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Critical Success Factor 3 (2nd_ed)

Critical Success Factor 3 (2nd_ed)

3) INSTRUCTIONAL QUALITY

(3A) CLASS SIZE AND STUDENT/TEACHER RATIOS MEASURE
The extent to which the institution’s class size and student/teacher ratio meet Commission on Higher Education approved ranges for the following three factors:
  • The average class size for lower and upper division courses;
  • The percentage of large classes;
  • The ratio of FTE students to FTE teaching faculty.
Performance Criteria:
Within ranges on all three parts Exceeds
Within ranges on two of three parts Achieves
Within ranges on one of three parts Does Not Achieve

Ranges for Parts 3A1, Average Class Size:

Sector (a) Lower Division (b) Upper Division
Research Sector 25-35 (1) 20-30
Teaching University 20-30 15-25
Regional Campuses 15-25 (2)  
Technical Colleges 15-25 N/A

Ranges for Part 3A2, Large Classes:

Percent of undergraduate lecture sections of 50 or more (3) 0 – 20%

Percent of lower division lecture sections of 100 or more (1) (3) 0 – 5%
  • Lower division N/A for MUSC
  • Recommendation that upper division range for regional campuses be established, after data review, for scoring in 2000-2001.
  • Lecture sections without a required lab or discussion section that is within the upper limit of the range for class size for Part 3A1.
  • Ranges for Part 3A3, Ratio of FTE Students to FTE Faculty

    Sector Ratio to 1

    Research Sector        14-19 (N/A for medical education)

    Teaching University    14-19

    Regional Campuses  14-19

    Technical Colleges     14-19

    DEFINITIONS / EXPLANATORY NOTES FTE teaching faculty is defined as full time, unclassified faculty at institutions, who teach at least three credit hours, measured in the fall semester, combined with all part-time faculty converted to FTE's based on course credit hours taught. To qualify the faculty as full-time, FTE Faculty, the chart below is used as applicable for this indicator. Unclassified employees who hold positions above department chair, such as deans, vice presidents, vice chancellors, and presidents are excluded. For Indicator 3A2, the instructor load percentage data element (i.e., percentage of course section taught by faculty) is used in determining the FTE teaching faculty.

     

    Method of Instruction Credit Hours Contact Hours
    Lecture Actual Actual
    Laboratory/Clinical Actual Actual
    Seminar Actual Actual
    Independent Study 6 students = 3 cr 6 students = 3 con
    Thesis:                         Undergrad.
                                      Graduate
    3 students = 3 cr
    2 students = 3 cr
    3 students = 3 con
    2 students = 3 con
    Dissertation 2 students = 3 cr 2 students = 3 con
    Practice Teaching 4 students = 3 cr 4 students = 3 con
    Internship / Cooperatives 4 students = 3 cr 4 students = 3 con
    Lecture/Lab-Clinical Actual Actual
    Private Instruction Actual Actual
    Field Studies:              Not defined in catalog
                                     Defined in catalog
    Actual
    Actual
    No Contact
    Actual
    Other Institution defined Institution defined
    Practicum:                  Undergrad.
                                     Graduate
    10 students = 3 cr
      4 students = 3 cr
    10 students = 3 con
      4 students = 3 con
    Studio/PE Courses Actual Actual
    FTE student is defined based on specified numbers of credit hours per student, based on the level of the student.

    Lecture classes are defined by the respective institution.

    Lower division is defined as courses offered for credit towards the first and second year of an undergraduate degree program, an associate's degree program, or a technical or vocational degree below the baccalaureate.

    Upper division is defined as courses offered for credit toward the third and fourth year of a four-year undergraduate degree program.

    All medical faculty and FTE students are excluded for research institutions.

    Average class size
    is calculated based on CHEMIS Fall Course data in which the Method of Instruction is courses coded as lecture courses only.
    All distance education classes are excluded.

    Respective levels mean upper and lower division levels of classes.
    The calculation equation for average class size is:

    Enrollment from all courses/sections at respective level is divided by the number of courses/sections at respective levels.

    Senior/graduate courses are deemed to be upper division if the majority (greater to or equal to .5) of students enrolled in the course are undergraduates.

