Consideration of Request for Amendment to Existing License to Add Programs Southeastern Institute, North Charleston and Columbia A.A.S

SOUTH CAROLINA COMMISSION ON HIGHER EDUCATION

CHE 10/03/2019 Agenda Item 6.02.A

October 3, 2019

MEMORANDUM

TO: Chairman Wes Hayes and Members, SC Commission on Higher Education

FROM: Chairman Charles Munns, and Members, Committee on Academic Affairs and Licensing

Consideration of Request for Amendment to Existing License to Add Programs Southeastern Institute, North Charleston and Columbia A.A.S. Diagnostic Medical Sonography; A.A.S. Radiologic Technology; A.A.S. Business Administration; and A.A.S. Information Technology and Network Systems

Background

Southeastern Institute (http://www.southeasterninstitute.edu/) requests approval for an amendment to its license to offer programs at its existing locations in North Charleston and Columbia leading to the A.A.S. degree in (1) Diagnostic Medical Sonography; (2) Radiologic Technology; (3) Business Administration; and (4) Information Technology and Network Systems. The institute proposes to implement program delivery in traditional and hybrid formats beginning June 2020.

Southeastern Institute is a private, proprietary institution owned by Bar Education, Inc., which is incorporated in Florida, and is owned by Arthur and Belinda Keiser. The Keiser system includes the two campuses in South Carolina, one in North Carolina, and seven locations in Florida.

The Commission licensed Southeastern Institute’s locations in North Charleston and Columbia in 1997 under prior owners to offer a certificate program in massage therapy. The name of the school was Southeastern School of Neuromuscular and Massage Therapy. The school wad sold to Bar Education, Inc., in 2007. Bar Education changed the name of the school and added certificate programs in medical billing and coding, medical assisting, and pharmacy technology.

In 2013, the Commission licensed Southeastern Institute to offer at its North Charleston and Columbia locations programs leading to the A.A.S. degree in (1) Health Information Management; (2) Medical Assisting; and (3) Occupational Therapy Assistant. The Commission provided the following conditions for the programs’ licensure: That the institution informs the Commission of its progress for programmatic accreditation for each of the programs. If accreditation efforts are not successful within the projected timeline, the institution may submit a revised timeline that shows significant progress in attaining accreditation. If a programmatic accrediting agency denies accreditation or if it becomes apparent that the program will not meet accreditation standards, the institution must inform students of the status, provide a plan to allow currently enrolled students to complete their programs, and discontinue

P: (803) 737-2260 F: (803) 737-2297 1122 Lady St, Suite 300 www.che.sc.gov @SCCommHigherEd Columbia, SC 29201

advertising and enrolling new students into the program. The Accrediting Commission of Career Schools and Colleges (ACCSC), has accredited the North Charleston branch since February 2001 and the Columbia branch since August 2002.

Tuition and Student Borrowing

Tuition and fees for Southeastern Institute are charged per semester. Southeastern Institute’s current tuition rate is $9,112 and the current fee rate is $800. The total of tuition and fees for students in an associate degree program is $47,490 - $59,472.

According to College Scorecard (https://collegescorecard.ed.gov), the estimated student loan debt for borrowers who complete postsecondary programs at Southeastern Institute is $9,500.

The following information from the U.S. Department of Education (USDE) shows the most recently reported student loan default rates for the North Charleston and Columbia campuses.

Southeastern Institute Cohort Default Rates (N. Charleston) FY2015 FY2014 FY2013 Default Rate 2.1% 5.5% 8.8% No. in Default 3 12 18 No. in Repay 138 215 203

Southeastern Institute Cohort Default Rates (Columbia) FY2015 FY2014 FY2013 Default Rate 9.8% 12.45% 11.2% No. in Default 16 20 14 No. in Repay 162 161 124

To provide context for the Cohort Default Rate (CDR), USDE includes enrollment data (students enrolled at any time during the year) and a corresponding percentage (borrowers entering repayment divided by that enrollment figure). While there is no direct relationship between the timing of when a borrower entered repayment (October 1 through September 30) and a particular enrollment year, these data are for the academic year ending on the June 30 prior to the beginning of the cohort year (e.g., FY2015 CDR Year uses 2013-2014 enrollment).

The USDE sanctions a school when the school’s three most recent cohort default rates are 25 percent or higher, or if a school’s current default rate is greater than 40 percent. Except in the event of a successful adjustment or appeal, such a school will lose Federal Family Education Loan, Direct Loan, and Federal Pell Grant program eligibility for the remainder of the fiscal year in which the school is notified of its sanction and for the following two fiscal years. The default rate at both South Carolina campuses for the most recent three years available are below 12.5% and in apparent decline as are the number of students in default status.

Learning Resources

Through its library website (http://www.southeasternlibrary.com), Southeastern Institute makes available sufficient learning resources to support the courses and degrees offered. The library website

provides students access to over 70 searchable scholarly databases, which include thousands of journals, videos, anatomy resources, library training videos, and an e-book database of over 150,000 titles. The resource materials provided by the library support the level of education provided by the institute and meet the required needs of students and faculty.

Southeastern Institute’s online learning resources contain sources from tutorials in writing, math, and life coping skills. Students are provided information on how to use the online library during New Student Orientation. Library orientation and training is provided in three levels of multiple online video lessons. The online video lessons are created and presented by professional librarians holding MLS degrees, and take students through basic log-in and searching (in level one) to more advanced research techniques (in level two) and onwards through copyright and fair use (in level three.)

Administration and Faculty

Each program offered at Southeastern Institute’s North Charleston and Columbia locations has an on-site program coordinator who is responsible for planning, evaluating, budgeting, selecting faculty and staff, and maintenance of accreditation to support the management and administration of the program. Program coordinators must possess a minimum of a bachelor’s degree, coursework in instructional methodologies, evaluation, assessment, and proficiency in curriculum development. Program coordinators for the A.A.S. Diagnostic Medical Sonography must possess a minimum of four years of full- time experience as a registered sonographer in the professional sonography field. Program coordinators for the A.A.S. Radiologic Technology must possess current registration in the American Registry of Radiologic Technologists, unrestricted state licensure, a minimum of four years of clinical experience in the professional discipline, and a minimum of two years of experience as an instructor in a JRCERT- accredited program. Program coordinators for the A.A.S. Information Technology and Network Systems must possess the appropriate credential specific to one or more areas specific to information technology and network systems.

Program faculty at Southeastern Institute are responsible for preparing and maintaining course outlines and objectives, instructing and evaluating students, reporting progress, and assisting the overall program operations. Program faculty must possess a minimum of an associate’s degree in the related field, have proficiency in curriculum development, instruction, evaluation, academic advising, and have a minimum of four years of field or clinical experience in the professional discipline. In addition, program faculty for the A.A.S. Diagnostic Medical Sonography and A.A.S. Radiologic Technology programs must have appropriate unrestricted state license and current membership in respective national registries.

General education instructors at the Southeastern Institute who teach general education courses must possess a master’s degree with at least 18 graduate hours in the teaching discipline. Each degree must be from an institution accredited by an accrediting agency recognized by the U.S. Department of Education.

Admissions

Applicants for admission to Southeastern Institute’s North Charleston and Columbia locations must have a high school diploma or equivalent; make arrangements to take and successfully pass the Southeastern Institute’s entrance examination or provide results of one of the following: (1) a combined score of 910 on the Scholastic Aptitude Test (SAT); (2) a composite score of 17 on the American College Testing Examination (ACT); or (3) a score of 50 on the Armed Services Vocational Aptitude Battery examination (ASVAB).

Program Descriptions and Need Justification

The following are descriptions for each program Southeastern Institute proposes to offer at its North Charleston and Columbia locations. Need justification documentation for each program is included as an attachment (Attachments 1 – 4). Additional justification documentation for the programs are included as attachments 6 (Washington Economic Group) and 7 (Letters of Recommendation).

A.A.S., Diagnostic Medical Sonography (CIP code 51.0910)

The Diagnostic Medical Sonography degree integrates didactic, laboratory, and clinical experimental learning to enable students with skills to become entry-level sonographers in the cognitive, psychomotor, and affective learning domains. This degree is focused on developing the knowledge and skills students need to demonstrate proper techniques required for employment.

The program includes a clinical rotation to provide students an opportunity to apply theoretical learning in a practical hands-on environment. The clinical rotations are designed to build the appropriate clinically- based judgement and decision-making skills of each student.

A.A.S., Radiologic Technology (CIP code 51.0907)

The Radiologic Technology degree integrates didactic, laboratory, and clinical experimental learning to enable students with skills to become entry-level radiologic technologists. The program is designed to prepare students in the routine, general and fluoroscopic procedures, special procedures, and use of specialized equipment and techniques required for employment.

The program includes a clinical rotation to provide students an opportunity to apply theoretical learning in a practical hands-on environment. Program outcomes include students being able to communicate effectively within a healthcare setting, apply critical thinking skills, demonstrate professional and ethical behavior, and demonstrate clinical competency.

A.A.S., Business Administration (CIP code 52.0201)

The Business Administration degree is designed to prepare students for entry-level positions as business professionals and accounting assistant and bookkeepers. Students will choose from two specializations to gain the academic knowledge and develop the skills needed to become active members of the business community: (1) Business Management and Operations, or (2) Accounting.

The courses within this program are designed to provide career-focused students the ability to gain fundamental, communication, administration, and career advancement skills needed to prosper in a diverse local and global business environment. Students will be introduced to the functional areas of business, including ethical business practices, technology, accounting concepts, communication, and reliability needed in today’s modern business environment.

A.A.S., Information Technology and Network Systems (CIP code 11.9999)

The Information Technology and Network Systems degree is designed to provide students with the knowledge to manage modern computer networks. The program includes instruction in network operating systems and network infrastructure for both single and multi-use environments. The program will also introduce students to the various rapidly emerging technologies in the information technology field.

The courses within this program will prepare students who successfully complete the program to sit for a variety of computer network certifications, including A+, Network+, Linux+, Security+, Microsoft Certified

Solutions Associate (MCSA), and Certified Wireless Network Administrator (CWNA). Overall, the program is designed to provide students a competitive edge as they prepare for entry-level positions in the growing field of information technology.

August 2019 CAAL Summary

At the August 27, 2019 CAAL meeting, Committee members considered Southeastern Institute’s request to amend its license to offer programs at its existing locations in North Charleston and Columbia leading to the A.A.S. in: (1) Diagnostic Medical Sonography, (2) Radiologic Technology, (3) Business Administration, and (4) Information Technology and Network Systems. Mr. Robert Keiser, Executive Director, and institutional representatives, presented the proposals. Committee members asked questions regarding program delivery; targeted audience for enrollment; program costs, financial aid; certification examinations; facilities; availability of student services; employment market; and alignment of the request with the Commission’s Public Agenda.

Mr. Keiser and the Southeastern Institute delegation responded to questions explaining that the general education courses will be delivered online and core courses will be delivered on-campus; the majority of their students are from the local areas of each of its locations in the state; the quality of the programs and absence of state funding help to explain the tuition costs; there is an employment dearth in the Charleston and Columbia markets for the proposed programs; the institute is financially capable of supporting the facilities and faculty required to deliver the programs; the institute participates in Title IV federal financial aid and complies with the 90/10 rule; the institute plans to seek programmatic accreditation for health- related programs; and remediation services are available to students for certification examinations.

The Committee discussed the CHE Public Agenda, program quality, marketing accuracy, market share, and student protections such as program teach-out plans, if ever needed, as categories to aid review of proposals for licensure. One Committee member particularly noted the proposals appeared to satisfy such review. Staff provided additional information as part of agenda materials, including conditions for licensure. With no remaining discussion, by a majority vote of five to one, the Committee favorably considered the proposals.

Recommendation

The Committee on Academic Affairs and Licensing recommends favorably to the Commission an amendment to the license of Southeastern Institute to offer programs at its existing locations in North Charleston and Columbia leading to the A.A.S. in (1) Diagnostic Medical Sonography, (2) Radiologic Technology, (3) Business Administration, and (4) Information Technology and Network Systems, to be implemented in June 2020, provided that no state funding be required or requested. In addition, in accordance with state regulations, Southeastern Institute must satisfy the following conditions for licensure:

Programmatic Accreditation

To establish and submit to the Commission an agreed upon timeline under which it will gain “candidate” status by the Commission on Accreditation of Allied Health Education Programs (CAAHEP) within four years of the license issue date and full programmatic accreditation within eight years of the license issue date for the A.A.S. Diagnostic Medical Sonography program.

To establish and submit to the Commission an agreed upon timeline under which it will gain “candidate” status by the Joint Review Committee on Education in Radiologic Technology (JRCERT) within four years of the license issue date and full programmatic accreditation within eight years of the license issue date for the A.A.S. Radiologic Technology program.

If accreditation efforts are not successful within the projected timeline, Southeastern Institute may submit a revised timeline that indicates significant progress in attaining accreditation. If the programmatic accreditation agency denies accreditation or if it becomes apparent that the program will not meet accreditation standards, the institution must inform students of the status, provide a plan to allow for currently enrolled students to complete their programs, and discontinue advertising and enrolling new students into the program.

Surety Bond

To submit to the Commission a surety bond that shows that the institution carries the minimum required amount to cover the projected additional tuition income from the proposed programs prior to the issuance of the license.

Equipment

To submit to the Commission verification that all additional equipment required to deliver the proposed programs has been purchased and is ready for use prior to the issuance of the license.

Clinical Affiliation Agreements

To submit to the Commission signed copies of clinical affiliation agreements for the A.A.S. Diagnostic Medical Sonography and A.A.S. Radiologic Technology programs prior to the issuance of the license.

Supporting Documentation

Attachment 1 – A.A.S., Diagnostic Medical Sonography Attachment 2 – A.A.S., Radiologic Technology Attachment 3 – A.A.S., Business Administration Attachment 4 – A.A.S., Information Technology and Network Systems Attachment 5 – Washington Economic Group (WEG) Report Attachment 6 – Southeastern Institute Letters of Recommendation

Attachment 1 1

South Carolina Commission on Higher Education Academic Affairs, Postsecondary Institution Licensing Program Proposal Form for Degree-Granting Institution

Name of Institution: Southeastern Institute

Name of Program: Associate in Applied Science Degree in Diagnostic Medical Sonography

CIP Code: 51.0910

Program Designation:

lgj Associate's Degree D Master's Degree D Bachelor's Degree: 4 Year D Specialist D Bachelor's Degree: 5 Year D Doctoral Degree: Research/Scholarship (e.g., Ph.D. and DMA) D Doctoral Degree: Professional Practice (e.g., Ed.D., D.N.P., J.D., Pharm.D., and M.D.) Letter of Intent Date June 1, 2018 Date of Submission of Application July 1, 2018 Date of Resubmission of Application April 26, 2019 Date of Resubmission of Application July 19, 2019 Date of Resubmission of Application August 16, 2019 Proposed Date of Implementation June 2020

Delivery Site(s): Southeastern Institute, N. Charleston, SC Southeastern Institute, Columbia, SC

Delivery Mode (check all that apply):

lgj Traditional/face-to-face D Distance Education lgj Blended

p ro2ram C on t ac t I n t orma ti on: N Ch ares1 t on C amp us Name Timothy Van Hom Title Campus President Telephone Number 843-790-6450 Email Address [email protected]

p ro2ram C on t ac t I n t orma f 10n: C o1 um b'ia C amp us Name Janet Clark Title Campus President Telephone Number 803-798-8800 Email Address j [email protected] 2

Institutional Approvals and Dates of Approval:

N. Charleston Campus:

Approval Date Approving Body 3/1/2018 Executive Board of Southeastern Institute 6/1/2018 LOI Submitted into State of South Carolina 6/19/2018 Advisory Board of Southeastern Institute Meeting 6/21/2018 Executive Board of Southeastern Institute approves Advisory Board recommendations

Columbia Campus:

Typed Name of Institutional Signatory Officer:

Mr. Robert Keiser______(President, CEO, or Chief Academic Officer)

Signature: ______

Title of Signatory Officer: __Executive Director______

Background Information

The Southeastern Institute N. Charleston and Columbia campuses seek approval to recruit South Carolina residents into an Associate in Applied Science Degree program in Diagnostic Medical Sonography. The Diagnostic Medical Sonography program will prepare students for entry-level positions in the ultrasound field. The proposed program integrates didactic, laboratory and clinical experiential learning.

The goal of the Diagnostic Medical Sonography program is to prepare competent entry-level general sonographers in the cognitive (knowledge), psychomotor (skills), and affective (behavior) learning domains.

This goal is further defined by the following objectives. Graduates will be able to: 1. Obtain, review and integrate pertinent patient history and supporting clinical data to facilitate optimum diagnostic results. 2. Perform appropriate two-dimensional, Doppler and other sonographic procedures and record anatomic, pathologic and/or physiologic data for interpretation by a physician. 3. Record, analyze and process diagnostic data and other pertinent observations made during the procedure for presentation to an interpreting physician. 4. Exercise discretion and judgment in the performance of sonographic and/or other non-invasive diagnostic services. 5. Act in a professional and ethical manner. 6. Provide patient education related to medical sonography and promote principles of good health. 7. Demonstrate an understanding of anatomy, physiology, pathology and pathophysiology in general sonography 8. Demonstrate knowledge in ultrasound physics and instrumentation. 9. Demonstrate qualifications required to sit for a national credentialing examination.

The Diagnostic Medical Sonography program includes clinical rotation experiences for the students. These clinical rotation experiences provide students an opportunity to apply theory learned in the classroom to a health care setting through practical hands-on experience. Students will have the opportunity to apply learned knowledge and scanning competencies in the clinical setting. Clinical rotations allow for role acquisition, progression of clinical skills and proficiencies, critical thinking skills, documentation and communication skills. Clinical rotations build appropriate clinically based judgment and decision-making skills, strengthening professional behaviors and preparing students to become entry level sonographers.

Upon completion of the program, students will have obtained the necessary knowledge and skills to demonstrate the proper techniques required for employment in the field of diagnostic medical sonography.

Assessment of Need/Justification

Market Analysis Southeastern Institute campuses are seeking approval for a Diagnostic Medical Sonography Associate in Applied Science Degree program. According to the U.S. Bureau of Labor Statistics Occupational Outlook Handbook, employment of diagnostic medical sonographers, on a national level, is expected to grow 23% from 2016 to 2026, much faster than average for all occupations calculated by BLS. According to the U.S. Bureau of Labor Statistics, the demand for diagnostic medical sonographers is expected to increase significantly over the coming decade. This will primarily be due to the increased need to diagnose medical conditions in the aging baby-boom generation and to meet the demands from healthcare settings providing an alternative to imaging techniques that involve radiation.

Labor Market Projections – National Demand for Diagnostic Medical Sonographers Diagnostic Medical Sonographers Entry-Level Education Associate degree Number of Jobs, 2016 67,300 Job Outlook, 2016-2026 23%, Much faster than average for all occupations Employment Change, 2016-2026 15,600 2018 Median Pay $72,510 per year Source: BLS Occupational Outlook Handbook, https://www.bls.gov/ooh/healthcare/diagnostic-medical- sonographers.htm

In the state of South Carolina, according to CareerOneStop, employment of diagnostic medical sonographers is expected to grow 26% from 2016-2026.

Labor Market Projections – South Carolina Diagnostic Medical Sonographers Employment 2016 720 Job Outlook, 2016-2026 26% Employment 2026 910 Projected Annual Job Openings 60 Source: https://www.careeronestop.org/Toolkit/Careers/Occupations/occupation- profile.aspx?keyword=Diagnostic%20Medical%20Sonographers&onetcode=29203200&location=S outh%20Carolina

Likewise, in South Carolina, according to the Economic Development and Employer Planning System (EDEPS), it is expected that the employment of diagnostic medical sonographers is to increase approximately 26% from 2014-2024, much faster than average for all occupations.

OCCUPATIONAL SUPPLY DEMAND

Occupations

SOC Median Wage Employment Average Annual SOC Title Unit of Analysis

Code Change 2013-17 Growth 2014-24 Total Job Openings Diagnostic Medical Diagnostic Medical 29-2032 14.9% 23.1% 30

Sonographers Sonography Source: https://www.edeps.org/SelectOccUA.aspx?st=SC

OCCUPATIONAL SUPPLY DEMAND South Carolina

Occupations

SOC Median Wage Employment Average Annual SOC Title Unit of Analysis

Code Change 2014-18 Growth 2016-26 Total Job Openings Diagnostic

29-2032 Medical 14.4% 26.0% 60 Diagnostic Medical Sonography Sonographers Source: https://www.edeps.org/SelectOccUA.aspx?st=SC

Source: https://www.edeps.org/DemandIndicators.aspx?UA=5145A&pn=1&st=SC

According to the Economic Development and Employer Planning System website (http://www.edeps.org), there were two programs listed providing information on program completers. However, Greenville Technical College was the ONLY Diagnostic Medical Sonography Associate Degree program listed within the state of South Carolina. Between 2012-2017, this associate degree program had an estimated total of twelve program completers. This institution is located outside of the greater Charleston and Columbia metropolitan areas.

OCCUPATIONAL SUPPLY DEMAND Unit of Analysis: 5145A Diagnostic Medical Sonography 51.0910 Diagnostic Medical Sonography/Sonographer and Ultrasound Technician (South Carolina)

Market Share Program Completers

2012-13 2013-14 2014-15 2015-16 2016-17

Institution M W Total M W Total M W Total M W Total M W Total Award of less than 1 academic year Horry-Georgetown 1 0 7 7 0 4 4 0 7 7 0 9 9 1 5 6 Technical College

Associate's degree Greenville Technical 1 0 10 10 0 12 12 0 7 7 1 9 10 0 12 12 College

Program Completer 0 17 17 0 16 16 0 14 14 1 18 19 1 17 18 Total Institution Metropolitan/Micropolitan Statistical Area

Greenville Technical College Greenville-Anderson, SC

Horry-Georgetown Technical College Myrtle Beach-Conway-North Myrtle Beach, SC-NC

Source: https://www.edeps.org/MarketShare.aspx?cip=51.0910&UA=5145A&pn=1&st=SC

According to Commission staff, Midlands Technical College and Providence Hospital also offered programs. However, information regarding program completers was not available on the Economic Development and Employer Planning System website.

A compilation of job openings in the field of diagnostic medical sonography that have been posted within the last several months demonstrates that there is a need for sonographers in the Columbia and N. Charleston areas as well as statewide.

Employment Site Listing Statewide Columbia N. Area Charleston Area Glassdoor 67 41 57 https://www.glassdoor.com/Job/south-carolina-diagnostic-medical-sonographer-jobs- SRCH_IL.0.14_IS3411_KO15.45.htm Indeed 71 11 15 https://www.indeed.com/jobs?q=sonographer&l=South+Carolina&limit=50&radius=25&start=50

Economic Development and Employment Planning System 60 Not Not https://www.edeps.org/DemandIndicators.aspx?UA=5145A&pn=1&st=SC Average Available Available Annual Openings (2014- 2024)

Based on the demand for diagnostic medical sonographers and the current supply of program completers, it is apparent that the demand exceeds the supply of individuals to fill open positions in this growing field. Southeastern Institute is confident that by preparing competent qualified graduates in the areas of general sonography, cardiac sonography, vascular sonography and various subspecialties in the diagnostic medical sonography field will help alleviate the shortfall of sonographers within the state of South Carolina. Southeastern Institute program graduates will be able to assist doctors by performing patient assessments, acquire and analyze data obtained using ultrasound and related diagnostic technologies, provide a summary of findings to physicians to aid in patient diagnosis and management, and use their best judgement and systematic problem-solving methods to produce high quality diagnostic information to optimize patient care. Most importantly, Southeastern Institute graduates will help fill a much anticipated need within the state so that an aging population of South Carolina residents will not need to look elsewhere for diagnostic medical sonography and imaging services.

Southeastern Institute, a nationally accredited, private, tax-paying, post-secondary institution, retained the unaffiliated Washington Economics Group (WEG) to independently analyze the economic development impact of Southeastern Institute’s South Carolina campuses. The WEG report clearly manifests Southeastern Institute’s positive, quantifiable and multi-faceted economic impacts, especially when considering key indicators such as employment, household income, gross state product, state and local fiscal revenues, increased alumni earnings, and total economic impact. Ultimately, the report demonstrates proven, favorable direct economic contributions and positive economic externalities. Southeastern Institute provides South Carolina with a diverse, educated, and highly-skilled workforce with upward mobility, which is a necessary component in positioning South Carolina as a globally competitive state in today’s dynamic workplace.

Please see Attachment 5 for a copy of the Washington Economics Group (WEG) report.

A main goal of Southeastern Institute is to provide South Carolina students an option when choosing to attend a school to further their education. Educational choice should be the right of each prospective student and essential to their growth and success. The programs at Southeastern Institute provide students with the knowledge and skills necessary to meet the requirements of vacant positions within the state.

Southeastern Institute is committed to ensuring its programs are high quality, student focused, and assist in meeting the employment needs of the community. Southeastern Institute has a long history of putting students first and assisting them in achieving their goals. This dedication and devotion have been recognized by community leaders, alumni, and local businesses. As a result, Southeastern Institute has received several letters of support from area business leaders, Chambers of Commerce, and a United States Senator stating the need for additional program offerings to assist in meeting the needs of a growing workforce.

Please see Attachment 6 for copies of these Letters of Support. 8

Employment Opportunities

The profession of Diagnostic Medical Sonography includes general sonography, cardiac sonography, vascular sonography, and various subspecialties. The profession requires judgment and the ability to provide appropriate health care services. Sonographers are highly skilled professionals qualified by education to provide patient services using diagnostic techniques under the supervision of a licensed doctor of medicine or osteopathy. A sonographer may provide this service in a variety of medical settings where a physician is responsible for the use and interpretation of appropriate procedures. Sonographers assist physicians in gathering data necessary to reach diagnostic decisions.

The Economic Development and Employer Planning System documents that on a national level the projected employment of diagnostic medical sonographers is expected to increase 23.2% between 2016-2026. Within the state of South Carolina, the expected number of employment positions is forecasted to increase by 190 jobs within that time period.

Home > Select Unit of Analysis by Occupation > Unit of Analysis > Demand Indicators OCCUPATIONAL SUPPLY DEMAND Unit of Analysis: 5145A Diagnostic Medical Sonography Occupational Projections United States Change Employment Average 2016-26 Annual SOC Code Occupation Base 2016 Proj 2026 Number Percent Openings 29-2032 Diagnostic Medical Sonographers 67,300 82,900 15,600 23.2% 5,400 Source: https://www.edeps.org/DemandIndicators.aspx?UA=5145A&pn=1&st=ZZ Occupational Projections South Carolina Employment Change 2016-26 Average Annual SOC Code Occupation Base 2016 Proj 2026 Number Percent Openings 29-2032 Diagnostic Medical Sonographers 720 910 190 26.0% 60 Source: https://www.edeps.org/DemandIndicators.aspx?UA=5145A&pn=1&st=SC

Southeastern Institute has reached out to the local Chambers of Commerce. Information provided demonstrates that there is a projected increase of 84 new jobs between 2017-2024 in the Diagnostic Related Technologists and Technicians field (Austin-based Avalanche Consulting analysis of data from EMSI, http://charlestonregionaldata.com/headlight/crda-occclust). Job openings in this field include general sonographers, cardiac sonographers, vascular sonographers and various subspecialties in the diagnostic medical sonography field. After extensive research and triangulation of data sources, i.e. the Bureau of Labor Statistics, data provided by the Charleston Chamber of Commerce and the Austin-based Avalanche Consulting analysis of data from EMSI, and Central SC via JobsEQ, it is evident that the occupational field of Diagnostic Medical Sonography and its related occupations has grown dramatically in 2017 and will continue to grow in the foreseeable future in the South Carolina and the greater Charleston and Columbia metropolitan areas.

Table 1 manifests from 2006 to 2017 employment growth of Diagnostic Medical Sonographers spiked due to increased demand for the occupation. Although this spike occurred, Table 2 demonstrates the May 2017 data

9 provided by the BLS which manifests that employment in the Diagnostic Medical Ultrasound field still failed to meet the demands of the workforce and the potential job openings at a .387 employment rate per 1,000 jobs in the Charleston Metro Area and a .461 employment rate per 1,000 jobs in the Columbia Metro Area. This coupled with the fact that only two institutions of higher education in the entire state of South Carolina offer Diagnostic Medical Sonography, none within a 50 mile radius of either Columbia or Charleston, combined to graduate approximately only 19 students. At this rate the workforce demands will continue to be unmet and the employment gap will continue to grow. Further exacerbating the dearth of employment, is the fact that jobs for Diagnostic Related Technologists and Technicians is projected to grow by 8% between 2017 and 2022 in Charleston (see Table 3), by 26% statewide (see Table 4), and by an annual average rate of 2.1% compared to a .9% rate for all other fields in Columbia over the next 10 years (see Table 5).

Table 1

Source: http://www.charlestonregionaldata.com/headlight/occall?geography=MT16700&occupation=29- 2032&startyr=2006&endyr=2017

Table 2 Occupation title (click on the Employment Median Mean Annual Mean Occupation Employment Location occupation title Level Employment per 1,000 hourly hourly mean wage code RSE quotient to view its jobs wage wage wage RSE profile)

Diagnostic 29-2032 Medical detail 130 13.2% 0.387 0.80 $33.09 $32.48 $67,560 3.7%

Sonographers

Source: https://www.bls.gov/oes/current/oes_16700.htm#29-0000

Diagnostic 29-2032 Medical detail 170 8.5% 0.461 0.96 $29.40 $30.00 $62,410 3.7%

Sonographers

Source: https://www.bls.gov/oes/currenT/oes_17900.htm#29-0000

Table 3 Occupation code and title Charleston Charleston Charleston Jobs 2017-2022 2017-2022 2017 New Jobs % Growth 29-2030 Diagnostic Related Technologists and Technicians 1054 84 8.0% Source: Compiled by Center for Business Research, Charleston Metro Chamber of Commerce, 7/2018

Table 4 Occupational Projections South Carolina Employment Change 2016-26 Average Annual SOC Code Occupation Base 2016 Proj 2026 Number Percent Openings 29-2032 Diagnostic Medical Sonographers 720 910 190 26.0% 60 Source: https://www.edeps.org/DemandIndicators.aspx?UA=5145A&pn=1&st=SC

Table 5 Occupation Snapshot of Diagnostic Medical Sonographers in Columbia, SC MSA, 2018q1 10-Year Forecast

Separation Growth Total New Avg. Ann Title Exits Transfers Empl. Demand Rate Diagnostic Medical Sonography 148 54 52 43 2.1% Total – All Occupations 484,468 190,897 257,413 36,157 0.9% Source: Central SC Alliance JobsEQ® report

In South Carolina, the need for diagnostic medical sonographers continues to grow. According to Projections Central, diagnostic medical sonography jobs in South Carolina are expected to increase on both a short and long term basis. As demonstrated in the following tables, an additional thirty new jobs are expected to be added within the short term period and an additional one hundred and ninety new jobs are expected to be added within the long term period in the diagnostic medical sonography field within the state.

Short Term Occupational Projections (2017-2019)

Source: https://projectionscentral.com/Projections/ShortTerm

Long Term Occupational Projections (2016-2026)

Avg. % Area Title Base Projected Change Annual Change Openings South Carolina Diagnostic Medical Sonographers 720 910 190 26.0 60 Source: http://www.projectionscentral.com/Projections/LongTerm

At present, it is evident that statewide there will not be enough personnel available to fulfill the growing number of future open employment positions in diagnostic medical sonography. Southeastern Institute intends to recruit South Carolina residents into the proposed degree program to help boost the economy, fulfill the unmet need, and assist in replacing workers who may leave or retire from the occupation. By adding these additional educational programs within the state, Southeastern Institute will be able to support the growth of the diagnostic medical sonography occupation.

Similar Programs Offered in South Carolina

According to the Economic Development and Employer Planning System (http://www.edeps.org), Greenville Technical College is the only Diagnostic Medical Sonography Associate Degree level program within the state of South Carolina. This associate degree program had an estimated total of twelve (12) program completers between 2012-2017.

According to Commission staff, there was a total of four (4) programs within the State. These programs are offered by public, private not-for-profit, and/or private for-profit institutions of post-secondary education. Based on similarities in regulation and accrediting standards, and differences in funding and state financial support, Southeastern will utilize inclusion/exclusion criteria in order to provide the most germane comparative analysis. The inclusion criteria selected for this comparative analysis are institutions who have similar state and federal regulatory restrictions and similar accreditation standards.

Institution Total Similarities Differences Credit Hours Greenville 82 • Similar course content • Weighted admissions process Technical • Program length • 10 students admitted per year College • Able to sit for National exams upon successful completion of program Providence N/A • Requires both didactic and • Cardiovascular Sonography Certificate Hospital clinical experience. program • Able to sit for National exams • Requires a transcript from USC showing upon successful completion of progress toward a BSCVT or 30 credit program hours including 5 specific prerequisites with 2.5 CPGA and 2.75 in sciences • 18-month program • 12 students admitted per year • Not credit bearing Horry- 40 • Able to sit for National exams • Certificate program Georgetown upon successful completion of • Weighted application process Technical program • 10 prerequisites of C or better with overall College 2.5 CGPA Midlands 1680 • Able to sit for National exams • Certificate program requiring an associate Technical hours upon successful completion degree in allied health with patient care or Institute the program bachelor’s degree with A&P 1 & 2 and medical terminology within five years • 15-month 1680 hour program • Classes Monday through Friday evening and clinical rotations during the day

Enrollment and Admissions:

North Charleston Campus Projected Enrollment Spring Summer Fall Year Headcount Headcount Headcount 2019 ------2020 6 4 16 2021 8 4 18 2022 8 5 18 2023 10 6 20 2024 12 6 20

Columbia Campus Projected Enrollment Spring Summer Fall Year Headcount Headcount Headcount 2019 ------2020 4 2 12 2021 4 3 14 2022 6 4 16 2023 10 6 18 2024 10 6 20

The projected total enrollment estimates were made by comparing the growth of existing programs within the BAR Education, Inc. system of schools. These enrollment projections were made using new student estimates and retention rates per campus. The population of the communities served and market demands were also taken into consideration. Additionally, Southeastern Institute’s system of enrollment management and seasonality is considered. For instance, Southeastern Institute has a rolling, modular, enrollment cycle in which students can enroll 12 times a year. Southeastern Institute has also identified historical trends of enrollment which manifest more students enroll in the fall and winter time periods (specifically August and September and December and January). Finally, facilities is taken into consideration. Enrollment may need to be capped for core, the prescribed major courses, due to facility and equipment restraints. Class sizes will generally not exceed 25 students in either the classroom or a laboratory setting and typically clinical sites may only be able to accommodate a certain number of students at one time. If too many students intend to enroll a waiting list must be created if the core program has more than the facility and equipment can accommodate.

General Admissions Requirements

The admission policies of Southeastern Institute were developed to assure that all students have a reasonable expectation of successfully completing the program. Students wishing to attend Southeastern Institute should complete the enrollment process well in advance of the date they have chosen to enter school. This permits proper scheduling and assures availability of classroom space.

All applicants will be required to do a pre-enrollment interview with an Admissions Coordinator to determine the necessary requirements for entrance into the program. It is the responsibility of the applicant to arrange for the school or issuing agency to send the required credentials directly to the admissions office if a copy is not available.

To be considered for enrollment at Southeastern Institute, all applicants must supply: • Verification of Standard High School Graduation (transcript, diploma) showing/verifying date of graduation. In rare instances when the High School transcript/record is unavailable, a letter which contains the student’s name, social security number, month and year of graduation, and a statement attesting that the transcript/record is unavailable from the High School's Registrar will meet the entrance requirements to the School for proof of High School.

Or • Verification of GED completion (GED scores or GED diploma)

Or • Proof of graduation from a foreign institution comparable to a United States secondary school. High school documents must be submitted to the admissions office for evaluation. Official records must be evaluated by a school approved educational evaluator service attesting that completion is equivalent to secondary school completed in the United States. It is the responsibility of the applicant to arrange and pay for the educational evaluation agency to evaluate the documents and provide the translation to the school. • Students who have completed a home schooled program will also be considered for admission upon receipt of the proper state credential.

Applicants will not be required to provide proof of high school graduation when they provide the following: • Verification (official transcript) of an earned degree from an accredited institution recognized by United States Department of Education • An evaluation of an official transcript by a school approved educational evaluator service attesting that the degree is equivalent to a degree earned at an accredited institution of higher education in the United States

An applicant must make arrangements to take Southeastern Institute’s entrance examination or provide results of his/her Scholastic Aptitude Test (SAT), American College Testing examination (ACT), or Armed Services Vocational Aptitude Battery examination (ASVAB). Institution requirements for admission are a combined score of 910 on the SAT (or the previous versions SAT examination score equivalent – see Entrance Test Concordance Table below), a composite score of 17 on the ACT, a score of 50 on the ASVAB, or successful passing score on the School entrance examination. An applicant must also sign a student Enrollment Agreement.

