Self-Study 2011

Ozarka Self-Study Progresses on Schedule

Wed, 13 Jan 2010 15:03:54-0500

The employees of Ozarka College are continuing the self-study process for accreditation from the Higher Learning Commission (HLC). The College was last accredited in 2000 for a ten-year period. The self-study process consists of evaluating the College against HLC's Five Criteria of Accreditation followed by a visit from an HLC-appointed visiting team to validate the self-study.

During the 2009 fall semester five sub-committees at Ozarka worked diligently to assess the College's performance against each of these five criteria. During the months of November and December each of the sub-committee's first drafts were submitted to the chairpersons of the Ozarka College Self-Study Steering Committee. These drafts are undergoing their first revision with the first draft of the entire self-study slated to be released for review by the College in late January.

The self-study process is due to be completed in May, and the HLC-appointed team will visit November 15-17, 2010.

Self Study Writing Style Guide

Tue, 01 Sep 2009 07:54:00-0500

Accreditation 101 - Insight into your self-study process.

August 21, 2009

Presented by Joan Stirling & Jeremy Nicholson

As Fall gets underway, so does the self study steering committee.

Ozarka's new president, Dr. Richard Dawe, attended his first Steering Committee meeting at Ozarka College and was complimentary to the committee for their steadfast efforts thus far, and encouraging for the upcoming timeline of self-study events.

Jeremy Nicholson, co-chair of the Editing/Publishing Committee has developed a template for the self study document along with style guidelines.

The template uses Ozarka College's color of maroon as a accent along with the Ozarka seal and a modern and clean font: Calibri.

Several guidelines were presented in order to keep the self-study document consistent.

Examples of the guidelines presented include:

Use Microsoft Word 2007 to type the document.
Do not use periods in an acronym. Example: GED, not G.E.D.
Use an objective voice, and avoid pronouns such as "we, I, me" or "you".
Refer to Ash Flat and Mountain View as "sites" not "campuses".

A full style guide is available and will be edited as needed.

Any comments, suggestions or questions?

Leave your comments or email your comments to:

Jeremy Nicholson, jnicholson@ozarka.edu 870-368-2066

Judy Sharp, jsharp@ozarka.edu 870-368-2049

Joan Stirling, jstirling@ozarka.edu 870-368-2007

Comments or suggestions to improve this newsletter to Communication co-chairs:

Kim Whitten, kwhitten@ozarka.edu 870-368-2060

More on Evaluative Writing

Mon, 06 Apr 2009 09:36:00-0500

Accreditation 101 - Insight into your self-study process.

March 27, 2009

Presented by Joanna Fulbright

With each week that passes, Ozarka is one week closer to writing the self-study. The steering committee, along with the sub-committees have become more educated in evaluative writing, including:

mistakes to avoid;
goals to aim for; and
practical application

The most common problem HLC evaluators describe with self-study documents is "The self-study was descriptive and did not contain outcome data analysis."

How does this happen?

data was not collected OR

data was not analyzed OR

the results were not utilized.

Some tips for the Criterion sub-committees when writing the self-study:

Use the five "W's" and "H's" (who, what, when, where, why, and how) to ask questions about each part of the core component.
Then ask how each part relates to the other parts.
Finally, ask how each part relates to the whole criterion.

The next step is to answer the questions. Avoid words & phrases like: "Appears to," "I think," "I feel, etc...and remember you are trying to help a reader understand. Answer the questions thoroughly and concisely.

What kind of data should we use when writing:

Objective date from a compiled summary is best.
Narrative data from unstructured instruments is OK.
Must be derived from a scientific process.

Try putting this into practice when your sub-committees meet!

These suggestions are a great way to brainstorm and begin gathering evidence needed for the self-study.

Deltha Shell also presented on evaluative writing techniques during an earlier steering committee meeting found here.

Any comments, suggestions or questions?

Leave your comments or email your comments to:

Joanna Fulbright, jfulbright@ozarka.edu 870-368-2064

Joan Stirling, jstirling@ozarka.edu 870-368-2007

Comments or suggestions to improve this newsletter to Communication co-chairs:

Kim Whitten, kwhitten@ozarka.edu 870-368-2060

Libby Cone, lcone@ozarka.edu 870-368-2002.

