The official minutes of the University of South Carolina Board of Trustees are maintained by the Secretary of the Board. Certified copies of minutes may be requested by contacting the Board of Trustees’ Office. Electronic or other copies of original minutes are not official Board of Trustees' documents.
The Board of Trustees of the University of South Carolina met on Thursday, April 23, 1998, at 10:45 a.m. in Room 122 of the Business and Education Building at USC Aiken.
Board members present were: Mr. William C. Hubbard, Chairman; Mr. Herbert C. Adams; Mr. Arthur S. Bahnmuller; Mr. James Bradley; Mr. William M. Gregg, II; Mrs. Helen C. Harvey; Mr. Toney J. Lister; Mr. Miles Loadholt; Mr. Robert N. McLellan; Mr. J. DuPre Miller; Mr. Robert C. Osborne, Jr.; and Mr. M. Wayne Staton. Members absent were: Mr. Mack I. Whittle, Jr., Vice Chairman; Dr. C. Edward Floyd, Chairman Emeritus; Mr. Mark W. Buyck, Jr.; Mr. Samuel R. Foster, II: Mr. Michael J. Mungo; Dr. Barbara S. Nielsen; and Mr. Othniel H. Wienges, Jr. Faculty representative Eldon D. Wedlock, Jr., was also present.
Others present were: President John M. Palms; Secretary Thomas L. Stepp; Executive Vice President for Academic Affairs and Provost Jerome D. Odom; Vice President for Business and Finance John L. Finan; Vice President for Student and Alumni Services Dennis A. Pruitt; Vice President for Development Charles D. Phlegar; General Counsel Walter (Terry) H. Parham; Chancellor, USC Aiken, Robert E. Alexander; Chancellor, USC Spartanburg, John C. Stockwell; Dean, USC Salkehatchie, Carl Clayton; Dean, USC Beaufort, Chris Plyler; Dean, USC Lancaster, Joseph Pappin; Dean, USC Sumter, C. Leslie Carpenter; Director of Facilities Management and University Architect Charles G. Jeffcoat; Assistant Director, Planning Services, Facilities Management, Donna Collins; Vice Chancellor for Academic Affairs, USC Spartanburg, Jane Stephens; Associate Dean for Academic Affairs, USC Sumter, Anthony M. Coyne; Chairman, Aiken County Commission for Higher Education, Gasper L. Toole, III; Chief Executive Assistant to the President J. Lyles Glenn; the following members of the USC Aiken community: Vice Chancellor for Academic Affairs Blanche Premo-Hopkins, Associate Chancellor for Student Services Deborah Kladivko, Chair of the Faculty Assembly James F. Kauffman, Associate Chancellor for Enrollment Services and Institutional Planning Thomas L. Hallman, Religious Studies Professor Clyde Ireland, and Director or Development and Alumni Affairs Mike Hosang; Director of Public Relations Russell McKinney; representative from University Publications Chris Horn; representative from Media Relations Jason Snyder; and representative from the USC Aiken student newspaper Pacer Times, Kevin Hughes.
Chairman Hubbard called the meeting to order and stated that there were personnel matters with respect to appointments with tenure, honorary faculty titles, and honorary degree candidates, as well as contractual matters appropriate for Executive Session. He called for a motion to enter Executive Session. Mr. Bradley so moved, and Mr. Bahnmuller seconded the motion. The vote was taken, and the motion carried.
The following persons were invited to remain: Dr. Palms, Mr. Stepp, Dr. Odom, Mr. Finan, Dr. Pruitt, Mr. Parham, Mr. Phelgar, Dr. Alexander, Dr. Stockwell, Mr. Glenn, Mr. Jeffcoat, Ms. Collins, Mr. McKinney, Mr. Toole, Ms. Medich, and Ms. Hyatt.
Executive Session
I. Personnel Matters
II. Gift Naming Opportunity
III. Contractual Matters
Return to Open Session
Chairman Hubbard called the meeting to order. He stated that notice of the meeting had been posted and the press notified as required by the Freedom of Information Act; the agenda and supporting materials had been circulated to the members, and a quorum was present. The Reverend Clyde Ireland was invited to deliver the invocation.
Chairman Hubbard welcomed everyone and thanked Chancellor Alexander and his staff for hosting today's meeting. The members of the University family and guests were invited to introduce themselves. Jason Snyder introduced the representatives of the USC Columbia and USC Aiken media.
I. Approval of Minutes: The following six sets of minutes were circulated by mail to the Board for review and were presented for approval:
A. Academic Affairs & Faculty Liaison Committee, February 12, 1998
B. Buildings and Grounds Committee, February 12, 1998
C. Executive Committee, February 12, 1998
D. Board of Trustees, February 12, 1998
E. Board of Trustees Telephone Conference Call, March 13, 1998
F. Board of Trustees, March 27, 1998
There were no additions, deletions or corrections to the minutes; they stood approved as distributed.
II. Committee Reports
A. Fiscal Policy Committee
(The Honorable Herbert C. Adams, reporting)
- Report of Meeting of April 14, 1998: At the April 14 meeting of the Fiscal Policy Committee, Internal Audits were reviewed for Transportation Services, Parking Services, TRIO Programs, University Press, Office of Facilities Management; and the School of Music. These audits were thoroughly reviewed by the Committee and were mailed to the Board in accordance with established procedures. A significant number of audit findings were reported and discussed and would be placed on the audit tracking report until they were resolved.
The Designated Fund Report for the second quarter of the fiscal year showed that expenditures and income continue to be in line with past budgets. An increase in funds for fiscal years 1998 and 1999 was approved. Mr. Finan reported that the State's audit of the University's financial reports for the fiscal year ending June 30, 1997, was a clean audit with no management exceptions.
The State's audit of the University's Department of Athletics was referred to the Intercollegiate Activities Committee.
A report containing the Southeastern Conference and the Atlantic Coast Conference institutions' endowment values through June 30, 1997 was received. At that time the University of South Carolina ranked 17th of 21 institutions.
The Committee received a preliminary report by Mr. Finan regarding the potential of not accepting tuition payment by credit card. It previously had cost the University approximately $500,000 a year in credit card fees for tuition payments. An agreement was discussed whereby those wishing to pay tuition by credit card would be referred to a private company which would handle the transaction and add a three percent surcharge to the payment. The net tuition would then be forwarded to the University. No decisions had been made regarding future use of credit cards to pay tuition.
Mr. Parham reported on the history of contract course fees. In the future, fees for contract courses would be presented to the Board for approval as part of the annual budget process.
B. Academic Affairs and Faculty Liaison Committee
(The Honorable Helen C. Harvey, reporting)
1. Appointments with Tenure: The following appointments with tenure had received all appropriate academic and administrative approvals. They were presented, without objection, to the Committee and to the Board in Executive Session.
a) Dr. Paul E. Johnson would be awarded tenure with his appointment as professor in the Department of History, College of Liberal Arts.
