Presented by: Rudolph S. Jackson, UNCF Lead Consultant for FASTAP
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Steps in the Accreditation CycleA Collaboration Effort:
The United Negro College Fundand
The Commission on Colleges
Presented by:
Rudolph S. Jackson, UNCF LeadConsultant for FASTAP
February 14, 2014
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Objectives for today’s Session
Understand the orientation differences between UNCF and SACSCOC
Appreciate some of the fundamental components necessary for a successful SACSCOC review
Appreciate the rationale for a Fifth-Year Interim Review
Develop strategies for avoiding missteps in compliance reporting
Participants will:
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Peer Review Capacity Building
SACSCOC UNCF
Strategic FocusStudentLearning
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Resources Procedures and Activities
An Emphasis on Compliance(Accreditation Reviews)
Traditional Emphasis on Compliance and unit-level
effectiveness
-Institutional Mission-Financial support-Expertise and technical know-how-Personnel and student services-Governance
-Operating and policy procedures-Organization and reportingstructures
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ResourcesProcedures and Activities Outcomes
Tracing a Shift to Outcomes Review
Traditional Emphasis on Compliance and unit-level
effectiveness
Emerging Refinements in Regional Accreditation
-Institutional Mission-Financial support-Expertise technical know-how-Personnel and student services-Governance
-Operating/policy procedures-Organization and reportingstructures
Student Learning
-Knowledge-Skills-Behavioral Patterns
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FASTAPInitiative
(Financial and Strategic Technical Assistance Program)
Addressing Accreditation Issues Establishing Institutional Priorities Developing Workable Strategies for
improvements
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Getting Started(Planning Fundamentals)
Understand the reaffirmation process
Document the Compliance Certification
Explore the COC Website involving updates/policies www.sacscoc.org
Review the Resource Manual prepared by COC
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Getting StartedCont’d
Attend planned COC Sessions (e.g. annual meeting/orientation)
Review and discuss peer institutional experiences
Explore observer opportunities on visiting committees
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UnderstandingThe Reaffirmation ProcessOrientation (>2 yrs before reaffirmation)
Advisory visit (optional)Compliance Certification (Off-site Review)
Focused ReportReaffirmation Committee (On-site Review)
Response Report (for COC Review)Fifth-Year/Interim Report
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Organize for success
Establish timetables and reporting schedules
Share the vision for completing the certification document
Determine visual formats
Maintain close ties with tech staff
Fielding The Right Team
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-ISSUE AREAS-• Faculty
• Curriculum• Administration and
Governance• Technical/Presentation
• Finance• Other
Compliance Coordinator with
direct access to CEO
Leadership Team
Institutional Resources and Information
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Why a Fifth-Year Interim Review Process?
Higher Education Opportunity Act (HEOA)– Reg 602.19(b) Speaks to accrediting agencies
monitoring their accredited institutions to ensure ongoing compliance.
– Reg 602.22(c)(2) Calls for accrediting agencies having an effective mechanism for conducting, at reasonable intervals, visits to additional locations of institutions that operate more than three additional locations.
– There are variances in review cycles among accrediting bodies.
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5 Most Cited Standards for the Fifth-Year Over the Past 4 Years
1. CS 3.3.1.1 Institutional Effectiveness: Educational Programs, to include Student Learning Outcomes—49%
2. CR 2.8 Number of Full-time Faculty—41%
3. CS 3.4.11 Qualified Academic Coordinators—31%
4. FR 4.5 Student Complaints—26%
5. CS 3.13.3 Complaint Record—24%
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COMMON PITFALLS/ERRORS
Narrative/No Evidence Incomplete Responses (Failure to make a case) Policy Expectations
– Verification– See Resource Manual
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FR 4.5 Student Complaints
Provide a copy of student complaint policies
Provide real examples (student names and ID removed) that document and illustrate how complaints are resolved
Provide a record of Student complaints (a complaint log) [Addressed as part of CS 3.13]
Address how complaints are handled from students enrolled at off-campus sites and via distance education
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Common Issues:– Lack of defined student learning
outcomes and/or methods for assessing the outcomes
– Limited/Immature data– Not documenting use of data to make
improvements– Not addressing distance education and
off-campus site programs.
CS 3.3.1.1 Institutional Effectiveness: Educational Programs
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CS 3.3.1.1 Cycle
ExpectedOutcomes
Assessment:Results &Evaluation
Use of ResultsFor
Improvement
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Reporting Substantive change Importance of QEP Abstract Reporting Adequacy of Full-Time Faculty Illustrating Policy Compliance [2 meanings] Defining Credit Hour for your institution Reporting Distance Education Addressing Institutional Effectiveness
Area to Drill and Understand- Discuss with SACSCOC Staff
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Determine adherence to planned schedule Compile, edit, and track incoming drafts
(attention to updates) Revisit standards with multiple and special
policy components Determine need for Staff Advisory visit
and agenda items
12 - Month System Check-Up
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Pre-Submission Drill - Maintain Focus and Watch the Clock
Provide clear narrative that demonstrates compliance, along with supporting evidence
Check computer links Include prep time for unanticipated details Seek external review and validation of
reference documents20
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Questions and Observations
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