navigating through a sacs candidacy application and accreditation review

Navigating Through a SACS Candidacy Application and

Accreditation Review

A Model for Crafting a Successful Compliance Certification Report

Agenda

1. Introduction and Overview

2. Accreditation Overview

3. Compliance Certification

4. Assessment Basics

5. Strategies for Success

6. Questions, Comments, Conversation

Questions

What is Accreditation?

Who is SACS?

Basic Purposes of Accreditation• Improve the quality of education

a. Student learning

b. The student experience

c. Institutional effectiveness

d. Effective use of resources

• Provide accountabilitya. Students (current and perspective)

b. Employers

c. Parents

d. External funding sources

e. Board of Trustees

f. Transfer institutions

g. Accrediting agencies

The overall goal of the review is to ADD VALUE to the

institution

Student Benefits:Ease of transfer

Financial aid

PROCESSESINPUTS OUTPUTS/OUTCOMESGOALS

Effectiveness

Efficiency

Quality

Enrollmentand

Accreditation

What would you do with $10,000,000?

SACS Accreditation Outline

1. Compliance Certificationa) Integrityb) Core Requirementsc) Comprehensive Standardsd) Federal Requirements

2. Quality Enhancement Plan3. Commission Policies

Compliance CertificationA. Integrity: 1B. Core Requirements: 12(16) C. Comprehensive Standards: 14(67) D. Federal Requirements: 9(11)

95 Standards 92 Standards to respond to in CC Evidence (meeting minimum standards) Signed by President and Accreditation

Officer

Compliance CertificationAchieving widespread

institutional participation for the compliance review is not a

goal.

All Compliance Standards Are Not Created Equally

Core Requirements have a heightened level of importance.

Compliance Certification Tools

Master CalendarResponsibility MatrixCommunications PlanSupport from Leadership

Leadership and Division of Responsibility

• Compliance CertificationSmall (influential) groupAdministrative exercise

• QEPFaculty ledRepresentation from all parts of the campus community

The Reaffirmation Process1. Orientation by SACSCOC2. Optional Advisory Visit3. Submission of Compliance

Certification4. Off-Site Peer Review5. Submission of Focused Report6. Submission of QEP7. On-Site Peer Review 8. Submission of Response Report9. Review by COC

Offsite review is preliminary/advisory.

You get three chances to get it right.

Student success is the highest priority.

The “Dirty Dozen”

1. CS 3.7.1 Faculty Competence2. CS 3.5.1 College-Level Competencies3. CS 3.4.1 Academic Program Approval4. CR 2.11.1 Financial Resources5. CS 3.3.1 Effectiveness – Expected Outcomes6. CS 3.2.10 Administrative Staff Evaluations7. CS 3.4.7 Consortia/Contractual Relationships8. CR 2.5 Institutional Effectiveness9. CS 3.7.2 Faculty Evaluations10.CS 3.11.3 Physical Facilities11.CS 3.10.1 Financial Stability12.CS 3.2.13 Foundation Governance

Standards/Requirements Most Often Cited

Comprehensive Standard 3.7.1Faculty Competence

General policy (must adopt your own)Exception policy Documentation for exceptionsNeed original transcriptsMust provide two terms of dataApplies to all FT and adjunct facultySee SACS’ “Guidelines”

Core Requirement 2.5Institutional Effectiveness

The institution engages in ongoing, integrated, and

institution-wide research-based planning and

evaluation processes.

“The goal of institutional effectiveness planning is not

to create more work for everyone but to ensure that the work being done is the best it

can be.”

IE BasicsStrategic PlanAnnual GoalsIE PlanKPIsTracking DocumentsUnit NotebooksProgram NotebooksDocumentation of Use of ResultsAt least two cycles of evidence

TSC Institutional Goals/Priorities

I. Pathways

II.Success

III.Community Engagement

IV.Institutional Effectiveness

Institutional Effectiveness:

The comparison of results achieved to

goals intended.

Planning and Evaluation is required in ALL areas. This is not stated but

it is necessary.

Need to provide evidence that you use results to make continuous

improvements on every level (institutional, program, course,

student).

• Administrator

• Dean

• Chair

• Program Coordinator

• Director

• Faculty

• Academic Support Staff

• Student Services Support Staff

• Administrative Services Support Staff

Comprehensive Standard 3.3.1Institutional Effectiveness

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.

The 3.3.1 Series

1. Educational Programs

2. Administrative Support Services

3. Academic and Student Support Services

4. Research

5. Community/Public Service

Percentage of institutions cited for non-compliance on CS 3.3.1?

1. 66%

2. 56%

3. 46%

4. 36%

3.3.1.1

Program / Student

Learning Outcome

Assessment Methodology

Assessment Targets &

Results

Use of Results /

Improvements

1.

2.

3.

4.

5.

3.3.1.1

ProgramGoal

Assessment Methodology

Assessment Targets &

Results

Use of Results /

Improvements

1.

2.

3.

4.

5.

3.3.1.2-5

Unit / Department

Goal

Assessment Methodology

Assessment Targets &

Results

Use of Results /

Improvements

1.

