Institutional Effectiveness Summary Report 2002


Serving Florence, Darlington, and Marion Counties of South Carolina

The 2002 Institutional Effectiveness summary report for Florence-Darlington Technical College (FDTC) includes the following required Institutional Effectiveness reports and assessment elements:

REQUIRED INSTITUTIONAL EFFECTIVENESS REPORTS 2002 Majors and Concentrations on FDTC Reporting Schedule for 2002:
Results of Professional Exams Full or Interim Reports:
Programs Eligible for Accreditation Agribusiness & Agriculture    N/A
Two to Four Year Transfers Natural Resources  N/A
Student Development & Services Parks, Recreation & Tourism N/A
Majors and Concentrations Medicine   N/A
  Social Sciences  N/A
  Philosophy & Theology   N/A
  Majors and Concentrations:
For Future Reporting: Associate in Arts
Library Resources Associate in Sciences
Alumni Survey -Satisfaction Legal/Assistant Paralegal
Alumni Survey -Placement Data Health Information Management
Advising Procedures Medical Lab Technology
  Radiologic Technology
  Surgical Technology
  Machine Tool Technology
  Heating, Ventilation and Air Conditioning


In addition to the reports and elements listed above, the Minority Student and Faculty Access and Equity assessment will be reported by the SC Commission on Higher Education.  The following elements of Institutional Effectiveness reporting are not currently applicable to the Technical College Sector: Program Changes that have Occurred as a Result of External Program Evaluation, Success of Students in Developmental Courses, Success of Entering Students in Meeting College or University Admissions Prerequisites, Academic Performance of Student Athletes, and Students Participating in Sponsored Research.


Florence-Darlington Technical College is a post-secondary, public, two-year institution serving Florence, Darlington and Marion Counties whose primary mission is to deliver an affordable, and comprehensive technical education.  The college has an open admissions policy and annually enrolls approximately 8,500 to 10,000 Credit Students, and 12,000 to 18,000 Continuing Education students.  The college offers associate degree, diploma and certificate programs in response to the educational, economic and cultural needs of the diverse traditional, and nontraditional learners of the service area. In addition, the college offers comprehensive Distance Learning programs to more fully meet individual educational and training requirements of the area's citizens and industry.  The College's revised mission statement was approved by the Florence-Darlington County Commission on January 16, 2002.

As a vital institution in the community, the college fosters educational and economic growth opportunities that quantitatively and qualitatively contribute to cultural life and economic development of the area it serves. It offers comprehensive technical education, college transfer programs, specialized training for business and industry, continuing education, transitional studies, and student development services.  The instruction provided at the college is designed to prepare individuals for careers, advancement, and growth in health services, human services, business, engineering, public services, and other fields.  In addition to the knowledge specific to their chosen program of study, graduates of the college are expected to have mastered competencies in written and oral communication, information processing, mathematics, problem solving, and interpersonal skills.

Institutional Effectiveness And Planning

At FDTC, strategic planning, operational planning, and institutional effectiveness design are combined to create one annual master plan that serves  as a vehicle for institution-wide evaluation.  As a collaborative action the college defines key performance indicators in support of the mission statement to drive the planning process and provide a platform against which to judge success.  As part of this institutional effectiveness process, the college conducts an open strategic planning retreat each year in the spring including all college personnel in the planning process.  Focus groups combining faculty, administrators, and classified staff, led by  peer facilitators, meet on planning day to discuss the strengths, weaknesses, major opportunities, and major challenges of the College.  As a result of the process, the college develops a comprehensive multi-point plan of institutional goals that serve as the backbone of the institutional effectiveness strategy for the period.

The individual divisions of the college conduct their planning sessions in April - May when they evaluate current operational objectives and institutional effectiveness initiatives.  The individual plans are then combined and used to develop the College's annual objectives for the new year.