SAT SAT SAT ACT ASVAB Wonderlic Composite Composite Composite Composite Score Score Score Score Score Score Current Previous Previous Version Version Version March 2016- 2006- 2005- Present February Earlier (Math, New 2016 (Critical Reading+ (Critical Reading+ Writing) Reading+ Math) Math + Writing) 1150 1590 1070 23 65 25 1110 1530 1030 22 65 24 1070 1470 990 21 65 23 1070 1470 990 21 65 22 1030 1410 950 20 65 21 1030 1410 950 20 65 20 990 1350 910 19 65 19 990 1350 910 19 65 18

950 1290 870 18 50 17 910 1230 830 17 50 16 910 1230 830 17 50 15 870 1170 790 16 31 14 870 1170 790 16 31 13

Southeastern Institute reserves the right to accept up to 10% of applicants who do not meet appropriate entrance test scores but who request admission based on other criteria. Other criteria would be a current resume and appeal letter from the student (which must be typed and include a minimum of 150 words explaining why the applicant feels they will be a good fit for the program) are reviewed by the Dean of Academic Affairs and the Campus President. The applicant must also interview with the Campus President and/or Dean of Academic Affairs. If the appeal is approved an acceptance rubric is placed in the applicant’s academic file.

Besides the general institutional admission requirements, are there any separate or additional admission requirements for the proposed program? If yes, explain. ☒ Yes ☐ No

All Diagnostic Medical Sonography Technology Program applicants must complete an initial criminal background check and drug screen to be considered for program acceptance. Southeastern Institute reserve the right to deny an applicant based on the following negative results in a background check: • An applicant who has pled guilty or has pled no lo contendere (no contest) to an offense which is classified as a misdemeanor or felony which is directly or indirectly related to patient care or public health. • Crimes which may directly or indirectly relate to patient care or public health include, but are not limited to: murder, attempted murder, rape, sexual assault, violence or threat of violence, driving while intoxicated or impaired, controlled substance abuse, fraudulently altering medical documentation, insurance claims, and medical prescriptions.

Students will also be subject to random 10-panel drug test screens which may be done prior to and/or during their clinical education experience, as requested by the program’s clinical affiliates. In the event that a student receives a positive drug screen result, the following actions may occur: • If it is determined the student has breached the Southeastern Institute Drug Policy the student will be immediately dismissed from the program and subsequently from the School. • The student may request testing at another facility within 24 hours of notification of a positive drug screen result. A second positive drug screen report will result in the student being dismissed from the program and subsequently the School. Medication prescribed to the student by a licensed physician is an exception; in which case supportive documentation must be presented to the Program Coordinator and/or School for review. (Any additional costs incurred in this process are the sole responsibility of the student) • Refusal to submit to a second drug screen test after an initial positive drug screen result may lead to immediate dismissal from the Program and the School. • The student may petition for a grievance hearing by completing the “Request for Grievance Committee” form, which can be obtained from the Director of Student Services during normal business hours. The student must initiate the grievance process within two (2) business days of the alleged occurrence. (refer to School catalog grievance policy)

Tuition and Student Borrowing

Southeastern Institute Southeastern Institute Description N. Charleston Columbia Tuition per Semester: $9,112 $9112 Education Fee: $800 $800 Program Cost: $59,472 $59,472

North Charleston Campus: Most recent cohort default rate: 2.1% Current Average Loan Balance for 2 Semester Programs: $9,235.15 Projected Average Loan Balance for 6 Semester Programs: $27,705.45

Columbia Campus: Most recent cohort default rate: 9.8% Current Average Loan Balance for 2 Semester Programs: $9,721.74 Projected Average Loan Balance for 6 Semester Programs: $29,165.22

Tuition costs and charges are published in the School catalog. Tuition is charged on a semester basis for credit hour programs. Admissions Coordinators present each prospective student with a copy of the Tuition Addendum while completing the Enrollment Agreement, which shows specific program costs and charges and must be signed by a prospective student in order to officially enroll in the institution. Southeastern Institute does offer payment plans and students are allowed to make four or more payments. Interest is not charged on payment plans. Students on payment plans sign a retail installment contract explaining their obligations (TILA).

Prior to graduation or separation from the school, the student completes a financial aid exit interview. The exit interview details the student’s responsibilities to their lender(s). The financial aid officer will answer any questions and provide information on their lender, loan balances and other materials regarding repayment of his/her student loan. Southeastern Institute will then notify the I3 Group, IONTUITION, a default prevention company the school contracts with to assist in monitoring student loans and to help students with any issues regarding their loans. The I3 Group contacts the student in writing reminding them of their repayment dates. They are also available to assist with deferments, forbearances or any other loan issues. The lenders are notified of a student’s separation date by the Southeastern Institute central processing office. When a student who is no longer active in school cannot be located by the lender, the lender sends the campus a “Request for Collection Assistance Form”, at which point, the financial aid officer will attempt to contact the student, and if he/she cannot be reached, the references that were provided by the student will be contacted. The lender will then be updated with any new contact information.

Likewise, Columbia’s overall graduation rate for the 2015-16 academic year was 54% (https://nces.ed.gov/collegenavigator/?q=southeastern+Institute&s=all&id=444866#retgrad). Graduation rates are important in the consideration of loan debt as the College board calculates that two-year default rates are 15% higher for borrowers who did not complete their education versus students who did (https://trends.collegeboard.org/student-aid/figures-tables/two-year-default-rates-sector-and-completion-status). In this vein, according to Inside Higher Ed, “a report released by Third Way finds that students who complete a degree or certificate are 20 percentage points more likely to begin paying down their loan principal than non-completers in each year after leaving campus.” https://www.insidehighered.com/news/2018/08/08/link-between-college- completion-and-student-loan-repayment).

Second, SI’s mission is to provide skill development by providing career services beyond traditional postsecondary methods in order to bolster student success, which include: • 10-1 student to faculty ratios at the Columbia campus and 9-1 student to faculty ratios at the Charleston campus as reported by College Navigator; • free tutoring; • programmatic accreditation; • career placement services; • resume writing; • mock interviews; • professional development; • lab environments; • externships for all qualifying programs; and • other related services that support the employability of the SI’s students.

Third, SI prioritizes student safety and mental health by voluntarily providing: • armed security guards at all locations; • a full-time Crisis Response Team; and • a full-time Ombudsman.

Finally, as a complement to quality education and a myriad of student services, SI is dedicated to educating students about fiscal responsibility by providing: • full-time financial-aid officers; • loan counseling services provided by the I3 group (https://www.i-3group.com/about-us); • full-time bursars; and • financial literacy coaching.

According to Pew research, federal and state revenue make up a whopping 37% of the total share of public college and university budgets [https://www.pewtrusts.org/-/media/post-launch-images/2015/06/chartbook- final-graphics/fig8.jpg?la=en&hash=3F6CE20A1B610C61DC2A8835820550792AB07922]. 21% of the 37% comes directly from state based assistance which Southeastern Institute does not receive. Specifically, in an analysis of Trident Technical College’s 2018 audited financial statements when considering both operating and non-operating revenue, tuition only comprises 36% of Trident’s total revenue (https://www.tridenttech.edu/about/departments/finance/TTC_comp_annual_fin_report_FY18_DIGITAL_ADA. pdf)

In sum, SI’s tuition rate is more than justified due to the quality of the education offered, the additional services and resources provided, and the lack of governmental funding received by the institution. Although, all institutional types are important for the purposes of educational choice and the establishment of a diverse canvas of post-secondary education, for an appropriate tuition comparison SI should be compared only to other private institutions.

Additional References: https://www.i-3group.com/about-us https://nces.ed.gov/collegenavigator/?q=southeastern+Institute&s=all&id=443261 https://nces.ed.gov/collegenavigator/?q=southeastern+Institute&s=all&id=444866

Curriculum

Course Number Course Title Semester Credit Hours SON1000C Introduction to Diagnostic 4.0 Medical Sonography SON1614C Acoustic Physics & 4.0 Instrumentation SON1113C Cross-Sectional Anatomy 4.0 SON2111C Abdominal Sonography 4.0 SON1100C Practical Aspects of Sonography 4.0 SON1804 Clinical Rotation I 3.5 SON1814 Clinical Rotation II 3.5 SON2120C OB/GYN Sonography I 4.0 SON2122C OB/GYN Sonography II 4.0 SON1824 Clinical Rotation III 3.5 SON2009 Diagnostic Medical Sonography 2.0 Review SON2864 Clinical Rotation VII 2.0 SON2844 Clinical Rotation V 3.5 SON2150C Superficial Structures and 4.0 neonatal Brain SON2171C Vascular Sonography 4.0

SON2854 Clinical Rotation VI 3.5 SON2834 Clinical Rotation IV 3.5 AML100 American Literature 3.0 Or ENL 100 English Literature 3.0 MAT103 Intermediate Algebra 3.0 SPC101 Speech 3.0 ENC101 English Composition 3.0 BSC205 Human Anatomy & Physiology 3.0 BSC206 Advanced Anatomy & Physiology 3.0 PHY201 General Physics 3.0 IDS110 Strategies for Success 3.0 Or PSY101 Introduction to Psychology 3.0 Total Semester Credit Hours 85.0

Faculty and Staff

A. The minimum educational and teaching qualifications for instructors.

It is the policy of Southeastern Institute that all faculty members hold appropriate credentials, work experience, training and/or coursework necessary to meet the requirements for institutional and programmatic accreditation standards. Southeastern Institute selects faculty based on specific academic criteria, industrial and experiential backgrounds that enable the school to meet its objectives, and who demonstrate proficiency in teaching. Faculty members must possess current and accurate knowledge of their discipline. Faculty is required to be engaged in the development and implementation of the academic process. They are charged with the responsibility of the educational process in the classroom, the progress of the students, and ensuring that quality education is the primary outcome. Faculty plays an integral role in maintaining the mission and objectives of the institution. They are responsible for program review; curricula revisions and updates; student advising; selection of textbooks; test evaluation; collaboration and input concerning training tools, resources and library holdings; input into the development of admissions standards; and input into the development of academic policies and procedures. It is a requirement of the faculty to be attentive and responsive to students and provide the necessary instruction and supervised training, so they may obtain the knowledge and competence needed for entry-level employment in their chosen field.

Program Coordinators: the program coordinator must be responsible for the management and administration of the program, including planning, evaluation, budgeting, selection of faculty and staff, maintenance of accreditation, and commitment to strategies for professional development. The program coordinator must: • Possess a minimum of a bachelor’s degree • Possess the appropriate credential(s) specific to one or more of the concentration(s) offered • Possess a minimum of four years of full-time experience as a registered sonographer in the professional sonography field • Have coursework in instructional methodologies, evaluation, and assessment

• Have proficiency in curriculum development

Clinical Coordinator: the program clinical coordinator must be responsible for coordinating clinical education with didactic education as assigned by the program coordinator. The clinical coordinator must evaluate and ensure the effectiveness of the clinical affiliate/clinical education centers. The clinical coordinator’s responsibilities include coordination, instruction, and evaluation. The clinical coordinator must: • Possess a minimum of an associate degree • Possess the appropriate credential specific to the concentrations offered • Possess a minimum of four years full-time professional experience as a general sonographer, cardiac sonographer, pediatric cardiac sonographer and/or vascular technologist • Proficiency in teaching methodology, supervision, instruction, evaluation, and guidance

Concentration Coordinator: the program concentration coordinator must be responsible for the coordination of concentration(s) for which the program coordinator does not possess the appropriate credential. The concentration coordinator must: • Possess a minimum of an associate degree • Possess the appropriate credential(s) specific to the concentration(s) that s/he is designated to coordinate • Possess a minimum of four years of full-time experience as a registered sonographer in the professional sonography field • Have proficiency in curriculum development

Program Faculty: the program faculty must be responsible for the preparing and maintaining course outlines and objectives, instruct and evaluate students, report progress, and assist in overall program operations and effectiveness. The program faculty must: • Possess a minimum of an associate’s degree • Holds American Registry for Diagnostic Medical Sonography (ARDMS) current registration in sonography or equivalent and unrestricted state licensure, as applicable • Documents a minimum of four years clinical experience in the professional discipline • Have proficiency in curriculum development, instruction, evaluation, and academic advising

General Education Instructors: must hold a master’s degree and have completed at least eighteen graduate semester credit hours in the teaching discipline they are teaching.

B. Confirmation that at least one full-time faculty member will be employed for the program.

A program coordinator will be hired prior to the start of the program. If the student to faculty ratio exceeds 25:1 the school will hire additional faculty members to support the program.

C. A description of the oversight for the program; provide the organizational structure of program and of the program’s relation to the institution’s organizational structure.

The Program Coordinator will be responsible for managing and administering the Diagnostic Medical Sonography program. The Program Coordinator will report directly to the Dean of Academic Affairs; the Dean of Academic Affairs reports to the Campus President. Any additional faculty members hired into the program will report directly to the Program Coordinator. All general education faculty report directly to the Dean of Academic Affairs. Additional oversight of the program is conducted by a Medical Advisor. The Medical Advisor provides

21 guidance to ensure that the medical components of the didactic and clinical curriculum meet current acceptable performance standards.

Total FTE needed to support the proposed program at the site location:

Faculty Responsibilities # Needed Responsible for the management and administration of the program, including Columbia Campus = 1 planning, evaluation, budgeting, selection Program Coordinator of faculty and staff, maintenance of N. Charleston Campus = 1 accreditation, and commitment to strategies for professional development Columbia Campus = 1

N. Charleston Campus = 1

Responsible for coordinating clinical *For programs with fewer than eight Clinical Coordinator education with didactic education as clinical affiliates/clinical sites that do assigned by the program coordinator not have an additional faculty member designated as the clinical coordinator, the Program Coordinator may fulfill the responsibilities of the clinical coordinator. As Needed

Responsible for the coordination of *Program concentration coordinator Concentration concentration(s) for which the program must be responsible for the Coordinator coordinator does not possess the coordination of concentration(s) for appropriate credential which the program coordinator does not possess the appropriate credential General Education Responsible for instruction in discipline As Needed – 1 per general education Instructors taught course

Resources

Library and Learning Resources

Southeastern Institute provides sufficient learning resources to support the proposed Diagnostic Medical Sonography degree program. The library website provides access to more than 70 scholarly databases, that include thousands of journals, videos, an e-book database of more than 150,000 titles, anatomy resources, library training videos and handouts, self-help guides, and more. The resource materials within the library are commensurate with the level of education provided at Southeastern Institute and materials held within the collection address each course of study. Well-rounded selections of resource materials are provided to meet the required needs of the students and faculty. The learning resource materials enhance the educational process and facilitate positive learning outcomes since materials have been selected to target specific areas within each program’s curriculum. Resources include videos, periodicals, media, books, CD’s, complete Microsoft Office

Suite, and an online catalog of holdings available to students 24 hours a day, 7 days a week, 365 days a year at www.southeasternlibrary.com The use of these materials is promoted by the curriculum which is designed with mandatory library assignments in each course throughout the program. The learning resource materials provide a broad knowledge base for students to use beyond their required course textbooks.

The library webpage is designed to provide fast and easy access to a variety of resources in a convenient, one- stop location where students, faculty, clinical site staff, and administrators can register for privileges, make suggestions for addition to the collections, obtain library orientation, get help (in various languages), chat with an online librarian, search the library’s catalog and online databases, utilize a variety of suggested links, and more. The library website (www.southeasternlibrary.com ) and the library’s electronic resources are accessible from any internet connection, including mobile devices, and can thus be utilized from within the classroom, or from anywhere students wish to study. Southeastern Institute’s online learning resources contain many sources from tutorials in writing, math, and life coping skills. Students are provided information on how to use the online library during New Student Orientation. Library orientation and training is provided in three levels of multiple online video lessons. The online video lessons are created and presented by professional librarians holding MLS degrees, and take students through basic log-in and searching (in level one) to more advanced research techniques (in level two) and onwards through copyright and fair use (in level three.)

Students are automatically registered for library accounts upon registration for class. Student accounts become active on the first day of class and remain active while a student is enrolled and in good standing with no overdue library materials. Student library accounts remain active for one year after graduation to provide students with necessary library privileges while they are conducting post-graduation employment research.

Faculty members review how to access the online library resources during each class and provide support for students in utilizing these materials. Faculty are also available to assist students with the library outside of class times. In addition, each campus Dean is available to assist students in the use of technologies and resources provided. The Dean oversees the training of on-campus staff.

As a supplementary source of learning resources, Southeastern Institute participates in the KES OPAC which enables it to engage in resource sharing, which equates to a 150,000+ print volume collection of library materials.

Several of the electronic library databases include:

Online Library Resources

Academic OneFile Academic OneFile is the premier source for peer-reviewed, full-text articles from the world's leading journals and reference sources. With extensive coverage of the physical sciences, technology, medicine, social sciences, the arts, theology, literature and other subjects, Academic OneFile is both authoritative and comprehensive. With millions of articles available in both PDF and HTML full-text with no restrictions, researchers are able to find accurate information quickly. Includes full-text coverage of the New York Times back to 1995. Updated daily.

23 includes access to MEDLINE, bringing ProQuest’s award-winning search functionality and the ability to cross- search with over 30 subject-specialized abstract and citation databases.

CINAHL Complete CINAHL Complete (Cumulative Index to Nursing & Allied Health Literature) is the world’s most comprehensive source of full-text nursing & allied health journals, providing full text for more than 1,300 of the journals indexed in CINAHL. This authoritative file contains full text for the most used journals in the CINAHL index, with no embargo. CINAHL Complete is the definitive research tool for all areas of nursing & allied health literature and supports nursing and allied health professionals, students, educators and researchers. CINAHL Complete provides authoritative coverage of the literature related to nursing and allied health.

Directory of Open Access Journals DOAJ is an online directory that indexes and provides access to high quality, open access, peer-reviewed journals. The Directory of Open Access Journals was launched in 2003 at Lund University, Sweden, with 300 open access journals and today contains more than 10000 open access journals covering all areas of science, technology, medicine, social science and humanities.

Ebook Central – Academic Complete Ebook Central Academic Complete is an online digital library of full texts of over 150,000 scholarly e-books. It is available at many academic libraries and provides a set of online database collections that combine scholarly books from over 435 academic, trade, and professional publishers.

Family health database ProQuest Family Health covers an enormous range of subjects of value in the public library context – from sports injuries to women’s health, from food and nutrition to midwifery, from eye care to dentistry. It includes important general medical journals such as The Lancet and The New England Journal of Medicine as well as a strong selection of consumer and news magazines.

Gale Virtual Reference Library The Gale Virtual Reference Library gives you 24/7 access to thousands of full-text eBook titles. In this tutorial video, you will learn the basics of using the Gale Virtual Reference Library.

General OneFile A one-stop source for news and periodical articles on a wide range of topics: business, computers, current events, economics, education, environmental issues, health care, hobbies, humanities, law, literature and art, politics, science, social sciences, sports, technology, and many general interest topics. Millions of full-text articles. Updated daily.

Health & Medical Collection ProQuest Health and Medical Complete™ combines the clinical research titles available in ProQuest Medical Library™ with hundreds of additional consumer and health administration titles. ProQuest Health and Medical Complete provides in-depth coverage from over 1,900 publications with over 1,575 available in full text and of these, over 910 include MEDLINE® indexing. In addition, the database includes all charts, diagrams, graphs, tables, photos, and other graphical elements essential to medical research. The journals cover all major clinical and healthcare disciplines, including medical sciences, immunology, pharmacy and pharmacology, nursing, physical fitness and hygiene, surgery, and others.

Health and Wellness Resource Center with Alternative Health Module Provides instant access to carefully compiled and trusted medical reference materials. Includes nearly 400 health/medical journals, hundreds of pamphlets, over 700 health related videos from partner Healthology, Inc., and articles from 2,200 general interest publications in addition to a broad collection of Cengage Gale reference titles. Material contained in this Resource Center is intended for informational purposes only.

Health Management database ProQuest Health Management™ is designed to meet the needs of researchers studying the field of health administration. This high-demand healthcare management content provides the most reliable and relevant information on a wide range of topics.

Insurance and Liability Collection Protection of assets--physical or intellectual--is a concern for those ranging from the individual property owner to multinational corporations. The Insurance & Liability Collection connects researchers to hundreds of thousands of updated articles from leading journals, including Business Insurance, Claims, Employee Benefit News, National Underwriter Life & Health, Pensions & Investments, Risk Management, and more.

Interactive Science: Human Anatomy With Gale Interactive, users can manipulate and explore 3D models, allowing students to better visualize and understand human anatomy.

Medline Plus The online medical database of the U.S. National Library of Medicine (NLM) whose parent is the National Institutes of Health, Bethesda, MD. MEDLINE contains millions of articles from thousands of medical journals and publications and offers drug information, interactive patient tutorials, clinical trial links and an illustrated medical encyclopedia.

Merck Manual – Professional edition First published in 1899 as a small reference book for physicians and pharmacists, The Manual grew in size and scope to become one of the most widely used comprehensive medical resources for professionals and consumers. As the Manual evolved, it continually expanded the reach and depth of its offerings to reflect the mission of providing the best medical information of the day to a wide cross-section of users, including medical professionals and students, veterinarians and veterinary students, and consumers.

Nursing & Allied Health Collection All aspects of the Nursing profession -- from direct patient care to health care administration -- are covered in this collection. Including nearly 400 titles, this collection's current and authoritative content will be of use to both professionals already working in the field as well as students pursuing a nursing-focused curriculum.

Nursing & Allied Health Database ProQuest Nursing & Allied Health Database™ provide users with reliable healthcare information covering nursing, allied health, alternative and complementary medicine, and much more. This versatile database is designed to meet the needs of researchers at healthcare facilities as well as nursing and allied health programs at academic institutions. ProQuest Nursing & Allied Health Source provides abstracting and indexing for more than 1,050 titles, with over 875 titles in full-text, and more than 12,300 full text dissertations representing the most rigorous scholarship in nursing and related fields, 450 training videos and 2,300 evidence-based resources.

ProQuest Nursing & Allied Health Source covers over 70 wide-ranging topics including: Cytology, Nursing, Nutrition, Oncology, Pediatric Care, Pharmacology, Public Health, Radiology.

Physical Therapy and Sports Medicine Collection Physical Therapy & Sports Medicine Collection provides access to academic journals and magazines covering the fields of physical therapy, physical fitness, and sports medicine. The database offers a wide spectrum of information, including proven treatment techniques, experimental research, and more.

ProQuest Central This database serves as the central resource for researchers at all levels. Covering more than 160 subject areas, ProQuest Central is the largest aggregated database of periodical content. This award-winning online reference resource features a highly respected, diversified mix of content including scholarly journals, trade publications, magazines, books, newspapers, reports and videos.

Public Health Database ProQuest Public Health is a new and unique database; designed to be the ideal starting point for public health information and research. It delivers core public health literature with centralized access to over 800 publications with over 500 in full-text.

PubMed PubMed comprises more than 25 million citations for biomedical literature from MEDLINE, life science journals, and online books. Citations may include links to full-text content from PubMed Central and publisher web sites.

Research Library: Health & Medicine From business and political science to literature and psychology, ProQuest Research Library™ provides one-stop access to a wide range of popular academic subjects. The database includes more than 4,730 titles — over 3,315 in full text — from 1971 forward. It features a highly respected, diversified mix of scholarly journals, trade publications, magazines, and newspapers. This combination of general reference volume and scope makes it one of the broadest, most inclusive general reference databases ProQuest has to offer. Subject areas covered include Arts, Business, Education, General interest, Health & medical, Humanities, Law, Military, Multicultural, Psychology, Sciences, Social science, Women’s interest.

Student Support Services

26 strengthen their career paths. They learn how to write resumes and cover letters, participate in interviews in the classroom or special sessions conducted outside the classroom. In addition, instruction is supplemented through field trips and guest speakers. The faculty is available before and after class and by appointment to assist with tutoring students who are having difficulty or just seeking to improve their understanding of the material or develop better skills. Retention, supervision, and monitoring of student records are done by the Dean of Academic Affairs and the faculty. As a tool for retention, reports are compiled containing information relevant to student attendance, schedules, academic progress, student issues, and other academic areas. On a regular basis, the “Dean’s Corner” which is a synopsis of academic reports is reviewed by the Retention Committee, Management Committee, and at Faculty Meetings. Instructors continue to play a strong role in student retention, evaluation and tutoring. All instructors are available to provide extra help to students whether occurring before or after classes or during additional instructor office hours. Academic advising is handled by instructors with the assistance of the Program Coordinators and Dean of Academic Affairs. Student attendance is taken in every class using the Attendance Roster and is given to the academic team to process. This information is updated daily in CampusNexus, the School’s database. Students are contacted by faculty and outreach efforts are documented on the back of the attendance rosters. This is done to determine if students are “at risk” and to inform students what they need to do to be prepared for the next class. These calls also prevent students from falling behind. Regularly conducted Retention Committee meetings are held with staff reviewing all student drops, probations and related situations to ensure that each student is progressing in his/her respective program. As a component of Academic Advising, the Dean of Academic Affairs monitors SAP – Satisfactory Academic Progress. There are numerous related reports in CampusNexus to assist staff with these functions. Many opportunities present themselves during the student’s time in school to recognize their achievements, special skills, or abilities. Every attempt is made to publicly recognize these achievements – academic, attendance, leadership through letters of recommendation, participation in events, such as at rites of passage through the programs, including pinning ceremonies and graduation. An orientation program, held prior to the first day of each term, is designed to facilitate the transition to school and to familiarize new students with the organization and operation of the institution. During the orientation, students are versed on the mission and traditions of the School, rules and regulations, student techniques, and academic standards. It is explained that we have resources and contacts available to our students as needed. Student Services conducts student workshops on such topics as cover letters and resume writing, interviewing skills, stress management, etc. Furthermore, students are strongly encouraged to take advantage of varied related resource materials in the student break area and the Library/Media Center. Time Management, Good Study Habits, Stress Management, Goal Setting, Budgeting and Financial Planning, and Professionalism workshops are conducted throughout the students’ experience at Southeastern Institute.

Tutoring Southeastern Institute instructors are available to tutor students who need additional assistance or seek to go beyond the classroom instruction outside of normal classroom hours. Instructors are available by appointment to answer questions and provide additional attention to students. Computers and other equipment are also available for the students to use outside of class hours. Students who desire this assistance are urged to take advantage of this help which is offered at no additional charge to the student.

27 development in their chosen career field. Students and graduates are also able to effectively participate in their job search via Southeastern Institute’s web-based career center at www.collegecentral.com/sec. In order to obtain placement privileges, students are required to provide the Student Services Department with a current resume and to maintain satisfactory attendance. Although Southeastern Institute provides employment assistance, it cannot promise or guarantee employment. All students must meet with student services four months prior to their last day of class in order to complete an exit interview which begins their job searching process.

Residence Halls and Housing The School assists all students interested in student housing to find local apartments and private rooms in close proximity to the campus. Students may request information regarding local apartment and housing information from the Student Services Department. Each campus is located along major traffic arteries in such a way as to provide easy commuting for students.

Transportation In case a student is unable to arrange transportation to school, he/she may contact the Department of Student Services. Student Services will provide schedules for public transportation. If a student desires to volunteer to carpool, she/he informs Student Services.

Day Care The Department of Student Services assists students who have childcare needs by maintaining information regarding licensed establishments in the area Students may contact the Department of Student Services for this information.

A suggestion box is also located on each campus and reviewed regularly.

Student services activities are evaluated and reviewed on a regular basis by the Director of Student Services, Associate Vice President of Student Services, and Campus President in order to make any necessary adjustments and/or additions.

Physical Resources/Facilities

Each campus has adequate space for the proposed diagnostic medical sonography associate degree level program. Both the N. Charleston and Columbia campuses recently moved into larger facilities in order to accommodate additional programs and students.

28 square feet of air conditioned/heated and well-lit classrooms/laboratories/media center/student lounge and offices providing students with a modern and comfortable learning environment. In addition, the school provides ample free parking. All equipment used at the school is compatible with industry standards and effectively meets the objectives of the programs

Columbia Campus: The Southeastern Institute Columbia Campus is located at 1628 Browning Road, Suite 180, Columbia, SC 29210. The school is conveniently located in the Browning Business Center near the intersections of I-26 and I-20. The school encompasses approximately 29,960 square feet of air conditioned/heated and well-lit classrooms, laboratories, media center, student lounge and offices providing students with a modern and comfortable learning environment. In addition, the school provides ample free parking. All equipment used at the school is compatible with industry standards and effectively meets the objectives of the programs.

Equipment

Prior to implementing a program, considerable research is conducted into what equipment is currently being used in the field and other instructional materials that would be needed for the proposed program. The acquisition of equipment and instructional materials is then part of an implementation plan. Program Advisory Committees (PAC) are instrumental in the design of program development and improvement. The Committee members review equipment and supplies and make recommendations to ensure currency within the field. Enrollment is also used as a gauge for quantity of equipment and materials to ensure supplies are sufficient and adequate. Southeastern Institute will purchase the necessary equipment and supplies prior to the start of core courses.

Diagnostic Medical Sonography Program Equipment Listing Ultrasound Machines Examination beds PVR Machines with Logitech mouse, dedicated transducer, and remote control Office printers Step Stools Laptop computers Projector with remote control Gel Warmers Privacy screens Step Stools Transvaginal phantoms Transvaginal Probes Linear phased array Probes Linear sequential array Probes Convex sequential array Probes

To ensure adequacy of materials and equipment, the following steps are taken: 1. Materials and equipment are reviewed semi-annually as part of the PAC meeting 2. Visits to externship/clinical sites provides opportunities to view what is currently in use in the field and to evaluate and compare what is in use in the program

3. Faculty continue to work in the field in order to provide information on equipment and materials in use at their job sites and share information on new equipment and materials that are being introduced and developed in the field 4. Suppliers provide updates on new items as they become available 5. Information regarding equipment and supplies is brought back to the school from attendance at conventions and trade shows 6. Conference calls with other campuses allow for sharing of information concerning equipment, supplies, and the program implementation process 7. Vendors make on-campus visits and provide information on potential updates of equipment, supplies, and materials 8. Active participation in industry associations and the materials distributed through those associations keep faculty aware of any changes in industry requirements and expectations 9. Subscriptions to industry publications which include articles of innovation 10. Input and evaluation by guest speakers who provide presentations to the campus 11. Utilization of equipment lists recommended by accrediting agencies and Boards as available

Evaluation and Program Assessment

A. A list of program objectives for the proposed program.

B. A brief description of the assessment tools (formative and summative) used to measure student learning outcomes for the proposed program (e.g. pre- and post-testing, portfolios, etc.).

Successful student attainment of program objectives is assessed in a variety of ways.

During the lecture portion of the program students are evaluated as follows: • Monthly Pre-Post Tests • Daily written quizzes related to previous days lecture • Weekly exams • Action/Assessment Plans

During the lab portion of the program students are evaluated as follows: • Skills Check Off • Weekly lab practical • Written quizzes • Exams • Monthly Practical exams • Action/Assessment plans

Effective assessment of student learning outcomes is integral to ongoing instructional improvement and to the overall success of achieving student learning outcomes. While instructors consistently utilize traditional methods of assessment of student learning outcomes, there are many strategies to ensure that students master content. Instructors at Southeastern Institute utilize a combination of formative, diagnostic and summative assessments to determine the levels of student learning. While faculty most commonly utilize selected response and supply response assessment methods to determine student mastery of learning objectives (traditional grading and testing), most courses at Southeastern Institute also employ restricted performance and extended performance assessment methods. In the Diagnostic Medical Sonography program students are required to perform hands on tasks, requiring critical thinking and application of concepts in a real-world environment. In addition to typical testing and grading assessment methods, students will be required to demonstrate a minimal level of performance skills to verify student learning. Further, students are required to complete short research projects, make presentations, and participate in group exercises. Finally, outside work, including homework and written exercises, leads to mastery of the content and achievement of learning objectives. Pre and Post tests are utilized in every course to measure student learning as well. C. A brief description of the assessment tools used to measure program effectiveness (e.g., pass rates on national or state certification or licensure exams; enrollment and completion data; or employment data for graduates).

At the completion of every course, students submit a course/instructor evaluation, assessing all aspects of that course, including the resources available, instructional strategies, and comprehensiveness of content. These surveys are electronic and based on a 5-point Likert scale. Compilations of the results are reviewed by the Dean of Academics and shared with the appropriate faculty member thus providing an opportunity for self-reflection and performance enhancement. Faculty members scoring below a minimum score of 4.0 will develop an improvement plan, in collaboration with the Dean, to ensure continued performance improvement. At least once per year, all students have the opportunity to complete a satisfaction survey, assessing all departments of the institution. The results of these surveys are compiled by the Office of the Executive Director and distributed to the President at each campus for review and analysis. These surveys are also electronic and utilize a scale of one to five to measure success in each area. The results are shared, by department, to identify areas of opportunity for improvement. Graduate satisfaction is another strong indicator of programmatic success. Upon completion of training, graduates have the opportunity to complete a satisfaction survey analyzing how well prepared they are for employment; identifying strengths and challenges throughout the program; and offering feedback on overall program success. These surveys are often completed by hand, either upon graduation or within six months of graduation, depending on the program. The results are compiled by the program coordinator, in collaboration with the student services department, and shared with communities of interest, including faculty and the program advisory committee. Student retention is an important data set when considering the success of the program. Students leave school when faced with challenges or barriers. By tracking student retention, the program will have important data regarding how faculty and students are interacting; whether or not the admissions criteria are appropriate; the impact of the academic rigor regarding program content; and student preparedness for employment. Retention and/or attrition is monitored on a weekly, monthly, semester and annual basis by the program coordinator, Dean of Academic Affairs, Campus President and Office of the Executive Director. The results are shared with communities of interest and analyzed to determine if program modifications are indicated. Similar to graduate satisfaction, employer satisfaction is also assessed, providing yet another analysis of the success of the program in achieving learning outcomes. Surveys are distributed to employers from three to six months after employment and seek feedback regarding the performance of the student, the preparedness of the student for the real-world environment, and how well the program content related to the work environment. Results of these surveys are compiled by student services and provided to each program area for analysis. Two additional program outcomes assessment strategies are the results of graduates who have taken certification exams and the percentages of graduates who secure employment. Both sets of data are critical to an analysis of the success of the program in achieving outcomes. The program coordinators, along with the student services personnel on the campus, continually monitor student performance on credentialing exams and provide that data to communities of interest, including the faculty and program advisory committee. Strong performance on these exams verifies that the program is meeting the learning objectives and students are mastering content. Additionally, higher percentages of placement, year over year, indicate that graduates are being well prepared for the job market. These percentages are trended and the results are presented to communities of interest such as the faculty and the program advisory committee.

D. An explanation of how assessment data will be used to initiate changes to the program, if needed.

Data collected through these program outcomes assessment strategies are used to initiate changes to the programs, if appropriate. All of the data collected is reviewed and analyzed by the program faculty, program coordinator, the Dean of Academic Affairs, and the Campus President to ensure that the programs meet objectives and learning goals continuously. These data are also shared with the program advisory committee for discussion and analysis. All of these communities of interest are provided with the opportunity to make suggestions regarding program improvement, if needed.

Faculty meetings are held regularly; program advisory committee meetings are held twice per year; and the Deans meet with program coordinators consistently to discuss all aspects of the programs. Further, the Office of the Executive Director lends additional support to the campuses by analyzing data sets monthly, quarterly and annually, and providing resources for the institution to make changes if necessary. These methods provide ample opportunity for sharing program outcomes assessments and initiating program changes when necessary.

E. If the program is offered at other campuses, provide graduation and placement rates for each site for the last three academic years.

Within the BAR Education, Inc. system of schools, the Diagnostic Medical Sonography program is currently offered at the Southeastern College Miami Lakes Florida campus.

The following annual report rates have been reported to JRC-DMS:

Diagnostic Medical Sonography Program 2016 2017 2018 Graduation Rate 83% 75% 64% Placement Rate 80% 50% 79%

An explanation and plan for improvement were included as part of the annual report submissions for any rates that did not meet the established benchmark. The JRC-DMS has reviewed these submissions and accepted these annual reports over the past several years.

Please see Attachment A for copies of the acceptance letters from JRC-DMS.

Accreditation and Licensure/Certification

Will institution seek program-specific accreditation (e.g., CAEP, ABET, NASM, etc.)? If yes, describe the institution’s plans to seek accreditation, including the expected timeline, as well as explain how the curriculum meets the accreditation standards. If no, provide an explanation. ☒ Yes ☐ No

Southeastern Institute will be seeking accreditation for the Diagnostic Medical Sonography degree program by the Commission on Accreditation of Allied Health Education Programs (CAAHEP) upon recommendation of the 33

Joint Review Committee on Education in Diagnostic Medical Sonography (JRC-DMS). Programmatic accreditation candidacy status may be applied for after core courses within the program have begun.

