Fiscal Year 1995-1996
Introduction
For 1996, we report on five Institutional Effectiveness components: General Education, Entry-Level Skills and Developmental Education, Analysis of Undergraduate Retention and Attrition, Procedures for Student Development, and Library Resources and 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. Performance of Professional Program Graduates on Licensing & Certification Exams | NA |
| 4. Program Changes that have Occurred as a Result of External Program Evaluations | CHE reports |
| 5. Academic Advising | 1997 |
| 6. Entry-Level Placement and Developmental Education | 1996 |
| 7. Success of Entering Students Meeting College or University Admissions Prerequisites | CHE reports |
| 8. Achievement of Students Transferring from Two-year to Four-year Institutions | 1998 |
| 9. Analysis of Undergraduate Retention and Attrition | 1996 |
| 10. Minority Student and Faculty Access and Equity | CHE reports |
| 11. Academic Performance of Student Athletes | NA |
| 12. Procedures for Student Development | 1996 |
| 13. Library Resources and Services | 1996 |
| 14. Administrative and Financial Processes and Performance | 1997 |
| 15. Facilities | 1998 |
| 16. Public Service | 1999 |
| 17. Research | NA |
Some of our most exciting efforts this year have been the addition of a biologist to the full-time faculty, and collaboration with USC Spartanburg to offer upper-level courses in business and education on the Union campus. We have begun to participate in the five-year USC Capital Campaign to raise substantial new monies for faculty development, computer upgrades, library technology, and student scholarships. We have proposed the establishment of a Laboratory for Juvenile Intervention Studies in collaboration with the SC Department of Juvenile Justice and other social and government agencies. We have implemented and pilot-tested a campus-wide retention program, involving both instructors and advisors of at-risk students.
1. General Education
Definition:
We define general education to be the content of our AA and AS degree programs and have published more detailed general education goals and objectives in our full report.
Indicators:
Assessment Methods:
Assessment Results:
Ninety-three percent of USCU students surveyed (n=42) report that USCU helps them write better, 92% speak to groups, 98% listen better, 84% use computers for word processing, 87% use basic math, 87% use science, 97% explain theories in social sciences, 86% understand other cultures/world views, and 90% clarify and respond to ethical conflicts.
In spring 1992, 28 students changed campus from USCU to either Columbia or Spartanburg. There was an immediate decrease in GPA at Spartanburg of 0.1 (3.4 to 3.3; n=16) and at Columbia of 0.2 (3.2 to 3.0; n=12). Subsequent, more targeted, studies show that there was a 0.2 decrease in the humanities (3.1 to 2.9; n=29), a 0.8 decrease in sciences/math (3.4 to 2.6; n=11), a 0.1 decrease in pre-nursing (3.0 to 2.9; n=12), and a possibly serious 1.1 decrease in business (3.2 to 2.1; n=7). Clearly, the numbers are small, and we will continue these studies.
Grade inflation is a nation-wide problem, especially at small colleges with small classes and particularly supportive atmospheres. For the campus as a whole, the percentage of A and B grades was 46% in fall 1995. Each semester, we tabulate the average semester GPA for USCU and for all the Regional Campuses together. Since Fall 1992, USCU has averaged 2.62 (6 semesters; n=1956), and all the Regional Campuses have averaged 2.73 (n=68931). In May 1994, the average cumulative GPA on the Columbia campus was 3.1). These data do not constitute evidence for serious grade inflation.
Each semester, a course evaluation form is completed by students in all courses taught at USCU. In overall performance, 82% of the F94 students and 87% of the F95 students rated their courses good to excellent.
During 1994-95, we added a question to our regular course evaluation form and asked, "If you could change one thing about USC Union, its courses, activities, facilities, administration, what would it be?" The most common request is that we expand our offerings and especially add more upper-level courses. Last semester, we got 92 different requests for more courses; the next most common request was for more extracurricular activities (n=10). The greatest needs seem to be in the areas of natural sciences, humanities, social sciences, and business. There have been fewer requests for education courses, engineering/technical courses, or for courses in math/CSCI.
