IV. SELF-STUDY LEADERSHIP AND COMMITTEES
Leadership
Team
Dr. Sue Byrd, Self-Study Director and Chair, Steering Committee
Dr. Sue Byrd, Interim Chair and Professor of Family and
Consumer Sciences, has more that thirteen years of experience as a faculty
member and administrator at UT Martin.
She joined the University in 1987 and served as Chair of the Department
of Family and Consumer Sciences from 1993-1999. As
chair she was responsible for the completion of the Department.
s Self-Study and Reaffirmation of Accreditation by the American
Association of Family and Consumer Sciences.
She also oversaw the initial writing of the self-study for the
post-baccalaureate dietetic internship program in 1995 and again the
accreditation of that program in 2000 by the American Dietetics
Association. Serving as Graduate Coordinator for
the Department. s Graduate Program from 1993-1997, Dr. Byrd was responsible
for the Self-Study and continued approval of the graduate program in family and
consumer sciences by THEC. She
also served
as Co-coordinator of the UT Martin. s Total Quality Management efforts
(Systems Quality Enhancement) from 1996-1998.
Beyond the campus, Dr. Byrd has served on two accreditation teams for
the American Association of Family and Consumer Sciences, chairing one of the
teams.
Ms. Anna Clark, Editor
Ms. Anna Clark, Instructor of English and Co-coordinator of the
English Writing Center, has more than fourteen years of experience as a faculty
member at UTMartin. She has chaired the Honors Council and the Faculty Relations
Committee and served on the University. s Institutional Support
Committee for the last SACS review. Ms.
Clark teaches composition and literature courses and has considerable editorial
experience with various types of document.
Dr. _______________, Research Coordinator
See Appendix . A. for the job descriptions for
the SACS Leadership Team and the administrative secretary.
Committees
and Membership
v Steering Committee (Chairs of Principal,
Editorial and Special Committees)
Chair:
Sue Byrd
Doug Cook - Art, Dance, and Theatre
Nell Gullett -Accounting, Finance, and Economics
Tom Payne - Accounting, Finance, and
Economics
Vaughn May- Management, Marketing, and
Political Science
Stan Sieber - History and Philosophy
Jimmy Butler - Agriculture and Natural
Studies
Robert Hartshorn - Educational Studies
Mike Abney - Computer Center
Anna Clark - English
Sandy Downing - Library
Otha Britton - Computer Center
Deborah Chapman - Health and Human
Performance
General
Committees
v
Principal Committee
v
Principles and Philosophy of Accreditation Committee (Criteria Section I: 1.1-1.4)
Chair:
Deborah Chapman
Frank Annaratone - Educational
Studies
Catherine Carls - History and
Philosophy
Pat Greer - Library
Martha Herndon - Family and
Consumer Sciences
Jeff Rogers - Geology, Geography,
and Physics
Jeremy Turner -
Psychology
Resource Persons: Nick Dunagan
v
Institutional Purpose Committee (Criteria Section II)
Chair - Stan Sieber
Kristine Buchanan - Art, Dance, and Theatre
Linda Butler - Library
Kathy Evans - Educational Studies
Jerry Gresham - Agriculture and
Natural Resources
Kevin Lambert - Music
Lane Last - Art, Dance, and Theatre
Judy Rayburn - Admissions
Doug Sterrett - Engineering
Susan Vickerstaff - Sociology,
Anthropology, Social Work, and Criminal Justice
Resource Persons: Nick Dunagan and Frank Black
v
Institutional Effectiveness Committee (Criteria Section III: 3.1-3.3)
Chair - Sue
Byrd
Lynn
Alexander - English
David
Belote - Student Affairs
Vicki
Seng - Academic Affairs
Paul
Crapo - Modern Foreign Languages
Ginny
Esch - Educational Studies
Teresa
Collard - Communications
Kevin
Hammond -Accounting, Finance, & Economics
Charles
Harding - Chemistry
Bob
Hathcock - Agriculture and Natural Resources
Patricia
Hewitt - Educational Studies
Timothy
Johnston - Accounting, Finance, & Economics
Judy
Maynard - Sociology, Anthropology, Social Work, and Criminal Justice
Dan
McDonough - History and Political Science
Ed
Wheeler - Engineering
Jenna
Wright - English
Bill
Zachry - Psychology/Honors
Resource Persons: Frank
Black and Nick Dunagan
v
Educational Programs Committee (Criteria Section IV: 4.1-4.2.5; 4.4; 4.6-4.7; 4.9.1-2)
Chair
- Jimmy Butler
Don
DeMoulin - Educational Studies
Jozsef
Devenyi - Chemistry
Bill
Duffy - Extended Campus and Continuing Education
Chris
Effiong - Engineering
Rodney
Freed - Communications
Michael
Gibson - Geology, Geography, and Physics
Karen
Greenockle - Health and Human Performance
Andy
King - Counseling Center
Dorotha Norton - Communications
James
Petty - Educational Studies
Dan Pigg - English
David
Pitts - Biological Sciences
Steve
Rogers - Library
Nancy
Warren - Nursing
B. C. DeSpain - Education and
Behavioral Sciences
Resource Persons: Frank
Black and Nick Dunagan
v
Faculty Committee (Criteria
Section I: 4.8)
Chair - Nell Gullett
Brandy
Cartmell - Registrar
Randy
Cate - Biological Sciences
Sanjib
Chowdhury - Management, Marketing and Political Science
Sharon
Crawford - Sociology, Anthropology, Social Work, and Criminal Justice
Ann
Duncan - Educational Studies
Glenn
Everett - English
Roger
Fisher - Sociology, Anthropology, Social Work, and Criminal Justice
