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Clues for Solvingthe Mystery of the
Fifth-Year Interim Report
Clues for Solvingthe Mystery of the
Fifth-Year Interim Report
2013 SACSCOC Annual MeetingDecember 7-10, 2013
Atlanta, Georgia
UCF TeamUCF Team
Tace Crouse –coordinator of UCF’s Fifth-Year Report and peer reviewer
Diane Chase – current SACSCOC liaison for UCF and peer reviewer
Heidi Watt – member of UCF Fifth-Year Report leadership team and manages on-going SACSCOC compliance activities
Denise Young – former SACSCOC liaison for UCF and peer reviewer (including Fifth-Year reports)
Tace Crouse –coordinator of UCF’s Fifth-Year Report and peer reviewer
Diane Chase – current SACSCOC liaison for UCF and peer reviewer
Heidi Watt – member of UCF Fifth-Year Report leadership team and manages on-going SACSCOC compliance activities
Denise Young – former SACSCOC liaison for UCF and peer reviewer (including Fifth-Year reports)
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University of Central FloridaUniversity of Central Florida
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60,000 students200+ programs
Multiple campusesResearch I UniversitySACSCOC Level VI
• second largest university in U.S.• one of twelve Florida state universities
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Workshop OutcomesWorkshop Outcomes
To prepare for their next report, participants will analyze the Fifth-Year Interim Report process including the:
previous performance of institutions
new and most challenging standards
litmus test questions
technology tools
evaluator’s perspective
organizational matrix
To prepare for their next report, participants will analyze the Fifth-Year Interim Report process including the:
previous performance of institutions
new and most challenging standards
litmus test questions
technology tools
evaluator’s perspective
organizational matrix
Workshop Agenda Workshop Agenda
background check
providing clues for preparing accreditation reports with a focus on the SACSCOC
Fifth-Year Interim Report input from peers
Evaluator perspectives and input into an Organizational Matrix are embedded throughout to provide you with clues for how your work might be reviewed and a jump start on your next report!
background check
providing clues for preparing accreditation reports with a focus on the SACSCOC
Fifth-Year Interim Report input from peers
Evaluator perspectives and input into an Organizational Matrix are embedded throughout to provide you with clues for how your work might be reviewed and a jump start on your next report!
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Background Check of Fifth-Year ReportBackground Check of Fifth-Year Report
Why a fifth-year report requirement?
response to federal oversight (Higher Education Opportunity Act)
ten-year span for major review deemed too long
What is the SACSCOC Fifth-year Report?
four or five-part report describing your institution, how it complies with designated standards, impact of its QEP, and action letter follow-up reports as required
may include a visit to off-campus sites initiated since previous reaffirmation
revised in 2012
Why a fifth-year report requirement?
response to federal oversight (Higher Education Opportunity Act)
ten-year span for major review deemed too long
What is the SACSCOC Fifth-year Report?
four or five-part report describing your institution, how it complies with designated standards, impact of its QEP, and action letter follow-up reports as required
may include a visit to off-campus sites initiated since previous reaffirmation
revised in 20126
Background Check of Fifth-Year Report…continued
Background Check of Fifth-Year Report…continued
includes many of the most challenging standards
Quality Enhancement Plan (QEP) Impact Report
rigor required equal to that of decennial report
evaluators scrutinize 10+ reports at one time
quick deadline if referral report needed
referral reports evaluated by the Compliance and Reports Committee
includes many of the most challenging standards
Quality Enhancement Plan (QEP) Impact Report
rigor required equal to that of decennial report
evaluators scrutinize 10+ reports at one time
quick deadline if referral report needed
referral reports evaluated by the Compliance and Reports Committee
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SACSCOC Fifth-Year Report Standards (2012)SACSCOC Fifth-Year Report Standards (2012)
1. CR 2.8 Number of full‐time faculty 2. CR 2.10 Student support services 3. CS 3.2.8 Qualified administrative and academic officers 4. CS 3.3.1.1 Institutional effectiveness: educational programs 5. CS 3.4.3 Admissions policies 6. CS 3.4.11 Qualified academic program coordinators 7. CS 3.11.3 Physical facilities 8. FR 4.1 Student achievement 9. FR 4.2 Program curriculum 10. FR 4.3 Publication of policies 11. FR 4.4 Program length 12. FR 4.5 Student complaints 13. FR 4.6 Recruitment materials 14. FR 4.7/CS 3.10.2 Title IV program responsibilities/financial aid audits 15. FR 4.8 Distance and correspondence education 16. FR 4.9 Definition of credit hours 17. CS 3.13 Policy compliance
1. CR 2.8 Number of full‐time faculty 2. CR 2.10 Student support services 3. CS 3.2.8 Qualified administrative and academic officers 4. CS 3.3.1.1 Institutional effectiveness: educational programs 5. CS 3.4.3 Admissions policies 6. CS 3.4.11 Qualified academic program coordinators 7. CS 3.11.3 Physical facilities 8. FR 4.1 Student achievement 9. FR 4.2 Program curriculum 10. FR 4.3 Publication of policies 11. FR 4.4 Program length 12. FR 4.5 Student complaints 13. FR 4.6 Recruitment materials 14. FR 4.7/CS 3.10.2 Title IV program responsibilities/financial aid audits 15. FR 4.8 Distance and correspondence education 16. FR 4.9 Definition of credit hours 17. CS 3.13 Policy compliance
What is “new” about the SACSCOC Fifth-Year Report?What is “new” about the SACSCOC Fifth-Year Report?
