welcome to teaching + learning tuesdays year interim review... · expand/collapse button 2....
TRANSCRIPT
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Welcome to Teaching + Learning Tuesdays
July 15, 2014 I 2:30PM to 4:00 PM
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AUDIO SETUP WIZARD Microphone & Speaker Setup
The Audio Setup Wizard button is located at the top of the Audio & Video Panel to the left of the Whiteboard. 1.Select your audio output device (speakers), following the instructions given in the dialog box. 2.Play the recorded audio message provided and adjust your speaker volume to a suitable level. (Follow the instructions given in the dialog box.) 3.Confirm whether or not your speaker was set to an appropriate level. ■If you clicked on Yes, go to step 4. ■If you clicked on No, click on Try Again to go back to step 1. 4.Select an audio input device (microphone), following the instructions given in the dialog box.
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1. Expand/Collapse button 2. Feedback menu 3. Step Away button 4. Raise Hand button 5. Polling Response menu 6. Participants list
The Participant panel Participant chat panel
2. Message text box
3. Conversation tabs
4. Options menu
5. Conversation pane
6. Emoticon menu
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Title: Overview of the Fifth-Year Interim Review Process and Tips for Submission
Presenter: Ms. Alana Veal SACSCOC, Legal & Governmental Affairs
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OVERVIEW OF THE FIFTH-YEAR INTERIM REVIEW PROCESS & TIPS FOR SUBMISSION
Alana T. Veal Coordinator of Legal and Governmental Affairs, and Commission Support
SACS Commission on Colleges
South Carolina Technical College System 2014 Summer Workshop Series
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Session Objectives • Outline the Fifth-Year Interim Review Process
• Review data on most cited standards for institutions completing Fifth-Year Interim Reports
• Share common trouble spots with each standard and tips on how to avoid them
• Review components of the QEP Impact Report
• Share tips from evaluators
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Why a Fifth-Year Interim Review Process? Higher Education Opportunity Act requires that accrediting agencies must: • 34 CFR 602.19 (a),(b) – reevaluate, at regularly
established intervals, the institutions or programs it accredits to monitor ongoing compliance
• 34 CFR 602.22 (c) – have an effective mechanism for conducting, at reasonable intervals, visits to a representative sample of additional locations of institutions that operate more than three additional locations
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Steps in Process
• SACSCOC notifies Track A institutions by letter about 11 months prior to submission by October 15.
NOTIFICATION
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Steps in Process
• SACSCOC notifies Track A institutions by letter about 11 months prior to submission by October 15.
NOTIFICATION
• Fifth-Year Interim Reports for Track A institutions are due September 15.
SUBMISSION
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• Report is reviewed by the Fifth-Year Review Committee in December.
Steps in Process
• SACSCOC notifies Track A institutions by letter about 11 months prior to submission by October 15.
NOTIFICATION
• Fifth-Year Interim Reports for Track A institutions are due September 15.
SUBMISSION
REVIEW
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• A letter with results of the review is sent out to each institution in January.
RESULTS
Steps in Process
• SACSCOC notifies Track A institutions by letter about 11 months prior to submission by October 15.
NOTIFICATION
• Report is reviewed by the Fifth-Year Review Committee in December.
REVIEW
• Fifth-Year Interim Reports for Track A institutions are due September 15.
SUBMISSION
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• A letter with results of the review is sent out to each institution in January.
RESULTS
• No additional report requested? The process ends. • Report requested? An additional report is to be submitted to the Compliance &
Reports (C & R) Committee.
FOLLOW-UP
Steps in Process
• SACSCOC notifies Track A institutions by letter about 11 months prior to submission by October 15.
NOTIFICATION
• Report is reviewed by the Fifth-Year Review Committee in December.
REVIEW
• Fifth-Year Interim Reports for Track A institutions are due September 15.
