Fiscal Year 1994-1995
Introduction
The University of South Carolina-Spartanburg is a metropolitan institution serving the educational needs of the Upstate communities. The University offers graduate degree programs in Elementary Education and Early Childhood. The undergraduate level consists of 27 majors distributed in three schools (Business and Economics, Education, and Nursing) and the College of Arts and Sciences. The average age of our undergraduate student is 26; 63% are female, and 92% of the students are employed as part-time or full-time.
The 1995 Institutional Effectiveness Report for USC Spartanburg includes: (1) Majors and Concentrations, (2) Performance of Professional Programs Graduates on Licensing and Certificate Exams, (3) Assessment of Academic Advising, (4) Entry-Level Placement and Developmental Education, (5) Success of Students in Meeting University Admission Requirements, (6) Analysis of Undergraduate Retention and Attrition, (7) Academic Performance of Student Athletes, (8) Assessment of Student Development and Student Services, (9) Assessment of Library Resources and Services, (10) Assessment of Administrative and Financial Performance and Processes, (11) Assessment of Research, and (12) Assessment of Public Services. The remaining components will be reported in 1996.
Of the components reported this year, USC Spartanburg is particularly proud of the progress made over the last two years in the area of Retention and Graduation Rates. Since USCS has taken a number of measures to improve retention and academic advisement, the retention rate of the first-time, full-time freshmen and the graduation rate of the 1988 cohort (70% first year retention; 14% four year graduation rate) rose significantly compared to the 1986 cohort (60% retention; 10% graduation rate). These trends continue to be favorable as the latest four year graduation rate climbed to 17% for the 1990 cohort with retention remaining constant with 1988.
In the area of licensing and certification, the seniors of the School of Education and School of Nursing achieved 100% passing rates in licensing and certification examinations, exceeding state and national rates.
1. General Education
This component was reported last in 1994 and will be reported again in 1996.
2. Majors or Concentrations
This reporting cycle will include assessment of the following majors: Business Administration and Economics, Education, Nursing, History, Psychology, and Political Science. The remaining majors will be reported next year. For more details, please refer to the full report of Institutional Effectiveness.
Business Administration and Economics: Business Administration majors (Busi- ness Management, Accounting, Finance/Economics, Marketing) use four measures to assess the learning outcomes of its majors: Major Field Achievement Test in Business (MFATB)- ETS, Exit Interviews with Seniors, senior seminar Research Presentation, and the Alumni Survey.
Business Alumni (1969 through 1994) ratings of major aspects of their programs indicate a high level achievement of the school's goals and objectives.
The vast majority (70%) of students have scored at or above the national average on the MFATB. The exit interviews with seniors has generally provided an additional positive feedback on the quality of programs and services at the school. The results of assessing Busi- ness majors using the four assessment measures have shown that the majority of goals were fully achieved. However, the results of the Senior Seminar interview indicate that certain goals were not fully achieved such as the ability to use mathematical reasoning to solve quantitative problems.
Faculty of the school have discussed the results of the assessment and accordingly, recommended a number of changes to further improve the quality of instruction including: using a new Senior Seminar Assessment Report form to document the basis of assessment, exploring opportunities in selecting courses to include additional skills, such as " diversity", and teaching two new courses in the curriculum (Topics in Business Administration, Prepare/Quality in Industry). Both courses are designed to focus attention on timely business topics or practices and to better prepare students in their major field of study. The faculty have also recognized a need to expand coverage of the topic "Management of Innovation and Technology" in the curriculum. The faculty have developed a time table for implementing recommended changes without requiring additional resources.
Education: The School of Education has used multiple measures in assessing its four majors (Early Childhood, Elementary Education, Physical Education, and Secondary Education) including: standardized tests such as Assessment of Performance in Teaching (APT) and National Teachers Examination (NTE), instructor-created test, a paper/formal essay, senior seminar research, a formal oral presentation, an alumni survey, and an employer survey. The results of assessing the four School of Education majors show the following:
All of the students (100%) in the School of Education who attempted the Assessment of Performance in Teaching (APT) scored 44 or better, indicating an acceptable level of competence for a beginning teacher as determined by SC State Department of Education. The results of formative and summative evaluations of student- teacher performances conducted by the School of Education and by the cooperating public schools indicate a satisfactory performances by all (100%) of the students of the four education majors.
On average, eighty-nine percent of the graduates who attempted the National Teacher Examination-Speciality Area during the past year passed it, and an average of 95% were successful on the National Teacher Examination-Professional Knowledge Examination (PKE) indicating a high level of confidence.
Education Alumni (1976 through 1994) ratings of major aspects of their programs provide an additional proof of high level achievement of the school's goals and objectives.
Survey of Teachers All of those who co-supervised the directed (student) teaching experience of the four majors have rated the following aspects of the programs as very satisfactory to satisfactory: adequate background in human growth and development; sufficient depth in content areas to present material thoroughly; ability to assess student learning before and after instruction; skill at planning and organizing instruction; strategies and techniques for appropriately presenting subject matter; adequate instruction in classroom management; and necessary human relations skills.
The vast majority of graduates of the education majors have expressed satisfaction with various aspects of their programs via a questionnaire including: the program's preparation for a teaching position, program's benefit the graduate development, value of field experience, academic advisement, and the course work requirements.
Performance of all students in directed (student) teaching indicates no breach of ethics and success of all students in the Ethics Components in course SEDE 322. These measures are indications of achieving the goals relevant to ethics in the field. All students have demonstrated an acceptable level of research skills in the field of study through their required term papers and research assignments.
The outcomes of assessing the four majors of the School of Education did not result in any change in the goals and objectives of the majors. However, refinement of means by which the goals and objectives are measured is recommended.
