Tri-County Technical College Institutional Effectiveness Summary Report 2007

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:

Mission

Tri-County Technical College is a public, two-year community college dedicated to serving as a catalyst for the economic and lifelong development of the citizens of Anderson, Oconee, and Pickens Counties through outstanding programs and unparalleled service. An open admissions institution with primary focus on teaching and learning, the College serves approximately 6,000 to 7,000 students through both on-campus and distance learning courses. The College grants certificates, diplomas, and associate degrees in technical, career, and transfer programs. The College also offers certificates in continuing education programs.

Tri-County Technical College’s Institutional Effectiveness Policy and Institutional Effectiveness Procedure state that the College ‘will engage in ongoing, integrated, and research-based planning and evaluation processes that include periodic reviews of all programs and services...’and that are ‘designed to ensure continuous improvement and success in achieving the College’s mission.’ In addition, the College is ‘committed to the integration of institutional effectiveness data into strategic planning at all levels of operation’ and ‘will organize its human, physical and fiscal resources to carry out assessment, research, and planning processes.’

Assessment

Systematic and ongoing assessment at Tri-County Technical College supports continuous improvement in all major areas of the Institution. The processes include broad-based participation of faculty, staff, students, administration, and external stakeholders, and the resulting information is used by all units of the College to improve. Principal assessment activities include:

· academic and administrative & educational support services program outcomes

· institutional core indicators

· student course/instructor evaluations

· student, graduate, and employer surveys

· academic program reviews

Research

The Research and Evaluation Department is responsible for assisting individuals and committees on campus who are involved in planning and decision making by gathering external and internal data appropriate to the need. The Department is responsible for presenting the data in a useful format and posting the results for the College community, if appropriate, and the timelines for ongoing data-gathering processes.

Planning

Planning at Tri-County Technical College occurs at both the College and the unit levels. The strategic planning process is coordinated by the Special Assistant to the President and unit-level planning is coordinated by divisional Vice Presidents. The planning process includes the development of mechanisms to use assessment data and a review of pertinent external data to improve the College and make institutional changes. In addition, the College provides a Budgeting/Planning workshop in coordination with the Business Department to train employees on the process and to emphasize the relationship between budgeting and planning and the use of data and analysis in the planning process. All plans and budgets are required to have approval from appropriate supervisors and are then presented to the President by appropriate Vice Presidents and Deans for approval. The Research and Evaluation Department is responsible for developing and posting templates, timelines, and completed plans for the College community.

College Strategic Plan The College’s 2005-2008 Strategic Plan is designed to define the College’s mission, vision, and values and to identify actions to be taken on large college-wide initiatives that address priorities required to move the College forward and respond to assessment findings. Annually, before the budgeting process begins, the Executive Staff reviews the long-term initiatives and priorities to determine if they are still appropriate or if they need to be modified to reflect changing internal or external conditions. For any updates or revisions to the plan, the President again assigns areas of responsibility. Vice presidents, in collaboration with faculty and staff within the perspective unit, develop annual plans.

Institutional Plans: Strategic and Operational Planning at the Unit Level Institutional Plans are annual unit-level plans for all areas of the College: Institutional Advancement, Student Affairs, Academic Affairs, Business Affairs (includes equipment, facilities, financial, and information technology), and Continuing Education. These plans include the mission of the unit as it relates to the College’s mission and activities that have been assigned from the College Strategic Plan that respond to weaknesses and address new programs or services needed for continuous effectiveness in the future of the unit. Every five to eight years, the College works with a consultant to develop a long-term master facilities plan. Out of this comes an annual capital improvement plan, which is a part of the Business Affairs Institutional Plan.

Evidence of Continuous Improvement

The College’s institutional effectiveness process is also continually being assessed. The addition of a new Program Review process, the Academic and Administrative & Educational Support Services Outcomes Process, a recently revised Institutional Effectiveness Policy and Procedure, and a new planning process for the new planning period are evidence that the College is dedicated to continuous improvement of the institutional effectiveness process.

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Technologically skilled workforce:

Tri-County Technical College is dedicated to providing a technologically skilled workforce. This is accomplished in multiple ways.