SUBMISSION
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Components of the Report
Part I: Signatures Attesting
to Integrity
Part II: Institutional Summary
Form Prepared for Commission Reviews
Part III: Fifth-Year Compliance
Certification
Part IV: Followup Report
(applicable only to select institutions)
Part V: Impact Report of the Quality Enhancement
Plan
Review of off-campus instructional sites initiated since last reaffirmation but not reviewed by a committee (indicated in notification letter)
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Components of the Report
Part I: Signatures Attesting
to Integrity
Part II: Institutional Summary
Form Prepared for Commission Reviews
Part III: Fifth-Year Compliance
Certification
Part IV: Followup Report
(applicable only to select institutions)
Part V: Impact Report of the Quality Enhancement
Plan
Review of off-campus instructional sites initiated since last reaffirmation but not reviewed by a committee (indicated in notification letter)
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Components of the Report
Part I: Signatures Attesting
to Integrity
Part II: Institutional Summary
Form Prepared for Commission Reviews
Part III: Fifth-Year Compliance
Certification
Part IV: Followup Report
(applicable only to select institutions)
Part V: Impact Report of the Quality Enhancement
Plan
Review of off-campus instructional sites initiated since last reaffirmation but not reviewed by a committee (indicated in notification letter)
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Components of the Report
Part I: Signatures Attesting
to Integrity
Part II: Institutional Summary
Form Prepared for Commission Reviews
Part III: Fifth-Year Compliance
Certification
Part IV: Followup Report
(applicable only to select institutions)
Part V: Impact Report of the Quality Enhancement
Plan
Review of off-campus instructional sites initiated since last reaffirmation but not reviewed by a committee (indicated in notification letter)
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Components of the Report
Part I: Signatures Attesting
to Integrity
Part II: Institutional Summary
Form Prepared for Commission Reviews
Part III: Fifth-Year Compliance
Certification
Part IV: Followup Report
(applicable only to select institutions)
Part V: Impact Report of the Quality Enhancement
Plan
Review of off-campus instructional sites initiated since last reaffirmation but not reviewed by a committee (indicated in notification letter)
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Institutional Summary Form • Serves as the blueprint for the evaluators in conducting
the review of your institution • Sets expectation of what is to follow in the Compliance
Certification ▫ Governance ▫ Mission ▫ List of Degrees ▫ Off-Campus Instructional Locations and Branch Campuses ▫ Distance and Correspondence Education ▫ Accreditation ▫ Relationship to the U.S. Department of Education
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Components of the Report
Part I: Signatures Attesting
to Integrity
Part II: Institutional Summary
Form Prepared for Commission Reviews
Part III: Fifth-Year Compliance
Certification
Part IV: Followup Report
(applicable only to select institutions)
Part V: Impact Report of the Quality Enhancement
Plan
Review of off-campus instructional sites initiated since last reaffirmation but not reviewed by a committee (indicated in notification letter)
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Part III: Fifth-Year Compliance Certification
Core Requirements
Comprehensive Standards
Federal Requirements
2.8 Faculty
2.10 Student Support Services
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Part III: Fifth-Year Compliance Certification
Core Requirements
Comprehensive Standards
Federal Requirements
3.2.8 Qualified Administrative / Academic Officers
3.3.1.1 Institutional Effectiveness: Educational Programs, to include Student Learning Outcomes
3.4.3 Admissions Policies
3.4.11 Academic Program Coordination
3.11.3 Physical Facilities
3.13 Policy Compliance - “Accrediting Decisions of Other Agencies” - “Complaint Procedures Against the Commission or Its Accredited Institutions” - “Reaffirmation of Accreditation and Subsequent Reports”
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Part III: Fifth-Year Compliance Certification
Core Requirements
Comprehensive Standards
Federal Requirements
4.1 Student Achievement
4.2 Program Curriculum
4.3 Publication of Policies
4.4 Program Length
4.5 Student Complaints
4.6 Recruitment Materials
4.7 Title IV Program Responsibilities and CS 3.10.2 Financial Aid Audits