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language changes in CR 2.8, 2.10, CS 3.2.8, FR 4.1, 4.2, and 4.7
new standards: FR 4.8.1, 4.8.2, 4.8.3, and 4.9
policy compliance: CS 3.13.1, 3.13.3, and 3.13.4
more on these later…
The Fifth-Year Report – a Challenging Mystery, Indeed
The Fifth-Year Report – a Challenging Mystery, Indeed
76 percent of
2012 and 2013 institutions
were required to submit
at least one referral report
Reported in Busting Myths about SACSCOC by
Michael Johnson, SACSCOC Senior Vice President
76 percent of
2012 and 2013 institutions
were required to submit
at least one referral report
Reported in Busting Myths about SACSCOC by
Michael Johnson, SACSCOC Senior Vice President
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2013 Institutions – Major puzzlers % Required to Complete Referral Reports
Standard Track A Track B
CR 2.8 Sufficiency of Full-Time Faculty 24% 38%
CS 3.3.1.1 Institutional Effectiveness 33% 48%
CS 3.4.11Qualified Academic Coordinators
39% 18%
CS 3.13.1 Accrediting Decisions 27% 8%
CS 3.13.3 Complaint Record 12% 10%
FR 4.1 Student Achievement 33% 5%
FR 4.4 Program Length 0% 8%
FR 4.5 Student Complaints 6% 13%
CS 3.10/FR 4.7
Financial Aid Audits/Title IV Responsibilities
15% 20%
FR 4.8.2 Protecting Student Privacy 0% 0%
FR 4.9 Credit Hours 6% 3%
QEP Impact Report 3% 15%
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Form your Accreditation Scene Investigator (ASI) Teams Form your Accreditation Scene Investigator (ASI) Teams
8-10 members
meet and greet
color-coded for inclusive responding
designate a reporter
8-10 members
meet and greet
color-coded for inclusive responding
designate a reporter
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Referral Trends - ASI Teamwork (five-minute drill)Referral Trends - ASI Teamwork (five-minute drill)
Do you believe the results for 2013 were unusual?
What do you think were the top five referral
producers for Fifth-Year Reports over the last four
years and why have they been
problem areas?
Do you believe the results for 2013 were unusual?
What do you think were the top five referral
producers for Fifth-Year Reports over the last four
years and why have they been
problem areas?
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Top Five Referral Report Producers 2010-2013 (Combined Tracks A and B)Top Five Referral Report Producers 2010-2013 (Combined Tracks A and B)
5 - FR 4.5 Student Complaints - 17%
4 - CS 3.10.2/FR 4.7 Financial Aid/Title IV - 21%
3 - CS 3.4.11 Qualified Academic Coordinators – 32%
2 - CR 2.8 Number of Full-time Faculty – 42%
1 - CS 3.3.1.1 Institutional Effectiveness: Educational Programs, to include Student Learning Outcomes – 49%
5 - FR 4.5 Student Complaints - 17%
4 - CS 3.10.2/FR 4.7 Financial Aid/Title IV - 21%
3 - CS 3.4.11 Qualified Academic Coordinators – 32%
2 - CR 2.8 Number of Full-time Faculty – 42%
1 - CS 3.3.1.1 Institutional Effectiveness: Educational Programs, to include Student Learning Outcomes – 49%
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Referral reasonsReferral reasons
Failure to communicate compliance clearly
Failure to provide sufficient or appropriate evidence for compliance
Make a case for compliance with the wrong criteria due to a misinterpretation of the standard
Rarely, but sometimes, we do not comply.
Failure to communicate compliance clearly
Failure to provide sufficient or appropriate evidence for compliance
Make a case for compliance with the wrong criteria due to a misinterpretation of the standard
Rarely, but sometimes, we do not comply.
Detecting clues
for preparing all
SACSCOC accreditation reports
Detecting clues
for preparing all
SACSCOC accreditation reports
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Clues for Accreditation LeadershipClues for Accreditation Leadership
It takes a village…
but it also takes a president who is strongly committed to accreditation
through peer review
It takes a village…
but it also takes a president who is strongly committed to accreditation
through peer review
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Clue for leadership teamClue for leadership team
All Fifth-Year Report leadership team members should attend
SACSCOC Summer Institute and/or Annual Meeting at least
once prior to their submission year.
All Fifth-Year Report leadership team members should attend
SACSCOC Summer Institute and/or Annual Meeting at least
once prior to their submission year.
effective delegators and facilitators
able to “cut to the chase” in addressing each requirement
pragmatic: able to move the process along; intervene when needed
respectful of the process and those who implement it
extensive knowledge of institution
• well-known and respected on campus
effective delegators and facilitators
able to “cut to the chase” in addressing each requirement
pragmatic: able to move the process along; intervene when needed
respectful of the process and those who implement it
extensive knowledge of institution
• well-known and respected on campus
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Building your team - optimal characteristics of report leaders
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Applying Optimal Characteristics -ASI Individual work (five-minute drill)Applying Optimal Characteristics -ASI Individual work (five-minute drill)
Using your Organizational Matrix, identify individuals in your institution who exhibit these characteristics and would make good leaders for guiding the process for each standards.
Guiding questions: Do you choose to have a few or many people
overseeing the report? Do you choose to have one coordinator with
multiple information providers? Do you choose to have information providers also
write? Do you have a succession plan for people who
leave?
Share your challenges and your results with your team.
Using your Organizational Matrix, identify individuals in your institution who exhibit these characteristics and would make good leaders for guiding the process for each standards.
