Institutional Effectiveness Report 2009

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Institutional Effectiveness

(2)

Executive Summary

This reported is submitted to the South Carolina Commission on Higher Education (CHE) and

the state legislature in compliance with South Carolina Act 255 of 1992 and Act 629 of 1996.

This report covers assessment activities and results for the 2008-2009 academic year.

The Office of Institutional Research, Assessment, and Planning is responsible for supporting,

coordinating and monitoring assessment activities at USC Upstate. The Academic Program

Assessment Committee and the General Education Committee are faculty committees

designated by the faculty manual that have direct responsibility for ensuring assessment of

academic programs and general education. A representative from the Office of Institutional

Research, Assessment, and Planning serves as committee ex-officio for both faculty

committees.

The 2009 Institutional Summary report for the University of South Carolina Upstate addresses:

- An overview of Academic Program assessment and Assessment Reports.

USC Upstate uses a variety of methods to gather information on student and stakeholder

satisfaction and dissatisfaction. (See the Stakeholder Satisfaction Measures table on the next

page.) Nationally normed measures include EBI First Year Initiative (University 101) Survey,

ACUHO-I/EBI Resident Study, National Survey of Student Engagement (NSSE) for freshmen

and seniors, Your First College Year Survey for freshmen completing their first year of

college, and EBI Exit Surveys for seniors in Business, Nursing, and Education majors. Internal

measures include alumni and placement surveys, faculty/staff survey of administrative areas,

first-year surveys, employer surveys, end of course evaluations, meetings with the SGA

(Student Government Association) and other satisfaction assessments targeting specific

programs and services.

Depending upon the type of data gathered, information is disaggregated or segmented, as

appropriate, to determine variances by particular variables, e.g. student gender or faculty rank.

The results and findings from these assessments are disseminated to the unit and program level

to support decision making targeting continuous improvements.

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Stakeholder Satisfaction Measures

USC Upstate

Instrument

Stakeholders

Frequency

Nationally-Normed Assessments

Educational Benchmark Exit

Survey

Seniors - Business,

Nursing, Education

Every three years.

ACUHO-I/EBI Resident Study

Housing Every

three

years.

First Year Student Experience

Survey

All first year students

Annually

First Year Initiative Survey

Students in Univ. 101

Annually

NSSE – National Survey of Student

Engagement

Current Freshmen and

Seniors

Every three years

FSSE – Faculty Survey of Student

Engagement

All faculty

Every three years

Intern

al M

easures

Student Opinion Polls

Current Students

End of every course

Graduate Surveys

Graduates from the last

academic year

Annually

Alumni Surveys

Graduates

Every other spring, 2 –

4 years after

graduation.

Departmental Surveys – Student

Life, Disability Services,

Admissions, etc.

Current Students

Ongoing

Departmental Surveys – Counseling

Services, Disability Services, etc.

All Faculty and Staff

Annually

Major Surveys – Engineering

Technology Management, English,

Nonprofit, etc...

Current Students taking

courses in each area

Annually

Senior Surveys

School of Education

Seniors

End of fall and spring

semesters

Faculty Survey of Administrators All

Faculty

Annually

Employee Satisfaction Survey

All Faculty and Staff

Annually

Employer Surveys (Education)

Employers of School of

Education Graduates

Every other year

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Technologically Skilled Workforce

The USC Upstate Mission states:

USC Upstate strives to prepare its students to participate as responsible citizens in a

diverse, global and knowledge-based society, to pursue excellence in their chosen

careers and to continue learning throughout life.

Within this statement it is implicit that USC Upstate graduates will be skilled in the use of

current technology relevant to their occupational pursuits and personal needs, and the

University employs a variety of means to achieve this goal.

Obviously, several majors prepare students for work in the technology field directly (Computer

Science, Information Management and Systems, and Computer Information Systems). The

general education requirements also reflect the University’s commitment to technology skills,

specifically Competency 3: Information Technology.

The University also has an active and growing Information Technology unit that currently

supports 13 open use and 9 instructional computer labs across campus with a total of 377 IBM

or Mac workstations. They also administer the USC Upstate e-mail system which is the

primary method of official communication and notification between students, faculty, and

administrators.

In order to integrate technology into the academic process, complete courses and various

aspects of hybrid courses are offered online, utilizing Blackboard and WebCt, and many

classrooms across campus have been upgraded to “smart classrooms” with various

combinations of internet access, integrated projection equipment, electronic video and audio

connectivity to other campuses, and Promethean Boards. Additionally, the School of

Education is piloting a program that provides a laptop to all Education majors at the Greenville

campus as long as they are enrolled. The number of “smart classrooms” will increase

dramatically with the opening of the Health Education Complex (fall 2008), and the School of

Nursing and School of Education will occupy classrooms with state-of-the-art technology

capability.

