Institutional Effectiveness Summary Report

University of South Carolina Spartanburg

Introduction

US News & World Reports (2002) rated USC Spartanburg as one of the top public liberal arts in the South. As this rating and other indicators continue to confirm the path of the institution to become a leading metropolitan university in the Southeast, this summary report reflects the commitment of the University to academic excellence. Selected academic programs (based on a cyclical rotation) in this report have demonstrated significant assessments of learning outcomes with correlated program improvements and modifications.

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

• Majors or Concentrations

• Title II Assessment
• Statement of Technologically Skilled Workforce

 The remaining components will be reported as follows:

• General Education (2003)
• Achievement of Students Transferring from Two to Four Institutions (Not Applicable to Institution)
• Academic Advising (2004)
• Procedures for Student Development (2004)
• Library Resources and Services (2004)

  1. General Education

This component was last reported in the 1999 Institutional Effectiveness Report. Based on the schedule of reporting, it will be assessed again in 2003.

2. Majors or Concentration

Major/concentration planning and assessment are performed in concert with the University=s mission and strategic plan. The assessment unit coordinator for each major compiles the assessment report under the guidance of department faculty members and submits that document to the university Academic Assessment Committee. The Assessment Committee, in turn, reviews each plan/report and either: (1) approves the reports or (2) returns them to the unit coordinators with suggestions of refining measurements or clarifying goals. Presently for this summary, the following majors have used the corresponding assessment instruments for the approved reports:

English

To assess its major, the English faculty evaluated portfolios, along with other assessment methodologies, prepared by students in English 490, the Senior Seminar in English course. The criteria used to assess the portfolios were the goals the faculty had established for the English major. This review determined that English majors need to develop the following skills:

1. More knowledge of the "big picture, " a better understanding of literary periods and movements
2. More theoretical foundation and application of theory in upper-level work
3. More ability to research and analyze
4. More sophisticated presentation skills

In response to these findings, the faculty determined that all English courses should incorporate content and methods to help students develop these skills. In addition, the faculty evaluated the curriculum to determine if current requirements were adequately preparing students.

To help students increase the needed sills, curriculum revisions were made. The following chart outlines the major changes.

After reviewing the goals, the student portfolios, and the curriculum an additional concern became the need to help students prepare for specific careers for which English is a good background. Areas of concentration in creative writing, applied writing, and interpreting film were added as options for the major; and courses to support these areas were added to the curriculum. A statement reflecting this commitment is being added to the goals for the English major.

For additional information concerning this program assessment summary, please contact Richard Predmore, the assessment unit coordinator.

History

The History programs institutional role at USC-Spartanburg is multifaceted. It serves three cores of majors: those who seek a Bachelor of Arts in History, as the subject matter specialty those students who receive a Bachelor of Arts or Science in Secondary Education Social Studies with a History emphasis, as a concentration for those who seek a degree in Interdisciplinary Studies and elect to use history as a primary area of concentration in the single discipline, bi-disciplinary, or multi-disciplinary programs. All of these students would complete the capstone experience in history, the senior seminar. To enroll in the history senior seminar students must complete at least twelve credits in history. History courses also are heavily enrolled by students seeking elective credit.

The table below lists the number of graduates since 1998:

Since 1997 the turnover in full-time faculty in the history major has been 50 percent due to the retirement of long-time faculty members. Two new faculty were added by 2001.

In calendar year 2000 with a visit by the Southern Association of Colleges and Schools (SACS), SACS found the methods used for history assessment unsatisfactory. Since then, efforts have been made to improve assessment. The faculty met with outside consultants to discuss faculty goals for assessment. From the discussion, a pilot student survey instrument containing 11 questions where student selected the answer that best fit their situation and five open-ended questions. This survey (hereafter referred to as "pilot survey") was administered in the Spring 2001 to a senior seminar class. The fixed questions in the initial survey focused only on the history major and the skills it provided to program majors. One of these questions was directed to the education majors and it became evident that a Likert-scale section of the survey needed to be developed for those students since they were a significant percentage of the senior seminar. A Likert-section was also designed to elicit information from those students who may be considering graduate or professional school. Questions 2-13 of this instrument are demographic questions intended to elicit information about the student and their choice of a history as a major. Professional objectives may be a factor in how students rate the program. Questions 14-17 are related to the structure of the major and use a Likert-scale ranging from "very satisfied" to "very dissatisfied" to determine students level of satisfaction with programmatic offerings. Questions 18-37 are student’s self-assessment of the major in preparing them to perform various major-related skills, and the usefulness of the program in preparing them for future career goals. Questions 27-29 and 32-36 in this section are answered "yes" or "no." The survey also includes 6 free response questions. A copy of the pilot and final surveys and responses to free-response sections are attached to this report. The longer survey was administered in one of the two senior seminars in the fall semester 2001. Due to some confusion, it was not administered in the other section of the fall senior seminar. It was also administered in the Spring 2002 senior seminar.

