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   Self-Study Manual
I.  SACS Self-Study:
   A. Manual
   B. Calendar
   C. Committees and Roles
   D. Editorial Guidelines
   E. News, Events, and Presentations
   F. Report

II. Contact Info

III. SACS Criteria Listed and Numbered

IV. SACS Handbook for Peer Evaluators

V. Compliance Audits
   A. Instructions
   B. Criteria Audits
   C. Institutional Effectiveness Audit
University of Tennessee at Martin


Prepared for the

Commission on Colleges
of the
Southern Association of Colleges and Schools

September 2000


The purpose of the Self-Study Manual is to provide an organizational framework and guide for committee chairpersons and other self study participants to follow while conducting the self-study.  Its first six sections form the University. s Self-Study Plan. The Manual is a reference document, which includes important materials related to conducting the University. s self-study.  Other instructions, guidelines, and materials will be developed as needed and distributed through appropriate means throughout the next eighteen months.   In addition, self-study newsletters will be issued periodically.  These newsletters may include clarifications, tips, and other useful information related to the self-study process. 

The Steering Committee recommends that you place the Self-Study Manual in a loose-leaf binder.  As additional components of the manual are distributed and as SACS self-study newsletters are issued, you can add these to your binder and keep these reference materials easily accessible.

Your participation in this self-study effort requires a tremendous investment of your time and energy, which the Steering Committee recognizes and gratefully acknowledges.  Your work is vital to the successful completion of the institutional self-study and to the continued growth and improvement of The University of Tennessee at Martin.  Thank you for your commitment to this effort.



          I.            Overview of the Self-Study Process                                                            4

       II.            Purpose and Goals of the Self-Study                                                           5

Organization of the Self-Study    IV.            Self-Study Leadership and Committees                                                      8

       A.  Leadership Team

B.     Committee Membership

C.     Special Committee Responsibilities


       V.            Self-Study Calendars                                                                                 20

A.  Milestone

             B.  Master


  VI.      Self-Study Resources                                                                                  24

             A.  Library

             B.  Web Page

             C.  Style Manual

D.     Financial Resources


VII.       Self-Study Procedures                                                                                 26

              A.  Collecting and Evaluating Data

              B.   Producing Draft Reports

              C.   Circulating Draft Reports                                                                         

       D.   Evaluating Draft Reports

VIII.      Preliminary Outline of the Self-Study Report                                        31

IX.              Implementation Plan for Institutional Self-Study

Report Recommendations                                                                         34

X.                 Institutional Response to the SACS Visiting Committee. s

Report                                                                                                        35

  XI.        Appendices                                                                                                36

               A. Leadership Team Job Description

               B. Editorial Guidelines












Once every ten years, each member institution of the Southern Association of Colleges and Schools (SACS) undergoes a self-study that involves faculty, administrative officers, staff, students, and trustees in a close examination of the institution.  This process, which culminates in re-accreditation by SACS, ensures the public that the institution meets established standards and is committed to the improvement of educational quality.  At the culmination of the self-study, a visiting committee of peers from other institutions assesses the educational strength of the institution and formulates recommendations for future improvements.



self-Study Purpose


The primary purpose of the Self-Study is to objectively evaluate the University and develop a plan to improve its overall effectiveness consistent with its purpose. Through its Self-Study committees, the University will conduct a broad-based, comprehensive, and analytical self-study.  It will identify and address the challenges and opportunities associated with achieving University goals, fulfilling its mission, and complying with SACS criteria.

Self-Study Goals

The University of Tennessee at Martin will conduct an efficient, thorough, and successful self-study that leads to institutional improvement and reaffirmation of its SACS accreditation.  The Self-Study goals are to:

1.      Document and evaluate institutional compliance with SACS criteria for



2.      Re-evaluate the University. s goals within the context of its mission.

3.      Strengthen the process for evaluating institutional effectiveness.

4.      Develop an enhanced sense of cohesiveness among all members of the

University community.


5.      Compile a comprehensive report with supporting documents to be used by the

institution for planning purposes and institutional evaluation by the SACS

visiting committee.             


            The SACS Steering Committee is charged with developing the Self-Study Report,


supervising and coordinating its implementation, and compiling the various committee reports into a meaningful and coherent final report.  In addition to the Director, Editor, and Research Coordinator, the Committee consists of UTM faculty and staff, and ex-officio members (see Committee Memberships (5)).

