TABLE OF CONTENTS
Self-Study Title Page
1
Listing Of All Business and Business Related Programs
2
Overview and Organizational Profile for Accreditation
3
Institution Response:
3
STANDARD 1: Leadership
24
STANDARD 2: Strategic Planning
33
STANDARD 3: Student, Stakeholder, and Market Focus
47
STANDARD 4: Measurement, Analysis, and Knowledge Management
78
STANDARD 5: Faculty and Staff Focus
96
STANDARD 6: Process Management
117
TABLES
TABLE 1 – Student and Stakeholder – Focused Results
131
TABLE 2 – Student Learning Results
133
TABLE 3- Organizational Performance Results
161
TABLE 4 – Faculty Qualifications
170
TABLE 5 – FTE and Faculty Composition
170
TABLE 6- Curriculum Summary
171
i
Accreditation Council for Business Schools and Programs
(ACBSP)
Self-Study Title Page
SELF-STUDY YEAR 2010-2011
NAME OF INSTITUTION: Trident Technical College
PRESIDENT OR CHANCELLOR'S NAME: Dr. Mary Thornley
CHIEF ACADEMIC OFFICER'S NAME: Dr. Patricia J. Robertson
DEAN OR HEAD OF BUSINESS SCHOOL OR PROGRAM: Connie A. Jolly
PRIMARY INSTITUTIONAL CONTACT DURING THE ACCREDITATION PROCESS:
Name: Connie A. Jolly
Title: Dean, Business Technology
Address: 7000 Rivers Ave.
City: Charleston
State: SC
Zip: 29423-8067
Phone: (843)574-6252
E-Mail Address: constance.jolly@tridenttech.edu
DATE OF SUBMISSION OF THE SELF-STUDY: August 10, 2011
1
Listing of all business and business related programs
Column A: List all business or business-related programs (including those with designations
in the degree or major title such as “business,” “industrial,” “administration,”
“management,” or “organizational.”)
Column B: Indicate with “yes” or “no” whether the program is administered by the business
unit.
Column C: Indicate with “yes” or “no” whether the program is to be accredited by ACBSP. If
no, provide justification explaining why the program should be excluded from the
accreditation process.
Column D: Indicate number of degrees conferred during self-study year
Business or Business Related
Programs
Associate in Applied Science:
Accounting
Administrative Office Technology
Computer Technology
General Business
Management
Fire Service*
Telecommunications Systems*
Program in
Business
Unit
Yes
Yes
Yes
Yes
Yes
Yes
Yes
To be
Accredited
by ACBSP
Yes
Yes
Yes
Yes
Yes
No
No
Number of
Degrees
Conferred
During
Self-Study
Year
32
9
26
30
25
2
32
*The AAS in Management, Fire Service career path and AAS in Telecommunications Systems Management are also
part of the Business Technology Division. Although excellent programs, the academic content of both programs is
considered inappropriate to apply for business accreditation.
2
OVERVIEW AND ORGANIZATIONAL PROFILE FOR ACCREDITATION
This section of the self-study document is used to provide general information about the institution and
its business program.
Institution Response:
A. Self-Study Preparers: Identify those individuals who prepared the self-study.
Names: Connie A. Jolly, Dean, Business Technology Division
 Chris Solomon, Department Head, Accounting
 Randall Morgan, Department Head, Business
 Barbara Fogle, Department Head, Information Systems
 Laurie Boeding, Department Head, Network Systems Management
 David Jones, Instructor, Information Systems
 Cathy Almquist, Director, Institutional Research and Assessment
B. Self-Study Purpose: State your institution’s purposes for the self-study.
The Division of Business Technology conducted this self-study as an in-depth examination of its mission, administrative
and instructional components. The study included analysis of certain administrative and instructional components of
the College as well. The goals of the study included determining the effectiveness in fulfilling its mission and
institutional goals and measuring the division and institution's success in meeting the criteria of the Accreditation
Council for Business Schools and Programs (ACBSP), thus assuring educational quality and timeliness. Through these
efforts, the division hopes to strengthen its educational programs and services to meet the needs of the College's
constituency.
C. Self-Study Timeline: Include the timeline used for the self-study.
Business Technology ACBSP
Reaffirmation Self-Study
Timeline

June 2010-August 2010

Business Technology
ACBSP Reaffirmation
Self-Study Life Cycle
August 2010-June 2011
Task
Meeting with Business Technology Division leadership to define reaffirmation process plans and
self-study timeline
Initial contact with VP for Academic Affairs, Associate VP for Planning and Accreditation, and
Director of Institutional Research
ACBSP reaffirmation teams established
Reviewed faculty credentials
Closing loop, of the implementation improvement plans on two year Curriculum Assessment
Cycle (2008-2010) and planning for 2010-2012 cycle.
Ongoing meeting with stakeholders to include: Business Technology leadership, faculty,
part-time faculty, staff, Associate VP for Planning and Accreditation, Director-Institutional
Research, and sister institution for benchmark data
Curriculum Assessment Plan ongoing meetings with Institutional Research, faculty, part-time
faculty, and advisory boards
Ongoing faculty credential review with Associate VP for Planning and Accreditation
Ongoing review and evaluation of standards
Preparation for ACBSP reaffirmation site visit
Send to Assistant VP for Academic Programs for final review
ACBSP Reaffirmation Report submitted
Detailed timeline available in resource room
3
D. Regional Accrediting Body: State which regional accrediting body has provided your institution with
regional accreditation. Enclose a copy of the letter of affirmation or reaffirmation of regional
accreditation.
Trident Technical College is accredited by the Southern Association of Colleges and Schools Commission on
Colleges (SACS COC) to award associate degrees, diplomas and certificates. The College’s accreditation was
reaffirmed by SACS in its letter dated July 08, 2011 (See page Error! Bookmark not defined.).The Business Technology
Division is currently engaged in the ACBSP self-study process for reaffirmation in 2010/2011.
E.
Profile of the Institution: Provide a profile of the institution, including the business unit, service
area, and student composition.
Trident Technical College is a public two-year college in South Carolina serving Berkeley, Charleston and
Dorchester counties with three campuses and numerous distance-learning opportunities. A member of the 16college State Board for Technical and Comprehensive Education (SBTCE) system, TTC provides educational
programs and promotes economic development in the tri-county area.
The College has changed dramatically over the past 45 years. In 1964, the school began as the BerkeleyCharleston-Dorchester Technical Education Center, which was part of a statewide system founded by Gov. Ernest
F. Hollings to meet the education and training needs of the citizens of South Carolina. The center opened with only
two buildings and an enrollment of 226 students. Today, TTC serves more than 31,000 curriculum and continuing
education students each year on its three central campuses: the Main Campus in suburban North Charleston, the
Palmer Campus in downtown Charleston, and the rural Berkeley Campus outside of Moncks Corner. Most
recently, the College has developed additional rural sites in Charleston and Dorchester Counties that provide
greater accessibility to its programs for residents of those areas. Further, the College has recently announced the
creation of a brand new campus located in Mount Pleasant, with plans to offer classes as early as the Fall 2011
semester. The past decade has also seen a significant enrollment increase in TTC’s Dual Credit program serving
area high schools.
TTC’s stated mission is to serve as a catalyst for personal, community and economic development by empowering
individuals through education and training. For its 15,000 traditional and non-traditional curriculum students, TTC
meets its mission by offering more than 150 programs of study, including university transfer associate degrees and
applied technical associate degrees, diplomas and certificates. The College further promotes economic
development through continuing education courses, customized education and training for business, industry and
government, and a variety of employment training programs.
The Division of Business Technology, one of the College’s largest divisions, includes the Departments of Accounting,
Information Systems, General Business, and Network Systems Management. The division currently offers 25
certificates and 6 Associate in Applied Science degrees.
Educational Programs, Delivery Methods and Services
TTC offers a broad mix of educational programs.
Academic Credit Programs. Credit programs include associate degrees in Arts, Science and Applied Science, as
well as diplomas and certificates in Applied Science.
Continuing Education Programs. Continuing education programs include non-credit courses, workshops and
seminars in the areas of personal and professional development; health and human services; environmental
safety; manufacturing; industrial construction and trades; and customized education and training for business,
industry and government.
Developmental Studies courses. To assist students who are not academically prepared, TTC offers a variety of
courses designed to develop appropriate skills for success in curriculum-level courses.
These courses prepare students for curriculum-level work in reading, English, and mathematics. The College also
offers English as a Second Language courses to non-native English speaking students who need assistance with
speaking, listening, reading and writing in the English language to be successful in college credit courses.
4
Bridge courses. These courses build stronger foundations for curriculum-level accounting, lab sciences, math and
English coursework.
College Skills courses. These courses improve students’ college skills, study skills, problem solving and critical
thinking skills.
The College delivers its educational programs through a variety of formats:
Traditional. The College provides classroom instruction in a traditional setting.
Distance Learning. Online courses provide accessibility to students with demanding schedules.
Alternative Format. Fast Forward, Weekend, Early Bird and Maymester courses provide alternative scheduling for
traditional and non-traditional students. TTC also offers Mixed-Mode courses, which combine traditional
classroom learning with online instruction and/or other media.
TTC provides students with a wide variety of services to help them reach their educational goals. These are
described in detail in Standard 3, Section 3.3.A.
Student Segments, Stakeholder Groups and Market Segments
Key student segments include the following categories.
Technical. Students enrolled in academic programs in preparation for careers.
Transfer. Students who intend to transfer to a four-year institution.
High School. Students pursuing higher education through either the Dual Credit or the Early Admit programs.
Continuing Education. Students taking individual courses or short-term programs that enable them to keep up-todate in their job fields, embark on non-credit career tracks, or learn for the joy of personal enrichment.
The following table summarizes the student profile for all students enrolled in the Fall 2010 semester.
TTC Student Profile
Total Enrollment
Fall 2010
<25
Age
>25
Male
Gender
Female
Asian
American Indian/Alaskan
Black/African American
Hawaiian/Pacific Islander
Ethnicity
Hispanic
White/Non-Hispanic
Two or More Races
Unknown
Technical
Program
Transfer
Full-time
Student Load
Part-time
Source: TTC Institutional Research
15,790
55.6%
44.4%
38.1%
61.9%
1.5%
1.1%
29.7%
0.3%
3.3%
60.0%
2.1%
2.0%
68.3%
31.7%
46.2%
53.8%
TTC’s stakeholders include its students, as well as area high schools, four-year colleges, local business and industry
employers, its faculty, and the taxpayers of South Carolina. The College recruits students from four market
segments: recent high school graduates, working adults, current high school students, and underrepresented and
underserved populations.
5
Operating Locations
TTC maintains three campuses: Main Campus in North Charleston, Berkeley Campus in rural Berkeley County and
Palmer Campus in downtown Charleston. A fourth campus, in Mount Pleasant, has been announced and is
currently under development. The College has instructional sites at the Dorchester County Career and Technology
Center, the St. Paul’s Parish Site, and the Dorchester County QuickJobs Training Center, and also offers courses at
additional off-site locations when necessary. These include courses for dual credit students in area high schools,
allied health and nursing clinical courses in area hospitals and medical facilities, courses delivered at area business
and industry locations, and continuing education outreach programs in rural areas.
Main Campus, North Charleston, South Carolina, USA
This is the primary location for all degrees, diplomas and certificates with the exception of those offered
exclusively at the Palmer and Berkeley Campuses.
Palmer Campus, Charleston, South Carolina, USA
A wide variety of general education courses are available for the Associate in Arts and Associate in Science degrees
and for the general education core of technical degrees.
Berkeley Campus, Moncks Corner, South Carolina, USA
A variety of general education courses are available for the Associate in Arts and Associate in Science degrees and
for the general education core of technical degrees. The Business Technology Division offers coursework in
information systems and business as well.
The following new locations for the College have been instituted since the division’s last ACBSP reaffirmation in
2000.
Mount Pleasant Campus, Mount Pleasant, South Carolina, USA
In February 2011 the College announced the creation of a fourth campus, to be located in the town of Mount
Pleasant. With classes starting in Fall 2011, the College plans initially to offer general academic courses, such as
English and math, along with classes in computer graphics, digital photography, computer animation, computer
imagery, engineering design graphics and computer aided design. The Business Technology Division will
immediately offer courses from several different programs, including introduction to computer course, and
business management courses. The College has received approval from the SACS Commission on Colleges to offer
coursework leading to the Certificate in Applied Science, Microcomputer Business Applications (See pageError!
Bookmark not defined.). Additionally, the College has alerted the Commission that it will submit a full prospectus
for the campus when 50% of an associate degree is available at this location.
Dorchester County Career and Technology Center, Summerville, South Carolina, USA
A cooperative agreement with Dorchester County allows the College to offer courses in the afternoon and evening
at this location. The College offers coursework in cosmetology, early care and education, and general education.
The Business Technology Division occasionally offers coursework in accounting and business as well.
St. Paul’s Parish Site, Hollywood, South Carolina, USA
In 2008, TTC opened this site in St. Paul’s Parish to serve this rural area outside Charleston. It primarily offers
continuing education courses, but on occasion also offers credit courses there. The division often delivers courses
in business and information systems.
Wando High School, Charleston, South Carolina, USA
The College delivers dual credit courses for the students at this high school, while also offering evening credit
classes for the public.
West Ashley High School, Charleston, South Carolina, USA
The College delivers dual credit courses at West Ashley High School. These courses are general education courses
that count toward the Associate in Arts and Associate in Science degrees, and the Pre-Nursing and Allied Health
Preparation certificates.
First Baptist School, Charleston, South Carolina, USA
The College delivers dual credit courses at First Baptist School, an independent school in Charleston that offers a
college preparatory program for grades K3-12. The TTC Dual Credit courses are general education courses that
6
count toward the Associate in Arts and Associate in Science degrees, and the Pre-Nursing and Allied Health
Preparation certificates.
Other Area High Schools
In addition to West Ashley High School and First Baptist School, the College offers dual credit courses at 15 other
high schools in its service area of Berkeley, Charleston and Dorchester counties. These courses primarily consist of
general education courses that count toward the Associate in Arts and Associate in Science degrees.
Distance Education Credit Offerings
In 1997, TTC joined the other South Carolina technical colleges offering courses for distance learning. After an onsite review, the Commission on Colleges approved participating institutions for distance education programs.
Through the intervening years, the College has developed online support for a great many of its academic
programs and other disciplines. The list of programs with online presence can be found in the latest TTC SACS
compliance report. The division now offers course work in electronic format for Associate in Applied Science
degree programs in Accounting, Administrative Office Technology, Computer Technology, General Business, and
Management.
Employees
TTC employs a diverse and highly-qualified faculty and staff. TTC faculty members average more than thirteen
years of teaching experience and eleven years of work experience in their disciplines. Eighty-five percent of all
faculty members hold advanced degrees. The following table lists the general characteristics for all TTC employees
and the Business Technology Division, information that will be further delineated in Standard 5.
Demographic
Category
TTC Faculty and Staff
Fall 2010
BT Faculty and Staff
Total
674
Percent
34
Faculty
304
45%
33
Status
Staff
370
55%
1
Female
391
58%
14
Gender
Male
283
42%
20
African American
142
21%
5
Ethnicity
White/Non-Hispanic
490
73%
27
Other
42
6%
2
Source: Integrated Postsecondary Education Data System and TTC Institutional Research
7
Percent
97%
3%
41%
59%
15%
79%
6%
Facilities Description
TTC currently operates on three main campuses: the 168 acre Main Campus in North Charleston; the 6.18 acre
Palmer Campus in downtown Charleston; and the rural 35 acre Berkeley Campus in Moncks Corner. Located on
these three campuses are 27 buildings: 23 on the Main Campus, one on the Palmer Campus and three on the
Berkeley Campus. These facilities, listed in the following table, total 957,682 square feet and are valued at
$154,909,187 in replacement cost. The College owns, operates and maintains all facilities on its three campuses.
TTC Physical Facilities
Main Campus
100 Building, General Education
200 Building, Business Technology
300 Building, Math and Science
400 Building, Robotics Welding
410 Building, Student Center
420 Building, Orientation Center
430 Building, Student Services
500 Building, Communications Technology
510 Building, Learning Resources Center
600 Building, Facilities Management Deliveries
610 Building, Warehouse
620 Building, Horticulture
630 Building, Health Sciences
640 Building, Annex
700 Building, Industrial and Engineering Technology
800 Building, Industrial and Engineering Technology
900 Building, Administration
910 Building, Continuing Education
920 Building, Complex for Economic Development
930 Building, Construction Trades
940 Building, North Rivers Commerce Center
950 Building, Bookstore and Industrial Training
960 Building, Construction Training Lab
Palmer Campus
Mt. Pleasant Campus
Berkeley Campus
8100 Building
9100 Building
(open Fall 2011)
6100 Building, Main Building
6400 Building, Veterinary
Technology
Berkeley Aircraft Hangar
Regulatory Environment
The College operates under numerous laws, regulations, rules and guidelines enforced by several agencies and
entities. Together, these agencies and entities define TTC’s regulatory environment:
Federal government. OSHA, EPA, Title IV, FERPA, HIPPA.
State government. DHEC, SBCB, SBTCE, CHE.
Regional accreditation. Southern Association of Colleges and Schools (SACS).
Program accreditation. 23 program-specific accreditation agencies.
Governance System
TTC’s governing board, the Area Commission, is appointed by the Governor upon the recommendation by the
appropriate legislative body (either county council or the local legislative delegation). Operating under its
Governance Process Policies and its By-laws, the Area Commission establishes policies for the operation of the
College, including mission, budget, and additions and deletions of programs. The College President, who reports to
the Area Commission, works with her cabinet to manage the overall operation of the College. The President and
her cabinet make decisions about how the College will distribute financial, physical and human resources.
8
Suppliers and Partners
The College maintains partnerships with many area organizations and relies on the services of over 800 suppliers.
The figure below identifies the College’s key partners and suppliers.
Key Partners and Suppliers
Key Suppliers
Key Partners
Partnerships
Business and industry
Student
internships/apprenticeships
Clinicals
Advisory committees
Charleston Area Library
Consortium
Articulation agreements
Dual Credit program
Four-year colleges
and universities
High schools
Oracle
IBM
Cisco Systems, Inc.
Service Supplied
Dell, Inc.
Datatel
Technology support
Johnson Controls
Konica Minolta
Maintenance services
SSC Janitorial
Duvall Catering and Event Design
Support services
Source: 2010 Accountability Report page 5.
Key Partners and Suppliers
Competitors
TTC is an integral part of a higher education community that works together to serve the needs of the Charleston
area. The unique missions of the various institutions minimize duplication of effort and provide for a broad
spectrum of educational opportunities. However, potential students do have several alternatives to a Trident
Technical College education.
 Local four-year colleges and universities compete with TTC to attract traditional students seeking a fouryear degree.
 Local proprietary schools compete with TTC to attract traditional and non-traditional technical students.
 Online colleges compete with TTC to attract traditional and non-traditional transfer and technical
students.
Factors that Determine Competitive Success and Changes in the Competitive Situation
The mission of the College allows TTC to compete favorably with each of the competitor groups listed above. The
chief factors that determine success are outlined in the figure below.
Competitor
College Competitors
Factors Influencing TTC Success
 Affordability of TTC education
 Flexibility of course offerings
 Convenient locations
 Open-door admissions
Local proprietary
 Affordability of TTC education
schools
 Range of program offerings
 TTC reputation for quality programs
 Regional accreditation
Online colleges
 Affordability of TTC education
 Availability of student services
 Availability of faculty
Source: 2010 Accountability Report page 6.
Local four-year
colleges and
universities
In recent years, the College has experienced several changes that impact its competitive situation.
 Economic Downturn. As the local economy remains weak, the College faces the challenge of serving a
growing student population. TTC experienced historic enrollment increases during 2009-10, fueled by
displaced workers returning to college and traditional college-age students seeking a less expensive
alternative to achieving a college degree.
 Funding. The College’s state appropriations have continued to decline. The 2011-12 appropriation is $2.0
million less than the 2009-10 appropriation.
 Student Success Initiatives. TTC’s sponsorship of student success initiatives such as Achieving the Dream
has resulted in increased student retention, which has further contributed to the College’s enrollment.
9
Performance Improvement Systems
In 1992, the College President initiated TTC’s Quality Management (TQM) program, a total quality management
system. This management system provides a mechanism for assessing college processes that cross divisional
boundaries, identifying processes that need improvement, analyzing these processes, and planning for continuous
improvement.
Until 2010, TQM had been guided by the Quality Council, a group of 25 college employees representing all areas of
the College. However, in that year, in order to expand participation in the College’s quality program, Dr. Thornley
assigned the Quality Council responsibilities to the Leadership Cabinet, a group of 144 employees from across the
College who meet in a monthly forum to discuss college-wide issues. (Leadership Cabinet is discussed more fully in
Standard 1.) Leadership Cabinet is charged with examining results of evaluations and assessments and identifying
college processes to be studied for improvement.
The Business Technology Division incorporates the Accounting, Information Systems, General Business, and Network
Systems Management Departments. The division currently offers 25 certificates and 6 Associate in Applied Science
degrees. The division generally mirrors the College as it generates approximately 16.8% of the College's total credit
hours in providing the citizens of the Trident area with high quality, relevant business programs contributing to
economic and community growth and development.
The Fact Book is available on-line to provide additional relevant statistical information concerning the institution.
SBTCE System Comparison
Opening Fall Headcount Enrollment
SBTCE System Comparison
Headcount
Trident Technical College
Greenville Technical College
Midlands Technical College
All S.C. Technical Colleges
2006
2007
2008
2009
11,808
13,893
10,849
76,309
12,076
14,300
10,706
79,381
12,763
14,414
11,234
84,270
14,834
15,089
11,890
94,434
10
2010
15,790
14,879
12,078
97,420
Percent Change
2009 to 2010
6.44%
-1.39%
1.58%
12.06%
Term
Fall
Spring
Summer
TTC Headcount by Academic Year
2006-07
2007-08
2008-09
11,808
12,076
12,763
11,154
6,001
11,440
6,466
Note: does not include Continuing Education and Economic Development
* data unavailable at this time
Source: Official CERS opening data
Updated: December 1, 2010
11
12,543
7,738
2009-10
14,834
2010-11
15,790
14,463
9,277
15,339
*
Year
Unduplicated Headcount
Unduplicated TTC Headcount by Academic Year
2005-06
2006-07
2007-08
2008-09
16,274
16,900
17,381
18,774
Credit Hours by Academic Division - Fall Term
2006
2007
2008
430
535
N/A
4,590
4,522
4,639
18,462
19,167
20,334
Division
Aeronautical Studies
Allied Health Sciences
Business Technology
Community, Family & Child
Studies
Culinary Institute of Charleston
Film, Media & Visual Arts
2009-10
21,616
2009
790
8,338
23,822
2010
1,806
6,267
25,710
2,001
2,157
2,532
3,288
3,273
3,222
3,780
3,565
3,987
3,832
4,488
4,539
5,433
5,102
5,379
Humanities & Social Sciences
Industrial & Engineering
Technology
Law-Related Studies
Nursing
33,440
34,309
36,278
43,290
46,167
5,339
5,746
5,579
6,175
7,165
3,048
3,870
2,934
4,692
3,351
4,963
4,533
4,868
5,190
4,976
Orientation Services
Science & Mathematics
The Learning Center
VP of Academic Affairs Office
1,134
23,084
7,010
513
969
23,545
6,859
506
1,038
24,760
6,922
626
1,512
26,825
9,511
499
1,743
29,608
10,362
549
109,493
113,388
119,877
143,423
Total
N/A indicates credit hours were not available in
this term
Source: Official CERS data
Updated: December 1, 2010
12
153,297
0%
1.2%
3.3%
3.5%
Film, Media & Visual Arts
Source: TTC Office of Institutional Research reports
Updated: December 1, 2010
13
3.2%
1.1%
VP of Academic Affairs Office
The Learning Center
16.8%
Science & Mathematics
Orientation Services
3.4%
Nursing
4.7%
Law-Related Studies
Industrial & Engineering Technology
Humanities & Social Sciences
2.1%
Culinary Institute of Charleston
4.1%
Community, Family & Child Studies
20%
Business Technology
10%
Allied Health Sciences
Aeronautical Studies
Percentage of Credit Hours Generated by Division - Fall 2010
40%
30%
30.1%
19.3%
6.8%
0.4%
Program Enrollment - Business Technology Division
(headcount includes multiple majors and includes fall data only)
Associate Degree
2006
2007
2008
2009
Accounting
244
226
266
321
Administrative Office Technology
87
94
82
115
2010
318
145
Computer Technology
General Business
Management
Telecommunications Systems Management
Total
Certificate
A+/Network+ Technician
290
420
198
121
1,360
2006
12
302
462
218
130
1,432
2007
21
325
463
235
130
1,501
2008
26
432
501
268
141
1,778
2009
25
511
515
322
172
1,983
2010
36
4
1
30
12
7
2
8
2
25
12
1
5
4
1
38
12
4
10
N/A
N/A
65
15
4
17
N/A
N/A
87
15
5
21
N/A
7
8
3
4
5
N/A
1
12
0
4
8
0
2
10
0
3
9
5
N/A
16
0
5
10
16
N/A
19
2
6
14
e-Commerce
Information Processing
International Business
Internet Programming
Leadership Development
Medical Office Specialist
1
4
4
3
3
30
3
4
4
4
5
35
2
5
2
7
4
41
5
1
4
13
6
49
8
N/A
3
8
7
71
Medical Transcriptionist
Microcomputer Applications Development
Microcomputer Business Applications
Microcomputer Expert User
Microcomputer Programming
Microsoft Network Operations
34
1
7
8
0
1
29
N/A
9
7
1
1
26
N/A
13
6
4
1
28
N/A
36
18
9
2
40
N/A
39
24
10
7
Mid-Range Computing
Network Security
Professional Accountancy
Small Business/Entrepreneurship
Transportation and Logistics
UNIX Systems Operations
1
0
8
13
4
2
1
0
9
12
2
4
N/A
1
19
6
6
1
N/A
6
51
15
4
0
N/A
12
58
11
5
1
1
220
1,580
N/A
229
1,661
N/A
263
1,764
N/A
409
2,187
N/A
525
2,508
Bank Teller
Basic Network Operations
Bookkeeping
Business Information Systems
Cisco Certified Network Professional
Cisco Certified Networking Associate
Computer Game Design
Computer Network Operations
Computer Network Technician
Corporate Quality
Customer Service
Database
Webmaster
Total
Division Total
N/A indicates the program was not available in this academic year
Source: TTC Institutional Research reports
Updated: December 1, 2010
14
F. Organizational Chart: Include a copy of the institution's organizational chart and the business school
or program organizational chart.
Trident Technical College
Organizational Structure
15
Business Technology Division
Organizational Structure
Dean
Constance Jolly
Elnora Campbell
Administrative Assistant
Theresa Hignutt
PT Admin
Accounting
Christine Solomon
Department Head
Laurie Hagberg
Instructor
Claudette Milligan
Program
Coordinator
Melicent Middlebrook
Instructor
Jennifer Robinson
Instructor
Business
Randall Morgan
Department Head
Information Systems
Barbara Fogle
Department Head
Cary Krieger
Instructor
John Bodden
Instructor
Victor Lipe
Instructor
Edna Boroski *
Director of Cooperative
Education
Instructor
Network Systems
Management
Laurie Boeding
Department Head
Jerry Mauldin
Instructor
Fred May
Instructor
Otto Schupbach
Instructor
Tom Brady
Instructor
Daryl Milligan
Program Coordinator
William Moore
Program Coordinator
Intructor
Patricia Casey*
Program Coordinator
Instructor
Franklin Robson
Instructor
Charles Gable
Program Coordinator
Instructor
Leila Rodemann
Instructor
Suzanne Joiner
Instructor
Christopher Ross
Instructor
David Jones
Instructor
Ronald Scott
Instructor
Ward Moon
Instructor
Ray Snyder
Instructor
Lynne Stuhr
Instructor
Lee Westbrock
Instructor
16
Gary Whitten
Instructor
*Administrative Office Technology Instructor
G. Legal Authorization: Cite the legal authorization your institution has to operate and confer degrees.
Trident Technical College (TTC) is one of 16 constituent institutions of the South Carolina Technical College System.
The South Carolina General Assembly established the State Board for Technical and Comprehensive Education, its
purposes, functions and authority. S.C. Code Ann. § 59-53-52 (17) vests degree-granting authority in each college's
Area Commission and specifies that these Commissions are authorized to award certificates, diplomas, and associate
degrees, but not baccalaureate degrees.
TTC offers degrees solely in South Carolina, and its degree granting authority is derived only from the state of South
Carolina as codified in its enabling legislation, S.C. Code Ann. § 59-53-410 et seq.
H. Governing Board: Describe the governing body legally responsible for the institution's activities and
how it represents the public interest (e.g., names of board members, meeting schedule, etc.).
The Trident Technical College (TTC) Area Commission is the legal body responsible for the College and for policymaking. A number of safeguards assure that all Commission actions reflect the decisions of a majority of its
members and that the Commissioners carry out their duties free of external influences.
S.C. Code Ann. § 59-53-410 et seq. provides the legislative authority for the appointment of the Area Commission.
The Commission is composed of nine members, three from each of the counties in the College’s service area.
Commissioners are recommended by the members of the county legislative delegation and appointed to the
Commission by the Governor (Area Commission By-Laws, Article I, Section I).
The function, duties and structure of the Area Commission are outlined in S.C. Code Ann. § 59-53-410 et seq. In
addition, the State Board for Technical and Comprehensive Education (SBTCE Policy 1-1-100) delegates to the Area
Commission "primary responsibility for local governance of a technical college." Both the Area Commission's
Governance Process Policies and its By-Laws, Article III, Section I(b), provide clear direction for collective decisionmaking. TTC Policy 2-2-0 instructs the Commissioners to "make collective rather than individual decisions" and to
"use the expertise of individual members to enhance the work of the Commission as a body, rather than to
substitute the judgments of individuals for the collective judgment of the Commission as a whole." The policy
further encourages the Commissioners to "make decisions, to the extent possible, on a consensus basis."
The Area Commission By-Laws require five of the nine members to constitute a quorum and list several matters that
require at least five affirmative votes to take any action. (Area Commission By-Laws, Article IV, Section IV). The ByLaws clearly reinforce the collective decision-making process by stating that "the Authority of the Area Commission
rests in the Commission as a whole, not in individual Commissioners" (Area Commission By-Laws, Article III, Section
I(b)). Although the By-Laws allow for actions by the Executive Committee between meetings and in emergency
situations, they require these actions to be reported to the full Commission and reflected in the meeting minutes.
(Area Commission By-Laws, Article III, Section II(d)). All minutes of the Area Commission meetings clearly reflect
adherence to these policies.
The Area Commission meets bi-monthly, and at other times as necessary, and is legally responsible for all aspects of
the College, including provision of financial resources necessary to support a sound educational institution. (Area
Commission By-Laws, Article IV, Section I and Article I, Section II). The Commission's role in ensuring that TTC has
sufficient resources is clearly stated in TTC Policy 2-12-0 and substantiated in the Commission's meeting minutes.
The President is accountable to the full Commission. The Commission delegates the development and
implementation of administrative policy and procedures to the President (TTC Policy 2-15-0).
This web site lists the current members of TTC’s Area Commission.
I. Institution Mission: Provide the statement of mission for your institution and indicate whether it is
listed in your institution's catalog of program offerings.
Trident Technical College’s (TTC) mission statement is clearly defined, well published, and appropriate for a two-year
institution of higher education. The mission statement explicitly describes the institution’s role in the community,
with specific attention given to its characteristics, including size, academic components, student services and
continuing education opportunities. As with many two-year colleges, academic research and public service are not
defined purposes of the College.
17
TTC's mission statement includes the mission, vision, values and role and scope of the College. The statement is
approved by the TTC Area Commission and the South Carolina Commission on Higher Education (CHE). The TTC Area
Commission approved the last major revision on May 27, 2008, and the South Carolina Commission on Higher
Education approved this statement August 5, 2008. The TTC Area Commission reaffirmed the current mission
statement March 24, 2009.
Mission
Trident Technical College serves as a catalyst for personal, community and economic development by empowering
individuals through education and training.
Vision
Trident Technical College’s vision is to be the leading force for educational opportunity and economic
competitiveness in the communities we serve.
Student success
Teaching excellence
Individual worth
Diversity
Integrity
Access
Values
Safety
Academic freedom
Accountability
Creativity
Continuous improvement
Lifelong learning
Role and Scope
Trident Technical College is a public, two-year, multi-campus community college that provides quality education and
promotes economic development in Berkeley, Charleston and Dorchester counties.
An open-door institution of higher education, the College serves approximately 15,000 traditional and nontraditional
curriculum students who have a wide variety of educational goals, from personal enrichment to career development
to university transfer. To help students meet their goals, TTC offers university transfer associate degrees and applied
technical associate degrees, diplomas and certificates. The curriculum includes programs in arts and sciences,
agriculture, business, computer technology, engineering technology, health sciences, industrial technology, and
public service. TTC students draw on knowledge from a broad range of disciplines to develop the communication
and critical thinking skills that are fundamental to lifelong learning.
TTC further promotes economic development through continuing education courses; customized education and
training for business, industry and government; and a variety of employment training programs.
TTC is committed to being accessible and responsive to community needs. To foster student success, TTC provides
developmental education and comprehensive student services. In addition to traditional instruction, TTC’s flexible
course offerings and alternative delivery methods, including online instruction, enable more members of the
community to pursue higher education.
This table, from the most recent SACS Compliance Certificate, Core Requirements 2.4, page 7, further
describes the mission statement as it applies to the College’s characteristics.
18
TTC Mission Statement
Characteristic
Content
Quote
Specificity to TTC
Service Area
Berkeley, Charleston, and Dorchester counties
Access
open-door institution of higher education
flexible course offerings and alternative delivery methods … enable
more members of the community to pursue higher education.
Appropriateness to Higher
Education
Teaching and Learning
Size
approximately 15,000
Students
traditional and nontraditional curriculum students who have a wide
variety of educational goals
Degrees Offered
transfer associate degrees and applied technical associate degrees,
diplomas and certificates.
Curriculum Offered
arts and sciences, agriculture, business, computer technology,
engineering technology, health sciences, industrial technology, and
public service.
Associate Degree
Competencies
Support for Students
communication and critical thinking skills
Mission
empowering individuals through education and training.
Values
Student Success
Teaching Excellence
Academic Freedom
Lifelong Learning
Creativity
provides developmental education and comprehensive student
services.
Published
TTC widely publishes its mission statement. It is readily available online in multiple documents: TTC Policy 2-18-0;
the college Catalog (page A11); the Employee Handbook (Page 4); the Student Handbook & Planner (page 3); and the
annual Accountability Report (Page 1).
Distance Learning
The TTC mission statement documents the College’s commitment to accessibility to higher education through
distance learning: TTC is committed to being accessible and responsive to community needs. TTC's flexible course
offerings and alternative delivery format, including online instruction, enable more members of the community to
pursue higher education. The College has included a strategic initiative, Flexible Student Scheduling, in its strategic
plan since the year 2000.
J. Business Unit Mission: State the mission and objectives of the business program(s) for which you are
seeking accreditation. Describe how the programs in business are co mpatible with the institution's
mission and whether the business program is accomplishing its purpose.
Mission
The mission of the Business Technology Division is to support all the components of Trident Technical College in
promoting economic development and the improvement of the quality of life in the communities served. To accomplish
this mission, the division offers to all qualified citizens diversified and comprehensive educational opportunities in the
field of business.
Objectives
The objectives of the Business Technology programs are:
1.
2.
3.
To provide the citizens of the Trident area access to high quality, technologically advanced business programs
that are consistent with the assessed needs of the service area.
To provide business programs, both on campus and through state-of-the-art distance learning services, to
business sites, schools, and residences.
To assure that business programs are accessible to business students with diverse needs.
19
4.
To provide educational opportunities and foundations in all necessary disciplines which promote student success
and enhance the quality of life for constituents.
5. To develop and maintain effective communications within the division and to promote effective and efficient
quality management systems and organizational structure.
6. To develop and maintain effective communications within the College environment as well as with external
constituencies, agencies and advisory boards.
7. To recruit and employ a diversified, highly qualified business faculty and staff, and to provide for their
professional growth and development.
8. To plan, budget and justify state-of-the-art facilities and equipment to support the business programs.
9. To effectively and efficiently allocate and use available resources while maintaining strict accountability.
10. To promote the continuous enhancement of all program curricula through the careful evaluation of student
learning success and analysis of improvements applied.
Compatibility with institution mission
All programs in the division are superbly compatible with and supportive of the mission of the College,
specifically the need to empower “…individuals through education and training.” Division programs are
designed for one purpose: to provide the most up-to-date knowledge and training to all qualified students
that will best prepare them for successful careers in the local business community. To that end the Business
Division engages in a continuous review cycle of its programs, constantly tuning them in response to changes
in the local business environment. Not only is program content under continual review, but also potential
additions of new degree paths, certificates, etc. are constantly under consideration. Revisions to its curricula
may come about because of recommendations of its advisory committee members or from other sources,
but always those changes are discussed with appropriate advisory c ommittees for relevance and importance
to their expressed requirements. Further details concerning the curriculum update process and its
management will appear in Standard 1.
Does the business program accomplish its purpose?
The Business Technology Division has been extraordinarily successful in accomplishing its mission and
purpose. In the past several years the division had led the College in its efforts to make its programs
available to the maximum extent possible, through flexible course offerings and by adding online delivery to
nearly every course in its programs of study. The result, which will be detailed in Standard 3, has been a
major increase in enrollment as courses have been made available literally at any time a student wishes to
take them. At the same time student satisfaction and retention have seen vast improvements. For example,
data presented in Standard 3 will illustrate that the satisfaction of TTC students with college programs and
services was higher than that of the students at regional and national peer institutions on nearly every item
tested. Alumni and employer surveys also support the value of division programs.
K. Business Programs: Identify the business programs in your institution (e.g., Acc ounting, Banking) to be
evaluated for accreditation. Identify and provide justification for any business program(s) to be excluded.
The business programs to be evaluated are: 1) Accounting; 2) Administrative Office Technology; 3) Computer Technology;
4) General Business; and 5) Management.
The AAS in Management, Fire Service career path and AAS in Telecommunications Systems Management are
also part of the Business Technology Division. Although excellent programs, the business content is such that
both programs are considered inappropriate for business accreditation.
L. Academic Degrees: List each type of academic degree offered by each of your business programs. State
the number of each type of degree conferred during the self -study academic year. If you offer or confer
nontraditional business degrees, explain how they relate to your overall business unit. Include in your
response the extent to which it is (or is not) possible to earn a degree entirely through alternative methods
of instructional delivery or at locations other than the main campus.
20
Name of Business Program:
Associate in Applied Science
Accounting
Degrees
Conferred
2010/2011
32
Available
Main Campus
or Online
Yes
Administrative Office Technology
9
Yes
Computer Technology
26
Yes
General Business
30
Yes
Management
25
Yes
M. Class Time: Provide documentation that all business courses have classroom meetings of 50 minutes
per week per one hour of credit (e.g., a 3 credit hour course meets 150 minutes per week during the
semester or quarter. Describe how classes delivered with alternative methods of instruction are
structured to ensure equivalent credit hour coverage.
TTC offers courses through traditional, distance learning and Mixed Mode instructional methods. The standards for
awarding credit are uniform across these instructional methods.
Traditional Classroom Instruction. TTC adheres to the criteria established in SBTCE Policy 3-2-201, which provides
the following definition of the semester credit hour:


The instructional hour will be identified as 50 minutes. One semester credit hour will be identified as 750
minutes of classroom instruction or equivalent laboratory time plus an exam period.
Colleges have the flexibility to use alternate schedules within a term as long as each semester credit granted
allows for a minimum of 750 minutes of classroom instruction or an equivalent ratio of laboratory time, plus
an exam period.
TTC uses SBTCE Credit Ratio Guidelines to determine the credit ratio for laboratory/clinical, internship, supervised
comprehensive work experience, and cooperative work experience.
Distance Learning Instruction. TTC offers coursework distance learning format. The majority of TTC’s distance
learning sections follow the calendar for the full academic term. During the past academic year, only 6% of the
College’s 1,125 distance learning sections were offered during accelerated sessions.
SBTCE Policy 3-2-201 requires that colleges “demonstrate that students in such courses have acquired competencies
and levels of knowledge comparable to those which would be required of students taking similar courses in more
traditional formats.” TTC employs several practices that ensure compliance with this policy. Course sections taught
via distance learning modalities:




Use the same departmental syllabus as traditional sections.
Require the same student learning competencies.
Use the same or similar assessments, including departmental final exams where possible.
Adhere to the TTC Distance Learning Quality Standards.
Mixed Mode Instruction. In addition to traditional and distance learning courses, TTC offers courses in “Mixed
Mode” format, which is a hybrid of the two modalities. In these courses, a portion of the course content is delivered
either online or through video webcast, while the remaining course content is delivered in a regularly scheduled
classroom session. TTC requires that the distance learning components of Mixed Mode sections follow the
guidelines for all distance learning sections. Mixed Mode sections in the division are offered only in the full terms.
21
N. Course Delivery: List the delivery modality of business courses (i.e., hybrid, on -ground, online, webenhanced, video conferencing, etc.)
Instructional
Method
Traditional
Online
Mixed Mode
Accounting
X
X
X
Administrative
Office
Technology
X
X
Computer
Technology
General
Business
Management
X
X
X
X
X
X
X
X
X
O. Credit Hours: The associate degree system requires a minimum of two academic years of full -time
course work. State how your institution awards credit hours (e.g., semester or quarter hours) and how
these credit hours are calculated.
The semester credit hour is the system of credit used by Trident Technical College. The associate degrees offered in
Business Technology Division programs require the minimum number of credit hours indicated below for graduation.
The suggested course sequences for each program are listed in the 2010-2011 Catalog and represent two academic years
of full-time work. Each sequence requires five semesters to complete the degree.
DEGREE
Accounting
Administrative Office Technology
Computer Technology
General Business
Management
SEMESTER CREDIT HOURS
69
71
72
69
69
All courses in the college have credit hours calculated on the basis of lecture/laboratory hours. Following the course
prefix are three numbers that indicate lecture, laboratory and credit hours, in that order. For example, in the 2010-2011
Catalog MGT 101 is listed as 3-0-3, meaning 3 lecture hours, 0 laboratory hours, and 3 total credit hours awarded for
successful completion of the course. The number of lecture hours in class each week and/or the number of laboratory
hours in each week combine to make up the total “contact” hours required for the class each week in a standard
semester. Contact hours equate to the time spent under the direct supervision of a faculty member. When lab hours are
depicted, each three-hour lab equates to one credit hour.
P. Student Communication: Identify how and where the business program requirements, tuition and fees,
student policies, and academic credentials of the faculty are communicated to students.
Information on business program requirements, tuition and fees, student policies, and the academic credentials of the
faculty are readily available for any student or potential student to review through a variety of sources. These sources
include not only print publications, but also a wealth of online sources made available on the college’s Website. Probably
the most commonly consulted sources of information are the current college Catalog (2010-2011 Catalog) and the
Student Handbook. These sources also provide information relevant to academic policies and other general student
information. The catalog lists the names and credentials of all full-time faculty members.
The Catalog provides a thorough description of all business programs, including admission requirements, course
descriptions, tuition rates and fee information. Course schedules for each semester are detailed on the web site as well
as in the printed On Course publication, which is distributed on all campuses. Also included is the latest registration and
fee information.
Web Resources for Students
TTC provides a wide variety of information sources for its students and potential students. These sources are a mix of
web sites hosted by the College itself and many commercial sites that have become the modern-day means for students
of all ages to communicate.
22









TTC Web Site. As described above, the College’s home site contains a wealth of information for anyone with an
interest in learning what TTC has to offer. It also acts as one portal to many other sites of interest to students
and potential students.
TTC Express. This site provides online access to current students to manage their accounts, register
for classes, check on grades, etc. TTC Express is essentially a one-stop site for managing nearly every
facet of their college account.
Desire2Learn academic online system. This is the College’s home site for every online course. The Business
Technology Division has led the College in adoption of the online paradigm, with nearly 100% of its courses in
the Desire2Learn environment.
my.tridenttech student portal. News, information, and links to many other communications sites greet the
student at this email portal. Student email is hosted on Google’s servers, making available a host of benefits
that include an enormous amount of email storage, instant messaging and free voice calls between compatible
computer systems, mobile device access to email, and many others.
Emergency Alert System. TTC’s Emergency Alert System (EAS) is used to communicate vital information to
academic credit students and employees as quickly as possible before, during and after a campus emergency.
The system uses many different notification methods, including text and/or voice messages sent to cell/home
phones, PDAs, etc.; e-mail alerts; alerts posted on the College’s Web site; recorded message alerts accessible by
telephone; and alerts sent to local media outlets.
TTC Internet radio. The College’s radio station on the Internet provides not only a valuable resource to
disseminate information, but a key tool for programs such as the Radio & Television Broadcasting to offer
hands-on experience to students in that program.
The Trident Times. Published by students for students, the Trident Times allows students to apply their
journalistic skills through the exchange of news and viewpoints.
Facebook. The College posts a large amount of student-related information on this social networking site.
College news, videos and student information of interest are instantly available for anyone to review.
Twitter. Students are able to learn up-to-date information about all of TTC’s news and events on this
information feed site.
23
STANDARD 1: LEADERSHIP
Business Unit administrators and faculty should lead and be involved in creating and
sustaining values, business school or program directions, performance expectations,
student focus, and a leadership system that promotes performance excellence. Values and
expectations should be integrated into the business unit’s leadership system to enable the
business unit to continuously learn, improve, and address its societal responsibilities and
community involvement.
Criterion 1.1 Leadership Strategies
Institution Response
A. Explain the business unit leadership strategies or systems to foster a high-performance work environment that
results in meeting the mission of the business unit.
The Trident Technical College (TTC) mission statement and core values are the foundation for the school’s leadership
approach, strategic planning, and core operations. Overall, in 19 years of leadership, TTC President Mary Thornley
has created a college environment that is responsive to community needs and committed to continuous
improvement. The President and her cabinet meet weekly to guide and manage the College. Table III-1-1 below
identifies other significant leadership groups at the College.
In October 2006, the President instituted the TTC Leadership Cabinet, a monthly forum that serves as the leadership
program for the College. Currently, 144 employees, including 62 members of the faculty, participate in this program.
The Leadership Cabinet, along with the President’s Cabinet, conducts a joint review of TTC’s mission, vision and
values at the start of each five-year strategic planning cycle. At their monthly meetings, they present issues for
discussion, review policies, and in general strengthen the network between the President and the suite of college
leaders. While the President leads many sessions, she also assigns members of Leadership Cabinet to present topics,
a leadership development activity in itself.
The primary goals for the Leadership Cabinet are:
 to strengthen current leaders at TTC and prepare them for consideration for advanced positions of
leadership.
 to discuss significant issues for TTC and provide appropriate feedback or solutions to problems.
 to deepen knowledge of Trident’s Quality Management (TQM) program, and
 to strengthen relationships among the participants.
The following Mission Statement, Vision and Values remain foremost in the efforts of all administrators, faculty, and
staff in providing quality education and interaction with all stakeholders.
Mission Statement: Trident Technical College serves as a catalyst for personal, community and economic
development by empowering individuals through education and training.
Vision: Trident Technical College’s vision is to be the leading force for educational opportunity and economic
competitiveness in the communities we serve.
24
Values






Student Success
Teaching Excellence
Individual Worth
Diversity
Access
Integrity






Safety
Academic Freedom
Accountability
Creativity
Continuous Improvement
Lifelong Learning
Dr. Thornley, Dr. Patricia Robertson, Vice President of Academic Affairs, Connie Jolly, Dean of the Business
Technology Division, and senior college leaders serve as mentors to strengthen the leadership abilities of managers,
faculty, and staff, as well as instill the College’s core values. TTC’s senior leaders lead by example. They support their
workplace and their communities both as volunteers and as contributors. They support college employees and
students through their written and spoken words, their sponsorship of awards and recognitions, and their personal
attendance at special events.
Within the Division of Business Technology, Dean Jolly strongly supports the College mission and its leadership
strategies by the establishment of department leadership positions. Every department is chaired by a Department
Head, who is not only challenged with the administration of the department’s faculty and goals, but also is expected
to take leadership roles in various college activities. Within each department, an academic coordinator assumes the
responsibility of managing the myriad of details surrounding the scheduling of class sections and the assignment of
course instructors. Further, many faculty members embrace strong leadership roles in other aspects of the division
and throughout various college organizations, as will be detailed below.
The Business Technology Division demonstrates its commitment to institutional values by playing an active role in
many campus-wide initiatives, including:





Achieving the Dream and Path2Math Success (Student Success)
TTC Center for Teaching Support (Teaching Excellence)
Emergency Alert System (Safety)
Trident’s Quality Management (Continuous Improvement)
TTC Foundation’s Tuition Assistance Program (Lifelong Learning)
As mentioned earlier, the TTC Leadership Cabinet is a major force for discussion of college issues and for setting the
direction of the College. All college deans, department heads, managers, and directors are invited to participate in
Leadership Cabinet. Additionally, faculty and staff who demonstrate strong leadership abilities are invited to attend.
The Business Technology Division has the largest number of members involved in the Leadership Cabinet, including
Dean Jolly, all Business Technology department heads, the Director of Co-Operative Education, and three additional
faculty members whose membership is based on their outstanding performance and commitment to success.
The Business Technology Division represents its faculty by taking an active role in the College’s Faculty Council.
Faculty Council empowers faculty to participate in the decision-making process of the College. The council was
founded on the premise that it is crucial for faculty to provide input on decisions that influence academic policies,
procedures and curriculum. Two division faculty members represent their fellow faculty members on this leadership
council.
Business Technology administrators, faculty and staff exhibit a strong commitment to student success by taking
active leadership and mentoring roles in various division-affiliated student organizations, including Phi Theta Kappa,
the Society of Student Leaders, Association of Information Technology Professionals, the Future Business Leaders of
America, and the Student Accounting Association. The faculty advisors and other faculty members volunteer their
time to help these organizations with community projects, fund raisers and competitions. Advisors build
relationships with student members, serving as both academic and professional mentors. The College’s Director of
Student Activities works closely with student officers and advisors, providing leadership development training and
advice on organizing activities.
The Business Technology Division has played a key role in the College’s Total Quality Management (TQM) program by
virtue of its substantial involvement in the Leadership Cabinet. Previously, the TQM program had been guided by
Quality Council, a group of 25 employees representing all areas of the College. In 2010, Dr. Thornley reassigned
25
Quality Council responsibilities to Leadership Cabinet in order to expand participation in the College’s quality
program. Leadership Cabinet members review evaluation and assessment results and identify processes to be
studied for improvement.
The Business Technology Division prides itself on the quality of its programs achieved through student-centered
learning. Each Business Technology department creates a two-year Curriculum Assessment Plan (CAP) which
identifies student learning outcomes for each program. Data is collected during the first three terms of each cycle
and then analyzed. Program managers review student learning outcome data and create plans to improve
performance on those outcomes that fall below expected performance levels. In the second year of the cycle the
plans for improvement are implemented. Those results are then analyzed at the start of the next two-year cycle.
The division recognizes that academic consistency is a key characteristic of quality. Therefore, every course offered
by the division has certain standardized components. For example, nearly all courses have an online presence to
provide students with additional resources and alternate methods of communicating with faculty and classmates.
Some of the standardized components include online schedules and syllabi, instructor contact information, grade
book and discussion forums.
Division faculty members have been heavily involved in college-wide projects that have contributed to improving
student success rates.


