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The University of South Carolina Sumter, a regional campus of the University of South Carolina, has as its mission to provide higher education and intellectual leadership for the Sumter area. At the heart of this mission is a teaching faculty of high quality dedicated to excellence in instruction, scholarship, public and professional service and creative endeavor which enrich the classroom experience. USC Sumter offers a varied curriculum rooted in the liberal arts and aimed at preparing students to continue their education in the university and throughout life. The University of South Carolina Sumter recruits students prepared to begin or planning to complete a baccalaureate level education. While USC Sumter does not offer remedial instruction, it is nonetheless able to admit most students who apply because of the close working relationship between students and faculty. Enrollment varies with community need, but is expected to remain near 1000 FTE students.

The University of South Carolina Sumter was established to encourage higher education in Sumter and adjacent counties. It primarily serves students from Sumter, Lee, Clarendon, Williamsburg, and Kershaw counties. The design of the early institution incorporated a flexibility that has allowed changes in institutional capability with increasing educational demand of constituents.

The institution itself grants the Associate in Arts and Associate in Science degrees and provides for the completion of selected bachelor degrees on campus through cooperative agreements with other institutions. Graduate education is coordinated at USC Sumter through the University's Graduate Regional Studies program. USC Sumter also provides access to a wide variety of baccalaureate degree programs on other campuses by teaching some courses that must be taken by students in these programs. The mission includes other appropriate upper division coursework as well as non-credit courses, seminars, and workshops made available to the community for cultural enrichment and for professional development.

The traditions of cultural diversity and freedom of thought are valued at USC Sumter. In an atmosphere that develops respect for this diversity and an awareness of individual, societal, and global responsibilities, USC Sumter promotes courses, activities, and attitudes which favor the development of men and women who continue learning throughout life.

The university emphasizes the development of the whole person. The institution especially seeks to foster in students the disciplines essential to an educated citizenry. These include the ability to communicate through effective writing and articulate speech, as well as quantitative competence, creative and critical thinking, and the integration of knowledge. Classroom experiences, student activities, and physical education programs provide opportunities for cultural enrichment, leadership development, intellectual growth and interpersonal relationships contributing to a sense of self-reliance and self-esteem.

This statement was approved by the USC Sumter Faculty Organization March 6,1998.

This statement was approved by the Dean of USC Sumter March 6, 1998 .

This statement was approved by the Vice Provost and Executive Dean for Regional Campuses and Continuing Education on .

This statement was approved by the USC Board of Trustees on April 23, 1998.

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USC Sumter continues to provide a superior quality undergraduate education program. The range of educational opportunities available on the Sumter campus now includes six cooperative baccalaureate degree programs with three other USC campuses. Plans exist to seek new cooperative baccalaureate programs as needs of our service area and opportunities within the greater university reveal themselves.

Enrollment patterns at USC Sumter are undergoing some change. While headcount decreased slightly in the Fall 2000 semester, FTE increased. Tuition and fee revenue remained quite stable. Upon examining enrollment data from the past two to three years, we have observed what may be the birth of a fundamental shift in enrollment demographics. Degree-seeking traditional and non-traditional students now comprise a larger portion of the student body, while enrollment by students in special and non-degree categories is decreasing. These shifts in enrollment patterns, if accurate, suggest future enrollment and retention may be more stable.

The campus has continued to investigate and evaluate the potential of distance education opportunities, based on community need and program availability within the larger University. Distance education technology has presented USC with many challenges and has stalled the progression of further program development. Much work is needed at the University-wide level to develop new policies and procedures that will be uniform throughout the USC campuses, because, at present, distance education programmatic and financial models are disjointed to non-existent. To that end, all of the regional campuses are currently participating in the development of a proposal for uniform procedures throughout the larger university.

In terms of physical plant, USC Sumter finally acquired the adjacent Alice Drive Baptist Church property, with the transfer of deed taking place in August 2000. As detailed in the purchase agreement, the congregation has continued to occupy the property at a fair rent while their new facilities are under construction. They anticipate that they may move into the new facilities during the summer of 2001. If USC Sumter does not experience a cut to our state appropriations for FY2001-2002, renovation will commence as soon as possible. If, however, the University does experience a reduction in state funding, renovation and subsequent occupation will be delayed until such time that USC Sumter can absorb the operating costs of the property. If that is the case, new tenants may be sought for the interim period.

The Institutional Technology Plan incorporated an important addition this fiscal year. In previous years, the student technology fee made it possible to implement a long-term replacement and upgrade plan for computer labs and computer-based classrooms. This year, a similar long-term plan for the replacement of faculty and staff computers was implemented. Its continuation is dependent on continued state funding.

Specific plans for addressing a potential reduction in state appropriations are outlined in the Resource Requirements section of this document.

