Transcript Document

Welcome to
Teaching + Learning Tuesdays
August 20, 2013 I 2:30PM to 4:30 PM
Title:
S4: Preparing for the Fifth-Year Report and
Reaffirmation
Presenter:
Dr. Claudette Williams, Vice President,
SACS-COC
SC Technical College System
Webinar
August 20, 2013
Preparing for Reaffirmation Review and
the Fifth Year Interim Report : Avoiding
Some Often Cited SACSCOC Review
Issues
Presented By
Claudette H. Williams, Ed.D.
Vice President
Southern Association of Colleges and
Schools Commission on Colleges
Session Goals
• Identify some stressors in the SACSCOC review
process and strategies to minimize these
stressors
• Identify the most consistently frequently cited
non-compliance standards and strategies to
avoid being cited for those standards
Have you ever felt like crying when preparing for
SACSCOC reviews?
Well, you may be suffering from stress!
Do you feel that:
• You have too much to do in too little time
• You are the only person doing anything and
everything
• Folks will not cooperate
• You are being asked to do everything at the
last minute
• You do not have the resources you need to
accomplish the task
Do you feel that…
• You do not have the freedom to make
decisions that would make your work easier
• You have to work too many hours
• You are inadequately compensated for all the
work you have to do
• Folks do not know what they want as they are
always changing things
• You can’t wait until it is all over
Stress Can Leave You Broken!!!
Let us try to fix some of the problems
Dealing With Stressors
• You have too much to
do in too little time
• You are the only person
doing anything and
everything
• Folks will not cooperate
• You are being asked to
do everything at the last
minute
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Plan
Delegate
Utilize Committees
Describe clearly the
tasks, timelines and
expectations
• Provide incentives
within your means
• Prioritize
Dealing With Stressors
• You do not have the
resources you need to
accomplish the task
• You should have the
freedom to make
decisions that would
make your work easier
• You have to work too
many hours
• Identify and utilize
current resources
• Make a case for and
request additional
resources
• Make justifiable
recommendations
• Create a plan to sustain
ongoing activities
Dealing With Stressors
• You are inadequately
compensated for all the
work you have to do
• Folks do not know what
they want as they are
always changing things
• You can’t wait until it is all
over
• Make yourself
indispensable
• Utilize systems
• Utilize policies and
procedures
• Review periodically
• Think of this as
professional development
Shared responsibilities equal less stress
Use the lessons learned for improvement
Lessons from the field for improvement
Ten Most Frequently Cited
Requirements/Standards
Rank
Requirement/
Standard
% of Institutions
Receiving Citations
of Non-Compliance
Off-Site Review 2011 and 2012
Classes (N = 157)
1
3.7.1
93.0%
Faculty Competence
2
3.3.1.1
65.6%
IE Educational Programs
3
2.11.1
55.4%
Financial Resources
4
3.3.1.3
54.8%
IE Educational Support
5
3.3.1.2
54.6%
IE Administrative Units
6
3.3.1.5
53.5%
IE Community/Public Service
7
3.5.1
52.9%
College Level Competencies
8
2.8
47.8%
Faculty
9
3.4.11
10
3.7.2
Academic Program Coordination
44.6%
Faculty Evaluation
Ten Most Frequently Cited
Requirements/Standards
Rank
Requirement % of Institutions
/Standard Receiving Citations
of Non-Compliance
On-Site Review 2011 and 2012
Classes (N = 156)
1
3.3.2
66.7%
QEP
2
3.3.1.1
42.9%
IE Educational Programs
3
3.7.1
41%
Faculty Competence
4
3.5.1
27.6%
College Level Competencies
5
3.3.1.3
23.1%
IE Academic Support Services
6
3.3.1.5
22.4%
IE Community/Public Service
7
3.3.1.2
21.8%
IE Administrative Units
8
3.5.4
10.9%
Terminal Degrees of Faculty
9
3.10.4
10.3%
Control of finances
10
3.10.1
9.6%
Financial Stability
Consistently Among the Top Ten
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CS 3.3.1.1 – IE Educational Programs
CS 3.3.1.2 – IE Administrative Units
CS 3.3.1.3 – IE Educational Support
CS 3.3.1.5 – IE Community/Public Service
CS 3.7.1 – Faculty Competence