All academic departments follow a planning and evaluation cycle that is supervised by the Vice President for Student Affairs and the Vice President for Academic Affairs.  The planning and evaluation cycle is comprehensive, systematic, interrelated, and appropriate to the institution.  Each educational program follows an Institutional Effectiveness Report Planning Document that includes the development of all program evaluation information for that program.  The guide includes the program's general purpose, establishes annual goals and objectives, and provides a methodology for periodically assessing student outcomes.  The Institutional Effectiveness Report Planning Document includes a standardized form, The Institutional Effectiveness Report, that is used by each academic department to guide its planning and evaluation efforts.  Institutional Effectiveness reports require a purpose statement that supports the College's mission statement. Additionally, each department must identify means of assessing their goals, results of the assessment, and the proposed use of assessment results for the improvement of educational programs, services, and operations.  These records are used to develop and revise curriculum offerings and instructional techniques.  Through the Institutional Effectiveness Reports of all academic departments, the college defines its expected results and describes its methods for analyzing those results.  Combined, these records constitute the College's Institutional Effectiveness Report.

All FDTC non-academic departments also utilize the Institutional Effectiveness Report Planning Document  to prepare their Institutional Effectiveness Report to review and document their department's programming for the cycle.  This standard form allows for a consistent method of data collection and analysis and becomes a vital component of all college planning and assessment efforts.  The budget planning and the strategic and operational planning, based on Institutional Effectiveness, are conducted from May - June each year.  The budget process consists of open budget hearings with the Institutional Effectiveness Report  being used to support departmental budget requests.

Florence-Darlington Technical College also utilizes the DACUM (Develop a Curriculum) process to assist in academic program review and enhancement.  DACUM reviews are conducted for all academic disciplines according to a predetermined three-year cycle for each curriculum.

In addition to the Institutional Effectiveness Reports and the DACUM process, all programs at Florence-Darlington Technical College collect and analyze Program Evaluation data in their annual assessments.  This data set contains responses from a survey of graduates of the previous academic year regarding current employers of record. This process is annually coordinated by the SC State Board for Technical and Comprehensive Education and called the Program Evaluation Report.

Full Reports

Two to Four Year Transfers

For this analysis, Florence-Darlington Technical College is utilizing data provided by the State Board for Comprehensive and Technical Education and the Commission on Higher Education regarding students that transferred from the college to eleven South Carolina senior institutions of higher education beginning in the Fall Semester of 2001.

The cumulative data  describes that  270 FDTC graduates applied for admission as first-time freshmen (FTF) to the SC senior institutions and 153 of those graduates were admitted. Additionally, the data reveals that 83 or 54.2% of the graduates admitted to the senior institutions were enrolled.

Further, the data shows that  218  or  88.2% of FDTC graduates who applied to senior institutions as FTF in the fall semester of 2001 applied for admission to three specific SC institutions, Francis Marion University, the University of South Carolina at Columbia, and Coastal Carolina.

Additionally, the data indicates that 63% of the FDTC students transferring to the reporting four year institutions enrolled at one four year institution within 15 miles of FDTC, and 81% of the transfer students enrolled at institutions geographically located within 90 to 150 miles of Florence.

Also designated in the information shared throughout the SC higher education system is the fact that 54.5% of the students transferred from FDTC and enrolled at four year institutions have earned GPA's either equivalent to or slightly greater than the native student population as defined at the four-year institution after the first semester of attendance for the period being measured.

FDTC will continue to examine the information provided and determine how it may be used effectively in conjunction with the College's policies and practices to continue to increase academic success for students transferring to SC four-year institutions.

Student Development & Student Services

Florence-Darlington Technical College continues to provide comprehensive student academic development programming and services through its Learning Resources Division and College and Student Services Divisions. Through the Transitional Studies Department of the Learning Resources Division, Enrollment Services, Assessment Center Services, Career Services, Registrar Services, Financial Aid Services, WIA/Intensive Services, and the TRIO programs, FDTC offers all students academic, career and personal development skills training for life long learning.

The Transitional Studies Department offers developmental education courses in the areas of reading, English, and mathematics for those students who have been identified through use of assessment tools including  Compass, Asset,  SAT, ACT or other appropriate evaluation methodologies. The courses provide students with the skills needed to attain their goals in their chosen curricula.  The Department also prepares students to earn a high school equivalency diploma (GED).

