Institutional Effectiveness Report 2009

Institutional Effectiveness Report 2009

Executive Summary This reported is submitted to the South Carolina Commission on Higher Education (CHE) and the state legislature in compliance with South Carolina Act 255 of 1992 and Act 629 of 1996. This report covers assessment activities and results for the 2008-2009 academic year. The Office of Institutional Research, Assessment, and Planning is responsible for supporting, coordinating and monitoring assessment activities at USC Upstate. The Academic Assessment Committee and the General Education Committee are faculty committees designated by the faculty manual that have direct responsibility for ensuring assessment of academic and general education. A representative from the Office of Institutional Research, Assessment, and Planning serves as committee ex-officio for both faculty committees. The 2009 Institutional Summary report for the University of South Carolina Upstate addresses: - An overview of Academic assessment and Assessment Reports. USC Upstate uses a variety of methods to gather information on student and stakeholder satisfaction and dissatisfaction. (See the Stakeholder Satisfaction Measures table on the next page.) Nationally normed measures include EBI First Year Initiative (University 101) Survey, ACUHO-I/EBI Resident Study, National Survey of Student Engagement (NSSE) for freshmen and seniors, Your First College Year Survey for freshmen completing their first year of college, and EBI Exit Surveys for seniors in Business, Nursing, and Education majors. Internal measures include alumni and placement surveys, faculty/staff survey of administrative areas, first-year surveys, employer surveys, end of course evaluations, meetings with the SGA (Student Government Association) and other satisfaction assessments targeting specific and services. Depending upon the type of data gathered, information is disaggregated or segmented, as appropriate, to determine variances by particular variables, e.g. student gender or faculty rank. The results and findings from these assessments are disseminated to the unit and program level to support decision making targeting continuous improvements.

Stakeholder Satisfaction Measures USC Upstate Nationally-Normed Assessments Instrument Stakeholders Frequency Educational Benchmark Exit Survey Seniors - Business, Nursing, Education Every three years. ACUHO-I/EBI Resident Study Housing Every three years. First Year Student Experience Survey All first year students Annually First Year Initiative Survey Students in Univ. 101 Annually NSSE National Survey of Student Engagement FSSE Faculty Survey of Student Engagement Current Freshmen and Seniors All faculty Every three years Every three years Student Opinion Polls Current Students End of every course Internal Measures Graduate Surveys Alumni Surveys Departmental Surveys Student Life, Disability Services, Admissions, etc. Departmental Surveys Counseling Services, Disability Services, etc. Major Surveys Engineering Technology Management, English, Nonprofit, etc... Senior Surveys Graduates from the last academic year Graduates Current Students All Faculty and Staff Current Students taking courses in each area School of Education Seniors Annually Every other spring, 2 4 years after graduation. Ongoing Annually Annually End of fall and spring semesters Faculty Survey of Administrators All Faculty Annually Employee Satisfaction Survey All Faculty and Staff Annually Employer Surveys (Education) Employers of School of Education Graduates Every other year Administrative Area Surveys All Faculty and Staff Annually

The USC Upstate Mission states: Technologically Skilled Workforce USC Upstate strives to prepare its students to participate as responsible citizens in a diverse, global and knowledge-based society, to pursue excellence in their chosen careers and to continue learning throughout life. Within this statement it is implicit that USC Upstate graduates will be skilled in the use of current technology relevant to their occupational pursuits and personal needs, and the University employs a variety of means to achieve this goal. Obviously, several majors prepare students for work in the technology field directly (Computer Science, Information Management and Systems, and Computer Information Systems). The general education requirements also reflect the University s commitment to technology skills, specifically Competency 3: Information Technology. The University also has an active and growing Information Technology unit that currently supports 13 open use and 9 instructional computer labs across campus with a total of 377 IBM or Mac workstations. They also administer the USC Upstate e-mail system which is the primary method of official communication and notification between students, faculty, and administrators. In order to integrate technology into the academic process, complete courses and various aspects of hybrid courses are offered online, utilizing Blackboard and WebCt, and many classrooms across campus have been upgraded to smart classrooms with various combinations of internet access, integrated projection equipment, electronic video and audio connectivity to other campuses, and Promethean Boards. Additionally, the School of Education is piloting a program that provides a laptop to all Education majors at the Greenville campus as long as they are enrolled. The number of smart classrooms will increase dramatically with the opening of the Health Education Complex (fall 2008), and the School of Nursing and School of Education will occupy classrooms with state-of-the-art technology capability.