On behalf of the Committee Mrs. Harvey moved approval of Dr. Johnson's appointment with tenure. Mr. Bradley seconded the motion. The vote was taken, and the motion carried.
b) Dr. William Word would be awarded tenure with his appointment as professor and dean of the School of Business at USC Spartanburg.
On behalf of the Committee Mrs. Harvey moved approval of Dr. Word's appointment with tenure. Mr. Lister seconded the motion. The vote was taken, and the motion carried.
2. Honorary Faculty Titles: The following honorary faculty titles had received all appropriate approvals. They were presented, without objection, to the Committee and the Board in Executive Session.
a) Dr. William Kanes, who retired on December 31, 1997, from the Department of Geological Sciences, College of Science and Mathematics, would be awarded the title Distinguished Professor Emeritus.
b) The following professors would receive the title Distinguished Professor during their final year of service. Upon their retirement, that title would change to Distinguished Professor Emeritus:
(1) Dr. John A. Bauer, School of Music, retiring
July 1, 1998;
(2) Dr. Robert L. Beamer, College of Pharmacy, retiring June 30, 1998;
(3) Dr. Joseph Bowman, School of Education, USC Spartanburg, retiring June 30, 1998;
(4) Dr. John Edmunds, College of Arts and Sciences, USC Spartanburg, retiring June 30, 1998;
(5) Dr. Garrett Mandeville, Department of Educational Psychology, College of Education, retiring May 15, 1998;
(6) Dr. Elbert Menees, School of Business Administration and Economics, USC Spartanburg, retiring June 30, 1998;
(7) Dr. Lawrence Moore, College of Arts and Sciences, USC Spartanburg, retiring September 30, 1998;
(8) Dr. Donald Morgan, Department of Neuropsychiatry and Behavioral Science, School of Medicine, retiring June 30, 1998;
(9) Dr. David H. Rembert, Jr., Department of Biological Sciences, College of Science and Mathematics, retiring June 30, 1998;
(10) Dr. John Westbrook, Department of Biology and Geology, USC Aiken, retiring June 30, 1998.
c) The following Professors would received the title Emeritus Professor:
(1) Dr. John Freeman, College of Pharmacy, retired December 31, 1997;
(2) Dr. Charles Weasmer, Department of Government and International Studies, College of Liberal Arts, retired May 15, 1997.
d) Ms. Jacqueline Rollins, who retired on January 15, 1998, from USC Spartanburg, would be awarded the title Librarian Emerita.
e) The following Librarians would be awarded the title Librarian Emerita upon their retirement:
(1) Ms. Linda Holderfield, Thomas Cooper Library, retiring June 30, 1998;
(2) Ms. Betty Jean Rhyne, Thomas Cooper Library, retiring June 30, 1998.
On behalf of the Committee, Mrs. Harvey moved approval of the requested honorary faculty titles. Mr. Bahnmuller seconded the motion. The vote was taken, and the motion carried.
3. Candidates for Honorary Degree: On behalf of the Committee, Mrs. Harvey moved the removal of the following names from the table to receive honorary degrees:
Crandall Close Bowles
Erskine Boyce Bowles
Marian Turner McPartland
William Porter Payne
Robert Edward Turner
Mr. Bradley seconded the motion. The vote was taken, and the motion carried.
4. Program Proposals: The following proposals for program modifications had received all appropriate academic and administrative approvals and were approved by the Committee at its meeting of April 14, 1998.
a) Program Modification to Extend the USC Specialist in Library and Information Science Degree to the State of Georgia Using Distance Education. On behalf of the Committee, Mrs. Harvey moved approval of the requested program modification from the College of Library and Information Science to extend the USC Specialist in Library and Information Science Degree to the State of Georgia Using Distance Education. Mr. Loadholt seconded the motion. The vote was taken, and the motion carried.
b) Program Modification of the Master's of Earth and Environmental Resources Management. On behalf of the Committee, Mrs. Harvey moved approval of the requested program modification from the School of the Environment to extend the Master's of Earth and Environmental Resources Management program to the Savannah River Site. Mr. Miller seconded the motion. The vote was taken, and the motion carried.
c) Program Modification of the Master of Arts Degree with Concentrations in Acting, Directing, Technical Theatre and Theatre Management. On behalf of the Committee, Mrs. Harvey moved approval of the requested program modification from the Department of Theatre, Speech, and Dance to eliminate the concentration in theatre management and replace it with one in speech communication. The name would change to the Master of Arts in Theatre and Speech. Mr. Staton seconded the motion. The vote was taken, and the motion carried.
5. Revised Mission Statements: The revised mission statements had received all appropriate academic and administrative approvals and were approved by the Committee at its meeting of April 14, 1998. They were revised to comply with requirements of the new performance funding system, Act 589.
a) USC Columbia: The text of the revised USC Columbia Mission Statement was mailed with the materials for this meeting. [See Exhibit A.] On behalf of the Committee, Mrs. Harvey moved approval of the revised USC Columbia Mission Statement as mailed. Mr. Gregg seconded the motion. The vote was taken, and the motion carried.
b) Regional Campuses Mission Statements: The texts of the revised regional campuses mission statements were mailed with the materials for this meeting. [See Exhibit B.] On behalf of the Committee, Mrs. Harvey moved approval of the revised regional campuses mission statements as mailed. Mr. McLellan seconded the motion. The vote was taken, and the motion carried.
C. Student-Trustee Liaison Committee
(The Honorable Miles Loadholt, reporting)
The Student-Trustee Liaison Committee met on April 14, 1998, with student representatives from most of the University's campuses in attendance. The new Columbia Student Body President, Kimberly Dickerson, and Student Body Vice President, Chris Dorsel, were introduced.
The students gave reports on the activities taking place on their campuses, as well as their goals for the upcoming academic year. A common goal expressed by a number of the student representatives was to bring about greater student participation in campus activities. This was a challenge, particularly on campuses where there were large numbers of non-traditional students. Another goal being pursued was a grade forgiveness policy. The student leaders at USC Columbia had been working on this issue for several years.
The Committee received a report on suggested housing fees at USC Columbia for next year. Dr. Luna, the Director of Housing, reviewed the improvements that had been made--and continued to be made--to the residence halls. The demand for on campus housing remained high, and the residence halls were filled to capacity at the spring signup. It was anticipated that a 4.5 percent increase in housing fees may be requested in the budget for the next year.
Dr. Pruitt reported that two additional fee increases were anticipated, although the budget requests had not yet been reviewed by the President's Office. Within the student activities fee, an increase would be requested from $1 to $3 to improve student media. Also under consideration was a phased in fee to support the construction and operation of a new recreation/wellness center. This could be a potential increase of $90 over four years. This amount could be reduced if grants and private support were obtained to build the facility.
