Institutional Effectiveness Strategic Planning Outcomes 2 0 0 4 - 2 0 0 7 TABLE OF CONTENTS
I. Results of Midlands Technical College’s Progress From 2004-2007...... 3
II. Institutional Goals and Priority Initiatives...... 6
III. Critical Success Factors and Indicators of Effectiveness ...... 18
IV. Developing the 2004-2007 Strategic Plan...... 44
V. Appendix A: 2004-2007 Statements of Mission, Role and Scope, Vision and Values, Institutional Goals and Priority Initiatives...... 45
VI. Appendix B: 2004-2007 Critical Success Factors and Indicators of Effectiveness ...... 51
VII. Appendix C: Learning Community of the Future 2013 ...... 60
VIII. Appendix D: Executive Summary of Environmental Scan...... 64
2 Results of
Midlands Technical College’s Progress From 2004-2007
3 RESULTS OF MIDLANDS TECHNICAL COLLEGE’S PROGRESS FROM 2004-2007
During the past twenty-four years, the college has provided leadership on the national level for the institutional effectiveness movement. Midlands Technical College continues to support the principles of institutional effectiveness through its internal planning and evaluation process and uses that process to strengthen and renew its commitment to helping students become successful, to systematically evaluate and improve the effective performance of its programs and services, and to recommit the collective energy of its associates to the accomplishment of its mission.
The results reported in this document represent the cumulative accomplishments of the college over the period 2004-2007. The results of actions taken to accomplish the mission, institutional goals, priority initiatives, and standards for the indicators of effectiveness outlined in its strategic plan reveal a mature institution committed to achieving the goals it has outlined, documenting its performance, and demonstrating its commitment to public accountability.
Major highlights from the past three years include:
Exceeding the $5 million goal of the Midlands Technical College (MTC) Foundation's first major gifts campaign by raising $5.054 million from the private sector Obtaining more than $9 million in competitive grant funding Obtaining $1 million from the SC General Assembly to assist in funding construction of the MTC Engineering Technology building proposed for the Northeast Campus Partnering with eight local school districts to create the Midlands Middle College high school on the Airport Campus Expanding curriculum offerings to include a new degree in Early Childhood Development and an introductory course in Fuel Cell technology Expanding its intercollegiate partnerships by allowing USC-Beaufort to provide instructional space for Human Services students pursuing their degrees, and collaborating with USC-Columbia by enrolling students who qualify for admission to USC Expanding access by breaking ground on a new facility in Batesburg-Leesville, expanding teaching space for Nursing and Health Sciences at Lexington Hall on the Airport Campus, offering dual enrollment classes in Richland and Lexington school district high schools, establishing a master plan for the Enterprise Campus, entering into the architectural and engineering phase of a new classroom/auditorium on the Harbison Campus, and offering continuing education classes at the Lexington Technology Center Increasing public program offerings by 20 percent in Continuing Education Division by conducting a geodemographic study to review the client base and collateral marketing Increasing administrative efficiency by migrating to a new version of Datatel administrative software, contracting with external auditing firms and undergoing a successful audit of IT and security protocols, and developing an innovative cost model that clarifies the relationship between program types and funding streams
4 Receiving the following new program accreditation: National Association for the Education of Young Children – NAEYC and the following reaccreditation - Joint Review Committee on Educational Programs in Nuclear Medicine Technology (JRCNMT) and the Commission on Dental Accreditation of the American Dental Association (Dental Hygiene) Obtaining a $1.9 million dollar grant from the U. S. Department of Labor Employment and Training Administration to provide infrastructure for health sciences programs creating of a middle college high school on the Beltline Campus through a partnership with Richland School District One Receiving increased financial support in excess of $500,000 through the MTC’s Foundation’s capital campaign Securing additional funding from the SC Legislature to support the nursing program merit admission initiative to increase the enrollment levels of nursing students Increasing the number of courses delivered online Obtaining grant support totaling approximately $2.1 million to provide supportive services to MTC students and potential students Obtaining approval from the SC Budget and Control Board of the Enterprise Campus Procurement policy Increasing testing of locally enrolled tenth and eleventh grade students in support of qualifying students for dual enrollment classes Continuing the planning and design process for new facilities on the Harbison and Northeast campus’ and in the Batesburg-Leesville community
Awarding more than $45,000 in student scholarships and more than $100,000 in professional development funds to MTC faculty and staff from the MTC Foundation.
Sections two and three of this report contain a more detailed review of the college’s progress and performance related to the institutional goals, priority initiatives, and standards for the indicators listed in the 2004-2007 Strategic Plan.
The four appendices located at the end of this document provide the versions of these items that guided the college’s actions as excerpted the 2004-2007 strategic plan. Appendix A contains the Statements of Mission, Role and Scope, Vision, Values, as well as the 2004-2007 Institutional Goals and Priority Initiatives. Appendix B contains the Critical Success Factors and Indicators of Effectiveness and their definitions. Appendix C contains a futuring document, Learning Community of the Future: 2013, which projects the desired direction and outcomes of the work accomplished in implementing the 2004-2007 Strategic Plan. Appendix D contains the Executive Summary of the Environmental Scan for 2002.
The college has initiated its strategic planning process to develop the next version of Strategic Plan.
5 Institutional Goals and Priority Initiatives
From
2004-2007
6 INSTITUTIONAL GOALS AND PRIORITY INITIATIVES
This section of the Strategic Planning Outcomes document reports key accomplishments toward achieving the eight college-wide published in the 2004-2007 Strategic Plan. While many more activities were completed during this planning cycle, this section highlights significant change in activities, processes, or initiatives as they related to each goal.
GOAL 1: The college embraces an innovative learning environment that enhances teaching, learning and individual development.
INNOVATIVE LEARNING ENVIRONMENT
Achieved federal external investment of $7,702,590, which helped to support program development and enhancement at the college.
Created and implemented a comprehensive system of e-mail communications to facilitate the college’s electronic application system, including student notification of financial aid reminders, student support services, and class cancellation notification containing a link to search for replacement classes.
Expanded the library databases and book collections, including an extensive collection of e-books.
Improved learning space with complete multimedia classroom upgrades, computer upgrades, data projectors, visual presentation stations, and many public plasma video monitors. These public monitors display the MTC- Video News Network (VNN) signal.
Established wireless internet access in three college locations.
Installed a “smart” classroom with twenty-five new computers to serve the Telecommunications, Computer Servicing, and the Math Department. The Math Department will use this facility to teach MAT 195, a calculus course of particular interest to technology students.
Established financial processes with the town of Batesburg-Leesville to facilitate construction of the Batesburg- Leesville campus. The Batesburg-Leesville and Northeast Campus Accelerator are designed and Harbison Classroom Building is under design.
TEACHING & LEARNING
Expanded online and hybrid offerings in English, Philosophy, Music, Math, Information Systems Technology, Engineering Technology, Health Sciences, Nursing, Social and Behavioral Sciences, and Science. Additionally a student leadership course has been developed and approved for inclusion in several college curriculum programs.
Developed and offered COL 250, a three-credit course that is transferable to USC for Education majors.
Obtained the Title III Strengthening Institutions grant of $1,993,061. Only 31 proposals nationally were selected for funding, at a 1.7% rate of acceptance.
Implemented the ReadRight™ program to expand the college’s reading tuition.
Established an African-American Male Leadership Institute for the purpose of encouraging African-American males to realize the importance of higher education.
7 Developed and implemented a working podcasting system used by instructors to enhance their courses.
INDIVIDUAL DEVELOPMENT
Provided workshop training on the use of the Interwrite School Pad as a presentation tool, using MyMathLab to enhance mathematics, and using the Maple Computer Algebra system software as a presentation tool.
Delivered live streams of the MTC Fall and Spring In-service sessions and Continuing Education’s nine Continuing Edge training seminars. These gave faculty and staff the opportunity to watch these informational/training sessions live directly from his/her work computer. In addition to live streaming, on- demand versions were available for viewing at a later date.
Provided professional development funding through the following MTC Foundation funds: Employee of the Year awards, the Barbara and Lester Reed Professional Development award, the Shirley Weeks Leadership award, the Arts and Sciences Faculty award, the MTC Foundation Faculty Teaching award program, and an additional $41,000 was budgeted for curriculum and professional development initiatives. The MTC Foundation made available over $85,000 in professional development funding to MTC Faculty and Staff annually.
Granted professional development funding to nearly every department for the purposes of developing the individual.
GOAL 2: The college prepares a workforce that is much in demand by business and industry.
PREPARED WORKFORCE:
Increased assets within the Endowment for Excellence in Technology fund by 34 percent, and within the Foundation Teaching Excellence fund by 28 percent as a direct result of the major gifts campaign, Investing In The Future.
Increased the Pre-Nursing Certificate GPA requirement to qualify for the nursing programs from 2.5 to 2.75.
Provided academic enrichment and college readiness activities to 1,010 middle and high school students in the college’s service area utilizing MTC’s Upward Bound and Educational Talent Search programs.
OPPORTUNITY AWARENESS:
Expanded articulations with local high schools to increase the number of career alliances. MEBA expanded articulated curricula to Lexington District 3 and Lexington District 4, and established new career alliances for the Construction and Transportation clusters.
Increased student employment awareness by integrating all directories of jobs and employability skills development tools into a virtual online one-stop “Employment Services” Center website, allowing students, alumni, and employers to access and list jobs opportunities online 24-hours a day, 7 days a week.
Increased significantly the number of job opportunities posted online and the number of employers using MTC Job Placement by creating a comprehensive communications plan for the Office of Job Placement, which included electronic, print and direct mail materials.
Increased student opportunity awareness by partnering with to host an Industrial Technology Day where business partners conducted demonstrations and answered questions about the career opportunities in their industry.
8 Educated healthcare students on the possible career ladders available to them by participating actively in the US Department of Labor Healthcare Grant. MTC Continuing Education representatives met with prospective students and presented an orientation for pre-health MTC students.
Administered the WorkKeys Education assessment to over 300 area high school students, allowing them to compare their WorkKeys profiles with specific job profiles in Health Careers and other fields to assist them in preparation for college programs in Health Careers and other areas.
Provided students with opportunities to job-shadow and be mentored in their chosen fields of study, enhancing student awareness of career opportunities and requirements. This was done through the CAREERS Program.
Provided numerous workshops to students and the community on choosing appropriate careers. Among the groups that have received presentations are MEBA, the Department of Juvenile Justice’s Willow Lane School, the Wil Lou Gray Opportunity School, Youth Corps participants, and students from area middle and high schools.
CAREER EDUCATION:
Promoted career education by targeting students (who are unsure or undecided about their career plans) information about available career services. Additionally, undecided students are assigned to Counseling and Career Services for advisement and career exploration.
Increased student opportunities for career exploration and readiness through internships, cooperative education, and job search skills workshops including resume writing and interviewing.
Encouraged career exploration by organizing MTC programs by the 16 career clusters outlined in the Education and Economic Development Act (EEDA). In addition, the Career Assessment System used by areas high schools and MTC now organizes student career information on interests, abilities and values by the same 16 career clusters.
Established two new counselor positions to work with students in pre-Health Sciences and help them assess their career interests and values. This assessment information is then used to help students establish a career pathway and an educational plan for attainment of their goals. Pre-Nursing students also receive targeted counseling, and special sections of COL 105 have been established to better meet the educational assessment and planning needs of these students.
GOAL 3: The college collaborates with educational and community partners to create seamless curricula and quality services for the diverse population bridging K-12, two-year college and university education.
SENIOR EDUCATION PARTNERS
Established a joint admissions program between MTC and USC whereby USC delayed-entry students in Richland, Lexington and Fairfield Counties are referred to MTC for their first semester courses, and provisionally admitted (to USC) students are referred to MTC to begin their transferable coursework. A total of 450-500 USC delayed entry and provisionally admitted students were referred to MTC for fall 2006.
Assisted college students in the Columbia area learn about employment opportunities in the Central Midlands by co-hosted an annual Career Fest held on the University of South Carolina Campus, and also included Columbia College, Benedict University, Allen University, and Columbia International University.
9 Enhanced the MTC/USC student experience through the development of a Memorandum of Understanding (MOU) between MTC and USC-Columbia, which was formalized with signing by the two college presidents on July 17, 2007. This MOU included MTC student participation in USC ROTC and USC Band experiences, additional USC Financial Aid support, USC Student Success Center and Career Center access, USC student mentors for MTC transfer students, and engagement activities for potential transfer students.
Created a more seamless curriculum for MTC students who are provisionally accepted to USC. The Math department developed and offered MAT 250/251 Elementary Mathematics I and II for transfer to USC’s Elementary Education program, and provided student academic and financial support through the South Carolina Alliance for Minority Participation (SCAMP) in the STEM (Science, Technology, Engineering and Mathematics) disciplines.
Expanded services to transfer students in order to provide them with more detailed information regarding degree completion and the transfer process, including longer (45-minutes) advisement sessions.
K-12 EDUCATION PARTNERS
Expanded the MTC High School in College dual enrollment program by assessing over 1,300 students to qualify them for dual enrollment courses.
Partnered with Lexington School District One in the preparation of the Lexington One Middle College grant for the Airport Campus. The grant was one of only 12 Tech Prep grants funded nationwide. The Middle College on Airport Campus opened in fall of 2006, and the project was funded in excess of $600,000.
Offered several courses to local high schools, including: PSY 201 at Gilbert, SOC 101 and PSC 201 to Ridgeview, ENG 101 and 102 at Batesburg-Leesville and Lexington High Schools, and MAT 110 at Lexington High School.
Increased significantly the testing of 10th and 11th grade students, in support of qualifying students for dual enrollment classes. The number of these students tested grew from 1,592 in 2004-2005 to 2,143 in 2005-2006. This represented a 35% increase.
Provided over 1,300 ASSET/COMPASS assessments to area 9th, 10th and 11th grade students and provided feedback on college readiness. Over 300 high school students from Richland Districts 1 and 2, Lexington Districts 2 and 4, and the Richland 1 Middle College completed WorkKeys Assessments in 2006-07, and information was provided on workforce readiness.
SERVING DIVERSE POPULATIONS
Ensured compelling communication with the diverse population of MTC students and potential students by developing brochures and flyers specifically aimed at recruiting and retaining a diverse student body; making certain that each web-based video is compliant with Section 508 and meets all ADA requirements such as close captioning; and producing collateral material including brochures, flyers, postcards and posters to ensure communication with students concerning the college’s diverse and multi-cultural events and activities.