Academic advising process. A Business Technology faculty member chairs the Academic Advising
Committee for the College, and several other division faculty members serve on the committee as well. The
committee recently developed a comprehensive advising checklist in an effort to improve the quality and
consistency of academic advising, and then piloted its use for one semester. As a result of that successful
pilot project, TTC now employs the checklist as an advising tool college-wide.
Online learning environment. Division faculty were heavily involved in the recent selection and subsequent
adoption of the College’s new online learning system, Desire2Learn (D2L). As the College division with the
most experience in the setup and delivery of courses for online delivery, the Business Technology Division
played a key role in getting the new system up and ready for campus-wide use, and in the subsequent
training of large numbers of faculty to deploy their courses on the new system.
The Division takes a leadership role in many other college-wide efforts, including the following:






Academic advisors. The College assigns each new student an academic advisor, whose primary duties are
to assist the student with the registration process, as well as to provide advice and counsel on semester
schedules, course sequences and academic progress. The division strongly advocates the advisor as a career
mentor for their student advisees, shepherding their efforts towards complete academic success.
Academic program coordinators. Faculty who serve as academic program coordinators convene and
organize the academic program advisory committees, providing a vehicle for collecting valuable industry
input from local businesses, input that could easily be missed in standard surveys.
High school liaison. The College has appointed a Director and an Assistant Director of High School
Programs, who provide assistance for high school guidance counselors and their students in navigating the
admissions and registration processes. The division has several faculty who serve on various high school
program advisory boards.
Transfer Coordinator. TTC’s Assistant Vice President of Academic Programs is assisted by division faculty
who help the transfer coordinator determine the transferability of courses. The transfer coordinator serves
as the College’s Chief Transfer Officer and is the principle point of contact for four-year college and
university stakeholders.
Cooperative Education Program. TTC offers a Cooperative Education Program for its students and for
business, industry, government, and non-profit organizations. This program is a nationally recognized
program that awards college credit for student work experience. The Director of this program is an
experienced leader in the Business Technology Division.
Career Center Information. Business Technology Division programs are often highlighted in the local
newspaper’s Career Center Information feature. These are one-page features which discuss the education,
job duties, and salaries of various careers. The Networking, Computer Programming, Business
Management, and Administrative Office Technology programs are featured on a regular basis.
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

S.C. Technical College System Leadership Academy. Dean Jolly was nominated by Dr. Thornley to attend
this selective training program, and she completed the program in excellent fashion. Her class project was
so successful that it was used by later classes to help teach project and leadership management.
Pay-for-Print. The College, in an effort to conserve funds and the environment, recently instituted a new
system to require payment for printing anything in its computer labs. Called “Pay-for-Print”, the system
required a great deal of planning, testing, and tweaking of policy, and a large portion of those efforts were
supported by the Business Technology Division.
B. Explain how the business unit maintains effective communications and develops participation throughout the
business unit.
Effective communication exists throughout the College and the Business Technology Division. Senior leaders deploy
TTC’s vision and values to faculty, staff, students and stakeholders through a variety of communication channels.
The following figure lists current communication channels in place.
TTC Communication Methods
Communication Between
and
Via
President
Area Commissioners
Vice Presidents
College Leaders
Area Commission Meetings / Monthly
Reports
President’s Cabinet
Leadership Cabinet
All Employees
Faculty/Staff Meetings
All Non-cabinet Employees
New Supervisors
New Employees
Division Supervisors
Academic Deans
Faculty
New Faculty
Student Services Employees
Faculty and Staff
VP for Academic Affairs
VP for Student Services
Open-line Luncheons
New Supervisor Workshop
Introduction to Quality Class
Division Staff Meetings / Division Retreats
Academic Deans Meeting
Faculty Meetings
New Faculty Course
Student Services Leadership Team
Student Services Communiqué
Faculty Council
Student Services Faculty Advisory
Committee
Staff Communication Committee
Academic Program Advisory Committees
Student Cabinet
TTC Website, TTC Facebook Page, TTC
Twitter Feed
Student Publications
Vice Presidents
VP for Academic Affairs
VP for Student Services
Faculty
Staff
Academic Program Coordinators
Students
TTC
President
Business/Industry Stakeholders
President’s Cabinet
Students and Stakeholders
Students
As an assessment tool to gauge the effectiveness of communication in the College, in December 2010 the College
engaged Noel Levitz to conduct the College Employee Satisfaction Survey. The survey asked 52 questions, 30 of
which related to their satisfaction with campus culture and policies. Employees were first given the opportunity to
rate each item’s importance on a scale from 1 (not important) to 5 (very important). The response means ranged
between 4.23 and 4.72. Employees then rated their satisfaction with each of the 30 items. The indicated result was
that TTC employees were more satisfied than the employees of peer institutions on all 30 items, and this difference
was statistically significant on 29 of the 30 items.
The survey revealed that employees feel it is very important for all employees to understand the mission and values
of the institution and are highly satisfied with the communication and implementation of the College’s planning
processes.
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The following table lists some of the key results from the survey.
TTC Employees
College Employee Satisfaction Survey Item
The mission, purpose, and values of this institution are well
understood by most employees
Importance
Satisfaction
Peer Institution
Employees
Satisfaction
4.41
3.94
3.34
Most employees are generally supportive of the mission,
purpose and values of this institution
The goals and objectives of this institution are consistent with
its mission and values
This institution involves its employees in planning for the
future
There are effective lines of communication between
departments
There is a spirit of teamwork and cooperation at this
institution
4.47
3.89
3.44
4.54
3.98
3.45
4.35
3.30
3.05
4.46
3.04
2.70
4.59
3.51
2.97
Efforts to improve quality are paying off at this institution
4.53
3.82
3.37
A variety of meetings are regularly conducted at both the college and division level that serve to communicate
information effectively as well as to reinforce the efforts of everyone towards the central mission of the College. The
Vice President for Academic Affairs holds a bi-weekly Deans’ meeting, and Department Heads are often invited to the
meetings for the purpose of sharing critical information and reports. The Vice President for Academic Affairs holds
open forum meetings to provide all faculty the opportunity to ask questions or voice concerns.
The Dean of Business Technology holds regularly scheduled meetings with all Department Heads to disseminate
information and to seek feedback on important issues. Department Heads pass along information to all full- and
part-time faculty and staff through department meetings and through Portico, TTC’s communications portal. Faculty
members throughout the division work closely together on special projects and curriculum changes, further
advancing the sharing of ideas and values. The Dean, all department heads, and in fact all full-time faculty have an
open-door policy to encourage communication.
In addition, Dean Jolly holds open meetings, called “One-on-One with the Dean”, with faculty members to discuss
their ideas or concerns and answer questions. The meetings are open to any Business Technology employee who
would like to meet with her. She has also developed a division Newsletter to share information and updates
throughout the division.
Criterion 1.2 Leadership Measures of Performance
Institution Response
Explain how the business unit leadership ensures the establishment, deployment, and evaluation of performance
measures and ensures that the results are used to improve performance.
The President and her cabinet maintain a regular schedule for reviewing reports, as detailed in the figure below. The
Leadership Cabinet also reviews the most significant of these performance measures. Further, the Deans,
department heads, and in several instances, the faculty and staff review many of these reports as an effective means
of communications and measurement of performance.
As described in section 1.1.A, the Business Technology Division leadership instituted the Curriculum Assessment Plan
(CAP) program among the departments as a valuable measure of program outcomes, and it has been evaluating the
improvement cycle each year. Each program of study has identified a representative set of courses to be included in
that program’s CAP, collected the data at the end of each cycle, and then reviewed the CAP data to ensure
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continuous improvement. The department head reviews the CAP information with the faculty member in an
ongoing effort to raise performance levels in all programs.
Other measures of performance include the Employee Performance Management System (EPMS), the Faculty
Performance Management System (FPMS), and Trident’s Quality Management (TQM) system.
The President uses the EPMS, a tool approved by the State Board for Technical and Comprehensive Education
(SBTCE), on an annual basis to evaluate the job performance of her cabinet members. Anyone who directly reports
to the President submits a detailed yearly self-evaluation, which includes significant accomplishments related to the
College’s strategic goals, and strengths and weaknesses related to job duties. During the evaluation process, the
President and each vice president plan for areas of individual focus for the upcoming year. The Area Commission,
also using the EPMS instrument, evaluates the President each year. Beginning in 2006, the Area Commission
submitted an additional evaluation to the South Carolina Agency Head Salary Commission using its prescribed
format.
The College uses the Faculty Performance Management System (FPMS) to assess the performance of all full-time
faculty, as well as the aforementioned EPMS for all other employees. These instruments provide the College with a
method for employee evaluation that is regular and flexible, promotes good communication between employees and
their supervisors, and provides solid recommendations for improving their performance. Two other instruments are
used to evaluate individual faculty teaching performance: the Student Evaluation of Course and Instructor (SECI) and
direct teaching observations. Since these measures apply not only to full-time but also to part-time faculty,
department heads are able to assess the performance of any adjunct faculty and quantify its value to achieving the
College’s mission.
The TTC Area Commission conducts a formal self-evaluation on a bi-annual basis and reviews its governance
processes, bylaws, and policies and procedures annually. Additionally, the Area Commission invites the President
and the Vice President to provide input and recommendations to the board on how it can govern more effectively.
In her “Introduction to Quality” class for all new employees, the President communicates the importance of
employee empowerment through Trident’s Quality Management (TQM) system. Senior leaders support a culture in
which employees are encouraged to take the initiative in solving college problems. Two examples of systemic,
employee-driven decision-making include the Registration Advisory Committee and Trident’s Users Group (TUG).


Registration Advisory Committee. Chartered by the President’s Cabinet and tasked with improving the
College’s registration processes, this group is a team composed of members from across the College. The
committee studies existing registration processes, develops ideas for improvement, and prepares plans to
implement them.
Trident’s Users Group (TUG). This team is comprised of database administrators and end-users
representing all divisions. The TUG team works cooperatively to refine the data entry standards for the
College, determine needed enhancements, and ensure the security of all college data resources.
The President’s Cabinet has empowered these teams to implement all of their decisions, unless they require collegewide policy changes that would first need to be approved by the President’s Cabinet or the Area Commission.
TTC systematically acknowledges the efforts of its employees through various awards and recognitions, such as those
identified in the table below.
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Criterion 1.3 Leadership and Community
Institution Response
Explain how the business unit addresses its responsibilities to the environment and practices good citizenship.
TTC employs a number of sources to identify the current and potential impact of its activities on the public. To
assess the impact, both positive and negative, of its academic offerings, the College seeks feedback from the 456
members of its 42 academic program advisory committees. Prior to the development of any new academic program,
the College conducts a community needs assessment, soliciting input from area business and industry
representatives. Additionally, graduates and employers are surveyed annually to assess their satisfaction with the
quality of TTC’s academic programs.
Every academic program undergoes an annual review in accordance with the SBTCE Academic Program Review
process. Assessment measures for these evaluations include graduate job placement, fall headcount enrollment and
number of graduates. The Assistant Vice President of Academic Programs is responsible for overseeing these
evaluations. Additionally, the College reviews its programs and processes to assure compliance with the Principles of
Accreditation of SACS. The Associate Vice President of Planning and Accreditation provides oversight for the
College’s regional accreditation process. The Division of Business Technology, recognizing the importance of
pursuing not only academic excellence but recognition and accreditation of its efforts, seeks assessment of its entire
program structure through the Accreditation Council for Business Schools and Programs (ACBSP).
The President and her cabinet have established a culture which fosters widespread community involvement at TTC.
This includes opportunities for all TTC employees and students to support their community through activities as well
as financial gifts.



Students. All student organizations at TTC are service organizations. Several TTC student organizations
have won state and national awards for their community service projects. During the 2009-10 academic
year, 42 student organizations completed 231 service projects, performing more than 7,100 volunteer
hours.
Faculty/Staff. TTC faculty and staff are involved in a broad array of community service activities. In
addition, each year the College conducts campaigns for Trident United Way and the TTC Foundation. For
2009-2010 contributions to the United Way totaled $44,918, and contributions to the TTC Foundation were
$51,219. The participation rate for the TTC Foundation Campus Campaign was 82%, the twentieth
consecutive year this campaign has had a participation rate over 80%.
Senior Leaders. The ten members of the President’s Cabinet participate in 42 community service
organizations, including leadership roles in local chambers of commerce, the United Way and Rotary
International.
When it comes to matters of the environment, TTC is on the cutting edge. In 2009 Dr. Thornley announced a
multifaceted initiative called TTC Green that is designed not only to expand the College’s energy efficiency and
sustainability, but also to create a sustainable future that will positively impact the College, the community and
beyond. The College’s efforts are meant to feed into the larger global challenge and the emerging green economy.
TTC Green, then, serves as an umbrella that focuses on the College’s sustainability objectives including green
curricula and short-term work force training, student engagement, facilities and conservation, and public awareness.
TTC is committed to improving energy efficiency, cutting costs, and to integrate the concepts of sustainability
30
throughout the curricula in order to provide students with the knowledge and skills needed to address the world’s
critical energy and environmental challenges.
The Business Technology Division is constantly attuned to changes in the local business community and responds
quickly with course or curriculum changes to address any new economic and workforce needs. Recent examples
include the following efforts.




The addition of new career paths and certificates in response to port expansion, growth in the distribution
industry in Berkeley County, and an educational partnership with Boeing. Examples include the AAS in
Management Transportation and Logistics Career Path, AAS in Management Supply Chain Management
Career Path, and a Transportation and Logistics certificate.
The development of new cyber security courses and certificates based on the needs of government and
military directives requiring security certifications.
Development of a mobile application certificate designed to address the needs of local businesses to
implement smart phone applications into their product and service offerings.
Frequent revisions to all curricula based on recommendations of academic program advisory committees.
Provide a summary of strengths and opportunities for improvement the institution plans to address related to
Standard 1 Leadership
Strengths:
The Division of Business Technology works closely with all segments of the College to provide the strong leadership
needed to assure a quality education for every student and to continuously assess where improvements are
necessary. The division takes a leadership position second to no other division in its significant involvement in the
College Leadership Cabinet and in numerous campus-wide initiatives. When the College seeks to test any new
procedures or initiatives, the Business Technology Division is normally the place where these initiatives are put to the
test and tweaked for perfection. For example, when the College decided to revamp its online programs by adopting
the new Desire2Learn system of delivery, Division personnel were involved from the start, creating the first active
program sites, transferring course material over, testing the interfaces, and brainstorming solutions to problems
encountered, before any other divisions were impacted by the transfer. Then, one or more division experts were
engaged to train the majority of the other faculty members in the use of the new online environment.
The division has always taken an aggressive, proactive stance in assessing its course curricula, identifying areas for
improvement through the solid analysis of data, and instituting necessary changes. At the same time, division
leaders are constantly on the lookout for the possible adoption of new technology that could prove useful in
developing and offering the best, most up-to-date education for its students. For example, one department head
has taken the lead in offering a first-of-its-kind online course taught completely in a virtual classroom on the Web.
This advanced course, offered in such an advanced setting, is certainly not matched by any course at any technical
college in the state, if not the region. This is the sort of academic leadership displayed over and over in this division.
Simply stated, the ultimate goal of the Business Technology Division with regards to curriculum management is
continuous and meaningful update of all programs of study to best serve its students.
Opportunities:
One important area that the division has continually sought to improve is the status of communications with its
adjunct faculty members. By its very nature the involvement of adjunct faculty poses some challenges due in part to
the fluid nature of faculty employment from semester to semester. Many of these part-time faculty members are
employed by local businesses, and their availability from one semester to the next varies due to their business
schedule. As a result, if they are not currently teaching a class for one semester, they are most likely not eager to
keep in touch with division news. A possible result is that an adjunct faculty member may not be aware of significant
changes in a course or perhaps in division policies when they return at a later time.
One solution to minimizing the impact of course changes is the use of the Lead Instructor concept in the division.
This concept places one full-time instructor in charge of all course content to ensure that, even if sections of the
course are taught by part-time instructors, the course is still taught consistently and to the same standards.
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Therefore, an instructor who needs to get reacquainted with course content does not have to worry about missing
the mark on what to include in the course offering.
Other considerations to ensure that part-time faculty members remain engaged include the division’s open-door
policy. The Dean, department heads and all full-time faculty maintain a consistent open-door policy for any parttime instructor to express any reservations or criticism of department policy and goals, and to receive the benefits of
asking any other faculty member for advice. To take this policy one step further, the division is considering the
option of posting important information on social networking sites, postings that would make sure that all parttimers have the option of updating their knowledge of division affairs regardless of their current status.
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STANDARD 2: STRATEGIC PLANNING
The business unit has a process for setting strategic directions to address key student and
program performance requirements. The strategic development process leads to an action
plan for deploying and aligning key plan performance requirements. The strategic planning
process should ensure that there are adequate resources in the area of finance, facilities,
and equipment. This should create an environment that encourages and recognizes
innovation and creativity.
Criterion 2.1 Strategic Planning Process
Institution Response
A. Describe the business unit’s strategic planning process to address key student and program performance
requirements; include the key steps and participants.
The Business Technology Division follows the College’s strategic planning process. Trident Technical College
conducts strategic planning on a five-year cycle. In preparation for the 2005-2010 planning cycle senior leadership
carefully analyzed all aspects of the College climate. This examination revealed that the College faced several key
opportunities and barriers. In response to this study, the College community identified four strategic goals for the
five-year period to address these opportunities and challenges. The figure below identifies the key components of
this plan.
Source: TTC 2009-2010 Accountability Report
The planning process at the College includes both strategic planning and operational planning. The College uses
information from three important sources in the development of its strategic and operational plans: input from
college stakeholders, results of an evaluation of the college environment, and data on college performance.
 Stakeholder Input. The College begins each five-year planning cycle by actively soliciting advice and counsel
from all college stakeholders. At the beginning of the 2005-2010 strategic planning cycle, the Director of
Quality held focus groups with students, faculty, staff, alumni, academic deans, senior leaders, Area
Commissioners and academic program advisory committee members. Quality Council reviewed the input of
these focus groups to identify the strengths and weaknesses, as well as key barriers and opportunities that
the College faces.
 Environmental Scan. In conducting its environmental scan, TTC places value on both the internal and
external environment. To assess its internal climate, the College regularly surveys both students and
employees. To complete its external assessment, TTC uses information from a variety of sources such as the
Charleston Metro Chamber of Commerce’s Economic Forecast for the Charleston Region and the State
Board for Technical and Comprehensive Education (SBTCE) Economic Impact Study.
 Performance Results. TTC regularly evaluates institutional performance on a variety of important
measures. As a part of the strategic planning process, the College identifies expected outcomes for key
performance measures. Additionally, senior leaders regularly review college performance on measures that
reflect overall organizational health and sustainability. The analysis of performance results is an extremely
important step on the path towards continuous improvement.
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The strategic planning process can be summarized by the following figure.
Annually, the President’s Cabinet develops a reporting plan which identifies the college divisions responsible for
achieving the expected outcomes identified for each strategic initiative. In turn, the Vice President for Academic
Affairs determines which academic divisions will be responsible for meeting the expected outcomes. A specific
example is the college’s strategic goal of Accessibility, which has been part of TTC’s Strategic Plan since 2005, and
was retained for the current five-year plan. This goal includes a strategic initiative called “Flexible Student
Scheduling,” which emphasizes the need to maximize access to the college’s curricula through flexible course
offerings and alternative delivery formats.
The Vice President has tasked the Business Technology Division with taking the lead role in accomplishing the goals
set forth in this initiative, and the division has responded aggressively. The division’s efforts, documented at length
in Standard 3, involve the dual tactics of offering the entire division curriculum via online delivery, a goal that will be
met in Fall 2011, as well as expanding the offering of coursework in mixed-mode format to accommodate students
who prefer the flexibility of online attendance while still needing some face-to-face contact with the instructor.
Further, the division has helped to advance the use of the online learning environment college-wide by offering the
services of experienced online faculty to teach classes in its best use to other divisions.
For its own long term planning, the Business Technology Division looks closely at both long and short term strategic
goals during its annual review process. Each Department Head works closely with the Dean and all department
faculty members to forecast potential changes in academic programs, possible equipment upgrade requirements,
and student and faculty needs over the next few years. Academic program advisory committees are consulted for
input on industry trends which may impact division strategies. Publishers are also asked for input to determine any
effects that textbook changes may have on curriculum and technology.
34
B. Identify the key strategic initiatives included in the business unit’s strategic plan and describe how the business
unit decides upon these initiatives.
The Business Technology Division modeled the key elements of its latest strategic plan on the 2010-2015 TTC
Strategic Plan, whose key initiatives are centered around four primary goals: expanded accessibility of education to
the entire community; stewardship of resources to include not only financial but especially environmental; expanded
prominence in the community in order to provide educational opportunities to all and at the same time serve as a
promoter of economic development; and engagement of faculty, staff, and students in an environment that
promotes lifelong learning.
Accordingly, the division Dean and all department heads conducted their annual review of the status of current
programs and projected requirements into the future. These discussions maintained as their primary focus the
central mission of the division and especially its ten primary objectives, outlined in this study’s Overview section and
included later in criterion 2.2. The division objectives are always used as a guide for all of its action plans. The result
was the following set of initiatives that will guide its near-term efforts:











Equipment Improvement. To institute a program of continuously evaluating existing equipment to assure
that students, faculty and staff have the most current assets to work with in the classroom and labs.
Student Preparation. To develop and expand programs and collaborations which expand the accessibility
for and increase the success of under-prepared students.
Student Development. To provide students with the required academic background that will enable them
to develop the necessary skills to be successful in the workplace.
Expanded Instructional Sites. To provide Business Technology Division courses and programs at all
instructional sites that are currently employed by the College as well as any additional sites that the College
develops as it expands its footprint in the tri-county area.
Efficiency. To provide a work environment which reduces costs through work practices that increase
employee productivity, leverages the College's technical resources, and improves customer service.
Image. To enhance awareness of the division’s contribution to education and training in the community
and to its positive impact on economic development.
Collaboration. To continuously expand the collaboration between the Division of Business Technology and
the business community.
Curriculum. To identify, develop and/or revise academic programs as needed to promote economic
development. This includes collaboration outside of the division to develop programs which incorporate
both academic and continuing education/training programs for industry.
Alternative Funding. To assist the College in pursuing alternative funding sources to augment traditional
funding sources.
Faculty and Staff Development. To provide adequate support to employees in personal development and
education in order to stay current in a rapidly changing teaching environment.
Strategic Planning Review/Accreditation. To conduct an in-depth investigation into all aspects of division
planning and review, guided by the standards of the Accreditation Council for Business Schools and
Programs (ACBSP), and use the self-study report to identify any and all improvements needed.
The following examples illustrate the wide range of projects and processes that the Business Technology Division has
organized in the recent past to accomplish the initiatives expressed above.

Equipment Improvement. To ensure that its equipment remained on the cutting edge of technology, the
division pursued and received a large grant from the Perkins Vocational and Technical Education Act to fund
the purchase of new computers and software for classrooms and computer lab support.
In December 2010 all faculty and staff computer devices were updated. The updated technology helps to
support advanced course development and enable faculty to continue working on a wide range of scholarly
activities.
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






Student Preparation. Division faculty developed a noncredit course in fundamental accounting principles
which allows students to study and master basic accounting terms and principles at the same time they are
taking developmental courses. This course has been extremely successful in preparing students for the
introductory accounting courses, which are considered gatekeeper courses. Further, after consultation with
members of the Business Department’s advisory committee, a similar introduction to economics is under
consideration for the purpose of better preparing students for success in that discipline.
Student Preparation. The Computer Information Systems Department recognized that a significant portion
of students in the computer programming degree were experiencing a great degree of difficulty in early
coursework, and that the cause for many was that the students either did not possess the background to
follow programming concepts or that they simply were not interested in that sort of specialty. As a remedy,
the department developed an entirely new track of study that permits the students to follow a similar path
but to aim their coursework in other directions, into specialties that are more attractive to their goals in life.
Student Development. In its efforts to provide students with knowledge and skillsets needed to succeed in
the workforce, it is essential that the division work closely with the business community. The division plans
and implements key industry partnerships based on input from faculty, staff, and advisory committee
members from each department. The division currently has alliances with many industries and associations,
including Cisco Systems, Microsoft Corporation, SCORE, USC/SBRN (Small Business Resource Network
Alliance), the Boeing Company, Google, Blackbaud, Piggly Wiggly, and the Southeastern Advanced
Cybersecurity Education (ACE) Consortium.
Student Development. The College has been selected as a partner and provider in the Navy College
Program Distance Learning Partnership (NCPDLP). This program is designed to assist sailors in obtaining a
college degree while in the Navy anywhere around the world. The Business Technology Division has five
career paths that have been approved for this program: Administrative Office Technology, Business
Information Systems, E-Commerce, Customer Service, and International Business.
Expanded Instructional Sites. In February 2011 the College announced the creation of a fourth primary
campus, to be located in the town of Mount Pleasant. With classes slated to start in Fall 2011, initial class
offerings will include general academic courses, such as English and math, along with classes in computer
graphics, digital photography, computer animation, computer imagery, engineering design graphics and
computer aided design. The Business Technology Division has worked closely with Academic Affairs to plan
a number of course offerings at the new campus, including introduction to computer courses, as well as
coursework in business management that will soon expand to a complete business program. Further, the
division has received the approval from the SACS Commission on Colleges to offer coursework leading to the
Certificate in Applied Science, Microcomputer Business Applications. (Approval letter will be on file.) The
division has also consulted with the Information Technology Department to map out classroom
specifications, software loads, and equipment needs.
Efficiency. The division has instituted a Lead Instructor program whereby a single full time faculty member
is charged with developing and managing each individual course. This provides a methodology to
coordinate the different course formats, online, classroom, and mixed mode, as well as to synchronize the
efforts of any other faculty members teaching the same course. As a result, all sections of any course have
the same framework and consistency in content and learning objectives while at the same time allowing
each instructor the academic freedom essential for the learning process. The end result is also a significant
gain in efficiency, as individual faculty called upon to augment the course load are not required to develop
materials that have already been developed and perfected by the Lead Instructor.
Image. Through a grant provided by Google, the Business Technology Division has begun to offer annual
workshops to bring together high school and middle school teachers to discuss the current state of
computer science education and developing trends. The initiative, called Computer Science for High School
(CS4HS), has generated a great deal of interest and discussion, with meetings held at the College in the
summers of 2010 and 2011. Teachers are presented with opportunities, developments, and challenges in
the computer science and information technology fields which they can share with their students. The
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
workshop is open to all teachers who are interested in technology and in sharing technology with their
students
Collaboration/Curriculum. The Division of Business Technology works closely with the Industrial and
Engineering Technology Division to develop tailored programs for industry. Specific programs have been
developed for Alcoa and for Detyens Shipyards that provide a course of study combining coursework from
both divisions to meet the specific needs for the workforce of each company. The division also works
closely with the director of the Apprenticeship Office to develop similar programs for companies in our
service area.
Curriculum/Student Development. TTC is presently the only educational institution in South Carolina to be
a member of the Southeastern Advanced Cybersecurity Education (ACE) Consortium. This consortium is a
joint venture of state and community colleges across five southeastern states, whose goal is to set the
standards for cyber security curricula and help support the nation’s electronic infrastructure by providing
necessary training to the workforce.
Faculty and Staff Development. Over the past six years prior to this study, the Division of Business
Technology has invested over eighty-five thousand dollars in support of faculty training at national training
companies such as Learning Tree, Cisco Academy, PST and Oracle University. Further, the Dean encourages
all faculty and staff to avail themselves of the coursework offered at the College, using the assistance of the
TTC Foundation’s tuition assistance program, which covers all tuition and textbook expense for TTC courses
and a generous amount of the expense for coursework at other colleges. The goal is to ensure that an
already highly qualified set of educators stay that way.
C. Describe how the business unit communicates and deploys the strategic plan throughout the business unit.
Senior leaders of the College communicate the elements of the strategic plan to all employees and other
stakeholders using the communication channels identified in the figure below. Additionally, the Associate Vice
President of Planning and Accreditation, as a permanent member of the President’s Cabinet, ensures that strategic
planning remains a standing agenda item for its meetings.
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TTC Communication Methods
Communication Between
and
Via
President
Area Commissioners
Vice Presidents
College Leaders
Area Commission Meetings / Monthly
Reports
President’s Cabinet
Leadership Cabinet
All Employees
Faculty/Staff Meetings
All Non-cabinet Employees
New Supervisors
New Employees
Division Supervisors
Academic Deans
Faculty
New Faculty
Student Services Employees
Faculty and Staff
VP for Academic Affairs
VP for Student Services
Open-line Luncheons
New Supervisor Workshop
Introduction to Quality Class
Vice Presidents
Division Staff Meetings / Division Retreats
VP for Academic Affairs
Academic Deans Meeting
Faculty Meetings
New Faculty Course
VP for Student Services
Student Services Leadership Team
Student Services Communiqué
Faculty
Faculty Council
Student Services Faculty Advisory
Committee
Staff
President
Staff Communication Committee
Academic Program Coordinators Business/Industry Stakeholders
Academic Program Advisory Committees
Students
President’s Cabinet
Student Cabinet
TTC
Students and Stakeholders
TTC Website, TTC Facebook Page, TTC
Twitter Feed
Students
Student Publications
The Business Technology Division communicates its strategic plans to faculty and staff during departmental meetings
and through the division newsletter. Additionally, the division clearly understands the importance of keeping
adjunct faculty up-to-date on its strategic plan and its initiatives, which is why they are always invited to department
meetings and receive a copy of each division newsletter. These actions serve to insure that all part-time instructors
know where the division is headed, since many of them are employed in the very businesses that the College
considers very important stakeholders, and their feedback on division policies is very important.
D. Describe how the business unit evaluates and improves the strategic planning process.
TTC has a history of continuously improving its planning processes. Quality Council reviews the results of the biennial
Employee Satisfaction Survey to determine the system-wide effectiveness of the College’s planning process and
recommends actions for improvement. As a key measure, the President has established a cabinet-level position to
coordinate the College’s planning activities, the Associate Vice President of Planning and Accreditation. Additionally,
the President’s Cabinet reviews the planning model annually and makes revisions as needed. The result is a planning
process that is fluid, responsive and flexible.
The Business Technology Division fully recognizes the need to review and evaluate long-term plans for any possible
improvements. As a part of the College focused on coursework that requires technologically advanced software and
hardware, the division has instituted a review cycle, driven by semester-to-semester requirements, that anticipates
both software and hardware needs for the near future, and takes action to accomplish the needed upgrades. The
division has led the College in establishing a hardware/software requirements package for each new academic year,
including not only requirements for its own labs but also many open labs across campus. The resultant plan paves
the way for the IT Services Department to accomplish software and hardware installation in time for upcoming
course software required in the labs. This planning cycle has been so successful that it has been adopted for Collegewide use. Additionally, the division tracks all changes and upgrades as part of an equipment life-cycle management
plan so that future requirements may be anticipated in time to get required funding to handle all upgrade
requirements.
38
Criterion 2.2 Current Strategic Plan
Institution Response
A. Describe the business unit’s key strategic objectives.
In concert with all department heads, the Dean has established these as the key objectives for the Business
Technology Division:
1.
To provide the citizens of the Trident area access to high quality, technologically advanced business
programs that are consistent with the assessed needs of the service area.
2. To provide business programs, both on campus and through state-of-the-art distance learning services,
schools, and residences.
3. To assure that business programs are accessible to business students with diverse needs.
4. To provide educational opportunities and foundations in all necessary disciplines which promote student
success and enhance the quality of life for constituents.
5. To develop and maintain effective communications within the division and to promote effective and
efficient quality management systems and organizational structure.
6. To develop and maintain effective communications within the College environment as well as with external
constituencies, agencies and advisory boards.
7. To recruit and employ a diversified, highly qualified business faculty and staff, and to provide for their
professional growth and development.
8. To plan, budget and justify state-of-the-art facilities and equipment to support the business programs.
9. To effectively and efficiently allocate and use available resources while maintaining strict accountability.
10. To promote the continuous enhancement of all program curricula through the careful evaluation of student
learning success and analysis of improvements applied.
B. Describe the business unit’s action plans that address key strategic objectives, including who, what, when,
where, and how.
The Business Technology Division has experienced dramatic growth in the last three years. This growth has occurred
not only in existing programs but also as a result of adding additional programs, tracks and certificates to meet the
growing needs of the TTC community. Recent additions have included the following: the Transportation and
Logistics career path; the Supply Chain Management career path; the Information Systems Specialist career path; a
state-of-the-art Mobile Application Programming Certificate; and the Computer Game Design Certificate.
To help manage requirements for this expansion, the division developed an equipment acquisition program called
“Equipment Life Cycle Management.” This program operates on a two-year cycle of evaluating equipment,
determining needed acquisitions and upgrades, obtaining necessary funds, and implementation. The division has
recently completed an update of computer labs, master classrooms, and faculty and staff equipment. These
upgrades and additions involved system-wide improvements, including open labs at the Palmer and Berkeley
Campuses.
To provide the best possible opportunity for students to prepare for a rewarding and successful career, the division
constantly strives to field programs of study that are relevant, attuned with the latest technology, and taught by the
most highly qualified professional faculty supported by well trained staff. The students are provided state-of–the-art
equipment and facilities which support a high-level learning environment. All programs offered are based on input
from faculty, academic advisory committee members and other leaders in industry. Further, the programs are
reviewed by the College’s Curriculum Committee, comprised of faculty throughout the College, to assure that the
programs are of the highest quality.
Since courses are offered in various formats, including a traditional classroom setting, online, and mixed-mode, it is
important to make sure that each format conforms to the same standards. This practice ensures that students in all
sections of the same course are presented with identical course content and face the same challenges. Towards this
end the division has established the goal of centralizing all course components in the Desire2Learn online system,
39
and plans to achieve that goal in the Fall 2011 semester. This strategy will ensure that every class section contains
standard components, including syllabi, learning objectives, course schedule, etc.
The division promotes continuous review of all curricula to assure that they provide students with appropriate
objectives and outcomes necessary to be successful in the workplace. This review involves not only feedback from
students and evaluation by faculty, but also necessary and important input from members of the department’s
academic advisory committee members.
Reaffirmation by the ACBSP is a critical step towards the success of the Business Technology Division. As a part of its
self-study and analysis, the division learns a great deal about the areas in which it has been successful, and also the
areas that need attention and planning. Through these efforts, the division hopes to strengthen its educational
programs and services to meet the needs of the College's constituency. The resultant study will provide not only the
College but also the community with the assurance that division programs meet the highest standards of excellence.
C. Describe the performance measures used to assess the business unit’s action plans.
The division uses a variety of measures to gauge the success of its action plans. For College-wide reporting purposes,
the division prepares and submits input for the Administrative Unit Assessment in July of each year. This report
documents the progress that the division has made toward attainment of its strategic initiatives.
One of the most important and direct measures of the success of unit planning is the assessment of student learning
outcomes. For that purpose the division uses the Curriculum Assessment Plan (CAP) for every program of study,
which identifies the broad, discipline-specific learning outcomes that students completing the program should have
mastered. The CAP also outlines detailed strategies for collecting and evaluating evidence of this learning. The
division assesses academic programs on a two-year cycle. The first year of this cycle is devoted to data gathering and
analysis, while the second year is geared towards the implementation of improvements.
Other important measurements of success include enrollment reports, which have indicated a strongly increasing
trend for the division in the past three years; graduation rates, which have consistently met the South Carolina
standard; and grade distribution reports, a keen area of interest as the division transitions to offering all programs in
an online format. These reports have reflected a close correspondence between students who completed courses in
a traditional mode versus online mode. A more complete discussion of these measures is included in Standard 4.
Another key measure indicative of the success of unit plans is the feedback from its stakeholders. Student
stakeholders provide this feedback for each course using the Student Evaluation of Course and Instructor (SECI)
instrument. As Standard 3 will detail, the SECI feedback shows strong overall scores for student satisfaction within
the division, and score averages that fall within an expected range of the College’s mean SECI score for the self-study
year.
Feedback from other stakeholder units is also valuable to the division in assessing the success of its planning. The
local business community, represented by the academic program advisory committee members, is especially useful
in providing feedback that aids in the process of making important updates to division programs, which help prepare
students to secure gainful employment after graduation.
Criterion 2.3 Finances
Adequate financial resources should be budgeted and allocated to the business school or program
to support a high-quality teaching faculty and create an environment consistent with its mission
and objectives. This includes the necessary technology, program support, and professional
development of faculty.
Institution Response
A. Describe how the business unit links finances to strategic planning.
Each administrative unit at TTC develops strategies for the accomplishment of strategic objectives and operational
goals, and then uses these strategies to guide the unit’s budget requests. The College uses an online budget planning
software application which integrates the budget planning and strategic planning processes and ensures that each
budget request supports either the regular operations of the College or one of the annual strategic initiatives. The
40
budget application provides senior leadership the ability to carefully balance expenditures for both strategic
advances and ongoing operations.
B. Report and graph the following financial information for the past three years (two years plus the self-study
year):
1. The total student credit hours (SCHs) generated for the institution and each business unit program being
considered for accreditation.
Student Credit Hours Chart
BT Credit Hours by Term
Note: The combined category includes all Management and Marketing course prefixes.
30,000
25,000
20,000
15,000
10,000
5,000
-
Fall 2008
BUS/MGT
7,782
Spring
2009
7,227
Fall 2009
Fall 2010
8,355
Spring
2010
8,583
8,925
Spring
2011
9,366
CPT
10,269
9,582
12,864
11,883
13,842
13,083
AOT
612
696
566
654
634
723
ACC
1,824
1,932
2,046
1,977
2,043
2,109
41
2. The business unit budget and actual expenditures.
As the previous chart detailed, the Business Technology Division has experienced a remarkable increase in student
credit hours for the past several academic years, which is a reflection of the growth in the College’s total student
enrollment during this period. At the same time, however, the College has experienced a significant reduction in
state funds, which has left it seeking alternate sources of support. The following table reflects some results of this
shortfall, in that for two of the three years, division expenditures have exceeded its budgeted amounts as it has
responded to the increasing need for class offerings. Rather than turn students away, the division leadership has
chosen to hire more part-time instructional help to ensure that all students are accommodated and able to complete
their education.
BT Division Budget/Expenditures Chart
Account
Business Technology Division Budget and Expenditures
Fiscal Years 2009 – 2011
FY 2009
FY 2010
FY 2011
Budget
Expenditures
Budget
Expenditures
Budget
Expenditures
Dean's Office
$422,581
$399,691
$409,183
$392,155
$425,958
$407,590
Accounting
$450,218
$443,103
$424,998
$433,154
$430,356
$449,606
Business
$871,485
$922,762
$884,462
$887,969
$869,110
$829,723
Information Systems
$926,969
$1,057,833
$983,600
$956,567
$993,403
$1,052,756
$2,671,253
$2,823,389
$2,702,243
$2,669,845
$2,718,827
$2,739,675
Division Total
3. The business unit budget and actual expenditures as a percent of the institution’s academic budget and actual
expenditures.
Business Technology Division Finance Information
as a Percent of the College
Business Technology Division Expenditures
TTC Total Instructional Expenses
BT Division Expenditures as a Percentage of TTC Instructional Expenses
FY 2011
FY 2009
$2,823,389
FY 2010
$2,669,845
$2,739,675
$33,722,646
$35,178,743
--
8.4%
7.6%
--
C. Describe the adequacy of the budget to support changing technology, program improvement, and professional
development of faculty.
During recent years budgetary support has been dwindling for all state-supported institutions. In the past two fiscal
years, for example, TTC has experienced cuts that totaled 31% of its state funding. To counter the effects of the
diminished state support, the College has implemented a number of cost-savings initiatives and has aggressively
pursued alternate funding sources.
The Business Technology Division has not only followed suit in these measures, but has excelled in obtaining grant
money, corporate partnerships, and professional development funding to continue to provide an up-to-date
education for its students. The recent upgrade of all faculty and staff computers, as well as the ongoing updating of
all division-sponsored labs, is sound evidence of the division’s stance in aggressively managing its financial affairs in a
time of declining budget support. Further, Standard 5 will detail the significant level of professional development
funding made available to division faculty members in pursuit of their own education and scholarly activity.
Criterion 2.4 Facilities
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The physical facilities must be adequate to support business programs. Classrooms must be
adequate in number and size to accommodate all classes, and classroom functionality must relate
to the program. Limiting class size promotes learning and classrooms should be assigned to
implement this philosophy. Appropriate space must be available to faculty to create a professional
atmosphere in which to work. Laboratory space must be adequate to support both day and evening
programs with state-of-the-art equipment, including computer hardware and software, to meet
student needs.
Institution Response
A. Describe how the business unit links facility planning to strategic planning.
One of the Business Technology Division’s key strategic objectives is to ensure that its programs are accessible to all
students. A major necessity to meet this challenge is through the continuous planning for and implementation of
capital improvements to meet every requirement. Through the expansion and refurbishment of physical facilities
and the provision of newly acquired, up-to-date infrastructure, the division continues to meet its challenge of
providing extraordinary access to anyone interested in pursuing one of its degrees.
A noteworthy example of the division’s forward thinking and planning involved the expansion of many of its
programs into the newly renovated Complex for Economic Development, Building 920, which occurred since the
previous accreditation. Given the opportunity to design state-of-the-art labs and classrooms, the division was a
driving force for the design of master classrooms and multiple computer labs that would best serve the diverse needs
of the students in its programs of study.
B. Describe how the business unit classrooms, laboratories, and office space meet the needs of students and
faculty.
Through a continuous evaluation process and equipment acquisition program, the division has been able not to only,
provide adequate computer laboratories and master classrooms to meet its growing need, but also provide for
updating equipment in these facilities to assure that they reflect the latest technology. Further, each full-time faculty
has his/her own office which allows privacy and focus. Every office is non-shared, well-lit, comfortable, and
ergonomic with up-to-date technology that enables and fosters advanced academic pursuits. Students know when
and where to contact their instructor, since every instructor’s schedule is posted on the office door. Part-time
faculty have computer and limited office space available to them in a consolidated faculty work area and also in the
division’s conference room. All of the computers in the faculty offices have been updated.
Criterion 2.5 Equipment
Equipment adequate to the mission of the business unit must be provided, including adequate
computers and software to support the integration of computer applications into the curriculum.
The institution must have procured and must maintain state-of-the-art instructional equipment,
including computer equipment and software, to support the business unit.
Institution Response
A. Describe how the business unit links equipment planning to strategic planning.
The Business Technology Division proactively supports the strategic goals and objectives of the Information
Technology Services Department at TTC. The Information Technology Strategic Plan 2009-2014 spells out the
strategic goals and objectives that guide IT planning and implementation at the College.
The division readily understands the important role of technology in achieving its mission and strategic goals. Every
department regularly confers with its academic advisory committee to seek recommendations on technology
changes that may impact current and future division programs and student needs. Industry partnerships also play an
important role in the equipment planning process.
As part of its latest study of hardware and software used by division faculty and in the labs, the division determined
that operating system and computer updates were needed to stay competitive and to deliver state-of-the-art
education to its students. Accordingly, it took the lead in a college-wide initiative to update all computers to the
latest hardware and software. First, all division faculty received new computers or laptops. Next, all division labs are
in the process of receiving hardware and software updates, including the A+/Network+ lab classroom, the
43
Administrative Office Technology lab, the Microsoft networking labs, and many others. In addition, the master
classrooms and labs on the other main campuses are similarly being upgraded.
B. Explain the business unit’s plan for acquisition, upgrade, and maintenance of equipment which reflects current
technology.
As described earlier in Section 2.2B, the Business Technology Division employs a comprehensive equipment
acquisition program called “Equipment Life Cycle Management”. All department heads work closely with the Dean
on annual unit planning. Equipment acquisition, upgrades, and maintenance are core components of the unit
planning process. The Department Heads also consult with faculty to evaluate and analyze current equipment and
identify items which are nearing the end of their life cycle. The planning process also includes recommendations
from the College’s Information Technology Services Department.
As a proactive supporter of the College’s Information Technology Strategic Plan, the division aggressively pursues the
goals and objectives spelled out for the College’s IT system. Two of those goals, one related to teaching and learning
initiatives and the second to providing broad student access to resources, deserve specific mention here.
One important goal of the IT Strategic Plan is to contribute and communicate college priorities for information
technology as they relate to teaching and learning. As steps towards this goal, the plan outlines several objectives
that can be put into action, and the division has done just that. One of the principal objectives designed to support
this goal is the allocation of adequate resources for the training and support of faculty and staff, while another
concerns the provision of modern technology and support for the classroom and other means of delivering a quality
education. As described in Section A above, the division is constantly assessing the status of both hardware and
software, and whenever upgrade is required, that upgrade is always accomplished. The division leadership is keenly
aware that providing the best quality education for its students requires the most up-to-date resources. Similarly, no
expense is spared to provide its faculty with the latest training in state-of-the-art educational materials.
Another significant goal of the IT Strategic Plan is to provide an environment that promotes student success by
providing access to the best possible resources that will help them in the pursuit of their degree. Key steps to
support this objective include providing students with access to state-of-the-art learning resources, both on and off
campus, and continually evaluating their satisfaction and success with the resources made available.
Again, as noted above, the division has led the College in recommending and supporting the update of resources in
computer labs across all of the TTC campuses. Additionally, the Business Technology Division is the leading academic
unit to embrace the delivery of course materials to all students using the Desire2Learn online system, with plans to
offer every division course with an online component in the Fall 2011 semester. This will ensure that every student
taking any division course will have access to course materials every hour of every day of the semester, with instant
communication possible with the course instructor when necessary. Further, as Standard 3 will detail, student
enrollment in the division’s online course system has soared for the past several years as online access has increased,
and measures of student satisfaction such as the Noel-Levitz Student Satisfaction Inventory and surveys of
graduating students express consistently high levels of satisfaction with division programs.
C. Describe how well current equipment meets the instructional needs of the business unit, including students,
staff, and faculty.
As described in the last two sections of this report, the Business Technology Division considers the availability of topnotch equipment vital to the success of its faculty and staff. Accordingly, all faculty and staff computers have
recently been upgraded to state-of-the-art hardware and software. Additionally, as of the time of this report, the
hardware and software in all labs used by division students is being updated with new hardware and the latest
versions of operating system and application software. Full upgrade of all lab machines is slated to be finished by the
end of the Fall 2011 semester.
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Summary of Standard 2 - Strategic Planning
Provide a summary of strengths and opportunities for improvement the institution plans to address related to
Standard 2 - Strategic Planning.
Strengths:
A strong emphasis on strategic planning starts with the President of the College and filters down to all units of the
school, because as the President frequently makes clear, no great endeavors happen by chance. Planning is
paramount. The Dean of Business Technology fully understands, appreciates, and supports this philosophy though
daily contact with all of her leaders. However, planning cannot be done in a vacuum: it must be based on sound
measurement and understanding of the current success of established coursework as well as careful analysis of the
direction that technology is moving. In a word, the division excels at these challenges.
The division relies on a myriad of means for analyzing the success of every program it offers. These measures include
the use of curriculum assessment plans, assessment of student success via surveys, including the Noel-Levitz Student
Satisfaction Inventory, graduate surveys, and the Student Evaluation of Course and Instructor feedback on every
course, as well as feedback from business and industry detailing the preparation level of division graduates. The
Standards 3 & 4 reports will include many data to support the conclusions that division programs are well-planned,
well-taught, and very successful.
Besides the measurement of success for actions already taken, the division also makes widespread use of a wealth of
industry contacts, including its academic advisory committee members, to predict the trends of the future and
decide on how to react to those trends to provide a technical education that will prepare students for that future.
The division then wraps all of these considerations together into a five-year action plan that addresses both shortterm and long-term requirements.
Planning around the limitations of shrinking budgets is also an aspect that filters from the President’s office on down.
Dr. Thornley has established a reputation among local leaders for her intelligent management of limited funds and
pursuit of alternate funding sources, and Dean Jolly of Business Technology has followed suit in obtaining alternate
sources of funds to maintain a high quality of education. The result is an infrastructure that supports the highest
level of technology and its use in educating division students to be successful in their careers. Further, it convinces
them that if more training is needed, TTC is the place to pursue that training, in effect turning into what the College
would call lifelong learners.
In sum, facing the current environment of dynamic enrollment growth coupled with the changing needs of the
community, strategic planning is of paramount importance at both the institution level and at the division level. As a
quality-driven institution, TTC has a history of data-based assessment of performance on key indicators identified in
its strategic plan. The Division of Business Technology has established important tools to assess its own programs,
the needs of its students and the community it serves. Finally, the division plans to use the in-depth self-study report
for ACBSP accreditation as a vehicle for communicating its success and opportunities for improvement to all faculty,
staff, students, and all other stakeholders.
Opportunities:
The division has spent a great deal of effort in preparing its entire course structure to be delivered using the online
delivery format. However, as Standard 4 will detail, as the number of students taking courses increased greatly over
the past several years, the percentage of students who eventually withdrew from online courses increased as well.
In many of the division courses studied for trends, the withdrawal rate for online courses tended to be higher than
the rate for traditional classroom offerings. The division leaders recognize that as the move to online delivery gained
momentum in an effort to achieve the strategic objective of accessibility for all students, the tactics for reaching that
goal may have left out some important considerations. For example, many students who take an online course for
the first time find themselves struggling at the start in adapting to the online environment and coping with the rich
interface, which only adds to their difficulty in studying the course material itself.
As the academic unit with the most experience with online course delivery, the Business Technology Division has
accepted the challenge to improve on this situation and in so doing, make progress towards meeting its strategic
initiative of increasing the success of under-prepared students. The division has already pioneered the use of mixedmode courses to provide a classroom meeting to give the students more direct assistance. Division leaders are
strongly considering the development of an “online prep” class, of perhaps a short-term nature, to help prepare
newer students to master the online learning environment and pave the way for their success. Further efforts
45
should include careful advising for students to discourage them from taking too many online courses in one
semester, if at all possible.
An important opportunity for not only the division but the College as a whole is the expansion of its primary campus
structure to new locations. The institution of a new campus in the town of Mt Pleasant has presented the
opportunity for the division to make progress towards its strategic initiative of expanding its programs to new
instructional sites. At the same time, however, this expansion during a time of state budget cuts reinforces the need
for the division to assist the College in seeking alternative funding sources for the additional teaching support that
the new sites will require. Additionally, a number of significant new businesses or corporations have recently built or
announced plans to expand in the local area. As it meets the challenges of developing new programs and certificates
to meet the educational needs of these companies, this effort will further exacerbate the need for expanded
alternative funding to support the development of the necessary educational programs.
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STANDARD 3: STUDENT, STAKEHOLDER, AND MARKET FOCUS
The business unit examines how it determines requirements, expectations, and preferences of its
students and stakeholders. Also examined is how the business unit builds relationships with students
and stakeholders and determines their satisfaction. Additionally, practitioners serve as role models and
counselors for students regarding business careers. They also provide faculty with information to
update professional skills, make curriculum changes, and serve as classroom speakers.
Criterion 3.1 Stakeholders
Institution Response
A. List the business unit’s key stakeholders.
Stakeholders of the Trident Technical College Business Technology Division include the following:





Students -- The student, who is both our most demanding customer and our most valued product, falls into
one of the following categories:
o Technical. Students enrolled in academic programs in preparation for careers. In the Fall 2010 term the
division served 2,211 students enrolled in Business Technology majors. Beyond that number the
division also accounted for a total of 2,931 students who were enrolled in several division-offered
courses where a significant number of the enrollees were pursuing technical degrees and certificates in
other divisions of the College.
o Transfer. Students who intend to transfer to a four-year institution.
o High School. Students pursuing higher education either through the Dual Credit or Early Admit
programs.
Area high schools – Principals, guidance counselors, and teachers work closely with TTC faculty and staff to
provide the best possible academic experience for high school students taking college classes as part of their
curriculum. This coordination provides a smooth transition for high school students who will matriculate at
TTC after graduation. The College has assigned oversight responsibility for the Dual Credit and Early Admit
programs to the Director for High School Programs, who reports to the Vice President for Academic Affairs.
Four-year colleges – Local colleges such as the Medical University of South Carolina, the College of
Charleston, The Citadel and Charleston Southern University, as well as regional schools represented in the
Charleston area, provide TTC with feedback on transfer requirements as well as aggregate student
performance data. TTC’s Assistant Vice President of Academic Programs serves as the College’s liaison with
the four-year institutions the College serves.
Local business and industry employers – help drive the requirements for the Business Technology Division
programs. Local industry relies on TTC to develop students into the skilled, capable workforce necessary for
economic growth and competitiveness.
o Key area employers include Boeing, Google, Blackbaud, the Space and Naval Warfare Systems
Command, Piggly Wiggly Carolina and First Federal of Charleston.
o Academic program advisory committees are comprised of local business and industry representatives
and are charged with providing feedback and advice to program managers on curriculum design,
industry trends and emerging technologies.
Faculty – are clearly stakeholders and are a driving force as further discussed in Standard 5.
B. Explain how the business unit determines key stakeholder requirements and expectations.
The Business Technology Division actively and continuously solicits student and other stakeholder feedback. TTC
employs systematic methods that are appropriate for soliciting input from our diverse student and stakeholder
groups. The figure below outlines the most important of these methods.
47
Listening and Learning Methods
Group
Subgroup
Methods
Frequency
Students
High school
students
Student Evaluation of Course and Instructor (SECI)
Every semester
Feedback from high school guidance counselors
Continuous
Transfer and
technical
students
Noel-Levitz Student Satisfaction Inventory
Every two years
SECI
Every semester
Meetings with Student Cabinet
9 times per year
Academic advising sessions
Continuous
Conducting student focus groups
Periodic
Graduate Survey
Annual
Feedback from high school guidance counselors
Continuous
Requests for onsite course offerings
2 times per year
Four-year
colleges
Transfer meetings (hosted by the four-year colleges)
Annual
Transfer communications (issued by the four-year colleges)
Periodic
Local business
and industry
employers
Academic program advisory committee meetings
2 times per year
Results of the Employer Survey
Every two years
Local Chambers of Commerce meetings
Periodic
Other
Stakeholders
Area high schools
The College continuously assesses the effectiveness of its information-gathering methods, adapting to the changing
needs and preferences of students and stakeholders. For example, as noted below, online course delivery in
divisions such as Business Technology has become more the norm than the exception. This trend has mandated
revision of the nature and evaluation of the course content. Accordingly, the College has updated and improved the
SECI instrument to more accurately gather data on student satisfaction with online courses.
Students. As listed in the previous figure, methods for determining student stakeholder requirements and
expectations include several surveys/evaluations, meetings, advising sessions, and student requests for course
offerings. Of particular note is that the College has employed the Noel-Levitz Student Satisfaction Inventory (SSI), a
nationally accepted instrument that provides comparative data with national and regional 2-year peer institutions.
The College completed its second SSI administration in December 2010. The satisfaction of TTC students ranked
significantly higher than that of its national and regional peers on 95.7% of survey items for the 2008 inventory and
97.1% of survey items on the 2010 inventory.
The Director of High School Programs works directly with area high school guidance counselors to assess the needs
of this student group. Also, the College receives input from area high schools regarding instruction and course
delivery for the Dual Credit program.
The analysis of student satisfaction plays an important role in the Business Technology Division’s development and
implementation of continuous improvement plans. For example, the College examined data from students indicating
their increasing use of and preference for online processes. As a result, the Business Technology Division has
implemented an online web-enhanced component for nearly all courses taught in the division. Additionally, 74.7%
percent of all courses taught within the division in the last three years were offered in a completely online format.
Other Stakeholders. Departments in the Business Technology Division meet regularly with program advisory
committee members at scheduled committee meetings. Two primary goals drive the discussions at these meetings:
first, updating the board members on the present state of the curriculum; and second, seeking guidance and
recommended updates from the board members. The division relies heavily on the recommendations of the
committee members as indicators of where the curriculum should be modified to support the needs of the local
business community.
Program advisory committee members for each department within the Business Technology division must meet
specific responsibilities delineated by the Academic Advisory Committee Member Handbook. These responsibilities
include sharing information about developments and trends in business and industry; suggestions for improving
48
educational and training opportunities; assisting with recruitment, placement and/or professional work experience
of students; and identifying resources and opportunities within their companies or career fields that could benefit
students and/or academic programs. Once a year, TTC’s President holds a meeting with all advisory boards across
the College to recognize board members and to provide college and program updates as well as an open forum for
discussion. This event qualifies as one of the two annually scheduled meetings of the academic advisory committee.
The College also conducts an Employer Survey every two years, which provides information concerning employer
satisfaction with the personal and technical skills of its graduates. Academic and service program managers review
survey results to identify strengths and target areas for improvement. In addition to the surveys described above,
individual student service units frequently conduct point-of delivery satisfaction surveys.
Criterion 3.2 Stakeholder Satisfaction
Institution Response
A. Explain how the business unit builds relationships to attract and retain students.
The College and the Business Technology Division, along with the Student Services Division, significantly contribute to
the academic, personal, and social development of the College’s diverse student population. These goals are
achieved through extensive programs, services and activities designed to promote student success and student
learning which directly attract and retain students. The following lists the varied recruiting and retention tools used.
Recruiting:
 Quest – An annual day-long academic competition for tri-county high school teams. The breadth of the
competitions spans nearly all College divisions. This competition has proven to be a major attractant for all
students who participate and who end up learning how beneficial it can be to start their college career at
TTC.
 High School Career Day – Local high school students and their advisors spend the day on campus exploring
the various TTC programs available upon their graduation.
 High School visits by faculty – Business Technology division faculty members are frequent guest speakers at
schools throughout the Tri-county area explaining career and educational opportunities.
 Career Highlights feature in the local Newspaper – The departments of Business, Administrative Office
Technology, Networking, and Information Systems have been featured in these articles, outlining career
requirements, education, and likely salary expectations.
 The Business Technology Division also works closely with TTC’s Recruiting Department. Recruiting
Department staff members work to attract and help retain students through many initiatives in the tricounty high schools using not only face-to-face contact, but also through media such as TV, radio,
telephone, email, Twitter, etc. They also work with various church, community, cultural, and civic
organizations to attract prospective students. A popular program initiated by Recruiting is Student
Ambassadors, a group of current TTC students who work with TTC recruiters to identify prospective
students for both the College and the Business Technology Division.
Retention:
 Mentoring – The goal of the mentoring program is to provide support resources outside of the classroom to
help students achieve their educational and personal goals, and to improve student retention and
graduation rate. TTC mentoring programs include the Clemente program, The Male Mentoring Program,
Academic Coaching/Success Now, and Call Me Mister program.
 The Business Technology Division sponsors several student organizations including:
o AITP – Association of Information Technology Professionals – This organization invites business leaders
to their monthly meetings and encourages students to attend the parent chapter meetings for the
Charleston chapter.
o PTK – Phi Theta Kappa – the national honor society for two year colleges.
o SOSL – Society of Student Leaders – They carry out professional and community volunteer programs.
o FBLA – Future Business Leaders of America – This group discusses business issues and participates in
business competitions.
o SAA – Student Accounting Association – They work with the parent chapter in Charleston as well as
sponsor fund-raising events.
49



Several of these student organizations have offered tutoring sessions in an effort to enhance student
success and retention. This practice has proved quite successful and has again contributed to student
satisfaction.
The Business Technology Division maintains computer labs to assist students from all TTC academic
programs. A full-time instructor along with a lab supervisor and several lab attendants are available for
students in the lab who need assistance.
The College’s scholarship programs offer key financial help to students who are eager to complete their
studies but hurting from a financial standpoint. The Business Technology Division encourages students to
avail themselves of this aid, and in the past three years, a total of 55 Business Technology students have
received scholarships. In fact, the division recognizes that these scholarships contribute not only to the
retention of current students, but also towards its recruiting efforts as well.
B. Explain how the business unit delivers services that satisfy students and stakeholders.
The Business Technology Division focuses on two important facets of student and stakeholder satisfaction: first,
building relationships, and second, delivering services.
Building relationships. All Business Technology full-time faculty must maintain a minimum of eight office hours in
accordance with TTC Procedure 13-0-8, Full-time Faculty Workload/Overload, in order to make themselves available
to students and advisees. Many faculty members maintain office hours during nights and weekends to provide
additional access to students seeking assistance. Faculty availability to students has also increased through the use
of online courses and campus-wide email.
Faculty advisors have the responsibility to work with each assigned advisee to assist him or her in developing a
course of study and devising an appropriate schedule. Since most of our students have part or full-time jobs,
families, and other responsibilities, advising is not just restricted to program-related topics, but often includes
professional, career, and personal advising.
Near the start of each semester, if classes have been canceled or rescheduled, division faculty members proactively
contact their advisees to offer assistance in adjusting their schedules to take advantage of other course
opportunities. This practice has led to many students being able to retain their scholarships/financial aid and
continuing to make academic progress in their TTC program.
Delivering services. The Business Technology Division supports organizational strategic planning goals to enable all
members of the community to pursue or continue higher education. A key component of the College’s strategic
goals is to maximize student access to existing College curricula through flexible course scheduling. This approach
involves more flexible course offerings and alternative delivery formats. Both the College’s efforts and the division’s
efforts have yielded many positive results. The next several charts depict the strong rise in the availability of online
course offerings and the concomitant rise in enrollment into these offerings.
50
TTC Courses Available Online
450
400
350
300
402
415
2009
2010
365
250
200
150
154
208
123
100
50
188
171
85
0
2002
2003
2004
2005
2006
2007
2008
Business Technology Division Courses Available Online
90
80
70
60
10
10
30
31
32
30
9
50
40
9
10
11
NTS
31
CIS
28
BUS
30
20
15
10
9
21
22
24
24
27
12
12
12
13
13
ACC
0
Fall 2008 Spring 2009 Fall 2009 Spring 2010 Fall 2010 Spring 2011
TTC Enrollment in Online Courses
6,000
5,000
4,000
3,000
2,000
1,000
0
Online Enrollment
2002
2003
2004
2005
2006
2007
2008
2009
2010
1,054
1,388
1,802
2,192
2,548
3,187
3,852
4,877
5,169
51
Business Technology Enrollment in Online Courses
1,800
1,600
1,400
1,200
1,000
800
600
400
200
0
ACC
2006
89
2007
94
2008
159
2009
203
2010
222
BUS
367
457
593
675
911
CIS
801
1,016
1,095
1,529
1,752
NTS
92
75
207
165
203
As previously mentioned in section 3.2.A, many different services are available specifically to Business Technology
students. Prime examples are tutoring sessions organized by student organizations, including the Student
Accounting Association and the student chapter of the Association of Information Technology Professionals.
A very important tool that aids in the dissemination of information about various student services and opportunities
is the Student Activity Period. The College administration schedules monthly Student Activity Periods to augment
the educational development of students. For one hour each month, faculty members dismiss students from classes
to attend club meetings and other campus activities. The Student Activities Office schedules the activity periods at
various times, without interrupting the same class more than once in a semester, so that the majority of students
have an opportunity to attend. Faculty cannot require students to attend classes during activity periods, but instead
encourage students as much as possible to get involved with at least one student organization. Not only does
student participation serve as a bonus to the organization, it also gives the student the opportunity to work with
fellow students, the College and the community in ways that enhance their list of accomplishments that appeal to
potential employers.
The following figure lists the Student Activity Periods scheduled during the self-study year.
Fall Semester 2010
Thursday, September 9
Monday, October 4
Wednesday, November 10
11:30 am – 12:30 pm
10:20 am – 11:20 am
9:10 am – 10:10 am
Spring Semester 2011
Thursday, January 20
Wednesday, February 16
Wednesday, March 21
11:30 am – 12:30 pm
9:10 am – 10:10 am
10:20 am – 11:20 am
In 2010 the Business Technology Division instituted a plan to strengthen the relationship between the College and
the local community by embracing the Google-sponsored initiative called Computer Science for High School (CS4HS).
The CS4HS initiative brought together high school and middle school teachers from the community for a summer
workshop to discuss the current state of computer science education and developing trends. The workshop included
52
informational talks by industry leaders and discussions that focused on new technology and how best to use it in the
classroom. The workshop was extremely well-received, and the second annual meeting for this well-received
program was conducted in June 2011. By offering these services to local high school and middle school teachers, the
division hopes to have a lasting impact on students and teachers alike.
Another way in which the division delivers services to the local area high schools is through course offerings provided
in conjunction with the Personal Pathways to Success program. This program, instituted under the Education and
Economic Development Act (EEDA) of 2005, channels high school students into a career planning framework early in
their education by helping them outline goals that reflect their individual abilities. The division participates in this
process through two services offered to high schools. The first is the Career and Technical Advanced Placement
(CTAP) exams, which allow qualified students to test out of college-level courses in their planned curriculum. The
second service is the Dual Credit program, in which the division teaches various courses at area high schools during
normal school hours. Both types of services underline the College’s commitment to deliver its educational
opportunities to the entire community.
An extremely important goal for the Business Technology Division is to be sensitive to changes in the local
community with regards to evolving business requirements and workforce needs. Recently, the Charleston
community has experience significant changes in port activity, expansion of the distribution industry, and the arrival
of one of the largest aviation companies in the world, Boeing. Accordingly, the division has added new career paths
and certificates to meet the needs of the changing workforce and has forged educational partnerships with the
newly arriving or expanding companies. The division has also instituted new coursework in cyber security to satisfy
the growing needs of our well-established government and military partners, as well as a new certificate in mobile
applications development that appeals to business and government users alike.
C.
Describe how the business unit learns from former and current students to determine and anticipate changing
needs and expectations.
TTC and the Business Technology Division use a systematic approach to assess the satisfaction of both former and
current students. This approach provides balanced contributions from both qualitative and quantitative
methodologies.

Student satisfaction surveys. TTC assesses student satisfaction with its programs and services via student
surveys and student focus groups. Prior to 2008, the College administered an internally developed Student
Satisfaction Survey. During the 2007-2008 planning year, the College sought to acquire nationally comparative
data on student satisfaction, and decided to participate in the Noel-Levitz Student Satisfaction Inventory.
Through this instrument, students provide feedback on their satisfaction with the campus environment;
academic and support services; safety and security; and key measures of student engagement such as student
centeredness and concern for the individual. Leadership Cabinet reviews and interprets survey results and uses
these results to develop plans for continuous improvement. The results of the inventory revealed that the level
of student satisfaction with services and programs was above both the national and southern region averages
for two-year colleges.

Graduate Surveys. The Graduate Survey assesses the satisfaction of TTC graduates with College programs and
services. The surveys are conducted when students receive their credential and serve as an important indicator
for overall program satisfaction. Results of recent surveys appear later in this document.

Student Evaluation of Course and Instructor (SECI). The College regularly solicits input from students through
the Student Evaluation of Course and Instructor instrument. The College administers the SECI for faculty and
course sections every semester. The SECI is used to evaluate both full- and part-time faculty and the courses
they teach. The division Dean and the department heads review the results for each instructor and course. The
department heads, or their designee, then meet with the instructors to discuss opportunities for improvement.

Student Cabinet – This group, comprised of the officers of the 43 student organizations, makes requests for both
general and specific improvements in instruction and course delivery. The President’s Cabinet meets nine times
each academic year with the Student Cabinet to present information and solicit input from student leaders.
53

Academic advising sessions – Full-time faculty members make appointments with students at any time
throughout the year, but especially during registration periods. It is at these sessions that faculty are able to
directly assess student needs and their satisfaction with class schedules.

Conducting student focus groups – The College solicits in-depth input from students by holding focus groups in
preparation for the development of its five-year strategic plan. College administrators then review the input of
these focus groups to identify the strengths and weaknesses, as well as key barriers and opportunities the
College faces.
D. Explain the process for utilizing stakeholder feedback in program development and enhancement.
TTC solicits the input of key members of the college community to determine expectations, requirements and college
progress on its learning-centered processes. As mentioned in Section 3.1.A, the stakeholders provide feedback in a
variety of ways, and these instruments provide formal data and informal feedback that are then considered in
course, program and outcome assessments leading to continuous improvement.
This table summarizes the primary sources and processes for acquiring stakeholder feedback that is then funneled
into discussions regarding curriculum updates.
Stakeholder
Students
Four-year Colleges
Local Business & Industry Employers
Faculty
Process for Acquiring Feedback
SECI
Graduate Survey
Transfer Reports and Meetings
Employer Survey
Program Advisory Committee Meetings
Department and Division Meetings
Students. Naturally, students are the customers of the instruction and course delivery processes. Therefore, the
input from students is most valuable for assessing the requirements for these processes. The College regularly
solicits input from students through the Student Evaluation of Course and Instructor (SECI) instrument. The College
administers the SECI for faculty and course sections every semester. Additionally, the President’s Cabinet meets nine
times each academic year with Student Cabinet, the officers of the 43 student organizations. This group makes
requests for both general and specific improvements in instruction and course delivery.
Business & Industry. As members of academic program advisory committees, TTC’s business and industry partners
provide advice to program managers on industry trends and emerging technologies. The College conducts a needs
analysis before developing any new associate degree program, surveying service area businesses on their current
and future staffing needs. Program managers and faculty use this input to design new programs and improve
existing curricula. TTC’s Curriculum Committee, a committee of faculty representing all academic divisions, reviews
these proposals. Continuing Education and Economic development managers work directly with business
representatives to create custom training and education programs to meet their companies’ needs. Input is also
obtained from program advisory committees, where several of the members are also graduates of the Business
Division’s programs and are very aware of our strengths and opportunities within the curriculum.
Faculty. Another important source for curriculum design suggestions are regularly scheduled department and
division meetings with faculty. The individual departments conduct regular meetings with their faculty members,
frequently discussing issues for the current curriculum and potential areas for improvement. Because of their
familiarity with the course structure, faculty members are a rich source of ideas for improvements in course design
and management. Their ideas commonly blossom into proposals for new courses or course updates that are then
presented to the appropriate program advisory committee for approval and consent.
Criterion 3.3 Student Support
Institution Response
A. Describe the support services available to business students, including admissions, financial aid, and advising.
54
TTC provides a host of academic support services that assist students in achieving their educational goals. The
College informs its students about the available support services during new student orientation, in the Catalog
(Page A-18), in the Student Handbook & Planner (Pages 10-11), and through its web site.
In order to fulfill its mission to “serve as a catalyst for personal, community and economic development by
empowering individuals through education and training,” TTC provides student support services appropriate and
complementary to its educational programs. Principal responsibility for these services resides within the Student
Services Division.
TTC Student Services Division
The Student Services Division contributes significantly to the academic, personal, and social development of the
College’s diverse student population through extensive programs, services and activities designed to promote
student success and student learning. The Student Services Division leadership team includes the Vice President for
Student Services, Assistant Vice President of Student Services, Dean of Enrollment Management, Dean of Student
Development and Director of Recruiting and Student Employment. The leadership team oversees support programs
and services for students and manages 104 staff members to provide the programs and services (Student Services
Organizational Chart).
Below is a description of Student Services offices and programs, arranged in the order that a student might typically
encounter each of the services.
Recruiting. The TTC Recruiting staff participates in a variety of community events to recruit new students and
promote the College. The Recruiting office hosts an annual Career Day for high school juniors and seniors, schedules
individual campus tours, and routinely engages the faculty in recruiting for specific academic disciplines. The
Recruiting office is also responsible for the College's Information Center. The Information Center handles all
incoming phone calls and sends College information packets to prospective students who contact the College by
phone, in person or through the online request system.
Admissions Office. Prospective students receive support and guidance from the Admissions Office throughout the
application process. The Admissions Office is responsible for all admissions to the College, including international
applicants and applicants to programs with special admissions requirements. Applicants to the College can apply in
person, by mail or online. The Admissions Office provides applicants with instructions on accessing their student
email and TTC Express (online records) accounts.
Testing Services. TTC offers three types of testing services to assist applicants, students, and the community:
placement testing, instructional testing and community testing. Testing Services provides accommodations for
students with disabilities when the Counseling department confirms that the documentation of need is sufficient.
Orientation Services. After acceptance to the College, new students have the opportunity to participate in an
orientation session that provides them with a solid foundation of knowledge about college resources and
information for student success, including training for student email and TTC Express. Orientation Services offers
individual, group and online orientation, as well as orientation for parents. Orientation leaders confirm the student’s
selection of an academic major and assign an academic advisor. Orientation Services also offers COL 103, College
Skills, a course designed to enhance student learning.
Financial Aid/Veterans Assistance. More than 70% of TTC students receive some form of financial assistance.
During the 2009-2010 academic year, the College disbursed more than $81 million in federal, state and local financial
aid. Students gain financial literacy skills from the process of applying and receiving financial aid. Financial aid
officers offer workshops each semester to assist both current students and prospective students with their
applications for a variety of federal, state and local financial aid opportunities. TTC serves one of the largest veteran
student populations in the southeast. In addition to certifying students for veteran benefits, the TTC Veterans
Assistance office staff provides many other services to veterans. These include a resource center staffed by a
counselor, a veterans’ lounge, veterans’ orientation, training videos, and a student organization for veterans.
Registrar’s Office. Students use the services of the Registrar’s Office throughout their college experience as they
gain experience in managing their enrollment records. The Registrar’s Office coordinates evaluation of advanced
standing credit, helps students register for classes, communicates with students on their academic standing, and
processes applications for graduation. The Registrar’s Office also offers special services such as verifying enrollment,
updating student records, calculating GPA, and responding to transcript requests. Both students and academic
advisors can monitor progress towards graduation through the automated degree audit in TTC Express.
Counseling and Career Development Services. When a student is struggling with a problem, whether to identify an
academic major, to pass a course, or to manage a personal problem, Counseling and Career Development Services
offers support and resources. The office offers career development services; skill development workshops, both
academic and interpersonal; personal counseling; interpersonal violence counseling; and disability counseling,
55
including the coordination of accommodations for students with disabilities. The office coordinates a notification
process for faculty who wish to refer students to these services. Students seeking accommodations for a disability
receive appropriate educational services at the College in an inclusive and welcoming environment. The College’s
two disability counselors mediate with the faculty on the student’s behalf for reasonable accommodations based on
the student’s diagnosis. Students with disabilities have access to all curricular and co-curricular opportunities. TTC
counselors also serve as academic advisors to students who have not yet selected a program of study.
Student Activities. Student Activities provides opportunities for students to develop leadership skills, participate in
student organizations, participate in community service programs, experience new cultures, and participate in leisure
and recreational activities. Each semester, Student Activities offers diverse activities, including many co-curricular,
leadership and family events. Student Activities staff supervise student editors, who manage and produce the
student newspaper, The Trident Times. Student Activities offers student development workshops and training that
contribute to the students’ sense of community. TTC has more than 40 chartered student organizations, all of which
conduct community service and fundraising events. The president and vice president of each student organization
participate in Student Cabinet, which meets nine times a year with TTC’s President, vice presidents, and campus
directors to discuss College issues and resolve student concerns.
Student Employment. Current students and alumni seeking employment avail themselves of the resources in
Student Employment. Through one-on-one coaching and group workshops, students increase their skills in resume
writing, effective interviewing, and job searching. The Student Employment office also coordinates the work-study
program. The office maintains an online job search system through which employers can post job announcements.
The system is available to students both on and off campus. In addition, Student Employment hosts an annual career
fair.
Educational Opportunity Programs. TTC Educational Opportunity Programs help students and prospective students
with entry, enrollment and success in higher education institutions. TTC is host to five federal TRIO programs:
Educational Opportunity Center, Educational Talent Search, Student Support Services, Upward Bound Math and
Science, and Veterans Upward Bound. In addition, TTC’s Project Assist is funded through a federal Perkins Grant
administered by the South Carolina Technical College System.
The Student Services division embraces its role in the academic environment and routinely communicates relevant
student-related information to the College faculty and staff by publishing an electronic Communiqué each semester.
Online Resources. The College provides extensive online resources that enable students to locate important
information, complete online transactions, and access records and documents. Applicants to the College have the
option of using an online admissions application, which is administered by CollegeNet and processed by TTC
Admissions staff. TTC Testing Services provides an online placement test preparation module with sample questions
on its web site. Counseling and Career Development Services provides face-to-face counseling via webcam and a
host of self-assessment and career development resources on its web site. The TTC Bookstore allows students to
shop for and purchase textbooks and supplies online. Through its administrative database, the College provides TTC
Express, a secure application that allows students to view important records and complete many transactions online.
Academic Support Services for Students
The Learning Center. The Learning Center offers all developmental coursework and provides an open learning
environment that offers assistance to students through tutoring, workshops, videos, computer workstations, and
many other resources. Special emphasis is placed on providing help in mathematics, science, English, and reading.
Help is available in other areas based upon student demand and tutor availability. The Learning Center has locations
on all three campuses.


Developmental Education Coursework. The Developmental Studies Division offers MAT 032, Developmental
Mathematics; ENG 032, Developmental English; and two levels of reading courses, RDG 032, Developmental
Reading and RDG 100, Critical Reading. As part of its recently developed Quality Enhancement Plan (QEP),
the College developed the Path2Math Success plan, which focuses on student success, learning and
engagement in the study of mathematics. This program was noted by the recent SACS visit for its success
with students.
Tutoring Services. The College provides tutoring services for students on a drop-in or appointment basis.
Individualized and group tutoring services are available. In addition, the tutoring program provides periodic
workshop sessions that promote student learning.
o The Math Center. This collaborative learning center is a drop-in resource for students who want to
achieve their maximum grade-earning potential in mathematics. The center provides an
environment where students can ask questions and talk about their math courses, get assistance
from professional staff and faculty, or lend a hand to other students. Students may visit the center
56

at any time without an appointment. A full-time faculty facilitator spends most of his time in the
center working with students. Other staff members include visiting faculty, professionals drawn
from the academic community and the community at large, and qualified TTC students.
Additionally, students may make an appointment for one-on-one or small group tutoring at the
Center.
o The Writing Center. The Writing Center provides assistance to currently enrolled students in the
development and delivery of assigned writing projects. Writing Center staff offer services on a
drop-in, scheduled appointment, or group basis, as well as online. In addition, The Writing Center
offers periodic workshops such as MLA Formatting, Grammar Sessions, and Tips and Techniques to
Improve Writing Skills. Writing tutors help students identify their strengths and weaknesses as
writers and guide them toward improving their writing skills, including editing and proofreading.
Additional resources offered by The Writing Center include videos, reference books, and a series of
informational handouts.
Mentoring. The goal of the College’s mentoring program is to provide support resources outside of the
classroom to help at-risk students achieve their educational and personal goals and to improve student
retention and graduation rates. TTC has three mentoring programs: Success Now, the Male Mentoring
Program and Call Me MISTER.
Academic Advising. During the orientation process, Orientation leaders assign academic advisors to new degreeseeking students based on their programs of study. Students in selected majors who need a developmental reading
course have an additional advisor in The Learning Center. Counselors in Counseling and Career Development
Services serve as the academic advisors for students who are undecided about their program of study. All full-time
faculty members maintain a minimum of eight office hours per week during which they are available to advise
students either in person, over the phone or online. During peak registration times, faculty members make
themselves available for additional hours as needed to meet with students. As part of the Faculty Handbook, TTC
publishes an Advising Handbook to assist faculty members with their advising responsibilities.
College Skills Courses. The College offers COL 103, College Skills, a course that teaches classroom skills, library skills,
problem solving, career development and other important topics. A shorter, more concentrated version of the COL
103 course is COL 104, Study Skills. IDS 101, Human Thought and Learning, is a critical thinking course that explores
the principles, methods, and applications of human thought and learning. The course includes topics such as
attention, information processing, problem solving, hypothesis testing, memory, argumentation, learning theory and
cognitive awareness.
Learning Resources. TTC's Learning Resources division oversees the three TTC libraries located on the College’s
Main, Palmer and Berkeley Campuses as well as resources available via TTC’s web site. Library staff members
provide comprehensive, timely instruction in the use of library and information resources. Information regarding
specific library resources, services and instruction may be found in CR 2.9, CS 3.8.1, and CS 3.8.2. Learning Resources
staff catalog the learning objects developed through the College's Title III program for use by students in both
traditional and distance learning sections.
Distance Learning Help Desk. This service, instituted to assist students in the use of the online course management
software, has helped to increase their success within courses utilizing this format.
Computer Labs. The College provides its students access to a variety of computer labs on its three campuses.
B. Describe the policies that govern student relationships with the business unit, including the procedures used
to resolve student concerns.
TTC provides appropriate and adequate processes for handling student complaints and maintains records of the
dispensation of student complaints, appeals and grievances. The Business Technology Division adheres to these
policies and procedures and guidelines in all cases. The College advises students of the appropriate methods for
making complaints, the processes for requesting an appeal and their grievance rights in the Student Handbook &
Planner and through the College's web site. TTC has several policies and procedures that govern student complaints,
appeals and grievances, as detailed below. In all instances, the Business Technology Division follows the state policy
(State Board for Technical and Comprehensive Education (SBTCE) Policies and Procedures on student code and
grievance (SBTCE Policy 3-2-106, SBTCE Procedure 3-2-106.1 and SBTCE Procedure 3-2-106.2)) and the College policy
as provided in the Student Handbook and Planner.
57
The College provides appropriate avenues for students to submit complaints and appeals; assigns administrative
responsibility for each type of appeal; communicates complaint and appeal procedures to students in a streamlined,
user-friendly website; maintains records of all student complaints and appeals; and assures that complaints and
appeals are handled in a timely manner.
Category
Academic
Appeal or Complaint
Academic Complaint
Academic Misconduct Appeal
Late Withdrawal
Academic Suspension
Responsible Administrative Unit
Academic Department Heads and Deans
Vice President for Academic Affairs
Academic Deans
TTC Appeals Committee
Financial Aid
Financial Aid Suspension
Life Scholarship Appeals
SC Lottery Tuition Assistance Appeal
Multiple Course Attempt Appeal
Special Circumstances Review
Student Loan Review
TTC Appeals Committee
SC Commission on Higher Education
Financial Aid Officers
Financial Aid Officers
Financial Aid Officers
Financial Aid Officers
Other
Residency Status Appeal
Sexual Harassment Complaint
SC Tax Commission Debt Collection
Student Discipline Appeal
Student Discrimination Complaints
Extenuating Circumstances
Admissions Officer
TTC Sexual Harassment Contacts
Hearing Officer
Vice President for Student Services
Vice President for Student Services
Registrar’s Office
Source: TTC 2009-10 Accountability Report, pg. 20
Student Complaints
TTC has processes in place for handling academic, discrimination, and sexual harassment complaints. The Academic
Complaint Log provides evidence that the College handles these complaints in accordance with its published
procedures.
 Academic Complaints. Students who have concerns about a grade, the availability of textbooks, course
content, the classroom environment or the instructor follow the Academic Complaint process detailed in
the Student Handbook & Planner (Page 46). The process requires that the student first attempt to resolve
the matter with the faculty member involved. If the matter cannot be resolved with the faculty member,
the student may file an Academic Complaint by Student form with the instructor’s supervisor and academic
Dean (Example: Academic Complaint by Student). The form is available online and in all academic division
offices.
 Discrimination Complaints. TTC Procedure 17-3-2 identifies the complaint process for a student who has
concerns about discrimination based on age, gender, color, race, disability or other conditions, preferences
or behavior. The student must first attempt to resolve the situation with the faculty or staff member
involved. If the matter cannot be resolved with the TTC employee, the student then has the option of filing
a formal complaint with the Vice President for Student Services. This complaint procedure is also published
in the Student Handbook & Planner and on the College’s web site. The process does not include sexual
harassment complaints, as these complaints have a separate complaint process.
 Sexual Harassment Complaints. TTC Policy 8-2-0 states, “The college will not tolerate sexual harassment of
its students or employees nor will the college tolerate unprofessional conduct which leads to sexual
harassment.” TTC Procedure 8-2-1 provides for reporting and investigating sexual harassment complaints
made by students, faculty or staff in a timely manner and also describes the sanctions for acts which
constitute sexual harassment. The Student Handbook & Planner and the College web site identify 20
College employees whom students may contact to make sexual harassment complaints.
Student Appeals of College Decisions
TTC has appropriate methods for students to appeal the College’s administrative decisions. Reports of dispensation
of Academic and Financial Aid Suspension Appeals and Policy Appeals for Extenuating Circumstances provide
evidence that the College follows its procedures when managing its appeals process.
58






