SACS 2005SACS 2005

SACS Re-Affirmation SACS Re-Affirmation CommitteeCommittee

Donald Franceschetti, Co-Donald Franceschetti, Co-Chair, PhysicsChair, Physics

Daniel Poje, Co-Chair, Daniel Poje, Co-Chair, Academic AffairsAcademic Affairs

William (Bill) Akey, Enrollment William (Bill) Akey, Enrollment ServicesServices

Rosie Bingham, Student Rosie Bingham, Student DevelopmentDevelopment

Carol Crown, ArtCarol Crown, Art Carol Danehower, Carol Danehower,

ManagementManagement Gary Donhardt, Institutional Gary Donhardt, Institutional

ResearchResearch Edwin Frank, University Edwin Frank, University

LibrariesLibraries Jamie Cohen, Grad. Asst., Jamie Cohen, Grad. Asst.,

Counseling PsycCounseling Psyc Mei-Chuan Wang, Grad AsstMei-Chuan Wang, Grad Asst Counseling Psych.Counseling Psych.

Annelle Huggins, Annelle Huggins, University LibrariesUniversity Libraries

Gladius Lewis, Mechanical Gladius Lewis, Mechanical EngineeringEngineering

Tom Stafford, MISTom Stafford, MIS Teresa Hartnett, Academic Teresa Hartnett, Academic

AffairsAffairs David Wark, AUSPDavid Wark, AUSP John Wasileski, Information John Wasileski, Information

SystemsSystems Karen Weddle-West, Karen Weddle-West,

Graduate StudiesGraduate Studies David Zettergren, Business David Zettergren, Business

and Financeand Finance Nancy Hurley, Recording Nancy Hurley, Recording

Secretary/EditorSecretary/Editor Bev Cook, Support StaffBev Cook, Support Staff

Compliance Compliance Documentation (Audit)Documentation (Audit)

Quality Enhancement PlanQuality Enhancement Plan

Compliance Compliance Documentation (Audit)Documentation (Audit)

Core requirements (11 + Core requirements (11 + QEP)QEP)

Comprehensive Comprehensive standards (53)standards (53)

Federal regulations (8)Federal regulations (8)

Preparing the Preparing the Compliance ReportCompliance Report

Four Parts:Four Parts: The StandardThe Standard Judgment of ComplianceJudgment of Compliance NarrativeNarrative DocumentationDocumentation

Judgment of ComplianceJudgment of Compliance

YesYes

NoNo

Conditional (Partially)Conditional (Partially)

CalendarCalendar

September 10, 2004—Compliance September 10, 2004—Compliance reports required to off-site reviewersreports required to off-site reviewers

September 8, 2004– Compliance September 8, 2004– Compliance reports FedExed to off-site reports FedExed to off-site reviewers.reviewers.

Calendar (continued)Calendar (continued)

November 8-10, 2004 —Off-site peer November 8-10, 2004 —Off-site peer reviewreview

December 2004 —phone report by December 2004 —phone report by SACS to Dr. Raines. Possible need for SACS to Dr. Raines. Possible need for focus reports.focus reports.

January 2005 —QEP to SACSJanuary 2005 —QEP to SACS April 2005 —Site Visit by SACS teamApril 2005 —Site Visit by SACS team December 2-6, 2005—Commission on December 2-6, 2005—Commission on

colleges reviewcolleges review

Lessons Learned from Lessons Learned from Certification of ComplianceCertification of Compliance

Challenge areas:Challenge areas: Strategic PlanningStrategic Planning Faculty RecordsFaculty Records EvaluationEvaluation

Most everything needed exists, but not Most everything needed exists, but not perfectly integrated.perfectly integrated.

Should be easier to pull togetherShould be easier to pull together Should maintain on an on-going basisShould maintain on an on-going basis

AlsoAlso

Need to update Policies and Need to update Policies and Procedures more frequently.Procedures more frequently.

Faculty should be more aware of Faculty should be more aware of quality of staff in non-academic and quality of staff in non-academic and administrative areas.administrative areas.

Quality Quality Enhancement Enhancement

PlanPlan

Quality Enhancement Quality Enhancement PlanPlan

““The QEP describes a carefully The QEP describes a carefully designed and focused course of action designed and focused course of action that addresses a well-defined topic or that addresses a well-defined topic or issue(s) related to enhancing student issue(s) related to enhancing student learning.”learning.”