Enrollment patterns at USC Sumter seem to be undergoing some change. Headcount decreased minutely in the fall semester, but FTE increased. Preliminary spring counts show both headcount and FTE to be increased over the previous spring. Tuition and fee revenue this fiscal year have remained stable. Upon examining enrollment data from the past two to three years, we have observed what may be the birth of a fundamental shift in enrollment demographics. Degree-seeking traditional and non-traditional students now comprise a larger portion of the student body, while enrollment by students in special and non-degree categories is decreasing. These shifts in enrollment patterns suggest more stable future enrollment and retention on the Sumter Campus.

It remains important to note that many students who are physically located on the Sumter campus are not included in the official headcount, which was 1,173 in Fall 2000. Those students not included are enrolled in cooperative degree programs hosted by USC Sumter. In student and course information files, these students look in every way as though they are not present. They have different school codes, and they are included in the official headcount of the campus to which they "belong." Although technically not USC Sumter students, they are afforded the same services and privileges that other students are afforded, and add to the overhead costs of the campus.

The greatest numbers of students not reflected in the official headcount are enrolled in the Aiken Business Program or in one of the two Spartanburg Education Programs. In the Fall 2000 semester there were sixty-one (61) students who were officially Aiken students located on the Sumter campus, and twenty (20) students who were officially Spartanburg students. (Other students are enrolled in these programs, but are still coded as Sumter students.) The Aiken program is well established, but the Spartanburg programs are still in the rapid growth stage. The total of all students physically located on the USC Sumter campus was at least 1,315 in the Fall 1999 semester (1254 undergraduate, 61 graduate, and an unknown number of "drop-in" telecommunications students).

In the last strategic planning cycle, some goals and strategies were revised to reflect both progress and change. No further changes were made during this year.

Goal I: The University of South Carolina Sumter will strengthen its ability to offer a program of high quality learning experiences, through a continued commitment to a tradition of teaching excellence and co-curricular activities, for the completion of associate degrees, joint programs, and cooperative bachelor degrees.

Course offerings and faculty staffing requirements continue to be evaluated in relation to both associate degree and joint bachelor degree offerings.

USC Sumter has continued significant financial support for faculty professional development. As a result, faculty members are taking advantage of the available funding to support their scholarly pursuits. Additional funding is available for faculty professional development travel through the Sumter Partnership of the USC Educational Foundation.

Goal II: The University of South Carolina Sumter will improve the Library in support of Academic Programs.

The library continues to use the ALA guidelines to evaluate collection and staffing needs. Library staff have encouraged and received active faculty participation in the collection analysis and development of

the print and online collections. Faculty support and interest has led to the continued acquisition of significant online resources to compliment the print collection and to create worldwide links for students and faculty.

Staffing has been seriously examined, and one staff vacancy that occurred this year provided the opportunity and impetus for minor reorganization. The change has produced positive results.

USC Aiken continues to contribute funding annually to support the collections for business programs. USC Spartanburg has thus far not made a similar contribution. (See paragraph four of the Executive Summary.)

Goal III: The University of South Carolina Sumter will increase funding resources while minimizing increased cost to students.

USC Sumter continues to receive "soft" funding from Sumter, Clarendon, and Lee Counties, and is pursuing funding from other counties in the service area. The campus also requested a restoration in the funding received from Sumter County to a previous, higher level.

Goal IV: The University of South Carolina Sumter will develop an action plan for the expanded and extended delivery of University Programs, including additional bachelor's degrees and graduate coursework.

USC Sumter now hosts a total of six bachelor degree programs. They are: 1) the USC Aiken Business Program, 2) the USC Spartanburg Early Childhood Development Program, 3) the USC Spartanburg Elementary Education Program, 4) the USC Spartanburg Nursing Program, 5) the USC Columbia College of Hospitality, Retail, and Sport Management's B.A.I.S. Program, and 6) the USC Columbia Nursing Program. The campus continually evaluates the potential of additional programs based on community need and program availability, and has already documented the need for programs in Psychology and Criminal Justice, and for expanded offerings in Engineering.

Distance education opportunities are increasing rapidly throughout the University. The campuses need new distance education policies to ensure fairness and consistency, and to safeguard the best interests of both the students and the University. To that end, all of the regional campuses are currently participating in the development of a proposal for uniform procedures throughout the larger university. That proposal includes the re-introduction of a tuition cap for students who are full-time through a combination of courses from different campuses.

Goal V: The University of South Carolina Sumter will develop and implement an institutional organizational plan.

In recent years, USC Sumter thoroughly assessed its institutional organization and some changes were implemented. The campus has adopted the practice of examining positions and related structures any time there is a vacancy to ensure a continual evaluative process.

Goal VI: The University of South Carolina Sumter will develop and improve its physical plant and related campus infrastructure.

USC Sumter has legally acquired the Alice Drive Baptist Church property that is adjacent to the campus. While the church congregation awaits the completion of their new facilities, they rent (at fair market price) what is now USC Sumter's building.

