Self-Study Activities Resources Comments
Clemson University 2002 SACS Self-Study
Self-Study  Activities:  Timeline Principal Committees Steering Committee College and Educational Support Unit Coordinators Resources: Purpose and Goals of the Self-Study Forms "MUST" Statements Style Guide University Mission Statement Office 6.0 Documents: Guidelines and Forms "Must" Statements Site Information				4.5 Distance Learning Programs Clemson University offers distance education courses and programs through a variety of delivery modes. The delivery modes include both synchronous delivery modes such as face-to-face (teacher and learner in the same classroom), one-way video and two-way audio (satellite broadcast via SCETV), two-way video and two-way audio (videoconferencing via Bell South lines), and on-line at same time (Internet) and asynchronous delivery modes including videotape, internet, pre-recorded satellite broadcast, and CD-ROM. The University does not offer any correspondence courses or external degree programs. While active in offering courses and programs at the University Center of Greenville (Greenville, South Carolina) and while having property and sites across the state of South Carolina and overseas, Clemson University does not maintain any branch campuses. The Commission recognizes the legitimacy of distance learning, such as that conveyed through off-campus classroom programs, external degree programs, branch campuses, correspondence courses, and various programs using electronically-based instruction offered geographically distant from the main campus. An institution must formulate clear and explicit goals for its distance learning programs and demonstrate that they are consistent with the institution's stated purpose. Further, an institution must demonstrate that it achieves these goals and that its distance learning programs are effective and comply with all applicable Criteria. Findings Clemson University’s primary focus for distance education is in professional graduate program areas. The Board of Trustees during a July retreat in 1997 discussed indepth the directions and goals for distance education. At that time, decisions were made that Clemson’s undergraduate programs were residential in nature, and that Clemson could best serve the state through distance education offerings in graduate programs. In 1998, the University established the Office of Off-Campus, Distance and Continuing Education (ODCE) to consolidate the coordination of the distance and continuing education efforts of the Professional Development Department, the Telecampus Office, and the off-campus credit programs in selected academic departments. The decision to initiate ODCE was in response to a recognized need for and opportunity to develop further these areas of education. The ODCE Academic Programs area is responsible for all credit programs offered for off-campus students. The ODCE Professional Development area is responsible for selected non-credit continuing education efforts offered through the College of Business and Behavioral Science and the College of Engineering and Science. ODCE has worked to reach Clemson’s constituencies throughout South Carolina via distance learning technologies at off-campus sites. ODCE contracted with the College Board for a needs assessment, and the report was completed in September 2001. This Report can be found in the Self-Study Library reference materials. The College Board's recommendations for the University included 1) increase use of the University Center of Greenville, 2) "focused" recruitment efforts toward commuter students in the Anderson, Greenville, and Spartanburg metropolitan areas, and 3) offer professional programs that do not require specialized laboratory facilities and equipment. The Office for Off-Campus, Distance and Continuing Education has defined goals that are consistent with the mission of the institution. Its mission is to provide life-long learning to adult learners from the private and public sectors throughout South Carolina, as well as the U.S. and various parts of the world. The life-long services provided include degree and certificate programs, as well as seminars, conferences, on-site training, personalized tutorials, and educational travel missions. The goals of ODCE are as follows: Deliver high quality credit courses and programs in those disciplines most desired by the off-campus community. Delivery will be provided through various combinations of synchronous and asynchronous teaching strategies and technologies. Deliver high quality, non-credit seminars, conferences, and customized programs to individuals and to institutions that focus on professional, managerial, or technical topics. Provide delivery through various synchronous and asynchronous technologies. Develop public response to and interest in its courses, programs, seminars, and conferences through effective marketing. Maintain fiscal viability in order not to strain the financial resources of Clemson University or the state of South Carolina. Clemson University plans for distance education programs are continuing to evolving. President James F. Barker has scheduled a summit on distance education for late Spring 2002. Summit meetings have been held on key topics to assist units and departments in formulating and updating goals as the programs and services relate to the University Vision, Mission and 2010 goals. A white paper on distance education and proposed goals has been developed by the Office of Off Campus, Distance and Continuing Education (ODCE) and are available in the Self-Study Library. The white paper, College Board study, and proposed goals provide a foundation for the summit discussions. The results of the summit will be provided to the campus community for further input, and be presented to the Board of Trustees in October 2002. Currently, distance education courses and programs are initiated at the departmental or college level through individual faculty members or administrators. Incentives for colleges to pursue the development of Web-based courses and degree programs have not been available. Two graduate programs in the College of Health, Education and Human Development have proposed Web-based, on-line courses. A prospectus has been submitted to SACS for the doctoral program in Educational Leadership with a focus on higher education to be provided on-line. The master’s program in human resource management is developing a prospectus at this time. The University, through the Office of the Provost, is beginning to explore ways of rewarding faculty for the development of distance education courses. This has normally not been a consideration in promotion, tenure, or reappointment (PTR) reviews. Clemson University maintains several off-campus locations as part of its distance education programs. These include the University Center of Greenville, the Charleston Architectural Center, the Daniel Center for Design and Building in Genoa, Italy, and an Architectural Program in Barcelona, Spain. The University Center at Greenville The University Center at Greenville, established in 1987 as the Greenville Higher Education Consortium, was created in order to meet the growing needs of higher education for evening and part-time students in the Greenville metropolitan area. Clemson University, Furman University, the Medical University of South Carolina, the University of South Carolina, and the University of South Carolina at Spartanburg were the original members. Greenville Technical College became an associate member of the consortium and served as the host institution. In 1993, Lander University and South Carolina State University were added to the list of participants. Clemson University offers one undergraduate degree program at the University Center. The Bachelor of Science in Nursing is provided for registered nurses only. Clemson offers eight different graduate programs including the Master of Business Administration, the Master of Construction Science and Management, the Master of Education with programs in Administration and Supervision, Guidance and Counseling, the Master of Health Administration (offered jointly with the Medical University of South Carolina), the Master of Human Resource Development, the Master of Science in Nursing, and the Master of Public Administration (offered jointly with the University of South Carolina). The University Center provides a library, classrooms, computer labs, laboratory space, and staff support to coordinate the resources of the member institutions. The member institutions supply their own faculty to teach their courses, award their own credit, grant their own degrees, and award their own diplomas. The Charleston Architectural Center The Charleston Architectural Center was established in 1988 in order to take advantage of the architectural richness of the historic city of Charleston, South Carolina. Originally housed in a building on the College of Charleston campus, the center currently resides at the old Naval Marine Hospital Building designed by the renowned South Carolina architect, Robert Mills. This facility provides studio, classroom, library, shop, and review spaces for students in the program. Both undergraduate and graduate architecture students participate in this program. The School of Architecture provides a full-time faculty member who serves as the program director. Other part-time faculty members complete the instructional staff. The Charles E. Daniel Center for Building Research and Urban Studies The Daniel Center was established in 1974 to provide graduate students in the then College of Architecture, with the opportunity to participate in a study abroad experience. The program is housed in a villa in the port city of Genoa, Italy. The facility provides dormitory space for 20 students, a kitchen and dining space, studio space, and a library. The program is currently open to both graduate and undergraduate students in the School of Design and Building. The School of Architecture provides a full-time faculty member who serves as a faculty member in residence. The Architecture Program in Barcelona, Spain The Barcelona Architectural Center was