SACS: Gatekeeper to the Flow of Federal Aid

UK’s Accrediting Body The Southern Association of Colleges and Schools (SACS), Commission on Colleges, is the regional body for accreditation of higher education institutions in the southern states. The Southern Association of Colleges and Schools (SACS), Commission on Colleges, is the regional body for accreditation of higher education institutions in the southern states.

Kentucky Delegation James R. Ramsey, President, University of Louisville (Executive Council Member and Chair of State Delegation) James R. Ramsey, President, University of Louisville (Executive Council Member and Chair of State Delegation) Diane M. Calhoun-French, Provost and Vice President for Academic and Student Affairs, Jefferson Community College Diane M. Calhoun-French, Provost and Vice President for Academic and Student Affairs, Jefferson Community College W. Blaine Early, III, Stites & Harbison, PLLC, Lexington (Public Representative) W. Blaine Early, III, Stites & Harbison, PLLC, Lexington (Public Representative) Augusta A. Julian, President, Maysville Community and Technical College Augusta A. Julian, President, Maysville Community and Technical College Keith P. Keeran, President, Kentucky Christian University Keith P. Keeran, President, Kentucky Christian University Harold H. Smith, President, Pikeville College Harold H. Smith, President, Pikeville College James H. Taylor, President, University of the Cumberlands James H. Taylor, President, University of the Cumberlands

The Process of Accreditation Compliance Audit Compliance Audit Quality Enhancement Plan Quality Enhancement Plan Off-site Peer Review Off-site Peer Review On-site Peer Review On-site Peer Review Commission Review Commission Review

The Principle of Integrity  1.1 The institution operates with integrity in all matters.  Examples of failure to demonstrate integrity: withholding informationwithholding information providing inaccurate informationproviding inaccurate information not conducting candid self- assessmentnot conducting candid self- assessment

Selected Core Requirements  Degree-granting Authority  Institutional Mission  Institutional Effectiveness  Program Length  Program Content  General Education  Faculty  Quality Enhancement Plan

Core Requirement 2.5: Institutional Effectiveness  Ongoing, integrated, university- wide, research-based, planning and evaluation  Systematic review of mission, goals, and outcomes  Results in continuous quality improvement  Demonstrates mission accomplished

Core Requirement 2.12: Quality Enhancement Plan  Broad-based process  Key issues emerge from institutional assessment  Focus on student learning  Capability for implementation and completion  Broad-based involvement of institutional constituencies  Goals and plans for assessment

Comprehensive Standards  Institutional Mission, Governance and Effectiveness  Programs  Resources  Institutional Responsibility for Commission Policies

Comprehensive Standards Each standard that mandates a policy or procedure must be  In writing  Approved through appropriate institutional processes  Published in appropriate documents  Accessible to those affected   Implemented and enforced

Comprehensive Standard 3.3 Institutional Effectiveness  The institution   identifies expected outcomes for its educational programs (including student learning outcomes for educational program) and its administrative and educational support services   assesses whether it achieves these outcomes   provides evidence of improvement based on analysis of those results

Comprehensive Standards in Program Area  Educational Program (3.4)  Undergraduate Program (3.5)  Graduate and Professional (3.6)  Faculty (3.7)  Library and Other Learning Resources (3.8)  Student Affairs and Services (3.9)

Comprehensive Standard Consortia Relationships/Contracts  The institution:   ensures the quality of educational programs and courses offered through consortia relationships or contractual agreements   ensures ongoing compliance with the comprehensive requirements   evaluates the consortial relationship and/or agreement against the purpose of the institution

Comprehensive Standard Responsibility for Curriculum The institution places primary responsibility for the content, quality, and effectiveness of the curriculum with its faculty.

Comprehensive Standard Terminal Degrees of Faculty  At least 25 percent of the discipline course hours in each major at the baccalaureate level are taught by faculty members holding the terminal degree—usually the earned doctorate— in the discipline, or the equivalent of the terminal degree.

Comprehensive Standard Faculty Competence  The institution:   employs competent, qualified faculty   gives primary consideration to highest earned degree in discipline   also considers competence, effectiveness, and capacity -- undergraduate and graduate degrees, related work experiences, professional licensure, awards, continuous documented excellence in teaching, or other demonstrated competencies that contribute to effective student learning   is responsible for justifying and documenting faculty qualifications

Comprehensive Standard 3.12 Substantive Change    The institution notifies the Commission of changes in accordance with the substantive change policy and, when required, seeks approval prior to the initiation of changes.   Such changes include significantly modifies or expands its scope changes the nature of its affiliation or its ownership merges with another institution

Comprehensive Standard 3.14 Representation of Status The institution publishes the name of its primary accreditor and its address and phone number in accordance with federal requirements. (Name of member institution) is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools to award (name specific degree levels, such as associate, baccalaureate, masters, doctorate). Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia or call for questions about the accreditation of (name of member institution).

Federal Requirements  Evaluates student success  Curriculum appropriate for mission  Publication of calendars and policies  Appropriate program length  Procedures for addressing written student complaints  Accurate recruitment materials  Compliance with Title IV of the 1998 Higher Education Amendment (student aid, such as Pell Grants)

Current Federal Negotiations   Re-authorization of Higher Education Act is in progress   Spelling Commission Report released   Federal Negotiated Rulemaking stalled   Probable Outcome is more federal interference “We have slipped to 12th in higher education attainment and 16th in high school graduation rates.”

Spelling Commission Report

 Higher education institutions should measure student learning using instruments such as the CLA.  Results of student learning assessments, including value-added measurements that indicate how students’ skills have improved over time, should be made available to students and reported in the aggregate publicly.

Spelling Commission Report Accreditation agencies should   make performance outcomes, including completion rates and student learning, the core of their assessment process   expand existing standards to allow comparisons among institutions on learning outcomes encourage innovation and continuous improvement require institutions to report measurable progress in relationship to their national and international peers.

Bringing it Home: Implications for UK Begin now to address national concerns and also ensure compliance with areas of high risk: student learning assessment faculty credentials consortia/contractual relationships substantive change

Student Learning Assessment: Desired Outcomes University-wide acceptance of program level assessment as key process in improving teaching and learning Regular assessment of program level student learning that results in continuous improvement Body of evidence easily accessible to internal and external stakeholders

Student Learning Assessment: Suggested Steps Faculty-driven activities to achieve desired outcomes: Review and update key learning goals for degree programs Identify the courses in which key learning goals are introduced, emphasized, applied and possibly integrated (i.e. curriculum mapping) Design and carry out plans to assess learning goals at most appropriate point Discuss assessment results and implement curricular improvements, if necessary Document improvements and sustain ongoing process

HOW? Assessment Committee Recommendations: Adopt university-wide philosophy and commitment to student learning assessment Institutionalize assigned responsibility for assessment at appropriate unit levels Provide resources needed to manage assessment activities, such as user-friendly, flexible software systems Or adopt other strategies?