The campus owns and maintains a small number of vehicles for business travel. These vehicles are used until they are no longer considered to be reliable before new ones are purchased. This year, two vehicles were deemed no longer reliable, and replacement vehicles have been ordered.

USC Sumter has continued to evaluate its institutional technology plan, which incorporated an important addition this fiscal year. In previous years, the student technology fee made it possible to implement a long-term replacement and upgrade plan for computer labs and computer-based classrooms. This year, a similar long-term plan for the replacement of faculty and staff computers was implemented. Its continuation is dependent on continued state funding.

Future actions will be closely linked to the development of distance education and cooperative programs. The University has continued to experience well-documented difficulty with its compressed video systems. Expansion in this area of distance education is entirely dependent on the resolution of these problems.

Goal VII: The University of South Carolina Sumter will clarify an accurate public image as an institution of excellence and promote itself as "The University of Choice" to its supporting communities.

USC Sumter has continued to increase efforts and funding to support advertising and public relations strategies. Two years ago, the campus solicited bids from vendors for comprehensive institutional marketing study and plan. Bids were solicited, but the only response would have required twice the available funding for such a contract. Since that time, USC Sumter has been able to increase its fund balance, and we intend to use some of those funds for this purpose.

USC Sumter has increased the level of funding for cultural events (public service) activities, and the Division of Arts and Letters continues to utilize the Korn Trust Fund income. This year a permanent budget allocation was made for annual theatrical productions. The campus has also continued to conduct free test-taking skills workshops for prospective students in coordination with the ACT Corporation.

Goal VIII: The University of South Carolina Sumter will maintain and improve its standing with various controlling, accrediting, and contracting agencies.

Last year, USC Sumter received the highest Performance Based Funding Score of all thirty-three state institutions in South Carolina. This year's scores have not yet been completed by the South Carolina Commission for Higher Education.

USC Sumter worked for many years with USC Aiken to support their efforts to achieve AACSB accreditation. Last year the hard work contributed by both campuses resulted in the receipt of that accreditation. USC Sumter has also worked closely with USC Spartanburg as they employ NCATE guidelines. This year, attention is being turned to the upcoming SACS accreditation review. Since USC Sumter is accredited under the umbrella of the larger University, USC Columbia is taking the lead in review and preparation for the SACS visit.

The following goals are prioritized in the order of their relevance to the mission of USC Sumter. The campus's Institutional Research Analyst is working diligently with the larger university and with the South Carolina Commission on Higher Education to formulate a mutually agreeable method of tracking and reporting students who transfer from USC Sumter to either another USC campus or another in-state institution. Tracking students in this manner is a complex issue, and one that we hope will be resolved soon.

Goal I: The University of South Carolina Sumter will strengthen its ability to offer a program of high quality learning experiences, through a continued commitment to a tradition of teaching excellence and co-curricular activities, for the completion of associate degrees, joint programs, and cooperative bachelor degrees.

A. Improve the number and other measures of course offerings.

Assessment tool(s): Master Schedule and other course offering documentation

B. Monitor the composition of the faculty to ensure a high quality classroom experience.

Assessment tool(s): Human Resources and course enrollment data

C. Improve resources for faculty and staff travel and professional development, and encourage scholarly pursuits by faculty outside the classroom.

Assessment tool(s): USC Sumter and Educational Foundation financial records

D. Provide academic, co-curricular, technical, and material support to help ensure student success.

Assessment tool(s): USC Sumter budget and financial records, USC Sumter Office of Student

Life's Institutional Effectiveness Report

 E. Implement and monitor the newly revised Academic Assessment Plan. (See Attachment)

Assessment tool(s): As described in the Academic Assessment Plan

 Goal II: The University of South Carolina Sumter will improve the Library in support of Academic Programs.

A. Work towards published library standards for regional campuses of our size.

Assessment tool(s): American Library Association Guidelines

B. Fulfill requirements of contractual agreements for cooperative bachelor's degrees and related accrediting body standards.

Assessment tool(s): Library Report submitted to USC Aiken for AACSB accreditation collections list

Goal III: The University of South Carolina Sumter will increase funding resources while minimizing increased cost to students.

A. Develop, restore, and increase sources of governmental funding and services. Assessment tool(s): USC Sumter Budget and Financial reports, and Performance Based Funding Reports

B. Increase private giving to USC Sumter. Assessment tool(s): Financial records from Sumter Partnership of the USC Educational Foundation

C. Increase grant funding to USC Sumter. Assessment tool(s): USC Sumter financial reports

D. Increase revenues for all non-operating fund activities that are part of the USC Sumter annual budget. Assessment tool(s): USC Sumter financial reports

Goal IV: The University of South Carolina Sumter will, under the guidance of the Vice Provost and Executive Dean for Regional Campuses and Continuing Education, develop an action plan for the expanded and extended delivery of University Programs, including additional bachelor's degrees and graduate coursework.