Technology Use in Teaching and Learning

The College is committed to the use of technology as an integral component of classroom and laboratory instruction. In addition to program-specific software, faculty use technology to enhance the teaching and learning environment. Chief among the instructional technologies used are (1) web-based systems: the College Intranet (Campus Pipeline), WebCT (course management system used for both distance learning delivery and on-campus course supplements), and the Academic Web (instructor and department web pages); and (2) classroom-based technology, such as presentation systems and SMARTboards. To assist faculty in fully integrating technology into instruction the College provides support through the Instructional Support Department, which directly assists faculty in developing and delivering technology-rich learning materials for both on-campus and distance learning courses. The staff provides consultation in on-line course design, web page development, WebCT, and other software packages used to create learning materials; facilitates a Teaching with Technology workshop series in conjunction with Faculty/Staff Development; and maintains a number of resources to aid faculty in utilizing technology in their classes. Additionally, the annual Master Teacher seminar series includes a session on the pedagogical aspects of integrating technology into instruction.

Appropriate to meeting the objectives of its programs

As an institution with technical degree programs, the College has many curricula that use specialized technology and software to accomplish program objectives. Advisory committee members, comprised of practitioners in the community, assist faculty in keeping abreast of industry standards to ensure that technology is appropriate for meeting individual program objectives. This is evidenced College Advisory Committee Best Practice Forms which reports the number of advisory committees that reviewed and made recommendations on utilization/integration of current technology in existing programs.

Individual programs, departments, and divisions engage in technology planning through the College planning and budgeting process. Program faculty identify and plan for their specific technology requirements. The technology needs are informed by student learning outcomes and determined through advisory committee recommendations, research done by program faculty, and regional employer contacts.

In addition to program-specific student learning outcomes related to the use of technology, the College’s identified general education Core Competency 1.3 states that all students who complete the general education component of their program will be able to ‘utilize current communication technologies to present ideas and information.’

To meet the needs of students with multiple life and work responsibilities who are unable to attend regularly scheduled classes on campus, the College offers three degree programs through distance learning technology: Associate in Engineering Technology with a major in Industrial Supervision, Associate in Business with a major in Management, and Associate in Public Service with a major in Criminal Justice Technology. These entire programs, plus numerous other courses, are delivered via the Internet (in addition to also being available in a traditional on-campus format), most through the web-based course management system WebCT. In fall 2006, the College delivered 110 sections of 63 courses online, with an unduplicated enrollment of 2,119.

For many programs on campus, technology training is incorporated into class and/or lab instruction and faculty in these programs are available to provide ‘hands-on’ assistance to students outside of class/lab time.

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Reporting Components:

General Education: This component was last submitted to the Commission on Higher Education in 2006. 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 2010.

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Majors or Concentrations: This component was last submitted to the Commission on Higher Education in 2007. 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 2008. The following presents a summary of the results for 2007.

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 2002-2003, 1186 employers and 1,495 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 95.8% to 98.9% since 2002-2003. The rating for 2006-2007 equaled 98.9% (Very Effective).

· Quality of Life: 95.0% of graduates feel their Tri-County Technical College experience improved the quality of their lives with annual ratings from 94.9% to 98.9% since 2002-2003. The rating for 2006-2007 equaled 95.6% (Very Effective).

· Preparation of Technical Workplace Competencies: 98.0% of employers indicate Tri-County Technical College effectively or very effectively prepares graduates on the technical workplace competencies required for employment in the field with annual ratings from 96.6% to 99.4% since 2002-2003. The rating for 2006-2007 equaled 97.4% (Very Effective).

· Preparation of General Workplace Competencies: 98.8% of employers indicate Tri-County Technical College effectively or very effectively prepares graduates on the general workplace competencies required for employment in the field with annual ratings from 98.3% to 100.0% since 2002-2003. The rating for 2006-2007 equaled 100.0% (Very Effective).

· Preparation for Employment in Field: 98.0% of employers indicate Tri-County Technical College adequately or very adequately prepares its graduates for employment in the field with annual ratings from 96.3% to 100% since 2002-2003. The rating for 2006-2007 equaled 100% (Very Effective).

· Work Attitude of Graduates: 96.9% 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 95.2% to 99.4% since 2002-2003. The rating for 2006-2007 equaled 96.8% (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 95.5% to 99.2% since 2002-2003. The rating for 2006-2007 equaled 99.2% (Very Effective).

· On-the-job Performance of Graduates: 97.8% 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 2002-2003. The rating for 2006-2007 equaled 99.2% (Very Effective).

· Hiring Tri-County Technical College Graduates: 99.8% of employers indicate they would probably or definitely consider hiring another Tri-County Technical College graduate with annual ratings from 99.4% to 100.0% since 2002-2003. The rating for 2006-2007 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 Machine Tool Technical Department created a ‘Scholars’ program through a partnership with local industries. Each participating industry sponsored a student who attended courses in the evening. New equipment was purchased as part of the project.

