Strategic Plan 2003

USC Sumter continues to provide undergraduate education programs of superior quality. Over the six years of the Performance Based Funding program in South Carolina, among the 33 public colleges and universities, none has scored at a consistently higher level than USC Sumter. The range of educational opportunities available on the Sumter campus includes six cooperative baccalaureate degree programs with three other USC campuses. Plans exist to seek new cooperative baccalaureate programs as needs of our service area and opportunities within the greater university reveal themselves. Plans also exist to secure the approval of the President, the Board of Trustees, and the State Commission on Higher Education, for USC Sumter to become a senior (four-year) campus within the USC System.

Enrollment patterns at USC Sumter are still undergoing some change. After several years of slight decreases in headcount enrollments and slight increases in FTE enrollments, the same pattern repeated itself in the 2002 Fall Semester. However, both headcount and FTE enrollments increased slightly for the 2003 Spring Semester. Upon examining enrollment data from the past several years, we believe that USC Sumter is experiencing a fundamental shift in enrollment demographics. Degree-seeking traditional and non-traditional students now comprise a larger portion of the student body, while enrollment by students in special and non-degree categories is decreasing. These shifts in enrollment patterns, if accurate, suggest future enrollment and retention may be more stable. Complicating this analysis were four major variables: (1) two significant tuition increases in the past twelve months; (2) the advent of Lottery Tuition Assistance for students attending USC’s Regional Campuses; and (3) significantly increased deployments of units and personnel from Shaw AFB to sites around the world; and (4) an increase in the Air Force's tuition assistance from 75% to 100%.

The campus has continued to investigate and evaluate the potential of distance education opportunities, based on community need and program availability within the larger University. Distance education technology has presented USC with many challenges and has stalled the progression of further program development. Much work is needed at the University-wide level to develop new policies and procedures that will be uniform throughout the USC campuses, because, at present, distance education programmatic and financial models are disjointed to non-existent. To that end, under the auspices of the Palmetto College proposal, all of the regional campuses are currently participating in the development of uniform distance education technology, policies, and procedures throughout the larger university.

In terms of physical plant, renovation of the Arts and Letters Building (acquired in 2000 and formerly known as Alice Drive Baptist Church) is on schedule. It is anticipated that faculty will occupy offices in the summer of 2003 and that classes will be held in this building in the 2003 Fall Semester. The 24,000 square feet in this building will bring the campus’ total to 240,000 square feet distributed among eight permanent buildings on 50 acres, and permit us to dispose of the final two of eight portable buildings that were installed beginning in 1979. These eight permanent buildings will contain 138 faculty and staff offices and 66 classrooms, laboratories, studios, and other defined instructional spaces, which are intended to help position USC Sumter to become a senior (four-year) campus within the USC System.

Specific contingencies for addressing expected reductions in state appropriations are outlined in the Resource Requirements section of this document.

The University of South Carolina Sumter, a regional campus of the University of South Carolina, has as its mission to provide higher education and intellectual leadership for the Sumter area. At the heart of this mission is a teaching faculty of high quality dedicated to excellence in instruction, scholarship, public and professional service and creative endeavor which enrich the classroom experience. USC Sumter offers a varied curriculum rooted in the liberal arts and aimed at preparing students to continue their education in the university and throughout life. The University of South Carolina Sumter recruits students prepared to begin or planning to complete a baccalaureate level education. While USC Sumter does not offer remedial instruction, it is nonetheless able to admit most students who apply because of the close working relationship between students and faculty. Enrollment varies with community need, but is expected to remain near 1000 FTE students.

The University of South Carolina Sumter was established to encourage higher education in Sumter and adjacent counties. It primarily serves students from Sumter, Lee, Clarendon, Williamsburg, and Kershaw counties. The design of the early institution incorporated a flexibility that has allowed changes in institutional capability with increasing educational demand of constituents.

The institution itself grants the Associate in Arts and Associate in Science degrees and provides for the completion of selected bachelor degrees on campus through cooperative agreements with other institutions. Graduate education is coordinated at USC Sumter through the University's Graduate Regional Studies program. USC Sumter also provides access to a wide variety of baccalaureate degree programs on other campuses by teaching some courses that must be taken by students in these programs. The mission includes other appropriate upper division coursework as well as non-credit courses, seminars, and workshops made available to the community for cultural enrichment and for professional development.

The traditions of cultural diversity and freedom of thought are valued at USC Sumter. In an atmosphere that develops respect for this diversity and an awareness of individual, societal, and global responsibilities, USC Sumter promotes courses, activities, and attitudes which favor the development of men and women who continue learning throughout life.

The university emphasizes the development of the whole person. The institution especially seeks to foster in students the disciplines essential to an educated citizenry. These include the ability to communicate through effective writing and articulate speech, as well as quantitative competence, creative and critical thinking, and the integration of knowledge. Classroom experiences, student activities, and physical education programs provide opportunities for cultural enrichment, leadership development, intellectual growth and interpersonal relationships contributing to a sense of self-reliance and self-esteem.

This statement was approved by the USC Sumter Faculty Organization March 6,1998.

This statement was approved by the Vice Provost and Executive Dean for Regional Campuses and Continuing Education.

1) Funding Sources: USC Sumter Unrestricted and Auxiliary Budget as of July 1, 2002

A Funds

C Funds

D Funds

E Funds

R Funds

S Funds

TOTAL

RESOURCES:

Revenue:

Tuition and Fees

2,402,751

37,414

221,414

2,661,579

State Appropriations

4,504,291

Grants, Contracts and Gifts

223,500

15,280

238,780

Sales & Service of Educ. Oth. Sources

80,000

17,500

16,250

113,750

Sales & Service of Auxiliary Enterprise

535,000

Total

7,210,542

535,000

54,914

252,944

8,053,400

Transfers:

Transfers-In

38,000

16,000

2,880

56,880

Transfers-Out

(16,000)

(38,000)

(39,414)

(93,414)

Net Transfers

(16,000)

(39,414)

16,000

2,880

(36,534)

Prior Year's Fund Balance

615,067

58,083

18,348

104,474

1,328

1,888

799,188

TOTAL RESOURCES

7,825,609

577,083

73,262

318,004

17,328

4,768

8,816,053

USES:

Education & General Expenditures:

Instruction

3,461,060

32,452

3,646,396

Research

Public Service

1,442

Academic Support

1,139,950

185,336

1,325,286

Student Services

793,160

55,000

16,238

864,398

Institutional Support

1,045,529

14,112

17,000

1,076,641

Operation and Maintenance of Plant

793,160

Scholarships and Fellowships

56,242

2,880

59,122

Total

7,290,542

55,000

215,686

17,000

2,880

7,766,444

Auxiliary Expenditures

500,000

500,000

TOTAL USES

7,290,542

500,000

55,000

215,686

17,000

2,880

8,266,444

Fund Balance

535,067

77,083

18,262

102,318

328

1,888

549,610

USC Sumter officially awards only 2 degrees - the Associate of Arts and the Associate of Science.

