SACS Readiness Week: Educational Programs


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SACS Readiness Week: Educational Programs

  1. 1. <ul><li>SACS Presentation 2010 </li></ul><ul><li>Standard—3.4 </li></ul><ul><li>Educational Programs </li></ul>
  2. 2. 3.4 Through 3.4.12 <ul><li>Include All Under-graduate Programs: </li></ul><ul><li>on-campus </li></ul><ul><li>off-campus and </li></ul><ul><li>distance learning programs and course work </li></ul>
  3. 3. Sub-Committee Members <ul><li>Dr. Marcus Chanay </li></ul><ul><li>Dr. Gwen Dooley </li></ul><ul><li>Dr. Gloria Giles </li></ul><ul><li>Carrie Kirkland, Student </li></ul><ul><li>Dr. Evelyn Leggette </li></ul><ul><li>Dr. Marie O’Banner-Jackson </li></ul><ul><li>Dr. Mike Omoregie </li></ul><ul><li>Dr. Sheila Porterfield </li></ul><ul><li>Mrs. Valeria Shelby </li></ul><ul><li>Dr. Vivian Taylor, Chair </li></ul>
  4. 4. Accomplishments <ul><li>Retrieved and reviewed SACS Standards and expectations as reflected on the SACS webpage; </li></ul><ul><li>  </li></ul><ul><li>Reviewed the previous SACS Report submitted by JSU; </li></ul><ul><li>  </li></ul><ul><li>Identified and located key sources for documentation of standards, i.e. handbooks, catalogs, Vision 20/20, reports, etc. See extensive delineation of resources in the 2001, JSU SACS Report; </li></ul><ul><li>  </li></ul><ul><li>Reviewed reports submitted by other institutions, Columbus University, Nicholas University, Texas A & M, as well as West Texas A & M University; </li></ul><ul><li>  </li></ul><ul><li>Identified individuals to serve on the Programs Standard Committee inluding faculty, staff and student representatives. </li></ul><ul><li>  </li></ul><ul><li>Prepared and submitted draft report for initial audit review and findings. </li></ul>
  5. 5. Weaknesses & Improvement Strategy <ul><li>Missing links pertain to clarity regarding 3.4.7 (the nature of consortial relationships) and 3.4.8 (awarding of course credits for courses taken on a non-credit basis). </li></ul><ul><li>The Sub-Committee will work to ascertain and reflect accurate information in this regard. </li></ul>
  6. 6. <ul><li>Assessment Results of </li></ul><ul><li>the Standard </li></ul>
  7. 7. 3.4.1 The institution demonstrates that each educational program for which academic credit is awarded is approved by the faculty and the administration. ** In Compliance <ul><li>Academic program approval: </li></ul><ul><li>An “inclusive” process is in place for curriculum actions via: </li></ul><ul><li>Curriculum committees from the departmental levels to the college level </li></ul><ul><li>Approval processes are participatory involving faculty and key administrators </li></ul><ul><li>Dynamics of the undergraduate Curriculum Committee (UGCC) are clearly described including general functions, channeling procedures, and regulations. </li></ul>
  8. 8. 3.4.2 The institution’s continuing education, outreach, and service programs are consistent with the institution’s mission. **In Compliance <ul><li>The mission of the University under-grids all program offerings including continuing education, outreach and service programs across campus. </li></ul>
  9. 9. 3.4.3 The institution publishes admissions policies that are consistent with its mission. **In Compliance <ul><li>Admission to Jackson State University is administered in accordance with the policies established by the Board of Trustees, State of Mississippi Institutions of Higher Learning and by the Jackson State University Admissions and Credits Committee. </li></ul><ul><li>Clear admission’s criteria consistent to the University’s mission (urban) are published in multiple sources including university catalogs, websites, and handbooks. </li></ul><ul><li>Admissions policies are inclusive of regular and transfer students. </li></ul>
  10. 10. 3.4.4 The institution has a defined and published policy for evaluating, awarding, and accepting credit for transfer, experiential learning, advanced placement, and professional certificates that is consistent with its mission and ensures that course work and learning outcomes are at the collegiate level and comparable to the institution’s own degree programs. The institution assumes responsibility for the academic quality of any course work or credit recorded on the institution’s transcript. ** In Compliance <ul><li>Jackson State University: </li></ul><ul><li>Maintains a permanent academic record for each student enrolled. </li></ul><ul><li>The Permanent Academic Record contains those grades received from course work completed at the University along with any transfer of courses and credits from any other accredited institution of higher learning that is used by JSU to fulfill the degree requirements. </li></ul><ul><li>All records are confidential, academic records and are considered property of the University which assumes responsibility for the quality of course work and credit recorded on the transcripts. </li></ul><ul><li>Policies for evaluation, awarding and accepting credit for transfer, advanced placement, experiential learning and professional certificates are clearly defined and widely published. </li></ul>
  11. 11. 3.4.9 The institution provides appropriate academic support services. ** In Compliance <ul><li>JSU offers a significant variety of appropriate academic support services as documented on the University’s webpage, University Catalog, and Student Handbook. Academic services appropriately support the needs of students, faculty and staff. </li></ul><ul><li>These academic support services include, for example: </li></ul><ul><li>Division of Library and Information Resources </li></ul><ul><li>Division of Student Life </li></ul><ul><li>Wright Writing Center </li></ul><ul><li>Computer Labs </li></ul>
  12. 12. 3.4.5 The institution publishes academic policies that adhere to principles of good educational practice. These are disseminated to students, faculty, and other interested parties through publications that accurately represent the programs and services of the institution. ** In Compliance <ul><li>Academic policies are consistent with standard educational practice and are published in print and electronically. </li></ul><ul><li>Policies are accessible to students, faculty, staff, and community stakeholders. </li></ul><ul><li>The University’s catalogs, webpage, Faculty Handbook, and Student Handbook are among relevant documents which include academic policy information </li></ul>
