preparing for sacs “where do we go from here?”

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Preparing for SACS“Where Do We Go From Here?”

Presentation at

Southern University at New Orleans

September 28, 2006

Shanna Estay LittleCoordinator for Accreditation & Program Review

Southern University System

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SACS Paradigm for Accreditation “Self Regulation”

Philosophy

(1) Self-Regulation through Accreditation Embodies a Traditional U.S. Philosophy That a Free People Can and Ought to Govern Themselves Through a Representative, Flexible, and Responsive System.

(2) Emphasizing Processes and Resulting Outcomes, Accreditation Relies on Integrity, Thoughtful and Principled Judgment, Rigorous

Application of Requirements, and a Context of Trust.

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SACS Paradigm for Accreditation “Self Regulation”

(3) Based on Reasoned Judgment, the Process Stimulates Evaluation and Improvement, While Providing a Means of Continuing Accountability to Constituents and the Public.

(4) The COC Expects Institutions to Dedicate Themselves to Enhancing the Quality of the Programs & Services Within The Context of Their Mission, Resources, and Capacities, and to Create an Environment in Which Teaching, Public Service, Research and Learning Occur.

Philosophy

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Principles of Accreditation “Foundations for Quality Enhancement”

Criteria for Accreditation

Principles & Philosophy of Accreditation

Core Requirements (12)

Comprehensive Standards (53)

Federal Mandates (8)

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Core Requirements: Establishes “Entry” Level Requirements For an Institution Seeking Continued Accreditation. Institutions Must Demonstrate Compliance With all Twelve Requirements.

Core Requirement 12: The Institution Has Developed an Acceptable Quality Enhancement Plan (QEP) and Demonstrates The Plan Is Part of An Ongoing Planning and Evaluation Process.

Criteria for Accreditation

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SUS/SACS Paradigm for Accreditation “Quality Enhancement Framework”

The Principles of Accreditation attests to the commitment of the Commission on Colleges to:

•the enhancement of the quality of higher education

•the proposition that student learning is at the heart of the mission of all institutions of higher learning

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The Quality Enhancement Plan (QEP) is a component of the accreditation process that reflects and affirms both of these commitments. Developing a QEP as part of the reaffirmation process is an opportunity and an impetus for an institution to enhance overall institutional quality and effectiveness by focusing on an issue or issues the institution considers important to improving student learning.

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The Quality Enhancement Plan (QEP) is a Carefully designed and Focused Course of Action Designed to Improve Student Learning Quality and Institutional Credibility. The Plan Must be Implemented Over a Time Period and Demonstrating The Following:

- Planning - Implementation - Evaluation - Recommendations - Reporting - Communication - Inclusiveness - Collaborations

The Quality Enhancement Plan

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•The QEP describes a carefully designed and focused course of action that addresses a well-defined topic or issue(s) directly related to enhancing student learning. •Student learning is defined broadly in the context of the QEP and may address a wide range of topics or issues but, in all cases, the goals and evaluation strategies need to be clearly and directly linked to improving the quality of student learning. •In order to ensure that the QEP is implemented, the institution integrates it into its ongoing planning and evaluation process.

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At the time of the on-site review, the Commission expects an institution to have in place all components that are characteristic to any workable plan:

1.a focused topic (directly related to student learning)2.clear goals3.adequate resources in place to implement the plan4.evaluation strategies for determining the achievement of goals5.evidence of community development and support of the plan

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Compliance Certification – Documents SUNO’s Response to

- Core Requirements (11) - Comprehensive Standards (53) - Federal Mandates (8)

Quality Enhancement Plan (QEP) – Documents SUNO’s Response to Core Requirement 12

SACS Deliverables

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Paradigm For QEP Development• Environmental Scan• Assessment of Student Learning• Definition of Product• Core Values• Value Added • Action for Change (Quality Emphasis)

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SUS/SACS Paradigm for Accreditation “Institutional Effectiveness”

Strategic Planning / Vision 2020: Vibrant Balanced EconomyWith a Well-Educated Workforce & Improved Life Quality.

Institutional Operational Plans: Establish Annual Performance Targets and Reporting Strategic Goal Attainment Activities.

Institutional Effectiveness Plans: Establish Annual Performance Targets For Organizational Units

SACS/QEP(s): Linking Institutional Units Into the Strategic Planning/Reporting & Reaffirmation Process.

Performance Budgeting: Cost Maximization & Resource Utilization. Emphasis: Cost Avoidance, Cost Liabilities & Cost Effectiveness.

