Strategic Plan
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The collective units which comprise the USC Division of Regional Campuses and Continuing Education continued to make progress in finding new and better ways to serve students throughout the 2000-2001 year.
A high priority in the initial year of the Division's 2000-2005 Strategic Plan was to work in collaboration with the Office of the Provost to initiate a study of critical processes throughout the University with an eye toward improving the relationship of USC Columbia with the USC Regional Campuses. At this writing, a twenty-six-member task force has been appointed and charged with recommending to the President and Provost the pros and cons of establishing a truly seamless university through a concept such as the Palmetto College. In the words of the task force chairman, Don Greiner, "If we are successful, we will play a central role in radically changing undergraduate education at the University."
The Division's non-credit Continuing Education unit continues to redefine itself by adding and improving personal and professional offerings to community constituents. Ten professional conferences have been scheduled; a refreshed selection of short-course offerings are on-line, and a significant addition of summer academic camps for youth highlight much of the program growth in Continuing Education.
Academic Credit Programs continue to partner closely with USC Columbia academic departments, schools and colleges in providing undergraduate courses for students who need flexibility in scheduling. Temporary measures have been taken to prevent further reduction of courses and sections from the evening, weekend and Fort Jackson schedules. A reliable method of measuring the financial impact of courses offered through these programs must be developed in order to gauge the University's return on investment.
The Office of the Vice Provost will continue to advance and facilitate communications and relations among the greater University, the five USC Regional Campuses, and the credit and noncredit units of Continuing Education. To that end, the Division is collaborating with the Division of Computer Services by integrating the responsibilities of computer support personnel to enhance training, response and service. This partnership benefits both Divisions and exemplifies the University's ideal of "seamless" service.
II. Annual Report FY 2000-2001
Goal 1: Construct the "one university geographically dispersed" vision (hereafter referred to as the Palmetto College) to effect seamless articulation of academic courses, degrees, personnel, support and services to better serve the higher education needs of the state
Strategy 1: Work with the Provost and the President to establish a USC-wide task force to examine "seamless" AAU-caliber multi-campus universities - PROGRESS: The Task Force on the Concept of Palmetto College was charged on January 30, 2001.
Strategy 2: Extend the Task Force to originate a blueprint for Palmetto College incorporating the best practices found in other multi-campus universities - PROGRESS: The Task Force will be divided into sub-committees, with each sub-committee charged with investigating specific areas of administration and degree delivery. Solutions to concerns will likely be explored in a variety of contexts.
Strategy 3: Develop a plan/timeline for phasing in the components/culture of Palmetto College - PROGRESS: A timeline will ultimately be established, but it is premature to project when and how. This is a work in progress.
Strategy 4: Collaborate with CHE on necessary programmatic and performance funding changes made necessary by the creation of Palmetto College - PROGRESS: This collaboration will take place after recommendations are submitted by the Task Force to the University administration and the Board of Trustees.
Strategy 5: Increase the number of baccalaureate degrees available on the Regional Campuses - PROGRESS: Baccalaureate degree program needs are constantly under consideration by faculty and administration on the Regional Campuses. Negotiations between the campuses, the Office of the Vice Provost and Executive Dean for Regional Campuses and Continuing Education and the department, school or college of the University will occur if need can be documented. It is to early to determine how USC baccalaureate degree delivery will be impacted by the findings of the Palmetto College Task Force.
Goal 2: Improve the educational and economic health of South Carolina by providing entrée to the University for individuals, groups, and businesses who seek informal academic and/or formal professional development experiences through courses, seminars and conferences
Strategy 1: Develop a mission statement for non-credit continuing education - PROGRESS: A mission statement was developed for Continuing Education. (Addendum B)
Strategy 2: Address space, internal University charges and scheduling problems that severely limit programming/service capabilities. Investigate the feasibility of dedicated space for use by Noncredit Continuing Education and pursue the development/construction of a non-residential continuing education conference center - PROGRESS: Alternatives to the campus classroom continue to be investigated including off-campus lab, studio and recreational instruction space.
