Institutional Effectiveness Summary Report

University of South Carolina Spartanburg

Introduction

1. General Education

Assessment of the general education curriculum at USCS uses a variety of instruments: standardized tests, "local" tests, evaluation of student portfolios, grade distributions, review of syllabi, and analysis by faculty members. The annual assessment is a two-tier reporting system. The primary reporting is done by faculty members who teach courses in the general education curriculum. Each year, they are asked to relate their general education courses to the purpose of general education stated in the Catalog on pages 57-58, to set objectives for each principal course in the general education curriculum, to list important student outcomes, to specify the measures used to assess course effectiveness, to list the major assessment results, and to show how these results were used either to drive change or to confirm success. The results from these course assessments are summarized in another document called the "General Education Assessment Checklist and Inventory. " It treats assessment criteria, lists the main goals of the general education curriculum, states the values and assumptions that underlie assessment of general education, lists the assessment techniques used by the institution, notes the major changes driven by assessment, and provides detail about alterations made in specific courses.

The two-tier report is like an annual assessment report on an academic major in that it is sent to the faculty Assessment Committee for review. Because of the breadth and importance of general education, the report is also sent to academic administration so they can monitor the effectiveness of the curriculum and discuss it with faculty members as necessary.

The general education curriculum has eight major components: 1) Communication, 2) Mathematics, 3) Arts and Humanities, 4) Social and Behavioral Sciences, 5) Natural Science, 6) Foreign Culture, 7) Computer Studies, and 8) Senior Seminar. Each of the eight components has a specified purpose and course requirements that must be met. The purpose of each component derives from the mission of the College of Arts and Sciences, which in turn derives from the USCS mission. Assessment reports treating general education follow the same organization as the curriculum.

The purpose of the Communication component is to make students "able to read, write, speak and comprehend standard English effectively." The course requirements include freshman composition and a course in public speaking. The English courses are assessed using the results of the Academic Profile test, grade distributions, and review of the course by the faculty members teaching it. The importance of composition in the general education curriculum is shown in the name of the new administrative unit that houses the English faculty: the Department of Language, Literature, and Composition. The English faculty members have also asked that the position of a coordinator for freshman composition be created. They are working to create greater consistency in the composition sections by adopting a work in common to be read by all English 101 students, creating a final reading comprehension test containing a set of embedded questions to be given in all English 101 classes, working in group grading sessions to develop a common grading rubric, adopting consistent standards for the format of papers and documentation of electronic sources, and assigning a final essay in English 102 classes to be used for program assessment.

Students completing the mathematics component should "have knowledge of the fundamentals of algebra especially as used in solving principal, interest, motion, area, volume, rate and comparable concepts," and they should "be able to construct, read and interpret graphs, [and] to be able to understand elementary statistics." Students select an appropriate mathematics course based on their performance on a placement test and on the requirements of their major. They also take a second, higher-level algebra/calculus course or logic or statistics. The results of the departmental assessment test are as follows.

Math 120-121

Math 201

Arts and Humanities is the third component of the general education curriculum. It is designed to help students "exhibit an appreciation of the cultural roots of modern society; to develop analytical reading and writing skills; to explore the fine arts: music, art, drama." This requirement is met with a course in fine arts, one in history, and a third selected from a number of arts and humanities disciplines. In 2002, the English faculty introduced several sophomore courses that meet this general education requirement. They include English 208, Introduction to Creative Writing, and English 252, Understanding English Grammar. These and such mainstays as English 245, Professional Writing, and English 275 Masterpieces of World Literature, are very popular with students. Grade distributions show that only 0-17% of the students fail to earn a "C" or better in the course suggest a mastery of the material, but faculty analysis has resulted in efforts to improve students’ understanding of critical concepts, research methodology, and oral presentation skills.

Social and Behavioral Sciences is the fourth general education group. Its purpose is to help students "to understand the dynamics of interactions at the personal, group and societal level; to have introductory understanding of the dynamics of local, state, national and international relationships; to exhibit the ability to organize data and information and to analyze and interpret data and information." Courses in this group include one in American government or American Studies, and two in different social sciences. Grade distributions in American government follow the bell curve pattern, indicating appropriate mastery of the material. Instructor analysis has led to increased reliance on web-based course supplements, more frequent testing, and the development of an on-line version of the course. Psychology 101 is a central course in this group. The faculty who teach it have developed a common set of course objectives and are moving toward greater uniformity in instruction in such areas as portfolio and library assignments. Women’s Studies 101 is a new course that can be used in many majors to meet this group requirement. Faculty member decided that it had been weak in presenting global women’s issues, and new course materials are being sought and developed to address this issue.

