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Clues for Solving the Mystery of the Fifth-Year Interim Report Clues for Solving the Mystery of the Fifth-Year Interim Report 2013 SACSCOC Annual Meeting.

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Presentation on theme: "Clues for Solving the Mystery of the Fifth-Year Interim Report Clues for Solving the Mystery of the Fifth-Year Interim Report 2013 SACSCOC Annual Meeting."— Presentation transcript:

1 Clues for Solving the Mystery of the Fifth-Year Interim Report Clues for Solving the Mystery of the Fifth-Year Interim Report 2013 SACSCOC Annual Meeting December 7-10, 2013 Atlanta, Georgia

2 UCF Team Tace Crouse –coordinator of UCF’s Fifth-Year Report and peer reviewer Diane Chase – current SACSCOC liaison for UCF and peer reviewer Heidi Watt – member of UCF Fifth-Year Report leadership team and manages on-going SACSCOC compliance activities Denise Young – former SACSCOC liaison for UCF and peer reviewer (including Fifth-Year reports) Tace Crouse –coordinator of UCF’s Fifth-Year Report and peer reviewer Diane Chase – current SACSCOC liaison for UCF and peer reviewer Heidi Watt – member of UCF Fifth-Year Report leadership team and manages on-going SACSCOC compliance activities Denise Young – former SACSCOC liaison for UCF and peer reviewer (including Fifth-Year reports) 2

3 University of Central Florida 3 60,000 students 200+ programs Multiple campuses Research I University SACSCOC Level VI second largest university in U.S. one of twelve Florida state universities

4 Workshop Outcomes To prepare for their next report, participants will analyze the Fifth-Year Interim Report process including the: previous performance of institutions new and most challenging standards litmus test questions technology tools evaluator’s perspective organizational matrix To prepare for their next report, participants will analyze the Fifth-Year Interim Report process including the: previous performance of institutions new and most challenging standards litmus test questions technology tools evaluator’s perspective organizational matrix 4

5 Workshop Agenda background check providing clues for preparing accreditation reports with a focus on the SACSCOC Fifth-Year Interim Report input from peers Evaluator perspectives and input into an Organizational Matrix are embedded throughout to provide you with clues for how your work might be reviewed and a jump start on your next report! background check providing clues for preparing accreditation reports with a focus on the SACSCOC Fifth-Year Interim Report input from peers Evaluator perspectives and input into an Organizational Matrix are embedded throughout to provide you with clues for how your work might be reviewed and a jump start on your next report! 5

6 Background Check of Fifth-Year Report Why a fifth-year report requirement?  response to federal oversight (Higher Education Opportunity Act)  ten-year span for major review deemed too long What is the SACSCOC Fifth-year Report?  four or five-part report describing your institution, how it complies with designated standards, impact of its QEP, and action letter follow-up reports as required  may include a visit to off-campus sites initiated since previous reaffirmation  revised in 2012 Why a fifth-year report requirement?  response to federal oversight (Higher Education Opportunity Act)  ten-year span for major review deemed too long What is the SACSCOC Fifth-year Report?  four or five-part report describing your institution, how it complies with designated standards, impact of its QEP, and action letter follow-up reports as required  may include a visit to off-campus sites initiated since previous reaffirmation  revised in

7 Background Check of Fifth-Year Report …continued  includes many of the most challenging standards  Quality Enhancement Plan (QEP) Impact Report  rigor required equal to that of decennial report  evaluators scrutinize 10+ reports at one time quick deadline if referral report needed referral reports evaluated by the Compliance and Reports Committee  includes many of the most challenging standards  Quality Enhancement Plan (QEP) Impact Report  rigor required equal to that of decennial report  evaluators scrutinize 10+ reports at one time quick deadline if referral report needed referral reports evaluated by the Compliance and Reports Committee 7

8 SACSCOC Fifth-Year Report Standards (2012) 1. CR 2.8 Number of full ‐ time faculty 2. CR 2.10 Student support services 3. CS Qualified administrative and academic officers 4. CS Institutional effectiveness: educational programs 5. CS Admissions policies 6. CS Qualified academic program coordinators 7. CS Physical facilities 8. FR 4.1 Student achievement 9. FR 4.2 Program curriculum 10. FR 4.3 Publication of policies 11. FR 4.4 Program length 12. FR 4.5 Student complaints 13. FR 4.6 Recruitment materials 14. FR 4.7/CS Title IV program responsibilities/financial aid audits 15. FR 4.8 Distance and correspondence education 16. FR 4.9 Definition of credit hours 17. CS 3.13 Policy compliance 1. CR 2.8 Number of full ‐ time faculty 2. CR 2.10 Student support services 3. CS Qualified administrative and academic officers 4. CS Institutional effectiveness: educational programs 5. CS Admissions policies 6. CS Qualified academic program coordinators 7. CS Physical facilities 8. FR 4.1 Student achievement 9. FR 4.2 Program curriculum 10. FR 4.3 Publication of policies 11. FR 4.4 Program length 12. FR 4.5 Student complaints 13. FR 4.6 Recruitment materials 14. FR 4.7/CS Title IV program responsibilities/financial aid audits 15. FR 4.8 Distance and correspondence education 16. FR 4.9 Definition of credit hours 17. CS 3.13 Policy compliance 8