Nursing: The Mary Black School of Nursing for both its programs, the Baccalaureate of Science in Nursing (BSN) and the Associate Degree in Nursing (AND) uses multiple measures in assessing learning outcomes including: National League for Nursing (NLN) Tests, the National Council Licenser Exam (NCLEX), the NLN-Diagnostic Readiness Test, the Exit Evaluation Survey, the Alumni Survey, and the Employer Survey.
The results of twenty (20) BSN students attempting the NLN test show that 70% of the students have scored within 90-99%, three (15%)scored within 80-89%, and 15% scored below a 79% chance of passing the National Council Licenser Exam (NCLEX). For the AND program, of the sixty-four (64) AND students who attempted the NLN Tests, 67% scored within 90-99%, 19% within 80-89%, 14% of the students scored below a 79% of chance of passing the NCLEX. The overall achievement of both programs on this test indicate a high level of preparedness and competency.
For the twenty-one (21) BSN students who attempted the NCLEX exam, 100% passed in the first attempt. Similarly, for the 64 AND students who attempted this test, 100% passed. These results indicate that both programs are achieving a high standard of excellence.
The NLN-Diagnostic Readiness Test profiles show that 86% of the 21 BSN students and 88% of the 64 AND students have scored above the overall level of performance that corresponds to passing NCLEX. This result provided an additional feedback to the faculty to further improve quality of the two programs.
The Exit Evaluation Survey is done as a pilot project to a sample of students during the last two weeks of class. This survey consists of 12 items in which students rated the program on a 1-5 point scale, with a weight of 5 given to the highest positive rate, and 1 to the lowest negative rate (max score = 60). The mean rating score of the BSN is 52.68 and the mean of the AND is 48.86. Although, these ratings are considered highly positive, the faculty in both programs reviewed these results to identify areas of weaknesses and students dissatisfaction. The faculty have also recommended revising the survey to further improve its reliability coefficient.
All graduates of the previous year (1993) were surveyed by the school; a total of 35 surveys were mailed out to BSN graduates and 71 to AND graduates. Thirty-seven (37) AND graduates or 52%, and 24 BSN or 69% returned the survey. The vast majority of graduates of the two programs rated various aspects of their programs highly. A few important aspects relevant to BSN and AND curricula (cost-effectiveness practices, initiate nursing inter- vention to changing client conditions, establish priorities for care group of clients, and the recognition of nursing research) were identified needing more attention and improvement. The results of this survey were discussed and appropriate action to improve the noted aspects were taken.
The results of the USCS General Alumni Survey show that the vast majority of alumni rate major aspects of nursing programs highly.
The Employer Survey collects information about USCS Nursing graduates. For both groups, the vast majority of employers rated graduates' performance as above average. No items received a consistently "poor" rating or scored below average. Assessment results clearly indicate that both nursing programs have achieved their goals and objectives.
History: the History program has assessed its student learning outcomes by using: transcripts analysis of the history graduates, instructor-created tests, performance in the senior seminar, and the Alumni Survey.
The transcripts analysis of history graduates is done to determine total number of courses taken at USCS , total number of history courses satisfactorily completed in the entire undergraduate career, cumulative GPA, GPA in history courses, and the grade in senior seminar. The majority of the history majors take more courses than they are required in their field, using the extras to fulfill elective requirements. The faculty are pleased with the diversity of courses selected even though not all students graduated under the most recent requirements, which specify that at least one course must be in American history, one in European history and one in non-Western history.
One major program goal is to prepare history majors for graduate schools. The results of grades analysis indicate that about half of the eight history majors are considered good candidates for graduate work in history, and the others might be labeled as marginal.
It is a program goal to have graduates explore ethical issues in their major field. Although, there is no single instrument which can be used to assess the impact of this aspect on stu- dents' actual behavior, ethical issues such as slavery, wars, persecution of minorities, inequitable distribution of wealth and social services were included in senior seminar and in other history courses. A survey of students perceptions of ethical issues will be revised and used next year.
The USCS general Alumni Survey (1969 through 1994) indicates that the vast majority of alumni rate major aspects of the program highly.
The results of paper/formal essay, senior seminar requirements, formal oral and written presentation, and instructor-created tests indicate that the vast majority of students have achieved the programs' goals of developing research and presentation skills appropriate to the history field, reading/writing and comprehending English effectively, locating, analyzing, and evaluating information, understanding the roots of contemporary society, and explaining how and to what extent some major events, ideas, and values have helped shape both their own and other cultures.
As an outcome of assessing the program, History faculty have decided to lower the upper limit of class size of lower division from 40 to 35 and in the upper division from 35 to 25 students in order to increase opportunity for students to further develop skills in research, written and oral expression.
Psychology program: The Psychology major assesses learning outcome using four measures: Psychology Students Survey, Senior Seminar Evaluation, Faculty Survey, and the Alumni Survey.
Psychology majors' responses (57) to questionnaire items relevant to various aspects of the program show that (a) a very high percentage of majors take the required core courses, the methods courses, and the Abnormal Psychology course, (b) almost twenty four percent (24%) of the students work individually with psychology faculty on collecting and reporting data, and (c) the vast majority of psychology majors rate their major highly on almost all aspects indicating that the psychology curriculum meets program goals.
Psychology majors show a high level of satisfaction with most aspects of their program. Psychology faculty acknowledged that a number of areas require more attention. Areas such as academic advisement, career advisement, range of course offerings, the opportunity for student research, lab space, and equipment are areas with which students are least satisfied.