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Academic

Program

Assessment

Policies

and

Procedures

USC

Upstate

Foreword

The purpose of this document is to address the Comprehensive Standard 3.3.1 of the

Principles of Accreditation: Foundations for Quality Enhancement (Interim Edition)

published by the Commission on Colleges, Southern Association of Colleges and

Schools in January 2007.

3.3 Institutional Effectiveness

3.3.1 The institution identifies expected outcomes, assesses the extent to which

it achieves these outcomes, and provides evidence of improvement based on

analysis of the results in each of the following areas: (Institutional Effectiveness)

3.3.1.1 educational programs, to include student learning outcomes

3.3.1.2 administrative support services

3.3.1.3 educational support services

3.3.1.4 research within its educational mission, if appropriate

3.3.1.5 community/public service within its educational mission, if

appropriate

Overview of SACS Program Assessment

"A systematic process of looking at student achievement within and across courses by

gathering, interpreting and using information about student learning for educational

improvement”

(Thomas A. Angelo, AAHE Bulletin, April 1995, p.11).

Program assessment is done

through obtaining information to demonstrate what the program’s graduates know

(knowledge) and what they can do (skills).

The purpose of program assessment is to produce meaningful feedback for the

academic unit on the performance of its students; it is not an evaluation of individual

students, courses or faculty. The intent is to collect, analyze and report data in a format

to help inform program faculty of the progress/accomplishments of their students and

their program, support decisions targeting improvement of the program outcomes and

inform strategic planning and accreditation. For students, outcomes assessment will

communicate clear expectations about what’s important in a program, inform them that

they will be evaluated in a consistent and transparent way, reassure them that there is

common core content across the major, and allow them to make better decisions about

programs based on outcomes results.

Although a particular method of demonstrating institutional effectiveness is not

mandated in the current SACS criteria for accreditation, each institution is expected to

determine institutional effectiveness by implementing an assessment plan that:

• is broad-based,

• is derived from the institution's purpose and goals,

• uses a variety of assessment methods, and

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Academic

Program

Assessment

Policies

and

Procedures

• demonstrates the use of results for the improvement of both academic

programs and administrative support units.

Program Assessment at USC Upstate

USC Upstate students are expected to improve their general skills/competencies, to

attain proficiency in an academic discipline, and to develop interpersonal and

leadership skills. The faculty is responsible for designing curricula and educational

experiences to achieve these goals and for assessing how well the goals are attained.

In creating an assessment plan and report for any academic program, it is important

for the program faculty to define what they are trying to do. What is it that they intend

for the graduates of their program to learn from the cumulative experiences of the

academic program? After determining the intent of the program, it is just as important

to determine how well are we doing on what we intended? And how can we improve

the outcomes?

Timelines

Oct 1 – Academic program assessment reports are to be submitted to the Office of Institutional Research, Assessment, and Planning

Dec 1 – Review of the academic program assessment reports is completed and feedback is returned to the assessment coordinator

Mar 1 – Any revisions to reports based on feedback must be submitted to the Office of Institutional Research, Assessment, and Planning for final review

Note: All disciplines at USC-Upstate which award degrees must submit an annual

report on the assessment of each degree program. In the College of Arts and

Sciences, departmental chairs are responsible for completing reports annually; in

professional schools, Deans bear this responsibility. However, specific individuals or

groups of faculty in a particular program may accept secondary responsibility and

complete the report.

To support the development of academic assessment plans and reports, the Program

Assessment Committee has developed a template for plan development and report

submission.

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Academic

Program

Assessment

Policies

and

Procedures

Components of Academic Program Reports

Academic Program Assessment Report

Assessment Plans include components 1, 2, 3, 4 & 5. The plans can be updated annually prior to the beginning of the academic year Components 2-6 should be completed for each set of goals and student learning outcomes. (new plans should be implemented in the fall to allow for data collection throughout the academic year.) All plans should be reviewed by dept. faculty at a minimum of every three years.

Component Description Report

1

Program

Mission

Statement

Statement should articulate the unit/ program mission in support of the institutional mission and include a clearly defined purpose appropriate to collegiate education.

Assessment Plan

Components 1-5 are the components included in the assessment plan. These components are to be completed by the assessment

coordinator, in consultation with the program faculty, prior to beginning collection of data. The plan is to be submitted to the Office of

Institutional Research, Assessment and Planning (IRAP) and reviewed for approval by the program assessment committee. The program assessment committee will provide feedback on the plan to the assessment coordinator via a standardized feedback rubric. Once a plan is approved by the committee, it will remain in effect until the unit sees fit to modify it. The assessment coordinator will coordinate data collection over each academic year in preparation for completing the

assessment report for the fall.