Southeastern Institute expects to adhere to the following timeline for seeking programmatic accreditation:

Anticipated Anticipated Approving Agency Submission Date Approval Date August 2019 October 2019 South Carolina Commission on Higher Education November 2019 December 2019 ACCSC December 2019 June 2020 US Department of Education June 2020 January2021 CAAHEP

The Southeastern Institute Diagnostic Medical Sonography degree program curriculum will follow the Standards and Guidelines established for CAAHEP by the JRC-DMS. The National Education Curriculum for Sonography (NEC) curriculum guide will be utilized to assist in the achievement of program goals and learning objectives.

Is approval of the program required by any other state agency or board? If yes, describe plan for approval and timeline. ☒ Yes ☐ No

Southeastern Institute will submit an application to the institutional accrediting agency ACCSC (Accrediting Commission of Career Schools and Colleges) once the program receives approval by the Commission. After receiving approval by ACCSC, notification will be submitted to the U.S. Department of Education.

Southeastern Institute expects to adhere to the following timeline for submission to all agencies:

Students who have met all educational and institutional requirements for a degree in Diagnostic Medical Sonography may be eligible to register and sit for certification examinations through the ARDMS (American Registry of Diagnostic Medical Sonography). Prerequisite requirements include:

1. Official transcript from 2-year allied health education program as noted “Education” requirement of this prerequisite. Must state specific number of credits and indicate quarter or semester-based system. Must include graduation information. 2. Copy of education program certificate, credential or license. 3. Original letter from supervising physician, ARMDS-Registered sonographer/technologist or educational program director indicating 12 months of full-time clinical/vascular experience including exact dates of ultrasound experience/successful completion of sonography program. 4. Original signed and completed clinical verification form from each appropriate specialty areas. 5. Photocopy of non-expired government issued photo identification with signature; the name of the identification must exactly match the name under which you are applying for the ARDMS examination.

The Diagnostic Medical Sonography program curriculum will assist students in preparing for the examinations. Students will be able to assist doctors by performing patient assessments, acquire and analyze data obtained using ultrasound and related diagnostic technologies, provide a summary of findings to physicians to aid in patient diagnosis and management, and use their best judgement and systematic problem-solving methods to produce high quality diagnostic information to optimize patient care.

It is a policy of Southeastern Institute that students in programs that require a National or State licensure and/or registry examination(s) must sit for such prescribed examination(s) as a condition of graduation from Southeastern Institute. Students are assessed a fee for required examination(s); such fees are eligible for Title IV funding. However, costs of examination retakes are a student responsibility. The school will submit required paperwork in advance for each graduating class. Students are required to register for the examination(s) within 30 days of completing their program and sit for the examination within 90 days. If a program has multiple examinations, the first examination must be completed in 90 days and the second within 120 days. During the admissions process, if a student discloses that s/he has committed a misdemeanor or felony, a criminal background check may be performed prior to School admission. If a student’s criminal background reflects a conviction, the student may not be eligible to apply for or receive a state license, sit for a certification examination if it is applicable to the program they are intending to apply for, or participate in clinical experiences.

Is the program an Educator Preparation Program that leads to certification or add on endorsement? If yes, provide evidence of compliance with the South Carolina Department of Education regulations.

☐ Yes ☒ No If the program is an Educator Preparation Program, does the proposed certification area require national recognition from a Specialized Professional Association (SPA)? If yes, describe the institution’s plans to seek national recognition, including the expected timeline.

☐ Yes ☒ No

Reciprocity

Is your institution participating in a reciprocity agreement (e.g., NC-SARA)? If yes, through which state? ☐ Yes ☒ No

Attachment A Attachment A

JOINT REVIEW COMMITTEE ON EDUCATION IN

JRC Sound DIAGNOSTIC MEDICAL�o SONOGRAPHYMS ------Ensuring Quality Education For a Future 6021 University Boulevard, Suite 500 • Ellicott City, MD 21043 phone 443-973-3251 • fax 866-738-3444 • mvwJrcdms.org

June 19, 2018 Sponsoring Organizations

American College of Cardiology Yolanda Acebo, Ph.D., RDMS, RT(R)(M)(CT) American College of Southeastern College Obstetricians and Gynecologists Diagnostic Medical Sonography 17395 NW 59th Avenue American College of Radiology Miami Lakes, FL 33015 American Institute of Ultrasound in Medicine

American Society of Echocardiography Program Number: 110311 American Society of Radiologic Technologists Dear Dr. Acebo:

Society of Diagnostic Medical Sonography Thank you for submitting your 2017 Annual Report. The JRC-DMS has reviewed and accepted your report. Society for Vascular Surgery If you have any questions, please contact me by phone at 443-973-3251 or by Society for Vascular Ultrasound email at [email protected].

Thank you,

Gerry Magat Executive4� Director

A Committee on Accreditation for B Attachment A

JOINT REVIEW COMMITTEE ON EDUCATION IN

J i Sound RCDIAGNOSTIC MEDICALD SONOGRAPHYMS ------Ensuring Quality Education For a Future 6021 University Boulevard, Suite 500 • Ellicot.tCily, MD 21043 phone 443-973-3251 • fax 866-738-3444 • wwwJrcdms.org

July 19, 2017 Sponsoring Organizations

American College of Cardiology Yolanda Acebo, Ph.D., ROMS, ARRT Americdn College of Southeastern College Ob�tetricians and Gynecologists Diagnostic Medical Sonography 17395 NW 59th Avenue American College ot Radiology Miami Lakes, FL 33015 American Institute of Ultrasound in Medicine

American Society of Program Number: 110311 Echocardiography

American Society of Dear Dr. Acebo: Radiologic Technologists Thank you for submitting your 2016 Annual Report. The JRC-DMS has Society of Diagnostic Medical Sonography reviewed and accepted your report.

Society for Vascular Surgery If you have any questions, please contact me by phone at 443-973-325 l or by email at [email protected]. Society for Vascular Ultrasound Thank you,

-a- Gerry4 Magat� Executive Director

A Committee on Accreditation for Attachment A

JOINT REVIEW CO'v!MITTEE ON EDUCATION IN J�:.Q1Y}S Ensuring (2,ualityEducation F'or a SoundFuture 6021 University Boulevard, Sui cc 500 • Ellicott Citv, \-11> 21043 phone 4-l3--D73--3'.lf\ L •fax 81>6--738--:34-l-l • www.jrulms.mg

Sponsoring Organizations June 20, 2016

American College ot C.1rcliology Yolanda Acebo, Ph.D., RDMS SoutheasternCollege American College ul Diagnostic Medical Sonography Program Obstt!trici,ms,mcl Gy11ecolog1,ts 17395 NW 59ci, Ave. Miami Lakes, FL 33015 Americ:rn College ot R,idiology

American Institute uf ProgramNumber: 110311 lJltrasound in Medicine Dear Dr. Acebo: i\mericm Society of Echocardiography Thank you for submitting your 2015 Annual Report. The JRC--DMS has ArnerkanSociety of reviewed and accepted your report. Radiologic Tedrnofogi�ts If you have any questions, please contact Gerry Magat by phone at 443-973-3251 Society of D1ag11o�tic Medical Sonngraphy or by email at Magat(J'jrcdms.org.

Society for Vascular Surgery Thank you,

Society for Vascular !Jltr,1sou11cl

Cindy Weiland Executive Director

' J A Committee on Accreditation for '1 Attachment 2 1

South Carolina Commission on Higher Education Academic Affairs, Postsecondary Institution Licensing Program Proposal Form for Degree-Granting Institution

Name of Institution: Southeastern Institute

Name of Program: Associate in Applied Science Degree in Radiologic Technology

CIP Code: 51.0907

Letter of Intent Date June 1, 2018 Date of Submission of Application July 1, 2018 Date of Resubmission of Application April 26, 2019 Date of Resubmission of Application July 19, 2019 Date of Resubmission of Application August 16, 2019 Proposed Date of Implementation June, 2020

Delivery Site(s): Southeastern Institute, N. Charleston, SC Southeastern Institute, Columbia, SC

Delivery Mode (check all that apply):

☒ Traditional/face-to-face ☐ Distance Education ☒ Blended

Program Contact Information: N. Charleston Campus Name Timothy Van Horn Title Campus President Telephone Number 843-790-6450 Email Address [email protected]

Program Contact Information: Columbia Campus Name Janet Clark Title Campus President Telephone Number 803-798-8800 Email Address [email protected] 2

Institutional Approvals and Dates of Approval:

N. Charleston Campus:

Columbia Campus:

Typed Name of Institutional Signatory Officer:

Mr. Robert Keiser______(President, CEO, or Chief Academic Officer)

Signature: ______

Title of Signatory Officer: __Executive Director______

Background Information

The Southeastern Institute N. Charleston and Columbia campuses seek approval to recruit South Carolina residents into an Associate in Applied Science Degree program in Radiologic Technology. The Radiologic Technology program will prepare students for entry-level positions as radiologic technologists producing radiographic images in accordance with standardized practices and procedures. The proposed program integrates didactic, laboratory and clinical experiential learning.

The Radiologic Technology Program is designed to provide instruction to prepare students in the routine, general and fluoroscopic procedures, special procedures, and use of specialized equipment and techniques.

The program’s goals are defined by the following objectives. Graduates will be able to: • Communicate within a healthcare setting. o Student Learning Outcomes • Students will communicate with patients • Students will demonstrate entry-level communication readiness • Students will communicate with members of the healthcare team • Apply critical thinking skills. o Student Learning Outcomes • Students will perform non-routine procedures • Students will competently perform image evaluation and analysis • Students will demonstrate radiation safety considerations • Demonstrate professional and ethical behavior. o Student Learning Outcomes • Students will abide by professional policies • Students will exhibit ethical behavior • Demonstrate clinical competency. o Student Learning Outcomes • Students will demonstrate readiness for clinical practice • Students will achieve appropriate clinical competency level

The Radiologic Technology program includes clinical rotation experiences for the students. These clinical rotation experiences provide students an opportunity to apply theory learned in the classroom to a health care setting through practical hands-on experience. Students will have the opportunity to integrate clinical competence, radiation safety, professional and ethical behavior and communication skills in keeping with the radiologic technologist’s scope of practice.

Upon completion of the program, students will have obtained the necessary knowledge and skills to demonstrate the proper techniques required for employment in the field of radiologic technology.

Assessment of Need/Justification

Market Analysis Southeastern Institute campuses are seeking approval for a Radiologic Technology Associate in Applied Science Degree program. According to the U.S. Bureau of Labor Statistics Occupational Outlook Handbook, employment of radiologic technologists, on a national level, is expected to increase 12% from 2016 to 2026, faster than

4 average for all occupations. In the state of South Carolina, according to CareerOneStop, employment of radiologic technologists is expected to grow 17% from 2016 to 2026.

According to the U.S. Bureau of Labor Statistics, the demand for radiologic technologists is expected to increase significantly over the coming decade. This will primarily be due to an increase in medical conditions such as cancer and Alzheimer’s disease in the aging baby-boom generation. These conditions would require the need for imaging techniques to be used as a tool for making diagnoses.

Labor Market Projections – National Demand for Radiologic Technicians Radiologic Technologists Entry-Level Education Associate degree Number of Jobs, 2016 205,200 Job Outlook, 2016-2026 12%, Faster than average for all occupations Employment Change, 2016-2026 25,300 2018 Median Pay $59,520 per year Source: BLS Occupational Outlook Handbook, https://www.bls.gov/ooh/healthcare/radiologic-technologists.htm #tab-6

Labor Market Projections – South Carolina Radiologic Technology and Technicians Employment 2016 3,440 Job Outlook, 2016-2026 17% Employment 2026 4010 Projected Annual Job Openings 250 Source: https://www.careeronestop.org/Toolkit/StateAndLocal/ProjectedEmployment.aspx?soccode=292034&location=S OUTH%20CAROLINA

On the CareerOneStop 2017 Employment Concentration level, out of 16 regions reported, the N. Charleston and Columbia areas were ranked 5th and 6th with above average opportunities.

Employment Concentration of Radiologic Technologists

2017 Employment Location Rank Region Concentration level Quotient

Charleston-North Charleston- 5 Summerville, SC MSA Above average opportunities 1.44

6 Columbia, SC MSA Above average opportunities 1.44

Source:https://www.careeronestop.org/Toolkit/StateAndLocal/EmploymentConcentration.aspx?soccode=292034&locatio n=COLUMBIA,%20SC&dataview=table&national=False

In the state of South Carolina, according to the Economic Development and Employer Planning System (EDEPS), it is expected that the employment of radiologic technologist is to increase approximately 16.7% from 2016-2026, about as fast as average for all occupations.

Source: https://www.edeps.org/SelectOccUA.aspx?st=SC

According to the Economic Development and Employer Planning System (http://www.edeps.org) there are 11 Radiologic Technologist programs within the state of South Carolina. Between 2012-2017, these programs have had an estimated total of 150 program completers.

Source: https://www.edeps.org/MarketShare.aspx?cip=51.0907&UA=5142A&pn=1&st=SC

Although there are 150 completers within the state of South Carolina, due to geographical distance far less students are equipped to meet the employment demands of the greater Columbia and Charleston metropolitan statistical areas (MSA). According to Google Maps, only Orangeburg Calhoun and Midlands Technical College are within a one-hour drive of Columbia and only Midlands Technical College is considered to be within Columbia’s MSA. In 2016-17, Orangeburg Calhoun and Midlands Technical College have a combined 20 completers, which falls well short of the 94 job postings in the Columbia area listed on Glassdoor and Indeed, even if 100% placement and certification is assumed from these completers. Likewise, only Trident Technical College is within a one-hour drive of Charleston and is the only institution considered to be within the confines of Charleston’s MSA. According to EDEPS, Trident Technical College had 16 completers in the 2016-2017 calendar year, which falls well short of the 149 job postings in the Charleston area, even if 100% placement and certification is assumed from these completers. Based on the availability of job openings in the radiologic technology field and the projected growth of the occupation, Southeastern Institute is confident that by preparing competent qualified graduates to enter the job market will help fill the anticipated need within the state and Columbia and N. Charleston metropolitan areas.

Please see Attachment 5 for a copy of the Washington Economics Group (WEG) report.

Please see Attachment 6 for copies of these Letters of Support.

Employment Opportunities

Radiologic Technologists perform a variety of diagnostic imaging examinations. They are responsible for accurately preparing and positioning patients, adjusting and maintaining equipment, operating computerized equipment to take images, protecting patients by properly shielding exposed areas, precisely following physician orders, and working with physicians to evaluate images. Southeastern Institute program graduates will be able 7 to follow orders prescribed by physicians to take images of areas of the body, prepare patients for imaging procedures, adjust and maintain imaging equipment, perform proper patient safety and positioning, and operate computerized equipment effectively.

A compilation of job openings that have been posted within the last several months demonstrates that there is a need for radiologic technologists in the Columbia and N. Charleston areas as well as statewide.

Employment Site Listing Statewide Columbia N. Area Charleston Area Glassdoor 216 41 57 https://www.glassdoor.com/Job/south-carolina-radiologic- technologist-jobs-SRCH_IL.0,14_IS3411_KO15,38.htm Indeed 257 53 92 https://www.indeed.com/jobs?q=Radiologic%20Technologist&l= South%20Carolina&vjk=5522879c00aff892 Economic Development and Employment Planning System 90 Not Not hhttps://www.edeps.org/DemandIndicators.aspx?UA=5142A&pn=1&st=SC Average available available Annual Openings (2014-2024) *The websites listed above do not allow for a drill down based on degree levels required for the position.

The Economic Development and Employer Planning System documents that on a national level the projected employment of radiologic technologist is expected to increase 12.3% between 2016-2026. Within the state of South Carolina, the expected number of employment positions is forecasted to increase by 250 job openings within that time period.

Source: https://www.edeps.org/DemandIndicators.aspx?UA=5142A&pn=1&st=ZZ

Source: https://www.edeps.org/DemandIndicators.aspx?UA=5142A&pn=1&st=SC

Southeastern Institute has reached out to the local Chambers of Commerce. Information provided demonstrates that there is a projected increase of 84 new jobs between 2017-2024 in the Radiologic Technologist and Ultrasound fields (Austin-based Avalanche Consulting analysis of data from EMSI, http://charlestonregionaldata.com/headlight/crda-occclust). Job openings in this field include general radiologic technologists, MRI technologists, cardiovascular technicians, vascular technicians, and veterinary technicians. After extensive research and triangulation of data sources, i.e. the Bureau of Labor Statistics, data provided by the Charleston Chamber of Commerce and the Austin-based Avalanche Consulting analysis of data from EMSI, and Central SC via JobsEQ, it is evident that the occupational field of Radiologic Technology and its related occupations has grown dramatically in 2017 and will continue to grow in the foreseeable future in the South Carolina and the greater Charleston and Columbia metropolitan areas.

Table 1 demonstrates from 2006 to 2017 employment growth of Radiologic Technologist and Technicians spiked due to increased demand for the occupation. Although this spike occurred, Table 2 displays the May 2017 data provided by the BLS which manifests that employment in the Radiologic Technologist still failed to meet the demands of the workforce and the potential job openings at a 2.034 employment rate per 1,000 jobs in the Charleston Metro Area and a 2.036 employment rate per 1,000 jobs in the Columbia Metro Area. This coupled with the fact that only 11 institutions of higher education in the entire state of South Carolina that offer Radiologic Technology, combined to graduate approximately only 168 students. At this rate the workforce demands will continue to be unmet and the employment gap will continue to grow. Further exacerbating the dearth of employment, is the fact that jobs for Radiologic Technologist and Technicians is projected to grow by 7.8% statewide (see Table 3) and by an annual average rate of 1.1% compared to a .9% rate for all other fields in Columbia over the next 10 years (see Table 4).

Table 1

Source: http://www.charlestonregionaldata.com/headlight/occall?geography=MT16700&occupation=29- 2034&startyr=2006&endyr=2017

Table 2

Source: https://www.bls.gov/oes/current/oes_16700.htm#29-0000

Source: https://www.bls.gov/oes/current/oes_17900.htm#29-0000

Table 3

Source: https://www.edeps.org/DemandIndicators.aspx?UA=5142A&pn=1&st=SC

Table 4 Occupation Snapshot of Radiologic Technologists in Columbia, SC MSA, 2018q1 10-Year Forecast

Separation Growth Total New Avg. Ann Title Exits Transfers Empl. Demand Rate Radiologic Technologists 438 184 177 77 1.1% Total – All Occupations 484,468 190,897 257,413 36,157 0.9% Source: Central SC Alliance JobsEQ® report

In South Carolina, the need for radiologic technology jobs continues to grow. According to Projections Central, radiologic technology jobs in South Carolina are expected to increase on both a short and long term basis. As demonstrated in the following tables, an additional fifty new jobs are expected to be added within the short term period and an additional five hundred and seventy new jobs are expected to be added within the long term period in the radiologic technology field within the state.

Short Term Occupational Projections (2017-2019)

Avg Occupation Occupation Percent Annual STFIPS Area Name Code Name BaseYear Base ProjYear Proj Change Change Openings Radiologic 45 South Carolina 29-2034 Technologists 2018 3470 2020 3520 50 1.4 200

Source: https://projectionscentral.com/Projections/ShortTerm

Long Term Occupational Projections (2016-2026)

Source: http://www.projectionscentral.com/Projections/LongTerm

At present, it is evident that statewide there will not be enough personnel available to fulfill the growing number of future open employment positions in radiologic technology. Southeastern Institute intends to recruit South

Carolina residents into the proposed degree program to help boost the economy, fulfill the unmet need, and assist in replacing workers who may leave or retire from the occupation. By adding these additional educational programs within the state, Southeastern Institute will be able to support the growth of the radiologic technology occupation.

Similar Programs Offered in South Carolina

According to the Economic Development and Employer Planning System (http://www.edeps.org), there are eleven associate degree level Radiologic Technology programs within the state of South Carolina.

• Trident Technical College • Horry-Georgetown Technical College • Technical College of Low Country • Orangeburg Calhoun Technical College • Aiken Technical College • Florence Darlington Technical College • Greenville Technical College • Mid-lands Technical College • Piedmont Technical College • Spartanburg Community College • York Technical College

These eleven programs have had an estimated total of one hundred and fifty program completers between 2012- 2017. These programs are offered by public, private not-for-profit, and private for-profit institutions of postsecondary education. Based on the sheer quantity of programs, similarities in regulation and accrediting standards, and differences in funding and state financial support, Southeastern will utilize inclusion/exclusion criteria in order to provide the most germane comparative analysis. The inclusion criteria selected for this comparative analysis are institutions who have similar state and federal regulatory restrictions and similar national accreditation standards.

Total Credit Institution Hours Similarities Differences 86 • Successful Completion • Maximum number of Trident Technical of Criminal students accepted at one time College Background Check/ • One clinical rotation Drug Screen required • CPR Certification • Lower overall program GPA required to graduate

Horry- 92 • Program Length • Weighted Admissions Georgetown Process • Successful Completion Technical College of Criminal • Must complete observation Background Check/ hours prior to entering the

Drug Screen program • CPR Certification Technical College 80 • Successful Completion • Lower overall program GPA of the of Criminal required to graduate Lowcountry Background • One clinical rotation Check/ Drug Screen required • CPR Certification Orangeburg 93 • Program Length • Lower overall program GPA Calhoun required to graduate • Successful Completion Technical College of Criminal Background Check/

Drug Screen • CPR Certification Aiken Technical 88 • Successful Completion • Additional health science College of Criminal program application process Background Check/ Drug Screen • CPR Certification Florence 83 • Successful Completion • Weighted Admissions Darlington of Criminal Process Technical College Background Check/ • Additional program Drug Screen admissions process • CPR Certification Greenville 84 • Successful Completion • Weighted Admissions Technical College of Criminal Process Background Check/ • Maximum number of Drug Screen students accepted at one time • CPR Certification Mid-lands 84 • Successful Completion • Additional health sciences Technical College of Criminal program application process Background Check/ Drug Screen • CPR Certification Piedmont 86 • Successful Completion • Additional health sciences Technical College of Criminal program application process Background Check/ • Maximum number of Drug Screen students accepted at one time • CPR Certification Spartanburg 87 • Successful Completion • Maximum number of Community of Criminal students accepted at one time College

Background Check/ • Additional health and human Drug Screen services program application • CPR Certification process York Technical 90 • Successful Completion • Additional program College of Criminal application process Background Check/ Drug Screen • CPR Certification

Enrollment and Admissions:

North Charleston Campus Projected Enrollment Spring Summer Fall Year Headcount Headcount Headcount 2019 ------2020 6 4 16 2021 8 4 18 2022 8 5 18 2023 10 6 20 2024 10 6 20

Columbia Campus Projected Enrollment Spring Summer Fall Year Headcount Headcount Headcount 2019 ------2020 4 2 12 2021 4 3 14 2022 6 4 16 2023 10 6 18 2024 10 6 18

14 accommodate a certain number of students at one time. If too many students intend to enroll a waiting list must be created if the core program has more students than the facility and equipment can accommodate.

General Admissions Requirements

Or • Verification of GED completion (GED scores or GED diploma)

Table below), a composite score of 17 on the ACT, a score of 50 on the ASVAB, or successful passing score on the School entrance examination. An applicant must also sign a student Enrollment Agreement.

Southeastern Institute reserves the right to accept up to 10% of applicants who do not meet appropriate entrance test scores but who request admission based on other criteria. A current resume and appeal letter from the student (which must be typed and include a minimum of 150 words explaining why the applicant feels they will be a good fit for the program) are reviewed by the Dean of Academic Affairs and the Campus President. The applicant must also interview with the Campus President and/or Dean of Academic Affairs. If the appeal is approved an acceptance rubric is placed in the applicant’s academic file.

Besides the general institutional admission requirements, are there any separate or additional admission requirements for the proposed program? If yes, explain. ☒ Yes ☐ No

All Radiology Technology Program applicants must complete an initial criminal background check and drug screen to be considered for program acceptance. Southeastern Institute reserve the right to deny an applicant based on the following negative results in a background check:

• An applicant who has pled guilty or has pled no lo contendere (no contest) to an offense which is classified as a misdemeanor or felony which is directly or indirectly related to patient care or public health. • Crimes which may directly or indirectly relate to patient care or public health include, but are not limited to: murder, attempted murder, rape, sexual assault, violence or threat of violence, driving while intoxicated or impaired, controlled substance abuse, fraudulently altering medical documentation, insurance claims, and medical prescriptions.

Tuition and Student Borrowing

Southeastern Institute Southeastern Institute Description N. Charleston Columbia Tuition per Semester: $9,112 $9112 Education Fee: $800 $800 Program Cost: $59,472 $59,472

North Charleston Campus: Most recent cohort default rate: 2.1% Current Average Loan Balance for 2 Semester Programs: $9,235.15 Projected Average Loan Balance for 6 Semester Programs: $27,705.45

Columbia Campus: Most recent cohort default rate: 9.8% Current Average Loan Balance for 2 Semester Programs: $9,721.74 Projected Average Loan Balance for 6 Semester Programs: $29,165.22

17 plans and students are allowed to make four or more payments. Interest is not charged on payment plans. Students on payment plans sign a retail installment contract explaining their obligations (TILA).

The lenders are notified of a student’s separation date by the Southeastern Institute central processing office. When a student who is no longer active in school cannot be located by the lender, the lender sends the campus a “Request for Collection Assistance Form”, at which point, the financial aid officer will attempt to contact the student, and if he/she cannot be reached, the references that were provided by the student will be contacted. The lender will then be updated with any new contact information.

At the recommendation of commission staffers, Southeastern Institute was requested to provide a tuition justification and analysis. Southeastern Institute’s (“SI”) tuition rate is $9,112 per semester. SI’s tuition rate is justified by the quality of the education offered and by the services provided without the benefit of governmental subsidies. First, the quality of the education provided by SI is best demonstrated by its’ graduation rates at both the Charleston and Columbia campuses. According to College Navigator, a data source compiled by the National Center for Education Statistics for the Department of Education, Charleston’s overall graduation rate for the 2015-2016 was 66%. (https://nces.ed.gov/collegenavigator/?q=southeastern+Institute&s=all&id=443261#retgrad). Likewise, Columbia’s overall graduation rate for the 2015-16 academic year was 54% (https://nces.ed.gov/collegenavigator/?q=southeastern+Institute&s=all&id=444866#retgrad). Graduation rates are important in the consideration of loan debt as the College board calculates that two-year default rates are 15% higher for borrowers who did not complete their education versus students who did (https://trends.collegeboard.org/student-aid/figures-tables/two-year-default-rates-sector-and-completion-status). In this vein, according to Inside Higher Ed, “a report released by Third Way finds that students who complete a degree or certificate are 20 percentage points more likely to begin paying down their loan principal than non-completers in each year after leaving campus.” https://www.insidehighered.com/news/2018/08/08/link-between-college- completion-and-student-loan-repayment).

• lab environments; • externships for all qualifying programs; and • other related services that support the employability of the SI’s students.

Third, SI prioritizes student safety and mental health by voluntarily providing: • armed security guards at all locations; • a full-time Crisis Response Team; and • a full-time Ombudsman.

As a private entity SI is not afforded the same federal, state, and local subsidization that SI’s public counterparts receive. According to an analysis by the Pew Charitable Foundation, “state and federal government have long provided substantial funding for higher education but historically “states have provided a far greater amount of assistance to postsecondary institutions and students; 65% more than the federal government on average” (Pew, 2015). In fact, according to Pew’s analysis of data, from the U.S. Office of Management and Budget and the U.S. Department National Center for Education Statistics’ Integrated Postsecondary Education Data System, “higher education is a small but important part of federal spending and is the third largest category in state budgets.” [https://www.pewtrusts.org/-/media/post-launch-images/2015/06/chartbook-final- graphics/fig1.jpg?la=en&hash=4F84185323392AE8836AEFC3700DEF06DDF53814] According to Pew research, federal and state revenue make up a whopping 37% of the total share of public college and university budgets [https://www.pewtrusts.org/-/media/post-launch-images/2015/06/chartbook-final- graphics/fig8.jpg?la=en&hash=3F6CE20A1B610C61DC2A8835820550792AB07922]. 21% of the 37% comes directly from state based assistance which Southeastern Institute does not receive. Specifically, in an analysis of Trident Technical College’s 2018 audited financial statements when considering both operating and non-operating revenue, tuition only comprises 36% of Trident’s total revenue (https://www.tridenttech.edu/about/departments/finance/TTC_comp_annual_fin_report_FY18_DIGITAL_ADA.pdf)

Curriculum

Course Number Course Title Semester Credit Hours RAD 101 Intro to Radiologic Technology 4.0 RAD 102 Radiologic Imaging 4.0 RAD 103 Radiologic Science I 4.0 RAD 104 Radiologic Science II 4.0 RAD 105 Radiologic Procedures I 4.0 RAD 106 Radiologic Procedures II 4.0 RAD 107 Radiologic Procedures III 4.0 RAD 108 Radiologic Procedures IV 4.0 RAD 111 Clinical Rotation I 3.5 RAD 112 Clinical Rotation II 3.5 RAD 109 Advanced Radiologic Imaging 4.0 RAD 110 Advanced Pathophysiologic 4.0 Imaging RAD 113 Clinical Rotation III 3.5 RAD 114 Clinical Rotation IV 3.5 RAD 115 Clinical Rotation V 3.5 RAD 116 Clinical Rotation VI 3.5 AML100 American Literature 3.0 Or ENL 100 English Literature 3.0 MAT103 Intermediate Algebra 3.0 CGS106 Introduction to Computers 3.0 SPC101 Speech 3.0 PSY101 Introduction to Psychology 3.0 Or IDS 110 Strategies for Success 3.0 BSC205 Human Anatomy & Physiology 3.0 BSC206 Advanced Anatomy & Physiology 3.0 ENC101 English Composition 3.0 Total Semester Credit Hours 85.0

Faculty and Staff

A. The minimum educational and teaching qualifications for instructors.

Program Coordinators: the program coordinator must be responsible for the management and administration of the program, including planning, evaluation, budgeting, selection of faculty and staff, maintenance of accreditation, and commitment to strategies for professional development. The program coordinator must: • Possess a minimum of a master’s degree • Holds American Registry of Radiologic Technologists current registration in radiography or equivalent and unrestricted state licensure, as applicable • Documents a minimum of four years clinical experience in the professional discipline • Documents a minimum of two years of experience as an instructor in a JRCERT-accredited program • Have coursework in instructional methodologies, evaluation, and assessment • Have proficiency in curriculum development

Clinical Coordinator: the program clinical coordinator must be responsible for coordinating clinical education with didactic education as assigned by the program coordinator. The clinical coordinator must evaluate and ensure the effectiveness of the clinical affiliate/clinical education centers. The clinical coordinator’s responsibilities include coordination, instruction, and evaluation. The clinical coordinator must: • Possess a minimum of a bachelor’s degree • Holds American Registry of Radiologic Technologists current registration in radiography or equivalent and unrestricted state licensure, as applicable • Documents a minimum of four years clinical experience in the professional discipline • Documents a minimum of one year of experience as an instructor in a JRCERT-accredited program • Proficiency in teaching methodology, supervision, instruction, evaluation, and guidance

Program Faculty: the program faculty must be responsible for the preparing and maintaining course outlines and objectives, instruct and evaluate students, report progress, and assist in overall program operations and effectiveness. The program faculty must: • Possess a minimum of an associate’s degree • Holds American Registry of Radiologic Technologists current registration in radiography or equivalent and unrestricted state licensure, as applicable

• Documents a minimum of four years clinical experience in the professional discipline • Have proficiency in curriculum development, instruction, evaluation, and academic advising

General Education Instructors: must hold a master’s degree and have completed at least eighteen graduate semester credit hours in the teaching discipline they are teaching.

B. Confirmation that at least one full-time faculty member will be employed for the program.

A program coordinator will be hired prior to the start of the program. If the student to faculty ratio exceeds 25:1 the school will hire additional faculty members to support the program.

C. A description of the oversight for the program; provide the organizational structure of program and of the program’s relation to the institution’s organizational structure.

The Program Coordinator will be responsible for managing and administering the Radiologic Technology program. The Program Coordinator will report directly to the Dean of Academic Affairs; the Dean of Academic Affairs reports to the Campus President. Any additional faculty members hired into the program will report directly to the Program Coordinator. All general education faculty report directly to the Dean of Academic Affairs.

Total FTE needed to support the proposed program at the site location:

Faculty Responsibilities # Needed Responsible for the management and administration of the program, including planning, evaluation, Columbia Campus = 1 Program Coordinator budgeting, selection of faculty and staff, maintenance of accreditation, N. Charleston Campus = 1 and commitment to strategies for professional development Columbia Campus = 1

N. Charleston Campus = 1 Responsible for coordinating clinical education with didactic *A clinical coordinator is required Clinical Coordinator education as assigned by the for programs that have more than program coordinator five (5) active clinical affiliates/clinical sites or more than thirty (30) students enrolled in the clinical component Responsible for the preparing and maintaining course outlines and Program Faculty objectives, instructing and As Needed evaluating students, reporting

progress, and assisting in overall program operations and effectiveness Responsible for instruction in As Needed – 1 per general General Education Instructors discipline taught education course

Resources

Library and Learning Resources

Southeastern Institute provides sufficient learning resources to support the proposed Radiologic Technology degree program. The library website provides access to more than 70 scholarly databases, that include thousands of journals, videos, an e-book database of more than 150,000 titles, anatomy resources, library training videos and handouts, self-help guides, and more. The resource materials within the library are commensurate with the level of education provided at Southeastern Institute and materials held within the collection address each course of study. Well-rounded selections of resource materials are provided to meet the required needs of the students and faculty. The learning resource materials enhance the educational process and facilitate positive learning outcomes since materials have been selected to target specific areas within each program’s curriculum. Resources include videos, periodicals, media, books, CD’s, complete Microsoft Office Suite, and an online catalog of holdings available to students 24 hours a day, 7 days a week, 365 days a year at www.southeasternlibrary.com The use of these materials is promoted by the curriculum which is designed with mandatory library assignments in each course throughout the program. The learning resource materials provide a broad knowledge base for students to use beyond their required course textbooks.

23 times. In addition, each campus Dean is available to assist students in the use of technologies and resources provided. The Dean oversees the training of on-campus staff.

Several of the electronic library databases include:

Online Library Resources

Biology Database Provides comprehensive coverage of biological science fields including animal behavior, aquatic life and fisheries, chemoreception, biochemistry, ecology, plant science, toxicology, virology, microbiology, immunology genetics, health and safety science, oncogenes, entomology, and endocrinology neuroscience. The resource also includes access to MEDLINE, bringing ProQuest’s award-winning search functionality and the ability to cross- search with over 30 subject-specialized abstract and citation databases.

24 general medical journals such as The Lancet and The New England Journal of Medicine as well as a strong selection of consumer and news magazines.

Interactive Science: Human Anatomy With Gale Interactive, users can manipulate and explore 3D models, allowing students to better visualize and understand human anatomy.

25 and publications and offers drug information, interactive patient tutorials, clinical trial links and an illustrated medical encyclopedia.

26 in full text — from 1971 forward. It features a highly respected, diversified mix of scholarly journals, trade publications, magazines, and newspapers. This combination of general reference volume and scope makes it one of the broadest, most inclusive general reference databases ProQuest has to offer. Subject areas covered include Arts, Business, Education, General interest, Health & medical, Humanities, Law, Military, Multicultural, Psychology, Sciences, Social science, Women’s interest.

