4.1 Narrative

When evaluating success with respect to student achievement in relation to the institution’s mission, the institution includes, as appropriate, consideration of course completion, state licensing examinations, and job placement rates.
( Evaluation of Student Achievement )

Narrative: The State Board for Technical and Comprehensive Education Policy 3-1-301: Instructional Program Evaluation mandates that all instructional programs be evaluated annually. Additionally, State Board for Technical and Comprehensive Education Procedure 3-1-301.1: Instructional Program Evaluation establishes the guiding principles and criteria of these evaluations, and the State Board for Technical and Comprehensive Education Procedure 3-1-301.2: Instructional Program Evaluation Timetable and Procedures explains how this evaluation is to be accomplished. Orangeburg-Calhoun Technical College (OCtech) has established the existence and purpose of Institutional Effectiveness as part of its strategic planning process for continuous improvement. This systematic process of comprehensive planning, assessment, and improvement engages every level of the College in the process of evaluating student success. The Office of Institutional Effectiveness has established outcomes that have become part of the annual program review process to ensure the continuous improvement of instruction and student learning. Course completion, state licensing examinations, job placement rates, and students transferring to other institutions of higher education are all a part of the data considered in each program’s assessment. These evaluative measures are incorporated into each program’s comprehensive review. Additionally, the State Board for Technical and Comprehensive Education (SBTCE) and the South Carolina Commission on Higher Education (CHE) collect and review this data for each of the sixteen technical colleges. This evaluation process supports the College’s mission by fostering student success.

Over 39% of students received some form of federal student aid in 2003, up from 29% in 2002. Students who are not making satisfactory academic progress are placed on probation or suspension as outlined in Procedure 4.044.01. Students who fall into one of these categories are counseled appropriately by a member of the Student Services counseling staff. These students have a restriction placed on their records and are prohibited from future academic or financial activity until a counselor removes the restriction at the completion of the counseling session. This process ensures that students who receive Title IV aid understand their academic responsibilities and monitor progress towards degree completion.

In 2001, the State of South Carolina implemented the Lottery Tuition Assistance Program. Under this program, students are eligible to receive pre-determined per credit hour tuition assistance in cases where federal aid does not pay 100% of tuition expenses. The per credit hour supplement is based on available lottery revenue and is subject to change from term to term. Students who do not receive Pell or other forms of financial aid sufficient to pay 100% of tuition are eligible to receive Lottery Tuition Assistance. However, these students are required to apply for a Pell Grant to determine eligibility for federal funds as first priority. Approximately 32% of students received Lottery Tuition Assistance Funds in 2003 and 40% in 2002. Lottery Tuition Assistance Guidelines are developed and regulated by State Board for Technical and Comprehensive Education Policy 3-2-307: Lottery Tuition Assistance and State Board for Technical and Comprehensive Education Procedure 3-2-307.1: Lottery Tuition Assistance.

Students who receive Lottery Tuition Assistance (LTA) must maintain a 2.0 cumulative grade point average to maintain eligibility for the award after attempting twenty-four credit hours. Students who have attempted less than twenty-four credit hours must maintain satisfactory academic progress as required by Title IV Standards of Progress as outlined in Orangeburg-Calhoun Technical College Procedure 4.044.01: Financial Aid Satisfactory Academic Progress. In 2003-04, 81% of students received some form of student aid at Orangeburg-Calhoun Technical College compared to 78% in 2002-03.

In addition to federal and state standards of progress, Orangeburg-Calhoun Technical College also evaluates student achievement by locally established academic standards of progress as outlined in Orangeburg-Calhoun Technical College Policy 3.004: Academic Standards of Progress and Orangeburg-Calhoun Technical College Procedure 3.004.01: Academic Standards of Progress. Student progress is measured in terms of cumulative or term grade point average based on the number of attempted student credit hours. Students who do not maintain standards as required by OCtech policy are placed on academic probation or suspension. Student Services staff members provide academic counseling services to these students to assist in developing a plan to improve academic performance and progress towards goal completion.

