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2007 Alumni Survey Results

Institutional Effectiveness Component Report Summaries

Assessment of institutional effectiveness in South Carolina is intended to strengthen the quality of higher education and to produce a continuous cycle of improvement in public colleges and universities.  In compliance with the South Carolina Code of Laws, Greenville Technical College completed assessment activities for the components of Majors or Concentrations and Procedures for Student Development during the 2006-2007 academic year and the components of General Education, Majors or Concentrations, and Achievement of Students Transferring from Two to Four-Year Institutions during the 2005-2006 academic year.  Summaries of these activities are presented below.  The college will report on the six required components according to the schedule below.
The last section of the 2006-2007 Assessment Reports is Greenville Technical College’s statement concerning the institution’s policies and procedures to provide a “technologically skilled workforce.”

Institutional Effectiveness Assessment Schedule for 2007-2015

Act 255 Data

Act 255 of 1992 requires that all public colleges and universities administer common survey items to degree graduates of three years prior.  In Spring 2007, Greenville Tech distributed the Alumni Survey to 855 degree graduates of fiscal year 2003-2004.  To see the results, click on the link after the Achievement of Students Transferring from Two to Four-Year Institutions Summary (2005-2006 Assessment Reports).

2006-2007 Assessment Reports
Majors or Concentrations
The college assesses the institutional effectiveness component of associate degree programs on a five-year cycle through the Academic Program Review process.  Program components that are reviewed and evaluated include but are not limited to:

• program and college-wide competencies;
• course syllabi;
• reviews by advisory committees and accrediting bodies;
• instructional resources and facilities;
• faculty credentials and professional activities;
• state and national exams; and
• graduate and employer data.

In 2006-2007 programs that were evaluated included Aircraft Maintenance Technology (AMT), Dental Hygiene (DHG), Industrial Maintenance Technology (IMT), Machine Tool Technology (MTT), Marketing, (MKT), and Physical Therapy Assistant (PTA).

There were several trends noted throughout the six programs.  Strengths of most programs included: (1) excellent reports from and maximum length of accreditation awarded by accrediting organizations; (2) outstanding employment opportunities and graduate employment rates; (3) highly qualified faculty who engaged in numerous professional and community activities; (4) supportive and actively involved advisory committees; (5) comprehensive program competencies that are taught and reinforced extensively throughout the curricula providing students the opportunity for mastery; (6) increased use of technology to enhance teaching and learning; and (7) program faculty and leadership committed to student success by increasing options, providing flexibility, and addressing various other student needs and concerns.

The listing below identifies a few trends in program recommendations for improvement and institutional activities that will be initiated to comply with them.  It should be noted that budgetary restraints may have prohibited the departments from resolving some of these recommendations prior to the APR process.
         

Programs evaluated in 2005-2006 have submitted follow-up reports.  Problem areas have been resolved except in cases where staffing and major equipment purchases were not feasible due to financial constraints.  The following modifications have been made.  Departments have (1) revised syllabi to be consistent with the college standard; (2) aligned all marketing tools and materials, including the web site and catalog, in partnership with the College Marketing Department; (3) obtained funds for some additional equipment, hardware and software to keep programs current with business and industry standards; (4) obtained some additional classroom, lab and office space to provide optimum learning environments; and (5) increased student recruitment efforts with respect to the underrepresented populations.

Procedures for Student Development
The objects of assessment for this component were:  (1) areas of the college which provide services to students, and (2) students’ perceptions of their growth resulting from their involvement with the college.

Surveys were administered to assess the degree of students’ satisfaction with student services:  the Graduate Satisfaction Survey in 2003 and 2005 and the New and Continuing Student Survey in 2003 and 2005.  Results of both administrations of the Graduate Satisfaction Survey revealed that 28 services out of 30 had satisfaction ratings of 80% or greater.  Graduates in 2003 were most satisfied with the Library/Learning Resources Center (facilities and services), availability of academic advisors in the START Center, Evening Director’s services, and Tutorial Services.  Graduates in 2005 were most satisfied with the Library/Learning Resources Center, on-campus child care services, and Veterans Services.  Results of both administrations of the New and Continuing Student Survey revealed that 23 of 27 services had satisfaction ratings of 80% or greater.  Students enrolled in Fall 2003 were most satisfied with the helpfulness/assistance of Library staff and the educational resources/references available.  Fall 2005 students were most satisfied with the course schedule booklet, the helpfulness/assistance of Library staff, and the educational resources/references available.

The College Outcomes Survey was administered in 2007 to assess students’ perceptions of their growth while enrolled at Greenville Tech.  More than 85% of the students reported that they had experienced growth in the five specific areas assessed:  intellectual growth, preparation for a career, preparation for further study, social growth, and personal growth.  In the area of intellectual growth, 96% reported that they had experienced moderate to very great growth.

