3.3.1 Narrative

The institution identifies expected outcomes for its educational programs and its administrative and educational support services; assesses whether it achieves these outcomes; and provides evidence of improvement based on analysis of those results. ( Outcomes, Assessment, Analysis for Improvement )

Narrative: Orangeburg-Calhoun Technical College (OCtech) identifies expected outcomes for programs and its administrative and educational support services. The College is committed to the assessment of these outcomes as part of its formal program of planning and assessment for continuous improvement. The College’s planning and assessment process is guided by the Office of Planning, Research, and Development, which includes the Institutional Effectiveness Office (Administrative Organizational Chart). Institutional Effectiveness is responsible for the implementation of a comprehensive and ongoing assessment and improvement system. A data collection process for each area of the College is described in the 2000-2005 Institutional Effectiveness Data Collection Plan. The Institutional Effectiveness Office also assists administration by performing any necessary statistical analyses for the establishment of meaningful benchmarks.

As described in Compliance Review Narrative: Core Requirement 2.5: Institutional Effectiveness , the planning process at OCtech is a continuous and participatory one that is based on awareness of trends, strategic planning, identification of outcomes to increase effectiveness, the assessment of progress towards the outcomes, and the incorporation of strategies for improvement. In addition to the offices charged with the responsibility of guiding the improvement process at OCtech, the analysis of assessment data and the subsequent planning and evaluation in relation to the OCtech mission and goals occur at numerous levels: the educational program departments, the academic divisions, the administrative/educational support units, the strategic planning resource teams, the President’s Council, and the President. The students, community, and the Orangeburg-Calhoun Area Technical Education Commission are also involved in the process. Planning for Institutional Effectiveness and Continuous Improvement at OCtech describes in depth the strategic planning process. The Strategic Planning Process Diagram illustrates the College’s environmental scan and five-year planning cycle. The results of assessment and evaluation are made public. In addition to state-level reports published by the State Board for Technical and Comprehensive Education (SBTCE) and the South Carolina Commission on Higher Education (CHE), OCtech publishes the results of its strategic plan evaluation and the annual review of academic programs. These Program Reviews are included in the documentation and are also available on both the OCtech public website and the OCtech SACS Compliance Review public website .

As described in Compliance Review Narrative: Core Requirement 2.5: Institutional Effectiveness, the identified outcomes of the College and its programs are constantly under review. The Annual Strategic Planning Process Diagram describes the yearly review process at OCtech. This process is informed by the data collection and databases of the College. Each goal and objective of the strategic plan has an identified outcome measure. Outcomes specific to educational programs and administrative and educational support services are identified through the internal Institutional Effectiveness process and through processes imposed by external agencies. Each planning unit of the College annually assesses and revises strategic plan outcomes and submits revised planning to the Dean of Planning, Research, and Development. The revised Strategic Plan and Evaluation document serves as evidence of the College’s practice.

Each educational program has established program outcomes as listed on the OCtech website as DACUMs. Program outcomes are initially established by the program’s faculty members and/or through national/state accrediting bodies. Validation of the program outcomes are accomplished through the DACUM (Developing a Curriculum) process and through the respective Advisory Committees. Advisory committees are made up of experts in the field from business, health care, and industrial communities. The purpose of the Advisory Committee is to provide a vital link between the community and the College by offering objective evaluations and recommendations regarding program developments and instructional improvement. Similarly, DACUM panelists are made up of recognized individuals working in the field of the designated program. Their task is to ensure relevancy and currency of the curriculum and learning outcomes. Once the program outcomes are established and validated, they are, along with the curriculum’s program of study, published on the College's website and the respective course syllabi. Program reviews conducted annually and result in revised or new outcome measures.

In addition, the Institutional Effectiveness process integrates the standards and measures established specifically by three external reviewing and approval processes:

The Institutional Effectiveness Office compiles institutional data in several formats that facilitate the review and analysis of progress toward meeting stated outcomes. The OCtech Fact Book and the many different reports compiled by CHE, SBTCE, and the Institutional Effectiveness Director are all used to assess and analyze outcome achievement. Each planning unit of the College annually assesses and revises strategic plan outcomes and submits the results of the assessment and any subsequent revised objectives to the Dean of Planning, Research, and Development. She compiles the information, arranges for review and discussion, and revises the plan with broad input, as needed. The revised plan and evaluation are then published.