HLC Expert Visits Ozarka

Fri, 06 Mar 2009 09:00:48-0500

Accreditation 101 - Insight into your self-study process.

February 12 & 13: Ozarka receives insight from an expert HLC Consultant Evaluator

Dr. Neil Pagano, Associate Dean of Liberal Arts and Sciences for Columbia College in Chicago and a Consultant Evaluator for the Higher Learning Commission (HLC), visited Ozarka College February 12 and 13. Dr. Pagano met with six groups as an assessment consultant, including staff, the four academic divisions of the college and administration.

Pagano explained assessment by using the six questions from the Higher Learning Commission to bring about the discussion of assessment on college campuses. He spoke about the paradigm shift within the Higher Learning Commission and higher education in general that focused the emphasis on assessment's purpose as being a lens to examine and, ultimately, improve student learning.

He further explained that part of this shift in perspective is due to a broader emphasis on assessment in all of its forms, not simply data which are quantifiable. He also shared his perspective that "many times we make changes in how we operate and though the results of these changes are not always measureable, this should not deter us from a commitment to continuous improvement with is the ultimate goal of the assessment mandate."

After meeting with each group, individuals at Ozarka feel more confident about assessment and the self-study process. One comment made after the presentation from a non-faculty member was "Through his experience in working with accrediting bodies, Dr. Pagano explained very well that the accreditation process doesn't have to be an intimidating process, and that planning is key. We will take some of his suggestions and put them in place to assess our department."

A small reception was held for faculty, staff & administration to meet Dr. Pagano prior to the meetings.

Feel free to leave additional comments regarding the information presented by Dr. Pagano or email any comments or questions to the Self-Study Co-Chairs:

Joan Stirling, jstirling@ozarka.edu 870-368-2007

Joanna Fulbright, jfulbright@ozarka.edu 870-368-2064

Comments or suggestions to improve this newsletter to Communication subcommittee members:

Kim Whitten, kwhitten@ozarka.edu 870-368-2060

Libby Cone, lcone@ozarka.edu 870-368-2002.

Drexene Winey, dwiney@ozarka.edu 870-368-2018.

Self-Study During Spring 2009

Mon, 09 Feb 2009 14:42:00-0500

Accreditation 101 - Insight into your self-study process.

February 2009

NEWSFLASH: Mark your calendars for November 15-17, 2010!

These are the dates for Ozarka's Self Study Visit.

As a new semester begins so does a new chapter in self-study process for Ozarka College.

Fridays are still days to meet, but for the steering committee, it is once per month (every third Friday at 1PM) now instead of every Friday.

The subcommittees had their first meetings on February 6th, and will also meet once per month (first Fridays). The purpose for these meetings is so the co-chairs can begin educating each committee member on their responsibilities; as well as gathering and organizing evidence.

A list of the committees and their chairs and members can be found on the College Effectiveness Website under Steering Committee, then Self-Study Steering Committee.

Ozarka will have the opportunity for professional development in the area of assessment and college effectiveness this week when a consultant recommended by the HLC will be on campus. Dr. Neil Pagano, Associate Dean of the School of Liberal Arts & Sciences at Columbia College in Chicago, Illinois will be on the Ozarka College main campus on February 12 and 13 to meet with faculty, staff and administration.

Dr. Pagano will spend an hour with staff and administration each on Thursday and 75 minutes with each division on Friday. He will speak for about 15 minutes in each session and then answer any questions.

Dr. Pagano said, " These conversations would be focused on the six fundamental questions the HLC uses as a basis for discussing assessment practices (attached to this email) and I would also respond to specific questions from participants. All of this would focus on working towards assisting Ozarka on having a clearer picture about assessment practice so its efforts will become more effective."

In addition to his work at the Columbia, Dr. Pagano is a Consultant/Evaluator for the Higher Learning Commission's Program to Evaluate and Advance Quality (PEAQ) and has consulted with more than 60 institutions, primarily on assessment of student learning. His approach to assessment is pragmatic and focuses on functional ways of improving student learning and college effectiveness.

