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2014 SACS/COC Reaffirmation Teams and Organization
Section | Summary | Important Considerations | Common Issues and [NAME] | Relevant Questions for Consideration | Steering Team Leaders | Section Writers and Committee | Writers                    Due Date | Review                  Committee | Reviewer                    Due Date
Section II | Core Requirements
2.1 | The institution has degree-granting authority from the appropriate government agency or agencies. |  |  | • KRS authority under commonwealth                           • CPE                                                                               • SACS                                                                           • Other discipline specific authority is DNP | [NAME] | [NAME] | 2011-08-01 00:00:00 | [NAME][NAME]              [NAME] | 2011-09-01 00:00:00
2.2 | The institution has a governing board of at least five members that is the legal body with specific authority over the institution. (More paragraph) | See [NAME] |  | • How are board members and the presiding officer elected or appointed? • How do the process and board structure ensure compliance? • What evidence is there that the board controls the institution? • What evidence is there that board members as a corporate body focus on policy issues, CEO performance review, overall mission, and financial viability? • How often do the board members meet and is their agenda appropriate for their responsibilities? | [NAME] | [NAME] | 2011-08-01 00:00:00 | [NAME][NAME]              [NAME] | 2011-09-01 00:00:00
2.3 | The institution has a chief executive officer whose primary responsibility is to the institution and who is not the presiding officer of the board. |  |  | • What is the name and title of the institution’s chief executive officer? • How is the chief executive officer selected and appointed? • How does the chief executive officer’s job description define his or her relationship to the governing board? • Who is the presiding officer of the institution’s governing board? • If the president is also the chief operating officer of the system, how does the institution ensure that there is no conflict of interest? | [NAME] | [NAME] | 2011-08-01 00:00:00 | [NAME][NAME]              [NAME] | 2011-09-01 00:00:00
2.4 | The institution has a clearly defined, comprehensive, and published mission statement that is specific to the institution and appropriate for higher education. The mission addresses teaching and learning and, where applicable, research and public service. |  |  | • What is the mission of the institution and is it clearly defined? • How is it published and disseminated? • How is the mission statement appropriate to an institution of higher education? • How does the mission address teaching and learning and, if appropriate, research and public service? • How does the mission statement describe the distinctiveness of the institution and its values? | [NAME] | [NAME] | 2011-12-15 00:00:00 | [NAME][NAME]              [NAME] | 2012-01-15 00:00:00
2.5 | The institution engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes that (1) incorporate a systematic review of institutional mission, goals, and outcomes; (2) result in continuing improvement in institutional quality; and (3) demonstrate the institution is effectively accomplishing its mission. | See [NAME] |  | • What are the institution’s processes for systematic, ongoing, integrated, researchbased reviews that result in continuous improvement? • How does the institution demonstrate a sustained, documented history of planning evaluation cycles, including the use of results for improvement, to accomplish the institution’s mission? • Is there appropriate institutional research and budgetary support for assessment programs throughout the institution? • What is the evidence that data from various sources concerning the effectiveness of programs and services are being used to make decisions for improvement? • How is the institutional effectiveness process related to the budget? • Are appropriate internal and external constituents and stakeholders involved in the planning and assessment process? | [NAME] | [NAME]       [NAME]          Fugen Muscio | 2011-09-15 00:00:00 | [NAME][NAME]              [NAME] | 2011-10-15 00:00:00
2.6 | The institution is in operation and has students enrolled in degree programs. |  |  | • How long has the institution been in operation? • How many students are currently enrolled in degree programs? | [NAME] | Fugen Muscio            [NAME] | 2011-08-01 00:00:00 | [NAME][NAME]              [NAME] | 2011-09-01 00:00:00
2.7 | The institution:
 | 2.7.1: offers one or more degree programs based on at least 60 semester credit hours or the equivalent at the associate level; at least 120 semester credit hours or the equivalent at the baccalaureate level; or at least 30 semester credit hours or the equivalent at the post-baccalaureate, graduate, or professional level. If an institution uses a unit other than semester credit hours, it provides an explanation for the equivalency.  The institution also provides a justification for all degrees that include fewer than the required number of semester credit hours or its equivalent unit. | See [NAME] |  | • How does the institution identify the minimum number of credit hours required for degrees at each level? • What are the institution’s policies and procedures related to the establishment of new programs and do they include reference to minimum length for programs at each level? • If an academic unit other than semester hours is used, what is the unit equivalency to semester hours and how does the institution make this determination? | [NAME]   [NAME] | [NAME] | 2012-04-05 00:00:00 | [NAME]                          [NAME] | 2012-05-01 00:00:00