2

Goal # ( )

Describe what you want students to learn expressed in general terms (clear

communication, problem-solving skills, etc). Goals should focus on discipline-specific outcomes relevant to the program. All programs with specific concentrations should have one goal with specific slo’s for that concentration in addition to the core set of program goals and slo’s.

3 Objectives SLO’s (student learning outcomes)

Describes the specific knowledge and skills students should be able to exhibit that reflect the broader goals. Objectives (student learning outcomes) transform the general program goals into specific and measureable student performance/behaviors that

demonstrate student learning and skill development along these goals.

4 Assessment

Methods

Describes the measure(s) by which the department will know the students are meeting the departmental learning

objectives. Includes both direct and indirect assessment. Each SLO should have at least one assessment method.

5 Assessment

Criteria

Level of achievement you are targeting Indicate benchmarks, scores on assessment instruments, etc… that would indicate acceptable achievement under your plan

6

Assessment

Results &

Analysis

Actual results and data collected. Make sure to break down data by subgroups (e.g. other campuses or emphases). As appropriate, also include item or category analysis and explain what conclusions can be made from the data analysis.

Assessment Report

Assessment reports are due annually on Oct 1. The reports detailing the assessment results from the previous academic year should include

aggregate and disaggregated data as necessary.

The use of results section is to explain what is going to be done differently during the next academic cycle based on the review of the data

and intended to improve results.

7 Use of

Results

What actions or modifications have been or will be made based on this assessment?

To view all 2007/2008 USC Upstate Program Assessment Reports and Committee

Evaluations, please visit:

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INSTITUTIONAL

EFFECTIVENESS

TABLES

P

ROGRAMS

E

LIGIBLE FOR

A

CCREDITATION AND

P

ROGRAMS

A

CCREDITED

Applicable to four- and two-year institutions Due August 3, 2009

This form includes a list of accrediting bodies for which one or more academic programs are currently accreditable in a South Carolina institution as reported on U.S. Department of Education FORM IPEDS-1C-1 (6-1-94) and/or have been approved by the Commission on Higher Education.

According to Section 59-101-350, the Commission is responsible for collecting “the number and percentage of accredited programs and the number and percentage of programs eligible for accreditation” from four- and two-year post-secondary institutions to be included in the annual report to the General Assembly. The Commission on Higher Education also uses this information as a base to fulfill requirements in Section 59-103-30 for performance funding to collect information on Instructional Quality by looking at the accreditation of degree-granting programs.

If your institution offers one or more programs listed in the Commission’s current Inventory of Academic Degree Programs (http://connect.che.sc.gov/AS400/Inven/Default.asp) that is accreditable by one or more of the following agencies, you should complete the columns in the table that follows by placing an “x” in the box. For those agencies that accredit individual programs within departments, please put the number of programs in parentheses beside the “x”. An accreditable program is one that is eligible for accreditation, regardless of whether or not the institution chooses to pursue accreditation. An accredited program is one that has been granted full accreditation status by the appropriate accrediting agency.

The addition or deletion of an agency from this list is a prescribed process, administered through the Commission’s Academic Affairs Division. If an agency is added to this list the date that it is added dictates when an accreditable program should be counted “against” the institution with regard to its full accreditation. The most recent agencies that have been added to the list have their corresponding dates listed so that institutions can better calculate the time frame for accreditation. Any agencies that appear on the list without a corresponding date should be understood to have appeared prior to May 1998. For a complete set of policies and procedures regarding this process, see the

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Institution:

Please type institution name in box.

LIST OF NATIONAL INSTITUTIONAL AND SPECIALIZED ACCREDITING BODIES

RECOGNIZED BY THE SOUTH CAROLINA COMMISSION ON HIGHER EDUCATION

These agencies and areas may also be found on the CHE’s website at:

http://www.che.sc.gov/AcademicAffairs/Accrediting_Agencies_Recognized_by_CHE.htm

ACCREDITING AGENCIES AND AREAS Accreditable Program Accredited Fully Program

Details on Program

(if program not fully accredited-do not complete if fully

accredited) _agency/areaDate added to CHE List Year program added at institution Institution has chosen NOT to seek accreditation

for this program

Accreditation Expected (if known) American Assembly of Collegiate Schools of

Business - International Association for

Management Education An institution may be accredited by the AACSB

or

the ACBSP

Business (BUS)-Baccalaureate, Masters', and Doctoral degree programs in business administration and management

X X

Business (BUSA)-Baccalaureate, Masters', and Doctoral degree programs in accounting

ACCREDITING BOARD FOR ENGINEERING AND TECHNOLOGY, INC.