Guiding questions: Do you choose to have a few or many people
overseeing the report? Do you choose to have one coordinator with
multiple information providers? Do you choose to have information providers also
write? Do you have a succession plan for people who
leave?
Share your challenges and your results with your team.
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Managing the calendarManaging the calendar
SACSCOC Fifth-Year Report schedule
notification of report requirements sent from SACSCOC 11 months prior to due date
report due March 25th for Track B and Sept 15th for Track A
Fifth-Year Report Review Committee reviews occur in May/June for Track B and in December for Track A
referral reports due July-ish or January-ish and reviewed by Compliance and Reports Committee in December or June
SACSCOC Fifth-Year Report schedule
notification of report requirements sent from SACSCOC 11 months prior to due date
report due March 25th for Track B and Sept 15th for Track A
Fifth-Year Report Review Committee reviews occur in May/June for Track B and in December for Track A
referral reports due July-ish or January-ish and reviewed by Compliance and Reports Committee in December or June
Schedule cluesSchedule clues
begin early
begin early
begin early
pace the data collection, writing, and internal review
processes to finish well ahead of the due date
monitor the progress regularly
remember Murphy’s Law
begin early
begin early
begin early
pace the data collection, writing, and internal review
processes to finish well ahead of the due date
monitor the progress regularly
remember Murphy’s Law
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More schedule cluesMore schedule clues
An institution’s own report preparation schedule is dependent upon the complexity of the institution and the preparers having:
a thorough understanding of the institution
timely access to needed data
time to focus on the report
previous report-writing experience
access to reports on related issues
access to internal/external reviewers who can respond quickly
Again, assume Murphy’s Law will apply!
An institution’s own report preparation schedule is dependent upon the complexity of the institution and the preparers having:
a thorough understanding of the institution
timely access to needed data
time to focus on the report
previous report-writing experience
access to reports on related issues
access to internal/external reviewers who can respond quickly
Again, assume Murphy’s Law will apply!
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Sample scheduleSample scheduleTrack A schools – work backward from September 15 deadlineTrack B schools – work backward from March 25 deadline
16-18 months to submission
orient/organize – president or designee assignment of reporting requirements and determine review
structure/editor
initiate development of technology tools: Web shell,report platform
13-16 months to submission
organizational meetings: vice presidents, deans more complex institutions may begin readiness audit/gap
analysis (especially for CR 2.8 and CS 3.3.1.1)
Track A schools – work backward from September 15 deadlineTrack B schools – work backward from March 25 deadline
16-18 months to submission
orient/organize – president or designee assignment of reporting requirements and determine review
structure/editor
initiate development of technology tools: Web shell,report platform
13-16 months to submission
organizational meetings: vice presidents, deans more complex institutions may begin readiness audit/gap
analysis (especially for CR 2.8 and CS 3.3.1.1)
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Sample schedule…continuedSample schedule…continued
8-12 months to submission
complete readiness audit and first draft of QEP Impact report
receive letter of notification from SACSCOC (11 months out)
review of readiness audit and act on areas of immediate need
review CR 2.8 rationales for FT faculty numbers for all programs
8-12 months to submission
complete readiness audit and first draft of QEP Impact report
receive letter of notification from SACSCOC (11 months out)
review of readiness audit and act on areas of immediate need
review CR 2.8 rationales for FT faculty numbers for all programs
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Sample schedule…continuedSample schedule…continued
clarify necessary terms, documentation timespans
identify a representative sample of CS 3.3.1.1 IE plans and reports
review credentials and rationales for CS 3.2.8 administrators and officers and CS 3.4.11 academic coordinators
ensure all publications have consistent information (Web sites, catalogs, brochures, presentations)
update boards and institutional community on progress regularly
clarify necessary terms, documentation timespans
identify a representative sample of CS 3.3.1.1 IE plans and reports
review credentials and rationales for CS 3.2.8 administrators and officers and CS 3.4.11 academic coordinators
ensure all publications have consistent information (Web sites, catalogs, brochures, presentations)
update boards and institutional community on progress regularly
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Sample schedule…continuedSample schedule…continued
6-7 months to submission first draft of narratives (Parts II, III, and QEP Impact) completed
and reviewed
4-6 months to submission second draft of narratives reviewed narratives deemed “final” are uploaded to submission platform
1-3 months to submission final narratives reviewed pdf’s of all evidence documents created prep Final Reports; load on platform and test DVDs/drives test all DVDs/drives using PC’s and Apple computers
6-7 months to submission first draft of narratives (Parts II, III, and QEP Impact) completed
and reviewed
4-6 months to submission second draft of narratives reviewed narratives deemed “final” are uploaded to submission platform
1-3 months to submission final narratives reviewed pdf’s of all evidence documents created prep Final Reports; load on platform and test DVDs/drives test all DVDs/drives using PC’s and Apple computers
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Sample schedule…continuedSample schedule…continued
0-1 month to submission
introduction/submission letter from president loose ends finalized submit
Partly borrowed from Hillsborough Community College Web site
**Review UCF’s actual CS 3.3.1.1 schedule
0-1 month to submission
introduction/submission letter from president loose ends finalized submit
Partly borrowed from Hillsborough Community College Web site
**Review UCF’s actual CS 3.3.1.1 schedule
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Your schedule- ASI Individual and Teamwork (five-minute drill)Your schedule- ASI Individual and Teamwork (five-minute drill)
Organization Matrix time!
When is your Fifth-Year Interim Report due?
Count back from that 16 or 18 months to determine when to begin your process and then input the dates you wish to use in as many places on the matrix as you can.