 | 2.7.2: offers degree programs that embody a coherent course of study that is compatible with its stated mission and is based upon fields of study appropriate to higher education. |  |  | • What evidence exists that the institution offers degree programs consistent with its stated mission? • How does the institution ensure that each of its degree programs demonstrates coherence in sequencing, increasing complexity, and linkages between and amongprogram components? • How does the institution demonstrate that its programs are appropriate to higher education? | [NAME]   [NAME] | [NAME][NAME] | 2012-04-05 00:00:00 | Holly Rudolph                     Alyx Shultz | 2012-05-01 00:00:00
 | 2.7.3:  requires in each undergraduate degree program the successful completion of a general education component at the collegiate level that (1) is a substantial component of each undergraduate degree, (2) ensures breadth of knowledge, and (3) is based on a coherent rationale.  (More paragraph) |  |  | • What evidence is found of an institutional rationale for general education that serves as the basis for including selected courses? • How does the institution ensure that the student’s breadth of knowledge acquired through the general education component of the degree program is sufficient and appropriate to its mission? • By what measures does the institution ensure that general education represents a substantial component of the undergraduate degree program? • What process is used to ensure that general education courses address the goals of the general education component? • What criteria does the institution use to assure that the required skill level meets collegiate standards? • Do all degree programs include at least one course from the three required areas of study: humanitties/fine arts, social/behvorial sciences; and natural science/mathematics? | [NAME]   [NAME] | [NAME]              [NAME] | 2012-08-01 00:00:00 | [NAME][NAME] | 2012-09-01 00:00:00
 | 2.7.4: provides instruction for all course work required for at least one degree program at each level at which it awards degrees.  If the institution does not provide instruction for all such course work and (1) makes arrangements for some instruction to be provided by other accredited institutions or entities through contracts or consortia or (2) uses some other alternative approach to meeting this requirement, the alternative approach must be approved by the Commission on Colleges.  In both cases, the institution demonstrates that it controls all aspects of its educational program |  |  | • Does the institution provide instruction for all coursework required for at least one degree program offered at each level at which it awards degrees? • If yes, what evidence exists that it provides all instruction? • If no, what alternative arrangement or consortium or contract does the institution have for provision of coursework which it does not offer? How does the institution maintain responsibility and control of the coursework (content and learning outcomes) accepted through an alternative means or through a consortium or contract? What evidence is provided that such arrangements are evaluated regularly? Has the Commission on Colleges approved the consortium or contract, if necessary? | [NAME]   [NAME] | [NAME]               [NAME]          [NAME] | 2012-04-05 00:00:00 | [NAME]                 [NAME] | 2012-05-01 00:00:00
2.8 | The number of full-time faculty members is adequate to support the mission of the institution and to ensure the quality and integrity of its academic programs. | Potential Change: The number of full-time faculty members is adequate to support the mission of the institution and to ensure the quality and integrity of each of its academic programs.                                                             Some parts compiled in 5th Year Report - See Team Leader                                                        Other Considerations: Do not just present as a summative report of faculty types; the institution needs to address full-time and adjunct faculty by department. | Common Issues: • Not providing faculty data disaggregated down to the program or discipline level • Not explaining what the data mean or not presenting a case for why the number of faculty is adequate • Not addressing faculty load                                Tips: • Disaggregate full-time faculty by program/discipline/mode/location; include information on faculty teaching in all programs, including those teaching via distance education and at off-campus sites. • Explain why the number is adequate, if indeed it is, or describe the plan for coming into compliance if the number is not adequate. • Provide information regarding faculty loads and expectations for faculty outside of the classroom like committee work, service, advising, curriculum  development, etc | • What are the institution’s definitions of terms such as full-time faculty, regular/permanent faculty, student-faculty ratio? • How does the mission of the institution determine the number and type of faculty employed? • How does the institution determine the number of full-time faculty needed to achieve its mission? • What is the responsibility of the full-time faculty and do they constitute a sufficient resource for carrying out basic faculty functions? What are the ways in which members of the institution other than full-time faculty carry out some of these functions? • What are the institution’s policies on employment of part-time or adjunct faculty? | [NAME]   [NAME] | [NAME]              [NAME] | 2013-01-30 00:00:00 | [NAME] | 2013-02-15 00:00:00