However, almost 100% of the degree seeking students on this campus are baccalaureate bound. They

may apply for and receive an associate degree as a sort of milestone marker in their progress, but they

do continue, either to the Columbia campus, through one of the six baccalaureate degrees we host, or

In Fall 2002, there were 869 students in bachelor degree seeking basis and types. Other students

either had not yet completed their admission procedures to become degree seeking, or knew they

would not be in Sumter long enough to complete a degree (especially our military and related

population.) However, 841 USC Sumter students had declared 53 different Areas of Concentration

(intended majors). Only 348 students had declared "no major." This is evidence of students' ntentions to pursue a baccalaureate degree over the course of their entire education.

7) Number of students by level (all undergraduate), with headcount and FTE for Fall 2002:

Please note the difference in the first and last rows. CHE does not allow USC Regional Campuses to report the actual number of students they serve. This chart does not include graduate students enrolled in courses located on the Sumter campus.

· Segedin, N. and Fernandes, P.R. 2002. Morphological and Molecular Analyses of Peromyscus Species and Biogeography of its Habitat. REU Program, Department of Biology, University of South Carolina Columbia, Columbia, SC.

· Fernandes, P.R., Bishoff, S. T., Castleberry, J., and Morris, J.T. 2002. Nitrogen and Phosphorus Removal Efficiency of Natural Freshwater Wetlands Receiving Treated Waste Water. American Society of Limnology and Oceanography Conference, Vancouver, B.C. Pg 46.

· Fernandes, P.R. 2002. Nitrogen and Phosphorus Removal Efficiency of Natural Freshwater Wetlands Receiving Treated Waste Water. South Carolina Academy of Sciences. Vol. LXIV, Pg. 64.

Haws, Kelly, "Critical Success Factors for Integration into Undergraduate Business Programs," Marketing Management Association 2002 Educator's Conference Proceedings, 2002, p. 35.

Haws, Kelly, "Managerial Accounting: A Hands-On Approach to Learning About Process Costing," Marketing Management Association 2002 Educator's Conference Proceedings, 2002, p. 85.

Hellman's The Little Foxes," Northeastern Modern Language Association, Toronto, Canada, 12 April

· "Writing and Studying Abroad: A Month at Ezra Pound's Brunnenburg," 2002 AWP Conference in New Orleans 3/9

· Eric Reisenauer, "Jacob's Heritage: Racial Inheritance in British Imperial Identity, 1870 - 1918," Journal of the Georgia Association of Historians, 2002.

· Eric M. Reisenauer, "Of Arms and Armageddon: The Great War, Britain and the Apocalypse," delivered to the Georgia Association of Historians, Jekyll Island, GA, April, 2002

· “Poison and Nectar: A Cross-Cultural Look at Women’s Devotional Writing.” Invited Lecture, Conference on College Composition and Communication. Denver, CO, March 14-17, 2001.

In the last Progress Report we described a new trend in the composition of the student body. We referred to it as "the birth of a fundamental shift in enrollment demographics." This fundamental shift has, as predicted, remained steady. Degree-seeking traditional and non-traditional students now comprise a larger portion of the student body than they did several years ago, while enrollment by students in special and non-degree categories is decreasing. Although total headcount has been decreasing slightly, these shifts in enrollment patterns suggest more stable future enrollment and retention on the Sumter Campus.

Goal I: The University of South Carolina Sumter will strengthen its ability to offer a program of high

quality learning experiences, through a continued commitment to a tradition of teaching excellence and co-curricular activities, for the completion of associate degrees, joint programs, and cooperative bachelor degrees.

Course offerings and faculty staffing requirements continue to be evaluated in relation to both associate degree and joint bachelor degree offerings. Due to serious cuts in state appropriations, we have been forced to reduce the number of sections of courses offered. Doing this while still making available sufficient seats to students has been tedious, but so far successful.

Despite declining state appropriations, USC Sumter has continued significant financial support for faculty professional development. Next fiscal year, this support will likely be cut very significantly, keeping in mind that junior faculty are still required to pursue significant professional development as they work toward tenure. As a result, faculty members are taking advantage of the available funding to support their scholarly pursuits. Additional funding is available for faculty professional development travel through the Sumter Partnership of the USC Educational Foundation.

Goal II: The University of South Carolina Sumter will improve the Library in support of Academic Programs.

The library continues to use the ALA guidelines to evaluate collection and staffing needs. Library staff have encouraged and received active faculty participation in the collection analysis and development of

the print and online collections. Faculty support and interest has led to the continued acquisition of significant online resources to compliment the print collection and to create worldwide links for students and faculty.

Staffing continues to be seriously examined. This fiscal year, the Assistant Librarian retired, and, due to the need to have more "hands on" staff and less administration, we are seeking permission to split what was a tenured faculty position into two library technician positions. The cost of the two needed positions will not exceed what was the cost of the former Assistant Librarian. Our main concern now is, given the steadily increasing cuts to our appropriations, whether or not we can fill even one of these new positions.

USC Aiken continues to contribute funding annually to support the collections for business programs. USC Spartanburg has thus far not made a similar contribution.

Goal III: The University of South Carolina Sumter will increase funding resources while minimizing increased cost to students.

USC Sumter continues to receive "soft" funding from Sumter, Clarendon, and Lee Counties, and is pursuing funding from other counties in the service area. The campus also requested and received a restoration in the funding received from Sumter County to a previous, higher level.