Eleven SACS Principal Committees have been established to audit every core process of the University for compliance with SACS criteria, to analyze strengths and weaknesses, to recommend actions, and to write the component sections of the SACS Self-Study Report.  In addition to the Principle Committees, seven Special Committees will address such matters as self-study technology and library support needs, report editing and institutional research requirements, and SACS Visiting Committee concerns.

UTM Self-Study Organization Structure





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

            Barbara Castleman- Board of Trustees           

            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-


           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

           Charlie Deal - Development

           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

     John Overby - Marketing, Management and Political Science

     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

     Arnold Redman - Accounting, Finance and Economics

     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


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                  
















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



January 31        SACS . Kick-Off. visit


Fall                   Principal Committees begin work




Spring              Principal Committees work continued


Sum/Fall           Self-Study Report completed and submitted to SACS




Spring              SACS Reaffirmation Committee Visit


Sp/Sum            Respond to Visiting Committee recommendations


Fall                   Reaffirmation obtained (SACS Annual Meeting, December)



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


Feb-May 2000             Preliminary Steering Committee orientation and planning



                                    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


                                    Self-Study Manual distributed to UTM community


                                    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



                                    Progress reports from Principal Committees reviewed

                                    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



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



July-Aug 2001              Meetings held with administrative departments

                                    to clarify issues


                                    Institution-wide review of the draft of the Self-Study

                                    Report conducted


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


                                    Self-Study report completed


                                    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)

April 2002                   Implement plan to follow-up on all non-criteria-related

                                    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

                                    VC Chair


                                    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




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:


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.





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.



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.






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?





  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

      C.   Organization of the Report

III. Organizational Structure of the Self-Study

A.  Model of the Self-Study Organizational Structure

      B.  Self-Study Committee Members

Section One: Principles and Philosophy of Accreditation

I.    Institutional Commitment and Responsibilities in the

          Accreditation Process

     II.  Application of the Criteria

    III.  Conditions of Eligibility

     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

Section Four:  Educational Program

       I.  Undergraduate Program

A.  Narrative

B.   Presentation of findings

            C.  Analysis of strengths and weaknesses                       

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*                        

      VI. Faculty*

     VII. Consortial Relationships and Contractual Agreements*

Section Five:  Educational Support Services

I.    Library and Other Learning Resources

            A. Narrative

            B.  Presentations of findings

C.  Analysis of strengths and weaknesses

D.  Recommendation and suggestions

E.   Table for Documentation for . Must. Statements


    II.    Instructional Support*

   III.  Information Technology Resources and Systems*

   IV.  Student Development Services*

    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






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.

                        *Determine status of recommendations addressed


                        *Develop final implementation plan for completing any

                          recommendations to be included in the final Report


Oct 01             Self-Study Report  (final draft) completed




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.





JOB TITLE:                             Self-Study Director and Chair of the Steering               



DEPARTMENT:                      UTM SACS Office for Accreditation


            Supervised by:              University Chancellor


            Supervises:                   Editor

Research Coordinator

                                                Administrative Secretary




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.



(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.

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(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.




Faculty rank with tenure; significant prior experience with accreditation efforts; demonstrated commitment to the University and its students.



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



                                                Supervised by:  SACS Self-Study Director/Chair  of the Steering Committee



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.




(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.





Prior experience with accreditation efforts; demonstrated commitment to the University and its students.




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:


                                                Supervised by: SACS Self-Study Director/Chair                   

                                                          of the Steering Committee



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.



(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



(12)  Makes appropriate arrangements for publishing the final document.


(13)  Performs other duties as assigned by the Self-Study Director.




Faculty rank with tenure; prior experience with accreditation efforts; prior experience in editing technical documents; demonstrated commitment to the University and its students.




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




                                                     Supervised By:  SACS Self-Study Director

                                                     Supervises:  Work-Study Students





(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.



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.




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


In order to complete a final document that is well written, accurate, informative,

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..


  *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.


  *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.        


     *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 Communications

      -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:


     *Names of fields of study, options, curricula, major areas, major subjects, or

    programs-except names of  languages.


     -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


       -a.m. or p.m.

       -bachelor. s degree


       -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:

                canceled                                                     multicultural

                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

*Italicize the titles of books, magazines, newspapers, motion pictures, 

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 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


Numbers and Figures

*Write out numbers that begin sentences.

*Spell out round-number approximations, regardless of the size of the figures

  involved:  about one hundred thousand, some thirty million, for more than one

  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

     -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.

   *Label figures at the bottom with a number, title, legend, and any necessary


*Label tables at the top with a number, title, and any necessary 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. . . .


  *Page numbers should appear centered at the bottom for the entire report. Use Times

    New Roman font, 12 point.                              


   *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


    *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.