Share your challenges and your results with your team.
Organization Matrix time!
When is your Fifth-Year Interim Report due?
Count back from that 16 or 18 months to determine when to begin your process and then input the dates you wish to use in as many places on the matrix as you can.
Share your challenges and your results with your team.
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DOs and DON’Tsfor accreditation
report preparation
DOs and DON’Tsfor accreditation
report preparation
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analyze each standard carefully
highlight each of its components
clarify terms and timespans to be reported
(Resource Manual is great help)
analyze each standard carefully
highlight each of its components
clarify terms and timespans to be reported
(Resource Manual is great help)
DO
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Analyze the Standard - ASI Teamwork (two-minute drill)Analyze the Standard - ASI Teamwork (two-minute drill)
What are the major areas that must be addressed/clarified for CS 3.3.1.1?
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 the following area:
3.3.1.1 educational programs, to include student learning outcomes
What are the major areas that must be addressed/clarified for CS 3.3.1.1?
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 the following area:
3.3.1.1 educational programs, to include student learning outcomes
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Analyzing CS 3.3.1.1Sample answers Analyzing CS 3.3.1.1Sample answers
The institution
identifies expected outcomes in [all] educational programs, to include student learning outcomes,
assesses the extent to which it achieves these outcomes
provides evidence of improvement based on analysis of the results
The institution
identifies expected outcomes in [all] educational programs, to include student learning outcomes,
assesses the extent to which it achieves these outcomes
provides evidence of improvement based on analysis of the results
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Analyzing CS 3.3.1.1…continuedAnalyzing CS 3.3.1.1…continued
clarifies terms “student learning outcomes”
measurable, define targets provides “evidence of improvement based on analysis of
results” What’s the +?
clarifies timespans for data
For example: Year 1: data analysis indicates a change is needed and
faculty determine what change is needed Year 2: change implemented; initial results [could be]
collected on change impact Year 3: results collected on change impact; [could]
determine if change was an improvement
clarifies terms “student learning outcomes”
measurable, define targets provides “evidence of improvement based on analysis of
results” What’s the +?
clarifies timespans for data
For example: Year 1: data analysis indicates a change is needed and
faculty determine what change is needed Year 2: change implemented; initial results [could be]
collected on change impact Year 3: results collected on change impact; [could]
determine if change was an improvement
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use the Resource Manual for SACSCOC reports (more
on this later)
conduct a gap analysis/readiness audit of the status of
how your institution has addressed each standard to
enable time for correction, if needed (16-18 months
before deadline)
use the Resource Manual for SACSCOC reports (more
on this later)
conduct a gap analysis/readiness audit of the status of
how your institution has addressed each standard to
enable time for correction, if needed (16-18 months
before deadline)
DO
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explore reaffirmation reports from your sister institutions
– remembering that you are unique
http://www.mcneese.edu/sacs
explore reaffirmation reports from your sister institutions
– remembering that you are unique
http://www.mcneese.edu/sacs
DO
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assemble all the evidence:
identify and collect appropriate data for the necessary time
periods to support the case for compliance
Clue: much of the evidence can be used for multiple standards
Ex: The institution’s mission statement is used many times. Certain components can be extracted for specific standards.
assemble all the evidence:
identify and collect appropriate data for the necessary time
periods to support the case for compliance
Clue: much of the evidence can be used for multiple standards
Ex: The institution’s mission statement is used many times. Certain components can be extracted for specific standards.
DO
use technical writing techniques, not creative writing techniques that embellish the argument or cover up inadequacies
use only the evidence that applies: be precise; address the specific standard; don’t say too much; don’t say too little
analyze and assemble the information so it clearly communicates compliance
address every standard and every part of every standard
use technical writing techniques, not creative writing techniques that embellish the argument or cover up inadequacies
use only the evidence that applies: be precise; address the specific standard; don’t say too much; don’t say too little
analyze and assemble the information so it clearly communicates compliance
address every standard and every part of every standard
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DO
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Where did these go wrong?Where did these go wrong?
FR 4.1 Student achievement: Forty percent of the 2013 Best College nursing students passed the NCLEX exam on their first attempt. This was up from 2012 when thirty percent passed. Two nursing instructors are set to retire in 2015 and we should be able to hire more qualified faculty to help the students do better after that.
CR 2.8 Number of full-time faculty: All our faculty members have appropriate credentials for teaching in their programs as attested by the Faculty Roster included in the addenda.
FR 4.1 Student achievement: Forty percent of the 2013 Best College nursing students passed the NCLEX exam on their first attempt. This was up from 2012 when thirty percent passed. Two nursing instructors are set to retire in 2015 and we should be able to hire more qualified faculty to help the students do better after that.
CR 2.8 Number of full-time faculty: All our faculty members have appropriate credentials for teaching in their programs as attested by the Faculty Roster included in the addenda.
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Let’s Investigate an example -ASI Teamwork (five + minute drill)Let’s Investigate an example -ASI Teamwork (five + minute drill)
How would you improve each of the following?How would you improve each of the following?
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CS 3.3.1.1 The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, including student learning outcomes
CS 3.3.1.1 The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, including student learning outcomes
1. Data from assessment measures were collected from students located on the main campus. The online and branch campuses were not included due to their low enrollments.
2. The assessment process for academic programs involves creating outcomes, implementing measures, and collecting results. One academic year of data provided us with a wealth of data to verify the process is being followed.
3. Listed as an IE process improvement: Implemented a new mathematics learning platform faculty members saw demonstrated at the MAA conference. Student performance increased by 25 percent on mid-term and final exam scores.