Unfortunately, many costs have been passed on to students, despite our desire to minimize this action. State appropriations have been cut so dramatically that all of the USC campuses have been forced to increase tuition dramatically, even after cutting expense budgets again and again.

Goal IV: The University of South Carolina Sumter will, under the guidance of the Vice Provost and Executive Dean for Regional Campuses and Continuing Education, develop an action plan for the expanded and extended delivery of University Programs, including additional bachelor's degrees and graduate coursework

USC Sumter now hosts a total of six bachelor degree programs. They are: 1) the USC Aiken Business Program, 2) the USC Spartanburg Early Childhood Development Program, 3) the USC Spartanburg Elementary Education Program, 4) the USC Spartanburg Nursing Program, 5) the USC Columbia College of Hospitality, Retail, and Sport Management's B.A.I.S. Program, and 6) the USC Columbia Nursing Program. The campus continually evaluates the potential of additional programs based on community need and program availability, and has already documented the need for programs in Psychology and Criminal Justice, and for expanded offerings in Engineering.

This fiscal year, USC Sumter's Legislative Delegation and Mr. Art Bahnmuller, member of the USC Board of Trustees, made a presentation to President Sorensen in which they proposed four-year status for USC Sumter. The President declined to approve the request at that time, but did state what was needed before he might reconsider the proposal. We have been working on those things which are within our control.

Distance education opportunities are increasing rapidly throughout the University. The campuses need new distance education policies to ensure fairness and consistency, and to safeguard the best interests of both the students and the University. An issue that needs to be addressed by the executive administration of the university is that there are no policies or rules governing the delivery or receiving of distance education courses. Therefore, financial arrangements run the entire spectrum of being satisfactory to both parties, to being non-existent with the host campus receiving no compensation for services rendered.

Goal V: The University of South Carolina Sumter will develop and implement an institutional organizational plan.

It has been several years since USC Sumter thoroughly assessed its institutional organization. The combination of current vacancies and continuing cuts to state appropriations will necessitate the re-examination of the administrative structure of the campus.

Goal VI: The University of South Carolina Sumter will develop and improve its physical plant and related campus infrastructure.

Renovations have just begun to the newly named Arts and Letters Building, formerly known as the Alice Drive Baptist Church. We are, however, examining the possibility of "moth-balling" the building when it is finished so as not to increase our expense budget for FY04.

The doubling of the Technology Fee has enabled USC Sumter to begin to consider necessary replacements and upgrades to the computing infrastructure of the campus. It will continue to enable USC Sumter to replace and upgrade academic computer labs on a three year rolling plan.

Although USC Sumter had implemented a similar rolling plan for faculty and staff from A Funds, this plan may be eliminated or severely curtailed in light of cuts in state appropriations.

Future actions will be closely linked to the development of distance education and cooperative programs. The University has continued to experience well-documented difficulty with its compressed video systems. Expansion in this area of distance education is entirely dependent on the resolution of these problems.

Goal VII: The University of South Carolina Sumter will clarify an accurate public image as an institution of excellence and promote itself as "The University of Choice" to its supporting communities.

Since the last Progress Report, USC Sumter hired a marketing firm to conduct a study of our current efforts and research, partly through blind focus groups, our image in the communities we serve. The results of that study proved very useful. As a result of the study we hired (the same) marketing firm to create a new marketing image for USC Sumter, and to provide us with a specific list of services. The contract can be automatically renewed for next fiscal year, or it can be terminated at June 30, 2003. That decision will be based primarily on the availability funds.

Goal VIII: The University of South Carolina Sumter will maintain and improve its standing with various controlling, accrediting, and contracting agencies.

USC Sumter worked successfully and for many years with SACS, AACSB for USC Aiken's program, NCATE, for Spartanburg's programs, and the South Carolina CHE. We expect to continue cordial and professional relations with these and all other pertinent agencies.
III. Goals for USC Sumter for the Next Five Years (as they currently read, while the LRPC continues the revision process.)

USC Sumter has a well established an interrelated Strategic, Budgeting, and Performance Funding planning processes. The Long Range Planning Committee (LRPC) has under it a Budget Sub-committee. The LRPC as a whole is comprised of faculty and staff who represent every major department, both academic and administrative, on campus. The Budget, Planning, and Grants Director, as well as the Associate Dean for Academic Affairs, are both ex-officio members of the committee. The Budget, Planning, and Grants Director never chairs the LRPC. The chair is always elected from within the faculty representation in the group so that both a real and perceived balance of power is consistent from year to year.

The entire campus participates in the long range planning process. Every year, Objectives and Strategies for each goal are submitted to the LRPC for the next five years. These plans are reviewed by the Dean, who makes the final determination as to the appropriateness of these submissions. Those that are approved are incorporated into the long range planning document. The budget process is incorporated by requiring units to include resource needs with their plans. The performance processing is incorporated by linking the various Performance Indicators with all programmatic and budgetary elements of the Long Range Plan. Therefore, consideration of any single programmatic, budgetary, or Performance Indicator element allows planners to examine the impact of and by the related factors. Assessment of the current year's progress is required from each unit toward the end of the fiscal year.

At the beginning of FY03, the LRPC began the long process of examining the goals for revision. To that end, we have consulted with every Associate or Assistant Dean on campus, and invited various faculty members who hold membership in university-wide committees. This information is being synthesized so that our major goals can be revised or completely changed. Since the beginning of the spring semester, however, the LRPC and the Budget Subcommittee have turned their energies to the budget impact of the severe state appropriation cuts. Once the committee has made its recommendations to the Dean, it will turn its attention back to the major revision of goals to reflect the evolving vision of the institution.

In the past, USC Sumter has developed it's operating budget with a very specific process. First, the salary schedule and other specific fixed costs were "rolled over." After that, previous one-time costs were removed. Then, the Long Range Plan was examined and a prioritized list of new resource requirements was created. As the state appropriations and other information became more clear during the development of the budget, items from the list were either incorporated into the budget or deferred to the next year if sufficient resources were not available. At times, items from the Long Range Plan were of such high priority that cuts were made in areas of lower priority to accommodate the need. Similarly, at times, certain items were either incorporated or deferred due to their impact on Performance Funding scores.

