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Effectiveness evaluation
 

I. DISTANCE AND DISTRIBUTED EDUCATION
ANNUAL REPORT 2007-2008

Mission

The Distance & Distributed Education Center is a university-wide function at UWG which serves to develop and enhance the university's ability to deliver education to students at remote locations, and to meet institutional distance learning goals. Through intercampus sharing of resources, the Distance and Distributed Education Center facilitates collaboration among university colleges and departments to deliver quality distance instruction, faculty and student services, and initiatives.

Goals

Goals and functions of this department mirror the institutional distance learning goals (http://www.westga.edu/~distance/):

  • Work with faculty to plan and create distance learning environments that encourage and support excellence in a personal environment
  • In collaboration with other campus and state departments, maintain the human and technical resources and network infrastructure necessary to successfully support and deliver distance and distributed learning.
  • Ensure that academic and student services are appropriate to meet the needs of distance and distributed learners.
  • Conduct continuous evaluation of distance and distributed learning and support services to ensure the advancement of the University's mission and adherence to quality standards.
  • Support research, scholarship, and creative endeavors which promote knowledge of distance learning.

These goals are reviewed annually in March, by the Distance and Distributed Education Steering Committee, and revised as appropriate.

Statement of Outcomes, Processes to Assess These Outcomes, and Assessment Results Where Appropriate

Goal 1. Plan and create distance learning environments that encourage and support excellence in a personal environment. Accomplishing this goal will ensure that:

  • Student and faculty satisfaction with distance and distributed education courses is high.
    1. Fall 2007 evaluations showed that 87% of distance students agreed that their attitude toward online learning was positive at the end of the term (up from 83% in Fall 2007). 86% agreed in Spring2007. 89% in Summer 2007.  
    2. 80% of students (Summer 2007) said they'd like to take more courses in future mostly online (compared to 76% in Summer 2006). (Spring 2007 - 78%; Fall 2007 – 66%). 
    3. 66% (Summer 2007) of students said they'd like to take courses in the future completely online (up from 64% a year earlier). (Spring 2007 - 65%; Fall 2007 – 55%).
    4. 95% (Summer 2007) said that their instructor was positive about the online component of their course (up from 91% in Summer 2006). (93% in Spring 2007; 91% in Fall 2007). 
    5. The number of courses using WebCT Vista has grown dramatically over the past three years, with this year's total estimated at an all-time high of 2228, up from 1318 in FY05.   Unique headcount in students taking distance courses also rose from 1922 in FY07 to 2633 in FY08. Enrollment in courses using distance technologies, climbed to by 25%,  to 61,426 in FY08 from 46, 371 last fiscal year
  • Student retention distance and distributed education courses is comparable to or higher than that of traditional courses.
    1. Fall 2007 retention for Distance students was 90.8% for distance students excluding eCore, compared to 89.8% for non-Distance students. Spring 2008 retention for Distance students was 91.5% excluding eCore, compared to 90.5% for non-Distance students. Summer 2007 retention for Distance students was 96.7% for distance students excluding eCore, compared to 94% for non-Distance students. 
    2. Thanks to additional advisement and student mentoring resources, eCore (courses delivered through the statewide consortium) retention improved at 73% for Fall 07 versus 70% for Fall 06; 73% for Spring 2008 versus 68.3% for Spring 2007; and 82% for Summer 07 versus 76% for Summer 2006.
  • Students enrolled in distance courses have access to student services.
    1. The UWG Online Connection (http://www.westga.edu/~online/) provides easy web access for distance students to access student services.
  • Student learning outcomes are comparable to those in traditional courses. (ex. http://coe.westga.edu/mit/outcomes/index.html )
    1. These are generally the same as traditional and are evaluated on a departmental basis.
    2. Only 25% of students reported in their distance learning evaluations that they felt more comfortable participating in a face-to-face course than in an online course. 
  • Interaction among student-faculty, and student-student are at least as high as in a traditional course.
    1. For Spring 2008, students were asked to rank on a 1-5 scale whether or not they felt more comfortable participating in a class online than in a f2f meeting. Faculty demonstrate competence in developing distance courses whose academic standards and student learning are the same as those for other courses delivered.
    2. All faculty MUST complete technical and pedagogical training prior to teaching a distance course.
    3. Academic standards and student learning are evaluated on a departmental basis. The DDEC reviews student surveys, class by class, to assure that overall student satisfaction with the faculty and the course are adequate. Since 1998, there have only been two cases in which the faculty competence seemed questionable based on student complaints. These were referred to the appropriate department head and dean. Both faculty members have since left the institution.
  • The number of courses developed and offered through distance media meets the demand of the region’s students.
    1. A number of students mentioned in their open-ended responses on the written survey that they need more online courses and online degree programs.

