Fiscal Year 1996-1997
Introduction
This 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: Undergraduate Retention and Attrition (July 1998), Achievement of Students Transferring from Two Year to Four Year Institutions (July 1998), (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
This component was last submitted to the Commission on Higher Education in July 1996. 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 of 2000.
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
Academic Advising provides students with an understanding of their rights and responsibilities for completion of their degree, program and/or career preparation.
Advisement of students at USC Salkehatchie occurs during regular meetings between students and their faculty advisors and/or student services personnel. Students receive assistance with various matters, including information concerning what programs and courses would best meet their educational, career, and personal goals as well as what campus support services might best assist them in meeting those goals.
Indicators:
At this point, regularly administered surveys of students are analyzed to determine student satisfaction with the advisement they receive at the institution. In addition, student affairs and academic affairs personnel are in a position to review student schedules and to learn of any problem which may arise with advisement. Finally, academic advisement is a responsibility of all faculty members, and it is an aspect of performance reviewed as a part of the annual evaluation of faculty.
Assessment Methods:
USC Salkehatchie regularly surveys its students each spring. That survey addresses student satisfaction with a wide range of campus characteristics and services, including advisement. While in the past only a few items addresses advisement, beginning in 1994 the assessment of advisement was expanded to include not only and item on general satisfaction with advisement but also specific aspects of advisement effectiveness--including availability of advisor, helpfulness of information provided, and willingness to listen and help. Additionally, a fuller survey developed by another institution was administered to a focus group of Student Government Association (SGA) officers. It provides information on both satisfaction with and urgency of needed improvement on several advisement criteria, including amount of time spent with advisor, advisor preparation, and information provided on campus services. While in the past, the target group of the surveys has been second semester freshmen, we are now trying to gauge student satisfaction at different stages of their time with us--prior to beginning courses and as continuing students.
Assessment Results:
Following are the responses to a general question on student satisfaction with advisement over the last several years:
| 1989 | 1990 | 1992 | 1993 | 1994 | 1995 | 1996 |
| 84% | 75% | 56% | 75% | 76% | 62% | 65% |
The following levels of satisfaction were found on additional questions:
| Satisfaction Level | |
| My academic advisor is always available | 65% |
| The information my academic advisor provides me is always helpful | 57% |
| My advisor is always willing to listen and help me when I need assistance | 68% |
| Student Status | Satisfaction Rate for Advisement |
| New students prior to beginning class | 60% |
| Continuing students | 60% |
The survey developed by another institution and administered to SGA officers revealed the following results:
| Item | Percent Satisfied | Percent Considering |
| Improvement urgently Needed | ||
| Advisor's willingness to listen | 100% | 25% |
| and ability to understand | ||
| Amount of time received for | 92% | 8% |
| advising | ||
| Availability of advisor for | 92% | 16% |
| appointments | ||
| Preparation of advisor for | 83% | 16% |
| advising sessions | ||
| Accuracy of information about | 83% | 25% |
| academic requirements given | ||
| by advisor | ||
| Assistance in making academic | 83% | 42% |
| decisions provided by advisor | ||
| Professional interest academic | 83% | 16% |
| advisor takes in students | ||
| Assistance in making career | 83% | 25% |
| decisions provided by advisor | ||
| Advising, in general, in major area | 83% | 42% |
| Information given about campus | 75% | 33% |
| services when needed | ||
Thus, generally higher levels of satisfaction were found for the smaller but broader group, SGA.
Additionally, student services and academic affairs personnel report hearing of very few problems with the quality of advisement students receive.
Use of Assessment Findings
USC Salkehatchie has substantially expanded its indicators and methods for assessing advisement. Additional indicators will be considered, and refinements will be made in the advisement survey.
As a result of our assessment of advisement, the Salkehatchie Associate Dean for Student Services prepared in 1994 a sample curriculum for all USC majors Salkehatchie students might choose, listing courses they could take and when they could take them. That information was furnished to all advisors as a guide for advisement, and the response in subsequent semesters has been positive. In 1996-97 a new Faculty Retention Committee is studying ways to improve advisement and the university curriculum becomes more complex. An advisors' Training Program is being developed through the office of student services.
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 education 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' cumulative GPR is tracked. Retention of developmental students is monitored and surveys measure satisfaction with developmental education.
Assessment Results:
Though placement rates for developmental students had varied sharply in the last several years, they stabilized this past year, with slight increases in math and reading and a slight decrease in English.
The following table illustrates placement rates for entering freshmen:
| YEAR | ENGL 100 | MATH 100 | UCAM 120 |
| Fall 1992 | 32.2% | 47.3% | 30.6% |
| Fall 1993 | 28.1% | 58.0% | 33.1% |
| Fall 1994 | 26.7% | 59.4% | 30.4% |
| Fall 1995 | 25.6% | 63.2% | 33.4% |
| Fall 1996 | 30.8% | 46.5% | 15.7% |
The following gains were found when a version of the placement test was re-administered at the end of the developmental course as a post-test:
| English (36 items) | Math (30 items) | Reading (24 items) | |
| Fall 1992 | +2.25 | ----- | +2.14 |
| Fall 1993 | +3.50 | +0.68 | +2.86 |
| Fall 1994 | +4.14 | +6.77 | +2.96 |
| Fall 1995 | +4.42 | +11.0 | +3.60 |
| Fall 1996 | +4.40 | +10.0 | +3.0 |
We note that increases in the gains students make in their developmental courses is continuing.