established in 2001 to provide undergraduate students in the School of Architecture the opportunity to pursue their studies in a European setting. The program currently maintains studio space in a commercial building in the heart of Barcelona, Spain. The School of Architecture provides a full-time faculty member who serves as a faculty member in residence. Distance learning courses and programs are also provided through the five Colleges as follows: College of Agriculture, Forestry and Life Sciences The College of Agriculture, Forestry and Life Sciences offers a number of individual undergraduate and graduate courses via face-to-face, satellite broadcast, internet, and video conferencing delivery systems. These include undergraduate offerings from the departments of Forestry, Horticulture, and Nutrition, and graduate offerings from the departments of Agricultural Education, Entomology, and Biological Sciences. These courses are listed in the ODCE catalog listings for Fall 2000 and Spring 2001, which can be found in the Self-Study library. College of Architecture, Arts and Humanities The College of Architecture, Arts and Humanities offers the Master of Construction Science and Management degree program via videotape. The School of Architecture maintains off-campus centers in Charleston, South Carolina, Barcelona, Spain, and Genoa, Italy. Faculty members from the School serve as program directors and faculty in residence. All courses taken for credit by students in the Barcelona and Genoa program are University courses and offered through face-to-face delivery. Students in the Charleston program take University courses through face-to-face delivery. They may also take courses from the College of Charleston for transfer credit. The Department of Art offers Maymester credit courses through face-to-face delivery at off-campus venues in Great Britain, France, and Italy. College of Business and Behavioral Science The College of Business and Behavioral Science offers two distance education degrees, a Master of Business Administration (MBA) and a Master of Public Administration (MPA). The MBA degree program is an evening program specifically designed for part-time students via face-to-face delivery. The program is offered at the University Center at Greenville and on the campus of Lander University in Greenwood, South Carolina. Full-time faculty members from Clemson University teach the classes. The MBA program in Greenville continues to be a successful program with strong enrollments and students with very good academic credentials and significant work experience. The MBA program in Greenwood continues to struggle with small enrollments due to a significantly smaller population base, which is prompting an examination of alternative means of delivery, including the possibility of offering the program via video conferencing technology that would originate from the Greenville site. The Master of Public Administration (MPA) degree program is offered at the University Center at Greenville. This program is a joint degree program, offered in conjunction with the University of South Carolina; it uses a traditional classroom approach with full-time faculty from both Clemson University and the University of South Carolina. Classes are offered in the evenings to accommodate non-traditional students who are fully employed during the day and who are pursuing their graduate degrees on a part-time basis. The College of Business and Behavioral Science offers courses at foreign venues from several departments including Sociology, Management, Marketing, Political Science, Accountancy, and Legal Studies. These are primarily summer offerings for undergraduate and graduate students through face-to-face delivery with a Clemson faculty member. College of Engineering and Science The College of Engineering and Science offers courses at remote locations that include satellite and face-to-face delivery. The Department of Electrical and Computer Engineering offers graduate courses leading to the Master of Science in Electrical Engineering via satellite broadcast at locations in Rock Hill and Charleston, South Carolina. The Department of Mechanical Engineering offers graduate courses via face-to-face delivery at the University Center at Greenville. The College of Engineering and Science offers individual undergraduate courses via face-to-face delivery by a Clemson University faculty member at off-campus venues in Great Britain and Germany. These courses are normally offered over the summer months. The College of Health, Education and Human Development The College of Health, Education and Human Development offers courses leading to the Bachelor of Science in Nursing (for Registered Nurses only) via face-to face instruction at the University Center at Greenville. This program is the one undergraduate degree that is provided completely off campus. The students are working professionals who seek to continue their education and undergraduate degree. Courses in the Master of Science in Nursing are offered via face-to face instruction at the University Center at Greenville and via video conferencing and the Internet. The Master of Health Administration (MHA) is offered jointly with the Medical University of South Carolina (MUSC) via face-to-face instructions at the University Center at Greenville and via videoconferencing. Courses in the Master of Human Resource Development and the Master of Education are offered via face-to face instructions in off-campus classrooms at the University Center at Greenville and via satellite broadcast. The School of Nursing provides clinical experiences via face-to-face delivery. Agreements are maintained with local hospitals and clinics at which students receive their clinical experiences. The School of Education provides field experiences via face-to-face delivery. Memoranda of agreements are maintained with the school districts, which provide the locations for these field experiences. Delivery Modes and Resources All five colleges offer some courses via distance delivery. The largest numbers of classes are broadcast through the SC ETV digital satellite network. There is interaction with the instructor and other students during class via an "800" telephone number or via e-mail at other times. Videotapes may be viewed at home, and students can interact with instructors through e-mail, telephone, written assignments, and the Internet. A few of the courses are delivered via the Internet delivery systems. Students use University services, such as the libraries, by remote computer connection, or other means. The summary of enrollments for Telecampus courses, listed by delivery mode, is shown in Table 4-26. All Telecampus courses, since 1998, and some prior to that date, have Internet components, including syllabi, study guides, course notes, handouts, exercises, and related links -- such as student services, etc. In addition, during the past two years, simultaneous chat has been used via AOL Instant Messenger (AIM), WebCT, and CLE. Netmeeting has also been used to deliver a full-semester course.   Table 4-26 ODCE/Telecampus Distance Learning Courses   Courses Academic Year Compressed Internet Satellite Videotape 1991-92     14 1 1992-93     18   1993-94     16   1994-95     17   1995-96     16   1996-97   1 23   1997-98 2 1 23   1998-99   1 26   1999-00   6 17 3 2000-01* 2 24 25 4 TOTALS 4 33 199 8 *Includes Fall and Spring semesters only Figure 4-1 provides a location of the ODCE satellite viewing sites. Figure 4-2 provides the location of the receiving sites. In addition to Clemson’s leased sites and county office sites, there are as many as 1900 additional receive sites in South Carolina, including public schools, health-related institutions, county offices (non-extension), municipal offices, private colleges, and other institutions. Many students, especially public school teachers, view courses where they work. Currently, Clemson University on-campus classrooms equipped for distance education instructional delivery include Earle 100, Riggs 19, Edwards 200, Rhodes 302, Poole Agricultural Center main studio, and Tillman G9 and G11. ODCE is upgrading these studios as necessary and seeking funding and collaboration that will allow them to serve students better. In the spring of 2001, ODCE submitted a grant proposal to the Self Family Foundation to equip a complete videoconferencing room at Lander University. The proposal includes a request for funds to buy three modems for converting video signals from digital to analog format, for the Clemson campus, the Lander campus, and the University Center at Greenville. This would provide a triangular connectivity between Clemson University, Lander University, and The University Center at Greenville. This could also connect to other points from any of the three locations. Consideration of this proposal has been put on hold at this time.   Figure 4-1 Telecampus/ODCE Satellite Viewing Sites     Aiken: Aiken Technical College Beaufort: Technical College of the Lowcountry Columbia: Midlands Technical College, Beltline Campus Florence: Florence-Darlington Technical College Greenville: The University Center of Greenville Greenwood: Lander University Rock Hill: York Technical College Trident Technical College (Engineering Courses Only) (Note: An annual contract fee is paid for the use of each of these sites.)           Figure 4-2 South Carolina Satellite Receiving Sites.         ODCE is working with SCETV in the beta/field testing of wireless digital delivery combined with delivery via Warner Cable in the Columbia/Midlands area. ODCE conducted a short trial of that combination in the fall of 2000 with one course.  