A. Pursue the addition of cooperative degree programs by assessing concept proposals, negotiating with other USC colleges and campuses, and securing the appropriate approvals.

Assessment tool(s): Documentation of the process

F. Add and enhance support systems for cooperative Bachelor's Degrees and graduate courses, consistent with negotiated agreements.

Assessment tool(s): USC Sumter financial statements and other documentation

Goal V: The University of South Carolina Sumter will continually assess and improve the institutional organizational plan and address human resource needs within budgetary constraints.

A. Improve internal organization, human resources, policies, operations, communications, and overall effectiveness.

Assessment tool(s): Documentation of evaluation and implemented changes

B. Improve opportunities for faculty and staff training and development. Assessment tool(s): USC Sumter financial and travel records, and financial records of the Sumter Partnership of the USC Educational Foundation

Goal VI: The University of South Carolina Sumter will develop and improve its physical plant and related campus infrastructure.

A. Review and update the Master Plan, to include new sections on building renovations and programmatic and personnel relocations, and the identification of common elements in the Master Plans of USC Sumter and CCTC.

Assessment tool(s): USC Sumter Master Plan

B. Perform building renovations and other minor projects.

Assessment tool(s): USC Sumter financial records and physical evidence

C. In coordination with the greater University, seek public and private funding for the construction of new buildings and other major projects.

Assessment tool(s): Documented requests for additional state funding, and documentation of fund raising activities of the Sumter Partnership of the USC Educational Foundation

D. In coordination with the greater University, continually assess and improve the institutional technology support plan.

Assessment tool(s): Documented plans and USC Sumter financial records

Goal VII: The University of South Carolina Sumter will promote itself to surrounding communities as an institution of excellence.

A. Improve public relations, marketing, advertising, and physical image.

Assessment tools: Numerous publications, documented advertising, development of a comprehensive marketing plan

B. Expand the social, cultural, and educational outreach to students, employees, and surrounding communities.

Assessment tool(s): USC Sumter Cultural Events program list, USC Sumter financial records, documented participation in community based efforts

Goal VIII: The University of South Carolina Sumter will maintain and improve its standing with various controlling, accrediting, and contracting agencies.

A. Continue compliance with state and federal laws, official state regulations, and University policies, and, in the context of the USC Sumter mission and mission/statement of purpose, pursue the intent of other appropriate recommendations and suggestions. Assessment tool(s): USC Sumter reports to the larger University and to the S.C. Commission on Higher Education

B. Continue compliance with accrediting agencies such as SACS, AACSB, ALA, NLN, and NCATE. Assessment tool(s): USC Aiken's report to AACSB, USC Spartanburg's report to NCATE, ALA guidelines, SACS guidelines, CCTC's report to NLN

C. Continue fulfillment of contractual obligations with agencies such as the U.S. Air Force (Shaw A.F.B.), local public and independent schools, and other degree-granting units of the University. Assessment tool(s): U.S. Air Force Quality Education System Standards, and the U.S. Air Force/ USC Sumter Memorandum of Understanding

 V. RESOURCE REQUIREMENTS

USC Sumter does not compete against Columbia-based departments for funding. The campus receives funding from the state as a separate state agency.

USC Sumter will make every effort to continue to perform at the highest levels on Performance Based Funding Indicators. However, without performance incentive funding from the state for Higher Education, even the highest possible score would not result in additional money.

The campus will also work to recover continuing cuts to Sumter County Appropriations, will seek increases to Clarendon and Lee County appropriations, and will seek to be awarded funding from Kershaw and Williamsburg Counties, and the City of Sumter.

USC Sumter will continue to seek grant funding for special opportunities relevant to the undergraduate experience. In the context of the Bicentennial Campaign, private gifts continue to be focused on support for student scholarships and endowed professorships.

It is of critical importance to all campuses and departments that the University implement new, uniform policies for the academic and financial support of distance education programs. Currently, the existing procedural guidelines are not enforced, and campuses and departments address different distance education programs in different ways. Inequities exist in many situations, and some campuses are subsidizing programs that belong to other campuses or departments. An obvious concern is that the University is losing its leadership role in the state in the area of video technology, and the various constituencies of the University are currently hesitant to seek new programs given the uncertainties involved. New policies, or the uniform enforcement of existing procedural guidelines for all distance education programs on all USC campuses, are desperately needed to ensure the financial integrity of these vital programs.

The most dangerous threat to USC Sumter's ability to proceed with this strategic plan is the proposal by the state's Governor to cut state appropriations to higher education by as much as 15%. Though we remain cautiously hopeful that the legislature will develop a state budget with a much less severe impact, we have taken the necessary steps to plan for a worst case scenario. In response to a request originating from the South Carolina House Ways and Means Committee, USC Sumter has already identified budget cuts in three different scenarios - 5%, 10%, and 15%. The approach to these plans was to first identify budget reductions for the 15% scenario, and then to identify restorations to that plan back to 10% and 5% levels.

