institutional effectiveness strategic planning outcomes

I ns t i t u t i ona l E f fec t i veness

Strategic PlanningOutcomes

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TABLE OF CONTENTS

I. Results of Midlands Technical College’sProgress 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 andIndicators of Effectiveness ................................................................. 51

VII. Appendix C: Learning Community of the Future 2013 ..................... 60

VIII. Appendix D: Executive Summary of Environmental Scan............... 64

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Resultsof

Midlands Technical College’sProgress From

2004-2007

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RESULTS OF MIDLANDS TECHNICAL COLLEGE’SPROGRESS FROM 2004-2007

During the past twenty-four years, the college has provided leadership on the national level for theinstitutional effectiveness movement. Midlands Technical College continues to support the principles ofinstitutional effectiveness through its internal planning and evaluation process and uses that process tostrengthen and renew its commitment to helping students become successful, to systematically evaluateand improve the effective performance of its programs and services, and to recommit the collectiveenergy of its associates to the accomplishment of its mission.

The results reported in this document represent the cumulative accomplishments of the college over theperiod 2004-2007. The results of actions taken to accomplish the mission, institutional goals, priorityinitiatives, and standards for the indicators of effectiveness outlined in its strategic plan reveal a matureinstitution committed to achieving the goals it has outlined, documenting its performance, anddemonstrating 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 majorgifts 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 MTCEngineering Technology building proposed for the Northeast Campus

Partnering with eight local school districts to create the Midlands Middle College high school on theAirport Campus

Expanding curriculum offerings to include a new degree in Early Childhood Development and anintroductory course in Fuel Cell technology

Expanding its intercollegiate partnerships by allowing USC-Beaufort to provide instructional spacefor Human Services students pursuing their degrees, and collaborating with USC-Columbia byenrolling students who qualify for admission to USC

Expanding access by breaking ground on a new facility in Batesburg-Leesville, expanding teachingspace for Nursing and Health Sciences at Lexington Hall on the Airport Campus, offering dualenrollment classes in Richland and Lexington school district high schools, establishing a master planfor the Enterprise Campus, entering into the architectural and engineering phase of a newclassroom/auditorium on the Harbison Campus, and offering continuing education classes at theLexington Technology Center

Increasing public program offerings by 20 percent in Continuing Education Division by conducting ageodemographic 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 securityprotocols, and developing an innovative cost model that clarifies the relationship between programtypes and funding streams

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Receiving the following new program accreditation: National Association for the Education of YoungChildren – NAEYC and the following reaccreditation - Joint Review Committee on EducationalPrograms in Nuclear Medicine Technology (JRCNMT) and the Commission on Dental Accreditationof 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 RichlandSchool District One

Receiving increased financial support in excess of $500,000 through the MTC’s Foundation’s capitalcampaign

Securing additional funding from the SC Legislature to support the nursing program merit admissioninitiative 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 MTCstudents and potential students

Obtaining approval from the SC Budget and Control Board of the Enterprise Campus Procurementpolicy

Increasing testing of locally enrolled tenth and eleventh grade students in support of qualifyingstudents 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 professionaldevelopment 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 andperformance related to the institutional goals, priority initiatives, and standards for the indicators listed inthe 2004-2007 Strategic Plan.

The four appendices located at the end of this document provide the versions of these items that guidedthe college’s actions as excerpted the 2004-2007 strategic plan. Appendix A contains the Statements ofMission, Role and Scope, Vision, Values, as well as the 2004-2007 Institutional Goals and PriorityInitiatives. Appendix B contains the Critical Success Factors and Indicators of Effectiveness and theirdefinitions. Appendix C contains a futuring document, Learning Community of the Future: 2013, whichprojects the desired direction and outcomes of the work accomplished in implementing the 2004-2007Strategic 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.

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Institutional Goalsand

Priority Initiatives

From

2004-2007

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INSTITUTIONAL GOALS AND PRIORITY INITIATIVES

This section of the Strategic Planning Outcomes document reports key accomplishments toward achieving theeight college-wide published in the 2004-2007 Strategic Plan. While many more activities were completed duringthis planning cycle, this section highlights significant change in activities, processes, or initiatives as they related toeach goal.

GOAL 1: The college embraces an innovative learning environment that enhances teaching, learning andindividual development.

INNOVATIVE LEARNING ENVIRONMENT

Achieved federal external investment of $7,702,590, which helped to support program development andenhancement at the college.

Created and implemented a comprehensive system of e-mail communications to facilitate the college’s electronicapplication system, including student notification of financial aid reminders, student support services, and classcancellation 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, ComputerServicing, and the Math Department. The Math Department will use this facility to teach MAT 195, a calculuscourse 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 HarbisonClassroom 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 astudent 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 selectedfor 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-Americanmales to realize the importance of higher education.

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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 toenhance 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 nineContinuing Edge training seminars. These gave faculty and staff the opportunity to watch theseinformational/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 theYear awards, the Barbara and Lester Reed Professional Development award, the Shirley Weeks Leadershipaward, the Arts and Sciences Faculty award, the MTC Foundation Faculty Teaching award program, and anadditional $41,000 was budgeted for curriculum and professional development initiatives. The MTC Foundationmade 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 theindividual.

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 theFoundation Teaching Excellence fund by 28 percent as a direct result of the major gifts campaign, Investing InThe 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 thecollege’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 expandedarticulated curricula to Lexington District 3 and Lexington District 4, and established new career alliances for theConstruction and Transportation clusters.

Increased student employment awareness by integrating all directories of jobs and employability skillsdevelopment 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 MTCJob Placement by creating a comprehensive communications plan for the Office of Job Placement, whichincluded electronic, print and direct mail materials.

Increased student opportunity awareness by partnering with to host an Industrial Technology Day where businesspartners conducted demonstrations and answered questions about the career opportunities in their industry.

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Educated healthcare students on the possible career ladders available to them by participating actively in the USDepartment of Labor Healthcare Grant. MTC Continuing Education representatives met with prospectivestudents and presented an orientation for pre-health MTC students.

Administered the WorkKeys Education assessment to over 300 area high school students, allowing them tocompare their WorkKeys profiles with specific job profiles in Health Careers and other fields to assist them inpreparation 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, enhancingstudent 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 thegroups 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 highschools.

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 andCareer 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 Educationand Economic Development Act (EEDA). In addition, the Career Assessment System used by areas high schoolsand MTC now organizes student career information on interests, abilities and values by the same 16 careerclusters.

Established two new counselor positions to work with students in pre-Health Sciences and help them assess theircareer interests and values. This assessment information is then used to help students establish a career pathwayand an educational plan for attainment of their goals. Pre-Nursing students also receive targeted counseling, andspecial sections of COL 105 have been established to better meet the educational assessment and planning needsof these students.

GOAL 3: The college collaborates with educational and community partners to create seamless curriculaand quality services for the diverse population bridging K-12, two-year college and universityeducation.

SENIOR EDUCATION PARTNERS

Established a joint admissions program between MTC and USC whereby USC delayed-entry students inRichland, Lexington and Fairfield Counties are referred to MTC for their first semester courses, andprovisionally admitted (to USC) students are referred to MTC to begin their transferable coursework. A total of450-500 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 byco-hosted an annual Career Fest held on the University of South Carolina Campus, and also included ColumbiaCollege, Benedict University, Allen University, and Columbia International University.

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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 onJuly 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 studentmentors 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 Mathdepartment developed and offered MAT 250/251 Elementary Mathematics I and II for transfer to USC’sElementary Education program, and provided student academic and financial support through the South CarolinaAlliance 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 degreecompletion 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 qualifythem for dual enrollment courses.

Partnered with Lexington School District One in the preparation of the Lexington One Middle College grant forthe Airport Campus. The grant was one of only 12 Tech Prep grants funded nationwide. The Middle College onAirport 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 toRidgeview, ENG 101 and 102 at Batesburg-Leesville and Lexington High Schools, and MAT 110 at LexingtonHigh School.

Increased significantly the testing of 10th and 11th grade students, in support of qualifying students for dualenrollment 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 providedfeedback on college readiness. Over 300 high school students from Richland Districts 1 and 2, LexingtonDistricts 2 and 4, and the Richland 1 Middle College completed WorkKeys Assessments in 2006-07, andinformation was provided on workforce readiness.