4.8 Distance and Correspondence Education
4.9 Definition of Credit Hours
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Standard/Requirement Track A 230 Institutions
CS 3.3.1.1 Institutional Effectiveness: Educational Programs, to include Student Learning Outcomes 104 45%
CR 2.8 Faculty 85 37%
CS 3.4.11 Academic Program Coordination 70 30%
FR 4.5 Student Complaints 56 24%
FR 4.7 Title IV Program Responsibilities/CS 3.10.2 Financial Aid Audits 56 24%
Most Cited Standards for Fifth-Year Interim Reports (Track A)
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FR 4.2 Program Curriculum
19%
22%
29%
35%
2%
CR 2.10 Student Support Services
FR 4.6 Recruitment Materials
FR 4.3 Publication of Policies
CS 3.4.3 Admissions Policies
9%
6%
4%
3%
Least Cited Standards for Fifth-Year Interim Reports over the Past 5 Years
230 Track A institutions
2%
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CR 2.8 Faculty • 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. (Core Requirement 2.8)
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CR 2.8 Faculty
COMMON ISSUES TIPS
X Not presenting a case for why the number of full-time faculty is adequate or not explaining what the data mean
Define full-time faculty and part-time faculty.
Identify role, responsibilities, and functions of full-time faculty.
Provide persuasive evidence that the number of full-time faculty is adequate.
X Presenting faculty data that is not disaggregated by academic program
Describe the distribution/ disaggregation of full-time and part-time faculty by academic program.
X Not addressing responsibility of full-time faculty regarding academic programs offered at off-campus instructional sites and via distance education
Discuss full-time faculty responsibility for ensuring quality of academic programs offered at off-campus instructional sites and via distance education.
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CR 2.10 Student Support 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. (Core Requirement 2.10)
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CR 2.10 Student Support Services COMMON ISSUES TIPS
X No mention is made of how support is provided to students enrolled in distance education programs or at off-campus instructional sites
Explain how the services meet the needs of your students, including those enrolled in programs offered via distance education and at off- campus sites.
X Inconsistency in how Student Support programs are described in narrative of report and cited sources (website, catalog, etc.)
Be consistent in how Student Support programs are described in all materials.
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CS 3.2.8 Qualified Administrative/ Academic Officers • The institution has qualified administrative and
academic officers with the experience and competence to lead the institution. (Comprehensive Standard 3.2.8)
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CS 3.2.8 Qualified Administrative/ Academic Officers
COMMON ISSUES TIPS
Identify administrative and academic officers in leadership positions.
X Giving a list of names and degrees, or set of vitae with no explanation
Describe the qualifications of the administrators and academic officers, building a case for why they are qualified for their respective roles.
X Not providing an organizational chart to help evaluators understand who oversees what
Provide an organizational chart.
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CS 3.3.1.1 Institutional Effectiveness: Educational Programs • 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: (Comprehensive Standard 3.3.1) ▫ 3.3.1.1 educational programs, to include student learning
outcomes
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CS 3.3.1.1 Institutional Effectiveness: Educational Programs
COMMON ISSUES TIPS X Non-representative sampling
If presenting a sampling, use a representative sampling and include a rationale for what makes the sample reasonable and representative of the programs offered.
X Lack of defined student learning outcomes and/or methods for assessing the outcomes
Focus on program outcomes and student learning outcomes
X Limited/Immature data Use mature data. If using a new system, provide data from the previous system, if necessary and possible, to demonstrate ongoing compliance.
X Not documenting use of data to make improvements
Document how the resulting data has been used to make improvements.
X Not addressing distance education and off-campus instructional site programs
Include data on programs offered at off-campus instructional sites and via distance learning - consider comparability, if appropriate.
