2012 Middle States Accreditation Report Review

Chapter 4: A Learner-Centered Campus

Standards 8 and 9

Chapter 5: A Vibrant Faculty

Standard 10

MSCHE Accreditation

 

Mission-based Decennial self-study

• Compliance and improvement • 14 Standards •

Characteristics of Excellence

• Emphasis on results instead of processes

2011-2012 Timeline

 Fall 2011 • Campus comment on self-study draft • Evaluation team Chair reviews draft • Dr. Javier Cevallos • President, Kutztown University of Pennsylvania • November 2 nd campus visit - 4 th : Dr. Cevallos makes preliminary • Final self-study report prepared • Preparation of electronic document repository  Spring 2012 • Final report sent to team (6 wks. prior to visit) • April 1 st – 4 th : Team visit and report • Institution response

Organization of Self-Study Comprehensive Model

 14 Standards grouped into 8 chapters • Chapter 1: Institutional Excellence • Chapter 2: Institutional Vitality • Chapter 3: Institutional Leadership and Governance • •

Chapter 4: A Learner-Centered Campus Chapter 5: A Vibrant Faculty

• Chapter 6: Intellectual Rigor • Chapter 7: An Education for the 21 st Century • Chapter 8: A Culture of Continuous Improvement

A Learner-Centered Campus

Standard Descriptions

Standard 8: Student Admissions and Retention

 The Institution seeks to admit students whose interests, goals, and abilities are congruent with its mission and seeks to retain them through the pursuit of the students’ educational goals.

Standard 9: Student Support Services

 The institution provides student support services reasonably necessary to enable each student to achieve the institution’s goals for students.

Work Group Members

Kathy Evans (Chair) Gail Akin Jackie Campbell Wallace Howard Gordon Chris Hockey Mark Humbert Peg Lloyd Gurdeep Skolnik Terri Tiballi Elyzabeth Wengert Kate Haefele

Input/Data Sources Reviewed

            Enrollment plans Student Diversity Recruitment and Retention Plan Financial Aid web site Directors and other personnel involved with various student services First Year Programs assessment documents Resident Life assessment documents Student services surveys Student Affairs Annual Reports Carnegie Community Engagement Application Student Handbook Undergraduate Catalog University Police web site, Emergency Response Procedures manual

General Findings

 Our admissions efforts have met goals for diversity, geographic mix, and quality.

 We continue to be a best practice institution in our first year programming.

 As recognized by the Carnegie Foundation in 2010, community engagement is an integral part of campus life and furthers our mission.

General Findings (cont.)

 We continue to offer a full range of activities and services to our students and are managing increases in the demand for services in areas such as health, tutoring and disability accommodations.

 The assessment culture within Student Affairs has become more reflective and substantive.

Recommendations

 Develop and enhance our retention efforts with the formation of a comprehensive retention plan. We need to continue to assess and move toward institutionalizing these retention efforts.

 Expand institutional retention efforts in the first year and beyond where the data indicates an opportunity for improved retention and persistence.

Recommendations (cont.)

 Evaluate the growing demand for health, disability and tutoring services on campus in relation to the college’s resources in this area.  Guide the mix of services and continued refinement of existing services with ongoing assessment for the best use of resources.

Questions or Comments?

A Vibrant Faculty

Standard Description

Standard 10

 The institution's instructional, research, and service programs are devised, developed, monitored, and supported by qualified professionals.

Work Group Members

Marcia Burrell (Chair) Joan Carroll Nate Emmons Webe Kadima John Kane Rameen Mohammadi Marta Santiago Barbara Shaffer Paul Tomascak Rodney Johnson

Input/Data Sources Reviewed

              Criteria for Faculty Personnel Decisions (SUNY Trustees, Oswego, Library, Business); Faculty and Professional Staff Handbook Oswego Academic Affairs Annual Reports Undergraduate Catalog 2008 NSSE Report SUNY Oswego Foundations of Excellence Evidence Library Report on Faculty Research at SUNY Oswego 2007 Academic Affairs Professional Development Plan 2005-2008 Institutional support for Professional Development United University Professionals Contract Oswego By The Numbers Quest web site School of Education Policy Handbook Report of Awards (Excel spreadsheet) Faculty summary data and online activity report summaries

General Findings

 Faculty expectations are clearly communicated. Strong peer review processes are in place.

 Faculty professional development has brought innovative curricular changes and more effective pedagogies to our classrooms.  The emphasis on funding and showcasing faculty led student research has resulted in impressive gains in the opportunities for students to learn and become part of the solutions to world challenges.

Recommendations

 Implement richer documentation of the impact of professional development and internal grants on student learning. • This recommendation comes out of the process of writing this chapter.

 Review the process for evaluating and assessing the work of adjunct faculty, combined with a larger discussion on what is the appropriate balance between full and part-time instruction  Develop measures to assess advisement loads, quality and effectiveness.

Questions or Comments?