The Office of Institutional Research is devoted to obtaining empirical information to assist in the assessment of program effectiveness, research on institutional processes, development of strategic plans, and provision of a valid description of the characteristics of the University’s students, faculty, financial status, staff and facilities. Efforts are being made to increase the quality of our data, its format, and its availability to faculty and staff.

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College Portrait provides basic, comparable information about student characteristics, costs, student experience and learning outcomes for 302 public four-year colleges and universities.

Why was the College Portrait Created?

College Portrait is a source of basic, comparable information about public colleges and institutions presented in a common, user-friendly format. It is designed to be a trustworthy source of reliable data for prospective students and their families.

Who is the intended audience for College Portrait?

The primary audience for College Portrait is prospective students and their families. Other secondary audiences include: governing board members, legislators, policy-makers, education researchers, and college and university faculty and staff.

How were the components of College Portrait selected?

The College Portrait includes information identified by prospective college students and their families, the higher education community, and policy-makers as important when comparing colleges and universities. More than 80 higher education leaders from 70 public colleges and universities helped with the development of the College Portrait.

What is the difference between VSATM and College Portrait?

The Voluntary System of Accountability, (VSA) is a program created by public colleges and universities to provide greater accountability to higher education stakeholders through accessible, transparent, and comparable information. College Portrait is the name of the 5-page report designed to present the VSA data to the public.

The VSA and College Portrait are sponsored by two nonprofit organizations in Washington DC – the American Association of State Colleges and Universities (AASCU) and the Association of Public and Land-grant Universities (APLU).

AASCU and APLU represent more than 500 public colleges and universities across the United States. Participation in the VSA is voluntary; however, over half of these 500 institutions – nearly 300 at last count – have decided to join the VSA project. Each of these colleges and universities will be posting their College Portraits within the next few months.

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Institutional Effectiveness Reports Evaluation

Primary Accrediting Agencies

Southern Association of Colleges and Schools Commission on Colleges (SACSCOC)

Accreditation for the University; required by state and federal guidelines


Association to Advance Collegiate Schools of Business (AACSB)

Accreditation for the University’s School of Business undergraduate and graduate programs


American Chemical Society (ACS)

Accreditation for the University’s Department of Chemistry programs


Accreditation Commission for Education in Nursing (ACEN)

3343 Peachtree Road NE, Suite 850
Atlanta, GA 30326
Phone: 404-975-5000

National Council for Accreditation of Teacher Education (NCATE)

Accreditation for the University’s School of Education undergraduate and graduate programs


Masters in Psychology Accreditation Council (MPAC)

Accreditation for the University’s Master’s of Science in Applied Psychology


National Association of Schools of Theatre (NAST)

Accreditation for the University’s Theatre Arts Major


National Association of Schools of Art and Design (NASAD)

Accreditation of the University’s Art Education Major

Fact Book 2016-2017


The primary Mission of the Office of Institutional Effectiveness is to ensure that the processes and expected results that are outlined in the Francis Marion University Mission Statement are planned for and evaluated in a regular and systematic manner. The Office of Institutional Effectiveness encourages continuous assessment and improvement of academic programs, student support offices, and administrative services by providing leadership and actively participating in the strategic planning and evaluation processes for the University.

All academic degree programs and support services of the University complete an annual assessment to evaluate their “success in meeting program goals and missions.” Each assessment report contains program goals, assessment methods, results and evaluation, and planned and completed actions.  – Find a Report –

The University prepares an annual report for the SC Commission of Higher Education which summarizes the departmental institutional effectiveness reports.   – Find a Report –

The Senior Exit Survey is given to the students attending required graduation rehearsal meeting. This meeting is required for participation in the graduation ceremony. This ensures the entire graduating class is represented for each academic year (Fall and Spring Graduations). Of these students no fewer than 95%  of each graduating cohort have completed the survey for each of the last 5 years. Thus no random sampling is required to obtain our measures of satisfaction with their academic experiences in the general education curriculum and their major field.

In addition, the survey provides ratings for all student service and academic support units. As part of the evaluation of the general education curriculum, graduating seniors also rate the quality of their experiences in meeting the stated goals of the curriculum. Students are also surveyed on their current job status and future career and education plans.

Additional information is collected for specific information needed by the University for differing purposes or new research questions varies from year to year.

Results of the survey of alumni class of 2001-2002 dealing with program quality, life experiences, and employment. – Find Survey Results –

Mandated Reports

Title II Reports

Reports of passage rates on the PRAXIS II Exam used in certification of teachers in South Carolina and for advancing teacher training by the United States Department of Education.

  • 2011-2012
  • 2010-2011
  • 2009-2010
  • 2008-2009
  • 2007-2008
  • 2006-2007
  • 2005-2006
  • 2004-2005
  • 2003-2004
  • 2002-2003