9 What is “new” about the SACSCOC Fifth-Year Report? 9  language changes in CR 2.8, 2.10, CS 3.2.8, FR 4.1, 4.2, and 4.7  new standards: FR 4.8.1, 4.8.2, 4.8.3, and 4.9  policy compliance: CS , , and more on these later…

10 The Fifth-Year Report – a Challenging Mystery, Indeed 76 percent of 2012 and 2013 institutions were required to submit at least one referral report Reported in Busting Myths about SACSCOC by Michael Johnson, SACSCOC Senior Vice President 76 percent of 2012 and 2013 institutions were required to submit at least one referral report Reported in Busting Myths about SACSCOC by Michael Johnson, SACSCOC Senior Vice President 10

11 2013 Institutions – Major puzzlers % Required to Complete Referral Reports StandardTrack ATrack B CR 2.8Sufficiency of Full-Time Faculty24%38% CS Institutional Effectiveness33%48% CS Qualified Academic Coordinators 39%18% CS Accrediting Decisions27%8% CS Complaint Record12%10% FR 4.1Student Achievement33%5% FR 4.4Program Length0%8% FR 4.5 Student Complaints6%13% CS 3.10/ FR 4.7 Financial Aid Audits/ Title IV Responsibilities 15%20% FR 4.8.2Protecting Student Privacy0% FR 4.9Credit Hours6%3% QEPImpact Report3%15% 11

12 Form your Accreditation Scene Investigator (ASI) Teams 8-10 members  meet and greet  color-coded for inclusive responding designate a reporter 8-10 members  meet and greet  color-coded for inclusive responding designate a reporter 12

13 Referral Trends - ASI Teamwork (five-minute drill) Do you believe the results for 2013 were unusual? What do you think were the top five referral producers for Fifth-Year Reports over the last four years and why have they been problem areas? Do you believe the results for 2013 were unusual? What do you think were the top five referral producers for Fifth-Year Reports over the last four years and why have they been problem areas? 13

14 Top Five Referral Report Producers (Combined Tracks A and B) 5 - FR 4.5 Student Complaints - 17% 4 - CS /FR 4.7 Financial Aid/Title IV - 21% 3 - CS Qualified Academic Coordinators – 32% 2 - CR 2.8 Number of Full-time Faculty – 42% 1 - CS Institutional Effectiveness: Educational Programs, to include Student Learning Outcomes – 49% 5 - FR 4.5 Student Complaints - 17% 4 - CS /FR 4.7 Financial Aid/Title IV - 21% 3 - CS Qualified Academic Coordinators – 32% 2 - CR 2.8 Number of Full-time Faculty – 42% 1 - CS Institutional Effectiveness: Educational Programs, to include Student Learning Outcomes – 49% 14

15 Referral reasons Failure to communicate compliance clearly Failure to provide sufficient or appropriate evidence for compliance Make a case for compliance with the wrong criteria due to a misinterpretation of the standard Rarely, but sometimes, we do not comply. Failure to communicate compliance clearly Failure to provide sufficient or appropriate evidence for compliance Make a case for compliance with the wrong criteria due to a misinterpretation of the standard Rarely, but sometimes, we do not comply. 15

16 Detecting clues for preparing all SACSCOC accreditation reports 16

17 Clues for Accreditation Leadership It takes a village… but it also takes a president who is strongly committed to accreditation through peer review It takes a village… but it also takes a president who is strongly committed to accreditation through peer review 17

18 Clue for leadership team All Fifth-Year Report leadership team members should attend SACSCOC Summer Institute and/or Annual Meeting at least once prior to their submission year. 18

19  effective delegators and facilitators  able to “cut to the chase” in addressing each requirement  pragmatic: able to move the process along; intervene when needed  respectful of the process and those who implement it  extensive knowledge of institution well-known and respected on campus  effective delegators and facilitators  able to “cut to the chase” in addressing each requirement  pragmatic: able to move the process along; intervene when needed  respectful of the process and those who implement it  extensive knowledge of institution well-known and respected on campus 19 Building your team - optimal characteristics of report leaders

