SACSCOC Information

 

UTC SACSCOC Liaison:  David Rausch

Log onto Compliance Assist to enter institutional effectiveness data. (Request access to Compliance Assist.)

Fifth Year Report Teams (5th year report is due March 2017)

SACSCOC FAQs

  • That SACSCOC is not just something that happens every 10 (or 5) years.
  • The impact of SACSCOC requirements on curriculum and operation of the university and the implications of not being accredited.
  • The Scope of the approved quality enhancement plan (QEP), and specifics on the QEP programs and goals.
  • Submit official academic transcripts (upon hire and when updated, etc.)
  • Submit accurate course syllabi for every course and section every semester, every year.
  • Submit and maintain up-to-date CV (each year).
  • Submit official academic transcripts (upon hire and when updated, etc.)
  • Integrate curriculum revisions with student learning outcomes.
  • How the quality enhancement plan (QEP) affects you, your teaching, your classes, etc.
  • Facilitate and encourage regular discussions with all faculty about student learning outcomes and the assessment of those outcomes.
  • Coordinate, collect and enter yearly data on program/learning outcomes.
  • Ensure that catalog entries reflect student learning outcomes that match departmental input.
  • Review curriculum revisions to maintain links and relationships to student learning outcomes.
  • Maintain an up-to-date faculty roster.
  • Submit faculty justification(s).
  • Relationship of program level accreditation to SACSCOC accreditation.
  • Need and process for substantive change.
  • Review all syllabi for accurate course description (matched to current catalog), and delivery of that scope within the course.
  • Ensure that all printed and web material matches the official documentation (mission, catalogs, program of study, etc.)
  • Use the institutional process for curriculum revision and program changes (and include data for rationale for curriculum changes).
  • Incorporate (and document) improvements based on institutional effectiveness data.
  • How the quality enhancement plan (QEP) affects the department.
  • Everything the department head needs to know and do (see above).
  • Help enforce timelines and processes for the submission of SACSCOC-related documentation (yearly, semester, etc.)
  • Maintain all accreditation documentation files (disciplinary accreditation/SACSCOC, etc.)
  • Processes related to substantive change (when, how, who).
  • Interpret and educate SACSCOC criteria for college.
  • Advocate for and enforce policies and process that result in institutional improvement.
  • Transmit all information related to reaffirmation in a timely manner.
  • Hold department heads accountable for institutional/programmatic effectiveness.
  • How the quality enhancement plan (QEP) affects the college.
  • Ensure that all printed and web material matches the official documentation (mission, catalogs, program of study, services, etc.)
  • Facilitate or encourage regular discussions with all staff about departmental goals/outcomes and the assessment of those outcomes.
  • Coordinate, collect and enter yearly data on departmental/unit outcomes.
  • Incorporate (and document) departmental improvements based on institutional effectiveness data.
  • Everything the director needs to know and do (see above).
  • Help enforce timelines and processes for the submission of SACSCOC-related documentation (yearly, semester, etc.)

 

Fifth Year Report Groups

Qualified Personnel (Standards 2.8, 3.2.8, 3.4.11):  David Rausch, Chair; Vickie Adkison; Beverly Brockman; Laure Pou

Institutional Effectiveness (Standard 3.3.1.1):  Cindy Williamson, Chair; Gail Dawson; Dawn Ford; Tyler Forrest; April Matthews; Abdul Ofoli; Manuel Santiago

Educational Programs (Standards 4.1, 4.2, 4.4, 4.9):  Salvatore Mucumeci, Chair; Avalon Gourlay; Katherine Karl; Rebecca Littleton; Lynn Purkey

Student Support Programs (Standard 2.10): Stuart Benkert, Chair; April Anderson; DeeDee Anderson; Stacie Grisham; Theresa Liedtka

Student Complaints (Standard 4.5):  Elizabeth-O'Brien, Chair; Stuart Benkert; Jim Hicks; Linda Orth; Stephanie Rowland

Policies (Standards 3.4.3, 3.13.1, 4.3, 4.6):  Beth Crawford, Chair; Madison Dell; Joanie Sompayrac; Sandy Zitkus

Physical Facilities (Standard 3.11.3):  Gary Liguori, Chair; Kelli Flood; Becca McCashin; Chip Verner

Financial Aid (Standards 4.7, 3.10.2):  Brian O'Leary, Chair; Jennifer Buckles; Nancy Neal

Distance Education (Standards 4.8.1, 4.8.2, 4.8.3):  Karen Adsit, Chair; Dawn Ford; Tammy Garland; Aisha McGriff; John Trussel