2.

3.

4.

5.

Avoid the use of “Generic” Success Targets

• Increase

• Improve

• Strengthen

• Enhance

• Heighten

• Elevate

Alignment

Academic Outcomes: Program Reviews (not SLOs)

Program GoalsEnrollmentMacro Indicators: retention rates, placement

rates, transfer rates, licensure, graduates, employer/student/faculty satisfaction, advisory committee notes, etc.

Student profileProgram demandCost-benefit analysisCredit and contact hours generatedProductivity measures

Student and Administrative Affairs Program Review

Unit mission and goal statementsStudent profileMeasures of demand/traffic/utilizationEfficiency EffectivenessContribution and impactSatisfaction measuresCost-benefit analysisEnd-of-year ReportPeer ReviewsPerformance/quality indicatorsEvidence of continuous improvement

“Sure, the students like your programs and services, but what evidence do you have that what you are doing is

making a difference?”

Comprehensive Standard 3.5.1College-Level Competencies

The institution identifies college-level general

education competencies and the extent to which students

have attained them.

TSC General Education Requirements

• Communication I (6 hours)

• Communication II (6 hours)

• Mathematics (3 hours)

• Natural Science (8 hours)

• Humanities/ Visual & Performing Arts (6 hours)

• History (6 hours)

• Government (6 hours)

• Social & Behavioral Sciences (3 hours)

• Physical Education (4 hours)

48 Total Credit Hours

“Products” of Higher Education

1.Cognitive Development

2.Behavioral Development

3.Affective Development

•Knowledge

•Skills

•Abilities

•Attitudes

•Values

•Behaviors

SLO = ?1. Slovenia

2. Student Life Organization

3. Sore Losers Organization

4. Special Liquor Order

5. Student Learning Outcomes

Student Learning Outcomes defined:

The knowledge, skills and abilities a student has attained

at the end (or as a result) of his or her engagement in a

particular set of higher education experiences.

Good learning outcomes are:

1.Learner-centered

2.Key to the course/program mission

3.Meaningful (to students and faculty)

4.Measurable

Remember, student achievement is not the

same as student learning.

Tips on Writing SLOs1. Identify what the student should learn:

a. What should the student be expected to know?

b. What should the student be expected to be able to do?

c. How is a student expected to be able to think?

2. Try to keep the outcomes to a simple sentence.

3. Be as specific as possible.

4. Use active verbs that describe an observable or identifiable action.

5. Identify success criteria (proficiency expected).

6. Think about how you will measure (documentation, artifacts, evidence).

Phrases to Avoid• Appreciation for…

• Acquainted with…

• Awareness of…

• Capable of…

• Comprehension of…

• Conscious of…

• Familiar with…

• Interested in…

• Knowledge of…

• Knowledgeable about…

• Understanding of…

Comprehensive Standard 3.4.1Academic Program Approval

The institution demonstrates that each educational program for which academic credit is awarded is

approved by the faculty and the administration.

Core Requirement 2.11.1Financial Resources

a) Institutional audit

b) Management letter

c) Statement of financial position of unrestricted net assets

d) Annual approved budget

Comprehensive Standard 3.2.10Administrative Staff Evaluations

The institution evaluates the effectiveness of its administrators on a

periodic basis.

*

On-Site Mandatory Reviews 2.8 Faculty 2.10 Student Support Services 3.2.8 Qualified Admin/Acad Officers 3.3.1.1 Institutional Effectiveness 3.4.3 Admissions Policies 3.4.11 Academic Program Coordination 3.10.3 Financial Aid Audits 3.11.3 Physical Facilities 3.13.1 Policy Compliance 4.1 Student Achievement 4.2 Program Curriculum 4.3 Publication of Policies 4.4 Program Length 4.5 Student Complaints 4.6 Recruitment Materials 4.7 Title IV Program Responsibilities 4.8 Distance and Correspondence Education 4.9 Definition of Credit Hours

Assessment Defined

The systemic collection, review, and use of information about

educational programs undertaken for the purpose of improving

student learning and development – Ted Marchese

Assessment Helps

Reinforce or emphasize the mission of your unitImprove a program's quality or performanceInform planningInform decision-makingEvaluate programs and personnelAssist in the request for additional fundsAssist in the reallocation of resourcesAssist in the meeting of reaccreditation

requirementsCelebrate successesCreate a culture of continuous improvement

“Assessment turns colleges from being

teacher-centered to be student- and learning-

centered”

Basic Questions Guiding Assessment

1. What should students/clients gain from our unit services and experiences?

2. How can we document and evaluate how well we are providing these services?

3. What changes should we make to improve?

4. Do the improvements we make work?

Four Levels of Assessment in the Academy

1. Institutional Level

2. Program / Departmental Level– General education

– Degree programs (major field of study)

– Developmental education

– Distance education

– Continuing education

3. Course Level

4. Individual Student Level

Distance Education(issue of equivalency)

Developmental Education(performance in next level course)