1. Data from assessment measures were collected from students located on the main campus. The online and branch campuses were not included due to their low enrollments.
2. The assessment process for academic programs involves creating outcomes, implementing measures, and collecting results. One academic year of data provided us with a wealth of data to verify the process is being followed.
3. Listed as an IE process improvement: Implemented a new mathematics learning platform faculty members saw demonstrated at the MAA conference. Student performance increased by 25 percent on mid-term and final exam scores.
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use multiple reviewers (internal and external) to judge clarity
and completeness
Reminder: Reviewers add time to the process!
use multiple reviewers (internal and external) to judge clarity
and completeness
Reminder: Reviewers add time to the process!
DO
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ensure ease of navigation throughout the materials
(both for reading and for using the technology)
ensure ease of navigation throughout the materials
(both for reading and for using the technology)
DO
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Technology is great when it works Technology is great when it works
Test every flash drive or dvd on multiple types of computers
Label each narrative clearly
Ensure every link to evidence works
Ensure you can close one standard’s narrative and go directly to another without having to go out of the whole document and start over
…more on technology clues later
Test every flash drive or dvd on multiple types of computers
Label each narrative clearly
Ensure every link to evidence works
Ensure you can close one standard’s narrative and go directly to another without having to go out of the whole document and start over
…more on technology clues later
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ensure consistency and accuracy with the use of primary
sources of evidence
Post resources used in multiple sections in a centralized site
for all writers to use.
ensure consistency and accuracy with the use of primary
sources of evidence
Post resources used in multiple sections in a centralized site
for all writers to use.
DO
46
contact your SACSCOC Vice President
to discuss unclear requirements or uncertainties
on how you plan to address standards
contact your SACSCOC Vice President
to discuss unclear requirements or uncertainties
on how you plan to address standards
DO
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rely on one person to prepare the entire report
assume writing a portion of an accreditation report is an intuitive process and everyone’s top priority
submit the report without reviewing for correctness and consistency
rely on one person to prepare the entire report
assume writing a portion of an accreditation report is an intuitive process and everyone’s top priority
submit the report without reviewing for correctness and consistency
DON’T
Several accreditation standards reference the institution’s mission statement which is to be specific to and appropriate for the institution and must be easy to access.
DON’T provide outdated or inconsistent copies of the mission
refer the reader to the whole student catalog or any other entire document as evidence of publication of the mission
fail to rectify inconsistencies between the mission and institutional activities
Several accreditation standards reference the institution’s mission statement which is to be specific to and appropriate for the institution and must be easy to access.
DON’T provide outdated or inconsistent copies of the mission
refer the reader to the whole student catalog or any other entire document as evidence of publication of the mission
fail to rectify inconsistencies between the mission and institutional activities
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Break TimeBreak Time
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Uncovering clues for
remaining general areas,
specific standards and the QEP Impact
Report.
Uncovering clues for
remaining general areas,
specific standards and the QEP Impact
Report.
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General clue regarding policies
Implicit in every [Core Requirement/Comprehensive Standard/Federal Requirement] mandating a policy or procedure is the expectation that the policy or procedure is in writing and has been approved through appropriate institutional processes, published in appropriate institutional documents, accessible to those affected by the policy or procedure, and implemented and enforced by the institution.
Principles
DO
refer to and provide copies and verify posting of policies and procedures for all standards for which they exist
(not just for CS 3.13.A-C)
Ex: FR 4.5 Student complaints - Provide institutional policy document, procedures, and a pdf of where published
General clue regarding policies
Implicit in every [Core Requirement/Comprehensive Standard/Federal Requirement] mandating a policy or procedure is the expectation that the policy or procedure is in writing and has been approved through appropriate institutional processes, published in appropriate institutional documents, accessible to those affected by the policy or procedure, and implemented and enforced by the institution.
Principles
DO
refer to and provide copies and verify posting of policies and procedures for all standards for which they exist
(not just for CS 3.13.A-C)
Ex: FR 4.5 Student complaints - Provide institutional policy document, procedures, and a pdf of where published
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Organizational MatrixOrganizational Matrix
deadlines for report drafts and reviews
responsible persons
organizes requirements, resources, assignments, and deadlines in one document
identifies SACSCOC-delineated documentation
identifies institutional documentation
assists with survey development
deadlines for report drafts and reviews
responsible persons
organizes requirements, resources, assignments, and deadlines in one document
identifies SACSCOC-delineated documentation
identifies institutional documentation
assists with survey development
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Let’s Investigate the MatrixIndividual Activity (5 minute drill)_Let’s Investigate the MatrixIndividual Activity (5 minute drill)_
focus on standards CS 3.4.11 Qualified Academic Coordinators and CS 3.11.3 Physical Facilities
review the matrix information
pencil in your institution’s information for the remaining last five columns
What challenges do you predict?
focus on standards CS 3.4.11 Qualified Academic Coordinators and CS 3.11.3 Physical Facilities
review the matrix information
pencil in your institution’s information for the remaining last five columns
What challenges do you predict?
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Clues for CR 2.8 Number of Full-time Faculty Language Change
Clues for CR 2.8 Number of Full-time Faculty Language Change
The number of full-time faculty members is adequate to
support the mission of the institution and to ensure the
quality and integrity of each of its academic programs.
Discussion: What’s a “program?”
The number of full-time faculty members is adequate to
support the mission of the institution and to ensure the
quality and integrity of each of its academic programs.
Discussion: What’s a “program?”