The University has taken great care in the development of distance learning courses and programs to meet the academic needs of its students. Clemson faculty members have opportunities, provided to them from the Office of Teaching Effectiveness and Innovation and through DCIT, for teaching and technology training. In addition, training is also available through telecampus with instructional design considerations. However, the development of distance education courses is not normally considered for promotion, tenure, and reappointment (PTR) review. Through the 2002 Self-Study Survey related to information technology, student responses were well above the norm. Students have access to the Division of Computer and Information Technology (DCIT) for computer technology assistance. Student responses to survey questions related to resources such as audio/video equipment, lab equipment, computer hardware and software were again well above the norm. Results of the Self-Study were very encouraging in many ways. All of the courses and degree programs that have off-campus section numbers are facilitated by ODCE. The programs offered through ODCE are well conceived, expertly delivered, and academically rigorous and are equivalent to on-campus criteria. ODCE serves well as a "one-stop" contact source for off-campus students. Students can conduct many transactions on-line including registration for most courses, purchasing of textbooks, obtaining student ID’s, and getting library resources. Moreover, because these programs have been developed for specific important target groups of students, they tend to accommodate the needs and goals of those students very closely. Great care has been taken in these programs to ensure that students have direct access to faculty. Academic advising is accomplished through regular visits by the program’s director to the off-campus locations, the on-site program coordinators or liaisons, and through telephone and e-mail, as needed. Assessment strategies in the programs are very good. Off-campus students participate in the same course evaluation process as on-campus students. Additionally, ODCE distributes a survey to students and faculty to evaluate their own processes and procedures. Student evaluations contain questions concerning: type of delivery methods used in the class, responses to requests for information about the course, availability of advising, classroom facilities, use of technology in the course, performance of the technology used in the course, availability of library resources and availability of computer resources. The faculty survey forms include questions concerning mode of delivery for the class, use of guest speakers, mode of in-class teacher-learner interaction, use of Web-based course elements including syllabi, course notes, study guides, and tests, library access and computer access. Results of these surveys are kept on file in the ODCE office. Regular full- and part-time Clemson faculty members teach nearly all of the courses offered via distance education. A few adjunct faculty members also teach these courses. All faculty members are subject to the same hiring and review processes and procedures as those teaching on the Clemson campus. The individual distance learning courses have clear and explicit goals consistent with Clemson University’s stated purpose. All activities in the distance learning area are subject to the same program goals and outcomes as the regular degree programs. Documentation of the effectiveness and achievement of program goals is incorporated in the annual program assessment records. The positive results of recent accreditation visits and reviews by the South Carolina Commission on Higher Education further demonstrate their effectiveness. The courses that are taught entirely through distance learning procedures are highly effective and comply with the standards found in the 1998 Criteria for Accreditation. Conclusions The University is in compliance. Recommendations None. Suggestions The University should complete its published plans to revise goals for distance education programs consistent with the 2010 University Goals.   4.6 CONTINUING EDUCATION, OUTREACH AND SERVICE PROGRAMS As a land-grant institution, Clemson University has an established history of providing continuing education, outreach (extension), and public service programs to the people of South Carolina. It has developed a wide variety of programs to meet the needs of people in the professions. Clemson’s continuing education, outreach, and public service involves not only the Public Service Activities (described below), but the academic colleges as well. Since 1889, Clemson has provided public service programs that help citizens, private enterprises, and public agencies resolve problems they face day to day. The Cooperative Extension Service was established at Clemson and nationwide in 1914. This unique system for delivering information to the people of South Carolina was designed as a three-way partnership between local, state and federal governments. The Extension system expands the boundaries of Clemson University to encompass the entire state, providing research-based educational programs to adult and youth audiences. Extension programs are planned and conducted jointly by Extension faculty from Clemson University and South Carolina State University, the 1890 land-grant university of South Carolina. The Marine Extension Service, now jointly funded by Clemson University and the South Carolina Sea Grant Consortium, was initiated in 1972. In the 1995 reorganization of the University, nine colleges were merged into five: the College of Agriculture, Forestry, and Life Sciences, the College of Architecture, Arts and Humanities, College of Business and Behavioral Science, College of Engineering and Science, and the College of Health, Education, and Human Development. Public Service Activities (PSA) was separated from academics. The restructuring placed the following units in PSA: Agriculture and Forestry Research, Cooperative Extension Service, the Strom Thurmond Institute, Livestock and Poultry Health, and Regulatory and Public Service Programs. The Madren Conference Center is the central continuing education facility for the University. It was completed in 1995 and the adjacent Martin Inn was completed in 1998. The Madren Center is equipped with high-tech resources, which include complete audiovisual equipment. The center provides various meeting spaces, including an auditorium (3170sf), ballroom (1680-5660sf), break out rooms (830sf), boardroom (1140sf), meeting rooms (727.5-1455sf), seminar rooms (1145-1180sf), teleconference room (1075sf) and training rooms (377-730sf). In 1998, the Office of Off-Campus, Distance and Continuing Education (ODCE) was established to consolidate the coordination of the continuing education efforts of the Professional Development Department, the Telecampus Office, and the off-campus programs in various academic departments. Prior to this date, continuing education activities were organized and managed by a decentralized administrative organizational structure with each college being largely responsible for developing and administering its own programs. The ODCE policies and procedures document states, "The ODCE Professional Development area is responsible for all non-credit continuing education efforts offered through Clemson University Academic Affairs." However, this has not yet been realized. The terms continuing education, outreach and public service as used in this Self-Study Report are consistent with SACS definition of continuing education (credit and non-credit bearing), outreach, and public service. These terms are further defined for clarification.   Continuing education refers to educational activities (courses and seminars) that are offered to individuals in various professions who are required by their professional disciplines to obtain a specified number of continuing education hours for certification, re-certification, or membership in professional organizations. Examples of this are the new "Professional Development Hours" (PDHs) required of some engineers in SC and the Continuing Forestry Education (CFE) unit required of professional forest resource managers. These offerings may be for Continuing Education Unit Credit or Non-credit. Continuing Education Unit (CEU) refers to the credit earned for continuing education activities. According to SACS: "One Continuing Education Unit (CEU) is 10 contact hours of participation in an organized continuing education experience under responsible sponsorship, capable direction, and qualified instructions." Crucial is the definition of a contact hour. SACS defines contact hours to include: In-class time with direct participation between the learner and instructor. Activities in which there is no instructor present such as supervised independent study, computer-assisted instruction, or project based assignments. Sufficiently structured field experiences, laboratory assignments, and projects. Continuing Education (CEU) for Non-credit refers to continuing education activities that are not for credit. Certificate program refers to teacher professional development credit courses ("contract courses") which are offered to the public school districts, state research centers, and medical professionals as a means of professional development in each area. They are designed to train, develop, and/or update the knowledge base, expertise, and skills of the target population in an academic area not normally covered by traditional undergraduate or graduate classes. They are primarily used by the public school sector as a means of certificate renewal for public school teachers in grades K through 12. Re-certification refers to renewal of certification. Continuing education and outreach and service programs must be clearly related to the purpose of the institution. Findings Clemson University has a clear commitment to continuing education, outreach, and public service programs as described in the following excerpts from its mission statement. The mission of Clemson University is to fulfill the covenant between its founder and the people of South Carolina to establish a "high seminary of learning" through its historical land-grant responsibilities of teaching, research and extended public service… The University is committed to world-class teaching, research and public service in the context of general education, student development and continuing education. Academic Affairs The individual colleges embrace this same commitment through their own mission statements. These mission statements are part of the college assessment