Introduction

This summary report for USC Sumter includes: Academic Advising, Entry-level Placement and Developmental Education, Achievement of Students Transferring from Two- to Four- Year Institutions, and Public Service.

The following components will be reported on in the annotated year: General Education (1996), Analysis of Undergraduate Retention and Attrition (1996), Procedures for Student Development (1996), Library Resources and Services (1996), Administrative and Financial Processes and Performance (1997), and Facilities (1998).

The following components are not applicable to our institutional type: Majors or Concentrations, Academic Performance of Student Athletes, and Research.

CHE will report on the following components: Reports of Program Changes that have Occurred as a Result of External Program Evaluations, Success of Entering Students in Meeting College or University Admissions Prerequisites, and Minority Student and Faculty Access and Equity.

1. General Education

This component was reported on last in 1992. Based on the schedule of reporting, this component will be reported next in 1996.

2. Majors or Concentrations

This component is not applicable to our institutional type.

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

This component is no longer applicable to our institutional type. Since Central Carolina Technical College is the degree granting institution in the joint A.D. Nursing Program, they will be the only school responsible for reporting on this item.

4. Reports of Program Changes that have Occurred as a Result of External Program Evaluations

There have been no program changes in 1995 as a result of external program evaluations.

5. Academic Advising

The Academic Advising Center at USC Sumter assists students with the formation and clarification of their values, interests, abilities, and life career goals, as well as the development of their educational plan for the realization of their goals.

Indicators: The intended outcome that the Academic Advising Center is reporting on this year is:

• Rapport will be established with students wherein meaningful and effective advisement can be provided.

Assessment Methods:

A. Student evaluations

The students were given advisor evaluation forms during the Spring 1995 semester at the end of the advisement conference. The students filled these out after they left the Advisement Center and later turned them in to the Advisement Center's administrative assistant.

B. Staff evaluations

The staff evaluated advisement progress several times during the semester. These discussions centered around the logistics of advisement and mutual networking with regards to exchanging perspectives and advice on relating to students and serving as their advocate.

Assessment Results:

• Student survey results:
  These surveys indicated a 98% satisfaction rate among those students who turned in the surveys, which was an estimated 50% of the surveys handed out. The students indicated positive responses to the following:

  a. courteous manner
  b. unhurried conference
  c. advisor attentiveness
  d. concerns satisfactorily dealt with
  e. questions given sufficient answers
  f. retention of present advisor The area in which negative responses were given was in the area of "unhurried conference."

• Results of staff evaluations:
  The general consensus derived from these group meetings was that the staff had managed very well in establishing meaningful rapport with their students.

Use of Assessment Findings: Some of the problems the advising staff feels need work are: (1) students taking appointment times more seriously; (2) avoiding going over time allowed for each conference without rushing; and (3) keeping students first while at the same time meeting other institutional responsibilities.

6. Entry-Level Placement and Developmental Education

The Division of Arts and Letters offers three (3) Placement Tests: the Writing Proficiency Test (WPT) for English placement, the Nelson Denny Reading Test to test Reading competence, and the Foreign Language Placement Test (German, Latin, French, and Spanish) for placement in foreign language courses. The Division of Science, Mathematics, and Engineering offers Math Placement Tests for placement in mathematics courses. The WPT, Nelson Denny Reading Test, and the Math Placement Tests may lead to placing students in one or more developmental courses. These courses are ENGL 100, UCAM 120, and MATH 100. USC Sumter assesses the effectiveness of its placement tests and developmental courses.

In addition, the Foreign Language Placement Test and the Mathematics Placement Tests are provided by and assessed formally by USC Columbia.

Indicators:

A. Students will be placed in the appropriate courses.

B. Successful completion of developmental course(s) will provide students with the background to succeed in subsequent courses.

Assessment Methods:

1. Tracking of students

2. Interviews with faculty

Assessment Results:

• Assessment of Placement Tests

  The tests used for math placement at USC Sumter were developed by the Mathematical Association of America. Students, as determined by background and major, generally take one test-either Test A or Test B. Although retakes of Math Placement Tests are not permitted, a student may appeal the outcome of a particular test if the student believes that he/she was misplaced as a consequence. In the event of an appeal, members of the Math Department examine the student's previous coursework, grades, and SAT scores to determine the validity of the student's claims and to recommend placement in an appropriate math course.

  To continue the study of the effectiveness of placement testing in mathematics, the results of testing for Fall 1993 were reviewed. Success rates for newly admitted freshmen were examined. The sample consisted of freshmen with no previous college work who enrolled in a math course in the Fall 93 term. The cohort included 142 students who entered USC Sumter with the high school course work needed to satisfy entrance requirements. Students with high school AP or college-level course work in math were not included in the study.