Goal I: The University of South Carolina Sumter will strengthen its ability to offer a program of high

Goal II: The University of South Carolina Sumter will improve the Library in support of Academic Programs.

Goal III: The University of South Carolina Sumter will increase funding resources while minimizing increased cost to students.

Goal IV: The University of South Carolina Sumter will, under the guidance of the Vice Provost and Executive Dean for Regional Campuses and Continuing Education, develop an action plan for the expanded and extended delivery of University Programs, including additional bachelor's degrees and graduate coursework.

Goal V: The University of South Carolina Sumter will continually assess and improve the institutional organizational plan and address human resource needs within budgetary constraints.

Goal VI: The University of South Carolina Sumter will develop and improve its physical plant and related campus infrastructure.

Goal VII: The University of South Carolina Sumter will promote itself to surrounding communities as an institution of excellence.

Goal VIII: The University of South Carolina Sumter will maintain and improve its standing with various controlling, accrediting, and contracting agencies.

Goal I: The University of South Carolina Sumter will strengthen its ability to offer a program of high

Strategies: The Associate Dean for Academic Affairs, Academic Division Chairs, and the Academic

Planning Committee of the Faculty Organization continually review course offerings, and make

necessary revisions for the following purposes: 1) to ensure that students can earn their first two

years of requirements for as many Columbia bachelor degree programs as possible, 2) to

accommodate changing enrollment patterns, 3) to ensure the availability of the first two years of

requirements for bachelor degree programs hosted on campus, 4) to increase the use of Distance

Assessment tool(s): Master Schedule and other course offering documentation

B. Monitor the composition of the faculty to ensure a high quality classroom experience.

Strategies: Conduct national searches for the best possible qualified faculty, adjusting plans for

specific positions as the composition of course offerings shifts over time. All new tenure track hires

C. Improve resources for faculty and staff travel and professional development, and encourage scholarly pursuits by faculty outside the classroom.

Strategies: 1) Where budgetary resources allow, maintain a "professional development" travel fund

sufficient to provide each faculty member and all administrative departments with enough funds to

allow reasonable and relevant travel opportunities. 2) Where budgetary resources allow, maintain a

Assessment tool(s): USC Sumter and Educational Foundation financial records

Strategies: 1) Review changing expectations of faculty scholarship, 2) Faculty record their own

scholarly pursuits and communicate them through the appropriate conduits, 3) Initiate a faculty

colloquium, or discussion group devoted to scholarly topics and to encourage more cooperative

Strategies: 1) continual review of library holdings by librarians and faculty, 2) use the technology

fee to support primarily academic computing, such as the student computer labs and classroom

Assessment tool(s): USC Sumter budget and financial records, USC Sumter Office of Student

Strategies: 1) investigate the implementation of internship programs with the local community,

2) provide career exploration resources including seminars, 3) develop a resource center on campus

that aids students in the completion of academic assignment, which can include access to copying,

lamination, color printing, fax and scanning, and 4) provide more opportunities for student

Assessment tool(s): Records of formal establishment of internship programs, and individual records

of student placement, documentation or recording of seminars, existence of a resource center, records

Strategies: 1) maintain and upgrade AV equipment for classrooms (funded through the technology

fee), 2) Increase the budget for equipment in the division of Science, Math, and Engineering.

Resource Requirement: USC Sumter's goal for several years has been to slowly increase that

line item until it reaches a minimum of $40, 000 annually. We had barely begun to make

progress when state appropriations began to be cut. As a result, that line item has been

Goal II: The University of South Carolina Sumter will improve the Library in support of Academic Programs.

Strategies: 1) Librarians and faculty members jointly review subject area holdings and augment

them where necessary within the annual budget for books and periodicals, 2) Work with USC and

State Libraries to expand and improve the statewide library network, 3) Split the vacant Assistant

Head Librarian positions, which was unclassified and tenured, into two library technician positions.

No new resources are required, since the salary and fringe combined of the two classified positions

will not exceed that same cost of the recently retired Assistant Head Librarian.

Assessment tool(s): American Library Association Guidelines, the presence of appropriate holdings

B. Fulfill requirements of contractual agreements for cooperative bachelor's degrees and related

Strategies: 1) Annually review accrediting requirements, 2) Use a minimum of $5,000 annually for holdings pertinent to the Aiken Business Program that we host. USC Aiken credits USC Sumter's Library for $5,000 for holdings on an annual basis per the written agreement between the campuses. These funds exist within the current budget (which was cut by $10,000 this fiscal year to accommodate mid-year cuts to state appropriations), 3) Strive to provide more local holdings for the two Spartanburg Education Degree Programs, despite the fact that USC Spartanburg provides no financial support for that purpose (or for any other purpose other than to reimburse direct instructional costs, i.e., faculty salaries applicable).

Assessment tool(s): Library Report submitted to USC Aiken for AACSB accreditation collections list, Annual holdings listing

Goal III: The University of South Carolina Sumter will increase funding resources while minimizing increased cost to students.

Strategies: 1) Work directly with Sumter's Legislative Delegation, and coordinate those efforts with

the other Regional Campus Deans and with Dr. Plyler, 2) Continue to request increased (in some

Assessment tool(s): USC Sumter Budget and Financial reports, and Performance Based Funding Reports

Strategies: 1) Support the efforts of the USC Sumter Alumni Association, 2) Increase campus efforts

to solicit gifts and pledges from individuals and corporate entities in our service area.

Please Note: The severe downturn in the state and national economies have demonstrably

dampened the inclination of potential donors to commit such gifts and pledges. While our

efforts certainly continue, this economic reality does make the achievement of this objective

Assessment tool(s): Financial records from Sumter Partnership of the USC Educational Foundation

Strategies: 1) Promote and encourage grant efforts among faculty and staff, 2) Monitor SPAR

communications closely for possible sources, 3) Offer an annual on-campus workshop on grants,

inviting a person from SPAR to speak to locating sources, grant writing procedures, the function of

D. Increase revenues for all non-operating fund activities that are part of the USC Sumter annual budget.

Strategies: 1) Work with and monitor the new food court service provider, 2) Monitor income from

vending, which is now directly contracted through USC Sumter, instead of the food court, 3) Increase

Assessment tool(s): USC Sumter financial reports, Continuing Education Records

A. Pursue the addition of cooperative degree programs by assessing concept proposals, negotiating with other USC colleges and campuses, and securing the appropriate approvals.

