Northeastern Technical College
Summary Report on Institutional Effectiveness
August 2000

Introduction

This summary report for Northeastern Technical College includes the following components: Majors or Concentrations; Academic Advising; Achievement of Students Transferring from Two-Year to Four-Year Institutions; and Procedures for Student Development.

The following components will be reported on in the year indicated: General Education (2002), and Library Resources and Services (2002).

General Education:
This component was reported on in 1998. Based on our schedule of reporting, it will be reported on next in 2002.

Majors or Concentrations:

Industrial Electronics Technology
Enrollment in the Industrial Electronics Degree over the past four years has not shown a set trend of growth or decline. The number of graduates and the placement rate reflect the major successes of the program. The average number of graduates almost doubled from the period 1991-1993 to the period 1994-1996. Another significant increase occurred for the period 1997-1999. The placement rate of graduates has been near 100% over the past ten years.

Findings resulting from the Fall 1998 DACUM conducted with technicians from industry representing the college's three-county service area confirmed much of the program's content. Additional findings are scheduled to be incorporated into program content during the next evaluation period. Electronics faculty has been involved in a state-wide

National Science Foundation ATE program aimed at recruiting and retaining students in technology programs.

Office Systems Technology
Enrollment has been relatively stable over the past five years. A review of full-time versus part-time enrollment during this period revealed an increasing percentage of students who attend full-time. The new medical office assistant certificate, added in Fall 1999, has been well received during its first year.

The DACUM panel was particularly helpful in analyzing the relevance of our curriculum. All tasks identified by this group have been incorporated into our curriculum either in general education courses or in major courses. Visits by faculty members to local employers, as well as advisory committee input, have verified that the necessary skills are included in this program.

Academic Advising:
Northeastern Technical College established a 90% rating as satisfied or very satisfied as a benchmark for results on advising surveys and on every question on every survey, the advisors of the College have met or exceeded that benchmark. In Spring, 1999 students responded as satisfied or higher at a rate of 95.4% for advisor availability; in Spring, 2000, the response rate was 92%. On the College Outcomes Survey, approximately 90% of those responding also indicated satisfied or higher with the quality of advising. Other aspects of advising, such as accuracy of information, the amount of time advisor provides for advising, assistance in making academic and career decisions, and willingness to listen al indicate that students at Northeastern Technical College find advisors and the advising process helpful to them.

As a result of these findings, in both 1999 and 2000, Northeastern Technical College will continue to implement current advising activities, faculty training for advising and development of resources for faculty and students to access academic information.

Achievement of Students Transferring from Two-Year to Four-Year Institutions:
NETC's transfer study is based on the Fall 1999 Transfer Academic Performance Report from CHE. Some facts stand out in a survey of the data. A total of 57 NETC students applied to nine of the twelve (75%) public senior colleges in South Carolina for the fall term 1999. Of the 57 students who applied, 35 students or 61% were accepted for admission.

The fact that 16 student applications were incomplete concerns us. What does this mean? Did the students lose interest or simply fail to complete part of the admissions process? Did they apply and attend out-of-state or private colleges? Is there anything that NETC can do to help ensure that more students complete the application process? These are several areas of concern.

NETC transfer applicants made up 11% of all Francis Marion University's technical college applicants, second only to Florence-Darlington Tech with 68 applicants (55% of total technical college applicants). FDTC is located in the same town as FMU. Of the 13 NETC transfers who applied to FMU, 11 were accepted (85%) and 7 enrolled (54%). This percentage compares favorably with the percentage of FDTC applicants accepted (47 out of 68 or 69% and 37 or 54% of those accepted actually enrolled.

A limited comparison of the performance of NETC's transfer students against the performance of the four-year colleges' native student population revealed that 56% ( or 14 out of 25 students) achieved GPAs higher than those of the native student population at the state colleges.

It is noteworthy that only three NETC first-time transfers transferred to private South Carolina colleges. Cost is probably the main factor, but it would be interesting to know for certain.

Procedures for Student Development:
In 1999, the Fall Orientation Survey was administered to 156 new students. The majority of those surveyed felt that the session was helpful (93.9%) and held at a convenient time (88.5%). Almost 90% thought orientation should be required for all new students, and 64% would have liked a tour of the campus. Currently, students who register late are given Orientation packets. The possibility of developing an orientation for late registrants as well as distance learning students is being explored. A Handbook for Distance Learning Students has been developed and is distributed to off-campus students.

The Student Activities Survey was administered at the end of Fall 1998 semester to randomly selected day and evening technical education students. Over 31% of 1,112 (349) students completed the survey. The results revealed that convenience plays a major role in whether students attend college-sponsored activities. Students are more likely to attend on-campus functions where refreshments are served. The SGA Christmas Party, Halloween Party and Fall Field Day rated high with the students surveyed.

In Spring 2000, NETC participated in an historic effort, a campus dialogue program, President Clinton's "Initiative for One America." NETC hosted a lunch meeting and invited a group of students, faculty and staff. There were 48 participants and the group was divided into tables of six participants for easy communication. Participants expressed appreciation for the opportunity to be a part of this event. The college provided a follow-up luncheon in late June. The event was such a success that another will most likely be held during the next school year.

Results of the ACT College Outcomes Survey (1995, 1997, and 1999) reflected consistent growth in several areas of Personal Growth Toward Attaining Outcomes and NETC's Contribution Toward Attaining Outcomes. Students indicated steady growth in the following outcomes: developing leadership skills, actively participating in volunteer work to support worthwhile causes, and becoming more aware of global and international issues and events. The college's impact steadily increased in the following areas: becoming an effective team or group member, developing leadership skills, and preparing the student to participate effectively in the electoral process. Comparative data will continue to be monitored.

Library Resources and Services:
This component was reported on last in 1998. Based on our schedule of reporting, it will be reported on next in 2002.