One example of the College's assessment efforts is the use of the Annual Alumni survey. The College surveyed its 1996-97 graduates to determine their satisfaction with their major and general education program and instruction, as well as their ability to find gainful employment after graduation. From the survey results, it appears that the College of Charleston graduates are extremely satisfied with the education they have received and that this education has made them readily employable. The survey revealed that more than 89% of the College's alumni respondents were either "satisfied" or "very satisfied" with the program in their major and only slightly less satisfied with the general education program (84%) and the instruction in this program (82%). Most importantly, 90% of the alumni surveyed indicated their satisfaction with their overall academic experience at the College of Charleston, and only 3% expressed any dissatisfaction with their overall academic program.

Additionally, as part of the alumni survey, the College assessed the employability of its alumni and has determined that the alumni of the College are indeed readily employable. Of the 1996-97 alumni seeking gainful employment upon graduation, 41% found full-time employment within the first month of graduation; 68% had found employment within the first three months; 85% within the first six months; and within one year of graduation 93% of the graduating class had found full-time employment.

This year's report will focus on General Education and Majors/Concentrations. Academic Advising was reported on in 1998 and will be reported on again in 2001. Procedures for Student Development and Library Resources and Service were reported on in 1999 and will be reported again in 2002.

COMPONENT SUMMARIES

In selecting the most suitable test to assess the College’s general education curriculum the Committee considered two main factors: psychometric properties of the test and personal feedback from assessment personnel at other similar institutions (COPLAC members). Those members of the sub-committee with a background in statistical methods examined the various tests in terms of their psychometric properties (e.g., normative data, reliability indices, validity) while the remaining committee members tracked down anecdotal evidence from colleges using (or contemplating using) the tests. The statistical scrutiny effectively eliminated the College Base test from consideration as its normative data did not adequately represent minority populations. As it turned out, the College Base had been selected by only one of the comparable colleges the Committee contacted, and the institution had stopped using the test because they felt that its "validity problems" meant they couldn’t trust its results.

ETS’s Academic Profile and ACT’s CAAP both appeared to be statistically sound (i.e., adequate norms, reliability, and validity) and neither test was clearly superior to the other using these criteria. However, feedback from individuals using these tests at other institutions revealed important comments on the practical implementation of the tests. Of the five colleges who responded to the Committee's requests for information, two had opted for the Academic Profile, and three for CAAP. David Allen of Young Harris College told the Committee that they had adopted the short form (40 minute-long) of the Academic Profile and that they found the test convenient and helpful in "get[ting] at reading, writing, critical thinking, and math across four subject areas." Professor Allen passed on to us sample documents showing how Young Harris College was using the information gleaned from the test. Rose Bruce, of Sonoma State College, reported that the test had met with faculty resistance, but that resistance was apparently directed at the idea of testing per se, rather than at any specific failings with the Academic Profile.

Of the three colleges who had adopted the CAAP test, two (Appalachian State and Southern Arkansas) expressed dissatisfaction with the test: Randy Swing (ASU) was critical of CAAP’s norms, while Dale Whitman (SAU) was not pleased "with the way the data are reported . . . and with my inability to get specific screenings and specific points of comparison." Lovely Ulmer-Sottong reported that USC-Aiken, having discontinued use of College Base, had opted for CAAP over the Academic Profile test on the basis of phoned questions to the two services’ headquarters; the university had not yet apparently implemented the test. In addition to endorsing the general principle of using standardized test instruments of this nature, Ulmer-Sottong raised some interesting logistical points about the practical administration of the test.

Although none of this evidence (i.e., psychometric issues or personal feedback) seemed overwhelming, ETS’s Academic Profile did appear to have a slight edge over CAAP from the individuals surveyed. Also, the Academic Profile provides a more comprehensive assessment of general education (Reading, Math, Writing, Natural Sciences, Social Sciences, Humanities, Critical Thinking) while the CAAP is more limited (Reading, Math, Writing, Natural Sciences, Critical Thinking). After giving consideration to all of these issues, the Committee recommended that the College adopt the Academic Profile test as its instrument to measure the effectiveness of our General Education curriculum.

With the colloboration of the Office of Institutional Research, the Office of Orientation, the Faculty Committee and the Office of Undergraduate Studies, the administration of the ETS Academic Profile assessment tool has begun, with students taking their first tests during the summer of 2000.

Many major reports due in 1997-98 were reported in the previous Institutional Effectiveness Report. Some departments extended their assessment activities. These reports were submitted at the end of 1998-99 and are reported in the 1999-2000 Institutional Effectiveness Report. The summaries of the undergraduate majors assessment reports are as follows:

Survey results revealed strong satisfaction, both internally and externally, with the quality of the educational experience/training of the graduates. In order to further enhance the majors’ oral and written communication skills, the department has instituted a new course, CHEM 492: Senior Seminar. A major component of this course will be enhanced writing assignments and oral presentations by each student. The department will now review the student papers and presentations from the new CHEM 492 Senior Seminar course to assess the effectiveness of this new course. Because of concerns over the validity of the results of the Major Field Test, the department will now administer this instrument to graduating seniors in the senior seminar course. The department will then collect, discuss and act upon the results of the Major Field Test.

Based upon the results of faculty and student surveys and in order to enhance and improve results achieved in undergraduate research and pedagogical efforts, the department will seek increases in allocations for faculty and student travel and stipends for students engaged in summer research and will seek to have these funds made part of the recurring budget of the department rather than part of end-of-the year funds. Similarly, the department will seek to have technology funds made a part of the recurring departmental annual budget. Building improvements will be planned, coordinated and implemented for the current Science Center while waiting for construction of a new facility and, if funding is approved for a new facility, the department will aggressively pursue that program to its completion.