Strategies: 1) Continually seek opportunities to host appropriate Bachelor Degree programs on the Sumter Campus, 2) Participate, through faculty representation, in discussion for the potential Palmetto College.

B. Add and enhance support systems for cooperative Bachelor's Degrees and graduate courses, consistent with negotiated agreements.

Strategies: 1) Continue to use the $5,000 per year credit from USC Aiken to purchase holdings that support the Aiken Business Degree program that we are hosting, 2) Attempt, again, to negotiate a financial agreement with USC Spartanburg that will provide some financial compensation for the support systems for their two degree programs, which we now fully fund. USC Sumter, in reality, is supplementing USC Spartanburg's degree programs.

C. Secure the approval of the President, the Board of Trustees, and the State Commission on Higher

Education, for USC Sumter to be elevated to senior (four-year) status within the USC System.

Strategies: 1) Present the proposal to the President, respond satisfactorily to the three criteria he

specified to secure his approval, 2) With the President's recommendation, secure the approval of the

USC Board of Trustees, 3) With the Board of Trustees' approval, secure the approval of the State

Assessment tool(s): Formal letters of response for the President's three criteria; Formal approval by

the President; Formal approval by the USC Board of Trustees; Formal approval by the State

Goal V: The University of South Carolina Sumter will continually assess and improve the institutional organizational plan and address human resource needs within budgetary constraints.

A. Improve internal organization, human resources, policies, operations, communications, and overall effectiveness.

Strategies: 1) Continue to assess outsourcing options with the intention of reducing our operating budget costs, 2) Take every vacancy opportunity to assess the functional necessity of the position in the greater scheme of the campus, and identify opportunities for cost savings by making position changes that create greater efficiencies without removing services from the students.

Strategies: 1) In light of the current state economy and subsequent appropriations cuts, USC Sumter's "professional development" travel money is in jeopardy. If possible, we will attempt to keep a very small amount of travel money for junior faculty who are seeking tenure.

Assessment tool(s): USC Sumter financial and travel records, and financial records of the Sumter Partnership of the USC Educational Foundation

Goal VI: The University of South Carolina Sumter will develop and improve its physical plant and related campus infrastructure.

A. Review and update the Master Plan, to include new sections on building renovations and programmatic and personnel relocations, and the identification of common elements in the Master Plans of USC Sumter and CCTC.

Strategies: 1) A contract has already been issued for the Master Plan revision. Work should be complete by the end of this fiscal year.

Strategies: 1) Renovations have already begun to the Arts and Letters Building (formerly known as

the Alice Drive Baptist Church property). It is anticipated that faculty will occupy offices in the

summer of 2003 and that classes will be held in this building in the 2003 Fall Semester. 2) Dispose of the final two of eight portable buildings that were installed beginning in 1979.

Completion of these strategies will help to position USC Sumter to become a senior (four-year)

campus within the USC System. 3) In the past, USC Sumter has implemented small and necessary

repair projects as needed, but the continuation of these ordinary minor projects will prove difficult, if

C. In coordination with the greater University, seek public and private funding for the construction of new buildings and other major projects.

Strategies: 1) Seek support from the Legislative Delegation, 2) Continue to seeking private donations.

Assessment tool(s): Documented requests for additional state funding, and documentation of fund raising activities of the Sumter Partnership of the USC Educational Foundation

Strategies: 1) Continue to use the technology fee revenue to support primarily academic computing

and technology. 2) Continue to work with USC Columbia to resolve technology problems

Goal VII: The University of South Carolina Sumter will promote itself to surrounding communities as an institution of excellence.

Strategies: 1) This fiscal year, USC Sumter contracted with a professional marketing firm to develop and implement a new advertising campaign. The contract provides an optional second year. At this time, depending on the severity of cuts to the FY04 state appropriation, this contact might be in jeopardy.

2) Exercise creativity in the use of scarce resources, and make as many personal contacts as possible.

Assessment tools: Numerous publications, documented advertising, use of the comprehensive marketing plan that was developed in FY02.

B. Expand the social, cultural, and educational outreach to students, employees, and surrounding communities.

Strategies: 1) Continue to offer free Cultural Events Programs on campus, 2) Continue to look for new and appropriate Continuing Education Course opportunities.

Assessment tool(s): USC Sumter Cultural Events program list, USC Sumter financial records, documented participation in community based efforts

Goal VIII: The University of South Carolina Sumter will maintain and improve its standing with various controlling, accrediting, and contracting agencies.

A. Continue compliance with state and federal laws, official state regulations, and University policies, and, in the context of the USC Sumter mission and mission/statement of purpose, pursue the intent of other appropriate recommendations and suggestions.

Strategies: 1) Departments will continue to monitor relevant compliance issues.

Assessment tool(s): USC Sumter reports to the larger University and to the S.C. Commission on Higher Education

B. Continue compliance with accrediting agencies such as SACS, AACSB, ALA, NLN, and NCATE.

Strategies: 1) Continue to monitor changes in compliance issues, addressing each as necessary,

2) Actively consult the Student Advisory Council and the Business Advisory Council.

Assessment tool(s): USC Aiken's report to AACSB, USC Spartanburg's report to NCATE, ALA guidelines, SACS guidelines, CCTC's report to NLN

C. Continue fulfillment of contractual obligations with agencies such as the U.S. Air Force (Shaw A.F.B.), local public and independent schools, and other degree-granting units of the University.

Strategies: 1) Continue to ensure USC Sumter's compliance with the USAF Quality Education System Standards and the USAF/USC Sumter Memorandum of Understanding, 2) Assess all USC Sumter courses offered under contract in local high schools.

Assessment tool(s): U.S. Air Force Quality Education System Standards, and the U.S. Air Force/ USC Sumter Memorandum of Understanding

USC Sumter does not compete against Columbia-based departments for funding. The campus receives appropriations directly from the state as a separate state agency.