 Results of Survey:

The majority of students who completed the survey, almost 73 percent, had only attended USCS or if they had attended another school they had completed all their required courses at USCS. Fifty percent of students completing the senior seminar in the 2001-2002 academic year have cumulative GPAs in the 2.0-2.999 range. The other half have GPAs of 3.0 or above. Only 28 percent of those students who completed senior seminar surveys in academic year 2001-2002 declared a history-related major when they entered USCS. The other 72 percent changed majors at least once.

Sixty-seven percent of the history majors selected the major because they had an individual interest in history. Thirty-six percent of students who completed the pilot survey or the academic year survey planned to teach while only 9 percent planned to complete post-baccalaureate study.

Sixty-seven percent of the respondents in the academic year survey indicated that they had no intention of completing the Graduate Record Examination (GRE), the Miller Analogies Test (MAT), or the Law School Application Test (LSAT). Of the eleven students who indicated plans to teach in the academic year survey, only 1 had completed the Praxis II history subject matter examination although the other ten indicated an intent to complete the exam in the near future.

This data suggests that there is not a great commitment to the professional practice of history among those who major in history or interdisciplinary studies with a history emphasis. Nearly 67 percent of alumni respondents stated that there was no relationship between their degree in history and their first job after graduation. Slightly over 59 percent stated that there was no relationship between their major in history and their current job. On a positive note, a majority of the majors, almost 60 percent indicated they would likely or definitely choose history as their major again.

While there is a direct relationship between the history major and the professional career of those who major in secondary education history or social studies, the history faculty plays a limited role in the training of these students. The faculty provide the subject-matter courses, but plays no role in setting the curriculum in the discipline. History may offer professional advice to individual students. History faculty also typically observe students who wish to be certified in secondary education history once per term.

To this must be added the high proportion of non-majors enrolled in history courses for elective credit. Data provided by the office of Institutional Research shows that for the fall terms of academic years 1997-1998, 1998-1999, and 1999-2000 the number of non-majors in history courses numbered 300 or higher (with the exception of senior seminar and independent study) was 79, 78, and 78 percent respectively. The high presence of non-majors requires that the expect less in-depth historical knowledge among students. It also diminishes opportunities to offer majors training in the best disciplinary skills and practice in these courses.

For additional information concerning this program assessment summary, please contact Carmen Harris, the assessment unit coordinator.

 Political Science

Data in this report are for 35 students who took the political science senior seminar in this period. Some were political science majors; others were Interdisciplinary Studies (IDS) students and Education majors whose concentrations include political science. They were administered a 60-item test covering all the political science courses taught at USCS. None of the students had taken all of the courses.

The data are archived in LB 213.

Spring 1998 3 students mean score 20.3

Spring 1999 10 students mean score 21.4

Spring 2000 9 students mean score 28.7

Spring 2001 4 students mean score 18.5

Fall 2001 6 students mean score 26.3

Spring 2002 3 students mean score 28

USCS continues to have a chapter of Pi Sigma Alpha, the national political science honor society, on campus. It currently has six (6) student members, most of them headed to law school. We recently heard that one of our 1998 graduates and Pi Sigma Alpha members had a B+ average at Indiana University School of Law.

To promote written and oral communication skills, we continue to require term papers and oral presentations in upper level classes.

For additional information concerning this program assessment summary, please contact Joyce Wiley, the assessment unit coordinator. 

Psychology

The USCS psychology program has over 200 majors and offers the B.S. degree in experimental psychology as well as the psychology component of the Interdisciplinary Studies Program. Students may earn the B.A. degree in psychology by adding a second year of foreign language. The psychology program also provides service courses for the School of Nursing and the School of Education on the USCS campus and for the School of Education at the University Center Greenville. USCS psychology graduates have been accepted into master’s level and Ph.D. programs in more than 35 institutions across the U.S. Our program is attractive to students. According to our senior seminar survey, 63% (114 of 180) of our psychology majors began their college career in another field; 24% of those students came from education, and 21% from biology. According to the 1999 USCS Alumni Survey, 86.5% of psychology majors worked while they were in school; more than 49% of those students worked 20-40 hours per week. Seniors agree that they would major in psychology again, and alumni report that they were very pleased with their overall experience as a psychology major.

