Fiscal Year 1995-1996
Introduction:
This report for USC Sumter includes:
The following components will be reported on in the annotated year: Academic Advising (1997), Achievement of Students Transferring From Two-Year to Four-Year Institution (1997), Administrative and Financial Processes and Performance (1997), Facilities (1998), and Public Service (1999).
The following components are not applicable to our institutional type: Majors or Concentrations, Performance of Professional Program Graduates on Licensing and Certification Exams, 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.
Particularly noteworthy in this report is the 100 percent retention from the freshman to sophomore year for the 1994 cohort shown in the Analysis of Undergraduate Retention and Attrition and the use of the Student Development Transcript discussed in Procedure for Student Development.
1. General Education
Historically, USC Sumter has defined general education as the coursework leading to an Associate in Arts or an Associate in Science degree. The associate degree curriculum has been designed to fulfill our mission of fostering in students "the abilities essential to an educated citizenry." These abilities include the ability to communicate through effective writing and articulate speech, as well as quantitative competence, creative and critical thinking, and the integration of knowledge.
Indicators:
Assessment Methods: Evaluation of associate degree requirements.
Assessment Results: The curriculum for the Associate of Arts and the Associate of Science Degrees were modified, effective Fall, 1991, to include requirements for writing intensive and oral communication intensive courses. By Spring, 1992, difficulties made suspension of the requirements a necessity. There were too few courses designated writing intensive and/or oral communication intensive and compliance would have placed undue hardship on the students working for the associate degree. The Academic Planning Committee conducted a study to determine why the requirements failed. The committee identified the following problems:
The committee then interviewed each member of the science faculty and other randomly selected faculty concerning the written and oral competency requirements in their classes. The committee learned that efforts toward incorporating written and oral components within classes had increased.
Based on its study, the committee made the following recommendations:
Use of Assessment Findings: The associate degree requirements for a predetermined number of courses that emphasize oral and written competency have been abandoned. In order to develop plans to formally assess communication skills as well as the other components of General Education, two USC Sumter faculty members have been serving on the USC Columbia Assessment Advisory Committee since 1994. It is expected that USC Sumter will be using the procedures developed by that committee to assess General Education in the future.
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 not applicable to our institutional type.
4. Reports of Program Changes that have Occurred as a Result of External Program Evaluations
No report is necessary.
5. Academic Advising
This component was last submitted to the Commission on Higher Education in July, 1995. Based on the institution's schedule of reporting, a report for this component will be submitted next to the Commission on Higher Education in July, 1997.
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 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:
Assessment Methods:
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.
To continue the study of the effectiveness of placement testing in mathematics, the results of testing for Fall 1994 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 1994 term. The cohort included 128 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 1994. This is consistent with the problem identified in the 1995 report when 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. Based on that data, USC Columbia 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) have been advised into MATH 100 and MATH 111 based on a revised scale.
| COURSE | SAMPLE SIZE | AVERAGE STUDENT GRADE | % FINISHED W >= C | NEXT MATH COURSE | % TAKING NEXT MATH | AVERAGE GRADE IN NEXT COURSE |
| MATH100 | 34 | 1.9 | 79% | MATH111 | 59% | 1.5 |
| MATH111 | 68 | 1.9 | 56% | MATH122, 170 & 221 | 46% | 2.3 |
| MATH122 | 7 | 2.2 | 67% | NA | NA | NA |
| MATH115 | 9 | 2.2 | 56% | MATH141 | 56% | 3.4 |
| MATH141 | 10 | 1.8 | 50% | MATH142 | 45% | 3.5 |
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 indicates they are being properly placed by the test.
| COURSE | SAMPLE SIZE | WPT SCORE | AVERAGE STUDENT GRADE | % FINISHED W >= C | NEXT COURSE | % TAKING NEXT COURSE | AVERAGE GRADE COURSE |
| ENGL100 | 48 | 1 | 2.0 | 69% | ENGL101 | 85% | 2.2 |
| ENGL101 | 86 | 2 | 2.4 | 77% | ENGL102 | 80% | 2.0 |
Analysis of the data reveals that the majority of students who score a 1 on the Writing Proficiency Test have passed English 100; and there is not an excess of grades that indicates either that the students have been placed in a course well below their abilities, or that they have been placed in a course that is far above their abilities. The number of A's reflects the general average of the department, as does the number of F's. Significantly, of the 18 students in the sample who predicted a GPA of 2.25 or higher and who met all of the CHE high school requirements, 95% completed English 100 with a C or better and progressed to English 101. The percentage of these same students who completed English 101 with a grade of C or better was 71%. Of the 30 students in the sample who predicted a GPA below 2.25 and/or were missing CHE high school requirements , 53% (16 of 30) completed English 100 with a C or better. Seventy-seven percent (23 of 30) progressed to English 101, and 52% completed English 101 with a C or better. Statistics validate recommended admissions criteria and placement procedures.
