INTRODUCTION

Benedict College is poised to continue its legacy of educational leadership into the new millennium.  Hence, the Benedict College Self-Study is designed to assess the effectiveness of all areas of the College, identify areas of strengths and weaknesses, determine the potential for adding graduate programs, and provide a basis for planning over the next ten years.  The Self-Study will validate the quality of the educational and support programs while this Plan and Manual will provide the guidelines for achieving this objective.

The overall goal of the Plan culminates in the College’s reaffirmation of accreditation.  Beyond that, the Self-Study provides opportunities for the College to:

  1. Revisit its mission, and revise it, if necessary

  2. Re-evaluate its goals and objectives

  3. Identify significant institutional issues, strengths, and weaknesses

  4. Improve the process for evaluating the institution’s effectiveness in accomplishing its mission, its goals and its objectives at all levels of the College

  5. Assess the extent to which its goals have been achieved for programmatic improvement

  6. Assess the extent to which the College is in compliance with the SACS Criteria for Accreditation

  7. Improve its weaknesses and maintain strengths in its programs for overall institutional high quality and continuous improvement

  8. Enhance the “team” concept among the College community

The Self-Study Plan and Manual outlines the processes and procedures for initiating the process continuing  through its successful completion.  It delineates the leadership and committee structure necessary to carry out the Self-Study.  Also, the responsibilities and descriptions of duties of those in leadership positions and those who serve on committees are outlined in the Plan.  Specific responsibilities are set forth for the Principal Committees and the Special Committees, as well as the guidelines for academic departments and administrative units self-studies.

The Self-Study Timetable is a very important component of the Plan.  It puts in place a structure and  timetable for preliminary planning, initiating the Self-Study, conducting the Self-Study, preparing for and receiving the Visiting Committee, and responding to actions by the Commission on Colleges.  The calendar designates the time that various components of the Self-Study will be completed.

Institutional resources to support the Self-Study, guidelines for collection of data and evaluation techniques, and plans for implementing recommendations within the Self-Study are also  addressed in the Plan.  Specific guidelines  indicate the methods for collecting and analyzing data and outline the process for responding to any recommendations from the SACS Site Visit Team.

This document includes the guidelines, processes, and procedures to be used by all constituencies of Benedict College in conducting the Self-Study for reaffirmation of accreditation.

KEY TERMS

Accreditation:  Recognition (approval) of an institution as maintaining standards that qualify the graduates for admission to post graduate training or for professional practice (employment) by an accrediting agency, such as the Southern Association of Colleges and Schools.

Alternative Self-Study:  A two-part Self-Study consisting of (1) compliance ‘audit’ by the institution documenting that it meets all the standards (criteria) for accreditation and (2) development of a broader, more qualitative issue selected by the institution for growth and development, (This definition is for  information only).

Assessment: The process of effectively and systematically measuring the components and level of achievements of the College and unit goals and objectives for the purpose of producing complete and useful information. 

College Delegate Assembly:  A group composed of one voting representative from each member (accredited) institution responsible for electing commissioners and  making and/or approving major changes in matters relating to accreditation standards, dues, and procedures for the Commission on Colleges and Schools of the Southern Association of Colleges and Schools.

Commendation:  Form of congratulation to the institution for outstanding programs and/or activities observed during a Self-Study Site Visit.

Commission:  Commission on Colleges, one of three commissions of the Southern Association of Colleges and Schools (the other two commissions are: commission on Secondary Schools and Commission on Elementary Schools).

Comprehensive Self-Study:  The traditional approach to the Self-Study which assesses every aspect of the institution’s operation. It is participatory, involving all segments of the institution; and  analytical, involving  critical analyses of strengths and weaknesses.  Moreover, it examines the planning and evaluation process of the institution; presents recommendations to remedy identified weaknesses; and has adequate procedures for the review and follow-up of suggestions and recommendations made in the Self-Study.  Benedict College is using this model.

Criteria:  Accrediting standards used by the Commission on Colleges to which an institution must comply.

Institutional Effectiveness:  A comprehensive system of planning, implementation and assessment  of performances to ensure that the institutional purpose and goals are achieved.  It also involves the use of assessment results for programmatic modifications and improvement of performances.

Implementation: The process of ensuring the actual fulfilment of a  plan that  produces a  real and positive effect on the institution.

Is Required/Is Responsible Statements:  Conditions, activities required of an institution to meet accreditation standards.

Must Statements:  Specified (enunciated) criteria to which an institution must comply to maintain its accreditation.

Principal Committees:  Groups (committees) of  broadly selected individuals assigned to a section of the Self-Study for the purpose of evaluating the institution’s strengths and weaknesses in the assigned  areas and to assess the institution’s compliance with the criteria that relate to the area.

SACS:  Southern Association of Colleges  and Schools.  One of six private, non-profit, voluntary regional accrediting associations established for the purpose of  improving education in colleges and schools through a process of evaluating institutions against a set of criteria.

Self-Study:  Process by which an institution conducts a comprehensive analysis and evaluation of all of its programs and activities according to its purpose and compliance with the SACS criteria.

Self-Study Report:  Written results of the Self-Study process which are used by a Site Visit Team and the Commission to assess the status of the College in complying with the SACS standards, as well as to assess the quality and comprehensiveness of the Self-Study.

Site Visit Team:  A group of persons selected by SACS (and approved by the host institution) with expertise and experience in the various sections of the Self-Study to review the Self-Study process and the institutions standing in compliance with the SACS criteria.

Site Visit Team Report:  Written results of the site visit.  Review results of the site visit which contains a review and analysis of the institution’s compliance with the SACS criteria and quality/comprehensiveness of the Self-Study process.

Special Committees:  Groups (committees) of persons, generally selected on the basis of position and/or expertise, in given areas, to support the work of the leadership team and principal committees of the Self-Study  by serving vital functions in the over-all Self-Study process.

Steering Committee:  Group of persons at the institution selected to guide the planning and implementation of the Self-Study process.

Strategic Plan: A process for anticipating future conditions and planning to meet them.  The process is a participatory one which includes all groups of the institution -- Board of Trustees, administrators, faculty, staff, and students.

Suggestion: Statement by the Site Visit Team for improvement of the institution though the issue is not in violation of a SACS  criterion.

Suggestion Statements:  Suggested standards in the Criteria for Accreditation to which the institution has the option to or not to comply.