Before he joined Columbia, Pagano was a member of the faculty in the Department of Languages and Literature at St. Augustine College in Chicago. He received a BA from the University of Wisconsin (English), a Masters in Education from the University of Illinois-Chicago, and the PhD in Higher Education from Loyola University Chicago.

It is important that EVERYONE attend their planned session. Please note that this activity supersedes the meeting schedule for the day. If there is an important meeting that should not be missed and members are in professional development at that time, please reschedule.

If for some reason you cannot attend, please contact Dr. DeLong at ext 2004 or email mdelong@ozarka.edu.

Thursday February 12
2-3 Administrative Council
3-4 Staff

Friday February 13
9-10:15    Allied Health
10:15-11:30 Arts and Humanities
11:30-12    Lunch
12-1:15    Science, Math and
1:15-2:30   Applied Science Technology
2:45-3:30    Administrative Council debrief

Diversity

Thu, 11 Dec 2008 14:47:25-0500

Accreditation 101 - Insight into your self-study process.

December 5, 2008

Presented by Rodney Williams and Joan Stirling

Defining Diversity at Ozarka College as Stated by HLC

Ozarka recognizes vitality comes from diversity.
Diversity helps students to learn to live in a diverse world.
Diversity is in many forms: education, ideas, viewpoints, values, religion, sexual orientation, etc.
Diversity is a value to be upheld.
It must be in our vision, mission, values and goals.
We teach by example and should treat others equitably and justly, talk, and express opinions.
The organization provides diverse experiences for its constituencies.
Students can learn that focusing on commonalities, while understanding differences, binds peoples and cultures.
HLC urges members to provide learning environments, larger than its classroom settings, in which students can contribute to and learn from the diversity that broad life exposure offers.

Tracking Diversity at Ozarka College

Examples:

Results of Diversity Email Survey of activities completed in 2007-2008.

Planning Results Manual

Enhancing Diversity at Ozarka College

Current Percentages
CCSSE Report
Diversity Committee

An activity was conducted for three groups to form and provide reasons Ozarka should allocate learning resouces toward diversity learning with benefits for three areas:

Students
Institution
Service Area

What are your thoughts on this?

Leave your comments or email your comments to:

Joan Stirling, jstirling@ozarka.edu 870-368-2007

Rodney Williams, rwilliams@ozarka.edu 870-368-2072

-or- the Self-Study Co-Chair:

Joanna Fulbright, jfulbright@ozarka.edu 870-368-2064

Comments or suggestions to improve this newsletter to Communication co-chairs:

Kim Whitten, kwhitten@ozarka.edu 870-368-2060

Libby Cone, lcone@ozarka.edu 870-368-2002.

Assessment Activities

Fri, 05 Dec 2008 10:29:30-0500

Accreditation 101 - Insight into your self-study process.

November 21, 2008

Prepared & presented by Judy Cannady via compressed video and Karla Rush

Assessment is an ongoing process at Ozarka and there are different classifications of assessment:

formative (example: CATS- which happen throughout the course)
summative (example: Comprehensive final)
objective (example: True/False or Multiple choice questions on an exam)
subjective (example: essay question or survey)
formal (example: written documentation such as a test or survey)
informal (example: casual or random observations, participation, discussions, etc.)

Ozarka has an assessment cycle that aligns with the budget and goals for each individual up through the departments/divisions.

Several assessment tools available:

assessment matrix
assessment calendar
assessment glossary
planning manual and results
budgeting process
college planning & effectiveness committee

Most of this information is located on an internal hard drive and is avaiable to each employee of the college. Some can also be found through the College and Effectiveness Website.

Any information with the Assessment Calendar can be forwarded to Karla Rush. Other comments or suggestions?

Please leave a comment or send an email:

Karla Rush, karla@ozarka.edu 870-368-2003

Judy Cannady, jcannady@ozarka.edu 870-994-7273

-or- the Self-Study Co-Chairs:

Joan Stirling, jstirling@ozarka.edu 870-368-2007

Joanna Fulbright, jfulbright@ozarka.edu 870-368-2064

Comments or suggestions to improve this newsletter to Communication co-chairs:

Kim Whitten, kwhitten@ozarka.edu 870-368-2060

Libby Cone, lcone@ozarka.edu 870-368-2002.