20 Applying Optimal Characteristics - ASI Individual work (five-minute drill) Using your Organizational Matrix, identify individuals in your institution who exhibit these characteristics and would make good leaders for guiding the process for each standards. Guiding questions: Do you choose to have a few or many people overseeing the report? Do you choose to have one coordinator with multiple information providers? Do you choose to have information providers also write? Do you have a succession plan for people who leave? Share your challenges and your results with your team. Using your Organizational Matrix, identify individuals in your institution who exhibit these characteristics and would make good leaders for guiding the process for each standards. Guiding questions: Do you choose to have a few or many people overseeing the report? Do you choose to have one coordinator with multiple information providers? Do you choose to have information providers also write? Do you have a succession plan for people who leave? Share your challenges and your results with your team. 20

21 Managing the calendar SACSCOC Fifth-Year Report schedule  notification of report requirements sent from SACSCOC 11 months prior to due date  report due March 25 th for Track B and Sept 15 th for Track A  Fifth-Year Report Review Committee reviews occur in May/June for Track B and in December for Track A  referral reports due July-ish or January-ish and reviewed by Compliance and Reports Committee in December or June SACSCOC Fifth-Year Report schedule  notification of report requirements sent from SACSCOC 11 months prior to due date  report due March 25 th for Track B and Sept 15 th for Track A  Fifth-Year Report Review Committee reviews occur in May/June for Track B and in December for Track A  referral reports due July-ish or January-ish and reviewed by Compliance and Reports Committee in December or June 21

22 Schedule clues  begin early  pace the data collection, writing, and internal review processes to finish well ahead of the due date  monitor the progress regularly  remember Murphy’s Law  begin early  pace the data collection, writing, and internal review processes to finish well ahead of the due date  monitor the progress regularly  remember Murphy’s Law 22

23 More schedule clues An institution’s own report preparation schedule is dependent upon the complexity of the institution and the preparers having:  a thorough understanding of the institution  timely access to needed data  time to focus on the report  previous report-writing experience  access to reports on related issues  access to internal/external reviewers who can respond quickly Again, assume Murphy’s Law will apply! An institution’s own report preparation schedule is dependent upon the complexity of the institution and the preparers having:  a thorough understanding of the institution  timely access to needed data  time to focus on the report  previous report-writing experience  access to reports on related issues  access to internal/external reviewers who can respond quickly Again, assume Murphy’s Law will apply! 23

24 Sample schedule Track A schools – work backward from September 15 deadline Track B schools – work backward from March 25 deadline  months to submission  orient/organize – president or designee  assignment of reporting requirements and determine review structure/editor  initiate development of technology tools: Web shell, report platform  months to submission  organizational meetings: vice presidents, deans  more complex institutions may begin readiness audit/gap analysis (especially for CR 2.8 and CS ) Track A schools – work backward from September 15 deadline Track B schools – work backward from March 25 deadline  months to submission  orient/organize – president or designee  assignment of reporting requirements and determine review structure/editor  initiate development of technology tools: Web shell, report platform  months to submission  organizational meetings: vice presidents, deans  more complex institutions may begin readiness audit/gap analysis (especially for CR 2.8 and CS ) 24

25 Sample schedule …continued 8-12 months to submission complete readiness audit and first draft of QEP Impact report receive letter of notification from SACSCOC (11 months out) review of readiness audit and act on areas of immediate need review CR 2.8 rationales for FT faculty numbers for all programs 8-12 months to submission complete readiness audit and first draft of QEP Impact report receive letter of notification from SACSCOC (11 months out) review of readiness audit and act on areas of immediate need review CR 2.8 rationales for FT faculty numbers for all programs 25

26 Sample schedule …continued clarify necessary terms, documentation timespans identify a representative sample of CS IE plans and reports review credentials and rationales for CS administrators and officers and CS academic coordinators ensure all publications have consistent information (Web sites, catalogs, brochures, presentations) update boards and institutional community on progress regularly clarify necessary terms, documentation timespans identify a representative sample of CS IE plans and reports review credentials and rationales for CS administrators and officers and CS academic coordinators ensure all publications have consistent information (Web sites, catalogs, brochures, presentations) update boards and institutional community on progress regularly 26

27 Sample schedule …continued 6-7 months to submission first draft of narratives (Parts II, III, and QEP Impact) completed and reviewed 4-6 months to submission second draft of narratives reviewed narratives deemed “final” are uploaded to submission platform 1-3 months to submission final narratives reviewed pdf’s of all evidence documents created prep Final Reports; load on platform and test DVDs/drives test all DVDs/drives using PC’s and Apple computers 6-7 months to submission first draft of narratives (Parts II, III, and QEP Impact) completed and reviewed 4-6 months to submission second draft of narratives reviewed narratives deemed “final” are uploaded to submission platform 1-3 months to submission final narratives reviewed pdf’s of all evidence documents created prep Final Reports; load on platform and test DVDs/drives test all DVDs/drives using PC’s and Apple computers 27