2.9 | The institution, through ownership or formal arrangements or agreements, provides and supports student and faculty access and user privileges to adequate library collections and services and to other learning/information resources consistent with the degrees offered.  Collections, resources, and services are sufficient to support all its educational, research, and public service programs. |  |  | • What are the library resources and are they appropriate to support the educational programs offered?                                                                                                                                              • How does the institution provide access to library/learning resources not owned by the institution? • How does the institution manage resource relationships outside its direct control while also ensuring relevance to its academic program? • What access to collections and services is provided for off-campus sites and distance learning courses? • How does the institution determine adequacy and relevancy of library/learning resources to support all its educational, research, and service needs? | [NAME] | [NAME][NAME] | 2012-09-01 00:00:00 | [NAME]                  Director of Public Services (TBD) | 2012-10-01 00:00:00
2.1 | The institution provides student support programs, services, and activities consistent with its mission that promote student learning and enhance the development of its students. | Potential Change: The institution provides student support programs, services, and activities consistent with its mission and that are intended to promote student learning and enhance the development of its students.        Some parts compiled in 5th Year Report - See Team Leader                                                           Other Considerations: Be specific. | Common Issues: • The institution’s website and/or catalog details numerous services not mentioned in the report. • Student Support Program descriptions are confusing, jargon-laden, or inadequately explained. • No mention is made of how support is provided to distance education and off-campus site student                                                                   Tips: • Clearly describe the Student Support Services  provided. • Explain how the services meet the needs of your students, including those enrolled in programs offered via distance education and at offcampus sites. | • What are the student support programs and services provided by the institution that serve all levels of students? • How do the student support programs and services effectively promote the mission of the institution for all types of students? • How do student support programs and services promote student learning and enhance their development? • How are the student support programs and services assessed for their effectiveness and adequacy? What is evidence that the programs are effective? | [NAME]  [NAME] | [NAME][NAME][NAME] | 2012-07-01 00:00:00 | [NAME]              [NAME] | 2012-08-01 00:00:00
2.11.1 | The institution has a sound financial base and demonstrated financial stability to support the mission of the institution and the scope of its programs and services. | See [NAME] |  | • How does the institution demonstrate a pattern of financial stability? • How does the institution fund tuition discounts? • Are audited financial statements, or standard review reports, prepared in accordance with generally accepted accounting principles and all FASB or GASB standards? • How is the institution’s budget approved? • How do current assets adequately meet current liabilities? | [NAME] | [NAME] | 2012-02-01 00:00:00 | [NAME] Prestfeldt | 2012-03-01 00:00:00
2.11.2 | The institution has adequate physical resources to support the mission of the institution and the scope of its programs and services. | See [NAME] |  | How does the institution demonstrate that the physical resources of the institution are adequate in quality, quantity, and condition to meet the scope and purpose of programs and services? | [NAME] | [NAME] | 2012-08-01 00:00:00 | Debbie Waggoner            [NAME] | 2012-09-01 00:00:00
(QEP)         2.12 | The institution has developed an acceptable Quality Enhancement Plan (QEP) that (1) includes a broad-based institutional process identifying key issues emerging from institutional assessment, (2) focuses on learning outcomes and/or the environment supporting student learning and accomplishing the mission of the institution, (3) demonstrates institutional capability for the initiation, implementation, and completion of the QEP, (4) includes broad-based involvement of institutional constituencies in the development and proposed implementation of the QEP, and (5) identifies goals and a plan to assess their achievement. |  |  | • Has the institution identified and provided a clear and concise description of a significant issue(s) directly related to student learning? • What are the goals of the QEP and how do they relate to student learning? • What are the intended benefits of the QEP to the institution and to the student? • How is the QEP been related to the institution’s  institutional assessment processes? • How has the institution demonstrated that a cross section of its community has been involved in the development of the QEP? | [NAME] | [NAME] | TBD | QEP Committee | TBD
