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: 

• General Education - Four-Year Cycle 
• Majors or Concentrations - One-Year Cycle 
• Academic Advising - Four-Year Cycle 
• Achievement of Students Transferring from Two- to Four-Year Institutions - Two-Year Cycle 
• Procedures for Student Development - Four-Year Cycle 
• Library Resources - Four-Year Cycle 
• 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.

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.

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 2005. The following presents a summary of the results for 2004.

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, 2,544 employers and 3,968 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 2003-2004 equaled 95.7% (Very Effective).
• Quality of Life: 96.0% 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 2003-2004 equaled 95.0% (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 with annual ratings from 97.2% to 99.4% since first measured in 1993-1994. The rating for 2003-2004 equaled 96.6% (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 2003-2004 equaled 98.4% (Very Effective).
• Preparation for Employment in Field: 98.1% 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 2003-2004 equaled 96.3% (Very Effective).
• Work Attitude of Graduates: 97.5% 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 2003-2004 equaled 95.2% (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 2003-2004 equaled 96.9% (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 2003-2004 equaled 97.4% (Very Effective).
• Hiring Tri-County Technical College Graduates: 99.3% 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 2003-2004 equaled 100.0% (Very Effective).

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


• The Collegeupdated the laboratory equipment for the Dental Assisting, Medical Laboratory Technology, and Welding Programs.
  
• The College received reaffirmation for the Dental Assisting Program and Veterinary Technology Program from their respective accrediting bodies.
  
• The College obtained feedback from all advisory committees on the strengths, areas for improvement, and priorities for each of the technical programs.
  
• The College developed student learning outcomes and annual assessment procedures for each of the technical programs.
  

Academic Advising: Tri-County Technical College has been assessing academic advising annually since 1995-1996. 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 2008. The following presents a summary of the results for 2004.

Assessment Methodology: The assessment consists of annually surveying students on the quality and effectiveness of academic advising. Since 1995-1996, 16,510 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: Students rate advisor availability as very good. The annual ratings range from 4.0 to 4.2 since first measured in 1995-1996. The rating for 2003-2004 equaled 4.1 (Very Effective).
• Assistance from Advisors: Students rate advisor assistance as very good. The annual ratings range from 4.0 to 4.2. The rating for 2003-2004 equaled 4.1 (Very Effective).
• Accuracy of Information: Students rate accuracy of information provided by advisors as very good. The annual ratings range from 4.1 to 4.2. The rating for 2003-2004 equaled 4.2 (Very Effective).
• Quality of Advising: Students rate quality of advising as very good. The annual ratings range from 4.0 to 4.2. The rating for 2003-2004 equaled 4.1 (Very Effective).
• Concern of Advisors: Students rate concern of advisors with academic progress of students as good or very good. The annual ratings range from 3.8 to 4.0. The rating for 2003-2004 equaled 4.0 (Very Effective).
• Effectiveness of Advisors in Meeting the Needs of Students: Students rate advisors as very effective in meeting the needs of students. The annual ratings range from 4.0 to 4.1. The rating for 2003-2004 equaled 4.1 (Very Effective).

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

• The College provided workshops for faculty and staff on academic advising development and prescriptive advising methods.
• The College presented workshops for faculty on the uses and benefits of the ASSET and COMPASS placement tests for students.
• The College increased assistance and guidance to students regarding enrolling in distance learning courses offered at other South Carolina technical colleges.
• The College began providing students with credit course schedules and academic course descriptions on its web site.
  

Achievement of Students Transferring from Two- to Four-Year Institutions: Tri-County Technical College has been assessing the achievement of students transferring from two- to four-year institutions annually since 1995-1996. 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 2006. The following presents a summary of the results for 2004.

Assessment Methodology: The assessment consists of annually surveying Associate in Arts and Associate in Science graduates on continuing education status, university transfer academic competencies, instruction, instructors, and preparation for transferring to another college/university program. Since 1995-1996, 435 Associate in Arts and Associate in Science graduates have provided feedback.

Major c: The following summarizes the major findings of the assessment of achievement of students transferring from two- to four-year institutions. Effectiveness Ratings of 1.00 up to 2.00 or 0% up to 85% equal Very Ineffective, 2.00 up to 3.00 or 85% up to 90% equal Ineffective, 3.00 up to 4.00 or 90% up to 95% equal Effective, and 4.00 to 5.00 or 95% to 100% equal Very Effective.