Student Support Services

Student Support Services activities begin in Admissions where admissions coordinators work with potential students to determine whether they are prepared for higher level education. This occurs in the admissions interview where the admissions coordinators help the student determine if Southeastern Institute is a good fit and help in determining which program of study will best help them achieve their goals. Financial Aid then assists the students in planning the financial aspects of their education. Orientation is the next opportunity for students to meet the rest of the support staff that is available throughout their education. It also provides students with an opportunity to meet each other. In addition, the Director of Student Services assists students with resume writing and career skills. On the Academic side, student attendance and academic progress is tracked to determine who might be “at risk” so an intervention can occur prior to serious consequences. Any department in the school may be called upon to offer support at this point, depending upon the circumstance and whichever department or person is best equipped to help. During their training, students learn through the use of didactic and practical skills methods for their career path. In addition, students also work with their instructors to develop/enhance coping skills that will strengthen their career paths. They learn how to write resumes and cover letters, participate in interviews in the classroom or special sessions conducted outside the classroom. In addition, instruction is supplemented through field trips and guest speakers. The faculty is available before and after class and by appointment to assist with tutoring students who are having difficulty or just seeking to improve their understanding of the material or develop better skills. Retention, supervision, and monitoring of student records are done by the Dean of Academic Affairs and the faculty. As a tool for retention, reports are compiled containing information relevant to student attendance, schedules, academic progress, student issues, and other academic areas. On a regular basis, the “Dean’s Corner” which is a synopsis of academic reports is reviewed by the Retention Committee, Management Committee, and at Faculty Meetings. Instructors continue to play a strong role in student retention, evaluation and tutoring. All instructors are available to provide extra help to students whether occurring before or after classes or during additional instructor office hours. Academic advising is handled by instructors with the assistance of the Program Coordinators and Dean of Academic Affairs. Student attendance is taken in every class using the Attendance Roster and is given to the academic team to process. This information is updated daily in CampusNexus, the School’s database. Students are contacted by faculty and outreach efforts are documented on the back of the attendance rosters. This is done to determine if students are “at risk” and to inform students what they need to do to be prepared for the next class. These calls also prevent students from falling behind. Regularly conducted Retention Committee meetings are held with staff reviewing all student drops, probations and related situations to ensure that each student is progressing in his/her respective program. As a component of Academic Advising, the Dean of Academic Affairs monitors SAP – Satisfactory Academic Progress. There are numerous related reports in CampusNexus to assist staff with these functions.

Many opportunities present themselves during the student’s time in school to recognize their achievements, special skills, or abilities. Every attempt is made to publicly recognize these achievements – academic, attendance, leadership through letters of recommendation, participation in events, such as at rites of passage through the programs, including pinning ceremonies and graduation. An orientation program, held prior to the first day of each term, is designed to facilitate the transition to school and to familiarize new students with the organization and operation of the institution. During the orientation, students are versed on the mission and traditions of the School, rules and regulations, student techniques, and academic standards. It is explained that we have resources and contacts available to our students as needed. Student Services conducts student workshops on such topics as cover letters and resume writing, interviewing skills, stress management, etc. Furthermore, students are strongly encouraged to take advantage of varied related resource materials in the student break area and the Library/Media Center. Time Management, Good Study Habits, Stress Management, Goal Setting, Budgeting and Financial Planning, and Professionalism workshops are conducted throughout the students’ experience at Southeastern Institute. Tutoring Southeastern Institute instructors are available to tutor students who need additional assistance or seek to go beyond the classroom instruction outside of normal classroom hours. Instructors are available by appointment to answer questions and provide additional attention to students. Computers and other equipment are also available for the students to use outside of class hours. Students who desire this assistance are urged to take advantage of this help which is offered at no additional charge to the student. Graduate Employment Assistance It is the policy of Southeastern Institute’s Student Services Department to assist students in securing employment upon graduation. Prior to and after graduation, the Student Services Department advises students in career development in their chosen career field. Students and graduates are also able to effectively participate in their job search via Southeastern Institute’s web-based career center at www.collegecentral.com/sec. In order to obtain placement privileges, students are required to provide the Student Services Department with a current resume and to maintain satisfactory attendance. Although Southeastern Institute provides employment assistance, it cannot promise or guarantee employment. All students must meet with student services four months prior to their last day of class in order to complete an exit interview which begins their job searching process. Residence Halls and Housing The School assists all students interested in student housing to find local apartments and private rooms in close proximity to the campus. Students may request information regarding local apartment and housing information from the Student Services Department. Each campus is located along major traffic arteries in such a way as to provide easy commuting for students. Transportation In case a student is unable to arrange transportation to school, he/she may contact the Department of Student Services. Student Services will provide schedules for public transportation. If a student desires to volunteer to carpool, she/he informs Student Services. Day Care The Department of Student Services assists students who have childcare needs by maintaining information regarding licensed establishments in the area Students may contact the Department of Student Services for this information.

Health Insurance Students in allied health programs who are required to complete externships/clinicals for academic coursework are required to provide health insurance coverage prior to participating in these courses. Student health insurance is available through independent providers. The Department of Student Services maintains information on these providers for students to review. A suggestion box is also located on each campus and reviewed regularly. Student services activities are evaluated and reviewed on a regular basis by the Director of Student Services, Associate Vice President of Student Services, and Campus President in order to make any necessary adjustments and/or additions.

Physical Resources/Facilities

Each campus has adequate space for the proposed Radiologic Technology associate degree level program. Both the N. Charleston and Columbia campuses recently moved into larger facilities in order to accommodate additional programs and students.

N. Charleston Campus: The Southeastern Institute N. Charleston Campus is located at 2431 Aviation Avenue, Suite 703, N. Charleston, SC 29406. The school is conveniently located in the Aviation Business Park in the heart of N. Charleston in close proximity to Charleston International Airport, I-526 and I-26. The school encompasses approximately 19,809 square feet of air conditioned/heated and well-lit classrooms/laboratories/media center/student lounge and offices providing students with a modern and comfortable learning environment. In addition, the school provides ample free parking. All equipment used at the school is compatible with industry standards and effectively meets the objectives of the programs

Equipment

Radiologic Technology Equipment Listing CR scanner/monitor/computer system CR cassettes 10x12 CR cassettes 14x17 Energized x-ray machine X-ray float table X-ray rotational tube stand X-ray Generator Wall stand X-ray assembly Full Lead apron 1/2 apron wrap-around Thyroid Shield Gonad shield Extremity and head phantom simulation accessories Image Receptors 14x17 Image Receptor storage 2-bank illuminator Sandbags Stretcher 6:1 grid cassette Shelving for film storage Sink with running water Floor drain CR cleaner kit Wipes/disinfectant Tape measure Replacement bulbs for x-ray tube Replacement bulbs for darkroom safelights Lead gloves Film processor Film bin Safe lights Calipers Storage cabinets Apron holder Sensitometer Densitometer Imaging Phantoms Lead blockers Image Receptors 10x12 Film Assorted positioning sponges Table pad Film holder Flashlight I.V. pole 6:1 rectangular x-ray grid

Eye wash station Silver reclaimer Cassette cleaner Processor chemicals Pillows/ linens - sheets and pillowcases Cork/white board Gloves Replacement bulbs for illuminators

To ensure adequacy of materials and equipment, the following steps are taken:

1. Materials and equipment are reviewed semi-annually as part of the PAC meeting 2. Visits to externship/clinical sites provides opportunities to view what is currently in use in the field and to evaluate and compare what is in use in the program 3. Faculty continue to work in the field in order to provide information on equipment and materials in use at their job sites and share information on new equipment and materials that are being introduced and developed in the field 4. Suppliers provide updates on new items as they become available 5. Information regarding equipment and supplies is brought back to the school from attendance at conventions and trade shows 6. Conference calls with other campuses allow for sharing of information concerning equipment, supplies, and the program implementation process 7. Vendors make on-campus visits and provide information on potential updates of equipment, supplies, and materials 8. Active participation in industry associations and the materials distributed through those associations keep faculty aware of any changes in industry requirements and expectations 9. Subscriptions to industry publications which include articles of innovation 10. Input and evaluation by guest speakers who provide presentations to the campus 11. Utilization of equipment lists recommended by accrediting agencies and Boards as available 12. All x-ray producing machines will be registered with the SC Bureau of Radiological Health as required by the SC Department of Health and Environmental Control.

Evaluation and Program Assessment

A. A list of program objectives for the proposed program.

The goal of the Radiologic Technology program is to prepare students for entry-level positions as radiologic technologists producing radiographic images in accordance with standardized practices and procedures. The program provides radiologic information including medical terminology, patient care, radiographic procedures, radiation protection, equipment operations and image productions and evaluation.

The program’s goals are defined by the following objectives. Graduates will be able to: • Communicate within a healthcare setting. • Apply critical thinking skills.

• Demonstrate professional and ethical behavior. • Demonstrate clinical competency.

Upon completion of the program, students will have obtained the necessary knowledge and skills to demonstrate the proper techniques required for employment in the field of radiologic technology.

B. A brief description of the assessment tools (formative and summative) used to measure student learning outcomes for the proposed program (e.g. pre- and post-testing, portfolios, etc.).

Successful student attainment of program objectives is assessed in a variety of ways. During the lecture portion of the program students are evaluated as follows: • Monthly Pre-Post Tests • Daily written quizzes related to previous days lecture • Weekly exams • Action/Assessment Plans

Effective assessment of student learning outcomes is integral to ongoing instructional improvement and to the overall success of achieving student learning outcomes. While instructors consistently utilize traditional methods of assessment of student learning outcomes, there are many strategies to ensure that students master content. Instructors at Southeastern Institute utilize a combination of formative, diagnostic and summative assessments to determine the levels of student learning. While faculty most commonly utilize selected response and supply response assessment methods to determine student mastery of learning objectives (traditional grading and testing), most courses at Southeastern Institute also employ restricted performance and extended performance assessment methods. In the Radiologic Technology program students are required to perform hands on tasks, requiring critical thinking and application of concepts in a real-world environment. In addition to typical testing and grading assessment methods, students will be required to demonstrate a minimal level of performance skills to verify student learning. Further, students are required to complete short research projects, make presentations, and participate in group exercises. Finally, outside work, including homework and written exercises, leads to mastery of the content and achievement of learning objectives. Pre and Post tests are utilized in every course to measure student learning as well. C. A brief description of the assessment tools used to measure program effectiveness (e.g., pass rates on national or state certification or licensure exams; enrollment and completion data; or employment data for graduates).

Outcomes assessment is a critical component for measuring the success of the program in delivering the expected content and achieving the program learning objectives. A variety of assessment strategies to collect and analyze multiple data sets are utilized. The program routinely secures and documents quantitative and qualitative information to enable meaningful analysis about the extent to which goals and objectives are met. Several indicators are monitored, including faculty performance in course instruction, student satisfaction surveys, graduate satisfaction surveys, student retention, graduate performance on credentialing exams and graduate job placement, along with employer satisfaction. Additionally, feedback from program advisory committees is an integral component for assessment program outcomes. At the completion of every course, students submit a course/instructor evaluation, assessing all aspects of that course, including the resources available, instructional strategies, and comprehensiveness of content. These surveys are electronic and based on a 5-point Likert scale. Compilations of the results are reviewed by the Dean of Academics and shared with the appropriate faculty member thus providing an opportunity for self-reflection and performance enhancement. Faculty members scoring below a minimum score of 4.0 will develop an improvement plan, in collaboration with the Dean, to ensure continued performance improvement. At least once per year, all students have the opportunity to complete a satisfaction survey, assessing all departments of the institution. The results of these surveys are compiled by the Office of the Executive Director and distributed to the President at each campus for review and analysis. These surveys are also electronic and utilize a scale of one to five to measure success in each area. The results are shared, by department, to identify areas of opportunity for improvement. Graduate satisfaction is another strong indicator of programmatic success. Upon completion of training, graduates have the opportunity to complete a satisfaction survey analyzing how well prepared they are for employment; identifying strengths and challenges throughout the program; and offering feedback on overall program success. These surveys are often completed by hand, either upon graduation or within six months of graduation, depending on the program. The results are compiled by the program coordinator, in collaboration with the student services department, and shared with communities of interest, including faculty and the program advisory committee. Student retention is an important data set when considering the success of the program. Students leave school when faced with challenges or barriers. By tracking student retention, the program will have important data regarding how faculty and students are interacting; whether or not the admissions criteria are appropriate; the impact of the academic rigor regarding program content; and student preparedness for employment. Retention and/or attrition is monitored on a weekly, monthly, semester and annual basis by the program coordinator, Dean of Academic Affairs, Campus President and Office of the Executive Director. The results are shared with communities of interest and analyzed to determine if program modifications are indicated. Similar to graduate satisfaction, employer satisfaction is also assessed, providing yet another analysis of the success of the program in achieving learning outcomes. Surveys are distributed to employers from three to six months after employment and seek feedback regarding the performance of the student, the preparedness of the student for the real-world environment, and how well the program content related to the work environment. Results of these surveys are compiled by student services and provided to each program area for analysis. Two additional program outcomes assessment strategies are the results of graduates who have taken certification exams and the percentages of graduates who secure employment. Both sets of data are critical to an analysis of the success of the program in achieving outcomes. The program coordinators, along with the student services

33 personnel on the campus, continually monitor student performance on credentialing exams and provide that data to communities of interest, including the faculty and program advisory committee. Strong performance on these exams verifies that the program is meeting the learning objectives and students are mastering content. Additionally, higher percentages of placement, year over year, indicate that graduates are being well prepared for the job market. These percentages are trended and the results are presented to communities of interest such as the faculty and the program advisory committee. D. An explanation of how assessment data will be used to initiate changes to the program, if needed.

E. If the program is offered at other campuses, provide graduation and placement rates for each site for the last three academic years.

Not applicable. The Radiologic Technology program is not offered at any other campus within the BAR Education, Inc. system of schools.

Accreditation and Licensure/Certification

Will the institution seek program-specific accreditation (e.g., CAEP, ABET, NASM, etc.)? If yes, describe the institution’s plans to seek accreditation, including the expected timeline, as well as explain how the curriculum meets the accreditation standards. If no, provide an explanation. ☒ Yes ☐ No

Southeastern Institute will be seeking programmatic accreditation for the Radiologic Technology degree program by the Joint Review Committee on Education in Radiologic Technology (JRCERT). Programmatic accreditation candidacy status may be applied for after core courses within the program have begun. Southeastern Institute expects to adhere to the following timeline for seeking programmatic accreditation: Anticipated Anticipated Approving Agency Submission Date Approval Date August 2019 October 2019 South Carolina Commission on Higher Education November 2019 December 2019 ACCSC December 2019 June 2020 US Department of Education June 2020 January 2021 JRCERT

The Southeastern Institute Radiologic Technology degree program curriculum will consist of an integration of didactic, laboratory, and clinical experiences, each playing a vital role in the education of the students. The curriculum is supported by the American Society of Radiologic Technologists (ASRT) and the ASRT Code of Ethics is included in this curriculum. The ASRT curriculum is an JRCERT adopted curriculum. The campuses will apply for programmatic accreditation through JRCERT once core courses have begun in the program. Is approval of the program required by any other state agency or board? If yes, describe plan for approval and timeline. ☒ Yes ☐ No

Southeastern Institute expects to adhere to the following timeline for submission to all agencies: Anticipated Anticipated Approving Agency Submission Date Approval Date August 2019 October 2019 South Carolina Commission on Higher Education November 2019 December 2019 ACCSC December 2019 June 2020 US Department of Education June 2020 January 2021 JRCERT

Is licensure or certification required for employment by any public or private agency? If yes, provide a brief description of the licensure or certification eligibility requirements and process and of the ways in which the proposed program will ensure that graduates can reasonably expect to achieve such certification or licensure. ☒ Yes ☐ No Students who have met all educational and institutional requirements for a degree in Radiologic Technology may be eligible to register and sit for certification examinations through the ARRT (American Registry of Radiologic Technologist) as well as submit for state licensure to SCRQSA, as applicable. Prerequisite requirements include: 1. Complete an associate (or higher) degree. 2. Complete an ARRT recognized educational program. 3. Demonstrate didactic and clinical competencies. 4. Meet Ethics requirements. 5. Submit application to the South Carolina Radiation Quality Standards Association (SCRQSA)

The Radiologic Technologist program curriculum will assist students in preparing for the examination. Students will play an integral role in the delivery of radiology services as part of a total health care team. Students will perform diagnostic imaging examinations on patients and work closely with physicians who interpret these images.

35 paperwork in advance for each graduating class. Students are required to register for the examination(s) within 30 days of completing their program and sit for the examination within 90 days. If a program has multiple examinations, the first examination must be completed in 90 days and the second within 120 days. During the admissions process, if a student discloses that s/he has committed a misdemeanor or felony, a criminal background check may be performed prior to School admission. If a student’s criminal background reflects a conviction, the student may not be eligible to apply for or receive a state license, sit for a certification examination if it is applicable to the program they are intending to apply for, or participate in clinical experiences.

Is the program an Educator Preparation Program that leads to certification or add on endorsement? If yes, provide evidence of compliance with the South Carolina Department of Education regulations.

☐ Yes ☒ No

If the program is an Educator Preparation Program, does the proposed certification area require national recognition from a Specialized Professional Association (SPA)? If yes, describe the institution’s plans to seek national recognition, including the expected timeline.

☐ Yes ☒ No Reciprocity Is your institution participating in a reciprocity agreement (e.g., NC-SARA)? If yes, through which state?

☐ Yes ☒ No State: Not applicable.

Attachment 3 1

South Carolina Commission on Higher Education Academic Affairs, Postsecondary Institution Licensing Program Proposal Form for Degree-Granting Institution

Name of Institution: Southeastern Institute

Name of Program: Associate in Applied Science Degree in Business Administration

CIP Code: 52.0201

Program Designation: ☒ Associate’s Degree ☐ Master’s Degree ☐ Bachelor’s Degree: 4 Year ☐ Specialist ☐ Bachelor’s Degree: 5 Year ☐ Doctoral Degree: Research/Scholarship (e.g., Ph.D. and DMA) ☐ Doctoral Degree: Professional Practice (e.g., Ed.D., D.N.P., J.D., Pharm.D., and M.D.) Letter of Intent Date March 28, 2018 Date of Submission of Application May 1, 2018 Date of Resubmission of Application April 26, 2019 Date of Resubmission of Application July 19, 2019 Date of Resubmission of Application August 16, 2019 Proposed Date of Implementation June, 2020

Delivery Site(s): Southeastern Institute N. Charleston, SC Southeastern Institute Columbia, SC

Delivery Mode (check all that apply):

☒ Traditional/face-to-face ☐ Distance Education ☒ Blended

Program Contact Information: N. Charleston Campus Name Timothy Van Horn Title Campus President Telephone Number 843-790-6450 Email Address [email protected]

Program Contact Information: Columbia Campus Name Janet Clark Title Campus President Telephone Number 803-798-8800 Email Address [email protected] 2

Institutional Approvals and Dates of Approval:

N. Charleston Campus:

Approval Date Approving Body 12/1/2017 Executive Board of Southeastern Institute 3/16/2018 Advisory Board of Southeastern Institute 3/21/2018 Executive Board of Southeastern Institute approves Advisory board recommendations 4/1/2018 LOI Submitted into State of South Carolina

Columbia Campus:

Typed Name of Institutional Signatory Officer:

Mr. Robert Keiser______(President, CEO, or Chief Academic Officer)

Signature: ______

Title of Signatory Officer: Executive Director

Background Business Management

Southeastern Institute N. Charleston and Columbia campuses seek approval to recruit South Carolina residents into an Associates in Applied Science Degree program in Business Administration. Students will have an opportunity to choose between either an accounting concentration or a management and operations concentration within the business administration program. This Business Administration degree program will prepare students for entry-level positions as business professionals and accounting assistants and bookkeepers. Students will be introduced to the functional areas of business, including ethical business practices, technology, accounting concepts and communication and reliability needed in today’s business environment.

This program is designed to provide the student with the knowledge to become an active member of the business community. The program is intended to provide career-focused students the ability to gain the fundamental, communication, administration, and career advancement skills necessary to prosper in a diverse local and global business environment.

Students who successfully complete this program will understand the concepts of the functional areas related to local and global businesses, regulatory and ethical business practices, business management systems and quantitative techniques, develop professional communication, documentation, and presentation skills through basic research techniques.

Upon graduation of the program, students will have obtained the necessary knowledge and skills needed to obtain employment in the field of business administration, specifically in management and operations and accounting.

Assessment of Need/Justification

Market Analysis Southeastern Institute campuses are seeking approval for a Business Administration Associate in Applied Science Degree program. Students will have the opportunity to select either an Accounting or Management and Operations concentration within this degree offering. According to the U.S. Bureau of Labor Statistics, employment of Business and Financial operations occupations is projected to grow 10% from 2016 to 2026, faster than the average for all occupations, adding about seven hundred and seventy-three thousand new jobs. According to the South Carolina WIOA Unified State Plan, between 2014 to 2024 Business and Financial Operations occupations are expected to grow by 9%, adding 7,195 jobs and Management occupations are expected to grow by 7%, adding 8,205 jobs during this time frame.

According to the South Carolina Community Profile Trident region report, the Labor Market Projections Total Employment by Industry in the Finance and Insurance and Management of Companies and Enterprises industries project a 10% and 8.3% change, respectively. Additionally, the Labor Market Projections Total Employment by Occupation projects 590 annual openings in Management, 511 annual openings in Business and Financial Operations, 1,1410 annual openings in Sales and Related occupations, and 1,486 annual openings in Office and Administrative Support occupations. This would include roughly 2,784 openings due to replacement within the workforce and 1,213 openings due to growth within the workforce. Source: http://lmi.dew.sc.gov/lmi%20site/Documents/CommunityProfiles/56000004.pdf pg. 22

According to the South Carolina Community Profile Midlands region report, the Labor Market Projections Total Employment by Industry in the Finance and Insurance and Management of Companies and Enterprises industries also projects a 10% and 8.3% change, respectively. The Labor Market Projections Total Employment by Occupation projects 696 annual openings in Management, 645 annual openings in Business and Financial Operations, 1,491 annual openings in Sales and Related occupations, and 1,763 annual openings in Office and Administrative Support occupations. This includes 3,207 openings due to replacement within the workforce and 1,388 openings due to growth within the workforce. Source: https://lmi.dew.sc.gov/lmi%20site/Documents/CommunityProfiles/15000105.pdf pg. 22

It can be expected that additional employment shortfalls may be experienced with the closures of Virginia College, Centura College, and Springfield College as these institutions offered programs that supplied graduates to employment positions within the field. Although a primary aspect of the Southeastern Institute Business Administration curriculum focuses on a basic understanding of business skills needed for entry-level professionals, completion of the associate degree program will further enhance the knowledge and skills of individuals already in the workforce and provide for increased opportunities for career advancement.

A main goal of Southeastern Institute is to provide South Carolina students an option when choosing to attend a school to further their education. Educational choice should be the right of each perspective student and essential to their growth and success. The programs at Southeastern Institute provide students with the knowledge and skills necessary to meet the requirements of vacant positions within the state.

Southeastern Institute is confident that completion of its associate degree level program in Business Administration would provide a pathway for students who desire to further their education and pursue an advanced degree leading to either a B.B.A or M.B.A. By completing this associate degree level program, these students will gain the knowledge, skills and experience to provide them with an educational advantage over fellow students with no or limited prior knowledge as they will already have been exposed to the requirements needed to become successful professionals in the industry. Additionally, South Carolinians who are already in the workforce will greatly benefit as additional employment and career advancement opportunities will become more readily available after completion of this associate degree program. By increasing their knowledge and gaining the necessary skills and experience, increased opportunities for promotion within their existing places of employment will be more obtainable as well as expanding opportunities for upper level employment positions within the business industry.

South Carolina Market The South Carolina Community Profile outlining the State of South Carolina demonstrates continual growth in the Business and Financial Management professions and related occupations between 2016-2026. These occupations would yield an average annual projected growth of 7.42% in finance and insurance, 14.59% in management of companies and real estate, and 16.87% in rental and leasing occupations. These numbers only account for the growth within these sectors and does not include positions vacated by relocation, retirement, illness and death, as this type of information was not included in the state profile.

SC State Profile 2016 2026 Occupation Estimated Projected Employment Employment Management Occupations 127,849 137,823 Business and Financial Operation Occupations 86,283 98,373

Sales and Related Occupations 242,602 266,021 Office and Administrative Support Occupations 311,704 328,204 Total Change 768,438 830,421 Source: Labor Market Projections, SC Works Online Services, Community Profiles Workforce Development Area Pg. 16, 17 &18 https://lmi.dew.sc.gov/lmi%20site/Documents/CommunityProfiles/01000000.pdf

State Wide Colleges and University Graduates

AAS School Certificates Institution Name Business AAS Accounting ID Accounting Management Aiken Technical 217615 2 0 10 College Central Carolina 218858 9 0 12 Technical College Denmark Technical 217989 2 0 0 College Florence-Darlington 218025 39 0 26 Technical College 218043 Forrest College 0 8 0 Greenville Technical 218113 25 0 29 College Horry-Georgetown 218140 0 0 18 Technical College Midlands Technical 218353 0 0 32 College Orangeburg Calhoun 218487 1 0 3 Technical College Piedmont Technical 218520 12 0 0 College Spartanburg 218830 7 0 19 Community College Strayer University - 458964 0 0 2 South Carolina Technical College of 217712 6 0 0 the Low country Tri-County Technical 218885 16 0 17 College Trident Technical 218894 36 0 31 College York Technical 218991 5 0 28 College Total 160 8 227

Source: IPEDS Data Center Completers from All University and Colleges in South Carolina 2018

This list may not capture all institutions within South Carolina since some institutions may have main campus locations in other states and therefore accurate reflections of completer data was not available.

Charleston Metro Market The South Carolina Community Profile Trident area report demonstrates continual growth in the Business and Financial, Management, and related occupations during the 2014 to 2024 time period. These occupations would yield average annual projected openings of just under 4,000 new jobs. These openings include the number of positions vacated by relocation, retirement, illness and death as well as growth within these occupations.

When reviewing the four schools in the Trident area that had graduates of an associate degree level program within the industry, there were a total of 228 graduates. Based on the projected number of annual job openings there would be an estimated employment shortfall of 3,769 unfilled positions within the Trident region.

Trident Workforce Development Area Projected Openings Opening Occupations 2014 2024 Annual (Replace) (Growth) Openings Business and Financial Operations 14,991 17,084 297 214 511 Management Occupations 16,383 18476 373 217 590 Sales and Related Occupations 36,710 39,833 1,098 312 1410 Office and Administrative Support Occupations 48,624 52,901 1,016 470 1,486 Total 116,708 128,294 2,784 1,213 3,997 Source: Labor Market Projections, SC Works Online Services, Community Profiles Workforce Development Area http://lmi.dew.sc.gov/lmi%20site/Documents/CommunityProfiles/15000095.pdf pg. 23

Trident Area Colleges and University Graduates

Associate’s Degree School ID Institution Name Total 441025 Miller-Motte Technical College 20 458964 Strayer University 40 218894 Trident Technical College 212 456056 Virginia College - Charleston 16 Total 288 Source: IPEDS Data Center Completers from All University and Colleges in South Carolina 2017

Columbia Market The South Carolina Community Profile Midlands area report demonstrates continual growth in the Business and Financial, Management, and related occupations during the 2014 to 2024 time period. These occupations would yield average annual projected openings of approximately 4,595 new jobs. These openings include the

number of positions vacated by relocation, retirement, illness and death as well as growth within these occupations

When reviewing the four schools in the Midlands area that had graduates of an associate degree level program within the industry, there were a total of 195 graduates. Based on the projected number of annual job openings there would be an estimated employment shortfall of 4,400 unfilled positions within the Midlands region.

Midlands Workforce Development Area Projected Openings Opening Occupations 2014 2024 Annual (Replace) (Growth) Openings Business and Financial Operations 20,457 22,673 419 226 645 Management Occupations 19,602 22,195 436 260 696 Sales and Related Occupations 27,569 41,217 1,126 365 1,491 Office and Administrative Support Occupations 60,897 65,533 1,226 537 1,763 Total 128,525 151,618 3,207 1,388 4,595 Source: Labor Market Projections, SC Works Online Services, Community Profiles Workforce Development Area http://lmi.dew.sc.gov/lmi%20site/Documents/CommunityProfiles/15000105.pdf Pg. 23

Midlands Area Colleges and University Graduates

Associate’s Degree School ID Institution Name Total 218238 Limestone College 46 218353 Midland Technical College 92 458964 Strayer University 40 458593 Virginia College- Columbia 17 Total 195 Source: IPEDS Data Center Completers from All University and Colleges in South Carolina 2017

Please see Attachment 5 for a copy of the Washington Economics Group (WEG) report.

Southeastern Institute is committed to ensuring its programs are high quality, student focused, and assist in meeting the employment needs of the community. Southeastern Institute has a long history of putting students first and assisting them in achieving their goals. This dedication and devotion have been recognized by community leaders, alumni, and local businesses. As a result, Southeastern Institute has received several letters of support 8 from area business leaders, Chambers of Commerce, and a United States Senator stating the need for additional program offerings to assist in meeting the needs of a growing workforce.

Please see Attachment 6 for copies of these Letters of Support.

Employment Opportunities

A compilation of job openings in the field of business administration and accounting that have been posted within the last serval months demonstrates that there is a need for personnel to fill open positions in the Columbia and North Charleston areas as well as statewide.

Employment Site Listing Statewide Columbia N. Area Charleston Area SC Works Online Jobseekers Website 223 36 24 https://jobs.scworks.org/vosnet/Default.aspx Career Builder 300 185 251 https://www.careerbuilder.com/jobs-business-management-in- southcarolina Indeed 1,110 235 181 https://www.indeed.com/jobs?q=business+management&l=SC Economic Development and Employment Planning System 1,970 Not Not https://www.edeps.org/DemandIndicators.aspx?UA=5215B&pn=1&st=SC Average Annual available available https://www.edeps.org/DemandIndicators.aspx?UA=5218A&pn=1&st=SC Openings (2014-2024) *The websites listed above do not allow for a drill down based on degree levels required for the position.

Similar Programs Offered in South Carolina

South Carolina currently has seven associate level business programs. These programs are offered by public, private not-for-profit, and private for-profit institutions of post-secondary education. Based on the sheer quantity of programs, similarities in regulation and accrediting standards, and differences in funding and state financial support, Southeastern will utilize inclusion/exclusion criteria in order to provide the most germane comparative analysis. The inclusion criteria selected for this comparative analysis are institutions who have similar state and federal regulatory restrictions and similar national accreditation standards

Non-State Funded Institutions

Institution Total Similarities Differences Tuition Credit Cost Hours Miller-Motte 92 • Focus on general • Focuses more on project $32,240 Technical College education and management, sales, and development of soft skills small business • Addresses in-depth management principles of accounting 9

• Basic level principles of Business Finance, Business law, Marketing, Economics Strayer University 90 • Focus on general • Additional accounting $32,905 education and courses development of soft skills • Program includes • Addresses basic management of principles of financials within a management, business business setting, a law, marketing, course on economics entrepreneurship and human resources Forrest College 100.5 • Basic fundamental • Additional accounting $27,933 understanding of courses business law, • More in-depth on introduction to managing financials marketing, principles of within a business setting management, human and entrepreneurship resources management. • Additional focus on general education and development of soft skills. Saint Leo 61.0 • Basic fundamental • Less core courses $24,650 University understanding of • Program consists largely business operations of general education and religious study courses • Some courses may be required to take online as facility is a learning center Limestone College 62 • Basic fundamental • Program offered in $25,200 understanding of Charleston evening business operations and learning facility management techniques • Limited course availability Columbia 60 • Basic fundamental • Program only offered $11,545* International understanding of online per University business operations • Program length semester • Students must complete 9 hours of biblical studies Southern Wesleyan 120 • Degree covers • Bachelor’s degree level $24,926 University management and • 67 General Education tuition accounting principles credits

South University 180 • Degree covers • Bachelor’s degree level $470 per management and • 64 General Education credit accounting principles credits *Columbia International University Cost per semester : http://www.ciu.edu/sites/default/files/20192019/MayMay/Page/10889_2019%20Tuition-Fees_UG_v2.pdf ^Southern Wesleyan University Cost per year: https://www.swu.edu/campus/tuition-and-costs/ ** South University no longer offers the AAS Business degree, only offers BBA in Business Management information regarding cost was located in the catalog: http://catalog.southuniversity.edu/content.php?catoid=14&navoid=782#campus-program-tuition

State Funded Institutions

Institution Total Similarities Differences Tuition Credit Cost Hours Aiken Technical 63 • Courses in finance and • Main focus on accounting, ^^^$184 per College management payroll and finance rather credit hour than management and marketing of business Tech Fee: $85

Enrollment Fee: $120 Central Carolina 69 • Courses on accounting, • Heavier emphasis on < $188 per Technical College management, payroll accounting and credit marketing and finances accounting technologies Tech Fee: $10 per credit

Transcript Fee: $10 Florence 60 • Business fundamental • Heavier emphasis on >$218 per Darlington course offerings. payroll accounting and credit Technical College accounting technologies Tech Fee: $4 per credit per hour (capped at $50 per term)

Activity Fee: $ 35 per term Greenville 66 • Basic accounting • Main focus on accounting, <<$$277.00 Technical College principles and courses payroll and finance rather per credit

on management and than the management and Transcript marketing, taxation marketing of business Fee: $10

Midlands 69 • Similar business • Small focus on general ^$188 per Technical College administration courses education courses credit hour • More focus on accounting and computer software ^Additional • No management and Fees: marketing courses Application Fee: $35

Enrollment Fee: $50

Student Fee: $138

General Course Fee Per credit: $52

Tech Fee per credit: $30 Spartanburg 67 • In-depth focus on • More focus on analyzing Tuition & Technical College accounting and reporting accounting Fees: • Focus on soft skills and information with +$4,320 per general education application for tax 12 credits procedures, cost/budget per semester analysis and accounting systems +Book and Supplies: $1,095

Registration: $32 Tri-County 63 • Similar business • More focus on accounting ***$180.28 Technical College administration course with payroll and the per credit offerings software used within hour accounting • Only offer AAS in business administration Williamsburg 63 • Similar business • Only offers business *$174.00 Technical College administration courses administration and no per credit accounting classes hour

York Technical 72 • Similar basic • Only offers business ^$184 per College accounting and administration and no credit hour business administration accounting classes concepts Trident Technical 66 • Similar basic entry • No accounting or business **Tuition College level business courses. administration per year: concentrations $4,320 • Offers concentrations in based on 12 Marketing, Small credits per Business/Entrepreneurship, semester Business Information Systems, Fire Services, **Book and HR, Leadership Supplies: Development, and Supply $2000 Chain Management. Registration: $32 ^^^Tuition and Fees according to the website of Aiken Technical College: https://www.atc.edu/Offices/Bursar/Tuition-and-Fees < Tuition and Fees according to the website of Central Carolina Community College: https://www.cctech.edu/financial-aid/tuition- and-fees/fall-semester-tuition-fees/ >Tuition and Fees according to the website of Florence Darlington Technical College: https://www.fdtc.edu/admissions/tuition/ << Tuition and Fees according to the website of Greenville Technical College: https://www.gvltec.edu/admissions_aid/tuition_and_payments/index.html ^Tuition and fees according to the website of York Technical College: https://www.yorktech.edu/financial-aid/tuition-fees/ **cost of attendance chart located on TTC website: https://www.tridenttech.edu/pay/cost/fa_cost.htm ^ Tuition and fees chart located on Midlands Tech website: https://www.midlandstech.edu/financial-aid-and-tuition/tuition-and-fees *** Tuition rates provided by Tri-County Technical College website: https://www.tctc.edu/paying-for-college/calculating-tuition-and- fees/tuition-for-fall-2018-summer-2019-terms/ +Tuition Rates provided by Spartanburg Technical college website: https://catalog.sccsc.edu/content.php?catoid=12&navoid=719 *Tuition Rates provided by Williamsburg Technical College Website: http://www.wiltech.edu/tuition.html

Enrollment and Admissions

North Charleston Campus Projected Enrollment Spring Summer Fall Year Headcount Headcount Headcount 2019 ------2020 4 4 10 2021 4 5 12 2022 5 5 14 2023 6 6 16 2024 7 6 18

Columbia Campus Projected Enrollment Spring Summer Fall Year Headcount Headcount Headcount 2019 ------2020 3 3 8 2021 4 3 10 2022 4 4 12 2023 5 4 14 2024 5 5 16

The projected total enrollment estimates were made by comparing the growth of existing program within the BAR Education, Inc. system of schools. These enrollment projections were made using new student estimates and retention rates. The population of the communities served and market demands were also taken into consideration. Additionally, Southeastern Institute’s system of enrollment management and seasonality is considered. For instance, Southeastern Institute has a rolling, modular, enrollment cycle in which students can enroll 12 times a year. Southeastern Institute has also identified historical trends of enrollment which manifest more students enroll in the fall and winter time periods (specifically August and September and December and January).

General Admissions Requirements

Or • Verification of GED completion (GED scores or GED diploma)

secondary school completed in the United States. It is the responsibility of the applicant to arrange and pay for the educational evaluation agency to evaluate the documents and provide the translation to the school. • Students who have completed a home schooled program will also be considered for admission upon receipt of the proper state credential.