Section III | Comprehensive Standards
3.1 | Institutional Mission
 | 3.1.1 The mission statement is current and comprehensive, accurately guides the institution’s operations, is periodically reviewed and updated, is approved by the governing board, and is communicated to the institution’s constituencies. | *Needs to include Clinical Doctorate Language |  | • How does the institution show that its mission statement clearly communicates the essence of the institution, its distinctiveness or unique characteristics, its major educational components, and its primary constituents? • In what ways does the mission statement guide the directions, decisions, activities, policies, and procedures of the institution? What evidence exists of a clear linkage between the mission statement and all major aspects of institutional function?                                                     • What evidence shows that the mission statement has been approved reviewed periodically by the institution’s governing board? • How and when does the institution communicate its mission statement consistent manner to its constituencies? • How does the mission statement guide decisions of the institution? | [NAME] | [NAME] | 2011-12-15 00:00:00 | [NAME][NAME]              [NAME] | 2012-01-15 00:00:00
3.2 | Governance and Administration
 | 3.2.1 The governing board of the institution is responsible for the selection and the periodic evaluation of the chief executive officer | Potential Change: It has been referred to the Resource Manual Committee to define "periodic evaluation." |  | • How is the chief executive officer selected? • What are the board’s criteria for determining an effective presidential performance? • How is the president evaluated?                                • How often? | [NAME] | [NAME] | 2011-08-01 00:00:00 | [NAME][NAME]              [NAME] | 2011-09-01 00:00:00
 | 3.2.2 The legal authority and operating control of the institution are clearly defined for the following areas within the institution’s governance structure: |  |  | • What entity or entities regularly examine the mission and the financial stability of the institution and issue opinions regarding their findings? • Are adequate definitions of legal authority and operating responsibility clearly stated in the rules and regulations, policy manuals, and/or bylaws of the institution’s governing board? • What evidence shows that the institution has access to adequate information about affiliated corporate entities and/or auxiliary services to determine compliance with this Comprehensive Standard?                                                                                                                            • What is the mission of each foundation and is it consistent with the mission of the institution it supports? • Does the financial position of the foundation affect the financial soundness of the institution? • What structures are in place to assure that the leadership of the foundation and the institution are separate but work cooperatively? How is this evaluated? | [NAME] | [NAME] | 2011-09-01 00:00:00 | [NAME][NAME]              [NAME] | 2011-10-01 00:00:00
 | 3.2.2.1 the institution's mission; |  |  |  | [NAME] | [NAME] | 2011-09-01 00:00:00 | [NAME][NAME]              [NAME] | 2011-10-01 00:00:00
 | 3.2.2.2 the fiscal stability of the institution; |  |  |  | [NAME] | [NAME] | 2011-09-01 00:00:00 | [NAME][NAME]              [NAME] | 2011-10-01 00:00:00
 | 3.2.2.3 institutional policy, including policies concerning related and affiliated corporate entities and all auxiliary services; | Potential Change: 3.2.2.3 institutional policy, including policies concerning related and affiliated corporate entities and all auxiliary services; (See 3.2.13) |  |  | [NAME] | [NAME] | 2011-09-01 00:00:00 | [NAME][NAME]              [NAME] | 2011-10-01 00:00:00
 | 3.2.2.4 related foundations (athletic, research, etc.) and other corporate entities whose primary purpose is to support the institution and/or its programs. | Potential Change: 3.2.2.4 related foundations (athletic, research, etc.) and other corporate entities whose primary purpose is to support the institution and/or its programs. (See 3.2.13) |  |  | [NAME] | [NAME] | 2011-09-01 00:00:00 | [NAME][NAME]              [NAME] | 2011-10-01 00:00:00
 | 3.2.3 The board has a policy addressing conflict of interest for its members. | Potential Change: 3.2.3 The board governing has a policy addressing conflict of interest for its members. |  | • What is the conflict of interest policy for board members? • How are board members informed of its existence? • How does the conflict of interest policy apply to individuals on the board as well as to the collective actions taken by the board as a corporate entity? • How does the policy protect the integrity of the institution? | [NAME] | [NAME] | 2011-12-15 00:00:00 | [NAME][NAME]              [NAME] | 2012-01-15 00:00:00
 | 3.2.4 The governing board is free from undue influence from political, religious, or other external bodies, and protects the institution from such influence. |  |  | • To what extent and what means are board members educated regarding these responsibilities? • What safeguards are in place that protect the institution? • How does the institution show that its governing board members are free from undue influences? | [NAME] | [NAME] | 2011-09-01 00:00:00 | [NAME][NAME]              [NAME] | 2011-10-01 00:00:00