plans. These plans are available in the Office for Institutional Effectiveness and Assessment. The College of Agriculture, Forestry, and Life Sciences The vision of the college is to be dedicated to enhancing the quality of life of the citizens of South Carolina. This includes expanding interdisciplinary teams to enhance and improve our educational, research, and public service activities, fostering team-based problem solving approaches with our constituents in the state and optimizing the use of resources. By capitalizing on these challenging opportunities Clemson will be able to meet our responsibilities to provide the highest quality education for its students and the highest quality public service to the state. The College of Architecture, Arts and Humanities The Guiding Principles of the College of Architecture, Arts and Humanities, as they pertain to continuing education, outreach, and public service, state: "We seek an appropriate balance between our responsibilities to students in our college and those in the University as a whole. We will recognize that we have commitments to a high quality education both to Architecture, Arts and Humanities students and to students in other colleges. We seek the creative connections among teaching, research, and service. We will pursue the discovery and dissemination of knowledge by appropriately balancing teaching, research, and service." The College of Business and Behavioral Science The mission of the College of Business and Behavioral Science is summarized into three statements: Develop leaders who are exceptionally qualified, globally competitive, entrepreneurial, and committed to the betterment of society Produce scholarly research that is relevant to our stakeholders Support professional and public service activities that contribute to economic, social, and intellectual development The College of Health, Education, and Human Development The mission of the College of Health, Education and Human Development is "to be universally recognized for innovative, multidisciplinary instruction, research, and service that support and enhance human capabilities in all life stages and environments." The College of Engineering and Science The mission states, "The College of Engineering and Science will provide undergraduate, graduate and continuing education programs grounded in fundamentals that prepare students to apply scientific and engineering principles creatively and responsibly. We generate and disseminate knowledge for the benefit of humankind and apply that knowledge for the scientific and technological development of South Carolina and the nation." Office for Off-campus, Distance and Continuing Education ODCE also embraces the University’s mission through its own mission statement: The mission of the Office of Off-Campus, Distance and Continuing Education is to provide life-long learning to adult learners from the private and public sectors throughout South Carolina, as well as the U.S. and various parts of the world. The life-long services provided include degree and certificate programs, as well as seminars, conferences, on-site training, and personalized tutorials, and educational travel missions. Public Service Activities According to its 2000-01 Accountability Report, the mission of the Public Service Activities (PSA) built around five goal areas that are reflected in the University’s 2010 goals. The five PSA goals are to promote agrisystems productivity and profitability, economic and community development, environmental conservation, food safety and nutrition, and youth development. The following areas in PSA will be highlighted: Agriculture and Forestry Research, Cooperative Extension Services, Strom Thurmond Institute, Livestock and Poultry Health, and Regulatory and Public Service Programs. Agriculture and Forestry Research The mission of Clemson Agriculture and Forestry Research is to develop biological, physical, and social sciences to improve the quality of life for South Carolinians. Its vision is to enrich lives through scientific discoveries. The Cooperative Extension Service The mission of the Cooperative Extension Service is to provide service for the adults and youth of South Carolina in response to problems identified by citizens and extension professionals which will: foster the improvement of agriculture enhance the management of natural resources strengthen the family as individuals and as a unit enhance rural and community development develop human resources fulfill national and/or state mandated programs The Strom Thurmond Institute The mission of the Strom Thurmond Institute is to initiate conversation and promote movement on critical issues facing South Carolina, the southeast, and the nation. The institute’s major purpose is to enhance awareness of current public policy issues through Institute lecture programs, seminars and conferences, and research projects. Livestock and Poultry Health The mission of the Livestock and Poultry Health programs is to protect animal health and well being, as well as the public health issues covered by meat and poultry inspection, diagnostics of zoonotic diseases, and quality of life provided by healthy companion animals. Regulatory and Public Service Programs Since 1980 Regulatory Services’ mission is to protect and enhance the quality of life in South Carolina by promoting a safe environment through: assuring that fertilizers, lime and seed meet standards that enhance efficient and profitable crop production; enforcing quarantines and other regulations that protect South Carolina agriculture and the environment from invasive weeks, insects, and diseases; regulating the structural pest control industry, and ensuring the safe use of pesticides. The Regulatory and Public Service Programs at Clemson University take an educational approach to regulation and facilitate the cooperation of those regulated. The programs also cooperate with other Public Service Activity units, thus furthering the common mission of the PSA. Conclusions The University is in compliance. Recommendations None Suggestions None All continuing education programs, both credit and non-credit, must be evaluated regularly. Findings All continuing education courses offered for credit are initiated through the curriculum committees of the individual academic units. Courses are evaluated on a semester by semester basis using the standard instruments employed by the University. Academic units that employ the services of ODCE for the offering of their continuing education courses for credit use their assessment procedures. The overall University-wide assessment program provides a framework for assessment of for credit courses and programs. Departments include in educational assessment plan, specific outcomes for degree programs that are provided through distance education technology. Non-credit, continuing education courses, offered through ODCE, are evaluated by the participants using instruments developed by ODCE. The recent establishment of ODCE has helped centralize and standardize this process. Outside of ODCE, there are no assurances as to the method and quality of evaluation. Those units who have accredited continuing education programs (for example, nursing) have mechanisms for evaluation built into their programs because of the accreditation standards. Conclusions The University is in compliance. Recommendations None Suggestions The evaluation procedures carried out in the individual academic units providing non-credit, continuing education unit (CEU) offerings should follow University guidelines to ensure consistency in the evaluation of these programs. All continuing education and outreach and service programs offered for credit must comply with the requirements of the Criteria and with Section IV in particular. For non-credit continuing education programs, the institution should follow national guidelines for recording of Continuing Education Units. Findings All continuing education, outreach and service courses offered for credit are carried out through the individual academic units of the five colleges. The academic colleges, along with the five divisions of the Public Service Activities, deliver a wide variety of non-credit offerings. All non-credit courses for which CEUs are awarded, are offered through the Office for Distance and Continuing Education. The College of Agriculture, Forestry, and Life Sciences Most of the offerings in this college are non-credit, certificate outreach courses. All participants either receive a certificate of attendance or a "successful completion" certificate when passing the exam given at the conclusion of the course. The Department of Entomology South Carolina Master Beekeeper Program provides a completion certificate. There are four levels of achievement with the two-four level requirements including public service credits. All levels have a written or oral exam and a practical test. The department also offers ENT T700-Entomology for Teachers. This course carries both Clemson University graduate credits and SC Department of Education certificate renewal credits in both the content and methods areas for all disciplines. ENT T700 is a contract credit course and is coordinated through ODCE. The Department of Biological Sciences offers a graduate course (BIOL 730) for teachers as part of the "SC LIFE: Natural History of South Carolina" program. This course is offered for credit and can used as either teacher re-certification credit as required by the State Department of Education or as credit towards a graduate degree. The course is taught by Clemson University faculty at off-campus locations throughout South Carolina. The Department of Agricultural and Biological Engineering offers the Master Waste Educator recycling certificate program which teaches citizens to recycle paper, aluminum, glass, oil, cardboard, and other household goods and containers. Twenty-five contact hours and 25 hours of community outreach are expected to follow training. The Department of Food Science and Human Nutrition offers the Better Process Control School program which instructs food handlers in the area of care, safety, and management of food. This program involves 3.5 days of training. The Department of Agricultural and Applied Economics offers a series of three – five day programs which include the Agricultural Lenders School program, the Marketing Plan workshop, the Cattle Marketing workshop, the Public Issues Management School program, the Palmetto Leadership program, and the Business Retention and Expansion program. The Department of Aquaculture, Fisheries, and Wildlife offers a five day Wildlife Conservation Workshop for K-12 teachers; it is held at the Webb Wildlife Center near Garnett, South Carolina. The workshop is sponsored by The South Carolina Chapter of the Wildlife Society in cooperation with the S. C. Department of Natural Resources and Clemson University.   