SERVING DIVERSE POPULATIONS

Ensured compelling communication with the diverse population of MTC students and potential students bydeveloping brochures and flyers specifically aimed at recruiting and retaining a diverse student body; makingcertain that each web-based video is compliant with Section 508 and meets all ADA requirements such as closecaptioning; and producing collateral material including brochures, flyers, postcards and posters to ensurecommunication 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 Religioncourse 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-USand minority US writers.

Collaborated with the South Carolina Department of Vocational Rehabilitation to provide training for employeeswith disabilities.

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Promoted minority digital inclusion by hosting the Columbia Urban League’s Video Game ProgrammingInstitute.

Promoted campus diversity and student relationships by establishing a conference on African American Males inHigher 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 andeconomic vitality of the community.

STRENGTHEN ECONOMIC VITALITY

Collaborated with the University of South Carolina in the development of a proposal to the National ScienceFoundation for civil engineering regarding hydrogen fuel cell technology and its economic impact on thecommunity.

Expanded the FastTrac programs by collaborating with local partners, such as, SC Department of Commerce, SCWomen’s Business Center, SC Small Business Development Center, Richland County School District 1, USCTechnology Incubator, and the City of Columbia.

Promoted global economic and educational ties by facilitating the first international videoconference betweenMidlands 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 eitherexpanding 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; SCWebmaster’s Association; Information Technology Council-Columbia Chamber of Commerce; ColumbiaSociety for Human Resource Management chapter; Midlands American Society for Training & Developmentchapter; Cities Readiness Initiative committee; State Training Advisory Subcommittee for Emergencypreparedness; Public Information Education Resource team for EMS; Midlands Education and BusinessAlliance; SC Association for Higher Continuing Education; and the Southeastern Regional WorkKeysConference.

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) withseventeen 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 fornurses interested in obtaining a baccalaureate degree.

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CE partnered with the Workforce Investment Board and SDS to design programming for the Older Youthprogram. The program is designed for individuals 19-21 years old whose income is at or below poverty level andwho 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 BusinessCertificate, Phlebotomy, Medical Transcription Certificate, Welding, Small Engine Repair, and the BookkeepingCertificate.

Collaborated with the Workforce Investment Act (WIA), OneStop™ offices, and the South Carolina Departmentof 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 studentorganization was involved in at least one community service activity and several activities were supported withinthe classroom, as service learning activities.

Received the Commission on Higher Education’s “Commendation of Excellence for Service Learning” award forwork with the Village of Hope community project.

Developed an online communications tool for the college’s advisory committees to understand their role inplanning, reviewing and maintaining college program offerings.

Increased participation and attendance in the respective advisory committee meetings for the programs ofRespiratory 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 jointRegistered Apprenticeship Programs in Industrial Maintenance.

Hosted the summer Upward Bound program for approximately forty 9th - 12th grade students, who participated incareer awareness activities exposing them to areas of high employment demand prior to preparing career andcollege plans.

Collaborated with Lexington Medical Center to get the Medical Assistant job description changed to better servethe students and the medical facility.

The division of Student Development Services provided support for the new MTC HealthTracks program, whichis designed to increase the preparation and employment of students in health careers. SDS Counselors with theMTC HealthTracks program worked with 134 students and are tracking these students as they finish theirprograms and enter the workforce. Approximately 200 are expected to be enrolled in HealthTracks by the end ofthe year.

Helped area businesses stay aware of educational opportunities by designing a website and brochure for theProfessional Administrator Conference.

Exposed area industry to the value of communication with Spanish-speaking customers by marketing theCommand Spanish courses.

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Presented Edu-Fairs to a number of area companies and organizations, and more than 700 WorkKeys examswere provided for local employers.

Approximately 50 older youth (ages 10-21) who have been identified as unemployed or under-employed havebeen 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 healthcaregroups by obtaining a U.S. Department of Labor Employment and Training Administration Community BasedJob Training Grant in the amount of $1,946,563.

Arranged new leadership for the FastTrac entrepreneurial initiative and established specific committees toencourage increased participation.

Established and supported the Entrepreneurial Club, which has more than 35 members and has sponsored severalsessions 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, majorannouncements, and the groundbreaking of the MTC Business Accelerator.

Prepared for the development of the Enterprise Campus by revising MTC network standards to include IPTelephony and Multiple Protocol Layered Switching (MPLS) infrastructure.

Obtained approval of the Enterprise Campus Procurement policies and procedures from the S.C. Budget andControl Board.

Upgraded and administered 763 WorkKeys exams on-campus through the Value-Added Reseller Center, andanother 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 ofprograms and services.

NATIONAL RECOGNITION

More than 20 MTC faculty and staff members received the NISOD Excellence Awards by the National Institutefor Staff and Organizational Development at its annual International Conference on Teaching and LeadershipExcellence.

Recognized nationally for Exemplary and Best Practices in Higher from the Community College BusinessOfficers Association and from the Southern Association of College and University Business Officers.

Earned national certification by the Government Finance Officers Association for the Business AffairsComprehensive Annual Financial Report.

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Presented at the Association of Institutional Research (AIR) national conference and the Southern Association ofInstitutional Research (SAIR) regional conference on the development of a methodology to predict studentperformance 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 beginprocess of determining changes in teaching methodology and strategies to assist students in mastering difficultmaterial.

Compiled and analyzed data for the assessment of MAT 102 versus MAT 155 prerequisite and subsequentstudent success in achieving an A, B, or C grade, and well as factors leading to student success in PSY 201 toinclude recommendations for changes.

Provided academic department chairs with a training session on accessing CollegeNet, a system providingcommunications and triggering responses to incoming students on targeted programs, prior to the student’senrollment.

Provided training for Student Development Services personnel on Datatel query writing and CommunicationsManagement, expanding the research capabilities of the staff.

EVALUATION OF PROGRAMS AND SERVICES

Established environmental scan committees which produced an Executive Summary and six individual scanreports focusing on Demographic, Economic and Employment, Education, Political and Public Policy, Social andTechnology trends impacting the college’s future.

Participated in the ASSET/COMPASS course placement service research to monitor and refine studentplacement 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 thereduction of 3 contract security personnel for a savings of $67,000 per year.

Drafted a Memorandum of Understanding between Midlands Technical College and Richland SpringsPsychiatric Hospital, providing students with a free assessment regarding crisis situations.

Compared Development programs at other technical and community colleges with MTC through the IntegratedPostsecondary Education Data System peer analysis system. As a direct result of this process, a planned givingprogram was established in the MTC Foundation.

Analyzed the most recent ACT Faces of the Future Survey to find that MTC students expressed personaldevelopment above the national two-year college average on all items assessed.

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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 andconsulted with representatives from Greenville Technical College concerning expansion and development oftheir distance learning and videoconferencing facilities.

Partnered with Consulting Psychologists Press to provide training for staff on the Strong Interest Inventory (acareer assessment exam) and partnered with the SC Department of Education to co-sponsor two graduate coursesfor counselor certification on the MTC Campus, resulting in MTC being provided two seats in the graduatecourses at no cost to MTC participants.

ALTERNATE FUNDING SOURCES

Obtained grants from the South Carolina Humanities Council, National Endowment for the Humanities We ThePeople 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 boardmembers, 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 ininterpreter costs incurred by MTC.

Submitted successful grant proposals for the refunding of the Educational Talent Search Program, theEducational Opportunity Center Program, the CAREERS program, the WIA Older Youth program, and the CHEAccess and Equity Program.

Obtained approximately $2.1 million in funding to provide supportive services to MTC students and potentialstudents 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 andstudents 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 providedmore than $5,000.00 to the Call Me Mister Scholarship Program for MTC students and student Fast Track tuitionincentive scholarships. An additional award of $21,600 in WIA Perkins Incentive funds was also received tosupport WorkKeys testing and related skills building software.

Received notification from the US Department of Education that Educational Opportunity Center (EOC) projectwill 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 the2007-2008 fiscal year.

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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 nolonger 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 onethousand dollars in one department.

Selected an energy auditor who performed an energy audit of MTC facilities; increased outsourcing (for servicesrelated 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 usefewer human resources. In 2006-07, 67% of admissions applications were submitted online, and over 90% ofFAFSA’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 awardso Employee of the Month awardso Barbara and Lester Reed Professional Development awardso The Faculty Teaching Awardo 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 Standardsand Section 508 of the Americans with Disabilities Act.

Engaged Finance and Continuing Education employees in at least one form of customer service training during2005-06, including workshops, video and tailored training. Additionally, all Continuing Education ProgramManagers 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 iteasier and more convenient for employees to take advantage of Continuing Education courses.