Donna
Cooper Graves - History and Philosophy
Rich
Helgeson - Engineering
Louis
Kolitsch - Mathematics
Earlene
Moore - Library
Charlie
Rayburn - Health and Human Performance
Richard
Shadden - Agriculture and Natural Resources
Resource Persons: Frank Black and Senate President:
Richard Chesteen
v
Educational Support Services: Library and Other
Learning Resources (Criteria Section V:
5.1.1-5.1.6; 5.2-5.3)
Chair
- Doug Cook
Michelle
Arant - Educational Studies
Shannon
Burgin - Computer Center
Phillip Davis - Chemistry
Marvin
Downing - History and Philosophy
Rebecca
Irwin - Biological Sciences
Stephanie
Kolitsch - Mathematics
Robert
LeMaster - Engineering
Jim
Nance - Library
Andy
Schopp - English
Steve
Vantrease - Student Affairs
Gina Warren - Campus Recreation
Jennifer
Williams - Educational Studies
Dan Tracy -
Resource Persons: Sharon Robertson and Steve Rogers
v Student Development Services Committee
(Criteria Section V: 5.4.1-5.4.3.7)
Chair - Vaughn
May
Tahira Arshed - Geology, Geography, and Physics
John Collins - Biological Sciences
Linda Davis - Engineering
Rosemary Effiong - Chemistry
Tom Eskew - Mathematics
Catherine Grove - Library
Bruce Harrison - Computer Center
Barbara Hutcherson - Educational
Studies
Mike Munkel - Dining Services
Robert Nanney - Communications
Resource Persons: David Belote and Al Hooten
v
Administrative Processes Committee (Criteria Section VI:
6.1.1-6.2; 6.6)
Chair . Otha Britton
Sam Anderson - International Programs
Craig Conrad - Management, Marketing and Political Science
Joe Croom - Business Affairs
Sandy Downing - Library
Michelle Merwin - Psychology
Preston Prather - Center for Elementary
Science and Mathematics Education
Resource
Persons: Edie Gibson and Al Hooten
v
Intercollegiate Athletics Committee (Criteria Section V: 5.5.1-5.5.4)
Chair -Robert
Hartshorn
Kay Durden - Computer Science and Information Systems
Karen Elmore - Library
Robert Erk - Educational Studies
Edie Gibson - Athletics
Ernie Gibson - Health and Human
Performance
Jeffrey Hoyer - Communications
Gloria Mansfield - Student Academic
Support Center
Vernon Prather - Health and Human
Performance
Linda Ramsey - Health and Human
Performance
Mark Simpson - Geology, Geography,
and Physics
Resource Persons: Phil Dane and Bill Kaler
v
Financial Resources Committee (Criteria Section VI: 6.3.1-6.3.12; 6.5)
Chair - Tom
Payne
James Bell - Library
Ruby Black - Nursing
Tom Greer - Agriculture and Natural Resources
Jacky Gullett - Alumni
Barbara McClain - Student Financial Aid
Beth Maloan - Business and Finance
Eric Pelren - Agriculture and Natural Resources
Earl Wright - Housing
Resource Persons:
Nick Dunagan and Al Hooten
v
Physical Resources Committee (Criteria Section VI: 6.4.1-6.6)
Chair - Mike
Abney
Bill Castleberry - Sociology, Anthropology, Social Work, and Criminal
Justice
Joseph Coloumbe - English
Maurice Field - Educational Studies
Hao Nguyen - Biological Sciences
David Stout - Library
Rick Thomas - Chemistry
Timothy Hacker - English
Resource Persons: Nick Dunagan and Al Hooten
Special
Committees
A. Technology Committee
Glenn Everett -
Multimedia Center (Chair)
Mike Abney - Computer Center
Robert Bradley - Computer Center
Steve Holt - Computer Center
Function: To build and
maintain a Web page for The University of Tennessee at Martin Self-Study,
provide technical assistance to self-study staff and committees. It will provide special assistance to the
Editorial Committee with regarding to its task of integrating various committee
reports.
B.
Self-Study Library/ Documents Committee
Sandy Downing - Library (Chair)
Terry Lewis - Computer Center
Jim Nance - Library
Function: To establish
and maintain a library of resources/documents for use in the development of the
self-study; collect and catalog documents to be available at the university and
at the hotel for review by the team.
This committee will develop and
distribute a list of materials that should be submitted to it by
various university units and Self-Study committees, as well as seek
out references from other sources.
C. Logistics Committee
Edie Gibson - Chancellor. s
Office (Chair)
Rick Hatler - Public Safety
Randy Travis - Transportation
Services
Function: To plan and make arrangements for travel,
lodging, and transportation of the Visiting Team; and to establish
and maintain a work room for the team. It will
also address the team. s equipment, personnel, and general
assistance needs as requested. Work of this committee will be
coordinated with the work of other committees, particularly the
Hospitality and Campus Readiness committees.
D.
Hospitality Committee
Dorothy Gillon - Chancellor. s
Office (Chair)
Connie Cantrell - Chancellor. s
Office
Mike Munkel - Food Services
Frank Stevenson - Student
Affairs
E. Campus Readiness Committee
Mike Davis - Physical Plant
(Chair)
Steve Vantrease - Boling
University Center
Function: To ensure that the entire campus is fully
prepared for the Site Visit Team as it
relates to needed repairs, structural arrangements of key
facilities, and the cleaning of
buildings and grounds. This committee will work closely
with the Logistics and Hospitality committees.
