of our graduate students who come from our own Bachelor's program with those that come from other programs in the region. Essentially all of our own students are able to begin graduate work at the 700 level immediately upon graduation. A significant fraction of those entering our graduate schools from the other schools in the state and in the region must take several advanced undergraduate courses before advancing to the 700 level graduate courses.

The advanced undergraduate courses for physics majors are usually small sections of between 12 and 20 students. Students have an active Society of Physics Students (SPS) that has won several national awards recently. Members assist the Department in putting on demonstrations for the general public during our annual spring festival, participate in an active lecture program given by faculty and outside lecturers, and in a variety of other activities that are meant to stimulate interest in a variety of fields of physics.

Mission: The Department of Statistics at USC-Columbia exists to serve society by providing high quality education and training in statistics, extending the frontiers of the discipline through research, and expanding the awareness and usefulness of the discipline through public service. We strive for continual improvement in these areas.

• Bachelor of Science in Statistics. The Bachelor of Science in Statistics Degree Program at the University of South Carolina - Columbia is led by an outstanding faculty. Thirty percent of the faculty are Fellows of the American Statistical Association and 60% are on editorial boards of prestigious professional journals. The program produces graduates who are broadly trained in applied and mathematical statistics. Graduates work in business, industry, and government or pursue advanced degrees. An average of 10 B.S. degrees are awarded per year.
• Master of Industrial Statistics. The Master of Industrial Statistics Degree Program at the University of South Carolina - Columbia is led by an outstanding faculty. Thirty percent of the faculty are Fellows of the American Statistical Association and 60% are on editorial boards of prestigious professional journals. The degree program is designed to train industrial professionals with at least two years of work experience in the practice of statistics in order that they might improve the quality of their organization or process. This is a new degree program.
• Master of Science in Statistics. The Master of Science in Statistics Degree Program at the University of South Carolina - Columbia is led by an outstanding faculty. Thirty percent of the faculty are Fellows of the American Statistical Association and 60% are on editorial boards of prestigious professional journals. The program produces graduates who are broadly trained in applied and mathematical statistics. All students receive training in statistical consulting. We have experienced 100% placement of our graduates in each of the last five years. An average of 7.2 M.S. degrees are awarded per year.
• Ph.D. in Statistics. The Ph.D. in Statistics Degree Program at the University of South Carolina - Columbia is led by an outstanding faculty. Thirty percent of the faculty are Fellows of the American Statistical Association and 60% are on editorial boards of prestigious professional journals. The program produces broadly trained graduates who are in great demand. We have experienced 100% placement of our graduates. The program has recently been ranked in the top ten in the South.

Use of Assessment Results: The Department's Assessment Committee annually reviews the assessment data as part of the strategic planning process. These reviews have led to instructional improvements in the areas of statistical consulting and statistical computing.

DEPARTMENT OF THEATER, SPEECH AND DANCE

Mission: The Department of Theater and Speech offers four degrees: Bachelor of Arts (BA), Master of Arts (MA), Master of Arts in Teaching (MAT), and Interdisciplinary Master of Arts (IMA). The Bachelor of Arts is a liberal arts program. The BA is especially designed for persons wishing a strong liberal arts education in preparation for careers in law, communications, medicine, business, education, and the like. The degree also prepares one for further training in theater. The Master of Arts degree is a scholarly degree program that prepares students to enter either a doctoral program or to pursue further professional training. The MA is aimed also at offering specialized training for secondary school teachers. The Master of Fine Arts degree program is primarily for candidates for professional theater. The Department cooperates with the Graduate School in offering additional degrees, the Master of Arts in Teaching (MAT) and the Interdisciplinary Master of Arts (IMA). Almost all departments in the College of Liberal Arts participate in offering course work for these degrees. The MAT and IMA degrees and their requirements, however, are established by a committee of the Graduate School.

Assessment: Student achievement in theater is evaluated in a variety of ways. While some of the standard measures used in other academic units (written exams and term papers) are used at every level of the program, there also are means of evaluating student achievement in the performance areas and determining the value of the training added to the talent students bring into the program. The Department has developed a number of ways of evaluating students at each level of their training and in each training area. There has been a demonstrated willingness to use the information gained to make changes in the program.