Provided unequaled cultural opportunities by organizing an Art course trip to France and Spain; a Religion course trip to Italy; and a two-course trip to England.
Promoted a tolerance curriculum to be used in English courses to help others expand their teaching to non-US and minority US writers.
Collaborated with the South Carolina Department of Vocational Rehabilitation to provide training for employees with disabilities. 10 Promoted minority digital inclusion by hosting the Columbia Urban League’s Video Game Programming Institute.
Promoted campus diversity and student relationships by establishing a conference on African American Males in Higher Education, which was attended by 125 professionals and students from across the state.
GOAL 4: The college partners with community constituencies to strengthen the educational, social and economic vitality of the community.
STRENGTHEN ECONOMIC VITALITY
Collaborated with the University of South Carolina in the development of a proposal to the National Science Foundation for civil engineering regarding hydrogen fuel cell technology and its economic impact on the community.
Expanded the FastTrac programs by collaborating with local partners, such as, SC Department of Commerce, SC Women’s Business Center, SC Small Business Development Center, Richland County School District 1, USC Technology Incubator, and the City of Columbia.
Promoted global economic and educational ties by facilitating the first international videoconference between Midlands Technical College and European business sites in Berlin, Luxembourg and Austria.
Placed two students in the USC Entrepreneurial incubator.
Promote area growth by working with CATT and economic developers to meet with companies who are either expanding or setting up new operations in the Midlands.
Ensured continued interest in economic vitality by participating in the following state and local organizations: The Association for Operations Management, American Society for Quality, The SC Quality Forum; SC Webmaster’s Association; Information Technology Council-Columbia Chamber of Commerce; Columbia Society for Human Resource Management chapter; Midlands American Society for Training & Development chapter; Cities Readiness Initiative committee; State Training Advisory Subcommittee for Emergency preparedness; Public Information Education Resource team for EMS; Midlands Education and Business Alliance; SC Association for Higher Continuing Education; and the Southeastern Regional WorkKeys Conference.
Offered 109 satellite-based Pharmacy courses and 255 codes based Health Information Management, Math, Certified Financial Planning, and USC’s Higher Education courses to students around the state.
Promote strong ties to the industrial community by placing 20 students (in a cooperative education course) with seventeen different construction companies in our service area.
STRENGTHEN EDUCATIONAL ACCESSIBILITY & COMMUNITY SERVICE
Obtained more than $3 million dollars in funding for several community outreach programs.
Expanded educational access by offering MAT 120 (Probability and Statistics) at Palmetto Baptist Hospital for nurses interested in obtaining a baccalaureate degree.
11 CE partnered with the Workforce Investment Board and SDS to design programming for the Older Youth program. The program is designed for individuals 19-21 years old whose income is at or below poverty level and who meet other criteria such as basic skill deficiencies, single parent or pregnant, high school dropout, offender, disabled, or homeless. Programs deemed appropriate for this audience are: EMT Basic, Medical Business Certificate, Phlebotomy, Medical Transcription Certificate, Welding, Small Engine Repair, and the Bookkeeping Certificate.
Collaborated with the Workforce Investment Act (WIA), OneStop™ offices, and the South Carolina Department of Corrections to provide welding instruction to female inmates.
Promoted community service by hosting the Second Annual Statewide Service Learning Conference.
Incorporated the theme of service and servant leadership into student organization activities. Every student organization was involved in at least one community service activity and several activities were supported within the classroom, as service learning activities.
Received the Commission on Higher Education’s “Commendation of Excellence for Service Learning” award for work with the Village of Hope community project.
Developed an online communications tool for the college’s advisory committees to understand their role in planning, reviewing and maintaining college program offerings.
Increased participation and attendance in the respective advisory committee meetings for the programs of Respiratory Care, Physical Therapy, Medical Assisting, Surgical Technology, Radiology, and Dental Assisting.
GOAL 5: MTC serves as a primary catalyst in economic development through education, entrepreneurship and business acceleration.
ECONOMIC DEVELOPMENT THROUGH EDUCATION
Collaborated with five business partners – including the University of South Carolina – to establish joint Registered Apprenticeship Programs in Industrial Maintenance.
Hosted the summer Upward Bound program for approximately forty 9th - 12th grade students, who participated in career awareness activities exposing them to areas of high employment demand prior to preparing career and college plans.
Collaborated with Lexington Medical Center to get the Medical Assistant job description changed to better serve the students and the medical facility.
The division of Student Development Services provided support for the new MTC HealthTracks program, which is designed to increase the preparation and employment of students in health careers. SDS Counselors with the MTC HealthTracks program worked with 134 students and are tracking these students as they finish their programs and enter the workforce. Approximately 200 are expected to be enrolled in HealthTracks by the end of the year.
Helped area businesses stay aware of educational opportunities by designing a website and brochure for the Professional Administrator Conference.
Exposed area industry to the value of communication with Spanish-speaking customers by marketing the Command Spanish courses.
12 Presented Edu-Fairs to a number of area companies and organizations, and more than 700 WorkKeys exams were provided for local employers.
Approximately 50 older youth (ages 10-21) who have been identified as unemployed or under-employed have been recruited into MTC’s WIA Older Youth program for short-term training in high demand fields.
ECONOMIC DEVELOPMENT THROUGH ENTREPRENEURSHIP
Developed and implemented an entrepreneurship certificate is designed to provide new students, as well as, working professionals who desire to start their own business with the skills necessary for success.
Fostered further development of entrepreneurial and funding relationships with various business and healthcare groups by obtaining a U.S. Department of Labor Employment and Training Administration Community Based Job Training Grant in the amount of $1,946,563.
Arranged new leadership for the FastTrac entrepreneurial initiative and established specific committees to encourage increased participation.
Established and supported the Entrepreneurial Club, which has more than 35 members and has sponsored several sessions for the college on actions needed for entrepreneurial activities to be successful.
ECONOMIC DEVELOPMENT THROUGH BUSINESS ACCELERATION
Promoted the Enterprise Campus with a number of community events with elected officials, major announcements, and the groundbreaking of the MTC Business Accelerator.
Prepared for the development of the Enterprise Campus by revising MTC network standards to include IP Telephony and Multiple Protocol Layered Switching (MPLS) infrastructure.
Obtained approval of the Enterprise Campus Procurement policies and procedures from the S.C. Budget and Control Board.
Upgraded and administered 763 WorkKeys exams on-campus through the Value-Added Reseller Center, and another 734 off-campus and scored, for a total of 1,497 WorkKeys exams.
GOAL 6: The college achieves national recognition through comprehensive, research-based evaluation of programs and services.
NATIONAL RECOGNITION
More than 20 MTC faculty and staff members received the NISOD Excellence Awards by the National Institute for Staff and Organizational Development at its annual International Conference on Teaching and Leadership Excellence.
Recognized nationally for Exemplary and Best Practices in Higher from the Community College Business Officers Association and from the Southern Association of College and University Business Officers.
Earned national certification by the Government Finance Officers Association for the Business Affairs Comprehensive Annual Financial Report.
13 Presented at the Association of Institutional Research (AIR) national conference and the Southern Association of Institutional Research (SAIR) regional conference on the development of a methodology to predict student performance in nursing programs and the process used by the college to develop the State Accountability report.
Presented the Business Affairs Cost Analysis Model at the Government Finance Officer’s Association (GFOASC), CCBO and SACUBO conferences.
Presented the colleges Institutional Effectiveness model at the 2007 NACUBO National Conference.
ENCOURAGING RESEARCH
Analyzed pre test/ post test data for 2004-2005 and 2005-2006 academic years in order for faculty to begin process of determining changes in teaching methodology and strategies to assist students in mastering difficult material.
Compiled and analyzed data for the assessment of MAT 102 versus MAT 155 prerequisite and subsequent student success in achieving an A, B, or C grade, and well as factors leading to student success in PSY 201 to include recommendations for changes.
Provided academic department chairs with a training session on accessing CollegeNet, a system providing communications and triggering responses to incoming students on targeted programs, prior to the student’s enrollment.
Provided training for Student Development Services personnel on Datatel query writing and Communications Management, expanding the research capabilities of the staff.
EVALUATION OF PROGRAMS AND SERVICES
Established environmental scan committees which produced an Executive Summary and six individual scan reports focusing on Demographic, Economic and Employment, Education, Political and Public Policy, Social and Technology trends impacting the college’s future.
Participated in the ASSET/COMPASS course placement service research to monitor and refine student placement into courses and promote student success in entry-level courses.
Installed video surveillance cameras and recorders in 18 buildings across all 4 campuses, resulting in the reduction of 3 contract security personnel for a savings of $67,000 per year.
Drafted a Memorandum of Understanding between Midlands Technical College and Richland Springs Psychiatric Hospital, providing students with a free assessment regarding crisis situations.
Compared Development programs at other technical and community colleges with MTC through the Integrated Postsecondary Education Data System peer analysis system. As a direct result of this process, a planned giving program was established in the MTC Foundation.
Analyzed the most recent ACT Faces of the Future Survey to find that MTC students expressed personal development above the national two-year college average on all items assessed.
14 GOAL 7: The college engages in creative, entrepreneurial resource development and management.
PARTNERSHIPS BENEFITING STUDENT LEARNING AND STAFF DEVELOPMENT
Worked with state officials and county administrators to position the college to maximize sate and local support, resulting in the College receiving 100% funding from Richland, Lexington and Fairfield counties.
Provided summer employment for students associated with the Urban League.
Partnered with Time Warner Cable to use MTC’s TV Studio in Morris Hall to record their “Palmetto People” cable access show bringing community leaders to our Airport campus monthly.
Collaborated with the South Carolina Bar Association in support of their continuing education training and consulted with representatives from Greenville Technical College concerning expansion and development of their distance learning and videoconferencing facilities.
Partnered with Consulting Psychologists Press to provide training for staff on the Strong Interest Inventory (a career assessment exam) and partnered with the SC Department of Education to co-sponsor two graduate courses for counselor certification on the MTC Campus, resulting in MTC being provided two seats in the graduate courses at no cost to MTC participants.
ALTERNATE FUNDING SOURCES
Obtained grants from the South Carolina Humanities Council, National Endowment for the Humanities We The People program, and the Corporation for National and Community Service Learning on behalf of faculty.
Implemented an annual giving campaign that included a direct mail solicitation to all MTC Foundation board members, all MTC faculty and staff, three career program departments, and the college’s vendors.
Worked with SC Vocational Rehabilitation to receive $12,060 to help offset some (11%) of the $107,537 in interpreter costs incurred by MTC.
Submitted successful grant proposals for the refunding of the Educational Talent Search Program, the Educational Opportunity Center Program, the CAREERS program, the WIA Older Youth program, and the CHE Access and Equity Program.
Obtained approximately $2.1 million in funding to provide supportive services to MTC students and potential students who are traditionally under-served in higher education, including first-generation college students, students from low-income families, students with disabilities, students whose first language is not English and students who are entering careers which are non-traditional for their gender.
Obtained a $21,917.00 award to expand minority student and faculty recruitment and retention, which provided more than $5,000.00 to the Call Me Mister Scholarship Program for MTC students and student Fast Track tuition incentive scholarships. An additional award of $21,600 in WIA Perkins Incentive funds was also received to support WorkKeys testing and related skills building software.
Received notification from the US Department of Education that Educational Opportunity Center (EOC) project will be funded for 4 years at $220,000 per year. Additionally, the Educational Talent Search (ETS) program
Received notification from the US Department of Education that their project will be funded for 4 years at $345,561 per year. Midlands Technical College was also awarded a Perkins IV Grant totaling $718,319 for the 2007-2008 fiscal year.
15 CONSERVE RESOURCES AND INCREASE REVENUE
Negotiated with SCE&G resulting in a savings of $25,000 through rate changes.
Implemented an on-line employee leave system, enabling employees to access leave balances on-line and no longer receive printed leave statements. Organizational charts have also been placed on-line.
Selected a new, more economical canteen food service vendor for the college.
Trained the MTC Post Master in the most economical methods to send mail resulting in a savings of over one thousand dollars in one department.
Selected an energy auditor who performed an energy audit of MTC facilities; increased outsourcing (for services related to general operations) through the use of contractors; identified alternative bookstore inventory methods; and tested a system for the direct deposit of expense/reimbursement checks.
Encouraged students and the MTC community to use online/electronic services, which waste less paper and use fewer human resources. In 2006-07, 67% of admissions applications were submitted online, and over 90% of FAFSA’s were submitted online.
GOAL 8: The college implements strategies to recruit, retain and develop exceptional faculty and staff.
PROFESSIONAL DEVELOPMENT
Provided development funding annually through the following: The MTC Foundation provided over $42,000 to MTC faculty in curriculum development funding. The MTC Foundation provided over $45,000 to faculty and staff in professional development funding, to include: o Faculty and Staff of the Year awards o Employee of the Month awards o Barbara and Lester Reed Professional Development awards o The Faculty Teaching Award o The Dunbar-Tompkins Distinguished Lecturer in Career Programs has also been established to recognize outstanding teaching faculty in Career Programs.
Provided staff with opportunities to attend Web Accessibility classes to enhance awareness on Web Standards and Section 508 of the Americans with Disabilities Act.
Engaged Finance and Continuing Education employees in at least one form of customer service training during 2005-06, including workshops, video and tailored training. Additionally, all Continuing Education Program Managers and Business Solutions Directors completed at least 20 hours of professional development activities.
Updated the college’s policy regarding employee participation in Continuing Education programs, making it easier and more convenient for employees to take advantage of Continuing Education courses.
Established an informal mentoring program within the Developmental Studies department, where newly hired faculty work with the senior faculty (coordinators) as they learn about departmental and college policies.
Sponsored online seminars (“webinars”) for the college community; on-campus consultations to help staff more effectively use the college Student Information System; workshops on FERPA, legal practices, customer services, EEDA; college visitations to other campuses to observe different service practices; and other professional development opportunities. 16 RECRUITMENT AND RETENTION
Hosted several USC practicum students and a Ph.D. level intern during 2005-2006. In addition, MTC has now added a USC Assistantship position in the Student Activities area.
Collaborated with the SC Deans and Directors of Nursing Education Programs in conjunction with the South Carolina Organization of Nurse Leaders and the South Carolina Hospital Association to introduce legislation which would increase the salaries of nurse educators in South Carolina. As a result, one million dollars is currently included in the budget as recurring funds to begin to increase the salaries of nurse educators to a more competitive level compared to master’s prepared nurses in the service sector.