Strategy 3: Develop an advisory council of University representatives and corporate/community leaders to assist in the focus, programming and marketing of non-credit programs - PROGRESS: With the recent addition of several major new programs, the composition and purpose of an advisory council has not been determined; however, professionals from the community have met informally to discuss programming ideas for the Short Course and Professional Development programs.
Strategy 4: Improve programs and services to include summer youth programs, professional continuing education and certification programs and serve as a bridge between academic departments and business, industry and community needs. Explore cooperative programming with other units on campus in an effort to eliminate duplication of services - PROGRESS: A new director for Community Programs, appointed in July, has improved customer services and programs by expanding youth program offerings, developing new short course programs, expanding promotion through the Division web-site, and utilizing campus resources. The unit has been assigned the additional responsibility for summer academic programs (formerly under the Provost's Office) and it is anticipated that an allocation will be provided for the administrative support of these programs. The Conference and Event Services unit has developed partnerships with University departments, colleges and state agencies by providing quality meeting and event planning services. Four Division representatives including the Vice Provost visited the University of Richmond and Virginia Tech for new program and service ideas.
Strategy 5: Implement sound and efficient administrative processes through better utilization of human resources and technology while providing quality customer service - PROGRESS: The unit has corrected problems identified in a previous audit and has streamlined participant registration procedures and program record-keeping. An automated receipting system, to be implemented by July 1, 2001, will simplify registration procedures and enhance customer service.
Strategy 6: Create a teamwork ethic among management and administrative staff and require cross training wherever applicable. Assess staff responsibilities and organize tasks for better utilization of staff skills, time and strengths. Encourage professional development and staff participation in professional associations - PROGRESS: A teamwork environment has been achieved through increased and positive interaction between management and administrative staff. A reorganization has taken place and is expected to continue as department and staff responsibilities evolve. Staff members participate in professional development programs and maintain membership in professional organizations.
Goal 3: Improve services and academic offerings for USC Columbia undergraduate students who need flexible schedule options
Strategy 1: With resources from the Office of the Provost, expand Academic Credit Programs course offerings to meet student demand - PROGRESS: Academic Credit Programs maintained a fully subscribed schedule of course offerings in academic year 2000 capitalizing on the momentum generated by the FY '98 infusion of $103,000 from the Office of the Provost. This unit will continue to evaluate its course offerings and reallocate appropriated resources to maximize student enrollment and tuition revenue to the University.
Strategy 2: By year 2005, increase by two the number of majors that can be earned through the Evening Program - PROGRESS: Steady increase in major course offerings through the Evening Program indicates that this strategy will be achieved by 2005. New major course offerings have recently been added in psychology, journalism/mass communications, history, and English.
Strategy 3: Increase upper-level (major) course offerings in Evening, Weekend and Fort Jackson Programs - PROGRESS: An increased number of upper-level (major) courses from several departments (including anthropology, psychology, journalism/mass communications, history, and English) were added to this year's schedule.
Strategy 4: For the purpose of providing regular and appropriate raises to adjuncts and graduate teaching assistants, as well as to cover automatic increases to faculty and staff teaching overloads at 6.25%, request a commitment for an annual budget increase tied to the prior year's instructional costs equal to the average percentage faculty raise funded in the current year. The recurring allocation would be separate from any increased funds provided to expand course offerings - PROGRESS: An increase in compensation for adjuncts and GTA's (from $2100 to $2150 minimum for 3 hour course) was implemented as a result of internal reallocation and course reductions.
Strategy 5: To fulfill responsibility for the USC Fort Jackson Program and the two associate degrees awarded, solicit support from the Office of the Provost to fill faculty vacancies with tenure-track appointments - PROGRESS: Solicitation of support to fill faculty vacancies in the Fort Jackson Program with tenure-track appointments has been deferred for one year.
Strategy 6: Through partnership with the Office of the Provost, create an Academic Redirection Program, administered by Academic Credit Programs, to intervene on behalf of undergraduate students who are eligible to remain at USC but ineligible to continue in their current major - PROGRESS: A solution to this dilemma will be explored by the Palmetto College Task Force.
