SACS:SACS:Gatekeeper to the Gatekeeper to the

FlowFlow of Federal Aid of Federal Aid

UK’s Accrediting UK’s Accrediting BodyBody

The Southern Association of The Southern Association of Colleges and Schools (SACS), Colleges and Schools (SACS), Commission on Colleges, is the Commission on Colleges, is the regional body for accreditation of regional body for accreditation of higher education institutions in higher education institutions in the southern states.the southern states.

http://www.sacscoc.org/http://www.sacscoc.org/

Kentucky Kentucky DelegationDelegation

William T. Luckey, Jr., President, Lindsey Wilson William T. Luckey, Jr., President, Lindsey Wilson College, ColumbiaCollege, Columbia

Wayne D. Andrews, President, Morehead State Wayne D. Andrews, President, Morehead State University, MoreheadUniversity, Morehead

James S. Klauber, President, Owensboro Community James S. Klauber, President, Owensboro Community and Technical College, Owensboroand Technical College, Owensboro

Wilson Stone, House Representative, Scottsville Wilson Stone, House Representative, Scottsville (Public Representative)(Public Representative)

The Process of The Process of AccreditationAccreditation

Compliance Compliance Certification ReportCertification Report

Quality Enhancement Quality Enhancement Plan (QEP)Plan (QEP)

Off-site Peer ReviewOff-site Peer Review On-site Peer ReviewOn-site Peer Review Commission ReviewCommission Review

The Principle of IntegrityThe Principle of Integrity

1.1 The institution operates 1.1 The institution operates with integrity in all matters.with integrity in all matters.

Examples of failure to Examples of failure to demonstrate integrity:demonstrate integrity:• withholding informationwithholding information• providing inaccurate informationproviding inaccurate information• not conducting candid self-not conducting candid self-

assessmentassessment

Selected Core Selected Core RequirementsRequirements

Degree-granting AuthorityDegree-granting Authority Institutional MissionInstitutional Mission Institutional EffectivenessInstitutional Effectiveness Program LengthProgram Length Program ContentProgram Content General EducationGeneral Education FacultyFaculty Quality Enhancement PlanQuality Enhancement Plan

Core Requirement 2.5:Core Requirement 2.5:Institutional EffectivenessInstitutional Effectiveness

Ongoing, integrated, Ongoing, integrated, university-wide, university-wide, research-research-basedbased, planning and , planning and evaluationevaluation

Systematic review of mission, Systematic review of mission, goals, and outcomesgoals, and outcomes

Results in continuous quality Results in continuous quality improvementimprovement

Demonstrates mission Demonstrates mission accomplishedaccomplished

Core Requirement Core Requirement 2.12: 2.12: Quality Enhancement PlanQuality Enhancement Plan

Broad-based processBroad-based process Key issues emerge from Key issues emerge from

institutional assessmentinstitutional assessment Focus on student learningFocus on student learning Capability for implementation Capability for implementation

and completionand completion Broad-based involvement of Broad-based involvement of

institutional constituenciesinstitutional constituencies Goals and plans for assessmentGoals and plans for assessment

Comprehensive Comprehensive StandardsStandards

Institutional MissionInstitutional Mission Governance and AdministrationGovernance and Administration Institutional EffectivenessInstitutional Effectiveness All Educational ProgramsAll Educational Programs Undergraduate ProgramsUndergraduate Programs Graduate and Post-Graduate and Post-

Baccalaureate Professional Baccalaureate Professional ProgramsPrograms

(Cont’d next slide)(Cont’d next slide)

Comprehensive Comprehensive StandardsStandards

Library and Other Learning Library and Other Learning ResourcesResources

Student Affairs and Student Affairs and ServicesServices

Financial ResourcesFinancial Resources Physical ResourcesPhysical Resources Institutional Responsibility Institutional Responsibility

for Commission Policiesfor Commission Policies

Federal RequirementsFederal Requirements

Student AchievementStudent Achievement Program Curriculum and Program LengthProgram Curriculum and Program Length Publication of PoliciesPublication of Policies Student ComplaintsStudent Complaints Recruitment MaterialsRecruitment Materials Title IV Program ResponsibilitiesTitle IV Program Responsibilities Distance and Correspondence EducationDistance and Correspondence Education Definition of Credit HoursDefinition of Credit Hours

Comprehensive Comprehensive StandardsStandards

Each standard that mandates a policyEach standard that mandates a policy

or procedure must beor procedure must be In writingIn writingApproved through Approved through appropriate institutional appropriate institutional processesprocesses

Published in appropriate Published in appropriate documentsdocuments

Accessible to those affectedAccessible to those affected Implemented and enforcedImplemented and enforced

Comprehensive Standard Comprehensive Standard 3.33.3

Institutional Effectiveness Institutional Effectiveness The institution identifies expected outcomes for its

educational programs (including student learning outcomes for educational program) and its administrative and educational support services

assesses whether it achieves these outcomes

provides evidence of improvement based on analysis of those results

Comprehensive Standards Comprehensive Standards in Program Areain Program Area

Educational Program (3.4)Educational Program (3.4) Undergraduate Program (3.5)Undergraduate Program (3.5) Graduate and Professional (3.6)Graduate and Professional (3.6) Faculty (3.7) Faculty (3.7) Library and Other Learning Library and Other Learning

