Division of Regional Campuses and Continuing Education
Strategic Plan Update
2003- 2008
April 30, 2004
I. Unit
Profile
The division of Regional
Campuses and Continuing Education provides learning and service opportunities
for people to learn throughout their lives by offering credit and non-credit
courses and experiences. In concert with the mission of the
to offer academic, budgetary,
human resources, financial aid and student support services for the four
regional campuses of the University
to provide quality instruction for
credit and non-credit courses and sponsored activities
to facilitate,
manage and offer planning assistance to educational groups, professional
associations, and other organizations for institutes, seminars, and short
courses, usually with the co-sponsorship of a USC Columbia department, school
or college
The collective units which
comprise the USC Division of Regional Campuses and Continuing Education
continued to make progress in finding new and better ways to serve students
throughout 2002, 2003 and 2004.
A
priority in the second year of the Division’s 2000-2005 Strategic
Plan was to initiate a study of academic and administrative processes
throughout the University with an eye toward improving the University’s ability
to respond to statewide educational needs through USC Columbia and the four
regional campuses. Toward that end, the Provost charged a
twenty-six-member task force with developing a model which would eliminate
unnecessary administrative barriers that impede service to students. The
model would facilitate the delivery of upper-division coursework and degree
programs to the regional campuses in response to demonstrated need through a
combination of mediums. A report, inclusive of program and technology
recommendations, is in draft form and was submitted to the Provost by the end
of the spring 2003 semester.
The
Division’s non-credit Continuing Education unit has been reorganized in
response to budget reductions and has redefined itself by streamlining
operations and by adding and improving personal and professional offerings to
constituents. Several professional contract conferences have been scheduled; a
new travel program featuring USC faculty is being introduced, and a significant
addition of summer academic programs for youth including the Carolina Master
Scholars program highlights much of the programming in
noncredit Continuing Education.
Academic
Credit Programs continue to partner closely with USC Columbia academic
departments by providing undergraduate courses for students who need
flexibility in scheduling. Recurring budget cuts have, however, made it
necessary to reduce courses and sections from the evening, weekend and
The
Regional Campuses Central Financial Aid Office continues to render support for
the financial aid offices on the Regional Campuses and thereby minimizing the
need for employing additional personnel on the campuses to address increasing
workloads. The introduction of lottery monies as a means of reducing
tuition for students on the regional campuses has gone smoothly due in large
part to the efficiency and competency of our central financial aid staff.
The
Office of the Vice Provost will continue to advance and facilitate
communications and relations among the greater University, the four USC
Regional Campuses, and the credit and noncredit units of Continuing Education.
To that end, the Division is collaborating with the Office of Information
Technology by integrating the responsibilities of computer support personnel to
enhance training, response and service.
B.
Regional
Campuses:
Accredited
with USC Columbia by the Southern Association of Colleges and Schools, the
regional campuses in Allendale,
Continuing
Education:
The
office of Continuing Education provides quality learning and service
opportunities for people to learn throughout their lives by offering credit and
non-credit courses and experiences. Update: The following revision of the Continuing
Education mission statement was instituted in 2003: The University
of South Carolina’s Division of Continuing Education extends the intellectual
resources and knowledge base of one of the south’s top-ranked research
universities into local communities throughout the state and beyond. Our
commitment to outreach and engagement means developing and sustaining a
meaningful and mutually beneficial collaboration with partners in education,
business, government, and social services. USC Continuing Education programs
assist individuals and organizations in becoming more competitive, improving
their earning potential and enriching their lives.