Strategy 7: Construct an information center in the Gambrell lobby area to increase services to potential students and students taking evening classes - PROGRESS: Academic Credit Programs funded the construction of an Evening Information Center in the Gambrell Hall lobby which opened in November 2000.
Strategy 8: Create a USC chapter of Alpha Sigma Lambda, a national honor society for adult students - PROGRESS: USC's chapter of Alpha Sigma Lambda was chartered in October 2000. The charter members will be inducted at the end of the Spring 2001 semester.
Strategy 9: To clarify program identity, change the name of Academic Credit Programs to Extended Undergraduate Studies - PROGRESS: Changing the name of Academic Credit Programs will be one of the issues explored by a Palmetto College Task Force subcommittee.
Goal 4: Improve communication, academic, financial, personnel, student, and technical support throughout the Division of Regional Campuses and Continuing Education
Strategy 1: Request the reinstatement of permanent funding for the Associate Vice Provost position (formerly held by John Gardner) so that position may be filled on a permanent basis (Stability in the two senior level administrative positions of this unit is fundamental to the achievement of all goals, particularly with regard to the coordination of academic issues on the Regional Campuses.) - PROGRESS: Recapturing funding for the Associate Vice Provost's position has necessarily been deferred.
Strategy 2: Request an annual "R" funds allocation that will enable coordinated efforts in the areas of academic, legislative, and development issues i.e., the Spring 2000 Legislative Breakfast. - PROGRESS: Funding for the "R" account had to assume a lower priority during an austere year.
Strategy 3: Improve communications and relationships among the Regional Campuses' faculties, students, and staff and other units of the University - PROGRESS: The new Vice President for Research, accompanied by the Vice Provost and the new CIO, visited the five Regional Campuses during Fall 2000 to learn more about the campuses and to discuss ways the Office of Research can assist in scholarship/research opportunities. An annual meeting focusing on teaching and curriculum for full-time faculty, adjunct faculty and graduate students teaching English, history and psychology on all USC campuses was continued. The Associate Vice Provost attended department chairs' meetings with the Dean of the College of Science and Math. She also attended the COSM annual retreat and the College of Liberal Arts annual retreat. A CHE Performance Improvement grant was submitted and awarded. This grant provides $32,000 for the purchase and installation of two-way compressed video between the Vice Provost's Office and the Regional Campuses and will allow for increased communication at less cost.
Strategy 4: Request a USC Online Initiative from the Office of the Provost to ensure universal electronic access to a core level of academic journals and information services, mutually selected by the campuses, for every student and faculty member of the University of South Carolina regardless of geographic location, size of campus, or mode of instructional delivery, i.e., traditional on-campus, off-campus, or distance learning - PROGRESS: The Regional Campuses now share in the JSTOR, Oxford English Dictionary, Books In Print, HarpWeek and Britannica Online databases and have obtained the ScienceDirect database through assistance from the University Librarian for Public Services and the Acquisitions Libarian.
Strategy 5: Work to revise current policies that prevent students from using financial aid to continue baccalaureate-level academic work on Regional Campuses after completion of an associate degree - PROGRESS: The Director of Regional Campuses Financial Aid continues to work on this problem with financial aid personnel from USC Columbia, Aiken and Spartanburg.
Strategy 6: Strengthen relationships with University Information Systems, Communications, Computer Services and Training and Support to stay abreast of changes and innovation within the greater University - PROGRESS: The new Chief Information Officer has pledged continual improvement of responsiveness and quality of service to the Regional Campuses. His goal is equity in IT services for all USC students, faculty, and staff at all locations. Additionally, the Director of IT for the Office of the Vice Provost is now located within the central IT staff of the Columbia campus to improve communication to and services for the Regional Campuses and the Division at large.