Courses are designed to strengthen the students' skills in English, vocabulary, reading comprehension, mathematics, study skills, and test-taking strategies, and subsequently, to enhance students' chances for success as they enter curricula courses requiring these skills.

The Transitional Studies Department uses a variety of assessment vehicles and methods to review and examine students' work as well as test the success of the department. Yearly, the department reviews data from all semesters including enrollment characteristics per skill identified above, class retention, course grades, and student opinion surveys, and compares them to the successes and needs identified in previous classes.  As well, they compare the success rate of students who have completed developmental studies courses to the success rate of students who were not required to take classes in the Department. This use of assessment tools has provided a platform for the department to reflect on and examine internal educational methods and to inform the advising process at the College.

During this assessment period, the department has extended  its evaluation methodologies to include additional tools to increase departmental retention. The department goal is to increase student persistence from fall term 2002 to spring term 2003 by 10%.  To achieve this retention goal the department will utilize a five pronged plan.  Students who become academically at risk will be referred to counseling through the Early Alert process in place in the Student Services Division.  These students will be counseled by academic advisors and appropriate instructors of the department as well as receive tutoring services from the campus' comprehensive tutoring facility, the Success Center.  Additionally, students experiencing academic difficulty will receive a mid-term report on grades so that they will be able to prepare a plan to correct their deficiencies for the end of the period.

Enrollment Services at FDTC includes Admissions and Admissions Counseling, the Assessment Center, and Recruitment.

These FDTC service areas annually create plans to identify goals for each department and evaluate the accomplishments at the year-end. In 2001-2002, Admissions used  a customer service point of service survey to measure student satisfaction with service throughout the year.  The surveys conducted during the spring and summer terms show that the department has received an  87% satisfaction rating from students for the period.

Admissions has also worked diligently this review period to implement and train faculty and student on new technology now available at the college designed to implement online administrative services and give students and faculty greater access to academic records and processes such as registration and grade reporting.    The department has participated in the implementation of an online application utility, and has completed the linking of screens used in the admissions process to reduce process time.  Additionally, the department has cross-trained staff to ensure that processing time is minimized and students promptly receive the assistance they require.

To further support the student body, the admissions counselors have received training in the evaluating placement test scores and working directly with faculty and advisors to help ensure the student is placed in the appropriate curriculum.

The Assessment Center was able to improve accessibility and offer additional services during the year in accordance with its plan. This year the Assessment Center has implemented Compass and Asset placement testing to take the place of the College Placement Test previously used by the College.  The department performed a study of scores previously accumulated against scores produced from the new testing system and evaluated the variations so that an equitable conversion could be completed.  The conversion was completed in the spring term.

The FDTC Career Services Department offers students academic, career and personal counseling, student life activities, and career placement, internship development services and TRIO Grant services. It consists of the Career Services/Counseling office, the Student Employment Services office, the Student Activities and Internships office, the WIA Intensive Services office, and the Perkins III Success Center.

Career Services has used a variety of tools to create assessment strategies for the many and varying services they offer. The Department has internally developed surveys to assess regularly scheduled activities and services as well as worked with FDTC's Office of Research, Planning and Assessment, the State Board of Technical and Comprehensive Education and other external educational advancement organizations to create a set of critical assessment tools. These tools are being used to supply vital information to use in changing services and redesigning services offered by the Department.

The Career Services and Counseling Center have, this year, revised their operations to align counselors with academic programs to provide students additional services and a more comprehensive array of services to meet their needs from arrival at the college to graduation.  This operational unit is gathering data on individual students' academic progress. The unit will evaluate the information in their offices and from the students and advisors and will use it to continue to improve academic counseling. Additionally, the office has revised and updated all departmental point of service surveys. Their intent was to capture the most current and pertinent data. A sample of  the revised surveys include the North American Free Trade Agreement (NAFTA) survey, the Early Alert Survey, and the Program Accessibility Committee (PAC) survey.