In general, there are two high priority areas at USC Sumter in which we sought to avoid or minimize cuts. One area includes any budgetary component, regardless of its programmatic designation, that has a direct bearing on USC Sumter's ability to deliver instruction, that is, to fulfill the core elements of our mission. The second area is personnel, recognizing that the delivery of instruction and the provision of the many direct and indirect services necessary to support students and the instruction they receive, is very labor intensive (80.51% of USC Sumter's budget is personnel). These two high priorities are reflected in the FY 2001-2002 Budget Reduction Summary sheets as progressive scenarios to cut non-instructional areas in the budget before instructional areas, and to cut "things" before people.

Even with firm adherence to the above priorities, it is important to note that even the lowest (5%) budget reduction scenario necessarily includes the loss of some temporary personnel, a partial hiring freeze, and cuts to student services and instructional support. These cuts would undoubtedly compromise the "margin of excellence" heretofore demonstrated by this campus. (USC Sumter had the state's top Performance Based Funding Score in 1999-2000.)

The 10% budget reduction scenario cuts significantly into temporary personnel, who occupy various critical support functions. Those duties would be re-assigned to permanent personnel, and the more extensive cuts would damage our ability to offer a full range of classes.

The 15% scenario includes massive layoffs of part-time faculty and temporary staff, which in turn causes overwhelmingly burdensome increases in instructional and administrative workloads for the remaining faculty and staff. It will severely compromise the amount and quality of instruction that USC Sumter can deliver to our students.

None of the reductions listed will affect any federally funded programs, nor will any regulations or laws be compromised. However, mission fulfillment and performance are damaged. It is vital to note that at this point in time not all necessary (legally, economically, or legislatively mandated) increases in FY02's projected expenses have been identified. Therefore, if the 15% scenario becomes reality, currently budgeted expenses will again have to be cut in order to meet any such mandates when they occur. While the 15% scenario will already have compromised instruction, any further mandates to increase expenses will exacerbate the problem.

The last time USC Sumter experienced a major revenue shortfall, similar drastic measures were implemented. Since the implementation of Performance Based Funding, USC Sumter has consistently been recognized for exceptional performance. The increased appropriations gained from these top scores each year has allowed the campus to restore most, but not all, of what was previously cut from the budget. We have not, however, fully recovered some of those areas. If USC Sumter must now face a severe reduction in state appropriations, our ability to perform our primary mission will again be severely compromised, and the progress made in the last few years will disintegrate.

Goto Strategic Plan

Goto Mission Statement

(from 1999-2001 Bulletin)

The University of South Carolina Sumter, a regional campus of the University of South Carolina, has as its mission to provide higher education and intellectual leadership for the Sumter area. At the heart of this mission is a faculty of high quality dedicated to excellence in instruction, scholarship, public and professional service, and creative endeavor which enrich the classroom experience. USC Sumter offers a varied curriculum rooted in the liberal arts and aimed at preparing students to continue their education in the University and throughout life. The University of South Carolina Sumter recruits students prepared to begin or planning to complete a baccalaureate-level education. While USC Sumter does not offer remedial instruction, it is nonetheless able to admit most students who apply because of the close working relationship between students and faculty. Enrollment varies with community need, but is expected to remain near 1,000 full-time enrolled students.

The University of South Carolina Sumter was established to encourage higher education in Sumter and adjacent counties. It primarily serves students from Sumter, Lee, Clarendon, Williamsburg, and Kershaw counties. The design of the early institution incorporated a flexibility that has allowed changes in institutional capability with increasing educational demand of constituents.

The institution itself grants the Associate in Arts and Associate in Science degrees and provides for the completion of selected bachelor degrees on campus through cooperative agreements with other institutions. Graduate education is coordinated at USC Sumter through the University's Graduate Regional Studies program. USC Sumter also provides access to a wide variety of baccalaureate degree programs on other campuses by teaching some courses that must be taken by students in these programs. The mission includes other appropriate upper-division course work as well as noncredit courses, seminars, and workshops made available to the community for cultural enrichment and for professional development.

The traditions of cultural diversity and freedom of thought are valued at USC Sumter. In an atmosphere that develops respect for this diversity and an awareness of individual, societal, and global responsibilities, USC Sumter promotes courses, activities, and attitudes which favor the development of men and women who continue learning throughout life.

The university emphasizes the development of the whole person. The institution especially seeks to foster in students the disciplines essential to an educated citizenry. These include the ability to communicate through effective writing and articulate speech, as well as quantitative competence, creative and critical thinking, and the integration of knowledge. Classroom experiences, student activities, and physical education programs provide opportunities for cultural enrichment, leadership development, intellectual growth, and interpersonal relationships contributing to a sense of self-reliance and self-esteem.

