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LEWIS-DISSERTATION-2018.Pdf THE IMPACT OF ACCREDITATION ON INSTITUTIONAL ASSESSMENT OF STUDENT LEARNING OUTCOMES: A CASE STUDY OF HISTORICALLY BLACK COLLEGES AND UNIVERSITIES A Dissertation by JESSE MARCUS SHELTON LEWIS Submitted to the Office of Graduate and Professional Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Chair of Committee, Vicente M. Lechuga Committee Members, Christine A. Stanley Charles R. Conrad Fred A. Bonner, II Head of Department, Mario S. Torres, Jr. December 2018 Major Subject: Educational Administration Copyright 2018 Jesse Marcus Shelton Lewis ABSTRACT The accreditation of an institution is one of the most important functions provided by accrediting agencies. All institutions must experience the accreditation process in order to be accountable. Many Historically Black Colleges and Universities (HBCUs) are challenged by accrediting agencies. However, HBCUs have a legacy of creating great leaders who have contributed talents and ideas that generate a significant impact on the American society. The purpose of this study was to explore accreditation problems involving four HBCUs and to evaluate the strategies they used in solving these problems. Emphasis is placed on the management of academic programs and the improvement of student learning outcomes and assessment. This study also embarked upon the mission statement that fosters lifelong learning and academic excellence designed to produce intellectually prepared students. A successful student learning outcomes and assessment program was developed to prepare students for career choices and to improve retention and graduation rates. HBCUs must raise expectations for students to graduate so they can fulfill the mission of the institution and comply with accreditation standards. This study was embedded in qualitative research inquiry using institutional documents, observations, and the interviewing of 39 participants as a means of gathering data. Each participant explained their role, and the strategies and procedures used during the accreditation process. Eight categories emerged from the factors involved in contributing to the reaffirmation of accreditation. Each institution also ii developed shared goals, common themes, and core expectations. All four HBCUs were awarded reaffirmation by either the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC, or SACS) or the Transnational Association of Christian Colleges and Schools (TRACS). The conclusions and implications of this study revealed that efforts should be made to identify effective and robust strategies that HBCUs can adopt to boost student motivation and enhance student learning outcomes and assessment. These strategies can enhance student learning and improve the validity of outcomes assessment. The results will inform HBCUs of the need for further research in the planning and preparation stages of the accreditation process. iii DEDICATION This dissertation is dedicated to my parents, Mrs. Pamela Shelton Lewis and Mr. Donald Ray Lewis. I would also like to offer a special dedication to the memory of my late grandparents, Mrs. Versie Knighton Shelton, Mr. Felix Louis Shelton, Sr., Mrs. Ruth Anna Lewis and Mr. Lawrence Lewis, Sr. The love, support, encouragement, and inspiration from my parents and grandparents has enabled me to pursue this doctoral degree. This doctoral degree is considered as a special tribute to my maternal grandmother, Mrs. Versie Knighton Shelton, who supported me throughout my childhood. She was the only grandparent that was still living and able to see me enter Texas A&M University. Her love, encouragement, discipline, motivation and prayers will always be a lasting memory. iv ACKNOWLEDGEMENTS First of all, I want to praise my Heavenly Father and thank him for giving me the strength and energy to move forward each day as I traveled to conquer an endless journey. Now that my journey has finally culminated, I would like to thank my parents for their prayers, support and dedication as I continued to persevere while pursuing my doctoral degree. I would like to express my sincere gratitude to my committee chair, Dr. Vicente Lechuga for his guidance, patience, and support during the years that I continued to pursue my degree. His motivation and assistance enabled me to finally reach an endless journey. I am also indebted to my committee members, Dr. Christine Stanley, Dr. Charles Conrad and Dr. Fred Bonner for believing in my ability to succeed. I am sincerely grateful for their guidance, support and commitment to my research. In addition to my committee, I would like to give a very special thank you to Mrs. Joyce Nelson, former Director of Academic Advising, who stood by my side from day one. Her inspiration, support and enthusiasm assisted me throughout the doctoral program. I would