Appeals of Academic and Financial Aid Suspension. The College places students on Academic Suspension
and/or Financial Aid Suspension in accordance with TTC Procedure 16-5-1, while TTC Procedure 16-5-2
defines the process for students to appeal this decision to the Academic and Financial Aid Suspension
Appeals Committee. Students must submit their appeals online and submit appropriate documentation
(Example: Student Suspension Appeal). The College maintains a record of dispensation of all appeals in a
database.
Appeals of Financial Aid Awards. TTC’s Financial Aid Office provides avenues for making appeals of
decisions concerning the following financial aid programs/situations: South Carolina Life Scholarship, South
Carolina Lottery Tuition Assistance, Multiple Attempt Course or Developmental Studies Course, Special
Circumstances, and Federal Student Loans.
Appeals for Late Withdrawal. Students who have an extenuating circumstance that prevented them from
officially withdrawing from a course(s) by the last date to withdraw during the semester can submit a late
withdrawal appeal to their academic program Dean.
Appeals of Residency Classification. TTC Admissions officers determine a student’s residency classification
during the admissions process. Students may submit the Residency Appeal form with appropriate
documentation to appeal these decisions.
Appeals of South Carolina Tax Commission Debt Collection. The South Carolina Tax Commission supports
state agencies by collecting on delinquent accounts through garnishment of state tax refunds. TTC’s
Finance department annually notifies any students with delinquent balances due along with a written letter
of notice with instructions for appealing to the College’s hearing officer in writing by the announced
deadline to appeal.
Appeals of Other Non-Academic Policies for Extenuating Circumstances. TTC provides a generic
form which allows students with extenuating circumstances to appeal non-academic College actions.
Student Grievance and Due Process
TTC Procedure 17-3-1 details the College’s rules for student disciplinary procedures and sanctions, the composition
and function of the Student Grievance Committee, and the procedures for a hearing before the Committee. The
Committee most recently convened in December 2009 (Example: Due Process for Student Grievance).
 Grievance Process for Student Disciplinary Actions. TTC Procedure 17-3-1 designates the Vice President for
Student Services as the official who carries out the College’s student disciplinary procedures. The Student
Grievance Committee hears all appeals from students who wish to challenge any sanctions handed down by
the vice president. A student may appeal the decision of the Committee to the President. The decision of
the President is final. This policy does not cover academic misconduct.
 Grievance Process for Academic Misconduct Actions. TTC follows SBTCE Procedure 3-2-106.1, the details
of which are included in the Student Handbook & Planner (Pages 45-46). The Assistant Vice President of
Instruction has the authority to suspend or expel a student upon a second instance of academic dishonesty.
A student may appeal this decision by requesting a hearing before the Vice President for Academic Affairs.
Students who wish to appeal the decision of the Vice President may request a hearing before the Student
Grievance Committee, as described above.
Distance Learning Students
Distance learning students have appropriate access to make complaints and submit appeals. In all cases, the
required forms and procedures for filing complaints and appeals are available online. Students must submit
academic and financial aid suspension appeals through an online system. For all other complaints and appeals, the
College accepts the required forms and documents via mail, email, and fax. In the case of a sexual harassment
complaint, the student may initiate the process via telephone. The Student Appeals and Complaints web site
provides a summary of these processes.
A detailed source for policies regarding student relationships with the Business Technology Division can be found in
the faculty handbook as well as in the student handbook. Policies in both handbooks deal with many problem areas,
including behavioral problems, students in academic difficulty, student grievances, academic complaints by students,
academic misconduct, sexual harassment, letters of reference for students, confidentiality of student information,
and services for students with disabilities.
Criterion 3.4 Stakeholder Results
Institution Response
A. Describe how the business unit measures student utilization of offerings and services.
59
The Business Technology Division is pro-active in constantly measuring student use of course offerings and services.
Each week during the registration period, the Dean provides an enrollment message to all faculty and staff in the
division showing the current status of registration and enrollment. This information is used by the department heads
and lead instructors to determine what adjustments are needed to the schedule in order to best serve students’
needs. Historical data from previous semesters is also analyzed in order to identify trends for enrollment. For
instance, it was noted that courses taught in the mixed-mode format were becoming more popular among Business
Technology students. Analyzing the data ensured that more mixed-mode courses were offered in order to satisfy
this increased demand.
To complement the Dean’s weekly enrollment message, each department’s course schedulers monitor the “Course
Search” link on the College’s home page on a daily basis to determine if any course section is nearing capacity. If so,
new sections may be added in time to avoid turning away students. This use of live data has been instrumental in
retaining students who might not have been able to find other courses or times for attending school.
The following data are taken from the most recently completed program assessment documents for key programs
that provide student support (2009-10 for Student Services programs, 2007-09 for Learning Resources). These data
summarize the trends in usage of the most used student support services at the College. The tables are excerpts
from the program assessments for each service that document student use of offerings and services.
60
Testing Services.
Indicator
Trend Analysis
Placement Tests
Placement testing continues to
increase with an increase in
enrollment. Berkeley Campus
Testing experienced a dramatic
increase in placement testing as
a result of Berkeley Middle
College High School applicants.
12,000
11,210
10,000
8,451
8,000
6,579
6,000
5,309
5,608
4,000
2,000
0
FY 05-06
FY 06-07
FY 07-08
FY 08-09
FY 09-10
Standardized testing continues
to decrease due to the
elimination of Prometric (ITrelated) and HOBET (Allied
Health-related) examinations. In
addition, The Citadel changed its
Advanced Standing policy, which
directly affected the volume of
CLEP administrations.
Standardized Tests
800
700
725
731
599
600
533
500
400
300
200
199
100
0
FY 05-06
FY 06-07
FY 07-08
FY 08-09
FY 09-10
Instructional Tests
25,000
20,419
20,000
18,317
17,223
18,612
18,130
FY 07-08
FY 08-09
15,000
10,000
5,000
0
FY 05-06
FY 06-07
61
FY 09-10
Instructional testing has
increased with an increase in
enrollment and additional
offerings in distance learning
courses. “In-house” online
testing has decreased due to
TTC online students not being
required to take all exams in
Testing Services.
Orientation Services.
Indicator
Orientation Numbers by Calendar Year
Trend Analysis
8,000
7,099
7,000
6,000
5,478
5,000
4,999
5,081
4,986
5,462
The mean number of
orientations is 5,518 and the
standard deviation is 806.
Trend analysis indicates an
increasing quadratic trend in
the number of orientations by
calendar year with a reported pvalue of 0.012.
4,000
3,000
2,000
1,000
0
2004
2005
2006
2007
2008
2009
Financial Aid/Veterans Assistance.
Indicator
Trend Analysis
Total Financial Aid Disbursed by Award Type
(by fiscal year ending June 30)
$30,000,000
$25,000,000
$20,000,000
$15,000,000
$10,000,000
$5,000,000
$Loan
2005
2006
2007
2008
2009
$13,454,167 $19,584,212 $19,153,743 $21,774,304 $28,598,659
Grant
$13,467,035 $12,770,029 $12,100,065 $12,977,851 $16,788,469
Lottery
$7,426,861
$7,553,574
$8,182,811
$7,292,341
$7,917,120
Scholarship
$654,815
$802,125
$953,854
$1,080,503
$1,374,614
Work-Study
$376,733
$400,213
$449,859
$397,826
$506,327
Source: TTC Office of Finance and Administration: Comprehensive Annual Financial
Report June 30, 2008
Updated: March 3, 2009
62
 The loan mean is $19,037,986 with
standard deviation $6,079,105.
 Trend analysis indicates an
increasing linear trend in the
amount of loans with a reported pvalue of 0.002.
 The grant mean is $13,620,354 with
standard deviation $1,643,630.
 Trend analysis indicates an
increasing cubic trend in the amount
of grants with a reported p-value of
0.003.
 The lottery mean is $7,545,552 with
standard deviation $455,716.
 Trend analysis indicates no definitive
trend in the amount of lottery funds.
 The scholarship mean is $923,947
with standard deviation $274,365.
 Trend analysis indicates an
increasing linear trend in the
amount of scholarships with a
reported p-value of 0.003.
 The work-study mean is $413,165
with standard deviation $56,566.
 Trend analysis indicates an
increasing linear trend in the
amount of work-study with a
reported p-value of 0.03.
Indicator
Trend Analysis
Number of Students Receiving Financial Aid Awards by Award Type
(includes multiple awards by fiscal year ending June 30)
20,000
18,000
16,000
14,000
12,000
10,000
8,000
6,000
4,000
2,000
0
Loan
2005
14,773
2006
14,221
2007
13,441
2008
12,385
2009
16,433
Lottery
12,309
14,886
12,306
12,291
14,377
Grant
14,306
12,867
12,966
11,402
13,052
Scholarship
561
616
714
795
1,614
Work-Study
221
257
262
316
344
Source: TTC Office of Finance and Administration: Comprehensive Annual Financial Report
June 30, 2008
Updated: March 3, 2009
63
 The mean number of loans
is 13,840 with standard
deviation 1,687.
 Trend analysis indicates an
increasing cubic trend in
the number of loans with a
reported p-value of 0.05.
 The mean number of
lottery awards is 13,088
with standard deviation
1,206.
 Trend analysis indicates no
definite trend in the
number of lottery awards.
 The mean number of
grants is 13,188 with
standard deviation 1,133.
 Trend analysis indicates a
weak decreasing linear
trend in the number of
grants with a reported pvalue of 0.08.
 The mean number of
scholarships is 814 with
standard deviation 402.
 Trend analysis indicates an
increasing cubic trend in
the number of scholarships
with a reported p-value of
0.05.
 The mean number of workstudy awards is 273 with
standard deviation 47.
 Trend analysis indicates an
increasing linear trend in
the number of work-study
awards with a reported pvalue of 0.01.
Registrar’s Office.
Indicator
Self-registration on TTC Express
Trend Analysis
The online registration
mean is 4,695 and
standard deviation 471.
The other mean is 3,460
and standard deviation
213.
Trend analysis indicates
no definitive trend.
6,000
5,226
5,000
4,530
4,329
4,000
3,689
3,000
3,424
3,268
2,000
1,000
0
Fall 2006
Fall 2008
Online Registration
Fall 2009
Other
Counseling and Career Development Services.
Indicator
Career Development Sessions
Trend Analysis
The career development
session mean is 2,492 and
standard deviation 985.
Trend analysis indicates a
decreasing quadratic
trend with a reported pvalue of 0.02.
3500
3232
3000
2500
3241
2767
2680
2447
2000
1500
1000
500
586
0
2004
2005
2006
2007
2008
64
2009
Indicator
Academic Sessions
Trend Analysis
4000
3820
3500
3579
3000
3534
3337
3033
2500
The academic session
mean is 3,301 and
standard deviation 471.
Trend analysis indicates
an increasing linear trend
in the number of
academic sessions with a
reported p-value of 0.03.
2505
2000
1500
1000
500
0
2004
2005
2006
2007
2008
2009
Personal Sessions
450
417
400
367
350
300
364
301
250
232
200
166
150
100
50
0
2004
2005
2006
2007
2008
65
2009
The personal session
mean is 308 and standard
deviation 94.
Trend analysis indicates
no trend. Control chart
analysis indicates no
unusual observations.
Indicator
Services for Students with Disabilities Sessions
1800
1782
1739
1600
1400
1366
1200
1000
1335
Trend Analysis
The mean for services for
students with disabilities
sessions is 1,368 and
standard deviation 347.
Trend analysis indicates
no trend. Control chart
analysis indicates no
unusual observations.
1064
923
800
600
400
200
0
2004
2005
2006
2007
2008
2009
Student Activities.
Indicator
Student Organizations
Trend Analysis
45
40
40
40
41
43
41
35
30
25
20
15
10
5
0
2005-06
2006-07
2007-08
2008-09
66
2009-10
Mean of 41 and standard
deviation of 1.22.
Trend analysis indicates a weak
increasing linear trend in the
number of student
organizations with a reported
p-value of 0.035
Indicator
Club Fundraisers
300
Trend Analysis
Mean of 209.6 and standard
deviation of 52.6.
Trend analysis indicates a
decreasing linear trend in the
number of fundraisers with a
reported p-value of 0.011.
273
250
231
200
214
201
150
129
100
50
0
2005-06
2006-07
2007-08
2008-09
2009-10
Club Service Projects
350
300
250
309
289
243
225
244
200
150
100
50
0
2005-06
2006-07
2007-08
2008-09
67
2009-10
Mean of 262 and standard
deviation of 35.3.
Trend analysis indicates an
increasing linear trend in the
number of service projects with
a reported p-value of 0.051.
Student Employment
Indicator
Resumes and Mock Interviews
Resumes
300
Trend Analysis
Mock Interviews
297
250
228
200
220
169
150
146
134 123
100
72
50
89
71
Increases in the number of both
resumes and mock interviews are
attributed to better
familiarization with the office’s
location. The previous year was
the first time the office was
located across the campus from
the rest of student services.
With a focus on increasing
awareness of our services, we
expect to see our numbers of
resumes continue to climb. Mock
interviews will increase as more
instructors require these to be
done as part of their curriculum.
0
2005-2006 2006-2007 2007-2008 2008-2009 2009-2010
Library.
Indicator
Hits on the Website
50,000
45,000
40,000
35,000
30,000
25,000
20,000
15,000
10,000
5,000
0
Trend Analysis
Used Google Analytics of
webpage statistics. Statistics
prior to this are not available.
In Fall 2008 we sought ways
to capture webpage
statistics. The Web Services
department stated that as a
college, Google Analytics
would be used beginning
with January 2009. Statistics
prior to January are not
available, because
commercial software
previously used by the
College was discontinued,
and earlier website statistics
were not archived.
2009
Homepage
46,068
Databases
23,251
Distance Learners
2,785
Hits on the Distance Learners
page are probably not
reflective of the number of
students accessing databases
remotely. There are multiple
avenues to the Off-campus
Access login page, and the
Distance Learners page is
only one of these. It is
reflective of the number of
students accessing the library
site through the D2L class
shell.
68
Indicator
Library Visits per Week
Trend Analysis
Motion sensors were
installed at the Palmer and
Berkeley Libraries in the Fall
2006. The improved ability to
collect this information
accounts for the large
increase in traffic in a oneyear period.
2,500
2,000
1,500
1,000
500
0
Main
2005-06
2006-07
2007-08
1,697
1,950
1,790
Palmer
209
772
802
Berkeley
57
132
163
Library staff will investigate
tools (e.g. Desk Tracker)
which allow better tracking
and assessment of library
activity.
Reference Assistance – Average Number of Reference Requests per Reference assistance mean
of 328 and standard
Week
deviation of 153.
600
No definitive trend in
reference assistance.
500
400
300
520
200
100
384
209
201
0
2005-06
2006-07
2007-08
2008-09
B. Report and graph the following student and stakeholder satisfaction results for the past three years (two years
plus the self-study year):
 Course evaluations
 Student satisfaction surveys
 Alumni satisfaction surveys
 Employer satisfaction surveys
 Other student/stakeholder measures
Course Evaluations
As described previously, the College administers the Student Evaluation of Course and Instructor (SECI) each term for
all faculty and all course sections. A review of the average SECI scores within the Business Technology Division,
disaggregated by academic program, demonstrates that these programs have strong overall scores for student
satisfaction, and score averages fall within an expected range of the College’s mean SECI score for the term.
69
Average Program Student Evaluation of Course and Instructor (SECI) Score
SECI Administration
Program
Fall 2008
Spring 2009
Fall 2009
Spring 2010
Fall 2010
Accounting
Administrative Office Technology
Computer Technology
General Business
88.45%
78.13%
86.29%
88.21%
88.57%
81.04%
90.89%
87.64%
88.82%
90.61%
89.57%
84.70%
89.07%
82.87%
88.71%
87.03%
90.90%
93.40%
84.17%
83.32%
Spring
2011
87.40%
87.70%
89.19%
86.71%
Management
BT Division Average
TTC Average
92.92%
86.98%
89.05%
91.20%
88.21%
89.31%
84.43%
88.28%
89.46%
89.56%
87.96%
89.13%
86.75%
86.83%
89.02%
86.44%
87.49%
89.50%
Note: the College has administered the Student Evaluation of Course and Instructor (SECI) evaluations online since
2005, with the evaluation instrument tied directly to the online course system. During the 2010 term, however, the
College implemented two major changes to its online delivery systems. First, the course delivery system was
replaced by Desire2Learn (D2L), which incorporates an internal email account, that is, one that is available only to
students enrolled in an online course. Second, normal student email accounts were shifted to accounts hosted by
Google, to provide support for all email external to the online courses. As a result, the College realized a sharp
decline in the response rate to the SECI in both the Summer and Fall 2010 terms. During the Spring 2011 term,
academic departments and Institutional Research worked cooperatively to create a greater awareness of the SECI
administration and its importance to the campus community. And these efforts resulted in a 6 percentage point
increase in responses for the Spring 2011 SECI administration.
Student Satisfaction Surveys
As previously described, the College has a long history of assessing student satisfaction with its programs and
services. In December 2010, TTC completed its second administration of the Noel-Levitz Student Satisfaction
Inventory (SSI), which provided data that compared favorably with the 2008 survey. Compared to students at peer
institutions, both regionally and nationally, the level of satisfaction with college programs and services at TTC was
higher, with statistical significance on 68 of 70 assessment items. The charts below provide highlights of a sampling
of these measures. (Note: the maximum value of this scale is 7.0.)
Student Satisfaction - Engagement
6.0
5.0
Sense of
Belonging
TTC - 2008
5.55
Faculty Care
About
Students
5.58
TTC - 2010
5.56
5.53
5.72
5.74
Southern Region - 2010
5.37
5.39
5.47
5.37
National - 2010
5.31
5.38
5.45
5.28
70
Campus Staff
Care About
Students
5.69
Administrators
are
Approachable
5.63
Student Satisfaction - Accessibility
6.0
5.0
4.0
TTC - 2008
Course
Schedules
5.59
Ability to
Register
5.77
Financial Aid
Assistance
5.44
FA Awarding
Process
5.6
TTC - 2010
5.71
5.70
5.38
5.65
Southern Region - 2010
5.63
5.51
5.18
5.06
National - 2010
5.45
5.41
5.04
4.91
Student Satisfaction - Advising
6.0
5.0
4.0
Advisor
Availability
Advisor Assistance
TTC - 2008
5.61
5.20
Advisor Concern
for Student
Success
5.33
TTC - 2010
5.64
5.20
5.31
Southern Region - 2010
5.53
5.17
5.21
National - 2010
5.41
5.02
5.07
71
Student Satisfaction – Customer Service
7.0
6.0
5.0
4.0
TTC - 2008
Admissions
5.57
Registration
5.53
Financial Aid
5.44
Library
5.90
TTC - 2010
5.60
5.50
5.38
6.02
Southern Region - 2010
5.26
5.42
5.18
5.56
National - 2010
5.18
5.36
5.04
5.54
Alumni Satisfaction Surveys
TTC assesses the satisfaction of its graduates through a Graduate Survey conducted at the time students receive their
credential. A review of the results of this survey for the past three years demonstrates that graduates of the
Business Technology programs express consistently high satisfaction with their academic experience.
Program
Accounting
Administrative Office
Technology
Computer Technology
General Business
Management
Graduate Survey Satisfaction Score by Program
Graduate Survey Administration
2008
2009
2010
Average
Percent
Average
Percent
Average
Percent
Score
Satisfied
Score
Satisfied
Score
Satisfied
3.73
100%
3.64
100%
3.50
100%
3.83
100%
3.00
100%
3.67
100%
3.36
3.38
3.53
100%
92.3%
100%
3.38
3.52
3.33
100%
100%
100%
3.45
3.50
3.80
100%
100%
100%
(Average Score is based on a scale from 0 – 4. Percent Satisfied indicates those who selected overall “Satisfied” or “Very
Satisfied.”)
Source: TTC Institutional Research
Employer Satisfaction Surveys
Prior to 2009, TTC surveyed employers annually to gauge their satisfaction with the performance of TTC graduates in
the workplace. The Employer Survey included questions related to the graduates’ critical thinking and
communication skills. Institutional Research then compiled the responses to these questions for all TTC associate
degree programs for the Curriculum Assessment Plan.
Beginning in 2009, TTC changed the Employer Survey methodology. Now, questions on the survey ask an employer
to indicate satisfaction with all TTC graduates rather than with the performance of an individual employee. With this
change, the College also moved from an annual assessment to a two-year cycle for the survey. (As a result, survey
data for the self-study year will not be ready in time for this report.)
72
Program
Accounting
Administrative Office
Technology
Computer Technology
General Business
Management
Employer Survey Results
Employer Survey Administration
2006
2007
2008
Percent
Percent
Percent
Satisfied
Satisfied
Satisfied
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
86.7%
100%
2009
Percent
Satisfied
97.6%
Criterion 3.5 BUSINESS/INDUSTRY RELATIONS
Each academic unit must demonstrate linkages to business practitioners and identify organizations which are
current and significant, including advisory boards. Examples of linkages include, but are not limited to, executives
in residence; guest speakers; partnerships and cooperative agreements with organizations; student organizations
(societies) in various business disciplines related to major fields of study; internship programs; cooperative
education programs; and student organizations with business leaders as members.
Institution Response
A. Describe the business unit’s partnerships and processes that link the business unit’s business programs to
business and industry.
Numerous partnerships and processes link the Business Technology Division closely with business and industry.
These include a variety of alliances with companies, both local and international, faculty involvement, and student
programs.
Program advisory committee meetings – As outlined in Section 3.2.D, the College relies heavily on the advice of its
academic program advisory committee members. This alliance with local business and industry partners provides
important advice to program managers on industry trends and emerging technologies. The College conducts a
thorough needs analysis before developing any new associate degree program, surveying area businesses on their
current and future staffing needs. Program managers and faculty use this input to design new programs and
improve existing curricula.
Individual Industry Alliances
CISCO Systems – TTC is an active member of the Cisco Networking Academy. This partnership and close alliance
enables the Business Technology Division to anticipate demands for trained network technicians and react quickly in
making changes and updates to the curriculum. As an example, the division recently revised the CISCO network
certifications to enable students to complete the requirements in as short a time as possible, in some cases as short
as one semester.
Microsoft Corporation – The College is a certified Microsoft IT Academy, a comprehensive program that helps
support ongoing technology education for a wide range of students, teachers, and faculty. The program features
access to software licenses, E-Learning, official Microsoft course materials, and certifications. As a certified IT
Academy, the College is able to provide the latest curriculum and certification preparation to our students.
The Boeing Company – Boeing has chosen TTC as one its select portfolio schools, making it a preferred partner for
continuing education requirements, research collaborations, talent recruiting and for strategic investments.
Google – A local Google executive serves on the College Foundation as a Trustee. Also, as noted earlier, the
company regularly supplies guest speakers to student organizations, and has funded grants for the Computer Science
for High School (CS4HS) teacher workshops at the College.
Blackbaud & Piggly Wiggly. Both companies serve the Business Technology Division as members of its academic
Program Advisory Committee and have aided the division in its recruitment efforts.
73
Local Chambers of Commerce meetings – Currently two Business Technology faculty members serve on local
Chambers of Commerce in the tri-county area.
Southeastern Advanced Cybersecurity Education (ACE) Consortium – TTC is presently the only educational
institution in the state to be a member of the Southeastern ACE Consortium. This consortium is a joint venture of
state and community colleges across five southeastern states, whose goal is to set the standards for cyber security
curricula and help support the nation’s electronic infrastructure.
Faculty Involvement
Business Division faculty, as members of various business associations, and as speakers at numerous business
venues, interact to a great degree with local companies and associations. Each example that follows details
significant involvement by a division faculty member in the past year.


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
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Served on the advisory board for the Charleston Metro Chamber of Commerce ThinkTEC. ThinkTEC's
mission is to accelerate the growth of high-tech and knowledge-based businesses in the Charleston region.
ThinkTEC facilitates this growth by leading initiatives, providing programs and connecting needs with
resources to create a thriving business environment for entrepreneurs and established businesses in this
industry.
Served on the Steering Committee and helped lay the groundwork for the South Carolina Information
Technology Instructors (SCITI) organization. This developing organization aims to share knowledge
concerning new methodologies and the use of new technology in teaching curricula among all the South
Carolina technical colleges. At the first annual meeting in 2010 this faculty member presented the use of
cutting-edge collaborative software to all attending schools.
Served on the advisory board of The Small Business Resource Network, a collaboration of nonprofit
organizations and agencies that provide assistance to entrepreneurs and existing small business owners.
Served on the advisory board of The Low Country United Negro College Fund, an organization that provides
operating funds for 39 historically black colleges and universities.
Served as an executive coach for Santee Cooper, South Carolina’s state-owned electric and water utility.
This faculty member met twice monthly with executives of the company, discussing leadership,
communication, conflict, and strategic planning issues, and also administered a complete performance
review with each of them.
Served on the College Business Advisory Committee for the Space and Naval Warfare Systems Command
(SPAWAR) and for Barling Bay, LLC., a company with branches in several states, and whose mission includes
providing solutions to government customers in the areas of systems engineering and information security.
Conducted a Leadership Management Panel discussion involving local colleges and universities, including
TTC, Charleston Southern University, the College of Charleston, The Citadel and the Medical University of
South Carolina (MUSC). The topic for the panel discussion was “Leadership Management”.
Served in the IRS Volunteer Income Tax Assistance Program, which offers free tax help for taxpayers who
qualify for this form of assistance.
Served on the executive board of the South Carolina Association of Certified Public Accountants (SCACPA),
which promotes lifelong learning opportunities necessary for success and provides legislative advocacy for
both the public good and for the profession.
Served on the Virtual Enterprise Advisory Board at Stratford High School. In this capacity the faculty
member helped to develop new and innovative ways to involve the students in real world experiences.
Student Involvement
Business Division students are very actively engaged with the local business community. Their involvement includes
various student organizations sponsored by local parent chapters as well as working directly for businesses under
college-sponsored work experience programs. The outstanding success of several of the division student
organizations was recognized recently at the annual College Awards Day ceremony, where two of them received the
Award of Distinction for continuing excellence over a several-year period, while another organization was lauded as a
runner-up for outstanding student organization of the year.
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PTK - Members of Phi Theta Kappa participate with local industry by working at events, writing proposals, developing
competitive packages, meeting with community based committees, and identifying community issues and
developing real world solutions. The organization’s collaborative partners include the National Science Foundation,
Keep America Beautiful and the National Endowment for the Humanities.
AITP – The national Association of Information Technology Professionals (AITP) currently sponsors the local student
chapter of AITP and often works closely with the division providing input and speakers.
SAA – The Student Accounting Association is also a student chapter of the parent chapter, the National Accounting
Association.
FBLA – The Future Business Leaders of America works directly with local businesses and competes in the Regional
Business Competition where business leaders interact and judge the competition.
SOSL – The Society of Student Leadership works closely with many local charitable organizations, providing such
needed support as assistance in fund-raising and volunteer help with local operations. Their recent efforts have
benefited the American Red Cross, My Sister’s House and the Crisis Ministries.
Student Internship programs – The Business Technology Division offers two internship courses. These courses are
offered to students enrolled in the Associate in Applied Science in Telecommunications Systems Management or the
Associate in Applied Science in Computer Technology. The first level internship, Technical Support Internship I (IST
286), is an entry-level technical support position. Students intern at the College help desk and provide technical
support to faculty, staff, and students throughout the College. Students write weekly progress reports and
participate in evaluation sessions with their IT supervisor. The second level internship, Technical Support Internship
II (IST 287), is a continuation of the first course. Students enrolled in IST 287 acquire intermediate and advanced
desktop support and customer service skills. Students visit faculty and staff members’ offices on all campuses to
repair computer hardware and troubleshoot software problems. Students are evaluated weekly by their IT
supervisor and submit a written progress report to their instructor. The final project includes a completed resume
detailing the experience gained during the semester.
Cooperative Work Experience (CWE) programs – The Business Division works with local business and industry to
provide a cooperative education program for our students. Students are permitted to take one elective as
Cooperative Work Experience, working in areas directly related to information systems or telecommunications.
CWE’s must include 225 hours worked over a one semester period. Faculty work closely with business partners to
coordinate and evaluate these CWE’s and to ensure that the students complete all required work responsibilities.
Final grades are based on the supervisor evaluations. Business partners have included CodeLynx Security Solutions,
Force Protection Industries, McKesson Corporation, Enterprise Technologies Inc., Goodwill Industries of South
Carolina, Atlas Technologies Inc., and Boeing Corporation.
B. Describe the impact or results of business and industry linkages.
As a result of these numerous alliances and partnerships with business and industry, combined with avid student
involvement in company-sponsored associations, the typical Business Division graduate has a very sound probability
of success when it is time to seek employment in his or her chosen field, as reflected in the following chart of
placement rates for the division programs. (Note: the sharp drop in success for the Administrative Office
Technology program in the last year is not statistically significant, as it is based on a very low number of graduates.
This anomaly will be addressed in the Standard 4 report.)
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Business Technology Graduate Placement Rates by Program
100%
90%
80%
70%
60%
50%
40%
2005
2006
2007
2008
2009
2010
Accounting
Administrative Office Technology
Computer Technology
General Business
Management
Of course, other impacts of division linkages with business and industry include such things as guest speaking,
improved curriculum/programs, and the credibility of current Business Technology programs based on industry links.
Summary of Standard 3 - Student, Stakeholder, and Market Focus
Complete Table I Student and Stakeholder-Focused Results for Standard 3.
See Table 1 on page 131
Provide a summary of strengths and opportunities for improvement the institution plans to address related to
Standard 3 - Student, Stakeholder, and Market Focus.
Strengths:
The College, from the top down in all divisions, works cohesively as a team to provide a quality education for all
students and to meet the needs of all of its stakeholders. Quite naturally, the central focus of most efforts is on how
best to serve the student population. This entails a two-pronged approach. First, the curriculum for every program
must be inherently sound, meaningful, and entirely free of requirements that do not serve the student. To that end,
the Business Division expends a great deal of effort in making sure that the curriculum in every department is
focused directly on providing the best learning opportunities. Every required course needs to fit perfectly into a
student’s learning needs at every point in their educational career. In support of that goal, the division makes full
use of the knowledge represented by the academic program advisory committee members. As trusted professional
advisors their opinions matter when any curriculum changes are being considered. Other feedback, as detailed in
this report, includes surveys of former students, student cabinet leaders, student focus groups, and many others.
The ultimate goal of the Business Technology Division with regards to curriculum management is continuous and
meaningful updating of all programs of study to best serve its students.
Alongside the division’s efforts, this report has described the efforts of many other College divisions and
departments that serve our students in an outstanding manner. The support of so many other segments of the
College aids the Business Technology Division in satisfying every need of its students for a safe and secure
educational experience.
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The second prong in providing the utmost in service to division students is to foster and maintain strong connections
to local business, industry, associations, and the like. After all, employment in local area companies is, for the most
part, the goal of a significant number of the enrolled students. The stronger the ties established with local
employers, the more successful division students will be in achieving their goal of employment. Accordingly, this
report has detailed a significant pairing of the Business Division with local business and industry. This involvement
with so many organizations and companies has led to even greater cooperation in college and industry-sponsored
partnerships and agreements, and has further convinced them of the importance and value of a Trident Technical
College education.
In summary, the College and the Division of Business Technology are proud of the efforts in working with and serving
both the student population and all stakeholders for the College.
Opportunities:
One key area that the division has already begun to address in earnest concerns the depth and breadth of
involvement of its part-time faculty. By its very nature, the involvement of part-time faculty presents a challenge
due simply to the fluid nature of faculty employment from semester to semester. Regardless, the division has a
responsibility to address their needs and engage them in as many of the division activities as possible.
As a result, all department heads constantly endeavor to include part-time faculty as part of the team and assure
them that their needs are considered and they are appreciated. One technique used to ensure continuity in
pedagogy is the use of the Lead Instructor concept. This concept places one full-time instructor in charge of all
course content for a given course to ensure that, no matter how many sections of the course are offered, the course
is taught consistently across all sections, whether taught by full-time or part-time faculty members. As a result, parttime faculty are confident that their students are presented the same challenges that students in all other sections
are encountering.
Other considerations to engage the part-time faculty members include issuing them a standing invitation to all
department-level meetings. Further, the Dean, department heads and all full-time faculty maintain a consistent
open-door policy for any part-time instructor to express any reservations or criticism of department policy and goals.
The division will continue its concerted efforts to engage its part-time instructors in all aspects of its endeavors and
seek more ways of ensuring their needs are met.
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STANDARD 4: MEASUREMENT, ANALYSIS, AND KNOWLEDGE MANAGEMENT
The business unit must have an outcomes assessment process for each program,
correlated with initial assessment, measuring student achievement of stated learning goals
in general education and in program areas. The process must be developed, deployed, and
document how the business unit collects, analyzes, and uses performance data and
information to enhance and improve academic programs and student learning.
Criterion 4.1 Student Learning Outcomes Assessment
Institution Response
A. Describe the current student learning outcomes assessment plan.
Trident Technical College (TTC) uses an orderly and structured plan to periodically assess its operations and
processes, following the guidelines of the South Carolina Commission on Higher Education (CHE), the State Board for
Technical and Comprehensive Education (SBTCE), and the Southern Association of Colleges and Schools (SACS). While
assessment ranges across several broad categories, the College pays particular attention to the measurement of its
success in achieving the central goal expressed in its mission statement: “…empowering individuals through
education and training.” Accordingly, the assessment of student success is considered paramount. Further, the
Division of Business Technology conducts an in-depth assessment of its degree programs through the self-study
report and site visit under the guidelines of the Accreditation Council for Business Schools and Programs (ACBSP).
During the 2004–2005 academic year, TTC launched a revised program evaluation process that includes
comprehensive assessments of student learning outcomes across the curriculum. The College now evaluates student
learning on several levels: the institutional level, the program level and the course level.
 Institutional level. All associate degrees at TTC require the completion of a core of general education courses to
assure that all graduates have demonstrated both communication and critical thinking skills. After students
complete their general education curriculum, the College assesses their application of these skills in subsequent
coursework. Judging from student work performed in advanced technical and transfer courses, a team of faculty
uses a matrix to assess their mastery of effective communication and analysis of problems.
 Program level. Each associate degree program utilizes a Curriculum Assessment Plan (CAP), which identifies the
broad, discipline-specific learning outcomes that students completing the program should have mastered. The
CAP also outlines detailed strategies for collecting and evaluating evidence of this learning. The College assesses
academic programs on a two-year cycle. The first year of this cycle is devoted to data gathering and analysis,
while the second year is geared towards the implementation of improvements. In addition, each year the
College reviews data that provide insights on the overall status of its academic programs in accordance with the
SBTCE Annual Program Evaluation.
 Course level. Every course taught at TTC identifies learning objectives in the course syllabus. Assessment
methods at the course level vary by discipline, but many rely on departmental finals to assure uniformity in
course content and instructor expectations. Academic managers also regularly review grade distributions for all
courses as an indicator of instructional consistency.
Assessment Cycle
The formal assessments of TTC's general education core curriculum, academic programs, and developmental
courses follow a two-year cycle. At the beginning of the first year of the cycle, program managers identify the key
student learning outcomes and develop a data collection plan. During that first year, then, faculty collect the student
learning data. At the end of the first year, program managers along with the faculty analyze the data and
develop any needed improvement plans, which they put into practice during the second year of the cycle. At the
conclusion of the two-year cycle, program managers document progress on the improvement plans and prepare for
the start of the next cycle.
At the program level each program director develops a Curriculum Assessment Plan (CAP) that includes detailed
plans, data to track, analysis methods, and improvement plans that are based on previous assessments. In addition
to data on student learning, the CAP includes key indicators of program performance such as enrollment, number of
graduates, and graduate placement. The following table details the assessment cycles for the most recent academic
program evaluations.
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2-Year Curriculum Assessment Cycle
Planning
Academic
Cycle
Years
2008-2010
2008-2009
2010-2012
Time Frame
Activities
Start
Report Due
Complete
Plan for Assessment
Aug. 2008
Sept. 2008
Sept. 2008
Collect Data
Sept. 2008
Aug. 2009
Sept. 2009
Plan for Improvement
Aug. 2009
Sept. 2009
Sept. 2009
2009-2010
Implement Improvement Plans
Sept. 2009
Aug. 2010
Sept. 2010
2010-2011
Plan for Assessment
Aug. 2010
Sept. 2010
Sept. 2010
Collect Data
Sept. 2010
Aug. 2011
Sept. 2011
Plan for Improvement
Aug. 2011
Sept. 2011
Sept. 2011
Implement Improvement Plans
Sept. 2011
Aug. 2012
Sept. 2012
2011-2012
As stated previously, the College evaluates student learning on several different levels: the institutional level, the
program level and the course level. The following will discuss each assessment in more detail.
Institutional Level Assessment
The College has identified two essential general education competencies that all associate degree graduates should
be able to demonstrate: critical thinking and effective communication. As stated in the TTC 2010-2011 Catalog
(Page B3), "TTC’s general education core curriculum is derived from the belief that effective communication and
critical thinking are essential competencies of the workplace and provide the necessary foundation for lifelong
learning." The two competencies are further spelled out so that there is no misunderstanding as to their importance
to the student. Critical thinking means the “ability to evaluate concepts and information and draw clear, logical
conclusions based on evidence." And effective communication implies the “ability to communicate clearly and
coherently in standard English."
The General Education Committee has the primary responsibility for evaluating these general education
competencies. The committee uses a Curriculum Assessment Plan (CAP) to identify the extent to which graduates
have attained these core competencies. This CAP uses three sources of data for each competency: evaluation of
student work in upper-level courses; evaluation of student performance by clinical and internship supervisors; and
data from employer surveys. A full discussion of the College’s evaluation of general education competencies is
contained in the latest SACS Compliance Report under Part 4, section CS 3.5.1. Notably, four leaders from the
Business Technology Division currently serve on this committee, offering their expertise in support of the goals of
general education coursework and at the same time gaining valuable insight to help shape curricula within the
division.
Program Level Assessment
TTC requires a program assessment for each of its associate degrees. Additionally, the College requires a program
assessment for any diplomas and certificates in disciplines for which the College does not offer an associate
degree. Academic program coordinators conduct these evaluations on the same two-year cycle described
previously. In addition to data on student learning outcomes, program CAPs include a Program Vital Statistics
section, which contains performance indicators reflecting the general health of the program as well as data
on enrollment, number of graduates, graduate placement and graduate performance on licensure/certification
exams. Since the inception of this program in 2004, the academic programs at TTC have completed three full cycles
of student learning assessment.
In addition to the CAP, each instructional program is assessed by the annual SBTCE Program Evaluation process. The
SBTCE criteria for associate degrees and diplomas include fall semester Full-Time Equivalent (FTE) and headcount
enrollment, number of graduates and job placement. In the evaluation of certificates, however, the SBTCE criteria
consider job placement only. SBTCE procedure SBTCE 3-1-301 defines the requirements for a graduate to be
considered successfully placed in employment. Three of the four SBTCE criteria for associate degrees are included in
the Vital Statistics section of the program CAP for program manager review. In addition, the College publishes
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program enrollment, number of graduates and job placement rates for all of its academic programs in the TTC Online
FactBook.
As an additional measure of program quality, TTC conducts an exit survey of all graduates to assess their satisfaction
with their educational experience at the College. The Institutional Research (IR) department then prepares summary
reports for transfer and technical programs as well as individual program reports. IR distributes the results of these
surveys to academic managers to use as needed in planning for improvement.
Course Level Assessment
The Learning Center Division, in charge of all developmental coursework at TTC, completes CAPs for its individual
courses, because it does not offer an academic program. The division offers the following developmental courses:
MAT 032, Developmental Mathematics; ENG 032, Developmental English; and two levels of reading courses, RDG
032, Developmental Reading, and RDG 100, Critical Reading. During the 2004-2006 assessment cycle, Learning
Center faculty completed individual CAPs for developmental math, developmental English and developmental
reading. For the 2006-2008 cycle, however, the division chose to merge these into one comprehensive assessment.
The Learning Center has now completed three full assessment cycles, 2004-2006, 2006-2008, and 2008-2010, and is
in the midst of a fourth, 2010-2012.
In addition, TTC monitors student success in all courses through a regular grade distribution report. The College’s
Institutional Research staff prepares this report at the end of each semester and distributes the results to the Vice
President for Academic Affairs and the academic Deans. These reports include the number and percentage of each
grade, the enrollee success rate, the completer success rate and the average grade for each section. Institutional
Research prepares an additional report for each academic division and department that provides aggregate data for
these units.
Of particular note, the Business Technology Division became the first division to measure general education
competencies in several of its capstone courses, a move to highlight the importance of these competencies to its
soon-to-be-graduating students. The division piloted the plan to track General Education Learning Objectives,
incorporating the same rubrics into these courses. At present, the Accounting, Computer Information Systems and
Administrative Office Technology programs have all developed courses incorporating these assessments, while all
other programs are in the process of following suit.
B. Describe the student learning outcomes assessment process and include information about the
following:
 What student learning data is collected and why
Since the College’s most important function is education, assuring the effectiveness of its academic programs is
vital, and therefore the measurement of that effectiveness is of paramount importance. The key measure of
academic program effectiveness is student learning. Since student learning measures are discipline-specific, the
academic divisions employ varied measurements of student learning. In addition, the College has identified key
measures that address the health of an academic program, which include headcount enrollment, number of
graduates, graduate job placement rates and licensure exam pass rates.
Table 2 on page 133 includes a complete listing of student learning outcomes for each program in the Business
Technology Division. Besides the program-specific learning outcomes displayed there, the following learning
measurements are used in several of the division’s capstone courses to gauge the effectiveness of the general
education core curriculum.
General Education Student Learning Outcomes
Outcomes
Assessment Method
Effective Communication: The ability to communicate
Scoring Rubric
clearly and coherently in standard English.
Critical Thinking: The ability to evaluate concepts and
Scoring Rubric
information and draw clear, logical conclusions based
on evidence.
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The Business Technology Division encourages and supports continuous review and improvements to the student
learning assessment processes. As an example, the Administrative Office Technology department noted a
deficiency in the assessment results in AOT 137, Office Accounting, that seemed to conflict with actual student
performance in the course. Further analysis revealed that the measured item was not indicative of actual
success, since its contribution to the student’s grade was not a sufficient motivator for the student to work
aggressively on that one item. As a result, the measured item was changed to a larger assignment that more
accurately determined whether or not students were succeeding in the course. Without this sort of proactive
analysis, the lead instructor for the course may have instituted changes that were completely unnecessary. (See
Table 2, page 133.)

How the business unit uses student-learning data to improve the business program and enhance
student learning
The Business Technology Division uses a combined process for developing and implementing improvement plans
for all of its programs. The process begins with the individual program’s Curriculum Assessment Plan or CAP,
which is discussed in more detail below. The second part of the process includes looking at current budgets and
making appropriate funding requests that may be necessitated by the improvement plans, such as funds for
purchasing new software, necessary training, and hiring appropriate part-time faculty as needed.
Division faculty are involved throughout the entire program evaluation process, which as described earlier, rests
on a four-part cycle of planning, data-gathering, analysis, and re-planning, as depicted in this diagram:
Business Technology Division Continuous Improvement Cycle
Plan for Assessment
Collect Data
Implement
Improvement Plans
Plan for Improvement
Faculty in each department meet with their department head to identify the student learning outcomes for the
program. Once these outcomes have been carefully outlined, the faculty map how these outcomes are to be
assessed within the program. The next step is to decide on the level of performance the students must meet in
order to be considered as successfully accomplishing the learning outcome. The necessary data is identified to
support the analysis that will allow the faculty to gauge whether further improvement is needed. If so, the
faculty member and department head agree on the necessary improvement steps, and then implement those
steps during the next part of the cycle. Throughout this process, all work is done by the faculty. Of particular
note, the division now includes part-time faculty in this process. Often, as working professionals in their area of
expertise, part-time faculty member have been able to contribute significant input into the CAP process.
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As an example of how the Business Technology division uses student-learning data to assess and enhance
student learning, the Information Systems department applied the CAP process to the Computer Programming
Career Path program, specifically to the programming course CPT 233. One of the learning outcomes required
that students be able to code, test, debug, and document business programs. The method for assessing this
outcome was to collect student scores on their final programming projects, and then apply the criterion that
75% of the students should complete the final project with a score of 71% or greater. During the previous
assessment cycle (2006 – 2008), the department had identified the student final projects as an area for concern,
since only 58% of students completing the final project had scored at or above 71%. The lead instructor and
department head agreed on several steps for improvement, which were applied as part of the 2008-2010
assessment cycle, resulting in a significant improvement at the end of the cycle: fully 92% of the students who
completed the final project met or exceeded expectations. No further changes have been made to the course
structure or content since, but the next cycle will again be used to ensure that learning outcomes are being met.

How comparative or benchmark data is used to enhance and improve student learning
When appropriate and possible, the College uses benchmark and comparative data in the assessment of its
programs, services and continuous improvement initiatives. The College often selects peer institutions for
benchmarking. Following are several examples of applying comparative and benchmark data.
Starting in 2007, TTC has participated annually in the National Community College Benchmark Project, which
provides the College with valuable, nationally comparable data on indicators such as student success in key
courses, faculty to student ratios and affordability. Second, as a participant in Achieving the Dream, a national
project that concentrates on tracking and aiding low-income students and students of color, the College has
collected and used data to identify achievement gaps in student success among ethnic groups and student
income levels. Third, in 2008, the College implemented the Noel-Levitz Student Satisfaction Inventory, a
nationally normed instrument which provides TTC with comparisons at both the regional and national levels.
The Business Technology Division frequently benchmarks against prior performance to determine if
improvement plan implementation has been effective. Please refer to Table 2 page 133 for details on these
measures.
In addition, the division uses informal processes for comparing and benchmarking improvements to student
learning. And on occasion what started out as an informal process has matured into a more formal one. Such
was the case recently with what began as informal meetings between the Information Systems department and
counterparts from other colleges. The department has, as often as possible, shared ideas concerning course
improvements and the adoption of new technologies with its sister technical colleges as well as other
institutions of higher learning. These informal meetings through video-conferences, emails, and telephone
discussions have led to the process being formalized by the establishment of the South Carolina Information
Technology Instructors (SCITI) organization. The SCITI organization held its first ever conference on October 15,
2010 at the Hilton Columbia Center in Columbia, SC. Formal discussions on emerging technology, roundtable
discussions on curriculum evaluation between colleges, and new learning techniques were all part of the
agenda. Over 90 individuals from 19 different colleges and businesses came together as part of this process.
This first meeting alone has spurred interest in many improvements statewide, including a review of all courses
in the State catalog for technical colleges in the area of computer technology and information systems, as well as
potential additions and deletions of courses from the catalog.
Additionally, formal meetings have been planned for the near future to attempt to standardize the learning
outcomes of courses with the same title being taught at different technical colleges. At times, it has become
obvious that what is being taught in a particular course at one college does not match the outcomes at other
colleges. These issues have begun to be addressed in a more formal manner in order to ensure that student
learning outcomes are consistent among all the state’s technical colleges. The Department Head of the
Information Systems department has begun collaborating with her counterparts at a peer institution, chosen
because of its similarity with TTC in size and student demographics. By attempting to match student learning
outcomes in a variety of division courses, she has determined an initial set of comparative data that is very
encouraging (See Table 2 page 133) and has set the stage for additional work between department counterparts
and with other technical colleges in the state. Further work will be required and has been tentatively been
scheduled for the near future with the eventual goal of establishing a baseline for all learning outcomes.
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
How the business unit improves, refines, or enhances the student outcomes assessment process
The College has identified the key performance indicators for its learning-centered processes and developed
regular, systematic evaluations for each of these. The following figure identifies these evaluation processes,
cycles and performance indicators.
The Business Technology Division was a leading force in the adoption of the CAP system of learning assessment
and was used as the pilot division for the development and adoption of that system at the College. Routinely, all
evaluation results are provided to the Dean and department heads, who then pass them along to individual
instructors. Lead instructors also share the information with their relevant part-time instructors. The
information is discussed in individual and group meetings as well as in department meetings to determine any
changes necessary to the assessment process.
The division also continuously reviews current and future business trends and market movement, as well as
what industry identifies as performance requirements for its employees, to aid in refining and improving the
assessment of student outcomes. Demonstrating its leadership in program assessment, the division conducts a
review of all CAP learning outcomes at least once annually as part of its academic program advisory committee
meetings. At these meetings department heads discuss CAP data with the program advisors to gain their input
with regards to student learning goals. This direct feedback from local business leaders has proven very
beneficial to maintaining an effective focus on the precise direction that student learning needs to take in every
program.
C. List the student learning outcomes for each program seeking accreditation or re-affirmation.
The following table summarizes the student learning outcomes for all of the Curriculum Assessment Plan (CAP) cycles
in the Business Technology Division since its inception in 2004.
Program
2010-2012
2008-2010
2006-2008
2004-2006
Learning Outcome*
In-Progress
(Most
Recently
completed
X
X
X
X
Accounting
Demonstrate overall knowledge of
the learning objectives for advance
topics in principles of financial
accounting.
Demonstrate knowledge of the
accounting process by recording
the impact of daily and end of
period business transactions.
Prepare and analyze a complete
set of financial statements.
Prepare an individual tax return to
include a small business and
itemized deductions.
Demonstrate completion of the
accounting cycle; demonstrate
computer usage skills related to
accounting; prepare financial reports
and communicate those findings in
83
written and oral form; solve complex
accounting issues by applying
analysis skills.
Administrative
Office
Technology
Computer
Technology
Construct and accurately appraise
business writing based on basic
grammar and punctuation rules.
Formulate and evaluate
appropriate office procedures for
communication, financial records,
and other office records.
Design and develop documents
using integrated business software
applications.
Key at a proficiency level of no less
than 45 words per minute, with no
more than three errors, on fiveminute timings.
Communicate with others utilizing
appropriate forms of
communications methods.
The Computer Technology
Program offers students career
paths in Computer Programming
and Information Systems Specialist
Design a web site for a small
business based on a company’s
present business model and
marketing needs.
X
X
X
X
X
X
X
X
X
X
X
X
Analyze the information needs of a
small business and develop a
formal IS project proposal.
Communicate with others utilizing
appropriate forms of
communication methods.
Design and implement a database
on a relational database
management system.
Code, test, debug, and document
business programs in both standalone and client/server
environments.
Develop business applications
using standard database
application software.
General
Business
Perform the functions of a
computer operator on a serverbased computer system including
the design, creation and
implementation of system objects
The General Business Program
offers students career paths in
international business, e-
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commerce, small
business/entrepreneurship,
customer service, and marketing.
The General Business program is
designed to provide students not
only with a working knowledge in
each of these areas but also to
take this knowledge and apply it in
a demonstrable way through
interpretation, analysis and
problem solving.
The program is designed to help
students appraise specific
situations, evaluate alternatives,
make decisions and judge the
ultimate results of their decisions.
Management
The program offers students the
opportunity to design, develop and
communicate both written and
oral projects that are relative to
their career path.
The Management program offers
students career paths in corporate
quality, transportation and
logistics, leadership development,
business information systems,
human resources, and supply chain
management.
The Management program is
designed to provide students not
only with an understanding of
business management and
organization but also the ability to
apply this understanding in a way
that will allow them to analyze,
evaluate, and critically assess
organizations and management
systems. This is done by using a
course of study that allows them to
examine different types of
organizations, compare and
contrast these organizations, and
distinguish between various
models of management and
organization specific to their career
path.
X
X
The program evaluates different
management issues, select
appropriate alternatives, and
defend these alternatives. The
program requires the student to
design and develop solutions to
problems in management and
organization specific to their career
path and communicate their
solutions through both written and
oral presentations.
85
X
X
*Program Learning Outcomes listed reflect the current assessment cycle, 2010-2012. Outcomes in previous cycles
may differ somewhat due to improvements implemented after analysis and update.
D. Complete Table 2 – Student Learning Results, at the end of this section, for each program seeking initial
accreditation or re-affirmation.
 Results of current levels and trends in key measures of student learning, such as nationally normed or locallyprepared tests, portfolios, and other assessments