Natural Science is the fifth group. Its purpose is to help students "explore the methods, strengths and limitations of science; to exhibit a knowledge of important scientific models which form a basis of our modern culture; to experience the gathering, organization and interpretation of data; to explore the interrelatedness of science and society." Students meet this requirement by taking two science courses, at least one of which has a lab. In biology, efforts are being made to improve students’ note taking skills and to engage them in study groups. Blackboard is being introduced to improve course delivery. Assessment in chemistry reveals the need to review assessment procedures. It also suggested the need to ensure that students have taken the appropriate prerequisites.

The sixth component is Foreign Culture. It should help students "develop an understanding of contemporary foreign culture; to have an awareness of cultural diversity; to increase understanding of international issues." Students meet this requirement by taking courses from a list of pre-approved anthropology, art, economics, English, geography, government and international studies, or history courses. They may also meet it by taking foreign language classes. German classes make greater and more effective use of the language laboratory. In Spanish, faculty are enforcing placement of students, which result in more homogeneous grouping of entering Spanish students. They are also developing common syllabi and final examinations for their first-year courses

The seventh component is computer studies. Students who complete it should "exhibit a knowledge of the uses and limitations of computers, both generally and in the student’s major discipline" [and] "be able to use existing software packages and word processing on a micro computer." To meet this requirement, students usually take Computer Science 138, Computer Science 141 or higher, or Engineering 101 and 102. They may also satisfy it by successful completion of a competency test. Assessment of this component is based on measures of performance on a list of concrete skills. Scores ranged from 78% to 96%, indicating successful levels of mastery. However, the computer science faculty are concerned that different instructors use different means of evaluating the objectives. They plan to develop a departmental test to ensure uniformity of measurement.

Senior Seminars in the academic majors are the last general education component. Students in these seminars should "integrate knowledge at an advanced level," "explore ethical issues," and "gain experience in research and oral presentation." Assessment techniques in the seminars often involve faculty evaluation of the course. Faculty in the major not teaching the course are called in to evaluate student performance, which leads to faculty discussion of the effectiveness of the seminar. Concerns and resulting changes in senior seminars often treat research skills, an important part of these seminars. Library faculty have provided instruction in some seminars to improve research skills. Another concern shown in assessments of several senior seminars was oral communication skills, and more practice and instruction are being incorporated into these classes to improve them.

USCS uses the ETS Academic Profile test as part of its assessment of general education. It is a test of general academic knowledge and skills intended for use in colleges and universities. The test focuses on the academic skills developed through general education courses rather than on the knowledge acquired about the subjects taught in these courses. It does this by testing college-level reading and critical thinking in the context of the humanities, social sciences, and natural sciences. Mathematics and writing skills are tested independently of context areas. Results are reported in terms of norm-referenced and criterion-referenced scores. Norm-referenced scores report results at USCS as they compare with those at other institutions where the test is given. Criterion-referenced scores report results at USCS as they compare with pre-established criteria.

From 1999 to 2002, the test was given in senior seminars. In the first couple of years, our analysis focused primarily on the reliability of the test and less on the results than it should have. When we began to examine the results carefully in 2002, we found that the norm-referenced scores—the comparison of USCS scores with those from other institutions—were not useful. The other institutions using the test are more selective in admissions than USCS. Hence USCS scores cannot be validly compared to them. The criterion-based scores plummeted in the 2002 Fall Semester, suggesting a flaw in testing procedure, a flaw in the test, a flaw in the tested students, or a flaw in general education at USCS. Because the test results were so different from previous ones, we decided they were unreliable—probably because of the testing procedure.

In the Spring of 2003, the Academic Profile tests were administered in those classes with the most sophomores during the busiest class period of the day. The results were much the same as the previous test. Testing in a sophomore class rather than in a senior seminar allowed comparison of new and more advanced students. These comparisons showed that students improved their scores after completing general education courses. Nonetheless, the results of the standardized test remain troubling and deserve careful and continuing scrutiny.

Thus, USCS has utilized assessment to make specific improvements in every aspect of the general education program. The reporting system that organizes a variety of assessment activities into a comprehensive and coherent annual appraisal of the effectiveness of the general education curriculum has been improved so that the results of curriculum improvement are documented on an annual basis. It is a bottom-up system that allows the teaching faculty to set the objectives, to measure success in meeting them, and to make improvements. By summarizing the reports on classes and treating them by general education component, the assessment system also gives a view of the big picture—the health of general education at USCS.

