2012 Middle States AccreditationReport Review

Chapter 4: A Learner-Centered CampusStandards 8 and 9

Chapter 5: A Vibrant FacultyStandard 10

MSCHE Accreditation

Mission-based Decennial self-study

• Compliance and improvement• 14 Standards• Characteristics of Excellence

• Emphasis on results instead of processes

2011-2012 Timeline Fall 2011

• Campus comment on self-study draft• Evaluation team Chair reviews draft

• Dr. Javier Cevallos• President, Kutztown University of Pennsylvania

• November 2nd - 4th: Dr. Cevallos makes preliminary campus visit

• Final self-study report prepared• Preparation of electronic document repository

Spring 2012• Final report sent to team (6 wks. prior to visit)• April 1st – 4th : Team visit and report• Institution response

Organization of Self-Study

Comprehensive Model14 Standards grouped into 8 chapters

• Chapter 1: Institutional Excellence• Chapter 2: Institutional Vitality• Chapter 3: Institutional Leadership and Governance• Chapter 4: A Learner-Centered Campus• Chapter 5: A Vibrant Faculty• Chapter 6: Intellectual Rigor• Chapter 7: An Education for the 21st Century• Chapter 8: A Culture of Continuous Improvement

A Learner-Centered CampusStandard DescriptionsStandard 8: Student Admissions and RetentionThe Institution seeks to admit students whose interests, goals, and abilities are congruent with its mission and seeks to retain them through the pursuit of the students’ educational goals.

Standard 9: Student Support ServicesThe institution provides student support services reasonably necessary to enable each student to achieve the institution’s goals for students.

Work Group Members

Kathy Evans (Chair)

Gail Akin

Jackie Campbell Wallace

Howard Gordon

Chris Hockey

Mark Humbert

 Peg Lloyd

Gurdeep Skolnik

Terri Tiballi

Elyzabeth Wengert

Kate Haefele

Input/Data Sources Reviewed Enrollment plans Student Diversity Recruitment and Retention Plan Financial Aid web site Directors and other personnel involved with various student services First Year Programs assessment documents Resident Life assessment documents Student services surveys Student Affairs Annual Reports Carnegie Community Engagement Application Student Handbook Undergraduate Catalog University Police web site, Emergency Response Procedures manual

General Findings

Our admissions efforts have met goals for diversity, geographic mix, and quality.

We continue to be a best practice institution in our first year programming.

As recognized by the Carnegie Foundation in 2010, community engagement is an integral part of campus life and furthers our mission.

General Findings (cont.)

We continue to offer a full range of activities and services to our students and are managing increases in the demand for services in areas such as health, tutoring and disability accommodations.

The assessment culture within Student Affairs has become more reflective and substantive.

Recommendations

Develop and enhance our retention efforts with the formation of a comprehensive retention plan. We need to continue to assess and move toward institutionalizing these retention efforts.

Expand institutional retention efforts in the first year and beyond where the data indicates an opportunity for improved retention and persistence.

Recommendations (cont.)

Evaluate the growing demand for health, disability and tutoring services on campus in relation to the college’s resources in this area.

Guide the mix of services and continued refinement of existing services with ongoing assessment for the best use of resources.

Questions or Comments?

A Vibrant FacultyStandard Description

Standard 10The institution's instructional, research, and service programs are devised, developed, monitored, and supported by qualified professionals.

Work Group Members

Marcia Burrell (Chair)

Joan Carroll

Nate Emmons

Webe Kadima

John Kane

 Rameen Mohammadi

Marta Santiago

Barbara Shaffer

Paul Tomascak

Rodney Johnson

Input/Data Sources Reviewed Criteria for Faculty Personnel Decisions (SUNY Trustees, Oswego, Library,

Business); Faculty and Professional Staff Handbook Oswego Academic Affairs Annual Reports Undergraduate Catalog 2008 NSSE Report SUNY Oswego Foundations of Excellence Evidence Library Report on Faculty Research at SUNY Oswego 2007 Academic Affairs Professional Development Plan 2005-2008 Institutional support for Professional Development United University Professionals Contract Oswego By The Numbers Quest web site   School of Education Policy Handbook Report of Awards (Excel spreadsheet) Faculty summary data and online activity report summaries

General Findings Faculty expectations are clearly communicated.

Strong peer review processes are in place. Faculty professional development has brought

innovative curricular changes and more effective pedagogies to our classrooms.

The emphasis on funding and showcasing faculty-led student research has resulted in impressive gains in the opportunities for students to learn and become part of the solutions to world challenges.

Recommendations Implement richer documentation of the impact of

professional development and internal grants on student learning. • This recommendation comes out of the process of

writing this chapter.

Review the process for evaluating and assessing the work of adjunct faculty, combined with a larger discussion on what is the appropriate balance between full and part-time instruction

Develop measures to assess advisement loads, quality and effectiveness.

Questions or Comments?