28 Sample schedule …continued 0-1 month to submission introduction/submission letter from president loose ends finalized submit Partly borrowed from Hillsborough Community College Web site **Review UCF’s actual CS schedule 0-1 month to submission introduction/submission letter from president loose ends finalized submit Partly borrowed from Hillsborough Community College Web site **Review UCF’s actual CS schedule 28

29 Your schedule- ASI Individual and Teamwork (five-minute drill) Organization Matrix time! When is your Fifth-Year Interim Report due? Count back from that 16 or 18 months to determine when to begin your process and then input the dates you wish to use in as many places on the matrix as you can. Share your challenges and your results with your team. Organization Matrix time! When is your Fifth-Year Interim Report due? Count back from that 16 or 18 months to determine when to begin your process and then input the dates you wish to use in as many places on the matrix as you can. Share your challenges and your results with your team. 29

30 DOs and DON’Ts for accreditation report preparation 30

31 analyze each standard carefully  highlight each of its components  clarify terms and timespans to be reported (Resource Manual is great help) analyze each standard carefully  highlight each of its components  clarify terms and timespans to be reported (Resource Manual is great help) 31 DO

32 Analyze the Standard - ASI Teamwork (two-minute drill) What are the major areas that must be addressed/clarified for CS ? 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 the following area:  educational programs, to include student learning outcomes What are the major areas that must be addressed/clarified for CS ? 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 the following area:  educational programs, to include student learning outcomes 32

33 Analyzing CS Sample answers The institution identifies expected outcomes in [all] educational programs, to include student learning outcomes, assesses the extent to which it achieves these outcomes provides evidence of improvement based on analysis of the results The institution identifies expected outcomes in [all] educational programs, to include student learning outcomes, assesses the extent to which it achieves these outcomes provides evidence of improvement based on analysis of the results 33

34 Analyzing CS …continued clarifies terms  “student learning outcomes” measurable, define targets  provides “evidence of improvement based on analysis of results” What’s the +  ? clarifies timespans for data For example:  Year 1: data analysis indicates a change is needed and faculty determine what change is needed  Year 2: change implemented; initial results [could be] collected on change impact  Year 3: results collected on change impact; [could] determine if change was an improvement clarifies terms  “student learning outcomes” measurable, define targets  provides “evidence of improvement based on analysis of results” What’s the +  ? clarifies timespans for data For example:  Year 1: data analysis indicates a change is needed and faculty determine what change is needed  Year 2: change implemented; initial results [could be] collected on change impact  Year 3: results collected on change impact; [could] determine if change was an improvement 34

35 use the Resource Manual for SACSCOC reports (more on this later) conduct a gap analysis/readiness audit of the status of how your institution has addressed each standard to enable time for correction, if needed (16-18 months before deadline) use the Resource Manual for SACSCOC reports (more on this later) conduct a gap analysis/readiness audit of the status of how your institution has addressed each standard to enable time for correction, if needed (16-18 months before deadline) 35 DO

36  explore reaffirmation reports from your sister institutions – remembering that you are unique  explore reaffirmation reports from your sister institutions – remembering that you are unique 36 DO

37 assemble all the evidence: identify and collect appropriate data for the necessary time periods to support the case for compliance Clue: much of the evidence can be used for multiple standards Ex: The institution’s mission statement is used many times. Certain components can be extracted for specific standards. assemble all the evidence: identify and collect appropriate data for the necessary time periods to support the case for compliance Clue: much of the evidence can be used for multiple standards Ex: The institution’s mission statement is used many times. Certain components can be extracted for specific standards. 37 DO

38 use technical writing techniques, not creative writing techniques that embellish the argument or cover up inadequacies  use only the evidence that applies: be precise; address the specific standard; don’t say too much; don’t say too little  analyze and assemble the information so it clearly communicates compliance  address every standard and every part of every standard use technical writing techniques, not creative writing techniques that embellish the argument or cover up inadequacies  use only the evidence that applies: be precise; address the specific standard; don’t say too much; don’t say too little  analyze and assemble the information so it clearly communicates compliance  address every standard and every part of every standard 38 DO

39 Where did these go wrong? FR 4.1 Student achievement: Forty percent of the 2013 Best College nursing students passed the NCLEX exam on their first attempt. This was up from 2012 when thirty percent passed. Two nursing instructors are set to retire in 2015 and we should be able to hire more qualified faculty to help the students do better after that. CR 2.8 Number of full-time faculty: All our faculty members have appropriate credentials for teaching in their programs as attested by the Faculty Roster included in the addenda. FR 4.1 Student achievement: Forty percent of the 2013 Best College nursing students passed the NCLEX exam on their first attempt. This was up from 2012 when thirty percent passed. Two nursing instructors are set to retire in 2015 and we should be able to hire more qualified faculty to help the students do better after that. CR 2.8 Number of full-time faculty: All our faculty members have appropriate credentials for teaching in their programs as attested by the Faculty Roster included in the addenda. 39