Recognized more than 60 Adjunct Faculty at a ceremony for the division of Continuing Education. Additionally, training sessions for adjunct faculty have been held throughout the year in PowerPoint and Facilitation Skills.
Recognized Student Development Services staff for accomplishments in departmental and division meetings, with notes at the time of accomplishment, and on the SDS staff website. Recognition is also provided through appointment to college committees, recommendation to leadership institutes (MTC Leadership Symposium, SC Technical College System Leadership Class, NCSD Leadership Institute, etc…), letters of recommendation for graduate study and other local leadership opportunities.
ENSURING DIVERSITY
Offered presentations on Islam and Gullah were to the college community, and sponsored four discussions of international books.
Care is taken to ensure the diversity of leadership program participants, and the make-up of individuals in these programs has reflected this diversity.
17 The Critical Success Factors
and
Institutional Effectiveness Indicators
From
2004-2007
18 CRITICAL SUCCESS FACTORS AND INSTITUTIONAL EFFECTIVENESS INDICATORS
CRITICAL SUCCESS FACTORS
A B C D E F Dynamic Student Quality Economic Effective Collaborative Educational Outcomes Support Development Leadership and Organizational Programs Services and Management Climate Community Involvement Indicators of Effectiveness A-1 B-1 C-1 D-1 E-1 F-1 Achievement Student Client Support Cooperative Ongoing in Goal Satisfaction of Planning Professional General Attainment Economic and Goal Development Education Development Attainment A-2 B-2 C-2 D-2 E-2 F-2 Assessment Graduation Assessment Interaction Management Faculty/ of the Rates of With the of Staff Academic Programs Community Resources Diversity Major and Services
A-3 B-3 C-3 D-3 E-3 F-3
Articulation Placement Entry Testing Positive Acquisition Support for Agreements Rate and Community of Equity in in Course Response Public/Private Work Force Placement Employee Salaries/ Benefits A-4 B-4 C-4 D-4 E-4 F-4 Accreditation Transfer Rates Access Partnerships Facility Employee and and and and Satisfaction Performance Equity Alliances Technology Resources Development B-5 Retention Rates
B-6 Licensure Exam Rates
19 CSF A: DYNAMIC EDUCATIONAL PROGRAMS
INDICATOR A-1: ACHIEVEMENT IN GENERAL EDUCATION
STANDARDS AND RESULTS:
Eighty percent of associate degree students will demonstrate satisfactory mastery of the defined general education core competencies in their major.
STUDENT MASTERY OF GENERAL EDUCATION CORE VALUES
Represents the percentage of students obtaining a grade of “C” or better. CORE VALUE 2001 2002 2003 2004 2005
Communication Skills 88% 91% 85% 98% 86% Written 87% 89% 81% 100% 85% Oral 91% 94% 92% 98% 89%
Analytical Reasoning /Science 85% 82% 75% 92% 82%
Individual or Social Behavior 81% 79% 72% N/A 82%
Computer 93% 83% 79% 100% 82%
Humanities 87% 82% 79% 100% 85%
Eighty-five percent of employers will rate the general education skills of MTC graduates as average or above average.
Employer Satisfaction - General Education Skills
Programs Undergoing Review Previous Review Data 2006-2007 Review Data ACC 100% 90% MED 100% 100% MGT 86% 100% MKT 86% 100% SUR 100% 100%
20 INDICATOR A-2: ASSESSMENT OF THE ACADEMIC MAJOR
STANDARDS AND RESULTS:
Ninety percent of students will demonstrate mastery of stated program learning outcomes (goals achieved, mastery of capstone competencies, employment success.)
LEARNING OUTCOMES
Goals Achieved Mastery of Capstone Competencies Employment Success Programs (Placement in Field)
Previous Current Previous Current Previous Current Review Review Review Review Review Review ACC 95% 89% 82% 92% 100% 62% MED 100% 93% 100% 100% 100% 92% MGT 100% 78% 100% 94% 100% 68% MKT 100% 89% 100% 94% 100% 65% SUR 100% 100% 100% 100% 100% 83%
ACTION PLAN: Each program has developed a plan to respond to findings in survey responses and strategies designed to impact areas below the benchmark.
Each client survey of students, alumni, employers etc. will reveal 90 percent satisfaction with the individual program.
CLIENT SATISFACTION
Student Satisfaction Alumni Satisfaction Employer Satisfaction Programs Previous Current Previous Current Previous Current Review Review Review Review Review Review ACC 94% 100% 95% 96% 100% 100% MED 100% 100% 91% 100% 100% 100% MGT 95% 98% 100% 100% 100% 92% MKT 95% 92% 100% 91% 100% 92% SUR 100% 100% 100% 100% 100% 100%
21 Each program will meet or exceed 90 percent of specific program success standards.
PERCENTAGE OF GOALS MET (Standard = 90% per year)
STANDARDS PROGRAMS TO BE REVIEWED 2005-2006 ACC MED MGT MKT SUR I. Program Vitality 62% 92% 68% 65% 83% A. 90% Placement in Field 211 12/6.60 467 140 17 B. Headcount (12 FTE’s)
C. Advisory Committee N/A 90% N/A N/A 100% 1. 90% Involvement 33.8% 0% 46% 45% 18.7% D. Adjunct Faculty Teach no more than 40% of Sections 100% 100% 100% 100% 100% E. 100% of Faculty Met SACS Credential Req. 32 13 66 36 15 F. 6 Graduates Per Year 57% 63.6% 52% 56% 88% G. National 2-Yr. College Retention Rate (51.5%) 57% 63.6% 52% 56% 88% H. SBTCE Average Retention Rates(48%)
II. Program Efficiency
A. Average Section Size 15 19 19 19 8 FTE Productivity Factor (AHS=10) (Others=18) 78% 100% 78% 78% 78% % Standards Met Source: Program Review Data Sheets
ACTION PLAN: Each program has developed objectives in their Academic Program Review to improve the percentage of standards met.
Ninety percent of recent program graduates will demonstrate stated program learning outcomes in success at Senior institutions. (Student Performance by Program).
ACTION PLAN: Data not available. CHE developing reporting requirements and methodology.
INDICATOR A-3: ARTICULATION AGREEMENTS
STANDARDS AND RESULTS:
MTC will maintain articulation agreements with 100 percent of all accredited senior institutions in the college’s service area.
22 Articulation Agreements with Accredited Senior Institutions 2003-2004 2004-2005 2005-2006 2006-2007
Standard College Standard College Standard College Standard College
100% 100% 100% 100% 100% 100% 100% 100%
INDICATOR A-4: ACCREDITATION
STANDARDS AND RESULTS:
MTC will hold accreditation from 100 percent of the recognized accrediting bodies included on the CHE adopted list for which accreditation is available. (3D - Accreditation of Degree Granting Programs) (ED)
Year No. of Accreditable No. Accredited % Accredited Programs
2003 16 16 100%
2004 14 14 100%
2005 14 14 100% 2006 14 14 100% 2007 14 14 100%
CSF B: STUDENT OUTCOMES
INDICATOR B-1: STUDENT GOAL ATTAINMENT STANDARDS AND RESULTS:
Ninety percent of graduating students will indicate that MTC has contributed to attainment of their educational goals.
ATTAINMENT OF EDUCATIONAL GOALS Graduates
Goal Statement Standard 2002-03 2003-04 2004-05 2005-06 2006-07
Did you accomplish this goal? 90% 82.3% 82.4% 84.0% 78.5% 78.8%
ACTION PLAN: The college will develop a plan to determine the underlying factors impacting satisfaction of graduates.
23 Fifty percent of non-completing students will indicate that MTC has contributed to attainment of their educational goals.
ATTAINMENT OF EDUCATIONAL GOALS Non-Completing Students Goal Statement Standard 2001-2004 2002-2005 2003-2006 Not Not Not MTC helped/is helping my educational goal. 50% Available Available Available Not Not Not MTC contributed to my quality of life. 50% Available Available Available
ACTION PLAN: Data is currently unavailable because the college is reviewing its process for surveying non-completers.
Seventy percent of first-time freshman will meet or persist toward their goal of graduation, transfer or employment.
ACTION PLAN: Data not currently available. The college is investigating new strategies to collect student goal information and reviewing the methodology used to compile these data.
INDICATOR B-2: GRADUATION RATES
STANDARDS AND RESULTS:
Rate 1 - The percentage of first-time, full-time freshman who graduate within 150 percent of program time will meet or exceed the annual benchmark established for Act 359. (7A - Graduation Rate)
COHORT GRADUATION RATE
Cohort Year # Starting # Graduating Graduation %
1999 1166 96 8.20%
2000 1121 108 9.60%
2001 1121 127 11.30%
2002 1293 128 9.90%
2003 1405 141 10.0% CHE Performance Funding Data; Indicator 7A
24 INDICATOR B-3: PLACEMENT RATE IN WORK FORCE
STANDARDS AND RESULTS:
Students employed in related fields or continuing their education within 6 months of graduation will meet or exceed 90 percent.
MTC GRADUATE PLACEMENT RATE
# of # Avail. for Year Standard Grads* Placement # Placed % Placed 2001-2002 90% 1658 1638 1278 77% 2002-2003 90% 1612 1605 1241 77% 2003-2004 90% 1720 1703 1252 74% 2004-2005 90% 1762 1739 1394 80% 2005-2006 90% 1697 1691 1438 85% 2006-2007 90% 1583 1577 1427 90% * Unduplicated headcount of graduates
ACTION PLAN: Changes in the college’s survey methodology for collecting these data resulted in an initial decline in placement rates. The figures will be monitored for improvement.
25 PLACEMENT RATE IN WORKFORCE FOR STUDENTS WITH MARKETABLE SKILLS
INDICATOR B-4: TRANSFER RATES AND PERFORMANCE
STANDARDS AND RESULTS:
A sample of former MTC students who have completed at least 15 semester hours at a reporting public senior institution, GPA’s will approximate that of native students.
Transfer Student GPA Comparison First-Time Fall 2001 Transfers First-Time Fall 2001 Transfers First-Time Fall 2003 Transfers First-Time Fall 2005 Transfers
Senior MTC Transfer MTC Transfer Native Students MTC Transfer Native Students Institution Students Native Students Students Students
# of MTC # of # of MTC # of First # of # of Transfer G. P. A. First G. P. A. Transfer G. P. A. Time G. P. A. MTC G. P. A. First G. P. A. Students Time Students Native Transfer Time Native Students Students Native Studen Student Winthrop 19 2.44 3398 2.76 13 2.43 3794 2.83 16 1.96 4132 2.63
SC State 6 2.56 2461 2.46 20 2.53 3370 2.45 15 2.81 2804 2.45 University
USC- 1 3.569 99 3.01 7 2.7 3223 2.61 14 2.83 3661 2.57 Spartanburg
USC- 188 2.4 7322 2.94 225 2.63 14301 2.92 254 2.43 16421 2.88 Columbia
USC-Aiken 9 2.26 2461 2.46 16 2.74 2373 2.64 17 2.45 2609 2.58
Francis 3 2.23 1718 2.62 4 2.77 1994 2.51 3 2.20 2179 2.51 Marion
Lander 11 2.57 1116 2.53 8 2.59 1165 2.58 9 2.95 1668 2.49 University
College of 18 1.92 1959 2.71 12 2.49 6557 2.94 17 1.96 6621 2.81 Charleston
The Citadel 3 1.93 1794 2.77 2 1.66 1848 2.77 2 3.00 1921 2.60
Clemson 10 2.57 16,522 2.83 19 2.05 12423 2.99 11 2.36 13223 2.68
Coastal Carolina 6 2.23 886 2.83 10 2.23 1268 2.69 7 2.66 3713 2.55 University
26 INDICATOR B-5: RETENTION RATES
STANDARDS AND RESULTS:
The retention of sub-population groups will be within 5 percent of the college-wide average.
FRESHMAN-TO-SOPHOMORE RETENTION RATES BY GENDER
Fall 2002-03 Fall 2003-04 Fall 2004-05 Fall 2005-06 Fall 2006-07 College 53.6% 49.2% 46.8% 44.7% 44.5% Male 45.5% 48.6% 44.7% 42.6% 44.8% Female 51.3% 49.6% 48.2% 45.9% 44.0%
FRESHMAN-TO-SOPHOMORE RETENTION RATES BY ETHNICITY
Fall 2002-03 Fall 2003-04 Fall 2004-05 Fall 2005-06 Fall 2006-07 College 53.6% 49.2% 46.8% 44.7% 44.5% Black 45.7% 41.9% 39.3% 38.6% 35.8% White 50.2% 53.5% 50.8% 48.5% 49.6% Other 50.3% 47.8% 53.0% 44.0% 45.7%
FRESHMAN TO SOPHOMORE RETENTION RATES BY ETHNICITY/GENDER
Fall 2002- Fall 2003-04 Fall 2004-05 Fall 2005-06 Fall 2006-07 03 College 53.6% 49.2% 46.8% 44.7% 44.5% Black Male 43.2% 42.4% 34.2% 36.5% 36.2% White Male 45.4% 51.3% 48.0% 45.1% 49.0% Other Male 51.1% 48.5% 57.2% 47.9% 44.6% Black Female 47.0% 41.6% 41.9% 39.9% 35.6% White Female 54.6% 55.6% 53.2% 51.6% 50.1% Other Female 49.6% 47.2% 50.0% 40.9% 46.6%
FRESHMAN TO SOPHOMORE RETENTION RATES BY STATUS AT ENTRY
Fall 2002-03 Fall 2003-04 Fall 2004-05 Fall 2005-06 Fall 2006-07 College 53.6% 49.2% 46.8% 44.7% 44.5% Full DVS 55.5% 37.1% 45.1% 39.2% 40.0% 1st_Freshman 50.7% 51.5% 48.0% 45.4% 45.8% 1st_Transfer 43.9% 43.1% 43.7% 42.2% 41.1% Full-time 53.5% 53.2% 50.1% 48.2% 50.9% Part-time 40.6% 42.2% 41.3% 38.2% 34.7%
27 The freshman-to-sophomore retention rate will be at or above the national retention rate for two-year public colleges.