Academic program reviews are submitted annually and include identification of outcome measures. The Program Outcomes Report s state the results of progress toward meeting stated outcomes by program that were previously identified. OCtech uses a variety of methods to evaluate the attainment of program outcomes. The College uses both direct and indirect measures as a means of assessment. At the program level, the faculty members evaluate the attainment of program outcomes by measuring student success. Direct measures, such as capstone courses, licensure/certification examinations mandated by external accrediting agencies, licensure/certification pass rates on state and national certification exams, and periodic review by a program's respective accreditation body, are utilized. The Program Reviews illustrate OCtech assessment of program outcomes and serve as proof that programs are evaluated. Beginning in 2003-2004, all program reviews are required to include both direct and indirect student measures. The Associate Degree Nursing Program Review is an example of the assessment of program outcomes at OCtech. All of the Program Reviews are available on both the OCtech SACS website and the OCtech public website. Program reviews also include the assessment of General Education.

The program outcomes are reviewed annually by each program’s advisory committee and its faculty. As part of the College’s program of institutional effectiveness, DACUM panels are conducted every four years to review current program outcomes and determine if what students are learning in the classroom mirrors what is necessary to function successfully in the workplace. The panel membership is made up of active area professionals. Faculty members make revisions to the program outcomes and the curriculum as needed following validation of the DACUM panel’s recommendations. Faculty in each educational program are then responsible for providing coherent courses of study with established learning outcomes, sequencing of courses, and monitoring student progress.

Students are provided an opportunity to comment on their learning experiences. OCtech provides a form to each student that solicits feedback on classroom instruction. This Student Evaluation of Instruction is performed each semester. Additional surveys assess support services and the overall college performance. These surveys provide the opportunity for students to comment on their learning experiences. Distance learning classes provide a link to an online evaluation form that also includes feedback on the online learning process. The College forwards all data to the instructor and the academic dean for use in faculty and program assessment. Necessary action by the faculty is based upon the contents of student evaluations and, when appropriate, becomes part of faculty objectives in the annual FPMS. Results of adjunct faculty evaluations may be used in decisions regarding professional development, hiring to full-time, or continuing employment as adjunct.

In addition, the CHE Performance Funding Report is used to assess the achievement of institutional outcomes in areas such as minority access, retention, graduation, licensure pass rates, job placement, success rate of transfer students, mission focus, quality of faculty, and administrative efficiency.

The following improvements are examples of changes at OCtech that resulted from data-driven planning and analysis:

Scores on licensure exams for health sciences programs were not as good as those from the Nursing programs. The College instituted the Kettering seminar for Respiratory Care Therapy students and added simulated computer testing for all health science programs.
The results of the Associate Degree Nursing Program Review indicated that students needed improvement in critical thinking. A continuous program of instruction and assessment is resulting in improvement in critical thinking as measured by a standardized exam. The program now has a formal outcome around improvement in critical thinking.
The Employer Surveys and DACUM panels of many programs indicated a need for improved performance in the application of certain critical workplace skills. This assessment led to the creation of capstone courses in many programs.
Input from student surveys and from strategic planning teams indicated a need for change in marketing strategies, resulting in the new advertising campaign
An analysis of developmental studies success rates in subsequent course work by course and by sending instructor led to changes in the Reading 048 and Reading 049 lab. PLATO courseware was purchased.
An analysis of the number of high school students in need of developmental education by high school was made. This resulted in a successful grant and renewed partnerships with Orangeburg Consolidated School District Three. PLATO software is being used collaboratively to assist in remediation of high school students on critical skills in reading and math and performance benchmarks have been put in place.
Surveys and program assessment, including the evaluation of distance learning, resulted in the purchase of additional online learning resources that are available 24/7.
Surveys indicated the need for student email and for increased communication. Campus Cruiser was purchased and implemented.