Engineering (ENG)-Baccalaureate and

master's level programs in engineering

Engineering-related (ENGR) – Engineering

related programs at the baccalaureate level

Engineering Technology (ENGT) – Associate

and baccalaureate degree programs in engineering technology

ACCREDITING COMMISSION ON EDUCATION FOR HEALTH SERVICES ADMINISTRATION Health Services Administration (HSA) Graduate

programs

ACCREDITING COUNCIL ON EDUCATION IN JOURNALISM AND MASS COMMUNICATIONS Journalism and Mass Communication

(JOUR) - Units within institutions offering

professional undergraduate and graduate (master's) degree programs

ACCREDITATION REVIEW COMMISSION ON EDUCATION for the PHYSICIAN ASSISTANT (ARC - PA)

Physician Assistant

AMERICAN ASSOCIATION FOR MARRIAGE AND FAMILY THERAPY

Marriage and Family Therapy (MFTC) - Clinical

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ACCREDITING AGENCIES AND AREAS Accreditable _Program Accredited Fully Program

for this program

Accreditation Expected (if known)

training programs

Marriage and Family Therapy (MFTD) - Graduate

degree programs

AMERICAN ASSOCIATION OF FAMILY AND CONSUMER SCIENCES (AAFCS)

Home Economics - Baccalaureate programs AMERICAN ASSOCIATION OF NURSE ANESTHETISTS

Nurse Anesthetists (ANEST) - Generic nurse

anesthesia education programs/schools

AMERICAN BAR ASSOCIATION Law (LAW) - Professional schools

AMERICAN BOARD OF FUNERAL SERVICE EDUCATION

Funeral Service Education (FUSER)

Independent schools and collegiate departments

AMERICAN COLLEGE OF NURSE MIDWIVES Nurse Midwifery (MIDWF) - Basic certificate and

basic master's degree program

AMERICAN COUNCIL FOR CONSTRUCTION EDUCATION

Construction Education (CONST) - Baccalaureate

degree programs

AMERICAN COUNCIL ON PHARMACEUTICAL EDUCATION

Pharmacy (PHAR) - Professional degree programs AMERICAN COUNSELING ASSOCIATION Counseling - Masters and Doctoral level programs AMERICAN CULINARY FEDERATION

EDUCATIONAL INSTITUTE

Culinary Arts (CUL) - postsecondary programs

which award certificates, diplomas, or associate degrees in culinary arts and food services management

AMERICAN DENTAL ASSOCIATION Dental Assisting (DA)

Dental Hygiene (DH)

Dental Laboratory Technology (DT)

Dentistry (DENT) - Programs leading to the D.D.S.

or D.M.D. degree advanced general dentistry and specialty programs, and general practice residency programs

AMERICAN DIETETIC ASSOCIATION, THE Dietetics (DIET) - Coordinated undergraduate

(11)

for this program

Accreditation Expected (if known) Dietetics (DIETI) - Post baccalaureate internship

programs

AMERICAN LIBRARY ASSOCIATION

Librarianship (LIB) - master's program leading to

the first professional degree

AMERICAN MEDICAL ASSOCIATION COUNCIL ON MEDICALEDUCATION AND ASSOCIATION OF AMERICAN MEDICAL COLLEGES, LIAISON COMMITTEE ON MEDICAL EDUCATION Medicine (MED) - Programs leading to the M.D.

M.D. degree

AMERICAN OCCUPATIONAL THERAPY ASSOCIATION

Occupational Therapist (OT)

Occupational Therapy Assistant (OTA)

AMERICAN PHYSICAL THERAPY ASSOCIATION Physical Therapy (PTAA) - Programs for the

physical therapist assistant

Physical Therapy (PTA) - Professional programs

for the physical therapist

AMERICAN PSYCHOLOGICAL ASSOCIATION Clinical Psychology (CLPSY) - Doctoral programs Counseling Psychology (COPSY) - Doctoral

programs

Professional Psychology (IPSY) - Predoctoral

internship programs

Professional/Scientific Psychology (PSPSY) -

Doctoral programs

School Psychology (SCPSY)B - Doctoral

programs

AMERICAN SOCIETY OF LANDSCAPE ARCHITECTS

Landscape Architecture (LSAR) - Baccalaureate

and master's programs leading to the first professional degree

AMERICAN SPEECH-LANGUAGE-HEARING ASSOCIATION

Audiology (AUD) - Graduate degree programs Speech-Language Pathology (SP) - Graduate