Academic Assessment Policies and Procedures Foreword USC Upstate The purpose of this document is to address the Comprehensive Standard 3.3.1 of the Principles of Accreditation: Foundations for Quality Enhancement (Interim Edition) published by the Commission on Colleges, Southern Association of Colleges and Schools in January 2007. 3.3 Institutional Effectiveness 3.3.1 The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: (Institutional Effectiveness) 3.3.1.1 educational, to include student learning outcomes 3.3.1.2 administrative support services 3.3.1.3 educational support services 3.3.1.4 research within its educational mission, if appropriate 3.3.1.5 community/public service within its educational mission, if appropriate Overview of SACS Assessment "A systematic process of looking at student achievement within and across courses by gathering, interpreting and using information about student learning for educational improvement (Thomas A. Angelo, AAHE Bulletin, April 1995, p.11). assessment is done through obtaining information to demonstrate what the program s graduates know (knowledge) and what they can do (skills). The purpose of program assessment is to produce meaningful feedback for the academic unit on the performance of its students; it is not an evaluation of individual students, courses or faculty. The intent is to collect, analyze and report data in a format to help inform program faculty of the progress/accomplishments of their students and their program, support decisions targeting improvement of the program outcomes and inform strategic planning and accreditation. For students, outcomes assessment will communicate clear expectations about what s important in a program, inform them that they will be evaluated in a consistent and transparent way, reassure them that there is common core content across the major, and allow them to make better decisions about based on outcomes results. Although a particular method of demonstrating institutional effectiveness is not mandated in the current SACS criteria for accreditation, each institution is expected to determine institutional effectiveness by implementing an assessment plan that: is broad-based, is derived from the institution's purpose and goals, uses a variety of assessment methods, and

Academic Assessment Policies and Procedures demonstrates the use of results for the improvement of both academic and administrative support units. Assessment at USC Upstate USC Upstate students are expected to improve their general skills/competencies, to attain proficiency in an academic discipline, and to develop interpersonal and leadership skills. The faculty is responsible for designing curricula and educational experiences to achieve these goals and for assessing how well the goals are attained. In creating an assessment plan and report for any academic program, it is important for the program faculty to define what they are trying to do. What is it that they intend for the graduates of their program to learn from the cumulative experiences of the academic program? After determining the intent of the program, it is just as important to determine how well are we doing on what we intended? And how can we improve the outcomes? Timelines Oct 1 Academic program assessment reports are to be submitted to the Office of Institutional Research, Assessment, and Planning Dec 1 Review of the academic program assessment reports is completed and feedback is returned to the assessment coordinator Mar 1 Any revisions to reports based on feedback must be submitted to the Office of Institutional Research, Assessment, and Planning for final review Note: All disciplines at USC-Upstate which award degrees must submit an annual report on the assessment of each degree program. In the College of Arts and Sciences, departmental chairs are responsible for completing reports annually; in professional schools, Deans bear this responsibility. However, specific individuals or groups of faculty in a particular program may accept secondary responsibility and complete the report. To support the development of academic assessment plans and reports, the Assessment Committee has developed a template for plan development and report submission.

Academic Assessment Policies and Procedures Components of Academic Reports Academic Assessment Report Assessment Plans include components 1, 2, 3, 4 & 5. The plans can be updated annually prior to the beginning of the academic year Components 2-6 should be completed for each set of goals and student learning outcomes. (new plans should be implemented in the fall to allow for data collection throughout the academic year.) All plans should be reviewed by dept. faculty at a minimum of every three years. 1 Component Description Report Mission Statement 2 Goal # ( ) 3 4 Objectives SLO s (student learning outcomes) Assessment Methods Statement should articulate the unit/ program mission in support of the institutional mission and include a clearly defined purpose appropriate to collegiate education. Describe what you want students to learn expressed in general terms (clear communication, problem-solving skills, etc). Goals should focus on discipline-specific outcomes relevant to the program. All with specific concentrations should have one goal with specific slo s for that concentration in addition to the core set of program goals and slo s. Describes the specific knowledge and skills students should be able to exhibit that reflect the broader goals. Objectives (student learning outcomes) transform the general program goals into specific and measureable student performance/behaviors that demonstrate student learning and skill development along these goals. Describes the measure(s) by which the department will know the students are meeting the departmental learning objectives. Includes both direct and indirect assessment. Each SLO should have at least one assessment method. Assessment Plan Components 1-5 are the components included in the assessment plan. These components are to be completed by the assessment coordinator, in consultation with the program faculty, prior to beginning collection of data. The plan is to be submitted to the Office of Institutional Research, Assessment and Planning (IRAP) and reviewed for approval by the program assessment committee. The program assessment committee will provide feedback on the plan to the assessment coordinator via a standardized feedback rubric. Once a plan is approved by the committee, it will remain in effect until the unit sees fit to modify it. The assessment coordinator will coordinate data collection over each academic year in preparation for completing the assessment report for the fall. 5 Assessment Criteria Level of achievement you are targeting Indicate benchmarks, scores on assessment instruments, etc that would indicate acceptable achievement under your plan 6 7 Assessment Results & Analysis Use of Results Actual results and data collected. Make sure to break down data by subgroups (e.g. other campuses or emphases). As appropriate, also include item or category analysis and explain what conclusions can be made from the data analysis. What actions or modifications have been or will be made based on this assessment? Assessment Report Assessment reports are due annually on Oct 1. The reports detailing the assessment results from the previous academic year should include aggregate and disaggregated data as necessary. The use of results section is to explain what is going to be done differently during the next academic cycle based on the review of the data and intended to improve results.