40 Let’s Investigate an example - ASI Teamwork (five + minute drill) How would you improve each of the following? 40

41 CS The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, including student learning outcomes 1. Data from assessment measures were collected from students located on the main campus. The online and branch campuses were not included due to their low enrollments. 2. The assessment process for academic programs involves creating outcomes, implementing measures, and collecting results. One academic year of data provided us with a wealth of data to verify the process is being followed. 3. Listed as an IE process improvement: Implemented a new mathematics learning platform faculty members saw demonstrated at the MAA conference. Student performance increased by 25 percent on mid-term and final exam scores. 1. Data from assessment measures were collected from students located on the main campus. The online and branch campuses were not included due to their low enrollments. 2. The assessment process for academic programs involves creating outcomes, implementing measures, and collecting results. One academic year of data provided us with a wealth of data to verify the process is being followed. 3. Listed as an IE process improvement: Implemented a new mathematics learning platform faculty members saw demonstrated at the MAA conference. Student performance increased by 25 percent on mid-term and final exam scores. 41

42 use multiple reviewers (internal and external) to judge clarity and completeness Reminder: Reviewers add time to the process! use multiple reviewers (internal and external) to judge clarity and completeness Reminder: Reviewers add time to the process! 42 DO

43 ensure ease of navigation throughout the materials (both for reading and for using the technology) ensure ease of navigation throughout the materials (both for reading and for using the technology) 43 DO

44 Technology is great when it works Test every flash drive or dvd on multiple types of computers Label each narrative clearly Ensure every link to evidence works Ensure you can close one standard’s narrative and go directly to another without having to go out of the whole document and start over …more on technology clues later Test every flash drive or dvd on multiple types of computers Label each narrative clearly Ensure every link to evidence works Ensure you can close one standard’s narrative and go directly to another without having to go out of the whole document and start over …more on technology clues later 44

45 ensure consistency and accuracy with the use of primary sources of evidence Post resources used in multiple sections in a centralized site for all writers to use. ensure consistency and accuracy with the use of primary sources of evidence Post resources used in multiple sections in a centralized site for all writers to use. 45 DO

46 contact your SACSCOC Vice President to discuss unclear requirements or uncertainties on how you plan to address standards contact your SACSCOC Vice President to discuss unclear requirements or uncertainties on how you plan to address standards 46 DO

47 rely on one person to prepare the entire report assume writing a portion of an accreditation report is an intuitive process and everyone’s top priority submit the report without reviewing for correctness and consistency rely on one person to prepare the entire report assume writing a portion of an accreditation report is an intuitive process and everyone’s top priority submit the report without reviewing for correctness and consistency 47 DON’T

48 Several accreditation standards reference the institution’s mission statement which is to be specific to and appropriate for the institution and must be easy to access. DON’T provide outdated or inconsistent copies of the mission refer the reader to the whole student catalog or any other entire document as evidence of publication of the mission fail to rectify inconsistencies between the mission and institutional activities Several accreditation standards reference the institution’s mission statement which is to be specific to and appropriate for the institution and must be easy to access. DON’T provide outdated or inconsistent copies of the mission refer the reader to the whole student catalog or any other entire document as evidence of publication of the mission fail to rectify inconsistencies between the mission and institutional activities 48

49 Break Time 49

50 Uncovering clues for remaining general areas, specific standards and the QEP Impact Report. Uncovering clues for remaining general areas, specific standards and the QEP Impact Report. 50

51 General clue regarding policies Implicit in every [Core Requirement/Comprehensive Standard/Federal Requirement] mandating a policy or procedure is the expectation that the policy or procedure is in writing and has been approved through appropriate institutional processes, published in appropriate institutional documents, accessible to those affected by the policy or procedure, and implemented and enforced by the institution. Principles DO refer to and provide copies and verify posting of policies and procedures for all standards for which they exist (not just for CS 3.13.A-C) Ex: FR 4.5 Student complaints - Provide institutional policy document, procedures, and a pdf of where published General clue regarding policies Implicit in every [Core Requirement/Comprehensive Standard/Federal Requirement] mandating a policy or procedure is the expectation that the policy or procedure is in writing and has been approved through appropriate institutional processes, published in appropriate institutional documents, accessible to those affected by the policy or procedure, and implemented and enforced by the institution. Principles DO refer to and provide copies and verify posting of policies and procedures for all standards for which they exist (not just for CS 3.13.A-C) Ex: FR 4.5 Student complaints - Provide institutional policy document, procedures, and a pdf of where published 51

52 Organizational Matrix  deadlines for report drafts and reviews  responsible persons  organizes requirements, resources, assignments, and deadlines in one document  identifies SACSCOC-delineated documentation  identifies institutional documentation  assists with survey development  deadlines for report drafts and reviews  responsible persons  organizes requirements, resources, assignments, and deadlines in one document  identifies SACSCOC-delineated documentation  identifies institutional documentation  assists with survey development 52