Use of Assessment Findings:
Appropriate academic standards and grade inflation are topics of constant discussion, between the Academic Dean and individual faculty and among the faculty as a group. During 1995-96, a new section of our Part-time Instructors' Handbook has been prepared that discusses the issue.
Individual faculty have introduced several new teaching strategies into their courses. In biology and chemistry, we have new, workbook-style study guides for student use and new and original lab exercises. Several faculty have created exercises that are primarily visual and/or hands-on, for many students who are more visual or tactile than aural. Both English and calculus professors have developed small group discussion projects that teach leadership, cooperation, and analysis of real-life situations. New computer software has been integrated into our statistics course. Writing has been integrated into computer science. Finally, in both psychology and education courses, students work with public schools and with social agencies to see how the theory applies to real-world situations.
An important goal in the area of General Education is to increase the size of the full-time faculty. We have just completed a search for a full-time natural scientist, the academic area most identified as in need by both faculty and students.
In 1996, we will begin to work more closely with USC Spartanburg in the offering in Union of upper division business and education courses. During the spring semester, one business course taught by a USCS professor and one education course taught by a USCU professor was offered in Union. Two business and one education courses are scheduled for fall.
During 1996, we will begin a fund raising campaign to raise an additional $200,000 in new money
from a variety of
private sources to endow a faculty development program that would fund professional travel and
other scholarly activity.
We have received a $60,000 commitment from our local CHE to upgrade our computing systems
this summer. We plan
to begin fund raising for further upgraded computer equipment and a local-area-network with
mainframe and Internet
connection later in the year. We will participate in the USC Capital Campaign and raise an
additional $900,000, in new
money, over the next five years, for this purpose. USC Columbia is installing a state-of-the-art
computer network and
adding some 5,000 new workstations. Their next step is to link every USC campus to that
network (1994-95 President's
Annual Report).
We have proposed the establishment of a Laboratory for Juvenile Intervention Studies to provide the SC Department of Juvenile Justice and other social agencies with coursework, internships, mentoring programs, and opportunities for research. We have discusses the funding of this effort with local business leaders and with federal legislators and will continue to develop the necessary funding sources.
2. Majors or Concentrations
This component is not applicable to our institutional type.
3. Performance of Professional Program Graduates on Liscensing 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 Evaluation
No report is necessary.
5. Academic Advising
This component was reported on last in 1995. Based on our schedule of reporting, it will be reported on again next in 1997.
6. Entry-Level Placement and Developmenta 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. For those students who do not score at the national or University cut-off points, we offer remedial courses in reading, English, and math, and beginning courses in French and Spanish.
Indicators:
Assessment Methods:
Assessment Results:
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: 768 vs 844 for fall 1995. During 1994/95, 68% of those who took placement tests were recommended to take at least one developmental course. During 1995/96, the figure was 77%.
USC uses a formula to consider SAT scores and high school class rank to predict future success in college. In 1995-96, the average predicted GPA for a sample of new USCU students (n=20) was 2.1, and their actual GPA at the end of the fall semester was 2.3. UNIV 101 students (n=14) did a little better (2.1/2.4).
In a study of new freshmen, fall 1993 and fall 1994, of those who passed ENGL 100 and went on to attempt 101 (n=14), 93% passed. Of those who passed MATH 100 (n=31), 90% 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, and continue in the spring (n=17) tend to have higher grade point averages during the first academic year (65% above 2.0) than those who fail (33% above 2.0; n=3).
Use of Assessment Findings:
USC Union is committed to maintaining accessibility. We do not plan to raise our general admissions standards. However, we have strengthened our program of academic intervention (discussed below under Retention).
Our admissions director has taken the University 101 faculty workshop and will teach a section of the course in the fall. In this course, we focus on study skills, career exploration, and time management, all weaknesses recognized by our students. Increasingly, we also are developing students' sense of responsibility and respect for self and for others, factors that also contribute directly to academic success.
