The Role of Faculty in the Accreditation Process

1. The Role of Faculty in the Accreditation Process Presented by Dr. Belle S. Wheelan, President SACS Commission on Colleges May 31, 2010

3. Purposes of Accreditation Signifies that “an institution has a purpose appropriate to higher education and has resources, programs, and services sufficient to accomplish and sustain that purpose.” Indicates that an institution maintains clearly specified educational objectives that are consistent with its mission and appropriate to the degrees it offers, and that it is successful in achieving its stated objectives.”

4. Purposes cont’d Provides an assessment of an institution’s effectiveness in the fulfillment of its mission, its compliance with the requirements of its accrediting association, and its continuing efforts to enhance the quality of student learning and its programs and services Stimulates evaluation and improvement Provides continuing accountability to the public

5. Current National Issues Related to Accreditation Identification and Assessment of Student Learning Outcomes Use of Assessment Results Greater Transparency Cost National Tracking System Authentication of Students (distance educ.) Transfer of Credits Graduation/Completion Rates Job Placement

7. SACSCOC Peer Review Process Compliance Certification Quality Enhancement Plan Off-Site Peer Review Focused Report (optional) On-Site Peer Review Review and Vote by the Commission Accreditation Reaffirmation of Accreditation Sanction Denial of Accreditation

8. 12 Core Requirements Degree-granting Authority Governing Board Chief Executive Officer Institutional Mission Institutional Effectiveness Continuous Operation

9. Core Requirements cont’d Institution’s programs Length of programs Content of programs General education requirements Contractual agreements for Instruction Faculty Learning Resources and Services Student Support Services

10. Core Requirements cont’d Fiscal Resources Quality Enhancement Plan Establish desired outcomes Assess activities Reevaluate process Focus on Student Learning

11. Comprehensive Standards Institutional Mission Governance and Administration Institutional Effectiveness Educational Programs Faculty Library and Other Learning Resources Student Affairs and Services Financial and Physical Resources

12. Federal Requirements Course completion, state licensing examinations, and job placement rates Appropriate Curriculum Public current academic calendar, grading policies, and refund policies Process for addressing student complaints Accurate recruitment materials Publishes name of accreditor Complies with Title IV responsibilities

14. Where Is Faculty Involvement Most Important? Identification of student learning outcomes (SLOs) Assessment of student learning outcomes Changes to curriculum based on results of assessments Development and Implementation of the Quality Enhancement Plan (QEP)

15. Why Faculty Involvement? Direct involvement in student learning Responsible for assessing student learning Individual conversations with faculty often set the stage for institutional assessment

16. Obstacles to Greater Involvement in Assessment Widespread understanding of the PRINCIPLES is not always in place Language of assessment is not always clear Little or no professional development in assessment is available to faculty (lack of funds) Assessment outcomes is not always included in the ‘reward/tenure’ system (no incentives) Little historical data indicating assessment matters

17. Solutions to Greater Involvement Give additional attention to learning including success of Learning Communities, Service Learning, etc. Make results from research available on the teaching/learning paradigm including use of portfolios, etc. Make changes in institutional policies/practices related to use of data, incentives, etc. Make available ‘outside’ assessment tools, e.g. CCSSE, CLA, MAP Use data to make decisions

18. Solutions continued Build assessment into the fabric of the teaching/learning process NOT an add on activity. Provide professional development activities that focus on assessment Provide information/classes related to assessment in graduate programs that prepare college faculty Include assessment activities in the promotion and tenure process

19. Challenges Only 60% of American students graduate from high school in the south (70% nationally) We need 2 million more scientists and engineers and 2.4 million more workers with key manufacturing and production skills RIGHT NOW Currently, shortages in health care fields, construction, plumbers, machinists, etc.

20. Challenges cont’d Students lack skills in basic math, science, information technology, critical thinking and analytical skills, and writing Fewer visas are being issued resulting in a shortage of foreign workers in some areas Baby boomer retirements will worsen the shortage of workers

21. Challenges cont’d Expanding global competition Changes in American labor markets Exploding growth of knowledge Innovations in technology Increased Demands for higher skills

23. SACS Commission on Colleges STUDENTS ARE CENTRAL to SUCCESS