degree programs

AMERICAN VETERINARY MEDICAL

ASSOCIATION 5/1998

Veterinary Medicine - Programs leading to a

D.V.M. or D.M.V. degree 5/1998

Veterinary Technology – Programs leading to the

Associate’s degree

ASSOCIATION OF COLLEGIATE BUSINESS

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ACCREDITING AGENCIES AND AREAS Accreditable Program Accredited Fully Program

for this program

Accreditation Expected (if known) Business (BUAD) - Associate degree programs in

business and business-related fields

Business (BUBD) - Baccalaureate degree

programs in business and business-related fields

Business (BUMD) - Master degree programs in

business and business-related fields

COMMISSION ON ACCREDITATION OF ALLIED HEALTH EDUCATION PROGRAMS

Cytotechnologist (CYTO)

Diagnostic Medical Sonographer (DMS) Electroneurodiagnostic Technologist (ENDT) Emergency Medical Technician-Paramedic (EMTP)

Histologic Technician/Technologist (HT) Joint Review Committee - Athletic Training

(JRC-AT) 11/1999

Medical Assistant (MA)

Medical Records Administrator (MRA) Ophthalmic Medical Assistant (OMA) Perfusionist (PERF)

Physician Assistant (PA) - Assistant to the primary care physician

Respiratory Therapist (REST)

Respiratory Therapy Technician (RESTT) Specialist in Blood Bank Technology (SBBT) Surgeon's Assistant (SA)

Surgical Technologist (ST)

COMMISSION ON COLLEGIATE NURSING

EDUCATION (CCNE) 11/1999

Nursing - Baccalaureate-degree nursing education

programs 11/1999

Nursing - Graduate-degree nursing education

programs 11/1999

COMMISSION ON OPTICIANRY ACCREDITATION

Opticianry (OPLT) - 1-year programs for the

ophthalmic laboratory technician

Opticianry (OPD) - 2-year programs for the

ophthalmic dispenser

COMPUTING SCIENCE ACCREDITATION BOARD, INC.

Computer Science (COMP) - Baccalaureate

programs in computer science X XX

COUNCIL FOR ACCREDITATION OF COUNSELING AND RELATED EDUCATION

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ACCREDITING AGENCIES AND AREAS Accreditable Program Accredited Fully Program

for this program

Accreditation Expected (if known) Masters degree programs to prepare individuals for

community counseling, mental health counseling, marriage and family counseling, school counseling, student affairs practice in higher education, and

Doctoral-level programs in counselor education

and supervision.

5/1998

COUNCIL ON EDUCATION FOR PUBLIC HEALTH

Community Health Education (CHE) - Graduate

programs offered outside schools of public health

Community Health/Preventative Medicine (CHPM) - Graduate programs offered outside

schools of public health

Public Health (PH) - Graduate schools of public

health

COUNCIL ON REHABILITATION EDUCATION

(CORE) 9/1999

Rehabilitation Counseling _9/1999

COUNCIL ON SOCIAL WORK EDUCATION Social Work (SW) - Baccalaureate and master's

degree programs

FOUNDATION FOR INTERIOR DESIGN EDUCATION RESEARCH

Interior Design (FIDER) - 2-year pre-professional

assistant level programs(certificate and associate degree); first professional degree level programs (master's and baccalaureate degrees and 3-year certificate); and post professional master's degree programs

JOINT REVIEW COMMITTEE ON EDUCATION IN RADIOLOGIC TECHNOLOGY

Radiologic Technology (RAD) - Programs for

radiographers (Diploma, associate, baccalaureate

programs)

Radiologic Technology (RADTT) - Programs for

radiation therapists (Diploma, associate,

baccalaureate programs)

JOINT REVIEW COMMITTEE ON EDUCATIONAL PROGRAMS IN NUCLEAR MEDICINE

TECHNOLOGY

Nuclear Medicine Technologist (NMT) - Programs

for the nuclear medicine technologist

MONTESSORI ACCREDITING COUNCIL for TEACHER EDUCATION (MACTE)

Montessori Teacher Education Programs.