Psychology majors conduct independent research, and their research is routinely accepted for presentation at undergraduate and graduate sessions of the annual meetings of the Southeastern Psychological Association, the Eastern Psychological Association, the Carolina’s Psychology Conference, and the South Carolina Psychology Association. USCS has inducted 145 students into Psi Chi, the National Honor Society in Psychology, since the installation of our chapter in 1993. Since 1990, 11 of our students have received research awards. Since 1990, the psychology internship supervisor has placed a total of 66 student interns in 27 agencies in Spartanburg, Greenville, Cherokee, Anderson, and Union counties.

The psychology program undergoes continuous review, assessment, and modification to address important program and curriculum issues. Program reviews reveal that, despite the many successes of the USCS psychology program, there is room for improvement. As this document indicates, paper grades reveal that too many of our students enter the university unprepared to write effectively in English. USCS continues to look for ways to help them improve their writing ability. Additionally, the senior seminar survey revealed that students want more information on psychology careers than has been provided in the past. Students also want more opportunities for hands-on experience in the science of psychology and more opportunities to work closely with faculty on research projects. Students can be made aware of career opportunities relatively easily. In fact, career information is provided to psychology majors through psychology club programs and in an advisement manual; a shorter version of the manual is distributed to prospective majors. Psychology faculty must make a concerted effort to remind students to consult their advisement manual and to visit the USCS Career Center. Unfortunately, providing more hand-on activities and more opportunities to conduct research with faculty cannot be accomplished in the existing laboratory space. Currently, the psychology laboratory encompasses approximately 2500 square feet. As part of the program assessment in 1999, the psychology faculty commissioned an architectural drawing of the laboratory space necessary to increase experiential learning opportunities for our majors. (A copy of the drawing is appended to this report.) That laboratory layout, if developed, would require almost 12,000 square feet--more than four times the current laboratory space.

The psychology curriculum underwent a revision during 1996-97 that resulted in a significant change that took effect fall 1998. Since fall 1998, psychology majors are required to complete at least five core psychology courses, and they must earn those hours by taking at least one course from each of two groups of core courses. Group I courses are more experimental in nature (e.g., learning and memory, physiological, sensation and perception); Group II courses are more social in nature (e.g., abnormal, personality, social). During the 2001-2002 academic year, more changes were made to the psychology program to improve writing ability and analytical skills. Beginning fall 2002, psychology majors must earn at least a "C" in English 101 and 102; in addition, psychology majors must include at least one 400-level course in their elective psychology courses. Also beginning fall 2002, psychology majors will be able to complete either a cognate or a minor in another discipline, and a minor in psychology was added to the program. A replacement faculty position in developmental psychology was filled beginning fall 2001. A new faculty position to support the School of Education day program at the University Center Greenville (halftime at USCS and halftime at UCG) will be filled beginning fall 2002. Beginning fall 2002, then, there will be 9 full-time tenured or tenure-track psychology faculty at USCS.

For additional information concerning this program assessment summary, please contact Yancy McDougal, the assessment unit coordinator.

 Sociology

This report assesses the sociology major from Fall 1998 through Spring 2002. The Assessment plan developed in 1997 identified three major mission-driven goals on which this analysis is based: 1) to provide excellence in the major; 2) to incorporate global perspectives and diversity in the curriculum and in co-curricular experiences; and 3) to emphasize experiential and co-curricular learning.

The data for this report come from numerous sources. The two main sources are student surveys administered in senior seminar and the 1999 alumni survey. Additional sources of data include senior seminar papers and presentations, the curriculum revision project, institutional records and class rolls, syllabi, as well as conversations among the faculty.

Senior Seminar Survey. Students are routinely surveyed in senior seminar to obtain various information, including data regarding their satisfaction with various aspects of the major. The data reported below are based on the responses of sixty-seven students who were surveyed during the following semesters: Fall 1998, Fall 1999, Spring 2000, Spring 2001, Fall 2001, and Spring 2002. The sample consists of 15 (22%) males and 52 (78%) females. Thirty-seven students are white (56.9%), with 27 (41.2%) African-Americans and two (1.5%) other. Three-quarters of the seniors were employed full-time (31.3%) or part-time (44.8%) at the time of the survey, and 76% reported working for most or all of their college career.

