University of South Carolina Salkehatchie Annual Accountability Report

Fiscal Year 1995-1996

UNIVERSITY OF SOUTH CAROLINA SALKEHATCHIE

Introduction

This summary report includes assessment results for the following components:

The following remaining components will be submitted to the Commission on Higher Education by the date annotated: Academic Advising (July 1997), Achievement of Students Transferring from Two Year to Four Year Institutions (July 1998), Administrative and Financial Processes and Performance (July 1997), Facilities (July 1998), and Public Service (July 1999).

The Commission on Higher Education is responsible for the following components: Success of Entering Students in Meeting College or University Admissions Standards, and Minority Student and Faculty Access and Equity.

The following components do not apply to our institution: Majors or Concentrations, Performance on Licensing and Certification Exams, Reports of Program Changes as a Result of External Program Evaluations, Academic Performance of Student Athletes, and Research.

1. General Education

General education is a crucial part of the curriculum at USC Salkehatchie. It is defined as a set of skills and a collection of knowledge in different content areas; the institution insures that students develop those skills and gain that knowledge through taking courses in its required core curriculum.

Indicators:
USC Salkehatchie uses numerous indicators to assess general education, including current student and alumni satisfaction with their general education experience, comparison of predicted and actual grade point ratios, the performance of Salkehatchie students after they move to another institution, and the evidence of student writing and critical thinking skills on essays written for sophomore-level and above courses.

Assessment Methods:
USC Salkehatchie annually surveys its students and every two years surveys alumni. Among the items on both surveys are questions related to general education. The campus Office of Institutional Research annually prepares studies of predicted versus actual grade point ratios. Columbia regularly provides data showing how Salkehatchie students perform after moving to another USC Campus, which are studied to assess general education. Finally, the Salkehatchie Assessment Committee analyzes the level of writing and critical thinking skills in essays written for courses taken by students who are sophomores or above.

Assessment Results:
USC Salkehatchie assessment of general education is multi-faceted. Since a primary mission of the institution is to provide the first two years of a four-year degree, we see much of what we do as related to the fulfillment of our general education mission.

The annual student satisfaction survey has several items related to general education. Students seem generally satisfied with their experience, as the following sample results for the last three years indicate:

The increase in satisfaction this year should be noted, an increase also evident in the sections of this report on library and student development.

The survey administered in 1995 to alumni who graduated in 1991-1992 shows an extremely high level of satisfaction with general education at USC Salkehatchie. The following percentages were satisfied or very satisfied: general education program (89%), general education instruction (89%), overall academic experience (93%).

As for studies of predicted versus actual grade point ratio, students generally continue to do much better than predicted. We see this data as reflective of student performance in general education core courses. More than 60% of our 1995-96 students do better than they are predicted to perform. This is remarkable, considering we serve predominantly non-traditional, first generation students, and the SAT levels of our students are generally low.

Periodically the institution reports separately on transfer student achievement. However, since much of what students take with us is general education, how students perform later indicates their preparation in general education at Salkehatchie. Assessment of student performance when they move to a senior USC campus reveals that they make very good progress, especially remarkable since only 35% of those moving to Columbia and 8% of those moving to Aiken originally met those Campuses' admission eligibility requirements.

Summary results include the following. With regard to progress to upper class status, by Spring 1994 86.5% of Salkehatchie students enrolled in Spring 1992 and moving to USC Columbia had attained junior or senior status, while 80.8% of those moving to Aiken had attained that status. As for aggregate GPR by Spring 1994, those students moving to Columbia had attained a GPR of approximately 2.74, while those moving to Aiken had a GPR of approximately 2.71. Thus we believe that their general education experience at USC Salkehatchie prepares students well to succeed in their baccalaureate work.

The institution's Assessment Committee evaluated essays submitted to several Fall 1995 classes taken by sophomores and above. The courses were in business, English, psychology, and sociology. Writing and critical thinking skills were assessed on a 5 point scale (5-outstanding, to 1-inadequate). Average writing scores for the 50 essays reviewed were 3.6, and average critical thinking scores were 3.8. Thus students in these courses show generally effective writing and critical thinking skills, two skills our general education curriculum is designed to enhance.

Use of Assessment Findings:
USC Salkehatchie is generally very satisfied with the above assessment results. Student satisfaction with their general education experience has improved recently, a result of continued and renewed emphasis at faculty meetings and across the institution on our general education mission, on quality teaching, and on writing and critical thinking skills. Improved satisfaction in library services, included elsewhere in this report, also reflects fulfillment of our general education mission.