Student Employment Services assists students in  securing part-time employment while attending FDTC, and as well will work with graduates seeking full time employment in their chosen discipline.

During the academic year 2001-2002 the department examined and updated its internal evaluation tools including those point of service surveys such as On-Campus Interviews evaluation, the Job Fairs Surveys for participants and employers, evaluations for skills building workshops and its presentation for the new student orientation which introduces the department to students.

Data collected from the revised evaluations will help the department to adjust or redesign services to be flexible and respond to the rapidly changing needs of the students in today's variable economy.

The department also completed the development of web pages posting part-time and full-time jobs being listed with the college and posted 100% of the resumes graduates listed with Student Employment Services to the web giving students and employers more efficient access to employment information.

The Office of Registrar Services oversees student registration and provides students, faculty and college staff with assistance in records access and retention.  It also prepares veterans' certifications and transfer credit evaluations for students as necessary.

During this review year the office has reviewed and  re-engineered some of it processes and reduced the time necessary to complete tasks and provide services.  The office has reduced the turnaround time for student transcript requests by 25%, and, having collaborated with IRM on the installation of appropriate software at the College, has reduced the number of staff entered registrations by 25% as well.  The software installed now allows students to review courses, receive advisement and enroll themselves by the Fall term 2002.

Additionally the department has prepared and executed point of service surveys to determine the level of satisfaction veterans have with their services, and an informational survey to gather data on students reasons for dropping and withdrawal.  The data gathered will be used to revise and better the administrative and academic processes at the College.

The Workforce Investment Act  (WIA) One-Stop Center uses the case management method to assist WIA participants in obtaining academic instruction and employment training and retraining that allows for self-sufficiency.  The program provides personal, academic and career counseling as well as skill training.  It trains participants to use a variety of assessments to prepare an individualized goal-centered employment plan to assist them in building a career plan to maximize future opportunities.

During this period of review, the WIA administrators have revised the current orientation procedures to eliminate duplication and/or unnecessary paperwork in order to improve  process time and thus be able to spend more time with participants in training and exploration.

The Office of Student Activities and Internships provides students with opportunities in self government and in developing programs and activities of interest to them.  The program also provides students with opportunities to serve as an intern with local business and industries.

Throughout this academic year, the department has made strides to improve communications with students, other college departments and the community.  Specifically they have strengthened collaborative efforts with community agencies and organizations to develop activism and provide events and activities on campus.  Additionally, they have improved students access to the information included on the College's academic calendar and student activities schedules by expanding the venues where the information can be found.  Additionally, they have prepared a handbook and conducted a training session to assist Student Activities Advisers to maximize communications with other organizational leaders and create opportunities to use collaborative efforts to create meaningful activities across the range of student associations.

In response to student needs for timely and appropriate services, FDTC's Financial Aid Center is redesigning some of its processes to improve the amount and timeliness of information available to students through college services.  The department has cross trained staff members to provide students with  information on the full range of services offered on site and has added new  services to its website. It now affords students the opportunity to submit the Free Application for Federal Student Aid, which helps a student know his status to apply for the different forms of aid available.  The website also assists students in searching and applying for other federal,  state and  private funding.

The Financial Aid Center has also converted the certification process of one of the federal lending programs FDTC offers from a manual to an electronic one to reduce the time required for processing a loan and to improve the cycle of reporting for students.  They have also revised processes related to the Federal Work-Study payroll and reconfigured other  internal processes to reduce duplication of services and increase efficiency in the award cycle.

Upward Bound, Educational Talent Search, and Student Support Services are all components of the federally funded TRIO Grant program currently in place at Florence-Darlington Technical College.  The Upward Bound and Educational Talent Search  TRIO  program components provide academic counseling and cultural enrichment opportunities to qualified students in targeted middle and high schools and the Student Support Services (SSS) program offers academic and life skills training to qualified students at the College. The  SSS's purpose is to support students to stay in college, graduate and to transfer to another institution with the intention to continue their education on a more advanced level.  These units also work  directly with the College's Perkins III Grant  tutorial center, the Success Center, to provide academic tutoring to SSS students at the College.