    Student FTE's are calculated at 15 credit hours for undergraduate students per FTE, 12 hours per FTE for masters level students, and 9 for doctoral students. First professional law students are calculated at 14 hours per FTE, pharmacy students are calculated at 15 hours per FTE, and all other professional students are 12 hours per FTE.

    For converting part-time faculty to full-time equivalent faculty, the conversion factors are the following:

    • for the Technical Colleges campuses is .067 per credit hour taught based on an average 15 hour load)
    • for the Regional campuses is 0.083 per credit hour taught (based on an average 12 hour load)
    • for the Teaching sector is 0.083 per credit hour taught (based on an average 12 hour load)
    • for the Research sector is 0.1 per credit hour taught (based on an average 10 hour load)
    Major Data Source: CHEMIS Course Data, most recent Fall semester available.

    Applicable to: All Four Sectors with the following exceptions:

    MUSC is excluded from part 3A1, lower division, and 3A2, part 2, and the Technical Colleges are excluded from 3A1, upper division.

    Regional campuses are currently excluded from 3A1 upper division, but will be scored on this part beginning in 2000-01.

    Type Indicator: Criterion-referenced

    Expected Trend: Performance within established ranges

    Sector Benchmark: See above for applicable class size ranges

    NOTES: This measure was revised effective with Performance Year 1999-2000. The measure was changed to a criterion-referenced indicator with 3 parts. For each part, institutions must achieve performance within specified ranges with the final score being determined on the basis of performance on each of the parts of the indicator. Part 2, Large Classes, was added with the revisions. (3B) NUMBER OF CREDIT HOURS TAUGHT BY FACULTY MEASURE Average number of student credit hours taught by full-time teaching faculty DEFINITIONS / EXPLANATORY NOTES Full-time teaching faculty is defined as full-time, unclassified faculty at institutions, who teach at least three credit hours, measured in the fall semester.

    Unclassified employees who hold positions above department chair, such as deans, vice presidents, vice chancellors, and presidents, are excluded.

    Refer to the explanatory notes for Full-time teaching faculty as presented for Indicator 3A (p. 42). Student credit hours is the number of students in each course multiplied by the credit hour production of the course divided by the full-time teaching faculty.

    Technical colleges: For those faculty whose load is determined entirely by contact hours rather than credit hours,the conversion factor of 0.75 per contact hour will be used to produce credit hour productivity.

    Major Data Source: CHEMIS Data Applicable to: All Four Sectors

    Type Indicator: Benchmarked

    Expected Trend: Upward

    Sector Benchmark: None established to date

    (3C) RATIO OF FULL-TIME FACULTY AS COMPARED TO OTHER FULL-TIME EMPLOYEES MEASURE The total number of all full-time faculty members as a percent of the total number of all full-time employees. DEFINITIONS / EXPLANATORY NOTES Full-time faculty are defined by Integrated Post-Secondary Educational Data System (IPEDS) Fall Staff Survey, as those employees whose specific assignments customarily are made for the purpose of conducting instruction, research, or public service as a principle activity, and who hold academic-rank titles of professor, associate professor, assistant professor, instructor, lecturer, or the equivalent of any of these academic ranks (including deans, directors, and other administrators who hold faculty rank, and whose principle activity is instructional).

    For the technical colleges, program coordinators in occupational education (non-credit) programs and faculty and staff paid from restricted funds are excluded from calculations.

    Major Data Source: IPEDS FALL Staff Survey. For technical colleges, additional data to be supplied regarding faculty.

    Applicable To: All Four Sectors

    Type Indicator: Benchmarked

    Expected Trend: Upward Sector Benchmark: The sector benchmarks are based on the most recent national data and are being updated.

    (3D) ACCREDITATION OF DEGREE-GRANTING PROGRAMS MEASURE

    Number of programs listed in the Inventory of Academic Degree Programs holding accreditation from a recognized accrediting agency as a percent of the total number of programs listed in the Inventory of Academic Degree programs for which accreditation is available.