• Preparation of University Transfer Academic Competencies: Graduates rate their preparation on the university transfer academic competencies as good or very good. The annual ratings range from 3.86 to 4.19. The rating for 2003-2004 equaled 4.06 (Very Effective).
• Instruction: Graduates rate instruction as good or very good. The annual ratings range from 3.96 to 4.30. The rating for 2003-2004 equaled 4.14 (Very Effective).
• Instructors: Graduates rate instructors as very good. The annual ratings range from 4.06 to 4.56. The rating for 2003-2004 equaled 4.34 (Very Effective).
• Preparation for Transferring: 98.0% of graduates indicate Tri-County Technical College adequately prepared them for their new program with annual ratings from 90.9% to 100.0%. The rating for 2003-2004 equaled 100.0% (Very Effective).
• Satisfaction with Educational Experience: 99.0% of graduates indicate satisfaction with their educational experience at Tri-County Technical College with annual ratings from 93.9% to 100.0%. The rating for 2003-2004 equaled 97.0% (Very Effective).
• Acceptance into Two- and Four-Year Institutions: 78.4% of graduates were accepted and enrolled in another college/university program, 2.8% had applied and were waiting for notification of acceptance, 0.5% had applied and were not accepted, 15.4% had not applied into another college/university program, and 3.0% did not provide information on continuing education status.
• Transferring to Two- and Four-Year Institutions: 84.2% of graduates accepted into another college/university program were accepted into a four-year college/university program and 15.8% were accepted into a two-year college program.


Major Initiatives: Based upon the institutional effectiveness findings of students transferring from two- to four-year institutions, the following initiatives have or are being implemented.

• The Arts and Sciences Division has web-links to seventeen South Carolina four-year institutions listing course transfer equivalencies.
• The Arts and Sciences Division offers opportunities for students to meet with admission counselors from four-year institutions each semester.
• The Arts and Sciences Division has annually increased the number of transfer courses available to students through distance learning.
• The Arts and Sciences Division has enhanced the Faculty Academic Advising Manual for assisting students transferring to four-year institutions.
  

Procedures for Student Development: This component was last submitted to the Commission on Higher Education in 2003. 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.

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.

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 2005. The following presents a summary of the results for 2004.

Assessment Methodology: The assessment consists of surveying continuing education students and employers on the quality and effectiveness of course content and materials, instructors, instruction, program development, and skill acquisition. Since 1999-2000, 17,769 students and 93 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 or 0% up to 85% equal Very Ineffective, 2.00 up to 3.00 or 85% up to 90% equal Ineffective, 3.00 up to 4.00 or 90% up to 95% equal Effective, and 4.00 to 5.00 or 95% to 100% 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 4.57 since first measured in 1999-2000. The rating for 2003-2004 equaled 4.57 (Very Effective).
• Instructors: Students rate the instructors as very effective. The annual ratings range from 4.53 to 4.68 since first measured in 1999-2000. The rating for 2003-2004 equaled 4.67 (Very Effective).
• Satisfaction with Courses: 98.5% of students indicate satisfaction with their courses at Tri-County Technical College with annual ratings from 98.1% to 99.0% since first measured in 2001-2002. The rating for 2003-2004 equaled 99.0% (Very Effective).
• Instruction: Employers rate the quality of instruction as very good. The annual ratings range from 4.47 to 4.67 since first measured in 1999-2000. The rating for 2003-2004 equaled 4.47 (Very Effective).
• Program Development: Employers rate the development of programs for meeting their needs as very good. The annual ratings range from 4.43 to 4.70 since first measured in 1999-2000. The rating for 2003-2004 equaled 4.50 (Very Effective).
• Training Needs: Employers rate the effectiveness of the programs in meeting their training needs as very good. The annual ratings range from 4.00 to 4.57 since first measured in 1999-2000. The rating for 2003-2004 equaled 4.40 (Very Effective).
• Satisfaction with Training: 95.6% of employers indicate satisfaction with the training provided by Tri-County Technical College with annual ratings from 83.3% to 100.0% since first measured in 1999-2000. The rating for 2003-2004 equaled 96.6% (Very Effective).
• Additional Training Needs: 98.9% of employers indicate they would consider using Tri-County Technical College for meeting future training needs with annual ratings from 96.6% to 100.0% since/ first measured in 1999-2000. The rating for 2003-2004 equaled 96.6% (Very Effective).

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


• The Continuing Education Division began offering a program of study for certification as a Manicurist Technician.
  
• The Continuing Education Division began offering a course for Private Security Officer Certification as part of a program shared with all colleges state-wide.
  
• The Continuing Education Division obtained additional equipment for a laboratory classroom to support occupational education in industrial maintenance topics.
  
• The Continuing Education Division began offering the industrial maintenance technical training by way of a blended delivery of online content and hands-on laboratory demonstrations.
• The Continuing Education Division began offering a course for Private Security Officer Certification as part of a program shared with all colleges state-wide.