Established an informal mentoring program within the Developmental Studies department, where newly hiredfaculty 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 moreeffectively use the college Student Information System; workshops on FERPA, legal practices, customerservices, EEDA; college visitations to other campuses to observe different service practices; and otherprofessional development opportunities.

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RECRUITMENT AND RETENTION

Hosted several USC practicum students and a Ph.D. level intern during 2005-2006. In addition, MTC has nowadded a USC Assistantship position in the Student Activities area.

Collaborated with the SC Deans and Directors of Nursing Education Programs in conjunction with the SouthCarolina Organization of Nurse Leaders and the South Carolina Hospital Association to introduce legislationwhich would increase the salaries of nurse educators in South Carolina. As a result, one million dollars iscurrently included in the budget as recurring funds to begin to increase the salaries of nurse educators to a morecompetitive 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 throughappointment to college committees, recommendation to leadership institutes (MTC Leadership Symposium, SCTechnical College System Leadership Class, NCSD Leadership Institute, etc…), letters of recommendation forgraduate study and other local leadership opportunities.

ENSURING DIVERSITY

Offered presentations on Islam and Gullah were to the college community, and sponsored four discussions ofinternational books.

Care is taken to ensure the diversity of leadership program participants, and the make-up of individuals in theseprograms has reflected this diversity.

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TheCritical Success Factors

and

Institutional Effectiveness Indicators

From

2004-2007

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CRITICAL SUCCESS FACTORS AND INSTITUTIONAL EFFECTIVENESS INDICATORS

CRITICAL SUCCESS FACTORS

A B C D E F

DynamicEducationalPrograms

StudentOutcomes

QualitySupportServices

EconomicDevelopment

andCommunityInvolvement

EffectiveLeadership andManagement

CollaborativeOrganizational

Climate

Indicators of Effectiveness

A-1

Achievementin

GeneralEducation

B-1

StudentGoal

Attainment

C-1

ClientSatisfaction

D-1

Supportof

EconomicDevelopment

E-1

CooperativePlanningand Goal

Attainment

F-1

OngoingProfessionalDevelopment

A-2

Assessmentof the

AcademicMajor

B-2

GraduationRates

C-2

Assessmentof

Programsand Services

D-2

InteractionWith the

Community

E-2

Managementof

Resources

F-2

Faculty/Staff

Diversity

A-3

ArticulationAgreements

B-3

PlacementRate

inWork Force

C-3

Entry Testingand

CoursePlacement

D-3

PositiveCommunityResponse

E-3

Acquisitionof

Public/Private

F-3

Support forEquity inEmployeeSalaries/Benefits

A-4

Accreditation

B-4

Transfer Ratesand

Performance

C-4

Accessand

Equity

D-4

Partnershipsand

AlliancesResources

E-4

Facilityand

TechnologyDevelopment

F-4

EmployeeSatisfaction

B-5

RetentionRates

B-6

LicensureExam Rates

20

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 definedgeneral 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 SkillsWrittenOral

88%87%91%

91%89%94%

85%81%92%

98%100%98%

86%85%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 averageor 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%

21

INDICATOR A-2: ASSESSMENT OF THE ACADEMIC MAJOR


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(Placement in Field)Programs

PreviousReview

CurrentReview

PreviousReview

CurrentReview

PreviousReview

CurrentReview

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 strategiesdesigned to impact areas below the benchmark.

Each client survey of students, alumni, employers etc. will reveal 90 percent satisfactionwith the individual program.

CLIENT SATISFACTION

Student Satisfaction Alumni Satisfaction Employer SatisfactionPrograms

PreviousReview

CurrentReview

PreviousReview

CurrentReview

PreviousReview

CurrentReview

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%

22

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

I. Program VitalityACC MED MGT MKT SUR

A. 90% Placement in Field

62% 92% 68% 65% 83%

B. Headcount (12 FTE’s)211 12/6.60 467 140 17

C. Advisory Committee

1. 90% InvolvementN/A 90% N/A N/A 100%

D. Adjunct Faculty Teach nomore than 40% of Sections

33.8% 0% 46% 45% 18.7%

E. 100% of Faculty Met SACSCredential Req.

100% 100% 100% 100% 100%

F. 6 Graduates Per Year32 13 66 36 15

G. National 2-Yr. CollegeRetention Rate (51.5%)

57% 63.6% 52% 56% 88%

H. SBTCE Average RetentionRates(48%)

57% 63.6% 52% 56% 88%

II. Program Efficiency

A. Average Section SizeFTE Productivity Factor(AHS=10) (Others=18)

15 19 19 19 8

% Standards Met78% 100% 78% 78% 78%

Source: Program Review Data Sheets

ACTION PLAN: Each program has developed objectives in their Academic Program Review to improve thepercentage of standards met.

Ninety percent of recent program graduates will demonstrate stated program learningoutcomes 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


MTC will maintain articulation agreements with 100 percent of all accredited seniorinstitutions in the college’s service area.

23

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


MTC will hold accreditation from 100 percent of the recognized accrediting bodies included onthe CHE adopted list for which accreditation is available. (3D - Accreditation of Degree GrantingPrograms) (ED)

Year No. of AccreditablePrograms

No. Accredited % Accredited

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


Ninety percent of graduating students will indicate that MTC has contributed to attainment of theireducational 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 impactingsatisfaction of graduates.

24

Fifty percent of non-completing students will indicate that MTC has contributed to attainmentof their educational goals.

ATTAINMENT OF EDUCATIONAL GOALS

Non-Completing Students

Goal Statement Standard 2001-2004 2002-2005 2003-2006

MTC helped/is helping my educational goal. 50%Not

Available

Not

Available

Not

Available

MTC contributed to my quality of life. 50%Not

Available

Not

Available

Not

Available

ACTION PLAN: Data is currently unavailable because the college is reviewing its process forsurveying 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 collectstudent goal information and reviewing the methodology used to compile these data.

INDICATOR B-2: GRADUATION RATES


Rate 1 - The percentage of first-time, full-time freshman who graduate within 150 percent ofprogram 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

25

INDICATOR B-3: PLACEMENT RATE IN WORK FORCE


Students employed in related fields or continuing their education within 6 months of graduationwill meet or exceed 90 percent.

MTC GRADUATE PLACEMENT RATE

Year Standard# of

Grads*# Avail. forPlacement # 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 aninitial decline in placement rates. The figures will be monitored for improvement.

26

PLACEMENT RATE IN WORKFORCE FOR STUDENTSWITH MARKETABLE SKILLS

INDICATOR B-4: TRANSFER RATES AND PERFORMANCE


A sample of former MTC students who have completed at least 15 semester hours at a reporting publicsenior institution, GPA’s will approximate that of native students.

Transfer Student GPA ComparisonFirst-Time Fall 2001 Transfers

First-Time Fall 2001 Transfers First-Time Fall 2003 Transfers First-Time Fall 2005 Transfers

MTC TransferStudents Native Students

MTC TransferStudents

Native Students MTC TransferStudents

Native StudentsSeniorInstitution

# of MTCTransferStudents

G. P. A.

# ofFirstTime

NativeStuden

G. P. A.

# of MTCTransferStudents

G. P. A.

# of FirstTime

NativeStudents

G. P. A.

# ofMTC

TransferStudents

G. P. A.

# ofFirstTime

NativeStudent

G. P. A.

Winthrop 19 2.44 3398 2.76 13 2.43 3794 2.83 16 1.96 4132 2.63

SC StateUniversity

6 2.56 2461 2.46 20 2.53 3370 2.45 15 2.81 2804 2.45

USC-Spartanburg

1 3.569 99 3.01 7 2.7 3223 2.61 14 2.83 3661 2.57

USC-Columbia

188 2.4 7322 2.94 225 2.63 14301 2.92 254 2.43 16421 2.88

USC-Aiken 9 2.26 2461 2.46 16 2.74 2373 2.64 17 2.45 2609 2.58

FrancisMarion

3 2.23 1718 2.62 4 2.77 1994 2.51 3 2.20 2179 2.51

LanderUniversity

11 2.57 1116 2.53 8 2.59 1165 2.58 9 2.95 1668 2.49

College ofCharleston

18 1.92 1959 2.71 12 2.49 6557 2.94 17 1.96 6621 2.81

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

CoastalCarolinaUniversity

6 2.23 886 2.83 10 2.23 1268 2.69 7 2.66 3713 2.55

27

INDICATOR B-5: RETENTION RATES


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


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 2002-03

Fall 2003-04 Fall 2004-05 Fall 2005-06 Fall 2006-07

College 53.6% 49.2% 46.8% 44.7% 44.5%

Black 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


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%

28

The freshman-to-sophomore retention rate will be at or above the national retention rate fortwo-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 totrack improvement of student retention.