D. Executive Committee
(The Honorable William C. Hubbard, reporting)
- Report of the Meeting of April 23, 1998
1. Contracts Valued over $250,000: At is meeting earlier this day, the Executive Committee approved the following contracts valued over $250,000:
a) an agreement detailing the relationship between the University and the Faculty House;
b) an amendment to the contract with Marriott Management Services Corporation to authorize Marriott to provide certain services at the National Advocacy Center;
c) a contract between the Division of Regional Campuses and Continuing Education and Princess Cruises for an Educational Travel Program Cruise to Australia and New Zealand;
d) four indefinite delivery construction contracts with contracting firms to implement a variety of small construction projects; and
e) an agreement with ArtCarved College Jewelry to be the exclusive agent for marketing and selling of University class rings and pendants.
It was announced at the Executive Committee meeting that the first students had begun classes at the National Advocacy Center on the Columbia campus. The formal dedication of that facility would take place on June 1.
2. Designated Fund Budget Adjustment: The Committee approved a Designated Fund Budget Adjustment to increase the Provost's account for fiscal year 1998 by $200,000 and for fiscal year 1999 by $100,000. This increase had been approved by the Fiscal Policy Committee at its meeting of April 14, 1998. The increase was for graduate fellowships, Carolina Distinguished Professors, and other academic program needs.
III. Report from the Chancellor, USC Aiken: Dr. Alexander made the following presentation:
Mr. Chairman, Mr. President, members of the Board of Trustees, it is my pleasure to welcome you to USC Aiken today. In the next few minutes I'd like to introduce some of you, for the first time, and re-introduce others of you, to the history, accomplishments, and opportun-ities that lie ahead for the Aiken campus.
As we look to our 40th anniversary as a campus in the year 2001, we celebrate 40 years of partnership, 40 years of excellence, in our efforts to serve the students of this campus, the citizens of this region, and the State of South Carolina.
Partnership: The Theme of USCA from its Earliest Days
This theme of partnership was first evidenced in the creation of the campus. In the early development of the Savannah River Site, community leaders approached the University about establishing an extension campus in the Aiken area to provide education for the local citizens as a part of the University's efforts to meet its statewide responsibilities.
In 1961, USCA was established and housed in downtown Aiken in a former winter colony mansion known as Banksia. At that time the story is we had 139 students, 3 full-time faculty, 1 secretary, and a janitor, who incidentally may have been counted in the above numbers several times. That's the myth, at least.
In 1972, the campus moved to its current site which included 144 acres and one facility. And the story is then that the leadership of the campus and the community thought we had done it; we had arrived; it was complete. The rest of the story: in 1976 the Board of Trustees authorized the granting of baccalaureate degrees for USCA; in 1977 USCA was fully accredited as a senior institution. Jumping ahead to 1995, USCA offered its first master's degree, a Master of Education in Elementary Education. And in 1995 the Graniteville Company, through a combination gift and purchase, contributed an additional 309 acres to USCA.
Today USCA occupies 453 acres, has an annual budget of over $25 million, more than 3,000 undergraduate students, 118 full-time teaching faculty, 139 full-time staff, 11 buildings, and offers more than 30 majors and concentrations.
There are three areas of partnership that I'd like to share with you as we go forward: the partnership that the University has with the students, faculty, and staff; the partnership that we have with our educational community and allies; and our partnership in economic development.
A Campus in Partnership with Students, Faculty, and Staff
More than 50 percent of the students entering the freshman class in 1997 were in the top 30 percent of their high school class; more than 500 degrees are awarded annually by USCA. Quality teaching and research are essential to the partnership between the faculty and the students. Teaching is a top priority for our faculty. We have a ratio of 17.5 to 1 students to faculty and a class size of 23. Intentionally, we try to keep that ratio low; we believe that is an indicator of quality--not necessarily the case in terms of the curve performance quality issues--but we believe it is. Faculty actively involve undergraduate students in their research projects and, yet, annually they are able to attain grants and contracts that exceed $1.5 million.
To ensure quality, USCA students, faculty, and staff are actively involved in the campus-wide system of annual program review. Each department on this campus, at the smallest level, goes through a review of its prior year work and develops plans for the following year. All of this leads to a budget priority setting process for the following year. When I first came to USCA, literally the budget was on a card in the upper pocket of one of the senior administrators. He, and he alone, knew what the budget was. The advice my predecessor gave to me as he whispered in my ear--as he left and I came in--was, "You need to get control of the budget." Three months later I had the little card in my pocket, and for a year it felt good. But then I hired some really good senior administrative people, and so I started passing the card over to them. Interestingly, human nature is such that they kept it in their pocket and didn't want to share it.
But we've all grown over the 15 years to the point where we have a very democratic budgeting process; in fact we were cited by SACS with commendations for the integrated and democratic budgeting process we have. It involves the faculty, the staff, and the students. There are 16 people who sit on the committee that make the final decisions, and nothing is taken for granted when we come to that table. Everything is on the table every year. If a vacancy occurs, it's seen as an opportunity.
A Campus in Partnership with Local Education
We're actively engaged in partnerships with our educational allies in this area. One of the best examples that I can point to is our Ruth Patrick Science Education Center, and you are going to hear me refer to that in a minute again. It offers programs to enhance science and math education for K through 12 students in an 18 county area. Last year in its annual report, it documented serving more than 55,000 students and teachers. One of the important things in terms of resource development is that this program returns, in goods and services and dollars, at a ratio of 10 to 1 to the community. For every dollar that we've invested in that activity, it has brought back through grants, contributions, or contracts ten dollars.
The Etherredge Center, which is our performing arts center, is another example of partnership. We offer cultural experiences, including art, music, and theatre, to school children. If you noticed out the window when you were in the Executive Committee meeting, we had about 500 students on campus this morning being bused in. We think this is just one of the finest examples that we offer in terms of the partnerships that we have.
Now with our fellow institution down the road, Aiken Technical College, we have a number of joint efforts, and I would point to three. One is the Industrial Mathematics Degree, which is in response to business and industry. This is a new degree; it's our degree. The student spends at least 30 hours on the Technical College campus in a technical field, but they get a degree that has a heavy concentration of engineering and a heavy concentration of upper level math. We also have a parallel advising program for students who transfer, where we send our advisors down the freshman year to sit with the advisors of Aiken Tech and the student so that that student is advised and can make a smooth transition here.
A Campus in Partnership with Economic Development
Many of our outreach programs are based on the reality that we are a campus in partnership with the economic development of our region. Our beginnings here in Aiken are rooted in the efforts to expand the economic opportunities for our citizens. Some of the partnership activities we have are illustrated as I go forward.
The Economic Development Partnership, which is a multi-county economic recruiting group, was created in part by the University, the Chamber of Commerce, and some of the banking people in this community. It is a group that is designed to recruit industry, but at the same time to nurture and maintain the current industry. They have had some great successes lately. They have just recently announced the Bridgestone/ Firestone Corporation coming to South Carolina; it will be the largest investment that South Carolina has ever had by any one single company when its investment is completed.
We house a Small Business Development Center in conjunction with the greater University. In partnership with Aiken County, we've created the Savannah River Business Incubator out at the research park adjacent to Savannah River Site. This is to work with new fledgling industries that are spun out, start up industries, out of that site. We also house one of the locations for the USC Center for Manufacturing and Technology.