USC Sumter will make every effort to continue to perform at the highest levels on Performance Based Funding Indicators. However, as has been demonstrated for the past three years, without performance incentive funding from the state for Higher Education, even the highest possible scores do not result in additional money.

After several years of requests, Sumter County finally restored past cuts to its annual appropriation through the Mid-Carolina Commission for Higher Education to USC Sumter, bringing the total annual appropriation to 1994 levels. USC Sumter also continues to seek increases to the annual appropriations from Clarendon and Lee Counties, and continues to request that Kershaw and Williamsburg Counties, and the City of Sumter, begin to provide annual appropriations. USC Sumter has very specific requests pending with Sumter County and the City of Sumter for significantly increased appropriations associated with the granting of senior (four-year) campus status for USC Sumter.

USC Sumter will continue to seek grant funding for special opportunities relevant to the undergraduate experience. In the context of the recently concluded Bicentennial Campaign, over $2 million in private gifts were focused on support for student scholarships and endowed professorships. USC Sumter continues to seek major donors for a variety of “naming gift” opportunities.

It is of critical importance to all campuses and departments that the University implement new, uniform policies for the academic and financial support of distance education programs. Currently, the existing procedural guidelines are not enforced, and campuses and departments address different distance education programs in different ways. Inequities exist in many situations, and some campuses are subsidizing programs that belong to other campuses or departments. An obvious concern is that the University is losing its leadership role in the state in the area of video technology, and the various constituencies of the University have been hesitant to seek new programs given the uncertainties involved. Under the auspices of the Palmetto College initiative, USC Sumter is pleased to be working with other units of the University on policies and procedural guidelines for the programmatic, technological, and financial aspects of a comprehensive distance education delivery system for all eight campuses of USC.

As was true two years ago, the most dangerous threat to USC Sumter's ability to proceed with this strategic plan are the cumulative permanent cuts of 18.285% to state appropriations to higher education during FY’s 2001, 2002 and 2003, and projections for more severe cuts for FY 2004. As has always been the case with USC Sumter’s budget, we plan for the worst and hope for the best. For FY 2004, in response to actions taken by the South Carolina House Ways and Means Committee, USC Sumter is considering three levels of cuts to state appropriations - 10%, 15%, and 20% - and three levels of increases to student tuition - 10%, 15%, and 20%. As can be seen in the following chart, assuming level enrollments, only one of the nine scenarios (10% appropriation cut with a 20% tuition increase) results in a balanced budget without significant cuts to programs, services, physical infrastructure, and/or personnel.

In general, there are two high priority areas at USC Sumter in which we seek to avoid or minimize cuts. One area includes any budgetary component, regardless of its programmatic designation, that has a direct bearing on USC Sumter's ability to deliver instruction, that is, to fulfill the core elements of our mission. The second area is personnel, recognizing that the delivery of instruction and the provision of the many direct and indirect services necessary to support students and the instruction they receive, is very labor intensive (83% of USC Sumter's budget is personnel). As has been the case in past years, these two high priorities will be reflected in USC Sumter’s FY 2004 budget plans as progressive scenarios to cut non-instructional areas in the budget before instructional areas, and to cut "things" before people.

Even with firm adherence to the above priorities, it is important to note that even the lowest (10%) appropriation cut scenario, without an off-setting 20% increase in tuition, would necessarily include the loss of some temporary personnel, a partial hiring freeze, and cuts to student services and instructional support. Each of these scenarios, as listed on the following table, would involve progressively more severe cuts. These cuts would undoubtedly compromise the "margin of excellence" heretofore demonstrated by this campus, as measured by Performance Based Funding Scores during the past six years.

Even modest layoffs of temporary staff and part-time faculty cause, in turn, burdensome increases in administrative and instructional workloads for the remaining staff and faculty. Fewer course sections and larger class enrollment limits end up compromising the quality of instruction that USC Sumter can deliver to our students.

None of the reductions being considered will affect any federally funded programs, nor will any regulations or laws be compromised. However, mission fulfillment and performance probably will be damaged. It is vital to note that at this point in time not all necessary (legally, economically, or legislatively mandated) increases in the FY 04 budget expenses have been identified. Therefore, whichever appropriation cut scenario (10%, 15%, or 20%) becomes reality in FY 04, other budgeted expenses will have to be cut in order to meet any new mandates when they occur. Therefore, while the 10%, 15%, or 20% scenario may already have compromised mission fulfillment and performance, any further mandates to increase expenses will surely exacerbate the problem.

Each time in the past when USC Sumter experienced a cut to our state appropriation, appropriate budgetary measures were implemented, and usually anticipated. During the first three years of Performance Based Funding, USC Sumter’s consistently exceptional performance resulted in performance-based appropriations that allowed the campus to restore some, but not all, of what had been previously cut from the budget. However, for the past three years of Performance Based Funding, USC Sumter’s continuing top scores have resulted in virtually no performance-based appropriations. Therefore, beginning in FY 01, except for tuition increases and some local funds, USC Sumter has been unable to recover those cuts to state appropriations.

USC Sumter offers two degree programs: the Associate in Arts degree and the Associate in Science degree. The primary purpose of these degree programs is to provide the first two years of a baccalaureate program for students who will change campuses or transfer to a four-year program. The two degree programs differ slightly in degree requirements. The Associate in Arts program is weighted more heavily in the Arts, Letters, Humanities, and Social Sciences. The Associate in Science program is weighted more heavily toward mathematics and science. Both programs provide for 24-27 hours of elective work.

A particular concern of these degree programs at USC Sumter is to provide an adequate foundation for the Bachelor of Science degree in Business Administration offered on the USC Sumter campus by USC Aiken, the Bachelor of Arts degrees in Early Childhood and Elementary Education offered on the USC Sumter campus by USC Spartanburg, the B.A.I.S. degree offered by the College of Hospitality, Retail, and Sports Management of USC Columbia that can be completed on the USC Sumter campus, and the most popular major programs which graduates declare on the USC Columbia campus. These programs are called the "primary baccalaureate completion programs."

1. General Education: The associate degrees should allow students to complete most of the coursework in general education required by the senior institution to which they change campuses or transfer. Most of the goals of general education defined by USC Columbia should be achieved within these programs.