The annual retention rate (fall-to-fall) of other-race undergraduate students will meet or exceed theannual benchmark established for Act. 359. (8C2 - Accessibility of Institution to All Citizens of theState) (ED/SDS)

Year Standard(a) All Degree SeekingOther Race StudentsEnrolled

(b) No. of other RaceStudents Retained toNext Year

(c) No. of Other RaceStudents Graduating inCohort Year

Rate b+cA

2001-2002

49.0% 3248 1401 389 55.1%

2002-2003

49.0% 3662 1672 423 57.2%

2003-2004

49.0% 4096 1764 448 54.0%

2004-2005

49.0% 4146 1817 471 55.2%

2005-2006

49.0% 4199 1801 470 54.1%

Source: CHE 8C2

INDICATOR B-6: LICENSURE EXAM RATES


All programs will meet or exceed the state and/or national norms for each licensure examination.

Program No. of Test Takers % Pass 1st Attempt2002-03 281 93.9%2003-04 277 94.6%2004-05 273 98.5%2005-06 341 95.6%2006-07 330 95.2%

29

Of MTC graduates taking post-graduate professional, graduate or employment-related exams andlicensure/certification exams, 89% will pass the exam on the first attempt. (7D – Scores of Graduates onProfessional, 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 LicensureExam. - Practical Nurse 98.1% 94.0% 100.0% 95.0% 100.0% 96.0% 98.4% 95%

National Council LicensureExam. - Registered Nurse(ADN) 93.4% 90.0% 97.7% 87.0% 93.8% 89.0% 91.1% 91%

National Board for DentalHygiene Exam 95.2% 96.0% 100.0% 90.0% 100.0% 95.0% 95.7% 90%

SRTA Regional Exam forDental Hygienists 90.0% 94.0% 95.2% 96.0% 95.1% 97.0% -- 67%

Nuclear MedicineTechnology, AART 100.0% 100.0% 88.0% 88.0% 100.0% 100.0% 100% 96%

Nuclear MedicineTechnology CertificationBoard 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)


At least 90 percent of students surveyed will indicate satisfaction with personal growth.

STUDENT SATISFACTION WITH PERSONAL GROWTH

Personal Growth AreasStandard 2004-05 2005-06 2006-07

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.

30

At least 80 percent of students surveyed will indicate satisfaction with college services, and satisfactionwith 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% 63%

Cashier Services** 80% 51% 62%Security Services** 80% N/A 75%

Classroom Facilities** 80% 90% 70%

Computer Resources** 80% 93% 79%

Library Resources** 80% 93% 80%

Laboratory Facilities** 80% 90% 69%

Parking Facilities** 80% 74%

*Survey

Not

Administered

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 ofcontinuing 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)


At least 90 percent of employers will rate MTC graduates as average or above average in: generaleducation, technical skills, non-technical skills and readiness for the work force.

31

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 ofcontinuing 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 andservices 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

32

INDICATOR C-2: ASSESSMENT OF PROGRAMS AND SERVICES


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 SearchSA=Student Activities Learners/Job Training EOC =Educational Opportunity Ctr.

SS=Student SupportServices

Business Affairs program reviews will reflect a rating of 80 percent or higher.

Business Affairs Division: 2004Overall

SatisfactionPrevious

Program RatingCurrent Program

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%

Business Affairs Division: 2006Overall

SatisfactionPrevious

Program RatingCurrent Program

RatingsVice 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

33

INDICATOR C-3: ENTRY-TESTING AND COURSE PLACEMENT


The college will maintain a 75 percent success rate (C or better excluding W’s and I’s) for studentsplaced 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


The percentage of gender and race of the student body at the college will be within 5% parity with thecomposition 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%

ColaMA 2000 Census

ColaMA 2000 Census

Black White Other Male Female

32% 64% 4% 48% 52%

ACTION PLAN: The college will develop strategies designed to impact male enrollment.

34

At least 23.0 percent of undergraduate headcount students enrolled at MTC in the fall term will becitizens 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

Year StandardFall Unduplicated

HC EnrollmentUnduplicated HC

Other-Race SC Citizens% SC Other-RaceCitizens 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 atleast 85 percent of success rates of students who were not required to enroll in developmental courses.

2003 2004 2005 2006

A B A to B A B A to B A A to B A B A to BDVSCourse

TargetCourse

DVSNo

DVSSuccessRatio DVS

NoDVS

SuccessRatio DVS

NoDVS

SuccessRatio DVS

NoDVS

SuccessRatio

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.


The Central Carolina Economic Development Alliance will report MTC had a positive impact oncorporate decisions to locate or expand in the Midlands.

Of a sample of existing businesses who use MTC education and training services through theContinuing Education Division, 80 percent report that MTC had a positive impact on employeeproductivity. (CE)

35

INDICATOR D-2: INTERACTION WITH THE COMMUNITY

ACTION PLAN: The college is reviewing this indicator to determine how to proceed.


Eighty percent of community leaders report that MTC is a positive influence on the quality of life of thecommunity.

At least 90 percent of the 12-26 aged disadvantaged individuals served by MTC Student DevelopmentServices outreach programs to promote post-secondary preparedness will continue to the next grade orenter post-secondary education.

Percent of Outreach Services Clients Continuing inHigh School/Middle School or Entering Post-Secondary Education

Year Clients Served% Continuing Secondary/

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


Students admitted and enrolled at the college will include a minimum of 25 percent of the most recentlocal high school graduates admitted to any post secondary education institution.

Local College-Bound High School Graduates

Categories 2001-2002Grads

2002-2003Grads

2003-2004Grads

2004-2005Grads

2005-2006Grads

Total Number of Area HighSchool Completers 5,135 5,413 5,369 5,438 5,660

Number/Percentage of AreaHigh School CompletersAdmitted to any Post-Secondary Institution

3,631(71%)

3,768(70%)

3,884(72%)

3,931(72%)

4,177(74%)

Number and PercentEnrolledat MTC*

829(23%)

1,013(27%)

918(24%)

1,023(26%)

1,199(29%)

*Source: CERS Opening Extract

36

INDICATOR D-4: PARTNERSHIPS AND ALLIANCES


The college will complete form to report cooperation and collaboration of the college within theTechnical 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 INSTITUTIONS2004-05 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 YesIf both a and b are Yes then continue, if not Score = 1. 1 1 1Total Number of Advisory Committees 28 29 29

2. 1) # that meet at least one time per year 28 29 292) # that provide input to help in reviewing and revising programs

for currency with business and industry processes as appropriate.28 29 29

Number of advisory committees that reviewed and maderecommendations on the utilization/integration of currenttechnology and equipment in existing programs.

28 21 12

3) # that provided professional development opportunities, fieldplacements, or cooperative work experiences for students orfaculty within their company.

20 20 5

# that provided assistance with student recruitment , student jobplacement, and if appropriate faculty recruitment.

15 15 10

4) # that have completed a self evaluation of the effectiveness of theadvisory committee in its defined role to the institution.

28 29 29

3. a) Sum of part 2. 1-6 147 143 85b) # of Committees *6 168 174 174c) 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 communityorganizations, businesses, and educational institutions each year.

The college has over 50 partners including: all local school districts within the service area, USC, SC StateUniversity, Clemson University, MUSC, MEBA Alliance, United Way, American Heart Association, BlueCross 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, UnionSwitch 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 satisfactionand benefit from their relationship with the college.

ACTION PLAN: The college is currently conducting a comprehensive review of its college-wide surveyneeds. The survey, in some form, will be administered after this review is completed.

37

CSF E: EFFECTIVE LEADERSHIP AND MANAGEMENT

INDICATOR E-1: COOPERATIVE PLANNING AND GOAL ATTAINMENT


The mission statement will be approved by the Commission on Higher Education on a five year cycleor 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, resourcesrequired/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 StrategicPlan. The CHE no longer requires MTC to report on this benchmark.