INSTITUTIONAL EFFECTIVENESS TABLES PROGRAMS ELIGIBLE FOR ACCREDITATION AND PROGRAMS ACCREDITED Applicable to four- and two-year institutions Due August 3, 2009 This form includes a list of accrediting bodies for which one or more academic are currently accreditable in a South Carolina institution as reported on U.S. Department of Education FORM IPEDS-1C-1 (6-1-94) and/or have been approved by the Commission on Higher Education. According to Section 59-101-350, the Commission is responsible for collecting the number and percentage of accredited and the number and percentage of eligible for accreditation from four- and two-year post-secondary institutions to be included in the annual report to the General Assembly. The Commission on Higher Education also uses this information as a base to fulfill requirements in Section 59-103-30 for performance funding to collect information on Instructional Quality by looking at the accreditation of degree-granting. If your institution offers one or more listed in the Commission s current Inventory of Academic Degree s (http://connect.che.sc.gov/as400/inven/default.asp) that is accreditable by one or more of the following agencies, you should complete the columns in the table that follows by placing an x in the box. For those agencies that accredit individual within departments, please put the number of in parentheses beside the x. An accreditable program is one that is eligible for accreditation, regardless of whether or not the institution chooses to pursue accreditation. An accredited program is one that has been granted full accreditation status by the appropriate accrediting agency. The addition or deletion of an agency from this list is a prescribed process, administered through the Commission s Academic Affairs Division. If an agency is added to this list the date that it is added dictates when an accreditable program should be counted against the institution with regard to its full accreditation. The most recent agencies that have been added to the list have their corresponding dates listed so that institutions can better calculate the time frame for accreditation. Any agencies that appear on the list without a corresponding date should be understood to have appeared prior to May 1998. For a complete set of policies and procedures regarding this process, see the Commission s website at: http://www.che400.state.sc.us/academicaffairs/accreditation%20guidelines.doc.

Institution: USC Upstate Please type institution name in box. LIST OF NATIONAL INSTITUTIONAL AND SPECIALIZED ACCREDITING BODIES RECOGNIZED BY THE SOUTH CAROLINA COMMISSION ON HIGHER EDUCATION These agencies and areas may also be found on the CHE s website at: http://www.che.sc.gov/academicaffairs/accrediting_agencies_recognized_by_che.htm ACCREDITING AGENCIES AND AREAS American Assembly of Collegiate Schools of Business - International Association for Management Education Business (BUS)-Baccalaureate, Masters', and Doctoral degree in business administration and management Business (BUSA)-Baccalaureate, Masters', and Doctoral degree in accounting ACCREDITING BOARD FOR ENGINEERING AND TECHNOLOGY, INC. Engineering (ENG)-Baccalaureate and master's level in engineering Engineering-related (ENGR) Engineering related at the baccalaureate level Engineering Technology (ENGT) Associate and baccalaureate degree in engineering technology Accreditable X Fully Accredited Details on (if program not fully accredited-do not complete if fully accredited) Year program added at institution Institution has chosen NOT to seek accreditation for this program Accreditation Expected (if known) An institution may be accredited by the AACSB or the ACBSP X Date agency/area added to CHE List ACCREDITING COMMISSION ON EDUCATION FOR HEALTH SERVICES ADMINISTRATION Health Services Administration (HSA) Graduate ACCREDITING COUNCIL ON EDUCATION IN JOURNALISM AND MASS COMMUNICATIONS Journalism and Mass Communication (JOUR) - Units within institutions offering professional undergraduate and graduate (master's) degree ACCREDITATION REVIEW COMMISSION ON EDUCATION for the PHYSICIAN ASSISTANT (ARC - PA) Physician Assistant AMERICAN ASSOCIATION FOR MARRIAGE AND FAMILY THERAPY Marriage and Family Therapy (MFTC) - Clinical