The institution tracks developmental students through their progress in subsequent courses, ENGL 101 and MATH 111 (or another quantitative option). For reading, student cumulative GPRs are studied. Tracking includes measurement of those exiting subsequent courses and those not (not retained, not taking the follow-up course, or not exiting successfully).
Further correlation involves comparing the grades in developmental courses with those in subsequent courses. The following charts reveal performance in English and math (or another quantitative course) last year:
| A | B | C | D | F | ||
| ENGLISH 100 | A | 2.00 | 5 | 1.00 | 0 | 0.00 |
| B | 0.00 | 2 | 6.00 | 0 | 1.00 | |
| C | 0.00 | 0 | 4.00 | 0 | 3.00 | |
| D | 0.00 | 0 | 0.00 | 1 | 2.00 | |
| F | 0.00 | 0 | 0.00 | 0 | 0.00 |
Number with Grades in English 101 - 27
Grades same as English 100 - 9
Grades lower than English 100 - 18
| A | B | C | D | F | ||
| MATH 100 | A | 2.00 | 1 | 1.00 | 0 | 1.00 |
| B | 0.00 | 4 | 4.00 | 0 | 0.00 | |
| C | 0.00 | 0 | 6.00 | 1 | 5.00 | |
| D | 0.00 | 1 | 1.00 | 2 | 1.00 | |
| F | 1.00 | 0 | 0.00 | 0 | 7.00 |
Number with Grades in Subsequent Math Course - 38
Grades higher than Math 100 - 3
Grades same as Math 100 - 21
Grades lower than Math 100 - 14
A study reveals that 10% of developmental students earn passing grades in subsequent core curriculum courses, 61% with a cumulative GPR of 2.0 or higher.
The institution's annually administered student satisfaction survey measures 58% satisfaction with the Academic Success Centers in Allendale and Walterboro, where much developmental instruction occurs. Overall the institution remains satisfied that the developmental courses have enhanced the level of skills of entering students. The cut-off scores are accurately determining which students need developmental work. Post-test gains in developmental courses are increasing, and success rates in later courses are generally satisfactory.
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. Budgetary restrictions have hampered our efforts to hire new faculty.
7. SUCCESS OF ENTERING STUDENTS IN MEETING COLLEGE OR UNIVERSITY ADMISSIONS STANDARDS
This component is not applicable to our institution type.
8. ACHIEVEMENT OF STUDENTS TRANSFERRING FROM 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
This component was last submitted to the Commission on Higher Education in July 1996. 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 of 1998.
10. MINORITY STUDENT AND FACULTY ACCESS AND EQUITY
| Fall Semester | Total F.T. Faculty | Black F.T. Faculty Number | Black F.T. Faculty Percent |
| 1992 | 24 | 0 | 0 |
| 1993 | 27 | 0 | 0 |
| 1994 | 27 | 0 | 0 |
| 1995 | 24 | 0 | 0 |
| 1996 | 26 | 0 | 0 |
11. ACADEMIC PERFORMANCE OF STUDENT ATHLETES
This component is not applicable to our institutional type.
12. PROCEDURES FOR STUDENT DEVELOPMENT
This component was last submitted to the Commission on Higher Education in July 1996. 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 of 1999.
13. LIBRARY RESOURCES AND SERVICES
This component was last submitted to the Commission on Higher Education in July 1996. 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 2000.
14. ADMINISTRATIVE AND FINANCIAL PROCESSES AND PERFORMANCE
USC Salkehatchie is concerned with the efficiency and responsiveness of the administrativeprocesses of the institution, and with the way that financial resources are allocated.
Administrative processes are evaluated in several ways: through an annual administrative retreat, through annual self and supervisor evaluation of administrative personnel, and through surveys of students and institutional employees. Changes made recently include an effort to improve communication on Campus, the regular presence of personnel in Walterboro, and an administrative reorganization of the operation of the business and maintenance area.
Financial processes have been evaluated through an internal audit, which has led to changes in the business operation in Walterboro. In addition, the Campus Budget Committee receives input from several Campus constituencies, including a Faculty Committee, in developing and monitoring the budget.
Finally, in area affecting both administrative and financial processes, the USC System in implementing System-wide computer networking to tie together the Campuses and to streamline and improve the efficiency of these processes.
Administrative processes and performance at USC-Salkehatchie are evaluated yearly in several ways. An administrative retreat is held, at which the administrative process is one item on the agenda. At the May, 1996, retreat communication was an area identified as in need of improvement, given the fact of two Campus locations (Allendale and Walterboro) and the fact that the Allendale site is physically so spread out. One solution identified was to designate in Allendale a location where people would regularly get together in an attempt to enhance both formal and informal communications. A modified organization chart was developed to streamline the reporting process.
Yearly campus-wide evaluation by survey of first line administrators plus the campus librarian is performed by all campus personnel. Recent results show a relatively high degree of satisfaction with the performance of the administrators at USC-Salkehatchie. Survey results become a part of the annual self-evaluation which all administrators perform on Campus. Administrative personnel meet with their supervisors during each summer for a formal year-end evaluation. Among the items discussed are performance, objective attainment, and workload and responsibilities. In assessment these evaluations become part of the assessment of overall Campus administrative functions. One result of recent assessment of administrate processes has been the reorganization on the business function, with two first line administrators assigned to the area, the Business Office Manager and the Director of Budget, Human Resources, Maintenance, Physical Facilities, and Athletics. This Administrative Council meet weekly to coordinate planning.