INDICATOR E - 2: MANAGEMENT OF RESOURCES


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 ofFull-time Faculty as Compared to Other Full-time Employees)

MTC (Fall)Category Standard 2002 2003 2004 2005 2006 2007

a. Avg. Lecture Size(3A)

12 – 27 20.5 21.4 21.4 20.5 20.1 19.0

b. FTE Student/FTEFaculty(3A3)

10 – 20 17.6 18.5 18.22 17.72 18.8 17.3

c. Avg. Cr. HoursTaught (3B)

Not *Available

258.6 268.3 265.14 255.23 262.29 266.17

d. FT Fac./Other FTEmployees (3C)

36 – 42 % 41.2 39.7 38.3 39.9 38.8% 39.2%

*CHE is developing a benchmark for this measure.

38

The college will conduct its management practices in the most efficient and effective manner possibleand 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 duringthe past three years. The Commission on Higher Education will determine whether each institution hasapplied 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. Auditorsreviewed 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 benchmarkestablished 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 forAct 359. (5D - Amount of General Overhead Costs)

Average General Overhead Costs

INDICATOR E-3: ACQUISITION OF PUBLIC/PRIVATE RESOURCES


Local appropriations will equal the college’s annual operational and capital funding budget request.

Category Standard MTC

FY 2003 FY 2004 FY 2005 FY 2006 FY 2007a. General Overhead Costsper FTE Student (5D)*

$1,046 -$1,477 $1,118 $965 $956 $930 $928

39

LOCAL APPROPRIATIONS

Operational Budget Capital Budget

County Year AmountRequested

AmountApproved

AmountReceived

AmountRequested

AmountApproved

RichlandLexingtonFairfield

2002-032002-032002-03

$3,300,833

$2,200,556

$ 50,720

$3,300,833

$2,200,556

$ 50,720

$3,300,833

$2,200,556

$ 50,720

1 Mill (1)$661,600

N/A

1 Mill (1)$661,600

N/A


2003-042003-042003-04

$3,467,905

$2,198,364

$ 92,407

$3,467,905

$2,198,364

$ 92,407

$3,467,905

$2,198,364

$ 92,407

1 Mill (1)$665,000

N/A

1 Mill (1)$665,000

N/A


2004-052004-052004-05

$3,486,096

$2,324,064

$ 104,994

$3,486,096

$2,324,064

$ 104,994

$3,486,096

$2,324,064

$ 104,994

1 Mill (1)

$677,000

N/A

1 Mill (1)

$677,000

N/A


2005-062005-062005-06

$3,577,416

$2,384,944

$ 108,228

$3,577,416

$2,384,944

$ 108,228

$3,577,416

$2,384,944

$ 108,228

1 Mill + ½ Mill (1½)

$1,041,000

N/A


$1,041,000

N/A


2006-072006-072006-07

$3,682,764

$2,455,176

$ 110,392

$3,682,764

$2,455,176

$ 110,392

$3,682,764

$2,455,176

1,105,000


$1,105,000

N/A


$1,105,000

N/A

Contributions to the foundation will increase by 5 percent each year.

Standard2004-2005

Contributions

2005-2006Contributions



% ChangeCurrent 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 FTEStudent (E-3)

5% Increase $265(+9%)

$280(+5%)

$ 285(+2%)

$ 290(+1.7%)

$302(+4.1%)

The diversity of financial support to the MTC foundation will approximate the diversity mix of foundationstructures of public 2-year colleges nationally.

Annual Source of Funds PublicTwo-year

MTC2003-04

MTC2004-05

MTC2005-06

MTC2006-07

MTC

2007-08

Annual fund 20% 5% 6% 7% 8% 6%

Bequests/Other gifts from livingindividuals

22% 6% 5% 4% 4% 5%

Gifts/grants from foundations,corporations, government andforeign government, corporations,foundations

44% 86% 87% 85% 86% 86%

Other gifts/grants 13% 3% 2% 4% 2% 3%

40

Personal contributions from individuals representing alumni, current students, faculty, staff andcommunity supporters will increase by 5 percent annually.

Year % ChangeStandard

Previous Year’sContributions

Current Year’sContributions

% ChangeCurrent 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 DateSubmitted

Status Total Award

US DOE Title III – Strengthening Institutions July 2006 Awarded9/29/06-five yrs

$1,993,061

US DOE Educational Opportunity Center Awarded8/03/06-four yrs

$ 880,000

US DOE Educational Talent Search Awarded7/26/06-four yrs

$1,382,244

National Science Foundation NSF CCLI projectcollaboration with USC, Developing an EngineeringEnvironment for Fostering Effective CriticalThinking (EFFECT) Through Measurements

Awarded3/30/07-one yr

$ 36,000

National Science Foundation NSF – STEMcollaboration with USC, SC Steps to STEM

September 2006 Pending Grantfor $550,000

SC Department of Commerce – Cont. Education October 2006 Not funded

African American Male Leadership August 2006 Awarded for oneyear Sept. 06

$ 5,000

TOTAL FEDERAL AND STATE AWARDS -YEAR TO DATE

$4,296,305

Source: 2006-07 Institutional Priorities/Agency Head Report

ACTION PLAN: The college is developing a methodology for tracking grant related activities.

41

INDICATOR E-4: FACILITY AND TECHNOLOGY DEVELOPMENT


Space utilization will meet or exceed the average for the Technical College system.

SPACE UTILIZATIONClassroom and Laboratory Utilization Rate

Technical System Average Midlands Technical CollegeYear

Classroom Laboratory Classroom Laboratory2002-2003 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 85percent for each category evaluated.

USER SATISFACTION RATINGS2006 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(not computer)

85% 61.7 77.4 85% 64.3 77.3 85% 80.2 80.7

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/MeetingRooms

85% N/A 81.2 85% N/A 84.1 85% N/A 89.5

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)

42

CSF F: COLLABORATIVE ORGANIZATIONAL CLIMATE

INDICATOR F-1: ON-GOING PROFESSIONAL DEVELOPMENT


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


Attain a minimum of 80 percent overall goal attainment, as published in the annual South Carolina HumanAffairs 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 benchmarkestablished for Act 359.

Year CHE Benchmark MTC PerformanceFall 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 populationbased 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%.

43

INDICATOR F-3: SUPPORT FOR EQUITY IN EMPLOYEE SALARY/BENEFITS


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 Codesat MTC

No. of MTC Codes AboveState Salary Average

No. of MTC Codes BelowState Salary Average

% AboveState 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.)

44

Developingthe

2004-2007 Strategic Plan

For more than two decades, Midlands Technical College has been committed to the benefits ofcombining effective planning and evaluation to ensure student success. Through a renewed planningapproach, the college seeks to proactively respond to the community and create expandedopportunities for all of its students. Using a dynamic, collaborative and continuous process; strategicplanning at MTC seeks to collect and interpret relevant information about important influences on thecollege’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 formoving the college forward to its next level of responsiveness. The goals and priority initiativesoutlined in the plan are the blueprint for “creating effective learning environments, enhancingindividual 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 ourvision, values and mission and ensure that our students have the highest quality learning experiencespossible.

45

Appendix A

2004-2007

Statements of Mission,

Role and Scope,

Vision and Values

Institutional Goalsand

Priority Initiatives

46

MTC Mission Statement(Approved 3-17-04)

Midlands Technical College is a comprehensive, multi-campus, public, two-year college serving theprimary region of Richland, Lexington and Fairfield counties of South Carolina. College programsand services provide accessible, affordable, high quality post-secondary education that prepares adiverse student population to enter the job market, transfer to senior colleges and universities, andachieve their professional and personal goals. Through its programs and services, the collegeequitably provides higher education opportunities and strengthens the economic and social vitality ofthe community.

MTC Statement of Role and Scope(Approved 3-17-04)

The college implements its mission through a clearly defined set of programs, services andpartnerships that include:

College-Level Credit Programs. The college serves approximately 10,000 to 15,000 credit studentsthrough courses leading to associate degrees, diplomas and/or certificates in Arts and Sciences,Business, Computer Technology, Engineering Technology, Health Sciences, Industrial Technologyand Public Service.

Continuing Education Programs. The college provides professional and career training anddevelopment through catalog and customized courses to approximately 30,000 individuals from areabusinesses, 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 andservices to enrolled and prospective students and alumni to increase their success and enhance theirpotential for personal, educational and professional growth. The college increases student access tohigher education through special recruitment, counseling and evaluation services.

Economic Development Programs. The college promotes the economic vitality of the region byproviding workforce training for new and expanding industries and technology transfer to developingcompanies. The college actively seeks to promote business growth and increase regional prosperity.

47

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 lifelongeducation.

