Fiscal Year 1994-1995
Introduction
For 1995, we report on four Institutional Effectiveness components: Academic Advising, Entry-level Skills and Developmental Education, Achievement of Students Transferring from Two to Four Year Institutions, and Public Service. The following table describes when the other applicable components will next be reported.
Component: Reporting Year: 1. General Education 1996 2. Majors or Concentrations na 3. Licensing Exams na 4. Changes/External Evaluation CHE reports 5. Academic Advising 1995 6. Entry-level/Developmental 1995 7. Admissions CHE reports 8. Transfer 1995 9. Retention/Attrition 1996 10. Minority Access/Equity CHE reports 11. Student Athletes na 12. Student Development 1996 13. Library 1996 14. Administration 1997 15. Facilities 1998 16. Public Service 1995 17. Research na
Effectiveness studies are conducted under the leadership of the Associate Dean and the Faculty Advisory Committee of the USC Union Faculty Organization. These studies are primarily based upon student tracking, numerical tabulations, and on a variety of faculty, staff, student, alumni, and community surveys. The resulting data and discussion are sent to appropriate administrators and faculty committees and are used to help improve the services offered by USC Union.
Some of our most exciting efforts this year have been the development of a Title III grant proposal for a Learning Center, a Title IV proposal for an Upward Bound program, and a FIPSE proposal for an alcohol and drug abuse intervention program. We have developed an ENGL 099 Writing Lab, which is used in conjunction with both ENGL 100 and ENGL 101. We have hired a continuing education coordinator and developed a "Kids on Campus" program for young people age 9-14 and a program designed to meet some of the needs of local businesses and industry, including instruction in public speaking, effective writing, stress management, and team building.
1. General Education
This component was reported on last in 1993. Based on our schedule of reporting, it will be reported on 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 not applicable to our institutional type.
4. Reports of Program Changes that have Occurred as a Result of External Program Evaluations
There have been no program changes as a result of external program evaluations.
5. Academic Advising
Academic advising is a long-term relationship between the student and advisor that helps the student reach his or her educational goals. It consists of regular discussions of those goals, consideration of alternatives available to the student, the planning of appropriate coursework, the monitoring of student progress, and referral to other campus and University resources. At USCU, all full-time faculty and our Director of Admissions act as academic advisors.
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1995 student and alumni surveys show that academic advisors are supportive and knowledgeable. The overall level of satisfaction with academic advisement was 69% for students and 88% for alumni. The major weakness revealed by this study was the fact that advisors do not always take the initiative to contact students but wait for the students to come to them.
A detailed advisor's manual has been published periodically for the last ten years. The manual presents institutional policies and procedures concerning admission, placement testing, advisement, drop/add, withdrawal, placement, developmental instruction, suspension, advanced placement, transfer, and change of campus. The manual also includes up-to-date information on academic programs at USC-Columbia and -Spartanburg, institutions where most of our students plan to complete their baccalaureate degrees. During spring 1993, all advisors were surveyed to determine the usefulness of this manual and to collect suggestions for improvement. All of the material was rated at least somewhat useful, and the manual as a whole was described as valuable and helpful.
Use of Assessment Findings: The advisor's manual has been produced in a spring-backed binder, in which pages can be easily removed and replaced, and the Associate Dean has made a special effort to distribute current advisement information, advisor's worksheets, and referral information for both local and Columbia services to the appropriate advisors in Union.
At the beginning of each semester, the Associate Dean distributes a list of advisees to each advisor. This list includes the students' telephone numbers, as well as status information, such as admissions basis, hours earned, and grade point average. Advisors are urged to call their advisees, to be more proactive.
A little later in the semester but before the last drop date, the Associate Dean contacts each faculty member and asks for a list of students in academic difficulty. These names are then distributed to the appropriate advisors for intervention.
6. Entry-Level Placement and Developmental Education
At a minimum, the entry level skills necessary for college work include college preparatory study in English, mathematics, natural science, social studies, and foreign language.