2. Lower Division Major Coursework: Students should be able to take the required lower division coursework in both their intended majors and in areas cognate to their majors. Students should be able to complete their undergraduate work with only two further years of full-time studies. This is especially important for students in the primary baccalaureate completion programs.

3. Electives: Students should be able to fill out their schedules with elective coursework that also will be acceptable as part of their baccalaureate programs.

The associate degrees should allow students to complete most of the coursework in general education required by the senior institution to which they change campuses or transfer. Most of the goals of general education defined by USC Columbia should be achieved within these programs.

Evaluation Procedure 1a: A direct comparison will be made between the coursework available at USC Sumter and the work required in general education by the primary baccalaureate completion programs. 90% of the general education work required by these programs will be available on the USC Sumter campus.

Evaluation Procedure 1b: The alumni survey will include a measure of satisfaction with the general education program. 90% of those who respond will indicate they are satisfied or very satisfied with their general education work at USC Sumter.

Evaluation Procedure 1c: On a periodic basis, the faculty of USC Sumter will examine the coursework at USC Sumter to confirm that efforts are being made to meet the goals of general education as defined by USC Columbia and to estimate, where feasible, the actual achievement level of the typical USC Sumter graduate.

Evaluation Procedure 1d: USC Sumter will make use of external evaluations of student accomplishment in general education courses where these data are available. Students should perform better on these exams than their performance on the ACT/SAT entrance exams. Data may be available from the MFAT given by the Aiken Business program, the Junior Writing Portfolio given by the Aiken Business program, the Praxis I exam given by the Spartanburg Education programs, an upper-division writing assessment given by USC Columbia, and the ETS Profile given by USC Columbia.

Students should be able to take the required lower division coursework in both their intended majors and in areas cognate to their majors. Students should be able to complete their undergraduate work with only two further years of full-time studies. This is especially important for students in the primary baccalaureate completion programs.

Evaluation Procedure 2a: A direct comparison will be made between the coursework available at USC Sumter and the work required in lower division major coursework by the primary baccalaureate completion programs. All the lower division major coursework of 80% of these programs will be available on the USC Sumter campus, including all of the lower division work for the cooperative programs with USC Aiken and USC Spartanburg. Where the coursework is not available on the USC Sumter campus, qualified students will have access to the necessary coursework on the USC Columbia campus.

Evaluation Procedure 2b: The alumni survey will include a measure of satisfaction of preparation for major coursework. 90% of those who respond will indicate they are satisfied or very satisfied with this aspect of their education at USC Sumter.

Evaluation Procedure 2c: A comparison will be made between grades at USC Sumter and grades in coursework at the primary receiving institutions. The goal is for the grades at the receiving institution to be at least as high as they were at USC Sumter.

Evaluation Procedure 2d: Standardized assessments are available in a few cases that will allow evaluation of some components of the program. In particular, the MFAT given by the Aiken Management program and the PRAXIS I/II exams given by the Spartanburg Education programs will be of use in evaluating part of the program. Students should perform better on these exams than their corresponding scores on their ACT/SAT entrance exams.

Students should be able to fill out their schedules with elective coursework that also will be acceptable as part of their baccalaureate programs.

Evaluation Procedure 3a: The requirements of the primary baccalaureate receiving programs will be examined to ensure that enough elective work that meets the requirements of these programs is available at USC Sumter so that students will not be compelled to take as part of their USC Sumter degree programs any course that will not contribute toward the completion of their undergraduate program.

Evaluation Procedure 3b: The courses offered at USC Sumter will be examined to ensure that they are all generally acceptable in the primary baccalaureate completion programs.

Evaluation Procedure 3c: USC Sumter will offer all the coursework contained in the Commission on Higher Education transfer blocks.

The analysis and reporting of the results will be coordinated through the Associate Dean for Academic Affairs. The Institutional Research Analyst will have overall responsibility for maintaining data collection and overseeing assessment activities.

Evaluation Procedure 1a: In the Spring Semester of even numbered years, the Institutional Research Analyst will conduct this study.

Evaluation Procedure 1b: In the Spring Semester of odd numbered years, the Institutional Research Analyst will conduct this study.

Evaluation Procedure 1c: The Academic Planning Committee will supervise this process. Because of the magnitude of this evaluation, it will be divided into four sections detailed below corresponding to the four areas of general education.

By October 1 a year before the review for each section is to be conducted, the Academic Planning Committee will invite appropriate faculty members from USC Sumter to take charge of the review of a section of the general education curriculum. This group will have the responsibility of preparing a written report of its findings on the degree to which USC Columbia general education goals are being met for the section under review and to make recommendations for improvement. Where possible, this report should contain an estimate of the actual achievement levels of typical degree recipients.

By October 1 in the year of the review, this group will file its written report with the Academic Planning Committee and will meet soon thereafter with the committee to discuss the degree to which coursework at USC Sumter meets USC Columbia general education goals. The committee will prepare a written report of its findings for presentation to the Faculty Organization and the Associate Dean for Academic Affairs. The report will contain suggestions for strengthening the program. This final report will be presented to the Faculty Organization at its February meeting.

Evaluation Procedure 1d: The Institutional Research Analyst will annually record the available information on these exams so it can become part of the review under Evaluation Procedure 1c.

Evaluation Procedure 2a: In the Spring Semester of even numbered years, the Institutional Research Analyst will conduct this study.

Evaluation Procedure 2b: In the Spring Semester of odd numbered years, the Institutional Research Analyst will conduct this study.

Evaluation Procedure 2c: During the Summer of odd numbered years, the Institutional Research Analyst will conduct this study.

Evaluation Procedure 2d: The Institutional Research Analyst will annually record the available information on these exams so it can become part of the review under Evaluation Procedure 1c.

Evaluation Procedure 3a: In the Spring Semester of even numbered years, the Institutional Research Analyst will conduct this study.

Evaluation Procedure 3b: In the Spring Semester of even numbered years, the Associate Dean for Academic Affairs will review the curriculum to verify that appropriate courses are being taught.

Evaluation Procedure 3c: This check is conducted on a periodic basis by the Commission on Higher Education. The Institutional Research Analyst will maintain records on this check by the Commission.