NATIONAL ACCREDITING AGENCY FOR CLINICAL LABORATORY SCIENCES

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ACCREDITING AGENCIES AND AREAS Accreditable Program Accredited Fully Program

for this program

Accreditation Expected (if known) Clinical Laboratory Technician/Medical

Laboratory Technician (MLTC) - Certificate

program

Clinical Laboratory Technician/Medical Laboratory Technician (MLTAD) - Associate's

degree

Clinical Laboratory Science/Medical Technology (MT) - Professional programs (Baccalaureate and

master's level)

NATIONAL ACCREDITING COMMISSION OF COSMETOLOGY ARTS AND SCIENCES Cosmetology (COSME) - Postsecondary schools

and departments of cosmetology arts & sciences

NATIONAL ARCHITECTURAL ACCREDITING BOARD, INC.

Architecture (ARCH) - first professional degree

programs

NATIONAL ASSOCIATION OF INDUSTRIAL TECHNOLOGY

Industrial Technology (INDT) - Baccalaureate

degree programs

NATIONAL ASSOCIATION OF SCHOOLS OF ART AND DESIGN

Art & Design (ART) - Degree-granting schools and

departments and nondegree-granting schools

NATIONAL ASSOCIATION OF SCHOOLS OF DANCE

Dance (DANCE) - Institutions and units within

institutions offering degree-granting and

nondegree-granting programs

NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC

Music (MUS) - Baccalaureate and graduate degree

programs

Music (MUSA) - Community and junior college

programs

Music (MUSN) – Nondegree programs

NATIONAL ASSOCIATION OF SCHOOLS OF PUBLIC AFFAIRS AND ADMINISTRATION

Masters of Public Administraton (MPA)

7/2002

NATIONAL ASSOCIATION OF SCHOOLS OF THEATER

Theater (THEA) - Institutions and units within

institutions offering degree-granting and/or

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for this program

Accreditation Expected (if known) NATIONAL COUNCIL FOR ACCREDITATION OF

TEACHER EDUCATION

Teacher Education (TED) - Baccalaureate and

graduate programs for the preparation of teachers and other professional personnel for elementary and secondary schools

X X

NATIONAL LEAGUE FOR NURSING, INC Nursing (PNUR) - Practical nursing programs

Nursing (ADNUR) - Associate degree programs

Nursing (DNUR) – Diploma programs

Nursing (NUR) - Baccalaureate and higher degree

programs

X X

SOCIETY OF AMERICAN FORESTERS

Forestry (FOR) - Programs leading to a bachelor's

or higher first professional degree

Total _____4_____ ___4_______

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Institution:

C

OURSES

T

AUGHT BY

F

ACULTY

Applicable for Four- and Two-Year Institutions – Reported for Fall 2008

According to Section 59-101-350, the Commission is responsible for collecting “the percent of lower division instructional courses taught by full-time faculty, part-time faculty, and graduate assistants” from four- and two-year post-secondary institutions to be included in the annual report to the General Assembly.

The Commission will use previously-reported CHEMIS information for data in this table. Institutions will have an opportunity to proof this information prior to the publication of the January 2009 report. Faculty definition will be any faculty, staff or graduate assistant who teach a credit course.

S

UCCESS OF

S

TUDENTS IN

D

EVELOPMENTAL

C

OURSES

Four-Year Colleges and Universities no longer offer these courses, therefore this table has been deleted.

S

TUDENT

I

NVOLVEMENT IN

S

PONSORED

R

ESEARCH

Applicable to Four-Year Institutions – Reported for Fall 2008

According to Section 59-101-350, the Commission is responsible for collecting “the percent of graduate and upper division undergraduate students participating in sponsored research programs” from four-year institutions to be included in the annual report to the General Assembly.

The numbers included here should reflect the graduate and upper division undergraduate students who participate in sponsored research programs. Each institution that receives research dollars generated by external funding (sponsored research) should report the number of students who benefit from these dollars.

The CHE will calculate the percentage using these data and headcount enrollment data from the Fall 2008 IPEDS Enrollment Forms.

Number of Students Participating in Sponsored Research

(Exclude first professional students)

Upper Division, Undergraduate Students FALL 2008 - 11 STUDENTS

S

PRING

2009

-

15

STUDENTS

Graduate Students 0

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Institution:

R

ESULTS OF

P

ROFESSIONAL

E

XAMINATIONS

Applicable to all sectors – Reported for April 1, 2008- March 31, 2009

According to Section 59-101-350, the Commission is responsible for collecting “student scores on professional examinations with detailed information on state and national means, passing scores, and pass rates, as available, and with information on such scores over time, and the number of students taking each exam” from four- and two-year institutions to be included in the annual report to the General Assembly. The Commission on Higher Education also uses this information as the primary source with which to fulfill requirements in Section 59-103-30 for performance funding to collect information on Instructional Quality and Graduates’ Achievements by looking at the scores of graduates on post-undergraduate professional, graduate, or employment-related examinations and certification tests. Past committee work and the development of performance funding have defined the collection of this information to include only first-time test takers (except the teacher education exams at four-year institutions, which include all test takers) for those students who completed an examination during the period of April 1, 2008 through March 31, 2009. The following tables display the exams that each sector has reported in the past. Please use this list as a guide for the exams you report this year on the table provided. Please be aware that your institution may have students taking certification exams that have not been reported on in the past. This would be the case if students were just beginning to complete a new program. In such cases, please report the scores and indicate that the exam is new to the table. New exams will not be used for Performance funding reporting.