We assess our students' entry level skills through the use of high school transcripts, the SAT test, and a battery of placement tests: the nationally normed Nelson-Denny reading test and institutional (USC Columbia) writing, math, and foreign language tests.
For those students who do not score at the twelfth grade reading level or at the Columbia cut-off scores on the institutional tests, we offer remedial courses in reading, English, and math, and beginning courses in French and Spanish.
As a check on the Writing Placement Test, we administer a writing diagnostic essay during the first week of each section of ENGL 100 and 101. To maintain consistent standards in all these developmental courses and to measure their effectiveness, exit exams are used that are alternate forms of the corresponding placement tests for those courses. In order for a student to pass a given developmental course, he or she must score above the cutoff on the exit exam.
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Although we maintain USC Columbia admissions standards for those who are regularly admitted, we have special admissions categories for students who otherwise show promise. Therefore, SAT scores for USCU are lower than those for the State as a whole: 795 vs 838 for fall 1994. During 1993/94, 70% of those who took placement tests were recommended to take at least one developmental course. During 1994/95, the figure was 68%.
In surveys conducted during 1990 and 1995, students reported that they had problems especially in time-management (71%), handling their course content (41%), and making career decisions (40%).
In another effort to determine if our students are prepared for college work, we asked a sample of alumni why they left USCU. Most reported that they had achieved their goals or they needed to transfer (88%); very few indicated that they could not succeed (8%).
USC uses a formula to consider SAT scores and high school class rank to predict future success in college. In 1994-95, the average predicted GPA for all students was 2.1, and their actual GPA at the end of the fall semester was 2.4. On average, USCU students are predicted to perform satisfactorily, and in fact, they perform a little better than predicted.
In a study of new freshmen, fall 1993, of those who passed ENGL 100, 100% went on to pass ENGL 101. Of those who passed MATH 100, 100% went on to pass a subsequent math or computer science course. The numbers of students are small, but we also find that those who pass the developmental reading course (UCAM 120) tend to have higher grade point averages during the first academic year.
In a student survey of entering freshmen, we asked for their probable major field of study while in college. As is true nation-wide, the professional programs are the most popular (89%); students today are strongly career oriented. In contrast, our faculty strength is in the liberal arts. Our faculty is strong in nursing, the social sciences, and the humanities, but we will have to add faculty, especially in business, biology, and math/computer science.
Use of Assessment Findings: USC Union is committed to maintaining accessibility. We do not plan to raise our general admissions standards. However, we do hope to strengthen our program of academic intervention, in which academic advisors check on the progress of their advisees well before the last drop date.
We maintain a low, average class size in an effort to help our diverse student body to be as successful as possible. During the last three years, that average class size varied from 15 to 17 students per class, and our goal is to keep that figure below 20.
University 101, The Student in the University, is a particularly useful vehicle to help students be successful. Almost all of our full-time faculty have gone through the University 101 faculty training workshop in Columbia, some more than once, and our intention is to expand that program at USC Union. Our financial aid director is taking the workshop this summer and will teach a section of the course in fall 1995, and our admissions director will take the workshop and teach a section of the course in 1996. In this course, we focus on study skills, career exploration, and time management, all weaknesses recognized by our students.
We are seeking Title III funding for a Learning Center, to provide additional testing and tutorial services, Title IV funding for an Upward Bound program that would better prepare students for college level work, and FIPSE funding of an alcohol and drug abuse intervention program.
We are continuing to work to strengthen our developmental courses so that they will better prepare our students for regular college coursework. We have developed an ENGL 099 Writing Lab, which is used in conjunction with both ENGL 100 and ENGL 101, for students who need individual attention with their writing. Exit exam results have caused us to strengthen the reading comprehension component of UCAM 120, which in the past has emphasized vocabulary development to a greater degree than necessary.
As described above, most USCU students plan to major in professional fields, and our faculty is weak in these areas. During 1994-95, two search committees were established to strengthen the faculty, but budget problems and further, projected budget problems for 1995- 96 forced us to terminate both searches. We will reactivate these searches as soon as we are able.
