Institutional Effectiveness Summary Report 2001

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 2002. The following presents a summary of the results for 2001.
      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, 1,960 employers and 3,060 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: 96.1% 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: 98.4% of employers indicate Tri-County Technical College adequately prepares its graduates for employment in the field - 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 - 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 - 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 - 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.

      • The College obtained accreditation from the Association of Collegiate Business Schools and Programs for Business Technology Programs for Accounting, Management, and Office Systems Technology.
      • The College provided a two-day workshop for one hundred faculty and staff on teaching strategies and instructional techniques for meeting the life-long learning needs of students.
      • The College received approval for offering an Introductory E-commerce Certificate, Advanced E-commerce Certificate, and Marketing Certificate.
      • The College offered a Marketing Certificate for students through the Internet.
      • The College developed videotapes for enhancing student learning in college algebra for business, engineering technology, and nursing students through a National Science Foundation (NFS) Grant.

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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:Tri-County Technical College has been assessing achievement of students transferring from two- to four-year institutions annually since 1995-1996. The following presents a summary of the results for 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.

      Assessment Methodology: The assessment consists of annually surveying Associate in Arts and Associate in Science graduates on Corporate & Community Education status, university transfer academic competencies, instruction, instructors, and preparation for transferring to another college/university program. Since 1995-1996, 277 Associate in Arts and Associate in Science graduates have provided feedback.
    • Major Findings: 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 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.
      • Preparation of University Transfer Academic Competencies: Graduates rate their preparation on the university transfer academic competencies as good or very good. The annual effectiveness ratings range from 3.86 to 4.19 - Effective to Very Effective.
      • Instruction: Graduates rate instruction as good or very good. The annual effectiveness ratings range from 3.96 to 4.30 - Effective to Very Effective.
      • Instructors: Graduates rate instructors as very good. The annual effectiveness ratings range from 4.06 to 4.56 - Very Effective.
      • Acceptance into Two- and Four-Year Institutions: 81.9% of graduates were accepted and enrolled in another college/university program, 3.6% had applied and were waiting for notification of acceptance, 0.0% had applied and were not accepted, 12.3% had not applied into another college/university program, and 2.2% did not provide information on Corporate & Community Education status.
      • Transferring to Two- and Four-Year Institutions: 85.0% of graduates accepted into another college/university program were accepted into a four-year college/university program and 15.0% were accepted into a two-year college program.
      • Transferring to Clemson University: 77.2% of graduates accepted into a four-year college/university program enrolled at Clemson University.
      • Preparation for Transferring to Two- and Four-Year Institutions: 98.2% of graduates accepted into a two- or four-year college/university program indicate Tri-County Technical College adequately or very adequately prepared them for their new program - Very Effective.
      • Preparation for Transferring to Four-Year Institutions: 98.0% of graduates accepted into a four-year college/university program indicate Tri-County Technical College adequately or very adequately prepared them for their new program - Very Effective.
      • Satisfaction with Educational Experience: 99.0% of graduates indicate satisfaction with their educational experience at Tri-County Technical College - Very Effective.

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

      • The Arts and Sciences Division has developed an extensive orientation program for first-time students including orientation sessions offered four to six times each semester, a college orientation course, and the Tri-County Technical College Survival Guide for Arts and Sciences Majors for developing an individualized program of study for transferring to four-year institutions.
      • The Arts and Sciences Division has established web-links to South Carolina four-year institutions listing course transfer equivalencies.
      • The Arts and Sciences Division maintains current listings of Tri-County courses required for each Clemson University major.
      • The Arts and Sciences Division offers opportunities for students to meet with admission counselors from four-year institutions each semester at Tri-County for monitoring course selection and admission requirements at the four-year institutions.
      • The Arts and Sciences Advisory Committee has representatives from four-year institutions providing for continuous exchange of information for planning and coordinating courses and services for students transferring to four-year institutions.

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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 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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