SAT SAT SAT ACT ASVAB Wonderlic Composi Composi Composi Composi Score Score te Score te Score te Score te Score Current Previous Previous Version Version Version March 2006- 2005- 2016- February Earlier Present 2016 (Critical (Math, (Critical Reading+ New Reading+ Math) Reading+ Math + Writing) Writing) 1150 1590 1070 23 65 25 1110 1530 1030 22 65 24 1070 1470 990 21 65 23 1070 1470 990 21 65 22 1030 1410 950 20 65 21 1030 1410 950 20 65 20 990 1350 910 19 65 19 990 1350 910 19 65 18 950 1290 870 18 50 17 910 1230 830 17 50 16 910 1230 830 17 50 15 870 1170 790 16 31 14 870 1170 790 16 31 13

Besides the general institutional admission requirements, are there any separate or additional admission requirements for the proposed program? If yes, explain. ☒ Yes ☐ No

All Business Administration Program applicants must complete an initial criminal background check to be considered for program acceptance. Southeastern Institute reserve the right to deny an applicant based on the following negative results in a background check: • An applicant who has pled guilty or has pled no lo contendere (no contest) to an offense which is classified as a misdemeanor or felony which is directly or indirectly related to patient care or public health. • Crimes which may directly or indirectly relate to patient care or public health include, but are not limited to: murder, attempted murder, rape, sexual assault, violence or threat of violence, driving while intoxicated or impaired, controlled substance abuse, fraudulently altering medical documentation, insurance claims, and medical prescriptions.

Tuition and Student Borrowing

Southeastern Institute Southeastern Institute Description N. Charleston Columbia Tuition per Semester: $9,112 $9112 Education Fee: $800 $800 Program Cost: $47,490 $47,490

North Charleston Campus: Most recent cohort default rate: 2.1% Current Average Loan Balance for 2 Semester Programs: $ 9,235.15 Projected Average Loan Balance for 5 Semester Programs: $23,087.88

Columbia Campus: Most recent cohort default rate: 9.8% Current Average Loan Balance for 2 Semester Programs: $9,721.74 Projected Average Loan Balance for 5 Semester Programs: $24,304.35

16 plans and students are allowed to make four or more payments. Interest is not charged on payment plans. Students on payment plans sign a retail installment contract explaining their obligations (TILA).

Southeastern Institute will then notify the I3 Group, IONTUITION, a default prevention company the school contracts with to assist in monitoring student loans and to help students with any issues regarding their loans. The I3 Group contacts the student in writing reminding them of their repayment dates. They are also available to assist with deferments, forbearances or any other loan issues. The lenders are notified of a student’s separation date by the Southeastern Institute central processing office. When a student who is no longer active in school cannot be located by the lender, the lender sends the campus a “Request for Collection Assistance Form”, at which point, the financial aid officer will attempt to contact the student, and if he/she cannot be reached, the references that were provided by the student will be contacted. The lender will then be updated with any new contact information.

Likewise, Columbia’s overall graduation rate for the 2015-16 academic year was 54% (https://nces.ed.gov/collegenavigator/?q=southeastern+Institute&s=all&id=444866#retgrad). Graduation rates are important in the consideration of loan debt as the College board calculates that two-year default rates are 15% higher for borrowers who did not complete their education versus students who did (https://trends.collegeboard.org/student-aid/figures-tables/two-year-default-rates-sector-and-completion- status) In this vein, according to Inside Higher Ed, “a report released by Third Way finds that students who complete a degree or certificate are 20 percentage points more likely to begin paying down their loan principal than non-completers in each year after leaving campus.” https://www.insidehighered.com/news/2018/08/08/link- between-college-completion-and-student-loan-repayment).

• externships for all qualifying programs; and • other related services that support the employability of the SI’s students.

Third, SI prioritizes student safety and mental health by voluntarily providing: • armed security guards at all locations; • a full-time Crisis Response Team; and • a full-time Ombudsman.

Curriculum

Business Administration – Accounting Core Course Name Course Number Credit Hours Accounting Principles I ACG101 3.0 Accounting Principles II ACG102 3.0 Business Law BUL124 3.0 Financial Management FIN201 3.0 Introduction to Marketing MAR101 3.0 Accounting Information for ACG103 3.0 Business Decisions Integrated Accounting ACG104 3.0 Principles of Taxation TAX201 3.0 Strategies for Success IDS110 3.0 English Composition ENC101 3.0 American Literature AML100 3.0 Intermediate Algebra MAT103 3.0 Introduction to Computers CGS106 3.0 Speech Communications SPC101 3.0 Introduction to Psychology PSY101 3.0 General Biology BSC105 3.0 Microeconomics ECO102 3.0 Macroeconomics ECO103 3.0 Statistics STA202 3.0 Environmental Sciences BSC150 3.0 Total Semester Credit Hours 60.0 Business Administration – Business Administration Management and Operations Course Name Course Number Credit Hours Accounting Principles I ACG101 3.0 Accounting Principles II ACG102 3.0 Business Law BUL124 3.0 Financial Management FIN201 3.0 Introduction to Marketing MAR101 3.0 Principles of Management MAN102 3.0 Entrepreneurship GEB112 3.0 Human Resource Management MAN230 3.0

Strategies for Success IDS110 3.0 English Composition ENC101 3.0 American Literature AML100 3.0 Intermediate Algebra MAT103 3.0 Introduction to Computers CGS106 3.0 Communications SPC101 3.0 Introduction to Psychology PSY101 3.0 General Biology BSC105 3.0 Microeconomics ECO102 3.0 Macroeconomics ECO103 3.0 Statistics STA202 3.0 Environmental Sciences BSC150 3.0 Total Semester Credit Hours 60.0

Faculty and Staff

A. The minimum educational and teaching qualifications for instructors.

• Possess a minimum of a bachelor’s degree • Have coursework in instructional methodologies, evaluation, and assessment • Have proficiency in curriculum development

Program Faculty: the program faculty must be responsible for the preparing and maintaining course outlines and objectives, instruct and evaluate students, report progress, and assist in overall program operations and effectiveness. The program faculty must: • Possess a minimum of an associate’s degree • Documents a minimum of four years in field experience in the professional discipline • Have proficiency in curriculum development, instruction, evaluation, and academic advising

General Education Instructors: must hold a master’s degree and have completed at least eighteen graduate semester credit hours in the teaching discipline they are teaching.

B. Confirmation that at least one full-time faculty member will be employed for the program.

A program coordinator will be hired prior to the start of the program. If student to faculty ratio exceeds 25:1 the school will hire additional faculty members to support the program.

C. A description of the oversight for the program; provide the organizational structure of program and of the program’s relation to the institution’s organizational structure.

The Program Coordinator will be responsible for managing and administering the Business Administration program. The Program Coordinator will report directly to the Dean of Academic Affairs; the Dean of Academic Affairs reports to the Campus President. Any additional faculty members hired into the program will report directly to the Program Coordinator. All general education faculty report directly to the Dean of Academic Affairs.

Total FTE needed to support the proposed program at the site location:

Resources

Library and Learning Resources

Southeastern Institute provides sufficient learning resources to support the proposed Business Administration degree program. The library website provides access to more than 70 scholarly databases, that include thousands of journals, videos, an e-book database of more than 150,000 titles, anatomy resources, library training videos and handouts, self-help guides, and more. The resource materials within the library are commensurate with the

21 level of education provided at Southeastern Institute and materials held within the collection address each course of study. Well-rounded selections of resource materials are provided to meet the required needs of the students and faculty. The learning resource materials enhance the educational process and facilitate positive learning outcomes since materials have been selected to target specific areas within each program’s curriculum. Resources include videos, periodicals, media, books, CD’s, complete Microsoft Office Suite, and an online catalog of holdings available to students 24 hours a day, 7 days a week, 365 days a year at www.southeasternlibrary.com The use of these materials is promoted by the curriculum which is designed with mandatory library assignments in each course throughout the program. The learning resource materials provide a broad knowledge base for students to use beyond their required course textbooks.

Several of the electronic library databases include:

Online Library Resources

23 and healthcare disciplines, including medical sciences, immunology, pharmacy and pharmacology, nursing, physical fitness and hygiene, surgery, and others.

Interactive Science: Human Anatomy With Gale Interactive, users can manipulate and explore 3D models, allowing students to better visualize and understand human anatomy.

1,050 titles, with over 875 titles in full-text, and more than 12,300 full text dissertations representing the most rigorous scholarship in nursing and related fields, 450 training videos and 2,300 evidence based resources. ProQuest Nursing & Allied Health Source covers over 70 wide-ranging topics including: Cytology, Nursing, Nutrition, Oncology, Pediatric Care, Pharmacology, Public Health , Radiology.

Student Support Services

25 to help. During their training, students learn through the use of didactic and practical skills methods for their career path. In addition, students also work with their instructors to develop/enhance coping skills that will strengthen their career paths. They learn how to write resumes and cover letters, participate in interviews in the classroom or special sessions conducted outside the classroom. In addition, instruction is supplemented through field trips and guest speakers. The faculty is available before and after class and by appointment to assist with tutoring students who are having difficulty or just seeking to improve their understanding of the material or develop better skills. Retention, supervision, and monitoring of student records are done by the Dean of Academic Affairs and the faculty. As a tool for retention, reports are compiled containing information relevant to student attendance, schedules, academic progress, student issues, and other academic areas. On a regular basis, the “Dean’s Corner” which is a synopsis of academic reports is reviewed by the Retention Committee, Management Committee, and at Faculty Meetings. Instructors continue to play a strong role in student retention, evaluation and tutoring. All instructors are available to provide extra help to students whether occurring before or after classes or during additional instructor office hours. Academic advising is handled by instructors with the assistance of the Program Coordinators and Dean of Academic Affairs. Student attendance is taken in every class using the Attendance Roster and is given to the academic team to process. This information is updated daily in Campus Nexus, the School’s database. Students are contacted by faculty and outreach efforts are documented on the back of the attendance rosters. This is done to determine if students are “at risk” and to inform students what they need to do to be prepared for the next class. These calls also prevent students from falling behind. Regularly conducted Retention Committee meetings are held with staff reviewing all student drops, probations and related situations to ensure that each student is progressing in his/her respective program. As a component of Academic Advising, the Dean of Academic Affairs monitors SAP – Satisfactory Academic Progress. There are numerous related reports in Campus Nexus to assist staff with these functions. Many opportunities present themselves during the student’s time in school to recognize their achievements, special skills, or abilities. Every attempt is made to publicly recognize these achievements – academic, attendance, leadership through letters of recommendation, participation in events, such as at rites of passage through the programs, including pinning ceremonies and graduation. An orientation program, held prior to the first day of each term, is designed to facilitate the transition to school and to familiarize new students with the organization and operation of the institution. During the orientation, students are versed on the mission and traditions of the School, rules and regulations, student techniques, and academic standards. It is explained that we have resources and contacts available to our students as needed. Student Services conducts student workshops on such topics as cover letters and resume writing, interviewing skills, stress management, etc. Furthermore, students are strongly encouraged to take advantage of varied related resource materials in the student break area and the Library/Media Center. Time Management, Good Study Habits, Stress Management, Goal Setting, Budgeting and Financial Planning, and Professionalism workshops are conducted throughout the students’ experience at Southeastern Institute.

Graduate Employment Assistance It is the policy of Southeastern Institute’s Student Services Department to assist students in securing employment upon graduation. Prior to and after graduation, the Student Services Department advises students in career development in their chosen career field. Students and graduates are also able to effectively participate in their job search via Southeastern Institute’s web-based career center at www.collegecentral.com/sec. In order to obtain placement privileges, students are required to provide the Student Services Department with a current resume and to maintain satisfactory attendance. Although Southeastern Institute provides employment assistance, it cannot promise or guarantee employment. All students must meet with student services four months prior to their last day of class in order to complete an exit interview which begins their job searching process.

Health Insurance Students in allied health programs who are required to complete externships/clinical for academic coursework are required to provide health insurance coverage prior to participating in these courses. Student health insurance is available through independent providers. The Department of Student Services maintains information on these providers for students to review.

A suggestion box is also located on each campus and reviewed regularly.

Physical Resources/Facilities

27 ample free parking. All equipment used at the school is compatible with industry standards and effectively meets the objectives of the programs

Equipment

The Business Administration degree program will not require the campuses to purchase any new or additional equipment.

Evaluation and Program Assessment

A. A list of program objectives for the proposed program.

Business Administration Program Management and Operations Concentration: • Describe basic concepts of the functional areas related to local and global business • Define regulatory and ethical business practices • Use basic Business Management systems and quantitative techniques • Develop professional communication, documentation, and presentations through basic research techniques. Accounting Concentration: • Identify fundamental accounting/tax concepts and standards • Prepare fundamental financial statements/tax documents • Use common office and accounting software applications at an introductory level • Use professional communication skills in the preparation of documents and • presentations • Identify components of regulatory and ethical practices

B. A brief description of the assessment tools (formative and summative) used to measure student learning outcomes for the proposed program (e.g. pre- and post-testing, portfolios, etc.).

Successful student attainment of program objectives is assessed in a variety of ways. During the lecture portion of the program students are evaluated as follows: • Monthly Pre-Post Tests • Daily written quizzes related to previous days’ lecture • Weekly exams • Action/Assessment Plans

During lab portions of the program students are evaluated as follows: • Skills Check Off • Weekly lab practical • Written quizzes • Exams • Monthly Practical exams • Action/Assessment plans

Effective assessment of student learning outcomes is integral to ongoing instructional improvement and to the overall success of achieving student learning outcomes. While instructors consistently utilize traditional methods of assessment of student learning outcomes, there are many strategies to ensure that students master content. Instructors at Southeastern Institute utilize a combination of formative, diagnostic and summative assessments to determine the levels of student learning. While faculty most commonly utilize selected response and supply response assessment methods to determine student mastery of learning objectives (traditional grading and testing), most courses at Southeastern Institute also employ restricted performance and extended performance assessment methods. In the Business Administration program students are required to use critical thinking and application of concepts in a real-world environment. In addition to typical testing and grading assessment methods, students will be required to demonstrate a minimal level of performance skills to verify student learning. Further, students are required to complete short research projects, make presentations, and participate in group exercises. Finally, outside work, including homework and written exercises, leads to mastery of the content and achievement of learning objectives. Pre and Post tests are utilized in every course to measure student learning as well. C. A brief description of the assessment tools used to measure program effectiveness (e.g., pass rates on national or state certification or licensure exams; enrollment and completion data; or employment data for graduates).

29 scoring below a minimum score of 4.0 will develop an improvement plan, in collaboration with the Dean, to ensure continued performance improvement.

At least once per year, all students have the opportunity to complete a satisfaction survey, assessing all departments of the institution. The results of these surveys are compiled by the Office of the Executive Director and distributed to the President at each campus for review and analysis. These surveys are also electronic and utilize a scale of one to five to measure success in each area. The results are shared, by department, to identify areas of opportunity for improvement.

Graduate satisfaction is another strong indicator of programmatic success. Upon completion of training, graduates have the opportunity to complete a satisfaction survey analyzing how well prepared they are for employment; identifying strengths and challenges throughout the program; and offering feedback on overall program success. These surveys are often completed by hand, either upon graduation or within six months of graduation, depending on the program. The results are compiled by the program coordinator, in collaboration with the student services department, and shared with communities of interest, including faculty and the program advisory committee.

Student retention is an important data set when considering the success of the program. Students leave school when faced with challenges or barriers. By tracking student retention, the program will have important data regarding how faculty and students are interacting; whether or not the admissions criteria are appropriate; the impact of the academic rigor regarding program content; and student preparedness for employment. Retention and/or attrition is monitored on a weekly, monthly, semester and annual basis by the program coordinator, Dean of Academic Affairs, Campus President and Office of the Executive Director. The results are shared with communities of interest and analyzed to determine if program modifications are indicated.

Similar to graduate satisfaction, employer satisfaction is also assessed, providing yet another analysis of the success of the program in achieving learning outcomes. Surveys are distributed to employers from three to six months after employment and seek feedback regarding the performance of the student, the preparedness of the student for the real-world environment, and how well the program content related to the work environment. Results of these surveys are compiled by student services and provided to each program area for analysis.

Two additional program outcomes assessment strategies are the results of graduates who have taken certification exams and the percentages of graduates who secure employment. Both sets of data are critical to an analysis of the success of the program in achieving outcomes. The program coordinators, along with the student services personnel on the campus, continually monitor student performance on credentialing exams and provide that data to communities of interest, including the faculty and program advisory committee. Strong performance on these exams verifies that the program is meeting the learning objectives and students are mastering content. Additionally, higher percentages of placement, year over year, indicate that graduates are being well prepared for the job market. These percentages are trended and the results are presented to communities of interest such as the faculty and the program advisory committee.

D. An explanation of how assessment data will be used to initiate changes to the program, if needed.

30 and analysis. All of these communities of interest are provided with the opportunity to make suggestions regarding program improvement, if needed.

E. If the program is offered at other campuses, provide graduation and placement rates for each site for the last three academic years.

Not applicable. The Business Administration program is not currently offered at any campus within the BAR Education, Inc. system of schools.

Accreditation and Licensure/Certification

Is approval of the program required by any other state agency or board? If yes, describe plan for approval and timeline. ☒ Yes ☐ No

Is the program an Educator Preparation Program that leads to certification or add on endorsement? If yes, provide evidence of compliance with the South Carolina Department of Education regulations.

☐ Yes ☒ No

☐ Yes ☒ No Reciprocity

Is your institution participating in a reciprocity agreement (e.g., NC-SARA)? If yes, through which state?

☐ Yes ☒ No

State: Not applicable

Attachment 4 1

South Carolina Commission on Higher Education Academic Affairs, Postsecondary Institution Licensing Program Proposal Form for Degree-Granting Institution

Name of Institution: Southeastern Institute

Name of Program: Associate in Applied Science Degree in Information Technology and Network Systems

CIP Code: 11.9999

Program Designation: ☒ Associate’s Degree ☐ Master’s Degree ☐ Bachelor’s Degree: 4 Year ☐ Specialist ☐ Bachelor’s Degree: 5 Year ☐ Doctoral Degree: Research/Scholarship (e.g., Ph.D. and DMA) ☐ Doctoral Degree: Professional Practice (e.g., Ed.D., D.N.P., J.D., Pharm.D., and M.D.) Letter of Intent Date June 1, 2018 Date of Submission of Application April 4, 2018 Date of Resubmission of Application April 26, 2019 Date of Resubmission of Application July 19, 2019 Date of Resubmission of Application August 16, 2019 Proposed Date of Implementation June 2020

Delivery Site(s): Southeastern Institute, North Charleston, SC Southeastern Institute, Columbia, SC

Delivery Mode (check all that apply):

☒ Traditional/face-to-face ☐ Distance Education ☒ Blended

Program Contact Information: N. Charleston Campus Name Timothy Van Horn Title Campus President Telephone Number 843-790-6450 Email Address [email protected]

Program Contact Information: Columbia Campus Name Janet Clark Title Campus President Telephone Number 803-798-8800 Email Address [email protected] 2

Institutional Approvals and Dates of Approval:

N. Charleston Campus:

Columbia Campus:

Typed Name of Institutional Signatory Officer:

Mr. Robert Keiser______(President, CEO, or Chief Academic Officer)

Signature: ______

Title of Signatory Officer: Executive Director

Background Information

Southeastern Institute N. Charleston and Columbia campuses seek approval to recruit South Carolina residents into an Associate in Applied Science Degree program in Information Technology and Network Systems. The Information Technology and Network Systems program will prepare students for entry-level positions in the field of information technology.

This program is designed to provide the student with the knowledge to manage a modern computer network. The program will provide the student with an understanding of operating systems and network infrastructure for both single and multi-user environments. In addition, students will be introduced to technologies rapidly emerging in the information technology field. Students will be prepared for entry-level technical positions in the areas of network administration, server and client administration, big-data administration, and information security. A degree will provide the competitive edge and career opportunity useful in this growing field.

Students who successfully complete this program are eligible to sit for a variety of certifications, including the A+, Network+, Linux+, Security+, Microsoft MCSA (Microsoft Certified Solutions Associate), and CWNA (Certified Wireless Network Administrator) exams. Students will also have the opportunity to sit for Cisco Career Certifications such as the CCENT (Cisco Certified Entry Networking Technician) or the CCNA (Cisco Certified Network Associate).

Upon graduation of the program, students will have gained the necessary knowledge and skills to sit and pass certification exams needed to obtain employment in the field of information technology.

Assessment of Need/Justification

Market Analysis Southeastern Institute Campuses are seeking approval for an Information Technology and Network Systems Associates in Applied Science Degree Program. According the to the U.S. Bureau of Labor Statistics Occupational Outlook Handbook, employment in the field of computer systems analyst on a national level is expected to grow 9% from 2016-2026. According to the industry employment projection in the South Carolina WIOA Unified Plan, the Information industry is projected to grow by more than 2% between 2014 to 2024. In addition, at least two occupations within the industry are ranked within the top twenty projected fastest growing occupations within the state. Computer-controlled Machine Operators were identified as the eighth fastest growing occupation and Web Development was identified as the fifteenth fastest growing occupation in the state. The curriculum in the proposed degree program includes computer programming as well as web development providing students with the necessary skills and training needed to gain entry level employment within the field.

According to the South Carolina Community Profile Trident region report, the Labor Market Projections Growing Occupations in the Information industry demonstrates growth in the Computer Systems Analyst; Web developers; Computer Controlled Machine Operators; Software developers, applications; Software developers, system software; and Computer and Information system managers occupations. Additionally, the Labor Market Projections Total Employment by Occupation demonstrates that the Computer and Mathematical Occupations in the Trident region projects 335 annual openings. This would include 118 openings due to replacement within the workforce and 217 openings due to growth within the workforce. Source: https://lmi.dew.sc.gov/lmi%20site/Documents/CommunityProfiles/15000095.pdf pg. 23,24

According to the South Carolina Community Profile Midlands region report, the Labor Market Projections Growing Occupations in the Information industry demonstrates growth in the Web developers and Software developers, applications occupations. Additionally, the Labor Market Projections Total Employment by Occupation demonstrates that the Computer and Mathematical Occupations in the Midlands region projects 349 annual openings. This would include 159 openings due to replacement within the workforce and 190 openings due to growth within the workforce. Source: https://lmi.dew.sc.gov/lmi%20site/Documents/CommunityProfiles/15000105.pdf pg. 23,24

The annual employment openings could increase even further with the closures of Virginia College, Art Institute, Iron Yard, Centura College, ITT Technical Institute as these institutions were key contributors to helping supply graduates within this field of study.

Labor Market Projections – National Demand for Computer Systems Analyst

Employment projections data for computer systems analysts, 2016-26

Change, 2016-26

Occupational Title SOC Code Employment, 2016 Projected Employment, 2026 Percent Numeric

Computer systems analysts 15-1121 600,500 654,900 9 54,400 Source: https://www.bls.gov/ooh/computer-and-information-technology/computer-systems-analysts.htm#tab-6

Although several categories within the Information Technology and Network Systems field typically may require a higher level degree for entry-level employment, Southeastern Institute feels that the course material included throughout the curriculum as well as certifications students may obtain upon completion of the program would qualify students for many of these same positions.

Labor Market Projections – South Carolina

South Carolina Market The South Carolina Community Profile outlining the State of South Carolina demonstrates continual growth in the Computer and Mathematical professions and related occupations between 2016-2026 growing from 39,597 projected employment opportunities to 45,397 projected employment opportunities. These numbers only account for the growth within these sectors and does not include positions vacated by relocation, retirement, illness and death, as this type of information was not included in the state profile. When looking further into labor market projections, careers within information technology are expected to grow at 6.24% over the next 10 years, however this does not include positions vacated within the profession over that time span.

SC State Profile Labor Market Projections 2016 2026 Occupation Estimated Projected Employment Employment Computer and Mathematical Occupations 39,597 45,397 2016 2026 Growing Occupations Estimated Projected Employment Employment Software Developers, Applications 3712 4964 Source: Labor Market Projections, SC Works Online Services, Community Profiles Workforce Development Area Pg. 16, 17 &18 https://lmi.dew.sc.gov/lmi%20site/Documents/CommunityProfiles/01000000.pdf

State Wide Colleges and University Graduates Certificates Associate's School Computer and degree Institution Name ID Information Computer and Sciences Information 217615 Aiken Technical College 15 10 456791 Brown Mackie College – Greenville 0 4 218858 Central Carolina Technical College 15 14 217989 Denmark Technical College 8 4 218025 Florence-Darlington Technical College 28 14 218043 Forrest College 1 0 218113 Greenville Technical College 20 51 218140 Horry-Georgetown Technical College 4 37 218238 Limestone College 0 5 218353 Midlands Technical College 39 49 441025 Miller-Motte Technical College-Charleston 1 0 217837 Northeastern Technical College 0 1 218487 Orangeburg Calhoun Technical College 35 16 218520 Piedmont Technical College 9 20 218830 Spartanburg Community College 3 26 458964 Strayer University South Carolina 0 5 450085 The Art Institute of Charleston 0 8 217712 Technical College of the Lowcountry 0 8 218885 Tri-County Technical College 0 18 218894 Trident Technical College 115 127 458593 Virginia College-Columbia 16 0 454625 Virginia College-Greenville 9 0 460853 Virginia College-Spartanburg 17 6 218955 Williamsburg Technical College 1 0 218991 York Technical College 3 31 Total 339 454 Source: IPEDS Data Center Completers from All University and Colleges in South Carolina 2018

Charleston Market The South Carolina Community Profile Trident area report demonstrates continual growth in Computer and Mathematical occupations during the 2014 to 2024 time period.

The Computer and Mathematical Occupations category projects an estimated 335 average annual openings. These openings include the number of positions vacated by relocation, retirement, illness and death as well as job growth within these occupations. When reviewing the three schools in the Trident area that had graduates of an associate degree level program within this field, there were a total of 151 graduates. Based on the projected number of annual job openings there would be an estimated employment shortfall of 184 unfilled positions within the Trident region.

Trident Workforce Development Area Projected Openings Opening Occupations 2014 2024 Annual (Replace) (Growth) Openings Computer and Mathematical Occupations 8,230 10,359 118 217 335 Projected Openings Opening Growing Occupations 2014 2024 Annual (Replace) (Growth) Openings Computer Systems Analysts 1,582 2,211 20 63 83 Computer-Controlled Machine Operators 853 1,183 26 33 59 Software Developers, Applications 587 802 8 22 30 Software Developers, System Software 553 753 8 20 28 Computer and Information Systems Managers 583 767 31 33 64 Web Developers 237 330 3 9 12 Total 4,395 6,046 96 180 276 Source: Labor Market Projections, SC Works Online Services, Community Profiles Workforce Development Area http://lmi.dew.sc.gov/lmi%20site/Documents/CommunityProfiles/15000095.pdf

Trident Area Colleges and University Graduates IT Graduates School Institution Name Associate’s Degree Total ID 458964 Strayer University 5 The Art Institute 450085 8 *Campus Closed 248934 ECPI 11** 218894 Trident Technical College 127 Totals 151 Source: IPEDS Data Center Completers from All University and Colleges in South Carolina 2017 **ECPI school code represents all colleges in university system not just Charleston campus institutional data, information listed was previously provided by state utilizing state obtained information.

Columbia Market The South Carolina Community Profile Midlands area report demonstrates continual growth in Computer and Mathematical occupations during the 2014 to 2024time period.

The Computer and Mathematical Occupations category projects an estimated 349 average annual openings. These opening include the number of positions vacated by relocation, retirement, illness and death as well as job growth within these occupations. When reviewing the three schools in the Midlands area that had graduates of an associate degree level program within this field, there were a total of 57 graduates. Based on the projected number of annual job openings there would be an estimated employment shortfall of 292 unfilled positions within the Midlands region.

Midlands Workforce Development Area Projected Openings Opening Occupations 2014 2024 Annual (Replace) (Growth) Openings Computer and Mathematical Occupations 10,029 11,926 159 190 349 Projected Openings Opening Growing Occupations 2014 2024 Annual (Replace) (Growth) Openings Web Developers 253 354 3 10 13 Software Developers, Applications 862 1,113 12 25 37 Total 1,115 1,467 15 35 50 Source: Labor Market Projections, SC Works Online Services, Community Profiles Workforce Development Area http://lmi.dew.sc.gov/lmi%20site/Documents/CommunityProfiles/15000105.pdf Pg. 24

Midlands Area Colleges and University Graduates IT Graduates Associate’s Degree School ID Institution Name Total 218238 Limestone College 3 218353 Midland Technical College 49 458964 Strayer University 5 Totals 57 Source: IPEDS Data Center Completers from All University and Colleges in South Carolina 2017

8 and highly-skilled workforce with upward mobility, which is a necessary component in positioning South Carolina as a globally competitive state in today’s dynamic workplace.

Please see Attachment 5 for a copy of the Washington Economics Group (WEG) report.

Please see Attachment 6 for copies of these Letters of Support.

Employment Opportunities

A compilation of job openings in the field of information technology and network systems that have been posted within the last serval months demonstrates that there is a need for information technologist in the Columbia and North Charleston areas as well as statewide. Employment Site Listing Statewide Columbia N. Area Charleston Area SC Works Online Jobseekers Website 500 285 486 https://jobs.scworks.org/vosnet/Default.aspx Career Builder 300 184 205 https://www.careerbuilder.com/jobs-information-technology- in-south-carolina Indeed 2,078 585 759 https://www.indeed.com/jobs?q=information+technology&l =SC&radius=50 Economic Development and Employment Planning System 427 Not Not https://www.edeps.org/DemandIndicators.aspx?UA=1111B&pn=1&st= Average Annual available available SC Openings (2014-2024) *The websites listed above do not allow for a drill down based on degree levels required for the position.

Although some job postings list a minimum of a bachelor’s degree and/or several years of previous experience, Southeastern Institute believes that its program graduates will possess the skills and knowledge needed to secure employment in the field. Once a student completes their program of study they will have the knowledge necessary to take certification exams, which are included in the cost of attendance.

Southeastern Institute has reached out to the local Chambers of Commerce. Information provided demonstrates that there is a projected increase of 3,055 new jobs between 2017-2024 in the Information Technology Related fields. (Austin-based Avalanche Consulting analysis of data from EMSI, http://charlestonregionaldata.com/headlight/crda-occclust). Job openings in this field include computer support, information technologist, computer software. After extensive research and triangulation of data sources, i.e. the Bureau of Labor Statistics, data provided by the Charleston Chamber of Commerce and the Austin-based 9

Avalanche Consulting analysis of data from EMSI it is evident that the occupational field of Information Technology and its related occupations will continue to grow dramatically between the years 2017-2022 in the state South Carolina and the greater Charleston and Columbia metropolitan areas.

Table 1

Sources: http://www.charlestonregionaldata.com/fastest-growing-occupations

Table 2 Mean Occupation Employment Employment LOC Hourly Annual City Occupation Title Level Employment Wage Code RSE per 1,000 Job QUOTIENT Mean Mean RSE Charleston-North Charleston, SC 15-1121 Computer Systems Analysts detailed 2,180 8.8 6.265 1.54 38.57 80,220 2.6 Charleston-North Charleston, SC 15-1122 Information Security Analysts detailed 270 26.0 0.779 1.04 42.44 88,280 2.9 Charleston-North Charleston, SC 15-1131 Computer Programmers detailed 710 9.1 2.050 1.29 36.63 76,190 2.3 Charleston-North Charleston, SC 15-1132 Software Developers, Applications detailed 1,350 20.2 3.894 0.62 45.77 95,200 4.4 Charleston-North Charleston, SC 15-1133 Software Developers, Systems Software detailed 650 9.7 1.873 0.67 41.00 85,280 2.0 Charleston-North Charleston, SC 15-1134 Web Developers detailed 450 10.8 1.284 1.46 37.01 76,970 3.5 Charleston-North Charleston, SC 15-1141 Database Administrators detailed 140 21.9 0.416 0.55 35.28 73,380 6.9 Network and Computer Systems Charleston-North Charleston, SC 15-1142 detailed 1,160 7.6 3.329 1.32 42.17 87,720 1.7 Administrators Charleston-North Charleston, SC 15-1143 Computer Network Architects detailed 340 5.0 0.979 0.93 43.15 89,750 4.4 Charleston-North Charleston, SC 15-1151 Computer User Support Specialists detailed 1,410 8.0 4.044 0.93 24.47 50,900 2.6 Charleston-North Charleston, SC 15-1152 Computer Network Support Specialists detailed 310 12.1 0.882 0.70 29.80 61,980 2.5 Charleston-North Charleston, SC 15-1199 Computer Occupations, All Other detailed 600 8.9 1.715 0.65 47.62 99,050 3.3 Source: https://www.bls.gov/Oes/current/oes_16700.htm#15-0000

Mean Occupation Employment Employment LOC Hourly Annual City Occupation Title Level Employment Wage Code RSE per 1,000 Job QUOTIENT Mean Mean RSE Columbia, SC 15-1121 Computer Systems Analysts detailed 1,840 10.3 4.842 1.19 35.42 73,680 3.3 Columbia, SC 15-1122 Information Security Analysts detailed 330 9.5 0.863 1.16 36.00 74,890 1.5 Columbia, SC 15-1131 Computer Programmers detailed 1,020 7.3 2.688 1.69 39.73 82,640 3.8 Columbia, SC 15-1132 Software Developers, Applications detailed 1,050 8.7 2.764 0.44 41.65 86,640 2.7 Columbia, SC 15-1133 Software Developers, Systems Software detailed 550 3.6 1.460 0.52 33.77 70,240 3.4 Columbia, SC 15-1134 Web Developers detailed 360 5.6 0.960 1.09 41.82 86,990 3.4 Columbia, SC 15-1141 Database Administrators detailed 230 7.5 0.594 0.78 41.99 87,340 5.4 Network and Computer Systems Columbia, SC 15-1142 Administrators detailed 1,630 6.4 4.295 1.70 36.97 76,900 2.2 Columbia, SC 15-1143 Computer Network Architects detailed 260 21.4 0.695 0.66 43.07 89,590 2.5 Columbia, SC 15-1151 Computer User Support Specialists detailed 2,200 4.5 5.804 1.33 22.40 46,590 2.5 Columbia, SC 15-1152 Computer Network Support Specialists detailed 640 5.7 1.686 1.35 27.21 56,610 5.4 Source: https://www.bls.gov/Oes/current/oes_17900.htm#15-0000

At present, it is evident that statewide there will not be enough personnel available to fulfill the growing number of future open employment positions in the Information industry. Southeastern Institute intends to recruit South Carolina residents into the proposed degree program to help boost the economy, fulfill the unmet need, and assist in replacing workers who may leave or retire from the occupation. By adding these additional educational programs within the state, Southeastern Institute will be able to support the growth of the information industry occupations.

Although some occupations listed in the above chart require a bachelor’s degree, feedback received from local employers has placed a higher emphasis on graduates with an associate degree and in-field certifications as qualified to fill these entry-level positions.

Similar Programs Offered in South Carolina

South Carolina currently offers nineteen associate level Information Technology programs. These programs are offered by public, private not-for-profit, and private for-profit institutions of post-secondary education. Based on the sheer quantity of programs, similarities in regulation and accrediting standards, and differences in funding and state financial support, Southeastern will utilize inclusion/exclusion criteria in order to provide the most germane comparative analysis. The inclusion criteria selected for this comparative analysis are institutions who have similar state and federal regulatory restrictions and similar national accreditation standards.

Non- State Funded Institutions

Institution Total Similarities Differences Tuition Credit Cost Hours Strayer 90 • Program offers basic • Program offers basic level $32,905 University fundamental cisco understanding Network technology training Systems, Computer Program, and System Administration

• Fifty-five percent of the Degree focuses more on the general

education very small portion focused on major components

• Certification Exams are not included in the cost of tuition and fees Forrest College 105 • Program offers basic • Program offers basic level $30,977 fundamental cisco understanding Network technology training Systems, Computer Program, and System Administration

• Certification Exams are not included in the cost of tuition and fees

• Program allows student to pick different areas of concentration as minors ECPI 91 • Program focuses on Linux • Exam fees are not included in ^$8,292 and fundamental cisco the tuition and fees, institution technologies provides vouchers for • Program provides deep in- discounted certification exams. depth knowledge on core teaching principles such as Database Management, Java, Web Development, HTM. **South 180 • Program focuses on Linux • Allows students to pick an $470 per University and fundamental cisco additional 32 credits of core credit technologies curriculum to focus on specific • Program provides deep in- aspects of Information depth knowledge on core Technology teaching principles such as • Only offers BS in Information Database Management, Technology Java, Web Development, HTM. **South University No longer has AAS- Information Technology listed on website, only available in BS degree; tuition and fees were located in the catalog: http://catalog.southuniversity.edu/content.php?catoid=14&navoid=782#campus-program-tuition ^ECPI tuition rates as listed in the catalog: https://www.ecpi.edu/tuition

State Funded Institutions

Institution Total Similarities Differences Tuition Credit Cost Hours Midland Tech 63 • Program offers basic • Students must complete ^$188 per fundamental cisco General Education course credit hour technology training prior to being accepted to the program. ^Additional Fees: • Certification exams are not included in the cost of Application attendance Fee: $35

• Lower amount of General Enrollment education requirements Fee: $50

• Program focuses more on the Student Fee: Cisco concepts vs. Wide $138 variety of IT technologies General Course Fee Per credit: $52

Tech Fee per credit: $30 Trident Tech 69 • Teaching of Linux and • Students must complete **Tuition Various Cisco General Education course per year: Certification Exams prior to obtaining approval to $4,320 be in the program. based on 12 credits per • Certification exams are not semester included in the cost of attendance **Book and Supplies: • Lower amount of General $2000 education requirements Registration: • Program focuses more on the $32 Cisco concepts vs. Wide variety of IT technologies

**cost of attendance chart located on TTC website: https://www.tridenttech.edu/pay/cost/fa_cost.htm ^ tuition and fees chart located on Midlands Tech website: https://www.midlandstech.edu/financial-aid-and-tuition/tuition-and-fees

Even though institutions within the state may provide training for the Information Technology field, it appears that the educational gap has continued to steadily grow. Southeastern Institute believes that by offering this degree program that it will assist in reducing these unmet needs within the community.

