Action Plan
Recommendations/Suggestions from SACS Steering Committee |
| Location in
SACS/COC
Criteria |
Suggestion/Recommendation |
Responsibility
of:
Senate Adm
CommUnit |
Target
Date for
Imple-menting |
| Section 1: (S)
Page 14, lines 1, 3;
Page 15, lines 12,14 |
In order to keep the institution within compliance, it is
suggested that the institution develop a policy and a set of
procedures to govern the publication of the institution's
status and relationship with the Commission. |
ExecPres |
Sept. 1998 |
| Section 3.1: (S)
Page 20, lines 17, 20;
Page 21, line 7 |
The University Senate's APACE/Undergraduate Council
Subcommittee on Assessment should establish a schedule
for assessment of each of the areas in general education.
Moreover, the Undergraduate Council should use the
results of these assessments to suggest curricular changes
in general education, as needed. Furthermore, the link
between academic program review and learning outcomes
assessment of majors should be strengthened. |
APACEVPAA |
June 1999 |
| Section 3.2: (S)
Page 21, line 4 |
The University's Administrative and Support Unit
Assessment Committee (ASUAC) process should be used
as a guideline for these administrative and support units
to evaluate their own performance on an annual basis. |
P&DPresident
& Each VP |
June 1999 |
| Section 3.3: (S)
Page 22, line 4 |
As part of the administrative and support unit assessment,
the assessment of institutional research should encompass
not only the Office of Institutional Research (OIR) per se,
but also assessment of the combined centralized/dispersed
institutional research model being undertaken by Georgia
State University. |
P&DVPAA |
When OIR
comes up for
ASUAC
review |
| Section 4.2.1: (S)
Page 25, lines 1, 2 |
In order to make the new, more stringent admission
requirements of the Board of Regents clear to current and
prospective undergraduate students, it is suggested that
the 1999-2000 General Catalog include a full and
complete description of the new Board of Regents College
Preparatory Curriculum requirements for high school
graduates. |
Admis &VPAA
Standards |
Deadline for
1999-2000
catalog |
| Section 4.2.4: (S)
Page 31, line 1 |
As part of academic program review, student learning
outcomes assessment should be emphasized. The work of
the APACE/Undergraduate Council/Assessment
Subcommittee on learning outcomes assessment should
be coordinated with the academic program review cycle. |
APACEVPAA |
Academic
Program
Review
Calendar |
| Section 4.2.4: (S)
Page 31, line 27 |
Although all work for academic credit must be supervised
by the University's core of instruction (full-time faculty,
partial contract and part-time instructors hired to teach,
graduate teaching assistants II and III, and adjuncts
authorized to teach) in order to receive academic credit, it
may be appropriate for a uniform University policy rule to
state this requirement. |
Admis &VPAA
Standards |
Dec. 1999 |
| Section 4.2.5: (S)
Page 32, lines 1, 10 |
The recently completed report by the Team on the
Advisement Process (TAP) and other ideas regarding
more effective advisement should be discussed through
the normal mechanisms of the university, with the goal of
providing improvements where needed and as prioritized
with other needs of the institution. |
APACEVPAA |
Sept. 1999 |
| Section 4.3.4: (R)
Page 36, line 25 |
The institution's unwritten policy regarding combined
instruction of graduate and undergraduate students
should be placed as a priority agenda item for
APACE/Graduate Council and formally approved
through appropriate channels and published in the
Faculty Handbook. |
APACEVPAA |
Dec. 1999 |
| Section 4.3.5: (S)
Page 39, line 22 |
The Graduate Council of APACE should develop a
university-wide written policy regarding graduate
advising. |
APACEVPAA |
Dec. 1999 |
| Section 4.3.6: (S)
Page 39, line 31;
Page 40, line 1 |
The Graduate Council of the APACE Committee of the
University Senate should advise APACE on additional
items which need to be included in the Academic
Program Review Process which would allow for effective
monitoring of graduate student advisement. In addition,
the recently completed report by the Team on the
Advisement Process (TAP) and other ideas related to
advisement should be discussed through the normal
mechanisms of the university, with the goal of providing
improvements to the advisement of graduate students
where needed and as prioritized with other needs of the
institution. |
APACEVPAA |
Sept. 1999 |
| Section 4.3.6: (R)
Page 40, lines 4, 6
|
As a priority agenda item, APACE/Graduate Council
should develop a policy requiring that there be
appropriate orientation programs for all full- and
part-time graduate students.