Recommendation:  Statement by the Site Visit Team indicating the need for an institution to meet a specific criterion with which the Site Visit Team finds that they are not in compliance.

PURPOSE

The Benedict College Self-Study is designed to assess the College’s effectiveness in all areas,  identify areas of strengths and weaknesses, determine the potential for adding graduate programs, and to provide a basis for planning over the next ten years.

GOALS

The goals of the Self Study are to provide:

  1. A basis for affirming or revising the Statement of Purpose (mission)

  2. An opportunity for the re-evaluation of the College’s goals within the context of the purpose

  3. For the identification of significant institutional issues, strengths and weaknesses, and strategies for addressing concerns raised in the Self-Study

  4. An improved/strengthened process for evaluating the Institution’s  effectiveness

  5. A comprehensive report and supporting documents to be used by the institution as part of its planning and by a visiting committee during its review of the institution

  6. An assessment of the extent to which the institution meets or exceeds the Criteria for Accreditation

  7. The determination of the potential for the College to consider adding graduate degrees and if so, in what disciplines

  8. The involvement in and development of an enhanced sense of cohesiveness among all members of the College community (Trustees, Administrators, Faculty, Staff, Students, and Alumni)

  9. For the development and implementation of the current administration’s second Five- Year Strategic Plan

THE COMMISSION’S EXPECTATIONS AND
POLICIES FOR SELF-STUDY

The Self-Study should be incorporated into the ongoing planning and evaluation activities of the institution instead of functioning as an episodic event.  If the current planning, evaluation, and institutional research functions are ongoing and systematic, as the Criteria requires, then the fully functioning institutional effectiveness system will contribute to the Self-Study in the following ways:

  1. As an important source of information for the Self-Study

  2. Through the use of information derived from the institution’s planning and evaluation processes for Self-Study committees to identify significant issues.

Furthermore, the Self-Study can be useful to the institutional effectiveness system in the following ways:

  1. Through the use of findings from the Self-Study to alter or maintain current plans pertaining to programs, services, and operational procedures

  2. As an extension of the institution’s evaluation and institutional research processes

  3. As a source for contributing to future plans for institutional improvement

The Commission does not prescribe the details of an institution’s Self-Study process nor the specific goals of the study.  The effectiveness of the process depends in large measure on the institution’s commitment to use a process that will yield useful information.

For the purpose of accreditation, the Commission defines an acceptable Self-Study as one that:

  1. Is comprehensive.  The Self-Study assesses all aspects of the institution’s operations and programs.

  2. Is broadly participatory.  The Self-Study involves personnel from all segments of the institution.

  3. Is analytical.  The Self-Study analyzes and assesses all aspects of its operations, identifying its strengths and weaknesses.

  4. Examines its planning and evaluation processes.  The Self-Study examines the effectiveness of the institution’s planning and evaluation processes.

  5. Identifies significant issues.  The Self-Study identifies and examines issues significant to the institution’s future development.

  6. Presents recommendations.  The Self-Study presents recommendations designed to remedy identified weaknesses or to enhance institutional strengths.

  7. Develops a follow-up plan.  The Self-Study describes  adequate procedures for the review and follow up of suggestions and recommendations made in the Self-Study. (Source: Handbook for Institutional Self-Study, Southern Association of Colleges and Schools, Commission on Colleges)

LEADERSHIP AND COMMITTEE STRUCTURE

The President of the College provides active leadership to the Self-Study process to ensure the successful implementation of the Self-Study.  The President has demonstrated a commitment by:

  1. Appointing the leadership team for the Self-Study program

  2. Ensuring the provision of adequate resources to conduct the Self-Study and approval of the budget for the Self-Study

  3. Reviewing progress reports during the Self-Study and providing support and commentary where appropriate

  4. Maintaining communication with the Commission staff liaison regarding matters such as selecting the Visiting Committee Chair and scheduling the Peer Review Committee visit

  5. Appraising the governing board on a periodic basis of matters related to the Self-Study

The key leadership positions of the Self-Study consist of the Self-Study Director, the Steering Committee Chair, the Steering Committee, and the Editorial Committee.  The Steering Committee is composed of the Steering Committee Chair and Co-chair, Principal Committee Chairs, and the Self-Study Director.  The Self-Study Director reports directly to the President.  The Steering Committee reports to the President through the Self-Study Director.  The Principal Committees, as well as the  Division and Administrative Units Committees,  report to the Self-Study Director, who collects and presents information and/or materials to the Steering Committee for comments and/or approval.

Several senior administrators serve as key advisors to the Self-Study Program.  The Senior Vice President, though not holding an identified Self-Study position, will serve as a major advisor to the Self-Study process.  This position involves ensuring facilitation of work especially under areas of Academic Affairs,  Educational Programs, Faculty, and the Library.  The Executive Vice President will serve in a similar role for the over-all Self-Study, as well as the Vice President for Institutional Effectiveness, whose office will handle the Self-Study surveys (questionnaires).

There are eleven (11) Principal Committees based on major sections of the SACS Criteria for Accreditation.  In addition, there are six (6) Special Committees identified to support and/or assist the over-all work of the Self-Study.  The Principal and Special Self-Study committees are listed in the “Positions and Responsibilities” section of this document.  There are six Divisions (Vice Presidential areas) and 21 Administrative Units within the Division Committees.  The Office of the President and two additional Administrative Unit Committees within this office will all conduct internal Self-Studies.

The following chart illustrates the organization of the Self-Study.

Self-Study Organizational Chart
BC%20Self%20Study%20Plan%20&%20Manual-FLOWCHART%20(p08)

POSITIONS AND RESPONSIBILITIES

Self-Study Director: Dr. Juanita S. Scott, Professor of Biology.  The Self-Study Director coordinates and manages the Self-Study process.  The Self-Study Director:

  1. Coordinates the Self-Study process

  2. Ensures that the institutional leadership is informed of the resources required to conduct the Self-Study and seeks appropriate support

  3. Serves on the Steering Committee

  4. Serves as the liaison between the SACS staff representative and the institutional leadership

  5. Oversees the development of the Self-Study Plan and Manual

  6. Ensures that the institutional community is informed of the purpose and progress of the Self-Study

  7. Ensures appropriate institutional review of preliminary working drafts and approval of the final draft of the Self-Study Report

  8. Ensures timely publication of the Self-Study Report

  9. Oversees all arrangements related to the visiting committee

  10. Ensures that appropriate follow-up activities are in place to consider the recommendations generated by the Self-Study