Other examples of our partnership in economic development housed just in this building: the O'Connell Center for Entrepreneurship and Technology, the Population Research Office that works very closely in doing manpower studies for economic recruitment, the Regional Economic Modeling Index which is funded by a grant from the Department of Energy, the USCA Videoconferencing Center, the USCA Conference Center which you are in now, and the USCA Continuing Education programs.
USCA has a strong history of offering academic programs and ser-vices to meet our local needs. Also to meet local economic development needs we sacrificed ourselves, if you will, in 1989, by taking an increase in 12 percent enrollment. This was due to the influx of the Westinghouse Management Group when Dupont decided to leave Savannah River Site and Westinghouse came in. They brought a lot of people with headquarter functions, and it was a tremendous boost to the community at that time.
Since that time, from 1989 to 1997, we have had an additional growth of 14 percent. What's significant about this is that we have had essentially a level budget for that entire time. The budgets were frozen under the old formula approach in 1989 when we have the infusion of those students.
A Campus Planning for the Future
USCA is a campus planning for the future. In our efforts to expand our external support, we analyzed our situation and we currently have an endowment of $8 million. It actually exceeds $8 million. In our assessment for what we were going to do in our participation in the USC Bicentennial Campaign, we determined that our needs today for endowment, just today--not looking to the future--were $50 million if we were going to be the type of institution that we desire to be. So our goal for the year 2001 is to increase that endowment to $16 million, a rather modest increase. I really expect Mike Hosan to do much better than that.
Five Planning Teams
To position USCA for the next 15 years, we created five planning teams. And for the Board of Trustees I would call your attention to the last tab in the notebook. [A copy of the contents of the notebook is maintained in the permanent meeting file held by the Board Office.] You will find that you have the complete reports of these five planning teams. I'll review the highlights of them with you at this moment.
Distance Education and Technology--we think that's the key to our future and the key to the future of a lot of higher education. The second team is Entrepreneurial Opportunities. Our planning team and this team grow out of the fact that we all face budget constraints, and we have to find new ways to develop resources for higher education. The third team is the USCA/Aiken Regional Medical Centers Joint Partnership. We have a dynamic synergism between these two institutions, but we think there is great opportunity to be developed there. The fourth planning team was the Senior Citizens Group. Many of the retirement magazines, and even Money magazine has designated Aiken over the last several years to be in the top ten communities to retire to. We see a tremendous influx of the retirement community here. The final planning team is the Capital Improvements/Campus Master Plan to look at the infrastructure for our immediate needs, as well as for our future needs.
Let me touch briefly on some of the findings of those. The Distance Education/Technology Planning Team--we charged them to prepare us for the use of technology in the classroom and for the use of tech-nology to extend the classroom to our larger citizenry. We are talking about a campus that has over 900 computers on its campus networked, labs in every building, multiple computer labs in some buildings, all open 24 hours a day. We are even experimenting with Web courses, but we know that we haven't even begun to scratch the surface so we are looking now at how to develop a marketing study to determine the specific service niche for USCA in this area--both geographically and content wise. We are also encouraging the use of technology to enhance or enrich the quality of instruction, not just in distance education, but in the classroom here on the campus. And we want to prepare the institution in terms of its day to day fabric for the need to make the financial investments in materials and hardware on a recurring basis. We believe this has to be a significant part of what the future looks like for us.
One of the immediate outgrowths of this committee has been that we have put a major proposal before the US Department of Commerce and a grant before a foundation to create the Rural Alliance for Teaching Enhancement, and we have very high prospects that these will be funded. This would give us the opportunity to create an interactive multi-media network to assist 14 rural school districts. It provides us with the opportunity for consultation with these school districts with faculty from Aiken, from Beaufort, and the Salkehatchie campuses. It provides lessons and tutorials and on line video demonstrations for the teachers to use in their classrooms, and it builds on the already existing network that we have as a result of the Ruth Patrick Science Education Center. We believe that one of the pressing problems of this state is to educate the disadvantaged and the people who are in the rural areas. This state will not realize the success that we all aspire to unless we reach back and bring every child to the educational potential that they have. And this is an avenue to do it, and we intend to explore it fully.
Now the second team, the Entrepreneurial Opportunities Planning Team, looked at the budget constraints we face, the fact that we are not getting the type of funding that we all know that we deserve and need if we are going to have the kind of educational opportunities for our citizens. We are not getting the investments made. We are looking for ways to find new sources of funds. To do that we have determined that we need to stop outside of the box in the traditional way of thinking in higher education and to think as an entrepreneur. So this team is challenged to develop ways to cause everyone on this campus to begin to think entrepreneurially. How is it that we can either save money, or how is it that we can generate new opportunities? To inculcate that in the very fabric of the institution we are making it a part of the annual review process, and entities will be rewarded or not rewarded based on how well they do that so that in a true entrepreneurial system you receive rewards.
We are also looking for new opportunities to meet community needs that will create new opportunities for resources for us. And the next planning team really is a manifestation, or very specific outgrowth, of that drive and that desire and that's the planning team looking at our relationship to Aiken Regional Medical Centers. We partnered with them in a fine fashion over the last 15 years. They are responsible for half of the funding for the nursing building. We work with them in the academic arena in terms of our nursing and our premedical education programs.
We believe that we can increase the activity and the number of areas in relationship with them--one being in the area of wellness and rehabilitation. Currently in our Wellness Center we do all of the cardiac rehabilitation work for the medical community in this area. But we know that we have only begun to scratch the surface; we could triple that if we put our minds to it and do it in the right fashion, and we intend to do it. We intend to develop additional educational partner-ships with them in terms of training people to run doctors' practices in a variety of areas that we currently are not involved in. We also see that there are some joint business arrangements, and we see some significant potential there with one or two of those that are on the near horizon where we think the University will benefit significantly. Mr. Loadholt is aware of one of them; we've had conversation about that.
The Senior Citizens Planning Team--this is a very important component for our campus. Currently we have 300 students on our campus who are senior citizens. They are not included in our head count; they are not included in our FT count. The reason is the state does not fund us for it. They take classes on a space-available basis, and we get absolutely no funding for it. But the long term payoff we have already realized. If we have a good relationship with this community, we think the potential in terms of planned giving is significant. We have already experienced some significant gifts out of that. We have a Wellness Center program that is designed specifically for the senior citizens. We have an Academy of Lifelong Learning where, for nine months out of the year, 250 people are actively taking classes that are non-credit classes that they designed. They asked for the resources; they even have a board of directors--a board of regents--internally within the University.
We are now looking through this process to determine better ways to coordinate the programs we currently have and to find other programs. One of the avenues we are looking at is to find a way to involve the senior citizens as volunteers or docents in a lot of areas on the campus. We always need someone in the library to help us; we always need someone to give tours on the campus. We are trying to create now a core of these people who are retired executives who have a lot to do, who are energetic and want to be involved, and give them an opportunity to be a partner with us and give of their time as well as their resources to the institution.