During this period of review, each of the three programs has reviewed and updated their point of service surveys and student intake and skills evaluation instruments.  They have revised these documents in order to have data to help discern if they are providing appropriate and timely  assistance to students through on-time and online academic counseling, tutoring and skills workshops.  Additionally, the three units have coordinated the installation, training and use of the upgraded Blumen software package which allows grant managers to track and evaluate the needs and successes of individuals or special populations of students and guide them to success.

Majors and Concentrations

Associate in Arts and Associate in Science

Florence-Darlington Technical College, in concurrence with agreements created between the State Board for Technical and Comprehensive Education and the SC Commission on Higher Education offers Associate in Arts and Associate in Science degree programs to assure students are prepared to transfer courses, or the degrees in their entirety to a four year senior institution within the state of South Carolina.

The Associate in Science (AS) degree program provides FDTC students instruction in biology, chemistry, and physics for college transfer credits and enables students to perform basic scientific procedures and develop critical thinking skills on which to build future academic success.  The program, on average, represents 12-13% of the College's total fall semester enrollment. Additionally, program faculty and institutional resources are used to provide science instruction for the health sciences and other technical programs requiring the natural sciences.

The AS program is annually subject to Program Evaluation, an assessment tool of the State Board for Technical and Comprehensive Education, and participates in the College's inclusive Institutional Effectiveness planning and improvement cycle.

During this year of review, the AS, and collaboratively linked Natural Sciences departments have been defining, refining and assessing varying goals to increase the academic achievement of the students studying in the program.  The goals include how best to increase competencies in the use of technology within the program, increasing the success and completion rate of defined program courses, increasing enrollment in the program and to review and increase student ratings of instruction over time.

The department has collected and reviewed course syllabi for each course of the program over the academic year to determine if they reflect core competencies in the use of appropriate technology, and collaborative learning and teamwork. The study results reflect that  approximately 60% of the course syllabi reflect the targeted standards. The department  intends to use what has been learned in this years studies to continue to improve the rate of  incorporating the use of  technology, collaborative learning and teamwork  in core coursework.   With course modifications, increased use of the Internet connectivity available through the college resources, and additional availability of hardware and software computing resources, the department expects to expand and expedite the implementation of technology in instruction throughout all core courses.

Additionally, the department has entered into several studies of course grades, assessment test scores and advising methods in order to assist students in attaining success and increasing the course completion rate in the department.  During this reporting period the department determined that  70% of the students enrolled in the natural science courses successfully completed the courses between Fall 2001 and Spring 2002.  The AS program faculty have also examined placement tests and standardized placement exams in efforts to determine if these tools can be used to predict student success and or identify areas where the program may be required to strengthen curriculum elements and advising practices to ensure student achievement.

As a group, the faculty of the department also seeks to continue to maintain good ratings on the student opinion of instruction surveys completed regularly at the College. They strive to improve the total departmental scores by training, mentoring and assisting adjunct faculty in mastering instructional responsibilities and expectations at the College. In this way they expect to work collaboratively and uniformly to steadily maintain and raise the faculty ratings in the department.

The Associate of Arts (AA) degree program prepares students to transfer specific courses or a degree in its entirety to a four-year college or university.  The department works in alliance with many departments across the college to provide instruction in English, math, humanities, and sciences.  Students are expected to master core competencies in each of the disciplines noted and demonstrate they have learned critical thinking skills, that they can master the use of technology in course activity and that they can successfully complete coursework collaboratively and in teams, with other students.

The AA department, which represents approximately 7% of the FDTC headcount enrollment,  engages in a number of strategies to increase enrollment, retain students and provided progressive student advising.  Department faculty have been developing mailing lists to contact, before the fall enrollment period,  all allied health and undeclared students as well as students who are yet unregistered from the spring or summer terms, to provide information on the benefits and opportunities of the program.