In the M.F.A. program, for instance, the initial auditions and portfolios are now reviewed by at least two persons in the program. On admission, each M.F.A. student is assigned to a committee of faculty who are responsible for the continuing evaluation of the student. Each semester the student meets with his/her committee which reviews all the student's work for the term. The committee is responsible for assigning a grade to the practicum (performance work) and for reviewing with the student all academic work done and the problems/successes encountered during the period. The student presents a practicum paper to the committee which discusses the practicum work for the term. At the end of each semester the total work of each M.F.A. student is reviewed by all M.F.A. faculty in the M.F.A. Review meeting. This meeting includes a review of the assistantship/teaching, academic, training and performance work.

During the internship period, each student's work is reviewed by personnel at the Shakespeare Theater and at USC. At the end of the internship, there are extensive interviews held with each student to assess the impact of the program. As noted above, the recent changes in the M.F.A. program came as a result of discussions with faculty, students and personnel at the Shakespeare Theater.

Students in the M.A. and M.F.A. programs are required to take Theater History/Criticism and be tested in this area on the Comprehensive Examination. Over the last few years the faculty has viewed with growing alarm the weaknesses of students (especially M.F.A.'s) in the kind of analysis and writing required for the Comprehensive, especially for those M.F.A.s who may end up in college/university teaching where the M.F.A. is seen as a terminal degree. As more of our M.A.'s began applying to Ph.D. programs, we became concerned about their academic skills as well. As a result, we have revised both our requirements and the way we teach. Theater history for graduate students is now taught in a lecture/tutorial format, with students assigned research projects on important areas of the course and meeting once a month to present and discuss papers. In addition, students have tutorial sessions with faculty (in which the process and the written product are discussed) as well as master classes. At the end of the course all of the papers are collected into a single document which serves as a study guide for all the students. We believe we have started to see real improvement in thinking and writing in the first group of students in the revised theater history class.

Use of Assessment Results: Changes in the B.A. and M.A. programs which have taken place over the last three years have come as a result of formal or informal evaluation of the programs by faculty and students. Such discussions, for instance, led to the decision to reserve one to two productions each year as "undergraduate" shows which would be cast with undergraduates in at least all of the principal roles. The faculty had discovered that there was a perception in the undergraduate program that M.F.A. students would always be cast in the major roles. The decision to reserve undergraduate shows resulted in a much larger, more enthusiastic, and more committed undergraduate pool of actors.

While the surveys developed and administered during the Self-Study process have been helpful, the most significant changes in the Department's academic program have come from a series of interviews between B.A. and M.F.A. students and the Department Chair. The enforced process of recording evaluations and making concrete the changes which many faculty and staff had talked about for years have had an extremely positive effect on the academic dimensions of the Department's programs. Perhaps even more significant has been the development of a series of written, effective governance polices. While the Department functioned relatively well without a formal policy document, the faculty discovered that there was a wide divergence in the interpretation of Departmental governance policies. The governance document should be a major assistance to the leadership of the Department and toward developing communication among constituencies.

While the Self-Study process has highlighted a number of areas which need improvement, it has also made clear some areas of strength. One of the most beneficial aspects of the Self-Study process has been having an outside consultant come in and meet with faculty and give feedback on all aspects of the program. We have tended to rely on institutional resources for all of our information and have found an interested and thoughtful outside consultant to be of enormous value, especially in seeing the needs of individual faculty. The outside consultant strongly advocated the development of a strong governance document and a thoughtful review of faculty responsibilities with an eye toward allowing certain faculty much more time for research/performance.

One of the areas of evaluation which we were compelled by the Self-Study to address was the alumni survey. This was a task first assigned four years ago, but which had become the first victim of shortages of time and money. We now have a system to do this regularly, and a survey instrument which we will be refining and using each year in the future.

3. Performance of Professional Program Graduates on Licensing and Certification Exams

(Reporting Schedule: Annually) - Student achievement in professional programs may be assessed in part through an examination of performance on licensure and certification exams in areas such as teaching and nursing. Licensure and certification exams match collegiate achievement with professional standards and norms. USC Columbia reports annually on the following exams: (1) Law, (2) Nursing, (3) Medicine, (4) Education, and (5) Pharmacy.

Indicators of Success: 90% pass rates on licensure and certification examinations.

USC graduates consistently do extremely well on licensing and certification exams, meeting or exceeding national norms.

4. Reports of Program Changes that have Occurred as a Result of External Program Evaluation

No report is necessary.

