Welcome to T eaching - PowerPoint Presentation

Slide1

Welcome to

T

eaching + Learning Tuesdays

August 20, 2013 I 2:30PM to 4:30 PM Slide2

Title:S4: Preparing for the Fifth-Year Report and ReaffirmationPresenter: Dr. Claudette Williams, Vice President,SACS-COCSlide3

SC Technical College System WebinarAugust 20, 2013Slide4

Preparing for Reaffirmation Review and the Fifth Year Interim Report : Avoiding Some Often Cited SACSCOC Review IssuesPresented ByClaudette H. Williams, Ed.D. Vice President

Southern Association of Colleges and Schools Commission on CollegesSlide5

Session GoalsIdentify some stressors in the SACSCOC review process and strategies to minimize these stressorsIdentify the most consistently frequently cited non-compliance standards and strategies to avoid being cited for those standardsSlide6

Have you ever felt like crying when preparing for SACSCOC reviews? Slide7

Well, you may be suffering from stress!Slide8

Do you feel that:You have too much to do in too little timeYou are the only person doing anything and everythingFolks will not cooperateYou are being asked to do everything at the last minuteYou do not have the resources you need to accomplish the taskSlide9

Do you feel that…You do not have the freedom to make decisions that would make your work easierYou have to work too many hoursYou are inadequately compensated for all the work you have to doFolks do not know what they want as they are always changing thingsYou can’t wait until it is all overSlide10

Stress Can Leave You Broken!!!Let us try to fix some of the problemsSlide11

Dealing With StressorsYou have too much to do in too little timeYou are the only person doing anything and everythingFolks will not cooperateYou are being asked to do everything at the last minutePlan DelegateUtilize CommitteesDescribe clearly the tasks, timelines and expectationsProvide incentives within your means

PrioritizeSlide12

Dealing With StressorsYou do not have the resources you need to accomplish the taskYou should have the freedom to make decisions that would make your work easierYou have to work too many hoursIdentify and utilize current resourcesMake a case for and request additional resourcesMake justifiable recommendations

Create a plan to sustain ongoing activitiesSlide13

Dealing With StressorsYou are inadequately compensated for all the work you have to doFolks do not know what they want as they are always changing thingsYou can’t wait until it is all overMake yourself indispensableUtilize systemsUtilize policies and

procedures Review periodicallyThink of this as professional development

Shared responsibilities equal less stress Use the lessons learned for improvementSlide14

Lessons from the field for improvement Slide15

Ten Most Frequently Cited Requirements/StandardsRank

Requirement/ Standard% of Institutions Receiving Citations of Non-Compliance

Off-Site Review 2011 and 2012 Classes (N = 157)13.7.193.0%Faculty Competence23.3.1.1

65.6%IE Educational Programs32.11.155.4%

Financial Resources43.3.1.3

54.8%

IE Educational Support

5

3.3.1.2

54.6%

IE Administrative Units

6

3.3.1.5

53.5%

IE Community/Public Service

7

3.5.1

52.9%

College Level Competencies

8

2.8

47.8%

Faculty

9

3.4.11

Academic Program Coordination

10

3.7.2

44.6%

Faculty EvaluationSlide16

Ten Most Frequently Cited Requirements/StandardsRank

Requirement/Standard

% of Institutions Receiving Citations of Non-Compliance On-Site Review 2011 and 2012 Classes (N = 156)13.3.266.7%QEP

23.3.1.142.9%IE Educational Programs3

3.7.141%Faculty Competence

4

3.5.1

27.6%

College Level Competencies

5

3.3.1.3

23.1%

IE Academic Support Services

6

3.3.1.5

22.4%

IE Community/Public Service

7

3.3.1.2

21.8%

IE Administrative Units

8

3.5.4

10.9%

Terminal Degrees of Faculty

9

3.10.4

10.3%

Control of finances

10

3.10.1

9.6%

Financial StabilitySlide17

Consistently Among the Top Ten CS 3.3.1.1 – IE Educational ProgramsCS 3.3.1.2 – IE Administrative UnitsCS 3.3.1.3 – IE Educational SupportCS 3.3.1.5 – IE Community/Public ServiceCS 3.7.1 – Faculty CompetenceSlide18