MTC Statement of Values(Approved 3-17-04)

Midlands Technical College contributes to the community by helping individuals reach their fullpotential through affirmation of the following values:

Commitment to Students. Belief in providing a learner-centered environment offering qualityinstruction, resources and services and presenting challenging opportunities for the continued growthand 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 programsand support services through a variety of delivery methods that reflect the relevant education requiredfor future success. The college believes in building a community of learners and prepare students forthe work environment or to continue their education.

Commitment to Economic Vitality and Quality of Life. Belief in preparing students for successfulcareers by providing a seamless curriculum bridging secondary education through university educationoptions. The college partners with business, education and government to enhance the growth andprosperity of the community.

Commitment to Access and Diversity. Belief that the college provides access to programs andservices 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 andexcellent and diverse faculty and staff who collectively create a positive learning environment. Thecollege provides professional development opportunities and demonstrates its commitment to allmembers 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 secureenvironment 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 toprovide quality education and services to its students and community and to be accountable to allcollege constituents. The college seeks to diversify its financial support through the pursuit of newand innovative funding sources.

Commitment to Innovation and Renewal. Belief that the spirit of creativity and discovery is presentin all college endeavors. The college is open to adaptation and positive change for the benefit of all itsconstituencies.

48

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 andindustry.


1. Enhance information literacy skills within the curricula.

2. Improve student success through innovative teaching methodologies and the integration ofcurrent technology into the curriculum.

3. Ensure connectivity between employer demand and student awareness of careerpathways.

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.

49

Goal 3: The college collaborates with educational and community partners to createseamless curricula and quality services for the diverse population bridgingK-12, two-year college and university education.


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 theeducational, social and economic vitality of the community.


1. Actively interface with economic development entities and senior institutions andparticipate in activities to increase business and industry development.

2. Collaborate with communities in the service area to provide accessible educationalopportunities.

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 througheducation, entrepreneurship and business acceleration.


1. Design and implement innovative, proactive programs to address the future needs of thebusiness community and expand the workforce.

2. Promote innovative arenas including public/private partnerships and enterprisedevelopment.

3. Respond to the changing training and development needs of new and expanding businessand 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.

50

Goal 6: The college achieves national recognition through comprehensive, research-based evaluation of programs and services.


1. Develop systemic processes that provide leaders with information and data to supportstrategic and operational decision-making.

2. Support the development and use of national and peer comparisons to measure theeffectiveness 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 andmanagement.


1. Seek partnerships with local agencies and senior institutions to offer learningopportunities 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 exceptionalfaculty and staff.


1. Provide opportunities and funding to ensure the on-going professional development offaculty and staff.

2. Develop and implement innovative strategies for the recruitment and retention of facultyand staff.

3. Ensure accurate and meaningful communication college-wide.4. Integrate diversity and multicultural into employment practices and professional

development.

51

Appendix B

2004-2007

Critical Success Factors

and

Indicators of Effectiveness

52

CRITICAL SUCCESS FACTORSAND

INSTITUTIONAL EFFECTIVENESS INDICATORS2004-2007

-A-


A-1

Achievementin

GeneralEducation

A-2

Assessmentof the

AcademicMajor

A-3


A-4

Accreditation

-B-

StudentOutcomes

B-1

StudentGoal

Attainment

B-2

GraduationRates

B-3

PlacementRate in

Work Force

B-4

Transfer Ratesand

Performance

B-5

RetentionRates

B-6

LicensureExam Rates

-C-


C-1

ClientSatisfaction

C-2

AssessmentOf Programsand Services

C-3

Entry TestingAnd CoursePlacement

C-4

Accessand

Equity

-D-

EconomicDevelopment


D-1

Supportof

EconomicDevelopment

D-2

InteractionWith the

Community

D-3


D-4

Partnershipsand

AlliancesResources

-E-

EffectiveLeadership

andManagement

E-1


Attainment

E-2

Managementof

Resources

E-3

Acquisitionof

Public/Private

E-4

Facilityand


-F-


Climate

F-1

OngoingProfessionalDevelopment

F-2

Faculty/StaffDiversity

F-3

Support forEquity inEmployeeSalaries/Benefits

F-4


53

Critical Success Factors

Critical Success Factor A: Dynamic Educational ProgramsDefinition: 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. Thefaculty design curricula to develop students’ competencies for a competitiveenvironment, increasingly defined by change and globalization, while sustaining acore of general knowledge and skills, maintaining requirements for externalaccreditations, and supporting student-centered transfer agreements.

Critical Success Factor B: Student OutcomesDefinition: 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 ServicesDefinition: Midlands Technical College provides opportunities for educational access to widely

diverse populations. To successfully respond to these multiple constituencies, thecollege continually assesses the needs and satisfaction levels of its students, alumniand employers. The college then uses this information to provide appropriateprograms, services, facilities, technology and other resources to achieve student andcollege goals.

Critical Success Factor D: Economic Development and Community InvolvementDefinition: The College supports economic development through the appropriate education and

training of entry-level workers and the retraining of current employees, based on localbusiness and industry demands. Midlands Technical College’s faculty and staff areactively involved in the community and its development.

Critical Success Factor E: Effective Leadership and ManagementDefinition: 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 offacilities and technology for the attainment of college goals.

Critical Success Factor F: Collaborative Organizational ClimateDefinition: 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. MidlandsTechnical College seeks to promote a collaborative institutional climate through ashared strategic vision and common organizational values. Decision making andresource allocation reflect these values and are influenced by broad input fromcollege associates.

54

CRITICAL SUCCESS FACTOR A: DYNAMIC EDUCATIONAL PROGRAMS

Definition: The central mission of the college is providing quality educational programs thatprepare students to enter the workplace or to transfer to a senior institution. The faculty designcurricula to develop students’ competencies for a competitive environment, increasingly defined bychange and globalization, while sustaining a core of general knowledge and skills, maintainingrequirements for external accreditations, and supporting student-centered transfer agreements.

-A-


A-1

Achievementin

GeneralEducation

A-2

Assessment ofthe

AcademicMajor

A-3


A-4

Accreditation

INDICATOR A-1: Achievement in General Education

Definition: Achievement in general education means the extent to which associate degree graduatesdemonstrate 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 generaleducation courses, constitute a full program of study. The assessment of the academic major willdetermine the degree to which students master specialized knowledge and skills leading toemployment 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 institutionson shared or transferable programs, practices or courses.

INDICATOR A-4: Accreditation

Definition: Accreditation refers to endorsement for membership by an external, professional agencybased upon the successful demonstration of competency in standard criteria. Midlands TechnicalCollege is accredited by the applicable agencies listed in the ACT 359 implementation process, butthe college’s accreditation is not limited to these agencies.

55

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, attainingspecific skills, successfully transferring to senior colleges and universities, obtaining employment inthe work force, and performing well in their professions.

-B-

StudentOutcomes

B-1

StudentGoal

Attainment

B-2

GraduationRates

B-3

PlacementRate inWorkforce

B-4

TransferRatesand

Performance

B-5

RetentionRates

B-6

LicensureExamRates

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 oracquisition of specific skills. Goal attainment will be assessed by student self-reports and studenttracking data.

INDICATOR B-2: Graduation Rates

Definition: Graduation rates record the proportion of an identified entering cohort officiallyenrolled in an academic program that completes a degree, diploma or certificate. The results arereported at specified intervals.

INDICATOR B-3: PLACEMENT RATE IN WORKFORCE

Definition: The college’s workforce placement rate is the proportion of an identified enteringstudent cohort achieving a “marketable skill” who obtain employment within one year of lastattendance.

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 studentswho 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 stillenrolled 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 forthose populations to meet state reporting requirements. Specific definitions and methodologies arereported 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.

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CRITICAL SUCCESS FACTOR C: QUALITY SUPPORT SERVICES

Definition: Midlands Technical College provides opportunities for educational access to widelydiverse populations. To successfully respond to these multiple constituencies, the college continuallyassesses the needs and satisfaction levels of its students, alumni and employers. The college thenuses this information to provide appropriate programs, services, facilities, technology and otherresources to achieve student and college goals.

-C-


C-1

ClientSatisfaction

C-2

Assessmentof

Programsand Services

C-3

Entry Testingand

CoursePlacement

C-4

Accessand

Equity

INDICATOR C-1: CLIENT SATISFACTION

Definition: Client satisfaction encompasses the satisfaction of students and employers with theprograms 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 programreviews of college programs, services and activities that are conducted to determine theireffectiveness. 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 specificacademic skills of students at college entry and their subsequent success in targeted entry-levelcourses.