Students who score 2 on the Writing Proficiency Test are placed in English 101. Tracking data indicates that the majority of these students obtain passing grades of C or better. The percentage of failures (9 out of 84 or 10.7%) is in keeping with the average of the department's 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, if any, discrepancies which would indicate the tests have placed someone improperly.
| COURSE | SAMPLE SIZE | FL SCORE | AVERAGE STUDENT GRADE | % FINISHED W >= C | NEXT COURSE | % TAKING NEXT COURSE | AVERAGE GRADE COURSE |
| SPAN109 | 17 | S1 | 2.8 | 63% | SPAN110 | 82% | 2.3 |
| SPAN121 | 9 | S2 | 2.3 | 67% | SPAN122 | 78% | 2.6 |
| FREN109 | 4 | F1 | 1.5 | 75% | FREN110 | 75% | 1.0 |
| FREN121 | 3 | F2 | 3.0 | 67% | FREN122 | 100% | 1.2 |
The data indicates that the students placed in SPAN 109 received grades that are consistent with the average grade distribution expected of students at this level. There is no evidence that the students are in courses that are too far below their level or too far above their level of competence.
Similarly, that data indicates that students who are placed in SPAN 121 are responding positively to the course and making grades that are consistent with the kinds of grades expected of students at that level. The average grades fall within the B and C spectrum with a few A's and the occasional F. That is a spread that suggests that there are no huge discrepancies which would indicate poor placement.
Students who go on to take the follow-up to SPAN 109 or SPAN 121 are maintaining their grade level, indicating that the placement has succeeded in placing them in areas that are consistent with their levels. The absence of complaints of this sort indicates that the placement is working well. The sample sizes for students placing in FREN 109 or FREN 121 are too small to provide meaningful information.
Assessment of Developmental Courses
ENGL 100. Those students who continue on to 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 on to MATH 111, for the most part, are
successful.
Use of Assessment Findings: As reported in 1995, USC Columbia 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) have been advised into MATH 100 and MATH 111 based on a revised scale. The impact of that revision will be seen when the data is available for the 1995 cohort.
Generally speaking, two or three students in an academic year 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:
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
This component was last submitted to the Commission on Higher Education in July, 1995. Based on the institution's schedule of reporting, a report for this component will be submitted next to the Commission on Higher Education in July, 1997.
9. Analysis of Undergraduate Retention and Attrition
A large percentage of students who begin or transfer at USC Sumter have the attainment of a baccalaureate degree as their educational goal. Since USC Sumter does not have the authority to award baccalaureate degrees, USC Sumter students must change to another system campus or transfer to another institution at some point. Any analysis of retention rates and/or graduation rates must be appraised with this element in mind. USC Sumter's goal is to retain students as long as feasible and to prepare them to continue their education at a four-year institution.
Indicators:
Assessment Methods: Assessments and comparative analysis were made on data collected from the Retention of Full-time New Freshman report dated 5/13/96 and the 1994 Retention Follow-up Report dated 5/10/95 from USC Columbia Institutional Planning & Research.
| YEAR | 1987 | 1988 | 1989 | 1990 | 1991 | 1992 | 1993 | 1994 |
| FULLTIME NEW FRESHMEN | 183 | 168 | 200 | 153 | 185 | 207 | 177 | 156 |
| # SOPHOMORE | 114 | 105 | 137 | 118 | 128 | 97 | 114 | 156 |
| %SOPHOMORE RETAINED | 62.3% | 62.5% | 68.5% | 77.1% | 69.2% | 46.8% | 71.3% | 100% |
As indicated in the table "Retention Rates Freshman to Sophomore", there is a noticeable increase from 1992 to 1993. During Fall, 1992, the NP basis/type was used for first time full-time entering freshmen who did not meet CHE requirements. This practice has since been abandoned as a result of the high percentage of students unable to return after their first semester. These students did not fall within the suspension category; however, they show as discontinuing. As of Fall 1993, these students were given an HR basis/type. USC Sumter is particularly proud of the 100% retention rate for the 1994 cohort.