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CR 2.8 CluesCR 2.8 Clues
DO disaggregate full-time faculty by program/discipline,
mode, and location
provide a rationale for why the number is adequate for each program, mode, and location
provide information regarding faculty loads, including committee work, service, advising, curriculum development, research
provide information that students and programs have been successful with current numbers (external recognitions, awards, and rankings; licensure exams)
DO disaggregate full-time faculty by program/discipline,
mode, and location
provide a rationale for why the number is adequate for each program, mode, and location
provide information regarding faculty loads, including committee work, service, advising, curriculum development, research
provide information that students and programs have been successful with current numbers (external recognitions, awards, and rankings; licensure exams)
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CR 2.8 CluesCR 2.8 Clues
DON’T incorporate the faculty roster and faculty
qualifications as data for this standard
advocate for more faculty than is considered “adequate” just to get more faculty
confuse reviewers with too much information
DON’T incorporate the faculty roster and faculty
qualifications as data for this standard
advocate for more faculty than is considered “adequate” just to get more faculty
confuse reviewers with too much information
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CR 2.8 TemplateCR 2.8 Template
1
2
3
4
5
6
Location of Instruction
Number & Percent
of Student UndergraduateCredit Hours
Taught by Full-time Faculty for each
Major or Program content area
Number & Percent
of Student UndergraduateCredit Hours
Taught by Part-time or Adjuncts or Graduate Teaching
Assistants for each Major or
Program content area
Number & Percent
of Student Undergraduate
Credit Hours Taught by Part-time Faculty
or Adjuncts or Graduate Teaching
Assistants in General Education
Courses
Number & Percent
of Student Graduate Credit Hours Taught by Full-time Faculty
in each Degree Program
Number & Percent
of Student Graduate
Credit Hours Taught by Part-time Faculty or adjuncts
in each Degree Program.
58
CS 2.10 Student ServicesCS 2.10 Student Services
The institution provides student support programs, services, and
activities consistent with its mission that are intended to promote
student learning and enhance the development of its students.
The institution provides student support programs, services, and
activities consistent with its mission that are intended to promote
student learning and enhance the development of its students.
59
CR 2.10CR 2.10
DO provide a comprehensive list of student support
services
conduct a thorough review of all student support Web sites to ensure the services are included in the report
ensure equivalent services are provided for all students, everywhere, and that these are included in the report
DO provide a comprehensive list of student support
services
conduct a thorough review of all student support Web sites to ensure the services are included in the report
ensure equivalent services are provided for all students, everywhere, and that these are included in the report
60
CS 3.13.1 Accrediting Decisions of Other Agencies CS 3.13.1 Accrediting Decisions of Other Agencies
DO
create a table listing:
federally-recognized agencies that currently accredit the institution and its programs
dates of most recent reviews any negative actions taken by the agencies and the
reasons for each copies of statements used in describing the institution to
each agency dates and reasons for voluntary or involuntary
termination of accreditation
DO
create a table listing:
federally-recognized agencies that currently accredit the institution and its programs
dates of most recent reviews any negative actions taken by the agencies and the
reasons for each copies of statements used in describing the institution to
each agency dates and reasons for voluntary or involuntary
termination of accreditation
61
CS 3.13.3 Complaint Procedures Against the Commission or its Accredited Institutions
CS 3.13.3 Complaint Procedures Against the Commission or its Accredited InstitutionsDocumentation of written student complaints:
What is the policy and where is it published?
What offices maintain records and what is/are their location(s)?
What is included in the complaint record?
What is the review process for complaints?
Note: Complaint records will be reviewed during the next decennial evaluation. Be ready!
Documentation of written student complaints:
What is the policy and where is it published?
What offices maintain records and what is/are their location(s)?
What is included in the complaint record?
What is the review process for complaints?
Note: Complaint records will be reviewed during the next decennial evaluation. Be ready!
62
CS 3.13.4 Reaffirmation of Accreditation and Subsequent ReportsCS 3.13.4 Reaffirmation of Accreditation and Subsequent Reports
An institution includes a review of its distance learning programs in the Compliance Certification.
DO
provide evidence of assessment of standards that apply to distance and correspondence education programs and courses(Be sure distance learners are included in all appropriate assessment populations and use examples for CS 3.3.1.1 that highlight them.)
An institution includes a review of its distance learning programs in the Compliance Certification.
DO
provide evidence of assessment of standards that apply to distance and correspondence education programs and courses(Be sure distance learners are included in all appropriate assessment populations and use examples for CS 3.3.1.1 that highlight them.)
63
QEP Impact Report CluesQEP Impact Report Clues
DO provide succinct list of initial goals and outcomes
report on what actually transpired, not on the plan merits
provide clear rationales for incomplete or changed activities
provide complete and clear assessment results
DO provide succinct list of initial goals and outcomes
report on what actually transpired, not on the plan merits
provide clear rationales for incomplete or changed activities
provide complete and clear assessment results
64
QEP Impact Report Clues…continuedQEP Impact Report Clues…continued
DON’T fail to report reasons for changes
fail to report results and their analysis
fail to report the impact(s) on student learning and/or the learning environment
DON’T fail to report reasons for changes
fail to report results and their analysis
fail to report the impact(s) on student learning and/or the learning environment
65
TechnologyTechnology
SACSCOC and other agency requirements
management platform
word and page counts for some sections
report presentation one printed copy other copies usually electronic
must not be tied to internet media must be labeled clearly media must be user-friendly media must work - test on various computers;
test all drives
SACSCOC and other agency requirements
management platform
word and page counts for some sections
report presentation one printed copy other copies usually electronic
must not be tied to internet media must be labeled clearly media must be user-friendly media must work - test on various computers;
test all drives
66
Technology ToolsTechnology Tools
Internal document sharing:
Dropbox
SharePoint
Google docs
Atlassian Confluence
What others have you used?
