Midlands Technical College (MTC) assesses specific majors on a three-to-five year cycle which typically coincides with self-studies and visits from external accreditation agencies. The assessment of majors determines the degree to which specific programs provide specialized knowledge, skills, and attitudes leading to employment in the field or discipline and/or success in a transfer senior-level program.

The program review process, which generates the assessment of majors, includes an analysis of the specific data elements identified to evaluate the effectiveness and the efficiency of programs at MTC. The effectiveness component of the process focuses on the learning outcomes, clients’ satisfaction, and the vitality of each program. The efficiency component focuses on quantitative data that indicates the program cost, the space utilization rates, and the section size of courses.

In 1997-1998, the following ten programs were assessed: Accounting (ACC), Nursing (ADN), Computer Technology (CPT), Human Services (HUS), Management (MGT), Marketing (MKT), Medical Laboratory Technology (MLT), Office Systems Technology (OST), Pharmacy Technology (PHM), and Telecommunications Systems Management (TSM). A follow up on progress in meeting recommendations from completed program reviews revealed the following program improvements:

(1) increased the NCLEX-RN pass rates from 82% to 92%

(2) established e-mail links with the advisory committees in the CPT and TSM programs.

(3) increased written communication assignments in the HUS, ACC, MGT, and MKT programs

(4) received a donation of two coagulation analyzers from Richland Memorial Hospital for the MLT program

(5) incorporated Internet training in the OST curriculum

(6) added a certificate to the PHM program called Community Pharmacy Technician

Two objectives were identified for the 1998-1999 action plan of the assessment of majors or concentrations activity at MTC. All objectives were achieved. A detailed description of each objective and its achievement are included in a later section of this report, as are the1999-2000 action plan objectives.

Assessment of the majors or concentrations in credit courses, through a complete program review process, closely ties to the institutional effectiveness process at MTC. Those individuals who perform institutional effectiveness activities evaluate the outcomes’ consistency with the stated institutional mission and goals, measure the outcomes, and use the results of the measures to identify areas for institutional improvement. The assessment of the majors or concentrations in credit courses activity is significant in that it evaluates and measures outcomes of the educational process, which, in turn, helps those involved to identify areas in need of institutional improvement.

The program review process includes the analysis of identified data elements that indicate the effectiveness and efficiency of programs at MTC. Implementation of the review process includes analysis of the following data elements:

achievement of goals; mastery of capstone competencies; course progression; mastery of general education core competencies; success at senior institutions; student, alumni (graduate) and employers satisfaction; placement in field (duplicated headcount); annual unduplicated headcount of program majors/FTE; advisory committee participation; percent adjunct faculty in major; percent of adjunct faculty by discipline in general education; faculty credentials; number of graduates; retention of students by program; annual program cost; space utilization; and average section size. The program faculty work with personnel in the Education Unit to develop appropriate standards for these elements. Subsequently, the program faculty collect data that can indicate areas for improvement in these elements and make plans for changes that can affect the desired improvement. Although the program review process evaluates data that represents the perspectives of students, graduates, advisory committee members, faculty members, and administrators at MTC to obtain the most complete picture of the institution, a major focus of the process is the analysis of students’ learning outcomes and successes. The weighty evaluation of students’ outcomes and successes reflects the mission of MTC as a teaching institution and the importance that the faculty, staff, and administration place on teaching excellence. Representative of the data that indicates students’ learning outcomes and successes are the capstone competencies and the general education core components.

Capstone competencies are defined as stated expectation(s) of knowledge and skills in both occupational/ technical and general education areas which a student demonstrates at the successful completion of a program. Capstone competencies serve as a major indicator of student outcomes, combining technical and general education knowledge and skills. Program faculty have typically selected one of the following methods of assessing capstone competencies: a capstone course, a capstone project, an internship, or a licensure examination and/or simulated licensure examination.

Mastery of the general education core component, evaluated in a separate report, indicates the degree of academic success experienced by associate degree students in the general education core course work. A variety of data is gathered on students’ academic success in course work that represents a specific competency within each stated general education value. Student performance that does not meet the stated success criterion leads to an evaluation of the process, seeking explanation that might indicate a revision in the course(s) to better represent the specific competency.

In the program review process, data for a three-year period is reviewed to determine trends and program faculty make recommendations for program improvement. The program recommendations derived from the findings are tied to the institution's annual plan in terms of budget, equipment, facilities, and personnel. The tracking of program recommendations and follow up of action taken to ensure academic program improvement demonstrate the accountability built into the program review process at MTC. Through this annual activity of the assessment of majors or concentrations for specific programs and the generation of this report, the continued emphasis on institutional effectiveness through assessment is reinforced.

Midlands Technical College evaluated and reported on the institutional effectiveness component of the assessment of majors to the Commission on Higher Education (CHE) in July, 1998. The 1998-1999 action plan had two objectives. The following section identifies each objective and its achievement status.