Psychology students commented on the strengths and weaknesses of the program. Eighty-eight percent (88%) commented on some of the positive aspects of the program, and seventy-six percent (76%) commented on some of the negative features of the program. Positive features of the programs identified by students are faculty concern for student needs, faculty's caring and willingness to help students, and faculty competence, knowledge, enthusiasm, and accessibility. Comments regarding weaknesses of the program almost exclusively were related to lack of resources, lack of availability of certain classes, the lack of diversity of course offerings or the large size of certain classes, lack of space, and poor laboratory equipment.
The results of the faculty survey show that all full-time faculty assign at least one written assignment. Students are required to read and summarize at least one primary source and journal article, and at least one oral presentation was required from all students.
The quality of senior seminar research has received considerable attention from all psychology faculty. According to the faculty survey about two thirds of the students write good papers, show an ability to find appropriate information, acquire the knowledge of the scientific process including the ability to critically evaluate research findings, the ability to test hypothesis from previous research, and the mastery of effective communication of research findings. However, the faculty acknowledge that the most frequent problems had to do with organization of information and mechanics of writing. These aspects were subjects of faculty discussions and recommendations.
The results of the general USCS Alumni Survey (1969 through 1994) show a high level of satisfaction with most aspects of the program.
No changes in the goals or objectives of the psychology program are recommended. As a result of the assessment, faculty have instituted certain changes in the program to better meet the current goals. The number of required courses in psychology was increased to four, a revised advisement booklet is given to each new student, and faculty continue to collect information on careers and graduate programs in psychology and make this information available in the psychology reading area. The number of sections of a psychology course will be increased to give students an opportunity to complete this requirement earlier in their college careers.
Political Science: The Political Science program assess its learning outcomes and the achievement of its goals by using: the evaluation of student records, Senior Seminar, Political Science Graduating Senior Survey, the Alumni Survey, and the political science faculty-students meeting,
An Analysis of student academic records show that all political science majors have successfully completed at least ten political science courses. Twenty percent (20%) of students participated in a national conference on the presidency held in Washington D.C.; 20% were admitted to graduate school in political science; thirty percent (30%) participated in an extra curricular activity such as the Model United Nations (MUN) which was designed to promote research, the ability to communicate, and appreciation of other cultures. The USCS United Nation Model team won several awards in college competition in 1993. Forty percent (40%) of the students participated in the political science internship program in community institutions, after which they successfully wrote terms papers on what they learned about the legal and governmental processes in these institutions. The Graduating Senior Survey shows that the vast majority of political science majors are highly satisfied with the quality of the program and its services.
The results of the Alumni Survey indicate that the vast majority of political science alumni rated the learning outcomes and services of the program as excellent to good.
In the Fall of 1993, political science students were given the opportunity to question faculty and voice opinions concerning various aspects of the program. The majority of students raised substantive questions and expressed support for the program. Students suggested adding a course on women's position in political systems. In response to students' request, a course on women's position in political system was organized and taught for the first time in the Fall of 1994. A departmental test of political science knowledge was written and administered in the senior seminar. Questions to measure ethical commitment will be added to the departmental test.
3. Performance of Professional Program Graduates on Licensing and Certification Exams
USC Spartanburg is proud of its outstanding achievement of its graduates performance on licensing and certification examinations. The School of Education graduates have achieved 100% passing rates on Assessment of Performance in Teaching (APT) examination, 80%-100% on the National Teacher Examination-Speciality Area Exam (NTE-SAE), and 80%-100% on the National Teacher Examination-Professional Knowledge Examination (NTE-PKE), exceeding the state and national rates.
For the School of Nursing and the twenty-one (21) BSN students who attempted the NCLEX exam, 100% passed in the first attempt. Similarly, for the 64 Associate Degree in Nursing (AND) students, there was a 100% passing rate.
4. Reports of Program Changes that have Occurred as a Result of External Program Evaluations
There have been no program changes in 1995 as a result of external program evaluations.
5. Academic Advising
Academic advising is defined as the process of providing information, feedback, suggestions, and recommendations to the student by the faculty-academic advisor on specific academic issues including but not limited to the major degree requirements, general education requirements, registration, planning class schedule, University regulations, and graduation requirements.
The USC Spartanburg assesses the academic advisement process and outcome by the means of three surveys: faculty, student, and school's assessment of academic advisement.
Faculty Assessment of Academic Advisement: The results of the faculty assessment of academic advisement survey show that:
* 48% indicate that the number of advisees is very high to high: 19% have 50-97 advisees, 39% have 25-49 advisees, and 32% have 8-24 advisees.
* 66% have to a great extent the information needed for advisement and 34% have it to some extent.
* 72% of faculty rate the academic advisement process at the university as "very adequate" to "somewhat adequate" , and 28% as "not adequate" to "not adequate at all".
* The vast majority of faculty ranked advising students in the major requirement as number one in importance, advising in the area of general education as number two, advising in the university graduation requirements as number three, advising in planning the class schedule as number four, and advising in career, graduate or professional school as number five.
* 99% rate the one-to-one faculty-student pairs selected by major as a "very appropriate" method of advisement, and only 49% described mass advisement of students as an appropriate method.
* Faculty have expressed in an open ended form, their opinions and needs regarding the improvement in the quality of academic advisement process, including time involved, workloads, organization, and scheduling.
Student Assessment of Academic Advisement: The results of the student assessment of academic advisement show that the majority of students have a positive experience with the academic advisement process and outcome. Also weaknesses of the current advisement process are identified. (see Table 1).
