SACS Reaffirmation Update to University Senate: October 10, 2011

Dr. Heidi M. Anderson Interim Vice President, Institutional Research, Planning, & Effectiveness http://www.uky.edu/SACS/

SACS

Southern Association of Colleges and Schools

www.sacscoc.org

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SACS

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2001 significantly changed it’s approach to accreditation Expects an institution has made a commitment to:

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Focus on student learning

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Enhance the quality of it’s educational programs

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Engage in continuous improvement

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Comply with the SACS Principles of Accreditation

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Steps in the Reaffirmation Process

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SACS uses a multi-phased process

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Off-Site Review of Compliance Certification

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Compliance Certificate – institutional document demonstrating compliance with standards

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On-Site Review of Quality Enhancement Plan (QEP)

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Review team visits the university, to evaluate and determine the feasibility of the QEP and review areas of non-compliance as noted by off-site review committee

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Reaffirmation Process Timeline

Institution submits: Sep 10, 2012 Compliance Certification (CC) (all standards except QEP*) Commission Institution submits: Jan 2013 Commission Apr 9-11, 2013 Commission Off-Site Peer Review of CC Nov 6-9, 2012 Quality Enhancement Plan (QEP) On-Site Review of QEP and any non-compliant CC Reviews -- Dec 7-10, 2013

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The Compliance Certification Report

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Institution makes the case for compliance for each

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Core Requirement

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Comprehensive Standard

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Federal Requirement Case is supported with documentation, relevant data, and an explanatory narrative Non-compliance judgment on Core Requirement results in automatic sanction

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Areas Covered

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Mission, Governance and Administration Institutional Effectiveness All Educational Programs (Undergraduate, Graduate, Professional) Faculty Library and Learning Resources Student Affairs and Services Financial Resources Physical Resources

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Acceptable QEP

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CR 2.12 – includes an institutional process for identifying key issues emerging from institutional assessment and focuses on learning outcomes and/or the environment supporting student learning and accomplishing the mission of the institution CS 3.3.2 – demonstrates institutional capability; includes broad-based involvement achievement ; and identifies goals and a plan to assess their

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Requirement or Standard 2.8

2.5

2.12

3.3.1.1

3.7.1

3.12

Critical Areas

Compliance Area Faculty qualifications Institutional effectiveness (strategic plans and improvement action plans) in all areas Acceptable QEP based on key issues emerging from student learning assessment results Student learning improvement based on assessment results Faculty competence/credentials/transcripts Substantive change

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Update on Faculty Credentials

CR 2.8 and CS 3.7.1

Faculty Competence: What Does SACS Look for?

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Institution employs competent faculty qualified to accomplish the missions Institution gives primary consideration to the highest earned degree in the discipline Institution also considers undergrad/graduate degrees, work experiences, professional licensure, certifications, honors/awards, documented excellence in teaching, other…

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Documenting faculty credentials for the SACS Faculty Roster

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2002 SACS Reaffirmation UK was cited non compliant as related to faculty competence 3.7.1

In response, UK developed Faculty Database (FDB) under the leadership of Diane Gagel FDB allows UK to make faculty credentialing checks at time of hire and each semester at the course level

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Documenting faculty credentials for the SACS Faculty Roster

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SACS expects us to provide evidence about how we determine the competencies of faculty:

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Review transcripts (college and provost level review)

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Assign CIP codes to each faculty member’s graduate degrees and each course taught by the faculty person

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Department chairs provide a justification for each instructor and teaching assignment that does not satisfy SACS logic (terminal degree, etc.)

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Validate international transcripts of faculty

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Assistance of Dr. Jennifer Skaggs, Kathryn Wong, & Tomeia Luke 15

• College of Arts & Sciences • College Agriculture • College of Business & Economics • College of Communications & Information Studies • College of Dentistry • College of Design • College of Education • College of Engineering • College of Fine Arts • College of Health Sciences • College of Law • College of Medicine • College of Nursing • College of Pharmacy • College of Public Health • College of Social Work • Graduate School (Martin School, Patterson School )

95-100 % complete for instructor transcripts from Fall 2010 through Fall 2011

Pending some instructor transcripts: …Request for originals (where possible) …New instructors incoming for Fall 2011 …Transcript requiring translation 16

College of Arts & Sciences:

Debbie Burton, Nikki Noe (student worker).

College of Agriculture:

Lisa Collins, Brooke Stone, Ruth Cremeans.

College of Business & Economics:

Debbie O’Daniel, Melissa Huffman.

College of Communications & Information Studies:

Charlene Monaghan, Lousetta Carlson, Maggie Chapman, Nathan Stevens, Konstantin Tovstiadi.

College of Dentistry:

Barbara Dickson.

College of Dentistry:

Ginny Miller, Kimberly Light.

College of Education:

Tricia Adolph, Keri Puckett.

College of Engineering:

Mary Watts, Libby Weir, LynnTiley, Sue Mills, Betty Berry, Diane Mier, Linda Baldwin, Peter Hayman, Kathy Kotora, Kenny Blair.