F. Editorial
Committee
Anna Clark - English
Glenn Everett - English
Tomi McCutchen - Communications
Jim Fieser - History and Philosophy
Responsibilities and Criteria for
Selection: The Editor and the Editorial
Committee have the overall responsibility for editing the final
self-study report and any supplemental documents such as the
addendum to the self-study. They should write well, have
experience in editing draft material, demonstrate human relations
skills for working with multiple authors, be timely in meeting their
responsibilities, and hold the confidence and respect of the
academic community.
The Editorial Committee, chaired by the
Self-Study Editor, will work closely with the Principal Committee
chairs, when applicable, in completing their responsibilities, which
shall include but not be limited to the following:
1. Assist the Self-Study
Editor in developing and distributing an editorial handbook. This
handbook will identify the guidelines for style, editing, and format
(font size and style, margins, versions of software, specific
software, etc.) to be used in writing both committee reports and the
final self-study report.
2. Assist the Self-Study
Editor with creating all editorial deadlines.
3. Assist the Self-Study
Editor with creating a system and schedule for receiving, editing,
and returning committee reports.
4. Assist the Self-Study
Editor with developing criteria for returning draft reports to
committees for revision.
5. Provide training and
guidance for Principal Committee editors.
6. Assist the Self-Study
Editor with developing a checklist/guide to aid committees in
revising their reports. This checklist/guide might
include
·
indicators for consulting specific
writing/editing/format guidelines
·
criteria for organization
·
criteria for adequate evidence and/or
documentation
·
criteria for developing conclusions from
evidence
·
criteria for analyzing identified strengths
and weaknesses
7. Assist the Self-Study
Editor and the Steering Committee with editing the preliminary and
final committee reports and the final self-study report.
8. Assist the Self-Study
Editor and the Steering Committee with producing the final
report.
9. Complete other
editing-related duties as assigned by the Steering Committee and/or
the Self-Study Director.
G.
The Research Committee
The SACS Research Committee, chaired by the
Research Coordinator, shall assist with gathering official data and
making it available in usable form to the SACS Steering and
Principal Committees. Criteria for selection include
expertise in research techniques, and data analysis, and/or the
university computer systems used for various databases.
The Research Committee will
work closely with the Steering Committee and the Principal Committee
chairs, when applicable, to fulfill its responsibilities, which
shall include but not be limited to the following:
Committee Membership
Member
Institutional Research
Assessment & Evaluation
Vicki Seng
Alumni Development System
Len Hoffman
Financial Resource System
Beth Maloan
Student Information System
Sandra Brackett
Human Resource System
Gertrude Myrick
Library, Internet Research
John Bell
Community Research
Joan K.West
V. SELF-STUDY CALENDAR
MILESTONE
CALENDAR
1999
August
Chancellor appoints Self-Study Director
September
Chancellor appoints Steering Committee and Principal
Committee Members
Chancellor recommends 2-4 key committee chairs for service on
SACS accreditation site visit team to obtain practical experience
with the reaffirmation accreditation process.
December
Director and select committee members attend SACS Self-Study
seminars at the SACS Annual Meeting
2000
January 31
SACS . Kick-Off. visit
Fall
Principal Committees begin work
2001
Spring
Principal Committees work continued
Sum/Fall
Self-Study Report completed and submitted to SACS
2002
Spring
SACS Reaffirmation Committee Visit
Sp/Sum
Respond to Visiting Committee recommendations
Fall
Reaffirmation obtained (SACS Annual Meeting, December)
MASTER CALENDAR
August 1999
Chancellor appoints the Self-Study Director
September 1999
Chancellor appoints Steering Committee and members
of the Principle Committees
December 1999
SACS Annual Meeting attended by Director and select
members of the Steering Committee
January 2000
SACS . Kick-Off. visit
Meetings
Website and Compliance Audit planning
June-August 2000
Writing & editing guidelines developed
Review institutional effectiveness systems
(planning/evaluation/assessment/documentation) to
determine whether they are adequate to support the
self-study.
Develop self-study writing guidelines and data collection and
evaluation procedures.
Self-Study Manual drafted
Self-Study Plan developed
September 2000
Self-Study Manual completed
Orientation meetings conducted for Principal Committees
Institution. s purpose statement reviewed and revised as
necessary in advance of the self-study
October 2000
Principal Committees begin work
November 2000
Institution. s purpose statements approved by the BOT if
necessary
Progress reports prepared by Principal Committees
Preliminary reports regarding institutional purpose and
effectiveness reviewed
Preliminary reports regarding institutional purpose and
effectiveness prepared
December
2000
Data collected by Principal Committees and subcommittees
January
2001
Data collection results compiled by Principal Committees
February
2001
Progress reports & first drafts from Principal
Committees
reviewed
March
2001
Committee second draft reviewed
April-May 2001
First Self-Study Report completed and reviewed by the
Steering Committee
June 2001
Progress report forwarded to the
Commission staff
Member.
July-Aug
2001
Meetings held with administrative departments
to clarify issues
Institution-wide review of the draft of the Self-Study
September 2001
Follow-up plan distributed locally
Follow-up plan to the Self-Study Report for
addressing recommendations completed
Final Self-Study Report compiled
Meetings held with academic departments to clarify issues
October
2001
Self-Study Report distribute locally
Preliminary planning begun for the SACS
Committee site visit
November
2001
Self-Study Report sent to the SACS site visit chair
prior to his/her preliminary visit
December 2001
Preliminary visit by SACS site visit
chair
January
2002
Planning and arrangements for SACS site visit completed
Self-Study Report and other materials mailed to the
Visiting
Committee members and the Commission on Colleges
University community informed of the purpose and activities
of
the Visiting Committee while on campus
February
2002
Prepare Self-Study addendum and send to Visiting
Committee
immediately before their campus visit
March 2002
Visiting Committee hosted on campus
(To be confirmed)
recommendations stemming from the self-study process
(3-5 weeks after the Visit) Draft of
Visiting Committee report
received and reviewed for errors of fact and returned to the
Recommendations of the final Visiting Committee report
received; responses prepared, and forwarded to the
Commission
(University response due to Commission 5 months from the
date of the visit)
VI.