Three to five years of trend data—two to four years plus the self-study year
See Table 2 on page 133
E. Provide a comparison of the achievement of students receiving instruction through traditional delivery
compared with those who receive instruction through the use of alternative methods of instructional delivery.
The Business Technology Division does not offer any of its academic programs exclusively in a distance learning
format. Instead, the division uses the distance learning environment to improve the accessibility of its existing
academic programs and course offerings for all students. In fact, by the Fall 2011 semester, the division aims to
provide online access to its courses for all students no matter what course delivery format they have chosen.
Course competencies for sections delivered via distance learning are the same as for sections taught through
traditional methods, and students in distance learning sections are held to the same standards as students in
traditional sections. When the time comes to assess student learning outcomes, courses offered via distance
learning use the same methodologies as for those delivered through traditional means.
The following chart compares the distribution of grades for all division programs, contrasting the success rates
between those students who took courses via traditional means versus online means. The chart clearly shows that
the success rates of online students closely match those of their traditional counterparts.
Traditional vs. Online Average Grades
by Program (Fall 2010)
3
2.5
2
Traditional
1.5
Online
1
0.5
0
CPT
AOT
BUS/MGT
ACC
Criterion 4.2 Program Evaluation
A systematic program evaluation (including evaluation of courses from the supporting disciplines)
is required to maintain academic excellence and meet changing needs.
Institution Response
A. Describe how the business unit conducts each program evaluation (i.e., DACCUM, program review, etc.)
86
TTC requires a program assessment for each of its associate degrees. Academic program coordinators conduct
these evaluations on the two-year CAP cycle described previously. For a comprehensive list of CAP assessment
procedures for each department in the Business Technology Division, see Table 2 page 133.
In addition to data on student learning outcomes, program CAPs include a Program Vital Statistics section. These
performance indicators reflect the general health of the program and include data on enrollment, number of
graduates, graduate placement and graduate performance on licensure/certification exams. Since the inception of
this program in 2004, the academic programs in the division have completed three full cycles of student learning
assessment and are in the middle of the fourth cycle, 2010-2012.
In addition, other courses are evaluated by the General Education Committee, which has principal responsibility for
the evaluation of the general education competencies. The committee uses a Curriculum Assessment Plan to
identify the extent to which graduates have attained these core competencies. The CAP uses three sources of data
for each competency: 1) evaluation of student work in upper-level courses; 2) evaluation of student performance by
clinical and internship supervisors; and 3) data from employer surveys. The CAP is completed on a two-year cycle. In
the first year of each cycle, the committee collects data, analyzes that data, and develops an improvement plan. In
the second year of the cycle the improvement plan is implemented and documented.
As an aid in the assessment of the general education competencies, the General Education Committee and academic
program coordinators mapped the introduction, development and application of the core competencies through
each associate degree curriculum. A full discussion of the College’s evaluation of general education competencies as
well as a complete description of the curriculum mapping process is contained in the latest SACS Compliance Report,
under Part 4, section CS 3.5.1. As stated earlier in this report, the Business Technology Division provides strong
leadership to this process by virtue of the service of four division leaders on the General Education Committee.
B. Describe faculty involvement in the program evaluation process.
As previously mentioned in section 4.1.B, full- and part-time faculty in the Business Technology Division are involved
throughout the program evaluation process, meeting with their department heads to identify student learning
outcomes, isolating data to track, and developing steps for improvement when indicated.
Additionally, the division works closely with other areas of the College such as the Math, English, and Humanities
departments, to ensure that the evaluation of student learning outcomes is analyzed and discussed, that necessary
recommendations for improvement are made, and that implementation of these improvements is thorough. This
evaluation process is then repeated for every two-year cycle.
C. Describe what data is collected to assess the effectiveness of courses and programs to meet educational
objectives of graduates (i.e., periodic surveys of graduates, transfer institutions, and/or employers of graduates).
In addition to the assessment of student learning objectives delineated in Table 2, the Business Technology Division
also collects data using the following instruments.
 Grade Distribution Reports, containing valuable trend information for instructors and department heads.
 Student Evaluation of Course and Instructor (SECI) surveys, which help the instructor consider course delivery
from the students’ perspective. These are completed each semester for comparative use.
 Individual Course Surveys, informally presented by instructors for particular course effectiveness and
improvements.
 Internships, for which feedback is provided by both employer and student.
 Graduate Surveys
 Employer Surveys
D. Describe how program evaluation data and information is shared with internal and external stakeholders.
Program evaluation data and information are shared from the top level down throughout the College. Institutional
Research, which collects the data such as the SECI evaluations, enrollment, graduates, and graduate placement rates,
publishes this data for everyone to review in the online TTC Factbook. Program evaluation data and information are
continuously available to full- and part-time faculty through access to the CAPS online, as well as in department
87
meetings. All faculty can access any division’s assessment plans, which are listed on the Institutional Research
Division’s Portico website.
As described previously in Section 4.1.B, the division presents a thorough review of CAP assessment information at
all its academic advisory committee meetings. As important external stakeholders, local business leaders provide
key input to each department that often leads to essential changes and improvements to each of the division’s
academic programs.
E. Describe the improvements that have been implemented as a result of the program evaluation.
The Business Technology Division is very attentive to the need to keep its academic curriculum up-to-date and
meaningful to its student population. As a result, the division attends the College’s yearly Curriculum Committee
meetings with as many recommendations as are needed to maintain its academic curriculum at the forefront of
education. Recommendations for improvement arise from many different sources, including CAP reviews, as well as
other internal and external feedback. The adjustments to curricula typically fall into the following categories:
 Adjustment to program content and/or sequence
 Adjustments to teaching methodology, such as implementation of latest technology and software
improvements
 Adjustments to the assessment method used by going through the CAP analysis process
The following summaries illustrate a representative sampling of changes for improvement instituted within various
division programs as a result of the last completed cycle of CAP assessment.
Accounting Program
Evaluation
 Data from CAP assessments during the 2008 – 2010 period indicated that accounting majors needed
additional training in business presentations and in written communications.
 Informal feedback indicated that not all accounting graduates were being examined consistently.
Improvements
 Update accounting courses to stress improvement in communications skills.
 Develop standards for accounting final exams/projects. The purpose of this implementation is to guarantee
all accounting majors are being measured on the same content in the same semester
Implementation
 All accounting courses were updated to require a written and/or oral presentation. The purpose behind this
requirement is to improve communication skills of accounting graduates.
 Consistent departmental exams in all subject areas have been implemented. The purpose of this
implementation is to guarantee all accounting majors are being measured on the same content in the same
semester
 IDS 201, Leadership Development, had been part of the General Education Requirements in the Business
Technology Division as the required humanities course for a number of years. Recently, however, in
response to concerns from SACS, the College acknowledged that the course had drifted from its original
focus on the humanities, and as a result removed it from the list of approved humanities effective Fall 2010.
However, many of the lessons found in IDS 201 have been included throughout the accounting curriculum.
88
Administrative Office Technology Program
Evaluation
 Students in two first-semester courses, AOT 163, Information Processing, and AOT 134, Office
Communications, which are prerequisites to most AOT courses, did not meet expected performance levels.
 Students in the capstone course for the degree, AOT 268, Office Systems and Technology Management, did
not meet the performance criteria.
 The AOT Advisory Board recommended the need for higher level spreadsheets and database skill sets.
 Students in AOT 137, Office Accounting did not meet the performance criteria.
 Expectations were met in the higher level communications course.
Improvements
 Restructure assignment submission dates to require students to submit an assignment every night during
the week to improve skill level.
 Add CPT 174, Microcomputer Spreadsheets, and CPT 172, Microcomputer Database, as prerequisites to AOT
268, the capstone course.
 Require submission of Office Accounting homework for grading.
Implementation
 Assignment submissions are now required for every weeknight except Friday in the two first-semester
courses not meeting performance level.
 CPT 174 & CPT 172 were added to the degree program, and mid-term exams have been added to several
courses.
 Office Accounting homework must now be submitted through an online grading tool after homework has
been completed manually. The homework tool provides immediate feedback, which has proven very
helpful to students.
Computer Technology Program
Evaluation
 Data collected as part of the 2006-2008 CAP cycle reflected performance problems in approximately 25% of
the measured categories. Indications were that student performance in CPT 207, Complex Computer
Applications, was lower than expected, a result attributed to the use of SAM assessment software in its
prerequisite course, CPT 172. Students in CPT 233, C++ Programming II, did not meet expected
performance levels due to poor performance on the final project. In CPT 264, Systems and Procedures,
student performance was below expected levels due to poor performance on the final comprehensive
project, in particular by students in the Computer Programming career path.
 The CIS advisory committee indicated that students they hired had not received enough training in soft
communication skills. Additionally, they showed interest in hiring students in a CWE/intern capacity.
Improvements
 Evaluate assessment methods used in CPT 172 and consider other, more comprehensive methods that will
increase material retention and better prepare students for CPT 207. Modify the course content for CPT
233 with additional training activities to improve understanding of important concepts. Assess and modify
CPT 264 course content and course prerequisites to provide a better chance for students to successfully
complete the comprehensive final project in this capstone course.
 Add communications training to current computer technology courses and reevaluate SPC 205, Public
Speaking, as the single standalone communications course required. Evaluate the two career paths for a
possible credit course for CWE credit.
Implementation
 Changes were incorporated during the next CAP cycle, and results were closely monitored. The levels of
performance for CPT 207, CPT 233 and CPT 264 showed improvement.
 CPT 172 has removed the use of the SAM software and has incorporated case-study based assessments
which promote critical thinking skills and help to increase material retention. CPT 233 has added more
programming assignments to the course as well as activities that will enhance student participation and
increase retention. Prerequisite courses to CPT 264 were reevaluated and content was added and/or
89


updated. The CPT 264 online course was redesigned to incorporate best practices for online student
learning. CPT 270, Advanced Microcomputer Applications was also added as a prerequisite course.
CPT 102, Basic Computer Concepts, CPT 220, e-Commerce, and CPT 270 were modified to include additional
communications training.
Additionally, MGT 270, Managerial Communications has replaced SPC 205 as the required communications
course. A CWE has been added as an elective in the ISS career path
General Business Program
Evaluation
 The General Business Program has experienced a strong enrollment increase since 2006, with exceptional
growth in the Small Business/Entrepreneurship and Marketing career paths.
 The Business Advisory Committee has provided valuable input with regards to skills needed by students
entering the work force. The major areas identified for improvement were business plan concepts, small
business operations, communications, and business information security.
Improvements
 MGT 270, Managerial Communications, is being used to address communication and critical thinking
competency. All business syllabi have been revised to ensure that outcomes stated in the syllabi have been
confirmed in the content.
 CPT 282, Information Systems Security, has been added as a requirement to all business degree career
paths.
 The Business Advisory Committee approved the addition of MGT 121, Small Business Operations, to
reinforce designing business plan concepts in the Small Business/Entrepreneur Certificate Program and the
E-Commerce program.
Implementation
 The goals of MGT 270 have been achieved with regard to communication and critical thinking. The
assessment tool has been developed and the results indicate a successful outcome based on student data.
 MGT 120, Small Business Management, is being reevaluated as to content with an emphasis on integrating
content that was a part of BUS 110, Entrepreneurship, a course eliminated to add MGT 121.
 CPT 282, Information Security Systems, has been added to department requirements for the Business and
Management programs.
 MGT 121 has been added to the Small Business/Entrepreneurship and E-Commerce career paths.
 The department is developing a curriculum proposal to use MGT 240, Management Decision Making, and
MKT 260, Marketing Management, as capstone courses. These courses will be incorporated into the 20102012 CAPS.
 IDS 201 had been part of the General Education Requirements in the Business Technology Division as the
required humanities course for a number of years. Recently, however, in response to concerns from SACS,
the College acknowledged that the course had drifted from its original focus on the humanities, and as a
result removed it from the list of approved humanities effective Fall 2010. However, many of the lessons
found in IDS 201 have been included throughout the general business curriculum.
Management Program
Evaluation
 MGT 270, Managerial Communications – data collected shows that students comprehend and are able to
apply course content based on the evaluation methods and the expected levels of success.
 Conversion to online format resulted in increases in enrollment for the Transportation and Logistics
certificate career path.
 The Business Advisory Committee, in anticipation of needs of Boeing, recommended establishing a Supply
Chain Management career path and a more dynamic logistics curriculum in the Transportation and Logistics
program. The Advisory Committee also recommended incorporating course offerings that supported the
TTC Green program.
 The Advisory Committee recommended a new career path in Human Resources.
90
Improvements
 MGT 270 will be used to assess communication and critical thinking competency. Need to develop a
competency assessment tool to measure and record student communication and critical thinking skills.
 Further evaluate the following courses by analyzing specific course learning outcomes and comparing them
with course assessment tools: BUS 220, Business Ethics, MGT 240, Management Decision Making, and TRL
101-107, Transportation courses.
 Add new career path in Supply Chain Management. To that end add the following new courses in the
Transportation and Logistics program: MMT 135, Shipping Operations, LOG 125, Transportation and
Logistics, and LOG 235, Traffic Management. Incorporate sustainable Green learning objectives in all
Business Department courses.
 Add new career path in Human Resource Management based on recommendation from students and
Advisory Committee.
Implementation
 The goals of MGT 270 with regards to communication and critical thinking have been achieved. The
assessment tool has been developed and the results indicate a successful outcome based on student data.
 All MGT syllabi have been reviewed to ensure learning outcomes are incorporated into the syllabi.
 MMT 135, LOG 125, and LOG 235 have been added to the Transportation and Logistics program and are
scheduled to be developed with online capability by Fall 2011.
 Instructors have been advised to incorporate Green learning objectives into their courses and to report how
that has been accomplished.
 The Human Resources career path has been added to the Associate Degree in Management.
 The department is developing a curriculum proposal to use MGT 240 as a capstone course. This course will
be part of the 2010-2012 CAPS.
 IDS 201 had been part of the General Education Requirements in the Business Technology Division as the
required humanities course for a number of years. Recently, however, in response to concerns from SACS,
the College acknowledged that the course had drifted from its original focus on the humanities, and as a
result removed it from the list of approved humanities effective Fall 2010. However, many of the lessons
found in IDS 201 have been included throughout the management curriculum.
Criterion 4.3 Student Assessment
Each institution must have a validated means of assessing student needs for developmental
assistance, providing courses or systems that assist students to improve identified deficiencies,
and demonstrating the development of assessed deficiencies. Each institution must explain the
means of assessing student ability for advanced placement, if applicable. Each institution must
have a systematic reporting mechanism for each business program that charts enrollment patterns,
student retention, student academic success, and other characteristics reflecting student
performance and degree satisfaction.
Institution Response
A. Explain the process for identifying student needs for developmental assistance.
As part of TTC’s admission requirements, a prospective student must provide qualifying scores on either the SAT, ACT
or the College Placement Test. The test scores are used to determine a new student’s placement level in college
coursework, including English, Math and Reading. New students planning to enroll in a program of study at TTC can
either submit SAT or ACT scores or take the College Placement Test at the TTC Testing Center on any campus.
Scores on the SAT, ACT or placement tests determine whether a student needs to enroll in one or more
developmental studies courses before taking college credit courses. For most students this determination is made
during new student orientation. If not, then the student’s assigned advisor reviews the scores to determine if any
developmental work is needed to provide the necessary background required to begin work in their chosen program.
The College’s administrative database system automatically queries a student’s record when registering to ensure
they meet the qualifying requirements. If requirements are not met, the student is not allowed to register for
courses for which they need developmental assistance.
91
As part of the recent reaffirmation process through SACS, the College developed a Quality Enhancement Plan (QEP),
which is the component of the accreditation process that reflects and affirms a commitment to enhancing the quality
of higher education. The topic of TTC’s QEP was student success in developmental math and college algebra. As a
critical part of this plan the College implemented its new Path2Math Success program, which focuses on student
success, learning and engagement in the study of mathematics. This program was noted by the recent SACS visit for
its success with students.
B. Explain the process for determining and awarding advanced placement, if applicable.
As part of its Personal Pathways to Success program TTC offers a variety of ways for students to gain a head start on
their college career. This program provides the opportunity for students to follow a personal educational plan
seamlessly from high school into college and the workforce, allowing high school students to make substantial
progress toward their college education while finishing high school. The following programs are the most commonly
used methods for students to start their college career early.




Advanced Placement Courses (AP). Certain high school courses that qualify as college-level academic work
to prepare students for college course-work. This program is operated by the College Board, a national
organization that develops course curriculum, provides teacher training and administers a national
standardized exam for each AP course. Students enrolled in these courses must take an AP exam, and
successful scores on the AP exam may qualify students for college credit and advanced standing at U.S.
colleges and universities.
Career and Technical Advanced Placement – A TTC program that allows qualified high school students to
earn college credit by demonstrating mastery of college course competencies. High school students who
successfully complete specific high school courses in Career and Technology Education (CTE) and who
demonstrate mastery of college course competencies are awarded exemption credit toward their programs
at TTC.
Dual Credit — A College program that allows high school students to take college courses for which they can
simultaneously earn both college and high school credit. With permission from their high schools, qualified
students may enroll in college courses that apply toward a baccalaureate or associate degree offered by
accredited institutions in South Carolina. Courses completed as a part of the Dual Credit program become a
part of the students’ college transcripts as well as their high school records.
Early Admit — A College program that allows high school juniors and seniors to take college courses before
graduating from high school. With permission from their high school guidance counselors, qualified
students may enroll in college courses. Courses completed as a part of the Early Admit program then
become a part of the students’ college transcripts, although they are not reflected on their high school
records.
Other methods are also available for students to earn advanced placement at TTC.







College Transfer Credit--Students may receive transfer credit for courses successfully completed at
regionally accredited colleges and universities.
Experiential Learning -- Students may receive experiential learning credit for selected courses.
International Baccalaureate -- Students may receive college credit for scores of 4 or greater on selected
International Baccalaureate higher level exams.
Military -- Students may receive credit for selected formal military course work and training. TTC uses the
credit recommendations of the American Council on Education's Guide for the Evaluation of Educational
Experiences in the Armed Services to evaluate both military classroom and experiential training.
Non-traditional Schools -- TTC has an Articulation agreement with the National Fire Academy and South
Carolina Fire Science Academy to award college credit for certain classes. Also, some coursework taken at
the South Carolina Criminal Justice Academy may transfer as college credit courses.
PONSI -- TTC awards credit for formal business and industry training based on recommendations contained
in the National Guide to Educational Credit for Training Programs. The American Council on Education's
Program on Noncollegiate Sponsored Instruction (ACE/PONSI) produces this guide.
Tests – TTC administers a variety of tests that may be used to earn advanced standing. These tests include
various Advanced Placement Examinations, the Certified Professional Secretaries Exam, Credit by
Examination, and the CLEP and DANTES Examinations. As a certified CLEP and DANTES Open-Testing Center,
TTC administers these tests throughout the year at its Main Campus. Examinations accepted at TTC fall into
92
one of the following categories: humanities, history and social sciences, foreign languages, composition,
science and mathematics, and business.
C. Explain the student advisement process, including the use of remedial assessment information.
Full-time faculty members advise students who are majoring in the programs offered by their departments and/or
divisions. Faculty advisors access a list of their assigned advisees through their TTC Express account, which provides
access to information in the administrative database. Advisors have access to contact information as well as advisee
academic records.
While students do have assigned faculty as advisors, inevitably there will be conflicts between advisor and advisee
schedules. To address these conflicts, it is the normal practice in the Business Technology Division to have faculty
within each department help to advise students when they cannot meet with their regular advisor. This policy
delivers help to students who need more immediate advising/registration and results in a more satisfied customer as
well.
The Faculty Handbook contains a section on Academic Advising that must be reviewed by every full-time faculty
advisor once a year. All manner of advising topics are included within this document, in particular a comprehensive
guide on how to advise newly-admitted students as to their placement into college course levels and exactly which
remedial courses may be required. The College requires that students take the college placement test if their SAT or
ACT scores are below the required level of admission or if they have no SAT or ACT scores or appropriate transfer
courses. The handbook includes tables with scoring information that help the advisor determine if remedial work is
needed by the student. Additional information is provided to guide the advisor and student as to which
developmental studies courses the student must take as well as which other courses may be taken while the student
is taking remedial courses, in order to ensure the student’s success.
Of particular note was the Business Technology Division’s key role in piloting a new advising process. In 2007-2008,
the College’s Achieving the Dream (ATD) initiative began research aimed at improving student success. The ATD
initiative identified several key areas to focus on. Improvement was needed in helping students succeed in their first
terms at the College, a central component of which was identified as sound academic advising. Data from Fall 2007
on student retention indicated that students with an assigned advisor had a retention rate of ten percentage points
higher than students without an assigned advisor. In addition, numerous qualitative data, including consultations
with faculty, staff, and students, revealed that advising practices were a prominent concern at the College. These
concerns were further emphasized by the results of a Noel-Levitz Student Satisfaction Survey conducted in Spring
2008 that identified academic advising as a challenge area for the College.
In Fall 2008, the College convened an ATD Advising and Orientation Team chaired by the Dean of Business
Technology, Connie Jolly. The team, which included representatives from multiple academic divisions and student
services, surveyed both students and advisors about the College’s most pressing needs regarding academic advising
and researched strategies for improving the advising process at the College. From these investigations, the team
made eleven recommendations to the College, one of which was to institute a standing Student Advising Committee
(SAC). As a result, the College implemented this recommendation in 2009. The SAC is chaired by a Business
Technology leader and has met monthly since the Summer 2009 term. The SAC has implemented many of the ATD
Advising and Orientation Team recommendations, including providing advisors with a means to email all advisees at
once and an Academic Advising Checklist that gives students clear information on the advising process. The checklist
was piloted in the Business Technology Division in the Summer 2010 term and then distributed to all campus
advisors in the Fall 2010 term.
93
D. Report data that correlates assessment scores to retention and improved academic skills as a result of
developmental offerings.
Success and Retention of First Time Freshmen (FTF) by Reading Placement
RDG 100, Critical Reading
Overall Success Rate
Fall to Spring
(all course work)
Percent
FTF
Total
Number
of Cohort
All Other
Cohort
in
Placed in
Successful
Successful
Placed in
RDG 100
Year
Cohort
RDG 100
RDG 100
RDG 100
RDG 100
Placement
Students
Students
Students
35.8%
Fall 2008
2255
807
83.2%
35.7%
92.4%
37.9%
Fall 2009
2850
1081
79.9%
32.1%
91.7%
38.6%
Fall 2010
2900
1119
77.3%
33.2%
87.8%
RDG 032, Developmental Reading
Overall Success Rate
Fall to Spring
(all course work)
Percent
FTF
Total
Number
of Cohort
All Other
Cohort
in
Placed in
Successful
Successful
Placed in
RDG 032
Year
Cohort
RDG 032
RDG 032
RDG 032
RDG 032
Placement
Students
Students
Students
6.5%
Fall 2008
2255
147
78.9%
38.0%
91.8%
7.6%
Fall 2009
2850
218
79.6%
36.9%
93.8%
8.7%
Fall 2010
2900
253
72.9%
31.3%
90.8%
E.
Retention
All Other
RDG 100
Placement
Students
57.9%
61.0%
57.2%
Retention
All Other
RDG 032
Placement
Students
60.5%
62.0%
61.3%
Complete Table 3- Organizational Performance Results. For each business program report results tracked by
the business unit such as enrollment patterns, student retention, graduation rates, student placement,
academic success, and/or other characteristics reflecting student performance and degree satisfaction (items
suggested herein are intended to be suggestive, not prescriptive, although the business unit should document
student performance and degree satisfaction using several key indicators). Results should be illustrated by
graphs, tables, or figures. Provide three to five years of trend data—two to four years plus the self-study year.
(Candidates with less than three years of data are eligible for accreditation with conditions.)
See Table 3 on page 161
Summary of Standard 4 - Measurement, Analysis, and Knowledge Management
Provide a summary of strengths and opportunities for improvement the institution plans to address related to
Standard 4 - Measurement, Analysis, and Knowledge Management.
Strengths:
Measuring student learning outcomes, analyzing the results of these measurements, and maintaining a curriculum
that addresses current industry needs presents the Business Technology Division with both its most significant
challenges and its most successful achievements. The division has distinguished itself in the arena of learning
assessment at the College, with the result that when the CAP process was initiated in 2004, senior leadership chose
the Business Technology Division as the leader of the pilot project. Its aggressive and proactive approach to this
endeavor has led to a continuous cycle of assessment, review, and improvement. Of particular note was a comment
in the SACS Off-site Report dated May, 2010: “The institution demonstrated a model process for assessing the
extent to which students and graduates attain college-level general education competencies.”
Involvement of the faculty, specifically the lead instructors for all courses, is an obvious key requirement for the
learning assessment process to be productive and successful. However, the division has gone beyond including only
faculty in the process: it has widened the analyses to include input from an important segment of its stakeholders,
the local business community, and also its sister technical colleges. CAP data is now routinely presented and
discussed in the division’s program advisory committee meetings, producing valuable feedback from those
stakeholders who would employ its students. That practice alone has generated many useful suggestions for
94
updating the assessment process. In addition, the division has pioneered a process to compare and contrast
assessment data with sister technical colleges, a movement in its early stages, but one that has provided strong
impetus for statewide agreement on the outcomes for comparable courses.
As a recognized leader at the college in the delivery of technology-based courses of study, the division is often called
on for the purpose of evaluating and implementing advanced education software and hardware. That reputation
was the motivation for the College leadership to engage the division in the selection and adoption of its newest
online course software, Desire2Learn. Since its adoption of that suite, the division has proven its excellence in
adapting courses for online delivery to the extent that, soon, the entire curriculum offered in the division will be
available through online access.
The educational excellence displayed by the Business Technology Division has been highlighted by assessment results
gathered both from students entering its programs and from students graduating from them. Enrollment trends
have been continuously increasing through the past five years, resulting in a larger student population than ever
before. And both graduate and employer surveys have reflected high levels of satisfaction with the education
received in the division. These results, coupled with the outstanding graduate placement results shown in earlier
charts, reflect the efforts of all division personnel to offer and deliver a technical education second to none.
Opportunities:
As discussed above, the Business Technology Division has engaged an important set of stakeholders, the local
business community, in the course assessment process by seeking their feedback at advisory committee meetings.
However, a different set of stakeholders are more directly impacted by course assessment yet are typically not part
of the communication process: the students themselves. Unfortunately, it is all too common for students to get
swept up in the details of excelling at their studies finding little time to care about high-level assessments. Further,
although students are asked to provide ratings for the course and instructor every semester through the Student
Evaluation of Course and Instructor (SECI) instrument, by the time the data has been gathered and processed, the
students are usually enrolled in and engrossed by a new set of courses in the following semester.
Accordingly, the Business Technology Division has decided to develop better procedures for sharing results of
student evaluations and course assessments with its student population. This process may provide them the
information they need to plan their courses and even perhaps the best choice of sections to enroll in.
This report has detailed the division’s success in improving courses using benchmarks developed within each
department. While internal benchmarking has proven very successful, division leaders are eager to expand the
evaluation process to include comparative data developed by sister technical colleges around the state. This process
is in its very early stages, and certain results are included later (See Table 2 page 133) in this report. The technique of
observing comparative data between TTC and sister colleges will have benefits far beyond direct comparison of
college programs. It will serve to highlight the differences in the same course at different colleges and provide the
impetus to bring those separate course offerings more in line as far as expected student outcomes are concerned.
The discrepancy between course offerings at different institutions has sometimes led to the unfortunate
circumstance of a transfer student relying on a transfer prerequisite course that did not, in fact, adequately prepare
the student for a follow-on course. Students should have a reasonable expectation that any course taken anywhere
in the state technical college system prepares them in the same way as the same course at any other technical
college.
Finally, data presented in several of the graphs of Table 3 page 161 depict a relatively lower success rate in online
sections as opposed to success rates in traditional classroom offerings. Although in most cases the statistical
conclusions are that there is no definite trend, one factor not indicated in the charts is the withdrawal rate for online
courses, which tends to be higher than it is for classroom students. In fact, when the impact of students who
withdraw is removed from the data, the result is that the success rates for students in online versus classroom
classes are very closely in agreement. Therefore, the division has set an important goal of improving student
retention in online classes. Although many factors are certainly at play, many of which pertain to the student’s own
ability to handle an online course, the division has achieved some success in the deployment of mixed-mode classes,
whereby any student may take advantage of one class meeting per week or if they prefer, approach the class as it
were online only. As more mixed-mode classes are introduced, the success rates for this mode of delivery will be
given close scrutiny. And the division will study other means of improving the retention and success for its online
student population.
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STANDARD 5: FACULTY AND STAFF FOCUS
The ability of a business unit to effectively fulfill its mission and meet its objectives is dependent upon
the quality, number, and deployment of the faculty and staff. Each business unit: (1) develops and
implements policies and plans that ensure an excellent faculty, including a staffing plan that matches
faculty credentials and characteristics with program objectives, (2) evaluates the faculty based on
defined criteria and objectives, (3) provides opportunities for faculty development and ensures
scholarly productivity to support department and individual faculty development plans and program
objectives; and (4) fosters an atmosphere conducive to teaching and learning.
Criterion 5.1 Human Resource Planning
Institution Response
A. Describe the business unit’s criteria for recruiting and selecting business faculty, including consideration of
academic credentials, workforce diversity, and related professional experience.
Trident Technical College (TTC) defines and publishes policies regarding employment of faculty and staff. The
Business Technology Division adheres to all current recruiting and selections criteria of TTC, which publishes this
information on its Web site under the policies and procedures that govern the hiring processes (Human Resources
and Employee Relations Policies and Procedures). These policies and procedures are consistent with applicable
federal laws and regulations, South Carolina laws and regulations, and the policies and procedures of the South
Carolina State Board for Technical and Comprehensive Education (SBTCE).
In establishing personnel management procedures, the Human Resource department adheres to TTC Policy 8-1-0,
which specifies that decisions regarding all terms and conditions of employment shall be made without
discrimination on the basis of race, gender, national or ethnic origin, age, religion, or disability. The College’s human
resource management policies and procedures establish definitions and guidelines for the management of College
employees, including actions necessary to provide uniformity in the recruitment and selection of new employees and
to ensure compliance with the Equal Employment Opportunity (EEO), Americans with Disabilities Act (ADA),
Affirmative Action Policy and goals of the College. The President's Cabinet and the Area Commission annually review
the College’s Affirmative Action Plan and TTC Policy 8-1-0.
Hiring Process
TTC's Human Resources department publishes information related to job vacancies, the employment process,
submission of application, and required application materials on the College’s Web site (Employment
Opportunities). TTC Procedure 8-1-1 defines the College’s major hiring processes, including the recruitment,
interview, selection, and approval of candidates. External and internal job announcements provide evidence that
the Human Resources department adheres to these guidelines when advertising positions.
All TTC employees are state employees and are subject to all laws, regulations, policies, and procedures that govern
the College. In accordance with TTC Procedure 8-16-1, newly hired faculty and staff attend the New Employee
Orientation, where they receive essential information regarding all TTC Policies and Procedures as well as a review of
the Employee Handbook.
TTC has defined and published specific policies and procedures to aid in the appointment and employment of each
full-time equivalent (FTE) employee type as outlined below.


Faculty Appointment. TTC Procedure 8-5-1 defines the recruitment, employment and compensation
guidelines for full-time teaching faculty. In addition to the documentation used in the hiring of other fulltime positions, hiring managers complete the Faculty Compensation Worksheet and the Faculty Credential
Review. Hiring managers use a series of questions developed by the TTC Faculty Council when interviewing
candidates for full-time faculty positions. TTC Procedure 8-4-2 provides the guidelines for the employment
of part-time faculty.
Staff Appointment. TTC Procedure 8-1-1 defines the recruitment, employment and compensation
guidelines for full-time staff. This policy originates from the SBTCE Policy 8-7-100, titled Employment
Practices.
The table below provides evidence that the interview, selection and approval processes follow TTC Procedure 8-1-1.
96
Example –
Financial Aid Officer
Nov. 17, 2009
Nov. 19, 2009
Dec. 2, 2009
Dec. 8, 2009
Dec. 11, 2009
Dec. 15, 2009
Dec. 15, 2009
Dec. 16, 2009
Required Documents for the Hiring Process
President Approval – New Position
Position Description
Job Opening Notice
Applicants by Job Report
Record of Interview
Reference Check
Employment Selection Summary
Employment Recommendation with President’s Approval
Supporting Documents for the Hiring Process
Employment Manager’s New Hire Instructions
Do’s and Don’ts of Interviews
New Hire Packet Processing
Faculty Compensation Worksheet
Faculty Credential Review
In addition to following all guidelines set up by SACS, the state of South Carolina, and TTC, the Business Technology
Division uses the following tools as part of its hiring process: staffing reports; needs assessments based on work
load; program expectations; levels of expertise within the curriculum; additional administrative duties; and other
duties as described in the position description.
When candidates are being considered for a full-time faculty position, the division hiring team uses a matrix sheet to
review applications in order to make selections for interviews. The top candidates, as determined by program
expectations and credential reviews, are then screened by a hiring committee made up of faculty from not only the
department with the open position, but also faculty from complementary departments. This interdepartmental
concept provides a more-rounded approach to faculty selection, resulting in determining the best candidate for the
position.
The efforts of the College in recruiting and hiring a qualified and diverse full-time faculty have been successful, as
illustrated by data contained in the Faculty Qualification Table (See Table 4 page 170), the Faculty and Staff
Demographics table, and the Average Teaching and Work Experience of Full-Time Faculty table.
The following demographics table depicts the diverse nature of the faculty and staff not only for the College as a
whole but also for the Business Technology Division.
Demographic
Fall 2010
Status
Gender
Ethnicity
Category
TTC Faculty and Staff
Total
Faculty
674
304
Staff
Percent
BT Faculty and Staff
34
Percent
45%
33
97%
370
55%
1
3%
Female
391
58%
14
41%
Male
283
42%
20
59%
African American
142
21%
5
15%
White/Non-Hispanic
490
73%
27
79%
6%
2
6%
42
Other
Source: TTC Institutional Research
TTC employs a diverse and highly-qualified faculty and staff. All faculty, whether full- or part-time, must meet the
ACBSP and SACS faculty qualification criteria of a masters level degree or higher as well as a significant amount of
work experience. As the following table bears out, College faculty members average more than 13 years of teaching
experience and more than eleven years of work experience in their discipline. For the Business Technology Division
the comparable numbers are slightly higher. Whether considering full-time or part-time faculty, the division places
particular emphasis not only on educational credentials but also on relevant work experience, thereby ensuring that
faculty have the broad experience necessary to offer superior and well-rounded education in every class they teach.
97
Average Teaching and Working Experience of Full-Time Faculty
Teaching Experience
Years
Months
Fall 2010
Total Experience
Working Experience
Years
Months
Years
Months
Business Technology
13
10
12
4
26
2
TTC Average
13
5
11
6
24
6
Eighty-five percent of all faculty members at TTC hold advanced degrees. Additionally, the College has aggressively
pursued its Affirmative Action goals in support of its strategic initiative promoting faculty and staff diversity. These
efforts resulted in an outstanding performance during 2009-2010. For those years the College ranked first among all
state higher education institutions, first among state agencies with 501 – 1,000 employees, and third among all state
agencies with a 97.7% goal achievement rate.
When considering the hiring of part-time faculty members, TTC aggressively advertises and holds job fairs to attract
the most qualified and experienced candidates, using an online job application to begin the hiring process.
Evaluation of the New Faculty Orientation course and the President’s Introduction to Quality class indicate that the
College has been very successful in retaining these effective and motivated faculty members.
The hiring process for part-time faculty in the Business Technology Division is essentially the same process used for
hiring full-time faculty. Instead of a formal hiring committee, however, potential applicants are interviewed by one
or more lead instructors, the program coordinator, and possibly the department chair. Additionally, interviews may
be conducted via telephone. Finally, only the department head recommendation is needed to hire the part-time
faculty.
The Business Technology Division has paid particular attention to faculty credentials as a means of ensuring that
division programs emphasize business practice as well as business theory. By hiring faculty with an obvious depth of
work experience coupled with appropriate educational credentials, the programs and courses in the division
comprise a curriculum that is based on current practice and theory, providing students with a meaningful education
that enables a rapid integration into the workplace.
B. Describe how the business unit's work environment, compensation, career progression, and workload
assignments support recruitment of high-performance faculty.
Work Environment. To foster an environment that not only attracts highly qualified and motivated faculty but
retains them for as long as possible, the Business Technology Division works tirelessly to promote a spirit of
collegiality and academic excellence. The result is an atmosphere conducive to academic pursuits and cooperation.
And leaders from the Dean on down continuously show their appreciation for the hard work of everyone in the
division. As a result, division loyalty and length of service are quite high.
The following chart depicts the distribution of periods of service among full-time faculty in the division.
BT Faculty Length of Service
20 - < 25
years
25 or more
years
15 - < 20
years
<5
5 - < 10
10 - < 15
10 - < 15
years
15 - < 20
< 5 years
20 - < 25
5 - < 10
years
> 25
Compensation. The division recognizes that compensation is a prime motivator and has taken steps to compensate
full-time faculty members at a level comparable to their peers in the business world.
98
Faculty compensation is calculated based on educational credentials and work experience. And although the division
is lower than the national average in the levels of compensation, it supplements in part by gaining significant support
for its faculty in terms of professional development funds, grants and other resources. The utilization of other
resources of this nature has allowed Business Division faculty to attend numerous training events and conferences to
maintain currency in their field.
The table below spells out the significant amounts that have been available for professional development among the
division’s faculty. Of particular note were the funds from the Perkins Grant for 2009-2010. This grant allowed the
division to support much-needed faculty training and to purchase up-to-date equipment and software, which was
essential for the division to maintain its status as a leader in the adoption of new technology.
Business Technology Division Professional Development and Grant Funding
Source
2005-2006
Perkins Grant
2007-2008
2008-2009
2009-2010
2010-2011
17,307.26
14,910.71
13,894.42
2,844.00
$137,136.00
Pending
4,774.41
8,283.15
5,476.06
2,666.26
4,197.01
5,857.90
$22,081.67
$23,193.86
$19,370.48
$5,510.26
$141,333.01
Pending
Prof. Dev. Funds
Totals
2006-2007
As this table also reflects, the College supports its faculty in their pursuit of learning through professional
development funds. Some of the funds provide financial assistance for tuition and books, and thereby enhance the
ability of faculty to pursue their goal of lifelong education. If necessary for these educational pursuits, the College
also permits flexibility in the scholar’s work schedule whenever possible.
Career Progression. The path of faculty career progression is outlined in the 2010-2011 Faculty Handbook. The path
for many faculty members begins as a part-time faculty member, eventually leading to consideration for full-time
employment. All along, faculty members are strongly encouraged to “take part in the activities that will develop
professional and personal competencies so as to improve the faculty member’s knowledge, skills and proficiency in
his/her present position.” The handbook stresses that each faculty member needs to show initiative in promoting
and developing their own skills. However, as noted above, both the College and the division provide a great deal of
support in the areas of professional training and development opportunities. Further, all faculty in the division
provide as much personal assistance as is needed by newly hired faculty members to ensure their pursuit of a
rewarding career starts off well and continues as successfully as possible.
Although the College does not recognize a formal rank structure among its faculty, all newly-hired full-time faculty
must complete a probationary period of 24 months. Once in a full-time role, faculty may continue to progress
through increasing levels of responsibility, including course lead instructor, program coordinator, department head,
and beyond. Other leadership roles available for faculty advancement include participation in department, division
and college level committees, TTC Leadership Cabinet (a monthly forum developed by the President that serves as
the leadership program for the College), part-time faculty supervision and college-wide training positions.
This table summarizes the career progression of various Business Technology Division faculty members over the past
15 years.
Leadership Positions Held by Former BT Faculty
Past 15 Years
Program
Coordinator
Department
Head
6
11
College
Program
Director
2
Dean
3
Asst. V.P.
Academic
Affairs
2
Vice
Presidents
2
Workload Assignments. The Business Technology Division has maintained a healthy ratio of full- to part-time
faculty. Workload assignment, which is governed by a formula published in both TTC Procedure 13-0-8 and in the
faculty handbook, attempts to ensure fairness and equity for all division faculty members. Each faculty member
must review the faculty handbook yearly, and this review is documented through the office of the Assistant Vice
President for Academic Affairs.
99
C.
Describe how the business unit's work environment supports a climate that contributes to the well-being,
satisfaction, and motivation of business unit faculty and staff.
Integration of new faculty into the College and the Business Technology Division begins immediately upon hiring.
TTC has long used a comprehensive orientation program for new faculty and staff to ensure that they feel
immediately at home and are able to experience the warm, friendly atmosphere throughout the College. Evaluation
of this orientation course indicates that it is highly effective and has undoubtedly contributed to fact that 60% of TTC
employees have worked at the College for more than five years. To facilitate their participation in the College’s
orientation program, new full-time faculty are awarded 20 percent release time from their initial duties.
The division’s work environment consists of a central office area that is conducive to cooperation, but private offices
ensure that the faculty member may conduct advising sessions with students in complete confidence. Every office is
non-shared, well-lit, comfortable, and ergonomic with up-to-date technology that enables and fosters advanced
academic pursuits.
Also, part-time faculty members are provided workspace and computers. Open door policies within each
department and the Business Dean’s office foster a nurturing and progressive atmosphere. Other factors
contributing to the friendly and safe work environment include:
 Professional Development Day activities
 Faculty council
 Dean’s one-on-one meetings with faculty
 Academic Vice President’s Open Forum meetings
 Public Safety’s communication and overall pervasive presence
Responses from the College-administered Climate Survey underscore the impression that faculty and staff consider
the atmosphere at TTC to be friendly and safe.
The Business Division also schedules many informal get-togethers for such personal events as promotions, off-site
gatherings for birthdays and retirements, an annual Christmas Party and breakfasts/lunches at the beginning and end
of semesters. The freedom to schedule their work week with a Flex Schedule allows faculty the ability to work a 4day week, which benefits their families and other personal responsibilities. Another popular calendar feature is
faculty non-work, or In-Service, days throughout the calendar year, allowing faculty a great deal of freedom to have
time off during holidays that can be shared with other family members.
Security. TTC’s Department of Public Safety (DPS) provides law enforcement and protection for the campus
community. The department employs a staff of 22 sworn officers and five non-sworn personnel who are assigned to
work at or respond to all campuses and sites. The 22 public safety officers are certified by the South Carolina
Criminal Justice Academy and are commissioned as constables by the governor of South Carolina. The Department
promotes a community-oriented policing philosophy by engaging the campus community as partners in keeping the
campuses safe. The department arranges free Rape Aggression Defense classes and offers safety and security
presentations to employees and students. Officers also staff an information table and provide family-oriented safety
materials at the annual Holiday Drop-In. In response to any crisis situation, the department can activate a collegewide emergency alert system, which uses text messages and other electronic methods to notify faculty, staff and
students. Reports required by the Clery Act document that the crime rate on TTC property is lower than that of the
surrounding areas. (The Clery Act, a federal statute enacted in 1990, requires colleges and universities to disclose
annual information about campus crime and security policies.)
Safety. The Environmental, Health and Safety Manager oversees TTC’s environmental, health and safety programs
and keeps them current. The Manager is assisted by the academic laboratory and shop managers and physical plant
personnel, who have responsibility for local implementation of hazardous materials safety and disposal program, and
by the Environmental, Health, Safety and Security Committee, which helps to promote the safety and security of the
campus community. The TTC Emergency Plan provides operational guidelines for the College in virtually every
conceivable emergency. The College evaluates its Emergency Plan annually in May in preparation for the hurricane
season. The College regularly tests its emergency communication tree. The Director of Marketing updates the
emergency communication plan quarterly. In addition, College employees are able to participate in the College’s
Emergency Alert System, which provides email and text alerts in case of emergency. Employees also receive
emergency weather alerts automatically via their campus phone.
Health. TTC promotes employee wellness through a variety of programs and policies. The College provides low cost
health screenings annually to all employees, and wellness programs are an integral part of the Professional
Development Day. To promote the health of both employees and students, the College has made all campus
buildings smoke-free areas. Further, the College understands that difficulties in an employee’s personal life may
100
affect job performance. To help all employees deal with problems of a personal nature, the College offers an
Employee Assistance Program. The College has contracted with SAVE, Inc. (Strategies to Assist Valued Employees), a
service specializing in workplace counseling, to provide its employees with a confidential, comprehensive and free
resource for resolving personal issues. Recognizing that many personal issues start in the home, the service is also
available to employees’ families.
The TTC Emergency Plan includes provisions to deal with pandemic influenza. During the 2009-2010 academic year,
in response to the outbreak of H1N1, the College undertook several actions, including:




establishing a system for faculty and staff to report outbreaks of influenza-like illness on campus and
communicating this information to faculty and staff.
posting educational materials on hand hygiene and cough hygiene.
installing hand sanitizer stations in areas of vending and food preparation.
vaccinating approximately 400 students, faculty and staff for H1N1 with DHEC assistance.
D. Report evidence of business unit faculty and staff well-being and satisfaction.
TTC regularly evaluates the satisfaction of faculty and staff using the nationally recognized Noel-Levitz satisfaction
survey. In addition, assessment methods include the biennial Employee Satisfaction Survey, which measures the
morale, attitudes and concerns of employees. This survey also assesses the College’s climate, communication and
continuous improvement efforts. Other methods employed to further enhance communication include the
President’s Open Line Luncheons, the Academic Affairs Vice President’s Open Forum, the Staff Communications
Committee and the Faculty Council.
As part of its 2005-2010 Strategic Plan the College established “Improved Communication” as one of its key strategic
initiatives. The goal was defined as improving “the methods and procedures used by the College community to
disseminate information and eliminate barriers to effective institutional communication.” In 2008 the results of the
Noel-Levitz College Employee Satisfaction Survey indicated that internal communication remained an area in need of
improvement for the College as a whole. As a follow-up the Noel-Levitz survey was again administered at the end of
the Fall 2010 semester, and the results reflected a great deal of improvement. The survey indicated that the
satisfaction of TTC employees is higher than that of employees at national peer institutions on 47 of the 52 survey
items. A key question on this survey asks employees to rate their overall satisfaction with the institution. On that
question the average satisfaction level of all TTC Employees was 4.20, whereas the average response of employees of
peer institutions was 3.87.
A dynamic faculty should be expected to be involved in other areas of college life besides teaching. Within the
Business Division, faculty members volunteer for a wide range of extra-curricular activities including, Future Business
Leaders of America, Association of Information Technology Professionals, Student Accounting Association, QUEST
(TTC’s academic competition for secondary schools), Phi Theta Kappa, Society of Student Leaders, Curriculum
Committee, Faculty Council, and Trident’s Users Group, which recommends improvements in the use and security of
the administrative database system.
Criterion 5.2 Faculty Qualifications
Employee qualifications and credentials are a critical foundation for business success. Qualified faculty must teach
all class sections taught within the business unit. Faculty qualifications in the business unit are defined as Master’s
or Doctorate Degree Qualified, Professionally Qualified, or as Exceptions.
Complete Table 4 – Faculty Qualifications for the self-study year to provide clear evidence that characteristics of
full-time and part-time faculty match program objectives.
See Table 4 on page 170
101
Criterion 5.3 Faculty Composition
In order to teach at the associate degree level, at least 50 percent of the full-time equivalent (FTE) faculty should
be Master’s or Doctorate Degree Qualified and at least 90 percent of the FTE faculty should be Master’s or
Doctorate Degree Qualified or be Professionally Qualified.
Full-time equivalent (FTE) faculty members are typically measured by dividing workload during the academic year
by the definition of full-time load in credit and/or contact hours.
Institution Response
A. Explain the business unit’s method of calculating FTE teaching loads for full-time and part-time instructors.
Availability of Full-Time Faculty
The Business Technology Division relies on college-wide measures of assessing the availability of qualified full-time
faculty members. To ensure that the number of full-time faculty members is adequate to meet its needs, the College
monitors a number of indicators, including average class size, the student/faculty ratio, and the full-time/part-time
faculty distribution.
Average Class Size and Student/Faculty Ratio. TTC has participated in the National Community College Benchmark
Project (NCCBP) since 2007. A comparison of NCCBP report data with TTC data reveals that the average class size at
TTC is reasonable compared to peer institutions. More recent data demonstrate that TTC successfully manages its
classroom environment. The average class size at TTC in the Fall 2009 and Fall 2010 semesters was 23.0 and 22.5,
respectively. The College strives to maintain a student-to-faculty ratio that provides students appropriate access to
instructors and faculty advisors and maintains the cost efficiency of the College’s course offerings. TTC’s FTE student
to FTE faculty ratio has consistently ranked in the third quartile of all institutions that participate in the NCCBP. The
FTE student/FTE faculty ratios for Fall 2009 and Fall 2010 were 21.0 and 20.5, respectively.
NCCBP 2007
(Fall 2005 Data)
Percentile
TTC
Rank
Average Class Size
FTE Student/FTE Faculty
17.27
22nd
19.46
th
67
NCCBP 2008
(Fall 2006 Data)
Percentile
TTC
Rank
22.39
89th
20.05
th
74
NCCBP 2009
(Fall 2007 Data)
Percentile
TTC
Rank
NCCBP 2010
(Fall 2008 Data)
Percentile
TTC
Rank
18.62
45th
20.49
69th
19.38
nd
19.98
64th
62
Average class sizes for the Business Technology Division for the self-study year closely matched the ratios for the
College as a whole. The following table reflects data for the Fall 2010 semester, broken out by department, and clearly
illustrates that class sizes for division program courses closely mirror class sizes throughout the College.
BT Division's Average Class Size*
25.97
18.41
19.71
ACC
AOT
21.05
BUS
CPT
*This table depicts numbers for the classes taken primarily by students enrolled in Business Technology Division programs and
certificates. It excludes several general education courses taken not only by division program students but in large numbers by
students enrolled in programs outside the division. When the effects of these courses are factored in, the average is only slightly
higher for the Business department, and expands by about 7 for courses offered in the Computer Information Systems department.
Since these few courses are considered of an introductory nature, and are generally taken by a significant number of students not
enrolled in division programs, their class sizes are subject to some inflation that is not considered detrimental in the delivery of the
course itself.
Full-Time/Part-Time Faculty Distribution. As the following tables demonstrate, TTC employs an adequate number of
full-time faculty members to ensure that a sufficient number of its course offerings are taught by full-time faculty
102
members.