INDICATOR C-4: ACCESS AND EQUITY

Definition: The college provides special recruitment, counseling and educational support servicesfor students who have diverse educational needs and who have been traditionally under- representedand under served by higher education. The college also assists under prepared students indeveloping the skills necessary to enter college-level programs.

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CRITICAL SUCCESS FACTOR D: ECONOMIC DEVELOPMENT AND COMMUNITYINVOLVEMENT

Definition: The College supports economic development through the appropriate education andtraining of entry-level workers and the retraining of current employees, based on local business andindustry demands. Midlands Technical College’s faculty and staff are actively involved in thecommunity and its development.

-D-

EconomicDevelopment


D-1

Supportof

EconomicDevelopment

D-2

InteractionWith the

Community

D-3


D-4

Partnershipsand

Alliances

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 economicdevelopment 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 thecommunity and the interactions between its associates and community organizations.

INDICATOR D-3: POSITIVE COMMUNITY RESPONSE

Definition: Midlands Technical College conducts outreach and development activities throughoutthe 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 thatassist it in serving its various constituencies.

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CRITICAL SUCCESS FACTOR E: EFFECTIVE LEADERSHIP AND MANAGEMENT

Definition: To be effective, the college must be accountable to the citizens and students whoprovide resources. This accountability includes demonstrating effective leadership, planning,acquisition of resources, resource management, and development of facilities and technology for theattainment of college goals.

-E-

EffectiveLeadership

andManagement

E-1


Attainment

E-2

Managementof

Resources

E-3

Acquisitionof

Public/PrivateResources

E-4

Facilityand


INDICATOR E-1: COOPERATIVE PLANNING AND GOAL ATTAINMENT

Definition: Cooperative planning and goal attainment are founded in the college’s systematicplanning and evaluation process, which is designed to achieve its mission, and in the programsneeded to fulfill its mission.

INDICATOR E-2: MANAGEMENT OF RESOURCES

Definition: Management of the college’s resources involves the equitable distribution of resourcesto programs and services. Equitable allocation is based on the identified needs of the institution andthe findings from college research projects. This indicator also addresses efficiency issues related toclass size and student-to-faculty ratios.

INDICATOR E-3: ACQUISITION OF PUBLIC/PRIVATE RESOURCES

Definition: The acquisition of resources involves developing, maintaining and sustaining favorablerelationships with appropriate public officials and potential private donors and/or partners. Theserelationships 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- termplanning. The planning process for facilities and technology development will include theidentification and prioritization of specific projects, potential funding sources and estimated timelines.

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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 Collegeseeks to promotes a collaborative institutional climate through a shared strategic vision and commonorganizational values. Decision making and resource allocation reflect these values and areinfluenced by broad input from college associates.

-F-


Climate

F-1

On-goingProfessionalDevelopment

F-2

Faculty/Staff

Diversity

F-3

Support forEquity inEmployee

Salary/Benefits

F-4


INDICATOR F-1: ON-GOING PROFESSIONAL DEVELOPMENT

Definition: On-going professional development involves appropriate professional developmentopportunities 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 environmentthrough the use of appropriate human resource management practices. These practices will includecompliance with federal and state laws and regulations and the use of accepted and provenrecruitment 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' salariesand benefits are comparable to the salaries and benefits of employees at similar community collegesand post-secondary institutions in the state and southeastern region. Equity also refers to the extentto 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’sdecision making process, the adequacy of the programs and services offered, and the resourcesavailable for conducting their work.

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Appendix C

Learning Community

of the Future

2013

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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.

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> 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.

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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.

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Appendix D

Executive Summary

MTCEnvironmental ScanTrends Report - 2002

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Executive Summary

MTC Environmental Scan Trends Report(October 8, 2002)

Introduction

The Midlands Technical College Executive Council approved a set of recommendations toenhance the effectiveness of the strategic planning process that had been in place at MTC sincethe mid-1980’s. These recommendations were designed to: shorten the planning cycle; make theplanning system more flexible and responsive to change; increase involvement of faculty, staffand 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 collegeinvolvement, a Strategic Planning Council and an Environmental Scanning process were set inplace.

The Strategic Planning Council was developed to oversee the overall planning process andincludes the college’s Executive Council, the chair and chair-elect of both the Faculty and StaffCouncils, and a student representative. The Environmental Scanning process was designed toutilize the expertise and skills of MTC faculty and staff members in the assessment of thecollege’s environment.

Environmental Scanning is a careful, systematic evaluation of the institution and its external andinternal environments. Its goal is to identify, clarify, evaluate, and prioritize issues and trendsthat could impact the future direction and success of the college. At MTC, six scanningcommittees, each composed of a diverse group of faculty and staff members from the college’smajor divisions, were organized to conduct the Environmental Scan. The Strategic PlanningCouncil 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 toparticipate in the environmental scanning process by forwarding articles and/or data to thecommittee representatives. MTC’s six trend areas were: Demographic Trends, Economic andEmployment Trends, Educational Trends, Political and Public Policy Trends, Social Trends andTechnological Trends.

The Executive Summary of the Environmental Scanning committees’ findings on the six majortrends is provided in the following pages.

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Environmental Scan Trends Categories

Trend 1: Economic Development and Employment Trends

While national attention is focused on rapid growth occupational areas, many leaders ofbusiness and industry remain concerned about gaps in basic and technical skills for largesegments of the workforce. Emerging concerns also include a projected deficit in the availablelabor 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 broaddemographic shifts in their enrollment patterns. Each diverse group will pose unique demandsfor curriculum offerings and student services, and will be motivated to seek higher education forreasons 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. Theinfluence of technology, workplace expectations and diversification of the classroom will radicallyalter the roles and expectations of faculty at colleges and universities. Faculty will be expectedto 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 toaltering the manner in which education is delivered, technology will increase competition amongpostsecondary institutions, and challenge staff and faculty to constantly improve theirtechnological competencies. As accessibility improves, concerns about security from viruses andhackers will influence network design and implementation. Integration of voice, data and videowill 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 highereducation. The projected continuation of the state’s economic slowdown will result in additionalfunding cuts to higher education in the foreseeable future. The funding crisis is furthercomplicated by new federal and state mandates, emerging infrastructure needs, increasedcompetition for grants and supplemental funds, and numerous challenges in the area of humanresources.

Trend 6: Partnerships, External Relationships and Responsibility

Economic and social realities are the driving force behind new initiatives at educationalinstitutions to establish linkages with a variety of partners. Postsecondary institutions areattempting to increase the employability of their graduates and to assist in better preparingstudents for success in higher education through a broad array of partnerships with communityorganizations, K-12 education, businesses, and other institutions of higher learning. Additionally,postsecondary institutions will also endeavor to fulfill their higher learning mission throughservice learning initiatives, promoting civic-mindedness and responsibility, and ensuring equalaccess for all persons.

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Trend 1: Economic Development and Employment Trends

While national attention is focused on rapid growth occupational areas, many leaders ofbusiness and industry remain concerned about gaps in basic and technical skills for largesegments of the workforce. Emerging concerns also include a projected deficit in the availablelabor 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 inSC are: Computer Scientists, Electronic Pagination Workers, Computer SupportSpecialists, Database Administrators, Systems Analysts, Paralegals, Physical Therapists,Home Care Aides, Medical Assistants, Physical Therapy Assistants, Respiratory TherapyAssistants, Data Processing Equipment Repairers, Home Health Aides, Special EducationTeachers, Amusement Attendants, Manicurists, Bank Adjustment Clerks,Cardiology Technologists, Occupational Therapists, and Sports Instructors andCoaches.

b. Technology certification is a large and active educational market, with over 400certifications currently available. The average Information Technology (IT)-certifiedworker currently holds nearly 4 different technical certifications, and 79 percent of suchprofessionals indicate they plan to pursue additional certifications in the coming months.

2. Basic Skills Gap – Manufacturers are expressing concerns about the local labor pool andrejecting 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 willhave to be retrained to improve existing skills levels. Additionally, 80 percent ofmanufacturers reported in 2001 that they experienced a shortage of qualified job candidatesfor skilled hourly production jobs.

4. Labor Pool Gap – Bureau of Labor Statistics forecasts that employment will expand 14percent to 20 million jobs by 2008, at the same time that the number of workers availablewill 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 incomegrowth as a strategic goal to determine the success of the state in the future.

