Transcript Navigating Through a SACS Accreditation Review

Navigating Through a
SACS Candidacy
Application and
Accreditation Review
A Model for Crafting a Successful
Compliance Certification Report
Agenda
1.
2.
3.
4.
5.
6.
Introduction and Overview
Accreditation Overview
Compliance Certification
Assessment Basics
Strategies for Success
Questions, Comments, Conversation
Questions
What is Accreditation?
Who is SACS?
Basic Purposes of Accreditation
• Improve the quality of education
a.
b.
c.
d.
Student learning
The student experience
Institutional effectiveness
Effective use of resources
• Provide accountability
a.
b.
c.
d.
e.
f.
g.
Students (current and perspective)
Employers
Parents
External funding sources
Board of Trustees
Transfer institutions
Accrediting agencies
The overall goal of the review is
to ADD VALUE to the
institution
Student Benefits:
Ease of transfer
Financial aid
Quality
GOALS
INPUTS
PROCESSES
Efficiency
Effectiveness
OUTPUTS/OUTCOMES
Enrollment
and
Accreditation
What would you do with
$10,000,000?
SACS Accreditation Outline
1. Compliance Certification
a)
b)
c)
d)
Integrity
Core Requirements
Comprehensive Standards
Federal Requirements
2. Quality Enhancement Plan
3. Commission Policies
Compliance Certification
A.
B.
C.
D.
Integrity: 1
Core Requirements: 12(16)
Comprehensive Standards: 14(67)
Federal Requirements: 9(11)
95 Standards
92 Standards to respond to in CC
Evidence (meeting minimum standards)
Signed by President and Accreditation
Officer
Compliance Certification
Achieving widespread
institutional participation for
the compliance review is not a
goal.
All Compliance Standards Are
Not Created Equally
Core Requirements have a
heightened level of importance.
Compliance Certification Tools
Master Calendar
Responsibility Matrix
Communications Plan
Support from Leadership
Leadership and Division of
Responsibility
• Compliance Certification
Small (influential) group
Administrative exercise
• QEP
Faculty led
Representation from all parts of the
campus community
The Reaffirmation Process
1. Orientation by SACSCOC
2. Optional Advisory Visit
3. Submission of Compliance
Certification
4. Off-Site Peer Review
5. Submission of Focused Report
6. Submission of QEP
7. On-Site Peer Review
8. Submission of Response Report
9. Review by COC
Offsite review is
preliminary/advisory.
You get three chances
to get it right.
Student success is
the highest priority.
The “Dirty Dozen”
Standards/Requirements Most Often Cited
1. CS 3.7.1 Faculty Competence
2. CS 3.5.1 College-Level Competencies
3. CS 3.4.1 Academic Program Approval
4. CR 2.11.1 Financial Resources
5. CS 3.3.1 Effectiveness – Expected Outcomes
6. CS 3.2.10 Administrative Staff Evaluations
7. CS 3.4.7 Consortia/Contractual Relationships
8. CR 2.5 Institutional Effectiveness
9. CS 3.7.2 Faculty Evaluations
10.CS 3.11.3 Physical Facilities
11.CS 3.10.1 Financial Stability
12.CS 3.2.13 Foundation Governance
Comprehensive Standard 3.7.1
Faculty Competence
General policy (must adopt your own)
Exception policy
Documentation for exceptions
Need original transcripts
Must provide two terms of data
Applies to all FT and adjunct faculty
See SACS’ “Guidelines”
Core Requirement 2.5
Institutional Effectiveness
The institution engages in
ongoing, integrated, and
institution-wide researchbased planning and
evaluation processes.
“The goal of institutional
effectiveness planning is not
to create more work for
everyone but to ensure that the
work being done is the best it
can be.”