Strategy 7: Maintain a regular presence on behalf of the Division at appropriate University, CHE and legislative meetings/functions - PROGRESS: The University community is becoming increasingly aware of Regional Campus needs and issues as a result of the participation by the Associate Vice Provost in meetings and retreats of the Colleges of Science and Math and Liberal Arts. Calls are being initiated with regular frequency by departments concerning proposed changes in curricular matters. The Vice Provost's office was recently asked to send a representative to the COSM committee which was considering a recommendation that statistics be included in all majors of the College. The Vice Provost has been present during University presentations to the Education Subcommittee of the House Ways and Means Committee.
III. Strategic Plan FY2001-2006
Goal 1: Construct the "one university geographically dispersed" vision (hereafter referred to as the Palmetto College) to effect seamless articulation of academic courses, degrees, personnel, support and services to better serve the higher education needs of the state
Strategy 1: Ensure support for activities of the Palmetto College Task Force
Strategy 2: Extend the Task Force to originate a blueprint for Palmetto College incorporating the best practices found in other multi-campus universities
Strategy 3: Develop a plan/timeline for phasing in the components/culture of Palmetto College as the twentieth of the University of South Carolina's colleges and schools
Strategy 4: Collaborate with CHE on necessary programmatic and performance funding changes made necessary by the creation of Palmetto College
Strategy 5: Increase the number of baccalaureate degrees available on the Regional Campuses
Goal 2: Improve the educational and economic health of South Carolina by providing entrée to the University for individuals, groups, and businesses who seek informal academic and/or formal professional development experiences through courses, seminars and conferences
Strategy 1: Address space, internal University charges and scheduling problems that severely limit programming/service capabilities. Investigate the feasibility of dedicated space for use by Noncredit Continuing Education and pursue the development/construction of a non-residential continuing education conference center
Strategy 2: Improve programs and services to include summer youth programs, professional continuing education and certification programs and serve as a bridge between academic departments and business, industry and community needs. Explore cooperative programming with other units on campus in an effort to eliminate duplication of services
Strategy 3: Implement sound and efficient administrative processes through better utilization of human resources and technology while providing quality customer service
Strategy 4: Encourage professional development and staff participation in professional associations
Goal 3: Improve services and academic offerings for USC Columbia undergraduate students who need flexible schedule options
Strategy 1: In light of University budget constraints, this unit can enhance student support and revenue through increased course offerings if funds are provided
Strategy 2: By year 2005, increase by two the number of majors that can be earned through the Evening Program
Strategy 3: Structure course offerings in the USC Fort Jackson Program to increase military enrollment
Strategy 4: For the purpose of providing regular and appropriate raises to adjuncts and graduate teaching assistants, as well as to cover automatic increases to faculty and staff teaching overloads at 6.25%, request a commitment for an annual budget increase tied to the prior year's instructional costs equal to the average percentage faculty raise funded in the current year. The recurring allocation would be separate from any increased funds provided to expand course offerings. Provide regular and appropriate raises to adjuncts and graduate teaching assistants through reduction of course offerings if increased funding is not available
Strategy 5: To fulfill responsibility for the USC Fort Jackson Program and the two associate degrees awarded, solicit support to fill faculty vacancies with tenure-track appointments
Strategy 6: Through the Palmetto College Task Force, explore and identify the appropriate role and name for what is currently Academic Credit Programs
Goal 4: Improve communication, academic, financial, personnel, student, and technical support throughout the Division of Regional Campuses and Continuing Education
Back to topStrategy 1: As resources allow, it remains critical to the permanent stability of the Associate Vice Provost's position to recapture the funding which followed the former Associate Vice Provost to University 101 when he transferred from the Division of Regional Campuses and Continuing Education
Strategy 2: Request an annual "R" funds allocation that will enable coordinated efforts in the areas of academic, legislative, and development initiatives
Strategy 3: Improve communications and relationships among the Regional Campuses' faculties, students, and staff and other units of the University
Strategy 4: Continue to work with the Thomas Cooper Library acquisition team to ensure universal electronic access to a core level of academic journals and information services, mutually selected by the campuses, for every student and faculty member of the University of South Carolina
Strategy 5: Work to revise current policies that prevent students from using financial aid to continue baccalaureate-level academic work on Regional Campuses after completion of an associate degree
Strategy 6: Strengthen relationships with University Information Systems, Communications, Computer Services and Training and Support to stay abreast of changes and innovation within the greater University
Strategy 7: Maintain a regular presence on behalf of the Division at appropriate University, CHE and legislative meetings/functions
Goal 1: "Palmetto College" concept - Funding to support the work of the Task Force to examine the model and develop a blueprint for Palmetto College is estimated to at approximately $10,000. This figure equates to the estimated cost of a national academic search and includes Task Force meetings and travel and expenses associated with bringing in representatives from AAU multi-campus institutions for "interview" by and presentation to the Task Force.
