SACS: Gatekeeper to the Flow of Federal Aid UK’s Accrediting Body The Southern Association of Colleges and Schools (SACS), Commission on Colleges, is the regional.
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Transcript SACS: Gatekeeper to the Flow of Federal Aid UK’s Accrediting Body The Southern Association of Colleges and Schools (SACS), Commission on Colleges, is the regional.
SACS:
Gatekeeper to the Flow
of Federal Aid
UK’s Accrediting Body
The Southern Association of Colleges
and Schools (SACS), Commission on
Colleges, is the regional body for
accreditation of higher education
institutions in the southern states.
http://www.sacscoc.org/
Kentucky Delegation
William T. Luckey, Jr., President, Lindsey Wilson College,
Columbia
Wayne D. Andrews, President, Morehead State University,
Morehead
James S. Klauber, President, Owensboro Community and
Technical College, Owensboro
Wilson Stone, House Representative, Scottsville (Public
Representative)
The Process of Accreditation
Compliance
Certification Report
Quality Enhancement
Plan (QEP)
Off-site Peer Review
On-site Peer Review
Commission Review
The Principle of Integrity
1.1 The institution operates with
integrity in all matters.
Examples of failure to demonstrate
integrity:
• withholding information
• providing inaccurate information
• not conducting candid self-
assessment
Selected Core Requirements
Degree-granting Authority
Institutional Mission
Institutional Effectiveness
Program Length
Program Content
General Education
Faculty
Quality Enhancement Plan
Core Requirement 2.5:
Institutional Effectiveness
Ongoing, integrated, universitywide, research-based, planning
and evaluation
Systematic review of mission,
goals, and outcomes
Results in continuous quality
improvement
Demonstrates mission
accomplished
Core Requirement 2.12:
Quality Enhancement Plan
Broad-based process
Key issues emerge from institutional
assessment
Focus on student learning
Capability for implementation and
completion
Broad-based involvement of
institutional constituencies
Goals and plans for assessment
Comprehensive Standards
Institutional Mission
Governance and
Administration
Institutional Effectiveness
All Educational Programs
Undergraduate Programs
Graduate and PostBaccalaureate Professional
Programs
(Cont’d next slide)
Comprehensive Standards
Library and Other Learning
Resources
Student Affairs and Services
Financial Resources
Physical Resources
Institutional Responsibility for
Commission Policies
Federal Requirements
Student Achievement
Program Curriculum and Program Length
Publication of Policies
Student Complaints
Recruitment Materials
Title IV Program Responsibilities
Distance and Correspondence Education
Definition of Credit Hours
Comprehensive Standards
Each standard that mandates a policy
or procedure must be
In writing
Approved through appropriate
institutional processes
Published in appropriate
documents
Accessible to those affected
Implemented and enforced
Comprehensive Standard 3.3
Institutional Effectiveness
The institution
identifies expected outcomes for its
educational programs (including student
learning outcomes for educational
program) and its administrative and
educational support services
assesses whether it achieves these
outcomes
provides evidence of improvement based
on analysis of those results
Comprehensive Standards in
Program Area
Educational Program (3.4)
Undergraduate Program (3.5)
Graduate and Professional (3.6)
Faculty (3.7)
Library and Other Learning
Resources (3.8)
Student Affairs and Services (3.9)
Comprehensive Standard 3.4.7
Consortia Relationships/Contracts
The institution:
ensures the quality of educational
programs and courses offered
through consortia relationships or
contractual agreements
ensures ongoing compliance with the
comprehensive requirements
evaluates the consortial relationship
and/or agreement against the
purpose of the institution
Comprehensive Standard 3.4.10
Responsibility for Curriculum
The institution places primary
responsibility for the content, quality,
and effectiveness of the curriculum
with its faculty.
Comprehensive Standard 3.5.4
Terminal Degrees of Faculty
At least 25 percent of the discipline
course hours in each major at the
baccalaureate level are taught by
faculty members holding the terminal
degree—usually the earned
doctorate— in the discipline, or the
equivalent of the terminal degree.
Comprehensive Standard 3.7.1
Faculty Competence
The institution:
employs competent, qualified faculty
gives primary consideration to highest earned
degree in discipline
also considers competence, effectiveness, and
capacity -- undergraduate and graduate degrees,
related work experiences, professional licensure,
awards, continuous documented excellence in
teaching, or other demonstrated competencies
that contribute to effective student learning
is responsible for justifying and documenting
faculty qualifications
Comprehensive Standard 3.12
Substantive Change
The institution notifies the
Commission of changes in accordance
with the substantive change policy
and, when required, seeks approval
prior to the initiation of changes.
Such changes include
•significantly modifies or expands its scope
•changes the nature of its affiliation or its
ownership
•merges with another institution
Comprehensive Standard 3.14
Representation of Status
The institution publishes the name of its primary
accreditor and its address and phone number in
accordance with federal requirements.
(Name of member institution) is accredited by the
Southern Association of Colleges and Schools Commission
on Colleges to award (name specific degree levels, such as
associate, baccalaureate, masters, doctorate). Contact the
Commission on Colleges at 1866 Southern Lane, Decatur,
Georgia 30033-4097 or call 404-679-4500 for questions
about the accreditation of (name of member institution).
Federal Requirements
Evaluates student success
Curriculum appropriate for mission
Publication of calendars and policies
Appropriate program length
Procedures for addressing written
student complaints
Accurate recruitment materials
Compliance with Title IV of the 1998
Higher Education Amendment (student
aid, such as Pell Grants)
History of Federal
Negotiations
Re-authorization of Higher
Education Act is in progress
Spelling Commission Report
released
Federal Negotiated Rulemaking
stalled
Probable Outcome is more
federal interference
“We have slipped
to 12th in higher
education
attainment and
16th in high
school graduation
rates.”
Spelling Commission Report
Spelling Commission Report
Higher education institutions should
measure student learning using
instruments such as the CLA.
Results of student learning assessments,
including value-added measurements
that indicate how students’ skills have
improved over time, should be made
available to students and reported in the
aggregate publicly.
Spelling Commission Report
Accreditation agencies should
make performance outcomes, including
completion rates and student learning,
the core of their assessment process
expand existing standards to
• allow comparisons among institutions on learning
outcomes
• encourage innovation and continuous improvement
• require institutions to report measurable progress
in relationship to their national and international
peers.
Bringing it Home:
Implications for UK
Begin now to address national concerns
and also ensure compliance with areas
of high risk:
• student learning assessment
• faculty credentials
• consortia/contractual relationships
• substantive change
Student Learning Assessment:
Desired Outcomes
University-wide acceptance of program
level assessment as key process in
improving teaching and learning
Regular assessment of program level
student learning that results in
continuous improvement
Body of evidence easily accessible to
internal and external stakeholders
Student Learning Assessment:
Suggested Steps
Faculty-driven activities to achieve desired
outcomes:
Review and update key learning goals for degree
programs
Identify the courses in which key learning goals are
introduced, emphasized, applied and possibly
integrated (i.e. curriculum mapping)
Design and carry out plans to assess learning goals at
most appropriate point
Discuss assessment results and implement curricular
improvements, if necessary
Document improvements and sustain ongoing process
HOW?
Assessment Committee Recommendations:
Adopt university-wide philosophy and commitment
to student learning assessment
Institutionalize assigned responsibility for
assessment at appropriate unit levels
Provide resources needed to manage assessment
activities, such as user-friendly, flexible software
systems
Or adopt other strategies?