Process for measuring outcomes

1. Create written statements of measurable outcomes.

2. Choose the evaluation tool.

3. Set standards for levels of performance on each objective.

4. Identify observable factors that provide the basis for assessing which level of performance has been achieved.

5. Set benchmarks.

6. Evaluate performance, assemble data, and report results.

7. Use results to make improvements.

Non-Academic Evidence: Direct Measures• Productivity Metrics

• Efficiency and Effectiveness Metrics

• Needs Assessment

• Ratio and Financial Analyses

• Utilization Statistics

• Error Rates

• Turnaround Time

• Wait Time

• Value-added Measures (pre- and post-testing, time-series analyses)

• Case Studies and Simulations

• Rubrics

Academic Evidence: Direct Measures• Comprehensive/capstone examinations or assignments

• Licensing examinations

• Professionally judged performances/demonstrations

• Portfolios (documented learning experiences)

• Value-added measures (pre- and post-testing, time-series analyses)

• Standardized tests (i.e., CAAP, MAPP, CLA)

• Case studies

• Simulations

• Capstone experiences

• Rubrics

Faculty Concerns

• “We already assess: grades.”

• “This is additional work.”

• “I’m too busy.”

• “This violates my academic freedom.”

• “Degree attainment demonstrates that SLOs are attained.”

• “I don’t know how.”

• “When will this go away?”

Why aren’t course grades enough?

• Issue of consistency between instructors (non-standardized grading practices).

• Need meaningful data across sections.

• Grades may reflect student behaviors such as class participation, attendance, cooperation, missed assignments, etc.

Evidence – Indirect Measures• Client Satisfaction

• Community Satisfaction

• Student Satisfaction

• Alumni Satisfaction

• Employee Satisfaction

• Retention Rates

• Placement Rates (employment or transfer institutions)

• Focus Groups

• Exit Interviews

• Advisory Committee Recommendations

• Reflective Essays

Structure of Measurements

• Employ multiple measures– Quantitative– Qualitative– Formative– Summative

• Triangulate results• Establish baseline data

– Longitudinal– Comparative

• Set realistic goals• Define -> Measure -> Improve

Make friends with your IR/IE staff

Documentation Rule

If it is not documented then it did not happen.

SACS Major Changes• College-Level Competencies

• Faculty Credentialing (guidelines)

• IE: Use of Results (closing the loop)

• IE: Student Learning Outcomes

• Policy Compliance

• Distance Education

Other Areas That Require Attention

1. Institutional Mission (CR 2.4, CS 3.1.1)2. Number of Full-Time Faculty (CR 2.8)3. Qualified Academic/Administrative Officers (CS

3.2.8)4. Control of Intercollegiate Athletics (CS 3.2.11)5. Fund-Raising Activities (CS 3.2.12)6. Academic Program Coordination (CS 3.4.11)7. 25% Rule (CS 3.5.2)8. Representation Status with COC (CS 3.14)9. Student Complaints (FR 4.5)10.Recruitment Materials (FR 4.6)

Resources

SACS Handbooks / MonographsWebsite: www.sacscoc.orgLiaison

CHEAWebsite: www.chea.org

Colleagues

Budget

On-site teamTravelFoodHotelMisc.

Printing & copyingSurveysConsultingStipends and release time

Resource Room

Compliance certification material and documentation Clerical and technical support Computers Internet connectivity Printer Copier and shredder Office supplies Phones (and long distance access codes) Local website Name badges Food and drinks Campus maps On-campus contact information

On-site and at hotel

Application Preparedness Tips

1. Make effort an institutional priority2. Start early (catalog and handbook items, credentialing,

course and program goals, college rules/policies) and stay on schedule

3. Review material on SACSCOC website4. Develop a SACS educational campaign for entire

college/university community (front & back end)5. Provide faculty and staff with assistance (assessment) 6. Take a one-college/university perspective (consistency is

key)7. Review and communicate mission statement8. Prepare for Politics (and resistance)9. Embrace participation and inclusiveness10. Develop a responsibility matrix

The “Top 30”

Application Preparedness Tips

11.Understand each question / standard12.Write from the reader’s perspective (write to the test)13.Remember that this is an exercise in technical writing14.Drown them with data15.Centralize documentation (resource/war room) 16.Edit final document (make sure report is user friendly)17.Put your final report in one voice18.Report should be self-contained19.Do not make reader “search” for answers (they won’t do it)20.Use no future tense / do not tell SACS what you plan to do

(not a confessional)

The “Top 30”

Application Preparedness Tips

21.Develop a master calendar and set timelines that are before real deadlines

22.Encourage an electronic mode of delivery23.Avoid documentation overkill (no data dump)24.Interpret charts / graphs for readers25.Have an experienced outsider review your materials26.Provide orientation to onsite review team (tell them what

they will find)27.Learn from the experiences of others28.Your colleagues will miss deadlines and annoy you – be

relentless29.Maintain a sense of humor and make it fun30.?

The “Top 30”

Questions

Presenter

• Dr. Thomas Cleary

• Vice Chancellor

• Alamo Colleges: San Antonio, Texas

• 210-485-0400

• tcleary1@alamo.edu