Aspect of Academic Advisement % Advisor never refused to see them . . . . . . . . . . . . . . . . . . . . . . 97% Meet their advisors more than once each semester. . . . . . . . . . . . . . . 60% Advisor encourage student to make appointment . . . . . . . . . . . . . . . . 90% Advisor is usually on time for their appointment. . . . . . . . . . . . . . . 89% Meet their advisors more than once per semester for guidance and counseling . 60% Advisor has the knowledge of their degree requirements. . . . . . . . . . . . 90% Confident of their advisors' knowledge of academic regulations. . . . . . . . 90% Advisor suggests alternate programs, ideas, or services which may help while attending USCS . . . . . . . . . . . . . . . . . . . . . . . . . . 69% Advisors help with long-term scheduling to meet degree requirements . . . . . 77% Advisor helps with career and post-graduate study planning. . . . . . . . . . 60% Are satisfied with their advisors . . . . . . . . . . . . . . . . . . . . . . 74% Are satisfied with the advisement process . . . . . . . . . . . . . . . . . . 67%
School's Assessment of Academic Advisement: At USCS, each school assesses its academic advisement process and outcome. A typical example is the School of Business and Economics. This school has a well developed academic advisement system which includes (a) a full-time Student Service Coordinator, (b) training new faculty by a "mentor", (c) informing faculty of any curriculum or degree requirement change, (d) the use of "Degree Completion Plan" to project the student's graduation date, and (e) assessing faculty performance on advising by including specific questions on the Exit Interview. The outcome of these various measures indicate that most students in the school are pleased with academic advisement.
The results of faculty, student, and schools' assessment of academic advisement have generated discussions and recommendations at all levels, the Vice Chancellor's, the Dean's, and the faculty within each school. A Coordinator of Advisement and Retention was appointed, changes in the advisement process are being reviewed, and a workshop plan for training advisors is being considered. These measures and changes are under development and will be reported again next year.
6. Entry-Level Placement and Developmental Education
The USC Spartanburg admission policy requires all full-time students who are admitted to the university to take placement tests in mathematics, reading, and writing prior to permitting them to enroll in college entry level courses. Students passing these placement tests may be permitted to enroll in entry-level courses, and students who do not pass are required to enroll in one or more of the developmental courses.
Despite the fact that the vast majority of in-state students meet the admission criteria, a relatively high percentage (57%) of those students are required to enroll in at least one developmental course. In order to further reduce the number of students enrolled in developmental courses, a number of measures are being considered. The Division of Mathematics and Computer Sciences is currently (a) revising its mathematics curricula to accommodate skills and knowledge needed for students pursuing certain majors, (b) reviewing its placement tests for possible high item difficulty levels, (c) cooperating with mathematics faculty at Spartanburg Technical College to coordinate math skills course requirements, and (d) providing a math laboratory for additional student support. The division of Fine Arts, Language, and Literature is considering reducing the number of students enrolled in its remedial reading and writing courses by (a) revising the reading and writing curricula to cover more material in one course rather than two remedial courses, (b) reviewing its standardized reading placement test, and (c) giving higher weight to SAT-Verbal in placement in English Writing courses.
While committed to reducing as many of these developmental courses as feasible, USCS does not anticipate the total elimination of these courses. Given the weak levels of preparedness of high school graduates (particularly in mathematics), we believe that some need for these courses will continue. The success rates in the entry level courses of students enrolled in the develop- mental courses demonstrate the effectiveness of developmental instructions.
7. Success of Entering Students in Meeting College or University Admission Prerequisites
*1987 1993 1994
All Freshmen Not Required 98 96
SC Residents Not Required 98 96.5
Non-Residents Not Required 92 85.7
* 1987 was the last year before the prerequisites were required.
8. Achievement of Students Transferring from Two to Four-Year Institutions
This component is not applicable to our institutional type.
9. Analysis of Undergraduate Retention and Attrition
USC Spartanburg is a metropolitan university located in the Spartanburg-Greenville Metropolitan Statistical Area (MSA), the largest in South Carolina (population 918,922). The characteristics of its students are those typical of a metropolitan university in terms of age (average 26) and working status (92% work part to full time). Most students are commuters from Spartanburg and adjacent counties (92%). Therefore the six-year graduation rates are of a typical metropolitan university (median 35%, low 12%, high 72%). Metropolitan universities differ from non-metropolitan universities in mission, students characteristics, academic needs of its students, relationship to community needs, and in their relationship to business and industry, and government. Metropolitan universities are characterized by higher percentage of part-time enrollment; higher ethnic minorities composition; lower SAT scores for entering freshmen; lower fall-to-fall retention of full-time freshmen, and lower graduation rates (Naughter, Wheeless, and Newell, 1993). Nevertheless, USCS's recent four and six-years graduation rates have improved significantly compared to earlier years.
To investigate the reasons behind students attrition, USCS conducted a telephone follow-up survey to track students who left USCS before graduation. Table 2 presents an analysis of re- sponses to a telephone survey targeting 525 students who left USCS within the last two years with GPA of 2.0 and above, with 60 and more credit hours, and without a degree.
Reason for Leaving USC Spartanburg. . . . . . . . . . . . . . . . %
Work-study conflict . . . . . . . . . . . . . . . . . . . . . . 28%
Have transferred to institutions that offer degree
programs not at USCS. . . . . . . . . . . . . . . . . . . 20%
Have moved out of the region. . . . . . . . . . . . . . . . . . 19%
Not Interested in continuing their education (most
are graduates of a technical program) . . . . . . . . . . 15%
Have increased family responsibilities that eliminate
school at this time . . . . . . . . . . . . . . . . . . . .5%
Were Hostile. . . . . . . . . . . . . . . . . . . . . . . . . . .4%
Have already graduated. . . . . . . . . . . . . . . . . . . . . .2%
In sum, about 70% of those who were interviewed are unavailable to USCS at this time, because of decisions unrelated to USCS. Of the 50 or 28% who showed some interest in returning, 45 appointments were scheduled to facilitate their readmission. The efforts are ongoing in this project.