SELF-STUDY RESOURCES
Library
The Self-Study Library, located in 175 Paul
Meek Library, houses files and materials related to the SACS
self-study process. Documents, data, and reports from
the 1990 University of Tennessee at Martin Self-Study are included
in the library, as are self-study materials received from a number
of other college and university members of SACS.
Other materials available to members of the
various self-study committees include the following SACS Commission
on College publications:
(1998) Criteria for Accreditation (11th ed.)
1994 Handbook for Institutional Self-Study
(1996) Resource Manual on Institutional
Effectiveness (3rd ed.)
Web Page
Information and documents pertaining to the
SACS self-study process are posted on the SACS Self-Study Web Page
at the following site:
www.utm.edu/sacs
Style Manual (Appendix B)
The purpose of this style manual is to:
v Ensure consistency in format among the various
sections of the 2002 SACS Self-
Study Report
v Facilitate correctness, conciseness, and clarity in
the writing of the Self-Study Report
v Communicate the procedure for forwarding drafts to, and
receiving edited copy from, the report editor
v Clarify editing and proofreading procedures to be
used in the editing of draft copy
Financial Resources
The University is committed to providing the
budget, facilities, and materials necessary to conduct the
Self-Study. Included in the budget is
appropriate release time for the Self-Study Director and a salary
for a secretary. There will be a Self-Study
office, with a resource room for the Steering Committee and an
office for the Director of the Self-Study. Also
included are funds for computing, copying, office supplies, resource
and reference materials, mailing, travel, and other related
operations costs. The University will pay for the
SACS Visiting Committee expenses.
VII. SELF-STUDY PROCEDURES
A. COLLECTING AND EVALUATING DATA
The Principal Committees should base their
analyses and recommendations upon the best available
information. While identifying appropriate
sources and interpreting data are primarily the responsibilities of
individual committees, they should adhere to the following
guidelines for gathering information:
v
When a Principal Committee or subcommittee
needs data or information, the chair of the Principal Committee will
first consult with the relevant unit head, the Office of
Institutional Research and Planning, and/or other appropriate
sources to determine whether current data is already available and
how it can be obtained.
v
If current data is not readily available,
the Principal Committee may utilize a variety of information-seeking
strategies, such as surveys, interviews, and focus groups, to obtain
the needed information.
v
Before administering any survey
instrument, the chair of the Principal Committee will submit to the
Self-Study Assistant Director for Research a proposal to survey,
indicating (a) the group to be surveyed and (b) the type of
information sought. Specific questions are not
necessary for the proposal survey.
v
The Self-Study Assistant Director for
Research will be responsible for comparing proposals and
coordinating them in such a way that ideally each target group will
receive only one composite self-study survey. In some
cases, due dates or other logistical factors may render coordination
impractical or impossible; some duplication will be inevitable.
v
For large survey groups, questionnaires will
be designed for machine scoring, if possible.
v
To protect the identity of the respondents,
questionnaires and interviews will not associate specific data with
individuals. Questions eliciting such personal
information as ethnicity, gender, and marital status will be posed
only if such information is pertinent and useful for interpreting
survey results.
v
Since interviews are essentially vocal
questionnaires, the above guidelines also apply to obtaining
information through direct interviews. In
addition, scheduling of interviews will be coordinated through the
administrator or supervisor of the department or division being
interviewed, regardless of who within the department or division is
being interviewed. To save time and effort, it may
be advisable to send structured questions, including those related
to the self-study . must. statements, to the interviewee before the
scheduled interview.
v
Completed surveys and interview records will
be filed in the self-study office and maintained in a manner that
protects the confidentiality of the respondents. All
sensitive information, whether written or oral, will be considered
confidential until the written Self-Study Report is released.
B. PRODUCING DRAFT REPORTS
v
Subcommittee
Reports. Each subcommittee is responsible
for auditing its assigned area, analyzing relevant data and
information, preparing a written report, and submitting that report
to the Principal Committee under which it is working. Each
subcommittee will use the following process to produce its draft
report:
a. Review the charge and relevant self-study criteria.
b.Gather and analyze information available from existing
University
documents and reports.
c. If necessary, design data collection instruments to obtain
information not readily accessible (see . Collecting and
Evaluating
Data,.
above).
Submit to chair of the Principal Committee a proposal to
survey. Chair of Principal Committee will
review and forward to Self-Study Director for approval.
d. Administer, gather, and
analyze information from approved data
collection instruments.
e.
Eliminate duplication of date, identify strengths and areas for
improvement, and make recommendations.
f. Draft
subcommittee report and submit to Principal Committee.
v
Principal Committee
Reports. Each Principal Committee will
compile the reports of the subcommittees into a
single Principal Committee report, which will in turn be edited,
revised by the Steering Committee, and eventually synthesized into
the University. s Self-Study Report.