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Trend 2: Population and Enrollment Trends

As the population ages and diversifies, postsecondary institutions will experience broaddemographic shifts in their enrollment patterns. Each diverse group will pose unique demandsfor curriculum offerings and student services, and will be motivated to seek higher education forreasons ranging from personal interest to lottery tuition assistance.

1. Hispanic Population – Hispanic population growth in South Carolina has exceeded 200percent in recent years, and this population segment is projected to make up 59 percent ofthe disadvantaged population in the future. The U.S. Education Department reports thatHispanic enrollment in two-year colleges outpaces Hispanic enrollment in all other levelsof postsecondary education.

2. Boomers – The swelling population of persons 65-and-over to 14 million by 2010 willlikely see baby boomers heading back to school for personal growth in retirement or forretraining.

3. Generation Y – By 2015, the population of traditional college age students will surge by 4.3million students, to a total of 31 million. This trend will create a funding bottleneck inpostsecondary education, and cause complications for educating nontraditional agestudents.

4. Underserved Populations – Several demographic groups are significantly under-represented in higher education in the Midlands, including African Americans andthose from low-income households.

5. Population Growth in the MTC Service Area – In the past decade, population in the MTCservice area grew tremendously, with Lexington County leading the area and the entirestate with 29 percent growth. Although more moderate growth is anticipated through2010, Lexington County is expected to grow at 10 percent, with Richland and Fairfieldcounties growing at 3.0 and 2.5 percent respectively.

6. Shifting Enrollment Trends –

b. Although MTC’s enrollment overall has remained relatively consistent during thepast five fall semesters, enrollment in the various academic disciplines has begun to shift.Enrollment in the Health Sciences and Nursing division has increased from 21.7percent to 27.0 percent of total credit enrollment between fall 1998 and fall 2002.Enrollment in the Business and Computer Information Systems division declinedfrom 30.9 percent to 22.7 percent of total enrollment, and theEngineering/Industrial division declined from 11.0 percent in fall 1998 to 7.9 percentin fall 2002.

a. Recently, labor markets have demonstrated a substantially increased demand for non-degreed postsecondary training, including test-based skill certifications, especially ininformation technology and financial services sectors.

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c. Participation rates in adult education have been increasing for all age groups except thosebetween 35 and 44 years of age; this population segment had historically high rates ofparticipation in higher education when its members were of traditional college age, andhas 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 enrollmentpatterns.

e. Proposed changes to the welfare reform systems may restrict education activities to 16hours per week for participants, who would have to increase their weekly work hoursto 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 oftechnology, workplace expectations and diversification of the classroom will radically alter the roles andexpectations of faculty at colleges and universities. Faculty will be expected to become facilitators oflearning processes as the demand for personalized, flexible, asynchronous learning increases.

1. Technological Influences –

a. New Instructional Models – Triads (learner, teacher, facilitator) will become themodel for learning-teaching teams as online learning eliminates many of the problemsformerly presented by geographic distance. Computer applications (online andoffline, synchronous and asynchronous) will make it possible to engage students in farmore interactions, expose them to reality multidimensional graphics and involve themin real-world applications as never before.

b. Curriculum Modularization – Learning modules will augment, or even replace, traditionalcourse offerings and large searchable databases, or meta-databases, will provideopportunities for significant changes in curriculum.

c. Interactive Online Learning – E-learning is playing an increasingly prominent rolein teaching and learning enhancement and course management. Online learning willbecome more interactive and may have its greatest impact as a tool that iscomplementary to the classroom and instructor.

2. Workplace And Student Expectations –

a. Educational Convenience – Education is no longer bound by time and place; thehome has become the after-hours classroom. The pressure on educational providers isto move beyond whole-group instruction within the traditional classroom confines andinstead deliver real-time instruction when and where it is most convenient and needed.

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b. Students and employers will expect increased flexibility and an expanded array of topicsand courses. The need to offer credit and noncredit courses and programs throughcontinuing education or extension divisions in universities and colleges will also increase

c. Student Services – Postsecondary institutions are seeking to raise retention rates byoffering an expanded array of student services, including transportation, childcare, andincreased 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 growthin the segment of their student populations that requires ESL, especially amongHispanic students. Current intervention and assistance strategies will be inadequate tomeet the needs of this growing population.

Trend 4: Influence of Technology

New and emerging technologies will continue to revolutionize higher education. In addition to alteringthe manner in which education is delivered, technology will increase competition among postsecondaryinstitutions, and challenge staff and faculty to constantly improve their technological competencies. Asaccessibility improves, concerns about security from viruses and hackers will influence network designand implementation. Integration of voice, data and video will bring about a technology convergence inthe coming decades.

1. Alternative Delivery Options (Distance Education, Hybridization, Modularization) –Providing online education raises concerns about quality and cost effectiveness, innovativeuses of technology and teaching/learning styles. E-learning is playing an increasinglyimportant 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 incost in recent years, and such increases are likely to continue.

2. Competition – The emergence of online learning means that education is no longer bound bytime and place; students are able to use their homes as after-hours classrooms. The onlinepresence of many postsecondary institutions will result in colleges losing their traditionalgeographic monopolies. Students will make selections that accommodate their needsand provide the education they desire/require.

3. Administrative Tools – While increasingly powerful software and hardware tools areaccessible 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, andaccessibility across campus.

4. Security Concerns – As accessibility to technology grows, concerns about networkvulnerabilities to electronic attacks, as well as software security threats, will pose asignificant challenge to educational institutions to preserve data and system integrity.

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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 tohigher education in the foreseeable future. The funding crisis is further complicated by new federal andstate mandates, emerging infrastructure needs, increased competition for grants and supplementalfunds, and numerous challenges in the area of human resources.

1. State Funding - At MTC, formula funding received was 65 percent in 2001-2002, but isexpected to decline to 48.8 percent during 2002-2003. Similarly higher education absorbeda 6.5 percent cut in state funding in 2001-2002, and cuts as high as 9 percent are expected in2002-2003.

2. Federal and State Mandates – State accountability and performance mandates willcontinue to drive higher education funding, and institutions will be rewarded for cost-savingmeasures that can be replicated elsewhere. A trend toward measuring competency at exitfrom the college is emerging.

3. Infrastructure – Emerging technologies will continue to present opportunities for enhancedlearning. Such technologies include: wireless networking, online textbooks, textbookpublisher-provided websites, and accessibility tools for persons with disabilities.

4. Grants and Supplemental Funding – Federal funding in the next five years is anticipated tofocus on dislocated worker training, workforce development, security training, securitytechnology, and biological defense. Funds for cultural and language training will focus onAsia and the Middle East. Funds for existing federal student financial aid programs are notexpected to increase significantly.

5. Human Resources (retirements, training, professional development) - MTC anticipatesthat 25 percent of its faculty and staff will retire in the next ten years, while nationwide50 percent of senior faculty are predicted to retire in the same period. Furthermore, the rapidchanges in hardware and software technologies will challenge institutions to keep facultyand staff certifications and competencies up-to-date.

Trend 6: Partnerships, External Relationships and ResponsibilityEconomic and social realities are the driving force behind new initiatives at educational institutions toestablish linkages with a variety of partners. Postsecondary institutions are attempting to increase theemployability of their graduates and to assist in better preparing students for success in higher educationthrough a broad array of partnerships with community organizations, K-12 education, businesses, andother institutions of higher learning. Additionally, postsecondary institutions will also endeavor to fulfilltheir higher learning mission through service learning initiatives, promoting civic-mindedness andresponsibility, and ensuring equal access for all persons.

1. K- 12 and Higher Education Institution Partnerships – Educational partnerships have beenshown to enhance student success and maximize the use of resources. Partnerships withother higher education institutions expand accessibility to a broader array of programs andservices. Such partnerships increase student achievement levels and help ensure access andequity to postsecondary education.

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2. Community and Business Partnerships – Many two-year colleges are recognizing theimportant role they play in establishing partnerships with local community organizations andbusiness and industry. Collaboration with businesses and consortiums is important tothe welfare of the community, to the economy, the stability of the workforce and theemployability of program graduates.

3. Marketing – The continuing competition for state funding will force colleges to mountincreasingly 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 serviceprojects 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 implementingstrategies 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, topromote positive interpersonal and work skills, and to adopt recycling and otherenvironmental 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 studentswith disabilities face significant barriers in accessing some course offerings and studentservices, and involves the effective transfer of information to all students through verbal,print, and multimedia methods. Federal and state laws require continuing attention toaccessibility for students with disabilities to Web-based applications.

institutional effectiveness strategic planning outcomes

Documents