Introduction

It is an exciting time to be at USC Spartanburg! The University has positioned itself to become one of the leading metropolitan universities in the Southeast. Students, faculty and staff, and the broader Upstate community are quickly recognizing the improvements at USC Spartanburg and its transformation into a quality institution. Performance on professional examinations and certifications continues to remain strong; graduation and retention rates have improved tremendously from earlier years; more and more graduates are pursuing graduate work; solid articulations agreements have been implemented with area technical schools; linkages from classroom theories to professional applications are being forged with proactive internship programs; sound stewardship of financial and human resources has been employed in all University functions; and positive community relations and an expanding University development program have seen leaps to higher levels. In short, the University is not embracing business as usual. . . . we are seeking to further challenge ourselves.

This summary report includes assessment results and outcomes for the following components:

• General Education
• Majors or Concentrations

  	Chemistry	Computer Science
  	Mathematics	Nursing

• Performance of Professional Program Graduates on Licensing and Certification Exams
• Entry-Level Skills and Developmental Education
• Analysis of Undergraduate Retention and Attrition
• Academic Performance of Student Athletes
• Library Resources and Services
• Administrative and Financial Processes and Performance

  	Audiovisual Services	Computer Services	Health Services
  	Multicultural Services	University Police

The remaining components will be reported as follows:

• Reports of Program Changes That Have Occurred As a Result of External Program Evaluations (CHE)
• Academic Advising (1997)
• Success of Entering Students in Meeting College or University Admissions Standards (CHE)
• Achievement of Students Transferring from Two to Four Institutions (Not Applicable to Institution)
• Minority Student and Faculty Access and Equity (CHE)
• Procedures for Student Development (1997)
• Facilities (1997)
• Public Service (1998)
• Research (1998)

1. General Education

Under direction from the University's planning body, the Quality Reinvestment Committee (QRC), general education requirements in light of the new mission statement are currently being evaluated and revised for implementation starting in September of 1997. General education will emphasize communication and quantitative competence; knowledge of natural and social environments; appreciation of language, literature, and the arts; awareness of history, values and diverse cultures; understanding of changing technologies; and personal responsibility for life-long learning and physical well-being.

An assessment framework for this new general education description has yet to be developed. Previously, general education has been assessed using portfolio analysis and departmental tests. Future assessment techniques may incorporate these as well as other instruments such as the Employers Survey. Nevertheless, it is safe to assume that the assessment results below from the old general education definition (to provide a broadly based educational foundation upon which an area of specialization may be developed) will partially influence the measures eventually adopted.

Portfolio Analysis: The students for the portfolio were drawn from a stratified random sample of those students with 36 semester hours credit in three semesters and those with 12 credit hours in one semester. In all the sample consisted of 48 files.

• Eighty-four percent (84%) of the files that contained sufficient evidence for assessment met or exceeded minimum expectations for the writing sample. There was no attempt, however, to evaluate the spoken word or the ability to read effectively.
• Only 48% met or exceeded the minimum expectations of demonstrating knowledge of their social environment. The term "social environment" has often been labeled as ambiguous and difficult to assess. This issue needs to be addressed in the new requirements.
• More than half (56%) of the files that contained sufficient evidence for assessment met or exceeded minimum expectations for the ability to discuss and evaluate important works of literature, visual arts and performing arts. Most of the files (67%), however, did not have enough evidence to begin to assess this criteria.

Departmental Test: Mathematics faculty administered a group of ten (10) multiple choice questions to all sections of the final exam for SMATH 120 and 121 to assess mathematical reasoning to solve quantitative problems. Students average correct answers 66% of the time.

For assessment of knowledge of the natural environment, the Division of Natural Sciences developed local tests specific to the needs of individual areas within the Division. The majority of students (averaging 71%) were able to demonstrate this objective.

Another goal of general education was that the graduates be able to explain the basic methods, contributions, limitations, and effects of science and technology. Again each unit, including Computer Science, generated tests that were specific to their needs. The following percentages of students appear to have mastered this goal: Computer Science - 90%, Biology - 75%, Geology - 80%, Physics - 53%, and Chemistry - no report.

The above goals may or may not be reflected in the new general education structure. Again, assessment results have not initiated the redesign of general education requirements: the new mission is the catalyst. However, lessons learned from previous assessments of the old requirements will certainly filter into the new requirements and assessment techniques. Any specific actions or modifications to the new structure resulting from assessment will be reported in 1999.