  13. 13. 3.4.6 The institution employs sound and acceptable practices for determining the amount and level of credit awarded for courses, regardless of format or mode of delivery. ** In Compliance <ul><li>The process includes input from various levels including faculty, curriculum committees, the deans and vice president for academic affairs. </li></ul><ul><li>Guidelines for both on campus classes and off campus classes are detailed, along with provisions for on-line courses, courses for audit, CLEP and AP (advanced placement courses). </li></ul>
  14. 14. 3.4.7 The institution ensures the quality of educational programs and courses offered through consortial relationships or contractual agreements, ensures ongoing compliance with the comprehensive requirements, and evaluates the consortial relationship and/or agreement against the purpose of the institution. Pending <ul><ul><ul><li>JSU: </li></ul></ul></ul><ul><ul><ul><li>complies with the statewide articulation agreement which is aligned to the mission of the institution </li></ul></ul></ul><ul><ul><ul><li>Incomplete—In progress. </li></ul></ul></ul>
  15. 15. 3.4.8 The institution awards academic credit for course work taken on a non- credit basis only when there is documentation that the noncredit course work is equivalent to a designated credit experience. (Noncredit to credit) Pending <ul><li>Incomplete---Research in progress. </li></ul>
  16. 16. 3.4.10 The institution places primary responsibility for the content, quality, and effectiveness of the curriculum with its faculty. ** In Compliance <ul><li>The University evidences an inclusive curriculum process in which the faculty is responsible. </li></ul><ul><li>--Undergraduate Curriculum Committee </li></ul><ul><li>--Core Course Development in Accordance with the Requirements Established by the Mississippi Institutions of Higher Learning Board. </li></ul><ul><li>--Curricula Conform to Standards of National Accreditation Agencies and State Board Requirements. </li></ul>
  17. 17. 3.4.11 For each major in a degree program, the institution assigns responsibility for program coordination, as well as for curriculum development and review, to persons academically qualified in the field. In those degree programs for which the institution does not identify a major, this requirement applies to a curricular area or concentration. (Academic program coordination) ** In Compliance <ul><li>Programs are housed in Colleges and Divisions. </li></ul><ul><li>Highly qualified faculty with credentials and experience in designated areas of expertise coordinate degree programs. </li></ul><ul><li>Curriculum committee processes (for development, review and evaluation) are facilitated by competent faculty. </li></ul>
  18. 18. 3.4.12 The institution’s use of technology enhances student learning and is appropriate for meeting the objectives of its programs. Students have access to and training in the use of technology. ** In Compliance <ul><li>JSU provides rich technology-enhanced learning experiences for all students and at all levels of matriculation. </li></ul><ul><li>Experiences are designed to help students to demonstrate computer literacy in communicating, problem solving, research, and knowledge acquisition. </li></ul><ul><li>Varied technology resources and tools are available and accessible for students and faculty including computer labs and work stations throughout campus and in all academic colleges and divisions. </li></ul><ul><li>Classroom instruction integrates multi-media technology to support teaching and learning, and Distance and web-based classes are available in select programs. It also supports demonstrations and presentations as an integral part of the instruction and learning process. </li></ul>
  19. 19. Examples of Best Practices <ul><li>1. Curriculum & Instruction </li></ul><ul><li>Although methods for instruction may change, standards of program quality endure-- based upon learning outcomes of a diverse student population, curriculum driven and pedagogical decision making facilitated by qualified faculty. </li></ul><ul><li>Each program of study results in learning outcomes appropriate to the rigor and breadth of the program of study. </li></ul>
  20. 20. Best Practices <ul><li>2. Electronic Course Offerings </li></ul><ul><li>a. In the design of electronically program offerings, JSU provides a coherent plan for students’ access to all courses necessary to complete the program. Hybrid programs or courses, in which a combination of electronic and on-campus courses are offered, are designed to assure that all students have access to appropriate services. </li></ul><ul><li>b. JSU provides orientation and training to help to those responsible for electronic program development to become proficient in the uses of the program’s technologies, including course management. </li></ul>
  21. 21. Best Practices, cont. <ul><li>c. JSU has considered issues of workload, compensation, and ownership of intellectual property resulting from electronic program offerings, and the implications of program participation for the faculty member’s professional evaluation processes. </li></ul>
  22. 22. Best Practices, cont. <ul><li>3. Extensive Student Support Services Accessibility </li></ul><ul><li>JSU provides relevant, accessible and quality support services for students, for example: </li></ul>
  23. 23. <ul><li>Academic advising </li></ul><ul><li>Placement Testing </li></ul><ul><li>Tutoring </li></ul><ul><li>Career counseling and placement </li></ul><ul><li>Access to grievance procedures. </li></ul><ul><li>Scholarships and other financial assistance </li></ul><ul><li>Bookstore services </li></ul><ul><li>Academic progress information, such as degree completion audits. </li></ul><ul><li>Library resources appropriate to the program </li></ul><ul><li>Referrals for student learning differences, physical challenges, and personal counseling </li></ul>
  24. 24. 2010 Meetings and Objectives <ul><li>Schedule </li></ul><ul><li>1:00 p.m., First Wednesday of each month in the College of Education Building, Room 214 </li></ul><ul><li>Objective: </li></ul><ul><li>Continue to identified and collect data and data sources to document attainment of the Educational Programs Standard. </li></ul>
  25. 25. <ul><li>Thank you! </li></ul>