Transcript Institutional effectiveness and accreditation

SACSOC ACCREDITATION AND
INSTITUTIONAL EFFECTIVENESS
STUDENT AFFAIRS LEARNING AND DEVELOPMENT OBJECTIVES
REVIEW COMMITTEE
OCTOBER 17, 2013
Allan Aycock
Director for Assessment and Accreditation
Office of Academic Planning
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Today’s discussion
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Overview of accreditation
Institutional Effectiveness in accreditation
Implications for Student Affairs programs
US Higher Education System
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HEA—Federal Reauthorization ~5 years;
next up in 2013 + FEDERAL REGS
CHEA—”Recognizes” Accreditors
SACSCOC—Regional Accreditor
UGA—Accredited
Why does accreditation matter?
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$$$
Federal aid for students
 Federal grant funding for
researchers
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Also, general recognition of level of
quality
How does UGA maintain accreditation?
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Fifth-Year Interim Report (2016-2017)
Compliance Certification—
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Documents compliance with ~20 dynamic “Principles of
accreditation, including all federal requirements
Decennial reaffirmation (2020-2021)
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Compliance Certification—
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Documents compliance with 100 + dynamic “Principles” of
accreditation
Quality Enhancement Plan
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Major project emerging from institutional assessment to improve
student learning or the environment supporting student learning
Ongoing processes, constant vigilance
What is “institutional effectiveness?”
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Core Requirement 2.5
The institution engages in ongoing, integrated, and
institution-wide research-based planning and evaluation
processes that
(1) incorporate a systematic review of institutional mission,
goals, and outcomes;
(2) result in continuing improvement in institutional quality; and
(3) demonstrate the institution is effectively accomplishing its
mission.

Permeates all SACSCOC expectations
IE explicitly distributed
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Comprehensive Standard 3.3.1
The institution identifies expected outcomes, assesses
the extent to which it achieves these outcomes, and
provides evidence of improvement based on analysis .
..
 3.3.1.1
educational programs
 3.3.1.2 administrative support services
 3.3.1.3 academic and student support services
 3.3.1.4 research within its mission
 3.3.1.5 PS&O within its mission
What does SACSCOC say about
Student Affairs programming?
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Core Requirement 2.10
The institution provides student support programs,
services, and activities consistent with its mission
that are intended to promote student learning
and enhance the development of its students
Interrelated requirements
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2.5
Integrated, missionbased evaluation and
continuous
improvement processes
2.10
Mission-based
programs that support
student learning and
development
3.3.1.3
Defined outcomes,
assessment thereof,
improvements made
What is required for DSA?
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Minimum:
 Clearly
defined student learning and development
outcomes for all programs
 Assessment of those outcomes
 Evidence that you use the assessment to improve
Effect of Minimum:
We describe the connections to mission and the
integration of program level IE with the institution
after the fact
3.3.1.3 alert!
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SACSCOC Decennial Review Statistics for 3.3.1.3
Annual Meeting in December 2012 indicates that of
all institutions undergoing reaffirmation of
accreditation during the prior year, 54.8% received
citations for 3.3.1.3 during their off-site review, and
23.1% during the on-site review
Made the top 5 !!!
What is optimal for DSA?
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Division-level outcomes (SALDOs?)
 defined in relation to institutional goals
Program outcomes
 defined in relation to division-level outcomes
Assessment leading to improvements in
 Programs
 Attainment of division goals
 Attainment of institutional goals
Why is this optimal?
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 You define the relation to institutional
mission and goals up front
 You intentionally integrate your overall IE
process with institutional IE processes
 It’s just a better model!
Resources
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
UGA SACSCOC Reaffirmation of Accreditation
2010-2011 Compliance Certification:
https://sacs.uga.edu/compliance/index.html
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SACSCOC website Fifth-Year Interim Report section:
http://www.sacscoc.org/FifthYear.asp
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SACSCOC Resource Manual:
http://www.sacscoc.org/handbooks.asp
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Questions?
Thank you.
http://www.oap.uga.edu/