    The measure is assessed by the following scale:

    Accredited Programs

    100% Exceeds
    90% - 99% (or all but one program) Achieves
    89% or below (or all but two programs) Does not Achieve
     

    DEFINITIONS / EXPLANATORY NOTES

    For funding purposes only, a program would be understood as accredited if it is currently accredited or if the institution is on schedule for an accreditation visit such that accreditation is expected by April 2002, five years after the adoption of this measure by the Commission on Higher Education.

    List of applicable programs to be amended Spring 1998 and annually thereafter. Institutions are not responsible for accreditation until five years after the recognized agency has been added to the approved list. If an institution has such a program accredited before the five years have expired, it may count this program of the date it is accredited.

    A list of approved accreditable programs will be circulated annually to the institutions to use in reporting which programs they have which are accreditable and which of those are accredited.

    The current list for Accreditable Programs (as used for Act 255 of 1992) is being reviewed, any additions to this list for 1998-99 will be circulated in March of 1999.

    Inventory of Academic Degree Programs: Annual listing of programs authorized by the Commission. See the Commission’s website for additional information.

    Institutions Holding Accreditation: Those programs/institutions which have sought and have been granted full accreditation status by the appropriate accrediting agency.

    Programs for Which Accreditation is Available: Programs which are eligible for accreditation regardless of whether or not the institution chose to pursue accreditation.

    Recognized Accrediting Agency means the agency is on the list of accrediting agencies authorized by the Commission on Higher Education.

    Major Data Source: Annual Collection of Act 255 Data, Table 1. See the following pages for data considered.

    Applicable to: Research, Teaching, Technical, and USC-Lancaster

    (Not applicable to USC-Beaufort, USC-Salkahatchie,

    USC-Sumter, or USC-Union.)

    Type Indicator: Criterion-referenced

    Expected Trend: Performance as measured by the indicated scale

    Sector Benchmark: Not Applicable

    NOTES: This measure was revised effective with Performance Year 1999-2000.The measure was changed from a benchmarked measure to one that is criterion-referenced. (3E) INSTITUTIONAL EMPHASIS ON QUALITY TEACHER EDUCATION AND REFORM MEASURE The extent to which the following three areas (1,2,3) are reflected in the institution's teacher education program.

    1) Program Quality

    Attainment of successful initial accreditation or candidacy for accreditation by the National Council for Accreditation of Teacher Education (NCATE) and continued success in maintaining NCATE accreditation.

    2) Student Performance

    a. Percentage of students passing the professional knowledge examination of the National Teacher Examination (NTE).
    b. Percentage of students passing the specialty area examinations of the NTE.

    3) Critical Needs

    a. The percentage of graduates from teacher education programs annually which are in critical shortage areas as defined by the State Board of Education.

    b. The percentage of graduates from teacher education programs annually who are minority students. DEFINITIONS / EXPLANATORY NOTES Part 1: Attainment of success for accreditation includes having a scheduled NCATE accreditation visit or the process for a one-year continued follow-up. The source data for Item 1 will come from correspondence transmitted to the CHE NCATE coordinator. These will include letters of pre-candidacy followed by the scheduling of the site visit by CHE/SDE.

    For Part 2: The source of data for Item 2 will be institutional reports used to certify the student for licensure validations.

    For Part 3: The source of data for Item 3 will be derived from CHEMIS program files matched against a list of critical need areas annually approved by SDE, and by CHEMIS student enrollment files by race. Data on programs outside of the 13 CIP code will need to be provided by the institutions if programs represent areas of emphasis within a general program.

    For the National Teachers Examination, the scores for all majors taking the exam (not just the first-time test takers) will be used. Major Data Source: NCATE program evaluation materials; Act 255 of 1992 reporting data; and CHEMIS data.

    Applicable To: All institutions with Teacher education programs.

    Currently, that includes, Research, excluding MUSC,

    and Teaching (Not applicable for Regional and Technical) Type Indicator: Criterion-Referenced (Yes/No) Part 1. Benchmarked, Parts 2a, 2b, 3a, and 3b. The scores received on each part will be averaged for a final score on this indicator. Expected Trend: Compliance, Part 1; Upward, Parts 2 and 3 Sector Benchmark: Part 1,'Yes'. No other sector benchmarks established.