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SUS/SACS Paradigm for Accreditation “Establishing Accountability”

Five Levels of Accountability

1. Policy Accountability Selection of policies pursued/rejected. 2. Program Accountability Goal achievement. 3. Performance Accountability Efficient operations. 4. Process Accountability Using adequate process, procedures,

or measures in performing actions required.

5. Probity/Legal Accountability Spending funds in accordance

with approved budget and legal requirements.

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SUS/SACS Paradigm for Accreditation“Data Driven Assessments”

Core Data Systems Statewide Student Profile System (BOR) IPEDS Performance Based Budget Planning & Reporting

Enhanced University Assessment Capability Perception Based Surveys Knowledge, Skills & Abilities ( Pedagogy) Development of Core Indicators

Outcome Assessment Quality of Academic Experience Post Baccalaureate Specialization Employment Earnings Evaluations

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SUS/SACS Paradigm for Accreditation“Performance Reporting”

QEP Reporting: Performance/Process Accountability Criteria: Measure of service accomplishments (output and outcome indicators) Measures relating service efforts to service accomplishments (efficiency and cost-outcome indicators)

Explanatory Information (Data Quality Measurements)

Relevance TimelinessUnderstandability Consistency Comparability * Reliability

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improve the educational experience of your studentsreinvigorate faculty & staffdemonstrate that Administration, Academic Affairs, & Student Affairs share common goalsdemolish campus silos strengthen partnerships with the communitycreate competitive applications for new funding opportunities

Embrace the QEP as an Opportunity to:

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Student Learning Outcomes Reflect Changes in Knowledge, Skills, Attitudes, and/or Values Attributed to the Collegiate Experience.

Student Learning Outcomes

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Cognitive Outcomes

Demonstrable acquisition of specific knowledge and skill.

What do the student know that they didn’t know before.

What can they do that they couldn’t do before.

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Affective Outcomes

How has their college experience impacted student’s

Values Goals Attitudes Self-concepts World views

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All outcomes measures should be linked to the student’s college experience.

The outcome also should be measurable How do you measure the Student

learning outcome? DOCUMENTATION

Testing (State and/or interdepartmental). Surveys or some fact finding instrument

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SUS/SACS Paradigm for Accreditation “ QEP Topic Selection”

Quality Enhancement Focus• SLO Originating From IE Process

• Inclusiveness

• Topic Selection-Data Driven

• Organizational Buy In (Faculty/Stakeholders)

• Within Institutional Resource Capability

• Measurable Impact On Student Learning

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Performance/Process Variables Affecting SLO• Increase Licensure Pass Rates

• Improve Student Writing

• Enhance Course Relevancy

• Improve Parking

• Increase Salaries

• Shorten Registration Process

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Indirect Relationship to SLO• Improve Technology Access

• Enhance Library Holdings

• Enhance Faculty Advisement

• Increase Student Retention

• Increase Graduation Rates

• Increase Completer Earnings

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Demonstrate Evidence• Development of Enhancement Process

• Inclusiveness

•Topic Selection & Related Issues

• Generated Results

• Measurable Process Improvements

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SUS/SACS Paradigm for Accreditation “ QE Collaborative Model”

Review Area: Student Registration

1. Strategic Goal: Student Access/Enrollment

2. Review Context: Reporting Integrity

3. Program Area: Enrollment Mgt./Ac. Affairs

4. Benchmarks: Statewide Student Profile Sys.

5. Govt. Oversight: BOR,OPB,OLA & Federal

6. SACS Standards: 2.5, 2.11.1/3.10.1-3.10.5

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Organizational Units: Problem Resolution

Assessment of Process Variables

Pre-Enrollment Trends Inter-organization Coordination Class Enrollment Trends Financial Aid Eligibility Class Withdrawal/Acquisition Optimal Class Purging Payment Verification Status Advisor Certification Mandated Student Census Lockdown 14/7 Post SSPS Adjustments Enrollment Management Policies/Procedures

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Develop Quality Initiatives

1. Proactive Pre-Registration Initiatives

2. Strengthening IE Planning Process

3. Involvement of Internal Auditor

4. Enhancing Policies/Procedures

5. Continued Process Improvement

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How Can We Achieve Reaffirmation ?

Communication

Cooperation

Trust

Mutual Respect

“A Willingness to Change”

preparing for sacs “where do we go from here?”

Documents

accreditation process

quality enhancement

continued accreditation

institutional quality

student learning quality

accreditation self regulation3

evaluation process

accreditationsussacs