Evaluative Writing

Thu, 20 Nov 2008 10:43:00-0500

Accreditation 101 - Insight into your self-study process.

November 14, 2008

Presented by Deltha Shell

Today's presentation provides information about the method of how the self-study report should be written.

Evaluative writing is different than descriptive writing, although some description is necessary to provide a context for evaluation.

Some challenges associated with Evaluative Writing:

Avoiding honest but tough comparisons in an effort to avoid offending colleagues - or - asking hard questions!
Citing something as a strength or weakness and contradicting it elsewhere.
Failing to take a holistic view of boarder issues.

The HLC's PEAQ (Program to Evaluate and Advance Quality) document entitled Evaluative Writing in the Self-Study offers excellent information about this subject. {This can be found in the HLC's Handbook of Accreditation}

The process of data selection is key to developing good evidence. In selecting data one should choose what makes the best case for meeting a core component. Questions to help:

Is the data....

relevant?

credible?

compelling/effective?

Group work to demonstrate evaluation was done regarding two different "mugs" (or coffee cups).

Small groups answered the question: "Would you choose to use this mug if it was in the kitchen cupboard at work?" and they were to list three reasons why or why not.

This fieldwork exercise continued through a process of analyzing, comparing and evaluating a set of criterion about these mugs. The exercise was an example of a process for evaluation using four steps:

fieldwork
analysis
plan
take new action

The same approach will need to be taken as we begin our own evaluation and self-study at Ozarka College.

Deltha cited the following for her presentation:

http://www.ncahlc.org/

Central Ohio Technical College's Self Study Report

Useful phrases for evaluative writing

mug activity: health.vic.gov.au pdf

Any feedback or other information regarding evaluative writing???

Contact:

Deltha Shell at dshell@ozarka.edu 870-368-2034

-or- the Self-Study Co-Chairs:

Joan Stirling, jstirling@ozarka.edu 870-368-2007

Joanna Fulbright, jfulbright@ozarka.edu 870-368-2064

Comments or suggestions to improve this newsletter to Communication co-chairs:

Kim Whitten, kwhitten@ozarka.edu 870-368-2060

Libby Cone, lcone@ozarka.edu 870-368-2002.

Self-Study Format

Thu, 13 Nov 2008 13:01:00-0500

Accreditation 101 - Insight into your self-study process.

November 7, 2008

Presented by Jeremy Nicholson

Although writing the self-study document has not begun, Jeremy Nicholson has already started thinking about the format for Ozarka's document.

Some of the formatting aesthetics the steering committee needs to think about include:

General
Colors
Images
Fonts/Spacing
Charts /Graphs

Suggestions for format along with links to examples that were presented:

Cover -all three Ozarka location images; include students; black or white or color; suggestion as we have input; 2 or 3 or 4 scenarios to choose from; 3 different locations on bottom, students on top;

Michigan School of Professional Psychology

Rich Mountain Community College

Wichita State University

University of Nebraska-Lincoln

Page 1 - Anoka-Ramsey Community College

Foreword/Table of Contents/Appendices -how many do we need to print? Color on every page. One per employee, foundation, board, etc. 150-160; cost depends on how we use color; how much emphasis will be on the cross cutting themes (Wyoming example). Name of chapter in the running head rather than the name of the college.

Page 1 and 2 - University of Wisconsin-Whitewater

Page 2 - Anoka-Ramsey Community College

Appendix C1 - Page 2 - Missouri Baptist University

Page 5 - Cochise College

Page 1 & 2 - Rich Mountain Community College

Page 1 University of Wisconsin-Whitewater

Sections/Section Titles - one picture-an example for each criterion; central Wyoming and Cochise replace. the organization, with the name of the school

Page 44 - University of Wisconsin-Green Bay

Page 19 - Cedarville University

Page 1 - Rich Mountain Community College

Paragraphing/ Bullets/General Graphics and Images - name of college on one page/ name of section of other page; A running head with criterion; mission statement on one side, criterion on the other.