Finally, the fifth planning team is the Capital Improvements/ Campus Master Plan Planning Team. For the Trustees, the very last two pages in your notebook are campus maps that you might want to pull out and look at as I talk about that. What I want to call your attention to, I remind you that we have 453 acres for our campus, and the version you have up here is the campus as it is with two exceptions of the two new buildings that are being built. I want to call your attention to first where the student housing is located; the second would be to call your attention to the Ruth Patrick Science Education Center, to the ath-letic fields, and then to the nursing facility. I call your attention to that because I'm going to talk briefly about some of those areas.
As we talk about our immediate capital campus master plan, we are starting construction on two buildings; we have actually cleared the land for one, and we'll be going out for the pre-bid conference next week on the other. The Ruth Patrick Science Education Center is the result of private giving, bond bill, and a grant from the Department of Energy. We are adding 30,000 square feet to an existing 11,000 square foot building. Now remember that's the building that houses the program that deals with 18 counties and served 55,000 people last year. It has a staff of 17 people that are on grants, not on state payroll, that are out in the school districts working with the school districts to improve the quality of math and science education. That is going to be a tremendous boost in terms of our capacity to work with school districts and to serve the citizens of our area.
The second new facility I would call your attention to is the School of Nursing. You have a visual of that. By the way, these two renderings are done by a student. We didn't pay $5,000 to have an architect do it; we paid $250 apiece to have students do that. They are delighted to do it, and we probably got as good a product as we might have gotten from some of the other renderings I have seen. The School of Nursing houses two programs: the Associate Degree of Nursing and the BSN completion program which, by the way, has an extension in Beaufort working with the Beaufort campus. This program has been scattered throughout the campus since its beginning; it's never had a home. In fact they are the gypsies of the campus. They do very well; they have a 100 percent pass rate on the NCLEX and exceptionally fine reputations in the medical community. But they have done so well as gypsies, now that they are going to have a home we are telling them we expect to see a three-fold improvement in what they do, and I'm sure they are going to do it.
The next area that I would point to as part of our Capital Improvement Campus Master Planning Team work are some studies that we have done on landscaping the quad, and they are some other studies. We used students in an undergraduate landscape architecture class from Clemson to work with us in the development of this. Now the interesting thing about our quad is that it's a beautiful place. Everyone says it's beautiful--until you look very closely at it and you see, amidst the green and the flowers, paths that have nothing to do with sidewalks. The reason is that when the first two buildings were built on this campus, the designers decided at that time that they would go ahead and spend a little extra money they had and build all the sidewalks for the future. And then we proceeded to build buildings, and you know students are going to take the shortest way to a facility, and they find some very short ways that I'd never thought of. So now the quad is basically finished, and we are letting them tell us where the pathways need to be, and we will redesign the quad. But an interesting element to what we are attempting to do in this process is to look at the creation of some outdoor spaces in front of the major facilities, some living areas outdoors where the students can come and as they say today, "hang," before they go to class or go on to what it is they are going to do. This is just a study of what the area would look like in front of our library. We have some other examples of it.
Also, as we talk about our master plan, you have already given us authorization to negotiate for the acquisition of Pacer Downs, the student housing that is on Commission property and adjacent to the campus. We are currently in the process, and I guess nothing more needs to be said at this time about that. But we do hope to bring you back something fairly soon for final approval.
Now as we look ahead to the 15 years, what we have in front of us here and what you have in the very last page is really a concept. It is the first cut of this committee's work of where we need to be going. We know that there are some things on here that we definitely want to do, but if you look at the layout it's really the work of an engineer. It's too linear, too square. It doesn't give the fluid, the human sense, and the human dimension that we want to talk about. But it points us to some realities that we know: the capital needs for USCA today, based on the work of this committee and what we know. I want to talk to you about three areas; one is renovations. The first area in renovations is the student activity center. We have a facility that has the potential to be a tremendous student activity center or home for students on what is basically a commuter campus. In addition to that, though, it serves as a dining hall, the bookstore, the athletic offices, and the gym. At some point in the very near future we have to address that, if we are going to be the type of campus we want to be.
We are in our second phase of renovating the humanities and social science building and will continue that in the process. And we anticipate a major renovation to the Gregg Graniteville Library. Now going to capital needs--I'm just touching the highlights--you have the full report, and I'd be delighted to go over the Master Plan in more detail at some future date with you.
In the area of new construction, we are looking to create a convocation center and go back in your mind or either to your map in the book of the 15 year design and you will see across the road on some of the new land a major facility that would be a convocation center. At the current moment, and Dr. Palms and those of you who have come to commencements here can attest to it, we do not have a place large enough to hold our commencements. We have to limit the participation by tickets and still have people standing in the aisles and across the back. There is no place to have a decent sized concert for the students here. One of the other highlights I point to is when we acquire Pacer Downs, at some point we will need to build a small facility there for the students to have meetings in and use as sort of a study facility. We anticipate building a facility that would house a K through 12 arts program doing very similar work with the school districts to what we are doing in the Ruth Patrick Science Education Center. In addition, there is always the need, as outlined in there, to talk about new surface parking. And then we anticipate the need for two additional office and classroom buildings and a major addition to the library that would be a learning resource center.
Turning now to the maintenance concerns, every institution in the state of S.C. has these needs, but surprisingly as one of the newer facilities we have some significant maintenance needs. We have yet to meet the ADA requirements; we try to do it with each new facility, but we have a lot of needs that have been unmet in terms of some of the older buildings on this campus. Roof replacements--we have two build-ings that we are looking at. The age of them is such that we have to completely replace those roofs, and we are looking at more than $2.5 million there. HVAC replacements, lighting upgrades, and then contin-uous improvement of the streets and the parking lights are other needs.
Now to summarize that, we are talking about total capital needs in today's dollars for the next 15 years to meet our needs of $53 million: new construction - $43 million, renovation - $6 million, and campus-wide upgrades - $4 million. I've given you just the highlights and touched on it in much more detail.
It's been my pleasure to have the opportunity today to give you a report, sharing with you how we began, some of the history, some of the aspirations that we have--all of them based on the partnership with the larger community and partnerships within this community that we call USC Aiken.
Mr. Chairman, it's been my delight and I'd be happy to respond to any questions that anyone has.
There was discussion of the lack of state funding for senior citizens taking classes on a space available basis. Dr. Alexander explained that at one time funding was granted under an FTE basis, but that was discontinued. Mr. McLellan suggested that no one ever anticipated that the number of senior citizens being served would increase to the current level and suggested that the lack of funding issue should be revisited.
Mr. Hubbard thanked Dr. Alexander for his excellent report. He said it was very enlightening--not only the explanation of the capital needs, but also the use of planning teams working on economic development and the educational needs of the rural communities.
IV. Report of the President
Dr. Palms commended Chancellor Alexander for constantly raising the standards for the faculty at USC Aiken; this was obvious through reading the tenure and promotion files.