Further, the department is targeting students in the dual high school/college program with information on the AA program.  Department faculty have developed recruitment material that can be distributed by the FDTC instructors who currently teach in the service area high schools.  In addition, students who had missed two to three classes in the early part of the term were contacted by phone by AA faculty and encouraged to return to class.

Also, during the year the department has stressed the use of assessment and evaluation tools to increase retention throughout the program.  Early Alert counseling referrals were used throughout the academic year to assist students in getting academic counseling and tutoring and all AA faculty held mid term conferences with each student to advise them of their progress to date.

The College's Mathematics and English Departments continue to support the AA program by introducing additional student support and technology training for students and faculty throughout the year. The Mathematics department has increased the use of the TI-83 calculator in course work and implemented the use of online tutoring and testing to increase the students'  access to technology in the classroom and boost the students' understanding of the types of training available at the College.

The English department is also integrating technology throughout the curriculum this period.  One hundred percent of departmental faculty are now trained on distance learning equipment and on the operation of a data projector in the classroom. The English department found that using technology enhanced the presentation of on-time learning situations in methodological settings.  Additionally, the department has prepared a guide to assist students in constructing research documents and in writing argumentative papers.

The Legal Assistant/Paralegal Department at FDTC prepares students for employment in the legal field and to do research and other legal tasks under the supervision of an attorney, by providing a comprehensive technical education in areas of the law, communication, and interpersonal skills.

Plans to increase enrollment in the Legal Assistant/Paralegal program are going as planned with the production of a video on the Paralegal program and the opportunities available with the Associate Degree in Public Service. Plans for distribution of the video to high schools are expected for August 2002. The participation of faculty in Career Day activities at the college has also provided a chance to increase enrollment. Student contacts made at these events are followed-up with letters and phone calls to encourage prospective paralegal students that attended the events.

To gather information on the effectiveness of the program, the department has been employing a variety of mechanisms; one has been to conduct monthly site visits with internships, and to gather reports from the site supervisors. Suggestions have been given regarding areas that need additional instruction such as Administrative Law.  In response to such needs the department has revised the curriculum to meet the needs of the students and the community. This year an Administrative Law class was added to the FDTC course list. Additionally, Graduate and Employer surveys have been distributed on a regular schedule to assess employer satisfaction with the program.

The Medical Laboratory Technology Department at FDTC provides a comprehensive education and hands on clinical experience to FDTC students to meet the staffing needs of the medical, clinical and research laboratory industry in the Pee Dee area.

The MLT department is encouraging recruitment by contacting all MLT applicants with a letter of welcome. Contact is made by the MLT faculty and supports their ongoing goal for recruitment. Another ongoing aspect to the department's strategy to increase enrollment in the MLT program is participation in the Higher Education Awareness Program (HEAP) tours and providing student demonstrations for potential students. With HEAP and college resources the program can provide audio-visual aids to MLT while recruiting in the junior high schools and high schools and by participating in Career Days at FDTC.

To increase the retention rate of the MLT program, the department is trying a variety of methodologies that will encourage students to continue with the program. Two methodologies that have been used to reduce attrition include moving the MLT prefix courses into the fall semester. Ongoing goals to reduce attrition are providing clearly stated learning objectives, utilizing cognitive, psychomotor, and affective evaluation methods to evaluate student performance, the utilization of the Early Alert academic counseling system when needed, and encouraging the use of the Perkins Success Center during the advisement process.

To maintain accreditation with the National Accrediting Agency for Clinical Laboratory Sciences, the MLT department is conducting a self-study report to be submitted to the NAACLS by the October 1st deadline. Data is still being collected on clinical affiliates and the physical resources of the college. Completion is expected in August 2002.

Plans to increase the first-time pass rate of FDTC exam takers to 90% or better on the American Society of Clinical Pathologists Board of Registry Exam (ASCP) include student participation in the ASCLS annual Student Bowl review competition, and the administration of pre and post tests in the five laboratory specialties studied in the academic framework.