Assessment methods: Written student surveys at end of each term, annual focus group with distance students, informal discussions with Distance Learning Steering Committee and distance faculty. Student learning outcomes are assessed by academic units offering instruction. See: http://www.westga.edu/~distance/data/eval/

Goal 2. Maintain the human and technical resources and network infrastructure necessary to successfully support and deliver distance and distributed learning. Accomplishing this goal will ensure that:

  • Faculty are trained and prepared to teach distance and distributed courses.
    1. All faculty MUST complete technical and pedagogical training prior to teaching a distance course.
  • Students and faculty are able to receive immediate technical assistance through telephone or email, as well as face-to-face assistance when possible.
    1. The DDEC staff provide immediate response to technical questions from students weekdays from 8 am until 6 pm weekdays. Students may contact a statewide support line after hours.
    2. Helpline satisfaction surveys indicate that all students in July 2007 – June 2008 ranked the amount of time it took them to get help an average of 9.8 on a scale of 1 to 10.
    3. In Spring 2008, three new Graduate Assistants were hired and placed in an office located in the College of Education so that they would be in closer proximity to the faculty and students needing help with mostly online courses. In the course of one term, the GAs provided 372 hours of direct service to distance faculty and students. 
  • Students and faculty are able to receive assistance through a central point-of-contact .
    1. The DDEC provides a central point of contact for support for all UWG distance courses.
  • A variety of delivery methods are available.
    1. In addition to the primary online mode of WebCT Vista, distance courses may also utilize videoconferencing, and Wimba’s Live Classroom and additional tools for synchronous or archived delivery of lectures featuring voice and visuals, Impatica for simple audio-visual online presentations, Camtasia for more advanced video, audio, and interactive productions.
    2. Technology resources were expanded to include an online course evaluation system known as CourseEval, a local audio/video streaming server system, as well as campus-wide license for Respondus (to make WebCT Vista assessment development easier for faculty) and StudyMate (to make the devlopment of interactive Flash modules easier for faculty).
  • Distance courses are easily accessible to a growing number of students and potential students.
    1. Enrollment in distance courses (51-100% online) jumped by 25%, from 7,654 in FY07 to 10,293 in FY08. Unique headcount in students taking distance courses rose from 1922 in FY07 to 2633 in FY08.
    2. The total number of distance courses (51-100% online) offered increased by 14% in FY08, with 485 courses offered in FY08 courses, compared to FY07's 422, FY06’s 375, a FY05 total of 292, a FY04 total of 243, 132 in 2003, and 144 in 2002. Fully online UWG courses, not counting eCore, saw a 34% increase from 82 in FY07 to 124 in FY08. Partial distance courses (those offered 51-94% online) increased by 13%, going from 173 in FY07 to 197 in FY08.
    3. Downtime for courses residing on UWG servers is non-existent or minimal, with backup plans in place and utilized as needed.
    4. Except for scheduled maintenance, the WebCT Vista system has functioned without significant interruption since January 2002. Faculty use WebCT Vista and Wimba Live Classroom as the primary delivery tools.
    5. All UWG WebCT Vista courses were migrated to the WebCT VISTA version effective January 2007, which is housed on a centralized USG server.

Assessment methods: Written student surveys at end of each term, annual focus group with distance students, informal discussions with Distance Learning Steering Committee and distance faculty, departmental annual self-review. See: http://www.westga.edu/~distance/data/eval/

Goal 3. Ensure that academic and student services are appropriate to meet the needs of distance and distributed learners. Accomplishing this goal will ensure that:

  • Each distance course or program provides students with clear, complete and timely information on the curriculum, course and degree requirements, nature of faculty/student interaction, prerequisite technology competencies, technical requirements, availability of academic support service, financial aid resources and costs and payment policies. See: http://www.westga.edu/~distance/students/
    1. Information available on web and syllabi for all distance courses and programs.
    2. Information also available in online student handbook, and other online points of access for students.
  • Students express satisfaction with the level of academic and student services received when taking distance and distributed courses.
    1. Spring 2008 expressed general satisfaction.  The majority of complaints were course specific.
  • Students are aware of and utilize online resources available to them for academic and student support.
    1. According to a telephone survey conducted in April 2008, most students were satisfied with support services (advising, financial aid, career services, registration, and book purchase) or said "did not apply.”  Sixty-nine percent (up from 63% in 2007) of distance students surveyed in April 2008 reported that they used library services,and 83 % were satisfied or very satisfied with these services.
  • Enrolled students have reasonable and adequate access to the range of student services and resources appropriate to support their learning.
    1. Distance students have access to the range of student services and resources that traditional students do, and also special services such as support from the DDEC, and special services from the library. Information regarding services is available at www.westga.edu/~online   

Assessment methods: Written student surveys at end of each term, annual focus group with distance students, informal discussions with Distance Learning Steering Committee and distance faculty, departmental annual self-review. See: http://www.westga.edu/~distance/data/eval/

Goal 4. Conduct continuous evaluation of distance learning and support services to ensure the advancement of the University's mission. Accomplishing this goal will ensure that:

  • Faculty use results of evaluations to improve courses.
    1. All distance faculty must complete the Distance Evaluation Summary form, documenting what changes they will make in future distance courses based on their student surveys.
  • Distance learning staff uses results of evaluations to improve programs and services as a whole.
    1. The DDEC staff reviews evaluations and completes an annual effectiveness evaluation each June. A staff retreat is also held annually to assess staff quality standards, issues and plan for the next year.
  • The technologies selected are appropriate to meet course or program objectives.
    1. The DDEC selects technologies for campus use and support based on student need, recommendations from other institutions and faculty, as well as cost-benefit analysis.
    2. Individual departments and instructors select from combinations of the various institutional technologies (for example, WebCT Vista, videoconferencing, Wimba Live Classroom) based on the program and course objectives.
  • Documentation of evaluations for each course and the overall distance program is available and accessible via the web. Aggregate reports are available at http://www.westga.edu/~distance/data/stats/ Beginning Spring 2008, a new online course evaluation tool called Course Eval was rolled-out, allowing easier access to course-specific data and more granular comparative analysis.
    1. Overall evaluations for student written surveys, focus groups, phone surveys, retention and other data is available at the DDEC website http://www.westga.edu/~distance/data/eval/
    2. Raw survey data is also maintained by the DDEC and each department offering distance courses.

Assessment methods: Faculty summary of evaluations each term, written student surveys at end of each term, annual focus group with distance students, informal discussions with Distance Learning Steering Committee and distance faculty, departmental annual self-review. See: http://www.westga.edu/~distance/data/eval/

Goal 5. Support research, scholarship, and creative endeavors which promote knowledge of distance learning. Accomplishing this goal will ensure that:

  • Our journal, conference, and certificate programs maintain excellent reputations among distance learning administrators in the United States and worldwide.
    1. The journal is required reading for many institutional programs, including University of Nebraska's doctoral program in Higher Education, and is referenced in many papers and books.
    2. The conference attracts a growing international audience of practitioners in the field.
  • Our Online Journal of Distance Learning Administration continues to increase in readership.
    1. The journal's average of hits per edition increased from 15,000 in FY07 to 16,000 hits per edition in FY08.
    2. In its eleventh year of production, the OJDLA had a significant increase in international readers, from a span of  49 countries in FY07 to 71 countries in FY08.  As of July 1, 2008, the journal had been accessed nearly 400,000 times.
    3. UWG faculty conduct research to enhance distance courses at UWG and to provide scholarly information to their field .
    4. UWG faculty and staff regularly present research at the DLA Conference and other conferences, including SITE, Educause, and other professional meetings. Many UWG faculty articles and books on distance learning are linked from the distance website.

Assessment methods: Certificate program and conference evaluations , readership data of journal , feedback from readers and participants .