ACCREDITING AGENCIES AND AREAS training Marriage and Family Therapy (MFTD) - Graduate degree AMERICAN ASSOCIATION OF FAMILY AND CONSUMER SCIENCES (AAFCS) Home Economics - Baccalaureate AMERICAN ASSOCIATION OF NURSE ANESTHETISTS Nurse Anesthetists (ANEST) - Generic nurse anesthesia education /schools Accreditable Fully Accredited Details on (if program not fully accredited-do not complete if fully accredited) Year program added at institution Institution has chosen NOT to seek accreditation for this program Accreditation Expected (if known) Date agency/area added to CHE List AMERICAN BAR ASSOCIATION Law (LAW) - Professional schools AMERICAN BOARD OF FUNERAL SERVICE EDUCATION Funeral Service Education (FUSER) Independent schools and collegiate departments AMERICAN COLLEGE OF NURSE MIDWIVES Nurse Midwifery (MIDWF) - Basic certificate and basic master's degree program AMERICAN COUNCIL FOR CONSTRUCTION EDUCATION Construction Education (CONST) - Baccalaureate degree AMERICAN COUNCIL ON PHARMACEUTICAL EDUCATION Pharmacy (PHAR) - Professional degree AMERICAN COUNSELING ASSOCIATION Counseling - Masters and Doctoral level AMERICAN CULINARY FEDERATION EDUCATIONAL INSTITUTE Culinary Arts (CUL) - postsecondary which award certificates, diplomas, or associate degrees in culinary arts and food services management AMERICAN DENTAL ASSOCIATION Dental Assisting (DA) Dental Hygiene (DH) Dental Laboratory Technology (DT) Dentistry (DENT) - s leading to the D.D.S. or D.M.D. degree advanced general dentistry and specialty, and general practice residency AMERICAN DIETETIC ASSOCIATION, THE Dietetics (DIET) - Coordinated undergraduate

ACCREDITING AGENCIES AND AREAS Dietetics (DIETI) - Post baccalaureate internship Accreditable Fully Accredited Details on (if program not fully accredited-do not complete if fully accredited) Year program added at institution Institution has chosen NOT to seek accreditation for this program Accreditation Expected (if known) Date agency/area added to CHE List AMERICAN LIBRARY ASSOCIATION Librarianship (LIB) - master's program leading to the first professional degree AMERICAN MEDICAL ASSOCIATION COUNCIL ON MEDICALEDUCATION AND ASSOCIATION OF AMERICAN MEDICAL COLLEGES, LIAISON COMMITTEE ON MEDICAL EDUCATION Medicine (MED) - s leading to the M.D. M.D. degree AMERICAN OCCUPATIONAL THERAPY ASSOCIATION Occupational Therapist (OT) Occupational Therapy Assistant (OTA) AMERICAN PHYSICAL THERAPY ASSOCIATION Physical Therapy (PTAA) - s for the physical therapist assistant Physical Therapy (PTA) - Professional for the physical therapist AMERICAN PSYCHOLOGICAL ASSOCIATION Clinical Psychology (CLPSY) - Doctoral Counseling Psychology (COPSY) - Doctoral Professional Psychology (IPSY) - Predoctoral internship Professional/Scientific Psychology (PSPSY) - Doctoral School Psychology (SCPSY)B - Doctoral AMERICAN SOCIETY OF LANDSCAPE ARCHITECTS Landscape Architecture (LSAR) - Baccalaureate and master's leading to the first professional degree AMERICAN SPEECH-LANGUAGE-HEARING ASSOCIATION Audiology (AUD) - Graduate degree Speech-Language Pathology (SP) - Graduate degree AMERICAN VETERINARY MEDICAL ASSOCIATION Veterinary Medicine - s leading to a D.V.M. or D.M.V. degree Veterinary Technology s leading to the Associate s degree ASSOCIATION OF COLLEGIATE BUSINESS SCHOOLS AND PROGRAMS An institution may be accredited by the ACBSP or the AACSB 5/1998 5/1998

ACCREDITING AGENCIES AND AREAS Business (BUAD) - Associate degree in business and business-related fields Business (BUBD) - Baccalaureate degree in business and business-related fields Business (BUMD) - Master degree in business and business-related fields Accreditable Fully Accredited Details on (if program not fully accredited-do not complete if fully accredited) Year program added at institution Institution has chosen NOT to seek accreditation for this program Accreditation Expected (if known) Date agency/area added to CHE List COMMISSION ON ACCREDITATION OF ALLIED HEALTH EDUCATION PROGRAMS Cytotechnologist (CYTO) Diagnostic Medical Sonographer (DMS) Electroneurodiagnostic Technologist (ENDT) Emergency Medical Technician-Paramedic (EMTP) Histologic Technician/Technologist (HT) Joint Review Committee - Athletic Training (JRC-AT) Medical Assistant (MA) Medical Records Administrator (MRA) Ophthalmic Medical Assistant (OMA) Perfusionist (PERF) Physician Assistant (PA) - Assistant to the primary care physician Respiratory Therapist (REST) Respiratory Therapy Technician (RESTT) Specialist in Blood Bank Technology (SBBT) Surgeon's Assistant (SA) Surgical Technologist (ST) COMMISSION ON COLLEGIATE NURSING EDUCATION (CCNE) Nursing - Baccalaureate-degree nursing education Nursing - Graduate-degree nursing education COMMISSION ON OPTICIANRY ACCREDITATION Opticianry (OPLT) - 1-year for the ophthalmic laboratory technician Opticianry (OPD) - 2-year for the ophthalmic dispenser COMPUTING SCIENCE ACCREDITATION BOARD, INC. Computer Science (COMP) - Baccalaureate in computer science COUNCIL FOR ACCREDITATION OF COUNSELING AND RELATED EDUCATION PROGRAMS (CACREP) X XX 11/1999 11/1999 11/1999 11/1999 5/1998