The assessment of the effectiveness of graduate
student orientation programs should be part of the
academic program review, if provided by the
individual department, or part of the Administrative
and Support Unit Assessment Committee (ASUAC)
process, if provided by an office of student support
services at the collegiate or institutional level. |
APACEVPAA |
Dec. 1999
(Part 1)
According to
Academic
Review or
ASUAC
Cycle (Part
2)
|
| Section 4.6: (S)
Page 41, line 19 |
The University should develop an easy-to-use, self-report,
online system for non-CEU-generating continuing
education and public service activities to maintain an
accurate accounting of the institution's outreach and
service activities to help the University report its total
educational effort. |
APACEVPAA |
Dec. 2002
|
| Section 4.8.1: (R)
Page 44, line 4 |
As a priority agenda item, a joint committee of the
University Senate Faculty Affairs Committee and
APACE/Graduate Council (re a similar
recommendation applying to graduate teaching
assistants) should be charged with responsibility for
developing a written policy and procedures for
determining both the written and oral language
proficiency of candidates for full- and part-time
faculty positions as part of the standard hiring
procedures, to be published with the other hiring
procedures in the Faculty Handbook.
|
FacultyVPAA
Affairs
&
APACE |
Dec. 1999 |
| Section 4.8.3: (S)
Page 49, lines 30, 35 |
The University should make clear, by providing a link
from the online Faculty Handbook, that the Board of
Regents' policies on part-time instructors are the
University policies on part-time instructors. |
FacultyVPAA
Affairs |
Dec. 1999 |
| Section 4.8.3: (R)
Page 49, line 37 |
The University should develop a systematic procedure
for monitoring the orientation, supervision and
evaluation of part-time faculty. |
FacultyVPAA
Affairs |
Dec. 2000 |
| Section 4.8.3: (S)
Page 50, line 2 |
In the University's space planning processes, the need for
office space by part-time faculty should be a factor in
making space allocations. |
P&DVPAA |
Dec. 2000 |
| Section 4.8.4: (R)
Page 50, lines 11,17
|
The university should undertake the publication of its
guidelines and policies governing graduate assistants
in a location which is made available to faculty as well
as to graduate assistants. |
APACEVPAA |
Dec. 1999 |
| Section 4.8.4: (R)
Page 50, line 30 |
As a priority agenda item, a joint committee of the
University Senate Faculty Affairs Committee (re a
similar recommendation applying to faculty) and the
Graduate Council should be charged with
responsibility for developing a written policy and
procedures for assuring the language proficiency of
graduate teaching assistants. |
FacultyVPAA
Affairs
&
APACE |
Dec. 1999 |
| Section 5.1.3: (S)
Page 58, line 7 |
Working with the academic community, the library should
review its strategic and action plans for collection
development, with the goal of achieving Level 4
collections for the University's Ph.D. programs and
research centers where appropriate. |
LibraryVPAA
Advisory |
Dec. 2000 |
| Section 5.3: (S)
Page 60, line 22 |
The Information Systems and Technology Committee of
the University Senate should determine the level of the
University's need for IT-related teaching facilities,
consistent with the Information Technology Strategic
Plan, both on the main campus and at remote sites. |
IS&TVPAA |
Jan. 1999 |
| Section 6.4.1: (S)
Page 77, line 22 |
There should be an established process by which facilities
plans initiated in the President's Executive Staff meeting
are brought for discussion and evaluation to the Capital
Budget and Space Allocation Committee so that adequate
review of such plans by CBSAC is guaranteed. |
P&DVPAA |
Dec. 1999 |
| Section 6.4.3: (S)
Page 78, line 8 |
A program of dissemination should be developed to
communicate the university's fire and life safety and
crisis management plans to faculty and staff. |
ExecVPFin
& Admin |
Dec. 1999 |