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
One of USC Union's most important missions is to prepare students to move from USC Union to USC Columbia or to some other four-year college. A successful change of campus or transfer includes good advisement so that all coursework toward the AA or AS is also appropriate for the student's intended baccalaureate major. It also includes good instruction so that the student is well prepared for all upper-division study. The achievement of students who transfer is not really a separate assessment component; it represents a method to study the effectiveness of our general education, our advisement, and most of the other components of our program at USC Union.
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In spring 1992, 28 students left USCU, changed to the Columbia or Spartanburg campuses, and persisted at least until spring 1994. Their average cumulative GPR when they left USCU was 3.3. At the end of fall 1992, their GPR was 3.1, and at the end of spring 1994, it was 3.0, a decrease of only a few tenths of a point.
One readily identifiable cohort includes students who plan to earn a degree in nursing. All of these students take anatomy and physiology, and one of our studies has been to determine how well we are preparing these pre-nursing students for their nursing courses at the four- year college. A sample of 24 students were enrolled at USCU, fall 1990 or fall 1991, in BIOL 243, Anatomy/Physiology, and later enrolled in at least one biology or nursing course at USC Spartanburg or Columbia. For the most part, those who do well at USCU do well at Columbia or Spartanburg. There is a small drop in grades (2.9 GPA to 2.6), as students enter their more advanced courses, but we are pleased with their performance.
In 1994, the Columbia office of Regional Campuses conducted a structured interview with a group of students who changed to Columbia fall 1993 (n=108). 51% said that the transition to a larger, more impersonal institution is a problem. Only ten of these students were from USCU, but we believe that their responses are representative.
In 1990, we polled past students and asked if their experiences at USC Union adequately prepared them for later study at other institutions or for employment, and 88% (n=66) agreed that they did. In 1995, the figure was 92% (n=26).
Use of Assessment Findings: Knowing that the USCS nursing programs are demanding ones, we consciously maintain high standards in our biology courses. Then we provide many study aids to help our students achieve these standards. Classes are small, and students have frequent access to their professor. She has developed custom-made study guides, video review and dissection tapes, and computer lab simulations.
To help our students make the transition to the larger campuses of Columbia and Spartanburg, we regularly incorporate field trips to Columbia as a part of the course, UNIV 101, The Student in the University. Students tour the campus and visit the admissions office, bookstore, library, dorms, and other important offices. Outside speakers are brought from Columbia to Union to talk to student groups. Finally, we provide individual assistance to our students during the change of campus process, making initial calls to Columbia advisors and helping to make appointments.
Supplemental Information
The following is information concerning performance of students changing campuses from USC Union 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 179 students left Union with an average of 48 earned hours and a cumulative GPA of 2.89.
During the first semester at their respective "new" campuses, these students earned an average GPA of 2.19. Their cumulative average was 2.66.
Two academic years after leaving Union, 28 (16%) of these students had earned a B.A./ B.S. degree while 89 (50%) were still enrolled. Five students (3%) were suspended and 40 (22%) of these students were not enrolled at a USC campus.
Three academic years after leaving Union, 54 (30%) had earned a B.A./B.S. degree while 46 (26%) were still enrolled. Seven students (4%) were suspended and 47 (26%) of these students were not enrolled at a USC campus.
Four academic years after leaving Union, 77 (43%) had earned a B.A./B.S. degree while 15 (8%) were still enrolled. Eight students (4%) were suspended and 53 (30%) 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 our schedule of reporting, it 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 our schedule of reporting, it will be reported on next in 1996.
13. Library Resources and Services
This component was reported on last in 1992. Based on our schedule of reporting, it will be reported on next in 1996.
14. Administrative and Financial Processes and Performance
This component was reported on last in 1994. Based on our schedule of reporting, it will be reported on next in 1997.
15. Facilities
This component was reported on last in 1994. Based on our schedule of reporting, it will be reported on next in 1998.