Enrollment and Admissions

North Charleston Campus Projected Enrollment Spring Summer Fall Year Headcount Headcount Headcount 2019 ------2020 4 4 12 2021 6 4 14 2022 6 5 15 2023 7 6 16 2024 8 6 16

Columbia Campus Projected Enrollment Spring Summer Fall Year Headcount Headcount Headcount 2019 ------2020 3 3 10 2021 5 4 12 2022 6 4 13 2023 6 5 14 2024 7 5 14

General Admissions Requirements

14 complete the enrollment process well in advance of the date they have chosen to enter school. This permits proper scheduling and assures availability of classroom space.

Or • Verification of GED completion (GED scores or GED diploma)

Besides the general institutional admission requirements, are there any separate or additional admission requirements for the proposed program? If yes, explain. ☒ Yes ☐ No

All Information Technology and Network Systems Program applicants must complete an initial criminal background check to be considered for program acceptance. Southeastern Institute reserve the right to deny an applicant based on the following negative results in a background check:

Tuition and Student Borrowing

Southeastern Institute Southeastern Institute Description N. Charleston Columbia Tuition per Semester: $9,112 $9112 Education Fee: $800 $800 Program Cost: $47,490 $47,490

North Charleston Campus: Most recent cohort default rate: 2.1% Current Average Loan Balance for 2 Semester Programs: $9,235.15 Projected Average Loan Balance for 5 Semester Programs: $23,087.88

Columbia Campus: Most recent cohort default rate: 9.8% Current Average Loan Balance for 2 Semester Programs: $9,721.74 Projected Average Loan Balance for 5 Semester Programs: $24,304.35

Likewise, Columbia’s overall graduation rate for the 2015-16 academic year was 54% (https://nces.ed.gov/collegenavigator/?q=southeastern+Institute&s=all&id=444866#retgrad). Graduation rates are important in the consideration of loan debt as the College board calculates that two-year default rates are 15% higher for borrowers who did not complete their education versus students who did (https://trends.collegeboard.org/student-aid/figures-tables/two-year-default-rates-sector-and-completion- status) In this vein, according to Inside Higher Ed, “a report released by Third Way finds that students who complete a degree or certificate are 20 percentage points more likely to begin paying down their loan principal than non-completers in each year after leaving campus.” https://www.insidehighered.com/news/2018/08/08/link- between-college-completion-and-student-loan-repayment).

Third, SI prioritizes student safety and mental health by voluntarily providing: • armed security guards at all locations; • a full-time Crisis Response Team; and • a full-time Ombudsman.

As a private entity SI is not afforded the same federal, state, and local subsidization that SI’s public counterparts receive. According to an analysis by the Pew Charitable Foundation, “state and federal government have long provided substantial funding for higher education but historically “states have provided a far greater amount of assistance to postsecondary institutions and students; 65% more than the federal government on average” (Pew, 2015). In fact, according to Pew’s analysis of data, from the U.S. Office of Management and Budget and the U.S. Department National Center for Education Statistics’ Integrated Postsecondary Education Data System, “higher education is a small but important part of federal spending and is the third largest category in state budgets.” [https://www.pewtrusts.org/-/media/post-launch-images/2015/06/chartbook-final- graphics/fig1.jpg?la=en&hash=4F84185323392AE8836AEFC3700DEF06DDF53814] According to Pew research, federal and state revenue make up a whopping 37% of the total share of public college and university budgets [https://www.pewtrusts.org/-/media/post-launch-images/2015/06/chartbook- final-graphics/fig8.jpg?la=en&hash=3F6CE20A1B610C61DC2A8835820550792AB07922]. 21% of the 37% comes directly from state based assistance which Southeastern Institute does not receive. Specifically, in an analysis of Trident Technical College’s 2018 audited financial statements when considering both operating and non-operating revenue, tuition only comprises 36% of Trident’s total revenue (https://www.tridenttech.edu/about/departments/finance/TTC_comp_annual_fin_report_FY18_DIGITAL_ADA. pdf)

Curriculum

Course Number Course Title Semester Credit Hours ITN101 IT Essentials 1 3.0 ITN102 IT Essentials 2 3.0 ITN103 Cisco Networking Essentials 3.0 ITN104 Cisco Internetworking 3.0 Technologies ITN105 Implementing a Network 3.0 Infrastructure ITN106 Big Data Management 3.0 ITN107 Introduction to Linux 3.0 ITN108 Introduction to Programming 3.0 ITN109 Implementing Director Services 3.0

ITN110 Server Management 3.0 ITN111 Introduction to Network Security 3.0 ITN112 Web Systems 3.0 AML100 American Literature 3.0 Or ENL 100 English Literature 3.0 MAT103 Intermediate Algebra 3.0 SPC101 Speech 3.0 ENC101 English Composition 3.0 BSC105 General Biology 3.0 CGS106 Introduction to Computers 3.0 IDS110 Strategies for Success 3.0 PSY101 Introduction to Psychology 3.0 Total Semester Credit Hours 60.0

Faculty and Staff

A. The minimum educational and teaching qualifications for instructors.

Program Coordinators: the program coordinator must be responsible for the management and administration of the program, including planning, evaluation, budgeting, selection of faculty and staff, maintenance of accreditation, and commitment to strategies for professional development. The program coordinator must: • Possess a minimum of a bachelor’s degree • Possess the appropriate credential(s) specific to one or more areas specific to information technology and network systems • Have coursework in instructional methodologies, evaluation, and assessment • Have proficiency in curriculum development.

Program Faculty: the program faculty must be responsible for the preparing and maintaining course outlines and objectives, instruct and evaluate students, report progress, and assist in overall program operations and effectiveness. The program faculty must: • Possess a minimum of an associate’s degree • Documents a minimum of four years in field experience in the professional discipline • Have proficiency in curriculum development, instruction, evaluation, and academic advising

General Education Instructors: must hold a master’s degree and have completed at least eighteen graduate semester credit hours in the teaching discipline they are teaching.

B. Confirmation that at least one full-time faculty member will be employed for the program.

A program coordinator will be hired prior to the start of program. If the student to faculty ratio exceeds 25:1 the school will hire additional faculty members to support the program.

C. A description of the oversight for the program; provide the organizational structure of program and of the program’s relation to the institution’s organizational structure.

The Program Coordinator will be responsible for managing and administering the Information Technology and Network Systems program. The Program Coordinator will report directly to the Dean of Academic Affairs; the Dean of Academic Affairs reports to the Campus President. Any additional faculty members hired into the program will report directly to the Program Coordinator. All general education faculty report directly to the Dean of Academic Affairs.

Total FTE needed to support the proposed program at the site location:

Resources

Library and Learning Resources

Southeastern Institute provides sufficient learning resources to support the proposed Information Technology and Network Systems degree program. The library website provides access to more than 70 scholarly databases, that include thousands of journals, videos, an e-book database of more than 150,000 titles, anatomy resources, library training videos and handouts, self-help guides, and more. The resource materials within the library are commensurate with the level of education provided at Southeastern Institute and materials held within the

21 collection address each course of study. Well-rounded selections of resource materials are provided to meet the required needs of the students and faculty. The learning resource materials enhance the educational process and facilitate positive learning outcomes since materials have been selected to target specific areas within each program’s curriculum. Resources include videos, periodicals, media, books, CD’s, complete Microsoft Office Suite, and an online catalog of holdings available to students 24 hours a day, 7 days a week, 365 days a year at www.southeasternlibrary.com The use of these materials is promoted by the curriculum which is designed with mandatory library assignments in each course throughout the program. The learning resource materials provide a broad knowledge base for students to use beyond their required course textbooks.

Several of the electronic library databases include:

Online Library Resources

23 and healthcare disciplines, including medical sciences, immunology, pharmacy and pharmacology, nursing, physical fitness and hygiene, surgery, and others.

Interactive Science: Human Anatomy With Gale Interactive, users can manipulate and explore 3D models, allowing students to better visualize and understand human anatomy.

Student Support Services

25 offer support at this point, depending upon the circumstance and whichever department or person is best equipped to help. During their training, students learn through the use of didactic and practical skills methods for their career path. In addition, students also work with their instructors to develop/enhance coping skills that will strengthen their career paths. They learn how to write resumes and cover letters, participate in interviews in the classroom or special sessions conducted outside the classroom. In addition, instruction is supplemented through field trips and guest speakers. The faculty is available before and after class and by appointment to assist with tutoring students who are having difficulty or just seeking to improve their understanding of the material or develop better skills. Retention, supervision, and monitoring of student records are done by the Dean of Academic Affairs and the faculty. As a tool for retention, reports are compiled containing information relevant to student attendance, schedules, academic progress, student issues, and other academic areas. On a regular basis, the “Dean’s Corner” which is a synopsis of academic reports is reviewed by the Retention Committee, Management Committee, and at Faculty Meetings. Instructors continue to play a strong role in student retention, evaluation and tutoring. All instructors are available to provide extra help to students whether occurring before or after classes or during additional instructor office hours. Academic advising is handled by instructors with the assistance of the Program Coordinators and Dean of Academic Affairs. Student attendance is taken in every class using the Attendance Roster and is given to the academic team to process. This information is updated daily in CampusNexus, the School’s database. Students are contacted by faculty and outreach efforts are documented on the back of the attendance rosters. This is done to determine if students are “at risk” and to inform students what they need to do to be prepared for the next class. These calls also prevent students from falling behind. Regularly conducted Retention Committee meetings are held with staff reviewing all student drops, probations and related situations to ensure that each student is progressing in his/her respective program. As a component of Academic Advising, the Dean of Academic Affairs monitors SAP – Satisfactory Academic Progress. There are numerous related reports in CampusNexus to assist staff with these functions. Many opportunities present themselves during the student’s time in school to recognize their achievements, special skills, or abilities. Every attempt is made to publicly recognize these achievements – academic, attendance, leadership through letters of recommendation, participation in events, such as at rites of passage through the programs, including pinning ceremonies and graduation. An orientation program, held prior to the first day of each term, is designed to facilitate the transition to school and to familiarize new students with the organization and operation of the institution. During the orientation, students are versed on the mission and traditions of the School, rules and regulations, student techniques, and academic standards. It is explained that we have resources and contacts available to our students as needed. Student Services conducts student workshops on such topics as cover letters and resume writing, interviewing skills, stress management, etc. Furthermore, students are strongly encouraged to take advantage of varied related resource materials in the student break area and the Library/Media Center. Time Management, Good Study Habits, Stress Management, Goal Setting, Budgeting and Financial Planning, and Professionalism workshops are conducted throughout the students’ experience at Southeastern Institute.

A suggestion box is also located on each campus and reviewed regularly.

Physical Resources/Facilities

27 ample free parking. All equipment used at the school is compatible with industry standards and effectively meets the objectives of the programs

Equipment

Information Technology and Network Systems Simulation software Servers Routers Wireless Routers/Access Points Network Printer LAN Cable Analyzer Protocol Analyzer Switches Network Cabling Equipment

To ensure adequacy of materials and equipment, the following steps are taken:

7. Vendors make on-campus visits and provide information on potential updates of equipment, supplies, and materials 8. Active participation in industry associations and the materials distributed through those associations keep faculty aware of any changes in industry requirements and expectations 9. Subscriptions to industry publications which include articles of innovation 10. Input and evaluation by guest speakers who provide presentations to the campus 11. Utilization of equipment lists recommended by accrediting agencies and Boards as available

Evaluation and Program Assessment

A. A list of program objectives for the proposed program.

B. A brief description of the assessment tools (formative and summative) used to measure student learning outcomes for the proposed program (e.g. pre- and post-testing, portfolios, etc.).

Instructors at Southeastern Institute utilize a combination of formative, diagnostic and summative assessments to determine the levels of student learning. While faculty most commonly utilize selected response and supply response assessment methods to determine student mastery of learning objectives (traditional grading and testing), most courses at Southeastern Institute also employ restricted performance and extended performance assessment methods. In addition to typical testing and grading assessment methods, students will be required to demonstrate a minimal level of performance skills to verify student learning. Further, students are required to complete short research projects, make presentations, and participate in group exercises. Finally, outside work, including homework and written exercises, leads to mastery of the content and achievement of learning objectives. Pre and Post tests are utilized in every course to measure student learning as well. C. A brief description of the assessment tools used to measure program effectiveness (e.g., pass rates on national or state certification or licensure exams; enrollment and completion data; or employment data for graduates).

Compilations of the results are reviewed by the Dean of Academics and shared with the appropriate faculty member thus providing an opportunity for self-reflection and performance enhancement. Faculty members scoring below a minimum score of 4.0 will develop an improvement plan, in collaboration with the Dean, to ensure continued performance improvement.

30 with the student services department, and shared with communities of interest, including faculty and the program advisory committee.

D. An explanation of how assessment data will be used to initiate changes to the program, if needed.

E. If the program is offered at other campuses, provide graduation and placement rates for each site for the last three academic years.

Not applicable. This program is not offered at any campus within the BAR Education, Inc. system of schools.

Accreditation and Licensure/Certification

Is approval of the program required by any other state agency or board? If yes, describe plan for approval and timeline. ☒ Yes ☐ No

Is licensure or certification required for employment by any public or private agency? If yes, provide a brief description of the licensure or certification eligibility requirements and process and of the ways in which the proposed program will ensure that graduates can reasonably expect to achieve such certification or licensure. ☒ Yes ☐ No Students who have met all educational and institutional requirements for a degree in Information Technology and Network Systems may be eligible to register and sit for a variety of certifications, including the A+, Network+, Linux+, Security+, Microsoft MCSA (Microsoft Certified Solutions Associate), and CWNA (Certified Wireless Network Administrator) exams.

The Information Technology and Network Systems program curriculum will assist students in preparing for the examinations. Students will be able to design and build platforms focusing on grid computing to solve big data problems. Students will gain an understanding of virtualization through a hands-on approach to learning computer architecture, big data storage, and server-side operations so they may assist in delivering media-rich data streams and technologies to people all around the world.

32 within 30 days of completing their program and sit for the examination within 90 days. If a program has multiple examinations, the first examination must be completed in 90 days and the second within 120 days. During the admissions process, if a student discloses that s/he has committed a misdemeanor or felony, a criminal background check may be performed prior to School admission. If a student’s criminal background reflects a conviction, the student may not be eligible to apply for or receive a state license, sit for a certification examination if it is applicable to the program they are intending to apply for, or participate in clinical experiences.

Is the program an Educator Preparation Program that leads to certification or add on endorsement? If yes, provide evidence of compliance with the South Carolina Department of Education regulations.

☐ Yes ☒ No Reciprocity Is your institution participating in a reciprocity agreement (e.g., NC-SARA)? If yes, through which state?

☐ Yes ☒ No

State: Not applicable

Attachment 5

The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina

Prepared for:

July 30, 2019

2655 LeJeune Road, Suite 541  Coral Gables, Florida 33134 Tel: 305.461.3811  Fax: 305.461.3822  [email protected]  www.weg.com The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina

Table of Contents

I. Executive Summary ...... 1

II. The Economic and Workforce Development Importance of Southeastern Institute (SEI) to the State of South Carolina ...... 3

III. The Annually Recurring Economic Impacts of Southeastern Institute (SEI) on South Carolina ...... 6 A. Total Employment from the Annually Recurring Multifaceted Activities of SEI in South Carolina Support 1,187 Jobs ...... 8 B. Generation of Household Income: SEI’s Annually Recurring Multifaceted Activities in South Carolina Contribute to the State’s Standard of Living ...... 10 C. SEI’s Annually Recurring Multifaceted Activities in South Carolina Generate Gross State Product (Value-Added) Impacts that are Significant for the State Economy ...... 11 D. The Total Economic Impact of SEI’s Annually Recurring Multifaceted Activities in South Carolina is a Significant $123 Million ...... 13 E. SEI’s Annually Recurring Multifaceted Activities in South Carolina Contribute to Public Revenues ...... 14

IV. The Significant Economic Impacts on South Carolina of Southeastern Institute’s Increased Alumni Earning Power ...... 16 A. Employment Impacts on South Carolina from the Increased Alumni Earning Power of SEI Support 1,030 Jobs ...... 18 B. Generation of Household Income: The Increased Alumni Earning Power of SEI Contributes to the Standard of Living of South Carolina Residents ...... 20 C. The Increased Alumni Earning Power of SEI Creates Significant Additions to South Carolina Gross State Product (Value Added) Each Year ...... 21 D. The Total Economic Impact of the Increased Alumni Earning Power of SEI is a Significant $107 Million Annually: A Key Contribution to South Carolina’s Economic Development ...... 23 E. The Increased Alumni Earning Power of SEI in South Carolina Results in Contributions Annually to Public Revenues ...... 24

Appendix I. Methodology...... 26

Appendix II. Economic Glossary...... 29

Appendix III. Detailed Impact Tables ...... 31

Appendix IV. The Washington Economics Group, Inc. (WEG) Project Team and Qualifications ...... 42

-i- The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina

List of Tables

Table ES-1. Summary of the Recurring Economic Impacts Generated by the Multifaceted Activities of SEI on South Carolina ...... 1

Table 1. Summary of the Recurring Economic Impacts Generated by the Multifaceted Activities of SEI on South Carolina ...... 8

Table 2. Total Jobs Supported by the Annually Recurring Multifaceted Activities of SEI on South Carolina by Industry Composition ...... 9

Table 3. Household Income Resulting from the Annually Recurring Multifaceted Activities of SEI on South Carolina ...... 10

Table 4. GSP (Value-Added) Impacts Resulting from the Annually Recurring Multifaceted Activities of SEI on South Carolina ...... 12

Table 5. Total Economic Impact Resulting from the Annually Recurring Multifaceted Activities of SEI on South Carolina ...... 13

Table 6. Fiscal Contributions Created by the Annually Recurring Multifaceted Activities of SEI on South Carolina ...... 14

Table 7. Summary of the Economic Impacts Generated by the Increased Alumni Earning Power of SEI on South Carolina ...... 17

Table 8. Summary of the Economic Impacts of Current and New Programs Generated by the Increased Alumni Earning Power of SEI on South Carolina ...... 18

Table 9. Jobs Supported by the Increased Alumni Earning Power of SEI in South Carolina...... 19

Table 10. South Carolina Household Income Resulting from the Increased Alumni Earning Power of SEI ...... 20

Table 11. Gross State Product (Value-Added) Impacts Generated by the Increased Alumni Earning Power of SEI on South Carolina ...... 22

Table 12. The Total Economic Impact of the Increased Alumni Earning Power of SEI on South Carolina ...... 23

Table 13. Recurring Fiscal Contributions Resulting from the Increased Alumni Earning Power of SEI on South Carolina ...... 24

-ii- The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina

List of Figures

Figure 1. Total Jobs Supported by the Annually Recurring Multifaceted Activities of SEI on South Carolina ...... 9

Figure 2. Household Income Resulting from the Annually Recurring Multifaceted Activities of SEI on South Carolina ...... 11

Figure 3. GSP (Value-Added) Impacts Resulting from the Annually Recurring Multifaceted Activities of SEI on South Carolina ...... 12

Figure 4. Total Economic Impact Arising from the Annually Recurring Multifaceted Activities of SEI on South Carolina ...... 14

Figure 5. Jobs Supported by the Increased Alumni Earning Power of SEI in South Carolina...... 19

Figure 6. Household Income Resulting from the Increased Alumni Earning Power of SEI in South Carolina ...... 21

Figure 7. GSP (Value-Added) Impacts Generated by the Increased Alumni Earning Power of SEI on South Carolina ...... 22

Figure 8. The Total Economic Impact of the Increased Alumni Earning Power of SEI on South Carolina ...... 24

-iii- The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina

I. Executive Summary

 The Washington Economics Group, Inc. (WEG) has been retained by Southeastern Institute (SEI) to independently analyze the economic development impacts of Southeastern Institute to the State of South Carolina.

 The analysis and quantification of economic impacts demonstrate that Southeastern Institute programs are important contributors to workforce development and economic activity in the State. Workforce development is a top priority of the Economic Development Strategy of South Carolina.

 The positive economic impacts of Southeastern Institute on the State are multifaceted and encompass the following quantifiable impacts on Employment (Jobs), Household Income, Gross State Product (Value Added), Total Economic Impact and the Fiscal Revenues resulting from the increased economic activity that SEI operations and increased alumni earnings generate.

o The first economic impacts result from the current and projected ongoing operations of the Institute such as the number of employees it hires, the size of its payroll and other operating expenditures.

o The second economic impact, which is the most important to the long-term economic workforce development needs of South Carolina, is comprised of the increased earning power of Institute graduates living throughout the State. These graduates improve the business climate of South Carolina, while enhancing the skills of the workforce in key occupations of importance to the State competitiveness.

Table ES-1. Summary of the Recurring Economic Impacts Generated by the Multifaceted Activities of SEI on South Carolina Ongoing Additional Total Impact From Institute Alumni Recurring Activities Earning Power Impact Employment (Jobs) 157 1,030 1,187

Household Income ($ Million) $6.3 $31.6 $37.9

Gross State Product (Value Added/$ Million) $9.0 $60.1 $69.1

Federal, State & Local Fiscal Revenues ($ Million) $2.0 $11.6 $13.6

Total Economic Impact ($ Million) $16.4 $106.8 $123.2 Note: Total may not equal the sum of all due to rounding. See detailed tables in Appendix III. Source: The Washington Economics Group, Inc. (WEG).

The Washington Economics Group, Inc. (WEG) P a g e | 1 The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina

 The multifaceted operational and higher alumni earnings of Southeastern Institute result in a total annual economic impact of over $123 million, while supporting close to 1,200 employment positions throughout South Carolina on an ongoing (recurring) basis each year. These significant economic contributions are summarized in Table ES-1 on the previous page.  Southeastern Institute’s economic contributions have increased steadily in recent years as existing facilities have been expanded and new campuses have been established. This growth is expected to continue in the near future. SEI has begun the process of adding four additional degree programs at its two South Carolina Campuses. Approval is being sought to add Associates Degree Programs in Diagnostic Medical Sonography, Radiologic Technology, Information Technology and Network Systems, and in Business Administration. These additional programs are critical for improving the business climate of South Carolina through enhancing workforce skills in targeted occupations.

 In addition to these quantifiable economic impacts generated by the Institution, Southeastern Institute also provides significant intangible benefits (what economists term “externality benefits”) to South Carolina and to the communities that it serves. “Externality benefits” include promoting a reputation for having a vibrant-business climate, contributing educated human resources to the State’s workforce and supporting industries that are targeted by the State Economic Development Strategy. The matrix below presents the “externality benefits” of Southeastern Institute to the State.

Southeastern Institute (SEI) Externality Benefits to South Carolina

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II. The Economic and Workforce Development Importance of Southeastern Institute (SEI) to the State of South Carolina

The economic development benefits of Southeastern Institute’s higher educational activities and academic mission provide lasting benefits to the social, economic and employment sectors of the State of South Carolina. The State gains significant Human Capital and knowledge-based resources as Southeastern Institute prepares a highly skilled workforce for South Carolina’s dynamic global marketplace. The Institute’s unique partnerships with the business community provide South Carolinians with valuable job skills and employment choices, deepening the human capital base of the State’s workforce and significantly contributing to economic development.

Developing the highly skilled workers essential for South Carolina’s economic growth and prosperity is a top priority of the State. Regional and Statewide economic development agencies prioritize programs such as those offered by Southeastern Institute as they provide an important service to the State, helping to support strong economic growth and the ability to compete in a highly competitive global marketplace.

Education and workforce development are the critical foundations of economic development. Thus, supporting a knowledge-based economy requires significant investment, effort and coordination between local business communities and economic development interests. An important element for maintaining and expanding the size of the State’s workforce is to ensure the supply of highly skilled, multi-talented and creative workers. Southeastern Institute provides the talent and educational excellence necessary to position South Carolina as a globally competitive State in today’s dynamic workplace.

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Further, Southeastern Institute’s Certificate and Associate Degree Programs help to prepare a productive and competitive workforce to meet the needs of today’s global and knowledge- intensive marketplace. Additionally, the Institute connects local and regional employers with suitable employee candidates through their customized career services initiatives.

According to the 2019 Annual Report of the Coordinating Council of Workforce Development, South Carolina’s goal is to align the private sector and workforce training efforts with the targeted industries of the present and future economy of the State. Holding a WorkforceOne summit annually, businesses, elected and community leaders gather to discuss the bold future and vision of the South Carolina economy. The initiatives presented below directly align with Southeastern Institute’s educational mission, programs and activities. These initiatives include:

1. Leaders in Engaged Learning Network1 Aligning secondary and post-secondary education and training with local area workforce needs by providing in-demand, industry-specific skills at physical locations. These include providing the necessary communications, statistics and resource allocations.

2. Blended Learning2 Blending education with hands-on work experience at an earlier age, for a more holistic experience.

Southeastern Institute’s economic contributions have increased steadily in recent years as existing facilities have been expanded and new campuses have been established. At the present time Southeastern Institute has two campuses in South Carolina, one is located in the Charleston area and the second is in Columbia. Currently, the programs offered at these campuses are the following:

Degree Programs Associate of Science degree in Medical Assisting Associate of Science degree in Occupational Therapy Assisting

Certificate Programs Certificate in Electronic Medical Billing and Coding

1 https://www.sccommerce.com/sites/default/files/ccwd_2019_annual_report_7_19.pdf 2 Ibid.

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Medical Assisting Certificate Pharmacy Technology Certificate Professional Clinical Massage Therapy Certificate

This growth is expected to continue in the near future. Southeastern Institute has begun the process of adding four additional degree programs at its two South Carolina Campuses. Approval is being sought to add Associates Degree Programs in:

 Diagnostic Medical Sonography  Radiologic Technology  Information Technology and Network Systems; and  Business Administration

These additional programs will significantly increase the level of activity at Southeastern Institute’s South Carolina Campuses, almost doubling the size of the student body when fully operational, while enhancing its contribution to workforce and economic development.

In addition to the significant contributions to workforce development, the Institute’s activities strongly support the Regional and Statewide efforts to diversify the State’s regional economies by expanding existing industries and recruiting new high-wage and high-skill ones. Through its multifaceted academic activities, Southeastern Institute’s current and new proposed programs, if approved, positively contribute to the economic growth and cater to marketplace demand by efficiently preparing students for knowledge- based careers in important, growing sectors of South Carolina’s economy.

In conclusion Southeastern Institute’s ongoing operations and the increased earnings of alumni attributable to the Institute programs provide significant benefits to the economic development of both the communities where their campuses are located, and to the entire State of South Carolina. The quantifiable economic impacts will be presented in further detail in the following section of this Study.

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III. The Annually Recurring Economic Impacts of Southeastern Institute (SEI) on South Carolina

As Southeastern Institute conducts The ongoing operations of Southeastern ongoing operations it provides a Institute‘s campuses in South Carolina and the wide range of expenditures to added earning power of the Institute’s current educate and train students in 21st and future alumni (graduates) create a broad Century occupations. Additionally, range of positive and quantifiable economic as Institute alumni take their impacts throughout the South Carolina skills into the marketplace, they economy, while supporting workforce will benefit from the higher development. earnings that those skills generate. This in turn will result in higher incomes and expenditures by these individuals, generating significant and quantifiable economic impacts that will flow throughout the State economy. The impacts, estimated by utilizing professionally accepted and widely used methodology, result in increases in high-wage Employment, Household Income, Economic Output and Fiscal Revenues. These activities are estimated to result in a Total Economic Impact of $123.2 million, and annually support 1,187 Jobs for South Carolina residents. This section of the Study analyzes the quantifiable economic impacts of Southeastern Institute’s annually recurring South Carolina activities.

The expenditures made by the Institute plus the current and future alumni (graduates) earnings generate economic impacts that extend beyond those directly related to these activities. These “spillover” or multiplier impacts are the result of each business activity’s supply relationships with other firms operating within the State, the proportion of business value added3 that accrues to households in the form of labor and capital income, and the propensity of households to spend income on goods produced within South Carolina.

Methodology

Economic models that explicitly account for inter-industry linkages (supply relationships), the generation of labor and capital income and the spending of household income have been used since the 1960’s to estimate the contribution that a particular business or industry makes to the general economy. These “input-output” models recognize that, as an industry experiences an increase in the

3“Value added” refers to the difference between business revenues and the cost of non-labor and non-capital inputs used to produce goods and/or services.

The Washington Economics Group, Inc. (WEG) P a g e | 6 The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina demand for its products or services, it in turn needs more goods and services from its suppliers and must increase its purchases from other industries in the economy. The effect on regional production resulting from successive rounds of inter-industry linkages is referred to as the indirect effect. The resulting increases in regional production also lead to expansions in employment and labor income, and the increases in labor income lead to increases in consumer spending, further expanding sales and production throughout the regional economy. The latter economic impacts are referred to as the induced effects. The successive waves of production, spending and more production result in economic multiplier effects, where the final or total increase in regional production, income and employment, respectively, is larger than the initial (or “direct”) increase in production, income and employment. The total quantitative economic contribution of these activities, therefore, is comprised of a direct effect, an indirect effect and an induced effect.

IMPLAN, Inc. (IMPLAN) provides the software and basic data needed to formulate the economic multiplier model developed for this analysis. IMPLAN has been providing economic multiplier models for regional economic impact analysis since 19854. Models developed using IMPLAN software have been widely used by private-sector and academic economists and by Federal, State and local government agencies. The Washington Economics Group, Inc. (WEG) IMPLAN model for South Carolina is based on the latest U.S. input-output tables as well as income and employment data for South Carolina from the U.S. Department of Commerce.

The direct impact of all recurring activities associated with the Institute (Ongoing Operations of Southeastern Institute and additional earnings power of the alumni) is comprised of all the expenditures made by the Institute, and the added income and expenditures of the alumni that are attributable to their job skills earned at the Institute. With the assistance of the Institute’s leadership team, WEG obtained information on operational expenditures of current and new proposed programs as well as the alumni living in South Carolina.

To properly measure the principal impacts of the Institute’s ongoing operations and alumni earnings, the direct, indirect and induced economic impacts were calculated using an extended Input-Output (I/O) model of the South Carolina economy as previously presented. These comprehensive economic impacts are summarized in Table 1 on the next page, with specific detailed tables in Appendix III on page 31.

4Information on the IMPLAN Group models and the company history can be found at www.implan.com.

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Table 1. Summary of the Recurring Economic Impacts Generated by the Multifaceted Activities of SEI on South Carolina Indirect & Total Impact On: Direct Induced Impact

Employment (Jobs) 787 400 1,187

Household Income ($ Millions) $21.5 $16.3 $37.9

Gross State Product (Value-Added/$ Millions) $40.3 $28.8 $69.1

Federal, State & Local Fiscal Revenues ($ Millions) ------$13.6

Total Economic Impact ($ Millions) $70.3 $52.9 $123.2 Note: Total may not equal the sum of all due to rounding. See detailed tables in Appendix III. Source: The Washington Economics Group, Inc. (WEG)

A more detailed analysis of quantifiable economic impacts of the Institute’s recurring impacts in South Carolina on Employment, Household Income, Gross State Product (Value Added), Total Economic Impact (Output) and Public Revenues are presented in the sections that follow.

A. Total Employment from the Annually Recurring Multifaceted Activities of SEI in South Carolina Support 1,187 Jobs

Over 1,187 jobs for South Carolina residents are supported directly or indirectly from Southeastern Institute’s current operations and increased alumni (graduates) earning power in South Carolina. These activities directly create 787 permanent jobs throughout the State’s economy. However, the indirect and induced job creation process reaches deeply into all sectors of the South Carolina economy. This dramatically and quickly demonstrates the close supply inter-relationships that the Knowledge-Based Services have with all sectors of the State’s economy. An additional 213 jobs are supported via indirect economic effects, mostly through direct suppliers of goods and services to the Institute. Lastly 187 jobs are generated from induced spending effects as summarized in Table 1 above.

Therefore, the total number of jobs, directly, indirectly and induced, supported by Southeastern Institute’s multifaceted activities is an estimated 1,187 – making a significant contribution to the standard of living in South Carolina in a variety of industries, as presented in the Table 2 on the following page.

The Washington Economics Group, Inc. (WEG) P a g e | 8 The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina

Table 2. Total Jobs Supported by the Annually Recurring Multifaceted Activities of SEI on South Carolina by Industry Composition Jobs % Industry Supported of Total

Knowledge-Based Services 796 67%

Wholesale Trade & Transportation Services 232 20% Retail Trade 91 8%

Visitor Industry 36 3%

Construction and Manufacturing 17 1% Government & Other 15 1%

Total 1,187 100% Note: Total may not equal the sum of all due to rounding. See detailed table in Appendix III. Source: The Washington Economics Group, Inc. (WEG)

Figure 1. Total Jobs Supported by the Annually Recurring Multifaceted Activities of SEI on South Carolina

1% 1% 3% Knowledge-Based Services 8%

Wholesale Trade & Transportation Services

Retail Trade 20% Visitor Industry

Construction and Manufacturing

Government & Other 67%

Source: The Washington Economics Group, Inc. (WEG)

Employment (jobs) recurring impacts supported by Southeastern Institute’s multifaceted activities in South Carolina are found in a wide variety of industries and represent a broad spectrum of occupations. A large sixty-seven (67) percent of the total jobs created are

Include Healthcare Services, Information, Finance and Insurance, Real Estate, Professional Services and others.

The Washington Economics Group, Inc. (WEG) P a g e | 9 The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina in Knowledge-Based Services. This sector pays wages that are greater than the average wage of the State, while the rest is spread out in other important industries. Therefore, the Institute’s recurring activities become an important provider of job opportunities in a wide variety of higher wage occupations as shown in Figure 1 on the previous page.

B. Generation of Household Income: SEI’s Annually Recurring Multifaceted Activities in South Carolina Contribute to the State’s Standard of Living

Southeastern Institute multifaceted activities (ongoing operations and increased alumni earning power) are an important generator of annually recurring Household Income impacts for South Carolina workers as quantified in Table 3 below. In addition to the $21.5 million of the Household Income directly generated by the Institute’s multifaceted activities, $16.3 million, or 43 percent of the total, are created by indirect and induced economic activities. In total, these activities generate almost $37.9 million in Household Income annually. (See Table 1, page 8.) An estimated $26.9 million, or 71 percent of the total Household Income, result from the Knowledge-Based Services sector. The Wholesale Trade & Transportation Services comprises close to $5.7 million or 15 percent of the total Household Income impact. The remaining $5.3 million, or 14 percent, of Household Income is generated in other sectors of the South Carolina economy. Figure 2 on the following page presents the percentage distribution of Household Income in each sector of the State’s economy.

Table 3. Household Income Resulting from the Annually Recurring Multifaceted Activities of SEI on South Carolina ($ Thousands) % Industry Total Impact of Total Knowledge-Based Services $26,930 71%

Wholesale Trade & Transportation Services $5,663 15%

Retail Trade $2,436 7%

Government & Other $1,176 3%

Visitor Industry $769 2%

Construction and Manufacturing $886 2%

Total $37,860 100%

Note: Total may not equal the sum of all due to rounding. See detailed table in Appendix III. Source: The Washington Economics Group, Inc. (WEG)

Include Healthcare Services, Information, Finance and Insurance, Real Estate, Professional Services and others.

The Washington Economics Group, Inc. (WEG) P a g e | 10 The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina

Figure 2. Household Income Resulting from the Annually Recurring Multifaceted Activities of SEI on South Carolina

2% 2% 3% Knowledge-Based Services 7% Wholesale Trade & Transportation Services 15% Retail Trade

Government & Other

Visitor Industry

Construction and Manufacturing 71%

Source: The Washington Economics Group, Inc. (WEG)

In essence, the above Figure clearly demonstrates the importance of Southeastern Institute to the standard of living of South Carolina residents. The Institute operations result in graduates (alumni) that contribute importantly to the Household Income of the State as shown that over 71 percent of Household Income from the Institute operations and alumni earning power are generated in the knowledge-intensive (i.e. higher wages) sector.