Internal document sharing:
Dropbox
SharePoint
Google docs
Atlassian Confluence
What others have you used?
67
Technology Tools…continuedTechnology Tools…continued
Final preparation and presentation platforms
Compliance Assist
Xitracs
LiveText
Digital Measures
TaskStream
Home grown
What others have you used?
Final preparation and presentation platforms
Compliance Assist
Xitracs
LiveText
Digital Measures
TaskStream
Home grown
What others have you used?
68
Technology Tools…continuedTechnology Tools…continued
Open communication – to share or not to share
http://louisville.edu/institutionalresearch/accreditation/5year.html
http://www.mcneese.edu/sacs
http://www.virginia.edu/sacs/fifthyear.html
http://www.tstc.edu/docs/6291.pdf
Open communication – to share or not to share
http://louisville.edu/institutionalresearch/accreditation/5year.html
http://www.mcneese.edu/sacs
http://www.virginia.edu/sacs/fifthyear.html
http://www.tstc.edu/docs/6291.pdf
69
Litmus Test QuestionsLitmus Test Questions
Is each narrative focused only on the requirements of the standard?
Does each narrative state just enough, and not too much, in making a case for compliance for each requirement?
Were only past and present tense verbs used to verify compliance?
Were adjectives and adverbs limited to necessary descriptors?
Has relevant, sufficient, reliable, verifiable, representative evidence been provided to support a claim for compliance for each component of each standard?
Is each narrative focused only on the requirements of the standard?
Does each narrative state just enough, and not too much, in making a case for compliance for each requirement?
Were only past and present tense verbs used to verify compliance?
Were adjectives and adverbs limited to necessary descriptors?
Has relevant, sufficient, reliable, verifiable, representative evidence been provided to support a claim for compliance for each component of each standard?
70
Litmus Test Questions…continuedLitmus Test Questions…continued
Are evidence documents highlighted or pertinent sections extracted to focus the reader on the specific information needed to verify compliance?
Were names and identifying information redacted when necessary?
Is each narrative clear to all readers (no jargon, acronyms, assumptions)?
Were pertinent quotes from the mission statement provided for most of the standards as needed?
Were the pertinent policies or procedures, including verification of their being approved by appropriate bodies and published, provided and highlighted where needed (which is just about everywhere)?
And, of course, was everything in the report accurate?
Are evidence documents highlighted or pertinent sections extracted to focus the reader on the specific information needed to verify compliance?
Were names and identifying information redacted when necessary?
Is each narrative clear to all readers (no jargon, acronyms, assumptions)?
Were pertinent quotes from the mission statement provided for most of the standards as needed?
Were the pertinent policies or procedures, including verification of their being approved by appropriate bodies and published, provided and highlighted where needed (which is just about everywhere)?
And, of course, was everything in the report accurate?
71
Input from our peersInput from our peers
What did you find most challenging in completing the SACSCOC Fifth-Year Interim Report?
ambiguity of terms/expectations and what that might mean to the reviewers
time management; managing internal deadlines
starting the report. Narrative content, quality, length, etc.; gathering appropriate evidence documentation and uploading electronically; and the QEP Impact
What did you find most challenging in completing the SACSCOC Fifth-Year Interim Report?
ambiguity of terms/expectations and what that might mean to the reviewers
time management; managing internal deadlines
starting the report. Narrative content, quality, length, etc.; gathering appropriate evidence documentation and uploading electronically; and the QEP Impact
72
Input from our peersInput from our peersWhat was the biggest surprise you found during the SACSCOC Fifth-Year Interim Report process?
The approach taken with the [decennial] report five years prior was insufficient at the time of the Fifth-Year report even when there had been no change in the standard.
The abbreviated [Fifth-Year] review was very labor intensive, the logistics of a 5 vs. 10 year- committee organization & constituent review- not much different.
inclusion of new standards (several responses)
What was the biggest surprise you found during the SACSCOC Fifth-Year Interim Report process?
The approach taken with the [decennial] report five years prior was insufficient at the time of the Fifth-Year report even when there had been no change in the standard.
The abbreviated [Fifth-Year] review was very labor intensive, the logistics of a 5 vs. 10 year- committee organization & constituent review- not much different.
inclusion of new standards (several responses)
73
Input from our peersInput from our peers
What advice would you give to those preparing a 2014 SACSCOC Fifth-Year Interim Report?
start early- particularly on CR 2.8 and CS 3.3.1.1
use the Resource Manual
develop a consistent method of labeling evidence files
employ an editor
perform gap analysis and policy inventory on each standard at least a year before report is due and discuss progress monthly with administrators
What advice would you give to those preparing a 2014 SACSCOC Fifth-Year Interim Report?
start early- particularly on CR 2.8 and CS 3.3.1.1
use the Resource Manual
develop a consistent method of labeling evidence files
employ an editor
perform gap analysis and policy inventory on each standard at least a year before report is due and discuss progress monthly with administrators
74
Advice from peers cont.Advice from peers cont.There is no off-site/on-site double review to
encourage consistency with meeting standards.
It is not [just] an interim report but a reaffirmation report.
Give serious consideration to a management system (s.a. Compliance Assist or Xitracs) to streamline the process and allow you to focus on content.