53 Let’s Investigate the Matrix Individual Activity (5 minute drill)_ focus on standards CS Qualified Academic Coordinators and CS Physical Facilities review the matrix information pencil in your institution’s information for the remaining last five columns What challenges do you predict? focus on standards CS Qualified Academic Coordinators and CS Physical Facilities review the matrix information pencil in your institution’s information for the remaining last five columns What challenges do you predict? 53

54 Clues for CR 2.8 Number of Full-time Faculty Language Change The number of full-time faculty members is adequate to support the mission of the institution and to ensure the quality and integrity of each of its academic programs. Discussion: What’s a “program?” The number of full-time faculty members is adequate to support the mission of the institution and to ensure the quality and integrity of each of its academic programs. Discussion: What’s a “program?” 54

55 CR 2.8 Clues DO disaggregate full-time faculty by program/discipline, mode, and location provide a rationale for why the number is adequate for each program, mode, and location provide information regarding faculty loads, including committee work, service, advising, curriculum development, research provide information that students and programs have been successful with current numbers (external recognitions, awards, and rankings; licensure exams) DO disaggregate full-time faculty by program/discipline, mode, and location provide a rationale for why the number is adequate for each program, mode, and location provide information regarding faculty loads, including committee work, service, advising, curriculum development, research provide information that students and programs have been successful with current numbers (external recognitions, awards, and rankings; licensure exams) 55

56 CR 2.8 Clues DON’T incorporate the faculty roster and faculty qualifications as data for this standard advocate for more faculty than is considered “adequate” just to get more faculty confuse reviewers with too much information DON’T incorporate the faculty roster and faculty qualifications as data for this standard advocate for more faculty than is considered “adequate” just to get more faculty confuse reviewers with too much information 56

57 CR 2.8 Template Location of Instruction Number & Percent of Student Undergraduate Credit Hours Taught by Full-time Faculty for each Major or Program content area Number & Percent of Student Undergraduate Credit Hours Taught by Part- time or Adjuncts or Graduate Teaching Assistants for each Major or Program content area Number & Percent of Student Undergraduate Credit Hours Taught by Part-time Faculty or Adjuncts or Graduate Teaching Assistants in General Education Courses Number & Percent of Student Graduate Credit Hours Taught by Full-time Faculty in each Degree Program Number & Percent of Student Graduate Credit Hours Taught by Part-time Faculty or adjuncts in each Degree Program.

58 CS 2.10 Student Services The institution provides student support programs, services, and activities consistent with its mission that are intended to promote student learning and enhance the development of its students. 58

59 CR 2.10 DO provide a comprehensive list of student support services conduct a thorough review of all student support Web sites to ensure the services are included in the report ensure equivalent services are provided for all students, everywhere, and that these are included in the report DO provide a comprehensive list of student support services conduct a thorough review of all student support Web sites to ensure the services are included in the report ensure equivalent services are provided for all students, everywhere, and that these are included in the report 59

60 CS Accrediting Decisions of Other Agencies DO create a table listing: federally-recognized agencies that currently accredit the institution and its programs dates of most recent reviews any negative actions taken by the agencies and the reasons for each copies of statements used in describing the institution to each agency dates and reasons for voluntary or involuntary termination of accreditation DO create a table listing: federally-recognized agencies that currently accredit the institution and its programs dates of most recent reviews any negative actions taken by the agencies and the reasons for each copies of statements used in describing the institution to each agency dates and reasons for voluntary or involuntary termination of accreditation 60

61 CS Complaint Procedures Against the Commission or its Accredited Institutions Documentation of written student complaints: What is the policy and where is it published? What offices maintain records and what is/are their location(s)? What is included in the complaint record? What is the review process for complaints? Note: Complaint records will be reviewed during the next decennial evaluation. Be ready! Documentation of written student complaints: What is the policy and where is it published? What offices maintain records and what is/are their location(s)? What is included in the complaint record? What is the review process for complaints? Note: Complaint records will be reviewed during the next decennial evaluation. Be ready! 61

62 CS Reaffirmation of Accreditation and Subsequent Reports An institution includes a review of its distance learning programs in the Compliance Certification. DO provide evidence of assessment of standards that apply to distance and correspondence education programs and courses (Be sure distance learners are included in all appropriate assessment populations and use examples for CS that highlight them.) An institution includes a review of its distance learning programs in the Compliance Certification. DO provide evidence of assessment of standards that apply to distance and correspondence education programs and courses (Be sure distance learners are included in all appropriate assessment populations and use examples for CS that highlight them.) 62