  Examination of the data displayed in the table below reveals an area of concern: the low average GPA and success rate of students placed into MATH 111 in Fall 1993. Analysis of test scores revealed that practically all students in the cohort with scores of 10 and 11 on Test B were unsuccessful in their first attempt at MATH 111.

Course	Sample Size	Average Student Grade	% Finished with >= C	Next Math Course	% Taking Next Math Course	Average Grade in Next Course
MATH 100	*33	1.6	55%	MATH 111	61%	2.1
MATH 111	**73	1.6	51%	MATH 122, 170, 221	42%	2.4
MATH 122	12	2.8	92%	N.A.	N.A.	N.A.
MATH 115	14	1.8	64%	MATH 141	57%	2.3
MATH 141	10	2.1	70%	MATH 142	50%	2.8

Readers of this document are cautioned to note that the data reported above was compiled from a selected sample of students as a test of mathematics placement. Average GPA's and percentages of students completing math sequences do not represent those of the student body as a whole.

It is clear from careful examination of a sample tracking of students who have taken the Writing Proficiency Test that students are receiving grades in the English courses (ENGL 100, ENGL 101, and ENGL 102) which indicate they are being properly placed by the test.

• Writing Proficiency

COURSE	SAMPLE SIZE	WPT SCORE	AVERAGE STUDENT GRADE	% FINISH W >= C	NEXT COURSE	% TAKING NEXT COURSE	AVERAGE GRADE COURSE
ENGL 100	61	1	2.4	79%	ENGL 101	92%	2.1
ENGL 101	84	2	2.6	93%	ENGL 102	90%	2.6

Analysis of available data shows that the majority of students who score a 1 on the Writing Proficiency Test have passed ENGL 100; and there is not an excess of grades that indicates either that the students have been placed in a course that is well below their abilities, or that they have been placed in a course that is too far advanced for them. The number of A's is in keeping with the general average of the department, and the number of F's also reflects the department's average.

Students who score 2 on the Writing Proficiency Test are placed in ENGL 101. The tracking data indicate that the majority of these students obtain passing grades in ENGL 101. The percentage of failures (4 out of 84 or 4.7%) is relatively minimal, and the grade distribution is in keeping with the department's average grade distributions.

The Foreign Language Tests are taken by students who expect to take a foreign language at USC Sumter. The sample study of students who have taken the test and enrolled in courses at USC Sumter reveals that the tests work well in placing students. There are very few discrepancies and oddities which would indicate the tests have placed someone improperly.

FRENCH   GERMAN   LATIN   SPANISH

  F1       G1       L1      S1   Student placed in 109

  F2       G2       L2      S2   University requirement met (eligible for 121)

  F3       G3       L3      S3   University requirement met (eligible for 122)

  F4       G4       L4      S4   Pass to Phase II Proficiency Test (required)

COURSE	SAMPLE SIZE	FL SCORE	AVERAGE STUDENT GRADE	% FINISH >= C	NEXT COURSE	% TAKING NEXT COURSE	AVERAGE GRADE COURSE
SPAN 109	18	S1	2.9	89%	SPAN 110	78%	3.2
SPAN 121	15	S2	2.8	73%	SPAN 122	53%	3.3
SPAN 122	5	S3	3.5	100%	NA	NA	NA
FREN 109	1	F1	2.0	100%	FREN 110	100%	2.0
FREN 121	3	F2	2.7	100%	FREN 122	33%	2.5
FREN 122	2	F3	CR	NA	NA	NA	NA

ENGL 100. Those students who continue onto ENGL 101, for the most part, maintain the grades earned in ENGL 100. When there are exceptions, the grade difference amounts to one grade point.

MATH 100. Those students who continue onto MATH 111, for the most part, are successful.

Use of Assessment Findings: USC Columbia, following its assessment of student success based on Math Placement Tests has revised the scores necessary on Test B for entry level placement into MATH 111. Beginning in Fall 1995, students at the University of South Carolina (includes USC Sumter) will be advised into MATH 100 and MATH 111 based on a revised scale.

The Division of Arts and Letters has addressed concerns about the potential for inappropriate exemptions for transfer students with credits in ENGL 101 and/or ENGL 102 from other institutions. If these students score a 2 on the Writing Proficiency Test, they are automatically exempt from taking any English courses at USC. The number of exemptions is not as high as feared. The Fall 1993 sample had four students in this category. Three of these students had not previously taken ENGL 102 and took that course at USC Sumter. The average grade for ENGL 102 was 3.34, thus indicating that the exemption for ENGL 101 was justified.