TWO-YEAR PUBLIC COLLEGE RETENTION RATE COMPARISON
Years National Rate MTC 2001-2002 51.8% 57.4% 2002-2003 52.8% 57.4% 2003-2004 51.3% 52.0% 2004-2005 51.6% 46.2% 2005-2006 52.5% 50.1% 2006-2007 53.7% 52.3% (Source: American College Testing Service)
ACTION PLAN: The college has established several performance measures in the Institutional Priorities to track improvement of student retention.
The annual retention rate (fall-to-fall) of other-race undergraduate students will meet or exceed the annual benchmark established for Act. 359. (8C2 - Accessibility of Institution to All Citizens of the State) (ED/SDS)
(a) All Degree Seeking (b) No. of other Race (c) No. of Other Race Rate b+c Year Standard Other Race Students Students Retained to Students Graduating in A Enrolled Next Year Cohort Year 2001- 49.0% 3248 1401 389 55.1% 2002 2002- 49.0% 3662 1672 423 57.2% 2003 2003- 49.0% 4096 1764 448 54.0% 2004 2004- 49.0% 4146 1817 471 55.2% 2005 2005- 49.0% 4199 1801 470 54.1% 2006 Source: CHE 8C2
INDICATOR B-6: LICENSURE EXAM RATES
STANDARDS AND RESULTS:
All programs will meet or exceed the state and/or national norms for each licensure examination.
Program No. of Test Takers % Pass 1st Attempt 2002-03 281 93.9% 2003-04 277 94.6% 2004-05 273 98.5% 2005-06 341 95.6% 2006-07 330 95.2%
28 Of MTC graduates taking post-graduate professional, graduate or employment-related exams and licensure/certification exams, 89% will pass the exam on the first attempt. (7D – Scores of Graduates on Professional, Graduate or Employment-Related Examinations and Certification Tests)
2003-2004 2004-2005 2005-2006 2006-2007 MTC SC MTC SC MTC SC MTC SC National Council Licensure Exam. - Practical Nurse 98.1% 94.0% 100.0% 95.0% 100.0% 96.0% 98.4% 95% National Council Licensure Exam. - Registered Nurse (ADN) 93.4% 90.0% 97.7% 87.0% 93.8% 89.0% 91.1% 91% National Board for Dental Hygiene Exam 95.2% 96.0% 100.0% 90.0% 100.0% 95.0% 95.7% 90% SRTA Regional Exam for Dental Hygienists 90.0% 94.0% 95.2% 96.0% 95.1% 97.0% -- 67% Nuclear Medicine Technology, AART 100.0% 100.0% 88.0% 88.0% 100.0% 100.0% 100% 96% Nuclear Medicine Technology Certification Board Exam. 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100% 100% Source: Examination agencies' reports to CHE
CSF C: QUALITY SUPPORT SERVICES
INDICATOR C-1: CLIENT SATISFACTION (STUDENTS)
STANDARDS AND RESULTS:
At least 90 percent of students surveyed will indicate satisfaction with personal growth.
STUDENT SATISFACTION WITH PERSONAL GROWTH
Standard 2004-05 2005-06 2006-07 Personal Growth Areas Written communication skills 90% 59% 47% 83% Oral communication skills 90% 56% 58% 85% Math computational skills and reasoning 90% 56% 74% 77% Determining personal and career goals 90% 80% 70% 74% Self-confidence 90% 65% 71% 71% Learning on your own 90% 87% 84% 80% Working cooperatively with others 90% 83% 76% 84% Understanding different philosophies and cultures 90% 82% 45% 70% Problem Solving and critical thinking 90% 94% 87% 77% Comprehending and applying scientific principles 90% 84% 81% 71% Utilizing computer skills 90% 64% 57% 77% Utilizing research skills 90% 78% 58% 80% Source: MTC Academic Program Review Surveys
ACTION PLAN: The college is reviewing these data to develop a strategy for improvement.
29 At least 80 percent of students surveyed will indicate satisfaction with college services, and satisfaction with services will exceed national norms for two-year colleges.
STUDENT SATISFACTION WITH SERVICES
* Programs and Services Standard 2004-05 2005-06 2006-07 Admissions 80% 77% 92 94% Student Assessment/Placement Testing 80% 78% 97 87% Registration 80% 55% 90 86% Financial Aid Services 80% 37% 47 59% New Student Orientation 80% 90% 91 77% Job Placement Services 80% 66% 74 60% Student Life Programs/Services 80% 73% 85 74% Veterans Affairs 80% 100% 92 85% Academic Advising 80% 73% 92 78%
Bookstore Services** 80% 75% 64% Cafeteria Services** 80% 80% *Survey 63% Cashier Services** 80% 51% 62% Not Security Services** 80% N/A 75% Classroom Facilities** 80% 90% Administered 70% Computer Resources** 80% 93% 79% Library Resources** 80% 93% 80% Laboratory Facilities** 80% 90% 69% Parking Facilities** 80% 74% 52% * Source: MTC Academic Program Review Surveys ** Source: BA Student Services Survey (Administered on a 3-Yr cycle)
At least 90 percent of the students surveyed will rate course content and instructional quality of continuing education programs as satisfactory or better.
CONTINUING EDUCATION QUALITY OF INSTRUCTION
Years Standard Course Content Instructional Quality 2001-2002 90% 94.0% 96.0% 2002-2003 90% 95.0% 95.7% 2003-2004 90% 96.0% 96.6% 2004-2005 90% 98.5% 94.6% 2005-2006 90% 96.5% 97.6%
INDICATOR C-1: CLIENT SATISFACTION (EMPLOYERS)
STANDARDS AND RESULTS:
At least 90 percent of employers will rate MTC graduates as average or above average in: general education, technical skills, non-technical skills and readiness for the work force.
30 Programs Standard Level of Performance General Education, Technical and Non-Technical Skills and Readiness for the Work Force Previous Review Current Review ACC 90% 94% 100% MED 90% 100% 100% MGT 90% 100% 100% MKT 90% 100% 100% SUR 90% 100% 100%
At least 90 percent of employers will recommend MTC graduates to other employers.
Programs Standard Recommend for Other Employment Previous Review Current Review ACC 90% 100% 78% MED 90% 100% 100% MGT 90% 100% 92% MKT 90% 100% 92% SUR 90% 100% 100%
At least 90 percent of the companies surveyed will rate course content and instructional quality of continuing education programs as satisfactory or better.
CONTINUING EDUCATION QUALITY OF INSTRUCTION
Years Standard Course Content Instructional Quality 2001-2002 90% 94.0% 96.0% 2002-2003 90% 95.0% 95.7% 2003-2004 90% 96.0% 96.6% 2004-2005 90% 98.5% 97.5% 2005-2006 90% 96.5% 97.6%
At least 90 percent of businesses or organizations that used MTC’s continuing education programs and services will indicate they would use those services again. (CE)
CONTINUING EDUCATION USE OF PROGRAMS AND SERVICES
Years Standard Use of Programs 1996 90% 97% 1999 90% 100% 2002 90% 98% 2005 90% 98%
ACTION PLAN: Survey administered on a 3-Year cycle
31 INDICATORC-2: ASSESSMENT OF PROGRAMS AND SERVICES
STANDARDS AND RESULTS:
Student Development Services departmental reviews will reflect an overall rating of 4 (Good) on a 5- point scale.
Student Development Services Department Evaluations (Ratings on a 5-point scale Standard = 4) 2004 2005 2006** Review Component ADV CNS* SA UB CAL SSS DRC ETS EOC Overall Rating 4.9 3.7 4.9 3.8 4.8 4.8 4.0 3.7 3.9 * Note: Counseling Services’ 2004 program evaluation was based on a 4.0 scale with a 3.2 standard. **Note: Rating changed to a 4.0 scale with a 3.2 standard. ADV=Advisement & Sched. UB=Upward Bound DRC=Disability Resource Ctr. CNS=Counseling Services CAL=Ctr. For Adult ETS=Educational Talent Search SA=Student Activities Learners/Job Training EOC =Educational Opportunity Ctr. SS=Student Support Services
Business Affairs program reviews will reflect a rating of 80 percent or higher. Overall Previous Current Program Business Affairs Division: 2004 Satisfaction Program Rating Ratings Budget Office > 80 % 97.6 % 97.0 % Auxiliary Services Office > 80 % Not Available 95.9 % Bookstore > 80 % 83.3 % 94.6 % Conference/Meeting Facilities > 80 % 82.6 % 96.0 % Catering Services > 80 % Not Available 93.3 % Vending Services > 80 % Not Available 89.3 % Cafeteria Services > 80 % 82.6 % 86.8 % Finance and Accounting Office > 80 % Not Available 92.8 % Accounts Payable > 80 % 95.7 % 92.9 % Cashier > 80 % 74.4 % 81.0 % Grants Accounting > 80 % 76.2 % 94.3 % Human Resource Management Office > 80 % 81.6 % 85.6 % Operations Office > 80 % Not Available 83.2% Building & Grounds > 80 % Not Available 91.3% Security Staff > 80 % Not Available 85.1% Motor Pool > 80 % Not Available 92.7% Support Services Office > 80 % Not Available 95.3% Archives > 80 % 95.0% 94.7% Inventory Services > 80 % 96.3% 95.2% Mail Services > 80 % 82.0% 93.2% MIL Warehouse > 80 % 90.3% 95.1% Procurement > 80 % 85.9% 90.1% Overall Previous Current Program Business Affairs Division: 2006 Satisfaction Program Rating Ratings Vice President for Business Affairs Office > 80 % 95.6 % 95.7 % Information Resource Management Office > 80 % 96.7 % 91.2 % Help Desk > 80 % 86.0 % 89.1 % Telecommunication (Telephone) > 80 % 96.8 % 94.8 % Programming Services > 80 % 95.4 % 88.9 % Micro-Systems Services > 80 % 94.6 % 94.2 % Networking & Network Account Services > 80 % 95.8 % 95.4 % Source: BA Employee Satisfaction Survey
32 INDICATOR C-3: ENTRY-TESTING AND COURSE PLACEMENT
STANDARDS AND RESULTS:
The college will maintain a 75 percent success rate (C or better excluding W’s and I’s) for students placed in targeted courses based on initial test data.
COURSE SUCCESS RATE FROM INITIAL TEST DATA
Target Courses Standard Success Rate 2002-03 2003-04 2004-05 2005-06 2006-07 ACC101 75% 82% 82% 80% 78% 73% CPT101 75% 91% 94% 91% 93% 91% ENG101 75% 84% 90% 86% 88% 86% MAT101 75% 81% 81% 76% 75% 73% MAT102 75% 80% 80% 82% 81% 77% MAT110 75% 86% 87% 84% 80% 82% MAT155 75% 88% 88% 88% 87% 81% PSY201 75% 81% 82% 79% 82% 81% RDG100 75% 83% 79% 74% 80% 82% SOC101 75% 85% 89% 86% 90% 86%
INDICATOR C-4: ACCESS AND EQUITY
STANDARDS AND RESULTS:
The percentage of gender and race of the student body at the college will be within 5% parity with the composition of the community.
ENROLLMENT BY RACE AND GENDER
Race Gender
2004-05 2005-06 2006-07 2004-05 2005-06 2006-07
Black White Other Black White Other Black White Other Male Female Male Female Male Female
MTC 36% 55% 9% 36% 55% 9% 36% 56% 8% MTC 37% 63% 37% 63% 37% 63%
Cola Cola MA 2000 Census MA 2000 Census Black White Other Male Female 32% 64% 4% 48% 52%
ACTION PLAN: The college will develop strategies designed to impact male enrollment.
33 At least 23.0 percent of undergraduate headcount students enrolled at MTC in the fall term will be citizens of South Carolina who are other-race according to federal reporting definitions. (8C1 - Accessibility to the Institution of All Citizens of the State)
PERCENT SC OTHER-RACE CITIZENS ENROLLED Fall Unduplicated Unduplicated HC % SC Other-Race Year Standard HC Enrollment Other-Race SC Citizens Citizens Enrolled 2002-2003 23-30% 10,104 3,982 39.4% 2003-2004 23-30% 10,678 4,304 40.3% 2004-2005 23-30% 10,491 4,295 40.9% 2005-2006 23-30% 10,569 4,351 41.2% 2006-2007 23-30% 10,659 4,328 40.6%
In target curriculum courses, success rates of students who complete developmental courses should be at least 85 percent of success rates of students who were not required to enroll in developmental courses.
2003 2004 2005 2006 DVS Target A B A to B A B A to B A A to B A B A to B Course Course No Success No Success No Success No Success DVS DVS Ratio DVS DVS Ratio DVS DVS Ratio DVS DVS Ratio ENG 035 ENG 100 65 83 78 74 81 91 66 82 80 - - - ENG 032 ENG 100 ------67 76 88
MAT 032 MAT 100 75 81 93 76 69 110 78 69 113 69 69 100
MAT 100 MAT 101 77 77 100 70 70 100 76 72 106 75 68 110 MAT 100 MAT 155 89 89 100 83 89 93 90 84 107 83 84 99
RDG 035 RDG 100 61 74 82 65 73 89 70 76 92 - - - RDG 032 RDG 100 ------62 80 78
RDG 100 CPT 101 92 93 99 91 90 101 87 94 93 88 89 99 RDG 100 ENG 101 88 89 99 83 82 101 80 86 93 75 85 88 RDG 100 PSY 201 66 82 80 60 80 75 61 80 76 53 82 65 RDG 100 RDG 101 86 91 95 100 100 100 ------RDG 100 SOC 101 70 85 82 56 88 64 58 89 65 50 86 58
CSF D: ECONOMIC DEVELOPMENT AND COMMUNITY INVOLVEMENT
INDICATOR D-1: SUPPORT OF ECONOMIC DEVELOPMENT
ACTION PLAN: The college is reviewing this indicator to determine how to proceed.
STANDARDS AND RESULTS:
The Central Carolina Economic Development Alliance will report MTC had a positive impact on corporate decisions to locate or expand in the Midlands.
Of a sample of existing businesses who use MTC education and training services through the Continuing Education Division, 80 percent report that MTC had a positive impact on employee productivity. (CE) 34 INDICATOR D-2: INTERACTION WITH THE COMMUNITY
ACTION PLAN: The college is reviewing this indicator to determine how to proceed. STANDARDS AND RESULTS:
Eighty percent of community leaders report that MTC is a positive influence on the quality of life of the community.