Division
of Regional Campuses and Continuing Education
The
primary mission of the
C. Statistical Profile for
2001-2002
Division budget allocation as of July1, 2002:
$3,348,123
July 1, 2003 beginning base
$2,599,089
August 2003 cut $90,968
Adjusted base $2,508,121
Continuing Education, Academic Credit Programs:
* note (Questions 1-6 not applicable)
7. Number of students enrolled in fall 2002: 5,508 (headcount) 5487 for fall 2003
8. Number of graduates (AA and AS)
Fall 2001: 6 Fall 2002: 7
Spring
2002: 8 Spring
2003: 3
Summer
2002: 4 Summer
2003: 3
9. Credit hours generated:
Fall 2001: 17,838 Fall 2002: 16,461
Spring 2002: 16,737 Spring 2003: 18,909
Summer
2002: 1,650 Summer
2002: 984
10. Professors: 5
5
Associate: 1
1
Assistant: 1 1
Instructors: 6
6
Research and Creative Accomplishments:
Scholarly contributions made by faculty in Continuing Education during 2001-’02 include books, book chapters, refereed articles, and non-refereed publications:
For 2002 –
’03):
John May
(with Kathleen M. Fritz and R.W. Denton)
"Adapting to the Hispanic Customer," The Journal: A Publication for South
East
Car Wash Association Membership, Summer 2003.
Joseph Pappin
"Freedom and Authority: Burke and Sartre in Dialogue, Modern Age
Vol. 45
No. 2, Spring 2003, pp.
154-164.
Becky W. Lewis
“Susanna Blamire,” Scottish Women Poets of the Romantic Period. Ed. Stephen
Behrendt and Nancy Kushigian. Web Collection.
John May
“Changing Demographics and Market Share Implications in the Car Care Industry”.
The Journal: A Publication for Southeast Car Wash Association, Summer 2002.
“Planning: Understanding the Foundations”
The Journal: A Publication for Southeast Car Wash Association, Spring, 2002.
Joseph Pappin
“Freedom and Authority: Sartre and Burke in Dialogue”
Modern Age, Spring 2002.
“The Place of Laissez-Faire Economics in Edmund Burke’s Politics of Order
“Mises.org” Ludwig von Mises Institute, “Austrian Scholars Conference 8:
Proceedings,” March 16, 2002.
“Edmund Burke and the Crisis of Democracy”
The Edmund Burke Newsletter, Summer 2002.
Nancy Washington
Renovation and Restoration of the USC Horseshoe: A Memoir
Hal Brunton Ed. Nancy H. Washington. The
Endowment of the University Libraries 2002.
II. Annual Report AY 2001-2002
What progress has been made on
last year’s strategic goals?
Goal 1: Construct the “one university
geographically dispersed” vision (hereafter referred to as the Palmetto
College) to effect seamless articulation of academic courses, degrees,
personnel, support and services to better serve the higher education needs of
the state
Strategy
1: Work
with the Provost and the President to establish a USC-wide task force to
examine “seamless” AAU-caliber multi-campus universities - PROGRESS:
A
Strategy 2: Extend the Task Force to originate
a blueprint for
Strategy 3: Develop a plan/timeline for
phasing in the components/culture of
Strategy 4: Collaborate with CHE on
necessary programmatic and performance funding changes made necessary by the
creation of
Strategy 5: Increase the number of
baccalaureate degrees available on the Regional Campuses - PROGRESS:
Baccalaureate degree program needs are constantly under consideration by
faculty and administration on the Regional Campuses. Negotiations between
the campuses, the Office of the Vice Provost and Executive Dean for Regional
Campuses and Continuing Education and the department, school or college of the
University will occur if need can be documented. It is too early
to determine how USC baccalaureate degree delivery will be impacted by the
recommendations of the
Goal 2: Improve the educational and
economic health of
Strategy 1: Develop a mission statement for
non-credit continuing education:
PROGRESS: A mission statement
was developed for Continuing Education. (see B
Strategy 2: Position the department for
anticipated economic changes which may include downsizing the staff and
discontinuing specific programs that are either outdated or have consistently
failed to generate revenue or enhance the department. Reorganize the
department for better utilization of human resources and technology while
providing quality customer service - PROGRESS: The department reorganized in
an effort to reduce significant operating expenses. A self-imposed
reduction in force was implemented eliminating five full-time permanent
positions and one full-time temporary position. The department is
currently positioned to continue successful programs and develop new
opportunities to serve the state and beyond.
