1. Welcome to Teaching + Learning Tuesdays August 20, 2013 I 2:30PM to 4:30 PM

2. Title: S4: Preparing for the Fifth-Year Report and Reaffirmation Presenter: Dr. Claudette Williams, Vice President, SACS-COC

3. SC Technical College System Webinar August 20, 2013

4. Preparing for Reaffirmation Review and the Fifth Year Interim Report : Avoiding Some Often Cited SACSCOC Review Issues Presented By Claudette H. Williams, Ed.D. Vice President Southern Association of Colleges and Schools Commission on Colleges

5. 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

6. Have you ever felt like crying when preparing for SACSCOC reviews?

7. Well, you may be suffering from stress!

8. 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

9. 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

10. Stress Can Leave You Broken!!! Let us try to fix some of the problems

11. 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

12. 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

13. 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

14. Lessons from the field for improvement

15. Ten Most Frequently Cited Requirements/Standards RankRequirement/ Standard % of Institutions Receiving Citations of Non-Compliance Off-Site Review 2011 and 2012 Classes (N = 157) 13.7.193.0%Faculty Competence 23.3.1.165.6%IE Educational Programs 32.11.155.4%Financial Resources 43.3.1.354.8%IE Educational Support 53.3.1.254.6%IE Administrative Units 63.3.1.553.5%IE Community/Public Service 73.5.152.9%College Level Competencies 82.847.8%Faculty 93.4.11Academic Program Coordination 103.7.244.6%Faculty Evaluation

16. Ten Most Frequently Cited Requirements/Standards RankRequirement /Standard % of Institutions Receiving Citations of Non-Compliance On-Site Review 2011 and 2012 Classes (N = 156) 13.3.266.7%QEP 23.3.1.142.9%IE Educational Programs 33.7.141%Faculty Competence 43.5.127.6%College Level Competencies 53.3.1.323.1%IE Academic Support Services 63.3.1.522.4%IE Community/Public Service 73.3.1.221.8%IE Administrative Units 83.5.410.9%Terminal Degrees of Faculty 93.10.410.3%Control of finances 103.10.19.6%Financial Stability

17. 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

18. 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:

19. 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

20. 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

21. Issues Related to Satisfying CS 3.3.1.1 Not adequately and appropriately addressing – Program outcomes – Student learning outcomes

22. 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

23. 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.

24. 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 50 th national percentile or better on a national standardized test such as MFAT, which will be given at least every four years.

25. 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

26. 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

27. 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

28. 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

29. 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

30. 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

31. 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

32. 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

33. 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

34. 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

35. 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

36. 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

37. 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

38. 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

39. 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

40. 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

41. 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?

42. 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?

43. 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.

44. 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

45. 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

46. 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

47. 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

48. We Can Fix It All will be well

51. References SACSCOC Institutional Effectiveness Workshop for Pre-Applicant Institutions Resource Manual For The Principles of Accreditation

52. 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

53. Join us every Third Tuesday for more Professional Development opportunities. Next Session: September 17, 2013 TIME2:30pm – 4:30pm TITLE S4: Mobile Tools for Classroom Feedback and Formative Assessment PRESENTERS Dr. Paul Wallace, Assistant Professor of Instructional Technology, Appalachian State University