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Self-Study Notes |
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Roanoke College |
12/21/99 |
No. 1 |
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What is this "Self-Study" and why are we doing it? Roanoke College’s accrediting organization is the Southern Association of Colleges and Schools. SACS requires that all schools in the region undergo a comprehensive self-examination (followed by an external review) once every 10 years. We are involved in the Self-Study process this year and will host a visiting committee made up of people from other institutions in fall 2000. Our Self-Study involves a compliance audit to determine whether we satisfy all of the "must statements" in SACS Criteria, and a strategic study that is focusing on the new Co-Curricular Learning and Service program and May Intensive Learning Term. Newsletter aims for forest, not individual trees This newsletter, put together by the Communications Committee, provides brief information to the college community about the progress various campus groups are making toward the college’s accreditation. Almost everyone on campus will be involved at some level during the accreditation process, and so the aim of the newsletter is to let us all know what’s been going on in the forest while we’ve been staring at the same tree. If you want additional details about any of this, please see the Self-Study Web site at Compliance Audit Committee studies 400+ requirements The members of the Compliance Audit Committee have each been assigned a share of the more than 400 requirements (also called "must statements") SACS sets forth for accreditation. They will determine how well Roanoke College meets those requirements and will gather the evidence needed to document compliance. The initial investigation should be completed by early 2000, and then the committee will review the findings. At that point, Greg Weiss will begin writing the Compliance Audit Report. Consultants assist design of assessment system Dr. Terrence Deal, University of Southern California, and Dr. Paul Fidler, University of South Carolina, have already visited campus to discuss ideas for implementing and assessing the Co-Curricular Learning and Service and Intensive Learning (May term) programs. The Strategic Study Committee will incorporate the results of these visits into a set of outcome objectives for students in the areas of co-curricular learning, community service, and advising. Also, the committee is arranging the college’s participation in the National Survey of Student Engagement, which will provide information to help us assess students in comparison with national norms and similar institutions. The work of the Strategic Study Committee is particularly important because the college has opted for the "strategic study" format for the Self-Study. CCLS program gets first active run this year The Co-Curricular Learning and Service Task Force launched the new this fall. The workshop with consultant Paul Fidler helped the task force formulate desired outcomes for the program, and the experiences of this year will help refine the. The task force is now working on the content of the follow-up course that will be offered to upper class students and getting it in shape for Curriculum Committee and the faculty. The task force also is planning for the improvement of the program next year, including the integration of transfer students and training for additional faculty advisors new to the program. |
Steering Committee sets up committees, monitors activity Greg Weiss, Director of the Self-Study, reports that this committee was busy early on in the Self-Study process getting the other committees formed and directed and on their way. The committee also met with SACS liaison John Dwyer during his initial visit to campus. Presently, the committee monitors the work of the other committees to ensure that all stay on track. Later in the process, this group’s workload will again increase as it meshes and implements the work of the other committees and reviews. Campus groups discuss a new Statement of Purpose for College The Institutional Purpose Committee began work in spring 1999 to review the college’s Statement of Purpose and recommend changes to it. An initial draft was circulated to the campus community in May, and written feedback was solicited. A revised statement was then prepared, and forums for discussion were held for faculty, staff, and students. The faculty endorsed an amended Statement of Purpose during its meeting of November 30. Because of procedural questions that arose concerning the meeting, the matter may be discussed again in January. In any case, the statement will eventually be taken to the Board of Trustees, the group that must officially approve a Statement of Purpose for the College.  Intensive Learning Group shapes up May term At the Nov. 30 meeting, faculty approved the first batch of courses for the May term. The Intensive Learning Group will review the processes by which these first IL courses were developed and issue a set of guidelines that will help faculty members create and design future May term courses. As the program gains additional experience, ILG will draw up policies regarding transfer students, independent studies, internships, and other issues of concern to faculty.  Calendar Task Force surveys related and neighboring colleges The Calendar Task Force designed a survey that was sent to some 40 institutions. The results of the survey will allow this task force to conduct a thorough and systematic examination of the college’s academic calendar relative to those of peer schools.
Need more information? Feel free to contact Greg Weiss (x2416) or Dan Larsen (x2540) if you want more information about the Self-Study. If there are things you would like to see in this newsletter, contact Tom Carter (x2366), editor. |