C. SEI’s Annually Recurring Multifaceted Activities in South Carolina Generate Gross State Product (Value-Added) Impacts that are Significant for the State Economy

Gross State Product (Value Added) is the portion of business revenues that is available to pay compensation to workers, capital income and indirect business taxes5. Value added is also the principal source of income to households and a key measure of the contribution to the economy of the Institute’s recurring operations. Table 4 and Figure 3 on the next page highlight the value-added impacts generated by the Institute’s recurring multifaceted activities (operations and increased alumni earning power), which create a net contribution to the economy of almost $69.1 million each year. By this measure, Southeastern Institute’s recurring multifaceted activities support the drive to create a high value- added, high-wage economy in South Carolina. The greatest value-added impacts are generated in the Knowledge-Based Services sector with more than $52 million, or 76

5 Value added also includes compensation to government workers.

The Washington Economics Group, Inc. (WEG) P a g e | 11 The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina percent of the total value-added impacts. As previously presented, this sector is emphasized by economic development and workforce entities in the State as it contributes to the creation of a high-skill, high-wage South Carolina economy.

Table 4. GSP (Value-Added) Impacts Resulting from the Annually Recurring Multifaceted Activities of SEI on South Carolina ($ Thousands) % Industry Total Impact of Total Knowledge-Based Services $52,478 76%

Wholesale Trade & Transportation Services $7,725 11%

Retail Trade $4,141 6%

Government & Other $2,148 3%

Visitor Industry $1,146 2%

Construction and Manufacturing $1,471 2%

Total $69,108 100%

Note: Total may not equal the sum of all due to rounding. See detailed table in Appendix III. Source: The Washington Economics Group, Inc. (WEG)

Figure 3. GSP (Value-Added) Impacts Resulting from the Annually Recurring Multifaceted Activities of SEI on South Carolina

2% 3% 2% Knowledge-Based Services 6%

Wholesale Trade & Transportation 11% Services Retail Trade

Government & Other

Visitor Industry

Construction and Manufacturing 76%

Source: The Washington Economics Group, Inc. (WEG)

Include Healthcare Services, Information, Finance and Insurance, Real Estate, Professional Services and others.

The Washington Economics Group, Inc. (WEG) P a g e | 12 The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina

D. The Total Economic Impact of SEI’s Annually Recurring Multifaceted Activities in South Carolina is a Significant $123 Million

A comprehensive measure of total economic impact is Gross Economic Output, representing the sum of gross revenues (receipts) of private firms plus the value of government services (valued at cost). Table 5 below highlights the Total Economic Impact of the recurring economic activities (ongoing operations and increased alumni earning power) of the Institute, estimated at a significant $123 million annually.

Table 5. Total Economic Impact Arising from the Annually Recurring Multifaceted Activities of SEI on South Carolina ($ Thousands) % Industry Total Impact of Total Knowledge-Based Services $90,704 74%

Wholesale Trade & Transportation Services $15,352 12%

Retail Trade $6,585 5%

Government & Other $4,918 4%

Construction and Manufacturing $3,539 3%

Visitor Industry $2,128 2%

Total $123,225 100%

Note: Total may not equal the sum of all due to rounding. See detailed table in Appendix III. Source: The Washington Economics Group, Inc. (WEG)

As in the other impact measures, a significant portion of the Total Economic Impact occurs in the Knowledge-Based Services sector, representing 74 percent or almost $91 million of the overall Total Economic Impact, followed by the Wholesale Trade & Transportation Services sector generating more than $15 million, or 12 percent. The remaining 14 percent of the total impact is spread through the other industry sectors of the South Carolina economy. The percentage distribution of the Total Economic Impact in each of the sectors is presented in Figure 4 on the following page.

Include Healthcare Services, Information, Finance and Insurance, Real Estate, Professional Services and others.

The Washington Economics Group, Inc. (WEG) P a g e | 13 The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina

Figure 4. Total Economic Impact Arising from the Annually Recurring Multifaceted Activities of SEI in South Carolina

3% 2% 4% Knowledge-Based Services 5% Wholesale Trade & Transportation Services 12% Retail Trade

Government & Other

Construction and Manufacturing

Visitor Industry 74%

Source: The Washington Economics Group, Inc. (WEG)

E. SEI’s Annually Recurring Multifaceted Activities in South Carolina Contribute to Public Revenues

The increases in economic activity generated by Southeastern Institute’s recurring multifaceted activities and educational programs that increase alumni earning power in South Carolina produce a steady stream of government revenues for Federal, State, and local entities on an annual basis. This is presented in Table 6 below.

Table 6. Fiscal Contributions* Created by the Annually Recurring Multifaceted Activities of SEI on South Carolina ($ Thousands) State/Local Taxes Paid By: Federal Taxes Total Taxes Taxes Labor $3,948 $22 $3,970

Capital $291 ----- $291

Indirect Business Taxes $542 $3,606 $4,148

Households $2,322 $869 $3,191

Corporations $1,789 $200 $1,989

Total $8,892 $4,697 $13,589

Notes: Total may not equal the sum of all due to rounding. *Includes taxes resulting from direct, indirect and induced activities. Source: The Washington Economics Group, Inc. (WEG)

The Washington Economics Group, Inc. (WEG) P a g e | 14 The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina

As shown in Table 6 on the preceding page, almost $13.6 million of fiscal revenues flow from SEI’s activities each year. Of this total, $8.9 million, or 65 percent, flow to the Federal government, with the remaining $4.7 million, or 35 percent, of fiscal revenues allocated to State and local governments throughout South Carolina.

As previously presented, the combination of Southeastern Institute operations and principally the increased alumni earning power generate significant economic impacts on the State of South Carolina. Section IV that follows segments and specifically estimates the economic impacts of the Institution’s growing alumni earning power on the State.

The Washington Economics Group, Inc. (WEG) P a g e | 15 The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina

IV. The Significant Economic Impacts on South Carolina of Southeastern Institute’s Increased Alumni Earning Power

The growing alumni of Southeastern Institute’s two South Carolina campuses generate significant and annually recurring economic impacts throughout the State’s economy. Alumni expenditures made possible by the higher incomes attributable to their postsecondary education at Southeastern Institute result in economic impacts that extend beyond those directly related to their higher earnings relative to only a high school education. These “spillover” or multiplier impacts are the result of each business activity’s supply relationships with other firms operating within the Region and the State, the proportion of business value added6 that accrues to households in the form of labor and capital income, and the propensity of households to spend income on goods produced within the local area and the State.

The direct impact of these expenditures is comprised of the added earnings attributable to their education at Southeastern Institute. With the assistance of the Institute’s management team, WEG obtained information on projected graduation rates, degrees and certificates that are currently offered and proposed to be offered if approved. The added earnings of alumni (both current academic programs and the proposed new academic programs) are estimated to generate almost $31.6 million of added Household Income annually. The direct, indirect and induced economic impacts of the alumni-related expenditures due to their higher earning power (Household Income) were calculated using an extended IMPLAN Input- Output (I/O) model of the South Carolina economy.

Methodology Estimating Alumni Earnings

Historically one of the major reasons individuals cite for seeking education beyond their high school is to be eligible for higher paying occupations that require post-secondary training such as associate degrees, certificates and others.

Data on these earnings differentials is gathered by the U.S. Census Bureau and made available to the public. These earnings differentials serve as the basis for estimating the earning power of alumni (graduates) from Southeastern Institute living in South Carolina. This data is combined with the Institute who provided information on class size, certificates and degrees awarded and average age at graduation to calculate total annual added earnings of the alumni relative to only a high school

6“Value added” refers to the difference between business revenues and the cost of non-labor and non-capital inputs used to produce goods and/or services.

The Washington Economics Group, Inc. (WEG) P a g e | 16 The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina education. The impacts contained in this Study are based on alumni working from graduation to retirement at age 65, and the total number of alumni potentially in the workforce at any one time. This calculation is multiplied by the earnings differentials from an average high school-only wage to determine the direct impacts of their added earnings from graduates with a post-secondary degree from the Institute. The earnings are converted to increased expenditures throughout the economy. Finally, direct, indirect and induced economic impacts from additional expenditures are then determined utilizing the IMPLAN Input/Output (I/O) model used in this Study.

Therefore, the results presented in Table 7 below set forth the economic impacts of the additional spending by all Institute alumni that is attributable to their education-related added earning power. Earlier sections of this Study discussed the growth record of the Institute, and stated that additional programs are currently in the approval process. These additional degree programs are expected to double the size of the student body, and will in time also double the number of alumni in the workforce, positively impacting economic activity and workforce skills of South Carolina residents.

Table 7. Summary of the Economic Impacts Generated by the Increased Alumni Earning Power of SEI on South Carolina Indirect & Total Impact On: Direct Induced Impact

Employment (Jobs) 685 345 1,030

Household Income ($ Millions) $17.3 $14.2 $31.6

Gross State Product (Value-Added/ $ Millions) $35.4 $24.7 $60.1

Federal, State & Local Fiscal Revenues ($Millions) ------$11.6

Total Economic Impact ($ Millions) $61.2 $45.6 $106.8 Note: Total may not equal the sum of all due to rounding. See detailed impact tables in Appendix III. Source: The Washington Economics Group, Inc. (WEG)

Table 8 on the next page separates the economic impacts of the alumni that are attributable to their education-related earnings power between two groups: the impacts of alumni in academic programs that are currently operational and the impacts of alumni of academic programs that are in the process of being added, if approved.

The Washington Economics Group, Inc. (WEG) P a g e | 17 The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina

Table 8. Summary of the Economic Impacts of Current and New Programs Generated by the Alumni Earning Power of SEI on South Carolina Current New Impact On: Total Programs Programs

Employment (Jobs) 500 530 1,030

Household Income ($ Millions) $15.3 $16.3 $31.6

Gross State Product (Value-Added/ $ Millions) $29.1 $30.9 $60.1

Federal, State & Local Fiscal Revenues ($Millions) $5.6 $5.9 $11.6

Total Economic Impact ($ Millions) $51.8 $55.0 $106.8 Note: Total may not equal the sum of all due to rounding. See detailed impact tables in Appendix III. Source: The Washington Economics Group, Inc. (WEG)

Presented in the analysis that follows is a more detailed assessment of the quantifiable economic impacts of the current and future Southeastern Institute alumni in terms of added expenditures that are attributable to their education, such as impacts on Employment (Jobs), Household Income, Gross State Product (Value Added), Total Economic Impact (Output) and additional Fiscal Revenues.

A. Employment Impacts on South Carolina from the Increased Alumni Earning Power of SEI Support 1,030 Jobs

A significant 1,030 jobs for South Carolina residents will result directly or indirectly from the Southeastern Institute alumni expenditures attributable to their education. Each year these expenditures directly create 685 permanent jobs throughout the State’s economy. However, the indirect and induced job creation process reaches deeply into all sectors of the South Carolina economy. An additional 190 jobs will be supported via indirect economic effects, and 156 jobs will be generated from induced-spending effects. (See Table 7, page 17.) The breakdown by sectors of these jobs are summarized in Table 9 on the next page.

Therefore, the total number of jobs, directly, indirectly and induced, that will be supported by the added earnings of Southeastern Institute’s alumni is estimated at 1,030 – making an important contribution to employment opportunities throughout South Carolina.

The Washington Economics Group, Inc. (WEG) P a g e | 18 The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina

Table 9. Jobs Supported by the Increased Alumni Earning Power of SEI in South Carolina Current Proposed Total % Industry Programs Programs Jobs* of Total Knowledge-Based Services 322 342 664 65%

Wholesale Trade & Transportation Services 111 118 229 22%

Retail Trade 41 44 85 8%

Visitor Industry 14 16 30 3%

Construction and Manufacturing 8 7 15 1%

Government & Other 3 4 7 1%

Total 499 531 1,030 100%

Note: Total may not equal the sum of all due to rounding. *Jobs supported via direct, indirect and induced effects by industry category. See detailed table in Appendix III. Source: The Washington Economics Group, Inc. (WEG)

Figure 5. Jobs Supported by the Increased Alumni Earning Power of SEI in South Carolina

1% 1% 3% 8% Knowledge-Based Services

Wholesale Trade & Transportation Services Retail Trade 22% Visitor Industry

Construction and Manufacturing

65% Government & Other

Source: The Washington Economics Group, Inc. (WEG)

Employees supported by the economic impacts of the alumni's added earning power are found in a wide variety of industries, representing a broad spectrum of occupations. Sixty- five (65) percent of the total jobs are created in the Knowledge-Based Services sector (high-wage, high-skill jobs), followed by the Wholesale Trade & Transportation Services

Include Healthcare Services, Information, Finance and Insurance, Real Estate, Professional Services and others.

The Washington Economics Group, Inc. (WEG) P a g e | 19 The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina and the Retail Trade sectors, with 22 percent and 8 percent respectively. The remaining 5 percent of the total jobs are spread throughout other sectors of the South Carolina economy. Therefore, the added earning power of the current and future alumni of Southeastern Institute in the State are important providers of job opportunities in a wide variety of occupations as shown in Figure 5 on the previous page. A majority of the jobs, over 65 percent, are supported in the knowledge-intensive sectors, a key target for workforce development by South Carolina.

B. Generation of Household Income: The Increased Alumni Earning Power of SEI Contributes to the Standard of Living of South Carolina Residents

The added alumni earning power of the Southeastern Institute in South Carolina is also an important generator of Household Income for South Carolina workers. In addition to the $17.3 million of Household Income directly generated by the added alumni earning power of Southeastern Institute, $14.2 million of Household Income, or 45 percent, is created by indirect and induced economic activities. In total, these expenditures generate close to $31.6 million in Household Income each year. (See Table 7, page 17.)

Table 10. South Carolina Household Income Resulting from the Increased Alumni Earning Power of SEI ($ Thousands) Current Proposed Total % Industry Programs Programs Impacts* of Total

Knowledge-Based Services $10,596 $11,251 21,848 69%

Wholesale Trade & Transportation Services $2,662 2,826 5,488 17%

Retail Trade $1,101 $1,170 $2,271 7%

Visitor Industry $307 $326 $633 2%

Construction and Manufacturing $376 $400 $776 2%

Government & Other $270 $286 $556 2%

Total $15,312 $16,259 $31,572 100%

Note: Total may not equal the sum of all due to rounding. *Total Household Income created via direct, indirect and induced effects by industry category. See detailed table in Appendix III. Source: The Washington Economics Group, Inc. (WEG)

Table 10 above shows that a significant $21.8 million, or 69 percent of the total Household Income, is created in the Knowledge-Based Services sector. Wholesale Trade &

Include Healthcare Services, Information, Finance and Insurance, Real Estate, Professional Services and others.

The Washington Economics Group, Inc. (WEG) P a g e | 20 The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina

Transportation Services comprise $5.5 million, or 17 percent of the total Household Income impact each year. The remaining $4.2 million, or 14 percent of Household Income is created among other industry sectors of the economy of South Carolina. Figure 6 below presents the percentage distributions of Household Income in each industry category.

Figure 6. Household Income Resulting from the Increased Alumni Earning Power of SEI in South Carolina

2% 2% 3% Knowledge-Based Services 7%

Wholesale Trade & Transportation Services

Retail Trade 17%

Visitor Industry

Construction and Manufacturing

Government & Other 69%

Source: The Washington Economics Group, Inc. (WEG)

C. The Increased Alumni Earning Power of SEI Creates Significant Additions to South Carolina Gross State Product (Value Added) Each Year

Gross State Product (Value Added) is the portion of business revenues that is available to pay compensation to workers, capital income and indirect business taxes7. Value Added is also the principal source of income to households and a key measure of the contributions to the economy made by the added earning power of these future Southeastern Institute alumni. At the national level, Value Added is also known as Gross State Product (GSP). Table 11 on the next page highlights the Value-Added impacts potentially generated by the added earning power of current and future Southeastern Institute alumni. This results in a net contribution to the South Carolina economy of over $60 million each year. By this measure, the Southeastern Institute’s alumni added earning power attributable to their education will support the State’s drive to create a high value-added, high-wage economy.

7 Value added also includes compensation to government workers.

The Washington Economics Group, Inc. (WEG) P a g e | 21 The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina

Table 11. Gross State Product (Value-Added) Impacts Generated by the Increased Alumni Earning Power of SEI on South Carolina ($ Thousands) Current Proposed Total % Industry Programs Programs Impacts* of Total

Knowledge-Based Services $21,967 $23,326 $45,293 75%

Wholesale Trade & Transportation Services $3,608 $3,832 $7,440 12%

Retail Trade $1,873 $1,989 $3,862 6%

Construction and Manufacturing $621 $660 $1,281 2%

Government & Other $610 $647 $1,257 2%

Visitor Industry $458 $486 $944 2%

Total $29,137 $30,940 $60,077 100%

Note: Total may not equal the sum of all due to rounding. *GSP (Value-Added) impacts generated via direct, indirect and induced effects by industry category. See detailed table in Appendix III. Source: The Washington Economics Group, Inc. (WEG)

Figure 7. GSP (Value-Added) Impacts Generated by the Increased Alumni Earning Power of SEI on South Carolina

2% 2% 2% Knowledge-Based Services 7% Wholesale Trade & Transportation Services 12%

Retail Trade

Construction and Manufacturing

Government & Other

Visitor Industry 75%

Source: The Washington Economics Group, Inc. (WEG)

The greatest additions to GSP are generated in the Knowledge-Based Services sector where $45.3 million, or 75 percent, of the total additions to GSP will be created. The Wholesale Trade & Transportation Services sector will generate $7.4 million, or 12 percent,

Include Healthcare Services, Information, Finance and Insurance, Real Estate, Professional Services and others.

The Washington Economics Group, Inc. (WEG) P a g e | 22 The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina followed by other sectors such as Retail Trade and Government & Other as illustrated in Figure 7 on the preceding page.

D. The Total Economic Impact of the Increased Alumni Earning Power of SEI is a Significant $107 Million Annually: A Key Contribution to South Carolina’s Economic Development

A comprehensive measure of total economic impact is Gross Economic Output, representing the sum of gross revenues (receipts) of private firms plus the value of government services (valued at cost). Table 12 below highlights the Total Economic Impact of the increased alumni earning power of Southeastern Institute at a significant $107 million annually.

Table 12. The Total Economic Impact of the Increased Alumni Earning Power of SEI on South Carolina ($ Thousands) Current Proposed Total % Industry Programs Programs Impacts* of Total

Knowledge-Based Services $37,812 $40,150 $77,963 73%

Wholesale Trade & Transportation Services $7,210 $7,657 $14,867 14%

Retail Trade $2,978 $3,162 $6,140 6%

Government & Other $1,496 $1,589 $3,085 3%

Construction and Manufacturing $1,471 $1,561 $3,032 2%

Visitor Industry $850 $903 $1,753 2%

Total $51,817 $55,022 $106,840 100%

Note: Total may not equal the sum of all due to rounding. *Total Economic Impact created via direct, indirect and induced effects by industry category. See detailed table in Appendix III. Source: The Washington Economics Group, Inc. (WEG)

As in the prior measures of economic impacts, an important portion of the total economic impact occurs in the Knowledge-Based Services sector, representing 73 percent, or close to $78 million of the total and in Wholesale Trade & Transportation Services, with 14 percent, or almost $15 million of the total impact. The remaining 13 percent are spread through other industry sectors of the South Carolina economy. These percentage distributions are presented in Figure 8 on the next page.

Include Healthcare Services, Information, Finance and Insurance, Real Estate, Professional Services and others.

The Washington Economics Group, Inc. (WEG) P a g e | 23 The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina

Figure 8. The Total Economic Impact of the Increased Alumni Earning Power of SEI on South Carolina 3% 1% 3% Knowledge-Based Services 6% Wholesale Trade & Transportation Services 14% Retail Trade

Government & Other

Construction and Manufacturing

Visitor Industry 73%

Source: The Washington Economics Group, Inc. (WEG)

E. The Increased Alumni Earning Power of SEI in South Carolina Results in Contributions Annually to Public Revenues

The increased economic activity made possible by the added alumni earning power of Southeastern Institute in South Carolina results in increased fiscal revenues (taxes) each year for Federal, State and local governments. As presented in Table 13 below, over $11.5 million of fiscal revenues result from these activities each year.

Table 13. Recurring Fiscal Contributions* Resulting from the Increased Alumni Earning Power of SEI on South Carolina ($ Thousands) State/Local Taxes Paid By: Federal Taxes Total Taxes Taxes Labor $3,207 $18 $3,225

Capital $272 $0 $272

Indirect Business Taxes $466 $3,102 $3,568

Households $1,941 $726 $2,667

Corporations $1,646 $184 $1,830

Total $7,532 $4,030 $11,562

Notes: Total may not equal the sum of all due to rounding. *Includes taxes resulting from direct, indirect and induced activities. Source: The Washington Economics Group, Inc. (WEG)

The Washington Economics Group, Inc. (WEG) P a g e | 24 The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina

Of the $11.5 million of Fiscal Revenues, over $7.5 million, or 65 percent flows to the Federal government, with the remaining $4 million, or 35 percent of tax revenues allocated to State and local governments throughout South Carolina.

In essence, Southeastern Institute’s operations current and projected educational programs, together with the increased alumni earning power and expenditures, provide an important contribution to the economic development of South Carolina, by enhancing workforce skills in occupations that are critical to the State, while contributing to economic growth each year. According to the South Carolina Department of Employment and Workforce:

…….”critical needs” jobs account for 45 percent of the workforce, while only 29 percent of people have the necessary skills to fill these jobs.

https://www.scchamber.net/advocacy/priorities/workforce-development.

The quantifiable and significant economic impacts associated with Southeastern Institute operations and the additional earning power of its graduates as presented in this Study (see Appendix III for detailed tables quantifying the specific indirect, direct and induced economic impacts), do not include so-called “externality benefits” that accrue to South Carolina’s economy and society from the Institute’s alumni and operations. Among these “externality benefits” are the following:

 Improving the quality of life of State residents through improved workforce skills and higher earnings of Institute graduates.

 Supporting the economic development strategy of the State whose main goal is to create an innovation, high-wage, high-skill economy.

 Enhancing the business climate of the State by supporting a skilled workforce in present and new 21st Century industries.

The Washington Economics Group, Inc. (WEG) P a g e | 25 The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina

Appendix I. Methodology

The Washington Economics Group, Inc. (WEG) P a g e | 26 The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina

IMPLAN Model The multiplier impacts calculated by the IMPLAN model are based on input-output methodology, which explicitly considers the inter-industry linkages that exist within an economy. Each industry needs labor and inputs from other industries in order to produce economic output. Whenever an industry experiences an increase in the demand for its output, many other industries within that economy indirectly experience an increase in demand as well because of these inter-industry linkages. This increase in demand that results from the need for material inputs is called the indirect effects. In addition, an increase in production within a region also leads to an increase in household income through the hiring of workers, which in turn generates further demands for goods and services within the region. Firms also need to expand their base of physical capital to meet higher levels of demand, and this too stimulates regional economic growth. The latter effects are referred to as induced effects. The inter-industry linkages and the induced effects on consumer and capital spending lead to successive rounds of production, and this process results in an increase in output that exceeds the initial change in demand, or a multiplier effect. Similarly, the increase in household income will exceed the initial payroll increase encountered in the industry that experienced the original increase in demand. The total change in employment in the regional economy is a multiple of the direct change in employment.

The following represents the system of equations that comprise the regional economy in an extended input-output model like IMPLAN:

x1  a11x1  a12x2  a13x3  a1k xk  a1h xh  a1i xi  f1

x2  a21x1  a22x2  a23x3  a2k xk  a2h xh  a2I xI  f2

x3  a31x1  a32x2  a33x3  a3k xk  a3h xh  a3i xi  f3 

xk  ak1x1  ak 2x2  ak3x3  akk xk  akh xh  aki xi  fk

xh  ah1x1  ah2x2  ah3xh  ahkxk  ahhxh  ahixi  fh

xi  ai1x1  ai2x2  ai3xh  aik xk  aih xh  aii xi  fi

The variables x1 to xk represent total production of output in each industry. The coefficients aij represent the purchases from industry “i” that are needed to produce a dollar of output in industry “j”. These are known as the direct requirement coefficients. The variable xh refers

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to household income and the coefficients aih refer to the average amount of household income spent on purchases from industry “i”, or the average propensities to consume. The coefficients ahi are similar to the inter-industry purchases (aij’s), but they represent the household income that is generated from each dollar of output produced in industry “i”. Similarly the variable xI represents regional spending on capital goods, and the coefficients aIj represents the spending on capital goods for each dollar of output produced in industry “j”. The coefficients ajI represent the amount purchased from industry “j” for each dollar spent on capital goods within the region. The variables fj represent the exogenous final demand faced by each industry, respectively.

This system of equation reduces, using matrix notation, to the following solution for industry output and household income:

1 X  (I  A) F

X is the vector of industry outputs plus household income, and F is a vector of exogenous final demands. The “output multipliers” (i.e., the change in industry output and household income that results from a change in final demand for the output of a particular industry) are given in the columns of the (I-A)-1 matrix. The IMPLAN software calculates these multipliers for counties, states and other sub-state regions. These multipliers can be used to provide a sense of the economic importance of an industry or an economic activity in a given region. The multipliers impacts for Gross State Product, Household and Capital Income and the Government Revenue impacts are derived from the basic output multipliers given by (I-A)-1.

The IMPLAN model uses historical relationships between public-sector revenues and regional economic output in order to estimate the public-sector revenue impact resulting from the establishment of a new, or expansion of an existing economic activity.

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Appendix II. Economic Glossary

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Definitions of Economic Terms Used in the Analysis

Terms Definitions

Employment (Jobs) Total of full-time or part-time jobs.

All forms of employment income, including Employee Household (Labor) Income Compensation (wages and benefits) and Proprietor Income.

Gross State Product (GSP) The increased value of a product as a result of the economic inputs (labor and capital) expended at a given stage. In the IMPLAN Model, GSP is the sum of: Employee Compensation, Proprietor Income, Other Property Type Income (Interest) and Indirect Business Taxes. Same as “Value Added.”

Economic Impact Total value of all transactions attributed to an activity.

Direct Effects The set of expenditures applied to the predictive model (i.e., I/O multipliers) for impact analysis. It is a series (or single) of production changes or expenditures made by producers/consumers as a result of an activity or policy. These initial changes are determined by an analyst to be a result of this activity or policy. Applying these initial changes to the multipliers in an IMPLAN model will then display how the region will respond, economically to these initial changes.

Indirect Effects The impact of local industries buying goods and services from other local industries. The cycle of spending works its way backward through the supply chain until all money leaks from the local economy, either through imports or by payments to value added. The impacts are calculated by applying Direct Effects to the Type I Multipliers.

Induced Effects The response by an economy to an initial change (direct effect) that occurs through re-spending of income received by a component of value added. IMPLAN's default multiplier recognizes that labor income (employee compensation and proprietor income components of value added) is not a leakage to the regional economy. This money is re-circulated through the household spending patterns causing further local economic activity.

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Appendix III. Detailed Impact Tables

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DETAILED IMPACT TABLES

Within the main portion of this Study the economic impacts are presented at a summary level. Direct, Indirect, and Induced Impacts are aggregated into the Total Impact, and Industries are summarized by function. The Tables on the following pages present detailed impacts at the two-digit NAICS industry classification level.

The following industry summarizations are used in this Study.

1. Government and Other is the sum of: Agriculture & Forestry, Mining, Utilities, Company Management, and Government & Other.

2. Knowledge-Based Services is the sum of: Information, Finance & Insurance, Real Estate, Professional Services, Administrative, Educational Services, Health & Social Services, Arts, Entertainment & Recreation, and Other Services.

3. Wholesale Trade & Transportation Services is the sum of: Wholesale Trade, and Transportation & Warehousing.

4. The Accommodation and Food Services sector was renamed to Visitor Industry.

Southeastern Institute (SEI) Annually Recurring Economic Impacts of the Multifaceted Activities on South Carolina

Table A-1. Jobs Supported by the Multifaceted Activities of SEI on South Carolina ...... 34

Table A-2. Household Income Created by the Multifaceted Activities of SEI on South Carolina ...... 35

Table A-3. Gross State Product (Value-Added) Impacts Generated by the Multifaceted Activities of SEI on South Carolina ...... 36

Table A-4. Total Annual Economic Impact Resulting from the Multifaceted Activities of SEI on South Carolina ...... 37

Table A-5. Fiscal Contributions Resulting from the Multifaceted Activities of SEI on South Carolina ...... 37

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Southeastern Institute (SEI) Annually Recurring Economic Impacts of the Increased Alumni Earning Power on South Carolina

Table B-1. Jobs Supported by the Increased Alumni Earning Power of SEI on South Carolina ...... 38

Table B-2. Household Income Created by the Increased Alumni Earning Power of SEI on South Carolina ...... 39

Table B-3. GSP (Value-Added) Impacts Generated by the Increased Alumni Earning Power of SEI on South Carolina ...... 40

Table B-4. Total Economic Impact Arising from the Increased Alumni Earning Power of SEI on South Carolina ...... 41

Table B-5. Fiscal Contributions Resulting from the Increased Alumni Earning Power of SEI on South Carolina ...... 41

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SEI Annually Recurring Economic Impacts of the Multifaceted Activities on South Carolina (Includes Ongoing Operations, Proposed New Programs and Current & Future Alumni Earnings)

Table A-1. Jobs Supported by the Multifaceted Activities of SEI on South Carolina Impacts Industry Direct Indirect Induced Total Agriculture & Forestry 0.0 0.4 0.7 1.1 Mining 0.0 0.2 0.1 0.3 Utilities 0.0 1.9 0.6 2.5 Construction 0.0 10.8 2.2 13.0 Manufacturing 0.5 2.3 1.5 4.3 Wholesale Trade 0.0 3.3 4.4 7.7 Retail Trade 54.5 2.8 33.4 90.8 Transportation & Warehousing 209.6 9.6 5.3 224.5 Information 0.3 3.7 2.6 6.5 Finance & Insurance 47.2 44.1 11.4 102.7 Real Estate 127.3 24.9 10.6 162.8 Professional Services 4.8 22.0 7.8 34.7 Company Management 6.1 1.4 0.7 8.3 Administrative 0.0 62.0 12.9 74.9 Educational Services 133.5 2.4 6.0 141.9 Health & Social Services 67.9 0.2 30.9 98.9 Arts, Entertainment & Recreation 62.4 3.3 5.7 71.4 Accommodation & Food Services 0.0 8.8 27.1 35.8 Other Services 72.9 7.8 21.3 102.1 Government & Other 0.0 1.4 1.2 2.5

Total: 787.0 213.2 186.5 1,186.7 Note: Total may not equal the sum of all due to rounding. Source: The Washington Economics Group, Inc. (WEG)

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Table A-2. Household Income Created by the Multifaceted Activities of SEI on South Carolina ($ in Thousands) Impacts Industry Direct Indirect Induced Total Agriculture & Forestry $0.0 $6.2 $8.6 $14.8 Mining $0.0 $4.1 $1.8 $5.9 Utilities $0.0 $220.8 $72.0 $292.8 Construction $0.0 $522.5 $107.1 $629.6 Manufacturing $22.2 $138.3 $95.8 $256.3 Wholesale Trade $0.0 $231.5 $308.7 $540.2 Retail Trade $1,387.2 $85.5 $963.4 $2,436.1 Transportation & Warehousing $4,381.8 $482.3 $259.0 $5,123.1 Information $18.6 $243.7 $165.7 $428.0 Finance & Insurance $2,315.2 $2,482.1 $670.7 $5,468.0 Real Estate $2,515.3 $564.0 $231.6 $3,310.9 Professional Services $217.2 $1,387.3 $472.6 $2,077.1 Company Management $493.6 $111.1 $60.2 $664.9 Administrative $0.0 $2,004.7 $396.6 $2,401.3 Educational Services $4,283.6 $46.4 $179.7 $4,509.7 Health & Social Services $2,864.0 $10.6 $1,695.7 $4,570.3 Arts, Entertainment & Recreation $1,195.7 $42.4 $101.8 $1,339.9 Accommodation & Food Services $0.0 $193.5 $575.2 $768.7 Other Services $1,835.0 $317.6 $672.1 $2,824.7 Government & Other $0.0 $109.3 $88.1 $197.4 Total $21,529.4 $9,203.9 $7,126.4 $37,859.7 Note: Total may not equal the sum of all due to rounding. Source: The Washington Economics Group, Inc. (WEG)

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Table A-3. Gross State Product (Value-Added) Impacts Generated by the Multifaceted Activities of SEI on South Carolina ($ in Thousands) Impacts Industry Direct Indirect Induced Total Agriculture & Forestry $0.0 $8.9 $18.5 $27.4 Mining $0.0 $15.1 $6.7 $21.8 Utilities $0.0 $656.4 $213.3 $869.7 Construction $0.0 $808.6 $164.2 $972.8 Manufacturing $41.2 $249.1 $207.7 $498.0 Wholesale Trade $0.0 $472.0 $629.7 $1,101.7 Retail Trade $2,380.5 $133.7 $1,626.4 $4,140.6 Transportation & Warehousing $5,699.2 $597.2 $326.6 $6,623.0 Information $93.6 $470.4 $399.0 $963.0 Finance & Insurance $3,197.0 $3,451.9 $991.7 $7,640.6 Real Estate $15,438.7 $3,155.2 $3,419.7 $22,013.6 Professional Services $585.1 $1,675.2 $614.7 $2,875.0 Company Management $617.7 $139.1 $75.3 $832.1 Administrative $0.0 $2,550.7 $488.8 $3,039.5 Educational Services $4,468.7 $47.6 $186.3 $4,702.6 Health & Social Services $3,135.6 $10.8 $1,991.4 $5,137.8 Arts, Entertainment & Recreation $1,961.2 $58.5 $189.1 $2,208.8 Accommodation & Food Services $0.0 $273.9 $871.9 $1,145.8 Other Services $2,713.4 $439.3 $744.7 $3,897.4 Government & Other $0.0 $221.0 $176.1 $397.1 Total $40,331.9 $15,434.6 $13,341.8 $69,108.3 Note: Total may not equal the sum of all due to rounding. Source: The Washington Economics Group, Inc. (WEG)

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Table A-4. Total Economic Impact Resulting from the Multifaceted Activities of SEI on South Carolina ($ in Thousands) Impacts Industry Direct Indirect Induced Total Agriculture & Forestry $0.0 $22.8 $52.8 $75.6 Mining $0.0 $33.1 $13.9 $47.0 Utilities $0.0 $1,752.1 $568.6 $2,320.7 Construction $0.0 $1,637.2 $342.6 $1,979.8 Manufacturing $110.0 $748.6 $700.1 $1,558.7 Wholesale Trade $0.0 $736.5 $982.3 $1,718.8 Retail Trade $3,771.8 $215.5 $2,597.3 $6,584.6 Transportation & Warehousing $11,866.9 $1,106.2 $660.5 $13,633.6 Information $124.4 $1,559.0 $1,303.0 $2,986.4 Finance & Insurance $7,576.9 $7,840.3 $2,338.0 $17,755.2 Real Estate $22,772.0 $4,690.7 $5,201.7 $32,664.4 Professional Services $1,002.5 $2,655.2 $969.0 $4,626.7 Company Management $1,195.8 $269.3 $145.9 $1,611.0 Administrative $0.0 $4,057.4 $793.6 $4,851.0 Educational Services $8,106.3 $81.3 $310.0 $8,497.6 Health & Social Services $5,927.7 $17.4 $3,132.6 $9,077.7 Arts, Entertainment & Recreation $3,595.5 $147.0 $394.2 $4,136.7 Accommodation & Food Services $0.0 $507.9 $1,619.6 $2,127.5 Other Services $4,269.6 $676.5 $1,162.1 $6,108.2 Government & Other $0.0 $474.7 $388.6 $863.3 Total $70,319.4 $29,228.7 $23,676.4 $123,224.5 Note: Total may not equal the sum of all due to rounding. Source: The Washington Economics Group, Inc. (WEG)

Table A-5. Fiscal Contributions Resulting from the Multifaceted Activities of SEI on South Carolina ($ in Thousands) Federal Type State / Local Total Taxes Paid By Taxes Type Taxes Taxes Labor $3,948.4 $21.8 $3,970.2 Capital $290.6 $0.0 $290.6 Indirect Business Taxes $541.7 $3,606.2 $4,147.9 Households $2,322.6 $869.0 $3,191.6 Corporations $1,789.1 $199.7 $1,988.8 Total: $8,892.4 $4,696.7 $13,589.1 Note: Total may not equal the sum of all due to rounding. Source: The Washington Economics Group, Inc. (WEG)