ACCREDITING AGENCIES AND AREAS Masters degree to prepare individuals for community counseling, mental health counseling, marriage and family counseling, school counseling, student affairs practice in higher education, and Doctoral-level in counselor education and supervision. Accreditable Fully Accredited Details on (if program not fully accredited-do not complete if fully accredited) Year program added at institution Institution has chosen NOT to seek accreditation for this program Accreditation Expected (if known) Date agency/area added to CHE List 5/1998 COUNCIL ON EDUCATION FOR PUBLIC HEALTH Community Health Education (CHE) - Graduate offered outside schools of public health Community Health/Preventative Medicine (CHPM) - Graduate offered outside schools of public health Public Health (PH) - Graduate schools of public health COUNCIL ON REHABILITATION EDUCATION (CORE) Rehabilitation Counseling 9/1999 9/1999 COUNCIL ON SOCIAL WORK EDUCATION Social Work (SW) - Baccalaureate and master's degree FOUNDATION FOR INTERIOR DESIGN EDUCATION RESEARCH Interior Design (FIDER) - 2-year pre-professional assistant level (certificate and associate degree); first professional degree level (master's and baccalaureate degrees and 3-year certificate); and post professional master's degree JOINT REVIEW COMMITTEE ON EDUCATION IN RADIOLOGIC TECHNOLOGY Radiologic Technology (RAD) - s for radiographers (Diploma, associate, baccalaureate ) Radiologic Technology (RADTT) - s for radiation therapists (Diploma, associate, baccalaureate ) JOINT REVIEW COMMITTEE ON EDUCATIONAL PROGRAMS IN NUCLEAR MEDICINE TECHNOLOGY Nuclear Medicine Technologist (NMT) - s for the nuclear medicine technologist MONTESSORI ACCREDITING COUNCIL for TEACHER EDUCATION (MACTE) Montessori Teacher Education s. NATIONAL ACCREDITING AGENCY FOR CLINICAL LABORATORY SCIENCES

ACCREDITING AGENCIES AND AREAS Clinical Laboratory Technician/Medical Laboratory Technician (MLTC) - Certificate program Clinical Laboratory Technician/Medical Laboratory Technician (MLTAD) - Associate's degree Clinical Laboratory Science/Medical Technology (MT) - Professional (Baccalaureate and master's level) Accreditable Fully Accredited Details on (if program not fully accredited-do not complete if fully accredited) Year program added at institution Institution has chosen NOT to seek accreditation for this program Accreditation Expected (if known) Date agency/area added to CHE List NATIONAL ACCREDITING COMMISSION OF COSMETOLOGY ARTS AND SCIENCES Cosmetology (COSME) - Postsecondary schools and departments of cosmetology arts & sciences NATIONAL ARCHITECTURAL ACCREDITING BOARD, INC. Architecture (ARCH) - first professional degree NATIONAL ASSOCIATION OF INDUSTRIAL TECHNOLOGY Industrial Technology (INDT) - Baccalaureate degree NATIONAL ASSOCIATION OF SCHOOLS OF ART AND DESIGN Art & Design (ART) - Degree-granting schools and departments and nondegree-granting schools NATIONAL ASSOCIATION OF SCHOOLS OF DANCE Dance (DANCE) - Institutions and units within institutions offering degree-granting and nondegreegranting NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC Music (MUS) - Baccalaureate and graduate degree Music (MUSA) - Community and junior college Music (MUSN) Nondegree NATIONAL ASSOCIATION OF SCHOOLS OF PUBLIC AFFAIRS AND ADMINISTRATION Masters of Public Administraton (MPA) NATIONAL ASSOCIATION OF SCHOOLS OF THEATER Theater (THEA) - Institutions and units within institutions offering degree-granting and/or nondegree-granting 7/2002