In the past two years, the Chair of the Division of Arts and Letters has received eight complaints from faculty about questionable English placement situations. Four of these have involved faculty who have suggested that the student placed in ENGL 100 seemed capable of taking ENGL 101 and succeeding. In each instance, the student was encouraged to take a more advanced course. The other four were concerns that the students placed in ENGL 101 needed to be in ENGL 100. While little could be done about this situation since demoting students would be impractical, it offered the Division a chance to reexamine grading practices in the WPTs to ensure that the grading would be consistent with the general Division standards. These discrepancies are deemed minor and their occurrence, at this rate, is to be expected.

At least three students per semester approach the Chair of the Division of Arts and Letters querying the appropriateness of a WPT score. Several mechanisms have been implemented to respond to these problems.

Assessment practices show that the Foreign Language Placement Tests are not only appropriate, but also are important for the maintenance of standards in the foreign language program at USC Sumter.

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

This component is not applicable to our institutional type.

8. Achievement of Students Transferring from Two to Four-Year Institutions

Students who continue their education at a four-year campus of the University of South Carolina are not considered transfer students; furthermore, they are not treated administratively as transfer students. These students merely change campus. A high percentage of USC Sumter students change campuses and USC Sumter is provided information concerning their success. In addition, USC Sumter is provided some information concerning the success of students who transfer to other four-year institutions.

Indicators: USC Sumter students who change to a four-year campus of the University of South Carolina or who transfer to other four-year institutions will maintain or improve their cumulative grade point ratios after transfer or change of campus.

Assessment Methods: Review and summarize reports and data generated by Institutional Research at USC Columbia.

Assessment Results: Performance Report of Students who "Changed Campus" within the USC System.

		ORIGINAL ELIGIBILITY SENIOR CAMPUS			MEAN
CAMPUS SPRING 93	CLASS SPRING 93	NO	YES	ALL	CGPR 924	CGPR 931	CGPR 934	CGPR 941
COLUMBIA	SOPH	5	2	7	2.672	2.677	2.730	2.803
	JUNIOR	18	14	32	2.864	2.862	2.863	2.868
	SENIOR	1	3	4	2.817	2.823	2.817	2.808
AIKEN	SOPH	1		1	1.691	1.600	1.712	1.741
	JUNIOR	6	2	8	2.986	3.015	3.012	3.080
	SENIOR	1	1	2	2.620	2.592	2.538	2.502
COASTAL	JUNIOR	1		1	2.422	2.513	2.606	2.692
	SENIOR		1	1	3.237	3.228	3.224	3.224
CAMPUS FALL 94	CLASS FALL 94	NO	YES	ALL	CGPR 924	CGPR 931	CGPR 934	CGPR 941
COLUMBIA	SOPH	2	2	4	2.470	2.426	2.493	2.593
	JUNIORS	12	6	18	2.854	2.849	2.849	2.842
	SENIOR	10	12	22	2.871	2.875	2.873	2.886
AIKEN	JUNIOR	1	1	2	2.592	2.547	2.596	2.612
	SENIOR	8	1	2	2.793	2.818	2.828	2.889
COASTAL	JUNIOR	1		1	2.422	2.513	2.606	2.692
	SENIOR		1	1	3.237	3.228	3.224	3.224
CAMPUS SPRING 94	CLASS SPRING 94	NO	YES	ALL	CGPR 924	CGPR 931	CGPR 934	CGPR 941
COLUMBIA	JUNIOR	5	3	8	2.688	2.658	2.685	2.735
	SENIOR	19	17	36	2.854	2.861	2.861	2.865
AIKEN	JUNIOR	1		1	1.691	1.600	1.712	1.741
	SENIOR	8	2	10	2.863	2.886	2.893	2.948
COASTAL	SENIOR	1	1	2	2.830	2.871	2.915	2.958

The table reflects student success in their cumulative grade point ratio as they change campuses within the USC System. There is a significant number of students that make the "change of campus" during their junior and senior year following success at USC Sumter. In addition, many of the "change of campus" students are still on the USC Sumter campus completing baccalaureate degrees in Sumter through joint programs with USC Columbia, USC Aiken, and Coastal Carolina University.

Use of Assessment Findings: The data clearly indicates that USC Sumter is successfully fulfilling its mission of providing access to students and then preparing them to be successful in their pursuit of a baccalaureate degree.