Issues Related to Satisfying …
CS 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 of
the results in each of the following areas:
Issues Related to Satisfying CS 3.3.1.1
• CS 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
of the results in each of the following areas:
3.3.1.1 - Educational programs, to include student
learning outcomes
Issues Related to Satisfying CS 3.3.1.1
• Not establishing a general context for the
institution’s Institutional Effectiveness
processes for educational programs by:
– Not describing the types of credit and non-credit
programs offered
– Not establishing the delivery strategies used
Issues Related to Satisfying CS 3.3.1.1
• Not adequately and appropriately addressing
– Program outcomes
– Student learning outcomes
Program Outcomes May Be…
• Process Outcomes
– The Sociology Department will provide internships
– The Honors College will provide opportunities for
students to study abroad
• Attitudinal Outcomes
– Graduates will report that their academic major
provided them with the skills that they need for their
future careers
– Students graduating with a degree in Philosophy will
indicate that they have deepened their interest in
learning and strengthened their intellectual autonomy
Student Learning Outcomes May Use
Concrete Language and Action Verbs
• Students will demonstrate computer competence by
using a computer to generate and edit a document,
search for information in an electronic database,
communicate via email, analyze data, and present
information to an audience.
• Students will complete an independent research
project in which they design, conduct, and
communicate the findings of a study to address a
specific psychological hypothesis or research
question using appropriate research methods.
SLOs May Include Expected Levels of
Performance
• Accounting graduates will produce effective
business communication in written form by
obtaining at least 70% of possible points on
written assignments in AC 312.
• At least 80% of senior psychology majors will
score at the 50th national percentile or better on
a national standardized test such as MFAT, which
will be given at least every four years.
SLOs Contain Action Words Such As…
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Analyze
Apply
Articulate
Calculate
Categorize
Demonstrate
Choose
Classify
Compare
Compute
Contrast
Create
Defend
Define
Demonstrate
Describe
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Design
Develop
Devise
Differentiate
Discuss
Distinguish
Earn
Explain
Identify
Illustrate
Indicate
Initiate
Interpret
Integrate
Judge
Label
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Name
Operate
Order
Organize
Plan
Predict
Prepare
Produce
Propose
Recall
Restate
Score
Solve
List
Tell
Translate
Issues Related to Satisfying CS 3.3.1.1
• Sampling:
– Not a representation of the institution’s mission
– Not a valid cross-section of programs from every
school or division
– Not making a compelling case as to why the
sampling and assessment findings are an
appropriate representation of the institution’s
educational programs
– Not adequately and appropriately describing the
sampling technique used to ensure a valid sample
Issues Related to Satisfying CS 3.3.1.1
• Not responding to each element of the
standard:
– Not identifying expected outcomes (to include
student learning outcomes at the program level)
– Not assessing the extent to which it achieves
these outcomes
– Not providing evidence of improvement based on
analysis of results
Indicators of Good Practice:
Educational Programs
• Programs have a clear purpose statement linked
to the institutional mission
• All programs leading to diplomas, certificates,
and/or degrees have clearly defined student
learning outcomes that are published and
measureable
• Expectations for graduate programs are
progressively more complex than undergraduate
student learning outcomes in the same degree
program
Indicators of Good Practice:
Educational Programs
• Departments evaluate the effectiveness of
their educational programs and services
• Departments obtain data to assess the
students’ achievement of the learning
outcomes.