Goal 2: A $25,000 allocation is requested for the administrative support associated with assuming responsibility for Summer Academic Programs. Additional resource needs in Noncredit Continuing Education will be handled through internal reallocation or the generation of funds from programming.
Goal 3: Academic Credit Programs - To increase course offerings by 10, at an average instructor cost of $2,450, the new resource requirement is $24,500. In order to address the recurring problem of constantly rising instructional costs, the following formula is recommended for funding stipend increases: Current year's instructional cost X faculty raise package %. Example: $925,478 (2000-2001 cost) X 3% (estimated raise package) = $27,764.
Goal 4: Vice Provost's Office - Approximately $91,000 was transferred from this office to University 101 when former Associate Vice Provost John Gardner elected to leave the Division to focus on the University 101 program full time. This loss of funds prohibited the filling of this position for a significant period of time. The return of these funds is critical to the Division's ability to maintain the Associate Vice Provost's position. The Vice Provost's Office also requests an annual allocation of $5,000 in "R" funds to implement initiatives such as the Spring 2000 "Legislative Breakfast."
Appendix A: Academic Unit Assessment Plan
Academic Credit Programs
I. Fort Jackson Program
Mission - The needs of Fort Jackson for voluntary post-secondary education are reflected in the formal mission statement of the Army Education Center, which states in part that the Fort Jackson Education Center has the responsibility "...to provide military personnel with appropriate, high quality, comprehensive, credential-oriented, post-secondary educational programs which offer them the opportunity to continue professional self development." There is a strong relationship between this mission statement and USC's Division of Regional Campuses and Continuing Education mission statement, "to provide traditional credit, nontraditional credit, and noncredit opportunities to the residents of South Carolina, particularly to those who either cannot or have not been served adequately by traditional methods."
Purpose - While the USC Fort Jackson Program is designed specifically for active-duty military personnel and their family members, civilians (including Columbia campus students) are welcome to take courses on a space-available basis. The program offers a wide range of general education courses, as well as some upper-division courses. It awards the Associate of Arts and Associate of Science degrees; but only active-duty military personnel and their family members are eligible to earn these associate degrees. Students at this site may also work towards the BAIS degree awarded by the College of Hospitality, Retail and Sport Management. The degree requirements for the AA and AS degrees are listed below:
|
Course Requirements |
Associate of Arts Semester hours required |
Associate of Science Semester hours required |
|
ENGL 101, 102 |
6 |
6 |
|
THSP 140 |
3 |
3 |
|
Liberal Arts |
18 to include three history; three fine arts; three social science; 3 English - 200 level literature |
15 to include three history; three fine arts; three social science; 3 English - 200 level literature |
|
Natural Science |
7 to include one laboratory |
8 to include two laboratories |
|
MATH, CSCI (except 101), STAT, PHIL 110-111 |
6 |
9 |
|
CSCI 101 |
3 |
3 |
|
Electives |
17 |
16 |
|
TOTAL |
60 |
60 |
Minor modifications to the AA degree requirements have been requested by the Continuing Education faculty; if approved they will go into effect in the Fall 2001. Other requirements: Cumulative 2.00 GPA; 15 semester hours earned from the University of South Carolina; no more than 15 hours of non-traditional credit which includes DANTES, CLEP, and military experience. The study of a foreign language is encouraged, particularly for students who intend to pursue a baccalaureate degree.