IE Basics
Strategic Plan
Annual Goals
IE Plan
KPIs
Tracking Documents
Unit Notebooks
Program Notebooks
Documentation of Use of Results
At least two cycles of evidence
TSC Institutional Goals/Priorities
I. Pathways
II. Success
III.Community Engagement
IV.Institutional Effectiveness
Institutional
Effectiveness:
The comparison of
results achieved to
goals intended.
Planning and Evaluation is required
in ALL areas. This is not stated but
it is necessary.
Need to provide evidence that you
use results to make continuous
improvements on every level
(institutional, program, course,
student).
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Administrator
Dean
Chair
Program Coordinator
Director
Faculty
Academic Support Staff
Student Services Support Staff
Administrative Services Support
Staff
Comprehensive Standard 3.3.1
Institutional Effectiveness
The institution identifies expected
outcomes, assesses the extent to
which it achieves these outcomes,
and provides evidence of
improvement based on analysis of
the results.
The 3.3.1 Series
1. Educational Programs
2. Administrative Support Services
3. Academic and Student Support Services
4. Research
5. Community/Public Service
Percentage of institutions cited for
non-compliance on CS 3.3.1?
1. 66%
2. 56%
3. 46%
4. 36%
3.3.1.1
Program /
Student
Learning
Outcome
1.
2.
3.
4.
5.
Assessment Assessment Use of Results
Methodology Targets &
/
Results Improvements
3.3.1.1
Program
Goal
1.
2.
3.
4.
5.
Assessment Assessment Use of Results
Methodology Targets &
/
Results Improvements
3.3.1.2-5
Unit /
Assessment Assessment Use of Results
Department Methodology Targets &
/
Goal
Results Improvements
1.
2.
3.
4.
5.
Avoid the use of “Generic” Success Targets
• Increase
• Improve
• Strengthen
• Enhance
• Heighten
• Elevate
Alignment
Academic Outcomes: Program Reviews
(not SLOs)
Program Goals
Enrollment
Macro Indicators: retention rates, placement
rates, transfer rates, licensure, graduates,
employer/student/faculty satisfaction, advisory
committee notes, etc.
Student profile
Program demand
Cost-benefit analysis
Credit and contact hours generated
Productivity measures
Student and Administrative Affairs
Program Review
Unit mission and goal statements
Student profile
Measures of demand/traffic/utilization
Efficiency
Effectiveness
Contribution and impact
Satisfaction measures
Cost-benefit analysis
End-of-year Report
Peer Reviews
Performance/quality indicators
Evidence of continuous improvement
“Sure, the students like your
programs and services, but
what evidence do you have
that what you are doing is
making a difference?”
Comprehensive Standard 3.5.1
College-Level Competencies
The institution identifies
college-level general
education competencies and
the extent to which students
have attained them.
TSC General Education Requirements
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Communication I (6 hours)
Communication II (6 hours)
Mathematics (3 hours)
Natural Science (8 hours)
Humanities/ Visual & Performing Arts (6 hours)
History (6 hours)
Government (6 hours)
Social & Behavioral Sciences (3 hours)
Physical Education (4 hours)
48 Total Credit Hours
“Products” of Higher Education
1.Cognitive Development
2.Behavioral Development
3.Affective Development
•Knowledge
•Skills
•Abilities
•Attitudes
•Values
•Behaviors
SLO = ?
1.
2.
3.
4.
5.
Slovenia
Student Life Organization
Sore Losers Organization
Special Liquor Order
Student Learning Outcomes
Student Learning Outcomes defined:
The knowledge, skills and
abilities a student has attained
at the end (or as a result) of
his or her engagement in a
particular set of higher
education experiences.
Good learning outcomes are:
1.Learner-centered
2.Key to the course/program mission
3.Meaningful (to students and faculty)
4.Measurable
Remember, student
achievement is not the
same as student
learning.
Tips on Writing SLOs
1. Identify what the student should learn:
a. What should the student be expected to know?
b. What should the student be expected to be able to do?
c. How is a student expected to be able to think?
2. Try to keep the outcomes to a simple sentence.
3. Be as specific as possible.
4. Use active verbs that describe an observable or
identifiable action.
