W3 - Navigating Substantive Change
Learn the basics of the substantive change review process. This workshop is designed to provide participants with the tools needed to assist their institutions with the development of substantive change proposals in order to incorporate the approval process into planning and resource allocation. Any recent changes in federal and WSCUC policy will be discussed. Examples of good practices and model elements, including resources and templates to help you get through the process successfully, will be shared. We will also look at common reasons why substantive change proposals are not approved and provide tools for avoiding these pitfalls. We will leave time at the end for individual questions about your upcoming proposals.
John Hausaman joined the WSCUC staff as Director of Substantive Change and Committee Relations in 2016. John works with three peer-review committees including Substantive Change, Interim Reports, and Eligibility. Prior to joining the WSCUC staff, he served as the Public Information Officer for the Higher Learning Commission (HLC), another regional accreditor. During his 10 years at HLC, John was the Program Manager for their assessment of student learning initiatives and other educational programming. He has extensive experience working with policy, peer reviewers, educational programming, and accreditation in general. Before HLC, John spent time as a research assistant in the Office of Research, Planning and Assessment at Saint Xavier University. John earned his B.A. from Saint Xavier University and his M.S. in Public Services Management from DePaul University.
Karen Graham joined the WSCUC staff with 44 years of experience as a high school teacher, community college Instructor, university professor, department chair, dean, and retired as Vice Chancellor of Faculty Affairs and ALO at Chapman University. She obtained her MA in Analytic Philosophy and her PhD in Policy, Curriculum, and Instruction at The Ohio State University and has published and presented nationally and internationally on the evaluation of instruction, the mission of higher education, assessment strategies, faculty engagement in assessment, and professional development initiatives in higher education. She has been a member of the WSCUC Substantive Change Committee and has participated on dozens of accreditation teams for NCATE, MACTE (Michigan), OACTE (Ohio), North Central, and WSCUC. Her administrative positions have included traditional campuses, international campuses, distance education initiatives, competency-based education, and distributed campuses across multiple states. A staunch advocate for higher education’s rigorous self-governance rather than external governance, she is now a part-time WSCUC Associate supporting the work of Substantive Change Review panels.