Institutional Effectiveness Summary Report 2002

Reporting Cycle
The cycle for reporting the 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 - Four-Year Cycle
  7. Technologically Skilled Workforce - One-Year Cycle

Institutional Effectiveness Model
The institutional effectiveness model at Tri-County Technical College ensures that the results of the assessments of the seven 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: Tri-County Technical College has been assessing general education since 1994-1995. The following presents a summary of the results for 2002. 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 2006.

      Assessment Methodology: The assessment consists of annually surveying students on the quality of instruction, quality of instructors, and effectiveness of English, humanities/social science, math, and science courses in meeting student needs. In addition, students also provide feedback on the Learning Lab and Writing Center, two support programs designed to provide individual assistance to students in English, math, and science. Since 1994-1995, 14,137 students have provided feedback.

    • Major Findings: The following summarizes the major findings of the assessment of general education. Effectiveness Ratings of 1.00 up to 2.00 equal Very Ineffective, 2.00 up to 3.00 equal Ineffective, 3.00 up to 4.00 equal Effective, and 4.00 to 5.00 equal Very Effective.
      • English Courses: Students rate the quality of instruction, quality of instructors, and effectiveness of English courses in meeting their needs as good or very good. The annual effectiveness ratings range from 3.87 to 4.13 (Effective to Very Effective) with annual ratings at or above 4.00 (Very Effective) since 1998-1999.

      • Humanities/Social Science Courses: Students rate the quality of instruction, quality of instructors, and effectiveness of humanities/social science courses in meeting their needs as good or very good. The annual effectiveness ratings range from 3.87 to 4.17 (Effective to Very Effective) with annual ratings at or above 4.00 (Very Effective) since 1996-1997.
      • Math Courses: Students rate the quality of instruction, quality of instructors, and effectiveness of math courses in meeting their needs as good or very good. The annual effectiveness ratings range from 3.80 to 4.10 (Effective to Very Effective) with annual ratings at or above 4.00 (Very Effective) since 1998-1999.

      • Science Courses: Students rate the quality of instruction, quality of instructors, and effectiveness of science courses in meeting their needs as good or very good. The annual effectiveness ratings range from 3.70 to 4.20 (Effective to Very Effective) with annual ratings at or above 4.00 (Very Effective) since 1997-1998.

      • Learning Lab: Students rate the availability, quality, and effectiveness of the Learning Lab in meeting their needs as very good. The annual effectiveness ratings range from 4.00 to 4.20 (Very Effective) with annual ratings at or above 4.00 (Very Effective) since first measured in 1995-1996.

      • Writing Center: Students rate the availability, quality, and effectiveness of the Writing Center in meeting their needs as good or very good. The annual effectiveness ratings range from 3.97 to 4.30 (Effective to Very Effective) with annual ratings at or above 4.00 (Very Effective) since 1996-1997.

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

      • The Arts and Sciences Division obtained $58,682 from the National Science Foundation for the grant titled Excellence through Mathematics Communication and Collaboration (E=mc2 ) for improving the skills of entry-level math students.

      • The Arts and Sciences Division developed the College Algebra Quality Initiative resulting in increased student performance in college algebra as well as increased success rates in follow-up math courses.

      • The Arts and Sciences Division hosted the Ruby Hicks Writing Contest identifying and recognizing talent in service-area high school students.

      • The Arts and Sciences Division outfitted five multimedia classrooms with ceiling mounted projectors, instructor workstations with down-view recessed monitors, and DVD/Internet equipped.

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  2. Majors or Concentrations: Tri-County Technical College has been assessing majors or concentrations 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 2003. The following presents a summary of the results for 2002.
      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, 2,170 employers and 3,286 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: 96.4% of graduates indicate satisfaction with their educational experience at Tri-County Technical College with annual ratings at or above 95.0% (Very Effective) since first measured in 1992-1993.
      • Quality of Life: 96.3% of graduates feel their Tri-County Technical College experience improved the quality of their lives with annual ratings at or above 95.0% (Very Effective) since 1995-1996.
      • 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 with annual ratings at or above 95.0% (Very Effective) since first measured in 1993-1994.
      • 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 with annual ratings at or above 95.0% (Very Effective) since first measured in 1993-1994.
      • Preparation for Employment in Field: 98.2% of employers indicate Tri-County Technical College adequately prepares its graduates for employment in the field with annual ratings at or above 95.0% (Very Effective) since first measured in 1994-1995.
      • Work Attitude of Graduates: 97.6% of employers rate the work attitude of Tri-County's graduates as adequate or very adequate compared to other workers with similar jobs with annual ratings at or above 95.0% (Very Effective) since first measured in 1992-1993.
      • 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 with annual ratings at or above 95.0% (Very Effective) since first measured in 1992-1993.
      • 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 with annual ratings at or above 95.0% (Very Effective) since first measured in 1992-1993.
      • Hiring Tri-County Technical College Graduates: 99.2% of employers indicate they would consider hiring another Tri-County Technical College graduate with annual ratings at or above 95.0% (Very Effective) since first measured in 1991-1992.

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

      • The College obtained accreditation from the Committee on Accreditation for Medical Assistant Education for the Medical Assisting Program for a three-year period.
      • The College has fifteen faculty who have completed the master teacher program covering teaching strategies and instructional techniques for meeting the life-long learning needs of students.
      • The College graduated its first Veterinary Technology distance learning class in 2001-2002.
      • The College has begun offering students the opportunity of completing the Textile Management Technology Program on the Internet.
      • The College has begun a systematic review of student learning outcomes in all credit programs.

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  3. Academic Advising: This component was last submitted to the Commission on Higher Education in 2000. 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.