5. Identify success criteria (proficiency expected).
6. Think about how you will measure
(documentation, artifacts, evidence).
Phrases to Avoid
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Appreciation for…
Acquainted with…
Awareness of…
Capable of…
Comprehension of…
Conscious of…
Familiar with…
Interested in…
Knowledge of…
Knowledgeable about…
Understanding of…
Comprehensive Standard 3.4.1
Academic Program Approval
The institution demonstrates that each
educational program for which
academic credit is awarded is
approved by the faculty and the
administration.
Core Requirement 2.11.1
Financial Resources
a) Institutional audit
b) Management letter
c) Statement of financial position of
unrestricted net assets
d) Annual approved budget
Comprehensive Standard 3.2.10
Administrative Staff Evaluations
The institution evaluates the
effectiveness of its administrators on a
periodic basis.
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On-Site Mandatory Reviews
2.8 Faculty
2.10 Student Support Services
3.2.8 Qualified Admin/Acad Officers
3.3.1.1 Institutional Effectiveness
3.4.3 Admissions Policies
3.4.11 Academic Program Coordination
3.10.3 Financial Aid Audits
3.11.3 Physical Facilities
3.13.1 Policy Compliance
4.1 Student Achievement
4.2 Program Curriculum
4.3 Publication of Policies
4.4 Program Length
4.5 Student Complaints
4.6 Recruitment Materials
4.7 Title IV Program Responsibilities
4.8 Distance and Correspondence Education
4.9 Definition of Credit Hours
Assessment Defined
The systemic collection, review,
and use of information about
educational programs undertaken
for the purpose of improving
student learning and development
– Ted Marchese
Assessment Helps
Reinforce or emphasize the mission of your unit
Improve a program's quality or performance
Inform planning
Inform decision-making
Evaluate programs and personnel
Assist in the request for additional funds
Assist in the reallocation of resources
Assist in the meeting of reaccreditation
requirements
Celebrate successes
Create a culture of continuous improvement
“Assessment turns
colleges from being
teacher-centered to be
student- and learningcentered”
Basic Questions Guiding
Assessment
1. What should students/clients gain from our
unit services and experiences?
2. How can we document and evaluate how
well we are providing these services?
3. What changes should we make to improve?
4. Do the improvements we make work?
Four Levels of Assessment in the Academy
1. Institutional Level
2. Program / Departmental Level
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General education
Degree programs (major field of study)
Developmental education
Distance education
Continuing education
3. Course Level
4. Individual Student Level
Distance Education
(issue of equivalency)
Developmental Education
(performance in next level course)
Process for measuring outcomes
1. Create written statements of measurable outcomes.
2. Choose the evaluation tool.
3. Set standards for levels of performance on each
objective.
4. Identify observable factors that provide the basis for
assessing which level of performance has been achieved.
5. Set benchmarks.
6. Evaluate performance, assemble data, and report results.
7. Use results to make improvements.
Non-Academic Evidence: Direct Measures
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Productivity Metrics
Efficiency and Effectiveness Metrics
Needs Assessment
Ratio and Financial Analyses
Utilization Statistics
Error Rates
Turnaround Time
Wait Time
Value-added Measures (pre- and post-testing, time-series
analyses)
• Case Studies and Simulations
• Rubrics
Academic Evidence: Direct Measures
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Comprehensive/capstone examinations or assignments
Licensing examinations
Professionally judged performances/demonstrations
Portfolios (documented learning experiences)
Value-added measures (pre- and post-testing, time-series
analyses)
Standardized tests (i.e., CAAP, MAPP, CLA)
Case studies
Simulations
Capstone experiences
Rubrics
Faculty Concerns
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“We already assess: grades.”
“This is additional work.”
“I’m too busy.”
“This violates my academic freedom.”
“Degree attainment demonstrates that SLOs are
attained.”
• “I don’t know how.”
• “When will this go away?”