1999 Alumni Survey. This survey gives an overview of the sociology major from the perspective of recent graduates. A total of 19 sociology majors responded to the survey, with nearly half (n=9) having graduated in either 1996, 1997, or 1998. Another 37% graduated in either 1994 or 1995, so that these data largely reflect the views of recent graduates from the period just prior to the current assessment period. The sample was predominantly female (n=14) and white (n=17).

Number of Majors. The sociology major grew rapidly during the 1990s, and it has maintained that growth into the twenty-first century. The following chart indicates the number of majors by semester, beginning with Fall 1998 and ending with Spring 2002.

49 47 49 55 54 54 54 54

Assessment Findings: Goals, Objectives, and Outcomes

Goal I: To provide excellence in the major.

 In an effort to address this goal, the sociology faculty undertook a major curriculum revision in 1999. After examining sociology programs at several comparable institutions, and after extensive discussions, the faculty made some fundamental changes in the sociology curriculum. First, and most important, the major requirements were altered to require all students to take at least one course in three major content areas in sociology: social processes, social institutions, and social structures. This insures that our majors have a broad coverage of significant areas of sociological inquiry. Second, the statistics requirement was moved from the major courses to the general education math requirement. This revision enabled us to require an additional upper-level sociology course for our majors, thereby strengthening their sociology curriculum, while at the same time maintaining the statistics requirement.

 Objective A: To develop communication competence in all sociology majors.

All sociology courses require papers or some form of writing. One faculty member has adopted portfolios as a teaching approach, meaning that students have multiple and extensive opportunities to develop their written skills. Students are also required to produce a major paper (15-30 pages) in senior seminar.

The alumni survey revealed that most graduates felt that their experiences at USCS had helped them to be effective writers. Of the 19 respondents, 9 indicated that their experiences at USCS "very much" added to their writing skills and 9 said this was "somewhat" true. Only 1 respondent indicated that his/her college experience had contributed little or none to his/her ability to write effectively.

A review of syllabi showed that students have numerous opportunities in upper-level courses to give oral presentations. These can be formal or informal, and are either individual presentations or done as part of a group project. In addition, all senior seminar students are required to give a formal oral presentation of their seminar paper. These presentations are evaluated by the faculty, and are rated as either commendable, satisfactory, or unsatisfactory. During this assessment period, 67 presentations were evaluated by the senior seminar instructor and by at least one other faculty member. Approximately 24% were evaluated as commendable, 72% as satisfactory, and 4% as unsatisfactory.

Recent graduates reported that their educational experience prepared them to be effective speakers. All 19 said that their experiences at USCS had added either "very much" (n=10) or "somewhat" (n=9) to their ability to speak effectively.

 Objective B: To attain student satisfaction.

 Senior seminar students were asked to express their level of agreement with each of the following items:

Strongly Strongly

Agree Agree Disagree Disagree

My sociology major has:

 Improved my ability to think critically 83.8% 14.9 1.5 0.0

 Helped me to better understand social problems 82.1 16.4 0.0 1.5

 Helped me to better assess public policies 55.2 41.8 1.5 1.5

 Provided me with the opportunity to discuss 74.6 23.9 0.0 1.5

ethical issues

I would major in sociology again. 73.1 25.4 1.5 0.0

 These data suggest that the overwhelming majority of majors feel that their experience has improved their ability to think critically, to apply the knowledge they have gained, and to consider ethical issues. With one exception, all respondents indicated that they would major in sociology again.

Further, students were asked to indicate their degree of satisfaction with each of the following within the sociology major: course advisement, career advisement, range of course offerings, content of courses, teaching of full-time faculty, preparation for further training, and preparation for employment.

Very Very

Satisfied Satisfied Dissatisfied Dissatisfied

 Course advisement 73.3 22.4 4.5 0.0

 Career advisement 33.9 44.6 16.9 4.5

 Range of course offerings 16.4 44.8 26.9 11.9

 Content of courses 53.7 44.8 1.5 0.0

 Teaching of faculty 59.7 34.3 6.0 0.0

 Preparation for grad. school 41.8 44.8 13.4 0.0

 Preparation for employment 28.4 50.8 19.4 1.5

 Once again, students overwhelmingly indicated a high degree of satisfaction with teaching of the faculty, the content of the courses, academic advisement, and preparation for graduate school. Although a majority was satisfied with career advisement and preparation for employment, one-fifth of the students reported dissatisfaction in these areas. This finding suggests that the faculty may want to consider strategies that more clearly link their academic training in sociology with tangible career opportunities.