USC Sumter recognized a noticeable percentage (79%) increase with retention of the 1993 African-American cohort from the freshman to the sophomore year. This is partially a result of an Access and Equity program on the Sumter campus, entitled Role Models for Success.
| YEAR | COHORT | #GRAD 2 YRS | % GRAD 2 YRS | #GRAD 3 YRS | %GRAD 3 YRS |
| 1986 | 156 | 19 | 12% | 51 | 33% |
| 1987 | 183 | 17 | 17% | 55 | 30% |
| 1988 | 168 | 25 | 15% | 60 | 36% |
| 1989 | 200 | 27 | 14% | 68 | 34% |
| 1990 | 153 | 13 | 9% | 42 | 31% |
| 1991 | 185 | 11 | 6% | 52 | 28% |
| 1992 | 207 | 17 | 8% | 58 | 28% |
| 1993 | 160 | 5* | 3% | NA | NA |
Since the majority of USC Sumter's students have obtaining a baccalaureate degree as their goal, many are not interested in applying for, or receiving, an Associate degree. Recognizing this, USC Sumter began the process of automatically awarding Associate degrees in Fall 1994 for all students who met the degree requirements. It should be noted that it is possible for a student to earn a baccalaureate degree without satisfying the requirements for an Associate degree from USC Sumter.
*Note in 1993 that the cohort used is a small portion of USC Sumter's awarded associate degrees. For example, USC Sumter awarded one hundred and twenty-one (121) associate degrees in 1993. The cohort for 1993 only represents 4% of the associate degrees awarded. However, 61% of the cohort was enrolled at a four-year institution, while 36% were still enrolled at USC Sumter. It should be noted that, by having a large percentage enrolled at four-year institutions, USC Sumter is fulfilling its mission of preparing students for baccalaureate attainment.
| YEAR | FALL FT COHORT | #GRAD WITHIN 4YRS | %GRAD WITHIN 4YRS | #GRAD WITHIN 5YRS | %GRAD WITHIN 5YRS | #GRAD WITHIN 6YRS | %GRAD WITHIN 6YRS | #GRAD WITHIN 7YRS | %GRAD WITHIN 7YRS |
| 1986 | 156 | 0 | 25 | 16% | 72 | 46% | 124 | 80% | |
| 1987 | 183 | 0 | 18 | 10% | 59 | 32% | 111 | 61% | |
| 1988 | 168 | 0 | 23 | 14% | 71 | 42% | 130 | 77% | |
| 1989 | 200 | 0 | 31 | 16% | 35 | 18% | 101 | 51% | |
| 1990 | 153 | 2 | 1 | 25 | 16% | 70 | 46% | N/A | N/A |
| 1991 | 185 | 0 | 17 | 9.2% | N/A | N/A | N/A | N/A |
The table "Baccalaureate Degree Graduation Rates" indicates the typical student at USC Sumter takes at least five years to complete a baccalaureate degree. This evidence is indicative of the non-traditional student which is served on this campus. Seventy-four percent of the students at USC Sumter are non-traditional part-time learners with jobs and families. Another noticeable indicator on this table is the fact that even though USC Sumter awards only Associate degrees, the institution's six- and seven-year baccalaureate completion rates are similar to those of the state-supported baccalaureate degree-granting institutions.
Use of Assessment Findings: USC Sumter has established a Retention Committee to assist in the development and implementation of plans, strategies, programs, and activities that support, facilitate, and otherwise optimize the retention of students at USC Sumter. The committee is currently developing a Retention Plan for USC Sumter.
10. Minority Student and Faculty Access and Equity
| Minority Undergraduate Enrollment and Minority Undergraduate Degrees Earned | ||||||
| Category | 1992 | 1995 | ||||
| African- American # | Total # | African- American % | African- American # | Total # | African- American % | |
| A. Enrollment
1. Number and Percentage of African-American Undergraduate Students | 323 | 1,627 | 19.8% | 257 | 1,396 | 18.4% |
| B. Degrees Earned
1. Number and Percentage of African-American Associate Degree Recipients | 26 | 151 | 17.2% | 48 | 292 | 16.4% |
11. Academic Performance of Student Athletes
This component is not applicable to our institutional type.