Why aren’t course grades enough?
• Issue of consistency between instructors
(non-standardized grading practices).
• Need meaningful data across sections.
• Grades may reflect student behaviors such
as class participation, attendance,
cooperation, missed assignments, etc.
Evidence – Indirect Measures
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Client Satisfaction
Community Satisfaction
Student Satisfaction
Alumni Satisfaction
Employee Satisfaction
Retention Rates
Placement Rates (employment or transfer institutions)
Focus Groups
Exit Interviews
Advisory Committee Recommendations
Reflective Essays
Structure of Measurements
• Employ multiple measures
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Quantitative
Qualitative
Formative
Summative
• Triangulate results
• Establish baseline data
– Longitudinal
– Comparative
• Set realistic goals
• Define -> Measure -> Improve
Make friends with
your IR/IE staff
Documentation Rule
If it is not documented then it did
not happen.
SACS Major Changes
• College-Level Competencies
• Faculty Credentialing (guidelines)
• IE: Use of Results (closing the loop)
• IE: Student Learning Outcomes
• Policy Compliance
• Distance Education
Other Areas That Require Attention
1. Institutional Mission (CR 2.4, CS 3.1.1)
2. Number of Full-Time Faculty (CR 2.8)
3. Qualified Academic/Administrative Officers (CS
3.2.8)
4. Control of Intercollegiate Athletics (CS 3.2.11)
5. Fund-Raising Activities (CS 3.2.12)
6. Academic Program Coordination (CS 3.4.11)
7. 25% Rule (CS 3.5.2)
8. Representation Status with COC (CS 3.14)
9. Student Complaints (FR 4.5)
10.Recruitment Materials (FR 4.6)
Resources
SACS
Handbooks / Monographs
Website: www.sacscoc.org
Liaison
CHEA
Website: www.chea.org
Colleagues
Budget
On-site team
Travel
Food
Hotel
Misc.
Printing & copying
Surveys
Consulting
Stipends and release time
Resource Room
On-site and at hotel
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Compliance certification material and documentation
Clerical and technical support
Computers
Internet connectivity
Printer
Copier and shredder
Office supplies
Phones (and long distance access codes)
Local website
Name badges
Food and drinks
Campus maps
On-campus contact information
Application Preparedness Tips
The “Top 30”
1. Make effort an institutional priority
2. Start early (catalog and handbook items, credentialing,
course and program goals, college rules/policies) and stay
on schedule
3. Review material on SACSCOC website
4. Develop a SACS educational campaign for entire
college/university community (front & back end)
5. Provide faculty and staff with assistance (assessment)
6. Take a one-college/university perspective (consistency is
key)
7. Review and communicate mission statement
8. Prepare for Politics (and resistance)
9. Embrace participation and inclusiveness
10. Develop a responsibility matrix
Application Preparedness Tips
The “Top 30”
11.Understand each question / standard
12.Write from the reader’s perspective (write to the test)
13.Remember that this is an exercise in technical writing
14.Drown them with data
15.Centralize documentation (resource/war room)
16.Edit final document (make sure report is user friendly)
17.Put your final report in one voice
18.Report should be self-contained
19.Do not make reader “search” for answers (they won’t do it)
20.Use no future tense / do not tell SACS what you plan to do
(not a confessional)
Application Preparedness Tips
The “Top 30”
21.Develop a master calendar and set timelines that are before
real deadlines
22.Encourage an electronic mode of delivery
23.Avoid documentation overkill (no data dump)
24.Interpret charts / graphs for readers
25.Have an experienced outsider review your materials
26.Provide orientation to onsite review team (tell them what
they will find)
27.Learn from the experiences of others
28.Your colleagues will miss deadlines and annoy you – be
relentless
29.Maintain a sense of humor and make it fun
30.?
Questions
Presenter
• Dr. Thomas Cleary
• Vice Chancellor
• Alamo Colleges: San Antonio, Texas
• 210-485-0400
• [email protected]