Brookhaven College
SACS Self-Study Manual

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Purpose

The purpose of a traditional Southern Association of Colleges and Schools (SACS) self-study is for a college to examine its policies, practices, and outcomes in relation to "must" and "should" statements in the Criteria for Accreditation. Once every ten years, the college steps back from its day to day operation to determine whether it is in compliance with the standards adopted by the Southern Association.

In the current accreditation cycle, Brookhaven College has applied for and been accepted to undertake a "non-traditional" self-study, one in which compliance with must statements is the subject of an audit rather than a full-blown self-study and, in addition, the college takes on a "strategic focus": a study of its own choosing which will have a far-reaching effect on the college long after the visiting team has come and gone in the spring of 2003.

The strategic focus chosen by Brookhaven staff, faculty, and administration is "The Success College." The purpose of this study will be to explore the meaning of success for students and to begin the process of improving the ways Brookhaven supports student success.

Goals

1. Compliance Audit
   
   --To conduct the compliance audit with processes that respect the college culture and are not overly intrusive to the operations of the college.
   --To enhance the sense of institutional cohesiveness at Brookhaven.|
   --To serve as a basis for affirming or revising Brookhaven’s statement of purpose.
   --To help Brookhaven reevaluate its goals within the context of its purposes.
   --To assess the effectiveness of Brookhaven’s planning and evaluation processes.
   --To assess the effectiveness of Brookhaven’s policies, procedures, practices, services and records.
   --To strengthen Brookhaven’s process for evaluating institutional effectiveness.
   --To assess the extent to which Brookhaven meets or exceeds the criteria for accreditation.
   --To identify significant institutional strengths and weaknesses.
   --To formulate strategies for addressing concerns raised by the audit and for enhancing institutional strengths.

--To produce a report and supporting documents which can be used by the college as part of its planning process and by the visiting team during its review.

2. Strategic Focus

• Ensure that the Success initiative permeates the College culture, through divisional training and evaluation, departmental training and evaluation, and inclusion in all College employees’ individual evaluation documents.
• Provide a professional development program to BHC employees that will promote awareness, develop skills in coaching students on goal selection and measurement, and teach strategies for improving student success.
• Develop a comprehensive list of possible student goals that can be self-selected and reported by students or selected and reported following appropriate goal-selection education. The goals might include these: core curriculum completion, associate degree completion, successful transfer, promotion based upon acquisition of new skills, employment based upon acquisition of new skills, improved literacy in English language, achievement of certification or licensure, etc.
• Determine multiple criteria for successful goal completion for each of the possible student goals. For example, a student enrolled in the second course in UNIX programming may achieve a successful result in any of the following ways: earning a course grade of C or better, obtaining employment using UNIX skills, or receiving position or pay upgrades based on UNIX skills development.
• Establish an inclusive system to capture all students’ goals at enrollment, provide opportunities to update goals periodically, and gather appropriate exit data for each student.
• Develop and implement an easily comprehended College "report card" for measuring the success of initial goal selection, of monitoring and supporting students throughout their enrollment period, and of goal completion. The report card data will be correlated to required institutional effectiveness, placement, and other externally mandated measures.
• Identify students with undecided or unclear goals and provide opportunities to define, measure, and achieve those goals through both traditional and non-traditional modules or courses including appropriate orientation programs for diverse categories of students.
• With enhancing student success as the criterion, conduct a thorough examination and improve if necessary

1. College processes (placement of students in appropriate level courses, student load decisions, enrollment in developmental courses, enrollment in learning community courses, self-paced, and distance education course entry);
2. College services (counseling and advising, educational accommodations, multi-cultural center, tutorial support, peer study groups, financial aid and scholarship support, service learning, student activities, and degree/core/credit audit for students and faculty/advisors.
3. College courses and academic services (library and lab hours/availability, professional staff support, Testing Center hours/accessibility/use, and variety of learning options.)

• Develop and implement appropriate electronic communications with students and with appropriate college personnel to keep them informed about students’ progress toward educational milestones, available support services, and College requirements as follows:

1. Automatic targeted mailing/e-mail/telephone messages with privacy protection for individual students and appropriate college personnel regarding academic status, progress toward stated goals, achievement of goals, support services for individual needs and appointments with College staff;
2. General automatic targeted mailings/e-mail/telephone messages to keep students informed of upcoming college deadlines, events, and other critical College information.