5. Academic Advising

(Reporting Schedule: 1997, 2000, 2003).

6. Entry-level Placement and Developmental Education

(Reporting Schedule : Annually) - Entering undergraduate students must possess certain knowledge and skills to perform satisfactorily in the university. USC Columbia has defined the skills appropriate for its entry-level students. These skills are assessed when students enter the institution. Students who are under-prepared are advised to take developmental courses. Students in each developmental course are tracked to determine their rates of completion and success in both developmental courses and an appropriate sequence of credit courses. USC Columbia assesses the effectiveness of its placement and developmental education programs.

Indicators of Success: Appropriate placement of students in courses.

Assessment and Use of Results: USC Columbia has pre-enrollment examination and placement programs in mathematics and four foreign languages: German, French, Latin and Spanish. USC Columbia requires every freshman to take the math and language placement examinations. The results of these tests determine the level of classes students are advised to take.

The English Department assesses the entry-level writing skill of new freshmen in English 101. During the first week of the semester, freshmen present a portfolio of written work from high school. They also write essays in class and outside of class. The portfolio and essays are the evaluated by specially-trained faculty and graduate students. Those whose writing skills need strengthening then attend Writing Studio, a small group (3-4 students) tutorial which meets once a week for an hour while they are enrolled in English 101. In addition, a faculty committee is currently working on implementing "writing across the curriculum."

The results of the mathematics examinations are used primarily as an advisement tool to direct students to the courses in which they are most likely to succeed. Because USC Columbia no longer offers remedial courses, USC contracted with Midlands Technical College to teach developmental math courses for students who do not pass USC Columbia's math placement test.

The Department of Spanish, Italian and Portuguese recently changed its cut off scores for its placement tests as a result of an analysis of grade distribution, which revealed that students in Spanish 121 received more Ds and Fs than students in Spanish 109 and 122, and its faculty's re-assessment of its placement test. The innovative use of the Angoff method to assess cut-off scores won the department an Exemplary Efforts Award from the Commission on Higher Education (CHE) and the South Carolina Higher Education Assessment (SCHEA) Network. The method of validating placement tests is a model for other disciplines as well.

7. Success of Entering Students in Meeting College or University Admissions Prerequisites

8. Achievement of Students Transferring from Two-year to Four-year Institutions

The two-year regional campuses report on this component.

9. Analyses of Undergraduate Retention and Attrition

(Reporting Schedule: 1996, 1998, 2000, 2002, 2004) - Success in retaining undergraduate students admitted to public colleges and universities is one way of evaluating an institution's admissions criteria, academic programs, and student services. Conversely, analysis of why students leave may provide useful information concerning any or all of these areas.

Assessment Criteria: The USC-Columbia sophomore and junior return rates and 4, 5, and 6 year graduation rates will be equal to or higher than the average for similar institutions.

Implementation: The USC-Columbia sophomore and junior return rates and 4, 5, and 6 year graduation rates will be compared to the rates for selective public institutions (Average SAT score of 950-1049) published in the most recent Consortium for Student Retention Data Exchange Retention Report.

Assessment Results: As illustrated in the following table, USC-Columbia exceeds the norms in all five categories.

In addition, USC-Columbia continues to be a national leader in the graduation rate of black students at state-supported schools. In 1994, USC-Columbia was ranked 3rd in the nation in black student graduation rates. While USC-Columbia is successful in retaining and graduating students, several additional retention studies have been performed to better understand the retention phenomenon at this institution. A brief summary of three of the studies are presented in the full report. Some of the findings follow:

• The average time to graduation was 5.5 years.

1. The range of terms required to complete the degree was from 8 to 40.
2. 69% of the graduates did not change majors.
3. 77% of the graduates were full-time only, 2% were part-time only.
4. 44% of the graduates started at an institution other than USC-Columbia.
5. 70% of the students scoring less than 750 on the SAT have a first year GPA above 2.0

• Students scoring less than 750 on the SAT and higher scoring students are equally likely to return for the sophomore year.
• Students scoring less than 750 on the SAT who do not return for the sophomore year are no more likely to be experiencing academic difficulties than are students scoring 750 or higher who do not return for the sophomore year.
• USC-Columbia students scoring less than 750 on the SAT have a graduation rate that is comparable to the graduation rate of all students nationally.
• Over one-fourth of the African American students at USC-Columbia score below 750 on the SAT.
• Odd ratios for dropping out and graduation rates for First time, full time regional campus students who later attend USC-Columbia :