USC Sumter offers two degree programs: the Associate in Arts degree and the Associate in Science degree. The primary purpose of these degree programs is to provide the first two years of a baccalaureate program for students who will change campuses or transfer to a four-year program. The two degree programs differ slightly in degree requirements. The Associate in Arts program is weighted more heavily in the Arts, Letters, Humanities, and Social Sciences. The Associate in Science program is weighted more heavily toward mathematics and science. Both programs provide for 24-27 hours of elective work.

A particular concern of these degree programs at USC Sumter is to provide an adequate foundation for the Bachelor of Science degree in Business Administration offered on the USC Sumter campus by USC Aiken, the Bachelor of Arts degrees in Early Childhood and Elementary Education offered on the USC Sumter campus by USC Spartanburg, the B.A.I.S. degree offered by the College of Hospitality, Retail, and Sports Management of USC Columbia that can be completed on the USC Sumter campus, and the most popular major programs which graduates declare on the USC Columbia campus. These programs are called the "primary baccalaureate completion programs."

There are three learning objectives in the associate degree programs:

General Education: The associate degrees should allow students to complete most of the coursework in general education required by the senior institution to which they change campuses or transfer. Most of the goals of general education defined by USC Columbia should be achieved within these programs.

Lower Division Major Coursework: Students should be able to take the required lower division coursework in both their intended majors and in areas cognate to their majors. Students should be able to complete their undergraduate work with only two further years of full-time studies. This is especially important for students in the primary baccalaureate completion programs.

Electives: Students should be able to fill out their schedules with elective coursework that also will be acceptable as part of their baccalaureate programs.

The associate degrees should allow students to complete most of the coursework in general education required by the senior institution to which they change campuses or transfer. Most of the goals of general education defined by USC Columbia should be achieved within these programs.

Evaluation Procedure 1a: A direct comparison will be made between the coursework available at USC Sumter and the work required in general education by the primary baccalaureate completion programs. 90% of the general education work required by these programs will be available on the USC Sumter campus.

Evaluation Procedure 1b: The alumni survey will include a measure of satisfaction with the general education program. 90% of those who respond will indicate they are satisfied or very satisfied with their general education work at USC Sumter.

Evaluation Procedure 1c: On a periodic basis, the faculty of USC Sumter will examine the coursework at USC Sumter to confirm that efforts are being made to meet the goals of general education as defined by USC Columbia and to estimate, where feasible, the actual achievement level of the typical USC Sumter graduate.

Evaluation Procedure 1d: USC Sumter will make use of external evaluations of student accomplishment in general education courses where these data are available. Students should perform better on these exams than their performance on the ACT/SAT entrance exams. Data may be available from the MFAT given by the Aiken Business program, the Junior Writing Portfolio given by the Aiken Business program, the Praxis I exam given by the Spartanburg Education programs, an upper-division writing assessment given by USC Columbia, and the ETS Profile given by USC Columbia.

Students should be able to take the required lower division coursework in both their intended majors and in areas cognate to their majors. Students should be able to complete their undergraduate work with only two further years of full-time studies. This is especially important for students in the primary baccalaureate completion programs.

Evaluation Procedure 2a: A direct comparison will be made between the coursework available at USC Sumter and the work required in lower division major coursework by the primary baccalaureate completion programs. All the lower division major coursework of 80% of these programs will be available on the USC Sumter campus, including all of the lower division work for the cooperative programs with USC Aiken and USC Spartanburg. Where the coursework is not available on the USC Sumter campus, qualified students will have access to the necessary coursework on the USC Columbia campus.

Evaluation Procedure 2b: The alumni survey will include a measure of satisfaction of preparation for major coursework. 90% of those who respond will indicate they are satisfied or very satisfied with this aspect of their education at USC Sumter.

Evaluation Procedure 2c: A comparison will be made between grades at USC Sumter and grades in coursework at the primary receiving institutions. The goal is for the grades at the receiving institution to be at least as high as they were at USC Sumter.

Evaluation Procedure 2d: Standardized assessments are available in a few cases that will allow evaluation of some components of the program. In particular, the MFAT given by the Aiken Management program and the PRAXIS I/II exams given by the Spartanburg Education programs will be of use in evaluating part of the program. Students should perform better on these exams than their corresponding scores on their ACT/SAT entrance exams.

Students should be able to fill out their schedules with elective coursework that also will be acceptable as part of their baccalaureate programs.

Evaluation Procedure 3a: The requirements of the primary baccalaureate receiving programs will be examined to ensure that enough elective work that meets the requirements of these programs is available at USC Sumter so that students will not be compelled to take as part of their USC Sumter degree programs any course that will not contribute toward the completion of their undergraduate program.