We will continue to emphasize general education as a prime focus of the mission of USC Salkehatchie.

2. Majors or Concentrations

This component is not applicable to our institutional type.

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

This component is not applicable to our institutional type.

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

This component is not applicable to our institutional type.

5. Academic Advising

This component was last submitted to the Commission on Higher Education in July 1995. Based on the institution's schedule of reporting, a report for this component will be submitted next to the Commission on Higher Education in July 1997.

6. Entry-Level Skills and Developmental Education

Entry-level skills are defined as skills in reading, writing, and mathematics necessary for students to succeed in college. Students who are identified by placement testing as not ready for college work are placed in developmental courses to enhance their skills. Since a significant number of Salkehatchie students need work in these areas, developmental education receives a great deal of attention at the institution.

Indicators:
Key indicators in developmental education include course placement rates, gains students make in the courses, performance of students in follow-up courses, and retention rates of developmental students. In addition, we determine through survey student satisfaction with our Academic Success Centers, where developmental edcuation occurs.

Assessment Methods:
For placement, the ASSET test is used in reading (UCAM 120) and English (ENGL 100), and a local test is used for mathematics (MATH 100). Referral rates are compiled and monitored. Another version of these tests is given at the end of the courses to measure gains in skills. English and math students' progress is tracked in the next English or quantitative course; for reading, students' cummulative GPR is tracked. Retention of developmental students is monitored and surveys measure satisfaction with developmental education.

Assessment Results:
Placement rates for developmental courses were as follows for fall, 1995: 25.6% for English, 63.2% for math, and 33.4% for reading. The rates have remained stable in recent years, with a slight decrease this past year in English, and slight increases in math and reading. Post-test gains continue to increase: an increase of 4.42 out of 36 items in English, an increase of 11 out of 30 items in math (compared with an increase of 6.77 the previous year), and an increase of 3.60 out of 24 items in reading. In addition, the upward trend in students exiting these courses has continued.

As for the performance of developmental students in subsequent courses, 55% of the students enrolled in ENGL 100 passed ENGL 101, with one-third of them making the same or higher grade (a slight decrease over the previous year). A total of 65.4% of MATH 100 students passed the next math or other quantitative course, with 67% of them getting the same or a higher grade. We continue to have more than half of our developmental reading students earning a cumulative GPR of 2.0 or better.

We are pleased to note that our retention rate for developmental students from fall to fall increased this past year to 55% from the previous year's 34%. This year's rate compares favorably to the average rate of 47% over the ten years since our developmental program was improved through Title III in 1987.

Our general student satisfaction survey measures student satisfaction with our Academic Success Centers in Allendale and Walterboro, where much developmental instruction occurs. We are pleased to note a satisfaction rate of 78%, up significantly over 65% and 68% rates of the previous two years. We attribute the increased satisfaction to improved staffing and improved materials available.

Use of Assessment Findings:
Developmental education is one of the most important aspects of the curriculum of USC Salkehatchie, and a great deal of effort is expended in studying the results. Recent improvements in the gains particularly in math but also in English and reading are a result of our assessment, as are the increased satisfaction of students in developmental education and our increased retention of these students. We would like our success rates to be higher and will continue to target this area for study and action. Math remains an area of study by our math faculty, with more modification possible.

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

This component is not applicable to our institutional type.

8. Achievement of Students Transferring form Two-Year to Four-Year Institutions

This component was last submitted to the Commission on Higher Education in July 1995. Based on the institution's schedule of reporting, a report for this component will be submitted next to the Commission on Higher Education in July 1998.

9. Analysis of Undergraduate Retention and Attrition

Retention of students is defined as their persistence at the institution semester to semester and year to year. Attrition is defined as their dropping or stopping out of higher education. The USC Salkehatchie student body has a high proportion of non-traditional, part-time, first-generation college students. Since the student body is so fluid (with a wide variety of kinds of students, student desires, and educational objectives), the issue of retention is complicated. The institution views retention in the broadest sense as a University of South Carolina issue, so students who leave Salkehatchie to continue baccalaureate work at another USC institution are viewed as retained in the University.

Indicators:
Among the most important indicators of retention are fall-to-fall and fall-to-spring rates of retention on the campus. Rates of associate degree attainment and persistence toward a baccalaureate degree at another USC Campus are also studied. Since developmental students are so important (see section 6 of this report), their retention is also monitored.