 | 3.2.5 The governing board has a policy whereby members can be dismissed only for appropriate reasons and by a fair process. |  |  | • What is the policy that governs the removal of a governing board member from office? • Does the policy specify cause for dismissal and describe a fair process for dismissal? | [NAME] | [NAME] | 2011-08-01 00:00:00 | [NAME][NAME]              [NAME] | 2011-09-01 00:00:00
 | 3.2.6 There is a clear and appropriate distinction, in writing and practice, between the policy-making functions of the governing board and the responsibility of the administration and faculty to administer and implement policy. |  |  | • What evidence exists that the organizational structure reflects a distinction in lines of authority? • What is the institution’s written policy on the roles and responsibilities of the governing board, administration, and faculty? • How are written policies communicated to constituents? | [NAME] | [NAME] | 2011-09-15 00:00:00 | [NAME][NAME]              [NAME] | 2011-10-15 00:00:00
 | 3.2.7 The institution has a clearly defined and published organizational structure that delineates responsibility for the administration of policies. |  |  | • Where is the organizational structure published? • How is the organizational structure consistent with the written policies governing roles and responsibilities of the board, administration, and faculty? • How does the institution publish and disseminate its organizational structure? • What evidence exists that other documents, such as board manuals, minutes, and administrative procedures manuals illustrate the distinction? | [NAME] | Fugen Muscio                Gloria Choate            [NAME] | 2011-08-01 00:00:00 | [NAME][NAME]              [NAME] | 2011-09-01 00:00:00
 | 3.2.8 The institution has qualified administrative and academic officers with the experience, competence, and capacity to lead the institution. | See SACS Template                                  Potential Change: 3.2.8 The institution has qualified administrative and academic officers with the experience and competence, and capacity to lead the institution.                                                                             Some parts compiled in 5th Year Report - See Team Leader                                                                                                                               Other Considerations: Name of leaders by position and why they are qualified.  How do we define (by role) our leadership at MSU? | Common Issues: [NAME] a list of names and degrees, or set of vitae with no explanation • Not providing an organizational chart to help  evaluators understand who oversees what • Providing degree level information (MA, PhD) without listing major                                                 Tips: • Provide an organizational chart. • Describe the qualifications the administrators and academic officers, building a case for why they are qualified for their respective roles. • Provide documentation like current vitae. • Consider using the faculty roster form | • What evidence exists showing that persons holding key leadership positions in the institution are qualified to carry out their responsibilities? • If staff with nontraditional credentials have been appointed, what evidence in their background and experience justifies their employment? • What evaluation mechanisms are in place for the periodic review of the institution’s academic and administrative officers? | [NAME]   [NAME] | [NAME]              [NAME] | 2011-12-01 00:00:00 | [NAME]               [NAME] | 2012-01-30 00:00:00
 | 3.2.9 The institution defines and publishes policies regarding appointment and employment of faculty and staff. | Potential Change: 3.2.9 The institution defines and publishes policies regarding appointment and employment of faculty, administrators, and staff. |  | • What are the policies regarding the appointment and employment of faculty and staff? • How are such policies developed and approved? • How are the policies disseminated to ensure that faculty and staff are informed? • What evidence shows that employment practices are consistent with the policy? | [NAME]   [NAME] | [NAME]                 [NAME]([NAME]) | 2011-12-01 00:00:00 | [NAME] | 2012-01-30 00:00:00
 | 3.2.10 The institution evaluates the effectiveness of its administrators on a periodic basis. | Potential Change: 3.2.10 The institution evaluates the effectiveness of its administrators and staff on a periodic basis. |  | • What is the process for periodically evaluating the effectiveness of administrators and the president? • How are the findings from evaluations used to improve performance of administrators? | [NAME] | [NAME]              ([NAME]) | 2012-04-01 00:00:00 | [NAME]                  Gina Claywell                     [NAME] | 2012-05-01 00:00:00