At least 90 percent of the 12-26 aged disadvantaged individuals served by MTC Student Development Services outreach programs to promote post-secondary preparedness will continue to the next grade or enter post-secondary education.
Percent of Outreach Services Clients Continuing in High School/Middle School or Entering Post-Secondary Education % Continuing Secondary/ Year Clients Served Entering Post-Secondary Education
2002-2003 1076 93% 2003-2004 1032 91% 2004-2005 1026 91% 2005-2006 1017 91% 2006-2007 1014 92% Source: ETS & UB reports
INDICATOR D-3: POSITIVE COMMUNITY RESPONSE STANDARDS AND RESULTS:
Students admitted and enrolled at the college will include a minimum of 25 percent of the most recent local high school graduates admitted to any post secondary education institution. Local College-Bound High School Graduates Categories 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 Grads Grads Grads Grads Grads Total Number of Area High School Completers 5,135 5,413 5,369 5,438 5,660 Number/Percentage of Area High School Completers 3,631 3,768 3,884 3,931 4,177 Admitted to any Post- Secondary Institution (71%) (70%) (72%) (72%) (74%) Number and Percent Enrolled 829 1,013 918 1,023 1,199 at MTC* (23%) (27%) (24%) (26%) (29%) *Source: CERS Opening Extract
35 INDICATOR D-4: PARTNERSHIPS AND ALLIANCES STANDARDS AND RESULTS:
The college will complete form to report cooperation and collaboration of the college within the Technical College sector. (4A/B: Cooperation and Collaboration, Technical College sector)
ACTION PLAN: The SBTCE has worked with CHE staff to develop an acceptable measure for this indicator.
TECHNICAL COLLEGES CAMPUSES SECTOR INSTITUTIONS 2004-05 2005-06 2006-07 1. (a) All credit degree programs/clusters…have advisory committees Yes Yes Yes (b) College has an Advisory Council Manual that includes… Yes Yes Yes If both a and b are Yes then continue, if not Score = 1. 1 1 1 Total Number of Advisory Committees 28 29 29 2. 1) # that meet at least one time per year 28 29 29 2) # that provide input to help in reviewing and revising programs 28 29 29 for currency with business and industry processes as appropriate. Number of advisory committees that reviewed and made 28 21 12 recommendations on the utilization/integration of current technology and equipment in existing programs. 3) # that provided professional development opportunities, field 20 20 5 placements, or cooperative work experiences for students or faculty within their company. # that provided assistance with student recruitment , student job 15 15 10 placement, and if appropriate faculty recruitment. 4) # that have completed a self evaluation of the effectiveness of the 28 29 29 advisory committee in its defined role to the institution. 3. a) Sumofpart2.1-6 147 143 85 b) # of Committees *6 168 174 174 c) Result of (a)(b)* 100 87.5% 82.2% 48.8% Are all programs covered? Yes Yes Yes
College annual reports will reflect collaborative partnerships and alliances with at least 50 community organizations, businesses, and educational institutions each year.
The college has over 50 partners including: all local school districts within the service area, USC, SC State University, Clemson University, MUSC, MEBA Alliance, United Way, American Heart Association, Blue Cross Blue Shield, Siemens Diesel System Technology, CMC Steel of SC, SCANA, SC Hospital Association, Palmetto GBA, PBR Columbia LLC, Palmetto Health, Westinghouse, Trane, Valspar, Square D, Union Switch and Signal, Michelin, Intertape Polymer Group (IPG), and Lexington Medical Center.
Surveys of college partners, conducted once every three years, will indicate at least 90 percent satisfaction and benefit from their relationship with the college.
ACTION PLAN: The college is currently conducting a comprehensive review of its college-wide survey needs. The survey, in some form, will be administered after this review is completed.
36 CSF E: EFFECTIVE LEADERSHIP AND MANAGEMENT
INDICATOR E-1: COOPERATIVE PLANNING AND GOAL ATTAINMENT
STANDARDS AND RESULTS:
The mission statement will be approved by the Commission on Higher Education on a five year cycle or as appropriate when changes are adopted. (1C - Approval of a Mission Statement)
CHE approved the college’s statement of Mission, Role and Scope and Values in 1999.
The college will attain the goals set forth in the strategic plan as related to expected results, resources required/dedicated and time lines. (1E - Attainment of Goals of the Strategic Plan)
The annual MTC Report Card details the college’s success in accomplishing the goals outlined in its Strategic Plan. The CHE no longer requires MTC to report on this benchmark.
INDICATOR E - 2: MANAGEMENT OF RESOURCES
STANDARDS AND RESULTS:
The average class sizes at the college will be 12-27. (3A1 – Class Sizes and Student/Teacher Ratios)
The ratio of FTE student per FTE faculty will be 10-20. (3A2 - Class Sizes and Student/Teacher Ratios)
The standard for the average number of credit hours taught by teaching faculty is Not Available. (3B - Number of Credit Hours Taught by Faculty)
The ratio of full-time faculty as compared to other full-time employees will be 36-42%. (3C - Ratio of Full-time Faculty as Compared to Other Full-time Employees)
MTC (Fall) Category Standard 2002 2003 2004 2005 2006 2007
a. Avg. Lecture Size 12 – 27 20.5 21.4 21.4 20.5 20.1 19.0 (3A) b. FTE Student/FTE 10 – 20 17.6 18.5 18.22 17.72 18.8 17.3 Faculty(3A3) c. Avg. Cr. Hours Not * 258.6 268.3 265.14 255.23 262.29 266.17 Taught (3B) Available d. FT Fac./Other FT 36 – 42 % 41.2 39.7 38.3 39.9 38.8% 39.2% Employees (3C) *CHE is developing a benchmark for this measure.
37 The college will conduct its management practices in the most efficient and effective manner possible and will meet 100% of the criteria. (5B - Use of Best Management Practices)
The college will provide narrative and other substantiation that explain its efforts in each of the areas during the past three years. The Commission on Higher Education will determine whether each institution has applied each management practice consistently during the past three years.
This indicator was reviewed as a part of the CHE/SBTCE data verification in November 2001. Auditors reviewed sub-section 5B-2, 5B-10 & 5B-11 and made no recommendations.
The average number of continuing education units produced will equal or exceed the annual benchmark established for Act 359. (8B - Continuing Education Programs for Graduates and Others)
Year Standard CEU’s Produced 2001-2002 N/A 40,269 2002-2003 N/A 39,792 2003-2004 N/A 37,128 2004-2005 N/A 45,329 2005-2006 N/A 43,517 2006-2007 N/A 40,591
ACTION PLAN: The college tracks CEU’s.
The general overhead cost per FTE student will equal or exceed the annual benchmark established for Act 359. (5D - Amount of General Overhead Costs)
Average General Overhead Costs Category Standard MTC FY 2003 FY 2004 FY 2005 FY 2006 FY 2007 a. General Overhead Costs $1,046 -$1,477 $1,118 $965 $956 $930 $928 per FTE Student (5D)*
INDICATOR E-3: ACQUISITION OF PUBLIC/PRIVATE RESOURCES
STANDARDS AND RESULTS:
Local appropriations will equal the college’s annual operational and capital funding budget request.
38 LOCAL APPROPRIATIONS Operational Budget Capital Budget County Year Amount Amount Amount Amount Amount Requested Approved Received Requested Approved Richland 2002-03 $3,300,833 $3,300,833 $3,300,833 1 Mill (1) 1 Mill (1) Lexington 2002-03 $2,200,556 $2,200,556 $2,200,556 $661,600 $661,600 Fairfield 2002-03 $ 50,720 $ 50,720 $ 50,720 N/A N/A
Richland 2003-04 $3,467,905 $3,467,905 $3,467,905 1 Mill (1) 1 Mill (1) Lexington 2003-04 $2,198,364 $2,198,364 $2,198,364 $665,000 $665,000 Fairfield 2003-04 $ 92,407 $ 92,407 $ 92,407 N/A N/A
Richland 2004-05 $3,486,096 $3,486,096 $3,486,096 1 Mill (1) 1 Mill (1) Lexington 2004-05 $2,324,064 $2,324,064 $2,324,064 $677,000 $677,000 Fairfield 2004-05 $ 104,994 $ 104,994 $ 104,994 N/A N/A
Richland 2005-06 $3,577,416 $3,577,416 $3,577,416 1 Mill + ½ Mill (1½) 1 Mill + ½ Mill (1½) Lexington 2005-06 $2,384,944 $2,384,944 $2,384,944 $1,041,000 $1,041,000 Fairfield 2005-06 $ 108,228 $ 108,228 $ 108,228 N/A N/A
Richland 2006-07 $3,682,764 $3,682,764 $3,682,764 1 Mill + ½Mill (1½) 1 Mill + ½Mill (1½) Lexington 2006-07 $2,455,176 $2,455,176 $2,455,176 $1,105,000 $1,105,000 Fairfield 2006-07 $ 110,392 $ 110,392 1,105,000 N/A N/A
Contributions to the foundation will increase by 5 percent each year.
2004-2005 2005-2006 2006-2007 2007-2008 % Change Standard Contributions Contributions Contributions Contributions Current Year 5% $284,508 $297,090 $375,843 $236,929 -63%
The endowment per FTE student will increase by 5 percent each year.
Category Standard MTC FY 2003 FY 2004 FY 2005 FY 2006 FY 2007
Endowment Per FTE 5% Increase $265 $280 $ 285 $ 290 $302 Student (E-3) (+9%) (+5%) (+2%) (+1.7%) (+4.1%)
The diversity of financial support to the MTC foundation will approximate the diversity mix of foundation structures of public 2-year colleges nationally.
Annual Source of Funds Public MTC MTC MTC MTC MTC Two-year 2003-04 2004-05 2005-06 2006-07 2007-08
Annual fund 20% 5% 6% 7% 8% 6% Bequests/Other gifts from living 22% 6% 5% 4% 4% 5% individuals Gifts/grants from foundations, 44% 86% 87% 85% 86% 86% corporations, government and foreign government, corporations, foundations Other gifts/grants 13% 3% 2% 4% 2% 3%
39 Personal contributions from individuals representing alumni, current students, faculty, staff and community supporters will increase by 5 percent annually.
Year % Change Previous Year’s Current Year’s % Change Standard Contributions Contributions Current Year 2002-2003 5% $ 80,549 $ 80,786 0% 2003-2004 5% $ 80,786 $ 98,507 22% 2004-2005 5% $ 98,507 $ 84,493 -14% 2005-2006 5% $ 84,493 $ 77,785 -8% 2006-2007 5% $ 77,785 $ 69,447 -11% 2007-2008 5% $ 69,447 $ 65,437 -6%
The activity level of grant applications and resulting funds will follow a positive trend over time.
New Grant Applications - July 06-June 07 Title of Grant Proposal Date Status Total Award Submitted US DOE Title III – Strengthening Institutions July 2006 Awarded $1,993,061 9/29/06-five yrs US DOE Educational Opportunity Center Awarded $ 880,000 8/03/06-four yrs US DOE Educational Talent Search Awarded $1,382,244 7/26/06-four yrs National Science Foundation NSF CCLI project Awarded collaboration with USC, Developing an Engineering 3/30/07-one yr Environment for Fostering Effective Critical $ 36,000 Thinking (EFFECT) Through Measurements National Science Foundation NSF – STEM September 2006 Pending Grant collaboration with USC, SC Steps to STEM for $550,000 SC Department of Commerce – Cont. Education October 2006 Not funded African American Male Leadership August 2006 Awarded for one $ 5,000 year Sept. 06 TOTAL FEDERAL AND STATE AWARDS - $4,296,305 YEAR TO DATE Source: 2006-07 Institutional Priorities/Agency Head Report
ACTION PLAN: The college is developing a methodology for tracking grant related activities.
40 INDICATOR E-4: FACILITY AND TECHNOLOGY DEVELOPMENT
STANDARDS AND RESULTS:
Space utilization will meet or exceed the average for the Technical College system.
SPACE UTILIZATION Classroom and Laboratory Utilization Rate Year Technical System Average Midlands Technical College Classroom Laboratory Classroom Laboratory 2002-2003 24.34 hrs 14.82 hrs 29.78 hrs 18.51 hrs 2003-2004 21.20 hrs 16.92 hrs 29.20 hrs 19.68 hrs 2004-2005 20.71 hrs 15.76 hrs 26.93 hrs 19.11 Hrs 2005-2006 20.61 hrs 14.62 hrs 26.71 hrs 19.99 hrs 2006-2007 21.10 hrs 15.09 hrs 27.86 hrs 21.11 hrs
User satisfaction measured by the MTC Employee and Student Opinion surveys will meet or exceed 85 percent for each category evaluated.
USER SATISFACTION RATINGS 2006 SURVEY RESULTS
Space Allotment Existing Furnishings/Lighting Cleanliness
Stnd. Student Employee Stnd. Student Employee Stnd. Student Employee Classrooms 85% 67.4 68.1 85% 68.6 68.3 85% 72.7 71.2
Bookstore 85% 58.0 76.1 85% 76.9 85.3 85% 80.6 89.9
Restrooms 85% 62.5 63.6 85% 65.7 67.9 85% 60.0 58.3
Computer Laboratories 85% 74.3 78.1 85% 75.9 80.0 85% 85.8 83.7
Laboratories 85% 61.7 77.4 85% 64.3 77.3 85% 80.2 80.7 (not computer)
Parking 85% 31.7 60.4 NA 46.6 62.5 85% 75.6 81.9
Hallways/Common Area 85% N/A 0.0 NA N/A 0.0 85% N/A 77.4
Food Service Area 85% 56.4 70.3 85% 69.5 78.8 85% 78.7 84.4
Library 85% 72.5 84.4 85% 73.2 85.9 85% 90.3 90.3
Food Vending Areas 85% 57.0 68.5 85% 70.6 75.1 85% 75.9 80.7
Conference/Meeting 85% N/A 81.2 85% N/A 84.1 85% N/A 89.5 Rooms
Faculty Lounges 85% N/A 59.6 85% N/A 64.3 85% N/A 70.4
Office Space 85% N/A 62.1 85% N/A 70.1 85% N/A 70.0 Source: BA Student and Employee Satisfaction Survey (Administered on a 3-Year cycle)
41 CSF F: COLLABORATIVE ORGANIZATIONAL CLIMATE
INDICATOR F-1: ON-GOING PROFESSIONAL DEVELOPMENT
STANDARDS AND RESULTS:
Overall college involvement in professional development activities will exceed 90 percent annually.