Steering Committee Chair: Dr. George A. Devlin, Associate Vice President for Academic Affairs.  The Steering Committee Chair assists the Self-Study Director in coordinating and managing the details related to all aspects of implementing the Self-Study process and producing the Self-Study report.  The Steering Committee Chair:

  1. Presides over and administers the work of the Steering Committee

  2. Coordinates the work of the Self-Study committees

  3. Maintains the schedule of the Self-Study and ensures appropriate progress toward the  completion of the Self-Study Report

  4. Works with the Self-Study Director to oversee the development of the Self-Study Plan and Manual, and guidelines

  5. Consults with the Editor on the editorial review of committee reports and the initial and final drafts of the Self-Study Report

  6. Works with the Self-Study Director on matters related to the visiting committee

Steering Committee:  The Steering Committee has the primary responsibility for developing the Self-Study Plan and Manual, supervising and coordinating its implementation, and compiling the various committee reports into a meaningful and coherent report.  The specific responsibilities of the Steering Committee include:

  1. Providing leadership for the project

  2. Developing and implementing the Self-Study Plan

  3. Developing a Self-Study Manual

  4. Developing and conducting an orientation for the Self-Study committees

  5. Coordinating activities of the various Self-Study committees

  6. Serving as a clearinghouse for the development and administration of Self-Study data  gathering instruments

  7. Monitoring the progress of the Self-Study

  8. Determining involvement required from administrative units, departments, schools, and principal committees

  9. Evaluating the reports of the principal committees

Editorial Committee: Dr. Malqueen Richardson, Associate Professor of English, Chair; and Dr. Margaret Bristow, Associate Professor of English, Co-chair.  This committee is responsible for editing the Self- Study Plan and Manual,  the preliminary and final committee reports and the final Self-Study Report.  Specific responsibilities include:

  1. Working with the Steering Committee to develop and distribute the editorial guidelines for the Self-Study

  2. Assisting the Steering Committee in reviewing preliminary drafts of reports

  3. Editing the Self-Study Plan and Manual

  4. Synthesizing committee reports into  the final Self-Study Report

  5. Making appropriate arrangements for publishing the final document

Principal Committees:  There are eleven Principal Committees based on major sections of the SACS Criteria for Accreditation.  Each committee has a chair, co-chair, editor and recorder.   Each committee is also assigned one or more resource persons who either head or supervise the heads of respective areas.  The resource persons will meet with the assigned committees whenever possible and will be available to assist the committees in the gathering of information and documents.  Membership of Principal Committees generally includes administrators, faculty, staff, students, trustee board members, and alumni.  Expertise in the specific area and broad based representation were considered in the selection of membership on committees.  These factors, as well as leadership skills and the potential for endurance, were considered in the selection of committee chairs and co-chairs.  Editors were selected from among the English  and Mass Communication faculty members.

Each Principal Committee is responsible for the evaluation, assessment, and analysis of the College’s strengths and weaknesses in the assigned study area and the assessment of the College’s compliance with the criteria as it relates to that area.  Each Principal Committee is also responsible for preparing the section of the Self-Study Report pertaining to its area of assignment.

Special Committees: Six Special Committees are identified to support the work of the leadership team and the Principal Committees by serving vital functions necessary for the over-all Self-Study process. This process also provides an opportunity to give credit and recognition to persons who would, in many cases, be responsible for implementing these functions.  This approach further addresses the Self-Study goal of involvement in and development of an enhanced sense of cohesiveness among all members of the College community.

Division and Administrative Unit Committees:  Six Division Committees and 21 Administrative Unit Committees within the Divisions, as well as committees for the Office of the President and two Administrative Units within this office have been selected to ensure full analyses of every area of the college.

RESPONSIBILITIES OF PRINCIPAL COMMITTEES

The  specific responsibilities of the Principal Committees are as follows:

  1. Committee on Principles and Philosophy of Accreditation: This Committee will analyze Benedict College’s institutional commitment and responsibilities in the accreditation process (Criteria 1.1-1.6).  The Committee will prepare the section of the Self-Study Report addressing these criteria.

  2. Committee on Institutional Purpose: This Committee will analyze how Benedict’s Mission Statement was established and its continuing appropriateness to the College (Criterion 2).  The Committee will prepare the section of the Self-Study Report addressing this criterion.

  3. Committee on Institutional Effectiveness: This Committee will assess the over-all Institutional Effectiveness Program of Benedict College (Criterion 3).  The Committee will assess the effectiveness of planning and evaluation for educational programs (Criterion 3.1) for administrative and educational support services (Criterion 3.2), and institutional research (Criterion 3.3).  The Committee will  prepare the section of the Self-Study Report addressing these criteria.

  4. Committee on Educational Programs: This Committee will assess the effectiveness of Benedict College’s educational programs, specifically, general requirements (Criterion 4.1),  the undergraduate program (Criterion 4.2), publications (Criterion 4.4) student records (Criterion 4.7),  and consortial relationships and contractual agreements (Criterion 4.9).  The Committee will prepare the section of the Self-Study Report addressing these criteria.

  5. Committee on Faculty: This Committee will assess Benedict College’s selection, development, and retention of a competent faculty and its commitment to the institution’s purposes (Criterion 4.8), specifically, the selection of faculty (Criterion 4.8.1), academic and professional preparation (Criterion 4.8.2), baccalaureate faculty (Criterion 4.8.2.2), part-time faculty (Criterion 4.8.3) faculty compensation, academic freedom and professional security, professional growth, the role of the faculty and its committees, faculty loads, and criteria and procedures for evaluation of faculty,  (Criteria 4.8.5-10).   The Committee will prepare the section of the Self-Study Report  addressing these criteria.

  6. Committee on Educational Support Services: Including Library and Other Services: This Committee will assess the effectiveness of Benedict College’s library and other learning resources, (Criteria 5.1.1-6) instructional support (Criterion 5.2) and information technology (Criterion 5.3).  The Committee will prepare the section of the Self-Study Report addressing these criteria.

  7. Committee on Student Development Services: This Committee will assess the effectiveness of student development services at Benedict College (Criteria 5.4.1-7 -3.1-7).  The Committee will prepare the section of the Self-Study Report addressing these criteria.