Major Findings of the 1998-1999 Assessment Study

The detailed, major findings of the study of scheduled selected majors through the program review process are contained in the executive summaries of each program and are placed as attachments to this report.

The 1999-2000 action plan objectives for assessing majors or concentrations at Midlands Technical College consist of the following two objectives.

Objective A Review the data elements that indicate the effectiveness and efficiency of the programs at MTC.

Objective B The college will continue to monitor the progress of program recommendations from completed program reviews.

EXECUTIVE SUMMARIES FOR ACADEMIC PROGRAM REVIEWS

Program:   ACCOUNTING (ACC)

Description of Program/Background Information:

In the financial business, managers at all levels must have updated financial information to make decisions to ensure the success of their firms. Accountants and Auditors prepare, analyze and verify financial reports and data that furnish this essential information to their companies.

The Accounting program is designed to help develop the skills necessary for the highly technical and rapidly changing business environment. It is accredited by the Association of Collegiate Business Schools and Programs.

Important Findings

Strengths:

1. The quality of the accounting faculty is exceptional based on the results of surveys and placement results.

2. The South Carolina Association of CPA’s accepts our accounting courses in satisfying their requirement to sit for the CPA exam.

3. Expanded professional development opportunities have kept the accounting faculty current in their field.

4. Placement rates for graduates have been above 90% for the last three years.

5. All faculty meet and exceed SACS requirements. All faculty meet ACBSP’s stringent requirements.

Weaknesses:

1. There is no current DACUM for the program.

2. High failure rate in ACC 202 which is the capstone course.

3. High withdrawal rate in ACC 101.

4. Not enough writing and speaking assignments in the major courses.

Priority Recommendations (See Recommendation Section for details):

1. Conduct a DACUM.

2. Study the ACC 202 course content and structure to include adding more automated accounting.

3. Study the feasibility of a pre-principles ACC class to increase retention and student success.

4. Increase the number of writing and speaking assignments in major courses.

Progress Made to Date:

1. DACUM scheduled for June 15, 1999.

2. Will use results of DACUM. Short-term response was to require completion of practice sets during the course rather than leaving them optional.

3. Decision will rest on results of the DACUM. Currently encourage students to take ACC 111,

Accounting Concepts, if they feel unprepared for ACC 101 or if they try ACC 101 and find it too difficult.

4. Informal encouragement already given; however, more structured inclusion of both expected as a result of DACUM.


Program:   NURSING (ADN)

Description of Program/Background Information:

The Associate Degree Nursing program prepares individuals to be licensed as a registered nurse. Graduates of this program are prepared to perform nursing functions in meeting the common health needs of patients in a variety of health care settings such as hospitals, nursing homes, clinics and doctors’ offices. Education includes a knowledge base of biological and social science concepts and skills necessary for practice in beginning nursing positions. The curriculum includes classroom instruction and practice in learning laboratories and various clinical settings.

Upon completion of the program, students are eligible to take the National Licensure Examination for Registered Nurses (NCLEX) to practice as a registered nurse. The program is accredited by the National League for Nursing (NLN) and the State Board of Nursing for South Carolina. Candidates who have criminal records may be required to appear before the State Board of Nursing for South Carolina, who will determine their eligibility to take the NCLEX-RN.

Important Findings

Strengths:

1. The Associate Degree Nursing program is highly regarded by the students, graduates and the employers (community) according to Student, Employer, and Graduate surveys.

2. The faculty are highly qualified with rich experiences in clinical nursing and nursing education and are viewed as competent role models. The faculty are highly motivated to maintain nursing practice standards, and they genuinely enjoy working with students and clients. In addition, the faculty are active participants in numerous and varied community and professional organizations.

3. All faculty have the availability of individual computers.

4. Administration, faculty, and personnel of the college are supportive of the program and provide assistance as indicated.

5. The auto-tutorial lab and computer lab are valuable resources for the program of learning. The labs have a wide variety of multimedia available.

6. Clinical facilities and resources are excellent for client care and student learning and readily available in the local areas. The community and the advisory committee are very supportive. The area hospitals have contributed monetary support to the program since its conception. The program is responsive to agency requests for changes and modifications.

7. The program is one of the largest in the state, and the graduates are considered excellent practitioners and have been recruited by local clinical agencies.

8. The curriculum has been revised to emphasize common health problems and to include more community oriented experiences for the students.

9. Risk factor profiles were identified for students, and those with several factors are counseled by the faculty to increase retention rates.