Update: Strategy
2: Monitor, evaluate, and modify programs and staffing regularly to ensure a
fiscally sound department that generates revenue from participant fees to
adequately cover program and departmental expenses.
PROGRESS: The department has reorganized in an effort to
reduce significant operating expenses with current personnel consisting of
three full-time permanent positions, one full-time temporary position, two
part-time temporary positions and three part-time students.
Strategy 3: Following the transition of the
departmental reorganization, continue managing successful programs and develop
a realistic number of programs that can be managed by the existing staff.
This may include new certification programs, professional development,
conference and event services, and a travel with faculty program - PROGRESS:
Since the reorganization and reduction in force that was effective September
30, 2002, the staff has successfully executed two national conferences,
processed more than 14,900 students through the CEU Program and planned for two
dozen summer youth programs and national and contract conferences.
Strategy 3: Manage and develop successful programs that can
be effectively coordinated by using existing resources and staff. Current programs include Conference and Event
Services, contract conferences, summer academic programs (SAP) for youth, the
Continuing Education Unit (CEU) Program, Travel with Scholars faculty led
travel program, and professional development including online courses.
Update: The staff
is currently managing two national conferences including Innovations in Higher
Education and Regional and Branch Campus Administrators Conference; CEU Program
that process approximately 16,000 students annually; conference services unit
that provides various services for University departments, state agencies and
organizations; more than 20 department sponsored summer academic programs
including the Carolina Master Scholars program, Adventure Series, and Summer
Quest day camp for ages 8-12; Travel with Scholars faculty led travel program
for adults; and various professional development programs.
Strategy 4: Improve programs and services to
include summer youth programs, professional continuing education and
certification programs and serve as a bridge between academic departments and
business, industry and community needs. Explore cooperative programming
with other units on campus in an effort to eliminate duplication of services -
PROGRESS: The Summer Academic Program Committee comprised of representatives
from University colleges and departments meets regularly to educate members on
liability issues, promotion and campus resources.
Goal 3: Improve services and
academic offerings for USC
Strategy 1: In light of University budget constraints;
this unit can enhance student support and revenue through increased course
offerings if funds are provided. PROGRESS: Funds have decreased, resulting
in a reduction of course offerings. Efforts have been made to match
resources with the greatest need. Average enrollment per section has
increased.
Strategy 2: By year 2005, increase by two
the number of majors that can be earned through the Evening Program. PROGRESS:
While realizing this goal is still a possibility, momentum has been impeded by
course reductions resulting from budget cuts.
Strategy 3: Structure course offerings in
the USC Fort Jackson Program to increase military enrollment. PROGRESS:
Course scheduling based on careful analysis of enrollment data has resulted in
a higher percentage of military enrollments. Courses with high
civilian/low military enrollment have been replaced by courses more attractive
to military students.
Strategy 4: For the purpose of providing
regular and appropriate raises to adjuncts and graduate teaching assistants, as
well as to cover automatic increases to faculty and staff teaching overloads
at 6.25%-- request a commitment for an annual budget increased tied to the
prior year's instructional costs equal to the average percentage faculty raise
funded in the current year. The recurring allocation would be separate
from any increased funds provided to expand course offerings. Provide
regular and appropriate raises to adjuncts and graduate teaching assistants
through reduction of course offerings if increased funding is not available. PROGRESS:
Increased funding was not available, yet a small raise to adjuncts and graduate
teaching assistants (in a percentage equal to full-time faculty raises) was
accomplished. A request has been made of the Provost to place a cap on
the amount of overtime these programs would pay full-time faculty, and a freeze
on adjunct and graduate assistant pay is under consideration.
Strategy 5: To fulfill responsibility for
the USC Fort Jackson Program and the two associate degrees awarded, solicit
support to fill faculty vacancies with tenure-track appointments. PROGRESS:
Permission to fill vacancies with tenure-track appointments was postponed.