Each Principal Committee will use the following process to
produce its draft report:
a. Meet as needed to obtain
status reports from subcommittees, coordinate the
administration of surveys with the Self-Study, Research
Coordinator, and address any
barrier to obtaining necessary information within the
assigned time frame.
b. Analyze subcommittee
reports to eliminate duplication of data, identify
strengths and weaknesses, and make
recommendations.
c. Compile subcommittee
reports into a single principal committee report consistent with
Self-Study format and editorial guidelines and submit to the SACS
Editor.
C. CIRCULATING DRAFT REPORTS
D. EVALUATING DRAFT REPORTS
While each Principal Committee shall be given
leeway in its undertakings, the final determination of what
constitutes an acceptable committee report shall be made by the
Steering Committee, in part through consideration of the following
questions:
Does the report contain clear description and sufficient
analysis?
v
Is it consistent with the Self-Study
Report and the Self-Study Manual?
v
Is it reflective of the University. s
purpose statement?
v
Has is dealt with issues of institutional
improvement beyond those of minimal compliance with accreditation
requirements?
v
Does it review and analyze every relevant
core process of the University?
v
Has it adequately integrated the University.
s assessment and planning activities with the SACS accreditation
criteria?
v
Does it reflect the strengths, weaknesses,
challenges, and opportunities of the University?
v
Would faculty, staff, students, and the
community feel that it addresses appropriate issues fairly and
thoroughly?
v
Is it written in a manner consistent with
the Style Manual of the self-study?
v
Will it be clear to the visiting committee
and useful to the University and its constituents?
VIII. PRELIMINARY OUTLINE OF THE REPORT
Introduction
I. The University of Tennessee at
Martin: A Historical Summary
A.
Institutional Role and Scope
B.
Mission Statement
C. Institutional Goals
II. Background and Design of the
Self-Study
A.
Self-Study Process
B.
Self-Study Purpose
III. Organizational Structure of the
Self-Study
A. Model of
the Self-Study Organizational Structure
Section One:
Principles and Philosophy of Accreditation
I.
Institutional Commitment and Responsibilities in the
Accreditation Process
V.
Representation of Status
Section Two:
Institutional Purpose
A.
Narrative
B.
Presentation of findings
C. Analysis
of strengths and weaknesses
D.
Recommendations and suggestions
E.
Table of Documentation for . Must. Statements
Section Three:
Institutional Effectiveness
A.
Narrative
B.
Presentation of findings
C. Analysis
of strengths and weaknesses
D.
Recommendations and suggestions
E.
Table of Documentation for . Must. Statements
A.
Narrative
B.
Presentation of findings
D.
Recommendation and suggestions
E.
Table of Documentation for . Must. Statements
II. Graduate and Professional
Programs(*Same as A-E above)
III.
Publications*
IV. Continuing Education, Distance
Learning, and Service Programs*
V. Student Records*
VII. Consortial
Relationships and Contractual Agreements*
Section Five: Educational Support Services
I.
Library and Other Learning Resources
C. Analysis
of strengths and weaknesses
D. Recommendation and
suggestions
E.
Table for Documentation for . Must. Statements
V.
Intercollegiate Athletics*
Section Six: Administrative Processes
I.
Organization and Administration
A.
Narrative
B.
Presentation of findings
C. Analysis
of strengths and weaknesses
D.
Recommendations and suggestions
E. Table of Documentation for
. Must. Statements
II. Institutional
Advancement*
III. Financial Resources*
IV. Resources*
V.
Externally Funded Grants*
VI.
Related Corporate Entities*
Section Seven: Summary of Self Study
Recommendations and Suggestions
IX. IMPLEMENTATION PLAN FOR
INSTITUTIONAL SELF-STUDY
REPORT RECOMMENDATIONS
Strengths, weaknesses, and recommendations
identified through unit self studies and in preliminary drafts from
committees will be forwarded periodically by the Steering Committee
to the University Chancellor throughout the self-study process.
Whenever possible, appropriate action will be taken to
address weaknesses prior to the completion of the final Institutional Self-Study Report. The
following is a plan for addressing any remaining recommendations,
which may appear in the completed report.
April 01
Chancellor. s staff and Steering Committee Retreat. review
recommendations in principal committee reports to:
*Verify their validity, practicality, and usefulness
*Identify any overlapping recommendations
*Consolidate them into a single document
*Recommend priorities for addressing them
*Recommend a tentative timeline for addressing them
*Develop a tracking document or procedure to
verify UTM. s progress with implementing each recommendation
May-Jul
Chancellor and staff implement recommendations
Aug 01
Chancellor. s Administrative Staff and Steering Committee
Retreat.
*Develop final implementation plan for completing any
Oct 01
Self-Study Report (final draft) completed
X. INSTITUTIONAL RESPONSE TO THE SACS VISTITING
COMMITTEE. S REPORT
The Handbook
for Institutional Self-Study (1994)
specifies the requirements for institutional response to the
Self-Study. According to these guidelines,
three to five weeks after the Visiting Committee visit, the
University will receive and review for factual accuracy a draft copy
of the Committee. s report. The University will return the
corrected report to the Chair of the Visiting Committee, who will
forward it to the Commission office. At this time, the staff member
assigned to the University will charge the University to prepare
written responses to all recommendations contained in the
report.
The chancellor and the vice chancellor for the
area recommendations will prepare the University.
s response. It is due in the SACS
Commission on Colleges office five months after the conclusion of
the committee visit. In preparing the response, the
University will follow the guidelines provided in Appendix .
T. of The Handbook for Institutional Self-Study. The
response will document all actions that have been completed in
accordance with the Visiting Committee. s recommendations. Actions
still in the planning or early implementation stage will be
addressed in additional follow-up reports.