· The Industrial and Engineering Technology Division created a new certificate to support the local utility service organizations in our area. Pole climbing and basic electronics courses were designed to support the certificate program. This introductory certificate will help prepare students for entry into the cable industry, electrical power distribution industry, and communications industry.

· The Arts and Sciences Division developed a Professional Communications Certificate that will be offered beginning in fall 2007. This certificate is designed for the student interested in refining his written and public speaking skills in both academic and workplace settings.

· The Business Technology Department faculty completed a two-year Quality Assurance Report for all programs accredited by ACBSP—Accounting, Management, Office Systems Technology. ACBSP is the accrediting body for business programs. Re-accreditation ensures continuous improvement of curriculum, instruction, and assessment.

· Through collaboration between the Oconee County School District, the College, Oconee County Council, and the Allied Health Initiative of the SC Technical College System, funding has allowed the TCTC to assume administrative oversight of practical nursing at the Hamilton Career Center. The expansion will allow Oconee County high school students who might be interested in the LPN career pathway as an initial nursing credential to take dual enrollment general education courses suitable for transfer into Associate or Baccalaureate nursing studies

Academic Advising: This component was last submitted to the Commission on Higher Education in 2004. 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 2008.

Achievement of Students Transferring from Two- to Four-Year Institutions: This component was last submitted to the Commission on Higher Education in 2006. 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 2008.

5. 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. The following presents a summary of the results for 2007.

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 2002-2003, 2,419 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 3.85 to 4.07 since 2002-2003. The rating for 2006-2007 equaled 3.85 (Effective).

· Counseling and Student Activities: Students rate the quality of counseling services and staff and student activities as very good. The annual effectiveness ratings range from 4.02 to 4.14 since 2002-2003. The rating for 2006-2007 equaled 4.02 (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 3.94 to 4.06 since 2002-2003. The rating for 2006-2007 equaled 3.94 (Effective).

· Career Services: Students rate the quality of career services and staff as very good. The annual effectiveness ratings range from 4.01 to 4.08 since 2002-2003. The rating for 2006-2007 equaled 4.01 (Very Effective).

· Student Records: Students rate the quality of student records services and staff as very good. The annual effectiveness ratings range from 4.05 to 4.14 since 2002-2003. The rating for 2006-2007 equaled 4.08 (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 implemented a payment gateway solution to provide for on-line payment of tuition and/or purchase of textbooks.

· The College implemented an on-line, user-friendly tool for students to look up textbook information.

· The cafeteria and vending areas were revamped in order improve the physical layout and provide better catering and food services.

· The second annual Bluegrass Under the Stars concert was held in conjunction with the Pendleton Spring Jubilee.

Library Resources: This component was last submitted to the Commission on Higher Education in 2005. 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 2009.

Technologically Skilled Workforce: This component was last submitted to the Commission on Higher Education in 2007. 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 2008. The following presents a summary of the results for 2007.

Assessment Methodology: Technical proficiency is assessed in academic programs as described in the Majors and Concentration reporting component. Additional assessment techniques include the surveying of continuing education employers on the quality and effectiveness of instruction, program development, and skill acquisition. Since 2002-2003, 142 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.

· Instruction: Employers rate the quality of instruction as very good. The annual ratings range from 4.47 to 4.83 since 2002-2003. The rating for 2006-2007 equaled 4.83 (Very Effective).

· Program Development: Employers rate the development of programs for meeting their needs as very good. The annual ratings range from 4.23 to 4.50 since 2002-2003. The rating for 2006-2007 equaled 4.47 (Very Effective).

· Training Needs: Employers rate the effectiveness of the programs in meeting their training needs as very good. The annual ratings range from 4.17 to 4.43 since 2002-2003. The rating for 2006-2007 equaled 4.37 (Very Effective).

· Satisfaction with Training: 98.2% of employers indicate satisfaction with the training provided by Tri-County Technical College with annual ratings from 96.6% to 100.0% since 2002-2003. The rating for 2006-2007 equaled 100% (Very Effective).

· Additional Training Needs: 99.1% of employers indicate they would consider using Tri-County Technical College for meeting future training needs with annual ratings from 94.0% to 100.0% since 2002-2003. The rating for 2006-2007 equaled 100% (Very Effective).

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

· The Tri-County Technical College was one of the 4 upstate colleges to share $1,250,000 from AdvanceSC for the establishment of the Upstate Alliance for Technical Training. The focus will be the industrial maintenance occupation: job analysis, apprenticeships, curriculum update, etc.

· The Health Care department received another gift from the Geriatric Foundation to support their programs.

· The Commercial Driving department expanded its program with the addition of a Class B license course.

· The Continuing Education Division established the Construction Training Center.