Dr. Palms said the University was about to conduct 12 commencements; he had heard 77 commencement addresses since arriving at Carolina. During the upcoming ceremonies 396 associate, 2196 baccalaureate, 1172 masters, 64 medical, 220 law, and 77 doctoral degrees would be awarded.
In reviewing activities on the various campuses, Dr. Palms said that USC Lancaster named its PE Center in honor of businessman and civic leader C. D. "Bubber" Gregory in appreciation of his support for that campus. At USC Union the enrollment had increased by 13 percent. USC Salkehatchie had scheduled the dedication of the Peden McLeod Library for April 28. USC Beaufort was looking forward to an extension this fall of the USC Columbia baccalaureate degree in Criminal Justice and in Hotel, Restaurant, and Tourism. Ted Turner's youngest son was to be the commencement speaker at USC Beaufort. USC Sumter held its annual math and science contest which was attended by over 13 public and private schools involving 90 students. USC Spartanburg was busy working on financing its master plan. The Columbia campus had held its awards ceremony and enjoyed the announcements of many students winning major national prestigious scholarships and awards. These are important indicators of the quality of programs and the commitment to undergraduate teaching.
Recently in the media there was information on the Carnegie report which expressed concern about less emphasis on undergraduate teaching at major research universities. USC was "ahead of the curve" in this area, and the recognition that students were receiving attested to the commitment of the faculty to undergraduate teaching. This year there were three winners of the National Science Foundation fellowship, with two of the students being from the Honors College. USC has had 13 winners since 1987, and these awards were worth $70,000 each for graduate study in science, math, and engineering. Truman scholar awards are given to 75 students nationally each year with records of public service and leadership, and they are worth $30,000. This was the second time in three years that USC has had a winner. For the third consecutive year three of four nominees from USC had been named Goldwater Scholars.
The National Carolina Scholars program was under way. The finalists were on campus and offers were made in the hope of attracting at least five students; eight had already accepted the awards.
Dr. Palms said that in the last three years the faculty of the University had published a total of 100 books. Between July 1, 1996 through December 31, 1997, the faculty had published 90 books. The Authors Dinner at the President's House was held recently for these faculty members. A number of the books were textbooks written by scholars who also publish a lot of excellent scholarship. These textbooks were being adopted by many of the best institutions in the country.
There were a number of deans searches in progress. Harris Pastides accepted the position of dean of the School of Public Health. There were three outstanding finalists for the position of dean of the College of Science and Mathematics. The search was continuing for dean of the College of Education. The search committee for the dean of the College of Liberal Arts was working on finding a pool of candidates suitable to bring to campus.
On April 30 there would be a luncheon honoring members of The Horseshoe Society: donors who have given over $100,000. The National Advisory Council would meet at 3:00 p.m. on that day, and that evening there would be the kickoff of the public phase of the Bicenttenial Campaign. Dr. Palms thanked those who had already given to the Campaign; many of the members of the Board had already done so.
V. Other Matters
A. Comments by the Chairman: Mr. Hubbard encouraged the members of the Board to sign up to attend as many commencements as possible this spring. He thanked Dr. Alexander for his superb presentation and for his hospitality at this meeting. Mr. Hubbard said it was obvious that Dr. Alexander ran a well organized institution and he thanked Dr. Alexander and his staff. Mr. Hubbard then thanked Mr. Toole for his wonderful support of the University and his active participation in so many of the institution's efforts. The Board extended its deep gratitude to Mr. Toole for all that he has done for the University of South Carolina in general, and the Aiken campus in particular.
B. Alumni Council: Mr. Osborne announced that the Alumni Council, at its last meeting, approved a change in the way the members of the Alumni Council were elected. In the past ballots would be sent out and many of them would not be returned. In some instances good potential candidates did not want to run against friends. A nominating committee had been formed which would accept nominations and present the nominees to the annual meeting of the Alumni Association each June. Mr. Osborne solicited the help of the Board members in suggesting the names of persons who would be good members of the Alumni Council. This new process should produce a more representative body.
C. Tour of Campus: Dr. Alexander announced that there would be a tour of campus following the luncheon for any Board members who would like to participate.
There being no further business for the Board, Mr. Hubbard declared the meeting adjourned at 12:45 p.m.
Respectfully submitted,
Thomas L. Stepp
Secretary
Exhibit A
USC COLUMBIA MISSION STATEMENT
Committed to becoming one of the finest universities in America, USC Columbia is dedicated to nationally recognized excellence in its student population, faculty, academic programs, living and learning environment, technological infrastructure, library resources, research and scholarship, public and private support, and endowment. The University is further resolved to enhance the industrial, economic, and cultural potential of the state so that South Carolina and the University can prosper together. USC Columbia recognizes its historic responsibility to achieve overall excellence and to provide South Carolina's citizens a university as good as any in the nation.
One of the oldest and most comprehensive public universities in the United States, the University of South Carolina Columbia is the major research center of the University and its largest campus, enrolling some 16,000 undergraduate students and 10,000 students in graduate and professional programs. From its location in the state capital, the University offers a range of excellent programs and activities designed to enhance the intellectual, cultural, physical, and social development of its diverse student body. Students can pursue bachelor's, master's, doctoral and professional degrees in over 300 major degree programs. USC Columbia's professional programs in law, pharmacy, medicine, and the magnitude of its graduate programs in areas such as the arts and sciences, international business, public health, social work, and library and information science distinguish it from all other institutions of higher learning in the State of South Carolina. Additional opportunities for personal and career development, including an associate degree program at Fort Jackson, are provided to the citizens of South Carolina through outreach and continuing education activities. USC Columbia offers the most comprehensive array of educational programs in the state, and is the only South Carolina institution classified as a Four Year I by the Southern Regional Education Board.
Students at USC Columbia come from various backgrounds, with different career goals and levels of aspiration. The distinctiveness of USC Columbia lies in the conspicuous diversity that nurtures and stimulates students, faculty, and constituents. USC Columbia aspires to national and international stature as it provides equitable access to the full range of its opportunities, resources, and activities.
As a relatively selective institution, USC Columbia seeks to attract inquisitive students who have demonstrated academic ability, who are committed to learning, who are capable of self-discipline, and who wish to benefit from the variety of experiences provided by a major university with students, faculty and staff drawn from throughout South Carolina, the nation, and the world. The University strives to educate graduates who are capable of excelling in their chosen fields, who are dedicated to learning throughout their lives, and who are responsible citizens in a complex society requiring difficult ethical and value-related decisions. By offering its students reasonable freedom to select from among the many experiences available in liberal arts, the natural sciences, the social sciences, the performing and creative arts, and the professions, USC Columbia encourages students to seek their full potential in the broad array of endeavors associated with our various schools and colleges.
A central mission of the University is to advance knowledge and enrich our cultural heritage. To achieve this mission, the University supports a faculty actively engaged in research in a breadth of disciplines including those listed above.
