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IE Reporting Requirments 1999

IE Reporting Requirments 1999

GUIDELINES AND REPORTING INSTRUCTIONS FOR INSTITUTIONAL EFFECTIVENESS

1999

Introduction

Assessment of institutional effectiveness in South Carolina is intended to strengthenthe quality of higher education and to produce a continuous cycle of improvement in publiccolleges and universities. State law requires that "each institution of higherlearning is responsible for maintaining a system to measure institutional effectiveness inaccord with provisions, procedures, and requirements developed by the Commission on HigherEducation (Sections 59-104-610 through 660 of the S. C. Code of Laws, 1976, asamended)." Section 59-101-350 of the S. C. Code of Laws, 1976, as amended, requiresthe "Commission on Higher Education submit certain annual reports... which providefor specific information about the State’s two-year and four year institutions to besubmitted to the Governor and the Legislature each year." In addition, Sections59-103-30 through 45 of the S. C. Code of Laws, 1976, as amended, require that theCommission develop standards for determining how well an institution has met or achievedthe performance indicators for quality academic success and develop mechanisms formeasuring the standards of achievement of particular institutions. Taken together, thesesections constitute an abundance of information by which the higher education community,as well as its constituents, can make judgments as to the educational quality and wellbeing of higher education in South Carolina.

Some of the required information is narrative information that describes aninstitution’s overall efforts to improve in a variety of educational areas such asgeneral education; academic majors; and academic advising. Other requirements arequantitative data, displayed in table format, which provide additional information on suchthings as student graduation rates; percent of courses taught by full-time faculty,part-time faculty and graduate assistants; results of professional examinations; and soforth. This information is collected at the Commission on Higher Education and is compiledin an annual report that is submitted to the South Carolina Legislature on January 15 ofeach year as required in statute.

Institutional Effectiveness Philosophy

While assessment of the performance indicators is one critical measure of institutionaleffectiveness, there are additional indicators that are considered in South Carolina fordefining and evaluating "quality" in higher education. For example, theguidelines also include the assessment of student achievement, student services, librariesand other components that contribute to and influence the overall educational process.

To eliminate unnecessary duplication, South Carolina’s broad-based form ofinstitutional effectiveness is intended to be consistent with the Criteria forAccreditation (9th edition, 1995) of the Commission on Colleges of the SouthernAssociation of Colleges and Schools (SACS). Since each public South Carolina highereducation institution holds accreditation from SACS, each is encouraged to use existinginformation, wherever possible, including that gathered for accreditation, to preventduplication of effort in generating and reporting their assessment data to the Commissionand to the Legislature.

Reporting Elements

The following institutional effectiveness elements will need to be submitted to the Commission for reporting to the Assembly:

General Education – General Education provides students with skills as well asa breadth of understanding of the humanities, sciences, and social sciences, which formthe underpinning and context for the specialized knowledge of the academic majors. Eachinstitution will assess core requirements or distribution requirements that must becompleted satisfactorily by undergraduate students prior to graduation. This assessmentmay include, but is not limited to, student command of that body of knowledge defined asgeneral education by the institution.

Majors or Concentrations – Majors provide students with specialized knowledge and skills. Each institution will assess specific discipline-based programs leading to undergraduate degree majors or concentrations. This may include -- but is not limited to -- student command of the basic knowledge of the discipline. In 1995, the evaluation processes was changed to coincide with the Commission on Higher Education’s review of existing programs in order to avoid unnecessary duplication in the evaluation and review of the academic major. The Academic Affairs Division issues separate instructions for the merged evaluation process that occurs on an eight-year cycle. In addition to those programs being reviewed as a part of the program evaluation process, institutions will prepare interim reports on a series of programs. The list of disciplines covered by the program evaluation process and those requiring interim reports appears in Appendix A.

Academic Advising – Academic advising guides students in their selection ofmajors, minors, and courses and provides them with an understanding of their rights andresponsibilities for completion of their degree program and/or career preparation. Eachinstitution will evaluate and report on its academic advising procedures, policies andcommon practices.

Achievement of Students Transferring from Two to Four Year Institutions – Assessment information can strengthen the quality of college transfer courses and better prepare students for the demands of upper division undergraduate studies. Two-year (sending) institutions will be responsible for assessing the achievement of their students who transfer to four-year institutions and reporting on the results of the assessment process every three years. Four-year institutions will collect information concerning students who transfer to their institutions from two-year state supported colleges and will share that information with the sending institutions every year. Students moving from one campus to another within the University of South Carolina System are not considered to be transfer students. However, the University of South Carolina System will collect and report the same information for students who move from university campuses at Beaufort, Lancaster, Sumter, and Union to senior campuses of the University and will assess the achievement of those students. A data collection instrument for the four-year institutions is located in Appendix A.