The Department of Forest Resources offers four certification courses including Coastal Plain/Piedmont Silvics, Silviculture, and Prescriptions, Managing Forest Ecosystems, Master Tree Farmer, and Top Logger. The College of Architecture, Arts and Humanities The Department of Construction Science and Management provides academies for professionals in the construction industry; these are coordinated through the Office of the Dean of the College of Architecture, Arts and Humanities. The CEUs are registered by the Dean’s office and awarded by ODCE. Clemson University offers four academies each year, and approximately 70 participants (comprised of 20-25 construction project managers, 35-40 construction field supervisors, and 10-15 construction safety managers) attend these courses. This totals approximately 280 participants per year. The School of Architecture provides short courses for architects. The American Institute of Architects (AIA) administers the "learning units" (LU), and the courses are coordinated through the Office of the Dean of the College of Architecture, Arts and Humanities. The two short courses offered in 2001 include "Ethics in Architecture" and "Internet Usage as Project Management Tool" and were attended by approximately 50 participants. The Department of Performing Arts offer several programs as outreach, extension, and public service. Examples of programs include Writing and Performing Across the Communities (WAPAC), Utsey Chamber Music Series, Upstart Arts Education Project, Summer at the Brooks Center, Brooks Center Social Dance Program, Tri-ART Program, Town and Gown classes and opportunities, as well as "Brooks Center Presents." The Clemson Advancement Foundation for the School of Design and Building has sponsored the College CAF Lecture Series. This series brings the campus a variety of nationally and internationally known speakers in the field of art, architecture, construction, landscape architecture, and planning. The College of Business and Behavioral Science The College of Business and Behavioral Science offers a continuing education program in the area of economic education designed to help elementary and secondary school teachers become more proficient in teaching economics in public schools. The college offers both credit and non-credit educational opportunities for public school teachers in the upstate region of South Carolina, generally through contracts with local school districts or occasionally in cooperation with the South Carolina Council on Economic Education. The college periodically offers two graduate credit courses for public school teachers at various locations in the upstate. These two classes are standard graduate classes taught by a regular full-time Clemson University faculty member at off-campus locations that are more convenient for groups of public school teachers than the main University campus. The courses are taken for graduate credit, either for teacher re-certification credit as required by the state Department of Education, or as electives towards a graduate degree. The courses fall under the control of the University’s Department of Economics; they follow normal curriculum committee policies and procedures at the departmental, collegiate, and University levels. Students who take either of the classes are subject to normal University and Graduate School policies and procedures. Clemson faculty member teaches both of the graduate courses offered, as well as providing in-service training workshops. The College faculty also provide in-service training workshops for teachers through contracts with local school districts. The teachers who attend the workshops do not get any academic credit for the workshops, nor does Clemson University offer any continuing education units or other type of credit for these workshops. The College of Engineering and Science With a variety of funding mechanisms, departments offer contract courses to teachers in public school districts. These courses are structured to meet needs in the school district and are taught by both regular and adjunct faculty. The College of Engineering and Science also offers a variety of continuing education non-credit courses and seminars and outreach conferences through ODCE. The current ODCE Seminar and Conference Schedule show course offerings in professional engineering reviews. Example conference/seminar topics offered through the College of Engineering and Science include "Engineer in transition to management," "Fiber producer/textile industry conference," "Fundamentals of textiles," and "The basics of electrical engineering." These courses are administered through the departments and coordinated by ODCE. Students are admitted as regular degree-candidate students through the normal admission process. The College of Health, Education, and Human Development The School of Education offers continuing education courses for credit toward certification in Reading, Special Education, Early Childhood /Elementary Education, Secondary Education, Education Leadership, and Counseling. Courses are administered jointly by the School of Education and the Office of Off-Campus, Distance and Continuing Education. The different discipline areas within the School are responsible for scheduling courses to meet requests by, or perceived needs in the school districts in the University’s service area. The certification portion of these programs is administered through the South Carolina State Department of Education and is locally coordinated by the College’s Office of Support Services. Course work is taken through the School of Education, and participants receive University credit in fulfillment of certification requirements. The Program of Technology and Human Resource Development offers non-credit CEU outreach/service in the area of technology and industrial training workshops. The Department of Parks, Recreation and Tourism offers a special course annually at the request of the US Forestry Service in the area of forest resource management. Up to seven Continuing Education Unit credits are available to participants who desire them. The Department also offers a three-day, non-CEU course for promoters of special events, festivals, and conferences at the Clemson University Outdoor Laboratory. Finally, the department sponsors a Rural Recreation Project through which it hires college students from around the country to work as recreation directors in rural, underprivileged areas. Clemson University students who participate in this project have the option of earning University credit as they participate. PRTM off-campus non-credit courses are formally evaluated with specific feedback solicited both from the instructors and the students. The School of Nursing offers non-credit, short-term courses allowing practicing registered nurses to remain current in their fields. It offers continuing education credit (CEUs) from the ANCC but does not offer courses for academic credit. The participants evaluate each course at its completion. The department head reviews all evaluations. Evaluations of individual faculty are forwarded to the faculty member, and the results of the general evaluation are sent to all faculty who taught the offering. The National Dropout Prevention Center The National Dropout Prevention Center sponsors or co-sponsors several conferences each year. These include the annual America’s At-Risk Youth National Forum and the National Dropout Prevention Network Conference. The Center also sponsors one specialty conference each year on an issue related to dropout prevention and is in the second year of hosting a national conference on Service Learning and Teacher Education. Registration fees cover all expenses for these conferences. No University credit is awarded to participants, but continuing education credit is awarded to participants in the At-Risk Youth National Forum and the National Dropout Prevention Network Conference. One continuing education credit is awarded for each 10 hours of training and participation at these conferences. There is no additional charge for the continuing education credit. Evaluation of National Dropout Prevention Center efforts are conducted through evaluation forms collected at the end of each event. Clemson Training Center The Division of Computing and Information Technology under the umbrella of the Clemson University Research Foundation (CURF) operates the Clemson Training Center. The Center provides for-fee training services in Web design and development. It is a Macromedia Authorized Training Center and a Microsoft User Specialist Exam Testing Center. Agriculture and Forestry Research Outreach activities carried out by Agriculture and Forestry Research include a broad range of publications, workshops, and seminars. Most important, the outcomes of more than 300 research projects are reported to the US Department of Agriculture and shared nationally through the CRIS research results reporting system. There is also a concerted effort to reach audiences in South Carolina and across the nation in public press articles outlining discoveries, solutions, and new products developed through research. The Cooperative Extension Service The Cooperative Extension Service is comprised of program areas with county extension offices throughout the state of South Carolina. The extension services include: Agricultural and Natural Resources, 4-H and Youth Development