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CS 3.4.3 Admissions Policies • The institution publishes
admissions policies that are consistent with its mission. (Comprehensive Standard 3.4.3)
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CS 3.4.3 Admissions Policies COMMON ISSUE TIPS
X Information provided in the report does not match what is cited in the catalog and/or on the website
X Information is inconsistent in the sources cited
Provide a clear and consistent narrative regarding admissions policies.
Address special admissions policies for specific programs as well as the institutional admissions policy.
Explain the connection between admissions policies and the mission.
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CS 3.4.11 Academic Program Coordination • For each major in a degree program,
the institution assigns responsibility for program coordination, as well as for curriculum development and review, to persons academically qualified in the field. In those degree programs for which the institution does not identify a major, this requirement applies to a curricular area or concentration. (Comprehensive Standard 3.4.11)
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CS 3.4.11 Academic Program Coordination
COMMON ISSUES TIPS
Identify coordinators for all programs, including those offered at off-campus instructional sites and via distance learning.
X Not providing a rationale for why an individual is qualified to coordinate a program, and oversee the development and review of the curriculum — especially in cases where the reasoning is not obvious
Make a case for the coordinator’s qualifications to oversee the development of the program.
X Listing a coordinator’s degree with no reference to major
List coordinator’s degree and major.
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CS 3.11.3 Physical Facilities • The institution operates and maintains physical
facilities, both on and off campus, that appropriately serve the needs of the institution’s educational programs, support services, and other mission-related activities. (Comprehensive Standard 3.11.3)
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CS 3.11.3 Physical Facilities COMMON ISSUES TIPS
X Providing a narrative with no (or dated) supporting documentation
X Data presented indicate a
lack of adequate/need for improved maintenance of physical facilities
Include supporting documentation such as current Facilities Master Plan, space utilization reports, satisfaction survey results, and facilities maintenance schedules.
X Not discussing off-campus instructional sites or distance education programs
Address facilities at off-campus instructional sites and technological infrastructure for distance education programs.
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CS 3.13 Policy Compliance CS 3.13.1 (3.13.A) “Accrediting Decisions of Other Agencies” • Applicable Policy Statement. Any institution seeking or
holding accreditation from more than one U.S. Department of Education recognized accrediting body must describe itself in identical terms to each recognized accrediting body with regard to purpose, governance, programs, degrees, diplomas, certificates, personnel, finances, and constituencies, and must keep each institutional accrediting body apprised of any change in its status with one or another accrediting body.
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CS 3.13 Policy Compliance CS 3.13.1 “Accrediting Decisions of Other Agencies”
Documentation: The institution should:
(1) list federally recognized agencies that currently accredit the institution and its programs;
(2) provide the date of the most recent review by each agency and indicate if negative action was taken by the agency and the reason for such action;
(3) provide copies of statements used to describe itself for each of the accrediting bodies;
(4) indicate any agency that has terminated accreditation, the date, and the reason for termination; and
(5) indicate the date and reason for the institution voluntarily withdrawing accreditation with any of the agencies.
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CS 3.13 Policy Compliance
COMMON ISSUES TIPS
X Not providing narrative for programs accredited by bodies recognized by the U.S. Dept. of Education that are mentioned elsewhere in report (Institutional Summary Form, website, or other documentation provided as evidence)
Be sure that all listed accreditations from bodies that are recognized by the U.S. Dept. of Education are consistently listed throughout the report.
X Not providing evidence of statements used to describe the institution for each of the U.S. Dept. of Education recognized accrediting bodies listed in the report
Provide copies of statements used to describe the institution for each listed accrediting agency recognized by the U.S. Dept. of Education.
CS 3.13.1 “Accrediting Decisions of Other Agencies”
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CS 3.13 Policy Compliance CS 3.13.3 (3.13.B) “Complaint Procedures Against the Commission or Its Accredited Institutions” • Applicable Policy Statement. Each institution is required
to have in place student complaint policies and procedures that are reasonable, fairly administered, and well-publicized. (See FR 4.5). The Commission also requires, in accord with federal regulations, that each institution maintains a record of complaints received by the institution. This record is made available to the Commission upon request. This record will be reviewed and evaluated by the Commission as part of the institution’s decennial evaluation.