Procedures for Student Development – Determining student growth anddevelopment throughout the college or university experience requires the application ofmultiple assessment procedures. Each public institution must have a plan to assess studentdevelopment in a manner that is meaningful and applicable to the services and curriculumof the institution. All institutions will evaluate student services and are encouraged toconduct studies of the effect of non-academic experiences on student academic and careersuccess.

Library Resources and Services – Access to and use of appropriate library materials and services is a critical part of the learning process. Each college or university library or learning resource center should ensure that students have access to and should determine usage of library materials through the regular assessment of the quality and utilization of library resources and services.

Program Eligible for Accreditation: Number and Percent Accredited - This tablelists all public institutions of higher education by sector and will cite for eachinstitution the number of programs eligible for accreditation, the number of programsaccredited and the percent of programs accredited. The data will be reported as of theprior academic year and reflects accreditation status from July 1 to June 30th.

Graduation Rates - This table will list all four-year public institutions of higher education and will cite for each institution the number and percent of first-time, full-time freshmen entering in the fall (sixth year previous to the fall of the required reporting year) and graduating within 150 percent of program time. An additional table will list all two year public technical colleges and will cite for each institution the number and percent of first-time, full-time freshmen entering in the fall (three years previous to the fall of the required reporting year) and graduating within 150 percent of program time. These rates are the same requirements as the Graduate Record Survey. While additional information will be collected for performance funding purposes, the additional information will not be included in this table.

Lower Division Instructional Courses (Sections) - This table will list all publicinstitutions of higher education by sector and will cite for each institution within thosetypes, the number and percent of lower division instructional courses (sections) taught byfull-time faculty, part-time faculty and graduate assistants. The data will be reportedfor the fall semester of the required reporting year.

Success of Students in Developmental Courses - This table will list the number of freshmen at each research institution and at each comprehensive teaching university and will cite by institution the individual number and percent of those students taking at least one developmental course and those students exiting all developmental courses and the number and percent of those same students who complete appropriate entry-level courses. This data will be based on the cohort entering the institution three years prior to the reporting year.

Students Participating in Sponsored Research - This table will list by institutionthe number and percentage of upper division undergraduate and graduate students whoreceive funding through grant monies and thus participate in sponsored research activitiesat each research institution and each comprehensive teaching university.

Placement Data on Graduates - This table will list total number and percent of alumni surveyed for job placement data and the total number and percent of responses returned from that survey as well as the percent of total responses by institution to each standardized question dealing with placement from the alumni survey. The alumni survey will be administered by each research institution and each comprehensive teaching university and be reported every two years for those alumni who graduated three years prior to the current reporting year.

Percent Change in Total Headcount of Students Enrolled, (five years prior, fallsemester) Compared With (current reporting year - fall semester) - This tablewill list all public institutions by sector and will cite for each institution thetotal black, white, and other headcount enrollments from the prior academic year’sfall enrollments and the total headcount enrollment from five years prior (fallsemester) and will cite the total five year percentage change for eachcategory (black, white, other and total headcount) for each institution within thestate.

Number of Students Enrolled by Headcount at Undergraduate and Graduate Levels in theFall Semester (Five Years Prior) - This table will list all public institutions by sector and will cite for each institution the black, white, and other headcount enrollments by graduate and undergraduate levels for the fall semester five years prior to the current reporting year.

Number of Students Enrolled by Headcount at Undergraduate and Graduate Levels in theFall Semester - This table will list all public institutions by sector and will citefor each institution the black, white, and other headcount enrollments by graduate andundergraduate levels for the fall semester of the current reporting year.

Sources of Undergraduate Degrees: First-Time, Degree-Seeking Graduate Students, Fall - This table will list all four year institutions and will cite the number and percent of graduate students who received their undergraduate degree from the institution at which they are registered for graduate study, from other South Carolina institutions, from other U.S. institutions and from non-U.S. institutions.

First-Time, Full-Time Undergraduate Transfers, Fall - This table will listthe total number of undergraduate transfers from and to four-year publicinstitutions, two-year public institutions, four-year private institutions and two yearprivate institutions within the State and the total students that migrated from one typeof institution to another during the current reporting year.