The results of the five surveys reveal that the vast majority of students are satisfied with the quality of student services and that students perceive that they have experienced growth because of their involvement with the college.  Student services that need some improvements and/or further assessment are job placement services, financial aid services, recreational/intramural activities, and advisors’/counselors’ concern for students as individuals.  Each of the first three areas has developed an action plan and timeline for improvement.  The college will monitor student satisfaction with advisors’/counselors’ concern for students as individuals.

Technologically Skilled Workforce Statement
Greenville Technical College 's vision is to continue to be a leader among two-year colleges through flexible, innovative, and affordable educational opportunities that help students achieve their goals and provide a world-class workforce to support economic and human resource development.

Through its vision and mission statements, goals and strategic initiatives, Greenville Tech demonstrates its commitment to provide a technologically skilled workforce.  Included in the policies and procedures in place to meet this challenge are:

• The use of advisory committees to ensure the currency of each academic program in meeting the needs of the business and industrial community.  Each advisory committee is comprised of members who are working in the field
  and/or employ individuals working in the field.  The committee conducts a comprehensive evaluation of each program every three years with progress reports required every year.  The comprehensive reports address major
  program components including but not limited to curriculum, faculty, facilities
  and equipment.
• Compliance with the State Tech System's Program Evaluation requirements.  Each year the college surveys graduates of the previous year as to their satisfaction with their preparation for employment or additional education.  
  The number of graduates employed in a field related to their training is submitted to the system office.  Programs must comply with the system's
  criteria in order to continue to enroll students.
• Administration of surveys to employers of recent graduates to determine their satisfaction with the preparation of the graduates.
• Compliance with the State Tech System's guidelines for new programs.  New degree programs are developed after comprehensive feasibility studies to ensure the need for and sustainability of new programs.
• The review of each degree program through an Academic Program Review every five years.  The APR includes a thorough study of the curriculum, use of technology, student learning outcomes, enrollment, faculty, facilities,
  institutional support, and advisory committee support.  As part of the APR, programs participate in a DACUM process that utilizes individuals employed in the field to determine the tasks that a program graduate should be able to accomplish.
• Through the Continuing Education Division, continuous interaction with advisory committees, business and industry associates, economic development boards and community partners to identify current and future job needs, to develop short-term training to teach needed job skills, and to deliver professional development courses to improve performance and upgrade the proficiencies of current workers.

2005-2006 Assessment Reports

General Education
General education at Greenville Technical College (GTC) is a component of all associate degrees.  It is defined using the course and competency requirements mandated by the Southern Association of Colleges and Schools (SACS) and by a more comprehensive list of eight college-wide competencies developed at GTC.

A campus-wide committee reviewed a variety of data sources to assess the state of the general education program; these sources included GTC's Catalog and program descriptions, as well as evaluations of competency attainment by GTC graduates and their employers, evaluations of program Advisory Committees, Academic Program Review (APR) documents, external accreditation reports, and course success rates.  Specifically, the committee analyzed data to determine whether or not GTC's general education offerings are sufficient to support programs and the eight college-wide competencies and whether or not the general education courses are being delivered effectively.

• GTC offers a sufficient number of General Education courses to support all associate degree programs.  The number of general education courses offered, the number of faculty to deliver the courses, and the number of non-traditional (videocourse, teleclass and online) venues by which the courses are offered have all kept pace with enrollment increases.
• Although GTC has eight college-wide competencies that the general education program is designed to support, the committee found that awareness of those competencies, as well as availability of a list of the competencies, is limited among faculty and students.  Recommendations to make the list of competencies more available have been made.
• GTC graduates and their employers continue to rate graduates' attainment of the eight college-wide competencies as three or better on a four-point scale.
• Advisory Committee evaluations expressed some concern about communication skills, most noting the need to emphasize written or oral communications skills more within programs; and about mathematical skills, noting that incoming freshman should be made aware of the minimum mathematical skills necessary to succeed in programs and recommending (or endorsing) a change in required mathematics courses in some programs.  All recommendations were responded to and appropriate changes have been made.
• Academic Program Review evaluations noted a concern with college-wide Competency 8, “Demonstrate an awareness and understanding of various cultures.”  All recommendations about Competency 8 suggested that programs require students to take courses that address the competency or that programs provide students with lists of courses that will satisfy the competency.
• External accrediting bodies cited no deficiencies in general education.
• The analysis of course success rates identified several courses that registered declines in student success since the previous reporting period.  While multiple variables influence student success in courses, department heads have been asked to review those courses highlighted in an effort to improve student success.
  