APPENDICES
JOB
TITLE:
Self-Study Director and Chair of the Steering
Committee
DEPARTMENT:
UTM SACS Office for Accreditation
JOB RELATIONSHIPS:
Supervises:
Editor
Research Coordinator
POSITION
SUMMARY: Exempt
NARRATIVE:
The SACS Self-Study Director/Chair of the
Steering Committee provides the
leadership needed to develop a comprehensive study of all components
of the University, which will result in the reaffirmation of
accreditation by the Commission on Colleges of the Southern
Association of Colleges and Schools. The primary functions of the
Director/Chair are to coordinate the work of the SACS Leadership
Team and various self-study committees, supervise the details of the
self-study process, produce the self-study report, and bring the
self-study to fruition.
DUTIES AND RESPONSIBILITIES:
(1)
Coordinates and manages 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) Chairs
the Steering Committee and administers the work of the Steering
Committee.
(4) Serves
as the liaison between the SACS Commission on Colleges staff
representative and the institutional leadership.
(5) Oversees
the development of the Self-Study Plan and Self-Study
Manual by the Steering Committee.
(6) Ensures
that the institutional community is informed of the purpose and
progress of the self-study.
(7)
Coordinates the work of the self-study committees.
(8)
Maintains the schedule of the self-study and ensures
appropriate progress toward the completion of the self-study
report.
(9) Directs the self-study process to ensure
accomplishment of the self-study goals.
Page 2, Self-Study Director and Chair the
Steering Committee
(10) Works with the
Editor on the editorial review of committee reports and the
initial
and final drafts of the self-study report.
(11) Ensures
appropriate institutional review of preliminary working drafts
and
approval of the final draft of the self-study report.
(12) Ensures
timely publication of the self-study report.
(13) Oversees
all arrangements related to the visiting committee.
(14) Ensures
that appropriate follow-up activities are in place to consider the
recommendations generated by the self-study.
QUALIFICATIONS:
Faculty rank
with tenure; significant prior experience with accreditation
efforts; demonstrated commitment to the University and its
students.
KNOWLEDGE, SKILLS, AND ABILITIES:
The
individual selected as SACS Self-Study Director/Chair of the
Steering Committee should have the respect of the institutional
community, possess appropriate leadership and human relations skills
necessary to coordinate the work of the SACS Leadership Team and
various self-study committees, demonstrate the ability to manage and
coordinate the details related to all aspects of implementing the
self-study process, and demonstrate the managerial ability necessary
to produce the self-study report and bring the self-study to
fruition.
A thorough knowledge of the University and excellent
communications skills (written and oral) are essential.
JOB
TITLE:
Research Coordinator
DEPARTMENT:
UTM SACS Office for Accreditation
JOB RELATIONSHIPS:
POSITION
SUMMARY: Exempt
NARRATIVE:
Assistant Director for Research of the Steering Committee
helps the
Director/Chair provide the leadership needed to develop a
comprehensive study of all components of the University which will
result in the reaffirmation of accreditation by the Commission on
Colleges of the Southern Association of Colleges and Schools. The
principal function is to advise the Director and Steering Committee
regarding all matters related to the data and information collection
needs of committees, coordinate their research requests so as to
avoid duplication and unnecessary surveying activities, and complete
other research and data-related duties as assigned by the Steering
Committee or Director.
DUTIES AND RESPONSIBILITIES:
(1)
Inventory data currently available via official sources.
(2) Review
the Criteria for Accreditation to
determine needs for additional data currently unavailable in
official sources.
(3) Work
with the Section III Committee on Institutional Effectiveness to
determine additional data needs prior to beginning the institutional
self-study in August 1997.
(4) Generate
additional data and data analyses as needed to support the
self-study process.
(5) Prepare
a resource directory indicating where available official data can be
found.
(6) Assist
the Steering Committee in the preparation of a self-study Master
Questionnaire.
(7)
Coordinate date requests and serve as a clearinghouse for
official data needed to support unit self-studies and the
institutional self-study.
(8) Chair
the self-study Research Committee.
Page 2, Research Coordinator
(9) Complete
other research- and data-related duties as assigned by the Steering
Committee and /or the Self-Study Director.
QUALIFICATIONS:
Prior
experience with accreditation efforts; demonstrated commitment to
the University and its students.
KNOWLEDGE, SKILLS, AND ABILITIES:
The
individual selected for this position should have the respect of the
institutional community, possess appropriate leadership and human
relations skills necessary to work with other members of the
leadership team, coordinate the work of various self-study
committees, demonstrate the ability to manage and coordinate the
details related to all aspects of implementing the self-study
process, and demonstrate the managerial ability necessary to produce
the self-study report and bring the self-study to fruition.
Excellent communications skills (written and oral) are
essential.
JOB
TITLE:
Editor
DEPARTMENT:
UTM SACS Accreditation Office
JOB RELATIONSHIPS:
of the Steering
Committee
POSITION SUMMARY:
Exempt
NARRATIVE: The SACS
Self-Study Editor helps the Director/Chair provide the leadership
needed to develop a comprehensive study of all components of the
University which will result in the reaffirmation of accreditation
by the Commission on Colleges of the Southern Association of
Colleges and Schools. The primary functions of the
Editor are to coordinate the development of editorial guidelines for
the self-study; direct the editing of the final report and any
supplemental documents; and assist the Director in managing the
details of the self-study process, producing the final self-study
report, and bringing the self-study to fruition.
DUTIES AND RESPONSIBILITIES:
(1) Works
with the Director, Steering Committee, and Editorial Committee to
develop and distribute the editorial guidelines for the
self-study.