Strategy 6: Through the Palmetto College
Task Force, explore and identify the appropriate role and name for what is
currently Academic Credit Programs. PROGRESS: This issue was not addressed
by the
Goal 4: Improve communication,
academic, financial, personnel, student, and technical support throughout the
Division of Regional Campuses and Continuing Education
Strategy 1: Request the reinstatement of
permanent funding for the Associate Vice Provost position (formerly held by
John Gardner) so that position may be filled on a permanent basis (Stability
in the two senior level administrative positions of this unit is fundamental to
the achievement of all goals, particularly with regard to the coordination of
academic issues on the Regional Campuses.) - PROGRESS: Recapturing
funding for the Associate Vice Provost's position has been deferred
indefinitely.
Strategy 2: Request an annual “R” funds
allocation that will enable coordinated efforts in the areas of academic,
legislative, and development issues i.e., the spring 2000 legislative breakfast.
- PROGRESS: Funding for the "R" account had to assume a
lower priority during an austere year.
Strategy 3: Improve communications and
relationships among the Regional Campuses’ faculties, students, and staff and
other units of the University - PROGRESS: President Sorensen has
initiated a series of regular meetings with deans and chancellors and select
vice presidents from the
Strategy 4: Request a USC Online Initiative
from the Office of the Provost to ensure universal electronic access to a core
level of academic journals and information services, mutually selected by the
campuses, for every student and faculty member of the University of South
Carolina regardless of geographic location, size of campus, or mode of
instructional delivery, i.e., traditional on-campus, off-campus, or distance
learning - PROGRESS: The Regional Campuses now share in the JSTOR, Oxford
English Dictionary, Books In Print, Harp Week and Britannica Online databases
and have obtained the Science Direct database through assistance from the
University Librarian for Public Services and the Acquisitions Libarian. The new dean of Libraries has enthusiastically
embraced a “systems” approach in coordinating his oversight of University
Libraries.
Strategy 5: Work to revise current policies
that prevent students from using financial aid to continue baccalaureate-level
academic work on regional campuses after completion of an associate degree -
PROGRESS: The Director of Regional Campuses Financial Aid continues to work
on this problem with financial aid personnel
from USC
Strategy 6: Strengthen relationships with
University Information Systems, Communications, Computer Services and Training
and Support to stay abreast of changes and innovation within the greater
University - PROGRESS: The new Chief Information Officer has pledged continual improvement of responsiveness and
quality of service to the regional campuses. His goal is equity in IT
services for all USC students, faculty, and staff at all locations.
Additionally, the Director of IT for the Office of the Vice Provost is now
located within the central IT staff of the Columbia campus to improve communication
to and services for the regional campuses and the division at large.
Strategy 7: Maintain a regular presence on
behalf of the Division at appropriate University, CHE and legislative
meetings/functions - PROGRESS: The University community is becoming
increasingly aware of regional campus needs and issues as a result of the participation
by the Associate Vice Provost in meetings and retreats of the Colleges of
Science and Math and Liberal Arts. Calls are being initiated with regular
frequency by departments concerning proposed changes in curricular
matters. The Vice Provost has asked and was granted permission to sit on
the CHE Advisory Committee on Academic Programs which reviews new academic
program requests.
2)
What changes in
enrollment have occurred in the past year? Enrollment in Academic
Credit Programs decreased in proportion to the number of courses/sections
eliminated as a result of budget cuts.
3)
What goal
adjustments were made during the past year? While the goals remain the
same, some strategies have been met or are being deferred or redirected.
4)
What changes have
occurred in the unit in the past year? As a result of reduced
allocations in budget, fewer courses were offered in academic credit programs
thus reducing revenue generated for the University.
III.