  8. Committee on Intercollegiate Athletics: This Committee will assess  the effectiveness of Benedict College’s intercollegiate athletics program (Criterion 5.5).  The Committee will prepare the section of the Self-Study Report addressing this criterion.

  9. Committee on Organization, Administration and Corporate Entities: This Committee will assess the effectiveness of Benedict College’s organization and administration (Criterion 6.1), institutional advancement (Criterion 6.2) and related corporate entities (Criterion 6.6).  The Committee will prepare the section of the Self-Study Report addressing these criteria.

  10. Committee on Financial Resources:  This Committee will assess the adequacy of the College’s resources to ensure that the College has the necessary funds and/or plans for financing the educational mission of the College (Criteria 6.3.1-12), and  externally funded grants and contracts (Criterion 6.5).  The Committee will  prepare the section of the Self-Study Report addressing these criteria.

  11. Committee on Physical Resources: This Committee will assess  the effectiveness of Benedict College’s physical resources (Criteria 6.4.1-4).  The Committee will prepare the section of the Self-Study Report addressing these criteria.

RESPONSIBILITIES OF SPECIAL COMMITTEES

The  specific responsibilities of the Special Committees are as follows:

  1. Technology Committee:  This Committee will build and maintain a Web page for the Self-Study, provide technical assistance to Self-Study staff and other Self-Study committees,  and  work with the Editorial Committee in integrating various reports.

  2. Self-Study Library/Documents Committee: This Committee will establish and maintain a library of resources/documents for use in the development of the Self-Study; as well as collect and catalog documents to be available at the College and at the hotel for review by the Self-Study Site Review Team.  The Committee will develop and distribute a list of materials that should be submitted to them by the various units of the College and the various Self-Study Committees, as well as seek out references from other sources.

  3. Logistics Committee: This Committee will plan and make arrangements for travel, lodging, and transportation of the Self-Study Site Visit Team; and will establish and  maintain a work room for the Site Visit Team, including equipment and personnel to provide general assistance, if requested.  The work of this Committee will be coordinated with the work of other committees, particularly the Hospitality and Campus Readiness Committees.

  4. Hospitality Committee: This Committee will plan and arrange for meals, refreshments (in hotel and in meeting room), mementoes (small gifts), packets, name tags, etc. and student guides for the Site Visit Team. The Committee will coordinate its work with the Logistics and Campus Readiness Committees.

  5. Campus Readiness Committee: This committee will ensure that the entire campus is “company ready”-- fully prepared for the Site Visit Team, including repairs, structural arrangements of key facilities and cleaning (buildings and grounds) . The Committee will work closely with the Logistics and Hospitality Committees.

  6. Administrative Support Committee  (Administrative Specialists  and Administrative Assistants not assigned to other committees):  This Committee will provide word processing and other administrative duties  for the Self-Study staff or Self-Study committees  with the approval of supervisors.  The Committee will also work with the Hospitality Committee in planning for the Self-Study Site Visit Team by providing administrative assistance during the Site Visit, if needed.

RESPONSIBILITIES OF DIVISION
AND ADMINISTRATIVE UNIT COMMITTEES

Each Division and Administrative Unit of the College will prepare individual Self-Study Reports.  A committee of persons within the Division or Administrative Unit will conduct the Self-Study and write the Report for the specific Division or Unit.  In each case, an account of the appropriate Division or Administrative Unit processes will be described and discussed in accordance with the College’s, and specifically, the Division or Unit’s Strategic Plan.  These Self-Studies will be an important part of the over-all Self-Study process.  Principal Committees will make use of  information from these reports in preparation of the Final Reports.  Hence, Division and Administrative Unit Committees have been identified and activated to achieve this end.  These committees are listed with the other committees in Appendix A.

SELF-STUDY CALENDAR/TIMETABLE

The following general timetable will be followed.  However, the Self-Study office will distribute at appropriate intervals, more specific dates and times, within each ‘stage’ as approved by the Steering Committee and the President of the College.  Schedules for committee reports for 1999-2000 are found in Appendix B.

 STAGE ONE:  Preliminary Planning

November 1998 - April 1999

  1. Notify and inform institutional constituencies regarding the initiation of the Self-Study

  2. Consult with Commission staff

  3. Identify key Self-Study leadership personnel

  4. Appoint Steering Committee

  5. Appoint Principal Committees

  6. Conduct a  review of the adequacy of the institution’s purpose and revise as necessary its purpose statement in advance of the Self-Study

  7. Review institutional effectiveness systems (planning, evaluation, assessment, and documentation)   to determine whether they are adequate to support the Self-Study

  8. Formulate a Self-Study Plan

  9. Prepare for Kick-Off visit

  10. Forward Self-Study Plan to staff

STAGE TWO: Initiating the Self-Study

May 1999 - August 1999

  1. Formulate the Self-Study Manual

  2. Conduct orientation meetings for Principal Committees

  3. Collect, organize, and publish basic institutional reference data (fact book)

  4. Develop and distribute writing/editing guidelines

STAGE THREE:  Conducting the Self-Study

September 1999 - July 2000

  1. Activate the Principal Committees

  2. Review preliminary reports regarding institutional purpose and effectiveness

  3. Administer surveys

  4. Review progress reports from principal committees

  5. Compile survey results

  6. Forward preliminary reports of Principal Committees to Steering Committee for review and   action

  7. Complete departmental, unit, and preliminary committee final reports

  8. Continue committee work as necessary following Steering Committee review

  9. Complete and forward progress report to the Commission staff member

  10. Complete first draft of Self-Study Report

  11. Conduct an institution-wide review of the draft of the Self-Study Report

  12. Compile the final Self-Study Report

  13. Develop follow-up plan to the Self-Study Report

STAGE FOUR: Preparing for and Receiving the Visiting Committee August 2000 - March 2001

  1. Begin preliminary planning for committee visit

  2. Complete and distribute locally the Self-Study Report

  3. Develop addendum to Self-Study Report

  4. Send copy of the Self-Study Report to the Committee Chair prior to his/her preliminary visit

  5. Receive preliminary visit by visiting Committee Chair

  6. Complete planning and arrangements for Committee visit

  7. Mail Self-Study and other materials to Committee members and SACS Commission

  8. Inform the institutional community of the purpose and activities of the visiting Committee while on campus

  9. Host the Visiting Committee on campus

STAGE FIVE: Preparing for Review and Action by the Commission on Colleges May - December 2001

