Summary Report on Institutional Effectiveness
Northeastern Technical College
August 2004

Introduction :
This summary report for Northeastern Technical College includes the following components: Academic Advising, General Education, Majors or Concentrations, and Procedures for Student Development.

The following components will be reported on in the year indicated: Achievement of Students Transferring from Two-Year to Four-Year Institutions (2006) and Library Resources and Services (2006 - incorrectly reported last year as due in 2004).

Academic Advising:                    
To be submitted under separate cover

General Education:                     
To be submitted under separate cover

Majors or Concentrations:           
To be submitted under separate cover

Engineering Graphics:                      

General Business:

General Technology:                  

Procedures for Student Development:
Minority student enrollment has increased since Fall 2000.  The minority student enrollment fall 2000 was 37.2%; fall 2001 - 39.6%; fall 2002 - 42.72% and fall 2003 - 41.7%.  Summer 2004 minority enrollment hit an all time high of 51%.  The actual number of minority students increased each year also: 2000 - 386; 2001 - 388; 2002 - 426; and 2003 - 458. 

During the past four years students have benefited from the following workshops: time management, study skills, resume writing, and personality types. Cultural diversity booklets and videos are purchased each year for instructor use in the classroom. These are also distributed through the Single Parent/Homemaker and Nontraditional Education and Training Success Skills programs and Student Support Services.  Individual instructors use these materials in classes to support discussions about diversity.

Student Support Services participants are honored at a Success Luncheon each spring.  An Honors Night Program for the entire student body is held each April.

Participation in the NETC Orientation program is not mandatory.  However, Fall Orientation is usually well-attended.   Fall 2003 Orientation results indicated that 87% of those attending the session said that they found it helpful; 81% felt the session should be required of all students, and 70% rated the program as good with 61% saying that the program was about the right length.  A Handbook for Distance Learning Students has been developed and is distributed to off-campus students.

The Student Activities Survey is administered each spring to randomly selected day and evening technical education students. One hundred twenty-three students (123) participated in the spring 2003 survey.  A little over 33% of the students surveyed had participated in at least one event.  Almost half (4l.5%) said that the events were held at a convenient time.  Student comments were positive regarding the food activities.  Several commented that they as night students appreciated the food.

The 2004 Student Activities Survey is comprised of 113 responses.  Over three-fourths (78%) of the students surveyed indicated that the activities and events are sufficiently enjoyable.  Almost all (81.4%) felt the refreshments served were satisfactory. Those surveyed agreed (82%) that activities were well-organized.  Favorite activities included laser tag and the food activities.

A survey was administered to 207 Distance Learning Students on April 12, 2004.  The results were very positive. Over 75% of the students surveyed agreed that distance learning is an effective mode of learning; while 71.5% said that they would recommend distance learning to other students.  Almost 86% of the students surveyed said that they were informed of the availability of student services, and 91% found the on-site distance learning coordinator to be helpful and able to provide assistance.

2004 Statement re: providing a “technologically skilled workforce”:
Policies and Procedures to Provide A Technologically Skilled Workforce

Providing a technologically skilled workforce for its service area is one of the core values of Northeastern Technical College.  This emphasis is documented in the college’s mission statement and institutional policies, as detailed below.  (Italics added.)

Northeastern Technical College’s mission statement (NETC Policy 1.3.1) reads in part: “…the College contributes to economic growth by enhancing the employability of service area residents in technology, business, health, arts, and sciences.

NETC’s philosophy statement (NETC Policy 1.3.2)  states that “…education must serve the needs of students in light of the occupational requirements of our community.”  Advisory committees representing all employment sectors, including technology, meet regularly and provide input into program design and evaluation.

Finally, the college regularly evaluates each of its instructional programs “in terms of its contribution to the current and predicted needs of business and industry and the general economic welfare of the State of South Carolina.”   (NETC Policy 4.1.4)