Use of study results:

• The University 101 staff has proposed a transfer section of University 101 based on the high transfer student rate.
• The Retention Committee is investigating alternatives to tracking only first time, full time students. If 44% of the students who graduate start at USC-Columbia, and if 4% of the graduates were part-time students, perhaps first time, full time students only account for approximately half of the student body. To ensure the proper recruitment and retention of all USC-Columbia students, a less restrictive cohort must be defined and studied, regardless of the current nationwide practice of only reporting retention rates for first time, full time students.

10. Minority Student and Faculty Access and Equity

11. Academic Performance of Student Athletes

(Reporting Schedule: Annually) The maintenance of admission standards, satisfactory academic performance, and appropriate program completion rates among those participating in inter-collegiate athletic programs while receiving athletic grants-in-aid is essential for the integrity of South Carolina's public institutions. USC Columbia submits its NCAA Academic Reporting Form for all inter-collegiate sports in which grants-in-aid are awarded. The NCAA Academic Reporting Form is augmented by the following information: the number of athletes with grant-in-aid who do not meet published institutional admissions criteria categorized by sport and gender; the graduation rate for athletes with grants-in-aid categorized by specific degree earned; and the average number of years needed for recruited student athletes with grants-in-aid (when different from recruited athletes) to earn a degree organized by sport and gender and with parallel data on all students.

Assessment: NCAA and SEC criteria.

Indicators of Success: Meeting or exceeding NCAA and SEC criteria.

Assessment Method: Graduation rates and Grade Point Averages (GPAs)

Assessment Results: Turning in the highest grades in the past four spring semesters, USC's athletes combined for a 2.75 grade point average, with nine teams improving their grades from a year ago and five teams registered a 3.0 GPA or higher. 123 athletes had a 3.0 or higher spring GPA, with 46 on the Dean's List (3.5 GPA or higher), and 14 were named to the President's List with a 4.0 GPA. Figure 1.c.1 compares the grade point averages of student-athletes to other USC students over the last four years. While the average GPA of student-athletes is slightly lower, the differences are not statistically significant, and for the spring of 1995, student-athletes only trailed students in general in GPA by six one hundredths of a grade point. Again, it must be remembered that the average GPA of these student-athletes was predicted to be .63 grade points below the average non-athlete GPA.

Figure 1.c.1

Figure 2.1

Referring to Figure 2.1, male athletes have a six-year graduation rate similar to all male students at the University. Figure 2.2 illustrates the fact that female athletes have graduation rates comparable to all female students at the University. The graduation rate for football has increased from 49% for the 1986-87 cohort to over 60% for the last two cohorts; the 1988-89 entering class of football players reported a higher six-year graduation rate than did "all athletes" or "all students" and was nationally recognized by the College Football Association for this achievement. The 1989-90 entering class of football players reported a six year graduation rate of 60%, the basketball players reported a graduation rate of 67% compared to an overall student graduation rate of 62% for that cohort reported to NCAA.

Figure 2.2

12. Procedures for Student Development

(Reporting Schedule: 1996, 1999, 2002) Determining student growth and development throughout the university experience requires the application of multiple assessment procedures. USC Columbia's Division of Student Affairs Assessment Plan is designed to provide meaningful data that is applicable to the services and curriculum of the institution. Further, the assessment plan is intended to provide data on the effect of non-academic experience on students' academic and career success.

Since 1990, the Division of Student Affairs Assessment Committee has been responsible for creating and maintaining two assessment plans: one, to determine the success of the Division in meeting its twelve operational goals, and a second, to determine the success in assisting the personal/social development of students. The particular developmental focus for the second assessment plan includes the values that are inherent in the Carolinian Creed. The Assessment Committee has developed "indicators of success" to help translate Division goals and the ideals of the Carolinian Creed into measurable objectives. Data for each indicator are collected from a variety of sources itemized below. Procedures for the collection of the data including designation of individual responsibility for data collection, the use of the findings, and action taken to improve or correct a deficiency are also important components of the assessment plans. Maintaining the plans is a dynamic process. Although consistency is important, indicators deemed irrelevant or problematic are replaced.