• Evaluate the feasibility and success of these initiatives and, if appropriate, develop a plan for further implementation.
• Develop continuing strategies for enhancing student success based on the findings of this study/project.

Commission Policies Bearing on the Self-Study

The key documents published by Commission on Colleges of SACS are the Handbook for Institutional Self-Study and the Handbook for Institutional Self-Study: The Alternative Model). They are full of specific, helpful guidance and hints for a successful self-study. They would make informative reading for anyone who wanted a clearer overview of the self-study process, but the following passage offers a succinct description of what Brookhaven should expect of itself:

• Is comprehensive. The self-study assesses all aspects of the institution’s operations and programs.
• Is broadly participatory. The self-study involves personnel from all segments of the institution.
• Is analytical. The self-study analyzes and assesses all aspects of its operations, identifying its strengths and weaknesses.
• Examines its planning and evaluation process. The self-study examines the effectiveness of the institution’s planning and evaluation processes.
• Identifies significant issues. The self-study identifies and examines issues significant to the institution’s future development.
• Presents recommendations. The self-study presents recommendations designed to remedy identified weaknesses or to enhance institutional strengths.
• Develops a follow-up plan. The self-study describes adequate procedures for the review and follow up of suggestions and recommendations made in the self-study."

The following passage from the Handbook for Institutional Self-Study: The Alternative Model summarizes the Commission on College’s expectations for an alternative self-study:

Helpful Resources and Reference Materials

The following Commission publications will be useful in conducting the self-study and are available in the SACS office (Temp-5).

Criteria for Accreditation, 2000.

Handbook for Institutional Self-Study, 1999

Handbook for Institutional Self-Study: The Alternative Model

Resource Manual on Institutional Effectiveness

Assessing Distance Learning Activities, 1997

The Continuing Education Unit Guidelines, 1994

Distance Education: Definitions and Principles—A Policy Statement, 2000

The following publications have been identified as resources for conducting the Success College study and are available in the SACS office (Temp-5). As the study proceeds other publications will no doubt be identified and will also be available:

Access and Excellence: The Open-Door College. John Roueche and George A. Baker III, et.al. Community College Press, American Association of Community Colleges, 1987.

Between A Rock and A Hard Place. John Roueche and Suanne Roueche. Washington, D.C.: Community College Press, American Association of Community Colleges, 1983.

In Pursuit of Excellence: The Community College of Denver. John Roueche et.al. The Community College Press, American Association of Community Colleges, 2001.

The Community College: Opportunity and Access for America’s First-Year Students. Joseph N. Hankin, ed. The National Resources Center for the Freshman Experience and Students in Transition. University of South Caroline, 1996.

Leadership and Committee Structure

Self-Study Co-Directors:
Ray Attner (Compliance Audit)
Faculty Dean, Business Studies

Ed Garcia (Strategic Focus)
Professor of English

Self-Study Editor:
Nancy Barlow
Professor of English

The Self-Study will be conducted by the following teams:

The Compliance Team will conduct the compliance audit. Members of the team will head sub-teams which will consider each of the Criteria standards.

The Success College Team will direct the strategic focus study. Members of the team will work on the various sub-teams which consider the "threads" of the Success College project.

The Resource Team is made of members of the Compliance and Success College teams as well as other members of the College community who can serve as resources for both aspects of the Self-Study.

The Logistics Team will coordinate all aspects of the Visiting Committee and the Consulting Team visit.

The Communications Team will work on website development and updating and on a Self-Study newsletter.

The Technology/Support Team will help with computer technology, research, record keeping, meeting arrangements and other support.

Team Rosters

Resource Team

Compliance Team

Success College Team

Logistics Team

Other members to be added as needed

Communications Team

Technology/Support Team

Specific Leadership Responsibilities

Compliance Director:

--Serve as co-chair of Resources Committee
--Design, manage, and coordinate the compliance audit process
--Coordinate compliance audit matters with College leadership
--Serve as liaison between COC staff representative and College
--Serve as liaison between Visiting Team chair and College
--Co-direct development of self-study plan and manual
--Direct appropriate review of preliminary working drafts by the College community
--Ensure timely publication of compliance audit report
--Oversee arrangements related to Visiting Team
--Coordinate appropriate follow-up activities to consider recommendations generated by the compliance audit
--Keep President and campus community informed about progress of compliance audit
--Oversee self-study budget

Success College Director:

--Serve as co-chair of Resources Committee
--Design, manage, and coordinate the Success College initiative
--Coordinate Success College with College leadership
--Serve as liaison between COC staff representative and College
--Serve as liaison between Consulting Team and College
--Co-direct development of self-study plan and manual
--Direct appropriate review of preliminary working drafts of the Success College report by the College community
--Ensure timely publication of the Success College report
--Oversee arrangements related to Consulting Team
--Direct institutionalization of Success College initiatives in light of Consulting Team report
--Keep President and campus community informed about progress of the Success College initiative
--Oversee self-study budget

Editor:

--Work with Self-Study co-directors to develop the editorial guidelines for the Self-Study
--Assist co-directors in reviewing preliminary drafts of compliance audit and Success College reports
--Edit the final drafts of the compliance audit and the Success College report
--Make arrangements for publication of reports

Logistics Team Co-directors:

--Select a local team to assist with making all arrangements for Commission on College staff, the Visiting Team, and the Consulting Team
--Contact visitors beforehand to determine schedules and needs
--Co-ordinate providing of all ground transportation and phone needs of COC staff and Visiting and Consulting Teams
--Arrange for delivery of Self-Study materials, supplies and refreshments in hotel and campus conference rooms
--Coordinate hotel and dining arrangement for all visitors
--Identify computer needs for visitors and arrange for set up as required
--Make all arrangements for opening reception and dinner

Core Team Chairs:

The core team chairs have the global responsibility of conducting the compliance audit for a specific section of the criteria for accreditation. The specific responsibilities of core team chairs include:

--Identify and invite colleagues to serve with the core group.
--Organize and direct the work of the committee.
--Develop a plan of action identifying time lines, areas of responsibility, meetings, methods of operation.
--Establish a calendar of committee activities within the scope of the overall compliance audit.
--Ensure that minutes of committee meetings are submitted to the compliance chair.
--Ensure that the research and writing duties are assigned equitably within the core group.
--Ensure that the work of the committee is in depth and analytical.
--Determine the degree to which the college is in compliance with the criteria for accreditation.
--Ensure that sufficient documentation is identified to support the committee’s findings.
--Report to the compliance chair any suggestions/recommendations the committee has for the improvement of the college.
--Communicate the findings regarding planning and assessment to the chair of institutional effectiveness.
--Ensure that status reports, the preliminary report, and final report are submitted by the dates specified.
--Work with the editor and compliance chair to ensure that the report adheres to the prescribed format.

Calendar for Self-Study

Calendar for Compliance Audit:

Calendar for Success College Initiative:

Logistics Team Calendar:

Self-Study Library

There are two functions for the Self-Study library: as a resource for faculty and staff conducting the compliance audit and the Success College initiative and as a repository for documents which support conclusions concerning the compliance audit. The latter function is crucial in communicating clearly and efficiently with the Visiting Team.

The resource materials will be housed in the larger room in Temp-5, the SACS office. This will include the key SACS documents like the Handbook for Institutional Self-Study, copies of self-study documents from other colleges, and DCCCD and BHC documents, like the catalog and policy and procedure manuals. They will be mainly for use in the office, though they may be checked out on a limited basis through the Assistant to the President who will be assisting the Self-Study directors.

The compliance audit supporting materials will be collected in files and transferred to notebooks for the Visiting Team. It is crucial that each audit report turned in have attached the relevant supporting material, including photocopies of parts of larger documents. It is also crucial that those materials be marked clearly (in the upper right hand corner of the document) with the Section number and page and line number of the must statement they belong with. Thus, if compliance with a must statement is substantiated by a statement from the college catalog, a photocopy of the relevant pages from the catalog must be turned in, marked with the Section, page and line number for the must statement from the Criteria. Of course, the whole documents will also be available to the Visiting Team, but our plan is to present the Visiting Team member with a notebook which contains the must statement, the conclusion about whether BHC is in compliance, analysis, and photocopies of the documents which support the analysis.

Supporting documents for the Success College report will be catalogued by Thread number.

Guidelines and Processes for Conducting Compliance Audit

The processes associated with conducting the compliance audit are envisioned as providing an opportunity to (1) explore the procedures, programs, practices, systems, and records of Brookhaven, (2) identify the areas where Brookhaven meets or exceeds the criteria for accreditation, (3) develop recommendations if areas are found less than standard, and (4) formulate strategies for the overall improvement of the college. Set within this context, the Compliance Audit Team (CAT) plans to conduct its in-depth and analytical review by initiating processes that (1) coincide with and are not overly intrusive to the operations of the college and (2) respect the college culture. To assure maximum results with a minimum of disturbance to the daily operations of the college, the CAT will function in core groups of dyads and triads drawing on staff, administration, and faculty who have expertise in the focus areas.