Results of Professional Examinations - This table will list each professional licensing and certification examination used by the s tate’s public institutions, the name of the institution which reports that professional exam, the date the exam was taken, the number of students tested, the number passing, the percent passing, the national percent passing (if available), the state percent passing (if available) for the three most recent reporting years. The reporting year is April 1 to March 31 st .

Survey of Alumni Satisfaction and Participation - This table will list, byindividual institution, each standardized question from the alumni survey, and itwill cite the total number and percent of responses, the actual percent responding to eachquestion who were very satisfied, satisfied, somewhat satisfied, somewhat dissatisfied,dissatisfied and very dissatisfied. The alumni survey will be administered by allpublic colleges and universities in the state and will be reported every two years forthose alumni who graduated three years prior to the current reporting year.

Institutional Missions and Roles - This table will present the mission and vision statement for any public institution which has obtained approval to change its mission and/or vision statement since the previous reporting year. This table may be bound separately or may be presented as an Appendix within the document.

Performance Indicators - Data reported on the performance indicators will also bepresented in the report displayed by sector. Unless identified above, data for theindicators will be collected as a part of the performance funding benchmarking and ratingprocess. These include: Quality of Faculty – This table will show the percent of all headcount faculty who meet the criteria for faculty credentials of the Southern Association of Colleges and Schools (SACS), and the percent of all headcount faculty who exceed the criteria for faculty credentials for SACS, or in the case of the technical college system for technical faculty, those who exceed minimum technical competence criteria.

Average Faculty Salaries – This table will show the average salaries of faculty according to College and University Personnel Association (CUPA) reporting requirements. Average salary is defined as nine to ten month salaries (11 to 12 month salaries converted to nine to ten months).

Student Evaluations of Teaching – This table will show the percent of instruction faculty who receive an average rating of "satisfied" or above on a standardized question using a standardized scale administered in a prescribed manner on anonymous student evaluations which are submitted for all courses.

Student Evaluations of Academic Advisors – This table will show the percent of students who report satisfaction with the availability of academic advisors outside the classroom as show by an average rating or "satisfied" or above on an anonymous evaluation instrument completed at minimum during the spring term by a representative sample of freshmen, sophomores, juniors, and seniors.

Average Class Size – This table will show the average class size for lower division lecture courses and upper division lecture courses.

Student Teacher Ratios – This table will show the ratio of FTE students to FTE teaching faculty.

Number of Credit Hours Taught by Faculty – This table will show the average number of student credit hours taught by full-time teaching faculty.

Ratio of Full-time Faculty as Compared to Other Full-time Employees – This table will show the total number of all fulltime faculty members as a percent of the total number of all full-time employees.

Success in Meeting Shortages in the State’s Critical Needs Areas – This two-part table will show 1) the percentage of graduates annually from teacher education programs which are in the critical shortage areas as defined by the State Board of Education, and 2) the percentage of graduates from teacher education programs annually who are minority students.

Percent of Administrative Costs Compared to Academic Costs – This table will show the ration of administrative costs to the amount of academic costs.

Amount of General Overhead Costs – This table will show the general overhead cost per FTE student.

SAT and ACT Scores of the Student Body – This table will show the percent of first-time entering freshmen who take the SAT or ACT who meet or exceed the Commission approved target score on such tests (1000 on the SAT and 21 on the ACT).

High School Standing and Grade Point Averages for First-time Entering Freshmen– This table will show the percentage of first-time entering freshmen who either have 1) a high school rank in the top 30 percent of their senior class, or who have a converted grade point average of 3.0 (on a 4.0 scale) upon completion of their senior year.

Number of Graduates that Continue Their Education – This table will show the percentage of graduates who continue their education at a public in-state institution at a more advanced level after receiving an AA/AS degree or a baccalaureate degree.

Credit Hours Earned of Graduates – This table will show the average total number of credit hours earned by graduates compared to the average total number of credit hours required for program completion, expressed as a percentage of students graduating with bachelor’s degrees.

Continuing Education Programs for Graduates and Others – This table will show the number of non-credit continuing education units (CEU’s) produced annually.

Annual Retention Rate of Minority Students – This table will compare the annual retention rate for other race students as compared to that of all non-other race students.

Financial Support for Reform in Teacher Education – This table will show the amount of grants, awards and matching contributions from the institution and other sources, expended to support teacher preparation or training, including applied research, professional development, and training grants, as compared to a weighted average from the prior three years.