2. Majors or Concentration

As a result of the new mission of the University, all majors, like general education, have revised their plans to reflect the new University objectives. Assessment measures will be applied to these new plans beginning in the Fall 1996, and the findings will be reported in the Institutional Effectiveness Summary for 1997. Presently for this report, the following majors have used the corresponding assessment instruments:

Majors
Assessment Instruments	Chemistry	Computer Science	Mathematics	BSN Nursing	ADN Nursing
Alumni Survey	X	X	X	X	X
Graduating Seniors Survey	X	X	X	X	X
Capstone Course	X	X	X	X
Exit Interviews	X	X	X	X	X
Oral Reports	X	X	X
Portfolios			X
National Exam		X	X	X	X
Local Exam	X		X
Employer Survey				X	X
Senior Project	X	X	X	X
Course-embedded	X	X	X	X	X
Student Evaluation Forms	X	X	X	X	X
Self Assessment Procedures			X

Chemistry
Despite the low enrollment in the Chemistry program, the students who take most of their course work at USCS are performing at average to excellent levels and are adequately prepared in the field. To augment the learning process, faculty have initiated computer based lecture presentations in the classrooms. Students are able to see molecular modeling and other graphic presentations. No assessment has yet to be conducted to quantify the value-added of this system, but student reactions have been extremely positive.

As a result of the Chemistry Major Program Review for CHE, it has been recognized the need to initiate a chemistry major recruitment process and a chemistry graduate regional job opportunities analysis. The program is targeting from 5 to 10 students in each year of the major. Recruiting activities (including presentations at local high schools) will be initiated during the 1996-97 academic year and may incorporate some senior students' interactions via senior seminar. Analysis of the regional market for chemist will begin in the spring of 1997.

Computer Science
The mean test score earned by six students on the ETS Major Field Test in Computer Science was 147.8. This put the institutional percentage at 49. The Computer Science Faculty was pleased that the mean approach the middle of national averages, and no curriculum changes have been proposed. Presently, seventy-five percent (75%) of the graduating seniors are pleased with the course content.

Each senior seminar student authors a computer program of significant size to show their programming ability. Generally, students have done extremely well, and the majority of students (89%) are "very satisfied/satisfied" with the instruction in the major (1995-96 Graduating Seniors Opinion Survey).

Other measures have been implemented to better prepare students for future occupations, since almost a fifth (19%) of the student are "dissatisfied/very dissatisfied" with the preparation. More advanced computers have been installed and reserved specifically for Computer Science majors in the computer labs. This enables the students to conduct more advanced programming and to train on software and hardware that are found in industry applications. Additionally, senior seminar topics have been arranged around "hot" areas in industry, and a more comprehensive internship program is being explored.

Mathematics
The results of the Major Field Test indicate that the curriculum of the mathematics major is effective in developing competency in mathematics as defined by this test in comparison with a wide variety of institutions nationally. An improvement, however, in the AI-1 Calculus section from a USCS percentile ranking of 42.2 can be achieved with a change in the structure of the calculus sequence. Three 4 hours courses will be redesigned into four 3 hour courses allowing for deeper content exposure.

In senior exit interviews, students perceived the mathematics degree requirements contain more computer science courses than necessary as compared to other mathematics programs at other institutions. Therefore another curriculum change will include the revision of degree requirements so that each mathematics major will take a two course sequence of upper level mathematics concentrating in one of the major areas of algebra, statistics or analysis.

Concerning exit interview criticisms of the capstone course, both the topic and approach to the senior seminar will become functions of the particular interests and needs of the students currently enrolled. The flexibility of this design will allow students to survey more of the current mathematical software and explore other areas that may need polishing. Additionally, each senior seminar student will select a three person committee from the mathematics faculty for the purpose of monitoring and evaluating his/her progress during the senior seminar.

Nursing
Both the BSN and the ADN nursing programs of the Mary Black School of Nursing have achieved fantastic results with students passing the National Council Licenser Exam (NCLEX). Over nine out of every ten students have earned their professional license to practice nursing by passing this test. Moreover, about 83% of the graduates are "very satisfied/satisfied" with the instruction in their major, and 76% feel that they have had adequate preparation for their future occupation.