The Core Areas:

In order to complete its mission, the CAT will direct its attention and energy to the following four areas:

1. Institutional Purpose and Effectiveness
2. Educational Program
3. Educational Support Services
4. Administrative Support Services

The Institutional Purpose and Effectiveness analyses will emerge out of and aggregate the research, analysis, and conclusions of the implementation components (Educational Program, Educational and Administrative Support Services). In that way, the response to the Institutional Purpose and Effectiveness must statements will offer an integrated view of the functions, processes, and activities of Brookhaven.

The philosophical and operational foundation for the compliance audit is based on the following model:

Processes and Procedures:

The processes for each of the core teams will involve: (1) studying and understanding the criteria, (2) developing an operating plan, (3) dividing into sub-core groups, (4) conducting the compliance audit, and (5) reviewing and reporting the findings to the CAT chair and eventually the entire campus.

Once the core teams understand the assigned criteria, each will undertake an analytical process. All core teams will be looking for information, whether qualitative or quantitative, which describes the current status of the criteria. The task will be to demonstrate, through presentation of data, analysis, and documentation, how Brookhaven does or does not comply with each must statement. The process will require the examination of most of Brookhaven’s data and resources. So that the audit may be conducted as thoroughly and non-intrusively as possible, all requests for data will be coordinated with the CAT chair through a data gathering plan.

All core teams have data resources available (policy manual, previous self-study, etc.) in the Self-Study office (Temp 5), the Office of Institutional Effectiveness, division offices, and administrative offices. (The selection of individuals to serve on the core teams was done to facilitate access to data in operational areas.) If a survey instrument is needed, the self-study co-directors will serve as a clearinghouse for the development of an instrument as well as the processes for collecting the data.

As data is gathered, all supporting documentation will also be collected. In turn, the documentation (manuals, policy statements, minutes, memos) will be filed and catalogued in the

Self-Study office (Temp 5) under the appropriate must statement.

Once the data and documentation have been gathered, the core group will analyze the findings, determine whether the college is in compliance, and provide a written analysis of the findings (as well as the documentation) using the Compliance Audit Report Form (Appendix 1). Each core group will be given a computer disk containing its assigned must statements as part of the Compliance Audit Report Forms. The core team will be able to cut and paste to combine related must statements. If it is determined that Brookhaven is not in compliance with a criterion, the CAT chair will review the report and discuss it with the President and the President’s Cabinet. The President will then forward the report to the appropriate manager to remedy the compliance concern. In turn, the President will receive a written report when corrective action is taken. If the action does not bring compliance to the criterion, the process will be repeated.

Minutes: To provide individual core team coordination and communication to the CAT and the CAT chair, it will be absolutely crucial for the teams to keep track of their discussions, decisions, and requests. With this in mind, each core team will keep minutes (a collective memory) of its work. The minutes are designed to be a brief account of team meetings: who was present, what was discussed, decisions made, and what the next steps are. The information can be put on the Compliance Audit Report Form (see Appendix 2) or in a memo (hard copy or e-mail) to the team, with a copy to the compliance audit chair.

Procedures for Conducting Success College Initiative:

The Success College initiative began in the Spring semester of 2001 with meetings of the Success College Team (SCT) to explore the project and to find a direction or directions. The team is made up of a number of holdover members of the original Success Committee whose work led to the proposal for an alternative self-study as well as a number of new members. As now constituted it represents staff, administration and faculty, with a faculty chair.

The Threads: In order to explore the complex and comprehensive set of goals set for it, the SCT divided its attention into six "threads":

1. The overall College culture as it relates to student success
2. Professional development of BHC employees related to student success
3. Student goal setting
4. Examination of college processes, services, and courses and how they contribute or do not contribute to student success
5. Communicating with students in new ways concerning their progress
6. Implementation of the initiative

The team discussed each of the threads in global terms, trying to understand what we are already doing and what new initiatives we might undertake. In the process, the team developed a Brookhaven "site map": a portrait of what goes on at BHC related to students and student success and preliminary thoughts on what we do well and what we might do better.

At the end of the Spring semester 2001, the SCT subdivided into five thread teams, leaving the sixth thread—implementation and institutionalization—to be picked up later, probably Fall semester 2002.