Page 5 - Cochise College

Page 4 - Stephens College

Core Component C, Page 17 - University of Wisconsin-Oskosh

Page 4 - Rich Mountain Community College

Page 22 - Cedarville University

Page 2 - Missouri Baptist University

Some of the self-studies looked at:

Adams State College

Cedarville University

Indiana University Bloomington

Minnesota State University Moorhead

Missouri Baptist University

Saint Xavier University

Stephens College

University of Illinois at Chicago

University of Wisconsin-Green Bay

University of Wisconsin-Oskosh

Anoka-Ramsey Community College

Cochise College

College of Mount Joseph

Marietta College

Michigan School of Professional Psychology

North Dakota State University

South Dakota School of Mines and Technology

University of Cincinnati-Clermont College

University of Nebraska-Lincoln

University of Wisconsin-Whitewater

Wichita State University

Rich Mountain Community College

Any other formatting suggestions or comments,

contact Jeremy Nicholson at jnicholson@ozarka.edu, 870-269-5600 ext. 5003 or 870-368-2066

HLC 2002 Focus Visit & More About CCSSE

Tue, 11 Nov 2008 14:39:07-0500

Accreditation 101 - Insight into your self-study process.

October 31, 2008

Presented by Joan Stirling.

After discussing the last accreditation visit by the HLC in 2000 on November 17 and learning about Ozarka's challenges that were identified by the visiting team, a focus visit was scheduled for October of 2002.

During this week's meeting, Joan Stirling offered information regarding that visit which focused on the following challenges that had been identified by the 2000 visit:

Efficacy of the new Division Chair structure.
Curriculum development process.
Program review and assessment process

The team noted Ozarka's strengths, challenges, and made several recommendations & suggestions to Ozarka:

STRENGTHS

Focus on student success
Exemplary leadership from VPAA led to significant progress in assessment of student learning.
President and Board have developed community support.
Strong support from community leaders and graduates.

CHALLENGES

Must ensure assessment of student learning & institutional effectiveness also occurs in Ash Flat & Mountain View.
Science labs needed in Ash Flat & Mountain View.
Improve documentation of changes made as a result of assessment.
Document, aggregate, evaluate assessment of Gen Ed. objectives not covered by CAAP.
Review and revise Gen Ed. outcomes.

SUGGESTIONS & RECOMMENDATIONS:

Institutional Assessment Committee put grid in catalog.
Develop more responsibility for faculty hiring, staffing and evaluation from VPAA to division chair.
Inviting four-year institution to deliver more upper division courses leading to four-year degrees.
Accreditation extended to 2010-2011 and Ash Flat approved.

Joan also spent some time going through how to read the Community College Survey of Student Engagement (CCSSE) results from surveys done Spring 2008.

Contact Ms. Stirling for further information or comments regarding the 2000 Focus Visit or CCSSE

Joan Stirling, jstirling@ozarka.edu 870-368-2007

Criterion Five: Engagement & Service

Thu, 30 Oct 2008 14:51:00-0500

Accreditation 101 - Insight into your self-study process.

October 24, 2008

Presented by co-chairs: Sandra Miller, Tracy Cone, and liaison, Ron Helm.

Sandra Miller gave an overview of Criterion Five by stating that Ozarka College - according to its mission - identifies its constituencies and serves them in ways both value. Its constituencies is identified by a wide array of patrons & supporters:

Students
Community
Partners such as high schools
Civic organizations
Faculty
Staff
Administration
Board of Trustees
Foundation Board

Miller further breaks down this Criterion into its core components and gives examples of evidence for Ozarka:

Component 5a: "The organization learns from the constituencies it serves and analyzes its capacity to serve their needs and expectations."