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Southeastern Institute (SEI) Annually Recurring Economic Impacts of the Increased Alumni Earning Power on South Carolina

Table B-1. Jobs Supported by the Increased Alumni Earning Power of SEI on South Carolina Impacts Industry Direct Indirect Induced Total Agriculture & Forestry 0.0 0.3 0.6 0.9 Mining 0.0 0.2 0.1 0.3 Utilities 0.0 1.6 0.5 2.1 Construction 0.0 10.2 1.8 12.0 Manufacturing 0.0 1.9 1.3 3.1 Wholesale Trade 0.0 2.8 3.6 6.5 Retail Trade 54.5 2.7 27.9 85.0 Transportation & Warehousing 209.6 8.7 4.4 222.7 Information 0.3 2.9 2.2 5.4 Finance & Insurance 47.2 43.3 9.5 100.0 Real Estate 126.4 19.2 8.8 154.4 Professional Services 0.0 18.9 6.5 25.5 Company Management 0.0 1.3 0.6 1.9 Administrative 0.0 57.7 10.8 68.4 Educational Services 43.7 1.6 5.0 50.3 Health & Social Services 67.9 0.2 25.7 93.8 Arts, Entertainment & Recreation 62.4 2.3 4.8 69.4 Accommodation & Food Services 0.0 7.0 22.6 29.5 Other Services 72.9 6.6 17.8 97.3 Government & Other 0.0 0.8 1.0 1.8

Total: 684.9 190.2 155.5 1030.3 Note: Total may not equal the sum of all due to rounding. Source: The Washington Economics Group, Inc. (WEG)

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Table B-2. Household Income Created by the Increased Alumni Earning Power of SEI on South Carolina ($ in Thousands) Impacts Industry Direct Indirect Induced Total Agriculture & Forestry $0.0 $5.3 $7.2 $12.5 Mining $0.0 $3.8 $1.5 $5.3 Utilities $0.0 $188.1 $59.9 $248.0 Construction $0.0 $491.3 $89.3 $580.6 Manufacturing $0.0 $114.8 $79.9 $194.7 Wholesale Trade $0.0 $199.2 $257.3 $456.5 Retail Trade $1,387.2 $80.2 $803.3 $2,270.7 Transportation & Warehousing $4,381.8 $433.6 $216.0 $5,031.4 Information $18.6 $194.7 $138.1 $351.4 Finance & Insurance $2,315.2 $2,424.8 $559.0 $5,299.0 Real Estate $2,496.2 $440.2 $192.9 $3,129.3 Professional Services $0.0 $1,199.5 $394.2 $1,593.7 Company Management $0.0 $103.1 $50.2 $153.3 Administrative $0.0 $1,865.1 $330.7 $2,195.8 Educational Services $840.2 $31.4 $150.3 $1,021.9 Health & Social Services $2,864.0 $10.6 $1,413.5 $4,288.1 Arts, Entertainment & Recreation $1,195.7 $30.2 $85.0 $1,310.9 Accommodation & Food Services $0.0 $153.6 $479.6 $633.2 Other Services $1,835.0 $262.3 $560.2 $2,657.5 Government & Other $0.0 $63.6 $73.4 $137.0 Total $17,333.9 $8,295.4 $5,941.5 $31,570.8 Note: Total may not equal the sum of all due to rounding. Source: The Washington Economics Group, Inc. (WEG)

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Table B-3. GSP (Value-Added) Impacts Generated by the Increased Alumni Earning Power of SEI on South Carolina ($ in Thousands) Impacts Industry Direct Indirect Induced Total Agriculture & Forestry $0.0 $7.2 $15.4 $22.6 Mining $0.0 $13.9 $5.6 $19.5 Utilities $0.0 $571.2 $177.7 $748.9 Construction $0.0 $760.3 $136.9 $897.2 Manufacturing $0.0 $210.5 $173.1 $383.6 Wholesale Trade $0.0 $406.3 $524.9 $931.2 Retail Trade $2,380.5 $125.3 $1,356.1 $3,861.9 Transportation & Warehousing $5,699.2 $537.1 $272.4 $6,508.7 Information $93.6 $381.0 $332.4 $807.0 Finance & Insurance $3,197.0 $3,379.0 $826.5 $7,402.5 Real Estate $15,321.2 $2,457.8 $2,852.3 $20,631.3 Professional Services $0.0 $1,440.5 $512.7 $1,953.2 Company Management $0.0 $129.1 $62.8 $191.9 Administrative $0.0 $2,378.1 $407.6 $2,785.7 Educational Services $861.1 $32.2 $155.9 $1,049.2 Health & Social Services $3,135.6 $10.8 $1,659.8 $4,806.2 Arts, Entertainment & Recreation $1,961.2 $42.3 $157.8 $2,161.3 Accommodation & Food Services $0.0 $216.8 $727.0 $943.8 Other Services $2,713.4 $362.3 $620.8 $3,696.5 Government & Other $0.0 $127.6 $146.7 $274.3 Total $35,362.8 $13,589.3 $11,124.4 $60,076.5 Note: Total may not equal the sum of all due to rounding. Source: The Washington Economics Group, Inc. (WEG)

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Table B-4. Total Economic Impact Resulting from the Increased Alumni Earning Power of SEI on South Carolina ($ in Thousands) Impacts Industry Direct Indirect Induced Total Agriculture & Forestry $0.0 $15.8 $44.0 $59.8 Mining $0.0 $29.9 $11.6 $41.5 Utilities $0.0 $1,537.7 $473.6 $2,011.3 Construction $0.0 $1,539.4 $285.7 $1,825.1 Manufacturing $0.0 $623.7 $583.5 $1,207.2 Wholesale Trade $0.0 $633.9 $818.9 $1,452.8 Retail Trade $3,771.8 $202.1 $2,165.7 $6,139.6 Transportation & Warehousing $11,866.9 $996.2 $550.9 $13,414.0 Information $124.4 $1,273.3 $1,085.3 $2,483.0 Finance & Insurance $7,576.9 $7,682.2 $1,948.4 $17,207.5 Real Estate $22,598.7 $3,644.6 $4,338.8 $30,582.1 Professional Services $0.0 $2,280.4 $808.3 $3,088.7 Company Management $0.0 $249.9 $121.6 $371.5 Administrative $0.0 $3,774.0 $661.9 $4,435.9 Educational Services $1,467.6 $55.1 $259.3 $1,782.0 Health & Social Services $5,927.7 $17.4 $2,610.8 $8,555.9 Arts, Entertainment & $3,595.5 $106.5 $328.9 $4,030.9 Recreation Accommodation & Food Services $0.0 $402.6 $1,350.5 $1,753.1 Other Services $4,269.6 $558.3 $968.6 $5,796.5 Government & Other $0.0 $277.2 $323.7 $600.9 Total $61,199.1 $25,900.2 $19,740.0 $106,839.3 Note: Total may not equal the sum of all due to rounding. Source: The Washington Economics Group, Inc. (WEG)

Table B-5. Fiscal Contributions Resulting from the Increased Alumni Earning Power of SEI on South Carolina ($ in Thousands) Federal Type State / Local Total Taxes Paid By Taxes Type Taxes Taxes Labor $3,206.8 $17.7 $3,224.5 Capital $272.6 $0.0 $272.6 Indirect Business Taxes $466.0 $3,102.3 $3,568.3 Households $1,940.7 $726.1 $2,666.8 Corporations $1,646.3 $183.8 $1,830.1 Total: $7,532.4 $4,029.9 $11,562.3 Note: Total may not equal the sum of all due to rounding. Source: The Washington Economics Group, Inc. (WEG)

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Appendix IV. The Washington Economics Group, Inc. Project Team and Qualifications

The Washington Economics Group, Inc. (WEG) P a g e | 42 The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina

J. Antonio Villamil Founder and Senior Advisor

Tony Villamil is a nationally recognized economist, with over thirty-five years of successful career as a business economist, university educator and high-level policymaker for both federal and state governments. Tony was selected in 2008 as the founding Dean of the School of Business of St. Thomas University, serving successfully until December 31, 2013 at which time he resigned to return as senior advisor to the growing economic consulting practice that he founded, The Washington Economics Group, Inc. (WEG), a Florida-based firm established in 1993 upon returning to the State from his public service in Washington, D.C.

Tony is the immediate past Chairman of the Governor’s Council of Economic Advisors of Florida, and during 1999-2000, he was selected by Governor Bush as his first Director for Tourism, Trade and Economic Development. Previously, he was appointed by President George H. W. Bush as U.S. Undersecretary of Commerce for Economic Affairs, receiving unanimous U.S. Senate confirmation. Presently he is active on Corporate Board of Directors, including Mercantil Holding Corporation and Amerant Bank, N.A., Pan American Life Insurance Group (PALIG), Spanish Broadcasting System (SBS) and AGMUS Ventures Inc. (AVI).

Among civic and professional leadership positions, he is currently Chairman of the Economic Roundtable and member of the Board of Directors of the Beacon Council-Miami-Dade County’s official economic development organization. He is also on the Board of Directors of the Greater Miami Chamber of Commerce. He serves as Senior Fellow of the James Madison Institute (JMI) of Tallahassee, Florida.

He earned Bachelor and Master Degrees in Economics from Louisiana State University (LSU), where he also completed coursework for the Ph.D. Degree. In 1991, Florida International University (FIU) awarded him a Doctoral Degree in Economics (hc), for “distinguished contributions to the Nation in the field of economics.” He frequently speaks to business, government and university audiences on the Florida economy, U.S. trade policy and economic development issues.

Tony is a resident of Coral Gables, Florida, where he lives with his family, traveling frequently throughout Florida, the U.S. and globally to conduct research and presentations for clients of The Washington Economics Group, Inc. (WEG)

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Charles K. Yaros Associate Consultant for Economics

Chuck Yaros is an Associate Consultant for Economics at The Washington Economics Group, Inc. (WEG). He serves as economic consultant in the areas of financial economics and economic impact studies. Prior to joining WEG he was a Vice President and Portfolio Strategist at Shay Financial Services in Miami where he specialized in developing, implementing and managing interest rate risk and capital optimization strategies for financial institutions.

Mr. Yaros has over 20 years of experience as a business and financial economist, having worked in a number of positions of progressive responsibility in the South Florida business community. Additionally, he has spoken and taught courses on financial risk management.

Chuck received his undergraduate degree in Economics with Honors from Trinity College and his Master’s degree in Economics from Duke University, where he also completed course work for the Ph.D. degree. Chuck and his family are residents of Coral Gables, Florida.

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Haydee M. Carrion Executive and Senior Research Assistant

Haydee M. Carrion has been Executive and Senior Research Assistant to Dr. Villamil since the firm’s founding in 1993. She has senior level expertise in multi-media presentations and in the preparation and design of complex reports and documents for clients, utilizing the latest technologies.

In 2012, WEG promoted her to Senior and Project Research Assistant to the firm, given outstanding performance in web-based research and in assistance to the firm’s Principal in the preparation of audio-visual presentations for clients and in desktop publishing. Ms. Carrion is fluent in Spanish, with experience in the preparation of economics and business documents in the language.

Ms. Carrion has been with WEG for over 20 years. Ms. Carrion holds AA and AS degrees in Business Administration and Office System Technologies from Miami-Dade College.

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The Washington Economics Group, Inc. (WEG) has been successfully meeting client objectives since 1993 through economic consulting services for corporations, institutions and governments of the Americas. We have the expertise, high-level contacts, and business alliances to strengthen your competitive positioning in the growing marketplaces of Florida, Latin America and the Caribbean.

Our roster of satisfied clients, over the past 25 years, includes corporations, financial institutions, public entities, and non-profit associations expanding their operations in the Americas.

EXCLUSIVE CONSULTING APPROACH:

Each client is unique to us. We spend considerable time and effort in understanding the operations, goals, and objectives of clients as they seek our consulting and strategic advice. We are not a mass- production consulting entity nor do we accept every project that comes to us. We engage a limited number of clients each year that require customized consulting services in our premier areas of specialization. These premier and exclusive services are headed by Founder and Senior Advisor J. Antonio (Tony) Villamil. Tony is a former U.S. Under Secretary of Commerce with over thirty- five years of experience as a business executive and as a senior public official of the U.S. and most recently of Florida.

PREMIER CONSULTING SERVICES:

Economic Impact Studies highlight the importance of a client's activities in the generation of income, output and employment in the market area serviced by the entity. These studies are also utilized to analyze the impact of public policies on key factors that may affect a client's activities such as tax changes, zoning, environmental permits and others. Strategic Business Development Services are customized to meet client objectives. Recent consulting assignments include customized marketing strategies, country risk assessments for investment decisions and corporate spokesperson activities and speeches on behalf of the client at public or private meetings. Economic Development Strategies. The firm supports cities, counties and states in developing targeted economic development plans and strategies to attract, retain and expand high-wage industries. Each plan is based on the factor endowments of the area, and in close coordination with public officials in charge of economic development.

For a full description of WEG capabilities and services, visit our website at: www.weg.com

The Washington Economics Group, Inc. (WEG) P a g e | 46 The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina

The Washington Economics Group, Inc. Representative Client List 1993-2019 Multinational Corporations ALSTOM Lockheed Martin Ameritech International Lucent Technologies Bureau Veritas (BIVAC) MasterCard International Carrier MediaOne/AT&T Carnival Corp. Medtronic Esso Inter-America Merck Latin America FedEx Latin America Microsoft Latin America Genting Group Motorola Hyatt Phelps Dodge IBM SBC Communications Joseph E. Seagram & Sons, Inc. (Vivendi) Telefonica Data Systems KPMG Visa International Construction and Real Estate Development Firms Areas USA, Inc. Inland Port Systems, LLC Barron Collier Companies Landstar Development Berkowitz Development Group LXR Luxury Resorts Boca Developers Miami Asset Management Company, Inc. CDS International Miapolis, LLC Century Homebuilders Odebrecht Construction, Inc. Codina Realty Palazzo Las Olas Group, LLC Chateau Group Tate Capital Empire World Towers, LLC The Allen Morris Company ESJ Capital Partners The Related Group, Inc. Ferro Investment Group, LLC The Rouse Company Flagler Development The St. Joe Company Florida East Coast Realty Inc. Trammel Crow Company Florida Realtors WCI Development Companies Engineering, Planning and Design Firms AECOM (DMJM Harris) HNTB Atkins (PBSJ) Kimley-Horn and Associates CDM Smith (Wilbur Smith Associates) Parsons Brincherhoff Golder Associates Redevelopment Management Associates (RMA) Colleges and Universities Alabama State University San Ignacio College Barry University Sistema Universitario Ana G. Méndez Eckerd College St. Thomas University Embry-Riddle Aeronautical University Southeastern Institute (SEI) Florida Agricultural & Mechanical University University of Central Florida Florida International University Universidad Politécnica de Puerto Rico Full Sail University University of Florida Keiser University University of Miami Los Angeles Film School UM’s Rosenstiel School of Marine and Atmospheric Science Miami-Dade College University of South Florida/ENLACE Palm Beach Medical Education Corporation University of South Florida Rocky Mountain College of Art and Design Law Firms Becker & Poliakoff Gloria Roa Bodin, Esq. Bilzin Sumberg Greenberg Traurig, LLP Carlton Fields Holland & Knight, LLP Colson Hicks Eidson Steel Hector & Davis DLA Piper Tew Cardenas, LLP Dunbar & Dunbar Financial Institutions ABN-AMRO Bank First Union National Bank (Wells Fargo) Advantage Capital Hemisphere National Bank Allen & Company HSBC/Marine Midland BNP Paribas International Bank of Miami (First United Bank) BAC Florida Lazard Freres & Co. Bank Atlantic Corp. Mercantil Bank N.A. BankUnited, FSB Pan American Life Insurance Group (PALIG) Barclays Bank PointeBank, N.A. ESJ Capital Partners Seitlin Insurance Espirito Santo Bank Sun Trust Corporation FBA The Equitable/AXA Advisors FIBA TD Bank, N.A. Fiduciary Trust International Union Planters Bank of Florida (Regions)

The Washington Economics Group, Inc. (WEG) P a g e | 47 The Economic Impacts of Southeastern Institute (SEI) on the State of South Carolina

Florida-Based Companies All Aboard Florida Iberia Tiles AmericanAirlines Arena International Speedway Corporation (ISC) Atlantic Sapphire Jungle Island BMI Companies Lake Nona Communikatz Mercy Hospital CoreMessages Miami Dolphins Daytona International Speedway Nopetro LLC Dosal Tobacco Palm Beach Premier Drivers Club Miami Resorts World Miami (RWM) Farm Stores Ron Sachs Communications Fishkind & Associates Rolling Loud Florida Hospital Sprint of Florida Florida Marlins eMerge Americas Florida Power & Light The Biltmore Hotel Flo-Sun Sugar Corp. The Heat Group Greater Miami Convention & Visitors Bureau Ultimate Software Greater Ft. Lauderdale Alliance Ultra Music Festival Homestead-Miami Speedway VICTUS Non-Florida-Based Institutions Darlington Raceway Richmond International Raceway Georgia Retail Federation Talladega Superspeedway Illinois Retail Merchant Association The Seed Foundation Indiana Retail Council United States Tennis Association (USTA) Kansas Speedway Virginia International Raceway Martinsville Speedway Washington Retail Association New Jersey Motorsports Park (NJMP) Watkins Glen International Progress Energy Public Institutions and Non-Profit Organizations Baptist Health South Florida Greater Tallahassee Chamber of Commerce BayCare Health System Independent Colleges and Universities of Florida (ICUF) Broward County Public Schools Indian River County Chamber of Commerce Career Source North Central Florida Inter-American Development Bank Chapman Partnership Jackson Health Systems Citizens of Clean Energy Jacksonville Chamber of Commerce City of Boca Raton Jewish Community Services City of Coral Gables Louisiana Committee for Economic Development City of Doral Miami Marine Stadium City of Plantation Miami Museum of Science City of West Palm Beach Miami-Dade County Public Schools Economic Development Commission of Collier County Miami-Dade Expressway Authority Economic Development Commission of Lee County Miami Downtown Development Authority Economic Development Commission of Mid-Florida Palm Beach International Agricultural Summit Enterprise Florida, Inc. Port of Miami Farm Share, Inc. SEIU Florida Florida Bankers Association South Florida Progress Foundation Florida Citrus Mutual Space Florida Florida Chamber of Commerce State of Florida Florida International Bankers Association SW Florida Regional Chamber of Commerce Florida Institute for Commercialization of Public Sylvester Comprehensive Cancer Center Research Tampa-Hillsborough Expressway Authority Florida League of Cities The Beacon Council Florida Nursing Homes Alliance The Florida Bar Florida Outdoor Advertising Association The Florida Chamber Foundation Florida Ports Council The Florida Coalition for Capital Florida Retail Association United Nations Economic Development Program Florida Sports Foundation United Teachers of Dade Florida Venture Forum Visit Florida Friends of Miami Marine Stadium Zoological Society of Florida Greater Tampa Chamber of Commerce Latin America-Based Institutions Allied-Domecq, Mexico Mercantil Servicios Financieros, Venezuela Association of Peruvian Banks Peruvian Management Institute (IPAE) Federation of Inter-American Financial Institutions The Brunetta Group of Argentina (FIBAFIN) Fonalledas Enterprises, Puerto Rico

The Washington Economics Group, Inc. (WEG) P a g e | 48 Attachment 6

LAWRENCE K. GROOMS SENATE ADDRESS: SENATOR BERKELEY AND CHARLESTON GRESSETTE SENATE BLDG. COUNTIES P.O. BOX 142 SENATORIAL DISTRICT NO. 37 COLUMBIA, SC 29202 TEL. : (803) 212-6400 COMMITTEES: FAX: (803) 212-6299 TRANSPORTATION, Chairman EMAIL: [email protected] FINANCE EDUCATION RULES

July 30, 2019

The Honorable Robert W. Hayes Jr., Chairman and Commissioners of the SC Commission on Higher Education 1122 Lady Street, Suite 300 Columbia, SC 29201

Dear Chairman Hayes and Commissioners:

I write in support of Southeastern Institute’s application to offer Radiologic Technology, Diagnostic Medical Ultrasound, Information Technology, and Business programs at its Columbia and Charleston campuses.

The programs for which Southeastern Institute has submitted application address the skilled workforce needs in the rapidly growing Charleston-Berkeley-Dorchester area. Southeastern provides these skills in an individualized, hands on environment.

For example, the Radiologic and Ultrasound programs will help meet the requirements for a growing local healthcare population. Roper St. Francis Hospital will be opening this fall in Berkeley County, offering comprehensive inpatient services, and a new medical building at that location will provide a variety of specialists and outpatient services. The Medical University of South Carolina is opening a new children’s hospital in October. The need for medical professionals is growing daily.

I fully support Southeastern Institute’s application and encourage your favorable consideration. If you have any questions, please do not hesitate to contact me.

Sincerely,

Larry Grooms

P. 0. BOX 11867 •COLUMBIA, S.C. 29211 •TELEPHONE 734-2010

June,2019

SC Commission on Higher Education

1122 Lady Street. STE 300

Columbia , SC 29201

Dear Members,

This correspondence is intended to highlight the necessity for the Medical, Information Technology, Business careers in the Tri County Area. Our area is in need of many resources to assist with the challenges of high demand for these.

Education and support services are in critical need. The availability for Applied Science in Information Technology, Business Management with concentrations in Accounting and Management as well a diagnostic Medical Sonograph and Radiology Technology is needed. Having limited sources does not permit our area to meet the needs of our medical community Competition provides improves services and additional resources to ensure our need are met.

The Tri County area of Charleston, Berkeley and Dorchester, is one of the fastest growing areas in our state. Our area has experience a boom in new residences and needs. And while this trend will increase in the futures, we should be offering every opportunity possible to make sure we can meet them by provides as many opportunities as possible to fill positions. Without additional resources, we are limited in ensuring our ability to meet the needs of this area.

Respectfully, ~ tt Representative

District 114

PO Box 11867

Columbia, SC 29211

843-296-3105 OFFICE ADDRESS: HOME ADDRESS: 414-C Blatt Building Post Office Box 1617 Columbia, SC 29201 Moncks Corner, SC 29461 (803) 212-6930 (843) 729-9243 [email protected]

Committee: Judiciary REPRESENTATIVE SYLLESTE H. DAVIS THE HOUSE OF REPRESENTATIVES STATE OF SOUTH CAROLINA District 100

To Whom It May Concern:

I am writing today in support of Southeastern Institute and their efforts to offer Radiologic Technology, Diagnostic Medical Ultrasound, Information Technology, and Business programs at the Columbia, SC and Charleston, SC campuses.

Overall, Southeastern Institute is important to our community because it provides needed skills for the growing local workforce in an environment that allows for individualized attention and a hands-on education. Specifically, the programs for which Southeastern Institute has submitted application address high growth workforce needs in the Charleston-Berkeley-Dorchester County area.

For example, the Radiologic Technology and Diagnostic Medical Ultrasound programs help to meet the requirements for a growing local population and our growing healthcare needs. In fact, a new Roper St. Francis Hospital will be opening October 2019 in Berkeley County with comprehensive in-patient services. In addition, a new medical building at that same location will provide a variety of specialists and outpatient services. Also, the Medical University of South Carolina is opening a new children's hospital in October. The need for medical professionals is growing daily.

As an elected official representing parts of Berkeley County, South Carolina, I am in full support of providing quality education choices for students and thereby providing quality employees for the growing workforce needs of our business community. Southeastern Institute provides both a quality education and quality employees. I am in full support of their program applications.

Please feel free to contact me at (843) 729-9243 should you have any questions.

Best regards,

July 16, 2019

Janet Clark Southeastern Institute 1628 Browning Road, Suite 180 Columbia, SC 29210

To whom it may concern:

The purpose of this letter is to express support for Southeastern Institute and its presence in Columbia, South Carolina. Southeastern Institute has been an active Partner in the Columbia Chamber for nearly 20 years lending both time and talent to the Chamber.

Power Partners are businesses who invest in the Chamber at a higher level. An annual event for this group, “Power in Heels”, is geared towards women in those companies. Southeastern Institute has provided students and graduates who provided chair massages for this event. Students of Southeastern Institute present themselves professionally at this event. The Chamber consistently receives positive feedback regarding this event, particularly the massages.

Members of Southeastern Institute’s staff have also graduated from the Chamber’s Leadership Columbia program. This is a competitive program and selected candidates have the opportunity to have an in-depth look at the critical issues facing the community.

Southeastern Institute is a valued member of our business community. Please feel free to contact me if you have any additional questions.

Take Care,

Carl W. Blackstone President & CEO

930 RICHLAND STREET | COLUMBIA SC 29201 // 803.733.1110 // COLUMBIACHAMBER.COM

1923 Pickens St. – Columbia, SC 29201 [email protected]

July 8, 2019

To Whom It May Concern:

Southeastern Institute is important to our community for several reasons. I am a graduate of SEI (Licensed 8/12/2010). I feel that I received the absolute best training from some of the best instructors in the industry. As a result, I am an entrepreneur turned business owner of Medical Massage & Bodywork Center here in the downtown Columbia area for the past four years. I only have the one location, however, I am currently seeking more office space to open within the next 2 years (city unknown at the moment). As a way to give back, I also volunteer to tutor some of Mrs. Michelin’s students at least once per week on techniques, body mechanics, entrepreneurship and business ownership as it relates to their massage practices. Although I received certifications in Medical Massage (Advanced), Massage Cupping and others, SEI is where I gained my baseline knowledge and practice. I still refer back to all of my notes and books received in those classes.

Mrs. Michelin, along with other current and former instructors, took their time and made sure the Massage Therapy graduates of SEI knew and completely understood the importance of the quality of our work, professionalism, time management and organizational skills. Quality produces the many benefits of massage as it relates to each individual. Time management simply says that we respect our client’s time by beginning and ending their session on time as we would want them to respect ours by being on time for each scheduled appointment. Professionalism and Organization speaks to your character as an entrepreneur or business owner. Also setting clear and concise goals and achieving them.

All of that said, the aforementioned programs such as Radiologic Technology, Diagnostic Medical Ultrasound, Information Technology, and Business programs will be a great and much needed asset to ALL campuses of Southeastern Institute. It will allow the students to gain more knowledge of what it would be like to actually BE and entrepreneur or business owner in this rapidly growing industry. Especially if they have the opportunity to work on a project where they actually opened one. For example, drawing up the floor plans, creating a name for the business, coming up with a budget, employee staff, décor, etc. (Hint: CE classes for Medical Massage or others wouldn’t hurt)

Finally, I hope this helps with your decision to create and implement these programs into the Southeastern Institute Massage Therapy program on ALL campuses involved. Please feel free to contact me for more information if needed.

Regards,

Mariea Gibbs, LMT, MMP, CNA, PCT Owner/Director

All is Well Massage and Skin 9367 Two Notch Rd. Columbia, SC 29223 803-740-0979 Alliswellcolumbia.com

July 6, 2019

To Whom It May Concern,

I am writing this letter on behalf of Southeastern Institute in Columbia, SC. I fully support SEI offering new and exciting programs for the community.

I am a very lucky 2017 graduate of SEI and I have to say it was one of the best decisions I have ever made. You see, I am not made for a four year degree. It is simply not something I am capable of dedicating my life to, but SEI gave me a great educational opportunity that helped me meet my financial goals in just eight months. I became a successful licensed massage therapist with a thriving practice in NE Columbia.

When I was taking classes at SEI, there were not many students like me. We all came from very different walks of life. There were recent high school graduates, retired military, stay at home moms looking for a career. The list goes on, but we all had one thing is common. We wanted to learn a skill to increase our earning potential. That is what SEI offers its students; the opportunity to learn a marketable skill that is not wasted, but rather offers real earning potential to students who do not feel that years and years of schooling fit into their life plan.

I am excited for the growth that Southeastern Institute has planned for the future. These programs are going to offer future students tangible opportunities to earn solid employment and a fair wage in the community in which I live. There is no better accomplishment than that.

Sincerely,

Jennifer Meek Kuhns Jennifer Meek Kuhns

Pamela Burgess, AS, LMT, CRMT July 1, 2019 Healing Medicine, LLC 500 Lexington Ave Suite B Chapin, SC 29036

RE: SOUTHEASTERN INSTITUTE

To Whom It May Concern:

My name is Pamela Burgess. I am a Massage Therapy business owner, SC Approved Continuing Education Provider, former Director of Massage Therapy at Hand and Stone Columbia, and Licensed Massage Therapist in South Carolina. It is my understanding Southeastern Institute is seeking to offer Radiologic Technology, Diagnostic Medical Ultrasound, Information Technology and Business programs at their Columbia and Charleston campuses. I am writing this letter in support of Southeastern Institute’s intention to offer these new programs on their Columbia and Charleston campuses.

Since 2012, I have had the privilege of serving on the Massage Therapy Advisory Board at Southeastern, have been a former educational presenter, and hired students who have been SEI graduates. The students from SEI have exemplary skills, knowledge and success within Hand and Stone Columbia due to their working knowledge and application of Massage Therapy from SEI. I have found the Massage Therapy Program to exceed the needs of the students to pass the MBLEX and move forward into their working profession with confidence. I would definitely hire a SEI student!

I highly recommend the expansion of new programs into the Columbia and Charleston campuses knowing the programs at SEI are extensive, professional, and offer the opportunity for people within the community to study a new profession and obtain new jobs. This will help our communities fill current job openings and expand our medical services.

Southeastern Institute has an excellent reputation and expanding the campus programs will create growth and jobs for the community. This is a WIN for all involved!

If you need further information, please feel free to contact me. It’s my honor to support Southeastern Institute and its Faculty!

Pamela Burgess Pamela Burgess, AS, LMT #8050, CRMT SC Approved CE Provider #16

Healing Medicine, LLC www.healingmedicine.solutions [email protected] Pamela Burgess (803)404-4807

July 9, 2019

To whom it may concern:

As a new member of the Southeastern Institute’s advisory board, I am excited by the focus on both the academics and the success of graduates upon completion of their respective programs. I am currently employed by Lexington Medical Center’s Lexington Internists Northeast. As a Business Office Associate, I am privy to the different types of care needed by a wide variety of patients based on their individual needs. Some of these services include nuclear medicine, laboratory services and echo vascular ultrasounds and sonography services. Currently in this area, the echo vascular program only exists at Providence Hospital, University Hospital in Augusta, Ga and Midlands Technical College while the sonography program is only available at Midlands Technical College and University of Georgia.

Because of the expansion of local hospital systems in the Midlands area, there is an evident need for additional echo vascular sonographers and soft tissue sonographers. Programs for either or preferably both of these disciplines would be ideal for Southeastern Institute. Lexington Medical Center is set for an expansion of a 225,000 square foot facility in the Northeast area of Richland County, on the heels of a major expansion at the main hospital campus in Lexington County. Cardiology will be among one of the expanded services, offering opportunities for employment to graduates in the echo vascular realm.

Not only will a program bring potential employees to the new Lexington Medical Center facility but to other hospitals, such as Prisma Health and Providence Hospital and surrounding physicians’ offices. On a weekly basis, physicians’ offices will run a deficit on the potential open slots in which to offer ultrasounds because of a shortage of manpower. Unfortunately, this not only translates into patients not having access to immediate care but it also translates into the hospital not having the ability to bill for services they cannot offer. Giving people in the area the opportunity to advance their careers by having these programs available will drastically increase their earning potential.

Lexington Medical Center has a stellar community reputation as one of the top medical facilities in the area and has been a mainstay for over 40 years. It is my feeling that a sonographer program would be advantageous to not only the medical community but to Southeastern Institute and its potential students.

If you have additional questions or require additional information, please do not hesitate to contact me at 803-466-7683 or email me at [email protected]. Thank you.

Sincerely, Olympia C. Jackson Olympia C. Jackson Date: July 15, 2019

To Whom It May Concern,

My name is Jarvis D. Holley and I operate a business named Holleywoods Healing Hands.

I am an Alumni, Class of 2018, of Southeastern Institute and would very much like to see my school offer additional courses here in Columbia, and Charleston. A little about myself, while I was a student at SEI, I choose to study Massage Therapy (PCMT). Massage Therapy had been a passion of mine long before I enrolled in the Massage Therapy Program. Choosing this program has been one of the best decisions I have ever made in my life. Instructors like Mrs. Michelin, Ms.

Webster, Mrs. Jones, and Mrs. Moureau are the reason I now prosper in my field of study. I continue to have a great relationship with many of the Staff, Dean, President, and Instructors.

As stated previously, I now run and manage a massage business called Holleywoods

Healing Hands only because of the amazing instructors and information that I was taught. I also work part-time at Massage Envy and am able to use many of the skills I learned in my program of study on this job. Southeastern Institute is very important to myself and my community because it offers students the opportunity to grow personally and professionally. SEI taught me time management skills, organizational skills, professionalism, and how to be productive owner and employee. I’m very much in favor of the offering of Radiologic Technology, Diagnostic Medical

Ultrasound, Information Technology, and other Business programs. I feel that these courses, if added, will brighten the portfolio of classes that are offered at SEI. These courses will help the younger generation pursue fields of study they may have never imagined possible. The youth are our future and the key to our communities’ success.

Sincerely, Jarvis Holley Jarvis Holley

To the Approval Application Committee,

My first encounter with Southeastern Institute was in 2010.

I was a hospice care nurse manager and the school had a massage therapy program.

Management agreed that the students could come almost every Friday for a year and give free massages to the nursing staff!

It was the student’s eagerness to learn that impressed me the most.

They were excited to further their careers and change the dynamics in the trajectory of their lives.

Southeastern Institute afforded them this opportunity.

It’s only natural that the school takes on a progressive approach and adds additional programs expanding the horizons of the schools capacity to educate on a broader spectrum and meet the needs of the student community it now serves.

Serving on the advisory board this past year has afforded me the opportunity to have a “behind the scenes” look at the operational and teaching components of the program.

The leadership team is committed to excellence and requests the advisory boards’ input on the types of courses offered as well as our opinions on what areas require more focus and attention.

At our meetings we hear from students in the programs, how they are adjusting to the on the job training opportunities, and how they apply their classroom experience to real work scenarios.

The already existing coding program interacts with the Capital Coders in Columbia, exposing the students to monthly meetings where they can supplement their education as well as participate in some of the learning activities.

The healthcare arena is full of opportunities for students who want to serve others in a health related field.

What is required is a school of higher learning that offers the programs needed to equip every student with what they need to succeed.

Southeastern Institute is that school of higher learning.

Sincerely,

Jazz S. Harrison RN CPC

Senior Provider Education Consultant

Palmetto GBA

West)lshley Olumide Mughelli MD OBSTETRICS & GYNECOLOGY Board Certified "WOMEN'S HEALTH IS OUR BUSINESS"

July 18, 2019

SC Commission on Higher Education 1122 Lady Street, Suite 300 Columbia, SC 29201

To Whom It May Concern:

This letter is to support Southeastern Institute in developing new programs within the field of Radiology Technology and Diagnostic Medical Technology. I strongly believe that the Charleston area has a considerable need within these professions.

I have been practicing Obstetrics and Gynecology in Charleston since 1993 and my professional observation is that the demand for these have grown tremendously with the expansions of new hospital facilities and the influx of new Medical Practices.

Southeastern Institute is stepping in to fill the gap and meet the urgency of the need in the Charleston area. I firmly support their determination to expand their curriculum to include these new programs. Thank You

© (843)-769-4424 CD WestAshleyObstetricsGynecology ® 1843 Ashley River Rd © Fax: (843)769-4425 West Ashley Obstetrics & Gynecology Charleston, SC 29407 ® ® www.mughelli.com @ West Ashley OBGYN Robert Half® Technology

July 23, 2019

SC Commission on Higher Education 1122 Lady Street, Suite 300 Columbia, SC 29201

To whom it may concern,

This letter is to support Southeastern Institute in developing new programs within the field Information Technology. The Charleston Metro Area has a variety of needs within these particular professions as the IT industry continues to expand. Robert Half Technology has had difficulties finding local qualified candidates for certain positions because of the lack of certified professionals.

The Information Technology industry is expected to grow as many new businesses are expanding operations into the Charleston Metro Area. The urban development of the Charleston Metro Area has placed a great need on Technology companies to have a skilled workforce. We at Robert HalfTechnology believe that additional Information Technology programs will help to aid in closing the current skill gaps by providing students with additional options to complete their education.

I believe that the current educational system will not be able to support the growth of the metro area. The skill gaps created within the Charleston Metro Area threated to expand beyond what currently exists, potentially preventing industries from further expansion within the metro area. I believe that these additional programs will aid and compliment the growth to help support the gaps that other technical colleges may not be able to support.

Brandon Bawden Division Director Robert Half Technology