Two threads, especially, will require broad participation from across the campus: the third and fourth. Team III will be developing a system for capturing student goals, helping students refine their goals, and determining whether those goals were met. The outcome of such a system would be a "report card" to the campus and community and eventually some mechanism for using the results to affect student success.

Team IV will direct examinations of all college processes, services, and courses related to student success. They will begin my developing a model for those examinations.

The process for each of the five working teams will involve (a) understanding their tasks, (b) subdividing into sub-teams, and (c) reporting to the SCT and eventually to the whole campus on their findings.

Minutes. Because of the complexity and diversity of the tasks involved, it will be crucial for the teams to keep track of their deliberations and communicate with the SCT and the SCT chair. To that end, each team will keep "minutes" of its work. The minutes are meant to be a brief account of team meetings: who was present, what was discussed, what was decided, and what next steps are planned. This information can be put on the Success College Meeting Report form (see Appendix 3) or in the form of a memorandum (hard copy or e-mail) to the team, with a copy sent to the Success College chair. This requirement is not meant to be onerous but is a necessary device for keeping a complex task on schedule.

Resources. Each team and each sub-team will draw on a variety of resources depending on its task. The first layer of resources will be the College community itself: the staff, administrators, and faculty on the ground, doing the work. For example, in Team IV’s examination of a College process like registration, the best resources will be staff (primarily) and faculty who run the process. Another layer of resources will be "best practices" available to the team through books and articles, the Internet, consultants, visiting other campuses, and attending conferences. A preliminary list of useful materials can be found above in the "Helpful Resources and References" section of this manual. The Resource Team, the Communications Team, and the Technology/Support Team (listed above) are also sources for help especially on technical matters having to do with computers and research.

Institutional Resources

Essentially, all the resources of Brookhaven College are at the disposal of the Compliance Audit and the strategic focus. Specifically, the Self-Study has a budget (see below) which includes faculty and staff salaries, technical and clerical help, and all necessary travel.

Additionally, the Self-Study has been provided with office space, telephone, office furniture etc. and a large meeting room and library. These are located in the two parts of Temp-5. One of the president’s assistants has been assigned as an administrative assistant to the Study. Technical support for publication of Self-Study materials is readily available.

For faculty, staff, and administrators working on any aspect of either study, an important resource is the co-directors who have released time from other duties and the editor who will have released time when the two reports are being prepared.

Budget and Authorization Policy

All encumbrances and expenditures of funds will be approved by the co-directors.

Editorial Guidelines

The most important editorial guidelines for the Self-Study will not be about form or appearance but about content. The Self-Study Editor will be able to correct any lapses in grammar or mechanics, but it will be up to the writers of the different sections of the report, especially the compliance audit, to supply the necessary analysis and support. What follows is a model of the compliance audit—what it should look like, what it should sound like, but also, and much more important, what level of analysis and support is appropriate. After the model (on the next page), you will find a short list of format and style guidelines which will make the job of final editing a little easier.

The Model

Note: The Brookhaven Self-Study Compliance Audit Report will be almost entirely made up of responses to the Must Statements like the one following. Any introductory comments will be supplied by the Director or the Self-Study Editor. Each core team will be given a disk containing the must statements assigned to it, each one followed by a blank form.

Section IV
Educational Programs

X Compliance ___ Compliance with suggestions ___ Non-compliance

Analysis:

The Brookhaven College Catalog clearly states the College’s policy regarding the admission of transfer students. The College requires that all transfer students submit official transcripts and that these transcripts be sent directly to the College from the institution(s) which originally granted credit. The Catalog names the accrediting associations from which a passing grade may be transferred. The College informs students of the number of credits which will transfer prior to enrollment or as soon as feasible after enrollment. Credit hours transferred are noted on the student’s permanent record and copied to the student’s advisor.

Documentation:

Brookhaven College Catalog, p 21
Transfer Credit forms, documentation
Coordinating Board Site Visitation Report, 2000, p. 12

Note about this model: Core team members should make copies of all relevant documents which support the analysis, and the documents should be coded with the number, page and line of the must statement and should be placed on file in the appropriate folder in the Self-Study office (Temp 5).