The organization's commitments are shaped by its mission and its capacity to support those commitments. CCSSE
The organization practices periodic environmental scanning to understand the changing needs of its constituencies and their communities. Advisory Boards
The organization demonstrates attention to the diversity of the constituencies it serves. Grants
The organization's outreach programs respond to identified community needs. Kids Academy
In responding to external constituencies, the organization is well-served by programs such as continuing education, outreach, customized training, and extension services. self-evident

Component 5b: "The organization has the capacity and the commitment to engage with its identified constituencies and communities."

The organization's structures and processes enable effective connections with its communities. campus calendar
The organization's co-curricular activities engage students, staff, administrators, and faculty with external communities. PTK Drives
The organization's educational programs connect students with external communities. Nursing clinicals
The organization's resourcesâ€”physical, financial, and humanâ€”support effective programs of engagement and service. facilities
Planning processes project ongoing engagement and service. planning manual

Component 5c: "The organization demonstrates its responsiveness to those constituencies that depend on it for service."

Collaborative ventures exist with other higher learning organizations and education sectors (e.g., K-12 partnerships, articulation arrangements, 2+2 programs). Partners in Care
The organization's transfer policies and practices create an environment supportive of the mobility of learners. TRiO transfer trips
Community leaders testify to the usefulness of the organizationâ€™s programs of engagement. Tree City USA
The organization's programs of engagement give evidence of building effective bridges among diverse communities. Big Read grant
The organization participates in partnerships focused on shared educational, economic, and social goals. NCARED
The organization's partnerships and contractual arrangements uphold the organizationâ€™s integrity. Bidding Process

Component 5d: "Internal and external constituencies value the services the organization provides."

The organization's evaluation of services involves the constituencies served. Continuing Education evaluations
Service programs and student, faculty, and staff volunteer activities are well-received by the communities served. parades & fairs
The organization's economic and workforce development activities are sought after and valued by civic and business leaders. active on Economic Development Boards
External constituents participate in the organization's activities and co-curricular programs open to the public. Spring Gala, Golf Tournament, etc.
The organization's facilities are available to and used by the community. Campus Newsletter
The organization provides programs to meet the continuing education needs of licensed professionals in its community. Continuing Education offerings.

Groups were then formed and assigned each core component. The groups each brainstormed even more examples for each part of their core component, giving Ozarka's evidence, if it is documented and where, and who is knowledgeable.

If you can think of examples of evidence for these core components, get them to the Criterion Five committee chairs via email!

Sandra Miller, smiller@ozarka.edu 870-368-2052

Tracy Cone, tcone@ozarka.edu 870-368-2042

Ron Helm, rhelm@ozarka.edu 870-368-2027

-or- the Self-Study Co-Chairs:

Joan Stirling, jstirling@ozarka.edu 870-368-2007

Joanna Fulbright, jfulbright@ozarka.edu 870-368-2064

Comments or suggestions to improve this newsletter to Communication co-chairs:

Kim Whitten, kwhitten@ozarka.edu 870-368-2060

Libby Cone, lcone@ozarka.edu 870-368-2002.

Discussion of 2000 Self-Study

Thu, 23 Oct 2008 09:49:00-0500

Accreditation 101 - Insight into your self-study process.

October 17, 2008

Karla Rush, Mary Ellen Hawkins, Judy Cannady, & Joan Stirling presented a review and discussion of Ozarka's 2000 Self-Study.

For several employees at Ozarka College, the current self-study is the second time around. Librarian, Mary Ellen Hawkins, who has been here 22 years, also went through an NCA visit when Ozarka was a vocational-technical school.

She, Judy, Karla and Joan were very informative in sharing a thorough review and healthy discussion of the 2000 self-study.

Some points were given about prior, during and the aftermath! There were also strengths, challenges and advice & suggestions for improvement.

PRIOR

appointment of a steering committee
the buzz word: "ASSESSMENT"
the catch phrase: "Enhance Student Learning."
GIRS were assigned to committees to research.
Self-study prepared and submitted to HLC
Date for campus evaluation announced.

DURING

four consultant evaluators arrived October 16, 2000 (almost 8 years ago to this date!)
group met with students, faculty, staff, trustee, alumni, community leaders and self-study members.
October 18th the team gave its report and recommended Ozarka for a ten-year reaccreditation with a focus visit.