Examples of Using of Assessment of Goals and Outcomes to Improve a Process

    1. Delivery methods: As a result of reviewing their course evaluations, faculty continuously indicate the need to more easily incorporate use of multimedia in their courses, including audio and video. The DDEC responded by upgrading its Wimba Live Classroom server, which allows for two-way video; and by upgrading the campus-wide license for Impatica, to allow for narrated presentations to be produced using Office 20007 and to be easily delivered mobile via capable phones, Ipods, and Blackberrys. In addition, we made available a new suite of products which integrates with WebCT Vista, enabling audio voice boards, podcasting, and rapid creation of audio files. These enhancements, unlike some several years ago, are seamlessly integrated and have a very low learning curve for both faculty and students. We have also purchased a campus-wide license for a rapid elearning product called StudyMate to enable a content expert to more readily develop professional-looking, interactive content. Some instructors are also beginning to explore podcasting as a way to deliver course content to learners.
    2. Faculty training: Training housecalls were implemented in January 2004 in order to allow faculty to get just-in-time training to assist them in preparing for their distance courses. 243 house calls (over 229 hours of Dr.D's) were made in FY2007. Also, online resources for those instructors who are primarily self-directed are continually developed and updated. Graduate Assistants, funded through eTuition in Spring 2008, provided 35 training housecall appointments totaling 23 service hours, as well as an additional 13 hours of just-in-time training and assistance.  
    3. eCore retention: Resources are increasingly being directed towards meeting the unique advisement and support needs of those engaged in online learning through eCore. The first phase of a multi-pronged evaluation and improvement process was completed in Spring 2007. The first phase included a statistical analysis of eCore retention and grades, on a course-by-course basis (as compared to on-campus counterparts) and interviews with eCore students who had withdrawn from class. Based on this data, several suggestions were made to the system office, and the DDEC has implemented new processes and support mechanisms specifically for eCore students:
      1. In order to register for six "high-risk" courses, students who had not previously passed an eCore course with a grade of C or better were required to complete an online orientation (which addressed basic information which had proved to be problematic to surveyed students) followed by a quiz that covered all of the points raised. An amended version of our “What to Expect from an Online Course” orientation and quiz are now being used campus-wide by advisors, to help prepare students for non-eCore online courses at UWG.
      2. An eCore mentor (student assistant) was hired to assist UWG faculty teaching eCore courses in identifying students who were having problems, and assisting them.
      3. A Learning Community Leader (student assistant) was hired to set up a social network (utilizing FaceBook) for UWG eCore students. This forum provided reminders about deadlines, success tips, and enabled students to dialogue "off-the-record" about their course experiences and concerns.

Summer 2007 marked the first semester in which all UWG-based improvements included gated registration were made. During this semester, UWG broke the 80% retention mark for the first time. Because of these results, we expanded the required online orientation/quiz to include all eCore courses. Students who have successfully completed an eCore course with a C or better do not have to take the orientation test.

Summer Semester 2007 improved from 76% Summer 2006 to 82% Summer 07.

Fall semester 2007 retention improved from 70% in Fall 06 to 73% in Fall 07.

Spring Semester 2008 retention improved from 68% Spring 07 to 73% Spring 08.

Department Condition

Students: Student satisfaction with distance and distributed courses continues to be high. In Spring 2008, retention for distance courses was 91.5 percent; and overall retention in distance courses (excluding eCore) was higher than for non-distance courses during every FY08 term. Eighty-seven percent of students reported that they had a positive attitude about distance learning after taking a course in Fall 2007 . Ninety-five percent reported that they found WebCT Vista easy to use and understand. 

Course Offerings:  Enrollment in distance courses (51-100% online) jumped by 25%, from 7,654 in FY07 to 10,293 in FY08. Unique headcount in students taking distance courses rose from 1922 in FY07 to 2633 in FY08. The total number of distance courses (51-100% online) offered increased by 14% in FY08, with 485 courses offered in FY08 courses, compared to FY07's 422, FY06’s 375, a FY05 total of 292, a FY04 total of 243, 132 in 2003, and 144 in 2002. Fully online UWG courses, not counting eCore, saw a 34% increase from 82 in FY07 to 124 in FY08. Partial distance courses (those offered 51-94% online) increased by 13%, going from 173 in FY07 to 197 in FY08. The number of courses using WebCT Vista has grown dramatically over the past five years, with this year's total estimated at an all-time high of 2228, up from 1610 in FY06 and 1318 in FY05.   Total distance and distributed enrollment supported by the DDEC climbed to 61,426  from 46, 371 last fiscal year and 40,691 in FY06.