  4. Achievement of Students Transferring from Two- to Four-Year Institutions:This component was last submitted to the Commission on Higher Education in 2001. 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 2003.

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  5. Procedures for Student Development: This component was last submitted to the Commission on Higher Education in 2000. 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.

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  6. Library Resources: Tri-County Technical College has been assessing library resources since 1994-1995. The following presents a summary of the results for 2002. Based on the four-year schedule of reporting for this component, a report on library resources will be submitted next to the Commission on Higher Education in 2006.
      Assessment Methodology: The assessment consists of surveying students on the quality of library equipment, library facilities, library materials, library orientation/instruction, library services, and library staff. Since 1994-1995, 2,565 students have provided feedback.
    • Major Findings: The following summarizes the major findings of the assessment of library resources. Effectiveness Ratings of 1.00 up to 2.00 equal Very Ineffective, 2.00 up to 3.00 equal Ineffective, 3.00 up to 4.00 equal Effective, and 4.00 to 5.00 equal Very Effective.
      • Library Equipment: Students rate the quality of library equipment as adequate or very adequate. The annual effectiveness ratings range from 3.93 to 4.30 (Effective to Very Effective) with annual ratings at or above 4.00 (Very Effective) since 1996-1997.
      • Library Facilities: Students rate the quality of library facilities as very adequate. The annual effectiveness ratings range from 4.23 to 4.31 (Very Effective) with annual ratings at or above 4.00 (Very Effective) since first measured in 1994-1995.
      • Library Materials: Students rate the quality of library materials as adequate. The annual effectiveness ratings range from 3.57 to 3.97 (Effective) with annual ratings between 3.57 and 3.97 (Effective) since first measured in 1994-1995.
      • Library Orientation/Instruction: Students rate the quality of library orientation/instruction as very adequate. The annual effectiveness ratings range from 4.07 to 4.40 (Very Effective) with annual ratings at or above 4.00 (Very Effective) since first measured in 1994-1995.

      • Library Services: Students rate the quality of library services as adequate or very adequate. The annual effectiveness ratings range from 3.97 to 4.18 (Effective to Very Effective) with annual ratings at or above 4.00 (Very Effective) since 1999-2000.

      • Library Staff: Students rate the quality of library staff as adequate or very adequate. The annual effectiveness ratings range from 3.90 to 4.30 (Effective to Very Effective) with annual ratings at or above 4.00 (Very Effective) since 1999-2000.

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

      • The Library has provided over 1,500 integrated information literacy workshops to more than 12,000 students on learning how to conduct research for classes, careers, and life.
      • The Library has developed a collection of over 30,000 electronic books and 12,000 full text journals accessible to students with a password via the Internet.
      • The Library has obtained funding to implement a web-based library catalog and administrative system to provide electronic access to resources for students served by the College and ten consortium partners.
      • The Library has migrated to a cardless circulation system to streamline library services to students.

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  7. Technologically Skilled Workforce: Tri-County Technical College has been assessing technologically skilled workforce since 1999-2000. The following presents a summary of the results for 2002. Based on the one-year schedule of reporting for this component, a report on technologically skilled workforce will be submitted next to the Commission on Higher Education in 2003.
      Assessment Methodology: The assessment consists of surveying Corporate & Community Education students and employers on the quality and effectiveness of course content and materials, instructors, instruction, program development, and skill acquisition. Since 1999-2000, 7,235 students and 29 employers have provided feedback.

    • Major Findings: The following summarizes the major findings of the assessment of technologically skilled workforce. Effectiveness Ratings of 1.00 up to 2.00 equal Very Ineffective, 2.00 up to 3.00 equal Ineffective, 3.00 up to 4.00 equal Effective, and 4.00 to 5.00 equal Very Effective.
      • Course Content and Materials: Students rate the course content and training materials as very effective. The annual effectiveness ratings range from 4.28 to 4.50 (Very Effective) with annual ratings at or above 4.00 (Very Effective) since first measured in 1999-2000.
      • Instructors: Students rate the instructors as very effective. The annual effectiveness ratings range from 4.53 to 4.68 (Very Effective) with annual ratings at or above 4.00 (Very Effective) since first measured in 1999-2000.
      • Instruction: Employers rate the quality of instruction as very good. The annual effectiveness ratings range from 4.60 to 4.67 (Very Effective) with annual ratings at or above 4.00 (Very Effective) since first measured in 1999-2000.
      • Program Development: Employers rate the development of programs for meeting their needs as very good. The annual effectiveness ratings range from 4.43 to 4.70 (Very Effective) with annual ratings at or above 4.00 (Very Effective) since first measured in 1999-2000.

      • Skill Acquisition: Employers rate the effectiveness of the training in increasing skills and knowledge of the participants as very good. The annual effectiveness ratings range from 4.00 to 4.57 (Very Effective) with annual ratings at or above 4.00 (Very Effective) since first measured in 1999-2000.

      Major Initiatives: Based upon the institutional effectiveness findings for technologically skilled workforce, the following initiatives have or are being implemented.

      • The College renovated its satellite location at the Anderson Mall including upgrading computer equipment and software to the latest technology.
      • The College combined two departments to better meet the needs of employers when conducting customized, in-plant training on such topics as teambuilding, supervisory development, quality, safety, electrical, pneumatics, hydraulics, and related interpersonal and technical skills.
      • The College developed a new certificate program, based on employer feedback, for increasing an individual's employability including training in interpersonal skills, the economics of business, how quality impacts productivity, and the importance of following safe work procedures.
      • The College collaborated with the Anderson Economic Development Office to design a course for high school students to understand the needs of local manufacturing employers and to prepare students for careers in industry.

      • The College has made available to local business and industry certified instructors for facilitating training in the major components of the lean manufacturing philosophy.

       

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