ACCREDITING AGENCIES AND AREAS NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION Teacher Education (TED) - Baccalaureate and graduate for the preparation of teachers and other professional personnel for elementary and secondary schools NATIONAL LEAGUE FOR NURSING, INC Nursing (PNUR) - Practical nursing Accreditable X Fully Accredited X Details on (if program not fully accredited-do not complete if fully accredited) Year program added at institution Institution has chosen NOT to seek accreditation for this program Accreditation Expected (if known) Date agency/area added to CHE List Nursing (ADNUR) - Associate degree Nursing (DNUR) Diploma Nursing (NUR) - Baccalaureate and higher degree X X SOCIETY OF AMERICAN FORESTERS Forestry (FOR) - s leading to a bachelor's or higher first professional degree Total 4 4 THIS INFORMATION TO BE USED FOR PERFORMANCE INDICATOR 3D

Institution: USC Upstate COURSES TAUGHT BY FACULTY Applicable for Four- and Two-Year Institutions Reported for Fall 2008 According to Section 59-101-350, the Commission is responsible for collecting the percent of lower division instructional courses taught by full-time faculty, part-time faculty, and graduate assistants from four- and two-year post-secondary institutions to be included in the annual report to the General Assembly. The Commission will use previously-reported CHEMIS information for data in this table. Institutions will have an opportunity to proof this information prior to the publication of the January 2009 report. Faculty definition will be any faculty, staff or graduate assistant who teach a credit course. SUCCESS OF STUDENTS IN DEVELOPMENTAL COURSES Four-Year Colleges and Universities no longer offer these courses, therefore this table has been deleted. STUDENT INVOLVEMENT IN SPONSORED RESEARCH Applicable to Four-Year Institutions Reported for Fall 2008 According to Section 59-101-350, the Commission is responsible for collecting the percent of graduate and upper division undergraduate students participating in sponsored research from four-year institutions to be included in the annual report to the General Assembly. The numbers included here should reflect the graduate and upper division undergraduate students who participate in sponsored research. Each institution that receives research dollars generated by external funding (sponsored research) should report the number of students who benefit from these dollars. The CHE will calculate the percentage using these data and headcount enrollment data from the Fall 2008 IPEDS Enrollment Forms. Upper Division, Undergraduate Students Graduate Students Number of Students Participating in Sponsored Research (Exclude first professional students) FALL 2008-11 STUDENTS SPRING 2009-15 STUDENTS 0

Institution: USC Upstate RESULTS OF PROFESSIONAL EXAMINATIONS Applicable to all sectors Reported for April 1, 2008- March 31, 2009 According to Section 59-101-350, the Commission is responsible for collecting student scores on professional examinations with detailed information on state and national means, passing scores, and pass rates, as available, and with information on such scores over time, and the number of students taking each exam from four- and two-year institutions to be included in the annual report to the General Assembly. The Commission on Higher Education also uses this information as the primary source with which to fulfill requirements in Section 59-103-30 for performance funding to collect information on Instructional Quality and Graduates Achievements by looking at the scores of graduates on post-undergraduate professional, graduate, or employment-related examinations and certification tests. Past committee work and the development of performance funding have defined the collection of this information to include only first-time test takers (except the teacher education exams at four-year institutions, which include all test takers) for those students who completed an examination during the period of April 1, 2008 through March 31, 2009. The following tables display the exams that each sector has reported in the past. Please use this list as a guide for the exams you report this year on the table provided. Please be aware that your institution may have students taking certification exams that have not been reported on in the past. This would be the case if students were just beginning to complete a new program. In such cases, please report the scores and indicate that the exam is new to the table. New exams will not be used for Performance funding reporting. The Commission will request national and state pass rates and any additional information for these examinations, as it is available, from national and state agencies to be used in the report to the General Assembly. These national and state agencies can be found in A Closer Look. Praxis exams are reported separately in the following table. Please note that Praxis results are reported on all test-takers. Other exams are reported on first-time test-takers. Name of Exam Date(s) Administered # of Examinees # of Examinees who Passed % Examinees Passing TEACHING AND RESEARCH SECTORS PRAXIS Series II: Core Battery Professional Knowledge PRAXIS Series II: Principles of Learning & Teaching (K-6) PRAXIS Series II: Principles of Learning & Teaching (5-9) PRAXIS Series II: Principles of Learning & Teaching (7-12) PRAXIS Series II: Specialty Area Tests 4/1/2008 3/31/2009 4/1/2008 3/31/2009 4/1/2008 3/31/2009 4/1/2008 3/31/2009 4/1/2008 3/31/2009 NA NA NA 111 97 85% 24 17 71% 32 30 94% 336 297 88%