Overall, analysis shows that GTC does an effective job of delivering and assessing its general education courses.  The general education component is regularly evaluated and recommendations for improvement are implemented.

In response to GTC's upcoming SACS reaccreditation review (2012) the college has developed a plan for a comprehensive review of its eight college-wide competencies, program progressions and its general education component to ensure graduates attain the skills needed to be successful.

Majors or Concentrations
The college assesses the institutional effectiveness component of associate degree programs on a five-year cycle through the Academic Program Review process. Program components that are reviewed and evaluated include but are not limited to:

• program and college-wide competencies;
• course syllabi;
• reviews by advisory committees and accrediting bodies;
• instructional resources and facilities;
• faculty credentials and professional activities;
• state and national exams; and
• graduate and employer data.
  

In 2005-2006 programs that were evaluated included Associate in Arts/Associate in Science (AA/AS), Mechanical Engineering Technology (MET), Medical Laboratory Technology (MLT), Occupational Therapy Assistant (OTA), and Paralegal (LEG).

There were several trends noted throughout the five programs.  Strengths of most programs included: (1) highly qualified faculty who are active and involved in professional and community activities; (2) supportive and involved advisory committees; (3) excellent reports by accrediting organizations; (4) strong program competencies that are taught and reinforced extensively throughout the curricula; (5) achievement of college-wide competencies; and (6) increased use of technology to enhance teaching and learning.

The following list identifies a few trends in program recommendations for improvement and institutional activities that will be initiated to comply with them.  It should be noted that budgetary restraints may have prohibited the departments from resolving some of these recommendations prior to the APR process.

Programs evaluated in 2004-2005 have submitted follow-up reports.  Problem areas have been resolved except in cases where staffing and major equipment purchases were not feasible due to the financial constraints.  The following modifications have been made. (1) Departments continue to seek funding to update equipment, hardware and software and to integrate instructional technology into the curriculum in order to keep programs current with business and industry standards, ensuring that students will be prepared for the workforce; (2) continuous efforts are being made to recruit and hire minority/underrepresented faculty; (3) programs integrated college-wide competency “increase awareness and understanding of various cultures” into the general education requirements and the program curriculum; (4) programs continue to seek funding to improve/enlarge facilities as needed in order to provide the optimum learning environment; (5) efforts are continuing to provide opportunities for professional development for faculty in computer/software training, as well as training in industry-specific skills; and (6) departments continue to develop marketing strategies in order to recruit underrepresented populations into the programs.

Achievement of Students Transferring from Two to Four-Year Institutions
The Arts and Sciences University Transfer program at Greenville Tech has been in operation since 1974.  Options for students include completion of the Associate in Arts (AA) or Associate in Science (AS) degree or completion of sufficient credit hours with academic achievement that qualifies for acceptance as a transfer student at a baccalaureate-level college or university.  Qualified students now have the option of completing the AA and AS degrees in an Honors program.  In addition, other programs on campus allow students transfer opportunities to selected institutions.  To assist students in the transfer process, the college has course articulations, joint admission agreements, and program articulations with numerous colleges or universities.

Results from the current assessment study include:

• One hundred percent of students rated their transfer preparation as adequate to excellent in the most recent Graduate Follow-Up study.

• The percentage of Greenville Tech transfers accepted by public baccalaureate-granting institutions in the state remained stable at 86%, which continued to be higher than that of all technical colleges combined.

• The majority of Greenville Tech first-time transfers are attending University of South Carolina Upstate (USC Upstate) and Clemson University.  Significant numbers also attend Lander University and University of South Carolina-Columbia (USC-Columbia).

• The percentage of students accepted at the College of Charleston increased from 38% at the time of the previous report to 84%.

• USC Upstate's share of Greenville Tech transfers continued to rise (from 45% to 47%).

• The percent of Greenville Tech transfers accepted at USC-Columbia and
  Winthrop University has declined since the previous report.

• Fall 2005 Greenville Tech first-time transfers achieved average grade point averages (GPAs) higher than GPAs of native students (those who began their college careers at the baccalaureate-level institution) at four of the eight colleges receiving Greenville Tech transfers and providing GPA data.

• Fall 2005 Greenville Tech first-time transfers with sixty credits or more achieved average GPAs higher than the GPAs of native students at three of the four baccalaureate-level colleges with transfers in this category.  Clemson was the lone exception to this.

Greenville Tech will conduct research to identify reasons why the average GPA of its transfers to Clemson have fallen, as well as why acceptance rates at USC-Columbia and Winthrop were lower than in the past.  Efforts will be made to improve student transfer success through the use of a long-term focus group of students to identify contributing factors and a review of the advising system to encourage stronger relationships between students and their advisors.
Insert link to 2007 Alumni Survey results.

2007 Alumni Survey Results

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