Strategic Plan FY2003-2008
Goal
1: Implement the
Strategy
1: Secure
support for implementation of the Palmetto College Update: The provost and president have authorized the
continuation of the
Strategy 2: Develop a plan/timeline for
phasing in the components/culture of
Strategy 4: Collaborate with CHE on
necessary programmatic and performance funding changes made necessary by the
creation of Palmetto College Update: This will be accomplished as degree programs
are altered or introduced in the future.
Goal
2: Improve
the educational and economic health of
Strategy 1: Position the department for
anticipated economic changes which may include downsizing the staff and
discontinuing specific programs that are either outdated or have consistently
failed to generate revenue or enhance the department. Reorganize the
department for better utilization of human resources and technology while providing
quality customer service.
Strategy 2: Improve programs and services to
include summer youth programs, professional continuing education and
certification programs and serve as a bridge between academic departments and
business, industry and community needs. Explore cooperative programming
with other units on campus in an effort to eliminate duplication of services
Strategy 3: Implement sound and efficient
administrative processes through better utilization of human resources and
technology while providing quality customer service.
Strategy 4: Following the transition of the
departmental reorganization, continue managing successful programs and develop
a realistic number of programs that can be managed by the existing staff.
This may include new certification programs, professional development,
conference and event services, and a travel with scholars program.
Goal
3: Improve services and academic offerings for USC
Strategy 1: In consideration of University budget constraints, this unit can enhance student support and revenue through increased course offerings.
Progress: Under VCM, the scope of this
unit's activity has been limited to selected colleges' undergraduate
offerings. Revenue will increase for
those academic units who agree to increased course
offerings.
Strategy 2: By year 2005, increase by two the number of majors that can be earned through the Evening Program
Progress: Because we
no longer have a relationship with the
Strategy 3: Structure course offerings in the USC Fort Jackson Program to increase military enrollment.
Progress: Course
offerings have been aligned with academic needs of military students. Enhanced recruitment of military students is
underway.
Strategy
4: Through the
Progress: This
strategy continues as plans and implementation of
Goal
4: Improve
communication, academic, financial, personnel, student, and technical support
throughout the Division of Regional Campuses and Continuing Education
Strategy 1: Continue to improve
communications between the regional campuses and USC Columbia departments,
schools and units and shorten the suspense time for turn-around documents
Strategy 2: Strengthen relationships with
University Information Systems, Communications, Computer Services and Training
and Support to stay abreast of changes and innovation within the greater
University
Strategy3: Continue to work with the Thomas
Cooper Library acquisition team to ensure universal electronic access to a core
level of academic journals and information services, mutually selected by the
campuses, for every student and faculty member of the
Strategy 4: Maintain a regular presence on
behalf of the Division at appropriate University, CHE and legislative
meetings/functions
Strategy5: Continue to update financial
aid-related services available to students on the regional campuses by:
a) making all student forms available via the
internet; b) making all student forms interactive; c)
developing ideas for creating a process to collect e-signatures on
institutional student forms; d) beginning to look at Web-based
processes, i.e. award letters, etc.; e) acquiring software to
access the University accounting system
Strategy 6: Review reauthorization issues
and its impact on the financial aid office
In
view of the fact that the University’s economic fortunes continue to diminish,
a request for additional funding at this time is futile. However, despite
the fact that no such request will be put forward by this division,
acknowledgement by the senior administration of previous reductions in budget and
personnel are worth noting: 1) the involuntary transfer of $92,000
from the division to University 101 with the departure of John Gardner;
2) the willingness of the division to enthusiastically assume
responsibility for summer academic programs absent any additional funding or
personnel, and 3) the necessary reduction in force of four
positions/people as a result of the anticipated budget shortfall we are now in
the midst of.
Appendix
A: Academic Unit Assessment Plan
Academic
Credit Programs
I.