63 QEP Impact Report Clues DO provide succinct list of initial goals and outcomes report on what actually transpired, not on the plan merits provide clear rationales for incomplete or changed activities provide complete and clear assessment results DO provide succinct list of initial goals and outcomes report on what actually transpired, not on the plan merits provide clear rationales for incomplete or changed activities provide complete and clear assessment results 63

64 QEP Impact Report Clues …continued DON’T fail to report reasons for changes fail to report results and their analysis fail to report the impact(s) on student learning and/or the learning environment DON’T fail to report reasons for changes fail to report results and their analysis fail to report the impact(s) on student learning and/or the learning environment 64

65 Technology SACSCOC and other agency requirements  management platform  word and page counts for some sections  report presentation  one printed copy  other copies usually electronic  must not be tied to internet  media must be labeled clearly  media must be user-friendly  media must work - test on various computers; test all drives SACSCOC and other agency requirements  management platform  word and page counts for some sections  report presentation  one printed copy  other copies usually electronic  must not be tied to internet  media must be labeled clearly  media must be user-friendly  media must work - test on various computers; test all drives 65

66 Technology Tools Internal document sharing:  Dropbox  SharePoint  Google docs  Atlassian Confluence What others have you used? Internal document sharing:  Dropbox  SharePoint  Google docs  Atlassian Confluence What others have you used? 66

67 Technology Tools …continued Final preparation and presentation platforms  Compliance Assist  Xitracs  LiveText  Digital Measures  TaskStream  Home grown  What others have you used? Final preparation and presentation platforms  Compliance Assist  Xitracs  LiveText  Digital Measures  TaskStream  Home grown  What others have you used? 67

68 Technology Tools …continued Open communication – to share or not to share     Open communication – to share or not to share     68

69 Litmus Test Questions Is each narrative focused only on the requirements of the standard? Does each narrative state just enough, and not too much, in making a case for compliance for each requirement? Were only past and present tense verbs used to verify compliance? Were adjectives and adverbs limited to necessary descriptors? Has relevant, sufficient, reliable, verifiable, representative evidence been provided to support a claim for compliance for each component of each standard? Is each narrative focused only on the requirements of the standard? Does each narrative state just enough, and not too much, in making a case for compliance for each requirement? Were only past and present tense verbs used to verify compliance? Were adjectives and adverbs limited to necessary descriptors? Has relevant, sufficient, reliable, verifiable, representative evidence been provided to support a claim for compliance for each component of each standard? 69

70 Litmus Test Questions …continued Are evidence documents highlighted or pertinent sections extracted to focus the reader on the specific information needed to verify compliance? Were names and identifying information redacted when necessary? Is each narrative clear to all readers (no jargon, acronyms, assumptions)? Were pertinent quotes from the mission statement provided for most of the standards as needed? Were the pertinent policies or procedures, including verification of their being approved by appropriate bodies and published, provided and highlighted where needed (which is just about everywhere)? And, of course, was everything in the report accurate? Are evidence documents highlighted or pertinent sections extracted to focus the reader on the specific information needed to verify compliance? Were names and identifying information redacted when necessary? Is each narrative clear to all readers (no jargon, acronyms, assumptions)? Were pertinent quotes from the mission statement provided for most of the standards as needed? Were the pertinent policies or procedures, including verification of their being approved by appropriate bodies and published, provided and highlighted where needed (which is just about everywhere)? And, of course, was everything in the report accurate? 70

71 Input from our peers What did you find most challenging in completing the SACSCOC Fifth-Year Interim Report?  ambiguity of terms/expectations and what that might mean to the reviewers  time management; managing internal deadlines  starting the report. Narrative content, quality, length, etc.; gathering appropriate evidence documentation and uploading electronically; and the QEP Impact What did you find most challenging in completing the SACSCOC Fifth-Year Interim Report?  ambiguity of terms/expectations and what that might mean to the reviewers  time management; managing internal deadlines  starting the report. Narrative content, quality, length, etc.; gathering appropriate evidence documentation and uploading electronically; and the QEP Impact 71

72 Input from our peers What was the biggest surprise you found during the SACSCOC Fifth-Year Interim Report process?  The approach taken with the [decennial] report five years prior was insufficient at the time of the Fifth- Year report even when there had been no change in the standard.  The abbreviated [Fifth-Year] review was very labor intensive, the logistics of a 5 vs. 10 year- committee organization & constituent review- not much different.  inclusion of new standards (several responses) What was the biggest surprise you found during the SACSCOC Fifth-Year Interim Report process?  The approach taken with the [decennial] report five years prior was insufficient at the time of the Fifth- Year report even when there had been no change in the standard.  The abbreviated [Fifth-Year] review was very labor intensive, the logistics of a 5 vs. 10 year- committee organization & constituent review- not much different.  inclusion of new standards (several responses) 72