Resources: As the demand for distance learning courses and services has increased, so has the need for human resources. Five student assistants, funded by Student Technology Fees, have continued to be vital in providing first-level telephone support for distance students. Additionally, two eCore Student Assistants (an eCore Mentor and eCore Learning Community Leader) were instrumental in the success we’ve experienced in increasing eCore retention rates. In Spring 2008, three new Graduate Assistants were hired and placed in an office located in the College of Education os that they would be in closer proximity to the faculty and students needing help with mostly online courses. In the course of one term, the GAs provided 372 hours of direct service to distance faculty and students. The GAs provided faculty and student support and training, as well as exam proctoring, digital media production and assistance teaching a fully online Media and Instructional Technology course. A full-time staff member was also added, Cheryl Coppollela, to assist with eCore advisement. Since 2004, the number of WebCT course sections has almost doubled in these past three years (from 962 sections to 1849). The number of distance (more than 50% online) courses increased from 280 in FY2004 to 485 in FY2008. The department has a highly critical need to add additional support personnel to support existing distance learning courses and expand its programmatic offerings to meet the requirements of university system initiatives.

Department Achievements

    1. Continued to make multiple operational improvements, particularly in the area of evaluation and student services for distance students. We conducted 37 student orientations in the classroom in FY07. The student orientations averaged over 60 minutes per session.

    2. Attend training and participated in pre-implementation planning, for our BOR's centralized WebCT Vista server upgrade to Vista 8 by January 2009.

    3. Conducted 47 in-house, one-on-one faculty and staff training sessions. The average training session lasted 1 hour and 6 minutes. This does not include the “housecalls” described in number four below.

    4. The DDEC began offering “housecalls ” to faculty who need assistance with distance learning in Spring 2004. Support staff  were available to visit faculty in their offices on Monday and Wednesday mornings by appointment. Visits were mostly limited to 60-minutes, and support was limited to providing assistance with WebCT Vista course tools, demos of technologies and software (such as Wimba Live Classroom, Impatica , etc.) and basic course evaluation and improvement. 243 visits were made in FY07 which was comparable to the number of visits in FY06.

    5. New Graduate Assistants, funded through eTuition in Spring 2008, provided 35 training housecall appointments totalling 23 service hours, as well as an additional 13 hours of just-in-time training and assistance.  Melanie and Christy - is this ok or does their stuff go in with ours? 

    6. Responded to approximately 2200 helpcalls, which is approximately 1/3 of all technology-related helpcalls reported on the UWG campus.

    7. Published four quarterly editions of the Online Journal of Distance Learning Administration. Average number of visits to the site each month is 5365.

    8. With 367 UWG faculty and staff in attendance, the DDEC delivered 38 workshops to UWG faculty and staff. The average workshop length was typically over one and a half hours. Through the DDEC workshops, 199 different faculty and staff members were served in FY07. 

    9. Delivered two sections of the Distance Learning Certificate Program to 24 participants from 9 states and 2 countries.

    10. Delivered two sections of the Distance Education Certified Trainer Program to 21 participants from 11 states and 3 countries.

    11. Delivered three sections of the Advanced Technologies in Distance Education Program to 23 participants from 10 states and 1 country.

    12. During FY ‘08, UWG continued to be number one among the eCore host institutions, in eCore enrollment. The University of West Georgia accounted for 43% of all students in eCore this year, compared to 39% of all students in last year. In FY ’08, UWG eCore enrollment averaged 641 per term for the year, compared to a 509 student average per term for last year. Resources are increasingly being
      directed towards meeting the unique advisement and support needs of those engaged in online learning through eCore. A multi-phase evaluation and improvement process was implemented and was successful in improving retention; however, we are continuing to make improvements as we strive to increase retention even further for the Fiscal year 2009.

    13. An amended version of our “What to Expect from an Online Course” orientation and quiz, originally developed to help raise eCore retention, are now being used campus-wide by advisors, to help prepare students for non-eCore online courses at UWG.

    14. Selected for a national program sponsored by MERLOT (http://taste.merlot.org/ ) and in collaboration with UWG faculty Jeff Rooks, the USG Board of Regents and Georgia Public Broadcasting; the ELIXR project recognizes, records, and shares online multi-media presentations on best practices in instructional technology.