As long as we are allowed to use formal, developmental courses, we will continue to work to strengthen our them, so that they will better prepare our students for regular college coursework. Throughout the South, 90% of public institutions operate remedial programs, one third of college freshmen need remedial coursework (SREB, 1991), and the figure at USCU is over 50%. Our mission is to increase the college-going rate in our service area and to help students move on to four-year colleges and universities. Developmental coursework is a valuable and worthwhile tool. Alternatives include non-credit, programmed or computerized tutorials, credit or non-credit labs, or a contract with a technical college to provide the service.
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-Year to Four-Year Institution
This component was reported on last in 1995. Based on our schedule of reporting, it will be reported on again next in 1998.
9. Analysis of Undergraduate Retention and Attrition
USC students move relatively freely from one campus to another, so retention and attrition are considered to be university, as well as individual campus, issues. Campus retention is persistence at USCU for one or more years, depending on the student's academic program, with no more than two stop-out semesters at a given time. University retention is persistence at any campus of USC and receipt of a baccalaureate degree within seven years.
Indicators:
Assessment Methods:
Assessment Results:
Since 1986, the percentage of entering, full-time USCU freshmen who are either retained within USC or who graduate from a USC campus with a two-year or four-year degree averages 67% from fall to fall (n ranges between 38 and 61 per year) and was particularly high in the last year measured (77%; n=61). Beyond the first year, between 40 and 50% of our students are either retained or graduate. Vincent Tinto (Leaving College, 1987) has estimated that the average rate of attrition in four-year institutions is 55% and that it is even higher in public, two-year colleges.
Associate degree graduation rates at USCU have been increasing in recent years. The average number conferred during the 1980s was 25 per year. This figure rose to 29 in 1993, 42 in 1994, it fell to 29 in 1995, and rose again to 55 in 1996.
On periodic surveys, students react favorably to our retention efforts, and levels of satisfaction seem to be rising over the years. We do see that students recognize that some students are admitted, who are not prepared for college-level work (71% in 1995 and 82% in 1996), but most students feel that we do offer the developmental help that these students need, if they will only make use of it (90% in 1995 and 83% in 1996). This observation corresponds well to our major mission of access, of giving non-traditional and first-generation students a chance.
One of the questions on our regular course evaluation form asks, "If you could change one thing about USCU, its courses, activities, facilities, administration, what would it be?" The greatest number of requests over the last three semesters have been for more classes (314). The next most numerous comment has been, "Nothing needs to be changed" (124). Then, students ask for more extracurricular activities (113), course/teaching improvements (85), facilities improvements (44), administrative improvements (25), and others.
An existing tool for enhancing retention is the course, UNIV 101, The Student in the University. In fall 1992, 42 students passed UNIV 101, and 90% were retained in the spring. In fall 1994 (n=28), 96% were retained.
Use of Assessment Findings:
As described above, one of the largest factors in attrition is the lack of course offerings. We discuss our efforts to increase the size of our curriculum above, under General Education.
We have implemented a mandatory retention program whereby both full- and part-time faculty give some form of feedback about class performance to students by the end of the fourth week of class. If the performance is unsatisfactory, the instructor schedules a private conference with the student and notifies the student's advisor, who also discusses the problem with the student and reports back to the instructor. Additionally, the student may be referred to another faculty member (such as to the instructor of our writing lab) for additional help.
In 1995, our local CHE hired a person to work in the area of public relations and special events. This year, we are changing her job description to put more emphasis on recruitment and retention activities, which will provide a little relief for others in the office of Student Affairs, who will be able to devote more time to student athletics. This effort will allow us to strengthen all of our extracurricular retention activities.
Attrition results from financial problems, as well as from academic and social problems. Our first priority in the USC Capital Campaign is to raise money for additional scholarships. USC is also working with the General Assembly in support of state-funded merit and need-based scholarships. Right now, our state is the only one in the nation without need-based scholarships, so both of these efforts represent much needed financial help.