The recent students completing the Graduate Survey have indicated that improvements should be in: 1) demonstrating skillful performance of nursing procedures (e.g. IV's, dressing) and 2) delegating appropriate aspects of nursing care to other health care workers. Additional time to these areas will be channeled into the respective classes. No other significant changes have been proposed to either program.

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

USC Spartanburg is extremely proud of the achievements of the education, nursing and accounting programs. These programs continue to deliver high caliber performances on licensing and certification examinations with students consistently exceeding national and state passing rates. This is a reflection on the quality of instruction in the classroom and the dedication of the students.

• National Teacher Examinations: During the 1995-96 academic year, sixty-nine (69) out of 74 students passed the Specialty Area of the NTE test leading to 93% pass rate. This is a significant improvement from the previous year when 88% passed.

• With respect to the Professional Knowledge examination, fifty-two (52) test takers out of 55 passed giving an impressive 95% pass rate. This rate has been maintained for the last two years. Additionally, the same can be said of those students writing to the Assessment of Performance in Teaching (APT) exam. One hundred percent 100% (44 students) successfully completed the exam for the second straight year.

• National Council Licensure Examination for Registered Nurses (NCLEX-RN): Both the BSN and ADN nursing students achieved a 92% passing rate on the NLCEX-RN for the 1995-96 academic year. These results continue to surpass national and state averages.

• Certified Public Accountant Examination: Three USCS graduates and one student who recently completed CPA course requirements passed all parts of the CPA exam on their first try. Out of the 209 people who took the exam statewide for the first time, only 23 were successful in passing all four parts. This is a tremendous tribute to a relatively small accounting program that has produced 60 CPA's in 20 years.

4. Reports of Program Changes That Have Occurred As A Result of External Program Evaluations

No report is necessary.

5. Academic Advising

This component was reported on last in 1995. Based on the schedule of reporting , it will be reported next in 1997.

6. Entry-Level Skills and Developmental Education

The admission policy at USC Spartanburg requires all new freshmen and certain transfer students to take placement tests in mathematics, English, and a foreign language prior to being permitted to enroll in college level courses. Those students not passing are required to take the appropriate developmental course before attempting the respective entry-level course. Currently, as of Fall 1996, there are only two developmental courses in which students place: Mathematics 099 (Algebra II) and English 100 (Effective Writing). These courses do not earn credit applicable to graduation.

Despite the fact that the vast majority of first-time freshmen meet the admissions criteria, a relatively high percentage (67%) of those students are required to enroll in at least one developmental course. To further reduce the number of students enrolled in developmental courses, several measures have been examined and implemented:

• Lab sections were added to sections of English 101 and Math 120/121. These courses are designed for students with marginal placement tests scores (not high enough for regular English 101/Math 121 but not low enough to be placed in English 100 and/or Math 099). For lab English/math, students receive college credit as in the regular English 101 or Math 120/121 sections. They additionally receive intense sessions (labs) with their instructors to attack any shortcomings. No success indicators, such as academic performance in subsequent courses or improved student morale, are yet available. However, the total number of students in developmental courses will be reduce. Solid indicators should be ready by the 1998 reporting year.

• Developmental reading courses(SGST 098 & 099) were eliminated. Some of those courses aspects have been incorporated into English 100 which will focus on reading and writing.

• SAT scores, specifically verbal scores, were analyzed as possible proxies for placement tests in developmental English. This would relieve the majority of students, especially the exceptional students, from the frustration of testing during orientation and, at the same time, provide reliable placement information. Nevertheless, it was determined that there is very little correlation between Nelson-Denny results (placement test for English) and SAT verbal scores. The adoption of SAT verbal scores for placement purposes would seriously effect remedial enrollments without additional studies. For the upcoming year, the Nelson-Denny has been abandoned, and the writing sample previously used in conjunction with Nelson-Denny will serve as the placement instrument until further studies can be conducted.

Under recent directions from the Commission on Higher Education, USC Spartanburg will begin to phase-out developmental education over the next couple of years. Several strategies are under consideration to facilitate this charge. One possible approach is redefining the admissions requirements from an overall high school GPA of 2.0 to a GPA that reflects specific core courses such as English and math. It is hope that this system would filter-out those students that have shown deficiencies in English and math and reduce the number of students not prepared for college level work. Again other approaches are currently being examined and will be reported in next year's summary.