When analyzing the data for each indicator, the focus is generally on trends over time, rather than on a single year's data. Some indicators identify a local or national standard to be met, while others are worded in such a way as to monitor results that fall below a three year average. Once data have been collected, the committee focuses on the results that fail to meet expectations and discusses possible interventions to help improve the results. The purpose of this ongoing assessment process is to provide the students of the University of South Carolina with effective student services and with proven opportunities for personal/social growth.

Critical Questions:

Critical questions addressed in the two assessment plans of the Division of Student Affairs relate to the twelve operational goals listed in its Mission and Goals statement as well as the five values reflected in the Carolinian Creed. The critical questions are as follows:

1. To what extent have students been assisted in making a successful transition to and from college?
2. How successful has the University been in creating opportunities for students to expand their aesthetic and cultural experiences?
3. To what extent are the students helped to acquire adequate financial resources to support their education?
4. To what extent are students helped to explore and clarify values?
5. How successful are efforts to encourage students to develop healthy relationships with their peers, faculty, staff, and family?
6. How successful are efforts to teach students how to resolve individual and group conflicts?
7. To what extent does USC provide programs and services for students who have learning difficulties?
8. To what degree does USC help students understand and appreciate racial, ethnic, gender, and other differences?
9. To what extent are opportunities designed for leadership development?
10. How successful are programs to provide health care to students and encourage healthy living?
11. How successful are programs to provide opportunities for recreation and leisure time activities?
12. To what degree does USC help students clarify career objectives, explore options for further study, and secure employment?
13. To what extent have students been helped to develop personal and academic integrity?
14. To what degree have students been helped to develop respect for the dignity of all persons?
15. How successful has the University been in helping students develop respect for the rights and property of others?
16. How successful are programs that assist students to develop feelings toward others that discourage bigotry and strive to learn from differences?
17. To what extent have students developed concerns f2.75 grade point average, with nine teams improving their grades from a year ago and five teams registered a 3.0 GPA or higher. 123 athletes had a 3.0 or higher spring GPA, with 46 on the Dean's List (3.5 GPA or higher), and 14 were named to the President's List with a 4.0 GPA. Figure 1.c.1 compares the grade point averages of student-athletes to other USC students over the last four years. While the average GPA of student-athletes is slightly lower, the differences are not statistically significant, and for the spring of 1995, student-athletes only trailed students in general in GPA by six one hundredths of a grade point. Again, it must be remembered that the average GPA of these student-athletes was predicted to be .63 grade points below the average non-athlete GPA. Table 1.c.1 breaks down the spring GPA over the last four years by sport.

Evidence of Excellence and Significant Changes Resulting from Assessment:

Although multiple indicators are examined for each of the seventeen critical questions, selected highlights are reported here for those areas representing excellence at the University of South Carolina. Following six examples of excellence, some areas of weakness will be identified as well as changes resulting from the assessment process.

Question 1 (Successful transition to and from college): Data continue to reveal that USC has a higher sophomore return rate than the national average for research universities. It is expected that these results are influenced by the high percentage of freshmen who participate in University 101 and other strong freshman year support services. In addition, the percentage of graduates who report having used one or more Career Center services has increased from 38% in 1991 to 59% in 1994-95 which indicates that a clear majority of graduating students are now using this important service.

Question 3 (Acquire adequate financial resources): The number of students receiving University scholarships exceeded 5600 for the 1994-95 academic year, a two-fold increase over the figures for 1989-90. Also, the amount of funds received for University scholarships has more than doubled during the same time period. Another indicator of the University's efforts to make maximum utilization of limited financial aid resources is the low default rate for university loans. The importance of adequate financial aid resources is emphasized by the fact that nearly 60% of current students are receiving some type of financial aid from the University.

Question 9 (Opportunities for leadership development): Over 90% of USC students report they are presented with opportunities for leadership development while enrolled at USC. This fact is supported by the large number of students who participate in leadership activities. One example of USC's excellence in preparing student leaders is reflected in the fact that four USC students in the past have been winners of the Omicron Delta Kappa National Leader of the Year competition. No other institution in the United States has claimed more than one winner.

Question 10 (Providing health care to students and encouraging healthy living): The number of students who are using the University Health Service last year reached the highest level in five years (38,187 provider visits). Ninety percent of graduating seniors agree that USC offers programs that provide health care to students and encourage healthy living. Furthermore, health promotion activities achieve wide publicity and participation among USC students.

