sacs-coc reaffirmation of accreditation overview plus q & a ccpro conference, greensboro, nc...
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![Page 1: SACS-COC Reaffirmation of Accreditation Overview Plus Q & A CCPRO Conference, Greensboro, NC September 2011 Kimberly B. Lawing, Vice President of Institutional](https://reader030.vdocuments.net/reader030/viewer/2022032607/56649ec15503460f94bcda68/html5/thumbnails/1.jpg)
SACS-COC Reaffirmation of Accreditation
Overview Plus
Q & A
CCPRO Conference, Greensboro, NC September 2011
Kimberly B. Lawing, Vice President of Institutional Effectiveness
Cape Fear Community College
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My perspective…
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The Foundation of Accreditation
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Integrity and Quality Enhancement
“The first task of the Commission on Colleges when considering accreditation status is to determine the institution’s integrity and its commitment to quality enhancement. These two principles serve as the foundation of the relationship between the Commission and its member and candidate institutions.”
Principles of Accreditation: Foundations for Quality Enhancement,
SACS-COC, Dec. 2001,
1st Ed.
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The Relationship
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“Self-regulation through accreditation embodies a traditional U.S. philosophy that a free people
can and ought to govern themselves through a representative, flexible,
and responsive system.”Principles of Accreditation: Foundations for Quality Enhancement,
SACS-COC, Dec. 2001, 1st Ed.
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Fundamental Characteristics of Accreditation Listed by COC
Participation in the accreditation process is voluntary and is an earned and renewable status.
Member institutions develop, amend, and approve accreditation requirements.
The process of accreditation is representative, responsive and appropriate to the types of institutions accredited
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Accreditation is self regulation
Accreditation requires institutional commitment and engagement
Accreditation is based upon a peer review process
Accreditation requires an institutional commitment to student learning and achievement
Accreditation acknowledges an institution’s prerogative to articulate its mission within the recognized context of higher education and its responsibility to show that it is accomplishing its mission
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Communication
The SACS-COC and member institutions share responsibility for keeping each other fully informed.
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Communication via liaisons
SACS has assigned a staff member to serve as a liaison to each member institution.
Colleges assign a staff member to serve as a liaison to COC.
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The liaison at SACSCOC has the responsibility to inform the College liaison & CEO of current accreditation issues and requirements, and how those requirements are applied. Also, they keep a file on Colleges, will consult with us during our review and during any substantive changes, and are available to answer questions and to receive comments/input from the Colleges.
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College Liaison
College liaison responsibilities:
Ensure that accreditation requirements are considered not only during the decennial review process, but incorporated, among other institutional goals and objectives, into the planning and evaluation process
Notify the COC in advance of substantive changes and program developments in accord with the substantive change policies of COC
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College Liaison (cont’d)
Familiarize faculty/staff & students with the Commission’s accrediting policies and procedures, and with particular sections of the accrediting standards and COC policies that have application to certain aspects of the campus
Serve as a contact person for COC staff
Coordinate the preparation of the annual profiles and any other reports requested by COC
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College Liaison (cont’d)
Serve as a resource person during the decennial review process and help prepare for and coordinate reaffirmation and other accrediting visitsEnsure that electronic institutional data collected by COC is accurate and timelyTo be effective, the Liaison will receive a suitable degree of visibility on campus in order to enhance the participation of institution in accreditation activities.
(Taken from www.sacscoc.org)
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The Principles do CHANGE…stay
informed by visiting www.sacscoc.org
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Reaffirmation of Accreditation(decennial review)
Off-Site Review &
On-Site Review
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Class of 2011Sample Timeline (estimated)
Late 2008 or early 2009 provide Leadership Team Roster to SACSCOC
January 2009 Leadership Team Orientation
Summer 2009 Summary Report for Compliance Certification Due
Staff Consultation (as needed)
March 2010 Compliance Cert. Due
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Sample Timeline (cont’d)
May/June 2010 Off-Site Committee ReviewJuly 2010 Discussion with COC on Off-Site Report & Report of Off-Site FindingsSep 2010 Focused Report & QEP DueOct/Nov 2010 On-Site Committee Review. On-site Review Committee has dual role for QEP: compliance and consultation.
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Sample Timeline (cont’d)Five months after On-Site Review colleges submit Institutional Response to Recommendations and QEP Evaluation
June 2011 SACSCOC C & R Committee and Board of Trustees reviews QEP and institutional response to Review Committee’s recommendations
Dec 2011 Commission’s Announcement at Annual Meeting
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How Do Reviewers Evaluate Compliance?
SACSCOC Manuals
Guidance from Chair
Committee discussions & consensus
SACSCOC Staff serves on Committee as resource
Individual experiences
See Mini-Handbook
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Off-Site Committee Discussion Notes
Reviewers’ response narrative reflects consensus of the committee, not individual
Response narrative should include: Statement about institution’s perception of compliance
committee’s professional judgment regarding institution’s compliance
what kinds/types of documentation and explanations would demonstrate compliance
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Committee Focus: 4 Components
Establish the context for the institutions analysis in their Compliance Certification
Is it coherent; align with mission, etc.?
Present the evidence on which review committee’s analysis is based
Arrive at a judgment based on the institutions case for compliance
Form a recommendation based on consensus
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Off-Site Committee Discussion Notes for IE
• Representative sample okay for 3.3.1.1Look for persuasive narrative that provides rationale as to why these programs are sample
• SLO’s, measure, analyze, effectiveness• Look for process and pattern of I.E. cycle• Is okay to take them at their word on some
as long as their case is adequate and there are no gaps
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Off-Site
See Compliance Certification FormNote * items as Fifth-Year Interim Report requirements
See Sample Off-Site Review Comments
See Faculty Credential Guidelines
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On-Site Review
Evaluate QEP is primary focus of On-Site Committee
Follow up on concerns of Off-SiteFocus report
On-site interviews and documentation review
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QEP On-Site Review—Part I
(CR 2.12) Has the institution developed an acceptable QEP that includes:
Institutional process for identifying key issues emerging from institutional assessment
A focus on learning outcomes and/or the environment supporting student learning?
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QEP On-Site Review—Part II
(3.3.2) Has the institution demonstrated that it has:
Institutional capability to initiate, implement, and complete the QEP
Evidence of broad-based involvement of constituency
Goals for the QEP
A plan for assessing the achievement of the goals?
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Fifth-Year Interim Report
* items on Compliance Certification document viewed earlier
QEP Impact ReportSee Fifth-Year Interim Evaluator Form
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QEP Tips for Colleges
Track progress regularly
Use assessment to guide and adjust implementation
Consult w/ SACSCOC VP when needed
Creatively address challenges and keep moving forward
Embrace the opportunity– Quotes of Crystal Baird at July 17, 2011 SACSCOC Mtg
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Questions?