ACTION PLAN: The college is developing a definition and methodology for the collection of this data.
INDICATOR F-2: FACULTY/STAFF DIVERSITY
STANDARDS AND RESULTS:
Attain a minimum of 80 percent overall goal attainment, as published in the annual South Carolina Human Affairs Status of State Agencies Affirmative Action Plans and Programs report.
Year Standard MTC Goal Attainment 2001-2002 80% 94% 2002-2003 80% 97% 2003-2004 80% 97% 2004-2005 80% 95% 2005-2006 80% 96% 2006-2007 80% 96%
The percent of headcount teaching faculty who are other-race will meet or exceed the annual benchmark established for Act 359.
Year CHE Benchmark MTC Performance Fall 2002 10%-13% 15.9% Fall 2003 10%-13% 17.1% Fall 2004 10%-13% 18.6% Fall 2005 10%-13% 17.6% Fall 2006 10%-13% 18.1%
ACTION PLAN: Technical Colleges – The standard for this indicator is based on being at or within +/- 10% of US minority population with baccalaureate degrees. The reference used is 12.0% US minority population based on 1990 census data, “Educational attainment of persons 25 yrs and older.” The standard for a score of “Achieves” for this sector is 10% to 13%.
42 INDICATOR F-3: SUPPORT FOR EQUITY IN EMPLOYEE SALARY/BENEFITS
STANDARDS AND RESULTS:
Classified salaries will exceed the mean salary of state employees with comparable classification.
Classified Average Salary Comparison (As of April 2008) Year No. of Class Codes No. of MTC Codes Above No. of MTC Codes Below % Above at MTC State Salary Average State Salary Average State Average 2002-03 87 70 17 80.4% 2003-04 86 72 14 83.7% 2004-05 88 67 21 76.1% 2005-06 88 67 21 76.1% 2006-07 86 68 18 79.0%
MTC’s average faculty salary will equal the national mean faculty salary for two-year institutions. (2D - Compensation of Faculty)
FACULTY SALARY COMPARISON Year National Average Salary MTC Average Salary Fall 2003 $50,371 $41,338 Fall 2004 $51,288 $43,281
Fall 2005 $52,810 $45,424
Fall 2006 $54,823 $46,846
Fall 2007 $56,775 $48,816
ACTION PLAN: MTC continues to make progress in closing the gap between itself and the National average. The college will continue to monitor changes in these figures.
INDICATOR F-4: EMPLOYEE SATISFACTION
Standards: (Please draft suggestions for standards in the space(s) below.)
43 Developing the 2004-2007 Strategic Plan
For more than two decades, Midlands Technical College has been committed to the benefits of combining effective planning and evaluation to ensure student success. Through a renewed planning approach, the college seeks to proactively respond to the community and create expanded opportunities for all of its students. Using a dynamic, collaborative and continuous process; strategic planning at MTC seeks to collect and interpret relevant information about important influences on the college’s future and to use this information to address opportunities that lie ahead.
This strategic plan builds on the MTC’s past accomplishments and provides a common agenda for moving the college forward to its next level of responsiveness. The goals and priority initiatives outlined in the plan are the blueprint for “creating effective learning environments, enhancing individual success, promoting economic vitality and providing opportunities for lifelong education” for all our students. This plan will keep each of us (faculty, staff and administration) focused on our vision, values and mission and ensure that our students have the highest quality learning experiences possible.
44 Appendix A
2004-2007
Statements of Mission, Role and Scope, Vision and Values
Institutional Goals and Priority Initiatives
45 MTC Mission Statement (Approved 3-17-04)
Midlands Technical College is a comprehensive, multi-campus, public, two-year college serving the primary region of Richland, Lexington and Fairfield counties of South Carolina. College programs and services provide accessible, affordable, high quality post-secondary education that prepares a diverse student population to enter the job market, transfer to senior colleges and universities, and achieve their professional and personal goals. Through its programs and services, the college equitably provides higher education opportunities and strengthens the economic and social vitality of the community.
MTC Statement of Role and Scope (Approved 3-17-04)
The college implements its mission through a clearly defined set of programs, services and partnerships that include:
College-Level Credit Programs. The college serves approximately 10,000 to 15,000 credit students through courses leading to associate degrees, diplomas and/or certificates in Arts and Sciences, Business, Computer Technology, Engineering Technology, Health Sciences, Industrial Technology and Public Service.
Continuing Education Programs. The college provides professional and career training and development through catalog and customized courses to approximately 30,000 individuals from area businesses, industries, and governmental and health agencies. The college also offers self-supporting, noncredit activities for personal enhancement.
Student Development Programs and Services. The college offers developmental programs and services to enrolled and prospective students and alumni to increase their success and enhance their potential for personal, educational and professional growth. The college increases student access to higher education through special recruitment, counseling and evaluation services.
Economic Development Programs. The college promotes the economic vitality of the region by providing workforce training for new and expanding industries and technology transfer to developing companies. The college actively seeks to promote business growth and increase regional prosperity.
46 MTC Statement of Vision (Approved 3-17-04)
Midlands Technical College will be an innovative leader in creating effective learning environments, enhancing individual success, promoting economic vitality and providing opportunities for lifelong education.
MTC Statement of Values (Approved 3-17-04)
Midlands Technical College contributes to the community by helping individuals reach their full potential through affirmation of the following values:
Commitment to Students. Belief in providing a learner-centered environment offering quality instruction, resources and services and presenting challenging opportunities for the continued growth and development of its students. The college assists students in clarifying their lifelong goals, fostering entrepreneurship, developing interpersonal skills and maximizing their potential.
Commitment to Excellence in Education. Belief in offering the highest quality academic programs and support services through a variety of delivery methods that reflect the relevant education required for future success. The college believes in building a community of learners and prepare students for the work environment or to continue their education.
Commitment to Economic Vitality and Quality of Life. Belief in preparing students for successful careers by providing a seamless curriculum bridging secondary education through university education options. The college partners with business, education and government to enhance the growth and prosperity of the community.
Commitment to Access and Diversity. Belief that the college provides access to programs and services to students who represent the cultural, economic and demographic diversity of the community.
Commitment to Faculty and Staff. Recognition of the importance of attracting and retaining and excellent and diverse faculty and staff who collectively create a positive learning environment. The college provides professional development opportunities and demonstrates its commitment to all members of the college community by providing resources to carry out the mission of the college.
Quality Campus Environment. Recognition of the importance of creating an inviting and secure environment by all members of the college community. The college values clear communications, open exchange of ideas, involvement in decision-making, integrity and respect for all individuals.
Resources Management and Diversification. Belief in the effective use of college resources to provide quality education and services to its students and community and to be accountable to all college constituents. The college seeks to diversify its financial support through the pursuit of new and innovative funding sources.
Commitment to Innovation and Renewal. Belief that the spirit of creativity and discovery is present in all college endeavors. The college is open to adaptation and positive change for the benefit of all its constituencies.
47 College-wide Goals and Priority Initiatives (3-9-04)
Goal 1: The college embraces an innovative learning environment that enhances teaching, learning and individual development.
Priority Initiatives:
1. Define and continuously refine what learning community means to MTC. 2. Develop and strengthen all aspects of programs and services. 3. Provide access to and enhance the success of at-risk populations. 4. Identify and implement student-centered learning enhancements. 5. Promote faculty and staff participation in innovative developments in their fields of study. 6. Ensure the college has state of the art multi-media equipment and connectivity to support a learner-centered culture. 7. Implement the Facilities Master Plan. 8. Foster awareness of available opportunities to all college constituencies. 9. Forge international partnerships.
Goal 2: The college prepares a workforce that is much in demand by business and industry.
Priority Initiatives:
1. Enhance information literacy skills within the curricula. 2. Improve student success through innovative teaching methodologies and the integration of current technology into the curriculum. 3. Ensure connectivity between employer demand and student awareness of career pathways. 4. Prepare students for career adaptability. 5. Improve the rate at which under-prepared students move into curriculum programs. 6. Integrate career assessment and career planning to better prepare students for current and emerging career opportunities.
48 Goal 3: The college collaborates with educational and community partners to create seamless curricula and quality services for the diverse population bridging K-12, two-year college and university education.
Priority Initiatives:
1. Expand course offerings, student services and articulation with senior institutions. 2. Expand collaboration and interaction with area school districts. 3. Extend the college’s expertise in instructional delivery and marketing to both secondary and post-secondary partners. 4. Enhance education through community interaction and adoption of nationally recognized curricula and standards. 5. Provide effective co-curricular programs, activities and services that create a learner- centered environment. 6. Integrate diversity and multi-culturalism into programs and services.
Goal 4: The college partners with community constituencies to strengthen the educational, social and economic vitality of the community.
Priority Initiatives:
1. Actively interface with economic development entities and senior institutions and participate in activities to increase business and industry development. 2. Collaborate with communities in the service area to provide accessible educational opportunities. 3. Expand and strengthen the role of program advisory committees. 4. Seek opportunities for dialogue and interaction to ensure the college is proactive in its participation in advancing the community. 5. Integrate service learning into college courses and co-curricular activities that strengthen civic responsibility and economic vitality.
Goal 5: MTC serves as a primary catalyst in economic development through education, entrepreneurship and business acceleration.
Priority Initiatives:
1. Design and implement innovative, proactive programs to address the future needs of the business community and expand the workforce. 2. Promote innovative arenas including public/private partnerships and enterprise development. 3. Respond to the changing training and development needs of new and expanding business and industry. 4. Define the scope of new initiatives and influence their perception in the community. 5. Develop a strategic master plan for the Enterprise Campus. 6. Establish programs to promote entrepreneurship. 7. Incorporate the identification of employer training and re-training needs into recruitment and outreach activities.
49 Goal 6: The college achieves national recognition through comprehensive, research- based evaluation of programs and services. Priority Initiatives:
1. Develop systemic processes that provide leaders with information and data to support strategic and operational decision-making. 2. Support the development and use of national and peer comparisons to measure the effectiveness and efficiency of academic and administrative performance. 3. Expand the capabilities of faculty and staff to design and conduct their own research. 4. Enhance the college’s national recognition as a leader in institutional planning, effectiveness, assessment and innovative research concepts. 5. Develop and disseminate information needed to influence the direction of post-secondary education in South Carolina. 6. Develop and implement comprehensive risk management strategies.
Goal 7: The college engages in creative, entrepreneurial resource development and management.
Priority Initiatives:
1. Seek partnerships with local agencies and senior institutions to offer learning opportunities for students and professional development opportunities for faculty. 2. Continuous seek and obtain alternate funding. 3. Develop methods to conserve resources and increase revenue. 4. Position the college to maximize state and local support.
Goal 8: The college implements strategies to recruit, retain and develop exceptional faculty and staff.
Priority Initiatives:
1. Provide opportunities and funding to ensure the on-going professional development of faculty and staff. 2. Develop and implement innovative strategies for the recruitment and retention of faculty and staff. 3. Ensure accurate and meaningful communication college-wide. 4. Integrate diversity and multicultural into employment practices and professional development.
50 Appendix B
2004-2007
Critical Success Factors and Indicators of Effectiveness
51 CRITICAL SUCCESS FACTORS AND INSTITUTIONAL EFFECTIVENESS INDICATORS 2004-2007
-A- A-1 A-2 A-3 A-4
Dynamic Achievement Assessment Articulation Accreditation Educational in of the Agreements Programs General Academic Education Major
-B- B-1 B-2 B-3 B-4 B-5 B-6
Student Student Graduation Placement Transfer Rates Retention Licensure Outcomes Goal Rates Rate in and Rates Exam Rates Attainment Work Force Performance
-C- C-1 C-2 C-3 C-4
Quality Client Assessment Entry Testing Access Support Satisfaction Of Programs And Course and Services and Services Placement Equity
-D- D-1 D-2 D-3 D-4
Economic Support Interaction Positive Partnerships Development of With the Community and and Economic Community Response Alliances Community Development Resources Involvement
-E- E-1 E-2 E-3 E-4
Effective Cooperative Management Acquisition Facility Leadership Planning of of and and and Goal Resources Public/Private Technology Management Attainment Development
-F- F-1 F-2 F-3 F-4
Collaborative Ongoing Faculty/Staff Support for Employee Organizational Professional Diversity Equity in Satisfaction Climate Development Employee Salaries/ Benefits
52 Critical Success Factors
Critical Success Factor A: Dynamic Educational Programs Definition: The central mission of the college is providing quality educational programs that prepare students to enter the workplace or to transfer to a senior institution. The faculty design curricula to develop students’ competencies for a competitive environment, increasingly defined by change and globalization, while sustaining a core of general knowledge and skills, maintaining requirements for external accreditations, and supporting student-centered transfer agreements.
Critical Success Factor B: Student Outcomes Definition: Midlands Technical College achieves its mission when its students attain their goals. These goals may include remaining in college and graduating in their fields of study, attaining specific skills, successfully transferring to senior colleges and universities, obtaining employment in the work force, and performing well in their professions.
Critical Success Factor C: Quality Support Services Definition: Midlands Technical College provides opportunities for educational access to widely diverse populations. To successfully respond to these multiple constituencies, the college continually assesses the needs and satisfaction levels of its students, alumni and employers. The college then uses this information to provide appropriate programs, services, facilities, technology and other resources to achieve student and college goals.
Critical Success Factor D: Economic Development and Community Involvement Definition: The College supports economic development through the appropriate education and training of entry-level workers and the retraining of current employees, based on local business and industry demands. Midlands Technical College’s faculty and staff are actively involved in the community and its development.
Critical Success Factor E: Effective Leadership and Management Definition: To be effective, the college must be accountable to the citizens and students who provide resources. This accountability includes demonstrating effective leadership, planning, acquisition of resources, resource management, and development of facilities and technology for the attainment of college goals.
Critical Success Factor F: Collaborative Organizational Climate Definition: The culture of an organization powerfully influences the performance of its members, the use of its resources, and the quality of its programs and services. Midlands Technical College seeks to promote a collaborative institutional climate through a shared strategic vision and common organizational values. Decision making and resource allocation reflect these values and are influenced by broad input from college associates.
53 CRITICAL SUCCESS FACTOR A: DYNAMIC EDUCATIONAL PROGRAMS
Definition: The central mission of the college is providing quality educational programs that prepare students to enter the workplace or to transfer to a senior institution. The faculty design curricula to develop students’ competencies for a competitive environment, increasingly defined by change and globalization, while sustaining a core of general knowledge and skills, maintaining requirements for external accreditations, and supporting student-centered transfer agreements.