Evaluation Procedure 3b: The courses offered at USC Sumter will be examined to ensure that they are all generally acceptable in the primary baccalaureate completion programs.

Evaluation Procedure 3c: USC Sumter will offer all the coursework contained in the Commission on Higher Education transfer blocks.

The analysis and reporting of the results will be coordinated through the Associate Dean for Academic Affairs. The Institutional Research Analyst will have overall responsibility for maintaining data collection and overseeing assessment activities.

Evaluation Procedure 1a: In the Spring Semester of even numbered years, the Institutional Research Analyst will conduct this study.

Evaluation Procedure 1b: In the Spring Semester of odd numbered years, the Institutional Research Analyst will conduct this study.

Evaluation Procedure 1c: The Academic Planning Committee will supervise this process. Because of the magnitude of this evaluation, it will be divided into four sections detailed below corresponding to the four areas of general education.

By October 1 a year before the review for each section is to be conducted, the Academic Planning Committee will invite appropriate faculty members from USC Sumter to take charge of the review of a section of the general education curriculum. This group will have the responsibility of preparing a written report of its findings on the degree to which USC Columbia general education goals are being met for the section under review and to make recommendations for improvement. Where possible, this report should contain an estimate of the actual achievement levels of typical degree recipients.

By October 1 in the year of the review, this group will file its written report with the Academic Planning Committee and will meet soon thereafter with the committee to discuss the degree to which coursework at USC Sumter meets USC Columbia general education goals. The committee will prepare a written report of its findings for presentation to the Faculty Organization and the Associate Dean for Academic Affairs. The report will contain suggestions for strengthening the program. This final report will be presented to the Faculty Organization at its February meeting.

The review schedule below details the timing of this process.

Evaluation Procedure 1d: The Institutional Research Analyst will annually record the available information on these exams so it can become part of the review under Evaluation Procedure 1c.

Evaluation Procedure 2a: In the Spring Semester of even numbered years, the Institutional Research Analyst will conduct this study.

Evaluation Procedure 2b: In the Spring Semester of odd numbered years, the Institutional Research Analyst will conduct this study.

Evaluation Procedure 2c: During the Summer of odd numbered years, the Institutional Research Analyst will conduct this study.

Evaluation Procedure 2d: The Institutional Research Analyst will annually record the available information on these exams so it can become part of the review under Evaluation Procedure 1c.

Evaluation Procedure 3a: In the Spring Semester of even numbered years, the Institutional Research Analyst will conduct this study.

Evaluation Procedure 3b: In the Spring Semester of even numbered years, the Associate Dean for Academic Affairs will review the curriculum to verify that appropriate courses are being taught.

Evaluation Procedure 3c: This check is conducted on a periodic basis by the Commission on Higher Education. The Institutional Research Analyst will maintain records on this check by the Commission.

Many of the evaluation procedures outlined here are already in use. The overall picture is that USC Sumter is successful in achieving the desired results.

In addition, partial information relating to program assessment is available from many sources. USC Sumter periodically submits the following reports to the South Carolina Commission on Higher Education:

• (includes Strategic Plan & Strategic Plan Assessment)

• General Education assessment on communication skills, quantitative competence, creative & critical thinking, and integration knowledge
• Entry level placement
• Analysis of undergraduate retention & attrition
• Library resources & services
• Assessment Plan and assessment plan update & review

• Graduation assessment
• Lower division instructional course assessment
• Retention assessment
• Full-time undergraduate transfer assessment

The following are annual reports compiled by the Commission that each State Higher Education Institution submits data for via CHEMIS and other data means.

1. Annual State Plan for Higher Education or and Update to the State Plan
2. S.C. Mission Resource Requirements (MRR) Instruction Plan
3. S.C. Higher Education Statistical Abstract
4. Directory of Programs Approved for Veterans Benefits
5. CHE Annual Accountability Report
6. Inventory of Academic Degree Programs in South Carolina
7. Review of Undergraduate Admissions Standards as Mandated by Acts 137 & 359
8. Guiding Principles for Distance Education in South Carolina
9. Administrative Guidelines for CHE Small Grants Programs
10. Annual Evaluation of Associate Degree Programs (last evaluation FY 1997-1998)

Additional Reports available via joint degree programs for Student Assessment:

• USC Aiken - Aiken writing portfolio
• USC Aiken - MFAT (Major Field Aptitude Test)

• USC Spartanburg

At this point, the results have not been compiled into a single report. In order to make these data more accessible, the Institutional Research Analyst will prepare annually a report summarizing the data. This report will be shared with the faculty and the administration.

The primary responsibility for providing feedback will rest with the Associate Dean for Academic Affairs. The Associate Dean annually will:

1. meet with the Dean of the University to provide an assessment of the success of the University in meeting its objectives;
2. report to the Long Range Planning Committee on the results of the assessments;
3. report to the Faculty Organization on the results of the assessments;
4. report to the Academic Council on the results of the assessments; and,
5. report to the Academic Planning Committee on the results of the assessments.