    15. Out of all USG schools, this is the second year in a row that UWG has been featured in a Board of Regents Accomplishments annual, highlighting innovative uses of WebCT Vista for collaboration.

Staff Productivity

DDEC staff members sponsored the ninth-annual Distance Learning Administration Conference at Jekyll Island in June 2008. The conference was attended by more than 140 distance learning professionals representing more than 31 states, and several countries. Melanie Clay served as conference director, Alicia Williams as conference manager, Stacey Rowland as event manager, and Christy Talley as technology coordinator.

Dr. Melanie N. Clay served as Editor-in-Chief of the Online Journal of Distance Learning Administration, DLA2008 Conference Director, and as UWG’s representative on the Regent’s Advisory Committee on Distance Education. She also served on the UWG Enrollment Management Committee, the UWG Web Redesign Task Force, the UWG Center for Teaching and Learning Advisory Committee, and on the Technology Coordinating Council.  She was published as the leading author in the Journal of College Student Retention with Ms. Stacey Rowland and Dr. Abbot Packard: Improving Undergraduate Online Retention Through Gated Advisement and Redundant Communication, 10(1) 93-102, 2008-2009, J. College Student Retention.She was the primary author of a presentation, Implementation of eTution: Lessons Learned (with Janet Gubbins), delivered at DLA2008. She is also the co-director of the national MERLOT/ ELIXR project for which our department was selected.

Janet Gubbins served as the primary administrator for WebCT Vista, UWG’s developing iTunes initiative, the USG Podcasting Server, and UWG’s Georgia Public Broadcasting’s United Streaming Service. She contributed as an alternate on the UWG Tech Fee Committee, the Technology Coordination Council, and the Regent’s Advisory Committee on Distance Education. She participated on the UWG Strategic Enrollment Committee and the UWG Office ’07 Implementation Committee. She was the secondary author of a presentation by Dr. Melanie Clay, Implementation of eTuition: Lessons Learned, delivered at DLA2008. In addition, Janet attended the Rock Eagle Annual Computing Conference and taught an American Government eCore course.

During 2007-2008, Christy Talley continued to act as the Wimba Administrator and the secondary Vista Administrator.  Christy also became the CoursEval administrator in 2008 and administers course evaluations for all online courses. Christy continued to serve on the Numbers Group sub-committee and the Distance Learning Steering Committee. She is also the co-director of the national MERLOT/ ELIXR project for which our department was selected. 

Stacey Rowland continued to serve as eCore Coordinator for University of West Georgia. She was appointed as the webmaster for the Distance & Distributed Education Center beginning Fall Semester 2007, as well as the Production Editor of the Online Journal of Distance Learning Administration. She now serves as the Conference Event Manager for our annual conference on Distance Learning Administration. Stacey attended the Rock Eagle Annual Computing Conference in Eatonton, Georgia, October 24 - October 26, 2007, and was published in the Journal of College Student Retention for an article she coauthored with Dr. Melanie Clay (leading author) and Dr. Abbot Packard: Improving Undergraduate Online Retention Through Gated Advisement and Redundant Communication, 10(1) 93-102, 2008-2009, J. College Student Retention.

Cheryl Coppolella was added to the staff as an Extended Degree Academic Advisor in October 2007. She served as an advisor for eCore students, as well as an academic advisor to students who are undecided or pre-major on the Newnan campus. She assisted the Newnan campus in performing campus assessments and gathering student data. Cheryl successfully completed the Advanced Technologies for Distance Educators certificate program, as well as Safe Zone training. She also served on the PeopleSoft Information Sub-Group.

Alicia Williams was added to the staff as the Student Support Specialist. She is also the Managing Editor for the Online Journal of Distance Learning Administration and she serves as Conference Manager for our annual conference on Distance Learning Administration. Alicia attended the Rock Eagle Annual Computing Conference in Eatonton, Georgia, October 24 - October 26, 2007. Alicia also successfully completed the Advanced Technologies in Distance Learning Certificate Program and the Distance Education Certificate Program.

 

Effectiveness Evaluation (AKA Annual Reports from 2005 on)

2007

2006

2005

2004

2003

2002

Past Annual Reports:

2003-2004

2002-2003

2001-2002

1999 - 2000

1998 - 1999

1997 - 1998

1996 - 1997


SACS Self Study Response to SACS



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