(Handbook for Reaffirmation of (Handbook for Reaffirmation of Accreditation p. 21)Accreditation p. 21)

QEP Selection CommitteeQEP Selection CommitteeJanuary – March 2004January – March 2004

Academic AffairsAcademic Affairs AlumniAlumni Faculty SenateFaculty Senate Information TechnologyInformation Technology Staff SenateStaff Senate Student AffairsStudent Affairs University LibrariesUniversity Libraries

QEP Development QEP Development CommitteeCommittee

May 2004 - PresentMay 2004 - Present

Faculty from each CollegeFaculty from each College Academic AffairsAcademic Affairs Student AffairsStudent Affairs University LibrariesUniversity Libraries

QEP Selection QEP Selection CommitteeCommittee

Each member of the QEP Selection Each member of the QEP Selection Committee surveyed and/or Committee surveyed and/or interviewed 5-10 colleagues and interviewed 5-10 colleagues and students on ways to enhance student students on ways to enhance student learning.learning.

QEP Selection QEP Selection CommitteeCommittee

The committee studied responses The committee studied responses from the:from the:

Faculty SenateFaculty Senate

Staff SenateStaff Senate

President President

ProvostProvost

QEP Selection QEP Selection CommitteeCommittee

The Committee reviewed QEPs from:The Committee reviewed QEPs from:

Florida State UniversityFlorida State University

Texas A&M UniversityTexas A&M University

QEP Selection QEP Selection CommitteeCommittee

The Committee reviewed and The Committee reviewed and analyzed the results of the following analyzed the results of the following University studies:University studies:

Alumni SurveyAlumni Survey

Enrolled Student SurveyEnrolled Student Survey

Graduating Senior SurveyGraduating Senior Survey

National Survey of Student National Survey of Student EngagementEngagement

56% of all seniors never participated 56% of all seniors never participated in a community-based project as part in a community-based project as part of a courseof a course

72% of UofM seniors never 72% of UofM seniors never participated in a community based participated in a community based project as part of a courseproject as part of a course

Regional Employers Focus Regional Employers Focus GroupGroup

Employers noted the need for Employers noted the need for graduates to demonstrate:graduates to demonstrate:

Strong communication skillsStrong communication skills

Academic proficiencyAcademic proficiency

Ability to work as a team Ability to work as a team membermember

Experience as an internExperience as an intern

The UofM Undergraduate The UofM Undergraduate Curriculum Task ForceCurriculum Task Force

In Spring 2004, recommendations from In Spring 2004, recommendations from the Task Force were passed by the the Task Force were passed by the Faculty Senate urging the University to:Faculty Senate urging the University to:

Collect and disseminate internship best Collect and disseminate internship best practices, both nationally and locally, practices, both nationally and locally, with a view to promoting more service with a view to promoting more service learning learning

Encourage more undergraduate researchEncourage more undergraduate research

QEP FocusQEP Focus

The QEP Selection Committee chose The QEP Selection Committee chose to focus on engaged learning by to focus on engaged learning by recommending that the University:recommending that the University:

Strengthen incoming students’ core Strengthen incoming students’ core academic skillsacademic skills

Provide a variety of out of classroom Provide a variety of out of classroom academic experiences for upper academic experiences for upper division studentsdivision students

The QEP Development The QEP Development CommitteeCommittee

Reviewed and analyzed the results Reviewed and analyzed the results of the Georgia State University of the Georgia State University Freshman Learning CommunitiesFreshman Learning Communities

Commuter StudentsCommuter Students Diverse Student PopulationDiverse Student Population Urban Research UniversityUrban Research University Lottery ScholarshipsLottery Scholarships

Georgia State University Georgia State University Freshman Learning Freshman Learning

CommunitiesCommunities The initial academic improvement of the The initial academic improvement of the

Georgia State University students in Georgia State University students in Freshman Learning Communities was not Freshman Learning Communities was not sustained at a statistically significant level sustained at a statistically significant level through graduation. through graduation.

The QEP Committee believes that The QEP Committee believes that continuing support for engaged learning continuing support for engaged learning throughout the undergraduate experience throughout the undergraduate experience is essential.is essential.