As changes are made because of the assessments, these changes will become part of the annual report prepared by the Institutional Research Analyst.

Part I - WRITTEN, ORAL, AND ELECTRONIC COMMUNICATION

Written Communication

Goal
Students will communicate clearly in written English, demonstrating their comprehension, analysis and critical interrogation of a variety of written texts.

Objectives
Students' writing will demonstrate/reflect:

• Knowledge of the subject.
• Awareness of the reader.
• Organization appropriate to the purpose and to the interaction between writer and reader.
• Format appropriate to the writing situation.
• Use of punctuation to establish and clarify meaning.
• Control of sentence structure to establish and clarify meaning.
• Style, personal voice, and coherence as a communicator.
• Description, analysis, and synthesis of data, ideas or information appropriate to the purpose.

Oral Communication

Goal
Students will communicate orally in a manner that unites theory, criticism, and practice to produce an effective communicator.

Objectives
Students' oral communication will demonstrate:

• Knowledge of the subject.
• Awareness of the audience/group.
• Organization appropriate to the purpose and to the interaction between speaker and audience.
• Vocal delivery which encourages listening.
• Physical presentation, use of body, appropriate to the speaking situation.
• Appropriate sentence structure and word choice.
• Skill in listening and extracting information and meaning from oral communication.

Electronic Communication

Goal
Students will be able to use computers and other technology to perform tasks appropriate to their major fields.

Objectives
Students will use computers to:

• Create, edit and revise written texts.
• Analyze quantitative data.
• Access information and data bases.
• Integrate graphical, visual and statistical information into written presentations.
• Send and receive electronic communication.

Math

Goal
Students will perform basic mathematical manipulations, display facility with the use of mathematics in framing concepts for mathematical analysis and interpret data intelligently.

Objectives
Students will demonstrate the ability to:

• Understand the role and value of quantitative reasoning.
• Understand the language of mathematics and basic mathematical concepts and operations.
• Apply basic mathematical operations to problem-solving in their personal and working life.
• Accurately comprehend and draw appropriate inferences from numeric data in various forms and in various disciplines.

Science

Goal
Students will demonstrate an understanding of physical and/or life science phenomena and understand the uses of scientific methods and theories.

Objectives
Students will demonstrate the ability to:

• Understand the role and nature of scientific inquiry.
• Understand scientific theories and perspectives.
• Critically evaluate various approaches to research by identifying sound and unsound reasoning in scientific and lay contexts.
• Understand different research designs and approaches and their application.
• Formulating and testing hypotheses or research questions as part of the scientific process.
• Use systematic, empirical approaches to address questions as part of the scientific process.
• Identify and collect appropriate information as part of the scientific process.
• Draw appropriate conclusions from empirical results in quantitative and qualitative formats.

Goal
Students will demonstrate an understanding of the processes of human behavior, social and cultural interaction and the use of social and behavioral science perspectives to interpret them.

Objectives
Students will demonstrate the ability to:

• Understand theories in the social/behavioral sciences.
• Understand cultural, social and political structures and processes and their effects on individual, group and societal behaviors.
• Understand and critically evaluate, interpret and draw of inferences from social/behavioral science data.

Students will demonstrate an understanding of the historical development of culture over time and its relation to the present

Objectives
Students will demonstrate the ability to:

• Understand the construction of history and how history is written
• Understand broad outlines of history and make accurate connections between developments separated in time and place.
• Recognize the contribution of historical antecedents to the understanding of current personal, social, and political situations and developments.

Goal
Students will become familiar with the diversity of a global culture marked by racial, ethnic, gender and regional differences.

Objectives
Students will demonstrate the ability to:

• Recognize multiple perspectives and appreciate perspectives which produce a world view different from one's own.
• Use another perspective to analyze current or historical social and cultural events and practices.

Goal
Students will communicate orally (with the exception of Latin and Ancient Greek) and in writing in another language.

Objectives
Students will demonstrate the ability to:

• Read in one foreign language and comprehend the topic and main ideas in written texts.
• Understand spoken discourse and converse in a foreign language on familiar subjects.

Goal
Students will demonstrate an understanding of the contribution of the literary, visual or performing arts and their cultural context and express informed personal responses to artistic creations.

Objectives
Students will demonstrate the ability to:

• Develop an aesthetic response to at least one of the arts.
• Express a personal response to works of art and relate the part(s) to the work(s) as a whole, using appropriate concepts and relevant information.
• Relate art to the wider cultural context from which it emerges.

Goal
Students will integrate insights from several disciplines and apply them to value choices and ethical decisions.

Objectives
Students will demonstrate the ability to:

• Identify ethical dilemmas.
• Apply understandings from several disciplines to clarify ethical conflicts; articulate reasoned personal responses based on expressed values.