16. Public Service
USC Union aspires to be an academic, cultural, and civic center for the communities we serve. In addition to providing access to university coursework at the undergraduate and graduates levels, live in the classroom and on television and through correspondence, and both on and off campus; we provide non-credit courses for both children and adults and for area business and industry, library services for all area citizens, a Child Development Center for economically disadvantaged preschool children, volunteer programs that encourage our students to help in the schools and in human service agencies, a faculty speakers program and other forms of consultation for civic, school, and government groups, a culturally enriching Community Arts Series, and public use of our classrooms and other campus facilities.
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Assessment Results: Our Continuing Education program is a growing public service designed to provide a variety of non-degree, non-credit, instructional courses. Over the past 15 years, we have designed courses for children, the business community, homemakers, hobbyists, and those seeking personal and professional development. Even with summer figures yet to come in, 1994-95 course offerings have increased from 15 in 93- 94 to 22 so far in 94-95, a 47% increase, and enrollments have increased 59%.
USC Union has organized two different programs to encourage students to volunteer for community service activities. The first is a series of education practicums in which qualified students interested in public education can volunteer to help at-risk students in local elementary schools. The second is called the Human Empathy Learning Program (HELP) and places psychology students in local service agencies such as Union Services, Department of Social Services, and Pardon and Parole Board, where they work one-on-one, under close supervision, with agency clients.
The USC Union Community Arts Series regularly sponsors musical and dramatic performances, lectures, and exhibits. The series is planned each year through the collaboration of faculty, the Student Government Association, and a variety of community groups, including the newly formed Union County Arts Council. From 93-94 to 94-95, participation increased 40%.
For the past two or three years, we have made an increased effort to offer our physical facilities to local community organizations, for meetings, classes, and other events. During spring '95, 21 different organizations used our facilities for 42 different events. These organizations included national, state, and county governmental groups, local civic organizations, churches, schools, the hospital, the Red Cross, banks, and private groups. For the most part, we have been able to open our buildings to these organizations at no charge. One of the questions on our 1995 alumni survey asked if they thought USCU was a public spirited institution interested in the welfare of the community, and 100% of those who expressed an opinion agreed that we were. Only one person had no opinion on this matter.
Use of Assessment Findings: This past year, we were able to upgrade a half-time faculty member to full-time and give her the sole responsibility for directing our continuing education program. We have been able to increase the number of continuing education courses offered and have substantially increased the number of students served (see above).
For summer 1995, we are organizing for the first time a "Kids on Campus" program for young people age 9-14. Eighteen short courses have been organized in such subjects as basic photography, Spanish, cooking, computers, money management, radio broadcasting, sign language, geography, science, local government, acting, and art.
For fall 1995, we have organized a program designed to meet some of the needs of local businesses and industry. Some of the courses in this program include instruction in public speaking, effective writing, stress management, and team building.
During 1994-95, we have increased the Elementary Practicum volunteer program to include three local elementary schools. The HELP program provided eight students to local social service agencies in the fall and ten in the spring.
In the area of faculty community service, we plan to reprint our Speaker's Bureau brochure during 1995-96 and to distribute it widely throughout our service area. Secondly, we plan to begin to keep quantitative records of faculty community service so that we can document the number of different organizations that benefit and quantify the extent of the service.
In our Community Art Series, we formed a formal relationship with the newly formed Union County Arts Council; one of the three standing committees is a committee that helps to plan the USC Union Community Arts Series. Based on discussions with both student and community groups, we made scheduling and content changes and increased publicity by including all of our events on a newly published arts calendar. For 1995-96, we plan to select events that are a little more popular in their content and continue to promote the "user friendliness" of USC Union.
We have enjoyed opening our physical facilities for community use. We feel that it is a valuable community service that we can perform, it is good public relations for USC Union, and a good recruitment tool. The major cost to us in providing this service is custodial support, providing security during the event and cleaning up afterward. Recent budget cuts have forced us to begin charging for these direct costs.
17. Research
This component is not applicable to our institutional type.