SACSCOC and SHC: Getting Down to Business

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SACS-COC and SHC Getting Down to Business
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Timeline Key Dates
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Principles of Accreditation

• Compliance Certification
• Core Requirements
• Comprehensive Standards
• Federal Requirements

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Compliance Certification

• More on Educational Programs than any other area
• Will require extensive document and data
  gathering from Division Chairs, Committees, and
  Faculty
• Faculty Vitae CURRENT
• Faculty Data Form
• Annual Reports both individual and program
• Responsibility of making the case rests entirely
  with the institution.
• ALL documents will be available to review
  committee online

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Faculty Data Form
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A Faculty-Driven Quality Enhancement Plan (QEP)
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What is a Quality Enhancement Plan?

• The QEP is a document developed by the
  institution describing a course of action for
  institutional improvement that addresses an issue
  or issues critical to enhancing educational
  quality and directly related to student learning

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What is a Quality Enhancement Plan?

• The QEP is based upon a comprehensive analysis of
  the effectiveness of the environment in
  supporting student learning and accomplishing the
  mission of the institution.
• (SACS, Handbook for Review Committees, p.5)

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What is a Quality Enhancement Plan?

• SACS defines student learning as changes in
  students knowledge, skills, behaviors, and/or
  values that may be attributable to the collegiate
  experience. (p.33)

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Elements of the QEP
Elements of the QEP should include, but are not
limited to, the following

• A topic that is creative and vital to the
  long-term improvement of student learning.
• A definition of student learning appropriate to
  the focus of the QEP.
• Evidence that developing the QEP has engaged all
  appropriate campus constituencies.

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Elements of the QEPcontinued

• Specific, well-defined goals related to an issue
  of substance and depth, expected to lead to
  observable results.

• Evidence of careful analysis of the institutional
  context in which the goals will be implemented
  and of consideration of best practices related to
  the QEPs topics or issues.
• A viable implementation plan that includes
  necessary resources.

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Elements of the QEPcontinued

• A comprehensive evaluation plan clearly related
  to the QEP goals, with the latitude and
  flexibility to make adjustments to achieve the
  desired student learning outcomes.
• (SACS, Handbook for Reaffirmation of
  Accreditation, pp.25-26)

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How will the on-site review team for SACS assess
our QEP?

• Focus The institution identified one or more
  critical issues related to student learning and
  justifies its use for the QEP.
• The institution provided relevant and appropriate
  goals and objectives projected to improve student
  learning.
• The institution provided a comprehensive and
  clear analysis of the crucial importance of the
  plan for improving the learning environment.
• The institution discussed the benefits to be
  derived from the QEP, especially as it pertains
  to the quality of student learning.

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How will the on-site review team for SACS assess
our QEP?

• Institutional Capability and the
  Initiation/Continuation of the Plan The
  institution provided evidence that it has
  sufficient resources to implement, sustain, and
  complete the QEP.
• Assessment of the Plan The institution
  demonstrated that it has means for determining
  the success of its QEP.
• The institution identified and used relevant
  internal and external measures to evaluate the
  plan, such as changes in learning outcomes and/or
  comparisons with similar institutions or
  participation in cooperative plans with other
  institutions or with projects similar to the QEP.
• The institution identified an internal system for
  evaluating and monitoring the progress of the
  plan.

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How will the on-site review team for SACS assess
our QEP?

• Broad-based Involvement of the Community The
  institution demonstrated that all aspects of the
  institutions community, including faculty,
  staff, students, board members, and
  administrators, were involved in the development
  of the QEP.
• (SACS, Handbook for Review Committees, pp.35-36)

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Broad Statement for QEP

• To foster an environment of learning excellence
  in the 21st century.
• (This statement is directly related to Goal 2 of
  the Strategic Plan 2005-2008.)

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To foster an environment of learning excellence
in the 21st century.
To increase student-faculty collaboration on
scholarly activities
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To foster an environment of learning excellence
in the 21st century.
Objective To increase student- faculty
collaboration in scholarly activities

• Baseline Indicators/Measures (where are we now)
• 80 student presenters at COOL
• Number of students presenting at
  regional/national conferences
• Number of students publishing collaboratively
  with faculty members
• Process to be Used (list the steps needed to
  reach the objective)
• Provide monetary support for student-faculty
  scholarship and student conference travel
• Monetary awards for COOL presentations
• SHC Journal of Undergraduate Scholarship

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Objective To increase student- faculty
collaboration in scholarly activities

• Release time for faculty
• Centralized Undergraduate Research/Scholarship
  Program (workshops, review committees, directory
  of faculty scholarly pursuits)
• Obtain external grants to fund undergraduate
  scholarship
• Summer research courses
• Desired Outcome (how we will gauge our success)
• Increases in baseline indicators
• Increases in student retention, academic
  achievement, pursuit of post-graduate education
  and scholarly work
• More positive perceptions of faculty and college
  environment

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To foster an environment of learning excellence
in the 21st century.
Objective ____
Baseline Indicators/Measures (where are we
now)   Process to be Used (list the steps
needed to reach the objective)   Desired
Outcome (how we will gauge our success)