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

	1993	1994	1995
All Freshmen	98	96	94.2
S. C. Residents	98	96.5	95
Non-Residents	92	85.7	89.3

8. Achievement of Students Transferring from Two to Four 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 Greenville-Spartanburg Metropolitan Statistical Area (MSA) with a population of over 900,000. Metropolitan universities differ from non-metropolitan universities in mission, student characteristics, academic needs of its students, and needs of the surrounding communities and industries. Additionally, metropolitan universities are characterized by a higher percentage of part-time enrollment; higher ethnic minority 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). The characteristics of USC Spartanburg students are those typical of a metropolitan university in terms of age (average 26) and working status (92% work part to full time) with most students commuting from Spartanburg and adjacent counties (92%). Therefore the six-year graduation rates (40.0%) of USC Spartanburg are of a typical metropolitan university (median 35%, low 12%, high 72%). In fact, USC Spartanburg's recent four and six year graduation rates have improved significantly from earlier years. Nevertheless, the work continues...
In the spring of 1996, USC Spartanburg conducted a phone survey of those students that withdrew during the semester. Of the 46 students responding, the following conclusions can be drawn:

• The majority (83%) of reasons for leaving USCS are not university related. These students cite issues of a personal (family responsibilities, illness, etc) or job related nature.
• The other students (17%) express that scheduling conflicts, course loads, and other university areas have contributed to their decision to leave.

To better track the reasons of students attrition, the withdrawal forms are being redesigned to capture this information on a semester basis. It is hoped that with this information, the University may be able to advert instantly a small percentage of students committed to leaving and, in the future, impact a much larger proportion of the students with proactive systems to improve overall retention, Some of the systems are already implemented such as the Math lab which offers academic support to those students with deficiencies in mathematics. Some of the systems currently being examined focus on the mechanics of the advisement-registration-payment process and other interfaces outside the classrooms such as expanded evening and weekend schedules. It is believed that over the long-term, the commitment to a "user friendly" campus and "customer-first " (student) approach will attract and retain quality students.

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	353	3,529	9.9%	457	3,254	14.0%
B. Degrees Earned 1. Number and Percentage of African-American Associate Degree Recipients	N/A	N/A	N/A	3	41	7.3%
2. Number and Percentage of African-American Bachelors Degree Recipients	37	507	7.3%	45	517	8.7%

11. Academic Performance of Student Athletes

Beyond the performance on the courts, student-athletes' performance in the classrooms continues to be of paramount importance. Two measures that are used to assess the athletes' academic progress are semester grade-point averages and graduation rates in comparison to the general student body. Collectively, these measures seem to indicate that the student-athletes are performing similar to the student population as a whole. In the fall of 1995, thirty-five percent (35%) of the student-athletes earned a GPA of 3.0 or higher while 54% of the general student population recorded similar marks. However, six year graduation rates of the student-athletes (46.2%) are higher than that of general students (40.0%). Of the two male student athletes that were recruited for basketball in the Fall of 1989, one has graduated and the other has left the university in good academic standing leading to a 50% graduation rate.

The Athletic Department continues to develop action plans that will assist in maintaining and in some instances, improving the overall academic performance of student-athletes including GPA's. Specifically, the Athletic Department has implemented the following:

• Academic Advising System
  Under the direction of the institution's Faculty Athletic Representative, a faculty advising system has been established to insure that student-athletes receive academic advising consistent with NCAA Regulations (i.e. satisfactory progress). The ultimate goal of this program is to increase graduation and retention rates and to decrease the number of athletes needing summer school credits to maintain athletics eligibility.

• Tutorial Program Funding
  The Athletic Department, in cooperation with the Faculty Athletic Representative, is securing a grant to fund a tutorial assistance that would be directed toward marginal students in hopes of remedying academic difficulty. This program should be ready for implementation in the fall or 1997 with approval of funds.

• Study Tables Requirement
  During the 1995-96 academic year, all ten of the institutions athletic teams required study tables (sessions) for those experiencing academic difficulty. It seems that the value gained from peer mentoring through study sessions contributes greatly to the academic success of the marginal students, since a greater percentage of student-athletes graduate than the general population. The Athletics Department has a commitment to require these study sessions for the upcoming years.

• Academic Progress Reports
  Faculty Members typically forward progress reports to the Athletic Department twice each semester to detect problems early enough to intervene. These reports provide information on class attendance, tests, quizzes, and course average. The reports will be re-formatted for Fall 1997 to make them less time consuming for faculty and improve the faculty participation rate from 80%.