Issues Related to Satisfying …CS 3.3.1 – 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 each of the following areas:Slide19

Issues Related to Satisfying CS 3.3.1.1CS 3.3.1 – 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 each of the following areas:3.3.1.1 - Educational programs, to include student learning outcomesSlide20

Issues Related to Satisfying CS 3.3.1.1Not establishing a general context for the institution’s Institutional Effectiveness processes for educational programs by:Not describing the types of credit and non-credit programs offeredNot establishing the delivery strategies usedSlide21

Issues Related to Satisfying CS 3.3.1.1Not adequately and appropriately addressing Program outcomes Student learning outcomesSlide22

Program Outcomes May Be… Process OutcomesThe Sociology Department will provide internshipsThe Honors College will provide opportunities for students to study abroadAttitudinal OutcomesGraduates will report that their academic major provided them with the skills that they need for their future careersStudents graduating with a degree in Philosophy will indicate that they have deepened their interest in learning and strengthened their intellectual autonomySlide23

Student Learning Outcomes May Use Concrete Language and Action VerbsStudents will demonstrate computer competence by using a computer to generate and edit a document, search for information in an electronic database,

communicate via email, analyze data, and present information to an audience.Students will complete an independent research project in which they

design, conduct, and communicate the findings of a study to address a specific psychological hypothesis or research question using appropriate research methods.Slide24

SLOs May Include Expected Levels of PerformanceAccounting graduates will produce effective business communication in written form by obtaining at least 70% of possible points on written assignments in AC 312.At least 80% of senior psychology majors will score at the 50th national percentile or better on a national standardized test such as MFAT, which will be given at least every four years.Slide25

SLOs Contain Action Words Such As…AnalyzeApplyArticulateCalculate CategorizeDemonstrateChooseClassifyCompare Compute

ContrastCreateDefendDefineDemonstrateDescribe

DesignDevelopDeviseDifferentiateDiscussDistinguishEarnExplainIdentifyIllustrateIndicateInitiateInterpretIntegrate

JudgeLabel

Name

Operate

Order

Organize

Plan

Predict

Prepare

Produce

Propose

Recall

Restate

Score

Solve

List

Tell

TranslateSlide26

Issues Related to Satisfying CS 3.3.1.1Sampling: Not a representation of the institution’s missionNot a valid cross-section of programs from every school or divisionNot making a compelling case as to why the sampling and assessment findings are an appropriate representation of the institution’s educational programsNot adequately and appropriately describing the sampling technique used to ensure a valid sampleSlide27

Issues Related to Satisfying CS 3.3.1.1Not responding to each element of the standard:Not identifying expected outcomes (to include student learning outcomes at the program level)Not assessing the extent to which it achieves these outcomesNot providing evidence of improvement based on analysis of results Slide28

Indicators of Good Practice: Educational ProgramsPrograms have a clear purpose statement linked to the institutional missionAll programs leading to diplomas, certificates, and/or degrees have clearly defined student learning outcomes that are published and measureableExpectations for graduate programs are progressively more complex than undergraduate student learning outcomes in the same degree programSlide29

Indicators of Good Practice: Educational ProgramsDepartments evaluate the effectiveness of their educational programs and servicesDepartments obtain data to assess the students’ achievement of the learning outcomes. Direct assessment of student learning through testing and evaluation of student work is a prominent feature in departmental assessment processesSlide30

Indicators of Good Practice: Educational ProgramsAssessments tools are directly related to the outcomes being evaluatedDepartments document that assessment results are used to change or sustain the excellence of program activities and further student gains in professional and attitudinal skills and experiencesSlide31

Issues Related to Satisfying…CS 3.3.1 – 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 each of the following areas:CS 3.3.1.2 administrative support servicesSlide32