10. Minority Student and Faculty Access and Equity
| MINORITY GRADUATE ENROLLMENT, GRADUATE DEGREES EARNED AND REPRESENTATION IN GRADUATE PROGRAMS | ||||||
|---|---|---|---|---|---|---|
| Category | 1993 | 1994 | ||||
| African American # | Total # | African American % | African American # | Total # | African American % | |
| A. Enrollment 1. Number and Percent of African-American Masters and First Professional Students |
N/A | N/A | N/A | 15 | 152 | 9.9 |
| 2. Number and Percentage of African-American Doctoral Students | N/A | N/A | N/A | N/A | N/A | N/A |
| B. Degrees Earned 1. Number and Percentage of African-American Masters and First Professional Degree Recipients |
N/A | N/A | N/A | N/A | N/A | N/A |
| 2. Number and Percentage of African-American Doctoral Degree Recipients | N/A | N/A | N/A | N/A | N/A | N/A |
| C. Representation of African-Americans in Degree
Programs 1. Number and Percentage of Masters and First Professional Programs with No African-American Degree Recipients |
N/A | N/A | N/A | 2 | 2 | 100.0 |
| 2. Number and Percentage of Doctoral Programs with No African-American Degree Recipients | N/A | N/A | N/A | N/A | N/A | N/A |
11. Academic Performance of Student Athletes
Student-Athletes grade reports for Fall 1994 show that the average Grade Point Ratio (GPR) of the student athletes (2.554) is higher than the average GPR of the general students (2.494). Twenty-nine percent (29%) of student athletes attending USCS during the Fall of 1994 achieved a 3.0 or higher GPR. Six-year graduation rates of student athletes (44%) is higher than that of general students (39%). Of the five (5) basketball male student athletes, two (2) have graduated within six years for a 40% graduation rate.
Student-Athletes participation in school activities and athletics is a contributing factor to student retention, graduation rates, and academic success. Additionally, the Athletic Department at USCS continues its efforts to keep records on each sport, compiles every team's GPR each semester, and checks on each student's performance on a bimonthly basis. Every team has a study hall, and tutorial/study sessions are available to facilitate the different needs of teams and individuals.
Finally, during each semester, the Athletic Department has an academic luncheon for every student-athlete who earns a 3.5 or higher. The students invite their coaches and faculty members who had the greatest influence on them.
12. Procedure for Student Development
The Graduating Senior Opinion Survey, Minority Survey, and the assessment reports for the Counseling Services Center (CSC) and the Intramurals Department were used as measures to assess students' development and growth.
Assessment of the Quality of Services and the Campus Experience: The results of assessing college services show that most of the graduating seniors (89%) are very satisfied/satisfied with USCS in general. This percentage represents almost a seven percent increase when compared to the 1992-93 graduating seniors. Specifically, the vast majority (76%) indicate they are very satisfied/satisfied with academic advisement, (66%) with personal counseling services, (80%) with library facilities and services, (76%) with computer services, (66%) with cultural programs, (79%) with employment services, and (71%) with financial aid services. These percentages compare very favorably to the responses of the 1992-93 graduating seniors.
The majority of the graduating seniors are very satisfied/satisfied with the University's general environment/atmosphere including: classroom facilities (86%), conditions of buildings/grounds (89%), class size (96%), availability of instructor outside of class (83%), attitude of faculty (87%), instruction in major (91%), personal safety (71%), and the testing/grading system (91%). However there are some seniors dissatisfied/very dissatisfied with the availability of courses at a specific time (47%), campus bookstore (37%), registration procedures (37%), student housing (33%), and students' role in college policies (25%).
In the Fall of 1995, a new building, known as the Campus Life Center, will open and provide students with higher quality services that will further enhance the atmosphere of the University, the campus experience, and student development. The Campus Life Center will house an expanded cafeteria with desired menus, a larger, more comprehensive bookstore, new offices for student government and social organizations, a 400-seat conference room and banquet facility with four break-out rooms, and an avenue for student socializing. This center will definitely contribute to student growth, participation, and academic success.
Minority Student Survey: The USCS Quality Reinvestment Plan (QRP) places a great deal of emphasis on achieving cultural diversity throughout the campus in the hopes of furthering student development.
Generally, minority students are well adjusted to the campus environment, which is mostly safe and comfortable(67%). Ninety percent (90%) indicate that faculty treat them the same as other students, and 77% of the minorities fit in very well/well with the other students. Additionally, eighty-six percent (86%) perceives that the faculty expects minority students to perform above/at the average, and 50% are satisfied with faculty/administration/staff role models. On the other hand, the majority of minority students (85%) indicate the need for additional support services, and reported that the faculty (23%), staff (22%), and the students (41%) are not sensitive enough to minority issues and concerns. Finally, a significant proportion (24%) of minority students cited that problems/complaints brought to the attention of the administration are either not resolved, ignored, or received no action.
The results of the surveys along with the departmental reports were discussed by the Students Affairs Office, and a number of recommendations were suggested to better meet students' needs and expectations.
Counseling Services Center (CSC): During the 1994-95 academic year, the CSC provided 580 individual counseling sessions in the areas of interpersonal relationships, educational development, career exploration and family/social issues and workshops (52) that focused on a wellness model dealing with topics such as HIV, alcohol, stress reduction, and gender differences. Students rated the CSC workshops on a five-point Likerd scale (1=poor: 5=excellent). Three measures were taken with the following results achieved: 4.7 quality of information, 4.6 method of presentation, and a 4.6 overall usefulness. Also the Counseling Services Center administered 316 tests including ACT/PEP, GMAT, and MAT, which assists in the students' preparedness for higher education.
Intramurals Department: The Intramurals Department provides a variety of sporting activities (flag football, basketball, golf, tennis, etc.) for general student participation. These activities encourage student development and play a significant part in the campus experience.