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:

The program has been growing rapidly, keeping pace with the ever-increasing numbers of transfer, evening, and University Center students, many of whom fit the non-traditional demographics of the degree. There are currently over 272 active IDS majors—approximately 7% of the student body. Of that number, 85% are transfer students; over 27% are from the Greenville area; and 56% are older than the traditional college age (The number of traditional IDS students is up, perhaps the result of the metamorphosis in South Carolina higher education). Over half take full loads. IDS students typically make up 15% of the graduating class. IDS accounted for $660,652 in tuition revenue spring semester 03.

Findings and Recommendations:

For additional information concerning this program assessment summary, please contact Donald Knight, the assessment unit coordinator.

As an integral component of the College of Arts and Sciences, the communication degree program will be recognized for its rigor and integrity, the faculty for its excellence in teaching, professional service and research scholarship. The program is designed to support the overall mission of the University by enhancing the intellectual, cognitive, ethical, cultural, professional and social development of our students. Students will employ critical and creative thinking; be philosophically, technologically and culturally literate, be effective communicators and be appreciative of the visual and performing arts and humanities. Students will respect others through understanding ethnic, racial, gender, cultural and ideological differences and will work cooperatively and collaboratively. Aware of the rights and responsibilities of our democratic society, they will be educated to communicate productively within the family, the community, the nation and the world.

The Communications major will emerge in the next decade as one of the leading degree programs in the Upstate for students seeking professional training in mass media, speech communication and theatre.

In keeping with the metropolitan mission of USCS, the program will be recognized among its peers primarily for providing quality education in the interrelated fields of mass media, speech communication and theatre to the citizens of South Carolina’s metropolitan Upstate, its connecting corridors and expanding populations. In addition to helping meet the immediate manpower needs of the Upstate and environs, and equipping students for the state, national and world marketplaces, the program is also dedicated to preparing students who want to seek education beyond the baccalaureate degree. 

As such the values statement of the Communications program are:

To respect the role of individual and group conflict resolution through meaningful and responsible communication

To appreciate effective written, oral, nonverbal communication skills

To encourage students to understand and promote respect and appreciation for ideological, racial, ethnic, gender and other differences

To respect research and scholarship as both an ongoing process and finished product that can result in informed decision making

To appreciate personal and group goal-setting, problem-solving, decision-making, situation analysis, and effective and efficient use of time and resource management

To develop respect for current and future technology as it can be used for information retrieval, discovery, analysis, synthesis, documentation and presentation

To create an atmosphere which encourages students to challenge and re-evaluate from different perspectives, existing attitudes, beliefs and behaviors

To expect at all times that students will adhere to the highest personal and professional standards of ethics, accuracy, fairness, objectivity, truth and integrity; will avoid conflicts of interest, shun plagiarism; and maintain respect for the opinions of others

To hold in esteem the sense of self-worth and confidence that can be acquired through assuming leadership roles and completing experiential learning opportunities

Goals and Methods

The communication major requires that students complete eighteen credit hours in core courses. These include SSPH 301 Theories and Principles of Human Communication, SJOU 301 Survey of Mass Communication, SSPH 340 Voice & Diction, STHE 375 Theatre History (or STHE 301 Dramatic Criticism), SJOU 304 Writing for the Mass Media and SCOM 490 Senior Seminar. Students must complete an additional number of credit hours in one of three concentration areas: journalism (18 hours), speech (21 hours) or theatre (15 hours). Finally, students must complete four cognate courses and four supporting courses for a total of 120 credit hours.

The faculty assigned to teach senior seminar also has the responsibility of compiling an assessment report for the semester. Based on the communication major mission and vision statements, the goals and method of assessment are as follows:

Goal One: Provide general education, which emphasizes communicative and quantitative competence; knowledge of natural and social environments; appreciation of language, literature, and the arts, awareness of history, values, diverse cultures; understanding of changing technologies; and personal responsibility for life-long learning and physical well-being.

Method of Assessment: Students participating in SCOM 490 will compile a senior portfolio that includes a major research project, internship evaluations, a completed senior survey, a resume and faculty critiques of their work. Students are assigned an outside reader (project advisor) who will assist them in the development and completion of their project. Based on the final research project, students must also defend their work in an oral presentation using audiovisual technology. Following the oral defense, students will be cross-examined and critiqued by members of the faculty and outside reviewers. Senior seminar presentations are videotaped and archived for ten years.

Goal Two: Emphasize experiential learning to prepare students for employment upon graduation.