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 | 80 | 432 | 18.5% | 58 | 372 | 15.6% |
| B. Degrees Earned
1. Number and Percentage of African-American Associate Degree Recipients | 2 | 20 | 10.0% | 7 | 29 | 24.1% |
11. Academic Performance of Student Athletes
This component is not applicable to our institutional type.
12. Procedures for Student Development
Definition:
In specifying goals and objectives for our students, we have not differentiated between "academic" and "developmental" growth. For instance, our academic objectives (see full report, General Education) include many "values, awareness, participation, motivational, and ethical" kinds of items. Each of these objectives deal to some extent with non-academic, personal growth and development. The faculty, staff, and students have also adopted "The Carolinian Creed," a code of behavior originally developed by USC Columbia. This code is published in the USCU catalog.
These goals in student growth and development are actively pursued in our regular classroom courses. Other student services that promote these goals include programs in academic advisement, counseling, career development, student government, student activities, student publications, and intramural and club athletics.
Indicators:
Assessment Methods:
Assessment Results:
USC Union has organized two different programs to encourage students to become involved in service/learning projects in the community. Twenty-six students participated during 1995-96, a 13% increase over last year and an 86% increase since the first year, 1991-92.
In a periodic student survey, we ask students if USCU has "helped you develop in the following areas." In 1995, the survey was administered to about 200 alumni, and we got a 13% response (n = 26). In 1996, the survey was mailed to students who had been placed on academic probation or suspension, and only 12 replied. Of those who expressed an opinion, the following percentages agreed or strongly agreed with each statement.
| '95 | '96 | USCU helped me: |
| 100% | 75% | Write more effectively. |
| 100 | 83 | Communicate well orally. |
| 100 | 83 | Read more effectively. |
| 100 | 83 | Listen more thoughtfully and attentively. |
| 100 | 73 | Understand the importance of mathematics. |
| 95 | 75 | Recognize and state appropriate problems in quantitative terms. |
| 94 | 83 | Solve problems involving numbers. |
| 100 | 73 | Understand problems expressed in quantitative terms. |
| 100 | 83 | Understand and appreciate literature and the fine arts. |
| 95 | 83 | Integrate literature and the arts into everyday life. |
| 96 | 83 | Understand my own values and motivation. |
| 100 | 73 | Understand both western and non-Western cultures. |
| 95 | 82 | Understand how to participate effectively in a variety of social institutions. |
| 100 | 70 | Understand the scientific method and the value of objective inquiry. |
| 100 | 80 | Understand the effects of technology. |
| 100 | 82 | Improve my ability to use computers. |
| 96 | 91 | Understand that learning is a lifelong process. |
| 96 | 83 | Be more self-motivated. |
| 100 | 83 | Use educational resources both inside and outside the classroom. |
| 96 | 83 | Reason analytically. |
| 96 | 100 | Get along with people with different backgrounds than mine. |
| 96 | 83 | Grow as a person. |
| 92 | 83 | Lead or guide others. |
| 100 | 91 | Adjust to new situations. |
| 96 | 91 | Develop self-confidence. |
| 96 | 91 | Plan ahead and organize better. |
Many of these items represent academic development, but many are components of personal growth and development, and all categories of students, regular, probationary, and alumni, give highly positive responses.
Use of Assessment Findings:
At least some of these objectives are incorporated into every course taught at USCU.
Outside of the classroom, several changes have been made to provide additional opportunities for personal growth. During the fall, one of our English professors organized a film club, where interested students could watch and discuss classic films. During the spring, after several years of inactivity, our student newspaper was reactivated, a student editor appointed, and three issues published. The Encore Club, a support group for non-traditional students, felt it was not serving students' needs as well as it could. The group discussed its mission, composed a survey distributed to all non-traditional students, and plans to reorganize in the fall. A total of four different religion courses, more than ever before, are scheduled for fall. These are excellent forums for self-exploration. Finally, our local CHE has made a $60,000 commitment to upgrade our computing systems this summer. Our goal is to provide Internet access in our library. We see this as a major new way for students to broaden their horizons.