Many of the evaluation procedures outlined here are already in use. The overall picture is that USC Sumter is successful in achieving the desired results. In addition, partial information relating to program assessment is available from many sources. USC Sumter periodically submits the following reports to the South Carolina Commission on Higher Education:

§ General Education assessment on communication skills, quantitative competence, creative & critical thinking, and integration knowledge

3. Act 255 - Institutional Effectiveness (this report is phasing out, since most of it is encompassed in Performance Funding)

The following are annual reports compiled by the Commission that each State Higher Education Institution submits data for via CHEMIS and other data means.

At this point, the results have not been compiled into a single report. In order to make these data more accessible, the Institutional Research Analyst will prepare annually a report summarizing the data. This report will be shared with the faculty and the administration.

The primary responsibility for providing feedback will rest with the Associate Dean for Academic Affairs. The Associate Dean annually will:

1) meet with the Dean of the University to provide an assessment of the success of the University in meeting its objectives;

2) report to the Long Range Planning Committee on the results of the assessments;

As changes are made because of the assessments, these changes will become part of the annual report prepared by the Institutional Research Analyst.

Written Communication

Goal
Students will communicate clearly in written English, demonstrating their comprehension, analysis and critical interrogation of a variety of written texts.

· Organization appropriate to the purpose and to the interaction between writer and reader.

· Description, analysis, and synthesis of data, ideas or information appropriate to the purpose.

Oral Communication

Goal
Students will communicate orally in a manner that unites theory, criticism, and practice to produce an effective communicator.

· Organization appropriate to the purpose and to the interaction between speaker and audience.

· Skill in listening and extracting information and meaning from oral communication.

Electronic Communication

Goal
Students will be able to use computers and other technology to perform tasks appropriate to their major fields.

· Integrate graphical, visual and statistical information into written presentations.

Math

Goal
Students will perform basic mathematical manipulations, display facility with the use of mathematics in framing concepts for mathematical analysis and interpret data intelligently.

· Understand the language of mathematics and basic mathematical concepts and operations.

· Apply basic mathematical operations to problem-solving in their personal and working life.

· Accurately comprehend and draw appropriate inferences from numeric data in various forms and in various disciplines.

Science

Goal
Students will demonstrate an understanding of physical and/or life science phenomena and understand the uses of scientific methods and theories.

· Critically evaluate various approaches to research by identifying sound and unsound reasoning in scientific and lay contexts.

· Formulating and testing hypotheses or research questions as part of the scientific process.

· Use systematic, empirical approaches to address questions as part of the scientific process.

· Identify and collect appropriate information as part of the scientific process.

· Draw appropriate conclusions from empirical results in quantitative and qualitative formats.

Goal
Students will demonstrate an understanding of the processes of human behavior, social and cultural interaction and the use of social and behavioral science perspectives to interpret them.

· Understand cultural, social and political structures and processes and their effects on individual, group and societal behaviors.

· Understand and critically evaluate, interpret and draw of inferences from social/behavioral science data.

Students will demonstrate an understanding of the historical development of culture over time and its relation to the present

· Understand broad outlines of history and make accurate connections between developments separated in time and place.

· Recognize the contribution of historical antecedents to the understanding of current personal, social, and political situations and developments.

Goal
Students will become familiar with the diversity of a global culture marked by racial, ethnic, gender and regional differences.

· Recognize multiple perspectives and appreciate perspectives which produce a world view different from one's own.

· Use another perspective to analyze current or historical social and cultural events and practices.

Goal
Students will communicate orally (with the exception of Latin and Ancient Greek) and in writing in another language.

· Read in one foreign language and comprehend the topic and main ideas in written texts.

· Understand spoken discourse and converse in a foreign language on familiar subjects.

Goal
Students will demonstrate an understanding of the contribution of the literary, visual or performing arts and their cultural context and express informed personal responses to artistic creations.

· Express a personal response to works of art and relate the part(s) to the work(s) as a whole, using appropriate concepts and relevant information.

Goal
Students will integrate insights from several disciplines and apply them to value choices and ethical decisions.

· Apply understandings from several disciplines to clarify ethical conflicts; articulate reasoned personal responses based on expressed values.

Fall 2002	Applied	Accepted	% Accepted	Yield	%Yield Applied	% Yield Accepted
Female	660	471	71.37%	346	52.39%	73.46%
Male	378	291	76.99%	232	61.38%	79.73%
Total	1038	762	73.41%	578	55.69%	75.86%

	Headcount	FTE
*Official Sumter Students (the only numbers allowed by CHE)*	1149	761
USC Aiken's Business Program on the Sumter Campus	58	47.4
USC Spartanburg's Education Programs on the Sumter Campus	19	68.07
USC Columbia Students enrolled at USC Sumter	9	Not available
Total Headcount and FTE of students physically present	1,235	876.47

	Sumter Courses	Aiken Courses	Spartanburg Courses	Totals
Fall 2001	10,547	707	936	12,190
Spring 2002	9,715	721	869	11,305
Summer I 2002	1,867	213	0	2,080
Summer II 2002	652	0	0	652
Totals	22,781	1641	1805	26,227

USC Sumter's Analysis of the
Net Effects of Potential Combinations of
Tuition Increases and State Appropriation Cuts for FY04

			Tuition Changes
		10% Increase	15% Increase	20% Increase
Appropriation Changes		237,025	355,538	474,050
10% Cut	(415,870)	(178,845)	(60,332)	58,180
15% Cut	(623,805)	(386,780)	(268,267)	(149,755)
20% Cut	(831,740)	(594,715)	(476,202)	(357,690)

Area of General Education	Review Schedule
Written, Oral, and Electronic Communication	Fall 2005 and every fourth year thereafter
Math and Science	Fall 2006 and every fourth year thereafter
Social/Behavioral Sciences	Fall 2007 and every fourth year thereafter
Humanities/Cultural	Fall 2008 and every fourth year thereafter

	Fall 2001	Spring 2002	Summer 2002	Totals
Associate Degrees	50	67	48	165
Aiken Business Degrees	12	8	2	22
Spartanburg Education Degrees	12	10	0	22
BAIS Degrees	6	8	3	17
Totals	80	93	53	226