College-Wide Distribution - National Comparisons. NCCBP data demonstrate that the percentage of TTC credits
and sections taught by full-time faculty members is consistently in the top third among participating institutions.
NCCBP 2007
(Fall 2005 Data)
NCCBP 2008
(Fall 2006 Data)
NCCBP 2009
(Fall 2007 Data)
NCCBP 2010
(Fall 2008 Data)
TTC
Percentile
Rank
TTC
Percentile
Rank
TTC
Percentile
Rank
TTC
Percentile
Rank
61.96%
72nd
61.55%
66th
62.90%
71st
64.34%
76th
38.04%
27
th
38.45%
33
rd
37.10%
29
th
35.66%
24th
62.11%
77th
61.23%
73rd
63.01%
77th
65.91
83rd
37.89%
nd
38.77%
th
36.99%
rd
34.09
16th
% Credit Hours Taught
FT Faculty
PT Faculty
% Sections Taught
FT Faculty
PT Faculty

22
27
23
College-Wide Distribution - Recent Data. In the table below, TTC Semester Staffing Summary reports for the Fall
2009 and Fall 2010 semesters demonstrate that the College has maintained the percentage of credit hours taught
by full-time faculty at a level consistent with the years for which comparative NCCBP data are available.
TTC Fall 2009
Number
TTC Fall 2010
Percent
Number
Percent
Headcount
Full-time Faculty
287
41.7%
288
36.09%
Part-time Faculty
401
58.3%
510
63.91%
Full-time Faculty
4,100
60.1%
3,536
52.86%
Part-time Faculty
2,720
39.9%
3,153
47.14%
Full-time Faculty
1,794
60.8%
1,802
55.17%
Part-time Faculty
1,159
39.2%
1,464
44.83%
Credit Hours Taught
Sections Taught

Division and Department Distribution. The Business Technology Semester Staffing Report, Fall 2010, documents
that the College employs a sufficient number of full-time faculty in all Business Technology departments.
Departmental full-time faculty teaching percentages range from a low of 45.68% to a high of 75.68%.
Business Technology Division for Fall 2010
% of Credit Hours Taught by FullTime Faculty
Headcount Faculty
Full-time
% Sections
Taught by Full-Time faculty
Part-time
ACC
5
4
75.68%
75.68%
BUS
10
17
57.89%
57.89%
CIS
13
19
44.87%
45.68%
103
B. Complete Table 5 – FTE and Faculty Composition. List all full-time and part-time faculty members for the selfstudy year in alphabetic order.
See Table 5 on page 170
C.
Report the following:
__100.0__% Masters/Doctorate qualified
____ _ 0 _ % Professionally Qualified
_____ 0__ % Exceptions
D. If exceptions exceed 10%, provide a detailed plan to improve and meet Criterion 5.A.2.
There were no exceptions noted during the self-study year.
Criterion 5.4 Faculty Deployment
Each school or program must have a minimum of one (1) full-time, professionally-qualified faculty member in each
program in which a business degree is offered.
Institution Response
A. For the self-study year, report how each program deploys full-time faculty resources among the disciplines,
units, courses, departments, and major fields in such a way that every student attending classes regardless of
delivery method (on- or off-campus, day or night, online, etc.) has an opportunity to receive instruction from
full-time faculty.
The Business Technology Division, by its use of a “lead instructor” concept, meets this criterion at all levels. Full-time
faculty teach in all degree programs and certificates offered in the division. Where part-time faculty are employed to
teach any course sections, they are only utilized after the course has been developed and taught by a full-time
faculty member. This full-time faculty member, referred to as the “lead instructor,” is charged with managing the
program objectives and all course details and is listed, with contact information in the course syllabus. This practice
ensures that students can contact the originator of the course directly even if they are being taught by a part-time
instructor.
Nearly all courses and sections beginning with the Fall 2011 semester will be online enhanced. Online enhancement
makes available such course resources as instructor-supplied materials, course syllabus, email, discussion postings,
FAQ’s, etc. for every section of a course on a 24/7 basis. As a result, faculty and students have available a means of
immediate and direct communication, leading to significantly better interaction. Also, the course materials are
presented consistently to all students through delivery by the online course management system, Desire2Learn
(D2L).
This online process is set up for all course delivery methods whether on- or off-campus, day or night, weekday or
weekend, or online, in-class, or mixed mode. As a direct result, the lead instructor and/or department chair can
remain in contact with all part-time faculty members and provide guidance whenever needed. It also guarantees
that the same resources are available across all sections of every course.
The following table provides a department breakdown of course delivery methods (traditional, mixed-mode, or
online), full/part-time faculty assignment, and time of day offered. As described above, it is easy to see that full-time
faculty are heavily involved in all aspects of each program and its courses.
Fall 2010 BT Faculty Teaching Assignment Distribution table
Department
Traditional Day
Full
Part
Time
Time
Traditional Night
Full
Part
Time
Time
Mixed-mode
Full
Part
Time
Time
Online
Full
Part
Time
Time
Accounting
10
0
3
4
6
0
9
5
Business
28
12
3
5
5
4
23
14
Computer Information
15
34
5
12
8
8
56
35
Systems
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B. For any program not meeting this criterion, provide a detailed plan to improve and meet the criterion.
For the self-study year there were no programs that did not meet the criterion.
Criterion 5.5 Faculty Load
Excellent teaching requires that a full-time faculty member should not be expected to
have teaching, committee, advising, or other assignments which exceed a normal workweek as defined by the
institution. Faculty workloads tend to vary among institutions according to actions of state legislatures, trustees,
and administrative policies. However, an appropriate faculty workload is critical to an institution’s ability to
provide an effective and positive education. Limits of normal teaching responsibilities should be considered with
respect to:
 The number of course preparations
 Administrative or coordination assignments
 Student advising and/or counseling activities
 Institutional and community program service activities
 Business and industry interaction
 Scholarly activities
 Curriculum development activities
 Instructional technology efforts
Institution Response
A. Describe the business unit’s faculty load management policy for full-time and part-time faculty; include
policies related to teaching load (credit/semester/quarter hour), released time, class size, number of
preparations, delivery mode, and other related factors.
Faculty Teaching Load. The Business Technology Division considers the management of every faculty member’s
workload to be of paramount importance, since an excessive load might impact a teacher’s effectiveness. The
division starts by observing the guidelines in TTC Procedure 13-0-8, which defines the teaching assignment, work
week and teaching load requirements for full-time faculty members. The minimum work week for TTC full-time
faculty is 40 hours of combined direct and indirect instructional activities. The faculty member must conduct 30
hours of these activities on campus, which is defined as any TTC instructional location. Faculty members must
maintain at least eight office hours per week during which they are available to students and advisees.
Academic managers use the following formula to calculate faculty teaching loads for one semester:
FTL = lecture credits + lab credits + CEH + release credits
15
6.67
240
15
(CEH: Continuing Education Hours)
The normal teaching load for a full-time faculty member in the fall and spring semesters is:
 15-18 semester credit hours for lecture sections, or
 6.67-8 semester credit hours for laboratory sections, or
 240 continuing education contact hours, or
 a pro-rated combination of these categories
Department heads monitor faculty load with regard to class size, number of preparations and delivery mode to
ensure an equitable distribution across the department. TTC Procedure 13-0-8 also identifies the circumstances
under which faculty teaching load can be adjusted for both administrative and teaching faculty.
Teaching loads may be adjusted for budgetary or productivity considerations. The number of course preparations
per semester is generally limited to 3 or 4, since it is recognized that the added management and development for
disparate courses can add greatly to faculty load, especially if the class size is above average.
In the case where a faculty member is called upon to assume a teaching load beyond the normal load, department
heads carefully apply overload policies spelled out in the SBTCE Procedures and in the TTC Faculty Handbook.
Faculty overloads are governed by SBTCE Procedure 8-2-100.1, which considers an overload as secondary
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employment and as such may not exceed 30 percent of the base salary during the fiscal year. Faculty members who
meet the minimum productivity requirement and exceed the normal teaching load requirement receive an overload
payment. This payment is based on the pay plan for part-time faculty and full-time faculty teaching a full load
according to TTC’s teaching load formula. In accordance with TTC policy, teaching loads of greater than 2.4 for any
contract period (9-month, Fall and Spring semesters) are considered an overload and are eligible for overload
compensation.
However, TTC policy, as spelled out in the Faculty Handbook, places a strict limit on the maximum overload allowed
for full-time faculty members: overloads for full-time faculty may not exceed two overloads per semester. This policy
serves to help maintain a high quality of instruction and department productivity goals.
Faculty Release Time. Nearly all faculty members receive release time from their normal duties for a variety of
reasons. The division Dean and the department heads routinely receive release time concomitant with their added
administrative duties. Any new full-time faculty member receives a one-course release from his/her academic
teaching load in exchange for participation in the New Faculty Orientation course, in accordance with TTC Procedure
8-16-1, Orientation, New Employees. Whenever possible, other faculty members are given release time for the
development of new courses, for participation in administrative duties requiring extended time commitments and
for special projects.
This chart illustrates the division’s total release time granted by the various categories listed.
BT Release Time Chart
Business Technology Division Release Time FTEs
Combined FTE for 2009-10 and 2010-11 Academic Years
2.0
Department Head 45%
0.4
Dean 23%
5.6
Coordinator/ Lab Management
13%
Grants 3%
1.6
Special Projects 16%
2.8
In addition, as directed by TTC Policy 13-0-8, teaching faculty may be released from part or all of their teaching load
to perform instruction-related administrative assignments. Such assignments are considered temporary and
normally may not exceed one academic year.
In the Business Technology Division part-time faculty do not receive release time per se. However, they may be
compensated for course development, course management and necessary training outside their normal duties as
part-time instructors. As an example, during the adoption of the Desire2Learn (D2L) online course management
system, all part-time instructors received in-depth training in the new system and were compensated accordingly.
Part-time faculty members do not have official advising assignments, but often assist in course and career
counseling. For example, they are often asked by their students for career guidance, since many part-time faculty
are currently employed in the field in which they are teaching.
Course Delivery Mode. The faculty position description specifies that teaching performance and instructional
development duties apply to "traditional and/or distance delivery," indicating that the faculty member must be
ready to handle instructional duties in various formats to include day/night/weekend delivery and full
electronic/Internet communication. TTC faculty members are expected to teach at a variety of locations. The
College employs a faculty sufficient to plan, design and teach all of its courses and programs, regardless of
instructional method. For the Fall 2010 semester, out of the division’s 284 Online and Fast Forward sections, 61%
were taught by full-time faculty members.
B. For the self-study year, explain the circumstances for any faculty member exceeding the institution’s maximum
teaching load.
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During the self-study year the Business Technology Division recorded two instances of faculty members exceeding
the maximum teaching load. In the first instance a full-time instructor was called upon to take on an additional class
due to the resignation of a part-time faculty member in the middle of one semester. The full-time instructor
assumed the duties of teaching the course in order to minimize any disruption to the students in the class. A second
instance of a full-time instructor exceeding the maximum teaching load resulted during the course of administering
two students’ participation in the Cooperative Work Experience program. Since this involved only administrative
duties, the department head considered the overload duties as relatively inconsequential.
Criterion 5.6 Faculty Evaluation
Each institution must have a formal system of faculty evaluation, centered primarily on the teaching function, to
be used in making personnel decisions such as continuation of contracts, award of tenure, and/or of promotion.
Any special criteria for the evaluation of faculty who utilize alternative methods of instructional delivery must be
included and described in detail.
Institution Response
A. Describe the formal system of faculty evaluation used by the business unit for full-time and part-time faculty.
The South Carolina Code of Laws (S.C. Code Ann. § 59-53-20) establishes that TTC employees are state employees
and are subject to the regulations, guidelines and procedures of the State Board for Technical and Comprehensive
Education (SBTCE), the South Carolina Budget and Control Board, and the state personnel system. The South
Carolina Office of Human Resources Regulation 19-715 defines the requirements for employee evaluation systems
for state agencies. Based on this regulation, SBTCE Policy 8-4-101 and SBTCE Procedure 8-4-101.1 provide guidelines
for employees who hold faculty positions. All TTC faculty members hold the rank of instructor. The positions of
program coordinator, department head and Dean are administratively appointed faculty positions subject to the
same evaluation processes. The College does not have a tenure system.
TTC regularly evaluates the effectiveness of each full-time and part-time faculty member in accordance with
published criteria, regardless of contractual or tenured status. Multiple methods, including the input of students, are
used to evaluate the effectiveness of each faculty member. Full-time faculty receive evaluations through two
primary methods: the Faculty Performance Management System (FPMS) and through direct observation of teaching
performance. Part-time faculty receive only the latter. The next part will briefly discuss the College’s Faculty
Performance Management System.
Faculty Performance Management System
Full-time faculty members receive an annual evaluation from their supervisors through the Faculty Performance
Management System (FPMS). The primary purpose of the FPMS is to increase the overall efficiency of the College by
helping faculty members improve their performance. The FPMS instrument details the employee’s job duties and
success criteria based on the position description. The College publishes position descriptions for academic Deans,
academic department heads, academic program coordinators and faculty positions.
Academic supervisors (deans and department heads) complete the FPMS in two stages: the planning stage and the
evaluation stage. The department head and the faculty member complete the planning stage document together for
the upcoming evaluation period. The reviewer (typically the dean) reviews the planning document, which is then
signed by the department head, the Dean and the faculty member.
At the end of the assessment period, the department head uses the planning stage document as a framework for
completing the evaluation of the faculty member. As part of the evaluation, the department head takes into
consideration the results of classroom observations and student evaluations, described below. The department head
notes the faculty member's strengths and weaknesses and identifies areas for improvement, including how the
College can contribute to this improvement. The department head submits the evaluation to the Dean for
consideration and approval. The department head then reviews the evaluation with the faculty member, who has
the opportunity to respond to the evaluation. The evaluation stage results are then signed by the department head,
the Dean and the faculty member.
SBTCE Procedure 8-4-101.1 requires that all permanent employees holding faculty positions be evaluated annually.
Data from the College’s Human Resources office verify that all full-time faculty members received an evaluation
within the last calendar year.
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New faculty members must complete a probationary period consisting of two full academic years, not counting
weeks worked during the summer, and receive an interim evaluation after one full academic year. Faculty members
who receive acceptable ratings at the end of this period are no longer considered to be in probationary status.
Evaluation of Teaching Performance
All faculty members, regardless of employment status, are subject to periodic evaluation of their teaching
performance. The evaluation consists of two modes: direct observation during an actual class meeting and
assessment derived from the Student Evaluation of Course and Instructor instrument.
Teaching Observations. As specified in the Faculty Handbook (Page 18), academic deans and department heads
must ensure that all instructors in their areas are evaluated in a teaching setting at least once per academic year.
Part-time faculty members have a classroom observation during their first semester teaching for the College and at
least annually thereafter. Evaluation forms for both the traditional and online settings assess the faculty member on
planning, presentation and learning assessment (Teaching Observations form available in Resource Room). The
traditional evaluation includes the category “Learning Activities and Teaching Methods,” and the online evaluation
includes “Communication Methods.”
Student Evaluations. One of the College’s most significant tools for improvement is the Student Evaluation of
Course and Instructor (SECI), a computer-based system for collecting and analyzing student evaluations of both
courses and instructors. Each semester, TTC administers the SECI for all instructors, both full-time and part-time, and
for all course sections (Faculty Handbook, Page 5 and Part-Time Faculty Handbook, Pages II3-II4).
The evaluation form requires students to respond to items related to the quality of the course and to instructor
performance. Students also are encouraged to include personal comments regarding any aspect of the course or
instructor. Department heads share the results of these evaluations with faculty members and discuss ways in which
they can improve their teaching performance.
TTC uses three SECI instruments, each one tailored to a specific instructional method: Traditional
Instruction, Distance Learning Instruction and Individual Study Plan Instruction. Students receive and submit the
evaluation forms via their College email accounts. The Institutional Research office compiles SECI results and
prepares reports for deans and department heads. After the semester ends and all grades are posted, Institutional
Research submits these reports to the appropriate academic deans and department heads for review and
distribution to instructors (Examples: SECI Division Report and SECI Department Report).
The calendar of SECI administration dates for the 2011-2012 academic year is available online.
B. Describe how the results of the evaluation are shared with the faculty member.
As described in Section A, all faculty, both full- and part-time, are involved in a continual performance improvement
loop. Feedback through multiple sources streams to each faculty member, whether it is in written format via the
FPMS instrument, supplied via student response using the SECI instrument, or verbally when the evaluator and
faculty member meet to discuss strengths and weaknesses. SECI evaluations are reviewed by the dean and
department head and forwarded to each instructor for review and discussion. The lead instructor for each course
also receives a copy of SECI results for full-and part-time faculty so that they may provide strategies to improve
instruction.
C.
Describe how the faculty evaluation is used in making decisions.
The FPMS provides key information not only to assist the faculty member but also to inform managers of areas
needing improvement. First, the FPMS evaluation determines whether or not a new faculty member will move from
probationary status to permanent status. Second, the evaluation is used by the department head and faculty
member to identify strengths and areas for improvement to help the faculty member become a more effective
teacher and employee. And lastly, FPMS data are used by managers to determine departmental and divisional plans
for increased effectiveness, needed training and continuous improvement. The entire FPMS process is a mentoring
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tool, used to help faculty provide the highest quality education to their students while still maintaining academic
freedom and supporting professional responsibility within the department and division.
Criterion 5.7 Faculty and Staff Professional Development and Scholarly Activities
The business unit provides opportunity for faculty and staff development consistent with faculty, staff, and
institutional expectations. All faculty members should be involved in activities that enhance the depth, scope, and
currency of their knowledge related to their discipline and instructional effectiveness. The business unit should
demonstrate balanced participation of scholarly and professional activities by all faculty. Scholarly and
professional development activities may include:
 Graduate courses
 Special awards and recognition
 Conferences, workshops, in-service (attendance, etc.)
 Community (service activities, presentations, committee work, etc.)
 Presentations
 Committees (college-related)
 Business and Industry (guest speakers, internships, partnerships, etc.)
 Instructional (develop or update curriculum, learn new skill/technique, accreditation, etc.)
 Multicultural and Diversity Initiatives (note on-campus or off-campus)
 Memberships (boards, commissions, etc.)
 Research and Publication
 Grants (list the awarding agency and funded allocations)
 Continuing Education (classes, seminars, certification, etc.)
 Other
Institution Response
A. Describe the business unit’s faculty and staff development policies and processes for activities such as
sabbaticals, leaves of absence, grants, provision for student assistants, travel, clerical and research support, and
other activities that contribute to continuous performance improvement of faculty and staff.
TTC provides a large degree of support for ongoing professional development of faculty, both full-time and part-time,
as teachers, scholars, and practitioners. Staff personnel are also included in the opportunities to gain professional
development.
The College provides professional development opportunities for its faculty members through a variety of ways,
including sponsoring faculty memberships in professional organizations; sponsoring faculty attendance at a variety of
off-site conferences, seminars and workshops; and through a wide-ranging on-site professional development
program. These programs are discussed in more detail below. Since 2005 the College’s Strategic Plan has included a
strategic goal of supporting the personal development and education of all employees.
With respect to sabbaticals and leaves of absence, a faculty member may request approval of such an absence from
duty through TTC Procedure 8-13-3, Leave Without Pay. These requests are normally at the behest of an individual
faculty member’s personal needs and are approved on a case-by-case basis.
With regards to providing for student assistants and research support, the College does not generally provide that
sort of assistance. As a “teaching college” TTC focuses on developing and conducting classes for its student
population. Towards that end, the College does recognize that professional development benefits both the teacher
and the student, since it provides improved and broadened perspectives of knowledge. The following sections will
detail programs available for both off-site and on-site professional development. In particular, the Business
Technology Division has received $244,298.25 since 2005 in grants and professional development money, which has
allowed for the purchase of new technology equipment and for participation in many off-site conferences.
Professional Memberships and Off-Site Professional Development
TTC Procedure 6-2-1 provides the guidelines for College reimbursement of professional development activities.
During 2008-2009, a total of 301 College faculty members participated in off-site professional development
workshops and conferences. In addition, the College provided funds for faculty memberships in 63 professional
organizations. The following table reflects the Professional Development Budget for the entire division of Academic
Affairs as well as the Business Technology Division. The declining value evident in FY 2010 is indicative of severe
budget cuts that have taken place statewide.
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Professional Development Budget
Professional Development Budget
FY 2008
FY 2009
FY 2010
College-wide Dues/Memberships
$ 27,575
$ 31,171
$ 31,171
College-wide Travel/Conferences, Seminars,
Workshops
Business Technology
$ 129,779
$ 149,246
$ 74,246
$12,000
$11,500
$3,500
On-Site Professional Development
Over the past decade, TTC has faced the challenge of providing adequate and appropriate professional development
for a growing faculty despite the reality of decreasing state appropriations. In an effort to continue an excellent level
of support for both leadership and professional development, the President instituted the TTC Leadership Cabinet, a
monthly forum that serves as the leadership program for the College. The Business Technology Division currently has
10 members involved in Leadership Cabinet. The table below includes examples of recent initiatives and studies
conducted during Cabinet meetings.
TTC Leadership Development
Leadership Cabinet Agenda Item
Leadership Characteristic
How to Run an Effective Meeting & Being a
Professional, presentation by Dr. Frank Medio
Personal Leadership Attributes
2010 Male Leadership Conference
Direct Lending
Organizational Knowledge
VETS Program Training
Ethical Practices
Enrollment
Kids’ College
Proposed Berkeley Campus Middle College
TTC Core Competencies
Chinese Higher Education Delegation
Increased Fall Enrollment Challenges
For-profit Colleges
Strategic Challenges
2008-09 Accountability Report
Budget Updates
Accomplishment of Action Plans
TTC Policy 6-2-1, Professional Development Program, formally provides the College’s framework for a comprehensive
professional development program. This program is geared towards expanding opportunities for all permanent
faculty and staff members to be multi-skilled and technologically proficient, to facilitate learning and teaching, and to
help them perform in the 21st century workplace.
The College encourages all employees to continue their education and lifelong learning by providing financial
assistance for tuition and books through the TTC Foundation’s Tuition Assistance and Credit Course Assistance
programs, and by allowing flexibility in work schedules, when possible. Each employee may receive assistance from
the Foundation for up to five credit courses at other institutions and for three TTC courses each year. For TTC
courses, faculty and staff employees receive full tuition plus any required textbooks, while assistance for courses
taken at other accredited institutions is currently $200.00 per course.
In addition, the College maintains two professional development centers, the Information Technology Training
Center and the Center for Teaching Support, both of which provide one-on-one and group training sessions in course
development as well as current technology and how best to use it in the classroom.
In addition to support for coursework, TTC offers an annual Professional Development (PD) Day, providing onsite
development activities and opportunities for all faculty and staff. Every PD Day has a theme geared along the lines of
one of the College’s strategic initiatives. The table below lists recent PD Day themes and the initiatives they
supported.
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Professional Development Day Themes
Strategic Initiative
Year
Theme
2010
2009
2008
2007
2006
2005
The Power of Green
Fit for Change
Life, Work and Everything in Between
Mind, Body and Spirit
Experiencing Your Best Life Now
A Holistic Approach to Managing Your
Personal and Professional Life
Cohesive Communication
2004
Sound Environmental Practices
Campus Environment
Campus Environment
Employee Development
Employee Development
Organizational Efficiency
Internal Communication
Grants
The Business Technology Division has received grant money from several sources, including a Title III grant, a Perkins
grant, and a Google grant. Besides supporting a variety of offsite and onsite training activities, the division spent a
large portion of the Perkins grant money in the purchase of updated technology for all faculty, to support advanced
course development and enable them to continue a wide range of scholarly work.
The chart below shows recent grant allocations to the Business Technology Division and to the College as a whole.
Business Technology
Grant Monies
Grant
Title III
Perkins
Google
Year
2005-2010
2005-2010
2010-2011
BT Division Amount
$15,510.00
$186,092.39
$17,841.00
TTC Total Amount
$1,785,461.00
$3,571,432.00
$17,841.00
B. Report the participation of business unit faculty and staff in professional development and scholarly activities.
Provide three years of data—two years plus self-study year.
Year
Fall 2008
Spring
2009
Fall 2009
Spring
2010
Fall 2010
Spring
2011
Total
C.
Conferences
Business Technology Division
Professional/Scholarly Activities
Professional
Committee
Consulting
Memberships
26
11
2
5
9
2
10
3
Mentoring
/ Training
27
9
Community
Service
11
6
Awards
4
7
8
15
22
15
12
15
2
2
11
5
6
3
11
11
13
10
22
10
9
14
1
1
12
5
3
1
46
82
100
70
10
50
25
8
4
Provide examples of how the professional development and scholarly activities of the business unit have
supported the achievement of the business unit’s mission, including building faculty and staff knowledge, skills,
and capabilities that contribute to high performance.
Professional development for faculty and staff, both full and part-time, has been a top priority for the Business
Technology Division. As an example, from the above-mentioned Perkins grant, the division invested $53,956.39 from
2005 to the present for the professional development of its faculty and staff, solid evidence of the division’s
commitment to this purpose.
The division continuously encourages faculty to take advantage of every opportunity for advancing their
education/professional development, especially in light of the support provided by the TTC Foundation for tuition
and textbooks. Because they have flexibility in their weekly schedules, employees are able to take courses at other
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institutions and at TTC to enhance their effectiveness in their job duties as well as broaden their overall educational
experience.
One of the division’s most recent initiatives in building faculty knowledge and skill sets has been the leadership role
played by division personnel in establishing a state-wide steering committee called the South Carolina Information
Technology Instructors (SCITI). This group has brought together faculty from the entire 16-member technical college
system to share and develop new plans and programs in the areas of Information Systems, Administrative Office and
Network Systems Management. One department head has played a key role in organizing the group and making its
first state-wide meeting a great success. The result has been tremendous progress towards achieving its goals of
spreading ideas about the use of new technologies and methodologies in education, as well as developing a tight-knit
network of state colleges to discuss common challenges, ideas and best practices.
The Business Technology Division, over the last six years, has spent $85,211.18 in support of faculty training at
national training companies such as Learning Tree, Cisco Academy, PST and Oracle University. In addition, the
division supported the upgrade and certification of one of its faculty as a Certified Online Trainer, a critical
qualification during the recent expansion of online course offerings and the adoption of the Desire2Learn (D2L)
online delivery system. This faculty member has proved extremely valuable in conducting workshops and training
sessions to help fellow faculty improve their online delivery of courses, again contributing to the division goal of
continuous improvement
Criterion 5.8 Faculty Instructional Development
The business unit must provide evidence of active participation in a planned system of faculty and instructional
development consistent with the mission of the business unit.
Institution Response
A. Describe the instructional developmental opportunities for business unit faculty to:
1. Improve teaching skills which may include mentoring, orientations, in-service programs, and other activities.
Full-Time Faculty Orientation. The College’s commitment to the instructional development of its faculty is apparent
at the time of hire. Since 1995, new faculty members have participated in a structured, 14-week orientation that
provides training and information required to perform all job duties and assume their responsibilities to the College.
For this training the faculty member receives one course release from his or her regular teaching load. During the
past three academic years, 96 new faculty members have participated in these sessions. The course agenda
documents a broad range of topics covered in this class, including “teaching skills”.
Part-Time Faculty. Besides receiving mentoring from the lead instructors for the courses they teach, part-time
faculty members are included in other training. A special part-time faculty orientation is offered as well as a division
newsletter, called “Take Note”, which answers many of their questions as they develop and teach their coursework.
Part-time faculty are also included in college-wide training sessions on an as-available basis, including upgrade
training in online course management (D2L), specific course software training and publisher-provided training.
Professional Development Day. Every spring, as mentioned in the previous section, the College’s Quality Council
organizes Professional Development (PD) Day for all full-time college employees. PD Day is scheduled on a faculty inservice day to allow all faculty members to attend. The PD Day provides a variety of personal and professional
development activities, as well as instructional modules for interested faculty members who wish to learn from or
share their techniques with others.
Faculty Colloquium. The Faculty Council organizes a faculty colloquium for both full- and part-time faculty at least
once each year. Organized in 2006 by a small group of faculty members, the colloquium is designed by the faculty
for the faculty and includes a variety of workshops that focus on teaching and learning. The colloquia are popular
with attendees (Faculty Colloquium Survey Results), averaging an attendance of more than 80.
Academic Affairs Meeting. Every year the Vice President for Academic Affairs holds a faculty meeting before the
first day of fall semester classes. The meeting provides an excellent opportunity for the Vice President to welcome
back returning faculty and introduce newly hired ones, to refresh all faculty about instructional policies and
practices, and to introduce and explain innovative instructional projects, such as the Achieving the Dream Initiative.
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South Carolina Information Technology Instructors (SCITI) initiative. As described in Section 5.7.C, this initiative
aims to provide a conduit for division faculty to share instructional techniques and practices across all of the state’s
technical colleges. This sharing of information will provide a synergy of efforts among all the schools, and serve to
enhance the educational efforts of not only TTC’s faculty, but of all the participating colleges. The ideas exchanged
at the first meeting alone have contributed to the improvement of several department curricula.
2. Acquire skills in the use of alternative methods of instructional delivery.
The College provides two centers whose purpose is to promote employee learning: the Center for Teaching Support
and the Information Technology Training Center.
Center for Teaching Support (CTS). Established in 2004 the Center for Teaching Support was designed with two
primary goals in mind: to stay at the leading edge of technology and its use in the delivery of courses, and to make
that knowledge available to both full-time and part-time faculty in their instructional design and delivery. During the
last four academic years, CTS has served 979 faculty members. In the Fall of 2008, when the College converted to its
new online learning system, Desire2Learn (D2L), CTS provided critical support and training for all online faculty, and
the training continues today as new faculty are hired. All in all, the Center trained 579 full- and part-time instructors
in such areas as course development, support, D2L training, Title III grant training and learning objects. Center
personnel also work with faculty content experts in developing online and hybrid courses that are equivalent to
traditional courses in terms of objectives, learning outcomes, competencies, content, credit, and transferability.
With a full-time staff of four, CTS also provides the technical training and administrative support for the College’s
Title III grant. From 2008 through 2011, the Title III grant provided $11,280 for BT division full- and part-time faculty
to build academic learning objects to supplement their online course development.
Information Technology Training Center (ITTC). Established in 1992 the Information Technology Training Center
offers an array of training workshops, modern equipment and consultation services to all TTC faculty and staff. The
ITTC is dedicated to helping employees develop and improve their professional and technical skills, and accomplishes
this with a variety of formal training sessions and a mix of one-on-one training on a short-notice basis. The Center
offers a large variety of both hardware and software training sessions. Professional training ranges from
straightforward new hire IT orientation to subjects as involved as Oracle reporting tools. The Center also offers
software consulting services like desktop database solutions to make business units more efficient and reduce costs.
In the past year alone, for example, the Center trained 422 employees on the new Portico Intranet site.
B. Describe the instructional development opportunities for business unit faculty to improve knowledge of
curriculum development. Provide examples of how instructional development activities of the business unit have
supported the achievement of the business unit’s mission, including building faculty knowledge, skills, and
capabilities that contribute to high performance.
Curriculum development in the Business Technology Division is a topic that is seldom left off the agenda for any
department or division level meetings. The Dean and department heads constantly instill in faculty members the
overarching goal of maintaining programs at the leading edge of instructional development. This emphasis on
advancement means that course developers are constantly considering new courses or updates to existing based on
the latest modern technology and practices. The division’s emphasis on continuous improvement of course curricula
has resulted in concomitant advancement of faculty learning and overall improved performance.
At the same time, all course developers are aware that new courses and course updates need to be carefully
considered and coordinated with other faculty and departments that may be affected by the changes. Accordingly,
the division follows a strict policy on the review of major curriculum changes by the College’s Curriculum Committee
and through its Academic Advisory Committees.
Curriculum Committee. At each stage of the curriculum development process there are checks to ensure that
program requirements are clear and appropriate. The Curriculum Committee, made up of faculty and staff
members, examines each proposal for a new program or program revision and recommends curriculum changes to
the Vice President for Academic Affairs. Committee members consider the coherence of the curriculum, its
relevance to the program and to the institutional mission, program and course objectives and the need for each
change in light of demands from business/industry and university transfer requirements. In addition, the Assistant
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Vice President of Academic Programs reviews each proposal for conformance to the South Carolina Commission on
Higher Education (CHE) and the State Board for Technical and Comprehensive Education (SBTCE) policies.
Academic Advisory Committees. A major factor in considering updates to the curriculum is the advice from each
department’s Academic Advisory Committee members. This group of business and industry employers/leaders
provides important guidance to program managers on industry trends and emerging technologies. Meeting twice a
year, the advisory committee reviews program curricula, equipment needs, and critical skills needed to maintain a
strong workforce. The Academic Advisory Committee Member Handbook outlines the roles and responsibilities of
these committees. The Advancement division keeps records of all meetings, including minutes.
Other factors that contribute to the high level of knowledge and success in instructional development among faculty
members are the following.
ACBSP. Guidelines from the Accreditation Council for Business Schools and Programs (ACBSP) help TTC faculty adjust
degree programs for quality and currency. When a program is due for an accreditation self-study and site visit,
program faculty draft a comprehensive self-study, which is then reviewed by the Assistant Vice President of
Academic Programs. The self-study and the results of the site visit help faculty in determining priority budget
requests and any necessary program revisions. The College Catalog (Pages A2-A3) identifies the TTC programs
accredited by state and national accrediting agencies.
Distance Learning
Any TTC program which is offered through distance learning is also offered through traditional classroom instruction.
The curriculum for any program offered through distance learning is identical to the traditional curriculum. All
degree requirements are published in the catalog, available in both hardcopy and online, which is updated annually
to reflect curriculum revisions.
Criterion 5.9 Faculty Operational Policies, Procedures, and Practices
Each institution should develop and use a written system of procedures, policies, and practices for the
management and professional growth of faculty members. Written information should be available to faculty
members concerning the system. These procedures, policies, and practices normally include:
 Faculty development
 Tenure and promotion policies
 Evaluation procedures and criteria
 Workload policies
 Service policies
 Professional expectations
 Scholarly expectations
 Termination policies
Institution Response
A. Explain how the business unit faculty and staff access the operational policies and procedures manual.
When hired, all faculty and staff take the New Faculty and Staff Orientation course, for which they are given release
time from their duties to attend. As part of the orientation, they study essential information contained in the TTC
Policies and Procedures Manual, review the Employee Handbook, and if faculty, review the Faculty Handbook and
student advising principles. These documents are also continually available online at the College website. Part-time
faculty receive a copy of the Part-Time Faculty Handbook. When changes to these documents are warranted, the
College provides notice of the changes through emails and in the weekly “Monday Edition” electronic paper. In
addition, to ensure faculty have reviewed the most up-to-date policies and procedures manual, the College requires
faculty to review the Employee Handbook once a year and to submit electronic signatures once they have completed
their review. TTC’s Policies and Procedures Manual can be accessed online at any time at the College web site:
http://www.tridenttech.edu/5126.htm.
B. Provide a copy of the faculty operational policies and procedures manual to the peer review evaluation team
in the resource room. (Do not include in the self-study.)
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Summary of Standard 5 Faculty and Staff Focus
Provide a summary of strengths and opportunities for improvement the institution plans to address related to
Standard 5 - Faculty and Staff Focus.
Strengths
The Division of Business Technology is widely recognized for its success in keeping its curricula dynamic, up-to-date
and focused on the leading edge of technology. These results are achieved through the diligent efforts of one of the
most diverse and qualified group of faculty members in any technical college. As designated earlier, 100.0% of
division faculty members have Masters Degrees or higher. The Dean takes full advantage of the talent on hand by
challenging them to lead the College in the adoption of new technology, enhanced instructional design, professional
development and innovative thinking. The division was the first unit at the College to fully embrace and implement
online course technology and currently provides a dynamic and robust list of course offerings using the latest in
computer, audio, virtual and video technologies. In fact, by the Fall 2011 term the division plans to have available a
Web-enhanced component in every one of its course modules.
As a leading division within the College, the Business Technology Division is a source of innovation for college-wide
projects. Recent projects spearheaded by the division include the selection of online course management software;
new teaching strategies, including the development of training videos in the use of the online course management
system and the implementation of course delivery in an online virtual campus environment; and piloting new
academic advising techniques.
A key indicator of the quality education offered by the division was the performance of two TTC teams in a national
competition. The Juicy Ideas Competition, sponsored nationally by Google, serves as a way to encourage
entrepreneurship and communicate a message of environmental responsibility. In the 2008 competition, TTC placed
two teams in the top ten list of winners from all colleges nationwide, including one in third place. These results were
of particular significance because the two TTC teams were the only technical/community college-level teams to win
in the entire nation. Such accomplishments speak highly of the collaborative relationship between our faculty, staff
and students in the areas of sustainability, design and entrepreneurship.
The College supports leadership development in all divisions. To highlight this emphasis on a continuing basis, the
President developed and implemented the TTC Leadership Cabinet, a monthly forum that serves as the leadership
program for the College. As pointed out earlier in this document, the Business Technology Division is heavily
involved and engaged in the Cabinet and takes part in all Cabinet meetings. Additionally, the College has promoted a
number of other leadership development programs in the last several years, including the South Carolina Technical
College Leadership Academy, the South Carolina Executive Institute, Leadership South Carolina, and Leadership
Charleston.
Career progression within the division, and from the division to other positions of leadership and responsibility
within the College, has long been a major goal of the Business Technology Division. In recent history faculty
members have shown a remarkable progression from part-time to full-time status, to program coordinator, to
department head, Dean, Program Directors, Academic Assistant Vice President and currently, the Vice President for
Academic Affairs. These advancements have been the direct result of the constant striving for academic excellence,
scholarly advancement and leadership development.
Besides the pursuit of academic excellence, student success and the advancement of technology throughout the
College, the Business Technology Division continues its strong partnerships with local industry and government.
These connections serve to strengthen ties that allow faculty and staff to advance their own education, and in turn
apply that learning to their efforts in providing the most rewarding education for all of their students.
Opportunities
One key area that the division has already begun to address in earnest concerns the depth and breadth of
involvement of its part-time faculty. By its very nature, the involvement of part-time faculty presents a challenge
due simply to the fluid nature of faculty employment from semester to semester. Regardless, the division has a
responsibility to address their needs and engage them in as many of the division activities as possible, especially
since our student and part-time faculty numbers have grown.
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As a result, each department head constantly strives to include part-time faculty as part of the team and assure them
that their needs are considered and appreciated. One technique used to ensure continuity in pedagogy is the use of
the “lead instructor” concept, explained in Section 5.4.A. This concept places one full-time instructor in charge of all
course content to ensure that, no matter how many sections of the course are offered, the course is taught
consistently across all sections, whether taught by full-time or part-time faculty members. As a result, part-time
faculty are confident that their students are presented the same challenges that students in all other sections are
encountering.
Other considerations to engage the part-time faculty members include issuing them a standing invitation to all
department-level meetings. Further, the Dean, department heads and all full-time faculty maintain a consistent
open-door policy for any part-time instructor to express any reservations or criticism of department policy and goals.
The division will continue its concerted efforts to engage its part-time instructors in all aspects of its endeavors and
seek more ways of ensuring their needs are met.
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STANDARD 6: PROCESS MANAGEMENT
In order to prepare business graduates for professional careers, the curriculum must encompass
subjects dealing with the specifics of the global work place and the more general aspects of a global
society. The institution must also provide adequate support services and resources to facilitate student
success. All business graduates are expected to be competent in the following:
 Knowledge of essential elements and operations of a business
 Knowledge of business ethics
 Computer literacy
 Global business awareness
 Critical thinking and research skills
Business programs require at least the following: 25 percent professional component, 25 percent
general education component, and 25 percent business major component (courses for the associate
degree beyond the professional component devoted appropriately to the student’s area of
concentration). For transfer degree programs with documented justification, the business major
component and/or the professional component may be satisfied by non-business courses.
Criterion 6. 1 Curriculum
Trident Technical College (TTC) is fully aware that its most important function is education and that the effectiveness
of its academic programs is of the utmost importance. Since the key measure of any academic program rests on the
eventual success of the student population all academic assessments emphasize student learning outcomes.
TTC concentrates on measuring student learning outcomes at three levels: the institutional level, the program level,
and the course level. It implements comprehensive assessments of student achievement of these outcomes, and
uses the results of these assessments to improve its educational programs. In addition, the College monitors and
reports a variety of data that reflect the productivity and efficiency of its academic programs.
TTC offers 31 associate degree programs, all of which require at least 60 semester credit hours for completion, as
required by the State Board for Technical and Comprehensive Education (SBTCE) Procedure 3-1-101.1. Any changes
to the total required hours in a program must be presented to the Curriculum Committee, approved by the Vice
President for Academic Affairs, and entered into the following year’s catalog. In compliance with the Curriculum
Committee By-Laws, the Assistant Vice President of Academic Programs checks all program proposals that affect
both current programs and new programs for conformity to SBTCE policy before the Curriculum Committee
considers the proposal.
The programs leading to the Associate in Applied Science (AAS) degree support TTC’s mission to promote economic
development in its service area. These applied programs are designed to prepare students for employment,
professional development, and career advancement. They generate graduates who bring to the work force up-todate technical skills along with communication and critical thinking skills.
The courses of study for AAS degree programs are informed by the needs of local employers. Using input from
academic advisory committees and employer surveys, program faculty revise and improve the curriculum to keep up
with best practices in business and industry. As noted in the Catalog (Pages A2-A3), many AAS programs are
accredited by national and state agencies, which provide additional guidelines for curriculum design. Student
success also influences the course of study: faculty adjust course sequencing and prerequisite requirements to
ensure that students master all appropriate skills before moving to the next level.
The total semester hours required for each program at TTC are published in the program displays in the Catalog,
pages B7-B183.
Institution Response
A. Describe how the business unit manages key processes for design and delivery of its educational programs and
offerings.
The Business Technology Division use a top-down approach to identify the key processes necessary for the design
and delivery of the Associate level, certificate level, and course level educational offerings. All curriculum
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development maintains as its primary focus the College’s key stakeholders, which includes its students, faculty
members and local business leaders.
The division uses a carefully planned process to guide all curriculum development, following the guidelines of TTC
Policy 13-0-3, New Curriculum Program Development. For the design of a new academic program, such as an
associate degree or certificate, the process begins with input from local business stakeholders as represented by
advisory committees.
Once the need has been adequately identified and defined, the division assigns responsibility for designing the
curriculum to the appropriate department’s curriculum committee, which includes members of multiple
departments, since many curriculum changes may affect more than a single department. Through this combined
effort and perhaps after several iterations, the department chair approves the content of the proposal, and initiates
the second step in the process.
During the second step, the department chair assigns individual department experts to identify any new or existing
courses required based upon desired competencies. If planners have identified new courses that need to be
developed, this need must be addressed as the process continues, since all courses offered must appear in the South
Carolina Catalog of Approved Courses (CAC). Once all missing curriculum components have been addressed, the
updated curriculum proposal is presented to the Academic Affairs Assistant Vice President for Academic Programs,
who is charged to ensure it meets all State and College requirements to include General Education.
The next step in the curriculum process is to present the proposal to the College’s Curriculum Committee for
evaluation and analysis. Since many academic programs and course offerings have an impact on other units in the
College, the curriculum proposal may be subject to more refinement at this point. A recommendation for approval
from the Curriculum Committee must be made before the proposal is submitted for final approval by the Vice
President for Academic Affairs.
B. Describe how the business unit ensures that courses taught by both full-time and part-time faculty are of
comparable quality and consistency.
The Business Technology Division has pioneered within the College the policy of assigning one full-time faculty
member as the primary developer for every course in its curriculum. This primary developer, known as the Lead
Instructor, develops and standardizes many of the course components, to insure that these components remain
uniform no matter which section a student enrolls in, and no matter how the course is delivered.
As an added step to maintain consistency in course content, the division has endeavored to provide an online course
component for all courses, no matter in which mode they are provided. In the Fall 2011 semester the division plans
to reach its goal of providing universal online access for all of its courses, an important step that will help insure that
all courses present a consistent interface and that all students are presented with the same challenges and
opportunity to succeed.
Part-time faculty are interviewed during the hiring process to ensure that they have the requisite knowledge and
expertise to teach the course. The Lead Instructor then provides them with the standardized course materials and
class schedule for all sections of the course, and remains in regular contact to ensure that they follow the approved
syllabus and course schedule. Course exams are the same for all course sections whether taught by full-time or parttime faculty. An analysis of course statistics, including teaching observations and final grades, is conducted to ensure
that all sections of the same course are meeting the quality standards expected. These quality controls include
statistics on pass/fail, grade analysis, written student critiques in the form of Student Evaluation of Course and
Instructor (SECI) data, and evaluation of the part-time instructor as well.
Criterion 6.2 Professional Component
At least 25 percent of the business curriculum must consist of a professional component including
four of the following areas of study:
A. Accounting
B. Computer information applications
C. Quantitative methods of analysis
D. Principles of economics
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E. Business in society - the international environment, legal/political environment, and ethical
business behavior
F. Marketing
G. Entrepreneurship/free enterprise
H. Finance
I. Management
Specific courses are not mandated and equal time is not expected to be allocated to each area.
Courses taught outside of the business unit may be used to fulfill the professional component. It is
the responsibility of the business faculty to monitor such courses to ensure that they provide the
competencies implicit in the professional component. Courses that satisfy the professional
component cannot be used to satisfy the general education component or the business major
component.
Institution Response
A. Complete the Professional Component portion of Table 6 Curriculum Summary for each program.
See Table 6 on page 171
B. Provide a detailed plan to improve and meet the criterion for any program not meeting the 25 percent
standard.
All programs offered for accreditation meet the 25% standard.
Criterion 6.3 - General Education Component
The general education component must include at least 25 percent of the credits required for the
associate degree and must consist of courses which contribute to the following educational goals:
(Note: All ten areas do not have to be included.)
1. Written, interpretive, and oral facility with the English language
2. An historical perspective
3. An understanding of the role of the humanities in human experience
4. A personal ethical foundation
5. An understanding of social institutions and the obligations of citizenship
6. Knowledge of science or mathematics and its applications
7. An understanding of contemporary technology
8. An understanding of the principles as well as the investigative strategies of the social sciences
9. An appreciation of the fine and performing arts
10. A global perspective
The content of general education courses may include more than one of the foundation objectives
listed above. Some business courses, if conceived and taught in relation to the institution’s
definition of general education, may be used to satisfy the general education component. Courses
that satisfy the general education component cannot be used to satisfy the professional component
or the business major component.
Institution Response
A. Complete the General Education Component portion of Table 6 Curriculum Summary for each
program.
See Table 6 on page 171
B. Provide a detailed plan to improve and meet the criterion for any program not meeting the 25 percent
standard.
All programs offered for accreditation meet the 25% standard.
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Criterion 6.4 - Business Major Component
At least 25 percent of the associate degree or associate of applied science degree must be devoted
to courses appropriate to the student's business major beyond the professional component.
Programs that lead to an associate degree in business should be able to demonstrate that the
programs include appropriate courses to prepare students for transfer or employment. Institutions
offering degrees in business should have content-specific courses that build upon the professional
component, have appropriate prerequisite courses, and offer students opportunities to expand
knowledge in the major area of study. The curricular goals of each program/option should be
reflected in the sequential arrangement of courses and the learning experiences provided to
develop the competencies essential to practice in the areas of study. A specialized business major
should provide the following:




Areas of specialization that build and/or organize knowledge dealing with specific aspects of
business and its environment with interactions between these elements
The ability to increase knowledge, understanding, and skills in prerequisite and concurrent
courses and to integrate and apply these gains to subsequent business courses in the major
The depth and breadth of knowledge, understanding, and skills in the content area of
specialization beyond that which is in the professional component
Application of knowledge that is utilized by internships, field experiences and cooperative
education, simulations, and/or similar activities which enhance the professional education
experience
Courses that satisfy the business major component cannot be used to satisfy the professional
component or the general education component.
Institution Response
A. Complete the Business Major Component portion of Table 6 Curriculum Summary for each
program.
See Table 6 on page 171
B. Provide a detailed plan to improve and meet the criterion for any program not meeting the 25 percent
standard.
All programs offered for accreditation meet the 25% standard.
Criterion 6.5 Off-Campus Operations and Unique Items
The accreditation process includes a review of all business program academic activities at all
levels. If an institution has a branch campus or campuses where an entire degree can be learned,
then the accreditation process will include all locations and alternative instructional deliveries at
one time unless otherwise agreed upon prior to conducting the self-study.
Institution Response
A. Provide the number of business student credit hours produced along with the total number of student credit
hours generated for each campus.
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Business Student Credit Hours by Site/Campus
Fall 2010 - Credit Hours by Campus
Note: The combined category includes all Management and Marketing course prefixes.
Course
ACC
Palmer
45
AOT
CPT
Combined
Main
Berkeley
Off-Site
Total
1,122
876
2,043
120
514
634
1,329
6,132
486
5,895
13,842
450
4,413
57
4,005
8,925
174
270
BAF
96
BUS
225
1,050
27
1,140
2,442
ECO
102
879
30
807
1,818
IDS
78
1,020
MGT
45
840
1,044
1,929
504
693
1,197
87
87
MKT
1,098
MMT
QAT
24
24
TRL
Total BT
Total TTC
60
60
1,824
11,787
543
11,290
25,444
16,179
95,077
7,212
34,156
152,624
Spring 2011 - Credit Hours by Campus
Course
ACC
Palmer
Main
108
AOT
CPT
Berkeley
Off-Site
Total
1,068
933
2,109
300
423
723
1,233
5,550
393
5,907
13,083
504
4,380
156
78
4,404
141
9,366
297
BUS
150
1,161
48
1,368
2,727
ECO
120
951
768
1,839
IDS
39
411
MGT
117
798
1,326
2,271
MKT
78
639
591
1,308
MMT
99
84
183
QAT
165
Combined
BAF
450
30
165
TRL
Total BT
Total TTC
126
126
1,845
11,298
471
11,667
25,281
14,050
90,183
6,660
35,194
146,087
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BT Credit Hours by Term
Note: The combined category includes all Management and Marketing course prefixes.
30,000
25,000
20,000
15,000
10,000
5,000
BUS/MGT
Fall
2008
7,782
Spring
2009
7,227
Fall
2009
8,355
Spring
2010
8,583
Fall
2010
8,925
Spring
2011
9,366
CPT
10,269
9,582
12,864
11,883
13,842
13,083
AOT
612
696
566
654
634
723
ACC
1,824
1,932
2,046
1,977
2,043
2,109
B. Identify any branch campus at which it is possible for students to complete a degree program.
TTC does not utilize any branch campuses for its programs. However, the College has announced the creation of a
fourth campus in the town of Mt Pleasant, with plans to offer courses in the Fall 2011 semester. The Business
Technology Division will immediately offer courses from several different programs, including introduction to
computer courses and coursework in business management that will soon expand to a complete business program.
Further, the division has received the approval from the SACS Commission on Colleges to offer coursework leading to
the Certificate in Applied Science, Microcomputer Business Applications. (Appendix A Letter 2 page Error! Bookmark
not defined.)
C. Explain other unique situations, if any, present at the institution requiring special understanding during the
accreditation process (i.e., grading, credit hours of courses, etc).
There are no unique situations that need to be observed during the accreditation process.
Criterion 6.6 Minimum Grade Requirement
Business students must achieve a minimum grade average of “C” for graduation in business.
This standard is intended to assure the quality of effective learning and minimum competency in the
view of the faculty who assess student performances. The quality of effective learning is reflected in
grade consistency and student learning performance outcomes. The business unit should
continually monitor grade distribution and student learning outcomes and demonstrate that faculty
are informed and involved in improving the evaluation process.
Institution Response
A. Provide evidence that business students from an associate degree program have a minimum grade
average of “C,” such as a letter of certification from the registrar or a catalog statement.
The 2010-2011 Student Handbook states: “To graduate, you must have an overall grade point average of 2.0 or
better for all courses required in the degree, diploma or certificate program.”
A report of the cumulative and programmatic GPAs of all 2009-10 Business Technology graduates confirms that the
college adheres to this criterion. A copy of this report will be available in the Resource Room.
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B. Describe how the institution ensures compliance regarding minimum grade requirements.
Prior to conferring any credential, the Registrar’s Office initiates a degree audit for the potential graduate. The
academic program advisor reviews the student's academic record and forwards the completed degree audit, which
includes the student’s cumulative GPA and program GPA. Upon receiving the audit, the Registrar reviews the
student's academic record to verify satisfactory completion of requirements for the final semester. If approved, the
Registrar's office records the semester of graduation and the GPA on the graduation audit form. If not approved, the
Registrar's office notifies the student to contact his or her academic advisor regarding program deficiencies.
Criterion 6.7 Learning and Academic Resources
Comprehensive and current learning resources should be available to students and faculty which
includes library services, tutorial support, open labs, media services, instructional technology
support, etc. Students receiving instruction at remote sites should have access to learning and
academic resources. Library holdings should be sufficient in size and scope to complement the
total instructional program of the business unit, to provide incentive for individual learning, and to
support research appropriate for the faculty.
Institution Response
A. Describe the business unit faculty’s participation in the library’s acquisitions program to ensure the availability
of current business learning resources.
TTC provides access and user privileges to library resources and services adequate to support the education
programs of the college. TTC's Learning Resources Division is the principal provider of these resources and services.
The TTC library system consists of three libraries located on the college’s Main, Palmer and Berkeley Campuses and
resources available via TTC’s Web site.
The stated mission of the Learning Resources Division is to provide resources and services that are relevant to the
nature and needs of TTC’s students, curriculum and instructional programs and that promote intellectual growth and
cultural development of TTC students, faculty and staff. It accomplishes this mission by providing excellent library
resources, a highly qualified staff, ample physical facilities, extensive collections, and appropriate partnerships and
agreements
In order to ensure the availability of current materials, the library provides a liaison who works with a representative
from the Business Division. The liaison contacts the representative at least twice a year, once in the fall and once in
early spring. However, faculty members may request materials whenever they are needed. Additionally, faculty
have full use of the library’s interlibrary loan resources, discussed next.
B. Describe how off-campus students have access to the same research and reading assignments as on-campus
students. This may include evidence of library resources at other locations in the community or by electronic
access or inter-library loans.
TTC supplements its learning resources by providing access to many additional outstanding collections. At present,
the Learning Resources Division is a member of two consortia: the Charleston Area Library Consortium (CALC) and
the Partnership Among South Carolina Academic Libraries (PASCAL). Together, these consortia provide access to a
wide array of research materials that cross all academic disciplines.
To ensure that every student has access to the materials they might need, no matter how they are taking their
classes, the library offers this comprehensive web site that provides immediate access to a comprehensive collection
of online resources, and explains how to make the best use of all of them.
Students and faculty in the Business Technology Division have access to the following business and law-related
periodicals: Business and Company Resource Center, Business Source Premier, General Business File ASAP, Regional
Business News, Small Business Resource Center, and Legal Trac and Westlaw. The NetLibrary database offers
students access to over 60,000 full-text reference and academic books. Films on Demand provides access to high
quality, educational videos on many business-related topics as well as on a wide variety of academic and vocational
topics. All of these databases are available to students on or off-campus with their TTC student ID number.
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Additionally, course pages, subject guides, library orientation materials, database tutorials, etc. are available online
for easy access by all TTC students. Librarians are also available to work with business unit faculty to create
additional course-appropriate materials. Finally, librarians travel periodically to outlying TTC sites to meet with staff
and to explain and promote available online library services for the faculty and students
C. Describe the availability and utilization of other learning and academic resources (tutorial services, instructional
technology support, open labs, etc.)
The library provides many computers for student use with printers accessed through the College’s print management
system. Also provided for student use are a scanner, fax machine, and copiers. The library houses a media services
unit which provides access to a range of educational media resources. Library staff members in this unit are available
to provide faculty with instruction and support for their use of these resources.
During the most recent administration of the Noel-Levitz Student Satisfaction Inventory (SSI), students expressed a
very high satisfaction with customer service at the TTC libraries, marks that outpaced satisfaction levels at peer
institutions, both regionally and nationally. These results are covered in depth in Standard 3. Availability of student
and faculty resources are addressed in standards 3 and 6.8 below.
Criterion 6.8 Support Services
The business unit should have adequate institutional support services such as administrative,
clerical, technical, laboratory, and advising support to meet the needs of its programs.
Institution Response
A. Describe the level of institutional support services available to the business unit.
TTC and the Business Technology Division provide for a wide array of institutional support services that assist in the
delivery of a high quality education. These services include College facilities essential to the preparation and delivery
of course content, agencies that assist faculty and staff in mastering and employing the latest technology, and
policies that ensure faculty have the academic freedom and support to advance their own level of knowledge and
that of their students. Since most of these aspects have been discussed at length in other standards, this discussion
will merely summarize the various facets of these support services.
College Facilities and Agencies







Public Safety. Ensures the safety and security of all College employees and students, certainly a necessity
for any educational institution.
Emergency Alert System (EAS). Used to communicate vital information to employees and academic credit
students as quickly as possible before, during and after a campus emergency.
Learning Resources Division. As discussed in the previous section, the Division of Learning Resources
provides a wealth of library and information resource support to everyone at the College. This support
includes outstanding physical facilities at the three primary campuses, as well as innumerable resources
accessible online.
Information Processing. Provides professional document production and management services to faculty
and staff. This includes a myriad of desktop publishing documents, such as course outlines, syllabi,
handouts, tests, manuals, etc. that save faculty countless hours in the preparation of course materials.
Print Services. Supports faculty and staff in producing copies of printed material that may be requested
through online access and will be available within a 24-hour period.
Facilities Management. Manages the upkeep of all College facilities and ensures that all buildings,
classrooms etc. are in good working order at all times.
Distance Learning and Broadcast Services. Manages the online learning system and provides training to all
online faculty in how to use the online system to its fullest.
124






Center for Teaching Support (CTS). A critical component of the Distance Learning and Broadcast Services
Division, the CTS offers valuable assistance to faculty in the areas of curriculum development, instructional
materials design and development, and in various methodologies of curriculum delivery.
Information Technology Training Center (ITTC). Helps employees develop and improve their professional
and technical skills through a variety of formal training sessions and a mix of one-on-one training, including
both hardware and software training sessions.
Web Services Department. Manages the College’s central web site to provide current and accurate
information to its students, faculty, and staff, and to the citizens of the global community.
Information Technology Services. Provides hardware and software support for all of the College’s
computer systems, both in office settings and in all of TTC’s labs and master classrooms.
Institutional Research Department. Provides information for institutional planning, decision-making, and
continuous improvement. The department maintains documentation and provides reports and information
to internal users and to local, state and federal agencies.
Clerical support. The division provides both full-time and part-time clerical support sufficient to handle all
of the requirements to manage a large academic division composed of a variety of departments.
Policies Supporting Academic Advancement






Flexible Work Week. The division allows each faculty member a wide degree of latitude in scheduling office
hours during each semester, which provides the freedom to schedule academic pursuits as well as offcampus training opportunities.
Release Time. In addition to a flexible work schedule, full-time faculty members may receive release time
for a variety of reasons, including requirements for training and in support of instructional-related
administrative assignments.
Program Coordinators/Lead Instructors. The Business Technology Division employs a policy of relying on
experienced faculty course designers to support and advise other faculty in the development of course
materials. In particular, for every course offered by the division a lead instructor is charged to manage the
program objectives and all course details and is listed along with contact information in the course syllabus.
This practice ensures that every course is offered in a standardized format to all students, whether taught
by the developer, another full-time faculty member, or a part-time instructor. The policy reduces the
preparation required by other instructors and provides a consistent interface for all students taking the
course.
Professional Development Funds. The division supports the many academic efforts of its faculty by
pursuing and providing significant support in terms of professional development funds, grants and other
resources. In addition, the College Foundation encourages and supports all faculty in their pursuit of
learning through its tuition assistance programs. These funds provide for financial assistance for tuition and
books, and thereby enhance the ability of faculty to pursue a goal of lifelong education.
Academic Program Advisory Committees. This group of business and industry employers/leaders provides
important guidance to program managers on industry trends and emerging technologies. Meeting twice a
year, each advisory committee reviews program curricula, equipment needs, and critical skills needed to
maintain a strong workforce. The result is a curriculum that stays on the cutting edge of technology and
provides the most suitable education for all division students, no matter their area of interest and career
goals.
Counseling. The College has contracted with a professional service that specializes in workplace counseling
to provide its employees with a confidential, comprehensive and free resource for resolving personal issues.
Recognizing that many personal issues start in the home, the service is also available to employees’ families.
B. Describe how the business unit manages support services to promote student success and achieve the mission
of the business unit.
125
Supported by the services and policies spelled out above, the Business Technology fields a curriculum that is in touch
with the latest technology, in sync with the expressed desires of local business leaders for their workforce
competencies, and delivered in a variety of formats that allow interested students to fit their courses into a busy
work schedule.
As other standards in this report have detailed, the College has experienced an explosive growth over the past
several years, which has been accelerated by the growing availability of online courses. The Business Technology
Division has played a key role in making this expansion possible, by providing necessary support to other agencies in
the adoption, setup and troubleshooting for an online delivery system capable of supporting scalable growth. The
division has been especially interested in the scalability of any online delivery system, because it had set a goal of
providing 100% online access for all of its students. And with the expert aid of many other departments, the division
expects to attain the 100% level in the Fall 2011 semester. Of course, the division could not attain this goal without
the expertise of many College agencies and departments that include Distance Learning and Broadcast Services, its
Center for Teaching Support, Information Technology Services, and the College’s Web Services Department. With
their help, the division will succeed in making its entire curriculum available to any interested student with access to
the Internet.
An important facet of many division courses is the provision of appropriate labs where students can get hands-on
experience with hardware and software relevant to their field of study. In addition, each lab needs to be loaded with
the latest version of the software packages, in order to ensure students gain experience with state-of-the-art
programs. The division has led the College in establishing a hardware/software requirements package for each new
academic year, including not only requirements for its own labs but also many open labs across campus. The
resultant plan paves the way for the Information Technology Services Department to accomplish hardware and
software installation at the start of each semester. As a result, students continually gain experience with modern,
up-to-date computer systems and software.
The support and guidance provided by the Academic Program Advisory Committees are something that the division
does not take lightly. Spurred on by the desire to provide the most practical and meaningful education for all of its
students, the division leadership knows that an important gauge of the relevance of a student’s knowledge is the
opinion of an employer who will interview and consider hiring them. Accordingly, every meeting with the advisory
committee members is planned carefully to gain the most appropriate feedback on the present state of the
curriculum, and to seek important suggestions on how to tailor curriculum content to satisfy the needs for today’s
workforce. Putting advisory committee suggestions into practice is considered the best way to prepare students for
success in finding employment after graduation.
Criterion 6.9 Educational Innovation
All business schools and programs should provide an environment that encourages and recognizes
innovation and creativity in the education of business students.
Institution Response
A. Describe how the business unit encourages and recognizes faculty and staff innovation and creativity.
The division addresses educational modernization, improvement, and innovation by starting with the College’s
philosophy expressed in its Quality Management principles: “A never-ending journey of improvement through the
application of theory and a systematic process using appropriate tools.” The division Dean, confident of the skills of
her eminently qualified faculty (as documented in Standard 5), knows that if she provides the appropriate tools, the
faculty will respond with the requisite theory to keep the division on the forefront of education.
Several principles guide the division’s efforts to encourage innovation. One is that employees must know that they
will have the freedom and support to pursue educational interests offered either by the College or by outside
institutions. The division has historically provided a great deal of support for faculty professional development
through outside funding sources and by encouraging the use of the professional development funds. Further, both
faculty and staff receive the benefit of flexible work scheduling, providing them the open time to pursue their
educational goals.
Another principle used by the division to foster an environment of innovation is the additional use of professional
development grants to support the acquisition and use of advanced technology and software in the development of
126
coursework. Such was the case, for example, when one faculty member sought to offer a first-of-its-kind online
course taught completely in a virtual classroom on the Web. Her confidence that the division would supply the
needed hardware and software contributed to its outstanding success.
While encouraging constant upgrades in all curricula, the Dean also knows that these updates cannot be
accomplished in a vacuum, in that seemingly small updates in one program can have significant impact on other
programs of study, both within and outside of the division. Accordingly, the curriculum committee for each
department includes members of multiple departments who cooperate to study the potential effects on both the
student population and other departments’ programs. This policy accomplishes two purposes: first, the crossdepartment cooperation helps to minimize such impacts; and very importantly, the synergy achieved by combining
department efforts serves to encourage creativity and innovation during the development of program revisions.
B. Provide evidence of innovations and creativity that have been implemented by the business unit.
The Business Technology Division has initiated a wide variety of innovations in its quest to stay at the forefront of
technological education, and many of these advances have become standards used throughout the College. The
following will summarize the most significant advances made in recent years.








Online course shells. As noted in section 6.8B the division is nearing a milestone of providing 100% online
access for all of its students. This level of access for its students is unprecedented both within TTC, and
among all of the other South Carolina technical colleges.
Lead Instructor concept. Discussed previously in this standard, the concept of relying on a single lead
instructor to develop many course materials, including the online course interface, guarantees that all
students experience the same course components and learning challenges, no matter what section they
enroll in. This practice ensures that every course is offered in a standardized format to all students, whether
taught by the developer, another full-time faculty member, or a part-time instructor.
Alternative Online Classroom. Also mentioned earlier, one department in the division has pioneered the
use of a virtual classroom environment at an online web site. Since the virtual classroom has no limits on its
availability, the instructor has the freedom to set up course meetings at the students’ bidding, providing for
meeting times matched to their busy schedules. Additionally, the virtual space allows for an audiovisual
interface, allowing for interaction very similar to an actual classroom, and enabling direct communication
between student and teacher. The benefits and ramifications of this form of course delivery are of
immediate and consequential benefit to all students involved in the course.
Equipment Life Cycle Monitoring. The division developed an equipment acquisition program called
“Equipment Life Cycle Management.” This program operates on a two-year cycle of evaluating equipment,
determining needed acquisitions and upgrades, obtaining necessary funds, and implementation. All
Department Heads work closely with the Dean on annual unit planning. Equipment acquisition, upgrades,
and maintenance are core components of the unit planning process.
Software Load Spreadsheet. To assist in the management of software requirements throughout the
College’s computer labs, the division developed a comprehensive spreadsheet of required software loads
for labs on all three campuses. This tool has ensured that all required lab software is available for classes
scheduled across the College.
Academic Advising Checklist. A Business Technology faculty member, as chairperson of the Academic
Advising Committee for the College, recently helped to develop a comprehensive advising checklist in an
effort to improve the quality and consistency of academic advising, and then piloted its use for one
semester. As a result of that successful pilot project, TTC now employs the checklist as an advising tool
college-wide.
Student Tutoring. Standard 3 has illustrated the support provided by a variety of student organizations
sponsored by the division. As students offer their time to assist the College and the surrounding
community, the division has also considered it important to invest some of this time and effort in assisting
their fellow students. Accordingly, division student organizations often set up tutoring sessions for students
who need assistance, and this practice has proved successful in adding to student satisfaction, success and
retention.
General Education Competencies. The Business Technology Division became the first division to measure
general education competencies in several of its capstone courses, a move to highlight the importance of
these competencies to its soon-to-be-graduating students. The division piloted the plan to track general
education learning objectives, incorporating the same rubrics into these courses. At present, the
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