13. Library Resources and Services
The USC Union library is the center of this institution of higher learning. As such, it is charged with the responsibility of serving the reading, reference, and research needs of the campus, its students, its faculty, and its community patrons.
Indicators:
Assessment Methods:
Assessment Results:
The library contains almost 5,700 square feet of space and houses 33,000 books, subscriptions to 75 periodicals, and 8,000 pieces of audio/visual media and microfilm. There are two public and two technical service terminals for access to the USCAN on-line catalogue, containing the computerized holdings of the eight-campus University. The library is staffed by a professional librarian, who has been with USC Union since 1988, and by a full-time Library Technical Assistant II, who has been on staff since 1990. These two permanent staff members are assisted by a varying number of student assistants. The budget for 1995/96 was $77,391.
According to accepted standards for colleges enrolling fewer than 200 FTE students, our library space meets basic standards. Accepted standards also suggest that at least 5% of the campus budget be used for the library, and we meet this standard (5.8% for 1995/96).
In analyzing our holdings in specific areas, we find considerable strength in the liberal arts, in literature, history, psychology, sociology, basic sciences, and in foreign languages. We find weaknesses in the hard sciences, computer science, business, and in education. These are disciplines that especially require currency of information. For instance, the average copyright date for our biology collection is 1968, for business, 1970, and for education, 1975.
For an institution our size, it is recommended that we have one professional librarian and that 65% of the library staff consist of support staff. We do have the one professional, but with only one LTA, we do not meet the second standard. We need to hire another assistant.
By the same standards, a minimum of 16 basic library services are required for an institution our size, and 28 ranks as excellent. USC Union provides 31 services, including acquisition and processing of print, non-print, and microform materials; audiovisual equipment services; audiovisual equipment distribution, maintenance, and repair; an automated online catalog with public access; bibliographic instruction; circulation of print and non-print materials; interlibrary borrowing and lending; inventory of audiovisual equipment; listening services; microcomputers for student use; microform print service; reference services; reserve book service; sound cassette duplication; and video production.
Our library materials are used primarily by our undergraduate students for their regular coursework (68%; n=2468), but books and other materials are checked out by students and faculty all over the state. Locally, we serve many high school and community patrons, as well as our own students. Visitation figures have averaged 2414 per month through March of this academic year.
Over 90% of our students, on three surveys (n=136), agreed that the library maintained adequate operating hours (96%), that the librarian adequately assisted patrons in learning how to use the library (94%), that the library staff was helpful and competent in handling patrons' requests (96%), and that the library resources were adequate to support the requirements of all courses at USCU (96%).
Use of Assessment Findings:
The size of the library is adequate for our current enrollment. If we grow, we will have to provide a larger library, and our facilities plan considers this need. One possible strategy is to acquire an existing two story building, located on Main Street, contiguous to campus, and renovate it for use as our library. This program is only in the planning stages at this time.
Although we do participate in the USCAN library network, and our students do have relatively easy access to state-wide library resources, we realize that our library holdings are smaller and older than ideally they should be. They must be strengthened, including books, periodicals, and CD ROM.
Our budget for books and periodicals has been flat for several years, and our budget for equipment has been nonexistent. During this past spring, our local Commission on Higher Education committed $60,000 to the campus to upgrade our computer and telephone systems. Part of the project will involve upgrading the computers in the library and providing Internet access. Certainly, as soon as additional monies are available, the overall library budget will be increased.
In the past, we have sought external funding for the computer equipment necessary to equip the library for CD and on-line information retrieval, and we plan to continue these efforts in 1996. So far, we have requested support from the federal Department of Education, through their Title III and FIPSE programs, and we will continue these efforts and look for additional sources in both the public and private sector.
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 again next in 1997.
15. Facilities
This component was reported on last in 1994. Based on our schedule of reporting, it will be reported on again next in 1998.
16. Public Service
This component was reported on last in 1995. Based on our schedule of reporting, it will be reported on again next in 1999.
17. Research
This component is not applicable to our institutional type.