The Commission will request national and state pass rates and any additional information for these examinations, as it is available, from national and state agencies to be used in the report to the General Assembly. These national and state agencies can be found in “A Closer Look.”

Praxis exams are reported separately in the following table.

Please note that Praxis results are reported on all test-takers. Other exams are reported on first-time test-takers.

Name of Exam Date(s)

Administered # of Examinees # of Examinees who Passed % Examinees Passing

TEACHING AND RESEARCH SECTORS

PRAXIS Series II: Core Battery Professional Knowledge

4/1/2008 –

3/31/2009 NA NA NA

PRAXIS Series II: Principles of Learning & Teaching (K-6)

4/1/2008 –

3/31/2009 111 97 85%

PRAXIS Series II: Principles of Learning & Teaching (5-9)

4/1/2008 – 3/31/2009

24 17 71%

PRAXIS Series II: Principles of Learning & Teaching (7-12)

4/1/2008 –

3/31/2009 32 30 94%

PRAXIS Series II: Specialty Area Tests 4/1/2008 – _3/31/2009 336 297 88%

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Name of Exam Date(s) Administered # of Examinees # of 1st Time Examinees # of 1st Time Examinees who Passed % 1st Time Examinees Passing RESEARCH SECTOR

ACC National Certification Exam in Nurse Midwifery

American Bd. of Cardiovascular Perfusion Exam - Part I (PBSE)

American Bd. of Cardiovascular Perfusion Exam - Part II (CAPE)

Council on Certification of Nurse Anesthetists Exam.

Multi-State Pharmacy Jurisprudence Exam (MPJE) National Board Dental Exam, Part I

National Board Dental Exam, Part II

National Council Licensure Exam. - Registered Nurse (BSN)

National Physical Therapist Licensing Exam. (PT) National Certification Corporation for the

Obstetric, Gynecological and Neonatal Nursing Specialties:

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Name of Institution: University of South Carolina Upstate

Academic Year for Graduating Students: 2005-2006

Section 59-103-350 (D) of the SC Code of Laws, 1976 (amended), requires public institutions of higher learning to report satisfaction data on graduates. By including the satisfaction data as part of the alumni follow-up survey, institutions will be reporting biannually on graduates

three years prior. Please indicate the number of responses to each item in the appropriate column. (Individual percentages will be calculated automatically.)

The hyperlink for this report is: http://www.uscupstate.edu/about_upstate/planning/assessment/default.aspx?id=10030

How many students were surveyed? 836

How many students responded? 101 Response Rate: 12.1%

Was this population a sample or the total group? Total Group

1. Students' level of satisfaction with:

#

% of Total

Responses # % # % # % # % # % # %

1.1 MAJOR Program of Study 101 100.0% 47 46.5% 39 38.6% 13 12.9% 2 2.0% 0 0.0% 0 0.0%

1.2 INSTRUCTION in the major 101 100.0% 44 43.6% 40 39.6% 12 11.9% 3 3.0% 1 1.0% 1 1.0%

1.3 GENERAL EDUCATION program

of study (non-major requirements) 98 97.0% 27 27.6% 52 53.1% 18 18.4% 1 1.0% 0 0.0% 0 0.0%

1.4 INSTRUCTION in general education 99 98.0% 28 28.3% 57 57.6% 14 14.1% 0 0.0% 0 0.0% 0 0.0%

1.5 OVERALL ACADEMIC EXPERIENCE 101 100.0% 38 37.6% 51 50.5% 9 8.9% 2 2.0% 1 1.0% 0 0.0%

2. How frequently involved in each of the following activities (on or off the job):

#

% of Total

Responses # % # % # % # % # %

2.1 Career-related advanced education

or training 97 96.0% 23 23.7% 24 24.7% 28 28.9% 13 13.4% 9 9.3%

2.2 "Lifelong learning"/personal enrichment

studies outside career area(s) 98 97.0% 15 15.3% 15 15.3% 31 31.6% 19 19.4% 18 18.4%