Programs, Family and Consumer Sciences, and Community, Leadership and Economic Development (CLED). These areas develop and implement programs and service activities consistent with its area mission and goals and the needs of South Carolina. Agriculture and Natural Resources programs in agriculture provide farmers and agricultural and forestry related businesses with the necessary training for making sound production and business management decisions. In addition to the traditional emphasis on production technology, management and marketing, Extension programs also include water quality, conservation, biotechnology, sustainability of agriculture, and public policy issues affecting agriculture and rural South Carolina. Agriculture related programs for homeowners are offered through each county Extension office. Program contacts in Agriculture and Natural Resources represent approximately 31% of the total audience contacts. Extension faculty headquartered in departments on campus and at the four Research and Education Centers throughout the state work with county Extension Agents to provide educational programs for the farmers, land owners, and home owners. Examples of Agriculture and Natural Resources programming efforts include the following: The Home and Garden Information Center was developed, in part, to assist Agents by transferring many of their home horticulture and food safety questions to the center. The Home and Garden Information Center is available to South Carolina citizens through phone, Web access, and the distribution of fact sheets. The three major areas covered by the information center are: 1. Landscape, Garden and Indoor Plants; 2. Insects, Diseases and Other Problems; and 3. Food Safety and Preservation. The Center hosted a total of 543,326 Web sessions in 2000-01, averaging 45,277 sessions per month, on gardening, insect, and food safety topics. In addition, the center received a total of 11,330 phone calls last year for an average of 944 per month. The program has been so successful that the states of Georgia and North Carolina are requesting that the center be extended to their states. The Soils Lab analyzes approximately 30,000 samples each year and provides appropriate recommendations to farmers and property owners. The Master Tree Farmer/Master Woodland Owner program provides intensive forestry and wildlife training to landowners in return for 25 hours of volunteer time promoting forestry and the Tree Farm program in South Carolina. In 1999, Master Tree Farmer became a flagship program for Extension Forest Resources. The program was broadcast from Clemson University via videoconference to 13 down-link sites throughout the state. Graduates received 28 contact hours of instruction in forestry topics such as Forestry as an Investment, Pine Management, Hardwood Management, Marketing and Harvesting, and Wildlife Management. By using the video conference technology, the program was delivered to 214 forest landowners in 1999. In 2000 the program was delivered regionally to 10 states and 62 down-link sites across the Southeast. A total of 1,275 landowners representing 372,000 acres of forest land completed the course. Approximately 52% of the landowners were under 50 years of age and 23% were female. The Pesticide Private Applicator Training program is a six – eight hour videotape certification course that South Carolina Private Applicators must complete in order to receive a Private Applicator license. Courses are conducted by Extension Agents and include a pre- and post-test. Trainee must score 80% or higher in order to be eligible for the applicator license. Last year there were 52 Private Applicator Courses with 423 participants. Farmers comprised 64% of the training participants followed by nursery and greenhouse workers (16%), and foresters (13%). Other pesticide programs include the Pesticide Applicator Training for Military and Commercial Applicators, Master Pest Control Technician Program, and Master Termite Technician. More than 1000 technicians from 36 states have completed the highly specialized hands-on Master Termite Technician program. Master Gardener programs were conducted throughout the state to teach volunteers to disseminate plant health management information and operate home health horticulture information centers disseminating plant health information directly to consumers. The goal of the Master Gardener program is to educate consumers and youth on plant identification, selection, culture, pest identification, integrated pest management, and poisonous plants in the home environment. The Master Gardener education project included the delivery of 642 programs dealing with plant health issues with 10,159 participants. Individuals successfully completing the Master Gardener program contacted 51,442 individuals with plant health information and contributed 580,175 hours of service to Extension. The grazing animal systems project had 813 producers participating in the Pride/Quest and other managed marketing programs, while just over 1000 people improved their breeding program by using improved criteria in sire selection and proper breed complementation. Just under 700 people reported implementing recommended grazing management systems to improve enterprise profitability and decrease detrimental environmental impacts of livestock. Another 683 producers adopted improved health and reproduction programs. These numbers represent a significant proportion of the 12,196 people who completed one of the 347 non-formal educational programs or activities. In all, 5,950 people reported adopting or increasing the use of recommended practices. The grazing systems project had the most contact with limited resource clientele, reporting 730 contacts for the year. 4-H and Youth Development Programs are the educational component of the Cooperative Extension Service for South Carolina youth between the ages of 5 and 19. The program is community based with family and volunteer support. The uniqueness of 4-H education is the direct relationship to the land-grant system and the emphasis on experiential learning. Assisting youth with current issues and helping them explore various career options is a major goal of 4-H. In the early 1900s, the program was designed initially to prepare youth for the agricultural and family needs. The programs continue to mature with the changing times and needs of youth and families. Knowledge transfer, youth development, and volunteer leadership development are the current major functions of the program. The curriculum is aimed at improving the ability of the participant to cope with life situations. The opportunity to gain expertise in helping others learn and accomplish a task is of primary importance in developing leadership skills. Over 104,000 of South Carolina youth between the ages of 5 and 19 were 4-H program participants in 2000-01. These participants were involved in over 4,000 individual units throughout the state. Programs are offered across the state in 4-H and Youth in the following areas: Personal Development and Leadership Family and Consumer Sciences Plants and Animals Citizenship and Civic Education Natural Resources and Shooting Sports Science, Safety and Technology Food/Nutrition Education for Youth Communications and Expressive Arts Teaching Kids About The Environment (Teaching KATE) Family and Consumer Sciences extension programs focus on critical issues facing individuals and families in South Carolina. Research-based statewide educational programs apply knowledge of family economics, human development, environment, resource management, leadership, food, and nutrition to empower South Carolinians to improve their quality of life. Family and Consumer Science programs are developed through the expertise of subject matter specialists and through interdisciplinary program teams. County Extension agents are trained to deliver and evaluate these programs. Family and Consumer Science programs are designed to strengthen individuals and families through improving skills in stress management, interpersonal relationships, and leadership resource management. Safe handling of food was taught to handlers in the food service industry and the general public. Program instructors were certified to train food handlers in safe food handling techniques. Extension Agents also received training on safe food storage, handling, and preservation. This enabled them to provide clientele with the appropriate information, which improved their understanding of risks and responsibilities in relation to food and health. Attention was also given to providing consumers with scientifically based, reasonable food safety information through the media. There were 13 Master Food Preserver programs offered during the year and 194 home food safety programs offered across the state. Media continues to be an important way to reach consumers with food safety and nutrition information. Counties have a wide variety of media opportunities including radio spots, development of press packets on specific nutrition subjects, news articles, and TV programs. The Master Food Preserver programs trained 113 volunteers in the basics of food safety and food preservation who contributed 528 hours reaching 1,799 consumers with accurate, timely food preservation information. Programs offered in the area of Family Resource Management focused on the Money 2000 concept that is enhancing the economic capacity of families, communities, the state, and the nation. The basic Money 2000 personal financial management program is designed to increase the financial stability and economic well-being of South Carolinians through reduced household debt and increased saving. Money 2000 for Youth encourages youth to set and achieve financial goals and increase their consumer and financial literacy. Money 2000 for Housing Goals focuses on helping families set and achieve desired shelter goals. Objectives will include reducing debt or saving money in order to qualify for mortgages, housing repair and remodeling, or obtaining accessible housing. County Agents, specialists, and Expanded Food and Nutrition Education Program (EFNEP) professionals