The Radiologic Technology Department at FDTC educates and trains students in South Carolina's Pee Dee region for careers in Radiologic Technology. This Department divides its classroom and clinical space between FDTC main campus,  Health Sciences Campus and  a number of  regional hospitals and appropriate health care facilities.  Over the last several years the Radiologic Technology Department has consistently met student recruitment goals and continues to retain second year students at approximately 85-90%.  In addition, 84.6% of the 2001 program graduates passed the  Radiography Examination, ARRT as first time takers.

During the current academic year, the Radiologic Technology Department completed the re-accreditation evaluation with the Joint Review Committee on Education in Radiologic Technology and was re-certified until 2007. Following the review of annual institutional effectiveness methodologies and its re-certification, the department has committed to several changes in the clinical evaluation process of the program and will hire an additional clinical instructor from the regional medical center to enhance the overall clinical education process of the program. Also, the department has purchased and installed a more current set of computer based practice exams for students to use in preparing for the their licensure test with the ARRT Radiography Exam.

FDTC's Surgical Technology Department  students combine classroom experience at the College's recently opened Health Sciences Campus, with clinical experience at area surgical units to learn the required  skills to prepare themselves for work in operating rooms, ambulatory surgery units, physicians' offices, emergency rooms and labor/delivery units throughout the service area and the state.

The department employs several different strategies for information gathering which is used to attract enrollment, reduce attrition and inform their institutional effectiveness cycle to improve the classroom and clinical experiences of the student .  Weekly evaluations in the classrooms and clinical settings have provided valuable information to improve teaching techniques and strategies and student self-evaluations have been used to provide students insights to their strengths and to identify areas with which they may need assistance.

The Department of Machine Tool Technology (MTT) provides training to FDTC students in basic machine tool operations and areas of tool and die making.  The department has directed ongoing degree, and diploma programs and this year has added a certificate program to its academic offerings. New students will be accepted in the program in the Fall 2002 term.

This year the department has evaluated and revised their retention plan to increase the number of students who can maintain satisfactory progress in related courses and stay in the program in good standing. The plan includes collaboration with College's Mathematics and Transitional Studies areas to increase the pass rate in Math 170 and other remedial classes.  The department expects that these counseling and instruction enrichments will subsequently improve students' academic success and longevity in the programs. The plan is ready to be implemented in the Fall 2002 semester, with evaluation of the retention plan following so enhancements can be made for the Spring 2003 semester.

A supplementary retention plan to increase the number first year MTT diploma students entering the second year degree program has also been evaluated and implemented. The plan has been designed to intervene and assist MTT students who have been identified as at risk. With the guidance of the MTT faculty, students will meet with counselors, tutors, and or instructors to get back on track and improve their academic status. This plan will also be reviewed in time to make changes for the Spring 2003 semester.

The MTT department has also been developing and implementing a long term recruitment plan to improve enrollment from the service area. The faculty members are conducting regular visits to the middle, junior and high schools, as well as area businesses to demonstrate career opportunities to students and to obtain a mailing list for perspective MTT students. Enrollment has increased due to recruiting efforts, and the assessment of the departments recruitment efforts will be conducted following the Fall registration.

The HVAC Department provides FDTC students with a comprehensive technical education in the theory and operation of electric, gas, and oil furnaces, window air conditioners, heat pumps, refrigerators, freezers, coolers, and walk-in boxes so that graduates from the program will be able to install and maintain equipment in residential and commercial sites for local and surrounding Pee Dee area businesses. Technology, teamwork and collaborative learning have also been integrated into the instruction of the HVAC program to meet the demands for a more diversified workforce in a technological society.

One of the objectives for the HVAC department has been to promote a more effective advisory committee. To encourage a more productive advisory committee the HVAC department has secured a commitment for a renewed commitment for involvement from active committee members and recruited new advisory board members.

The HVAC department has increased freshman enrollment for the fall semester, by the development of a recruitment plan that will be amended as needed to keep enrollment raising.

The department has also developed a retention plan to increase the percentage of satisfactory progress by students in the program. This plan will also be evaluated and adjusted as needed.