  1. Review draft of Visiting Committee report for errors of fact

  2. Receive and respond to recommendations cited in the final Visiting committee report

  3. Implement plan for follow-up of all non-criteria related recommendations stemming from the Self-Study process

 INSTITUTIONAL RESOURCES TO SUPPORT THE SELF-STUDY

PERSONNEL

Self Study Director:  Dr. Juanita S. Scott, who Chaired a Self-Study Principal Committee for the 1981 Benedict College Institutional Self-Study and Chaired the College’s Institutional Self-Study Steering Committee in 199l, will serve as the Self-Study Director.  Dr. Scott has also been involved in NASDTEC (Teacher Education) Self-Studies at the College over the past 25 years (every 5 years).  She has served as Biology Study Program Coordinator, Natural Sciences Department Chair, Mathematics and Natural Sciences Division Chair, Interim Dean,  and Associate Dean for the School of Arts and Sciences.  Dr. Scott has the confidence of the administration and the respect of the faculty, and she has the necessary technical and human relations skills to “get the job done.”            Steering Committee Chair:  Dr. George A. Devlin, Associate Vice President for Academic Affairs, will Chair the Steering Committee.  Dr. Devlin has served as Chair of the Social Sciences Department, Chair of the Social Sciences Division and as Interim Vice President for Academic Affairs at the College.  He has administrative and leadership experiences, has the confidence and respect of the entire College, and is in a position to give command to Chairs, Co-chairs, and members of the Self-Study Committees.

Steering Committee:  The fifteen member Steering Committee consists of a cross section of administrators, faculty, and staff members.  All Principal Committee Chairs serve on the Steering Committee.

Editorial Committee:  This Committee is composed of five English professors.  Additional faculty members, experienced in writing, are assigned to the Principal Committees.

Principal Committees:  There are eleven Principal Committees with assigned responsibilities such that all the SACS criteria that relate to Benedict College will be assessed by at least one committee.  Each Principal Committee has been assigned one or more resource persons who either head or supervise the head of respective areas to assist in gathering data and confirming factual information. Each Principal Committee has also been assigned an editor and a recorder.

Special Committees:  Six Special Committees have been identified to support the overall work of the Self-Study process.  Early selection of these committees will provide ample time to plan and assist in specific areas of the Self-Study process.

Division and Administrative Units (D/AU) Committees:  Self-Study Committees have also been selected for the six Divisions (Vice Presidential Areas) of the College and 21 Administrative Units within the Divisions, as well as for the Office of the President and two Administrative Units within this Office.  The work of these committees will ensure in-depth self analyses of every area of the College and will result in internal Self-Study reports.  These reports will be available to Principal Committees as they analyze the various areas of the College.

TECHNOLOGY

Most faculty and many of the staff members have computers that are equipped with  Internet and e-mail for internal and external communications.  Through the use of technology, some faculty and staff members collect model self-studies from other institutions, create tables, data bases, and access other computer needs for the Self-Study process.  The Self-Study office will receive new computers which will provide a greater capacity to produce these types of documents.

FACILITIES

The Self-Study office is located in Alumni Hall (ALU), Room 202.  The Self-Study Library will be established within the Learning Resources Center (LRC).  Self-Study Committee meetings will be scheduled in one of the following: The N. A. Jenkins Board Room; Fine Arts/Humanities Center Conference Room B; Morgan Hall (MH) Conference Room; Human Resources Center (HRC) Conference Room; the Alumni Hall (ALU) Seminar Room; LRC 212; or available classrooms.

BUDGET

The College has allocated a budget for the Self-Study process.  Funds are provided for: The establishment of a Self-Study Office; travel related to Self-Study (especially for SACS Annual Meeting); printing and duplication; office  supplies, telephone and postage; and salaries for the Self-Study Director and Administrative Assistant. 

All Self-Study requisitions, travel requests and other budget expenditures will be approved  by the Self-Study Director.

REFERENCES

Chairs and Co-chairs of all Self-Study committees have been given copies of the following the SACS Publications:  Criteria for Accreditation. Georgia: Southern Association of Colleges and Schools, 1998.  Handbook for Institutional Self-Study. Georgia: Southern Association of Colleges and Schools, Commission on Colleges and schools, 1998.  Resource Manual on Institutional Effectiveness.  Georgia: Southern Association of Colleges and Schools, Commission on Colleges, 1996.

The following Benedict College publications and documents will also be available to Self-Study personnel and committees:

Self-Study Plan and Manual
1995 - 2000 Strategic Plan: Institutional and Division and Administrative Units
2000-2005 Strategic Plan:  Institutional and Division and Administrative Units
Institutional Fact Book
College Catalog(s)
Faculty Manual
Personnel Policies and Procedures Manual
Procedures for Assessing Administrators
Student Handbook
Policy Letter(s) where appropriate and available
1991 SACS Internal Self-Studies
1991 Self-Study SACS Recommendations applicable to individual areas
D/AU files (faculty, staff, student, alumni; functions, logs)
Individuals: faculty, staff, students, alumni, employers
Minutes of Meetings

POLICIES, PROCEDURES AND GUIDELINES FOR
CONDUCTING THE BENEDICT COLLEGE SELF-STUDY

The primary policies and procedures of the Benedict College Self-Study are as follows:

  1. The goals of the Self-Study will serve as the guiding force for the planning, conducting, and evaluation of the Self-Study.

  2. The Steering Committee will serve as the ‘policy’ body with approval by the President through appropriate channels.

  3. The use of questionnaires or other data gathering mechanisms will be coordinated and  approved by the Steering Committee.

  4. College records, including those of students  and personnel used to prepare the Self-Study, will be kept in confidence.

  5. Duplication through the campus print shop and other Self-Study budget related requests will be approved by the Self-Study Director.

  6. The procedures and guidelines in the Self-Study Plan and Manual will be followed by all Self-Study participants.

  7. Clerical support will be provided for the Self-Study work, first through recorders assigned to the committees (or unit staff, where possible) and, second,  through the Self-Study Administrative Assistant.

  8. All Self-Study reports of committees (Principal and Special) and/or unit heads will be approved by the Steering Committee.  Reports must be submitted through the Self-Study Director or Steering Committee Chair.  Departmental and other Final Reports, if any, will be approved through appropriate channels prior to submission to the Steering Committee.

  9. Periodic progress reports of Principal Committees and departmental/units will be submitted to the Steering Committee for review and response.