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CS 3.13 Policy Compliance CS 3.13.3 “Complaint Procedures Against the Commission or Its Accredited Institutions” Documentation: The institution should provide information to the Commission describing how the institution maintains its record and also include the following: (1) individuals/offices responsible for the
maintenance of the record(s) (2) elements of a complaint review that are
included in the record; and (3) where the record(s) is/are located
(centralized or decentralized).
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CS 3.13 Policy Compliance
COMMON ISSUES TIPS
X Inconsistency in description of individuals/offices responsible for maintaining the records of student complaints cited on website and in publications
Make sure there is consistency with report, website and publications.
X Not providing a description of the individuals/offices responsible for maintaining the records of student complaints
Provide a description of the individuals/offices responsible for maintaining the records of student complaints.
X Not providing the location of the records
Provide the location of the records.
CS 3.13.3 “Complaint Procedures Against the Commission or Its Accredited Institutions”
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CS 3.13 Policy Compliance CS 3.13.4 (3.13.C) “Reaffirmation of Accreditation and Subsequent Reports” • Applicable Policy Statement. An institution includes
a review of its distance learning programs in the Compliance Certification. Documentation: In order to be in
compliance with this policy, the institution must have incorporated an assessment of its compliance with standards that apply to its distance and correspondence education programs and courses.
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CS 3.13 Policy Compliance
Refer to the SACSCOC “Distance and Correspondence Education” Policy Statement.
NOTE: If an institution fails to assess its distance and correspondence education in its Fifth-Year Compliance Certification when it indicates on its Institutional Summary Form that it offers the courses/programs, then the Committee to Review the Fifth-Year Interim Reports will request a Referral Report in which the institution must document compliance with CS 3.13.4.
CS 3.13.4 “Reaffirmation of Accreditation and Subsequent Reports”
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FR 4.1 Student Achievement • The institution evaluates success
with respect to student achievement consistent with its mission. Criteria may include: enrollment data; retention, graduation, course completion, and job placement rates; state licensing examinations; student portfolios; or other means of demonstrating achievement of goals. (Federal Requirement 4.1)
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FR 4.1 Student Achievement COMMON ISSUES TIPS
Include a variety of measures and provide a rationale for each describing consistency with mission.
X Not describing the target that reflects student success
Provide a threshold of acceptability (target) for each measure and a rationale for each.
X Presenting data with no analysis or indication of how data is used to consider student achievement
Provide an analysis of the data and explain how data is used to demonstrate student achievement.
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FR 4.2 Program Curriculum • The institution’s curriculum is directly related and
appropriate to the mission and goals of the institution and the diplomas, certificates, or degrees awarded. (Federal Requirement 4.2)
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FR 4.3 Publication of Policies • The institution makes available to students and the
public current academic calendars, grading policies, and refund policies. (Federal Requirement 4.3)
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FR 4.3 Publication of Policies TIPS
Verify that all versions of published academic calendars, grading, and refund policies are current, accurate and consistent.
Address how this information is disseminated to distance education and off-campus instructional site students.
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FR 4.4 Program Length • Program length is
appropriate for each of the institution’s educational programs. (Federal Requirement 4.4)
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FR 4.4 Program Length COMMON ISSUES TIPS
X All programs are not included in narrative
Identify measures of program length for all programs, including those offered at off-campus instructional sites and via distance learning.
X No justification provided for program length that exceeds those allowed by internal or system policy
Explain any significant variances in program length that are not in keeping with accepted practice.
X Inconsistency between program length presented in the narrative of the report and what is cited in the catalog
Verify that program length information is published and reported accurately.
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FR 4.5 Student Complaints • The institution has adequate procedures for
addressing written student complaints and is responsible for demonstrating that it follows those procedures when resolving student complaints. (Federal Requirement 4.5)
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FR 4.5 Student Complaints COMMON ISSUES TIPS
Provide a copy of student complaint policies.
