Welcome toTeaching + 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

WebinarAugust 20, 2013

Preparing for Reaffirmation Review and the Fifth Year Interim Report : Avoiding Some

Often Cited SACSCOC Review Issues

Presented ByClaudette H. Williams, Ed.D.

Vice PresidentSouthern 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

• 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 Academic Program Coordination

10 3.7.2 44.6% Faculty Evaluation

Ten Most Frequently Cited Requirements/Standards

Rank Requirement/Standard

% of Institutions 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

• 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…• Analyze• Apply• Articulate• Calculate • Categorize• Demonstrate• Choose• Classify• Compare • Compute• Contrast• Create• Defend• Define• Demonstrate• Describe

• Design• Develop• Devise• Differentiate• Discuss• Distinguish• Earn• Explain• Identify• Illustrate• Indicate• Initiate• Interpret• Integrate• Judge• Label

• 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:– Not reliable– Not verifiable– Not current– Not objective– Not coherent – Not relevant– Not representative

We Can Fix It

All will be well

Celebration Time!!!

THANK YOU

References

• SACSCOC Institutional Effectiveness Workshop for Pre-Applicant Institutions

• Resource Manual For The Principles of Accreditation

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!

Evaluation Feedback Survey

Join us every Third Tuesday for more Professional Development opportunities.Next Session: September 17, 2013TIME 2:30pm – 4:30pmTITLE S4: Mobile Tools for Classroom Feedback and Formative

AssessmentPRESENTERS Dr. Paul Wallace, Assistant Professor of Instructional

Technology, Appalachian State University