  10. All Self-Study meetings by committees, departments/units, etc., will be documented through thorough records ( minutes) of such proceedings.

  11. A schedule of all committee meetings will be maintained to ensure full participation of all members on their respective committees.

  12. Identified resource persons will meet with the respective  Principal Committees.

  13. Concerns, issues and/or non compliances discovered by the Principal Committees will be submitted to the Self-Study Director as they occur.  They will be reviewed by the Steering Committee and referred appropriately for consideration and changes.

  14. Changes and/or exceptions to the Self-Study Plan and Manual must be made through the Steering Committee, with approval by the President, where appropriate.

FLOW CHART FOR SELF-STUDY  AND DEADLINES FOR
SUBMISSION OF COMMITTEE REPORTS

The final Self-Study Report will be compiled mainly from reports from Principal Committees based on their assigned sections of the SACS Criteria for Accreditation.  Initial reports will be submitted to the Self-Study Director for consideration by the Steering Committee.  Draft reports will be returned to Principal Committees for noted changes, additions, deletions, or revisions.  Corrected reports will be returned to the Self-Study Director for consideration by the Steering Committee and Editorial Committee. The corrected reports will be synthesized into the Final Report.  Drafts of the Final Report will be reviewed by the Principal Committees and appropriate administrative units (for factual correctness), and returned to the Self-Study Director with comments and recommended changes, if any.  The Report will then be reviewed for content by the Steering Committee and will be edited for a final version by the Editorial Committee.  Departmental and Administrative Unit reports will follow the same procedure as Principal Committee reports.

Flow Chart

BC%20Self%20Study%20Plan%20&%20Manual-Flowchart%20(p22)

GUIDELINES FOR DATA COLLECTION AND
VALUATION TECHNIQUES

Self-Study committees will need data to determine the extent to which the Institution has met the requirements outlined in the Criteria for Accreditation.  Much of the data needed by committees is already available in College documents as follows:  Weekly unit reports; quarterly and annual reports submitted to the Board of Trustees; DATAFILE fact sheets that are published monthly by the Office of Institutional Effectiveness; Enrollment Reports; Integrated Post-secondary Education Data System (IPEDS) Surveys; routine assessments done by the Office of Institutional Effectiveness; and various other units of the College.  These and other College documents, such as:  the College Catalog, Fact Book, Faculty Manual, Personnel Policies and Procedures Manual, and Student Handbook will be placed in the Self-Study Resource Room.

The guidelines for data collection and evaluation are outlined as follows:

  1. Specific committee needs will be solicited from Principal Committees.

  2. Each committee will be asked to submit questions for the development of questionnaires that will be administered to the Board of Trustees, administration, faculty, staff, students and alumni.

  3. This information will be used by the Office of Institutional Effectiveness to develop instruments to acquire data from the various populations served by the College.

  4. Responses to the questionnaires will be tabulated and analyzed by the Office of Institutional Effectiveness, and provided to appropriate Principal Committees.

  5. Key persons will also, in many instances, be interviewed by members of the committees with the results recorded and used for evaluating reports.

  6. College documents and files of, and for, administrators, faculty, staff, students and alumni will be used as a source of information.

ORGANIZATION AND CATALOGING PLAN FOR
SELF-STUDY LIBRARY

The Benedict College Self-Study Library collection will be comprised of printed materials in all formats.  The collection will be organized by a combination of letters and numbers and arranged for efficient retrieval.

A catalog of the library holdings will be organized to permit identification of items by Self-Study support documents, including survey instruments and results, minutes of Self-Study committees, unit level reports, reports referenced in the Self-Study or used by the Self-Study committees, and Self-Study operational manuals and proposals.

The catalog will provide bibliographic data to all library materials.  The Self-Study library materials will be arranged to provide maximum accessibility for all users.

METHODS FOR CIRCULATING INFORMATION AND
DRAFT REPORTS

There are several methods through which general and specific information may be conveyed to members of the Steering Committee and the Chairs of the Principal and Special Committees. First is the traditional “hard-copy” of the memoranda and materials that need to be forwarded to members of the committee(s).  Second is the distribution and discussion of information at the meetings of  the respective committees and third is the e-mail process.  A quick telephone call will be used for emergencies.  General information and materials, may of course, be received from committees the same way.  Official information from and for  all Self-Study personnel, (with the exception of individual committees), will be routed through the Self-Study Director or Chair of the Steering Committee.

Draft reports from Principal Committees will be submitted to the Self-Study Director for presentation to the Steering Committee.  Draft reports will be reviewed and approved by the Steering Committee.  Afterwards, the reports will be sent to the Editorial Committee for the editing process.

The edited reports will be returned to the Principal Committee Chairs by the Self-Study Director for additional information and/or work, as needed. 

METHODS FOR RESPONDING TO CONCERNS EXPRESSED
BY THE BENEDICT COLLEGE COMMUNITY
TO THE DRAFT REPORT

The Self-Study Report will be developed over an estimated twelve (12) month period.  Each Principal Committee will develop the report relating to its area of study with committee editors playing a central role in synthesizing information gathered by committee members into a report.  First drafts of these reports will be carefully scrutinized by the full membership of the respective Principal Committees.  The unit head of the respective area will review the report for “factual” correctiveness, where appropriate, with final proofing by the Editor assigned to the committee.  The report will then be submitted to the Self-Study Director for presentation to the Steering Committee who will ensure completeness, (all must statements addressed), appropriateness of the report- including assessment, evaluation and analyses, as well as strengths and weaknesses of the area/unit. The Editorial Committee will assist the Steering Committee in this process.

These reports will be returned to the Principal Committee Chairs by the Self-Study Director for additional information and/or work, as needed.  Once a first draft of the Self-Study report has been completed and appropriately approved through channels and the Steering Committee, it will be circulated to the entire college for review and comment.  Copies will be made available through the Vice President’s areas, units/departments, the College Library, and the Self-Study Library.  Public announcements will be made as to the availability of the report, and the method and time-frame for response to it.  Comments, concerns/issues or questions from any part of the college community that they wish to be considered as part of the report will be submitted to the Self-Study Director or the Steering Committee Chair, for review by the Steering Committee for consideration and changes, if necessary.  Suggestions, recommendations, and issues related to the written report will be referred to the appropriate Principal Committee, while recommendations for ensuring compliance with SACS criteria will be referred through appropriate administrative channels.