College of Fine Art:

Geraldine Maschio, Deborah Colston.

College of Health Sciences:

Sharon Stewart, Rena Murphy, Keturah Taylor.

College of Law:

Destiney Clark, Jason Souders.

College of Medicine:

Sandra Jaros, Charlotte Baker, Stephen Welch.

College of Nursing:

Nancy Mcdevitt.

College of Pharmacy:

Mandy Bucy.

College of Public Health:

Rebecca Flanagan.

College of Social Work:

Heather Bosworth, Chelsea Cushing, Karen Badger, Gary Trumble.

Graduate School (Martin School, Patterson School): Patricia Whitlow, Cheryl Estes.

Additional assistance for scanning of oversized transcripts, or transcripts requiring color and contrast adjustments:

Mary Lou Cahal, Academic Technology Group, UKIT.

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Quality Enhancement Plan (QEP)

Focus on enhancing student learning or the environment for student learning CR 2.12 and CS 3.3.2

QEP: focus on student learning

• • • • Co-leaders Drs. Snow, Sellnow and a team canvassed campus last year to announce QEP and get “Big Ideas” for potential topics “Big Ideas” “White Papers” Topic: “Multimodal Communication Across the Curriculum” MCXC QEP Development Team is defining the learning outcomes, writing the QEP Plan, working to ensure campus-wide awareness of the topic, etc.

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Institutional Effectiveness

CR 2.5 and CS 3.3.1 On-going, integrated, institution-wide, systematic review, continuous improvement

Institutional Effectiveness: Strategic Planning & Assessment Update

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Leadership of Dr. Mia Alexander-Snow and Tara Rose Systematic review of over 190 unit strategic plans and annual progress reports Systematic review of over 250 degree programs student learning assessment plans and the improvement action plans October 31, 2011 deadline for 2010-2011 May 25, 2012 deadline for 2011-12

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Institutional Effectiveness: Student Learning Assessment Update

SACS: The institution identifies expected outcomes assesses the extent to which it achieves these outcomes and provides evidence of improvement based on analysis of results.

250+ degree programs, criteria:

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Outcomes

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Methods of Assessment Benchmark/Target

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Results

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Analysis

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Improvement Action Plan

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Student Learning Assessment: Improvement Action Plan (IAP)* 2009-2010 for Example Degree Program Discipline Degree Action to Date

Example A Example B Example C Example D Example E Master Bachelor Master Doctorate Certificate Complete Started but incomplete IAP hasn’t been started IAP hasn’t been started Assessment Plan and Improvement Action Plan Missing * IAP format in Blackboard Outcomes 24

Institutional Effectiveness: Strategic Plans: as Captured in Blackboard Outcomes

30 20 10 0 70 60 50 40 1 3 3 President 4 5 7 EVPFA 64 45 14 10 12 13 0 4 6 Provost Educational Academic Support

Areas

No Activity In Progress Complete 25

SACS Team Next Steps

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Reviewing the narratives and evidence for the 16 CR and 56 CS Preparing SACS Faculty Roster for UK Internal Review of Fall 2011 teaching assignments Linking faculty transcripts to faculty credentials data in electronic system Providing an overview/update of SACS Reaffirmation process to various groups as requested (i.e., Senate, BOT) Editing the Compliance Certification report Resolving noncompliance instances based on internal review

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Colleges: Items Needed 2011

Activities Due Date Type I TA Fall Assignments October 15, 2011 Fall 2011 Course Syllabi October 15, 2011 Strategic Plans, Assessment Improvement Action Plans Faculty Credentials Completed for Fall 2011 courses Update faculty CVs October 31, 2011 November 30, 2011 December 2011

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College: Items Needed 2012

Activities Due Date Faculty CVs collected by January 24, 2012 Winter and Spring 2012 Course Syllabi Faculty credentials completed for Winter and Spring 2012 March 1, 2012 March 30, 2012 Strategic Plans and Assessment Improvement Action Plans for 2011-2012 May 25, 2012

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Substantive Change

CS 3.12

Procedure, Timing, Reporting, Type of Report

Compliance Certification Deadlines

Activity Final Approval of the Compliance Certification Report from Leadership Team Date February 1, 2012 Compliance Certification Mock Review Submission of Compliance Certification Report to SACS On-Site Visit March 25-31, 2012 September 10, 2012 April 9-11, 2013

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Campus Awareness: Overview of SACS

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Awareness about ‘new’ SACS process and UK status

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College of Fine Arts: August 26, 2011 UCAPP: October 3, 2011

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University Senate: October 10, 2011 Board of Trustees December, 2011 Others ??

Awareness about QEP process – ongoing Awareness about Institutional Effectiveness, Student Assessment

Appreciation to:

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Mia Alexander-Snow Diane Gagel Tomeia Luke Connie Ray Tara Rose Jennifer Skaggs Deanna Sellnow Diane Snow Kathryn Wong And a host of others .....

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Questions?