2.3 Professional or service organizations 99 98.0% 15 15.2% 22 22.2% 30 30.3% 16 16.2% 16 16.2%

2.4 Volunteer, public or community service 98 97.0% 12 12.2% 27 27.6% 25 25.5% 19 19.4% 15 15.3%

2.5 Social/recreational organization 99 98.0% 17 17.2% 26 26.3% 24 24.2% 14 14.1% 18 18.2%

2.6 Support or participation in the arts 99 98.0% 8 8.1% 17 17.2% 31 31.3% 23 23.2% 20 20.2%

3. The college experience influenced my participation in the above activities:

#

% of Total

Responses # % # % # % # %

3.1 Career-related advanced education

or training 96 95.0% 25 26.0% 36 37.5% 19 19.8% 16 16.7%

3.2 "Lifelong learning"/personal enrichment

studies outside career area(s) 95 94.1% 15 15.8% 33 34.7% 29 30.5% 18 18.9%

3.3 Professional or service organizations 96 95.0% 20 20.8% 30 31.3% 24 25.0% 22 22.9%

3.4 Volunteer, public or community service 96 95.0% 10 10.4% 27 28.1% 31 32.3% 28 29.2%

3.5 Social/recreational organization 96 95.0% 14 14.6% 26 27.1% 26 27.1% 30 31.3%

3.6 Support or participation in the arts 94 93.1% 6 6.4% 19 20.2% 37 39.4% 32 34.0%

3A Aggregate

4. I have voted in ___ of the elections since leaving college.

#

% of Total

Responses # % # % # % # % # %

100 99.0% 44 44.0% 36 36.0% 10 10.0% 7 7.0% 3 3.0%

Never INSTITUTIONAL ALUMNI SURVEYS - Summary

The following information is due August 3, 2009

Satisfied

Somewhat Satisfied

Somewhat

Dissatisfied Dissatisfied Very Dissatisfied Very Satisfied

Moderately Somewhat None at all

Weekly Monthly Annually Less Often

None

Responses to Question

Responses to Question All Most Some Few

(21)

Name of Institution: University of South Carolina Upstate

Academic Year Surveyed Students Graduated: 2005-2006

Section 59-103-350 (B)(6), (C)(4) of the SC Code of Laws, 1976 (amended), requires public institutions of higher learning to report placement data on graduates. By including the placement data as part of the alumni follow-up survey, institutions will be reporting biannually on graduates three years prior. Please indicate the number

of responses to each item in column (D). (Individual percentages will be calculated automatically.)

The hyperlink for this report is: http://www.uscupstate.edu/about_upstate/planning/assessment/default.aspx?id=10030

How many graduates did you survey? 836 What percent of the graduating cohort does this represent? 100% How many surveys were returned? 101 Survey response rate: 12.1%

Survey Based on (Place "X" in one): Sample X Total Group

1. How long did it take the students to obtain their first full-time job after graduation? # of Responses % of Total

a. Prior to leaving college 38 38.0%

b. Less than one month 16 16.0%

c. 1 to 3 months 16 16.0%

d. 4 to 6 months 15 15.0%

e. 7 to 12 months 5 5.0%

f. Over 12 months 4 4.0%

g. Have not obtained a full-time job 4 4.0%

h. Did not seek a full-time job 2 2.0%

Total 100

2.Indicate which single category best describes the student's current status.

Currently # of Responses % of Total

a. Continuing my education full-time 4 4.0%

b. Employed and continuing my education 33 33.0%

c. Employed full-time 55 55.0%

d. Employed part-time 3 3.0%

e. Self-employed 0

-f. Serving in Armed Forces 0

-g. Caring for a home/family 2 2.0%

h. Unemployed, seeking work 2 2.0%

i. Unemployed, not seeking work 0

-j. Other 1 1.0%

Total 100

3. Indicate the relationship between the student's college major their first full-time job after graduation.

After Graduation # of Responses % of Total

a. Highly related 55 55.0% b. Moderately related 17 17.0% c. Slightly related 11 11.0% d. Not related 15 15.0% e. Not employed 2 2.0% Total 100

4. Indicate the relationship between the student's college major and their full-time job.

Currently # of Responses % of Total

a. Highly related 58 59.2% b. Moderately related 14 14.3% c. Slightly related 8 8.2% d. Not related 16 16.3% e. Not employed 2 2.0% Total 98

5. Indicate the location of the student's first job after graduation.

After Graduation # of Responses % of Total

a. South Carolina 86 86.0%

b. Southeast, outside of South Carolina 5 5.0%

c. Outside the Southeast 7 7.0%

d. Not employed 2 2.0%

Total 100

PLACEMENT DATA ON GRADUATES - Summary