Issues Related to Satisfying 3.3.1.2Not establishing the context for the institution’s institutional processes for administrative support services:Not describing the organizational structure of administrative support services unitsNot describing the system which is used to guide the processesSlide33

Indicators of Good PracticeUnits have a clear purpose statement linked to institutional purposeUnits have clearly defined, measureable outcomesUnits assess the extent to which they achieved their expected outcomesSlide34

Indicators of Good PracticeUnits provide data to document their planning and evaluation processesUnits provide data that assessment results are used to change or sustain the quality of program, operational, and service activitiesSlide35

Issues Related to Satisfying…CS 3.3.1 – 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 each of the following areas:CS 3.3.1.3 academic and student support servicesSlide36

Issues Related to Satisfying 3.3.1.3Not establishing the context for the institution’s institutional processes for educational support services:Not describing the organizational structure of educational support services unitsNot describing the system which is used to guide the processesSlide37

Indicators of Good PracticesUnits have a clear purpose statement linked to the institutional purposeUnits have clearly defined, measurable outcomesUnits assess the extent to which they achieved their expected outcomesSlide38

Indicators of Good PracticeUnits provide data to document their planning and evaluation processesUnits provide data that assessment results are used to improve or sustain the quality of program, operational, and service activitiesSlide39

Issues Related to Satisfying…CS 3.3.1 – 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 each of the following areas:CS 3.3.1.5 community/public service within its mission, if appropriateSlide40

Issues Related to Satisfying… Not establishing the context for the institution’s institutional processes for community/public services:Not describing the structure of community/public service activitiesNot describing the system which is used to guide the processesSlide41

Questions that Evaluators AskWhat are the expected outcomes for public/community service and outreach?How are those outcomes evaluated – by the institution or by significant constituents of the institution?Slide42

Questions that Evaluators AskWhat assessment methods are used to evaluate public/community service and outreach?To what extent are results of assessment used for ongoing improvement?Slide43

Issues Related to Satisfying… CS 3.7.1 - The institution employs competent faculty members qualified to accomplish the mission and goals of the institution. When determining acceptable qualifications of its faculty, an institution gives primary consideration to the highest earned degree in the discipline. The institution also considers competence, effectiveness, and capacity, including, as appropriate, undergraduate and graduate degrees, related work experiences in the field, professional licensure and certifications, honors and awards, continuous documented excellence in teaching, or other demonstrated competencies and achievements that contribute to effective teaching and student learning outcomes. For all cases, the institution is responsible for justifying and documenting the qualifications of its faculty. Slide44

Issues Related to Satisfying 3.7.1Inadequate information on highest degree and other relevant degrees earnedInadequate justificationLack of alignment between credentials and courses/discipline being taughtNot establishing a basis for ensuring sustained complianceSlide45

Other Issues Related to ComplianceThe narrative does not address each of the components of the requirement Information presented is not clear, concise and logically presentedThe institution does not make the case for compliance in the narrative Slide46

Other Issues Related to ComplianceThe institution sends evaluators to the supporting documentation in the hope that they will see the case for complianceThe information presented is insufficient Slide47

Other Issues Related To ComplianceThe evidence provided does not sufficiently support the institution’s case for compliance because it is:Not reliableNot verifiableNot currentNot objectiveNot coherent Not relevantNot representativeSlide48

We Can Fix It

All will be wellSlide49

Celebration Time!!!Slide50

THANK YOUSlide51

ReferencesSACSCOC Institutional Effectiveness Workshop for Pre-Applicant InstitutionsResource Manual For The Principles of AccreditationSlide52

Make your thoughts count!Did this session meet or exceed your expectations?What topics would you like to see covered in the next quarter? Tell us!

Evaluation Feedback SurveySlide53

Join us every

Third Tuesday

for more Professional Development opportunities.Next Session:

September 17, 2013TIME 2:30pm – 4:30pmTITLE S4: Mobile Tools for Classroom Feedback and Formative Assessment

PRESENTERS Dr. Paul Wallace, Assistant Professor of Instructional Technology, Appalachian State University