Institutional Effectiveness Summmary Report 2000

Reporting Cycle
The cycle for reporting the six institutional effectiveness components to the South Carolina Commission on Higher Education for Tri-County Technical College is as follows:

  1. General Education - Four-Year Cycle
  2. Majors or Concentrations - One-Year Cycle
  3. Academic Advising - Four-Year Cycle
  4. Achievement of Students Transferring from Two- to Four-Year Institutions - Two-Year Cycle
  5. Procedures for Student Development - Four-Year Cycle
  6. Library Resources and Service - Four-Year Cycle

Institutional Effectiveness Model
The institutional effectiveness model at Tri-County Technical College ensures that the results of the assessments of the six institutional effectiveness components are used for improvement of programs and services, decision-making, budgeting, and planning at the College. Using a five-year cycle, the College develops five-year development plans and annual development plans for the College and functional units. The results of the institutional effectiveness assessments are used for determining whether the College and units achieve their standards. The standards are the criteria/measures used by the College and each unit to demonstrate effectiveness in achieving mission/purpose and goals. In addition, each unit also uses the institutional effectiveness findings to develop specific activities for improvement and growth of programs and services. The standards and institutional effectiveness activities are included in the College and unit annual development plans and are measured annually.

  1. General Education: This component was last submitted to the Commission on Higher Education in 1998. Based on the four-year schedule of reporting for this component, a report on general education will be submitted next to the Commission on Higher Education in 2002.

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  2. Majors or Concentrations: Tri-County Technical College has been assessing majors or concentrations annually since 1991-1992. Based on the one-year schedule of reporting for this component, a report on majors or concentrations will be submitted next to the Commission on Higher Education in 2001. The following presents a summary of the results for 2000.
    Assessment Methodology: The assessment consists of annually surveying employers and graduates in all diploma and associate degree technical majors on technical workplace competencies, general workplace competencies, satisfaction with educational experience, and work performance. Since 1991-1992, 1,789 employers and 2,785 graduates have provided feedback.
    Major Findings: The following summarizes the major findings of the assessment of majors or concentrations. Effectiveness Ratings of 0% up to 85% equal Very Ineffective, 85% up to 90% equal Ineffective, 90% up to 95% equal Effective, and 95% to 100% equal Very Effective.
    • Satisfaction with Educational Experience: 96.2% of graduates indicate satisfaction with their educational experience at Tri-County Technical College - Very Effective.
    • Quality of Life: 95.9% of graduates feel their Tri-County Technical College experience improved the quality of their lives - Very Effective.
    • Preparation of Technical Workplace Competencies: 98.1% of employers indicate Tri-County Technical College effectively prepares graduates on the technical workplace competencies required for employment in the field - Very Effective.
    • Preparation of General Workplace Competencies: 98.3% of employers indicate Tri-County Technical College effectively prepares graduates on the general workplace competencies required for employment in the field - Very Effective.
    • Preparation for Employment in Field: 98.2% of employers indicate Tri-County Technical College adequately prepares its graduates for employment in the field - Very Effective.
    • Work Attitude of Graduates: 97.4% of employers rate the work attitude of Tri-County's graduates as adequate or very adequate compared to other workers with similar jobs - Very Effective.
    • Work Quality of Graduates: 97.5% of employers rate the work quality of Tri-County's graduates as adequate or very adequate compared to other workers with similar jobs - Very Effective.
    • On-the-job Performance of Graduates: 97.4% of employers rate the on-the-job performance of Tri-County's graduates as adequate or very adequate compared to other workers with similar jobs - Very Effective.
    • Hiring Tri-County Technical College Graduates: 99.1% of employers indicate they would consider hiring another Tri-County Technical College graduate - Very Effective.

    Major Initiatives: Based upon the institutional effectiveness findings for majors or concentrations, the following initiatives have or are being implemented.

    • Received approval for offering a fast track Maintenance Mechanic and Plastics Certificate Program, Medical Assisting Diploma Program, and Respiratory Care Associate Degree.
    • Developed a video presentation, handout, and orientation for program advisory committees outlining the roles and responsibilities of committee members.
    • Improved training of adjunct faculty through implementing the Adjunct Faculty Mentoring System.
    • Expanded Cooperative Education Program resulting in placement of 220 students in work experiences since 1995-1996.

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  3. Academic Advising: Tri-County Technical College has been assessing academic advising annually since 1995-1996. Based on the four-year schedule of reporting for this component, a report on academic advising will be submitted next to the Commission on Higher Education in 2004. The following presents a summary of the results for 2000.
      Assessment Methodology: The assessment consists of annually surveying graduates and students on the quality and effectiveness of academic advising. Since 1995-1996, 1,578 graduates and 8,493 students have provided feedback.