• Direct assessment of student learning through
testing and evaluation of student work is a
prominent feature in departmental
assessment processes
Indicators of Good Practice:
Educational Programs
• Assessments tools are directly related to the
outcomes being evaluated
• Departments document that assessment
results are used to change or sustain the
excellence of program activities and further
student gains in professional and attitudinal
skills and experiences
Issues Related to Satisfying…
CS 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 of
the results in each of the following areas:
– CS 3.3.1.2 administrative support services
Issues Related to Satisfying 3.3.1.2
• Not establishing the context for the
institution’s institutional processes for
administrative support services:
– Not describing the organizational structure of
administrative support services units
– Not describing the system which is used to guide
the processes
Indicators of Good Practice
• Units have a clear purpose statement linked to
institutional purpose
• Units have clearly defined, measureable
outcomes
• Units assess the extent to which they achieved
their expected outcomes
Indicators of Good Practice
• Units provide data to document their planning
and evaluation processes
• Units provide data that assessment results are
used to change or sustain the quality of
program, operational, and service activities
Issues Related to Satisfying…
CS 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 of
the results in each of the following areas:
– CS 3.3.1.3 academic and student support services
Issues Related to Satisfying 3.3.1.3
• Not establishing the context for the
institution’s institutional processes for
educational support services:
– Not describing the organizational structure of
educational support services units
– Not describing the system which is used to guide
the processes
Indicators of Good Practices
• Units have a clear purpose statement linked to
the institutional purpose
• Units have clearly defined, measurable
outcomes
• Units assess the extent to which they achieved
their expected outcomes
Indicators of Good Practice
• Units provide data to document their planning
and evaluation processes
• Units provide data that assessment results are
used to improve or sustain the quality of
program, operational, and service activities
Issues Related to Satisfying…
CS 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 of
the results in each of the following areas:
– CS 3.3.1.5 community/public service within its
mission, if appropriate
Issues Related to Satisfying…
• Not establishing the context for the
institution’s institutional processes for
community/public services:
– Not describing the structure of community/public
service activities
– Not describing the system which is used to guide
the processes
Questions that Evaluators Ask
• What are the expected outcomes for
public/community service and outreach?
• How are those outcomes evaluated – by the
institution or by significant constituents of the
institution?
Questions that Evaluators Ask
• What assessment methods are used to
evaluate public/community service and
outreach?
• To what extent are results of assessment used
for ongoing improvement?
Issues Related to Satisfying…
CS 3.7.1 - The institution employs competent faculty
members qualified to accomplish the mission and goals of
the institution. When determining acceptable
qualifications of its faculty, an institution gives primary
consideration to the highest earned degree in the
discipline. The institution also considers competence,
effectiveness, and capacity, including, as appropriate,
undergraduate and graduate degrees, related work
experiences in the field, professional licensure and
certifications, honors and awards, continuous documented
excellence in teaching, or other demonstrated
competencies and achievements that contribute to
effective teaching and student learning outcomes. For all
cases, the institution is responsible for justifying and
documenting the qualifications of its faculty.
Issues Related to Satisfying 3.7.1
• Inadequate information on highest degree and
other relevant degrees earned
• Inadequate justification
• Lack of alignment between credentials and
courses/discipline being taught
• Not establishing a basis for ensuring sustained
compliance
Other Issues Related to Compliance
• The narrative does not address each of the
components of the requirement
• Information presented is not clear, concise and
logically presented
• The institution does not make the case for
compliance in the narrative
Other Issues Related to Compliance
• The institution sends evaluators to the
supporting documentation in the hope that
they will see the case for compliance
• The information presented is insufficient
Other Issues Related To Compliance
• The evidence provided does not sufficiently
support the institution’s case for compliance
because it is:
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Not reliable
Not verifiable
Not current
Not objective
Not coherent
Not relevant
Not representative
We Can Fix It
All will be well
References
• SACSCOC Institutional Effectiveness Workshop
for Pre-Applicant Institutions
• Resource Manual For The Principles of
Accreditation
Evaluation Feedback Survey
Make your thoughts count!
Did this session meet or exceed your
expectations?
What topics would you like to see covered in
the next quarter? Tell us!
Join us every Third Tuesday for more
Professional Development opportunities.
Next Session: September 17, 2013
TIME
TITLE
PRESENTERS
2:30pm – 4:30pm
S4: Mobile Tools for Classroom Feedback and Formative
Assessment
Dr. Paul Wallace, Assistant Professor of Instructional
Technology, Appalachian State University