University of South Carolina Columbia
Act 629 - Summary Reports on Institutional Effectiveness
Fiscal Year 2001 - 2002

Government and International Studies
International Studies, BA, MA, PhD
Political Science, BA, MA, PhD
Public Administration, MPA

The initial Student Survey of spring 1998 indicated a number of weaknesses in departmental advisement procedures, as had the most recent curriculum review committees. Starting in August 1998, with the creation of a Director of Undergraduate Studies, and a single Undergraduate Committee, the development of solutions to these problems was initiated and accelerated with the hiring of the department's first Undergraduate Coordinator in January 1999 (a non-faculty staff position). Changes in advisement procedures have generated growing numbers of positive responses to the Undergraduate Director, the Undergraduate Coordinator, and the Department Chair.

Student feedback prior to the Student Survey, along with the Student Survey, indicated that majors wished for greater interaction with both faculty and with each other. This feedback has resulted in the strengthening of one undergraduate club, the Professional Society of International Studies (PSIS), the creation of a second club, Undergraduate Political Science (UPS), and the resurrection of the Political Science Honors Society, Pi Sigma Alpha.

Student feedback on the Student Survey indicated the need for greater attention to career development. During this past year the Undergraduate office has sponsored a series of Career Workshops and has worked more closely with the USC Career Center to provide undergraduates with more information and resources.

Constant feedback from course evaluations and the Faculty Annual Review Committee results in Chair-faculty discussions each semester on the improvement of faculty teaching, the re-orientation of courses, or the development of new courses; for example, faculty who have not used papers or essays have been directed to do so. At present the systematic feedback faculty have (e.g., the Student Survey and course evaluations) does not indicate problems in the presentation of knowledge or the development of analytic skills. Open-ended responses on course evaluations indicate a greater satisfaction with the courses that are offered, and fewer complaints in regard to advising and overall curriculum structure.

Both student evaluations and annual reviews, along with the presentation of university teaching awards or feedback from the Honors College, indicates that GINT faculty are doing a good job at teaching. The Chair's review of grades indicates that GINT continues to do a good job fighting grade inflation, and that grades do not appear skewed in either direction, At present, the Survey of Graduating Seniors exit instrument is being tested. Another general Student Survey is being planned, as is the Alumni Survey, which will get off the ground with the publication of the department's first alumni newsletter in a decade this spring. The review of GRE results will also be started this semester. With the full array of indicators in place, faculty will be better able to review and address assessment results.

The surveys of graduate student evaluations by the Graduate Director have indicated general satisfaction with the current curriculum, but also some areas of concern. For example, revisions of the seminar in American Politics have been undertaken, and a set of one-hour courses in mathematics and computers was developed as a result of student comments.

Review of student records reveals the high levels of publications and conference paper presentations. Review of recent placement successes indicate that students are meeting other assessment criteria as well, although it is clear that more needs to be done in recruiting the highest quality graduate students, and the highest quality faculty to train them. More progress in placement is needed. To increase publication, professional participation, and quality placement, a series of "graduate student professionalization" colloquia have been organized over the past two years.

MPA Faculty and students have indicated (in MPA faculty meetings, in student responses to advising surveys, etc) that they would like to see the program offer other elective courses. There is particular interest in courses on non-profit management. And, students have also indicated that classes in planning, organizational decision-making, and computer applications would be desirable. The MPA Program has made concerted efforts to respond to student and faculty course requests in the past. We have already offered two courses in the area of non-profit management and planning, and we plan to schedule courses on performance management and community leadership during the next year.

The MPA Program has also responded to institutional changes and innovations. For example, program faculty developed an Accelerated BA/MPA program several years ago, and the initiative received full university approval during the 1997/1998 academic year. One student began taking courses in the program during the fall of 1998; currently, we have two students enrolled in the Accelerated BA/MPA Program. The University Administration promoted the concept of an Accelerated undergraduate program, and encouraged the MPA program to pursue this idea. The intent of the Accelerated MPA Degree Program is to expedite students' progress toward the acquisition of a graduate -level degree in public administration.

One of the best indicators of the MPA Program's success is its ability to meet and maintain the high professional standards of a national accrediting organization- the National Association of Schools of Public Administration and Affairs (NASPAA). During the 1998/1999 academic year, the MPA program went through the latest accreditation review process. In the end, USC's MPA Program received an outstanding evaluation from NASPAA, and it was re-accredited for another seven-year period.