Intended Learning Objectives - The associate degree at USC Fort Jackson allows students to complete coursework in general education required by the University's Columbia campus. Upon completion of the associate degree, students will demonstrate knowledge and skills in the following areas:
These basic competencies are consistent with the Criteria for Accreditation published by the Commission on Colleges and Schools of the Southern Association of Colleges and Schools, as well as the University's Criteria for the Assessment of General Education.
Procedures, Measures and Criteria - In cooperation with academic departments on the Columbia campus, who have responsibility for assessing course content, Academic Credit Programs administers student evaluations designed to assist in improving instruction. Results are provided to instructors and Columbia academic department heads. In addition to assessment information focused on course content are course-embedded measures designed for assessing student learning outcomes:
A) Faculty designed tests, papers, projects and portfolios:
B) Student surveys designed to assess graduation rates, employment rates, and continuing study. Survey results obtained in Spring 2000 from 15 USC Fort Jackson associate degree graduates (out of 17 who graduated) revealed that 6 were continuing their studies at the baccalaureate level and 9 were employed (1999 CHE Report 310, Annual Associate Degree Program Evaluation).
Use of Assessment Results - The analysis and reporting of assessment results are coordinated through the Office of the Assistant Vice Provost for Academic Credit Programs. Final course grade distributions and results from student evaluations and surveys are regularly reviewed. USC Columbia academic department chairs are sent copies of student evaluations for review. In addition, academic advisors with regular student contact are consulted about student course needs. Scheduling and staffing of courses is done in consultation with academic departments. Based on assessment results from 2000-01, the following changes were made:
II. Evening and Weekend Programs
Mission and Purpose - Continuing Education Academic Credit Programs are designed for students who need courses at convenient sites and times compatible with their jobs and/or other schedule restrictions. The Evening and Weekend Programs are delivery systems that connect courses with students who are not able to access courses Monday through Friday 8:00 AM to 5:00 PM on the USC Columbia campus. The Evening Program offers a wide range of undergraduate courses, and several undergraduate degrees may be earned by students taking evening classes only (e.g., English, Management, Accounting, Interdisciplinary Studies). The Weekend Program offers a variety of undergraduate credit courses on Saturdays. Most classes meet for five hours on alternate Saturdays over a 16 week semester; others meet every Saturday for two and a half hours.
Procedures, Measures and Criteria - Assessment of course content is the responsibility of academic units on the Columbia campus. Academic Credit Programs assist academic units in this assessment by administering student evaluations for each course. Evaluation results are provided to instructors and department heads.
- In-class surveys are administered to assess effectiveness of evening and weekend courses in assisting students who have special scheduling needs. For example, survey results from a sample of 226 students enrolled in 8 Fall 2000 evening classes revealed that 65% reported evening classes as their first choice. Survey results from 138 students enrolled in Saturday classes revealed that 89% reported employment (full or part-time) as the primary reason for enrolling in weekend classes. Criterion level: Results are reviewed and adjustments to program offerings and schedules are made in response to significant findings.
- Meetings with academic department heads on a periodic basis helps to maintain close working relationships. These meetings offer an opportunity to discuss courses and schedules, instructors, and procedures that involve intra-departmental coordination (e.g., instructor approvals, payroll, collection of instructor credentials, collection of course syllabi). Criterion level: These meetings result in improved effectiveness in all program areas.
Use of Assessment Results - The implementation of all procedures for assessing program effectiveness is coordinated through the Office of the Assistant Vice Provost for Academic Credit Programs. Procedures are reviewed annually and improved as needed. Based on assessment results from 2000-01, the following changes were made:
- When resource limitations required reduced course offerings, scheduling decisions were based on a variety of assessment results (student need evidenced through registration and enrollment patterns, consultation with academic departments, and consultation with academic advisors).
- Courses pedagogically suited to the weekend format (longer sessions meeting less frequently), identified in consultation with academic units, were added to the schedule (additional PEDU courses, FILM, ANTH).
Weak instructors identified on the basis of student evaluations and consultation with academic departments were provided assistance and mentoring; when intervention was unsuccessful they were phased out.