Mission
– The needs of
Fort Jackson for voluntary post-secondary education are reflected in the formal
mission statement of the Army Education Center, which states in part that the
Fort Jackson Education Center has the responsibility “...to provide military
personnel with appropriate, high quality, comprehensive, credential-oriented,
post-secondary educational programs which offer them the opportunity to
continue professional self development.” There is a strong relationship between
this mission statement and the Division of Regional Campuses and Continuing
Education mission statement, “to provide traditional credit, nontraditional
credit, and noncredit opportunities to the residents of
Purpose
– While the USC
Fort Jackson Program is designed specifically for active-duty military
personnel and their family members, civilians (including
|
Course
Requirements |
Associate of
Arts Semester
hours required
|
Associate of
Science Semester
hours required
|
|
ENGL 101, 102 |
6 |
6 |
|
THSP 140 |
3 |
3 |
|
Liberal Arts |
18 to include
three history; three fine arts; three social science; 3 English – 200 level
literature |
15 to include
three history; three fine arts; three social science; 3 English – 200 level
literature |
|
Natural
Science |
7 to include
one laboratory |
8 to include
two laboratories |
|
MATH, CSCI
(except 101), STAT, PHIL 110-111 |
6 |
9 |
|
CSCI 101 |
3 |
3 |
|
Electives |
17 |
16 |
|
TOTAL |
60 |
60 |
Minor
modifications to the AA degree requirements have been requested by the
Continuing Education faculty:
Other requirements: Cumulative 2.00 GPA; 15 semester hours earned from the
University of South Carolina; no more than 15 hours of non-traditional credit
which includes DANTES, CLEP, and military experience. The study of a foreign
language is encouraged, particularly for students who intend to pursue a
baccalaureate degree.
Intended
Learning Objectives
– The associate degree at USC Fort Jackson allows students to complete
coursework in general education required by the University’s
1) Oral and written
communication
2) Mathematics and
computation
3) Critical thinking
4) Understanding and
appreciation of the humanities
5) Understanding and
appreciation of natural sciences
6) Understanding and
appreciation of social and behavioral sciences
These
basic competencies are consistent with the Criteria for Accreditation published
by the Commission on Colleges and Schools of the Southern Association of
Colleges and Schools, as well as the University’s Criteria for the
Assessment of General Education.
Procedures,
Measures and Criteria – In
cooperation with academic departments on the
A) Faculty designed tests, papers,
projects and portfolios:
1. Oral and written communication
skills – measured by grades earned in ENGL 101 and 102, and THSP 140 courses,
and others courses where applicable
2. Mathematical and computational
skills – measured by grades earned in MATH, CSCI, STAT and PHIL courses, and
other courses where applicable
3. Critical thinking skills –
measured by grades earned in all courses
4. Understanding and appreciation
of humanities – measured by grades earned in humanities courses
5. Understanding and appreciation
of natural sciences – measured by grades earned in science courses
6. Understanding and appreciation
of social and behavioral sciences – measured by grades earned in social and
behavioral science courses
B) Student surveys designed to
assess graduation rates, employment rates, and continuing study. Survey results
obtained in Spring 2000 from 15 USC Fort Jackson associate degree
graduates (out of 17 who graduated) revealed that 6 were continuing their
studies at the baccalaureate level and 9 were employed (1999 CHE Report 310,
Annual Associate Degree Program Evaluation).
Use
of Assessment Results – The
analysis and reporting of assessment results are coordinated through the Office
of the Assistant Vice Provost for Academic Credit
Programs. Final course grade distributions and results from student evaluations
and surveys are regularly reviewed. USC Columbia academic department chairs are
sent copies of student evaluations for review. In addition, academic advisors
with regular student contact are consulted about student course needs.
Scheduling and staffing of courses is done in consultation with academic
departments. Based on assessment results from 2000-01, the following changes
were made:
to increase the
percentage of military enrollments, offerings of courses typically producing
very high civilian enrollments have been decreased. (For example, ACCT 222,
MATH 111, and MATH 122 are now offered twice rather than four times annually).
based on
consultation with academic advisors about student needs, CRJU, STAT and JOUR
courses have been added.
II.