73 Input from our peers What advice would you give to those preparing a 2014 SACSCOC Fifth-Year Interim Report?  start early- particularly on CR 2.8 and CS  use the Resource Manual  develop a consistent method of labeling evidence files  employ an editor  perform gap analysis and policy inventory on each standard at least a year before report is due and discuss progress monthly with administrators What advice would you give to those preparing a 2014 SACSCOC Fifth-Year Interim Report?  start early- particularly on CR 2.8 and CS  use the Resource Manual  develop a consistent method of labeling evidence files  employ an editor  perform gap analysis and policy inventory on each standard at least a year before report is due and discuss progress monthly with administrators 73

74 Advice from peers cont.  There is no off-site/on-site double review to encourage consistency with meeting standards.  It is not [just] an interim report but a reaffirmation report.  Give serious consideration to a management system (s.a. Compliance Assist or Xitracs) to streamline the process and allow you to focus on content.  When completing any standard that could be relevant to distance education offerings, ensure that you’ve mentioned how distance ed students are served/supported. This makes CS 3.13.C easier.  There is no off-site/on-site double review to encourage consistency with meeting standards.  It is not [just] an interim report but a reaffirmation report.  Give serious consideration to a management system (s.a. Compliance Assist or Xitracs) to streamline the process and allow you to focus on content.  When completing any standard that could be relevant to distance education offerings, ensure that you’ve mentioned how distance ed students are served/supported. This makes CS 3.13.C easier. 74

75 Advice from peers cont.  Build in way more time than you think you will need; anticipate that standards will be added or significantly revised.  Stay current with SACSCOC website and ask questions; communicate regularly with your VP.  Fashion your narrative for a reviewer who does not know your institution at all.  Have IT nearby at all times. [Make sure it works!]  Allow as much time as possible for editing. Have independent readers critique the semi-final drafts of the report.  Build in way more time than you think you will need; anticipate that standards will be added or significantly revised.  Stay current with SACSCOC website and ask questions; communicate regularly with your VP.  Fashion your narrative for a reviewer who does not know your institution at all.  Have IT nearby at all times. [Make sure it works!]  Allow as much time as possible for editing. Have independent readers critique the semi-final drafts of the report. 75

76 What opportunities arise from the Fifth-Year Report preparation? collaboration of a team from across the institution with a common goal communication and education of institutional strengths to internal and external audiences validation of quality by peers clarification of definitions, policies, and procedures collaboration of a team from across the institution with a common goal communication and education of institutional strengths to internal and external audiences validation of quality by peers clarification of definitions, policies, and procedures 76

77 identification of areas where improvements can be made even when currently in compliance gap analysis/preparation for the next decennial report thorough review of all Web pages and publications to ensure they are consistent and correct What are other opportunities arising from the report? identification of areas where improvements can be made even when currently in compliance gap analysis/preparation for the next decennial report thorough review of all Web pages and publications to ensure they are consistent and correct What are other opportunities arising from the report? 77 What opportunities arise from the Fifth-Year Report preparation? …continued

78 Resources The Fifth-Year Interim Review Process & Included Standards - Crystal Baird’s 2013 Summer Institute Presentation Busting Myths About SACSCOC - Michael Johnson’s 2013 Summer Institute Plenary Presentation SACSCOC Templates for the Compliance Certification The Fifth-Year Interim Review Process & Included Standards - Crystal Baird’s 2013 Summer Institute Presentation Busting Myths About SACSCOC - Michael Johnson’s 2013 Summer Institute Plenary Presentation SACSCOC Templates for the Compliance Certification 78

79 Resources …continued Handbook for Review Committees eviewCommittees.pdf eviewCommittees.pdf Evaluator Training Modules: Institutional Effectiveness Evaluator Training Module: Student Services Analyzing a Case for Compliance rubric ANCE_SEPT2010%20_2_.pdf Handbook for Review Committees eviewCommittees.pdf eviewCommittees.pdf Evaluator Training Modules: Institutional Effectiveness Evaluator Training Module: Student Services Analyzing a Case for Compliance rubric ANCE_SEPT2010%20_2_.pdf 79

80 Resources …continued SACSCOC Listserv To subscribe send an Leave the subject line blank The body of the should contain only the command: “Subscribe ACCSHE” Subscribers post to: SACSCOC Listserv To subscribe send an Leave the subject line blank The body of the should contain only the command: “Subscribe ACCSHE” Subscribers post to: 80

81 …and the reason we do all this 81

82 University of Central Florida Dr. Tace Crouse Director, Special Projects Fifth-Year Report Coordinator Academic Affairs Dr. Diane Chase Executive Vice Provost SACSCOC Liaison Academic Affairs Ms. Heidi Watt Director, Accreditation and Quality Assurance Academic Affairs Dr. Denise Young Associate Vice President Former SACSCOC Liaison Regional Campuses 82


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