12. Procedures for Student Development

This component was reported on last in 1995. Based on the schedule of reporting , it will be reported next in 1997.

13. Library Resources and Service

The USCS Library promotes the overall mission of the University by serving the curricular information needs of primarily USCS students, faculty and staff, and where possible, the educational needs of the broader community. The effectiveness of the Library depends upon:

• Quantity and quality of the Collection Development, Interlibrary Loan, Library Instruction and Reference work.

• Accessibility to the collection and improvements efforts to all aspects stated above in the Library.

Primarily, the Library employs two instruments, the Library User Survey and the Student Feedback on Library Instruction, to assess the quality of its services. An additional measure is also captured on the Graduating Seniors Opinion Survey which finds that the majority of seniors (79%) are "very satisfied/satisfied" with the overall Library facilities and services.

Library Users Survey: The Library User Survey was administered in the fall and spring to 498 people and yielded a 83% response rate. Of the respondents, 89% were USCS undergraduates and 76% of these respondents rated the book collection as adequate or more than adequate; 78% rated the journal collection as adequate or more than adequate. The Library continues to increase access to these collections by expanding coverage of the online catalog, particularly in the areas of the audiovisuals and periodicals. Furthermore, the Library has added networking capabilities to four of its remaining CD-ROM indexes, allowing three users to access the same database at the same time. Hopefully, these changes will raise the number of students aware of the AV collection from the 49% of the students that are "Not Sure" or "Don't Know" about the collection.

The Interlibrary Loan borrowing activity has remained constant from 1994-95 with only 18% of the students claiming that they have used this service; Interlibrary Loan lending has increase 29% from last year with 2,775 items lent. Eighty-nine percent (89%) of those students using the services, however, found the material borrowed "Somewhat Helpful" or "Very Helpful." To provide more timely delivery of journal articles and possibly increase student participation with the service, the Library's policy of not requesting fax delivery has been changed. The Library will request next and same day fax deliveries for a nominal charge.

The Reference Desk continues to be heavily used despite the need for staffing for Saturday hours. All of the students (100%) had found the help at the desk either "Somewhat Helpful" or "Very Helpful." If resources are made available, Reference Desk operations can be expanded from the 61.5 of the 85.5 hours per week that the Library is open.

Concerning the ambience of the Library, carrels for silent study have been made available on the second floor and a Food/Drink/Noise Policy was written this year. These measures have been adopted to remedy some of the dissatisfaction with the quietness issue in the Library since 27% rated this area as "Less Than Adequate."

Student Feedback on Library Instruction: In addition to staffing the Reference Desk, the Library faculty conduct Library Instruction sessions for various classes and orientations for new faculty members. Some 82% of the student participants in the instruction sessions "Agreed" or "Strongly Agreed" that the sessions were valuable. From a similar item on the Library Users Survey, all but 4% found the sessions "Helpful" or "Very Helpful."

The key to these sessions are the connections the Library has made to the academic majors. For each major, Library Instructions Plans have been devised by one librarian working with the respective faculty in the various majors. The plans enable sessions to be customized for the particular needs of a major. Additionally, all staff, including the reference desk, stay abreast of the resources being taught in each major and the methods for teaching them and can immediately evaluated any impacts of curriculum changes/course proposals on library collections.

The Library will continue to be an integral part of the University mission and will retain representation on major USCS committees: the Quality Reinvestment Committee, Promotion and Tenure, the Senate and Advisory Committee, Assessment Committee, and other committees. The Library itself will drive its processes via a newly adopted mission and a collections policy for Archives. Despite the need for increased funding, these processes will direct the systematic collection of materials to provide an information resource in the history, development and physical growth of the University and the accomplishment of the University's mission.

14. Administrative and Financial Processes and Performance

Tightening budgets have demanded a greater accountability of all University functions and a more productive use of resources associated with those functions. Each office of the University is required to examine its processes, identify its unique contribution to the University, and continuously improve that contribution. Some of the administrative areas can be assessed through student feedback such as in the Alumni Survey or the Graduating Seniors Opinion Survey. Some functions, however, are obscure to students; they know very little, if any, about the particular function of a office and its impact. These type of offices may require assessment efforts of a benchmarking nature and/or employee and external reviews. In the offices reported in this summary, all offices with the possible exception of Audiovisual Services are interfacing with the students on a daily basis.