 Format and Style Guidelines

1. All reports should be written in Word and turned in on 3 and 1/2-inch floppies.
2. Headings should be in Arial and body type should be in Times New Roman, 12 pt. Check the model (above) for heading sizes.
3. Body text should be single-spaced with two spaces between paragraphs and no indentation of paragraphs.
4. Don’t justify text; all text should be flush left.
5. The tone of the reports will be objective. That doesn’t mean stiff or rigidly formal, but straightforward, clear, and well supported. It would not be appropriate to seem to be "selling" the College or to wax poetic on the wonders of Brookhaven. Just try to say as clearly as you can what you have determined in your study and what evidence you are using in support of you determination.
6. To avoid sexist language and to avoid the awkwardness of "he or she," try using plural pronouns and plural antecedents ("students" rather than "student" and "they" rather than "he or she").
7. If you have questions about spelling, you can consult any standard dictionary like the Random House Webster’s College Dictionary.
8. For questions of usage or grammar, you can consult any college handbook. The "official" handbook of the Self-Study will be Troyka’s Quick Access, 3^rd edition.

Mechanics

Most spelling, punctuation, and grammar rules are in all standard college handbooks, but some usage guidelines will be specific to this Self-Study.

1. Refer to Brookhaven College as Brookhaven College, Brookhaven, BHC, or the College.
2. The self-study we are engaged in is always referred to as "the Self-Study," capitalized and always hyphenated.
3. Use these abbreviations for academic degrees: Ph.D., M.A., B.A., A.A., A.A.S. (Note: Word might want to discourage you from putting periods in some of these abbreviations, but are we going to let Microsoft push us around?)
4. Capitalization will be more liberal in the Self-Study than the usual usage. We will, for example, capitalize titles, offices, divisions, committees: the President, the Dean of Communications, the Business Office, the Social Science Division, the Success College Team.
5. Italicize titles of book-length publications: Brookhaven College 2000-2001 Catalog, Criteria for Accreditation.

The Success College Report will not, of course, follow the content of the model for the compliance audit, but format, capitalization etc. guidelines will be the same. The general format for that report will include (in each chapter):

1. The goals for that thread.
2. The process the committee(s) went through.
3. Findings—from surveys, analyses of programs, focus groups, interviews, written sources, pilot studies or some other sources.
4. Conclusions based on the findings.
5. Recommendations for further study or action.
   
   

Communication Plan

It is our intention to make the self-study process as open and transparent as possible. Both the compliance audit and the Success College initiative are all-College team efforts. The preliminary deliberations which led to the application for the non-traditional self-study were conducted at all-campus meetings. The preliminary work done in the spring of 2001 done by the Compliance Audit director and the Success College Team were publicized in an all-campus meeting, work group meetings, and an end of semester summary of the Success College Team’s work. Beginning in fall, 2001, the co-directors will put together a monthly letter, delivered to the campus community via e-mail. In addition, all relevant documents (including this manual) will be posted on the SACS Web site.

Preliminary versions of both Self-Study reports will be available to the campus community by a number of means, including the Web site, focus groups, work group meetings, and hard copies available in the SACS office library and other places on campus. Reactions to the preliminary reports will be gathered by these various means and used to revise the reports.

Plan for Responding to Recommendations

The first response of the College to the Visiting Team report will be to a draft of the report which the Director of the Compliance Audit, the Chairs of the Principal Committees [or Core Teams], and the Resource Team will review for factual accuracy.

When the final draft of the report is forwarded to Brookhaven by the Commission on Colleges liaison, the College will respond to the report and its recommendations as follows:

1. The President and Director of the Compliance Audit will review each recommendation with the appropriate Core Team Chair, and the Core Team Chair will assemble a team to respond to the recommendation.
2. The team will prepare the response to the recommendation. The response will include the recommendation exactly as it appears in the Visiting Team Report, a description of the Visiting Team’s concerns which led to the recommendation, and an account of how the College has acted to carry out the recommendation or will act. If action has not yet taken place, the team will show an action plan, a schedule for accomplishing the plan, and evidence of a commitment of resources to accomplish the plan.
3. Each recommendation team will submit their response to the President who will have the responses assembled and submitted to the Commission on Colleges.
4. This will be accomplished within five months after the conclusion of the site visit.

Plan for Responding to Consulting Team Report

The Consulting Team report will be an important source for guidance as the College decides how to proceed with the various aspects of the Success College initiative. Following the receipt of the Consulting Team Report, the Success College Team will meet to consider the report and to make plans for implementing Success College. When those plans have been worked out, the SCT will prepare a report to the President of Brookhaven and will meet with her to present the report.

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