-A- A-1 A-2 A-3 A-4
Dynamic Achievement Assessment of Articulation Accreditation Educational in the Agreements Programs General Academic Education Major
INDICATOR A-1: Achievement in General Education Definition: Achievement in general education means the extent to which associate degree graduates demonstrate competence in meeting the general education core adopted by the college.
INDICATOR A-2: Assessment of the Academic Major Definition: A “major” is an organized group of courses which, together with support and/or general education courses, constitute a full program of study. The assessment of the academic major will determine the degree to which students master specialized knowledge and skills leading to employment in their field or discipline and/or success in a transfer senior-level program. INDICATOR A-3: Articulation Agreements Definition: Articulation refers to mutual agreements between two or more educational institutions on shared or transferable programs, practices or courses. INDICATOR A-4: Accreditation Definition: Accreditation refers to endorsement for membership by an external, professional agency based upon the successful demonstration of competency in standard criteria. Midlands Technical College is accredited by the applicable agencies listed in the ACT 359 implementation process, but the college’s accreditation is not limited to these agencies.
54 CRITICAL SUCCESS FACTOR B: STUDENT OUTCOMES
Definition: Midlands Technical College achieves its mission when its students attain their goals. These goals may include remaining in college and graduating in their fields of study, attaining specific skills, successfully transferring to senior colleges and universities, obtaining employment in the work force, and performing well in their professions. -B- B-1 B-2 B-3 B-4 B-5 B-6
Student Student Graduation Placement Transfer Retention Licensure Outcomes Goal Rates Rate in Rates Rates Exam Attainment Workforce and Rates Performance INDICATOR B-1: STUDENT GOAL ATTAINMENT Definition: Student goal attainment is successful achievement of student’s stated educational goals, to include program completion, employment, transfer to another educational institution or acquisition of specific skills. Goal attainment will be assessed by student self-reports and student tracking data. INDICATOR B-2: Graduation Rates Definition: Graduation rates record the proportion of an identified entering cohort officially enrolled in an academic program that completes a degree, diploma or certificate. The results are reported at specified intervals. INDICATOR B-3: PLACEMENT RATE IN WORKFORCE Definition: The college’s workforce placement rate is the proportion of an identified entering student cohort achieving a “marketable skill” who obtain employment within one year of last attendance. INDICATOR B-4: TRANSFER RATES AND PERFORMANCE Definition: Transfer rates and performance are defined as the number and rate of student transfers, along with a comparison of the performance of students who previously attended MTC to students who began their studies as first-time freshman at the transfer institution. INDICATOR B-5: RETENTION RATES Definition: Generally, retention is the proportion of an identified fall-term student cohort that is still enrolled or has completed a program of study within a specified period of time. In some situations, fall-to-fall enrollment data for targeted populations is compared and reported as the retention rate for those populations to meet state reporting requirements. Specific definitions and methodologies are reported by standard.
INDICATOR B-6: LICENSURE EXAM RATES Definition: Licensure exam rates are defined as the pass rate of college graduates who take post- graduate professional, graduate or employment-related exams and licensure/certification exams.
55 CRITICAL SUCCESS FACTOR C: QUALITY SUPPORT SERVICES
Definition: Midlands Technical College provides opportunities for educational access to widely diverse populations. To successfully respond to these multiple constituencies, the college continually assesses the needs and satisfaction levels of its students, alumni and employers. The college then uses this information to provide appropriate programs, services, facilities, technology and other resources to achieve student and college goals.
-C- C-1 C-2 C-3 C-4
Quality Client Assessment Entry Testing Access Support Satisfaction of and and Services Programs Course Equity and Services Placement INDICATOR C-1: CLIENT SATISFACTION Definition: Client satisfaction encompasses the satisfaction of students and employers with the programs and services offered by the college, as well as the skill-attainment levels of graduates. INDICATOR C-2: ASSESSMENT OF PROGRAMS AND SERVICES Definition: Assessment of programs and services is defined as the internal self-studies and program reviews of college programs, services and activities that are conducted to determine their effectiveness. These assessments are conducted using proven research techniques and practices. INDICATOR C-3: ENTRY-TESTING AND COURSE PLACEMENT Definition: Entry-testing and course placement measure the relationship between the specific academic skills of students at college entry and their subsequent success in targeted entry-level courses. INDICATOR C-4: ACCESS AND EQUITY Definition: The college provides special recruitment, counseling and educational support services for students who have diverse educational needs and who have been traditionally under- represented and under served by higher education. The college also assists under prepared students in developing the skills necessary to enter college-level programs.
56 CRITICAL SUCCESS FACTOR D: ECONOMIC DEVELOPMENT AND COMMUNITY INVOLVEMENT
Definition: The College supports economic development through the appropriate education and training of entry-level workers and the retraining of current employees, based on local business and industry demands. Midlands Technical College’s faculty and staff are actively involved in the community and its development.
-D- D-1 D-2 D-3 D-4
Economic Support Interaction Positive Partnerships Development of With the Community and and Economic Community Response Alliances Community Development Involvement INDICATOR D-1: SUPPORT OF ECONOMIC DEVELOPMENT Definition: Support of economic development is the extent to which the college provides the short- term credit or noncredit training needed to support business and industry and the economic development of the service area. INDICATOR D-2: INTERACTION WITH THE COMMUNITY Definition: The college’s interaction with the community is measured by its responsiveness to the community and the interactions between its associates and community organizations. INDICATOR D-3: POSITIVE COMMUNITY RESPONSE Definition: Midlands Technical College conducts outreach and development activities throughout the community to promote greater understanding of the college’s opportunities and needs. INDICATOR D-4: PARTNERSHIPS AND ALLIANCES Definition: The college’s partnerships and alliances are the external collaborative activities that assist it in serving its various constituencies.
57 CRITICAL SUCCESS FACTOR E: EFFECTIVE LEADERSHIP AND MANAGEMENT
Definition: To be effective, the college must be accountable to the citizens and students who provide resources. This accountability includes demonstrating effective leadership, planning, acquisition of resources, resource management, and development of facilities and technology for the attainment of college goals.
-E- E-1 E-2 E-3 E-4
Effective Cooperative Management Acquisition Facility Leadership Planning of of and and and Goal Resources Public/Private Technology Management Attainment Resources Development
INDICATOR E-1: COOPERATIVE PLANNING AND GOAL ATTAINMENT Definition: Cooperative planning and goal attainment are founded in the college’s systematic planning and evaluation process, which is designed to achieve its mission, and in the programs needed to fulfill its mission. INDICATOR E-2: MANAGEMENT OF RESOURCES Definition: Management of the college’s resources involves the equitable distribution of resources to programs and services. Equitable allocation is based on the identified needs of the institution and the findings from college research projects. This indicator also addresses efficiency issues related to class size and student-to-faculty ratios. INDICATOR E-3: ACQUISITION OF PUBLIC/PRIVATE RESOURCES Definition: The acquisition of resources involves developing, maintaining and sustaining favorable relationships with appropriate public officials and potential private donors and/or partners. These relationships should lead to stable and increased resources and support for the college. INDICATOR E-4: FACILITY AND TECHNOLOGY DEVELOPMENT Definition: Facility and technology development depends on broad-based short-term and long- term planning. The planning process for facilities and technology development will include the identification and prioritization of specific projects, potential funding sources and estimated time lines.
58 CRITICAL SUCCESS FACTOR F: COLLABORATIVE ORGANIZATIONAL CLIMATE
Definition: The culture of an organization powerfully influences the performance of its members, the use of its resources, and the quality of its programs and services. Midlands Technical College seeks to promotes a collaborative institutional climate through a shared strategic vision and common organizational values. Decision making and resource allocation reflect these values and are influenced by broad input from college associates.
-F- F-1 F-2 F-3 F-4
Collaborative On-going Faculty/ Support for Employee Organizational Professional Staff Equity in Satisfaction Climate Development Diversity Employee Salary/Benefits INDICATOR F-1: ON-GOING PROFESSIONAL DEVELOPMENT Definition: On-going professional development involves appropriate professional development opportunities that are provided on an on-going basis to all faculty and staff. INDICATOR F-2: FACULTY/STAFF DIVERSITY Definition: Faculty and staff diversity includes creating and sustaining an inclusive environment through the use of appropriate human resource management practices. These practices will include compliance with federal and state laws and regulations and the use of accepted and proven recruitment strategies. INDICATOR F-3: SUPPORT FOR EQUITY IN EMPLOYEE SALARY/BENEFITS Definition: Equity in employee salaries and benefits is the extent to which MTC employees' salaries and benefits are comparable to the salaries and benefits of employees at similar community colleges and post-secondary institutions in the state and southeastern region. Equity also refers to the extent to which raises and benefits are provided equitably throughout the college. INDICATOR F-4: EMPLOYEE SATISFACTION Definition: The satisfaction of college employees is measured by their involvement in the college’s decision making process, the adequacy of the programs and services offered, and the resources available for conducting their work.
59 Appendix C
Learning Community of the Future 2013
60 Midlands Technical College: Learning Community of the Future 2013
In 2013, Midlands Technical College (MTC) is an institution that respects its past while expanding and enriching its present academic programs and services to meet the changing needs of its students and community. The college is an institution characterized by an effective learning culture, the ability to meet the challenges of evolving economic and population trends, a commitment to community leadership, and innovative approaches to the acquisition and use of resources. MTC serves traditional and non-traditional students by providing specialized and alternative opportunities in higher education. The college’s graduates leave the institution with the knowledge and skills for successful careers or transfer to senior institutions. Additionally, the college enables students to gain the qualities and values necessary to become productive citizens.
Effective Learning Culture The creation of a positive, effective learning environment is tantamount. Everything the college does is connected to the building of a culture that enhances teaching, learning and individual development. This cornerstone provides purpose and meaning for all aspects of the college. MTC continuously seeks quality faculty and staff who embrace the mission of the college and are dedicated to the service of students. Together, the MTC Learning Community establishes a high-tech but soft-touch climate that takes full advantage of interactive technologies. The Learning Community embraces learning processes and adapt them to serve as the tools of quality educational practices. This basic philosophy is inherent in the following characteristics:
> Students, faculty, and staff comprise a community of learners, collectively responsible for learning, teaching and individual development. > Each member of the MTC Learning Community embraces life-long learning. > Faculty and staff members recognize their roles as facilitators who create learning experiences in various modes.
61 > The MTC Learning Community integrates the external community into its learning processes. The MTC Learning Community varies modes of delivery to meet the needs of learners.
Meeting Challenges of Economic and Population Trends
The tandem nature of research-based economic development and the need for a technically proficient workforce reinforces the college’s connection with the community. MTC's relationship with area high schools is a seamless partnership, ensuring all students find the pathway to a fulfilling career that best fits their talents and interests. MTC is increasingly aware of the importance of establishing national standards to measure its programs and services, as businesses compare locations nationwide. MTC is a hub for career training and retraining as the workforce needs for advanced skills become more intense. The community sees itself as a partner with the college and continues investment in the MTC Foundation and participation in public-private partnerships on the Enterprise Campus.
As the college evolved, it continuously adjusted to meet the needs of an increasingly diverse community. This growing diversity presents new opportunities to support the lifestyles of such population sectors as seniors who expect to enjoy a lengthening retirement. In a time of increased competition from educational providers, retirement of a large number of faculty and staff, declining public resources and the cultural and special needs of the population, the college continues to monitor the environment through its interactive strategic planning process and respond in a proactive manner. The college is focusing on the following influences to serve its community:
> MTC anticipates and meets workforce needs anticipating emerging technologies and labor market trends. > MTC provides seamless curricula and services to students to bridge K-12, two-year, and university education. > MTC adjusts delivery modes and services to address diversity and growth factors.
62 Community Leadership MTC is inseparable from the community and acknowledges its responsibility as an influential partner with diverse community constituencies. The college sees itself as a catalyst for prompting open discussion and progress toward connecting all aspects of education and regional economic development. The local focus of MTC makes it a logical and effective facilitator of symposia and planning activities joining various aspects of the community together. As the midpoint of a continuum of educational providers, MTC is an enabler bringing together diverse viewpoints for discussion and proactive intervention. MTC continues to position itself relative to the time in which it exists by clearly articulating its image and reputation through a program of advanced advocacy and community presence. Change is seen as a constant and positive way to progress into the future. The college plays the following roles in active community leadership:
Innovative Resource Development As college funding shifted away from full public support, the college became increasingly entrepreneurial in its acquisition of resources. The changing resource paradigm influenced MTC to seek non-traditional and creative ways to accomplish its mission. New resources ensure that students, faculty and staff are more closely connected with accessible technology and new opportunities for learning. Non-traditional approaches to managing these new resources enhance their effectiveness and benefit the learning environment. Technology is used to communicate with students and all other constituencies, and is integrated into the fabric of the college. The use of technology-based solutions has positively impacted curriculum design and serving the needs of diverse learning styles. The incorporation of new equipment and processes has proceeded
> Faculty/staff recruitment and professional development reflect institutional goals. > New technology acquisition meets academic and administrative needs.
63 Appendix D
Executive Summary MTC Environmental Scan Trends Report - 2002
64 Executive Summary MTC Environmental Scan Trends Report (October 8, 2002) Introduction
The Midlands Technical College Executive Council approved a set of recommendations to enhance the effectiveness of the strategic planning process that had been in place at MTC since the mid-1980’s. These recommendations were designed to: shorten the planning cycle; make the planning system more flexible and responsive to change; increase involvement of faculty, staff and students in the process; create a culture that is more responsive to change; and create cross- functional linkages that make procedures and services more user-friendly. To expand college involvement, a Strategic Planning Council and an Environmental Scanning process were set in place.
The Strategic Planning Council was developed to oversee the overall planning process and includes the college’s Executive Council, the chair and chair-elect of both the Faculty and Staff Councils, and a student representative. The Environmental Scanning process was designed to utilize the expertise and skills of MTC faculty and staff members in the assessment of the college’s environment.