The achievement of campus recreation goals is measured by a twenty question quality survey and through interviews with student team captains and organizational representatives. Of the 200 responses received, the majority of students/faculty/staff strongly agree/ agree that: the overall reputation and image of the intramural program is excellent (96%), the number of hours the recreation facilities are open are adequate (75%), the fields and facilities are adequately prepared (85%), the events are well planned (93%), the staff is knowledgeable and well trained (89%), the
intramural program provides opportunities to all student without regard to race (97%) or gender (95%), and the number of events offered is adequate (90%).
Through interviews, students have expressed an appreciation for the efforts to provide both day an evening programs. This scheduling allows our non-traditional students to participated. In the past four years alone, the intramural program has experienced a significant participation increase.
13. Library Resources and Services
For the purpose of assessing the quality of its services, the Library has surveyed General Library Users, Reference Desk Users, and students who attended classes in Library instruction.
General Library Usage: The general surveys done in 1993/94 indicate that 77% of the Library's users found the book collection to be either more than satisfactory or satisfactory, and 78% said the same about the journal collection (a slight increase over the 1992/93 surveys). During 1993- 94, the Library added 44 new journal subscriptions, bringing the total number to 1142, and the Interlibrary Loan saw an 18% increase in activity from last year.
The Library responded to the dissatisfaction with "Quietness" (24% in fall and 36% in spring rated this inadequate) through the Dean of the Library's regularly issuing memos to all Library staff. It is stressed to all staff to maintain a quiet atmosphere and to remind students that are too loud to use the group study rooms at the back of the Library.
Many users (38% in fall and 37% in spring) were not sure about or do not know that the Library has an audiovisual collection. A short record has been added to the USCAN search system to make the collection of videos (over 3000) and CDS (less than 100) accessible.
Other aspects of the library rating more than adequate or adequate are: Library Hours (86% in spring, 87% in fall), Photocopiers Available (71% spring, 69% fall), and Helpfulness of Circulation Staff (91% spring, 94% fall). At least fifty-seven percent (57%) of the users in spring and 55% in fall indicate that the needed books are usually on the shelf.
Reference Desk Usage: The Reference staff answered 13,480 questions in 1993/94, an increase of over 12%. Eighty-eight percent (88%) of the respondents had asked for help at the Reference desk, and 99% of these found it helpful. The librarians continue to monitor and improve service at the Reference Desk. A change in the form for keeping statistics at the Reference desk has been implemented to provide more detailed information about the kinds of questions asked.
Library Instruction: The library also provides formal Library instruction from addressing the general needs of the beginning students to a more specialized presentation of Library sources for each major. Overall, 82% of those responding from the sessions agreed that the sessions were valuable. The sessions endeavor to facilitate the use of the collection and allow students and faculty to become more knowledgeable about the resources available for research, including those beyond the USCS library. In the general users survey, 55% said they had attended a Library Instruction session, and 92% rated it very helpful or helpful. These results indicate that the library instruction is generally worthwhile to students who attend.
Finally, in order to be effective in the University's mission, the Library must ensure that its activities are closely coordinated with other educational activities on campus. As a result, one strategy is to route new courses and curriculum changes through the Library to evaluate the existing holdings and the potential impact on the collection. Additionally, the CD-ROM sources have been expanded to 10 indices and continuing education in the use of the Internet will be offered, since 54% of the users had used the Library's computers for access to the Internet.
14. Administrative and Financial Processes and Performance
For this reporting cycle the following administrative offices are assessed: Academic Affairs Area (Office of Institutional Research and Strategic Planning, Office of Enrollment Management), Business Affairs area (Bookstore, Food Services, Engineering Services and Project Management, Account Receivable), Students Affairs (Counseling Office, Intramural Office), Institutional Advancement Area (Alumni Affairs, Development, Minority Affairs/Affirmative Action, and University Communications), and the Chancellor's Area (Office of Human Resources).
Office of Institutional Research and Strategic Planning (OIRSP): The OIRSP assesses its major functions using (a) customer survey, (b) number of responses to information requests, (c) number of institutional studies/statistical reports produced, and (d) time analysis.
The results of the Customer Survey indicate that responding to information requests (92%) and dissemination of information about the university (91%) are perceived by faculty, administrators, and staff as the top two important functions of the Office of Institutional Research and Strategic Planning, whereas, providing technical assistance to assessment coordinators (76%) and conducting of survey/studies to facilitate planning/policy formation (79%) are relatively, of less importance. In terms of effectiveness of the office in performing these functions, the OIRSP shows that it is most effective in performing statistical analysis (95%), conduct surveys/studies in support of planning process (90%), and respond to information requests from within and out of USCS (90%). The result of this survey will be used for planning time and resources allocations to further enhance the office effectiveness.
The OIRSP (2 FTE) keeps records of the number of requests for information presented during the fiscal year from within USCS and external sources (federal, regional, state, USC-system, and local community). These requests range from as simple as inquiry about FTE student or faculty in a particular year, to calculating the credit hours generated by full-time and part-time faculty by rank within all disciplines for the last five years. The USCS' requests support academic planning, policy formation, enrollment projections, budgeting, and grants applications. The Office has responded to a total of 726 requests during the 1994-95, not counting over-the- phone requests which are estimated as to be at least 25 calls per month.
Institutional studies and statistical reports are another channel the OIRSP utilizes to support institutional effectiveness and institutional planning requirements. During the fiscal year 1994-95, the OIRSP has produced 29 studies and 63 statistical reports. The studies are relevant to Institutional Effectiveness Report requirement such as: Alumni Survey, Graduating Senior Survey, Students Assessment of Academic Advisement, Faculty Assessment of Academic Advisement, Minority Students Survey, and various other reports. Other studies and analyses are in support of Annual Planing Report or the Quality Reinvestment Plan such as: Institutional Goals Inventory, Vision and Mission Opinion Survey, USCS Peer/Aspiration Institutions, Faculty Workload and Program Productivity, USCS Fall and Spring Profiles, Child Care Needs Assessment, and many other reports requested by QRC-Research Groups and Task Forces.