The second draft of the Self-Study Report will be made available to the College Community for “proofing” to ensure that appropriate changes have been included in the Report.  Again, the methods will follow the general procedure as with the first draft.  Final approval of the Self-Study Report will come from the President of the College.

 NETWORK OF COMMUNICATION WITHIN THE COMMITTEE

The Chair of each Self-Study committee will coordinate information between the various committees.  Within a given committee, the Chair will call committee meetings and call members for special notifications or information as needed.  Information and documents may also be distributed through campus mail sources (hard copy, e-mail, telephone).  Committee members are encouraged to interact as appropriate.

GUIDELINES FOR THE FORMAT, STYLE, AND
ORGANIZATION OF THE FINAL REPORT AND ADDENDUM

Format:  The format selected for the Final Report will be a descriptive narrative based on the College’s Strategic Plan, a listing of the must/should statements, and written  analysis and evaluation of the unit or area of the College to which the statements apply.  The Report will indicate that the College is in compliance, or that it is not in compliance with the criterion.  Compliance with the criterion will be indicated in a brief description, results of the assessment and evaluation, including tables, charts, graphs, etc., and sources of documentation, if appropriate.  Non-compliance with a criterion will be indicated with both an explanation as to why the College is not in compliance along with a recommendation.  Should Committee members determine that there is an area related to their section in which the program(s) of the College would be strengthened, even though there is not a SACS standard (criterion), the committee may make a “suggestion” for improvements.

Style:  The Modern Language Association (MLA) Style Manual and Guide to Scholarly Publishing will be used for the narrative and reference sections of the Self-Study Report.  All charts, graphs, and tables will use Microsoft Excel.  All narratives will be prepared in Microsoft Word  with a 12 point font for narratives and 14 point font for headings.  Times New Roman will be the letter style.  Reports prepared using Word Perfect will be converted to Microsoft Word.

Organization: The Self-Study Report will include a descriptive introduction of the College and its programs. A comprehensive account of the academic and administrative processes will be described and discussed in accordance with the College’s Strategic Plan.  The Report will detail the College’s commitment to institutional effectiveness by identifying and describing the systematic assessment procedures developed and utilized , and its assessments for programmatic improvements.  Careful consideration and discussion will be given to each statement in the criteria that specifically contains the following:  must; should; is required; and is responsible.  A concluding section of the Report will identify strengths and weaknesses with recommendations.  This section of the Report will also include projections and other plans by the College.  Appendices will be bound at the end of the Report or separately, depending upon the length of the Report.

Editing Report:  Each Principal Committee is assigned an “editor” or is headed by an experienced  English faculty or writer. Hence, Principal Committee reports are not expected to require much editing when submitted.  However, the Editorial Committee will make sure that the overall Report will be “one” document rather than a compilation of a number of documents.  The Editorial Committee will use the “Guidelines for the Evaluation of Committee Reports” (See page  27).  Any changes, particularly those that are content oriented, will be returned to the respective committee(s) for agreement, additional work, etc.  This process will be facilitated through the Self-Study Director.

Appendices:  Appendices will include information and materials used by committees to develop the Self-Study, as well as items referred to in the Report but are too lengthy to be included.

The following are examples of what might be included in the Appendices:

  1. Questionnaire(s)

  2. Critical Policy Statements such as College-Wide Planning Procedures

  3. Faculty Roster (including credentials)

  4. Recent President’s Report

  5. Organizational Chart

  6. Admission and Retention Policies

  7. Faculty Evaluation Procedures/Form

  8. Staff Evaluation/Form

  9. List of Faculty and Staff Professional Presentations

  10. List of Faculty and Staff Publications

Addendum:  Conceivably a possibility exists that the College may not have all of its  recommendations completed by the printing and/or submission of the Self-Study Report.  Hence, the College will prepare an addendum to the Self-Study immediately prior to the Site Visit.

The Addendum will follow the same format as the Self-Study Report.  It will be organized according to the SACS Criteria Sections and sub-titled numbers.  Each addendum statement will include the criterion status of compliance at the time of submission of the full Report, the recommendation and specific accomplishments toward being in compliance since the Report was submitted.  Information  referring to a specific SACS Criterion will be properly titled.  The addendum may include new, revised, or corrected data.

GUIDELINES FOR EVALUATION OF COMMITTEE REPORTS

Principal Committee Editors will assess their report for completeness as well as correctness prior to submission to the Self-Study Director.  The Editorial Committee will make the same checks.  Both editorial levels will use the following guidelines to evaluate the reports:

  1. Each “must” statement is addressed for that particular committee.

  2. Documentation is provided for each “must” statement.

  3. Data is included to support statements of institutional effectiveness.

  4. Evaluation plans are in place to continually measure effectiveness.

  5. The report is well-written with no grammatical errors and in a style (MLA) consistent throughout the Self-Study.

  6. The report is attractive and easy for the reviewer to read.

  7. Graphs and tables use Microsoft Excel format.

  8. The order of graphs and tables in the report is such that they are easy to refer to and near the narrative they support.

  9. Each graph and table has a clear title and other descriptive information.

  10. The report impresses the reviewer with its thoroughness, attention to detail and completeness of coverage.

GUIDELINES FOR DIVISION AND
ADMINISTRATIVE UNIT REPORTS

Each Division and Administrative Unit Self-Study will assess the particular area’s effectiveness in achieving its goals and objectives   An account of the appropriate academic and/or administrative processes will be described and discussed in accordance with the College’s, and specifically, the Division or Unit’s Strategic Plan.  However, these reports will also take into consideration all related must statements.  For example, academic departments will take into consideration the must statements for educational programs, faculty, library, financial resources, and physical resources related to their respective departments.

Division  and Administrative Unit Self-Studies will basically use the strategic planning format.  For example, Academic Departmental reports will include at least the following:  (All Division and Administrative Unit reports will include those items in bold, according to the specific unit and specifics for their respective areas).