Question 11 (Recreation and leisure time activities): The highest percentage of students yet (90.6%), in responding to the Division's Senior Survey, report that USC provided them with opportunities for recreation and leisure time activities. This figure reflects the extremely high usage being made of recreational facilities at USC and the high percentage of students who report some level of participation in physical activity. USC student responses on the CSEQ scale of athletic and recreation facilities reflect parity with other doctoral universities.

Question 17 (Developing concerns for others, their feelings and their need for conditions which support their work and involvement): USC students reflect their concern for others in a number of different ways. During 1994-95, 4,085 students utilized the services of the Office of Community Service Programs in both individual and group efforts. This number increased from 1,161 in 1991-92.

The Division can point to several instances of significant changes made as a result of assessment. For example, following low scores on the Student Acquaintance Scale of the CSEQ in 1991, the Assessment Committee conducted a thorough evaluation during the following year. During this time it was decided that the Office of International Programs for Students would develop a number of new initiatives which would provide opportunities for international students and American students to meet and come to know each other better. These examples were added to an already wide array of such program activities. In the following administration of the CSEQ, results on the CSEQ Scale of Student Acquaintances met the national standard. The Committee believes this success was due in part to the new programs initiated.

In at least two instances the Assessment Committee learned as a result of the assessment process that physical facilities were the source of low CSEQ scores. Students implied that space was inadequate in the Student Union for students to meet and spend leisure time with other students. As the Committee examined this result, it was apparent that over the past several years more and more of the leisure time space in the Union had been reclaimed for other needed office space or for student meeting rooms. In another example relating to residence halls, students reported that community space in residence halls was also lacking. In both cases, recommendations were made to improve future physical facilities by incorporating more leisure time and community space in subsequent buildings. These recommendations have now become part of the University's Master Facilities Plan.

Although corrective action has not yet been taken, the most recent assessment results have targeted for action during the forthcoming year items dealing with helping students to understand and appreciate differences and coming to grips with problems related to personal and academic integrity. The Assessment Committee members are especially concerned about the relatively large percentage of students who report that cheating is prevalent on campus. Hopefully the next report on student development assessment will show evidence of improvement following action to be taken next year.

13. Library Resources and Services

(Reporting Schedule: 1996, 2000, 2004) - Access to and use of appropriate library materials are critical parts of the learning process. USC Columbia intends to ensure that students have access to library resources by determining usage of library materials through regular assessment of the quality and the use of library resources and services.

Educational effectiveness goals and objectives include:

• Understanding the expectations of those we serve and to improve the services we provide;
• Developing appropriate products and services and to educate those who use them;
• Developing a team of motivated professionals who combine their collective talents to meet University objectives;
• Providing an exceptional workplace designed to motivate and reward employees;
• Making full use of available resources and aggressively pursue new ones;
• Building and maintain high quality support that increases the productivity of the entire University.

Multiple assessment methods used:

• A strategic planning process facilitated by a consultant from the Association of Research Libraries involving all employees of the library at every level;
• Information solicited from the Faculty Committee on Libraries;
• Visits to academic units' faculty meetings to solicit input and raise the profile of the libraries in service to the academic community;
• Focus groups from a variety of the libraries' constituents;
• Group discussions among staff using facilitation techniques to bring out information from front line workers;
• Teams and task forces made up of a cross-section of employees from all departments;
• Open meetings addressing specific areas of library service encouraging review from a variety of perspectives.

All assessment tools worked well in bringing ideas and observations from all levels of staff. Key factors were openness in discussions, assurance that all ideas are welcome, and the careful recording of information from each type of assessment activity. Detailed discussions between administrators and support staff resulted in documents thoroughly documenting what is working, what is not working, what needs refinement, and what needs to be investigated.

Results: Each area within the library has recorded assessments, plans, and visions in a "Models of Service" document. These documents are made available to all library employees for discussion, feedback, and action. That all staff had input into the documents has considerably enhanced commitment among employees in putting plans into action. That all staff have access to all documents has increased awareness of the effects of each area's work on other areas and increased understanding of the potential effects on the library's service.