The evidence gathered from the aforementioned assessment procedures indicated that the department is successfully meeting the four objectives identified above. Specifically, syllabi reviews demonstrate that appropriate skills in formal and informal reasoning are being taught. Additionally, syllabi reviews and analysis of student writing show that appropriate skills in critical and analytical reasoning, reading and writing are being taught, and that appropriate research activities are included in upper-level courses. Review of student research shows that some students are producing high quality independent work in Philosophy. Entrance and exit interviews (written and oral) with Philosophy majors provided good information about student expectations and experiences in the major, and demonstrate a high level of student satisfaction with the program. Implementation of the assessment procedures during this cycle suggests both changes in the Philosophy program to enhance its effectiveness (e.g., increased emphasis on appropriate library research activities on some major courses), as well as changes in the assessment plan and procedures themselves (e.g., broadening "library research" to include a range of information technology).

Students enrolled in PEHD 201 met or exceeded the fitness proficiency standards in body composition and flexibility (91% and 97% respectively). Students failed to meet the fitness proficiency standards in the areas: sit ups, push ups, and endurance (60.2%. 77.7%, 60.2% respectively). Overall, the success rate for meeting or exceeding the fitness proficiency standards was 77%. Students will be able to re-take the fitness exams during their enrollment in PEHD 458 to assess changes since their initial declaration of major.

Ninety two percent (92%) of students enrolled in Tests and Measurements, and Introduction to Physical Education courses obtained a grade of 80% or higher on a fitness and role model related projects and group presentations. Of the 108 students enrolled in PEHD 201, 87 of the students (81%) successfully completed 60 professional activity points. A few students did not meet this objective either due to lack of appropriate involvement or due to subsequent failing grade in the course. Of the 127 students respondents to the survey, 26 of them (20.4%) attended at least one professional meeting. The majority of these students attended SCAHPHERD. Of the 127 students respondents to the survey, 54 (42.5%) claimed to be current members of an appropriate professional organization. Most of the students were members of ACSM and SCAHPHERD. Of the 127 students respondents to the survey, all of them (127/127, 100%) had participated in at least one or more professional activities throughout the year.

The fitness proficiency and professionalism standards were assessed using a variety of methods. The methods included determining minimum fitness standards, pre-testing, advisor follow-up of deficiencies, assessment of role model/fitness projects and a volunteer activities survey. The methods allowed us to collect accurate data and the committee feels that the fitness standards established are appropriate for our student majors. The department advisors have access to the fitness proficiency results in advisee's folders. Departmental advisors are now accustomed to inquiring as to the current fitness activities of each major being advised. However, advisor follow-up needs to be specific as to the fitness deficiencies of each advisee. The student needs to be assessed specifically as to whether he/she is training to eliminate deficiencies. The student survey to assess professional involvement indicated that a low percentage of majors are members of professional organizations. Encouraging professional membership should be a part of the advising session as well. The two standards assessed did not consider academic standards nor the status of our graduates. The department needs feedback on these issues. Accordingly, the department has concluded that faculty advisors need a form to remind them to assess students' fitness deficiency work and to encourage membership in professional organizations. The assessment of academic standards and graduate employment status should be a part of the next planning rotation.

Four assessment measures were developed in relation to effective written communication. First, the department identified several types of writing assignments at all levels of Political Science courses, developed a common language to describe each assignment, and agreed to use the new language consistently on all course syllabi to aid students in differentiating among types of effective writing. The department developed and adopted a standard format for references and bibliographies. The Reference Guide is now included with all course syllabi or writing assignments. Several instructors agreed to collect examples of student writing for a specific type of assignment (e.g. critical essays and structured essays) and will present the department with an evaluation in the Fall of 2000. The department also considered adopting student portfolios as a method of assessing student writing over time. Faculty met with representatives of the History Department to discuss their experience with portfolios. Although the majority of the department remain favorably disposed toward a portfolio approach, any decision on implementation will be delayed until a reasonable and reliable method of evaluation can be developed and several logistical issues resolved. The department expects to continue the discussion of portfolio assessment in the coming year.

Eight sections of the Capstone Seminar have now been offered. The Capstone Seminar is in itself an excellent assessment tool. Several skills have been identified as consistently weak among students at the senior level: writing, oral presentations, developing and testing hypotheses, and applying theories to new cases. As a result, the department had made a commitment to strengthen the focus on writing across the curriculum utilizing the common language and common assignment types described above. Oral presentations are encouraged in all courses and several discrete assignments related to developing and testing hypotheses have been implemented in the methods course (POLS 251). The department will continue to require the Capstone Seminar and will work to standardize the assignments and type of experience across sections and semesters.

Finally, the student experience outside the classroom was a focus of targeted assessment. Utilizing Exit Surveys from graduating seniors and the ongoing advising process, the department assessed whether students were undertaking active participation in public life. The overwhelming majority of students were active in one or more campus or community organization. Over half of the seniors completing the survey participated in the Political Science Club, between 10 and 15 percent participated in the department sponsored models (Organization of American States or Organization of African Unity), and 47 percent of the seniors completed internships. When POLS majors participated in student clubs and organizations outside of the department, they consistently held leadership positions (president, VP, sec/treas), and about 10 percent reported that they had actively participated in a political campaign. Majors were also active in athletics, student government, honorary societies, and community service opportunities. This fall the department will include a similar series of questions on alumni surveys in order to determine whether majors continue to be active in community and professional organizations. Students reported that they would like more opportunities to study abroad and more focus on internships and career development within the department. The department will undertake a series of discussions on these issues in the Fall, 2000.

This component was last submitted to the Commission on Higher Education in July 1998. Based on the institution's schedule of reporting, a report for this component will next be submitted to the Commission in July 2001.