When completing any standard that could be relevant to distance education offerings, ensure that you’ve mentioned how distance ed students are served/supported. This makes CS 3.13.C easier.
There is no off-site/on-site double review to encourage consistency with meeting standards.
It is not [just] an interim report but a reaffirmation report.
Give serious consideration to a management system (s.a. Compliance Assist or Xitracs) to streamline the process and allow you to focus on content.
When completing any standard that could be relevant to distance education offerings, ensure that you’ve mentioned how distance ed students are served/supported. This makes CS 3.13.C easier.
75
Advice from peers cont.Advice from peers cont.
Build in way more time than you think you will need; anticipate that standards will be added or significantly revised.
Stay current with SACSCOC website and ask questions; communicate regularly with your VP.
Fashion your narrative for a reviewer who does not know your institution at all.
Have IT nearby at all times. [Make sure it works!]
Allow as much time as possible for editing. Have independent readers critique the semi-final drafts of the report.
Build in way more time than you think you will need; anticipate that standards will be added or significantly revised.
Stay current with SACSCOC website and ask questions; communicate regularly with your VP.
Fashion your narrative for a reviewer who does not know your institution at all.
Have IT nearby at all times. [Make sure it works!]
Allow as much time as possible for editing. Have independent readers critique the semi-final drafts of the report.
What opportunities arise from the Fifth-Year Report preparation? What opportunities arise from the Fifth-Year Report preparation?
collaboration of a team from across the institution with a common goal
communication and education of institutional strengths to internal and external audiences
validation of quality by peers
clarification of definitions, policies, and procedures
collaboration of a team from across the institution with a common goal
communication and education of institutional strengths to internal and external audiences
validation of quality by peers
clarification of definitions, policies, and procedures
76
identification of areas where improvements can be made even when currently in compliance
gap analysis/preparation for the next decennial report
thorough review of all Web pages and publications to ensure they are consistent and correct
What are other opportunities arising from the report?
identification of areas where improvements can be made even when currently in compliance
gap analysis/preparation for the next decennial report
thorough review of all Web pages and publications to ensure they are consistent and correct
What are other opportunities arising from the report?
77
What opportunities arise from the Fifth-Year Report preparation? …continued
78
ResourcesResources
The Fifth-Year Interim Review Process & Included Standards - Crystal Baird’s 2013 Summer Institute Presentation
http://www.sacscoc.org/cbaird.asp
Busting Myths About SACSCOC - Michael Johnson’s 2013 Summer Institute Plenary Presentationhttp://www.sacscoc.org/institute/2013/Institute13/Plenaries/johnson1.PDF
SACSCOC Templates for the Compliance Certificationhttp://www.sacscoc.org/cctemplates.asp
The Fifth-Year Interim Review Process & Included Standards - Crystal Baird’s 2013 Summer Institute Presentation
http://www.sacscoc.org/cbaird.asp
Busting Myths About SACSCOC - Michael Johnson’s 2013 Summer Institute Plenary Presentationhttp://www.sacscoc.org/institute/2013/Institute13/Plenaries/johnson1.PDF
SACSCOC Templates for the Compliance Certificationhttp://www.sacscoc.org/cctemplates.asp
79
Resources…continuedResources…continued
Handbook for Review Committees http://www.sacscoc.org/pdf/handbooks/Exhibit%2018.HandbookForReviewCommittees.pdf
Evaluator Training Modules: Institutional Effectiveness http://www.sacscoc.org/trngmods/IEModules.pdf
Evaluator Training Module: Student Services http://www.sacscoc.org/trngmods/SSModules.pdf
Analyzing a Case for Compliance rubrichttp://www.sacscoc.org/pdf/ANALYZING%20A%20CASE%20FOR%20COMPLIANCE_SEPT2010%20_2_.pdf
Handbook for Review Committees http://www.sacscoc.org/pdf/handbooks/Exhibit%2018.HandbookForReviewCommittees.pdf
Evaluator Training Modules: Institutional Effectiveness http://www.sacscoc.org/trngmods/IEModules.pdf
Evaluator Training Module: Student Services http://www.sacscoc.org/trngmods/SSModules.pdf
Analyzing a Case for Compliance rubrichttp://www.sacscoc.org/pdf/ANALYZING%20A%20CASE%20FOR%20COMPLIANCE_SEPT2010%20_2_.pdf
80
Resources…continuedResources…continued
SACSCOC Listserv
To subscribe send an email LISTSERV@LISTSERV.UHD.EDU
Leave the subject line blank The body of the email should contain only the command:
“Subscribe ACCSHE”
Subscribers post to: ACCSHE@LISTSERV.UHD.EDU
SACSCOC Listserv
To subscribe send an email LISTSERV@LISTSERV.UHD.EDU
Leave the subject line blank The body of the email should contain only the command:
“Subscribe ACCSHE”
Subscribers post to: ACCSHE@LISTSERV.UHD.EDU
…and the reason we do all this…and the reason we do all this
81
University of Central FloridaUniversity of Central Florida
Dr. Tace CrouseDirector, Special ProjectsFifth-Year Report CoordinatorAcademic Affairstace.crouse@ucf.edu
Dr. Diane ChaseExecutive Vice ProvostSACSCOC LiaisonAcademic Affairsdiane.chase@ucf.edu
Ms. Heidi WattDirector, Accreditation and Quality AssuranceAcademic Affairsheidi.watt@ucf.edu
Dr. Denise YoungAssociate Vice PresidentFormer SACSCOC LiaisonRegional Campusesdenise.young@ucf.edu
82http://afia.ucf.edu/accreditation
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