DETC's Fall Workshop October 14-16, 2012 Santa Fe, NM Paul McDonald Janet Perry Karen Smith, Ph.D. Leslie Gargiulo, Ph.D. 1

 All standards –Leslie  Core Education standards -Janet ◦ Subject Specialists Report / Responses –Leslie ◦ Outcomes Assessment –Leslie  Core business standards – Paul ◦ Recruiting, Outside marketers – Paul ◦ Strategic Plan – Paul  Developing the Self Evaluation Report – Janet ◦ SER Writing and Editing – Janet  Federal government regulations and compliance –Karen ◦ Credit Hours Determination –Karen  Site Visit –Paul 2

I. Institution Mission, Goals, and Objectives II. Educational Program Objectives, Curricula, and Materials III. Educational Services IV. Student Support Services V. Student Achievement and Satisfaction VI. Qualifications and Duties of Owners, Governing Board Members, Officials, Administrators,Instructors / Faculty, and Staff and Reputation of Institution VII. Admissions Practices and Enrollment Agreements VIII. Advertising, Promotional Literature, and Recruitment Personnel IX. Financial Responsibility X. Tuition Policies, Collection Procedures, and Cancellations/Refunds XI. Facilities, Equipment, Supplies, and Record Protection XII. Research and Self- Improvement 3

Standard I – Institution Mission, Goals and Objectives A mission statement tells the purpose of your institution. Goals and objectives support the mission statement. Show how you regularly review and follow your mission, goals and objectives. Be aware of policies C.1 and C.2. Standard II – Educational Program Objectives, Curricula and Materials Description of Program Objectives (II.A.) Appropriate Program Objectives (II.B.) Comprehensive Curriculum and Materials (II.C./II.E.) Up-to-Date Curriculum and Materials (II.D./II.E.) Examinations and Other Assessments (II.F.) Student Privacy, Integrity and Identity (II.L.) Standard III – Educational Services Student Inquiries and Submissions (III.A.) Individual Differences (III.B.) Handling Unsatisfactory Student Progress (III.C.) Student Evaluation of Courses (III.E.) Core Education Standards 4

 2 parallel tracks ◦ SER and Subject Specialist Reports ◦ SSR submitted 3 months prior to SER  SSR responses grade each course – A/B/C  Fix courses, respond to report, prepare for site visit  Program report for 1/3 of curriculum – full course materials submitted with each report ◦ ex. 6 degree programs – submit 2 programs reports with 3 full courses’ materials for each program report ◦ Use report template and evaluators checklist to guide the package development 5

 Critical document audit – 12 critical documents with checklists ◦ Course Development Manual ◦ Institutional Improvement Plan ◦ Outcomes Assessment Plan ◦ Determining Clock / Credit Hours  Ensure all documents tell an integrated story on how student learning is tracked, measured, and improvements made  Ensure that the narrative responses to Standards refer to the critical documents to explain how these inform policy, procedures and practices 6

 Accreditation Standards VII.B. to XII. Business Standards I to III  They are clear and prescriptive – follow them  Enrollment agreements ◦ Clear and simple ◦ Cancellation and refunds ◦ Cost to student is clearly stated ◦ Obligations of student and university  Advertising ◦ All samples ◦ Content ◦ Be careful not to use “free” or guarantee ◦ Website information 7

 Control of Recruitment Personnel ◦ Policies & procedures for hiring, training & monitoring ◦ Internal v. external controls ◦ Make sure you know what they are telling students ◦ Signed code of ethics  Financial Responsibility ◦ C.10. Policy on Financial Statements ◦ Financial reports ◦ C.12. Financial Analysis Worksheet ◦ Financial personnel ◦ Budget ◦ Demonstrated operations 8

 Tuition Policies, Fees, Refunds ◦ Verifiable procedures and processes ◦ Total Course Price ◦ Cost of course materials ◦ Discounts ◦ Collection procedures ◦ Refund policies and procedures – show how ◦ Evidence of refunds  Facilities and Records ◦ Facility plan ◦ How are records protected 9

 Strategic Plan ◦ Future not history ◦ SWOT analysis ◦ Scope/actions ◦ Schedule/milestones ◦ Budget ◦ Responsibility 10

Developing the SER The SER is an analytical and descriptive document outlining every important aspect of your institution’s operation. It tells why, what and how. The SER is used by DETC evaluators to help them understand your institution and how it meets DETC Standards. Time is Essential The SER can take nine months or longer to develop. Assign SER Project Manager. Project Manager: establishes internal due dates; establishes guide for writing SER and organizes it into “one voice;” oversees organization of exhibits; and ensures all required items are completed, thorough, accurate and submitted by DETC deadlines. Use Your Experts Assign the writing of initial SER draft to your experts for each area. Assign Due Dates Confidentiality 11

Writing and Editing Your SER Read DETC instructions for completing the SER. Answer each question honestly, factually, completely and concisely. Use Standards as a guide for answering questions. “Toot your horn.” Identify challenges or weaknesses, and show how you are addressing them. Take the reader step by step through procedures and processes. If something is not applicable, make sure you state “not applicable.” Include table of contents. Final SER should be in “one voice.” Provide contact person for each Standard topic. Provide all required exhibits. Edit, edit, edit. Content Typos Grammar/Usage Voice Exhibits 12

I. Gainful Employment in a Recognized Occupation II. Consumer Protection for Misleading Information, Recruiting, and State Oversight III. Ensuring Only Eligible Students Receive Federal Funds IV. Clarification of Federal Aid Eligible Courses and Allocation 13

Proxy Measure of a Quantity of Student Learning  Carnegie Unit  Level of Instruction  Academic Rigor  Course Time Requirements 14

 Before – Developing the SER ◦ Follow timeline – stay up with the changes ◦ Wide participation but one project manager ◦ Write in basic English – edit ◦ Follow current format ◦ Use the evaluator’s form as a checklist ◦ Consultants? ◦ Read D.6. “Undergoing an Onsite Visit” 15

 Staff prepared and there  Faculty there or available  Answering questions – contradicting SER  Incomplete files  Staff/faculty not familiar with policies  Listen carefully to team’s questions 16

 Chair’s report – “Take a Deep Breath”  Read it and take a day or two to think about it  Don’t respond defensively  State what you are doing and provide evidence 17

Initial Accreditation  School personnel do not read questions thoroughly. Don’t provide “evidence”  State “does not apply” but do not explain why it does not apply  Do not understand the refund policy or don’t want to understand the refund policy  Do not answer the questions  Outcomes assessment plan is weak  Strategic plan is weak Re-accreditation  Don’t take the process seriously  Don’t participate in DETC meetings and don’t stay up with the changes  Some schools still don’t have “goals”  New management do not understand the process  Strategic plan weak General Observations  Have some faculty present  Document and provide evidence you do what you say you do  Make the SER complete and easy to read and navigate  Make it easy for the team. Be ready for the visit  Make sure the staff and faculty are prepared and on the same page 18

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