Weaknesses:

1. The NCLEX-RN rates dropped in 1996-97.

2. There is a high attrition rate in the second year.

3. Faculty need more professional development and computer training.

4. The demands on new graduates have increased. Students need more critical thinking and management skills.

5. The lecture/lab ratios need to be adjusted in NUR 105, 211, 212, and 214 for implementation in Fall 1999.

Priority Recommendations (See Recommendation Section for details):

1. Increase NCLEX-RN pass rates.

2 Increase student enrollment and retention.

3. Provide faculty with more professional development and computer training.

4. Implement new teaching strategies to improve critical thinking skills.

5. Adjust the lecture/lab ratios for NUR 105, 211, 212, and 214 for implementation in Fall 1999.

Progress Made to Date:

1. The annual NCLEX-RN pass rates have been improved. The pass rate for the period of 01/01/98 to 12/31/98 was 91.7% for 120 candidates. The South Carolina pass rate was 88.4% and the national pass rate was 85%. The program has exceeded over the state and national rates for 1998. The 1997 rate for the same period was 82%.

2. The student enrollment was decreased last year to 80 students twice a year. This was done in compliance to the recommendation from the Colleagues In Caring, which predicted that there would be an oversupply of nurses in South Carolina. The waiting list for the program has decreased. Efforts were made to recruit students into the program. A Tech Prep grant was obtained; a recruitment display, brochures, and favor items were purchased. Several faculty have been active in attending high schools and Career Days to increase interest in the program. Flyers concerning the program were given out at the South Carolina State Fair. Currently, the Associate Degree Nursing Program has 100 students on the waiting list.

The faculty developed a Risk Factor Profile for students. Eight risk factors were identified: those taking DVS courses, failing a nursing course, failing a non-nursing course, failing anatomy and physiology course, failing two or more sciences, scoring below the 35th percentile on one or more NLN Achievement exams, and scoring below the 35th percentile on the Basic I and Basic II exams.

The Retention, Progression, and Attrition Committee reviewed the Risk Factors and made the following recommendations:

1. Advisory committee meeting attendance. Committee has been restructured starting Fall 1998. Although attendance at meetings is down, participation by members using their facilities as training sites remains good for those in active practice.

2. Space utilization in pharmacy laboratory. This is a speciality lab with sensitive training materials in an open exposure in the laboratory. Most laboratory work is done during the spring semester.

3. Average section size. In additiion to students on Airport Campus, there are course sections meeting laboratory in Dillon and Hampton. Lecture sections meet on respective college campuses where TV broadcast of lectures are received. A section number is assigned to each school. The number of students per college is small compared to Midlands in Columbia, thus making average class section size small.

Priority Recommendations (See Recommendation Section for details):

1. Certificate curriculum for community pharmacy technicians.

2. Recruiting local students for community certificate.

3. Recruiting distance students through cooperating colleges.

4. Revitalization of advisory committee for pharmacy.

Progress Made to Date:

1. Community Pharmacy Technician Certificate approved.

2. Waiting for input from corporate pharmacy; i.e., Eckerd & CVS. Program ready for admission of students.

3. Planning information visits to cooperating college, Spring Semester 1999. Talking with Central Carolina Technical College about joining the cooperative program.

4. Inactive advisory committee members removed; new members added. Fall 1998 meeting had good attendance.

Program: TELECOMMUNICATIONS SYSTEMS MANAGEMENT (TSM)

Description of Program/Background Information:

Data communications is the common factor in distributed processing, on-line systems, teleprocessing, terminal-based systems and real-time systems. It is probably the fastest growing aspect of computing. The Telecommunications Systems Management curriculum is designed to bridge electronic science and computer data processing. Program graduates can write communications software and can use the communications hardware needed to set up network links. Wide-area communications and local-area networks are explored as well as many of the latest protocols. All topics are covered from a practical rather than a theoretical viewpoint.

The program is accredited by the Association of Collegiate Business Schools and Programs.

Important Findings

Strengths:

1. Steady enrollment of students and a high level of satisfaction by students in the program.

2. Involvement of the community through adjunct faculty participation. Several adjunct faculty are leaders in the development of new technologies in telecommunications.

3. The curriculum is changing to meet the needs of the community and to respond to the high visibility of information technology careers.

4. Inclusion of Windows NT as an elective.

Weaknesses:

1. Retention rates are dropping.

2. Low return rate of employer and alumni surveys.

3. Low participation in advisory committee meetings by advisory members.

Priority Recommendations (See Recommendation Section for details):

1. Investigate surveying students who do not remain in the program after one year to see if a trend is developing.

2. Investigate developing an annual survey for alumni and employers.

3. Restructure the advisory committee and establish an e-mail link with each member to share information on a more routine basis.

Progress Made to Date:

1. Have contacted IRM. Program exists to compile names of students not continuing. Will distribute survey during Summer 1999.

2. Will distribute standard MTC employer and alumni survey Summer 1999.

3. Have added new member, removed non-participating member. Will include EET coordinator on advisory committee. Plan to meet mid-April 1999.