Name of Exam RESEARCH SECTOR ACC National Certification Exam in Nurse Midwifery American Bd. of Cardiovascular Perfusion Exam - Part I (PBSE) American Bd. of Cardiovascular Perfusion Exam - Part II (CAPE) Council on Certification of Nurse Anesthetists Exam. Multi-State Pharmacy Jurisprudence Exam (MPJE) National Board Dental Exam, Part I National Board Dental Exam, Part II National Council Licensure Exam. - Registered Nurse (BSN) National Physical Therapist Licensing Exam. (PT) National Certification Corporation for the Obstetric, Gynecological and Neonatal Nursing Specialties: Neonatal Nurse Practitioner Exam. North American Pharmacist Licensure Exam. (NAPLEX) Occupational Therapist, Registered (OTR) Physician Assistant National Certifying Exam. (PANCE) South Carolina Bd. of Law Examination Cytotechnology (ASCP) State Board Dental Exam-SRTA Exam. US Medical Licensing Exam. - Step I US Medical Licensing Exam. - Step II Date(s) Administered # of Examinees # of 1 st Time Examinees # of 1 st Time Examinees who Passed % 1 st Time Examinees Passing TEACHING SECTOR National Council Licensure Exam. - Registered Nurse (BSN) 01/01/2008-12/31/2008 161 161 132 81.99% REGIONAL SECTOR Council Licensure Exam-Registered Nurse (ADN) TECHNICAL SECTOR Aircraft Maintenance Airframe Aircraft Maintenance General Aircraft Maintenance Powerplant Barbering Certification Examination For Entry Level Respiratory Therapy Practitioners (CRTT) Certified Medical Assistant Exam. Certified Occupational Therapist Assistant (COTA) Clinical Laboratory Technician, NCA Cosmetology Exam

Name of Exam Emergency Medical Technician NREMT Basic Emergency Medical Technician NREMT Intermediate Emergency Medical Technician NREMT Paramedic Medical Laboratory Technician, ASCP Date(s) Administered # of Examinees # of 1 st Time Examinees # of 1 st Time Examinees who Passed % 1 st Time Examinees Passing National Bd. for Dental Hygiene Examination National Council Licensure Exam. (NCLEX) - Practical Nurse National Council Licensure Exam. (NCLEX) - Registered Nurse (ADN) National Physical Therapist Assistant Licensing Exam. (PTA) Nuclear Medicine Technology Certification Bd. Exam Nuclear Medicine Technology, ARRT Nurse Aid Competency Evaluation (NACEP) Radiography Exam., ARRT Registered Health Information Technician Registry Exam. for Advanced Respiratory Therapy Practitioners (RRT) Clinical Simulation Registry Exam. for Advanced Respiratory Therapy Practitioners (RRT) Written Registry SRTA Regional Exam. for Dental Hygienists Surgical Technologist National Certifying Examination Veterinary Technician National Examination Veterinary Technician State Exam (Rules & Regulations)