Supplemental Information

The following is information concerning performance of students changing campuses from USC Sumter to the baccalaureate-granting institutions of the University of South Carolina (Aiken, Columbia, Spartanburg and, because of when these students were enrolled, Coastal Carolina. This information was produced from ongoing research efforts by the USC Regional Campuses Office. The cohort consists of those students who changed campuses after the spring semester from 1985 through 1990. These six groups of students were combined, thus producing a large cohort that encompasses many years. Lastly, this cohort represents a population, not a sample.

The 739 students left Sumter with an average of 78 earned hours and a cumulative GPA of 2.90.

During the first semester at their respective "new" campuses, these students earned an average GPA of 2.86. Their cumulative average was 2.89.

Two academic years after leaving Sumter, 414 (56%) of these students had earned a B.A./ B.S. degree while 220 (30%) were still enrolled. Three students (0.004%) were suspended and 96 (13%) of these students were not enrolled at a USC campus.

Three academic years after leaving Sumter, 543 (73%) had earned a B.A./B.S. degree while 82 (11%) were still enrolled. Five students (.006%) were suspended and 102 (14%) of these students were not enrolled at a USC campus.

Four academic years after leaving Sumter, 600 (81%) had earned a B.A./B.S. degree while 22 (3%) were still enrolled. Six students (.008%) were suspended and 102 (14%) of these students were not enrolled at a USC campus.

9. Analysis of Undergraduate Retention and Attrition

This component was reported on last in 1994. Based on the schedule of reporting, this component will be reported on next in 1996.

10. Minority Student and Faculty Access and Equity

This component will be reported on next in 1996 by CHE.

11. Academic Performance of Student Athletes

This component is not applicable to our institutional type.

12. Procedure for Student Development

This component was reported on last in 1992. Based on the schedule of reporting, this component will be reported on next in 1996.

13. Library Resources and Services

This component was reported on last in 1992. Based on the schedule of reporting, this component will be reported on next in 1996.

14. Administrative and Financial Processes and Performance

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

15. Facilities

This component was reported on last in 1994. Based on the schedule of reporting, this component will be reported on next in 1998.

16. Public Service

Public Service at USC Sumter is comprised of a variety of services to the community. Principal contributions are made from several major activity areas: Special Events and Continuing Education, Facilities Usage, Faculty and Staff Contributions, and Student Contributions.

Indicators:

A. Residents of USC Sumter's community will be provided opportunities to obtain cultural enrichment and personal and professional development.

B. USC Sumter's facilities will be available to community organizations at no cost or for a nominal fee.

C. Faculty and Staff will provide work and services related to their field of expertise to the public without additional compensation.

D. Students will be involved in community service.

Assessment Methods:

1. Review of Faculty Annual Evaluations

2. Review of the Dean's Annual Report to the Community

3. Review of Facilities Usage Report

4. Review of Student Development Transcript Report

5. Data collected by the Office of Continuing Education

Assessment Results: Each year USC Sumter sponsors a number of public events including musical, dramatic, and artistic presentations and exhibits, public lectures, and forums. Talented and energetic faculty are responsible for the majority of these activities. All of these programs are offered free of charge to the public. A central data repository is currently unavailable; however, at the conclusion of many of these programs, evaluation forms are turned into the Office of Continuing Education for record keeping. The Office of Continuing Education reports the following data:

      FISCAL YEAR      NUMBER OF EVENTS      NUMBER OF PARTICIPANTS

        1990-91               32                     950

        1991-92               46                    1681

        1992-93               58                    1931

        1993-94               50                    1791

Individual listings of events reside with the sponsoring faculty member in most cases or with the Office of Continuing Education.

The Office of Facilities Planning and Operations keeps a record of community groups, public service organizations, and clubs who use campus buildings at no cost or for a nominal fee. That office reports for fiscal 1994-95 a service contribution of $1,100. This is a relatively new record keeping process and more data will be available in future years.

The Office of Research/Enrollment Management reports student contributions using the Student Development Transcript. Since the Fall of 1992, 208 students have recorded their participation in public service activity. Examples of public service participation include working with tutoring programs at community centers and with local school districts, donating blood to the local Red Cross, and working with Sumter Habitat for Humanity.

Use of Assessment Findings: To date USC Sumter has not mounted a concerted effort to develop a plan for reporting on the public service component of our mission. In reviewing the information reported by the various segments of the campus, it is obvious that an efficient method for gathering this data needs to be developed. For example, there is not an efficient mechanism for gathering data concerning the work and services provided by individual faculty and staff members. However, even the limited amount of available data indicates that USC Sumter is fulfilling its mission to provide public service.

17. Research

This component is not applicable to our institutional type.