1. Welcome to Teaching + Learning Tuesdays
Title:
S4: Preparing for the Fifth-Year Report and Reaffirmation
Presenter:
Dr. Claudette Williams, Vice President,
SACS-COC
Welcome to Teaching + Learning Tuesdays
August 20, I 2:30PM to 4:30 PM
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2. SC Technical College System
Webinar August 20, 2013
11/15/2018
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3. 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

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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
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Have you ever felt like crying when preparing for SACSCOC reviews?
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6. Well, you may be suffering from stress!
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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
11/15/2018
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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
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9. Stress Can Leave You Broken!!!
Let us try to fix some of the problems
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10. 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
11/15/2018
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11. 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
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12. 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
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Lessons from the field for improvement
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14. Ten Most Frequently Cited Requirements/Standards
Rank
Requirement/ Standard
% of Institutions Receiving Citations of Non-Compliance
Off-Site Review 2011 and 2012 Classes (N = 157) 1
3.7.1
93.0%
Faculty Competence 2
65.6%
IE Educational Programs 3
2.11.1
55.4%
Financial Resources 4
54.8%
IE Educational Support 5
54.6%
IE Administrative Units 6
53.5%
IE Community/Public Service 7
3.5.1
52.9%
College Level Competencies 8
2.8
47.8%
Faculty 9
3.4.11
Academic Program Coordination 10
3.7.2
44.6%
Faculty Evaluation
11/15/2018
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15. Ten Most Frequently Cited Requirements/Standards
Rank
Requirement
/Standard
% of Institutions Receiving Citations of Non-Compliance
On-Site Review 2011 and 2012 Classes (N = 156) 1
3.3.2
66.7%
QEP 2
42.9%
IE Educational Programs 3
3.7.1
41%
Faculty Competence 4
3.5.1
27.6%
College Level Competencies 5
23.1%
IE Academic Support Services 6
22.4%
IE Community/Public Service 7
21.8%
IE Administrative Units 8
3.5.4
10.9%
Terminal Degrees of Faculty 9
3.10.4
10.3%
Control of finances 10
3.10.1
9.6%
Financial Stability
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16. Consistently Among the Top Ten
CS – IE Educational Programs
CS – IE Administrative Units
CS – IE Educational Support
CS – IE Community/Public Service
CS – Faculty Competence
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17. Issues Related to Satisfying …
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 each of the following areas:
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18. Issues Related to Satisfying CS 3.3.1.1
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 each of the following areas:
Educational programs, to include student learning outcomes
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19. 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
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20. Issues Related to Satisfying CS 3.3.1.1
Not adequately and appropriately addressing
Program outcomes
Student learning outcomes
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21. 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
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22. 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 , 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.
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23. 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 50th national percentile or better on a national standardized test such as MFAT, which will be given at least every four years.
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24. SLOs Contain Action Words Such As…
Analyze
Apply
Articulate
Calculate
Categorize
Demonstrate
Choose
Classify
Compare
Compute
Contrast
Create
Defend
Define
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
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25. 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
11/15/2018
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26. 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
11/15/2018
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27. 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
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28. 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
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29. 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
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30. Issues Related to Satisfying…
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 each of the following areas:
CS administrative support services
11/15/2018
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31. 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
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32. 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
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33. 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
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34. Examples of Expected Outcomes for an Administrative Unit
Institutional Research Unit:
At least 90% of those surveyed (by 5/1/14) will “agree” or “strongly agree” that the IR staff is helpful in providing information and reports.
Provide training sessions to the campus community on issues related to assessment between 6/1/13 and 5/31/14.
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35. Examples of Expected Outcomes for an Administrative Unit
Business Office:
The Business Office will review and revise, as findings indicate, policies and procedures related to contractual services, financial aid, and human resources for efficiency and adherence to internal controls by 6/30/2014.
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36. Issues Related to Satisfying…
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 each of the following areas:
CS academic and student support services
11/15/2018
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37. 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
11/15/2018
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38. 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
11/15/2018
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39. 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
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40. Example of an Expected Outcome for CS 3.3.1.3
Academic Support Services:
Provide faculty with sufficient access to, and assistance with, audiovisual equipment and materials to permit them to enhance the learning environment for students in a satisfactory manner
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41. Issues Related to Satisfying…
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 each of the following areas:
CS community/public service within its mission, if appropriate
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42. 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
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Community/Public Service:
The number of clients served by the university’s public service units will increase annually by at least 5%.
Client satisfaction with services provided through community/public service units will be consistently high as indicated by evaluative comments and an average rating of 4 on a 5-point scale).
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44. 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?
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45. 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?
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46. Issues Related to Satisfying…
CS 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.
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47. 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
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48. 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
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49. 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
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50. 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
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We Can Fix It
All will be well
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Celebration Time!!!
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THANK YOU
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References
SACSCOC Institutional Effectiveness Workshop for Pre-Applicant Institutions
Resource Manual For The Principles of Accreditation
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Join us every Third Tuesday for more Professional Development opportunities.
Next Session: September 17, 2013
TIME 2:30pm – 4:30pm
TITLE S4: Mobile Tools for Classroom Feedback and Formative Assessment
PRESENTERS Dr. Paul Wallace, Assistant Professor of Instructional Technology, Appalachian State University
Teaching and Learning Tuesdays - S4: SCTCS SACS Summer Sessions
S4: SCTCS SACS Summer Sessions are created modeled after the SACS Summer Institute to provide quality, accessible and seamless professional development to our SC Tech System educators who would otherwise be unable to attend the SACS four-week institute.
SESSION SEVEN – July 16, 2013
TIME 2:30pm – 4:30pm
FORMAT Online Webinar (Link and access instructions will be provided to registered participants)
TITLE Innovative Results Reporting for Student Assessment of Instruction
PRESENTER Julian Hutcheson, Statistical and Research Analyst III, Aiken Technical College
DESCRIPTION This session will discuss innovative reports displaying results of student course evaluations using a web-based system. These automated reports include various sorting capabilities, comments reporting, separate online course results and QEP-related stats. The presentation will be followed by a minute discussion allowing attendees to share what has worked for them. .
DESCRIPTION State Authorization Reciprocity Agreement (SARA) as it relates to distance education regulations. The June Teaching and Learning Tuesday (TLT) session will provide an opportunity for you to hear from Renea Eshelman, Acting Director for Academic Affairs and Licensing at the Commission on Higher Education. Ms. Eshelman has been following this discussion and can
11/15/2018
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