An important mission of the University is to engage the considerable resources of the institution in service to the state and society for the purposes of cultural enrich-ment, the dissemination of knowledge, and the enhancement of the overall quality of life. USC Columbia's teaching, research, and service programs affect every part of life in South Carolina.
Exhibit B
USC BEAUFORT MISSION STATEMENT/STATEMENT OF PURPOSE
Statement of Purpose
The purpose of the University of South Carolina Beaufort is to bring the varied resources of the University of South Carolina to the rapidly increasing and geographic-ally isolated population of South Carolina's southernmost rural region.
Founded in 1795 by official act of the South Carolina legislature, the original Beaufort College occupied a position of importance in the local community. Not only were certain lands in the District of Beaufort vested to local trustees in order to build and endow the college, but the legislative act also authorized these trustees and the faculty of the college full power to grant or confer degrees in the liberal arts or sciences as are usually granted and conferred in other colleges in Europe and America; and to give diplomas or certificates thereof, to authenticate and perpetuate the memory of such graduation.
In 1959, by another act of the South Carolina General Assembly, the Beaufort campus of the University of South Carolina was created on the same site where the original Beaufort College stood. A campus of the state's largest public university, USC Beaufort offers associate of arts and associate of science degrees. The curriculum for the associate degrees is modeled on the USC Columbia general education core and requires all graduates to have basic competency in oral and written communication as well as a foundation in analytical reasoning, the humanities, and the natural and social sciences.
Obviously, this 200-year commitment to liberal arts education has remained constant in the Beaufort community while, at the same time, evolving to meet changing local needs. Today, USCB provides the challenge of a rigorous liberal arts discipline to over 1,000 diverse students from various levels of academic preparation.
To an additional 130+ students, USC Beaufort offers local access to the USC Aiken bachelor degrees in nursing, business administration and early childhood education, and to the USC Columbia Bachelor of Arts in Interdisciplinary Studies. And, through the Graduate Regional Studies office at USC Columbia, USC Beaufort offers some 200 area residents access to graduate-level courses leading to teacher recertification and master's degrees in early childhood education, elementary education, educational administration, counselor education, special education, social work, library and information science, business administration, and engineering. Students who complete University programs of study at Beaufort are prepared to contribute professionally and personally to their well being and to the well being of society.
Because USCB acknowledges an enduring commitment to the community that has supported it for so many years, this institution, in turn, strongly supports the study and appreciation of this area's unique geography, ecology, history, and culture. Finally, USC Beaufort contributes to the overall quality of life in this region by serving as a local center for the performing arts.
Having pledged to serve all qualified students seeking access to higher education, USC Beaufort recruits and enrolls a wide variety of students, from those desiring no degree, to transfer students, and those working toward associate, baccalaureate, and graduate degrees.
In order to reach all students living in the Lowcountry, USC Beaufort schedules classes at various sites throughout the region. The main campus is located on Carteret Street in the historic district of Beaufort. Additional classroom and program offerings are available at sites on Hilton Head Island, the Marine Corps Recruit Depot (MCRD, Parris Island), and the Marine Corps Air Station (MCAS).
One of the significant strengths of USC Beaufort is its outstanding faculty. The geography and climate of the Sea Islands attract a wealth of nationally acclaimed scholars and professionals -- offering an expertise and diversity unequaled in most colleges.
USCB prides itself on ensuring small classes with individualized attention provided to students. The student /faculty ratio at USCB is 19 to one, and enables students to receive quality instruction in a personalized setting from a highly qualified faculty. All classes are taught by a faculty of whom 72% have earned the Ph.D. in their respective disciplines. Classroom instruction is further enriched by the expertise of distinguished visiting scholars, artists, and practitioners. USCB faculty are actively engaged in scholarship and research that enrich classroom experiences, enhance professional development and add to the body of knowledge in various disciplines.
The diversity of the USC Beaufort student body reflects the diversity of the regional population and represents another strength for the regional campus. The median age of the student body is 24 years old. In addition to recent high school graduates, the student population is also comprised of retirees, military personnel, and adults pursuing training for a first or second career. Most USC Beaufort students work (ninety-six percent hold full-or part-time jobs.) The dedication of our students evidences their belief in USC Beaufort as a pathway to the bachelor's degree.
Thus, USC Beaufort continues its traditional role of providing higher education opportunities to the citizens of the Lowcountry region of South Carolina.
USC LANCASTER MISSION STATEMENT
One of the five Regional Campuses of the University of South Carolina, the University of South Carolina at Lancaster has grown since its inception in 1959 from a community dream into a vital public coeducational institution of higher learning. USC Lancaster is today a comprehensive learning center, offering high-quality University programs and services to approximately 1200 full and part-time students from a service area of six counties (Lancaster, Chester, Chesterfield, Kershaw, Fairfield, and York. The Lancaster campus grants associate degrees in the arts, sciences, business, criminal justice, and technical nursing . Limited upper-division course work creditable toward baccalaureate degrees through the University is also offered by USC Lancaster's faculty. Graduate courses are available through the Graduate Regional Studies office under the auspices of the USC Columbia Graduate School. Opportunity for area residents to pursue personal enrichment are also provided through regular programs and services and additional public service activities. USC Lancaster admits all students who show promise of academic success. Most USC Lancaster's students are first-generation college students from rural areas, small town, and cities across the central Piedmont area of the Carolinas. Through a broad commitment to equity, an extensive scholarship and financial aid program, and a variety of weekday and evening course offerings, USC Lancaster seeks to make education accessible, affordable, and convenient to the residents of this region.
With the considerable resources of the University, the many advantages of a small college setting, and the efforts of a talented faculty, staff, and administration dedicated to scholarship and teaching excellence, USC Lancaster strives to create a supportive educational climate that respects cultural and intellectual diversification, encourages innovation and adaptation, and responds affirmatively to the needs of its students. Students at USC Lancaster are helped to achieve the fundamental skills, knowledge, and capacity for critical thought necessary to pursue further learning, to succeed in their chosen career fields, and to assume the responsibilities of informed and enlightened citizenship in their communities and in the wider society.
Public service in the broadest sense is another important purpose of USC Lancaster. Through regular course offerings, continuing education programs, summer enrichment programs, and cultural events, USC Lancaster helps area residents obtain personal development, professional growth, and cultural enrichment. Through health fitness and recreation programs, USC Lancaster helps residents develop an appreciation of the interrelationship of physical health and overall personal wellness. Through its Child Development Center, USC Lancaster helps economically disadvantaged pre-school children attain the physical, social, and intellectual development necessary for later success in school. For USC Lancaster to meet the growing academic, professional and personal aspirations of the residents of its area, it will continue to develop and expand its programs and services and provides access to the resources of the wider University of South Carolina.
USC SALKEHATCHIE MISSION/STATEMENT OF PURPOSE
As part of the University of South Carolina, the USC Salkehatchie Regional Campus plays an important role in the lives of the citizens of the mostly rural regions of Allendale, Bamberg, Barnwell, Colleton, and Hampton counties as well as neighboring areas.