A few specific examples of improved service resulting from assessment activities:

• Merging of like functions to increase production and cut costs;
• Planning and soon implementing of a monthly new acquisitions list on the World Wide Web and linked to the library's home page;
• Task forces actively investigating current contents and document delivery services;
• Greatly enhanced working relationships and appreciation of interdependence and teamwork as the foundation for services to constituents.

Innovative approach:

• This assessment is innovative in its approach. The early use of a consultant resulted in improved communication in meetings, clear methods to set directions and prioritize, and knowledge of facilitation techniques to improve discussions. The involvement of all staff is crucial to obtaining comprehensive information, making informed decisions, and promoting commitment. The dissemination of all information to all staff is crucial to building trust and allowing ideas to flow freely.
• Generalizable to other programs
• The approach can be used in any organization committed to open communication with a willingness to learn new techniques for generating ideas and information. The organization must also value the work and ideas of all employees and communicate this value to the employees.

Recognition/Honors:
Invited paper presented at the CAUSE95 meeting in New Orleans, November 1995. Paper entitled Strategic Planning for a Library, Computing, and Media Support Organization.

14. Administrative and Financial Processes and Performance

(Reporting Schedule:1997, 2001).

15. Facilities

(Reporting Schedule: 1998, 2002).

16. Public Service

(Reporting Schedule: 1997, 1999, 2001, 2003).

17. Research

(Reporting Schedule: 1996, 1998, 2000, 2002, 2004) - Research is part of the university's mission. The effectiveness of research activities is assessed by individual units to determine whether these activities support departmental missions and, therefore, the university's mission.

Assessment: At the university-wide level, Sponsored Programs and Research (SPAR) examines research issues that address the "quality of life in South Carolina" and assesses how much funding is directed toward applied research. SPAR is responsible for assisting the university community with externally funded research activities and other related initiatives. SPAR's mission is to provide a wide range of services to help faculty and staff identify and obtain funding for research and other sponsored projects from various sources including government agencies and private enterprises. The office serves as central administrator for the submission of proposals and the overall management of grants and contracts for the university.

Indicators of success include increasing the level of external funding and coordinating, improving and enhancing research activities. President Palms has also stated that "the university will build on its strengths in basic and applied research. It will continue to provide incentives for scholars to seek extramural funding and support for research, scholarship and creative activity."

Assessment Results: The Office of Sponsored Programs and Research and the USC Development Foundation (USCDF) received sponsored program awards totaling $73,827,154 during the 1994-95 fiscal year. (The next report is due October, 1996.) This was an all-time high in sponsored program funding and a 19.4% increase over the previous year. Federal funding supported the majority of all sponsored projects, accounting for 80% of total award dollars. The university's three largest sponsoring agencies continue to be the U.S. Department of Energy ($8.5m), the National Science Foundation ($8.37m), and the National Institutes of Health ($8.21m). Funding from the U.S. Department of Commerce ($5.1m) and the U.S. Department of Education ($4.6m) each increased by 43% surpassing the Department of Defense to become the fourth and fifth largest sponsors.

Private awards to the university decreased slightly in comparison to the previous year, $8.1 compared to $8.5 million. Awards through SPAR totaled $5.5 million, a decrease of 9% while awards to the USCDF increased by a like amount of $2.6 million. Funding from the state and local government agencies for sponsored projects increased by 80% to over $6.9 million. This growth reflects an increasing reliance on university expertise and personnel by state agencies to provide valuable research and training services.

Grant and contract awards provide funding for a variety of purposes, including research, training, public service and equipment. As in the past, the majority of this year's sponsored projects supported research activities. Research awards totaled over $46 million, a 10% increase, and represent 63% of total funding. Awards for service and training projects increased dramatically in comparison to last fiscal year. Service awards increased by 48% to $16.8 million, 23% of total funding. Training projects accounted for 12% of total funding and increased by 31% to $8.9 million.

Over the past few years, the university's "sponsored program pie" has changed dramatically. In FY 92, awards to the College of Science and Math accounted for 35% of all sponsored program funds. While most departments within the college have continued to grow in terms of sponsored program funding, its share of total funds decreased to 23%. The majority of other major university divisions, including Medicine, Public Health and Engineering, have increased their share during the same period.

In terms of dollar growth over the past year, several units surpassed the university's 19% growth rate. Among those with the highest increases were USC Aiken (+240%), Institute of Public Affairs (+100%), College of Education (+98%), School of Public Health (+42%), and College of Social Work (+30%).