  1. Mission:

  1. Brief Vision

  2. Current Mission

  3. Statement As To How the Mission Relates to the College’s Mission

  4. Mission’s Development and Review Process

  1. Brief History, Description of Program and Organizational Chart

  2. Unit Strategic Plan, Goals and Objectives (1995-2000)

  3. Plan Implementation Procedures

  1. Faculty Composition, Development, Scholarly Activities and Grantsmanship

  1. Full-time, Part-time, Tenure, Terminal Degrees, and Rank

  2. Departmental Average Faculty Evaluation

  3. Scholarly Activities

  4. Grantsmanship

  5. Table Re: F/T+ P/T Meeting 18 Graduate Semester Hour Requirement

  6. Professional Growth and Development

  7. Faculty Loads

  1. Educational Program

  1. Core Competencies

  2. Major and Cognate Curriculum

  3. Major Curriculum Review Cycle

  4. Innovation in Instructions

  5. Integration of Technology

  6. Course Analysis with Regard to 25% Terminal Degree  Rule (Course Offering Table) for Major Courses

  7. Degree Completion Requirements

a. General Education Courses
b. Major Courses
c. Cognate Courses
d. Electives Courses
e. Program Meets All SACS Criteria Under Section 4.2.2

  1. Program Meets All SACS Criteria Requirements Under Section 4.2.4

  2. Academic Advisement

  3. Consortial Relationships

  1. Educational Support Services

  1. Adequacy of Library Holdings

  2. Adequacy of Instructional Resources

a. Classrooms
b. Laboratories
c. Seminar Rooms
d. Offices
e. Instructional Equipment/Apparatus
f. Software and Supplies

  1. Students

  1. Enrollment

  2. Retention Rate

  3. Honor Students

  4. Job Placements and Graduate School Admissions (3 years)

  5. Student Recruitment

  6. Student Advisement

  1. Assessment

  1. Assessment Plan

  2. Assessment Results and Analysis

  3. Corrective Actions Taken as Results of Assessments

  1. Summary Compliance of Related Must Statements

  2. Summary of Program Strengths, Weaknesses, Recommendations and Commendations

  3. Five-Year Strategic Plan (2000-2005) (separate binder)

  4. Departmental Syllabi (separate binder)

Note that the academic departmental reports will be in three parts: The Self-Study Report following the above outline, the Departmental Syllabi and the Five-Year Strategic Plan (the latter two in separate binders).   The Division and Administrative Unit reports will generally be in two parts: The Self Study Report and the Five-Year Strategic Plan, in separate binders.

Each Division and Administrative Unit will select a Self-Study Chair (who cannot be the Division or Administrative Unit Head), to lead the Self-Study process.  For divisions or administrative units with 5 or less faculty and/or staff, the entire Division or Administrative Unit may serve as a committee to complete the Self-Study.  For divisions  or administrative units with 6 or more faculty and staff,  a Self-Study committee of at least 5, will be selected by the Division or Administrative Unit to conduct the Self-Study.   Persons selected to lead these self studies will be knowledgeable of the history and mission of the College.

The Division and Administrative Unit self-studies will be approved by the members of the particular Division and Administrative Unit and changes made, where appropriate, prior to submission to the Steering Committee for review and approval.  As with the Principal Committee reports, if the Steering Committee determines  that a report needs additional work or information, it will be returned to the ‘Chair’ of that committee with appropriate comments for making changes such as corrections, additions and deletions.

POLICIES AND PROCEDURES FOR SPECIAL COMMITTEES

The Self-Study Special Committees are designed for specific functions that are vital to the Self-Study process.  While these committees are not expected to “prepare” specific sections of the Self-Study Report, a need exists to prepare written Progress Reports that outline accomplishments, duties completed, plans, dates for additional activities, problems/concerns encountered and/or anticipated, budget needs.

The Special Committees will hold meetings according to the nature of the work to be completed.  Careful records (minutes) will be kept of the meetings including the names of the members present and those absent.

Special Committee reports will be submitted to the Self-Study Director for presentation to the Steering Committee for review, comment, responses and approval, where appropriate. 

There will be regularly scheduled meetings of the Special Committee Chairs and Co-chairs for the purpose of coordinating the work of these committees.  These meetings will be chaired by the Self-Study Director and proceedings recorded by the Self-Study Administrative Assistant.  Results of these proceeding will be shared with the Steering Committee for information and/or approval as appropriate.

PLANS FOR IMPLEMENTING RECOMMENDATIONS AND PROJECTIONS WITHIN THE SELF-STUDY

Recommendations and projections from Principal Committees or departmental and/or administrative unit Self-Study committees will be reviewed by the Steering Committee and referred to the President who will refer them to the appropriate Vice President of the College for consideration for implementation.

The administrative unit will give a written response to the recommendation (through the Self-Study Director) indicating the actions that will (or will not) be taken and the time-frame for completion.  The department or unit Self-Study Chair making the recommendation will be notified of the implementation of the recommendation with a copy to the Steering Committee.

PLANS FOR INSTITUTIONAL RESPONSE
TO THE VISITING COMMITTEE REPORT

The College will receive a report from the Site Visit Team in two stages:  The Draft and the Final Report.  The Draft Report will be  sent to the College to review for factual correctness. Upon receipt, this ‘Draft’ Report will be reviewed by appropriate Principal Committees and  administrators, as well as the Steering Committee, for making necessary corrections. This whole process will be facilitated through the Self-Study Director.  The second and Final Report will be the Official Report of the Site Visit Team. The Official Report often includes recommendations, suggestions, and commendations.  However, should there be any recommendations from the Site Visit Team, the College will respond appropriately.

First, the respective unit with input from the appropriate Principal Committee and/or the Steering Committee, will prepare a precise report indicating the processes that will be developed and implemented to solve the problem and the time line for doing so.

The Principal Committee reports will be combined by the Self-Study Director and presented to the Steering Committee for review and approval.  As with the Self-Study Principal Committee section reports, if the Steering Committee determines that additional work, changes, etc., need to be completed, the report will be referred back to the appropriate committee, for such changes.  The final response will be facilitated by the Self-Study Director with editing by the editorial staff.  By approval of the President, the institutional response will be submitted to the Commission on Colleges and Schools by the Self-Study Director.  Recommendations from the Site Visit Team will be referred to appropriate administrative units for follow-up and action.  The recommendations will be addressed through the usual administrative channels.

WORKS CITED

Criteria for Accreditation. Georgia: Southern Association of Colleges and Schools, 1998.

Handbook for Institutional Self-Study. Georgia: Southern Association of Colleges and Schools, Commission on Colleges, 1998.

Handbook for Peer Evaluators. Georgia:  Southern Association of Colleges and Schools, Commission on Colleges, 1993.

Resource Manual on Institutional Effectiveness. Georgia: Southern Association of Colleges and Schools, Commission on Colleges, 1996.

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