With locations in both Allendale and Walterboro, USC Salkehatchie offers the citizens of its service area the opportunity for a higher education and non-credit continuing education courses. Salkehatchie offers associate in arts and science degree programs, and its primary purpose is to provide the first two years of a university education, offering USC Columbia courses taught by USC approved faculty. Further, USC Salkehatchie is committed to the education of the State's diverse citizens through its endeavors of teaching, research and creative activity, and service. After completing work at Salkehatchie, some students move on to other institutions to complete baccalaureate degree work, while others may elect to leave Salkehatchie after college study and enter the world of work. In addition to offering developmental courses and at least the first two years of general education instruction in many areas to enable students to earn associate degrees, the institution offers limited upper division course work to accommodate students who wish to complete their baccalaureate degree work at other institutions.
As a Learning Center of the University of South Carolina with approximately 1000 students, the institution is committed to making University and other resources available to the majority of high school graduates in the area. USC senior campuses and USC Columbia offer advanced courses at USC Salkehatchie which lead toward baccalaureate degrees awarded by the senior campuses and Columbia. Additionally, graduate courses are available through the Salkehatchie Office of Graduate Studies under the auspices of the USC Columbia Graduate School.
Courses offered by Salkehatchie faculty are also complemented by courses offered through the University telecommunications network. USC Salkehatchie is committed to community outreach in such forms as offering selected college courses off campus at sites such as area high schools and correctional institutions and offering credit or non-credit courses as needed for area industries and residents. The institution is committed to using its own and other resources to meet the educational needs of the citizens of its service area.
USC Salkehatchie requires its graduates to possess oral and written communication, critical thinking, and computational skills. In addition, its graduates must have a grounding in the liberal arts through the acquisition of knowledge in the following areas: humanities or fine arts, social or behavioral sciences, natural sciences or mathematics. As an institution, USC Salkehatchie is committed to strength in teaching and to developing career and learning skills in its students. Additionally the institution seeks to create an atmosphere that encourages a dedication to learning throughout one's life, the search for truth, respect for cultural diversity, and freedom of inquiry.
USC Salkehatchie acts as a resource to its five-county area by serving as a focal point for the cultural and intellectual development of the area through providing various cultural, intellectual, economic, and educational programs. Its academic, continuing education, cultural, public service, and recreational programs and services reflect USC Salkehatchie's purpose to enhance and enrich the communities of its service area and to improve the quality of life of its citizens.
USC SUMTER MISSION/STATEMENT OF PURPOSE
The University of South Carolina Sumter, a regional campus of the University of South Carolina, has as its mission to provide higher education and intellectual leader-ship for the Sumter area. At the heart of this mission is a teaching faculty of high quality dedicate to excellence in instruction, scholarship, public and professional service and creative endeavor which enrich the classroom experience. USC Sumter offers a varied curriculum rooted in the liberal arts and aimed at preparing students to continue their education in the university and throughout life. The University of South Carolina Sumter recruits students prepared to begin or planning to complete a baccalaureate level education. While USC Sumter does not offer remedial instruction, it is nonetheless able to admit most students who apply because of the close working relationship between students and faculty. Enrollment varies with community need, but is expected to remain near 1000 FTE students.
The University of South Carolina Sumter was established to encourage higher education in Sumter and adjacent counties. It primarily serves students from Sumter, Lee, Clarendon, Williamsburg, and Kershaw counties. The design of the early institution incorporated a flexibility that has allowed changes in institutional capability with increasing educational demand of constituents.
The institution itself grants the Associate in Arts and Associate in Science degrees and provides for the completion of selected bachelor degrees on campus through cooperative agreements with other institutions. Graduate education is coordinated at USC Sumter through the University's Graduate Regional Studies program. USC Sumter also provides access to a wide variety of baccalaureate degree programs on other campuses by teaching some courses that must be taken by students in these programs. The mission includes other appropriate upper division coursework as well as non-credit courses, seminars, and workshops made available to the community for cultural enrichment and for professional development.
The traditions of cultural diversity and freedom of thought are valued at USC Sumter. In an atmosphere that develops respect for this diversity and an awareness of individual, societal, and global responsibilities, USC Sumter promotes courses, activities, and attitudes which favor the development of men and women who continue learning throughout life.
The university emphasizes the development of the whole person. The institution especially seeks to foster in students the disciplines essential to an educated citizenry. These include the ability to communicate through effective writing and articulate speech, as well as quantitative competence, creative and critical thinking, and the integration of knowledge. Classroom experiences, student activities, and physical education programs provide opportunities for cultural enrichment, leadership
development, intellectual growth and interpersonal relationships contributing to a sense of selfreliance and selfesteem.
USC UNION MISSION/STATEMENT OF PURPOSE
In a sophisticated, democratic society, citizens must be literate, self-disciplined, and inquisitive. They must respect and enjoy critical thought and the search for truths. Therefore, the purpose of USC Union is to give the people of Union and surrounding counties an intellectual, social, cultural, and physical setting which challenges them to grow in many ways and to develop a desire for lifelong learning.
USC Union's primary purpose is to provide the first two years of a liberal arts university education to about 500 traditional and non-traditional students, and to confer the Associate in Arts and the Associate in Science degrees.
Through the USC campuses in Columbia and Spartanburg, USC Union also provides access to upper-division courses, for minorities, women, and older students, as well as for traditional students who wish to work toward and eventually receive baccalaureate degrees. Upper-division courses are taught both by USC Union faculty and by faculty from other USC colleges.
USC Union provides graduate courses and degrees through the USC Graduate Regional Studies program and the state's extensive telecommunications network.
USC Union sponsors a non-credit Continuing Education program for the enjoyment and enrichment of both children and adults.
Finally, USC Union provides effective orientation, counseling, and financial aid programs, a comprehensive placement testing program, a proactive system of academic advisement; an effective developmental program in reading, writing, and mathematics, and extracurricular programs for the benefit of all students. All of these programs help students to improve the following abilities:
- To communicate in a variety of ways, in a variety of settings, and for a variety of purposes;
- To solve problems involving numbers and other kinds of quantitative measurement and to value quantification;
- To understand the contributions of the arts and to integrate the arts into their lives in fulfilling ways;
- To examine and clarify their values and motivations as well as those of others; to understand a variety of social institutions, and to function effectively within those institutions;
- To understand the scientific method, to value objective inquiry, and to use wisely science and technology;
- To recognize and adapt to the widespread use of computer technology in today's society;
- To study, learn, reason, and apply knowledge and skills in creative ways.
Central to this purpose is a faculty dedicated to excellence in teaching, scholarship, institutional activities, and public service. USC Union supports faculty development activities that help maintain this excellence and improves its programs through institutional research, planning, and comprehensive faculty involvement in both campus and University affairs.
The University of South Carolina Union is a public multidimensional learning center of USC chartered to serve seven rural counties, and committed to providing outreach, broad access, and a full range of USC programs and service.
Approved by the Board of Trustees April 23, 1998