Amount of Public and Private Sector Grants – This table will show the current year’s grants (i.e., the total dollars received from public and private sector grants expended in State fiscal year for research, including federal and state grants, private gifts and grants, and local support, and excluding monies for financial aid, student scholarships and loads) divided by the weighted average of grant funding from the prior three years. Data will be collected only from those institutions will $1 million or more in annual research expenditures.

Reporting Requirements

All institutions will submit an annual report on the assessment of their institutionaleffectiveness prior to August 1 of each year. Some of this information will be intable form, while other elements will be reported in summary form with a copy of thesummary report being placed on the institution’s home page by August 1st.Each institution will provide the Commission with a paper copy of all materials includingthose placed on the home page as well as the address for the home page.

Reporting – Summary Data

Elements to be reported in summary form include:

  • general education;
  • majors/concentrations;
  • academic advising;
  • achievement of students transferring from two-year to four-year institutions;
  • procedures for student development; and
  • library resources.

While most of these elements (general education, majors/concentrations, academicadvising, student development, and library resources) are reported every four yearsdepending on their respective institutionally defined reporting cycles, reporting by thetwo-year campuses on the achievement of students transferring from two-year to four-yearinstitutions occurs every three years. To assist the two-year institutions in collectinginformation about the success of students transferring from two-year institutions tofour-year institutions, data on these students will be collected by each four-yearinstitution and submitted to the Commission each year by May 1st. Due to thelateness in the development of these guidelines, the due date for this information in 1999is June 1st. The Commission will forward this information to the systemoffices so that the affiliated institutions can review and critique this information eachyear.

Appendix A contains general information about reporting requirements for these items.

Reporting - Data

Elements to be reported by each institution in data form by August 1st,include:

    • Programs Eligible for Accreditation and Accredited;
    • Lower Divisional Instructional Courses (Sections) Taught by Faculty Type;
    • Success of Students in Developmental Courses;
    • Students Participating in Sponsored Research;
    • Numbers of Alumni Surveyed and the Results of the Surveys in Terms of Placement Data of Graduates;
    • Results of Professional Examinations;
    • Survey of Alumni Satisfaction and Participation.

Appendix B contains reporting forms for this information.

Reporting – CHEMIS Data and Performance Funding Data

The Commission provides data on the remaining elements either as a result of datacollected during the performance funding process or via the CHEMIS data reporting system.These tables will provide comparative data by sector and will be prepared by Commissionstaff.

Appendix A

Requirement of the Summary Reports

The summary report should address the following components: General Education, Majorsor Concentrations, Academic Advising, Achievement of Students Transferring from Two toFour Year Institutions, Procedures for Student Development, and Library Resources.

An institution should focus its summary report on the outcomes of its assessmentefforts - that is, changes made to improve or maintain the quality of the institution.Description of the process by which the changes were made, e.g., faculty discussion,choice of assessment methods used, committee and policy review processes, etc., should bekept at a minimum in the summary report. The summary should begin with a list of thecomponents, including the past and future reporting dates for those components notbeing reported on in the summary.

For each component being summarized, the institution should identify the component,give a sentence or two about the assessment of the component including the measurementsand findings used, and for the remainder of the summary describe how the findings wereused to improve the component. The summary should center on results of assessment andchanges made or not made due to assessment. The summary report should be kept to a minimumof eight to ten pages.

Disciplines to be Included in the 1999 Report under Majors/Concentrations:

Full-Reports:
NCATE unit self-studies for programs in Education (if a site visitwas scheduled during that year by NCATE) were prepared for the Commission programevaluation process and were submitted to the Commission’s Academic Affairs staff. Acopy of the unit’s self-study should be submitted to your institutional effectivenesscoordinator and a summary statement from this report should be developed by theinstitution in keeping with the instructions noted above.

Interim Reports: Interim reports that focus solely on assessment and institutionaleffectiveness will need to be submitted to your institutional effectiveness coordinatorfor programs in law; interdisciplinary studies and liberal arts and sciences;communications and journalism; and area studies, geography and anthropology.

Annual Reporting Requirements for Achievement of Students Transferring from Two-Year toFour-Year Institutions:

To assist the two-year institutions in collecting information about the success ofstudents transferring from two-year institutions to four-year institutions, data on thesestudents will collected by each four- year institution and submitted to the Commissioneach year by May 1st (due to the latest in the development of these guidelinesthe due date for this information in 1999 is June 1st. The Commissionwill forward this information to the system, offices so that the affiliated institutionscan review and critique this information each year. Copies of these forms appear on thenext two pages. Please note that you will need to make a copy of the "TransferAcademic Performance Report" for each two-year public institution that your studentshave transferred from.