12. Procedure for Student Development
USC Sumter supports student development by providing opportunities for cultural enrichment, leadership development, intellectual growth, and interpersonal relationships which contribute to a sense of self-reliance and self-esteem.
Indicators:
Assessment Methods:
Assessment Results: Informal student feedback responses for student leadership development workshops and retreats sponsored on our campus have been positive overall. Students indicate that they feel as if they have established a relationship with other student leaders on campus. They appreciate the effort extended to educate them on the policies, procedures and guidelines established to facilitate their involvement on campus. They appreciate the attempt to locate the workshop/retreats off campus to provide a neutral non-threatening environment. They appreciate the opportunity for faculty/staff and student interaction. They are most enlightened by the first-hand experience of different types of leadership styles and leaders so they can identify positively or negatively with each.
The constructive feedback has consistently been that they wish more students, specifically student leaders, would take advantage of the leadership workshop opportunities. Students have suggested having more opportunities for leadership development on and off campus.
Students are generally consulted at the end of each of the 12-15 cultural and fine arts programs sponsored each academic year. Members of the faculty and staff collect the student development transcript (SDT) cards at the conclusion of each program to verify attendance. As expected, students have a wide range of responses but are usually genuinely pleased with the type and quality of programs presented. However, many of the students cite a specific course requirement/strong recommendation and the incentive of SDT credit as the motivating factors for attendance.
When a program is presented, students in the recreational facility are asked why they are not in attendance. Most often the response is that they did not know of it or they have little to no interest in the program. Work conflicts and family obligations are also high responses for non-attendance of activities and programs for students.
Program Attendance Figures: Each year an array of music, art, drama, and literary programs are presented on campus. USC Sumter was fortunate to have the Division of Arts and Letters sponsor twelve programs this year alone. These programs averaged slightly more than fifty students in attendance for the 1995-96 academic year.
Student attendance at Fall 1995 cultural and fine arts programs represented close to 5% of the student population. Spring student attendance was slightly more than 4% of the student population.
Attendance at Fall and Spring student leadership workshops average 18 - 20 students. USC Sumter is well represented at the annual Student Leadership Training Conference at USC Columbia each year with twelve students in attendance. Budget constraints limit the number of students able to attend this leadership conference.
Student Development Transcript: The student development transcript system provides statistical information for each leadership development activity and each cultural and fine arts program. The SDT system provides a verified record of specific programs which students attend. Since its implementation in 1992, the Student Development Transcript has shown growth in student participation. As the table below indicates, student participation has grown almost ten percent (10%) in four years. USC Sumter is now beginning to see students request copies of their Student Development Transcript to accompany job and scholarship applications. During the Fall of 1995, the USC Sumter Faculty Honors and Awards Committee used the Student Development Transcript in conjunction with the academic work to make their final "Outstanding Student" selection.
| TERM | # STUDENT PARTICIPANTS | # STUDENT ENTRIES | AVG # ACTIVITIES PER STUDENT | TOTAL ENROLLMENT | % STUDENT PARTICIPATION |
| SPRING 96 | 315 | 802 | 3 | 1228 | 25.65% |
| FALL 95 | 322 | 817 | 3 | 1396 | 23.07% |
| SPRING 95 | 241 | 657 | 3 | 13.67 | 17.63% |
| FALL 94 | 357 | 812 | 2 | 1566 | 22.80% |
| SPRING 94 | 195 | 3.76 | 2 | 1497 | 13.03% |
| FALL 93 | 332 | 632 | 2 | 1614 | 20.57% |
| SPRING 93 | 243 | 464 | 2 | 1531 | 15.87% |
| FALL 92 | 261 | 545 | 2 | 1627 | 16.04% |
Use of Assessment Findings: The Student Life Department will develop a series of leadership workshops and opportunities each academic year beginning Fall 1996.
13. Library Resources and Services
The USC Sumter library's primary focus is on effectively supporting the institution's purposes and programs by providing rapid and accurate information in many different formats to all users and ensuring that users receive instructions on the use of informational resources.