(2) Works
with the Steering Committee to create writing and editorial
deadlines.
(3) Chairs
meetings of the Editorial Committee.
(4)
Determines (with the editorial board and Steering Committee)
specific software to be used, version of software, font size,
margins, and other formatting information for the presentation of
the self-study report.
(5) Edits
survey instruments developed for the self-study.
(6) Works
with the Editorial Committee and Steering Committee to determine
guidelines for returning draft reports to committees for revision.
(7) Assists
the Steering Committee in reviewing preliminary drafts of
reports.
(8) Assists the Director with managerial
responsibilities related to the production of the
the
self-study report.
(9) Makes final self-study report format
decisions.
(10 Helps produce
the self-study newsletter and other self-study communications.
Page 2,
Editor
(11) Directs
the editing of the final draft of the self-study report and other
appropriate
documents.
(12) Makes
appropriate arrangements for publishing the final document.
(13)
Performs other duties as assigned by the Self-Study
Director.
QUALIFICATIONS:
Faculty rank
with tenure; prior experience with accreditation efforts; prior
experience in editing technical documents; demonstrated commitment
to the University and its students.
KNOWLEDGE, SKILLS, AND
ABILITIES:
The
individual selected for this position should have the respect of the
institutional community, demonstrate the ability to manage and
coordinate the details related to producing the self-study report,
have experience editing draft material, demonstrate the human
relations skills for working with the editorial board and various
authors of the documents, and hold the confidence and respect of the
academic community. A thorough knowledge of the
University and excellent communications skills (written and oral)
are essential.
JOB
TITLE:
Administrative Secretary
DEPARTMENT:
UTM SACS Office for Accreditation
JOB
RELATIONSHIPS:
Supervised By: SACS Self-Study Director
Supervises: Work-Study Students
POSITION SUMMARY:
nonexempt
DUTIES AND
RESPONSIBILITIES:
(1) The
secretary will be responsible for general office management of the
SACS office and will work with a great deal of independence,
requiring only a minimum of detailed guidance and supervision.
(2) The
secretary will compose correspondence independently, proofread
documents and correspondence, and prepare documents related to the
SACS Self-Study, as directed by the Self-Study Director and/or
Associate Directors.
(3) The
secretary will organize and maintain the SACS office files,
including computer documents, diskettes, correspondence, reports,
manuscripts, newsletters, and other documents and materials.
(4) The
secretary will operate standard office equipment such as computers,
copiers, calculators, telephones, fax machines, etc. The
appointee will serve as receptionist and will prepare, receive, and
deliver mail and telephone messages.
(5) The
secretary will maintain records of the Director. s schedule and will
schedule appointments and meetings.
(6) The
secretary will learn and be responsible for carrying out university
methods, procedures, rules, and regulations regarding general office
management, purchase requisitions, facilities requests, time sheets,
sick leave, etc.
(7) The
secretary will perform light bookkeeping and data entry
functions.
(8) The
secretary will take minutes of SACS Steering Committee meetings and
prepare these for review by the Director.
(9) The
secretary will supervise work-study students and maintain all
necessary time sheets and records related to work-study
students.
QUALIFICATIONS:
The
applicant must be a high school graduate and have two years of
secretarial experience or its equivalent.
Additional education may substitute for years of experience
on a year-to-year basis.
KNOWLEDGE, SKILLS, AND ABILITIES:
Must be able
to type at least 55 words per minute. Word processing ability is
required, preferably using Microsoft Word. Other skills, data entry,
and bookkeeping skills are preferred. Excellent knowledge and use of
standard English (both oral and written) and ability to proofread
written work accurately are required.
Editorial Guidelines
and consistent, members of the Editorial
Committee have prepared the following style
tips. Members of the committee will be
available to answer specific questions throughout
the SACS evaluation process:
General
Notes:
*Use simple, straightforward language.
*Maintain a positive, constructive tone.
*Be objective (third person), concise.
*Use active voice whenever possible.
*Use inclusive or gender neutral language.
*Refer to a standard American dictionary (such
as Webster. s New Collegiate
Dictionary or a standard handbook/manual (e.g.,The
Little,Brown Handbook)
for questions about spelling, abbreviations, capitalization,
punctuation,
hyphenation,
numbers, and other matters of style not noted below.
Inclusive Usage
*In
general statements, use plural forms to avoid gender-specific
pronouns.
*Use .
chair. instead of . chairman. or . chairperson..
Dates
*Express dates with the month spelled out, followed by the
day and year in
numbers: Example: September 14, 2000.
*Use
1998-99 instead of 1998-1996.
Degrees
*Refer
to degrees in general as bachelor. s, master. s, and doctoral
degrees.
Names of Courses
*For
the names of courses, use the full course name as listed in The University
of Tennessee at Martin 2000-01 Undergraduate and Graduate
Catalog.
Capitalization
*The University
of Tennessee at Martin or UT Martin
*College of
Agriculture and Applied Sciences
-Department of
Agriculture and Natural Resources
-Department of Family
and Consumer Sciences
-Department of
Military Science
-Department of
Nursing
*College of Business and Public Affairs
-Department of Accounting, Finance, and Economics
-Department of
Computer Science and Information Systems
-Department of Management, Marketing, and Political
Science
*College of
Education and Behavioral Sciences
-Department of Educational Studies
-Department of
Health and Human Performance
-Department of
Psychology
-Department of
Sociology, Anthropology, Social Work, and Criminal Justice
*College of
Engineering and Natural Sciences
-Department of
Biological Sciences
-Department of
Chemistry
-Department of Engineering
-Department of Geology, Geography, and Physics
-Department of Mathematics
*College of
Humanities and Fine Arts
-Department of Art, Dance, and Theatre
-Department of English
-Department of History and Philosophy
-Department of Modern Foreign Languages
-Department of Music
*Capitalization with names
*Whenever possible, avoid titles
in front of names. Do not capitalize when the title
follows the
individual. s name. Examples: Philip Conn, chancellor
of
UT Martin;
Catherine
Carls, chair of the Department of History and Philosophy.