AFTERMATH

assess and make improvements based on strengths & challenges.
continue building a body of evidence to support the college mission.

Some of Ozarka's Strengths were stated as followed:

Exceptional community support
Ample space for growth
Student centered philosophy
Responsive computer services
President is astute to political environment and institutional advancement

A few Challenges were identified:

Additional staff needs
Division chair structure is new
Program evaluation and curriculum development improvement
Financial contingency plans if state funding declines.

Some advice and suggestions made, which have all been implemented, by the way:

Addition of voicemail
Administrative Council should be actively involved in budget process
Develop a long-range matrix for human resources
Strengthen resource development and involvement of Foundation

Judy Cannady presented a Top Ten List in classic David Letterman style!

Top Ten List of Things We'd Change

#10 Be prepared for new challenges.

#9 Be sure to point out the highlights of campus updates since last self-study.

#8 Ensure involvement opportunities for all.

#7 Don't get personal!

#6 Hold off of making major changes to the organizational structure on the eve of the team visit.

#5 Concentrate more on development of evidence to support the self-study.

#4 Try to get it right the first time - avoid focus visits later!

#3 East up on the wine & dine.

#2 Improve and broaden communication.

and the #1 thing we'd change: Start preparing for self-study earlier.

This meeting ended with group work. Each group were to come up and discuss 3 to 5 things they would be interested in reviewing if they were consultant evaluators for HLC.

TWIGO's were also given out as reminders:

Together We Improve & Grow Ozarka!

Please leave a comment or send an email to the presenters regarding the 2000 self study:

Karla Rush, karla@ozarka.edu 870-368-2003

Mary Ellen Hawkins, mehawkins@ozarka.edu 870-368-2054

Judy Cannady, jcannady@ozarka.edu 870-994-7273

-or- the Self-Study Co-Chairs:

Joan Stirling, jstirling@ozarka.edu 870-368-2007

Joanna Fulbright, jfulbright@ozarka.edu 870-368-2064

Comments or suggestions to improve this newsletter to Communication co-chairs:

Kim Whitten, kwhitten@ozarka.edu 870-368-2060

Libby Cone, lcone@ozarka.edu 870-368-2002.

Cross Cutting Themes & Hospitality Committee

Thu, 16 Oct 2008 15:35:00-0500

Accreditation 101 - Insight into your self-study process.

October 10, 2008

Joan Stirling and Dr. Johnston presented several examples of four cross-cutting themes within the criteria for accreditation.

The four organizational themes are:

Future-Oriented

Learning-Focused

Connected

Distinctive

All four of these characteristics can be identified within the five criteria.

The self-study teams worked in groups for each of the five criteria to identify core components where evidence could be found to support the cross-cutting themes.

Hospitality Plan

Hospitality committee co-chair, Wanda McConnaughhay, reported quite a bit of pre-planning has begun toward the re-accreditation visit. Wanda presented several categories (transportation, lodging, meals, technical support, entertainment, other) for discussion.

Much of these questions will be answered at the point Ozarka College receives notification of the site visit dates and the chair of the visiting team will provide further direction at that time.

Please leave a comment or send an email to the hospitality committee co-chairs:

Wanda McConnaughhay, wmcconnaughhay@ozarka.edu 870-368-2024

Suellen Davidson, sdavidson@ozarka.edu 870-368-2059

-or- the Self-Study Co-Chairs:

Joan Stirling, jstirling@ozarka.edu 870-368-2007

Joanna Fulbright, jfulbright@ozarka.edu 870-368-2064

Comments or suggestions to improve this newsletter to Communication co-chairs:

Kim Whitten, kwhitten@ozarka.edu 870-368-2060

Libby Cone, lcone@ozarka.edu 870-368-2002.

Criterion Four: Acquisition, Discovery and Application of Knowledge

Thu, 16 Oct 2008 10:51:00-0500

Accreditation 101 - Insight into your self-study process.

October 3, 2008

Presented by co-chairs: .Bettie Estes , Deltha Shell, and liaison Joan Stirling

Joan showed off a cake that Tina Wheelis decorated into a pie chart to demonstrate the classification of expenditures of Ozarka as provided by the Arkansas Department of Higher Education (ADHE). Attendees were able to enjoy the cake at the conclusion of the meeting.