Method of Assessment: During senior seminar, students must complete a survey that attempts to determine how many students have completed or plan to complete an internship prior to graduation. The questionnaire also contains questions designed to assess the value of experiential learning for communication majors. Additionally, evaluations of onsite (non-faculty) supervisors and faculty supervisors are used to measure student achievement levels. 

Goal Three: Encourage curricular and co-curricular activities of a multidisciplinary nature so as to promote the integration of knowledge and address the complexities of contemporary life.

Method of Assessment: During senior seminar, students must complete a survey that attempts to determine how many students have participated in curricular and co-curricular activities. The questionnaire also contains questions designed to assess the value of such activities and the effectiveness of “seamless” learning for communication majors.

Goal Four: Educate students in methods of finding and evaluating information, and resources.  

Method of Assessment: All communication majors must complete major research projects. Two core courses (SSPH 301 Theories and Principles of Human Communication and SCOM 490 Senior Seminar) require students to write a paper that is based on scholarly sources, and is evaluated for use of library and electronic resources. 

Findings and Recommendations

The communication degree program has quickly grown and serves nearly 250 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.   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. Also, students' portfolios have been rated, on average, as "good to exceptional" with nearly 83% of the students scoring in these categories.

Citing a major strength of the program, a majority of students (73%) 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.

For additional information concerning this program assessment summary, please contact Rachelle Prioleau, the assessment unit coordinator.

The teacher education programs at USCS have been conceived around a conceptual framework that focuses on the development of reflective practitioners and professionals. The School of Education believes that the principles that underscore the conceptual framework are the very best to prepare well-qualified and competent teachers. The USCS Teacher Education Program  is accredited by the National Council for Accreditation of Teacher Education (NCATE) and has been approved by the South Carolina Department of Education. These two agencies serve to (1) assure the public that the school offers programs for the preparation of teachers that meet national standards of quality and excellence; (2) insures that school children  are served by well-prepared school personnel; and (3) advance the teaching profession through the improvement of the teacher education programs.

For additional information concerning this program assessment summary, please contact Steve Tipps, the assessment unit coordinator.

The SBAE successfully integrated three new doctorally qualified faculty members (Economics, Finance and Management) into the School. Two of these faculty members have already had some initial publication success. Because of budget constraints at the state level, the SBAE will unfortunately begin Fall 03 with one less doctorally qualified faculty member while at the same time doubling its daytime course offerings at UCG. Additionally, a search to recruit a permanent dean will be delayed until the midyear budget picture is clear.

For additional information concerning this program assessment summary, please contact Bill Word, the assessment unit coordinator.

For additional information concerning this assessment summary, please contact Leon Wiles, the assessment unit coordinator.

Please go to http://www.uscs.edu/academics/se/current_t_report.html for the institution's current Title II report.

For additional information concerning this report, please contact Jim Charles, the assistant dean of the School of Education.

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 $75 per semester technology fee provides support for the technology infrastructure.

For additional information concerning this statement, please contact Jonathan Trail, the director of planning and institutional research.

Alumni

Out of 629 students who graduated in 1999-2000, almost 32% responded to the instrument administered in May of 2003. Over 87% of the respondents were "very satisfied/satisfied" with their overall educational experience at USCS. This rate is consistent with the measurements observed in the 1999 and 2001 administrations (alpha of 5%), but the University has targeted levels within the high 90's percent within the next two years. As such, the Office of Student Affairs is currently implementing a college student expectations questionnaire which measures an array of attributes "expected" by freshmen when they begin their academic careers. Some of these attributes include the number of term papers they expect to write, opportunities to socialize with faculty members, frequency of using the computer labs, etc.  It is believed that closely scripted interventions will more closely match incoming students expectations of the academic experience to reality hence increasing their overall educational experience rate. One major initiative planned for this fall is a mandatory freshmen convocation to create a more synergistic environment among the incoming cohort which will increase the overall educational experience for the students.

Placement

Despite the severe economic downtown in recent years, almost 71% of the graduates indicated they found a job within 3 months of graduation or less, and 72% stated their jobs were "highly-to-moderately" related to their college majors. Much of this success can be attributed to the Career Center; staffing has been expanded and reorganized to serve and market specifically assigned majors, and a major web-presence has been implemented to effectively advertise students' resume to recruiting companies. Career Fairs also continue to play an important role in placement as students not only meet potential employers, but they polish their skills in resume writing, interviewing and general business etiquette. 

Please go to http://www.uscs.edu/~oir/ALLMAJORS2003.HTM for complete results of the institution's current Alumni & Placement Survey.

For additional information concerning this analysis, please contact Jonathan Trail, the director of planning and institutional research.