conducted educational programs. A quarterly newsletter was mailed to all enrollees with requests for goal accomplishment progress reports. There were 2,862 people enrolled in the Money 2000 program in 44 of the state's 46 counties. Participants set cumulative savings goals of $7.3 million and cumulative debt reduction goals of $4.3 million. Extension programming in Building Family Strengths provides opportunities to strengthen families and address issues facing children, youth, and families. The program has a developmentally appropriate curriculum designed to strengthen families. The SC Department of Health and Human Services partners with Extension by providing continuous financial support for the program. Other partners involved in the statewide training and county delivery are Department of Social Services (Youth Services Program) Clemson University College of Health, Education and Human Development, South Carolina State University, Anderson College, faith-based institutions, and secondary schools in South Carolina. In addition, the USDA Cooperative State Research, Education, and Extension Service Family Development/Resource Management base program team has identified the program "Building Family Strengths," as a Program of Excellence. Using the train-the-trainer model, this holistic approach to family programming has been successful in a variety of settings that include traditional classrooms, state youth services, county extension Family and Consumer Sciences and 4-H agents, student teacher training, and non-profit organizations. The Expanded Food and Nutrition Education Program (EFNEP), a federally funded program, is also available to the state’s citizens. The primary purpose of this program is to improve the diets of families and youth of limited resources, thereby enabling them to enjoy better health, improved stamina, and increased productivity. Community, Leadership, and Economic Development Program (CLED) area is comprised of three project areas: 1. Community Leadership Development; 2. Decision Technologies and Methods; and 3. Marketing Place. This initiative addresses the need for increased leadership training and development in South Carolina’s rural, transitional, and inner city areas. The rural areas and inner city neighborhoods are frequently overlooked, ignored, or isolated from the benefits of sustained economic development found in other areas of the state. The transitional areas include counties at the fringe of metropolitan sprawls where the transition from agricultural to residential and industrial uses is taking place. These areas, characterized by flux or deprivation often lack progressive leadership which can foster a sense of teamwork and regionalism to address the locale’s economic and quality of life concerns effectively. Of additional concern are the business development, retention, and expansion needs in rural counties. The Community Design Assistance Program provides in-depth architectural, landscape, historical, and preservation designs, downtown historical preservation, and rehabilitation to selected communities. A major focus of the Community, Leadership and Economic Development initiative is to bring together a cross-section of local leaders to work on concerns at the county and regional level. Improving the quality of life and building great communities for the residents of South Carolina is the primary goal within this initiative. Programming efforts have included engaging and partnering with citizens, local leaders, and government officials in a variety of educational settings. The Palmetto Leadership program is reaching out to rural communities through leadership training for local leaders. In Spring and Fall 2000, Palmetto Leadership graduated 392 participants in 17 programs in 16 counties. The 17 Palmetto Leadership programs formed an average of two task force activities per class. The task forces formed to address youth leadership, economic development, business appreciation, educational system support, county promotion materials, tourism plans, human services, and leadership programs. The key outcomes include the formation of strategic and tactical plans to address local concerns noted above. The Youth Palmetto Leadership Program graduated 140 participants in seven counties: Chester, Darlington, Edgefield, Lexington, Marion, Newberry, and Sumter. The Strom Thurmond Institute lecture series has brought national attention to the Institute. Speakers represented a variety of ideological perspectives on important issues of the time. Among the topics addressed were the Nuclear Arms Freeze, the Proposed Balanced Budget Amendment, Conservatism in America Today, Civil Rights in the Reagan Years, the Crisis in Central America Today, the Future of NATO, the Meaning of Super Tuesday, Religion and Politics in America, Vietnam Today, and Volunteerism. The Institute sponsored national and regional conferences and symposia on farm and food policy, volunteerism, rural economic development, domestic terrorism, drought, arms control, international trade, and energy preparedness. In 1983, a Seminar for Social Science Teachers in South Carolina and other Southeastern states was established at the Institute and continued through 1999. The seminar was an experience-packed, two-week practicum in American politics. Participants learned about grassroots campaigning, the impact of the media on politics, and how lobbyists nudge the levers of decision in the halls of Congress. Following a week of basic study on the Clemson campus, the group of 20 selected teachers moved to Washington D.C. They were housed at Georgetown University and attended a second week of lectures and seminars in government agencies, embassies, offices of the Democratic and Republican parties, the White House, and on Capitol Hill. The Jim Self Center on the Future opened at the Strom Thurmond Institute in 1999 with the avowed purpose of being "the forum through which the South Carolina our children will inherit is advanced. The Center brings to the debate the issues that will construct now-distant tomorrows, leaders from all walks of life and varied political persuasions. The agreements that emerge provide grassroots leaders the matrix that will shape this state’s destiny." SC: Today and Tomorrow is the research and trends analysis arm of the Jim Self Center on the Future. It brings the collective thinking of policy makers, community advocates, interested citizens, and academic groups together in a statewide Delphi Panel to focus on issues facing South Carolinians. Research activities and panel deliberations assess policies, actions, and consequences associated with demographic trends, shifts in political thought, and social and economic conditions facing South Carolina. Their purpose is to present an empirically sound, broad-based discussion on policies, trends, and the public agenda in a manner that will allow evaluation of future impacts from contemporary actions. The Developing Naturally program is enhancing the lives of individuals and improving their communities throughout the world by developing and providing field-tested educational resource materials and workshops. Program materials emphasize grassroots economic development, social development, and ecological sustainability. The South Carolina Water Resources Center (SCWRC) was formed in the mid 1960s as part of a national network of water research institutes located at land-grant universities. While the SCWRC has had ties with the Thurmond Institute since its founding, it wasn’t until 1996 that it became administratively housed within the Institute. The Decision and Communication Technologies Group (DCTG) was formed in the early 1990s to help bring information technologies expertise to bear on issues related to natural resources management and environmental policy. These technologies include geographic information systems (GIS), spatial statistical analysis, remote sensing and image analysis, and internet mapping and information services. The Community and Economic Development (CED) program began in the late 1980s. This program was in part recognition of a niche in the world of South Carolina public policy that predated the creation of the Institute, a niche that served local communities and local governments with information, programs, and applied research. Requests for information and services came from individual local governments as well as their associations. CED’s creation acknowledged a need and looked for creative ways to serve that need – ways that were both reactive and proactive. Livestock and Poultry Health continuing education initiatives, for producers, consumers and other agencies involved with animal production and ownership, provide a proactive approach in prevention through training in biosecurity, early detection and quarantine or separation to prevent spread. Educational as well as regulatory support are provided to producers, stockyards, sales, individual or corporate owners, and those involved in sale and transport of animals. Included in this process are voluntary quality assurance initiatives, publishing of brochures on animal health, and cooperative efforts with other agencies. Livestock and Poultry Health outreach has provided training, planning of certification programs, and support to many agencies on diagnostics, research, disease prevention and control. Outreach efforts are cooperative with Extension, Research, Department of Natural Resources (DNR), Department of Health and Environmental Control (DHEC), Farm Bureau, Animal and Veterinary Sciences, and numerous animal industry groups. Livestock and Poultry Health service programs are responsible for providing surveillance, diagnosis, prevention, control and, when possible, eradication of animal disease. Historically, a number of these diseases were zoonotic, (contagious to man and animal) so this, along with inspection and testing of food of animal origin, have defined the process of protection of humans as well as animals. Diagnostic support is provided to practicing veterinarians and owners, with access to and through the veterinarian, to assist in determining proper disease treatment. South Carolina