also like to thank Dr. Yvonna Lincoln for her thoughtfulness and words of encouragement. A few years ago, I was introduced to Dr. Lamore Carter from Grambling State University, who once served as the President of Wiley College in Marshall, Texas. I met him through e-mail and during a telephone conversation. He was a friend of Reverend Dr. Ricky D. Helton, Sr., a former professor of mine from Grambling State v University. Unfortunately, Dr. Carter passed away in August of 2017. He served as a great mentor for me, because with his assistance I was able to enter all four Historically Black Colleges and Universities (HBCUs). His expertise and encouragement influenced the gatekeepers to let me enter their institutions. I was amazed at the genuine support that I received at each HBCU. Therefore, a special thank you is in order for the 39 participants that I interviewed, and the assistance I received from the campus communities. Their participation was invaluable and created a great impact on the data findings. Most importantly, I will always be grateful for the contributions that Dr. Carter made in guiding my research. I would also like to thank Reverend Dr. Ricky D. Helton, Sr. for his devoted time and energy in assisting me throughout my research. Special thanks also go out to Dr. Ellen Smiley, Dean of Earl Lester Cole Honors College, Grambling State University, Dr. Sharon Ford-Dunn, Associate Professor of Mass Communication, Grambling State University, Dr. Gaylon Murray, former Professor of Mass Communication, Grambling State University, Dr. Thomas Lynch, former Professor of Public Administration, Louisiana State University, and Dr. Thomas Durant, former Professor of Sociology, Louisiana State University. I would especially like to acknowledge Dr. Belle S. Wheelan, President of the Commission on Colleges of the Southern Association of Colleges and Schools, for her time and interest in supporting my research from the very beginning. The encouragement and assistance from each mentor gave me the intellectual insight to pursue this magnificent goal. The doctoral program has been challenging, exhilarating and a wonderful learning experience. vi I appreciate the many words of wisdom from the members of the Texas A&M University Black Graduate Student Association (BGSA), Graduate Representative Advisory Board (GRAB), and the Graduate and Professional Student Council (GPSC). Lastly but not least, a special thanks to my uncle and aunt, Mr. Felix Louis Shelton, Jr. and Mrs. Naomi Golden Shelton, for their encouragement and persistence; my godmother, Mrs. Goldie Broussard, for her tenacity and motivation; my godmother’s daughter, Dr. Linda Broussard Tolbert, for being an amazing role model; the church members who prayed for my success; my cousin, Mrs. Issie Shelton Jenkins, who told me to “stick with it,” also, other relatives and friends who wished the best for me and never doubted my potential. I feel very jubilant and excited over my success, because I am the second member of my family to earn a doctoral degree. Therefore, I will now close the pages of my dissertation, and look forward to a new beginning in the competitive world of work experience. vii CONTRIBUTORS AND FUNDING SOURCES Contributors This work was supervised by a dissertation committee consisting of Professors Vicente M. Lechuga, and Christine A. Stanley of the Department of Educational Administration and Human Resource Development at Texas A&M University, Professor Charles R. Conrad of the Department of Communication at Texas A&M University, and Professor Fred A. Bonner, II of the MACH-III Center at Prairie View A&M University. All work conducted for the dissertation was completed by the student, under the advisement of Professor Vicente M. Lechuga of the Department of Educational Administration and Human Resource Development. Funding Sources There are no outside funding contributions to acknowledge related to the research and compilation of this document. viii NOMENCLATURE ACADEMY Achievement in College Algebra During the Matriculation Year CHEA Council for Higher Education Accreditation CLA Collegiate Learning Assessment HBCU Historically Black College and University IAIP Institutional Assessment and Improvement Plan MAPP Measure of Academic Proficiency and Progress QEP Quality Enhancement Plan SACS Southern Association of Colleges and Schools SACSCOC Southern Association of Colleges and Schools Commission on Colleges SEF Southern Education Foundation TRACS Transnational Association of Christian Colleges and Schools ix TABLE OF CONTENTS Page ABSTRACT .............................................................................................................. ii DEDICATION .........................................................................................................
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