The QEP Development The QEP Development CommitteeCommittee

Reviewed and analyzed the results of Reviewed and analyzed the results of studies focusing on best practices in studies focusing on best practices in higher education:higher education:

Academic Core (English, Math, Academic Core (English, Math, Communication)Communication)

Experiential Education (Study Experiential Education (Study Abroad, Internships, Service Abroad, Internships, Service Learning, Undergraduate Research)Learning, Undergraduate Research)

American Association of American Association of Colleges and UniversitiesColleges and Universities

Report for 21Report for 21stst Century Century Liberal education for the new century looks beyond Liberal education for the new century looks beyond

the campus to the issues of society and the the campus to the issues of society and the workplace. It aims to produce global thinkers. workplace. It aims to produce global thinkers. Quality liberal education prepares students for active Quality liberal education prepares students for active participation in the private and public sectors, in a participation in the private and public sectors, in a diverse democracy and in an even more diverse diverse democracy and in an even more diverse global community.global community.

Education has the strongest impact when studies Education has the strongest impact when studies reach beyond the classroom to the larger community, reach beyond the classroom to the larger community, asking students to apply their developing analytical asking students to apply their developing analytical skills and ethical judgment to concrete problems in skills and ethical judgment to concrete problems in the world around them, and to connect theory with the world around them, and to connect theory with the insights gained from practicethe insights gained from practice..

http://www.greaterexpectations.org/http://www.greaterexpectations.org/

Engaged LearningEngaged Learning

The QEP is designed to support The QEP is designed to support engaged learning through:engaged learning through:

1. Learning Communities1. Learning CommunitiesACAD 1100ACAD 1100ENGL 1010ENGL 1010MATH 1410MATH 1410COMM 2381COMM 2381

Engaged LearningEngaged Learning

The QEP is designed to support The QEP is designed to support engagedengaged

learning through:learning through:

2. formal and informal opportunities to 2. formal and informal opportunities to maintain meaningful connections maintain meaningful connections between academic work and extra between academic work and extra curricular activities (e.g. co-curricular curricular activities (e.g. co-curricular transcripts)transcripts)

Engaged LearningEngaged Learning

The QEP is designed to support The QEP is designed to support engaged learning through:engaged learning through:

3. Experiential Education3. Experiential EducationService LearningService LearningUndergraduate ResearchUndergraduate ResearchStudy AbroadStudy AbroadInternshipsInternships

The QEP GoalThe QEP Goal

The QEP Goal is to increase student engagement The QEP Goal is to increase student engagement and therefore learning through:and therefore learning through:

1.1. an enhanced program of orientation to the an enhanced program of orientation to the University and its resources with both formal University and its resources with both formal (ACAD 1100) and informal components(ACAD 1100) and informal components

2.2. offering more incoming freshmen the offering more incoming freshmen the opportunity to study as a part of learning opportunity to study as a part of learning communities organized around areas of communities organized around areas of student interest commensurate with the student interest commensurate with the University missionUniversity mission

QEP Goals, cont.QEP Goals, cont.

3.3. guidance which fosters the strengthening of guidance which fosters the strengthening of core academic skills (oral and written core academic skills (oral and written expression, critical thinking and mathematical expression, critical thinking and mathematical skills) which subsequent instruction will build skills) which subsequent instruction will build upon upon

4.4. opportunities to assess the connection between opportunities to assess the connection between academic work, extra curricular activities, and academic work, extra curricular activities, and the students’ present and future roles in the the students’ present and future roles in the communitycommunity

5.5. a variety of beyond the classroom activities that a variety of beyond the classroom activities that prepare the students for their roles beyond prepare the students for their roles beyond graduation and which connect back to the graduation and which connect back to the preparation of subsequent cohorts of studentspreparation of subsequent cohorts of students

The UofM StrengthsThe UofM Strengths

The QEP is consistent with the University The QEP is consistent with the University Mission to provide high quality learning Mission to provide high quality learning opportunities for a diverse student opportunities for a diverse student population.population.

The QEP is designed to capitalize on the The QEP is designed to capitalize on the University’s location in a complex University’s location in a complex metropolitan community which provides metropolitan community which provides unique opportunities to recruit, retain, unique opportunities to recruit, retain, and prepare students. and prepare students.

Under ConstructionUnder Construction

The QEP Implementation Plan shouldThe QEP Implementation Plan should

allocate sufficient financial and human allocate sufficient financial and human resources to support and sustain the plan. resources to support and sustain the plan.

The QEP Evaluation Plan shouldThe QEP Evaluation Plan should

incorporate evaluation findings into the incorporate evaluation findings into the ongoing enhancement of the University.ongoing enhancement of the University.

Questions?Questions?

What incentives will promote key What incentives will promote key faculty involvement in the faculty involvement in the implementation of the QEP?implementation of the QEP?