X No evidence of implementation provided
X Inappropriate examples are
provided (e.g., a complaint from a parent)
Provide appropriate, real examples (student names redacted) that document and illustrate how complaints are resolved.
X Not addressing how complaints from students enrolled in distance education programs or at off-campus instructional sites are handled
Address how complaints are handled from students enrolled at off-campus instructional sites and via distance education.
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FR 4.6 Recruitment Materials • Recruitment materials and
presentations accurately represent the institution’s practices and policies (Federal Requirement 4.6)
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FR 4.6 Recruitment Materials COMMON ISSUE TIP
X Recruitment presentations are not addressed
Address how the institution ensures that recruitment materials and presentations accurately represent institutional practices and policies.
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FR 4.7 Title IV Program Responsibilities and CS 3.10.2 Financial Aid Audits • The institution is in compliance
with its program responsibilities under Title IV of the most recent Higher Education Act as amended. (Federal Requirement 4.7)
• The institution audits financial aid programs as required by federal and state regulations. (Comprehensive Standard 3.10.2) formerly numbered CS 3.10.3
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FR 4.7 Title IV Program Responsibilities and CS 3.10.2 Financial Aid Audits
COMMON ISSUES TIPS
X Financial aid audit results are not yet available.
X The institution has responded
to audit issues with a plan but has not yet received the U.S. Dept. of Education’s letter accepting the plan.
Work with auditors well in advance to ensure that audit results are available by report due date.
X For public institutions, state audits are not provided.
Present evidence of financial aid audits as required by state regulations, not just federal, for CS 3.10.2.
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FR 4.8 Distance and Correspondence Education • FR 4.8.1: The institution demonstrates that the student
who registers in a distance or correspondence education course or program is the same student who participates in and completes the course or program and receives the credit by verifying the identity of a student who participates in class or coursework by using, at the option of the institution, methods such as: (a) a secure login and pass code (b) proctored examinations, or (c) new or other technologies and practices that are
effective in verifying student identification.
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FR 4.8 Distance and Correspondence Education • FR 4.8.2: The institution has a written procedure for
protecting the privacy of students enrolled in distance and correspondence education courses or programs.
• FR 4.8.3: The institution has a written procedure distributed at the time of registration or enrollment that notifies students of any projected additional student charges associated with verification of student identity.
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FR 4.9 Definition of Credit Hours • The institution has policies
and procedures for determining the credit hours awarded for courses and programs that conform to commonly accepted practices in higher education and to Commission policy. (Federal Requirement 4.9)
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FR 4.9 Definition of Credit Hours COMMON ISSUES TIP
Refer to the SACSCOC “Credit Hours” policy statement which explains the flexibility you have in reporting.
X Not addressing policies and procedures for assigning credit to nontraditional formats, such as weekend courses, evening courses, on-line courses, labs, military experience, etc.
Address the criteria for assigning credit to courses offered in a nontraditional format (demonstrate how experiential learning and other experiences are converted to credit hour).
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Resource Manual • Rationale and Notes • Relevant Questions for Consideration • Documentation • Reference to Commission Documents • Cross-References to Other Related Standards
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Components of the Report
Part I: Signatures Attesting
to Integrity
Part II: Institutional Summary
form Prepared for Commission Reviews
Part III: Fifth-Year Compliance
Certification
Part IV: Followup Report
(applicable only to select institutions)
Part V: Impact Report of the Quality Enhancement
Plan
Review of off-campus instructional sites initiated since last reaffirmation but not reviewed by a committee. (indicated in notification letter)
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Part V: QEP Impact Report COMMON ISSUES
X Failure to launch project due to leadership and/or resource issues
X Not collecting and/or using data to assess the impact on student learning and/or the environment supporting student learning
X Not clearly discussing the changes made in implementing the QEP
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Part V: QEP Impact Report TIPS
Address ALL of the elements
Use your 10 pages wisely
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Part V: QEP Impact Report TIPS
Address ALL of the elements
Use your 10 pages wisely 1. A succinct list of the initial goals and intended
outcomes of the Quality Enhancement Plan; 2. A discussion of changes made to the QEP and the
reasons for making those changes; 3. A description of the QEP’s impact on student
learning and/or the environment supporting student learning, as appropriate to the design of the QEP (to include the achievement of identified goals and outcomes, and any unanticipated outcomes of the QEP); and