has been a leader in animal disease control programs, reaching "free-status" early in virtually all of these initiatives. Service programs will also provide leadership to address Emergency Preparedness, emerging, emergency and foreign animal diseases, and those public health concerns about food safety and safe animal ownership. Today, this includes not only natural introduction of disease, but those issues involved with terrorism of our food supply. In America, citizens depend on a five-day fresh meat supply. Diligence, preparation, and ability to respond in a timely manner are critical to the protection of animals and consumers. In 1999 Livestock and Poultry Health was made the lead agency for Emergency Preparedness for animal issues, ESF-17. In recent years its role in emergency preparedness and exclusion of emergency, emerging and foreign animal diseases, whether through natural or terrorist induced routes, has become increasingly more critical. Extension faculty have addressed these expectations with defined protocols, much additional training and preparation, and increased surveillance. Extension faculty have also initiated many educational efforts for animal industries, Clemson Extension Specialists, and those who serve and enter farms. Regulatory and Public Service Programs provide outreach to consumers which include publications covering responsibilities ensuring pest-free nursery and greenhouse plant stock, prevention of introduction and spread of invasive species, safe pesticide use, pesticide training materials, regulation of the structural pest control industry, certification of seed and enhanced genetic crops, groundwater protection, worker safety, Integrated Pest Management in public schools, and agrichemicals regulation. Outreach to the regulated community includes publications in these same areas. Continued education is conducted as partners with the Cooperative Extension Service and include pesticide training, the Master and Apprentice Termite Technician training schools, other structural pest control training, worker protection, and Integrated Pest Management in public schools. Summary All continuing education courses and programs offered for credit at Clemson University are delivered through the individual academic departments on campus. Students enrolled in off-campus courses must meet University admission requirements. Students evaluate courses in the same manner as on-campus offerings. Additional evaluations include Service Evaluation and Faculty Input through the ODCE. Faculty who teach these courses are Clemson University faculty members and are hired and evaluated through the same procedures as other University faculty members. Students in off-campus courses have access to the same support facilities as their on-campus counterparts. This includes library privileges, computer use, and access to the University’s research facilities. If school districts or other external agencies want to generate a request for a continuing education credit course they must complete an "Off-Campus Course Authorization" form. The request form is sent to the appropriate college/department. The form is reviewed for completeness and appropriateness. If approved, a copy of the form is sent to the ODCE Off-Campus Credit Programs Office. ODCE personnel assign a course section number and CHE number, schedule the registration, and invoice the agency. The academic department/college notifies the agency of the approval, retains the required syllabi, vitae, and other required documentation. This assures that all the relevant criteria are being addressed, since these offerings must meet the same standards that are set forth for any regularly offered course. According to Clemson University’s 1991 Self-Study Report, the University adopted and implemented administrative, recording, and reporting procedures for awarding credit in the form of the continuing education unit (CEU) in 1973. Any college, department, office, center, or institute sponsoring any course that awards CEU credit must submit a request for approval to the Vice Provost for Off-Campus, Distance and Continuing Education. This request specifies the course title, course description, course location, course start date, course end date, contact hours, CEUs offered, other professional units offered, projected enrollment, sponsoring organization, co-sponsoring organization, course contact, course coordinator, lead course coordinator, and billing citation. Upon approval, the Vice Provost returns the approval request to the sponsoring unit as outlined in ODCE’s Continuing Education Unit Processing Guide. Once the CEU approved course has been offered, the sponsoring organization will submit data on the attendees within 10 days to the ODCE CEU Manager for inclusion in ODCE’s permanent database. ODCE establishes the course record, enters and maintains data, produces certificates and manages CEU’s for Clemson University organizations that use their service. All non-credit continuing education programs are offered through ODCE. In their publication entitled Continuing Education Unit Processing Guide, ODCE reports that Clemson awards 20,000 to 25,000 CEUs each year to approximately 20,000 professionals. That translates into 200,000 to 250,000 hours of instruction, which is a significant part of the University’s workload. That publication uses the definition developed by the Southern Association of Colleges and Schools in their publication entitled The Continuing Education Unit: Guidelines, 5th Edition for a Continuing Education Unit. This definition states: "One Continuing Education Unit is ten (10) contact hours of participation in an organized continuing education experience under responsible, capable direction and qualified instruction." Conclusions The University is in compliance. Recommendations None. Suggestions None. For outreach and service programs, an institution must provide the resources and services necessary to support programs and must evaluate the programs regularly. Findings Outreach and public service programs in the individual academic units are typically supported through either E&G (educational and general) budgets or endowment monies. The Office of Off-Campus, Distance and Continuing Education is not a funded unit through the University, but is a self supported entity. The University has a separate budget that supports Public Service Activities (PSA). The University is also able to provide sufficient physical resources, such as lecture space and auditoriums, to support its outreach and public service programs. Those spaces on the University campus that are used to support these programs are often scheduled during the evening hours, weekend, or during the summer months when they will not conflict with the regular academic course schedules. Library resources are also sufficient to support outreach and service courses and programs. The Committee also found that both PSA and ODCE have formal evaluation procedures in place and use them extensively in evaluating their programs. The public service programs offered through the individual academic units do not have a standardized process of evaluating their programs. Some programs are evaluated on an informal basis through selected interviews or program visitations, while others use evaluation forms or surveys. Clemson University is involved in a wide variety of outreach and service activities which are valuable assets to the University, the state and the region. Those outreach and public service programs offered through PSA are accountable and collect comprehensive evaluation data. University faculty members are recognized for their public service in their annual evaluation process. Conclusions The University is in compliance. Recommendations None. Suggestions None. An institution planning to initiate, through continuing education or outreach programs, a degree program must inform the Executive Director of the Commission on Colleges in advance of program implementation. Findings Since its last accreditation Clemson University has not implemented, and does not at the present time plan to implement, a degree program through continuing education or outreach. Conclusions The University is in compliance. Recommendations None. Suggestions None. An institution must not award academic credit for work taken on a non-credit basis without appropriate documentation that the non-credit coursework is equivalent to a designated credit experience. In such cases, the institution must document that credit awarded for non-credit coursework represents collegiate coursework relevant to the degree, with course content and level of instruction resulting in student competencies equivalent to those of students in the institution’s own degree programs; and coursework taught by faculty members qualified to teach at the appropriate degree level. Findings Clemson University does not award academic credit for work completed on a non-credit basis. All credit bearing continuing education courses and activities must comply with the requirements of the Criteria. Findings All continuing education courses and programs offered for credit at Clemson University are delivered through the individual academic departments on campus. Students enrolled in off-campus courses must meet University admission requirements. Courses are evaluated by students in the same manner as on-campus offerings. Additional evaluations include Service Evaluation and Faculty Input through the ODCE. Faculty who teach these courses are Clemson University faculty members and are hired and evaluated through the same procedures as other University faculty members. Students in off-campus courses have access to the same support facilities as their on-campus counterparts. This includes library privileges, computer use, and access to the University’s research facilities. Conclusions The University is in compliance. Recommendations None. Suggestions None.
				2002 SACS Self-Study E-203 Martin Hall Phone: 864-656-5274  Fax: 864-656-6451 http://www.clemson.edu/self-study   Dr. Debra B. Jackson Assistant to the President  Ms. Teresa Henry Administrative Coordinator  dbj@clemson.edu eresata@clemson.edu