SACS: Gatekeeper to the Flow of Federal Aid

Gatekeeper to the Flow
of Federal Aid
UK’s Accrediting Body
The Southern Association of Colleges
and Schools (SACS), Commission on
Colleges, is the regional body for
accreditation of higher education
institutions in the southern states.
Kentucky Delegation
William T. Luckey, Jr., President, Lindsey Wilson College,
Wayne D. Andrews, President, Morehead State University,
James S. Klauber, President, Owensboro Community and
Technical College, Owensboro
Wilson Stone, House Representative, Scottsville (Public
The Process of Accreditation
 Compliance
Certification Report
 Quality Enhancement
Plan (QEP)
 Off-site Peer Review
 On-site Peer Review
 Commission Review
The Principle of Integrity
 1.1 The institution operates with
integrity in all matters.
 Examples of failure to demonstrate
• withholding information
• providing inaccurate information
• not conducting candid self-
Selected Core Requirements
 Degree-granting Authority
 Institutional Mission
 Institutional Effectiveness
 Program Length
 Program Content
 General Education
 Faculty
 Quality Enhancement Plan
Core Requirement 2.5:
Institutional Effectiveness
 Ongoing, integrated, universitywide, research-based, planning
and evaluation
 Systematic review of mission,
goals, and outcomes
 Results in continuous quality
 Demonstrates mission
Core Requirement 2.12:
Quality Enhancement Plan
 Broad-based process
 Key issues emerge from institutional
 Focus on student learning
 Capability for implementation and
 Broad-based involvement of
institutional constituencies
 Goals and plans for assessment
Comprehensive Standards
 Institutional Mission
 Governance and
 Institutional Effectiveness
 All Educational Programs
 Undergraduate Programs
 Graduate and PostBaccalaureate Professional
(Cont’d next slide)
Comprehensive Standards
 Library and Other Learning
 Student Affairs and Services
 Financial Resources
 Physical Resources
 Institutional Responsibility for
Commission Policies
Federal Requirements
Student Achievement
 Program Curriculum and Program Length
 Publication of Policies
 Student Complaints
 Recruitment Materials
 Title IV Program Responsibilities
 Distance and Correspondence Education
 Definition of Credit Hours
Comprehensive Standards
Each standard that mandates a policy
or procedure must be
 In writing
 Approved through appropriate
institutional processes
 Published in appropriate
 Accessible to those affected
 Implemented and enforced
Comprehensive Standard 3.3
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
 provides evidence of improvement based
on analysis of those results
Comprehensive Standards in
Program Area
Educational Program (3.4)
Undergraduate Program (3.5)
Graduate and Professional (3.6)
Faculty (3.7)
Library and Other Learning
Resources (3.8)
 Student Affairs and Services (3.9)
Comprehensive Standard 3.4.7
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 3.4.10
Responsibility for Curriculum
The institution places primary
responsibility for the content, quality,
and effectiveness of the curriculum
with its faculty.
Comprehensive Standard 3.5.4
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 3.7.1
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 3.12
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
•merges with another institution
Comprehensive Standard 3.14
Representation 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 Requirements
Evaluates student success
Curriculum appropriate for mission
Publication of calendars and policies
Appropriate program length
Procedures for addressing written
student complaints
 Accurate recruitment materials
 Compliance with Title IV of the 1998
Higher Education Amendment (student
aid, such as Pell Grants)
History of Federal
 Re-authorization of Higher
Education Act is in progress
 Spelling Commission Report
 Federal Negotiated Rulemaking
 Probable Outcome is more
federal interference
“We have slipped
to 12th in higher
attainment and
16th in high
school graduation
Spelling Commission Report
Spelling Commission Report
 Higher education institutions should
measure student learning using
instruments such as the CLA.
 Results of student learning assessments,
including value-added measurements
that indicate how students’ skills have
improved over time, should be made
available to students and reported in the
aggregate publicly.
Spelling 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
• encourage innovation and continuous improvement
• require institutions to report measurable progress
in relationship to their national and international
Bringing it Home:
Implications 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:
Desired 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:
Suggested Steps
Faculty-driven activities to achieve desired
Review and update key learning goals for degree
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
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
Or adopt other strategies?