August 1, 1999

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

• General Education
• Majors or Concentrations

The remaining components will be reported as follows:

• Academic Advising (2000)
• Achievement of Students Transferring from Two to Four Institutions (Not Applicable to Institution)
• Procedures for Student Development (2000)
• Library Resources and Services (2000)

Lastly, another instrument will be implemented in the fall semester of 1999 to test general academic knowledge and skills. This instrument, known as the Academic Profile by ETS, focuses on the academic skills developed through general education courses rather than on the knowledge acquired about the subjects taught in these courses. The results from this test will be used to further refined the new curriculum of the general education program as well as satisfying a recommendation of the Southern Association of Colleges and Schools (SACS).

Clearly, the USCS Teacher Education program has exceeded the criteria set forth by NCATE and the SC Department of Education. The most overwhelming evidence is the results from the professional licensing examination for teachers known as the Professional Knowledge Examination (PKE). During the 1998-99 academic year, eighty-two (82) students sat for the exam for the first time. Almost ninety-nine percent (98.8%) passed on their first attempt. Additionally during that year, over eighty-four percent (84.2%) of the students passed the Specialty Examination in their area of concentration. These rates are among the highest in the state.

Beyond an array of assessment instruments utilized on an annual basis, the self-study process required for accreditation is, in itself, the most comprehensive assessment to undertake. It serves as a catalyst for program improvements in areas of curriculum development, conceptual program framework, faculty credentials, applications of technology in the programs, and other critical areas that impact student learning outcomes. Some specific improvements resulting from reviewer recommendations are the greater implementation of applied research at the graduate level and a increased use of technology in the undergraduate education courses. Also the undergraduate program contains an extensive field experience component. These experiences in area schools are designed to give the teacher education student an opportunity to apply the knowledge, skills, and dispositions learned in teacher education courses in direct experiences with pupils in school settings. In summary, the USCS School of Education is meeting the highest standards of teacher preparation set in the nation.

As the first assessment of the communication major is completed, the instructors are in the middle of curriculum development meetings that will surely change the structure of the degree program. Students currently complete fifteen hours in the general core requirements for a communication degree. One change that is anticipated in that core is the substitution of a course in Dramatic Theory and Criticism for the current course in Theater History. Also anticipated is an additional writing course and a Research Methods for a Communication course.

The communication degree program has quickly grown and serves nearly 200 students. This growth has led to a need for additional faculty which is exacerbated by offering the program at the University Center of Greenville and the Greer Campus of Greenville Technical College. USCS is currently addressing the issue by a Part-time Action Plan which converts part-time instruction to full-time instructors.

In spite of this concern, the program remains very strong. Communication students are in demand as interns and serve as valuable roles in the leadership structure on the USCS campus. The students staff the newspaper and literary magazine, produce the campus theater presentations and excel in forensic activities including debate, the model UN and mock trial teams. Many students currently use their internship success as a stepping stone into a part time position that they retain until the time of their graduations. Many of our students are admitted into graduate programs in Communication and Law.

Currently the University is exploring the addition of a radio and television studio although no commitment has been made yet. Specific concerns about equipment and technology are being addressed through the technology fee implemented almost three years ago. The effectiveness of the technology fee is evident as an analysis of senior student portfolios shows ten of twelve students used a variety of technologies in their presentations.

Citing a major strength of the program, a majority of students (70%) indicated on the Senior Seminar Survey that they had participated in either an internship or related experiential learning situation. The emphasis on experiential learning helps to prepare students for employment upon graduation. With this importance in mind, the University plans to expand opportunities for internships and has designated a Coordinator of Experiential Learning on campus. In all, the communications major is a relatively new major to the campus with an enormous potential for growth.

Recognizing the growing economic and cultural diversity of the Piedmont region of South Carolina, interdisciplinary studies (IDS) provides students the opportunity to concentrate in a single discipline, combine course work from two or more disciplines, or develop an individualized curriculum based on personal interests, the desire for self-improvement, career advancement, or in preparation for study in a profession such as law or medicine. Addressed is the mature student with clearly defined educational goals. Students with a variety of courses from other colleges and universities, but who fail to have adequate credits for a traditional degree, may also find opportunities in the IDS program offered on the USCS campus and at the University Center of Greenville. The program conforms to all general university academic regulations even though students take courses in many areas of concentration.

Through the use of computer technology, greater staff efficiency has been achieved by collapsing or eliminating 10 of 13 steps for admitting a student. A backlog of stacks of incomplete files has been eliminated; files are current for the first time in years. Several new initiatives should increase enrollment, improve advising, and enhance student and advisor satisfaction: (1) Two annual awards for outstanding seniors; (2) Pre-advisement lunches each semester during which 47 advisors pick up advising folders and learn the latest on individual student needs; (3) For students completing early registration, a check on accuracy in registration to assure progress toward a degree; (4) A target for graduation worked out for each student; (5) Both mailings and telephone reminders to get students registered early enough to do checking described in point three above; (6) Signing of a 3+1 agreement with Sherman Chiropractic College; (7) Preparation of an IDS section for the USCS home page. All of these initiatives combine to strengthen a program designed to meet the needs of students under the metropolitan mission of the institution.

This component was reported on last in 1997. Based on the schedule of reporting , it will be reported next in 2000.

This component is not applicable to our institutional type.

This component was reported on last in 1997. Based on the schedule of reporting , it will be reported next in 2000.

This component was reported on last in 1996. Based on the schedule of reporting , it will be reported next in 2000.