Institutional Effectiveness Summary Report 2003

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: This component was last submitted to the Commission on Higher Education in 2002. Based on the schedule of reporting for this component, a report on general education will be submitted next to the Commission on Higher Education in 2006.

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  2. Majors or Concentrations: Tri-County Technical College has been assessing majors or concentrations since 1991-1992. Based on the schedule of reporting for this component, a report on majors or concentrations will be submitted next to the Commission on Higher Education in 2004. The following presents a summary of the results for 2003.

    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, 2,351 employers and 3,632 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 with annual ratings from 95.2% to 98.7% since first measured in 1992-1993. The rating for 2002-2003 equaled 95.2% (Very Effective).

    • Quality of Life: 96.1% of graduates feel their Tri-County Technical College experience improved the quality of their lives with annual ratings from 92.9% to 98.6% since first measured in 1992-1993. The rating for 2002-2003 equaled 94.8% (Effective).

    • Preparation of Technical Workplace Competencies: 98.2% of employers indicate Tri-County Technical College effectively prepares graduates on the technical workplace competencies required for employment in the field with annual ratings from 97.2% to 99.4% since first measured in 1993-1994. The rating for 2002-2003 equaled 99.4% (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 with annual ratings from 97.1% to 99.3% since first measured in 1993-1994. The rating for 2002-2003 equaled 98.3% (Very Effective).

    • Preparation for Employment in Field: 98.3% of employers indicate Tri-County Technical College adequately prepares its graduates for employment in the field with annual ratings from 97.0% to 99.5% since first measured in 1994-1995. The rating for 2002-2003 equaled 98.9% (Very Effective).

    • Work Attitude of Graduates: 97.7% 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 from 96.2% to 100.0% since first measured in 1992-1993. The rating for 2002-2003 equaled 99.4% (Very Effective).

    • Work Quality of Graduates: 97.6% 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 from 95.7% to 99.1% since first measured in 1992-1993. The rating for 2002-2003 equaled 98.9% (Very Effective).

    • On-the-job Performance of Graduates: 97.5% 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 from 96.0% to 98.9% since first measured in 1992-1993. The rating for 2002-2003 equaled 98.9% (Very Effective).

    • Hiring Tri-County Technical College Graduates: 99.2% of employers indicate they would consider hiring another Tri-County Technical College graduate with annual ratings from 98.2% to 100.0% since first measured in 1991-1992. The rating for 2002-2003 equaled 99.4% (Very Effective).

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

    • The College renovated the facilities in the Business and Human Services Division including updating ten instructional computer labs.

    • The College updated the laboratory facilities in the Industrial Electronics Technology Department including arrangements for facilitating active learning and teamwork among students.

    • The College began implementation of Campus Pipeline designed to provide students with access to on-line services and information needs.

    • The College increased the number of courses available to students through distance learning including a Quality Assurance Certificate.

  3. Academic Advising: This component was last submitted to the Commission on Higher Education in 2000. Based on the schedule of reporting for this component, a report on academic advising will be submitted next to the Commission on Higher Education in 2004.

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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 2001. Based on the 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 2004.

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  5. Procedures for Student Development: Tri-County Technical College has been assessing procedures for student development since 1995-1996. Based on the schedule of reporting for this component, a report on procedures for student development will be submitted next to the Commission on Higher Education in 2007. The following presents a summary of the results for 2003.

    Assessment Methodology: The assessment consists of surveying students on the quality of services and staff in admissions, counseling, financial aid, job placement, student activities, and student records. Since 1995-1996, 2,475 students have provided feedback.

    Major Findings: The following summarizes the major findings of the assessment of procedures for student development. 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.

    • Admissions: Students rate the quality of admissions services and staff as good to very good. The annual effectiveness ratings range from 3.83 to 4.07 since first measured in 1995-1996. The rating for 2002-2003 equaled 4.04 (Very Effective).

    • Counseling and Student Activities: Students rate the quality of counseling services and staff and student activities as good to very good. The annual effectiveness ratings range from 3.67 to 4.15 since first measured in 1995-1996. The rating for 2002-2003 equaled 4.12 (Very Effective).

    • Financial Aid: Students rate the quality of financial aid services and staff as good to very good. The annual effectiveness ratings range from 3.75 to 4.06 since first measured in 1995-1996. The rating for 2002-2003 equaled 4.06 (Very Effective).

    • Job Placement: Students rate the quality of job placement services and staff as good to very good. The annual effectiveness ratings range from 3.66 to 4.07 since first measured in 1995-1996. The rating for 2002-2003 equaled 4.00 (Very Effective).

    • Student Records: Students rate the quality of student records services and staff as good to very good. The annual effectiveness ratings range from 3.83 to 4.14 since first measured in 1995-1996. The rating for 2002-2003 equaled 4.14 (Very Effective).

    Major Initiatives: Based upon the institutional effectiveness findings for procedures for student development, the following initiatives have or are being implemented.

    • The College has organized admissions, career counseling, financial aid, and student records in one centralized location increasing the accessibility and coordination of services to students.

    • The College has implemented Focus - An Interactive Career and Education Planning System to assist students in identifying occupations that fit their personal attributes and needs.

    • The College has implemented systems for assisting students in obtaining financial aid through the lottery and scholarships in additional to federal funds including a web-site continually updated with current funding sources and application procedures.

    • The College has created and distributed to students the booklet Job Success Secrets which provides suggestions and activities for students to complete while in school for enhancing their employment opportunities upon graduation.

    • The College has increased assistance and guidance to students regarding enrolling in distance learning courses offered at other South Carolina technical colleges.

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  6. Library Resources: This component was last submitted to the Commission on Higher Education in 2002. Based on the schedule of reporting for this component, a report on library resources will be submitted next to the Commission on Higher Education in 2005.

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  7. Technologically Skilled Workforce: Tri-County Technical College has been assessing technologically skilled workforce since 1999-2000. Based on the schedule of reporting for this component, a report on technologically skilled workforce will be submitted next to the Commission on Higher Education in 2004. The following presents a summary of the results for 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, 12,571 students and 65 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 since first measured in 1999-2000. The ratings for 2002-2003 equaled 4.47 (Very Effective).

    • Instructors: Students rate the instructors as very effective. The annual effectiveness ratings range from 4.53 to 4.68 since first measured in 1999-2000. The rating for 2002-2003 equaled 4.63 (Very Effective).

    • Instruction: Employers rate the quality of instruction as very good. The annual effectiveness ratings range from 4.60 to 4.67 since first measured in 1999-2000. The rating for 2002-2003 equaled 4.63 (Very Effective).

    • 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 since first measured in 1999-2000. The rating for 2002-2003 equaled 4.50 (Very Effective).

    • Training Needs: Employers rate the effectiveness of the programs in meeting their training needs as very good. The annual effectiveness ratings range from 4.00 to 4.57 since first measured in 1999-2000. The rating for 2002-2003 equaled 4.33 (Very Effective).

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

    • The College acquired mobile computing resources to support the delivery of computer software training on site for local business and industry through grant funding from the Appalachian Regional Commission.

    • The College obtained equipment and money donations for creating a laboratory classroom for supporting occupational advancement training in industrial pneumatics and electronics programs.

     

    • The College added two new industry partners to the World Class Training Center enhancing industry training capabilities.

    • The College began offering a Corporate & Community Education program of study for certification as a Pharmacy Technician.

    • The College developed and received approval for offering a Corporate & Community Education program of study leading to certification as a Manicurist Technician.

     

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