The OIRSP utilizes time analysis in assessing its effectiveness and achievements of its goals and objectives. Based on the results of this analysis and of the other sources, the OIRSP will prioritize time and resource allocations on the basis of needs and importance to further enhance the achievement of its goals.
The Enrollment Management area is being assessed on the basis of plans for Registration and Records, and Admissions Offices. An overall plan and report for the entire area will be submitted next reporting cycle.
The Records and Registration Office has assessed its functions and achievement of its goals and objectives by utilizing (a) Registration and Records Survey, (b) Process review in staff meeting, (c) Individual staff performance review, and (d) Vice Chancellor weekly meetings.
A survey to assess effectiveness and satisfaction with the services of registration and records was distributed to a random sample of students, faculty, and staff. The results of the survey indicate that the vast majority of students and faculty (78% to 96%) rated the office as very effective to effective in performing its major functions and in providing expected services. However, a relatively high percentages of students rated the following areas as not effective at all to slightly effective: process of registration and schedule change (22%), assistance with enrollment problems (17%), process of enrollment verification (16%), and responsiveness to your records and registration needs (16%). The result of this survey also indicate that a high percentages (72%-96%) of the respondents are very satisfied to satisfied with all of the functions and services rendered by this office. A relatively high percentage of students and faculty are very dissatisfied to dissatisfied with the: process of registration and schedule change (28%), process of the enrollment verifi- cation (16%), Assistance with enrollment problems (14%), and responsiveness to your records and registration needs (14%). The director and the staff review on a weekly basis the registration process. Additionally, the director meets with the Vice Chancellor to elicit support and advice to further enhance the Office's functions. The staff and the director of the Registration office meet to address areas of concerns, and appropriate actions are to be implemented to further enhance the office's effectiveness and clients satisfaction.
The Office of Admissions reported 16% increase in the number of new applications over last year and the acceptance rate was also increased by 14% compared to 1994. A total of 152 schools were visited by the admission teams. About 2500 guests have visited the campus to attend programs planned by the Admissions Office. Although data is not complete at this time, over 3500 students records have been entered in the recruitment data base. The process of application for admission is completed within 10 days for students with complete credentials. Admission statistical reports are prepared and distributed to the entire campus on a bi-weekly basis to stay informed of admission trends. Inquiry for information from the office is mailed within two days. These outcomes provide the Office with indices of performance and effectiveness.
The Office of Business Affairs has assessed the Bookstore, Food Services, Facilities Management, and Accounts Receivable. Other offices will be assessed next reporting cycle.
The Bookstore developed a financial and operational plan which includes among other measures, benchmark information that reflects program growth, cost to sales ratios, effective use of space and a favorable campus use of assets and profits.
The Food Service area has achieved a major change in structure this year by separating campus dining and vending services into two contractual areas. This was done to achieve a number of service objectives which included a dramatic increase in revenue to the institution. As a result, the campus commission receipts are expected to be approximately three times the prior year's level. Additionally an assessment of operational requirements for food services associated with the new facilities in the Campus Life Center was made. Major adjustments in the type of operation, organizational structure and program have been included in an approved implementation plan. Implementations are being initiated.
For the Engineering and Project Management area, numerous capital projects are being implemented this year as well as included in a comprehensive Capital Plan recently developed in draft form. These activities, along with the resignation of an engineering position in Facilities Management, has resulted in a delay of assessment activities plan for this area.
The Accounts Receivable area, prior to campus survey, registration and related financial activities such as fee payment and financial aid processing received very poor ratings. Significant improvements began in the summer 1994 and continued into this fiscal year. A report has been prepared including these changes, planned improvements, and student service benefits being real- ized. A follow-up evaluation is planned after remaining facets of the system is in place.
The Student Affairs area assessed the Counseling Office and the Intramural Office for this reporting cycle.
The Office of Counseling Services during 1994-95 has provided 580 individual sessions to USCS community, exceeding 16% over the expected outcome. A total of 52 workshops were provided. These programs took place in classrooms, workshops sponsored by USCS, clubs and organizations. The number of sessions exceeded by 160% over what the expected results. A total of 316 tests administered included ACT/PEP, GMAT and MAT, CLEP/SAT and NLN. The Office has assessed the quality of individual counseling services on a 5-point scale range from (1) very poor to (5) as excellent). The average ratings obtained were 4.7 for the quality of information, 4.6 to the method of presentation, and 4.6 for overall usefulness. These quantitative and qualitative indicators provided the Office of Counseling Services with great deal of information on strengths and weaknesses which will serve the base for further enhancement of its services.
The Office of Intramurals used clients survey as a mean of measuring the extent to which the office has reached its major objectives. The result of the survey indicate that the vast majority of participants/clients are satisfied with most aspects of the office activities. The membership/ participation in the intermural program has increased more than eight folds during the past year.
The Office of Institutional Advancement reported on the Office of Alumni Affairs, Development Office, University Communications, and Minority Affairs/Affirmative Action Office.
Alumni Affairs has increased the number of alumni joining the Alumni Association. The office conducted an Alumni Survey to obtain information about USCS-Alumni. The Alumni Affairs Office as a results of the survey, recommended creating a full-time Alumni Affairs Director. As a result, beginning July 1, 1995, USCS will have a full-time Director.
The Development Office has had record setting fund-raising accomplishment over the past two years. The office raised less money during 1994-94 but recorded more donors. The decrease, even though slight, was attributed to not obtaining another donation over $125,000 as was provided by an individual the last two years. The office was able to decrease its cost for fund-raising, a major concern of faculty on campus.
