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John Tyler Community College and the SACS Fifth Year Impact Report Dr. Ray Drinkwater Vice President of Academic & Student Services
Five Components of the Fifth Year Report 1.Signatures Attesting to Integrity (applicable to all institutions) 2.Abbreviated Institutional Summary Form Prepared for Commission Reviews (applicable to all institutions) 3.Abbreviated Compliance Certification (applicable to all institutions) 4.Additional requested information (applicable to select institutions) 5.Impact Report of the Quality Enhancement Plan (applicable to all institutions reaffirmed since 2004 using the Principles of Accreditation)
Signatures By signing below, we attest to the following: That _____________ (name of institution) has conducted an honest assessment of compliance and has provided complete and accurate disclosure of timely information regarding compliance with the identified Core Requirements, Comprehensive Standards, and Federal Requirements of the Commission on Colleges. Date of Submission: ___________________ Accreditation Liaison Name of Accreditation Liaison Signature Chief Executive Officer Name of Chief Executive Officer Signature
The Abbreviated “Institutional Summary Form Prepared for Commission Reviews” History and characteristics of the institution List of degrees and the majors or concentrations within those degrees, as well as all certificates and diplomas. Locations and Distance Education JTCC kept this section down to 5 pages of bulleted information We also realized we had failed to report a substantive change, so we submitted it immediately to SACS before submitting the Fifth Year Report
1.Full-time faculty ratios (Core Requirement 2.8) 2.Qualified administrators (Comprehensive Standard 3.2.8) 3.Published admission policies (Comprehensive Standard 3.4.3) 4.Program coordination (Comprehensive Standard 3.4.11) 5.Student support programs (Core Requirement 2.10) 6.Physical facilities (Comprehensive Standard 3.11.3) 7.Educational outcomes/Institutional Effectiveness (Comprehensive Standard 3.3.1) 8.Student achievement (Federal Requirement 4.1) 9.Appropriate curriculum (Federal Requirement 4.2) 10.Student policies (Federal Requirement 4.3) 11.Program length (Federal Requirement 4.4) 12.Student complaints (Federal Requirement 4.5) 13.Recruitment materials (Federal Requirement 4.6) 14.Program responsibilities under Title IV(Federal Requirement 4.7) and (Comprehensive Standard 3.10.3) The Abbreviated Compliance Certification
NOTE: some of the items have changed, so make sure you are working from the most current document! SACS wants a complete explanation of compliance and documents, just as an institution would provide during reaccreditation JTCC had a request for 2 additional items--#12: actual copies of student grievances (from beginning to conclusion) and #4: more information on program heads (resumes/vitae and Faculty Roster showing each individuals’ qualifications to lead the program). Once those were submitted, JTCC passed the certification piece with no problem.
Additional Requested Information (Not applicable to all institutions) Addresses an institution’s continued compliance with standards and requirements specified in a letter by the President of the Commission normally at the time of an institution’s last review. JTCC was not required to provide this
The Impact Report of the Quality Enhancement Plan Required Elements 1.a brief description of the institution 2.the title and a brief description of the institution’s Quality Enhancement Plan as initially presented 3.a succinct list of the initial goals and intended outcomes of the QEP 4.a discussion of significant changes made to the QEP and the reasons for making those changes 5.a description of the QEP’s direct impact on student learning including the achievement of goals and outcomes as outlined in item three above, and unanticipated outcomes of the QEP, if any. The report should not exceed ten pages, including narrative and appendices
This was JTCC’s biggest challenge The QEP no longer resembled what had been approved by SACS In ½ page, we summarized in bullets what we had hoped to accomplish at the beginning We showed “significant changes” in a matrix that looked like this… The Impact Report of the Quality Enhancement Plan
Original RecommendationsStatusResults Assign academic advisors by discipline rather than by alphabet in Arts & Sciences Partially Accomplished Transfer students make up more than 50% of the enrollment at the college. Occupational-technical students are advised by program faculty whereas transfer students are randomly assigned faculty advisors by Counseling staff when they enroll in a transfer curriculum. Special attention is given to a student’s intention to major in a specific discipline, such as English or History, when possible. However, when the student preference is not known or when a faculty member in a specific discipline is not available, faculty from any discipline may be assigned as the official advisor. The Dean of Student Services and the Directors of Counseling at both campuses work to ensure that the faculty advising load remains balanced. Provide annual training related to advising to all faculty (returning, new and adjunct) AccomplishedAll new faculty receive training on advising and how to use the SIS, PeopleSoft. Training sessions for returning faculty are presented annually on professional development days such as Founder’s Day and Assessment day. Adjunct faculty members typically do not advise students, but do have access to advising materials.
Impact on Student Learning and unintended outcomes… JTCC provided as much positive data as possible on those original QEP elements we HAD addressed We also provided a short list of strategies we were still planning to implement Overall, we came clean on not fulfilling our original promise, but showed that we were still taking our topic seriously
Overall Lessons Take every component of the Fifth Year report seriously! Do not skimp on text or documentation Use the Reviewers’ handbook to get an idea of what they will be looking for in the Compliance document If you have failed to report a substantive change, do it NOW. Again, better to come clean and get it reported than be written up for not reporting it at all Be completely forthcoming with the status of your QEP—if you didn’t do it, explain why and outline what you have done Use data just as you would during a full reaccreditation process Make it easy to read—use bullets, matrices, lists, whatever you can to stay within page limits and to get the points across
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