Environmental Scanning is a careful, systematic evaluation of the institution and its external and internal environments. Its goal is to identify, clarify, evaluate, and prioritize issues and trends that could impact the future direction and success of the college. At MTC, six scanning committees, each composed of a diverse group of faculty and staff members from the college’s major divisions, were organized to conduct the Environmental Scan. The Strategic Planning Council recommended 60 individuals as members of the scanning committees. Additionally, MTC president, Barry Russell, issued a letter inviting the college’s entire faculty and staff to participate in the environmental scanning process by forwarding articles and/or data to the committee representatives. MTC’s six trend areas were: Demographic Trends, Economic and Employment Trends, Educational Trends, Political and Public Policy Trends, Social Trends and Technological Trends.
The Executive Summary of the Environmental Scanning committees’ findings on the six major trends is provided in the following pages.
65 Environmental Scan Trends Categories
Trend 1: Economic Development and Employment Trends While national attention is focused on rapid growth occupational areas, many leaders of business and industry remain concerned about gaps in basic and technical skills for large segments of the workforce. Emerging concerns also include a projected deficit in the available labor pool and the continuing low per capita income of South Carolina residents. Trend 2: Population and Enrollment Trends As the population ages and diversifies, postsecondary institutions will experience broad demographic shifts in their enrollment patterns. Each diverse group will pose unique demands for curriculum offerings and student services, and will be motivated to seek higher education for reasons ranging from personal interest to lottery tuition assistance. Trend 3: Curriculum and Programming Trends Institutions of higher education are facing a major pedagogical paradigm shift. The influence of technology, workplace expectations and diversification of the classroom will radically alter the roles and expectations of faculty at colleges and universities. Faculty will be expected to become facilitators of learning processes as the demand for personalized, flexible, asynchronous learning increases.
Trend 4: Influence of Technology New and emerging technologies will continue to revolutionize higher education. In addition to altering the manner in which education is delivered, technology will increase competition among postsecondary institutions, and challenge staff and faculty to constantly improve their technological competencies. As accessibility improves, concerns about security from viruses and hackers will influence network design and implementation. Integration of voice, data and video will bring about a Technology Convergence in the coming decades. Trend 5: Accountability and Resources Recent years have seen declining contributions by the state of South Carolina to all of higher education. The projected continuation of the state’s economic slowdown will result in additional funding cuts to higher education in the foreseeable future. The funding crisis is further complicated by new federal and state mandates, emerging infrastructure needs, increased competition for grants and supplemental funds, and numerous challenges in the area of human resources. Trend 6: Partnerships, External Relationships and Responsibility Economic and social realities are the driving force behind new initiatives at educational institutions to establish linkages with a variety of partners. Postsecondary institutions are attempting to increase the employability of their graduates and to assist in better preparing students for success in higher education through a broad array of partnerships with community organizations, K-12 education, businesses, and other institutions of higher learning. Additionally, postsecondary institutions will also endeavor to fulfill their higher learning mission through service learning initiatives, promoting civic-mindedness and responsibility, and ensuring equal access for all persons.
66 Trend 1: Economic Development and Employment Trends
While national attention is focused on rapid growth occupational areas, many leaders of business and industry remain concerned about gaps in basic and technical skills for large segments of the workforce. Emerging concerns also include a projected deficit in the available labor pool and the continuing low per capita income of South Carolina residents.
1. Fast growing occupational areas
a. The SC Employment Security Commission reports a significant shift from “low tech” to “high tech” occupations from 1998 to 2000. The 20 fastest growing occupations in SC are: Computer Scientists, Electronic Pagination Workers, Computer Support Specialists, Database Administrators, Systems Analysts, Paralegals, Physical Therapists, Home Care Aides, Medical Assistants, Physical Therapy Assistants, Respiratory Therapy Assistants, Data Processing Equipment Repairers, Home Health Aides, Special Education Teachers, Amusement Attendants, Manicurists, Bank Adjustment Clerks, Cardiology Technologists, Occupational Therapists, and Sports Instructors and Coaches.
b. Technology certification is a large and active educational market, with over 400 certifications currently available. The average Information Technology (IT)-certified worker currently holds nearly 4 different technical certifications, and 79 percent of such professionals indicate they plan to pursue additional certifications in the coming months.
2. Basic Skills Gap – Manufacturers are expressing concerns about the local labor pool and rejecting job applicants based on three primary areas: inadequate reading and writing skills; insufficient work experience; and inadequate basic employment skills (integrity/honesty, team player, listening, responsibility and knowing how to learn).
3. Technical Skills Gap – Due to the increasing use of technology, the current workforce will have to be retrained to improve existing skills levels. Additionally, 80 percent of manufacturers reported in 2001 that they experienced a shortage of qualified job candidates for skilled hourly production jobs.
4. Labor Pool Gap – Bureau of Labor Statistics forecasts that employment will expand 14 percent to 20 million jobs by 2008, at the same time that the number of workers available will decline.
5. Per Capita Income – South Carolina’s per capita income has not increased in recent years, and the SC Chamber of Commerce has stated its intention of using per capita income growth as a strategic goal to determine the success of the state in the future.
67 Trend 2: Population and Enrollment Trends
As the population ages and diversifies, postsecondary institutions will experience broad demographic shifts in their enrollment patterns. Each diverse group will pose unique demands for curriculum offerings and student services, and will be motivated to seek higher education for reasons ranging from personal interest to lottery tuition assistance.
1. Hispanic Population – Hispanic population growth in South Carolina has exceeded 200 percent in recent years, and this population segment is projected to make up 59 percent of the disadvantaged population in the future. The U.S. Education Department reports that Hispanic enrollment in two-year colleges outpaces Hispanic enrollment in all other levels of postsecondary education.
2. Boomers – The swelling population of persons 65-and-over to 14 million by 2010 will likely see baby boomers heading back to school for personal growth in retirement or for retraining.
3. Generation Y – By 2015, the population of traditional college age students will surge by 4.3 million students, to a total of 31 million. This trend will create a funding bottleneck in postsecondary education, and cause complications for educating nontraditional age students.
4. Underserved Populations – Several demographic groups are significantly under- represented in higher education in the Midlands, including African Americans and those from low-income households.
5. Population Growth in the MTC Service Area – In the past decade, population in the MTC service area grew tremendously, with Lexington County leading the area and the entire state with 29 percent growth. Although more moderate growth is anticipated through 2010, Lexington County is expected to grow at 10 percent, with Richland and Fairfield counties growing at 3.0 and 2.5 percent respectively.
6. Shifting Enrollment Trends – b. Although MTC’s enrollment overall has remained relatively consistent during the past five fall semesters, enrollment in the various academic disciplines has begun to shift. Enrollment in the Health Sciences and Nursing division has increased from 21.7 percent to 27.0 percent of total credit enrollment between fall 1998 and fall 2002. Enrollment in the Business and Computer Information Systems division declined from 30.9 percent to 22.7 percent of total enrollment, and the Engineering/Industrial division declined from 11.0 percent in fall 1998 to 7.9 percent in fall 2002. a. Recently, labor markets have demonstrated a substantially increased demand for non- degreed postsecondary training, including test-based skill certifications, especially in information technology and financial services sectors.
68 c. Participation rates in adult education have been increasing for all age groups except those between 35 and 44 years of age; this population segment had historically high rates of participation in higher education when its members were of traditional college age, and has sustained constantly higher rates of participation ever since.
d. Ongoing enrollment increases are anticipated due to lottery-funded tuition assistance; related requirements for progression in academic programs will also influence enrollment patterns.
e. Proposed changes to the welfare reform systems may restrict education activities to 16 hours per week for participants, who would have to increase their weekly work hours to 40 hours, or 24 hours per week for single parents.
Trend 3: Curriculum and Programming Trends
Institutions of higher education are facing a major pedagogical paradigm shift. The influence of technology, workplace expectations and diversification of the classroom will radically alter the roles and expectations of faculty at colleges and universities. Faculty will be expected to become facilitators of learning processes as the demand for personalized, flexible, asynchronous learning increases.
1. Technological Influences –
a. New Instructional Models – Triads (learner, teacher, facilitator) will become the model for learning-teaching teams as online learning eliminates many of the problems formerly presented by geographic distance. Computer applications (online and offline, synchronous and asynchronous) will make it possible to engage students in far more interactions, expose them to reality multidimensional graphics and involve them in real-world applications as never before.
b. Curriculum Modularization – Learning modules will augment, or even replace, traditional course offerings and large searchable databases, or meta-databases, will provide opportunities for significant changes in curriculum.
c. Interactive Online Learning – E-learning is playing an increasingly prominent role in teaching and learning enhancement and course management. Online learning will become more interactive and may have its greatest impact as a tool that is complementary to the classroom and instructor.
2. Workplace And Student Expectations –
a. Educational Convenience – Education is no longer bound by time and place; the home has become the after-hours classroom. The pressure on educational providers is to move beyond whole-group instruction within the traditional classroom confines and instead deliver real-time instruction when and where it is most convenient and needed.
69 b. Students and employers will expect increased flexibility and an expanded array of topics and courses. The need to offer credit and noncredit courses and programs through continuing education or extension divisions in universities and colleges will also increase
c. Student Services – Postsecondary institutions are seeking to raise retention rates by offering an expanded array of student services, including transportation, childcare, and increased access to technology. Where such services cannot be directly offered, referrals to community-based providers may be available.
3. International and English as a Second Language (ESL) – Colleges are experiencing growth in the segment of their student populations that requires ESL, especially among Hispanic students. Current intervention and assistance strategies will be inadequate to meet the needs of this growing population.
Trend 4: Influence of Technology
New and emerging technologies will continue to revolutionize higher education. In addition to altering the manner in which education is delivered, technology will increase competition among postsecondary institutions, and challenge staff and faculty to constantly improve their technological competencies. As accessibility improves, concerns about security from viruses and hackers will influence network design and implementation. Integration of voice, data and video will bring about a technology convergence in the coming decades.
1. Alternative Delivery Options (Distance Education, Hybridization, Modularization) – Providing online education raises concerns about quality and cost effectiveness, innovative uses of technology and teaching/learning styles. E-learning is playing an increasingly important role in higher education. Hybridization, the practice of blending online and in- class instructional delivery, offers expanded resources and traditional teaching methods.
Course management software, such as Blackboard and WebCT, has substantially increased in cost in recent years, and such increases are likely to continue.
2. Competition – The emergence of online learning means that education is no longer bound by time and place; students are able to use their homes as after-hours classrooms. The online presence of many postsecondary institutions will result in colleges losing their traditional geographic monopolies. Students will make selections that accommodate their needs and provide the education they desire/require.
3. Administrative Tools – While increasingly powerful software and hardware tools are accessible to faculty and staff, there will be some resistance to learning to use these tools, and there will be a corresponding need for increased training, connectivity, and accessibility across campus.
4. Security Concerns – As accessibility to technology grows, concerns about network vulnerabilities to electronic attacks, as well as software security threats, will pose a significant challenge to educational institutions to preserve data and system integrity.
70 Trend 5: Accountability and Resources
Recent years have seen declining contributions by the state of South Carolina to all of higher education. The projected continuation of the state’s economic slowdown will result in additional funding cuts to higher education in the foreseeable future. The funding crisis is further complicated by new federal and state mandates, emerging infrastructure needs, increased competition for grants and supplemental funds, and numerous challenges in the area of human resources.
1. State Funding - At MTC, formula funding received was 65 percent in 2001-2002, but is expected to decline to 48.8 percent during 2002-2003. Similarly higher education absorbed a 6.5 percent cut in state funding in 2001-2002, and cuts as high as 9 percent are expected in 2002-2003.
2. Federal and State Mandates – State accountability and performance mandates will continue to drive higher education funding, and institutions will be rewarded for cost-saving measures that can be replicated elsewhere. A trend toward measuring competency at exit from the college is emerging.
3. Infrastructure – Emerging technologies will continue to present opportunities for enhanced learning. Such technologies include: wireless networking, online textbooks, textbook publisher-provided websites, and accessibility tools for persons with disabilities.
4. Grants and Supplemental Funding – Federal funding in the next five years is anticipated to focus on dislocated worker training, workforce development, security training, security technology, and biological defense. Funds for cultural and language training will focus on Asia and the Middle East. Funds for existing federal student financial aid programs are not expected to increase significantly.
5. Human Resources (retirements, training, professional development) - MTC anticipates that 25 percent of its faculty and staff will retire in the next ten years, while nationwide 50 percent of senior faculty are predicted to retire in the same period. Furthermore, the rapid changes in hardware and software technologies will challenge institutions to keep faculty and staff certifications and competencies up-to-date.
Trend 6: Partnerships, External Relationships and Responsibility Economic and social realities are the driving force behind new initiatives at educational institutions to establish linkages with a variety of partners. Postsecondary institutions are attempting to increase the employability of their graduates and to assist in better preparing students for success in higher education through a broad array of partnerships with community organizations, K-12 education, businesses, and other institutions of higher learning. Additionally, postsecondary institutions will also endeavor to fulfill their higher learning mission through service learning initiatives, promoting civic-mindedness and responsibility, and ensuring equal access for all persons.
1. K- 12 and Higher Education Institution Partnerships – Educational partnerships have been shown to enhance student success and maximize the use of resources. Partnerships with other higher education institutions expand accessibility to a broader array of programs and services. Such partnerships increase student achievement levels and help ensure access and equity to postsecondary education.
71 2. Community and Business Partnerships – Many two-year colleges are recognizing the important role they play in establishing partnerships with local community organizations and business and industry. Collaboration with businesses and consortiums is important to the welfare of the community, to the economy, the stability of the workforce and the employability of program graduates.
3. Marketing – The continuing competition for state funding will force colleges to mount increasingly effective local action campaigns to educate policymakers, community leaders, media and other key constituencies.
4. Service Learning – Many colleges and universities have recognized that community service projects and service learning enrich cognitive and affective development of undergraduates, and therefore increasingly offer such components in their curricula. Offerings of classroom- based service learning have increased 50 percent at community colleges since 1995.
5. Civic Responsibilities – Institutions across the country are developing and implementing strategies to address diversity initiatives, to increase access and equity, to improve inter- group relations on campus, to address rising abuse rates of alcohol and other drugs, to promote positive interpersonal and work skills, and to adopt recycling and other environmental initiatives. In response to increased gang presence and on-campus violence, colleges and universities are increasingly choosing to arm campus police/security officers.
6. Disabilities and Accessibility – The concept of Universal Design recognizes that students with disabilities face significant barriers in accessing some course offerings and student services, and involves the effective transfer of information to all students through verbal, print, and multimedia methods. Federal and state laws require continuing attention to accessibility for students with disabilities to Web-based applications.
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