Evening and Weekend Programs
Procedures,
Measures and Criteria
– Assessment of course content is the responsibility of academic units
on the
Student
evaluations (in
addition to being sent to academic units) are reviewed for program
effectiveness. Criterion level: Results are reviewed and significant
findings are discussed with academic department heads to determine an
appropriate course of action.
In-class surveys are administered to assess
effectiveness of evening and weekend courses in assisting students who have
special scheduling needs. For example, survey results from a sample of 226
students enrolled in 8 fall 2000 evening classes revealed that 65% reported
evening classes as their first choice. Survey results from 138 students
enrolled in Saturday classes revealed that 89% reported employment (full or
part-time) as the primary reason for enrolling in weekend classes. Criterion
level: Results are reviewed and adjustments to program offerings and
schedules are made in response to significant findings.
Meetings with
academic department heads
on a periodic basis helps to maintain close working relationships. These
meetings offer an opportunity to discuss courses and schedules, instructors,
and procedures that involve intra-departmental coordination (e.g., instructor
approvals, payroll, collection of instructor credentials, collection
of course syllabi). Criterion level: These meetings result in improved
effectiveness in all program areas.
Use
of Assessment Results
– The implementation of all procedures for assessing program
effectiveness is coordinated through the Office of the Assistant Vice Provost for Academic Credit Programs. Procedures are
reviewed annually and improved as needed. Based on assessment results from
2000-01, the following changes were made:
When resource
limitations required reduced course offerings, scheduling decisions were based
on a variety of assessment results (student need evidenced through registration
and enrollment patterns, consultation with academic departments, and
consultation with academic advisors).
Courses
pedagogically suited to the weekend format (longer sessions meeting less
frequently), identified in consultation with academic units, were added to the
schedule (additional PEDU courses, FILM, ANTH).
Weak instructors
identified on the basis of student evaluations and consultation with academic
departments was provided assistance and mentoring; when intervention was
unsuccessful they were phased out.
III.
Adult Student Services
Advisement: This office provides academic
advisement for continuing education (undergraduate, non-degree seeking)
students. Adult student services staff provide information concerning
admission, registration, course selection, financial aid, career planning, academic assessment, placement/proficiency testing in math
and foreign languages and other campus services.
Orientation: A special orientation program
is held for newly admitted adult students.
Back-to-School-Workshops: Special information sessions
are held prior to the beginning of each semester for prospective adult students
interested in obtaining information about USC.
Scholarships: Incentive scholarships are
available to adult students beginning their college careers. Continuing
education scholarships are available to currently enrolled adult students to
assist them in earning degrees.
Procedures,
Measures and Criteria:
On-line student
contact and advising:
Adult Student Services staff record contacts with prospective students
(pre-advising) as well as all academic advising contacts with students on the
USC Columbia campus using CECM (Continuing Education Contact Management). Data
stored include sources of referral, demographic information, requests for type
of information, and academic advising information. Criterion level:
Results from CECM contacts are reviewed at regular intervals to follow up
prospective students and to provide continuing educational support services as
needed. Adjustments to marketing and outreach activities are made in response
to significant findings.
Evening
information center:
Adult Student Services staff provides information, advising, and other
educational support services to current and prospective students in a Gambrell Hall site staffed at all times evening classes are
in session. Criterion level: Results from daily and weekly contact
sheets are entered into the CECM database and reviewed at regular intervals.
Adjustments to marketing and outreach activities are made in response to
significant findings.
Admissions
Office tracking or follow-up:
Adult Student Services staff provides the USC Admissions Office with
prospective student contact information to determine the number of applicants
who subsequently are admitted into USC after their contact with Adult Student
Services. Criterion level: Results are reviewed and adjustments to
advising activities are made in response to significant findings.