     

      Major Findings: The following summarizes the major findings of the assessment of academic advising. Effectiveness Ratings of 1.0 up to 2.0 equal Very Ineffective, 2.0 up to 3.0 equal Ineffective, 3.0 up to 4.0 equal Effective, and 4.0 to 5.0 equal Very Effective.
      • Availability of Advisors: Graduates and students rate advisor availability as very good. The annual effectiveness ratings range from 4.0 to 4.4 - Very Effective.
      • Assistance from Advisors: Graduates and students rate advisor assistance as very good. The annual effectiveness ratings range from 4.0 to 4.4 - Very Effective.
      • Accuracy of Information: Graduates and students rate accuracy of information provided by advisors as very good. The annual effectiveness ratings range from 4.1 to 4.5 - Very Effective.
      • Quality of Advising: Graduates and students rate quality of advising as very good. The annual effectiveness ratings range from 4.0 to 4.4 - Very Effective.
      • Concern of Advisors: Graduates and students rate concern of advisors with academic progress of students as good to very good. The annual effectiveness ratings range from 3.8 to 4.4 - Effective to Very Effective.
      • Effectiveness of Advisors in Meeting the Needs of Students: Graduates and students rate advisors as very effective in meeting the needs of students. The annual effectiveness ratings range from 4.0 to 4.4 - Very Effective.
      Major Initiatives: Based upon the institutional effectiveness findings for academic advising, the following initiatives have or are being implemented.
      • Established division-level orientation sessions to enhance existing college-wide orientation program.
      • Completed the Developmental Advising Model identifying essential information needed for students to succeed at the College.
      • Published the document titled Goals and Expectations of Advising defining expected outcome of advising and the relationship between advising and counseling.
      • Created Advisor Postcards resulting in increased communication between advisors and students regarding academic progress.

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  4. Achievement of Students Transferring from Two- to Four-Year Institutions:This component was last submitted to the Commission on Higher Education in 1999. Based on the two-year schedule of reporting for this component, a report on achievement of students transferring from two- to four-year institutions will be submitted next to the Commission on Higher Education in 2001.

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  5. Procedures for Student Development: Tri-County Technical College has been assessing procedures for student development annually since 1992-1993. Based on the four-year schedule of reporting for this component, a report on procedures for student development will be submitted next to the Commission on Higher Education in 2004. The following presents a summary of the results for 2000.
      Assessment Methodology: The assessment consists of annually surveying diploma and associate degree graduates on the extent that their experiences at Tri-County Technical College assisted in their career and personal development. Since 1992-1993, 2,740 graduates have provided feedback.
      Major Findings: The following summarizes the major findings of the assessment of procedures for student development. Effectiveness Ratings of 1.0 up to 2.0 equal Very Ineffective, 2.0 up to 3.0 equal Ineffective, 3.0 up to 4.0 equal Effective, and 4.0 to 5.0 equal Very Effective.
      • Time-Management Skills: Graduates indicate significant growth in development of time-management skills. The annual effectiveness ratings range from 3.8 to 4.2 - Effective to Very Effective.
      • Leadership Skills: Graduates indicate significant growth in development of leadership skills. The annual effectiveness ratings range from 3.7 to 4.1 - Effective to Very Effective.
      • Decision-Making Ability: Graduates indicate significant growth in development of decision-making ability. The annual effectiveness ratings range from 3.9 to 4.1 - Effective to Very Effective.
      • Self-Motivation: Graduates indicate significant growth in development of self-motivation. The annual effectiveness ratings range from 3.9 to 4.1 - Effective to Very Effective.
      • Life-Long Learning: Graduates indicate very significant growth in their understanding that learning is a life-long process. The annual effectiveness ratings range from 4.2 to 4.4 - Very Effective.
    • Major Initiatives: Based upon the institutional effectiveness findings for procedures for student development, the following initiatives have or are being implemented.

      • Developed the Student Success Model for improving communication and coordination of support services to students.
      • Enhanced Student Handbook and Success Guide to include "success tips" for students throughout the document.
      • Implemented Advisor Update Cards for improving communication between academic advisors and career counselors for students needing and receiving career counseling.

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  6. Library Resources and Service: This component was last submitted to the Commission on Higher Education in 1998. Based on the four-year schedule of reporting for this component, a report on library resources and service will be submitted next to the Commission on Higher Education in 2002.

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