Resources (3.8)Resources (3.8) Student Affairs and Services Student Affairs and Services

(3.9)(3.9)

Comprehensive Standard 3.4.7Comprehensive Standard 3.4.7Consortia Relationships/Contracts Consortia Relationships/Contracts

The institution: ensures the quality of educational

programs and courses offered through consortia relationships or contractual agreements

ensures ongoing compliance with the comprehensive requirements

evaluates the consortial relationship and/or agreement against the purpose of the institution

Comprehensive Standard Comprehensive Standard 3.4.103.4.10

Responsibility for CurriculumResponsibility for Curriculum

The institution places primary responsibility for the content, quality, and effectiveness of the curriculum with its faculty.

Comprehensive Standard 3.5.4Comprehensive Standard 3.5.4Terminal Degrees of Faculty Terminal Degrees of Faculty

At least 25 percent of the discipline course hours in each major at the baccalaureate level are taught by faculty members holding the terminal degree—usually the earned doctorate— in the discipline, or the equivalent of the terminal degree.

Comprehensive Standard 3.7.1Comprehensive Standard 3.7.1Faculty Competence Faculty Competence

The institution: employs competent, qualified faculty gives primary consideration to highest earned

degree in discipline also considers competence, effectiveness,

and capacity -- undergraduate and graduate degrees, related work experiences, professional licensure, awards, continuous documented excellence in teaching, or other demonstrated competencies that contribute to effective student learning

is responsible for justifying and documenting faculty qualifications

Comprehensive Standard 3.12Comprehensive Standard 3.12Substantive Change Substantive Change

The institution notifies the Commission of changes in accordance with the substantive change policy and, when required, seeks approval prior to the initiation of changes.

Such changes include•significantly modifies or expands its scope•changes the nature of its affiliation or its ownership•merges with another institution

Comprehensive Standard 3.14Comprehensive Standard 3.14Representation of StatusRepresentation of Status

The institution publishes the name of its primary accreditor and its address and phone number in accordance with federal requirements.

(Name of member institution) is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award (name specific degree levels, such as associate, baccalaureate, masters, doctorate). Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of (name of member institution).

Federal RequirementsFederal Requirements Evaluates student successEvaluates student success Curriculum appropriate for missionCurriculum appropriate for mission Publication of calendars and Publication of calendars and

policiespolicies Appropriate program lengthAppropriate program length Procedures for addressing written Procedures for addressing written

student complaintsstudent complaints Accurate recruitment materialsAccurate recruitment materials Compliance with Title IV of the Compliance with Title IV of the

1998 Higher Education Amendment 1998 Higher Education Amendment (student aid, such as Pell Grants)(student aid, such as Pell Grants)

History of Federal History of Federal NegotiationsNegotiations

Re-authorization of Higher Education Act is in progress

Spelling Commission Report released

Federal Negotiated Rulemaking stalled

Probable Outcome is more federal interference

“We have slipped to 12th in higher education attainment and 16th in highschool graduation rates.”

Spelling Commission ReportSpelling Commission Report

Spelling Commission ReportSpelling Commission Report

Higher education institutions Higher education institutions should measure student learning should measure student learning using instruments such as the CLA.using instruments such as the CLA.

Results of student learning Results of student learning assessments, including value-assessments, including value-added measurements that indicate added measurements that indicate how students’ skills have improved how students’ skills have improved over time, should be made over time, should be made available to students and reported available to students and reported in the aggregate publicly.in the aggregate publicly.

Spelling Commission ReportSpelling Commission Report

Accreditation agencies should make performance outcomes,

including completion rates and student learning, the core of their assessment process

expand existing standards to • allow comparisons among institutions on learning outcomes• encourage innovation and continuous improvement• require institutions to report measurable progress in relationship to their national and international peers.

Bringing it Home:Bringing it Home:Implications for UKImplications for UK

Begin now to address national concerns and also ensure compliance with areas of high risk: • student learning assessment • faculty credentials • consortia/contractual relationships• substantive change

Student Learning Assessment:Student Learning Assessment:Desired OutcomesDesired Outcomes

University-wide acceptance of

program level assessment as key process in improving teaching and learning

Regular assessment of program level student learning that results in continuous improvement

Body of evidence easily accessible to internal and external stakeholders

Student Learning Assessment:Student Learning Assessment:Suggested StepsSuggested Steps

Faculty-driven activities to achieve

desired outcomes: Review and update key learning goals for degree

programs Identify the courses in which key learning goals

are introduced, emphasized, applied and possibly integrated (i.e. curriculum mapping)

Design and carry out plans to assess learning goals at most appropriate point

Discuss assessment results and implement curricular improvements, if necessary

Document improvements and sustain ongoing process

HOW?HOW?

Assessment Committee Recommendations: Adopt university-wide philosophy and

commitment to student learning assessment Institutionalize assigned responsibility for

assessment at appropriate unit levels Provide resources needed to manage

assessment activities, such as user-friendly, flexible software systems

Or adopt other strategies?Or adopt other strategies?