The one area where students consistently report less satisfaction (and this is echoed in their open-ended written comments) is the range of course offerings. Almost 4 in 10 students were either dissatisfied (26.9%) or very dissatisfied (11.9%) with the range of course offerings each semester.

The main explanation of this problem is the limited number of sociology faculty. Searches for a new faculty for 1999-2000 and for 2000-2001 academic years were started but then cancelled due to budgetary restraints. We are currently in the process of searching for a full-time sociologist, which would bring the total number of faculty to four and one-half (one faculty has a dual appointment in criminal justice). Given the popularity of the major, the need to adequately cover the sociology curriculum, the expectation of teaching in Greenville, and the demands of general education, upper-level sociology courses have been severely limited, and our majors rightly are concerned and upset by this reality. Hopefully a successful search will help to alleviate some of the load for current faculty.

The data from the alumni survey mirror the results from the senior seminar students. The majority of alumni reported favorably regarding academic advising in their major, quality of instruction in their major, and expertise of the faculty.

Excellent Good Fair Poor

Value of academic advising 47.4% 21.1 21.11 10.5

Quality of instruction 63.2 26.3 10.5 0.0

Expertise of faculty 68.4 26.3 5.3 0.0

Alumni were also asked about their satisfaction with their major and with instruction in their major. Those results also indicated that the graduates were overwhelmingly satisfied with their sociology experience. No respondents reported being dissatisfied in either of these areas. Eight (42%) alumni said they were "very satisfied" with their major, and eleven (58%) reported being "very satisfied" with instruction in their major. Finally, when asked if they would major in sociology again, five said "definitely yes," six said "probably yes," six said "probably not," and two said "definitely not."

Goal II. To incorporate global perspectives and diversity in the curriculum and in co-curricular experiences.

As the survey data indicate, a significant portion of our majors are African-American, and a majority are female. The presence of these students in our major requires that we be conscious of cross-cultural issues and diversity, and indirectly, suggests that we have done so.

Objective A: Include within coursework cross-cultural and comparative information, as well as scholarship representative of diverse social scientists, particularly with regard to women and/or racial and ethnic minorities.

A review of syllabi, along with discussions among the faculty, showed that course content, as well as textbook and reading selections, are made with this objective in mind. With few exceptions, most upper-level courses include cross-cultural materials, as well as readings from diverse social scientists.

One question that was asked in the student questionnaire is relevant to this issue. Students were asked to indicate whether they agreed or disagreed with the following statement: "My sociology major has improved my understanding of other cultures." Over two-thirds of the respondents (70.15%) strongly agreed with this statement, and another 19 students (28.4%) agreed. Only one student strongly disagreed, meaning that virtually all students believed that their understanding of other cultures had been enhanced by their major.

Two questions from the alumni survey addressed this issue. Alumni were asked to indicate the degree to which their experiences at USCS added to their skills in the following areas: a) understanding different philosophies and cultures; and b) getting along with people of different races and ethnic groups.

With regard to the first item, nearly 60% (11 of 19) said their experiences added very much, 7 said added somewhat, and only 1 said added little or none to their ability to understand different philosophies and culture.

The pattern was similar for the second item. Twelve of 19 said their experiences at USCS very much added to their skills for getting along with people of different races and ethnic groups. Four said this was "somewhat" true, and only 2 said their experiences added little or none to this skill.

Throughout the year, the sociology club provides numerous opportunities, through speakers, trips, and service projects to not only enhance students’ applied knowledge, but also to expose them to the lives and experiences of individuals from diverse backgrounds. Twice during this period, the club visited the Civil Rights Museum and walking tour in Atlanta. The club also took the Gullah tour in Charleston, focusing on African American history in that area.

Goal III. To emphasize experiential and co-curricular learning.

 Objective A: To prepare students for employment.