Accounting, Computer Information Systems and Administrative Office Technology programs have all
developed courses incorporating these assessments, while all other programs are in the process of following
suit.
Flexible Work Week. In a time of rising energy costs and reduced state funding, the division leadership
concluded that significant savings could be gained by modifying weekly course schedules in such a way that
students could limit their time and expense spent traveling to campus locations.
South Carolina Information Technology Instructors (SCITI). Spearheaded in part by the head of the
Information Systems Department, an alliance known as the South Carolina Information Technology
Instructors was instituted in 2010 to stimulate cooperation and information sharing among the state’s
technical colleges. This developing organization aims to share knowledge concerning new methodologies
and the use of new technology in teaching curricula among all the South Carolina technical colleges. At its
first ever conference in October of that year, the organization met to discuss curricula differences among
the various colleges and to discuss new learning techniques in the areas of computer technology and
information systems. This first meeting alone has spurred interest in many improvements statewide,
including a review of all courses in the State catalog for technical colleges in the area of computer
technology and information systems, as well as potential additions and deletions of courses from the
catalog.
Criterion 6.10 Articulation and Transfer Relationships
For the purpose of defining roles, relationships, and procedures which promote the interests of
transfer students, the business school or program must provide evidence of articulation and/or
course transfer arrangement. On-going communication is the key to effective articulation. A product
of this communication process should be a course equivalency document that specifies the type
and amount of credit that an institution accepts in transfer. Institutions are encouraged to
implement articulation agreements whereby associate degree graduates can obtain junior status
and the equivalent of two years’ credit toward specified baccalaureate degrees.
Institution Response
A. List the principal transfer institutions for which the business unit’s institution receives, sends, or transfers
students.
Since TTC is a regionally accredited college, most colleges and universities in the United States will accept some or all
of its courses as transfer courses based upon their own criteria for transfer. The College maintains general transfer
agreements with many South Carolina colleges and universities, as well as some specialty transfer, or 2+2,
agreements. Most students who express an interest in transferring into business majors at four-year institutions are
encouraged to major in Associate in Arts rather than one of the Associate in Applied Science (AAS) majors, because
those majors are designed to transfer all credits to any institution. However, many AAS majors do choose to
transfer. While not specifically designed to transfer, AAS degrees include many transferable courses. The College
Transfer Center, located in Building 100, Room 140, is where students can meet with representatives from area
colleges and universities.
The following is a list of colleges and universities published on the College’s website containing links to transfer
guides for students considering transfer.
 Benedict College
 Charleston Southern University
 Clemson University
 Coastal Carolina University
 College of Charleston
 Converse College
 Francis Marion University
 Johnson and Wales University
 Lander University
 Limestone College
 Medical University of South Carolina
128
 Newberry College
 Regis University
 Sherman College of Straight Chiropractic
 South Carolina State University
 Springfield College
 Strayer University
 The Citadel
 University of South Carolina
 USC - Aiken
 USC - Upstate
 Voorhees College
 Western Governors University
 Winthrop University
Additionally, the South Carolina Transfer and Articulation Center (SC TRAC) provides a web site that allows any
student to compare course equivalencies between every institution within the state, and with nearly every institute
of higher learning in the United States.
B. Provide a copy of all articulation and/or course transfer agreements in effect, or evidence of attempts to
establish such agreements for the peer review evaluation team in the resource room. (Do not include in the selfstudy.)
A copy of all articulation/transfer agreements will be available in the Resource Room.
C. Describe the mechanisms in place that avoid requiring students to duplicate coursework completed at
another institution.
TTC awards transfer credit for most coursework completed with a grade of C- or better from regionally accredited
colleges and universities. If the course description and credit hours match, transfer credit will be awarded for an
equivalent TTC course. If the course has no TTC equivalent, the College may award non-equivalent credit. TTC does
not award transfer credit for courses considered developmental or remedial or for courses in areas unrelated to
TTC's programs, such as physical education or military science.
All colleges in the South Carolina technical college system use a common course numbering system. If a student has
passed the same course at another technical college with a grade of C or higher, the student will receive transfer
credit at TTC. If they took a course not offered by TTC, they may receive non-equivalent transfer credit.
D. Describe the student advisement process that counsels students as to the transferability of course work.
New students can have coursework from other colleges evaluated for transfer credit. Unless they initiate any further
communication with the Registrar’s Office, however, they will usually not receive information with respect to
approved transfer credits until they sit down with their assigned program advisor. During the first discussion with
any student, the advisor will follow the College’s Academic Advising Checklist, and check the student’s academic
record for approved transfer credit. Any completed courses then will be taken into account when building the
student’s academic schedule.
At the same time, the advisor discusses the availability of online resources for the student to monitor approved
course credit. The College explains the process for requesting advanced standing credit on its web site. Additionally,
any TTC student has immediate access to information concerning their academic standing, approved course credit,
grades, etc. through TTC Express, a secure application that allows students to view important records and complete
many transactions online.
For students interested in the transferability of course credits from TTC to another institution, advisors have several
excellent sources to help guide students. As discussed in part A above, the College’s web site provides a University
Transfer page containing transfer information for most of the state’s higher education institutions. Also, the advisor
can use the services of the South Carolina Transfer and Articulation Center (SC TRAC) for questions dealing with most
129
other major institutions. Advisors consider these resources as extremely valuable tools in counseling students on
their options after graduation from Trident Technical College.
Summary of Standard 6 – Process Management
Provide a summary of strengths and opportunities for improvement the institution plans to address related
to Standard 6 - Process Management.
Strengths
The Division of Business Technology works with all College department and support services to provide a high quality
education for its students and to continuously assess where improvements might be necessary. The division takes a
leadership position in its involvement with College initiatives and campus-wide activities. The division has
established a reputation for proposing innovative ideas towards modernizing education to the extent that when the
College seeks to test any new procedures or initiatives, the Business Technology Division is normally the place where
these initiatives are put to the test and tweaked for perfection. For example, the division developed the goal of
providing 100% online access for all students long before any other academic unit thought it was feasible. To help
make that goal a reality, the division introduced the lead instructor concept, so that all online courses presented a
relatively standardized interface to all students rather than a patchwork of class designs that might confuse students
with little online experience. When the Fall 2011 semester begins, the division will present every student taking any
of its courses with an online access point to their course, so that they can enjoy unlimited access to course materials
and gain instructor help at all times.
Other innovations introduced by the Business Technology Division include a long-needed guide for student advising
that ensures that students get all the information they need to manage their course plans successfully, a critical
management tool that guarantees that all the right software will be loaded into each of the College’s labs before the
start of every semester, and the development of a futuristic virtual classroom for an online class, where a student’s
imagination can range without limits.
The Business Technology Division is proud of its reputation for imagining and developing innovative ways to improve
the state of modern education, and it intends to keep earning that reputation in the years to come.
Opportunities
The announcement of a brand new campus in the town of Mt Pleasant represented the growing presence of TTC in
the local community. However, given ever-tightening state budgets, this news also delivered a significant challenge
to every academic unit in managing and budgeting the necessary support for the new location. In order to offer the
depth of programs and certificates that the local citizenry will surely expect, the division will need to seek additional
budgetary help and perhaps tap into other funding sources to hire the additional teachers necessary to provide the
same quality education available on all other campuses.
The division is proud of its efforts towards innovation in education, but it considers that resting on its laurels is not
satisfactory. The ever-changing world of technology demands that any academic unit with the word “technology” in
its title keep up with the current level of technology at a minimum, and if at all possible, lead it. For this reason the
subject of better, more innovative methods of delivering course materials and stimulating student interest in
technological advancements is always on the agenda for division-level and department-level meetings. The Dean
and Department Heads will be seeking other ways to motivate all teachers to continue the excellence and forward
thinking that have characterized the work of the Business Technology Division for many years.
130
Table 1 – Student and Stakeholder – Focused Results for Standard 3
Analysis of Results
Performance
Measure
(Competency)
Description
of
Measurement
Instrument
Areas of
Success
Analysis and
Action Taken
Results of Actions Taken
(during the following year)
Insert Graph or Chart of Resulting Trends (graph up
to five years of data)
The differential
in the rate of
student
satisfaction with
instruction
between
Business
Technology
students and
that of students
in other
programs will be
less than or
equal to two
percentage
points.
Student
Evaluation of
Course and
Instructor (SECI)
averages
(differential =
Division average
– TTC average)
Spring 2009
through
Spring 2010
were within
the expected
range.
Deployment
began in Fall
2010 for all
courses and
programs that
had a web
enhanced D2L
shell. BT
established the
following
standard for all
courses and
programs:
 Course
instructor
Information
 Course
syllabus
 Course
schedule
 Gradebook
 Discussion
Currently under implementation
for the division and will continue
to evaluate
Differential
At least 80% of
students will
express
satisfaction with
their TTC
experience.
Noel-Levitz
Student
Satisfaction
Inventory
No action
necessary.
Continue to
monitor.
Noel-Levitz SSI will be
administered in 2012.
Benchmark
was
exceeded in
both the
2008 and
2010 survey
administratio
ns.
-2.5
-2
-1.5
-1
-0.5
0
Fall 2008 Spring Fall 2009 Spring Fall 2010 Spring
2009
2010
2011
131
2008 = 85%
2010 = 81%
At least 80% of
graduates will
express
satisfaction with
their academic
program.
Graduate Survey
Benchmark
was
exceeded in
all programs
in the 2008,
2009 and
2010 survey
administratio
ns.
No action
necessary.
Continue to
monitor.
Graduate Survey is administered
at the end of every term and an
aggregate report is produced at
the end of each academic year.
Accounting:
2008 = 100%
2009 = 100%
2010 = 100%
Administrative Office Technology:
2008 = 100%
2009 = 100%
2010 = 100%
Computer Technology:
2008 = 100%
2009 = 100%
2010 = 100%
General Business:
2008 = 92.3%
2009 = 100%
2010 = 100%
At least 80% of
employers will
express
satisfaction with
graduates of the
programs.
Management:
2008 = 100%
2009 = 100%
2010 = 100%
2006
100% for all programs
Employer Survey
(administered
only every two
years since 2009)
Benchmark
No action
Employer Survey is ongoing, and
was
necessary.
results for the self-study year will
exceeded in
Continue to
be available later this year for
all programs
monitor.
scrutiny by the division
2007
from 2006 to
100% for all programs
2009. (20102011 survey
2008
data not
100% for all programs except General Business = 86.7%
available in
time for this
2009*
report.)
Business Technology Division = 97.6%
* As of 2009, questions on the survey ask an employer to indicate satisfaction with all TTC graduates rather than with the performance of an individual employee.
132
The following table lists the results of the most recently completed cycle of CAP assessments in the Business Technology Division. Several of the charts also contain data
accumulated and provided by a peer institution. As discussed in Section 4.1.B, the comparative course data from a peer institution was identified by matching student
learning outcomes as closely as possible, regardless of the course title. However, in nearly all cases the outcomes that were measured differed between the two colleges,
which independently chose to measure different course events. As a result, while comparison between the data from both schools is useful and indicative of success rates in
general, more work will be required to align the student learning outcomes between the colleges so that statistically significant conclusions are possible.
Table 2 – Student Learning Results Standard 4
2010-2011 Accounting Program Assessment
A. Student B. Where
C. Methods
Learning
Outcomes for Outcomes
Outcomes
are
Assessment
Assessed
D. Expected E. Data
Level of
Collection
Program
Performance
F. Results G. Plan For
Improvement
What are
the results
of the
evaluation?
How will you use
this information
to improve the
program
Fall 2010 –
Spring
2011
No changes
required ,
however the final
exam portion of
the tax return will
be explained in
depth with
universal
instructions, and
students will be
given the PDF
files.
What should
the graduates
of your
program be
able to do?
Where do
you see
evidence that
the student
can do these
things?
How does your
program
evaluate
student/graduat
e skills/abilities?
What is the
expected level
of student
performance
for the
program?
Assemble a
comprehensiv
e individual
tax return
ACC 124
Individual
Taxation
Final Exam Tax
Return
75% of
students will
achieve≥ 71%
on the exam
Formative
Internal
Comparative
How and when
will you collect
the data
needed to
evaluate the
performance
of the
program?
Of students
who
completed the
Final Exam Tax
Return,
evaluation of
100% of the
returns at the
end Fall 2010
and Spring
2011 terms.
84% of the
students in
the course
scored 71%
or better
on the
exam.
Insert Graph or Chart of Resulting
Trends
TTC ACC 124
Program Review Success Rates
100%
80%
60%
40%
20%
0%
2006-2008 2008-2010 2008-2010
133
Demonstrate
overall
knowledge of
the learning
objectives for
topics in
principles of
financial
accounting
ACC 112
Organization
al Accounting
Final Exam
Formative
Internal
Comparative
75% of
students will
achieve≥ 71%
on the exam
Of students
who
completed the
exam,
evaluation of
100% of exams
at the end Fall
2010 and
Spring 2011
terms.
134
Fall 2010 –
Spring 2011
87% of the
students in
the course
made a 71%
or better on
the exam.
Fall – 91%
Spring –
79%
In the
spring of
2011, the
online
section was
made up of
61% nonaccounting
students
versus 24%
in prior
classes. In
that on-line
section only
58% of
students
scored 71%
or better.
We will continue
to monitor the
class and track
accounting
majors versus
transfer and
transient
students. No
changes required.
TTC ACC 112
Program Review Success Rates
100%
80%
60%
40%
20%
0%
SP09
FA10
SP11
Demonstrate
knowledge of
the advanced
accounting
process by
recording the
impact of
daily and end
of period
business
transactions
ACC 201
Intermediate
Accounting I
Final Exam
Formative
Internal
Comparative
75% of
students will
achieve≥ 71%
on the exam
Of students
who
completed the
exam,
evaluation of
100% of exams
at the end Fall
2010 and
Spring 2011
terms.
Fall 2010 –
Spring
2011
67% of the
students in
the course
made a
71% or
better on
the exam.
We are changing
the assessment
tool to a
cumulative test
that will be given
to the students
just prior to the
final exam. We
will continue to
monitor and
collect data and
track results.
TTC ACC 201
Program Review Success Rates
100%
80%
60%
40%
20%
0%
2006-2008 2008-2010 2010-2011
Peer Institution ACC 201
Success Rates
100%
Benchmark with
peer institution
80%
60%
40%
20%
0%
FALL 2006 FALL 2007 FALL 2008
135
Prepare and
complete a
financial
statement
ratio analysis
comparing
two Fortune
500
companies
ACC 203
Intermediate
Accounting III
Financial
statement
analysis project
75% of
students will
achieve≥ 71%
on the exam
Formative
Internal
Comparative
Of students
who
completed the
project,
evaluation of
100% of
projects at the
end Fall 2010
and Spring
2011 terms.
Fall only
(Not
offered in
spring
class)
100% of
the
students in
the course
made a
71% or
better on
the exam.
Continue to
monitor.
No immediate
action required.
Increased success
rates are
attributed to
faculty holding
additional office
hours to assist
and provide
tutoring.
TTC ACC 203
Program Review Success Rates
100%
80%
60%
40%
20%
0%
2006-2008 2008-2010 2010-2011
Demonstrate
completion of
the
accounting
cycle;
demonstrate
computer
usage skills
related to
accounting;
prepare
financial
reports and
communicate
those findings
in written and
oral form;
solve complex
accounting
issues by
applying
analysis skills
ACC 275
Special Topics
in Accounting
Mock Business
Exercise
Summative
Internal
Comparative
75% of
students will
achieve≥ 71%
on the exam
Of students
who
completed the
exercise,
evaluation of
100% of
exercises at
the end Fall
2010 and
Spring 2011
terms.
136
Fall 2010 –
Spring
2011
85% of the
students in
the course
made a
71% or
better on
the exam.
In Fall 2010
75% of the
students
met the
criteria.
Acceptable
result,
however, a
small class
size served
to skew the
results.
Class size will be
maintained at 2
members per
group. The
current version of
the Accounting
Software will be a
requirement for
all students. Also,
will be seeking to
put IDS 201,
Leadership
Development,
into the
curriculum to help
the student
understand the
leadership roles
required in this
exercise.
Will continue
same rubric for
assessment.
TTC ACC 275
Program Review Success Rates
100%
80%
60%
40%
20%
0%
FA08
SP09
FA10
SP11
Demonstrate
communicatio
n and critical
thinking
competencies
ACC 275
Special Topics
in Accounting
Mock Business
Exercise
Summative
Internal
Comparative
Average rating
of student work
of ≥ 3.2 on the
4.0 rubric scale
Communica
tion
Main Idea
3.5
Organizatio
n 3.4
Knowledge
3.67
Analysis
3.22
Style 3.00
Grammar
3.39
Overall
Average
3.36
100% of ACC
275 Rubrics
for Fall 2010
and Spring
2011
Concepts that
showed
deficiencies
(Style,
Identification,
Inquiry, and
Conclusion) will
be introduced
earlier in the
course and
covered more in
depth to
emphasize their
importance to
students.
Communication
Excellent
Critical
Thinking
Identificatio
n 2.94
Inquiry 3.00
Planning 3.5
Analysis
3.47
Conclusion
2.94
Overall
Score: 3.17
Fair
Poor
Critical Thinking
The results in the
next semesters
will be closely
monitored.
Excellent
137
Good
Good
Fair
Poor
2010-2011 Administrative Office Technology Program Assessment
Create and
utilize file
management
systems for
efficient
retrieval of
information
and files.
AOT 161
Records
Management
Evaluation criteria
list from ARMA
Formative
Internal
Comparative
90% of students
complete
projects with a
score of 71% or
above.
Of students
who
completed the
course,
evaluation of
100% of final
grades at the
end of the
term.
Benchmark with
peer institution
85% of
students
completed
with a
score of
71% or
better.
In Summer 2011,
began piloting a
web-based,
publisherprovided site to
support student
learning. Students
will receive
immediate
feedback on all
homework
assignments,
offering a greater
understanding of
material.
Activities on this
site will be
included as a
graded item in
deriving the final
grade in order to
make it clear to
students that this
activity is not
ancillary, but a
necessary
component of the
course.
TTC AOT 161
Program Review Success Rates
100%
80%
60%
40%
20%
0%
2006-2008 2008-2010 2010-2011
Peer Institution Success Rates
100%
80%
60%
40%
20%
0%
Final Exam
138
Demonstrate
the ability to
manage an
accounting
cycle.
AOT 137
Office
Accounting
Competency-based
final exam
Formative
Internal
Comparative
80% of students
achieve a score
of 71% or
above.
Of students
who
completed the
course,
evaluation of
100% of final
exams at the
end of the
term.
139
50% of
students
achieved a
grade on
the final
exam of
71% or
greater.
Failure to meet
standard was
initially thought
to be caused by
poor math
preparation.
However, student
records indicated
otherwise.
Analysis of
student grades
indicated that the
measured item
was not indicative
of student success
in the course, as
students were not
motivated to
excel on the final
exam, which
carried a low
weight.
Assessment tool
was changed to a
cumulative
simulation project
that carries more
weight on the
student’s grade.
TTC AOT 137
Program Review Success Rates
100%
80%
60%
40%
20%
0%
2006-2008 2008-2010 2010-2011
Compose,
format, &
produce mail
and e-mail
business
documents
using
effective and
efficient
written
communicati
on
techniques.
AOT 134
Office
Communicati
ons
Demonstrate
proficiency in
the
integration of
a variety of
business
application
software
using
problem
solving,
decision
making, and
communicati
on skills.
AOT 267
Integrated
Information
Process
Required
assignments and
exams.
Formative
Internal
Comparative
Final Project
Summative
Internal
Comparative
80% of students
successfully
compose,
format, and
produce
“mailable” and
“emailable”
written
business
documents
within
designated time
frame with a
grade of 71% or
above.
90% of students
complete
projects with a
score of 71% or
above.
The average
for all student
criteria-related
assignment
grades is
computed at
the end of Fall
2010 and
Spring 2011.
81% of
students
met the
expected
level of
achieveme
nt for this
course.
While this goal
has been met,
continuing effort
to increase
success rates is a
goal of this
course.
TTC AOT 134
Program Review Success Rates
100%
80%
60%
40%
20%
0%
2006-2008 2008-2010 2010-2011
100% of
students who
completed the
final project
will be
evaluated at
the end of the
term.
140
86% of
students
who
completed
the final
project
scored 71%
or better
on the final
project.
Low class size (7)
renders the
unsatisfactory
result as not
statistically
significant.
However, a new
textbook is under
consideration for
the next offering
(Spring 2012),
with chapter
simulations that
build
incrementally,
leading to better
feedback to
instructor on
student progress
and
comprehension.
TTC AOT 267
Program Review Success Rates
100%
80%
60%
40%
20%
0%
2006-2008 2008-2010 2010-2011
Demonstrate
communicati
on and
critical
thinking
competencie
s
AOT 267
Integrated
Information
Process
Final Project
Summative
Internal
Comparative
Average rating
of student work
of ≥ 3.2 on the
4.0 rubric scale
100% of AOT
267 Rubrics
Spring 2011
Communica
tion
Main Idea
3.56
Organizatio
n 3.43
Knowledge
3.25
Analysis
3.08
Style 3.25
Grammar
3.43
Overall
Average
3.33
Critical
Thinking
Identificatio
n 3.33
Inquiry 3.27
Planning
3.00
Analysis
3.25
Conclusion
3.25
Overall
Score: 3.22
Concepts that
showed
deficiencies
(Analysis, and
Planning) will be
introduced earlier
in the course and
covered more in
depth to
emphasize their
importance to
students.
Communication
Excellent
Fair
Poor
Critical Thinking
The results in the
next semesters
will be closely
monitored.
Excellent
141
Good
Good
Fair
Poor
Demonstrate
ability to key
at a minimum
of 45 wpm
for 5 minutes
with 3 or
fewer errors.
AOT 107
Keyboarding
Lab II
Timed writings
Formative
Internal
Comparative
80% of students
earn scores for
timed writings
that are greater
than or equal to
a speed of 45
wpm with no
more than 3
errors.
A minimum of
three timed
writings for
each student
collected at
end of terms
for Fall 2010
and Spring
2011.
83% of
students
scored
greater
than or
equal to a
speed of 45
wpm with
no more
than 3
errors.
Standard was
met. Continue to
monitor.
TTC AOT 107
Program Review Success Rates
100%
80%
60%
40%
20%
0%
SP2010 SU2010 FA2010 SP2011
142
2010-2011 Computer Technology Program Assessment
Career Path –
Information
Systems
Specialist
Demonstrate
proficiency in
the use of
standard
database
business
application
software.
Career Path –
Information
Systems
Specialist
Perform the
functions of a
computer
operator for
a serverbased
computer
system.
Application
Course:
Final Project
and Final Exam
CPT 207
Complex
Computer
Applications
Formative
Internal
Comparative
Midrange
Server
Courses:
CPT 124 ,
AS/400
Operations
CPT 255
Operating
System
Fundamental
s
Labs and
Exams.
Formative
Internal
Comparative
80% of
students
complete CPT
207 with a
score of 71% or
greater.
90% of
students
complete CPT
124 with a
score of 71% or
greater
100% of CPT
207 Final
Projects and
Exams for
Fall 2010
and Spring
2011.
100% of CPT
124 labs
and exams
for Fall 2010
and Spring
2011.
86% of students
who took the Final
Exam/Final Project
met or exceeded
expectations
93% of the
students who
completed the
Final Exam met or
exceeded
expectations
Standard was met,
but course will be
redesigned for Fall
2011. Outcome
assessment
method and
expected level of
performance will
be altered to
reflect redesigned
course. A more
comprehensive
final project and
corresponding
grade structure will
be implemented.
Data indicates that
students are
comprehending
and able to apply
content learned.
100%
80%
60%
40%
20%
0%
2006-2008 2008-2010 2010-2011
TTC CPT 124
Program Review Success Rates
100%
80%
Action: CPT 124 is
being rewritten to
reflect a new
textbook.
Additional content
will be added to
the course. This
will be effective
Fall 2011.
143
TTC CPT 207
Program Review Success Rates
60%
40%
20%
0%
2006-2008 2008-2010 2010-2011
75% of
students
complete CPT
255 with a
score of 71% or
greater.
100% of CPT
255 labs
and exams
for Spring
2011.
94% of the
students who
completed the
Final Exam met or
exceeded
expectations
Action: Expected
level of
performance will
be raised to 80%.
TTC CPT 255
Program Review Success Rates
100%
80%
60%
40%
20%
0%
2006-2008 2008-2010 2010-2011
Career Path –
Computer
Programming
Code, test,
debug, and
document
business
programs.
Programming
Course:
CPT 233
C++
Programming
II
Final Project
Formative
Internal
Comparative
75% of
students
complete CPT
233 with a
score of 71% or
greater
100% of CPT
233 Final
Projects for
Fall 2010
and Spring
2011.
91.5% of the
students who
completed the
Final Project met
or exceeded
expectations
Benchmark
with peer
institution
The success rate
for CPT 233
remains at a high
level, due to
course changes
that were
instituted in the
previous CAP cycle.
Data indicates that
students are
comprehending
and able to apply
content learned.
Action: Continue
to monitor course.
No major changes
will be made to
course structure or
content.
TTC CPT 233
Program Review Success Rates
100%
80%
60%
40%
20%
0%
2006-2008 2008-2010 2010-2011
Peer Institution Success Rates
100%
80%
60%
40%
20%
0%
FA06-SP07 FA07-SP08
144
SP09
Career Path –
Computer
Programming
Web
Programming
Courses:
CPT 239
Projects and
Exams
Code, test,
debug, and
document
client/server
programs
CPT 239
Active Server
Pages
Formative
Internal
Comparative
90% of
students will
complete CPT
239 with a
score of 71% or
greater
100% of CPT
239 projects
and exams
for Fall 2010
and Spring
2011.
92% of the
students who
completed the
Final Exam / Final
Project met or
exceeded
expectations
Data indicates that
students are
comprehending
and able to apply
content learned.
CPT 239 has shown
an increase of 6%
since the last
evaluation.
TTC CPT 239
Program Review Success Rates
100%
80%
60%
40%
Career Path –
Computer
Programming
Web
Programming
Courses:
Code, test,
debug, and
document
client/server
programs
CPT 283
PHP
Programming I
CPT 283 Final
Project
Formative
Internal
Comparative
90% of
students will
complete CPT
283 with a
score of 71% or
greater
100% of CPT
283 Final
Projects for
Fall 2010
and Spring
2011
95.5% of the
students who
completed the
Final Project met
or exceeded
expectations
Action: Continue
to monitor course
No major changes
will be made to
course structure or
content
Standard was met.
In the previous
cycle the value fell
slightly below
expectations, but
the deficiency was
attributed to a low
class size that
rendered it not
statistically
significant. With a
larger data pool
due to increased
enrollment, the
outcome has
underscored
confidence that
the students are
comprehending
and able to apply
content learned.
Action: Continue
to monitor course.
145
20%
0%
2006-2008 2008-2010 2010-2011
TTC CPT 283
Program Review Success Rates
100%
80%
60%
40%
20%
0%
Fall 2007- 2008-2010 2010-2011
Spring 2008
No major changes
will be made to
course structure or
content.
Career Path –
Computer
Programming
Design a
database
using the
relational
model.
Database
Course:
CPT 242
Database
Final Exam
Formative
Internal
Comparative
75% of
students will
complete CPT
242 Final Exam
with overall
score of 71% or
greater.
100% of CPT
242 Final
Exams for
Fall 2010
and Spring
2011.
89.3% of the
students who
completed the
Final Exams met
or exceeded
expectations
Although expected
performance levels
were met, the CIS
department will
offer this course in
a mixed mode
format to cultivate
greater student/
instructor
interaction.
TTC CPT 242
Program Review Success Rates
100%
80%
60%
40%
20%
0%
2006-2008
Career Path –
Computer
Programming
Enterprise
Database
Course:
Implement a
database
design on a
relational
database
management
system.
IST 272
Relational
Database
Final Exam
Formative
Internal
Comparative
75% of
students will
complete IST
272 with a
score of 71% or
greater.
100% of IST
272 Final
Exams for
Fall 2010
and Spring
2011.
95.8% of the
students who
completed the
Final Exams met
or exceeded
expectations
Action: Continue
to monitor course.
No major changes
will be made to
course structure or
content.
2008-2010
2010-2011
TTC IST 272
Program Review Success Rates
100%
80%
60%
40%
20%
0%
2006-2008 2008-2010 2010-2011
146
Career Path –
-Information
Systems
Specialist
-Computer
Programming
Design a web
site for a
small
business
based on the
company’s
present
business
model and
marketing
needs.
Internet
Course:
CPT 220
e-Commerce
Each student
is required to
develop and
implement an
e-commerce
web site for a
local business.
Formative
Internal
Comparative
80% of
students will
complete the
business plan
and
successfully
implement the
web site with a
score of 71% or
greater.
100% of CPT
220
completed
websites for
Fall 2010
and Spring
2011.
228 students
completed CPT
220 in the fall and
spring
semesters. Only 7
were not
successful after
completing the
course. That
equates to a 96%
success rate.
147
Online student
success has been
improved to a level
where the success
rate is comparable
to the classroom
sections
(exceeding 90%)
Action: Continued
emphasis on
student
participation and
interaction to
motivate students
to progress
towards success.
TTC CPT 220
Program Review Success Rates
100%
80%
60%
40%
20%
0%
2006-2008 2008-2010 2010-2011
Career Path –
-Information
Systems
Specialist
-Computer
Programming
Analyze
information
needs of a
small
business and
develop a
formal IS
project
proposal
Systems
Analysis and
Design
Course:
CPT 264
Systems and
Procedures
Final Projects
Summative
Internal
Comparative
90% of
students
complete
project with a
score of 71% or
greater.
100% of CPT
264 projects
for Fall 2010
and Spring
2011.
For Fall 2010 only
68.42% met the
expected
performance level
(with an average
score of 90.07%.
For those not
meeting the
criteria, average
score was 67.5%)
For Spring 2011
92.3% met
expected
performance
levels (with an
average score of
88.92%)
Department chair
and lead instructor
investigated the
low success rate
for Fall 2010, and
made significant
changes for
Spring 2011.
These included
online focused
discussion
postings,
addressing
student project
questions/concern
s, extended
faculty office
hours to promote
active and
collaborative
learning
techniques, and
key project
analysis
strategies. As a
result, the
standard was met
in the Spring 2011
semester.
The department
will continue to
monitor the results
for any future
problems.
148
TTC CPT 264
Program Review Success Rates
100%
80%
60%
40%
20%
0%
2006-2008 2008-2010 2010-2011
Demonstrate
communicati
on and
critical
thinking
competencies
Systems
Analysis and
Design
Course:
CPT 264
Final Projects
Summative
Internal
Comparative
Average rating
of student work
of ≥ 3.2 on the
4.0 rubric scale.
100% of CPT
264 Rubrics
for Fall 2010
and Spring
2011
Communication
Main Idea 3.42
Organization 2.65
Knowledge 3.36
Analysis 3.15
Style 2.89
Grammar 3.02
Overall Average
3.08
Critical Thinking
Identification 3.55
Inquiry 3.48
Planning 3.25
Analysis 3.04
Conclusion 2.96
Overall Score:3.26
Concepts that
showed
deficiencies
(Organization,
Style, and
Conclusion) will
be introduced
earlier in the
course and
covered more in
depth to
emphasize their
importance to
students.
Communication
Excellent
Good
Fair
Poor
Critical Thinking
The results in the
next semesters
will be closely
monitored.
Excellent 4
149
Good 3
Fair 2
Poor 1
Demonstrate
proficiency in
the technical
terminology
and concepts
employed in
systems
analysis and
design
Systems
Analysis and
Design
Course:
Final Exams
Summative
Internal
Comparative
CPT 264
Students who
complete the
CPT 264 final
exam will
achieve an
average score
of 71% or
higher on 90%
of the
competencies
100% of all
student
final exams
for Fall 2010
and Spring
2011
Program level
performance
met with
average
student score
of 82.12%
Students
average score
of 80.28% on
90% of the
competencies
Although overall the
standard was met,
further analysis
revealed students
fell below expected
results in the area
of data modeling.
TTC CPT 264
Final Exam Success Rates
100%
80%
60%
Will incorporate
additional Data
Flow Diagrams
assignments.
The results in the
next semesters will
be closely
monitored.
40%
20%
0%
2008-2009 2009-2010 2010-2011
Benchmark
with peer
institution
Peer Institution Success Rates
100%
80%
60%
40%
20%
0%
SP07
150
SP08
SP09
2010-2011 General Business Program Assessment
Demonstrate
critical thinking
and
communicatio
n skills
All Paths
MGT 270 Managerial
Communications
Individual
research project
and Formal
presentations
Formative
Internal
Comparative
At least 80% of
the students will
achieve a 71% or
greater on
completed
individual
research project
and formal
presentation.
Individual
research
project
evaluations
will be
collected
during the
Fall 2010
and Spring
2011 terms.
151
Out of 60
students
94%
achieved a
grade of 71
or greater.
Data continues to
indicate that
students are doing
well in critical
thinking and
overall
communication
skills. The course
is offered in the
classroom, online,
and as a mixed
mode class. This
has created
challenges in the
formal
presentation
portion of the
online format. An
evaluation is being
made to explore
incorporating
additional learning
tools that will
improve the ability
to create a more
formal online
presentation that
will compare in
assessment to the
other formats.
There is further
discussion in
revising and
standardizing the
rubric used for
grading the
project.
Critical Thinking and
Communication
100%
80%
60%
40%
20%
0%
*These data collected from all enrolled
students, third data set from Business
majors only.
Interpret
research
project topics
with a focus on
application to
the individual’s
career path
All Paths
Research Project
MGT 270 Managerial
Communications
Formative
Internal
Comparative
At least 80% of
the students will
achieve a 71% or
greater on the
Research Project
Research
Project
evaluations
will be
conducted
during the
Fall 2010
and Spring
2011 terms
152
Out of 60
students
94%
achieved a
grade of
71% or
greater
The concept of
developing the
research project
to allow
students to
apply topics to
their career
paths has just
been initiated. It
is anticipated
that in the future
more students
will begin to use
their research
project as a
method of
expanding their
knowledge
specific to their
career path.
TTC MGT 270
RESEARCH PROJECT
100%
80%
60%
40%
20%
0%
*These data collected from all enrolled
students, third data set from Business
majors only.
Identify
personal styles
of
communicatio
n, change, and
education in
society
All Paths
MGT 270 Managerial
Communications
Oral/ group
debates
Résumé and
Interview
Formative
Internal
Comparative
At least 80% of
the students will
achieve a grade
of 71% or greater
on the résumé
/interview and
oral debates
Assessment
s will be
administere
d during
class
periods and
in
discussion
posts during
the Fall
2010 and
Spring 2011
terms
153
Out of 63
students
92%
achieved a
grade of
71% or
greater
This course has
proved
successful in
adding an
additional
dimension to
students in the
communication
process. Using
the
communication
tool in the online
course has
allowed an
informal
interaction
between
students that is
similar to the
classroom. We
are looking at
ways to create a
more formal
method of
communication
to correspond to
the group
debates in the
classroom.
Identifying ways
to allow online
students the
ability to debate
orally online is a
goal of the
program.
TTC MGT 270 Success
Rates
100%
80%
60%
40%
20%
0%
*These data collected from all enrolled
students, third data set from Business
majors only.
Develop a
Marketing Plan
which will
include
creating
marketing
strategies,
evaluating the
strategies and
managing the
plan.
Marketing Career Path
Small
Business/Entrepreneurs
hip Career Path
Marketing Plan
Summative
Internal
Comparative
MKT 260
Marketing Management
At least 80% of
the students will
achieve a score
of 71% or greater
on the Marketing
Plan
Student
Marketing
Plan will be
evaluated in
the Spring
2011 term.
Benchmark with
peer institution
Out of 17
students
100%
achieved a
score of
71% or
greater
This course is
being
redeveloped as a
capstone course
and has become
more
comprehensive
in the Marketing
Plan assessment
tool. Initial
indications are
that the students
are performing
at a high level
and that they
have developed
the necessary
skills to
complete a
comprehensive
marketing plan.
TTC MKT 260
Success Rates
100%
80%
60%
40%
20%
0%
SP10
FA10
SP11
Peer Institution Success
Rates
100%
80%
60%
40%
20%
0%
FA08
154
SP09
Develop a
Small Business
plan
Small
Business/entrepreneurs
hip (career path)
MGT 120
Small Business
Management
Small Business
Plan
Formative
Internal
Comparative
At least 80% of
the students will
achieve a 71% or
greater on the
Small Business
Plan.
Student
Small
Business
Plans will be
evaluated in
the Fall
2010 and
Spring 2011
term.
Benchmark with
peer institution
Out of 109
students
82%
achieved a
grade of
71% or
greater.
Although the
standard was
met based on
the overall
grade, analysis
of individual
components of
the business
plan indicated
that overall
scores were
adversely
affected by the
financial portion
of the plan.
(Similarly
observed in MGT
240 class, also
tracked for CAP.)
Lead instructor
will consider
course
prerequisites
and course
changes to
improve student
performance in
the financial
portion of their
work.
TTC MGT 120
Program Review Success
Rates
100%
80%
60%
40%
20%
0%
2006-2008 2008-2010 2010-2011
Peer Institution Success
Rates
100%
80%
60%
40%
20%
0%
2007-2008 2008-2009 2009-2010
155
Students will
demonstrate
the
importance of
customer
service
satisfaction in
business
Marketing and
Customer Service career
paths
MKT 130
Customer services
Principles
Research Paper
Formative
Internal
Comparative
At least 80% of
the students will
achieve a final
grade of 71% or
greater on their
Research Paper
Student
Research
Papers will
be
evaluated in
the Fall
2010 and
Spring 2011
term.
Out of 73
students
95%
achieved a
grade of
71% or
greater
This assessment
has shown that
students have
demonstrated
their ability to
apply concepts
learned in the
classroom to a
research project
related to
customer
service.
TTC MKT 130
Program Review Success
Rates
100%
80%
60%
40%
20%
0%
2006-2008 2008-2010 2010-2011
156
2010-2011 Management Program Assessment
Compare and
contrast the
different levels
of social
responsibility.
Business 220
Business Ethics
Individual
research
project
Formative
Internal
Comparative
At least 80% of
the students will
achieve a grade
of 71% or greater
on the Individual
research project
Individual
research
project
evaluations
will be
collected
during the
Fall 2010
and Spring
2011 terms.
Out of 153
students
90% of
students
achieved a
grade of
71% or
greater
The project was
reevaluated and
redeveloped as case
studies with defined
learning assessments
assigned to each case.
This format allowed
the students to break
down the project into
component parts and
provided them with a
strategy that was
easier to follow.
This concept will be
evaluated to explore
additional ways to
further improve the
method of
assessment.
157
TTC BUS 220
Program Review Success
Rates
100%
80%
60%
40%
20%
0%
2006-2008 2008-2010 2010-2011
Creating,
evaluating and
applying a
research
project relative
to their career
path for
management
decision
making
MGT 240
Management
Decision Making
Research
Project
assignment
Summative
Internal
Comparative
At least 80% of
the students will
achieve a 71% or
greater on the
research
assignments
Research
Project
assignments
will be
collected
during the
Spring 2011
term for
evaluation
and grading.
Benchmark
with peer
institution
158
Out of 20
students
75%
achieved a
score of 71
or greater.
This course is being
redeveloped as a
capstone course and
has become more
comprehensive in
scope. A core
component of this
project is a “Financial
Ratio Analysis”, and 4
students did not
attempt this portion
of the project.
Excluding this
component 90% of
the students achieved
a score of 71% or
greater.
Since there were only
20 students
evaluated, there may
be a statistical
anomaly. However,
based on this
unexpected outcome,
we are reevaluating
the course curriculum
both as to content
and prerequisites to
this course. We will
also track the
financial portion of
the course to
determine if there is a
pattern to the
underperformance.
TTC MGT 240
Program Review Success
Rates
100%
80%
60%
40%
20%
0%
2006-2008 2008-2010 2010-2011
Peer Institution Success
Rates
100%
50%
0%
Case 2
Demonstrate
critical thinking
and
communicatio
n skills
Management
Path
MGT 270
Managerial
Communications
Individual
research
project and
Formal
presentations
Formative
Internal
Comparative
At least 80% of
the students will
achieve a 71 or
greater on
completed
individual
research project
and formal
presentation.
Individual
research
project
evaluations
will be
collected
during the
Fall of 2010
and Spring
2011 terms.
159
Out of 73
students
93%
achieved a
score of 71
or greater.
Data continues to
indicate that students
are doing well in
critical thinking and
overall
communication skills.
The course is offered
in the classroom,
online, and as a mixed
mode class. This has
created challenges in
the formal
presentation portion
of the online format.
An evaluation is being
made to explore
incorporating
additional learning
tools that will
improve the ability to
create a more formal
online presentation
that will compare in
assessment to the
other formats.
There is further
discussion in revising
and standardizing the
rubric used for
grading the project.
Critical Thinking and
Communications
100%
80%
60%
40%
20%
0%
*These data collected from all enrolled
students, third data set from Business
majors only.
Interpret
research
project topics
to apply to the
individual’s
career path
Identify
personal styles
of
communicatio
n, change, and
education in
society
Management
Path
MGT 270
Managerial
Communications
Management
Path
MGT 270
Managerial
Communications
Research
Project
Formative
Internal
Comparative
Oral/written
group debates
in class or
online
Formative
Internal
Comparative
At least 80% of
the students will
achieve a 71 or
greater on the
resume/interview
s and oral
debates.
At least 80% of
the students will
achieve a grade
of 71 or greater
Formal
presentatio
n
evaluations
will be
conducted
during the
Fall of 2010
and the
Spring 2011
terms
Assessment
s will be
administere
d during
class
periods and
in discussion
posts during
the Fall of
2010 and
the Spring
2011 terms.
160
Out of 73
students
93%
achieved a
score of 71
or greater.
Out of 73
students
95%
achieved a
score of 71
or greater.
The concept of
developing the
research project to
allow students to
apply topics to their
career paths has just
been initiated. It is
anticipated that in the
future more students
will begin to use their
research project as a
method of using
knowledge specific to
their career path in
the project.
This course has
proved successful in
adding an additional
dimension to students
in the communication
process. Using the
communication tool
in the online course
has allowed an
informal interaction
between students
that is similar to the
classroom. We are
looking at ways to
create a more formal
method of
communication to
correspond to the
group debates in the
classroom.
TTC MGT 270
RESEARCH PROJECT
100%
80%
60%
40%
20%
0%
*These data collected from all enrolled
students, third data set from Business
majors only.
TTC MGT 270 Success
Rates
100%
80%
60%
40%
20%
0%
*These data collected from all enrolled
students, third data set from Business
majors only.
Table 3- Organizational Performance Results
Table 3- Organizational Performance Results Standard 4
Performance
Measure
(Competency)
Description of
Measurement
Areas of
Success
Analysis and
Action Taken
Results of Action
Taken (during the
following year)
Each
academic
program will
have a fall
term
enrollment
of at least
12*
Fall
headcount
enrollments
Every
program
exceeded
the
performanc
e measure
Program
growth
mirrored the
College
growth rate.
No action
required at
present
time.
All programs show
an upward trend.
Computer
Technology
enrollment shows a
strongly increasing
trend for the past 3
years. Will continue
to monitor growth
in enrollment.
Business
Technology
programs
will have
strong
enrollments
with
enrollment
growth that
meets or
exceeds the
rate of the
college’s
overall
enrollment
growth
Insert Graph or Chart of Resulting Trends (graph up to five years of data)
Business Technology Enrollment Trends
600
500
400
300
200
100
0
2006
2007
2008
2009
Accounting
Administrative Office Technology
Computer Technology
General Business
2010
Management
Strong increasing linear trend in enrollment in Comp Tech with a p-value of 0.016
161
The percent
of students
successfully
completing
key business
technology
courses will
meet or
exceed the
college’s
overall
successful
course
completion
rate
Fall term
grade
distributions
for key
courses
(Course
Success Rate
= number of
A, B, and C
grades as a
percentage
of total
enrolled
students,
including
students who
withdrew
from course)
Fall term
grade
distributions
for key
courses
All Business
Technology
gatekeeper
courses are
either at or
above
comparable
collegewide
gatekeeper
courses.
Trend
analysis
reveals no
definite
trend in any
mode of
delivery.
Will continue to
monitor success
rates for any
resulting trends,
especially in online
mode of delivery,
where some
students seem to
experience more
difficulties.
ACC 111 Course Success Rates
80%
60%
40%
20%
0%
Fall 2008 Spring 2009 Fall 2009 Spring 2010 Fall 2010 Spring 2011
Traditional
Online
Overall
No definite trend in overall success. All results fall within range in control chart analysis.
No definitive
trends are
indicated.
Decline in
online
success rates
in past year
are based on
too few
students to
be
considered
statistically
significant.
AOT 134 Course Success Rates
100%
80%
60%
40%
20%
0%
Fall 2008 Spring 2009 Fall 2009 Spring 2010 Fall 2010 Spring 2011
Traditional
Online
Overall
No definite trend, a very weak declining quadratic trend in overall success but p-value of
0.284 is not significant
162
CPT 102 Course Success Rates
80%
60%
40%
20%
0%
Fall 2008 Spring 2009 Fall 2009 Spring 2010 Fall 2010 Spring 2011
Traditional
Online
Overall
A weak declining cubic trend in overall success but p-value of 0.111 is not significant.
The percent
of students
successfully
completing
key business
technology
courses will
meet or
exceed the
college’s
overall
successful
course
completion
rate
Fall term
grade
distributions
for key
courses
All Business
Technology
gatekeeper
courses are
either at or
above
comparable
collegewide
gatekeeper
courses.
Trend
analysis
reveals no
definite
trend in any
mode of
delivery.
Will continue to
monitor.
MGT 101 Course Success Rates
100%
80%
60%
40%
20%
0%
Fall 2008 Spring 2009 Fall 2009 Spring 2010 Fall 2010 Spring 2011
Traditional
The percent
Fall term
All Business
Trend
Will continue to
Online
Overall
No definitive trend, a very weak declining linear trend in overall success but p-value of 0.294 is not
significant.
163
of students
successfully
completing
key business
technology
courses will
meet or
exceed the
college’s
overall
successful
course
completion
rate
grade
distributions
for key
courses
Technology
gatekeeper
courses are
either at or
above
comparable
collegewide
gatekeeper
courses.
analysis
reveals no
definite
trend in any
mode of
delivery.
monitor.
MKT 101 Course Success Rates
80%
60%
40%
20%
0%
Fall 2008 Spring 2009 Fall 2009 Spring 2010 Fall 2010 Spring 2011
Traditional
Online
Overall
No definitive trend, a very weak declining quadratic trend in overall success but p-value of 0.276 is not
significant.
These are
college-wide
gatekeeper
trends for
comparison
with
Business
Technology
program
courses only.
These
college-wide
trends cross
modes of
delivery,
reflecting
data for
traditional as
well as online
courses.
Therefore,
they are not
directly
comparable
with the
disaggregate
d trends
tracked in
Business
Tech
programs.
College-wide Gatekeeper Course Success Rates
80%
60%
40%
20%
0%
Fall 2006
Fall 2008
ENG 101
Fall 2009
PSY 201
Fall 2010
MAT 110
Eng 101 has no definitive trend, has very stable success rates.
Psy 201 has a weak decreasing linear trend with a non-significant p-value of 0.226
Mat 110 has a weak increasing linear trend with a non-significant p-value of 0.108
164
The Fall to
Spring and
Fall to Fall
retention
rates for TTC
will be
above the
th
50
percentile of
the National
Community
College
Benchmark
Project
NCCBP
Fall to Fall
rates for
TTC have
consistently
exceeded
the NCCBP
benchmark.
The Fall to
Spring TTC
rate
declined
slightly in
the 20072008 time
frame, but
has
remained
equal to or
slightly
above the
NCCBP
median
criterion.
TTC
instituted
the
Achieving
the Dream
(ATD)
initiative to
help improve
retention of
first-year
students.
Business
Technology
Division does
not track
program
retention
rates, since
quite a few
students
ending up
changing
career paths
(EG General
Business to
Managemen
t). Therefore,
the data
tends to be
skewed low
despite
overall
retention in
the division
remaining
high.
Slight upward rise in
retention is
indicative of some
success for the
initiative. But more
work is needed. By
its nature, the
project is long-term,
and future results
are expected to
improve.
TTC Retention Rates Compared to NCCBP Median
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
2007
165
2008
2009
2010
Fall-to-Fall TTC
Fall-to-Fall NCCBP Median
Fall-to-Spring TTC
Fall-to-Spring NCCBP Median
Each
academic
program will
have an
average of at
least six
graduates
each
reporting
year
(average
computed
over a three
year
period)*
Graduated
student
numbers by
program
All
programs
meet the
standard.
AOT has
experienced
low graduate
figures as of
late. Dept.
Head and
faculty are
working to
increase the
number of
graduates.
Low number
of
completions
is not due to
a lack of
interest in
the program,
as
enrollments
have
increased
sharply.
Therefore,
the
department
is focusing
efforts on
improving
student
success.
Will continue to
monitor three-year
average to insure
AOT levels improve.
Recent CAP data
look promising.
Business Technology Graduates by Program
40
35
30
25
20
15
10
5
0
2006
2008
2009
2010
Accounting
Administrative Office Technology
Computer Technology
General Business
Management
166
2007
A minimum
of 85% of
graduates
will express
overall
satisfaction
with their
academic
program.
Graduate
Survey
Percent of
graduates
rating their
overall
satisfaction
with the
program as
“satisfied” or
“very
satisfied.”
Expressed
satisfaction
levels have
consistently
exceeded
the
standard.
No action
necessary.
Students
have
consistently
expressed
outstanding
satisfaction.
Continue to monitor
yearly survey.
Business Technology Graduate Satisfaction by Program
Program
2005-06 2006-07 2007-08
2008-09
Accounting
100%
100%
100%
100%
Administrative Office
100%
100%
100%
100%
Technology
Computer Technology
100%
100%
100%
100%
General Business
100%
100%
92.3%
100%
Management
100%
100%
100%
100%
167
2009-10
100%
100%
100%
100%
100%
Each
academic
program will
have at least
50% of its
graduates
placed in
employment
within their
field or
continuing
their
education
within one
year
graduation.
Graduate
Placement
Report
Standard
was met in
all
programs.
Sharp rise
from 2007 to
2008
attributed to
change in
how data
was
gathered
(using Dept.
of
Employment
and
Workforce
and National
Student
Clearinghous
e data).
Result in
AOT
program was
acceptable
but of
concern.
Statistic was
based on
data from
only 3 of 5
students
who could
be
contacted.
Will continue to
monitor rates.
Business Technology Graduate Placement Rates by Program
100%
90%
80%
70%
60%
50%
40%
2005
2007
2008
2009
2010
Accounting
Administrative Office Technology
Computer Technology
General Business
Management
168
2006
A minimum
of 85% of
employers
will express
satisfaction
with the
preparation
of TTC
graduates
they have
employed.
Employer
Survey
Expressed
satisfaction
levels have
consistently
exceeded
the
standard.
No action
necessary.
Will continue to
monitor latest
survey results.
Business Technology Employer Satisfaction by Program
Program
2006
2007
2008
2009
Accounting
100%
100%
100%
Administrative Office
100%
100%
100%
Technology
97.6%
Computer Technology
100%
100%
100%
General Business
100%
100%
86.7%
Management
100%
100%
100%
Percent of
employers
indicating
satisfied or
very satisfied
with
employee
job-related
skills.
(Results from
2011 survey
not available
in time for
this report.)
*These performance measures reflect a benchmark of the acceptable performance stipulated by state program assessment standards.
169
Table 4 details the faculty qualifications for the Division of Business Technology. All faculty, full- and part-time, meet the requirements of their
respective program objectives. The division prides itself in meeting all faculty qualification requirements for the ACBSP and SACS.
Table 4 – Faculty Qualifications Standard 5 (On file on site)
Table 5 – FTE and Faculty Composition Standard 5 (On file on site)
170
Table 6 Curriculum Summary
Name of Major/Program:
AAS in Accounting
Total Number of hours for Degree:
69 hours
List courses appropriate for each area in the chart below.
Professional Component
Course Number and Course Title
Area of Study
Credit Hours
ACC 111
Accounting Concepts
A
3
ACC 112
Organizational Accounting
A
3
BUS 121
Business Law I
E
3
ACC 245
Accounting Applications-Excel
B
3
ECO 210
Macroeconomics
D
3
MKT
101
Marketing
F
3
Total Credit Hours:
18
Percent of Total Hours:
26.1%
General Education Component
Course Number and Course Title
Educational Goal
Credit Hours
CPT 101
Introduction to Computers
7
3
ACC 240
Computerized Accounting
7
3
ENG
101
ENG
260
MAT
120
English Composition I
1
3
Advanced Technical Communications
1
3
Probability and Statistics
6
3
Humanities Elective
3
3
Total Credit Hours:
18
Percent of Total Hours:
26.1%
Business Major Component
Course Number and Course Title
Credit Hours
ACC 275
Selected Topics in Accounting
3
ACC 201
Intermediate Accounting I
3
ACC 202
Intermediate Accounting II
3
ACC 203
Intermediate Accounting III
3
ACC 265
Not-for-Profit Accounting
3
ACC 102
Accounting Principles II
3
ACC 124
Individual Tax Procedures
3
ACC 150
Payroll Accounting
3
ACC 221
Corporate Taxation
3
ACC 226
Tax Audit & Research
3
ACC 260
Auditing
3
Total Credit Hours:
33
Percent of Total Hours:
47.8%
171
Name of Major/Program:
Total Number of Hours for Degree:
List courses appropriate for each area in the chart below.
AAS in Administrative Office Technology
71 hours
Professional Component
Course Number and Course Title
CPT 179
Microcomputer Word Processing
BUS 101
Introduction to Business
ECO 210
Macroeconomics
MGT 110
Office Management
AOT 137
Office Accounting
MKT 130
Customer Service Principles
Course Number and Course Title
ENG 101
English Composition I
Humanities Elective
CPT 101
Introduction to Computers
MAT 155
Contemporary Mathematics
OR
MAT 120
Probability and Statistics
CPT 174
Microcomputer Spreadsheets
AOT 134
Office Communications
BUS 220
Business Ethics
Area of Study
B
E
D
I
A
F
Total Credit Hours:
Percent of Total Hours:
General Education Component
Educational Goal
1
3
7
6
7
1
Total Credit Hours:
Percent of Total Hours:
Credit Hours
3
3
3
3
3
3
18
25.35%
Credit Hours
3
3
3
3
3
3
3
21
29.58%
Business Major Component
Course Number and Course Title
AOT 106
Keyboarding Lab I
AOT 107
Keyboarding Lab II
AOT 161
Records Management
AOT 265
Office Desktop Publishing
AOT 234
Administrative Office Communications
AOT 251
Administrative Systems & Proc
OR
AOT 252
Medical Systems and Procedures
AOT Elective
AOT Elective
CPT 172
Microcomputer Database
AOT 267
Integrated Information Processing
CPT 290
Microcomputer Multimedia Concepts and Applications
CPT 270
Advanced Microcomputer Applications
Total Credit Hours:
Percent of Total Hours:
172
Credits
1
1
3
3
3
3
3
3
3
3
3
3
32
45.07%
AAS in Information Systems Specialist
Name of Major/Program:
Total Number Of Hours For Degree:
72 hours
List courses appropriate for each area in the chart below.
Professional Component
Course Number and Course Title
CPT 270
Advanced Microcomputer Applications
CPT 172
Microcomputer Database
CPT 114
Computers and Programming
ECO 210
Macroeconomics
CPT 220
E-Commerce
CPT 209
Computer Systems Management
Area of Study
B
B
C
D
G
B
Total Credit Hours:
Percent of Total Hours:
General Education Component
Course Number and Course Title
Educational Goal
ENG 101
English Composition I
1
Humanities Elective
3
CPT 102
Basic Computer Concepts
7
MAT 110
College Algebra
6
OR
MAT 109
College Algebra With Modeling
OR
MAT 120
Probability and Statistics
CPT 257
Operating Systems
7
MGT 270
Managerial Communication
1
Total Credit Hours:
Percent of Total Hours:
Business Major Component
Course Number and Course Title
CPT 255
Operating System Fundamentals
IST 220
Data Communications
CPT 174
Microcomputer Spreadsheets
CPT 179
Microcomputer Word Processing
CPT 124
AS/400 Operations
CPT 207
Complex Computer Applications
CPT 264
Systems and Procedures
Computer Technology Elective
Computer Technology Elective
Computer Technology Elective
Computer Technology Elective
Computer Technology Elective
Total Credit Hours:
Percent of Total Hours:
173
Credit Hours
3
3
3
3
3
3
18
25%
Credit Hours
3
3
3
3
3
3
18
25%
Credit Hours
3
3
3
3
3
3
3
3
3
3
3
3
36
50%
Name of Major/Program:
AAS in Computer Programming
Total Number Of Hours For Degree:
72 hours
List courses appropriate for each area in the chart below.
Professional Component
Course Number and Course Title
Area of Study
Credit Hours
ACC 101
Accounting Principles I
A
3
CPT 172
Microcomputer Database
B
3
CPT 232
C++ Programming I
C
3
ECO 210
Macroeconomics
D
3
CPT 220
E-Commerce
G
3
BUS 101
Introduction to Business
E
3
Total Credit Hours:
18
Percent of Total Hours:
25%
General Education Component
Course Number and Course Title
Educational Goal
Credit Hours
ENG 101
English Composition I
1
3
Humanities Elective
3
3
CPT 102
Basic Computer Concepts
7
3
MAT 110
College Algebra
6
3
OR
MAT 109
College Algebra With Modeling
OR
MAT 120
Probability and Statistics
CPT 257
Operating Systems
7
3
MGT 270
Managerial Communication
1
3
Total Credit Hours:
18
Percent of Total Hours:
25%
Business Major Component
Course Number and Course Title
Credit Hours
CPT 233
C++ Programming II
3
CPT 242
Database
3
CPT 236
Introduction to Java Programming
3
IST 220
Data Communications
3
IST 239
Datum and JavaScript
3
CPT 212
Visual Basic Programming
3
IST 272
Relational Database
3
CPT 270
Advanced Microcomputer Applications
3
CPT 244
Data Structures
3
CPT 264
Systems and Procedures
3
CPT 288
Computer Game Development
3
CPT 239
Active Server Pages
3
OR
CPT 283
PHP Programming I
Total Credit Hours:
36
Percent of Total Hours:
50%
174
AAS in Business - Small
Business/Entrepreneurship
Name of Major/Program:
Total Number of Hours in Degree:
69 hours
List courses appropriate for each area in the chart below.
Course Number and Course Title
ACC 101
Accounting Principles I
BUS 101
Introduction to Business
BUS 121
Business Law I
MGT 101
Principles of Management
ECO 210
Macroeconomics
OR
ECO 211
Microeconomics
MKT 101
Marketing
BAF 101
Personal Finance
Professional Component
Area of Study
A
E
E
I
D
F
H
Total Credit Hours:
Percent of Total Hours:
General Education Component
Course Number and Course Title
Educational Goal
CPT 101
Introduction to Computers
7
ENG 101
English Composition I
1
CPT 282
Information Systems Security
7
MAT 120
Probability and Statistics
6
OR
MAT 155
Contemporary Mathematics
6
MGT 270
Managerial Communication
1
Humanities Elective
3
Total Credit Hours:
Percent of Total Hours:
Business Major Component
Course Number and Course Title
BUS 220
Business Ethics
MGT 255
Organizational Behavior
BUS 112
Service Management Systems
CPT 174
Microcomputer Spreadsheets
MGT 201
Human Resource Managements
MGT 120
Small Business Management
MGT 121
Small Business Operations
MGT 210
Employee Selection/Retention
MKT 260
Marketing Management
Elective
Total Credit Hours:
Percent of Total Hours:
175
Credit Hours
3
3
3
3
3
3
3
21
30.4%
Credit Hours
3
3
3
3
3
3
18
26.1%
Credit Hours
3
3
3
3
3
3
3
3
3
3
30
43.5%
AAS in Business - International
69
hours
Business
Name of Major/Program:
Total Number of Hours in Degree:
List courses appropriate for each area in the chart below.
Professional Component
Course Number and Course Title
Area of Study
ACC 101
Accounting Principles I
A
BUS 101
Introduction to Business
E
BUS 121
Business Law I
E
MGT 101
Principles of Management
I
ECO 210
Macroeconomics
D
OR
ECO 211
Microeconomics
MKT 101
Marketing
F
BAF 101
Personal Finance
H
Total Credit Hours:
Percent of Total
Hours:
General Education Component
Educational
Course Number and Course Title
Goal 7
CPT 101
Introduction to Computers
ENG 101
English Composition I
1
CPT 282
MAT 120
Information Systems Security
Probability and Statistics
OR
Contemporary Mathematics
Managerial Communication
Humanities Elective
7
6
MAT 155
MGT 270
6
1
3
Total Credit
Hours:
Percent of
Total Hours:
Business Major Component
Course Number and Course Title
Human Resource
MGT 201
Managements
BUS 220
Business Ethics
MGT 255
Organizational Behavior
BUS 176
International Marketing
Credit Hours
3
3
3
3
3
3
3
21
30.4%
Credit Hours
3
3
3
3
3
3
18
26.1%
Credit Hours
3
3
3
3
BUS 250
ECO 207
Introduction to International Business
International Economics
3
3
MGT 240
PSC 220
TRL 106
Management Decision Making
Introduction to International Relations
Export/Import
Elective
3
3
3
3
Total Credit
Hours:
Percent of
Total Hours:
176
30
43.5%
AAS in Business - E-Commerce
Name of Major/Program:
Total Number of Hours in Degree:
69 hours
List courses appropriate for each area in the chart below.
Course Number and Course Title
ACC 101
Accounting Principles I
BUS 101
Introduction to Business
BUS 121
Business Law I
MGT 101
Principles of Management
ECO 210
Macroeconomics
OR
ECO 211
Microeconomics
MKT 101
Marketing
BAF 101
Personal Finance
Professional Component
Area of Study
A
E
E
I
D
F
H
Total Credit Hours:
Percent of Credit Hours:
General Education Component
Course Number and Course Title
Educational Goal
CPT 101
Introduction to Computers
7
ENG 101
English Composition I
1
CPT 282
Information Systems Security
7
MAT 120
Probability and Statistics
6
OR
MAT 155
Contemporary Mathematics
6
MGT 270
Managerial Communication
1
Humanities Elective
3
Total Credit Hours:
Percent of Credit Hours:
Credit Hours
3
3
3
3
3
3
3
21
30.4%
Credit Hours
3
3
3
3
3
3
18
26.1%
Business Major Component
Course Number and Course Title
MGT 201
Human Resources Management
BUS 220
Business Ethics
MGT 255
Organizational Behavior
CPT 172
Microcomputer Database
CPT 220
E-Commerce
CPT 270
Advanced Microcomputer Applications
MGT 120
Small Business Management
MGT 121
Small Business Operations
MGT 230
Managing Information Resources
Elective
Total Credit Hours:
Percent of Credit Hours:
177
Credit Hours
3
3
3
3
3
3
3
3
3
3
30
43.5%
AAS in Business - Customer Service
Name of Major/Program:
Total Number of Hours in Degree:
69 hours
List courses appropriate for each area in the chart below
Course Number and Course Title
ACC 101
Accounting Principles I
BUS 101
Introduction to Business
BUS 121
Business Law I
MGT 101
Principles of Management
ECO 210
Macroeconomics
OR
ECO 211
Microeconomics
MKT 101
Marketing
BAF 101
Personal Finance
Professional Component
Area of Study
A
E
E
I
D
F
H
Total Credit Hours:
Percent of Credit Hours:
General Education Component
Course Number and Course Title
Educational Goal
CPT 101
Introduction to Computers
7
ENG 101
English Composition I
1
CPT 282
Information Systems Security
7
MAT 120
Probability and Statistics
6
OR
MAT 155
Contemporary Mathematics
6
MGT 270
Managerial Communication
1
Humanities Elective
3
Total Credit Hours:
Percent of Credit Hours:
Credit Hours
3
3
3
3
3
3
3
21
30.4%
Credit Hours
3
3
3
3
3
3
18
26.1%
Business Major Component
Course Number and Course Title
MGT 201
Human Resources Management
BUS 220
Business Ethics
MGT 255
Organizational Behavior
BUS 112
Service Management Systems
MKT 120
Sales Principles
MKT 130
Customer Service Principles
MKT 135
Customer Service Techniques
MKT 250
Consumer Behavior
TRL 102
Customer Service Management
Elective
Credit Hours
3
3
3
3
3
3
3
3
3
3
Total Credit Hours:
Percent of Credit Hours:
178
30
43.5%
AAS in Business - Marketing
Name of Major/Program:
Total Number of Hours in Degree:
69 hours
List courses appropriate for each area in the chart below.
Course Number and Course Title
ACC 101
Accounting Principles I
BUS 101
Introduction to Business
BUS 121
Business Law I
MGT 101
Principles of Management
ECO 210
Macroeconomics
OR
ECO 211
Microeconomics
MKT 101
Marketing
BAF 101
Personal Finance
Professional Component
Area of Study
A
E
E
I
D
Credit Hours
3
3
3
3
3
F
H
Total Credit Hours:
Percent of Credit Hours:
General Education Component
Course Number and Course Title
Educational Goal
CPT 101
Introduction to Computers
7
ENG 101
English Composition I
1
CPT 282
Information Systems Security
7
MAT 120
Probability and Statistics
6
OR
MAT 155
Contemporary Mathematics
6
MGT 270
Managerial Communication
1
Humanities Elective
3
Total Credit Hours:
Percent of Credit Hours:
3
3
21
30.4%
Credit Hours
3
3
3
3
3
3
18
26.1%
Business Major Component
Course Number and Course Title
MGT 201
Human Resources Management
BUS 220
Business Ethics
MGT 255
Organizational Behavior
MKT 110
Retailing
MKT 120
Sales Principles
MKT 130
Customer Service Principles
MKT 240
Advertising
MKT 250
Consumer Behavior
MKT 260
Marketing Management
Elective
Credit Hours
3
3
3
3
3
3
3
3
3
3
Total Credit Hours:
Percent of Credit Hours:
179
30
43.5%
Name of Major/Program:
AAS in Management - Business
Information Systems
Total Number of Hours in Degree:
69 hours
List courses appropriate for each area in the chart below.
Professional Component
Course Number and Course Title
Area of Study
Credit Hours
ACC 101
Accounting Principles I
A
3
BUS 101
Introduction to Business
E
3
BUS 121
Business Law I
E
3
MGT 101
Principles of Management
I
3
ECO 210
Macroeconomics or
D
3
ECO 211
Microeconomics
MKT 101
Marketing
F
3
BAF 101
Personal Finance
H
3
Total Credit Hours:
Percent of Credit Hours:
21
30.4%
General Education Component
Course Number and Course Title
Educational Goal
Credit Hours
CPT 101
Introduction to Computers
7
3
ENG 101
English Composition I
1
3
CPT 282
Information Systems Security
7
3
MAT 120
Probability and Statistics or
6
3
MAT 155
Contemporary Mathematics
6
MGT 270
Managerial Communication
1
3
Humanities Elective
3
3
Total Credit Hours:
Percent of Credit Hours:
18
26.1%
Business Major Component
Course Number and Course Title
Credit Hours
MGT 201
Human Resources Management
3
BUS 220
Business Ethics
3
MGT 255
Organizational Behavior
3
CPT 174
Microcomputer Spreadsheets
3
CPT 179
Microcomputer Word Processing
3
CPT 220
E-Commerce
3
CPT 270
Advanced Microcomputer Applications
3
MGT 230
Managing Information Resources
3
MGT 240
Management Decision Making
3
Elective
3
Total Credit Hours:
Percent of Credit Hours:
180
30
43.5%
AAS in Management - Corporate Quality
Name of Major/Program:
Total Number of Hours in Degree:
69 hours
List courses appropriate for each area in the chart below.
Course Number and Course Title
ACC 101
Accounting Principles I
BUS 101
Introduction to Business
BUS 121
Business Law I
MGT 101
Principles of Management
ECO 210
Macroeconomics
OR
ECO 211
Microeconomics
MKT 101
Marketing
BAF 101
Personal Finance
Professional Component
Area of Study
A
E
E
I
D
F
H
Total Credit Hours:
Percent of Total Hours:
Credit Hours
3
3
3
3
3
3
3
21
30.4%
General Education Component
Course Number and Course Title
CPT 101
Introduction to Computers
ENG 101
English Composition I
CPT 282
Information Systems Security
MAT 120
Probability and Statistics
OR
MAT 155
Contemporary Mathematics
MGT 270
Managerial Communication
Humanities Elective
Educational Goal
7
1
7
6
Credit Hours
3
3
3
3
6
1
3
3
3
Total Credit Hours:
Percent of Total Hours:
Business Major Component
Course Number and Course Title
MGT 201
Human Resource Managements
BUS 220
Business Ethics
MGT 255
Organizational Behavior
MGT 235
Production Management
QAT 101
Introduction to Quality Assurance
QAT 110
Manufacturing Methods
QAT 201
Quality Cost Analysis/Auditing
QAT 232
Statistical Process Control
QAT 245
ISO Standards/Auditing
Elective
Total Credit Hours:
Percent of Total Hours:
181
18
26.1%
Credit Hours
3
3
3
3
3
3
3
3
3
3
30
43.5%
Name of Major/Program:
Total Number of Hours in Degree:
AAS in Management - Transportation and
Logistics
69 hours
List courses appropriate for each area in the chart below.
Course Number and Course Title
ACC 101
Accounting Principles I
BUS 101
Introduction to Business
BUS 121
Business Law I
MGT 101
Principles of Management
ECO 210
Macroeconomics
OR
ECO 211
Microeconomics
MKT 101
Marketing
BAF 101
Personal Finance
Professional Component
Area of Study
A
E
E
I
D
F
H
Total Credit Hours:
Percent of Total Hours:
General Education Component
Course Number and Course Title
Educational Goal
CPT 101
Introduction to Computers
7
ENG 101
English Composition I
1
CPT 282
Information Systems Security
7
MAT 120
Probability and Statistics
6
OR
MAT 155
Contemporary Mathematics
6
MGT 270
Managerial Communication
1
Humanities Elective
3
Total Credit Hours:
Percent of Total Hours:
Business Major Component
Course Number and Course Title
MGT 201
Human Resources Management
BUS 220
Business Ethics
MGT 255
Organizational Behavior
LOG 125
Transportation and Logistics
MMT 135
Shipping Operations
TRL 101
Introduction to Transportation
TRL 105
Warehousing
TRL 106
Export/Import
TRL 107
Commercial Motor Carrier
Elective
Total Credit Hours:
Percent of Total Hours:
182
Credit Hours
3
3
3
3
3
3
3
21
30.4%
Credit Hours
3
3
3
3
3
3
18
26.1%
Credit Hours
3
3
3
3
3
3
3
3
3
3
30
43.5%
AAS in Management - Leadership
Development
Name of Major/Program:
Total Number of Hours in Degree:
69 hours
List courses appropriate for each area in the chart below.
Course Number and Course Title
ACC 101
Accounting Principles I
BUS 101
Introduction to Business
BUS 121
Business Law I
MGT 101
Principles of Management
ECO 210
Macroeconomics
OR
ECO 211
Microeconomics
MKT 101
Marketing
BAF 101
Personal Finance
Professional Component
Area of Study
A
E
E
I
D
F
H
Total Credit Hours:
Percent of Credit Hours:
General Education Components
Course Number and Course Title
Educational Goal
CPT 101
Introduction to Computers
7
ENG 101
English Composition I
1
CPT 282
Information Systems Security
7
MAT 120
Probability and Statistics
6
OR
MAT 155
Contemporary Mathematics
6
MGT 270
Managerial Communication
1
Humanities Elective
3
Total Credit Hours:
Percent of Credit Hours:
Business Major Component
Course Number and Course Title
MGT 201
Human Resources Management
BUS 220
Business Ethics
MGT 255
Organizational Behavior
IMG 233
Industrial Supervision
MGT 160
Managerial Motivation
MGT 210
Employee Selection/Retention
MGT 240
Management Decision Making
MGT 250
Situational Supervision
QAT 101
Introduction to Quality Assurance
Elective
Total Credit Hours:
Percent of Credit Hours:
183
Credit Hours
3
3
3
3
3
3
3
21
30.4%
Credit Hours
3
3
3
3
3
3
18
26.1%
Credit Hours
3
3
3
3
3
3
3
3
3
3
30
43.5%
AAS in Management - Human Resources
Name of Major/Program:
Total Number of Hours in Degree:
69 hours
List courses appropriate for each area in the chart below.
Course Number and Course Title
ACC 101
Accounting Principles I
BUS 101
Introduction to Business
BUS 121
Business Law I
MGT 101
Principles of Management
ECO 210
Macroeconomics
OR
ECO 211
Microeconomics
MKT 101
Marketing
BAF 101
Personal Finance
Professional Component
Area of Study
A
E
E
I
D
F
H
Total Credit Hours:
Percent of Credit Hours:
General Education Component
Course Number and Course Title
Educational Goal
CPT 101
Introduction to Computers
7
ENG 101
English Composition I
1
CPT 282
Information Systems Security
7
MAT 120
Probability and Statistics
6
OR
MAT 155
Contemporary Mathematics
6
MGT 270
Managerial Communication
1
Humanities Elective
3
Total Credit Hours:
Percent of Credit Hours:
Credit Hours
3
3
3
3
3
3
3
21
30.4%
Credit Hours
3
3
3
3
3
3
18
26.1%
Business Major Component
Course Number and Course Title
MGT 201
Human Resources Management
BUS 220
Business Ethics
MGT 255
Organizational Behavior
ACC 150
Payroll Accounting
BUS 136
Compensation & Benefits Analysis
IMG 233
Industrial Supervision
MGT 160
Managerial Motivation
MGT 210
Employee Selection & Retention
MGT 240
Management Decision Making
Elective
Total Credit Hours:
Percent of Credit Hours:
184
Credit Hours
3
3
3
3
3
3
3
3
3
3
30
43.5%
AAS in Management - Supply Chain Management
Name of Major/Program:
Total Number of Hours in Degree:
69 hours
List courses appropriate for each area in the chart below.
Course Number and Course Title
ACC 101
Accounting Principles I
BUS 101
Introduction to Business
BUS 121
Business Law I
MGT 101
Principles of Management
ECO 210
Macroeconomics
OR
ECO 211
Microeconomics
MKT 101
Marketing
BAF 101
Personal Finance
Professional Component
Area of Study
A
E
E
I
D
F
H
Total Credit Hours:
Percent of Credit Hours:
General Education Component
Course Number and Course Title
Educational Goal
CPT 101
Introduction to Computers
7
ENG 101
English Composition I
1
CPT 282
Information Systems Security
7
MAT 120
Probability and Statistics
6
OR
MAT 155
Contemporary Mathematics
6
MGT 270
Managerial Communication
1
Humanities Elective
3
Total Credit Hours:
Percent of Credit Hours:
Credit Hours
3
3
3
3
3
3
3
21
30.4%
Credit Hours
3
3
3
3
3
3
18
26.1%
Business Major Component
Course Number and Course Title
MGT 201
Human Resources Management
BUS 220
Business Ethics
MGT 255
Organizational Behavior
LOG 215
Supply Chain Management
LOG 235
Traffic Management
LOG 240
Purchasing Logistics
LOG 250
Advanced Global Logistics
MGT 235
Production Management
MGT 240
Management Decision Making
Elective
Credit Hours
3
3
3
3
3
3
3
3
3
3
Total Credit Hours:
Percent of Credit Hours:
185
30
43.5%