Assessment Methods:
For every group and time frame, the retention rate is the descriptive statistical measure. Periodically, in order to assess trends this indicator is correlated with other measures, including SAT scores, economic data, student satisfaction levels, and ultimate educational goals.

Assessment Results:
The fall-to-fall retention rate of students returning in the fall of 1995 was 38%, a welcome reversal of a two year decline in this indicator. The fall 1995 rate again reached the average rate for the previous six years. The previous decline is explained primarily by economic trends in the area. On the other hand, the spring 1996 retention rate from the previous fall was 65%, the lowest spring retention rate in a decade. Possible reasons for decline include: an improved economy, the fall 1995 class having the lowest average SAT score in years, and uncertainties in our area caused by the legislative study of higher education.

The fall-to-fall retention rate of developmental students increased this past year to 55% from the previous year's rate of 34%, though the fall-to-spring rate for students who began in fall 1995 decreased to 73.3% from the previous year's rate of 85%. It is significant to note that the retention rates for these students are higher than for the student body as a whole. This disparity is in part a result of a trend toward more students attending Salkehatchie for a semester or a year at a lower cost and to be close to home before moving to a baccalaureate institution.

The rates at which students who begin their education at USC Salkehatchie attain associate degrees and persist within the greater University are also tracked. We have noted a significant increase in the last several years in the number of students attaining associate degrees, from 69 during the 1992-93 year to 110 during 1995-96, with an historic high of 121 during the 1993-94 year. Students continue to persist toward the junior and senior years at a good rate, with roughly 30% in the junior year and 20% in the senior year. Looking at a cohort who changed campuses within the University between 1985 and 1990, we note that 59% of them had attained a baccalaureate degree within four academic years. Thus USC Salkehatchie is fulfilling its goals of providing associate degrees and providing access to USC baccalaureate degrees.

Use of Assessment Findings:
USC Salkehatchie studies the results of the activities described above to assess how well we are serving our students. Changes made in developmental education, a result of earlier assessment activities, have led to improved retention of that cohort of students. Retention rates have fluctuated over the last several years, sometimes affected by factors outside institutional control (i.e. economic). The institution is reemphasizing retention strategies, including career and personal counseling services. It is anticipated that the increased student satisfaction rates this year, noted at various points in this report, will lead to improved retention in the future. We are satisfied with recent associate degree graduation rates and rates of persistence toward the baccalaureate degree, remarkable especially considering the nature of the area served by the institution.

The monitoring of retention rates is part of a broad based campus-wide assessment of our activities and services.

10. Minority Student and Faculty Access and Equity

Minority Undergraduate Enrollment and Minority Undergraduate Degrees Earned
Category 1992 1995
African-
American
# 		Total
# 		African-
American
% 		African-
American
# 		Total
# 		African-
American
%
A. Enrollment

1. Number and Percentage of African-American Undergraduate Students

373 1006 37.1% 326 893 36.5%
B. Degrees Earned

1. Number and Percentage of African-American Associate Degree Recipients

43 105 40.9% 25 88 28.4%

11. Academic Performance of Student Athletes

This component is not applicable to our institutional type.

12. Procedures for Student Development

In addition to providing students the opportunity for intellectual growth through participation in the institution's academic program, USC Salkehatchie is committed to the personal and social development of its students. The institution provides various kinds of student services, cultural opportunities and student activities in support of that goal.

Indicators:
Key indicators of success in this area are student assessment through survey of various aspects of the Salkehatchie experience, including peer group interaction, interaction with faculty, their satisfaction with support services related to personal development, and their own perception of their personal growth. Additionally, graduates are surveyed periodically concerning their assessment from a later perspective of how the institution contributed to their personal growth and their participation in community activities.

Assessment Methods:
An annual student satisfaction survey is administered each spring to current students to assess student development as well as many other factors. The biennial alumni survey also provides information concerning the institution's impact on student development.

Assessment Results:
While alumni surveys can provide information on longterm impact on student development, the annually administered student satisfaction survey enables us to assess more closely student perceptions concerning their own development. Levels of satisfaction with certain aspects of their personal development decreased from 1993 to 1995, but we are pleased to note a sharp increase in satisfaction levels in 1996. Among areas related to peer group interactions, the following sample results were found:

This survey also measured satisfaction concerning non-classroom interaction with faculty, which can also contribute to student growth. The following satisfaction levels were found:

Additionally, this survey measured satisfaction with a wide variety of student support services which affect personal development. In 1996, satisfaction levels increased sharply in all areas. An area of concern the last time this component was reported on was counseling. We note that satisfaction with career and personal counseling increased from 49% to 59% and from 50% to 61% respectively from 1995 to 1996, a direct result of institutional intervention and action.

