The Southern Association of Colleges and Schools Commission on Colleges, SACSCOC, will send a team of ten evaluators to campus March 22-24 to verify information already provided to the accrediting agency.
Members of the team will interview faculty, staff and students in their quest for verification that Prairie View A&M, which has been fully accredited since 1959, is a quality institution of higher learning. Dr. Michael McFrazier, associate provost for academic affairs, is the chairman of the SACSCOC process.
Accreditation affects transferability of credits and availability of federal financial aid and student hourly wages among other things.
Dr. E. Joahanne Thomas-Smith, provost and senior vice president for academic affairs and the university’s SACS liaison, said, “A university volunteers to be a member of SACSCOC or one of the other six regional accrediting agencies. Given the fact that a university that is not accredited cannot participate in the federal financial aid program, expect its graduates to gain acceptance to graduate and professional schools, or expect its graduates to gain employment, gaining and keeping accreditation is of critical importance.”
Within the last two decades, at least seven HBCUs have lost their accreditation as stated on the Web site of Kennesaw State University. Paul Quinn, Knoxville and Morris Brown colleges are among the seven. Prairie View A&M University is striving to maintain its status and not be included on the list of those who have lost it.
During PVAMU’s self-evaluation, every facet of the university including faculty credentials, educational programs, student support services and fiscal stability, is analyzed and reviewed to see how the university has addressed the criteria. With every visit made by SACS every 10 years, new ideas arise to improve the quality of education received at this institution.
Some of the improvements that have been implemented in the past include the creation of University College, summer bridge programs, such as ACCESS and Summer Transportation Institute, doctoral programs, expansion of technology use in classrooms, construction and renovation of facilities, increase in undergraduate research opportunities, increased faculty and staff professional development, broader extra-curricular activities for students, a more funded scholarship program, strengthened student financial aid procedures, completion of a $32 million capital campaign and improved athletics programs.
About five years ago, a new federal regulation was enacted by the U.S. Department of Education as a part of the Reauthorization of the Higher Education Act requiring universities and colleges to identify evidence of continuous quality improvement in student learning.
Recognized weaknesses are then addressed through the implementation of programs proposed by the institution called a QEP or quality enhancement plan. SACSCOC defines QEP as a “carefully defined and focused course of action that addresses a well-defined topic or issue related to enhancing student learning.”
Following a review of student responses to the National Survey of Student Engagement (NSSE), the Beginning Student Survey of Student Engagement, the Measure of Academic Progress and Proficiency (MAPP), and other assessment measures alumni, faculty, students and staff identified reading as a major problem in academic development.
Thomas-Smith wants students to understand the value of the iREAD or increasing reading and engagement for academic development program and their role in this quality enhancement program.
“The iREAD QEP is designed to help students become more mature in their academic development so that their chances of succeeding in college and persisting through to graduation in four perhaps, but certainly six years is improved,” said Thomas-Smith.
Starting in 2011, freshmen will join a learning community upon entering the university. That community will be based in the UC and in the Principles of Effective Learning courses.
Fully trained, highly motivated faculty and staff called academic coaches will join students in reading a wide variety of print and electronic materials centered around a common theme. They will experiment with technology including clicker, Facebook, twitter, and other methods of discussing the reading, challenging peers and academic coaches.
Through reading, the expected outcomes include increasing academic skills, academic habits, and academically related self-concept. Broadening and deepening students’ academic development is expected to increase success. A desirable byproduct will be higher retention and graduation rates.
To chart the success of iREAD, first-year students and freshmen will be evaluated and monitored to see whether there has been “maturation in skills, habits, and academic self-concept as a result of the iREAD program,” as stated in the QEP plan.
Through the QEP, there has been greater focus on increasing the amount of reading and reading material used at this institution and students are taking notice. Junior communications major Ryan Versey said, “The program has gotten students’ attention and is influencing us to read on our own free will, thereby sharpening the saw to prepare us for a cutting-edge society.”
Mayor Frank Jackson held a panel discussion on his radio show, “On the Hill,” regarding the new QEP on Feb. 22. Miss PVAMU Chelsee Hill, a guest on the show, spoke of the importance of reading and how she still utilizes this tool in her life today. Through reading, she has been able to develop well thought arguments backing her beliefs and is able to stay engaged in her classes.
The iREAD program is planned to increase the quality of education at this institution. Components of the program will be implemented in pilot mode during the fall 2010 semester. Upon its acceptance by SACS, which McFrazier hopes will come by December, it can be fully employed at the university.