Use of Assessment Results – The implementation of
all procedures for assessing program effectiveness is coordinated through the
Office of the Assistant Vice Provost for Academic
Credit Programs. Procedures are reviewed annually and improved as needed. Based
on assessment results from 2000-01, the following changes were made:
Student need
identified through a variety of assessment results led to the construction of
an
Student need
identified through advisor contact with students led to the addition of Spring
II evening classes (for example, PHIL 110, HIST 102, ANTH 300, MKTG 351).
In addition to
newspaper ads, a target invitation list to Back-to-School Workshops is produced
using the office’s record of recent requests for information. Attendance at
workshops has increased from 3-5 to 16-25 participants per session.
Appendix
B: Noncredit Continuing Education
Provide
individuals, groups and businesses informal academic and/or formal professional
development experiences through non-credit courses, educational travel,
seminars and conferences.
Appendix
C: Noncredit Continuing Education Assessment Plan
I.
Conferences and
Event Services
Program Objective – Conferences,
seminars and special events are developed to provide individuals, groups and
businesses an informal academic and/or formal professional development
experience through unique and timely programs held in desirable
locations. The programs are intended to generate revenue to support the
general operations of the non-credit Continuing Education unit.
Procedures, Measures and
Criteria – Assessment of conference participants are conducted by each
conference and event director. Participants are encouraged to complete
evaluation forms provided at registration. The evaluation forms are
either returned on-site at the conference or mailed to the office following the
event. Evaluation results are compiled and reviewed by each program
director, the department head, and a comprehensive summary is provided to the
Vice Provost and Executive Dean for Regional Campuses and Continuing
Education. Criterion Level: Results are reviewed and significant
findings are discussed with the program director, department head, and the Vice
Provost.
Assessment Results provide
valuable information used for future planning including the program
effectiveness, presentation topics, conference location, dates, pricing, and
data useful in marketing efforts. Based on the assessment results,
changes are implemented to the conference program, marketing and/or conference
activities when deemed necessary. Such changes may include site
relocation, revised conference length and schedules, an increase or reduction
in marketing, and in some cases, the conference may be discontinued.
II.
Community
Programs
Program Objective – Short
Courses, Summer at Carolina Youth Programs and the
Destinations Program are developed to provide individuals, groups and
businesses with an informal academic and/or formal personal and professional
development experience. This is achieved through short-term leisure
learning courses, summer offerings for youth and limited educational travel
opportunities. The programs are intended to generate revenue to support the
general operations of the non-credit Continuing Education unit.
Procedures, Measures and
Criteria – Assessment of the Short Courses program are coordinated by the
Community Programs Coordinator. Evaluation forms are distributed during
the last class and either returned to the instructor or mailed to the office
following the class. Summer at
Assessment Results provide
valuable information used for future planning including the program
effectiveness, camp and special event programming, program locations, dates,
pricing, and data useful in marketing efforts. Based on the assessment
results, changes are implemented in Community Programs to better serve the
needs of program clients and the department.
III.
Professional
Development and the CEU Program
Program Objective – Seminars, training programs, and
special events are developed to provide individuals, groups and businesses with
an informal academic and/or formal professional development experience through
specialized certificate and certification programs. The CEU Program
provides continuing education units (CEUs) to participants
who successfully complete professional development programs and maintains
permanent records on participating students. The programs are intended to
generate revenue to support the general operations of the non-credit Continuing
Education unit.
Procedures, Measures and
Criteria – Assessment of participants are conducted by the director of
professional development. Evaluation forms are distributed during the
last class or workshop session and either returned to the instructor or mailed
to the office following the class. Evaluation results are compiled and
reviewed by the program director, the department head, and a comprehensive
summary is provided to the Vice Provost and Executive Dean for Regional
Campuses and Continuing Education. Criterion Level: Results are reviewed
and significant findings are discussed with the program director, department
head, and the Vice Provost.
Assessment Results provide
valuable information used for future planning including the program
effectiveness, potential corporate clients, presentation topics, and data
useful in marketing efforts. Based on the assessment results, changes are
implemented to specific programs or activities when deemed necessary.