The survey administered in 1995 to alumni who graduated in 1991-92 measures alumni participation in various personal growth activities. Those who participated at least monthly are noted as follows: lifelong learning/personal enrichment studies (38%), professional service organization (23%), volunteer or community service (30%), social/recreational organization (42%), support of the arts

(8%). Their college experience influenced at least moderately the participation of 54% of respondents in these activities. Finally, 74% of them report having voted in all or most elections.

Use of Assessment Findings:
USC Salkehatchie is generally satisfied with the above results, especially the sharp improvements in student satisfaction found this year. Those improvements are the result of strategies developed in response to assessment results. For example, improvements in both personal and career counseling through the presence of part-time counselors at both campus sites were a result of prior assessment. Further, an increase in the number of cultural events led to increased student development in that area.

13. Library Resources and Services

The Learning Resources Centers (LRC) in Allendale and Walterboro are integral components of the learning environment at USC- Salkehatchie. They provide a full range of book, periodical, bibliographic and technological resources for student, faculty, and community use through their own services and through access to University of South Carolina holdings.

Indicators:
Key indicators of success include collection numbers and growth, number and type of transactions, growth in learning-related technology, amount of computer use, satisfaction in reference and other library services, and amount of use of various library services.

Assessment Methods:
The LRC staff in Allendale and Walterboro measure the success of library services through surveys of patrons and gathering and monitoring data regarding collection growth, number of transactions, and use of various library services.

Assessment Results:
A particular highlight of the last few years was the relocation in 1992 of the Walterboro LRC from a room in the classroom building to a newly renovated 6,000 square foot building. The collection in Walterboro has grown since that time from 6,380 books to 9,364 books. The total collection for the institution has grown in the same time from 38,792 volumes to 40,375 (It should be noted that some decrease in collection numbers occurred in 1993-94 as a result of a barcoding cleanup project).

In terms of number of transactions, circulation increased from 5,716 in 1991-92 to 8,503 in 1994-95. Interlibrary loans increased from 1,559 to 1,727 in the same period, and library users increased only slightly, from 43,100 to 43,200.

A particular recent emphasis has been on increasing access to resources through technology. In 1992 the Allendale LRC had one public access online terminal and one CD-ROM terminal, while in 1995 24 computer terminals were available for student use providing access to Internet and other information sources. In 1992 the Walterboro LRC had one public access online terminal, while in 1995 10 computer terminals were available for student use. Thus patrons now have increased access to online bibliographic databases, e-mail, and Internet resources.

While at present it is impossible to provide accurate usage statistics on these terminals, it is estimated that our Netscape based Internet browsers have an 80% to 90% use rate during the entire day. Public access terminal use has increased from 400 in 1992 to 13,000 in 1993 to 14,200 in 1995. Particularly notable is the doubling of use in Walterboro between 1993 and 1995.

Student satisfaction with library services remains high. It increased from 73% in 1992 to 88% in 1996. In Walterboro satisfaction increased from 73% to 84% from 1994 to 1996. We attribute these increases particularly to additions to the collection in Walterboro and to increased technological resources at both campus sites. Satisfaction rates of particular library function include: helpfulness of staff (90%), overall reference services (88%), seeking books/periodicals (72%), satisfaction with information received in response to questions (82%).

Use of Assessment Findings:
In general, we are satisfied with the increases in services provided and the above assessment results. Two areas of concern remain. One is the extending of Internet capabilities to our Walterboro site, and the other is continuing to increase our collection at both sites. With the likelihood of continued tight operating budgets, the campus is looking to external funding sources to help support these activities. Thus the campus seeks to expand both its own holdings and access to other sources of information.

14. Administrative and Financial Processes and Performance

This component was last submitted to the Commission on Higher Education in July 1994. Based on the institution's schedule of reporting, a report for this component will be submitted next to the Commission on Higher Education in July 1997.

15. Facilities

This component was last submitted to the Commission on Higher Education in July 1994. Based on the institution's schedule of reporting, a report for this component will be submitted next to the Commission on Higher Education in July 1998.

16. Public Service

This component was last submitted to the Commission on Higher Education in July 1995. Based on the institution's schedule of reporting, a report for this component will be submitted next to the Commission on Higher Education in July 1999.

17. Research

This component is not applicable to our institutional type.