Audiovisual Services

Audiovisual Services has geared its office to provide multimedia applications in the classroom. One major accomplishment was the renovation of the Tukey Lecture Theatre into a state of the art instructional multimedia facility and train the faculty in its operation. Additionally, the expansion of the campus closed circuit video system into the Campus Life Center has been achieved within budgetary parameters.

More assessment techniques are planned including the surveying of faculty for feedback and benchmarking to other AV programs. As of now and beyond budgetary assessment indicators, some 47% of the students have rated the products of the Audiovisual Services as "very satisfied/satisfied" with a significant proportion (31%) having no opinion.

Computer Services

Computer Services is probably the most dynamic office on the campus and is continuously battling to stay on the technology frontier with limited resources. With over two-thirds of the students using Computer Services, a significant proportion of the faculty and staff, and most of the administration, the extremely small office of four individuals (including a new Information Technology Director coming on board in August of 1996) oversees everything from upgrading hardware and installing a fiber optic network to answer questions about glitches in software.

Over sixty-five percent (65%) of the students are "very satisfied/satisfied" with Computer Services (1995-96 Graduating Seniors Opinion Survey). Many of the faculty and staff have expressed a need for Computer Services to offer formalized training and support for applications software. The new Director will prioritize this need in the Fall.

On one last note, Computer Services has significantly reduced the cycle time for providing course enrollment information during advisement by engineering a system to fax class enrollments rather than printing and mailing hard copies. As a results, advisors have accurate and timely information about classes available and those already closed.

Health Services

Despite that the majority (77%) of graduating seniors have reported that they have not used Health Services while attending the University, 60% of those students that have used the services have been "very satisfied/satisfied" with the others responding as "neutral." This data does not capture the fact that Health Services has become proactive over the last two years.

Recently, the Office has been very active in performing routine health appraisals, providing selected diagnostic and therapeutic procedures designed to enhance the holistic development of students, faculty and staff. The number of students receiving these services more than doubled during the past year. The Health Services Client Satisfaction Survey indicates that the majority of students (97.3%) were treated courteously and 98.6% were given adequate care. Immunizations was cited by 76% of the respondents as the greatest benefit to the campus, and 72% would like to see free CPR classes offered. Arrangements are being explored to offer the CPR classes beginning in the fall.

Multicultural Services

The Office of Multicultural, International and Non-traditional Student Services (MINSS) has experienced substantial growth during the 1995-1996 academic year. For example the office has seen an increase in the following areas: student visits; faculty referrals; requests for information on issues regarding multiculturalism and diversity; collaborative programs with clubs and organizations; community requests for workshops and an increase in the number of non-minority students using the services provided by the Office.

One assessment indicator is, by the Office working directly with most of the minority and international students (605 students), 171 students achieved a 3.0 or higher during Fall 1995. These students participate in many of the symposiums offered by the Office like the Secrets of Success seminar on how to achieve academic success. These seminars will be continued to be offered in the fall of 1996 as they have been viewed very favorably by the students and faculty.

University Police

The Quality Reinvestment Committee formed a Sexual Assault Task Force and charged that group with conducting an organizational assessment to improve campus safety. The outcome of that group clearly defined the role of the University Police and required University Police to respond accordingly with the accomplishment of the following: 1) install new alarm systems in five major buildings, 2) add five new emergency phones, 3) hire additional officers and provide a total of 909 hours training for all officers, 4) make shift adjustments to provide complete law enforcement services to residents of the Rifle Ridge Apartments, and 5) implement a Cardinal Ticket Track Computer system for parking violations. These changes will hopeful improve the perception of safety on campus as those students "very satisfied/satisfied" with personal security/campus safety has slipped from 71.2% in 1993 to 63.2% in 1995.

The number of actual incidents, on the other hand, has decreased in many areas including a 12% decrease in larceny from 1994-95.

Operational assessment (daily assessment) measures are currently being developed for the University Police, and the results will be reported in 2000. Preliminary strategies include surveying students and faculty for customer satisfaction in specific areas of University Police like police escorts, directing traffic, and responsiveness to calls.

15. Facilities

This component was reported on last in 1994. Based on the schedule of reporting , it will be reported next in 1997.

16. Public Service

This component was reported on last in 1995. Based on the schedule of reporting , it will be reported next in 1998.

17. Research

This component was reported on last in 1995. Based on the schedule of reporting , it will be reported next in 1998.