Indicators:
Assessment Methods:
Assessment Results: Materials are available in all subject areas to support the institutions' course offerings. Materials are available in a variety of formats to allow students access to new technology as well as traditional resources. Handouts and bibliographic instruction programs that are subject specific are provided to help students develop research skills and intellectual curiosity. Faculty actively participate in collection development and are thus encouraged to select materials in their subject areas that will aid them with research and scholarship.
Evaluating the collection and recommended resources against standard bibliographies is an integral part of the library's collection development program and ensures that the best resources are selected for patron use. An additional test of the collection's strengths and weaknesses is in patron use. The library circulated a record 62,392 items in 1995-96, had 42,301 items used in the library, and had a total of 256,596 users for 1995-96. Interlibrary loans decreased by 600 during 1995-96. The dramatic decrease in interlibrary loans is directly related to the many new titles added to the collection through a Title III grant.
Library materials are easily accessible through USCAN the University's online catalog. In case the on-line catalog experiences "down-time", the Anderson Library has a backup database in Procite. Indexes and full-text materials are available electronically for quick access to periodical literature. Four Internet terminals are also available for patron use.
Usage statistics show a 26% increase in the number of library patrons for 1995-96. Patron surveys indicate that students are heavily using computerized informational resources. The surveys also indicate that students want more orientation programs on how to use computer resources for research. Students also indicate that they want more assistance by library staff who are well-trained in the use of computer resources as opposed to being assisted by work-study assistants.
Student and faculty surveys and circulation statistics clearly show an increase in the number of users. The increased awareness of what is available has also brought about student requests for more materials, especially newer books for those individuals in education and humanities related courses, and newer journals and more technology from students in business and the sciences. Surveys also reflect the students desire for longer library hours; although when the library extends hours prior to exams, few students take advantage of the opportunity.
The library staff passed out 200 surveys to patrons during Spring 1996. One-hundred seventy of these were completed and returned. The following information was obtained from the survey:
| 128 (75%) | want extended library hours | |
| 128 (75%) | complained about broken microfilm readers and the copier machine | |
| 85 (50%) | had attended orientation classes and indicated they were helped by the classes | |
| 128 (75%) | want the complete library collection to be updated | |
| 128 (75%) | want more library tours and one-on-one training | |
| 85 (50%) | would like to see library staff provide training on the Internet | |
| 43 (25%) | want easier Inter-Library Loan (ILL) forms and a more efficient way to access materials which would be ordered on ILL |
The organizational structure and operation of the library supports the mission by providing programs and services that support the educational program and life-long learning. The staff is highly trained and all report a high degree of job satisfaction with the exception of the fact that there are not enough staff to meet user demands. When users become upset with the services, the library staff are the ones who receive the complaints. Statistics show an increase in users, and this, combined with the technology explosion, creates a work atmosphere where the staff is struggling to keep up with changes in the information world along with the increasing demands of users. The dire need for additional people resources is also reflected in a recent study by the library processing center which shows that, compared to library standards, the library has 5.2 staff members, when the minimum required of this type of library is 7. The 5.2 figure also includes 1.2 staff from the processing center leaving the on-campus staff at 4 full-time positions. The quality of the overall library program of services is greatly diminished by the use of students for professional staff.
Use of Assessment Findings: The library staff is responding to the changing technological demands and to a reduced staffing level in several ways. To partially offset the reduction in professional staff, work study students are being used extensively. Although they provide a valuable service, they cannot adequately replace the needed professional staff. The head librarian and others are actively writing grants in an attempt to fund salaries for additional professional staff and to enhance library holdings and technology. The library has a long range plan to remedy deficiencies. In addition, the second priority of the institution is improving the library in support of academic programs.
14. Administrative and Financial Processes and Performance
This component was last submitted to the Commission on Higher Education in July, 1994. Based on the institution's schedule of reporting, a report for this component will be submitted next to the Commission on Higher Education in July, 1997.
15. Facilities
This component was last submitted to the Commission on Higher Education in July, 1994. Based on the institution's schedule of reporting, a report for this component will be submitted next to the Commission on Higher Education in July, 1998.
16. Public Service
This component was last submitted to the Commission on Higher Education in July, 1995. Based on the institution's schedule of reporting, a report for this component will be submitted next to the Commission on Higher Education in July, 1999.
17. Research
This component is not applicable to our institutional type.