Until 2003, the College tracked student completion rates based on state and federal criteria of first-time, full-time students in each program. Recognizing that many students who enroll at OCtech do not fit these criteria, the College developed a program retention report that tracks a cohort of students based on the first time in the program. Unlike federal reporting requirements, this report includes part-time students and those who may have transferred to OCtech from other colleges. The criteria for the OCtech program retention report are more representative of the technical college student population. This report measures retention and graduation rates of students enrolled in associate and diploma programs by major, but it also identifies the general retention rate for students who change programs of study but remain at OCtech. The overall retention rate for the fall 2001 cohort who remained at OCtech or graduated by summer 2003 was 62 %. This cohort included both full-time and part-time students. This figure is more descriptive of the typical community college student as compared to the fall 2000 first-time, full-time student cohort used for federal reporting purposes. The first-time, full-time fall 2000 cohort had a 47% graduation rate based on a 150% course completion time frame.

Each year, the College is required to report on thirteen quality performance indicators to the CHE. Included in these criteria are rates for the following: Mission Focus, Quality of Faculty, Classroom Quality, Institutional Cooperation, Administrative Efficiency, Entrance Requirements, Graduates' Achievements, and User-Friendliness of the Institution. For the most recent report from the CHE for 2003, the College received an overall rating of 2.83 out of a possible 3.00 which is classified as an “Exceeds” rating. The College also received an “Exceeds” rating (2.71 out of 3.0) in 2002-03, as well.

Performance on licensure exams is monitored and reported each year as a part of the CHE Performance Funding Indicators and as part of the College’s own Institutional Effectiveness program. Results are also included in each program’s annual program review, where appropriate. OCtech programs that require licensure exams include: Associate Degree Nursing, Practical Nursing, Certified Nursing Assistant, Radiologic Technology, Medical Lab Technology, and Respiratory Therapy. In addition, Medical Office Assistant program graduates are also offered the opportunity to complete licensing exams that enhance their employment marketability. The most recent pass rate data for all applicable programs at OCtech is included in the Performance Funding Report, 2003-2004, by the CHE. The cumulative pass rate for all students who took exams in 2003-04 was 92.6%. The prior three-year of ratings are also included on the CHE report. OCtech has received an “Exceeds” rating on this Performance Funding indicator for the past seven years. Since the College has a history of effective performance on state licensure exams, it is noteworthy to mention that the May 2004 Associate Degree Nursing graduates of OCtech were the only group of graduates among all South Carolina colleges and universities to achieve a 100% pass rate on the NCLEX. Pass rates on individual program licensure and certification exams are included in each program’s annual program review.

The objective of the Job Placement Office at OCtech is to provide employment assistance to current students who have completed at least one semester of coursework and to graduates of OCtech. Interviewing skills, resume development, job-seeking skills, and employment referrals are available through this office. Job Placement also conducts a Graduate Employment Survey each year. Surveys are sent to graduates in November of each year. A postage-paid, return envelope is provided to make it simple for the student to return the survey to the College. To increase the rate of return for the upcoming year, surveys are also placed in each graduation packet for completion. This new process may provide less employment data since it is administered at the time of graduation; however, a follow-up survey will be sent later in the year (November) to those who indicate that they are currently unemployed at the time of graduation.

The annual Job Placement Report is compiled and submitted to the SBTCE in April of each year. The OCtech job placement rate for August 2002-May 2003 graduates was 87.3%. The program evaluation report submitted to the SBTCE requires data collection from the previous year’s graduates. The past three-year job placement rate (2001, 2002, and 2003) averaged 89%.

The Job Placement Office also conducts an Employer Satisfaction Survey to evaluate the competencies taught in OCtech programs of study and the overall satisfaction that employers have with OCtech students. This information is gathered in the spring of each year and reported to the College President, executive staff, and faculty. Results are included in program reviews. The most recent results from 2003 indicated an above average employer satisfaction rating of the graduates hired. It also indicated that employers would recommend OCtech graduates for other positions in their organization.