*Capitalize named,
distinguished, and endowed professorships.
*Capitalize the names
of all races and nationalities. Do not hyphenate ethnic qual-
ers
used with American. Examples: African American, Native
American, Asian
American, Hispanic
American, etc.
Do not
capitalize:
programs-except names
of languages.
Examples:
-He is studying
literature and English.
-She is
taking English 251 (British Literary Tradition).
-The College of Engineering and Natural Sciences offers a
degree in
mathemathics.
-a.m. or p.m.
-bachelor. s degree
-honors
-master. s degree
Abbreviations and Spelling
*Avoid using contractions.
*Abbreviate titles when they precede a
name: Dr., Mr., Ms., the Rev., and all
military titles.
*Abbreviate other titles, such as professor,
only when they precede the first
name or initials; spell out
titles when they are used before the surname only.
Examples: Prof. H. Elliott;
Professor Elliott; Professors Smith and Jones
*Abbreviate the degrees Bachelor of Science or
Arts, Master of Science or
Arts, Doctor of Philosophy, and
Educational Specialist to B.S. or B.A., M.S.
or M.A., Ph.D., and Ed.S.
*Abbreviate academic year as AY; fiscal year as
FY and identify the calendar
year of interest (e.g., AY
1998-99 and FY 1999-00).
*the correct (or preferred) spelling for some
common words and phrases:
co-sponsored
noncredit
decision-making
(as an adjective)
nondegree
fiscal
year 1995-96
nonprofit
frontline
nontraditional
full-time
ongoing
fund
raising
postdoctoral
grade-point
average
premedicine
interdepartmental
preenroll
inter-disciplinary
statewide
intramural
twofold
judgment
women. s issues
long-term
(as an adjective)
year-end
Titles of Works
plays, paintings and statues, operas and other
long musical compositions,
collections of poetry and long poems. Put
titles of shorter works (a chapter
title in a book, for example) in
quotation marks.
*Capitalize published titles according to the
Publication Manual of the
American Psychological
Association guidelines. For addition questions
on
usage and style, consult a
standard grammar handbook such as The
Little
Brown
Handbook or The Harbrace
Handbook.
*Capitalize all words in the title except
prepositions and articles. For example:
Undergraduate Policies and
Procedures Manual.
Quotations
*Quotations of three lines or less can be
placed within a paragraph with
quotation marks before and
after. Longer quotations should be block
indented one tab. Place
citation at the end of the quotations and in
parentheses.
Numbers and Figures
*Write out numbers that begin
sentences.
*Spell out round-number approximations,
regardless of the size of the figures
hundred years.
*Use Arabic numerals in a sentence containing a
series of numbers:
The totals were 9, 29, 116, 99,
and 307.
*Use figures for fractions, decimals, symbols, percentages,
scientific usage,
and abbreviations:
8.5. ; 23%; 3.6 GPA.
Common Punctuation
*Use a comma before the words . and. and . or.
in a series of three or more items.
*When abbreviating, punctuate college class
years with an apostrophe: Class of
. 98 and Betty Smith, . 98.
*Spell out reference to particular centuries or
decades. If decades are identified
by their century, use
figures.
-The twentieth
century; during the sixties and seventies
-The 1980s and
1990s
*Bachelor. s, master. s, and doctor. s degrees
should always be written with an . s..
*Use a hyphen when the following combination
(or others like them) are used as
modifiers: part-time;
full-time; on-campus; off-campus.
*Group numbers into thousands with commas:
5,500.
*Use a colon before a final phrase or clause
that amplifies or summarizes pre-
ceding material.
(They have agreed on the outcome: Informed subjects perform
better than do uninformed
subjects.)
*Distinguish the hyphen (-) from
the dash (-), both of which are written without
spaces before or after.
Tables and Figures
*Tables and figures should follow the material
they illustrate.
*Tables and figures should each be numbered
consecutively throughout the report.
documentation.
*Label tables at the top with a number, title,
and any necessary documentation.
Documentation
*Any documentation should be given in the text
rather than in footnotes or
endnotes. Initial source
documentation can be accomplished by the use of
parentheses, as follows: .
On page 15 of The University of Tennessee of Martin
2000-01 Undergraduate and
Graduate Catalog, (hereafter referred to as Catalog
2000-01), content notes can be. .
. .
Pagination
*Page numbers should appear
centered at the bottom for the entire report. Use Times
New Roman font, 12
point.
Proofreading
*Reports should be
proofread carefully against the original copy before being sub-
mitted for
review by the Editorial Committee. All data reported in table and
figures must
likewise be checked against copy for accuracy.
Formatting and Word Processing Instructions
*Committee reports should have
11/2-inch left margins and 1-inch for all other
margins. The reports should be double-spaced. Use left
justify.
*Use
Microsoft Word 97, 98, or 2000 and submit both a printed copy and a
copy
on disk.
*Save the text in one file rather than creating separate
files for small amounts of
copy.
*Type all copy in
upper and lower case letters as appropriate.
*Do not double space
between paragraphs.
*Use bold typeface
for every must and should when referring to the must and
should
statements.
SACS Accreditation Office