The University Communications Office has increased the number of articles about USCS in local newspapers by fifty percent over the last year, and the office received numerous memos complementing the positive publicity over the last six months. The Office will be instrumental in implementing many of the recommendations found in the Marketing and Image Enhancement Plan.
The Minority Affairs Office experienced several improvements, the number of minority students enrolled continue to increase and the image of the university in minority communities, likewise, has improved. However, the number of minority faculty has maintained steady while minority staff has increased slightly. The external minority community leaders expressed that the university and the office provided adequate services for meeting the needs of minorities living within the region. A five-year diversity plan was developed which will help to achieve the goals listed in the plan.
The Office of Human Resources uses various quantitative and qualitative measures to assess its functions, productivity, and clients satisfaction. The three staff of the HR Office spent the majority of their time consulting and communicating by telephone or in person with employees, administrators, and the USCS system office of Human Resources and Payroll. The Director of the office spend a significant amount of time in meetings and committee works, providing advice, consultations, and policy interpretation. The Office was able to obtain equipment enhancements so that each employee can access USC Human Resources system for more accurate and updated information.
15. Facilities
No report for this reporting cycle.
16. Public Service
Beyond the educational and economic impact of USCS on the local community, USCS further enriches the quality of life in the Upstate region through its many cultural programs, social, professional, and volunteer services by faculty, staff, and students. USCS organized and hosted many events during last year including guest speakers, such as Danny Glover, seminars, concerts, art galleries, drama performances, and community outreach programs. To assess the various activities of public service, the deans of the schools collect information from faculty regarding community-related activities, participation, and services.
The faculty members of the School of Nursing has coordinated the USCS Health Fair, volunteered in the SC Irish Children's Program and the Student Nurses Association, served on the State Nursing Advisory Board and the Greenville Hospital System Nursing Research Committee, participated on the Spartanburg Health Planning Commission, performed blood pressure screenings, organized a "First Aid" program for an elementary school, etc. The faculty also provide assistance for nonprofit organizations like United Way, Red Cross, and Walk America. In all, the nursing faculty have been aggressive and very influential in their public service, and they are a great asset to USCS and the community.
During the 1994-95 academic year, the School of Education performed 191 public service activities. This number includes committee work (82 activities), community service (43), professional service (38), consulting (9), advising student organizations (6), and other services (13). The Education faculty are an integral part of the elementary and secondary public school systems as they provide guidance in the areas of curriculum audits, cultural diversity workshops, new teaching methods, new instructional technology, and enhancing teachers' content of knowledge.
The faculty of the School of Business Administration and Economics reports biannually their public service activities to the dean. For example in the 1994-95 year, faculty participated in Chamber of Commerce Advisory Boards, held memberships on the Board of Directors for the SC Council for Economic Education, served on the Greater Greenville Chapter of Institute of Management Accountants, and participated in numerous advisory boards, committees, and business organizations. Additionally, the faculty have modified their reporting process to include a Faculty Activity Folder with quality indicators of its contents.. In this folder, each faculty member will initiate a development plan and record intellectual contributions, professional services, and professional development. This new mechanism will be implemented in the Fall of 1995 to better track and promote public service and research.
In the College of Arts and Sciences, the faculty has been involved in 57 service projects. Faculty efforts are clearly recognized in the community as the projects range from volunteer teaching to directing plays to organizing the science fairs of the local schools.
On one last note, many of the services offered to students and faculty are also extended to the community. The USCS Library provides assistance to individuals from local business firms and public school districts in the region.
17. Research
Consistent with the revised mission statement of USCS, scholarly activity is emphasized in all academic departments of the University. As such the University stresses the production of applied scholarship and instructional development, as well as academic research. In the past three years alone, USCS promotion and tenure policy changes have been made to reflect the production of intellectual contributions, funding for scholarly activity has increased, and faculty participation in research has increased from 45% to 70% across all majors.
In the School of Business Administration and Economics, the faculty have determined that processes for the collection, reporting, and assessment of intellectual contributions will be incorporated in the annual faculty review process. This process known as the aforementioned "Faculty Activity Folder" will come on-line in the fall of 1995. Under the present mechanism, however, it is still noteworthy to cite some of the school's intellectual contributions in the past year. The publication of journal articles, book chapters, and national and regional presentations have greatly increased the faculty's development and the school's visibility. In all, there has been significant activity in basic research (9 projects), applied research (8 projects), and instructional development (8 projects).
The School of Education defines research/scholarly activity as endeavors on the part of a faculty member which lead to discovery of new knowledge, development of pedagogical techniques, application of knowledge to pre K-12 school settings, presentations at professional meetings, publication of research findings and scholarly views, grant writing, and keeping current in one's field of expertise. An eighty percent (80%) participation rate is the criteria for success. In the past year, there have been 135 scholarly/creative activities including a published book chapter, journal articles (18), abstracts (1), manuscripts submitted for review (14), papers presented at professional meetings (15), seminars presented (9), grants submitted (7), manuscripts reviewed (24), conferences attended (16), and other professional activities (30).
In the School of Nursing, all faculty should participate in at least one scholarly activity each year. This activity should be the application of knowledge in one's academic field of interest including, but not limited to, literature reviews, papers/presentations, grants, authorship of books and journal articles, and other research projects. As a result this past year, faculty have published articles, developed grant proposals, and presented professional papers in national/regional conferences.
In the College of Arts and Sciences, faculty capitalized and demonstrated their areas of expertise with numerous articles, grants, reviews, professional presentations, exhibitions, and other scholarly activities. In all, seventy-two (72) excellent intellectual activities have been produced by the faculty.