Because of the importance of experiential learning, internships are offered every spring semester and are listed in the course schedule with other sociology courses. Because of the emphasis on internships from the faculty, both generally and during advising, the percentage of sociology majors participating in internships has continued to grow. Approximately 45% of the senior seminar respondents had completed an internship. However, over this assessment period, the number of majors taking internships has continued to increase, such that now a majority of our majors graduate with internship experience. For example, eight of the nine members of the Spring 2002 senior seminar, and 10 of 19 from 2001 (fall and spring), have had internships.

The internships have taken place at a variety of sites, covering a range of experiences. The sites include: The United Way, Department of Social Services, SAFE Homes/Rape Crisis, Children’s Advocacy Center, High School Guidance Departments, Spartanburg Regional Medical Center, Allen Bennett Hospital, Share the Vision Project, Guardian Ad Litem, Stop the Violence, Department of Juvenile Justice, Cities in Schools, EEOC, Hospice, Managed Treatment Services, Mental Health Association, Nursing Homes, Chamber of Commerce, Spartanburg County Planning and Development Department. As can be seen, students have been able to gain valuable experience in a variety of agencies – city and county government, health care, social services, business, not-for-profit agencies, and law enforcement.

Beyond the traditional internship experience, one member of the faculty has offered a course titled "Poverty: A Service Learning Approach." This course combines the typical classroom experience with community service opportunities. This course has gained regional recognition, and helps to provide our students with first hand knowledge of the poor and poverty programs.

 Objective B: To prepare top students for graduate school.

In addition, a significant minority of our majors choose to pursue graduate education. Over the past four years, we have had students accepted to such schools as Clemson, USC, and Converse College in master’s programs in sociology, social work, education, and library science. We have also had a student accepted into the USC law school. The curriculum revision that was undertaken in 1999 should ensure that our students receive even better training for graduate study.

To help prepare students for the graduate school experience, the faculty encourage two or three of our top students to submit papers to the Southeastern Undergraduate Sociology Symposium held each spring. We have participated in three symposia during the past four years. Our students formally present papers alongside undergraduates from other southeastern universities, providing them with an invaluable experience that builds their self-confidence and their pride in their own undergraduate experience.

Summary

This assessment report identifies both strengths and weaknesses in the sociology major. A curriculum revision has strengthened the academic content and rigor of the program, making our students better prepared for further training. We have maintained a large number of majors, and have been particularly successful in attracting racial and ethnic minorities. As a whole, both seniors and alumni report that they are very satisfied with most aspects of the program. The internship program has grown to such an extent that now a majority of graduates have completed an internship.

Two main areas where improvement is needed have to do with course offerings and career preparation. The addition of a new faculty member in the fall 2002 will help to alleviate the burden now carried by the present faculty with regard to course load. Still, with heavy general education responsibility and with expectations of continuing to teach in Greenville (which closes off such courses to some students), the number of upper-level offerings will remain fairly limited. With regard to career preparation and advisement, faculty need to develop strategies that help students see the connections between their academic experiences and their chosen career paths. Whether this is accomplished through a 1-hour course, or incorporated into the senior seminar, or through some other means, remains to be determined, but these findings suggest that is an area that needs to be addressed, especially since most of our graduates pursue employment rather than graduate school.

For additional information concerning this program assessment summary, please contact Clif Flynn, the assessment unit coordinator.

3. Title II Assessment

Please go to http://www.uscs.edu/academic/soe/ctr.htm for the institution's current Title II report.

4. Statement of Technologically Skilled Workforce

As part of the requirements to fulfill the USCS General Education curriculum, students must complete at least three credit hours in computer studies. The purposes of this requirement are to ensure that 1) students exhibit a knowledge of the uses and limitations of computers, both generally and in the student's major discipline, and 2) students be able to use existing software packages and word processing on a micro computer. Moreover, students' technological skills are enhanced beyond the General Education curriculum with the significant investments USCS is making in "Smart Classrooms." These classrooms, equipped with the latest hardware and software applications, are designed to supplement the pedagogy with an array of networked resources such as the Internet and Blackboard classroom/ communication software. A $65 per semester technology fee provides support for the technology infrastructure.

5. Academic Advising

This component was reported on last in 2000. Based on the schedule of reporting, it will be reported next in 2004.

 6. Achievement of Students Transferring from Two to Four Institutions

This component is not applicable to our institutional type.

 7. Procedures for Student Development

This component was reported on last in 2000. Based on the schedule of reporting, it will be reported next in 2004.

 8. Library Resources and Service

This component was reported on last in 2000. Based on the schedule of reporting , it will be reported next in 2004.

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