4. A reflection on what the institution has learned as a result of the QEP experience.
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Part V: QEP Impact Report TIPS
Address ALL of the elements
Use your 10 pages wisely
Reviewers are looking to see that the institution… • Has done what it said it was going to do, given
reasonable adjustments to the plan • Has measured and analyzed the impact on student
learning and/or the learning environment as per project goals/objectives
• Has learned from the process
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Words of Wisdom from Evaluators of the Fifth-Year Interim Report
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Words of Wisdom from Evaluators of the Fifth-Year Interim Report
Writing the Narrative
Quality Control
Packaging
Presenting the Data
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Writing the Narrative
Quality Control
Packaging
Presenting the Data
Words of Wisdom from Evaluators of the Fifth-Year Interim Report • Your narrative and
evidence for each standard should be as comprehensive as what you would submit in your Compliance
• Include your campus’ subject matter experts in developing your Report.
• For long electronic supporting documentation, have links go directly to the page being referenced.
• Follow all of the directions.
• Write clearly and succinctly, using pointed examples.
Certification Report for Reaffirmation.
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Words of Wisdom from Evaluators of the Fifth-Year Interim Report
Writing the Narrative
Quality Control
Packaging
Presenting the Data
• Provide an analysis of data, not just a data dump. • Use tables and graphs when appropriate, along with
narrative to help the reader understand what you are trying to illustrate.
• Connect the dots for the reader— remember you are providing a context and building
a case for compliance.
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Words of Wisdom from Evaluators of the Fifth-Year Interim Report
Writing the Narrative
Quality Control
Packaging
Presenting the Data
• If you plan to use sampling: • Be sure it is representative of the institution’s mission • Include a valid cross-section of programs from every
school or division and at each degree level • Make a compelling case as to why the sampling and
assessment findings are an appropriate representation of the institution’s programs.
• How many years of data are needed? • It depends; what are you trying to illustrate/document?
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Words of Wisdom from Evaluators of the Fifth-Year Interim Report
Writing the Narrative
Quality Control
Packaging
Presenting the Data
• Use outside readers to identify and reduce institution-specific jargon and blind-spots as well as assist with editing.
• Make sure all electronic devices and links work! • Ensure that there is consistency throughout report, including
the Institutional Summary Form. • When in doubt, ask your
SACSCOC Vice President for advice.
• Serve as an evaluator, if you can.
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Words of Wisdom from Evaluators of the Fifth-Year Interim Report
Writing the Narrative
Quality Control
Packaging
Presenting the Data
• Submit 1 printed copy for archival purposes, but the other copies can be printed, electronic, or a combination of the two.
• Consider the ease of the evaluators, who might not always have access to the internet or a specific type of computer. (Limit restrictions.)
• For electronic media: • Invest in a quality product. • Include instructions for how to access or make the starting point obvious. • Label clearly.
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QUESTIONS?
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Contact Information Alana Veal Coordinator of Legal and Governmental Affairs, and Commission Support 404-679-4501, ext. 4596 [email protected] For questions about developing your Fifth-Year Interim Report, contact your SACSCOC Vice President.
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Next webinar:
Tuesday, August 12, 2014 @ 2:30 PM (The 2nd Tuesday in August)
SARA-State Reciprocity and the SREB Electronic
Campus
Presenter: Mary A. Larson, M.Ed., Director, S-SARA Southern Regional Education Board SREB