III. Adult Student Services
Mission and Purpose - Supporting the academic credit courses, the Adult Student Services office provides information, assistance and advocacy for adult and other non-traditional students through:
Procedures, Measures and Criteria:
Use of Assessment Results - The implementation of all procedures for assessing program effectiveness is coordinated through the Office of the Assistant Vice Provost for Academic Credit Programs. Procedures are reviewed annually and improved as needed. Based on assessment results from 2000-01, the following changes were made:
Appendix B: Noncredit Continuing Education Mission Statement
Provide individuals, groups and businesses informal academic and/or formal professional development experiences through non-credit courses, educational travel, seminars and conferences.
Appendix C: Noncredit Continuing Education Assessment Plan
Program Objective - Conferences, seminars and special events are developed to provide individuals, groups and businesses an informal academic and/or formal professional development experience through unique and timely programs held in desirable locations. The programs are intended to generate revenue to support the general operations of the non-credit Continuing Education unit.
Procedures, Measures and Criteria - Assessment of conference participants is conducted by each conference and event director. Participants are encouraged to complete evaluation forms provided at registration. The evaluation forms are either returned on-site at the conference or mailed to the office following the event. Evaluation results are compiled and reviewed by each program director, the department head, and a comprehensive summary is provided to the Vice Provost and Executive Dean for Regional Campuses and Continuing Education. Criterion Level: Results are reviewed and significant findings are discussed with the program director, department head, and the Vice Provost.
Assessment Results provide valuable information used for future planning including the program effectiveness, presentation topics, conference location, dates, pricing, and data useful in marketing efforts. Based on the assessment results, changes are implemented to the conference program, marketing and/or conference activities when deemed necessary. Such changes may include site relocation, revised conference length and schedules, an increase or reduction in marketing, and in some cases, the conference may be discontinued.
Program Objective - Short Courses, Summer at Carolina Youth Programs and the Destinations Program are developed to provide individuals, groups and businesses with an informal academic and/or formal personal and professional development experience. This is achieved through short-term leisure learning courses, summer offerings for youth and limited educational travel opportunities. The programs are intended to generate revenue to support the general operations of the non-credit Continuing Education unit.
Procedures, Measures and Criteria - Assessment of the Short Courses program is coordinated by the Community Programs Coordinator. Evaluation forms are distributed during the last class and either returned to the instructor or mailed to the office following the class. Summer at Carolina is a summer commuter based youth program serving ages 5-14. The assessment is the responsibility of the Director of Community Programs and conducted by holding interviews and meetings with the program's management staff and counselors. Student and parent input and suggestions are also used in assessing each youth program. To date, the Destinations program has not been developed, however, assessment will include post-program evaluation forms. Criterion Level: Program results are reviewed and significant findings are discussed with the program director, department head, and the Vice Provost.
Assessment Results provide valuable information used for future planning including the program effectiveness, camp and special event programming, program locations, dates, pricing, and data useful in marketing efforts. Based on the assessment results, changes are implemented in Community Programs to better serve the needs of program clients and the department.
Program Objective - Seminars, training programs, and special events are developed to provide individuals, groups and businesses with an informal academic and/or formal professional development experience through specialized certificate and certification programs. The CEU Program provides continuing education units (CEU's) to participants who successfully complete professional development programs and maintains permanent records on participating students. The programs are intended to generate revenue to support the general operations of the non-credit Continuing Education unit.
Procedures, Measures and Criteria - Assessment of participants is conducted by the director of professional development. Evaluation forms are distributed during the last class or workshop session and either returned to the instructor or mailed to the office following the class. Evaluation results are compiled and reviewed by the program director, the department head, and a comprehensive summary is provided to the Vice Provost and Executive Dean for Regional Campuses and Continuing Education. Criterion Level: Results are reviewed and significant findings are discussed with the program director, department head, and the Vice Provost.
Assessment Results provide valuable information used for future planning including the program effectiveness, potential corporate clients, presentation topics, and data useful in marketing efforts. Based on the assessment results, changes are implemented to specific programs or activities when deemed necessary.
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