Component 4a: "The organization demonstrates, through the actions of its board, administrators, students, faculty, and staff, that it values a life of learning."

Deltha discussed some points that support 4a:

Board approved and disseminated statements
Planning and pattern of financial allocation
Professional development opportunities
Public acknowledgement of student achievement
Produce scholarship & create knowledge
Use scholarship and research to stimulate improvement

Component 4b: "The organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs."

Joan discussed this component and how it relates to General Education. She gave several examples of how Ozarka's programs incorporate general education into the curriculum.

Component 4c: "The organization assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society."

Deltha talked about curriculum evaluation and how it relates to professional competence that is essential to a diverse workforce.

Some points that support 4c:

Regular academic program reviews
Goals and outcomes include essential skills
Documentation that graduates have learned the skill
Evaluation involves alumni, employers and constituents
Supports creation and use of scholarship
Expectation of student mastery of knowledge and skills
Provides curricular and co-curricular opportunities.

Component 4d: "The organization provides support to ensure that faculty, students, and staff acquire, discover and apply knowledge responsibly."

Joan gave several examples of how Ozarka is following this component.

Bettie facilitated and challenged groups, determined at random, to come up with examples of evidence for each of the core components discussed in Criterion 4.

Please leave a comment or send an email to the Criterion Four Co-Chairs:

Bettie Estes, bestes@ozarka.edu 870-368-2046 or 870-994-7273 ext. 4004

Deltha Shell, dshell@ozarka.edu 870-368-2034

Joan Stirling, jstirling@ozarka.edu 870-368-2007

-or- the Self-Study Co-Chairs:

Joan Stirling, jstirling@ozarka.edu 870-368-2007

Joanna Fulbright, jfulbright@ozarka.edu 870-368-2064

Comments or suggestions to improve this newsletter to Communication co-chairs:

Kim Whitten, kwhitten@ozarka.edu 870-368-2060

Libby Cone, lcone@ozarka.edu 870-368-2002.

Criterion Three: Student Learning & Effective Teaching Part 2

Tue, 07 Oct 2008 13:34:00-0500

Accreditation 101 - Insight into your self-study process.

September 26, 2008

Presented by co-chairs: Holly Ayers, Rodney Williams, and liaison Dr. Michael DeLong

Criterion Three continues with the last two core components, 3c and 3d.

Component 3c: "The organization creates effective learning environments."

Holly Ayers presented a brief summary of this component.

assessment results drive improvements
supports all learners and respects diversity
effective advising systems
student development programs
new and appropriate technology
regular quality assurance reviews

Component 3d: "The organization's learning resources support student learning and effective teaching."

The chairs of Criterion 3 facilitated a group activity where group members were given "play money" which represented institutional learning resources, that being ALL resources including funding, human, or physical.

They were asked to divide their $15 of resources into several choices on their game boards which represented different departments or communities of Ozarka College.

Each group presented a brief summary of their decisions, AND they had to give valid reasons, or documentation of why they allocated their resources the way they did.

The findings were fairly common among the groups, with the top three allocations being:

Instructional needs
Student Support Services
Technology

The gist of the group work, was to start thinking about why we allocate resources the way we do and to be able to clarify and back up those reasons with documentation and where to find said documentation when needed.

Please leave a comment or send an email to the Criterion Three Co-Chairs:

Holly Ayers, hayers@ozarka.edu 870-368-2090

Rodney Williams, rwilliams@ozarka.edu 870-368-2072

Dr. Michael DeLong, mdelong@ozarka.edu 870-368-2004

-or- the Self-Study Co-Chairs:

Joan Stirling, jstirling@ozarka.edu 870-368-2007

Joanna Fulbright, jfulbright@ozarka.edu 870-368-2064

Comments or suggestions to improve this newsletter to Communication co-chairs:

Kim Whitten, kwhitten@ozarka.edu 870-368-2060

Libby Cone, lcone@ozarka.edu 870-368-2002.