The following information is due August 3, 2009 INSTITUTIONAL ALUMNI SURVEYS - Summary Name of Institution: University of South Carolina Upstate Academic Year for Graduating Students: 2005-2006 Section 59-103-350 (D) of the SC Code of Laws, 1976 (amended), requires public institutions of higher learning to report satisfaction data on graduates. By including the satisfaction data as part of the alumni follow-up survey, institutions will be reporting biannually on graduates three years prior. Please indicate the number of responses to each item in the appropriate column. (Individual percentages will be calculated automatically.) The hyperlink for this report is: http://www.uscupstate.edu/about_upstate/planning/assessment/default.aspx?id=10030 How many students were surveyed? 836 How many students responded? 101 Response Rate: 12.1% Was this population a sample or the total group? Total Group 1. Students' level of satisfaction with: Responses to Question Very Satisfied # % of Total Responses # % # % # % # % # % # % 1.1 MAJOR of Study 101 100.0% 47 46.5% 39 38.6% 13 12.9% 2 2.0% 0 0.0% 0 0.0% 1.2 INSTRUCTION in the major 101 100.0% 44 43.6% 40 39.6% 12 11.9% 3 3.0% 1 1.0% 1 1.0% 1.3 GENERAL EDUCATION program of study (non-major requirements) 98 97.0% 27 27.6% 52 53.1% 18 18.4% 1 1.0% 0 0.0% 0 0.0% 1.4 INSTRUCTION in general education 99 98.0% 28 28.3% 57 57.6% 14 14.1% 0 0.0% 0 0.0% 0 0.0% 1.5 OVERALL ACADEMIC EXPERIENCE 101 100.0% 38 37.6% 51 50.5% 9 8.9% 2 2.0% 1 1.0% 0 0.0% Satisfied Somewhat Satisfied Somewhat Dissatisfied Dissatisfied Very Dissatisfied 2. How frequently involved in each of the following activities (on or off the job): Responses to Question Weekly Monthly Annually Less Often Never % of Total # Responses # % # % # % # % # % 2.1 Career-related advanced education or training 97 96.0% 23 23.7% 24 24.7% 28 28.9% 13 13.4% 9 9.3% 2.2 "Lifelong learning"/personal enrichment studies outside career area(s) 98 97.0% 15 15.3% 15 15.3% 31 31.6% 19 19.4% 18 18.4% 2.3 Professional or service organizations 99 98.0% 15 15.2% 22 22.2% 30 30.3% 16 16.2% 16 16.2% 2.4 Volunteer, public or community service 98 97.0% 12 12.2% 27 27.6% 25 25.5% 19 19.4% 15 15.3% 2.5 Social/recreational organization 99 98.0% 17 17.2% 26 26.3% 24 24.2% 14 14.1% 18 18.2% 2.6 Support or participation in the arts 99 98.0% 8 8.1% 17 17.2% 31 31.3% 23 23.2% 20 20.2% 3. The college experience influenced my participation in the above activities: Responses to Question Strongly Moderately Somewhat None at all % of Total # Responses # % # % # % # % 3.1 Career-related advanced education or training 96 95.0% 25 26.0% 36 37.5% 19 19.8% 16 16.7% 3.2 "Lifelong learning"/personal enrichment studies outside career area(s) 95 94.1% 15 15.8% 33 34.7% 29 30.5% 18 18.9% 3.3 Professional or service organizations 96 95.0% 20 20.8% 30 31.3% 24 25.0% 22 22.9% 3.4 Volunteer, public or community service 96 95.0% 10 10.4% 27 28.1% 31 32.3% 28 29.2% 3.5 Social/recreational organization 96 95.0% 14 14.6% 26 27.1% 26 27.1% 30 31.3% 3.6 Support or participation in the arts 94 93.1% 6 6.4% 19 20.2% 37 39.4% 32 34.0% 3A Aggregate 4. I have voted in of the elections since leaving college. Responses to Question All Most Some Few None % of Total # Responses # % # % # % # % # % 100 99.0% 44 44.0% 36 36.0% 10 10.0% 7 7.0% 3 3.0%

The following information is due August 3, 2009 Name of Institution: PLACEMENT DATA ON GRADUATES - Summary University of South Carolina Upstate Academic Year Surveyed Students Graduated: 2005-2006 Section 59-103-350 (B)(6), (C)(4) of the SC Code of Laws, 1976 (amended), requires public institutions of higher learning to report placement data on graduates. By including the placement data as part of the alumni follow-up survey, institutions will be reporting biannually on graduates three years prior. Please indicate the number of responses to each item in column (D). (Individual percentages will be calculated automatically.) The hyperlink for this report is: http://www.uscupstate.edu/about_upstate/planning/assessment/default.aspx?id=10030 How many graduates did you survey? 836 What percent of the graduating cohort does this represent? 100% How many surveys were returned? 101 Survey response rate: 12.1% Survey Based on (Place "X" in one): Sample X Total Group 1. How long did it take the students to obtain their first full-time job after graduation? # of Responses % of Total a. Prior to leaving college 38 38.0% b. Less than one month 16 16.0% c. 1 to 3 months 16 16.0% d. 4 to 6 months 15 15.0% e. 7 to 12 months 5 5.0% f. Over 12 months 4 4.0% g. Have not obtained a full-time job 4 4.0% h. Did not seek a full-time job 2 2.0% Total 100 2.Indicate which single category best describes the student's current status. Currently # of Responses % of Total a. Continuing my education full-time 4 4.0% b. Employed and continuing my education 33 33.0% c. Employed full-time 55 55.0% d. Employed part-time 3 3.0% e. Self-employed 0 - f. Serving in Armed Forces 0 - g. Caring for a home/family 2 2.0% h. Unemployed, seeking work 2 2.0% i. Unemployed, not seeking work 0 - j. Other 1 1.0% Total 100 3. Indicate the relationship between the student's college major their first full-time job after graduation. After Graduation # of Responses % of Total a. Highly related 55 55.0% b. Moderately related 17 17.0% c. Slightly related 11 11.0% d. Not related 15 15.0% e. Not employed 2 2.0% Total 100 4. Indicate the relationship between the student's college major and their full-time job. Currently # of Responses % of Total a. Highly related 58 59.2% b. Moderately related 14 14.3% c. Slightly related 8 8.2% d. Not related 16 16.3% e. Not employed 2 2.0% Total 98 5. Indicate the location of the student's first job after graduation. After Graduation # of Responses % of Total a. South Carolina 86 86.0% b. Southeast, outside of South Carolina 5 5.0% c. Outside the Southeast 7 7.0% d. Not employed 2 2.0% Total 100