 | 3.2.11 The institution’s chief executive officer has ultimate responsibility for, and exercises appropriate administrative and fiscal control over, the institution’s intercollegiate athletics program. |  |  | • How does the institution’s chief executive officer have administrative and financial control over intercollegiate athletics, including athletics policies and procedures, operating budgets, recruiting standards, and academic performance standards for athletes? • What is the working relationship between the institution’s chief executive officer and the athletics compliance officer or athletics director? • If an external foundation has been established to support intercollegiate athletics, what evidence indicates that the institution’s chief executive officer has adequate information and control to ensure that the foundation conducts activities in a manner consistent with the institution’s mission and with other external oversight bodies without compromising the integrity of the institution? | [NAME] | [NAME] | 2011-08-01 00:00:00 | [NAME][NAME]              [NAME] | 2011-09-01 00:00:00
 | 3.2.12 The institution’s chief executive officer controls the institution’s fund-raising activities exclusive of institution-related foundations that are independent and separately incorporated. | Potential Change: 3.2.12 The institution demonstrates that its chief executive officer controls the institution’s fund-raising activities. exclusive of institution-related foundations that are independent and separately incorporated. |  | • What are the reporting arrangements of the fund-raising staff? • How are fund-raising activities informed by the institution’s mission? • What is the written policy on the oversight of fund raising? • What evidence exists that fund-raising activities by board members, alumni groups, or others are coordinated by the chief executive officer or the person so delegated these responsibilities? | [NAME] | [NAME] | 2011-08-01 00:00:00 | [NAME][NAME]              [NAME] | 2011-09-01 00:00:00
 | 3.2.13 Any institution-related foundation not controlled by the institution has a contractual or other formal agreement that (1) accurately describes the relationship between the institution and the foundation and (2) describes any liability associated with that relationship.  In all cases, the institution ensures that the relationship is consistent with its mission. | Potential Change: 3.2.13 For any entity organized separtely from the institution and formed primarily for the purpose of supporting the institution or its programs; (1) the legal authority and operating control of the institution is clearly defined with respect to that entity; (2) the relationship of that entity to the institution and extent of any liablility arising out of that relationship is clearly descibed in a formal, written manner; and (3) the institution demonstrates that the chief executive officer controls any fund-raising activities of that entity or the fund-raising activities of that entity are defined in a formal, written manner which assures that those activities further the mission of the institution. Any institution-related foundation not controlled by the institution has a contractual or other formal agreement that (1) accurately describes the relationship between the institution and the foundation and (2) describes any liability associated with that relationship.  In all cases, the institution ensures that the relationship is consistent with its mission. |  | • What are the contractual agreements between the foundation(s) and the institution? • How does the agreement accurately describe the relationship between the foundation and the institution? • How does the agreement describe an institutional liability associated with that relationship? • How is the foundation’s purpose consistent with the institutional mission? | [NAME] | [NAME] | 2011-08-01 00:00:00 | [NAME][NAME]              [NAME] | 2011-09-01 00:00:00
 | 3.2.14 The institution’s policies are clear concerning ownership of materials, compensation, copyright issues, and the use of revenue derived from the creation and production of all intellectual property. These policies apply to students, faculty, and staff. | (NEEDS REVISED) |  | • How does the institution define and identify intellectual property? • Who owns the intellectual property? • What are the policies governing the use of intellectual property? • How does the institution disseminate policies on intellectual rights? • How does the institution resolve emerging issues and disputes regarding intellectual property? • How are faculty, staff, and students informed about intellectual property policies and procedures? | [NAME]   [NAME] | Teresa Groves           Leigh Johnson | 2012-08-01 00:00:00 | [NAME] | 2012-09-01 00:00:00
3.3 | Institutional Effectiveness
 | 3.3.1 The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: | Some parts compiled in 5th Year Report - See Team Leader                                                         Other Considerations: Give examples of how you follow through on student learning—how has the data been used for improvement?  Can use VALID sampling of units.  Look at mission and identify evidence (via sampling) of student learning and what is being followed through on—closing the cycle.  Make sure there are examples from a variety of undergraduate and graduate programs. |  | • How are expected outcomes clearly defined in measurable terms for each educational program as well as for administrative and educational support services? • What is the evidence of assessment activities for each educational, administrative, and educational support unit? • What is the evidence for broad-based participation in assessment activities? • How are periodic reviews in which programmatic outcomes such as retention, graduation rates, employer and alumni satisfaction, and the like assessed, reviewed, and used for improvements? • How does the institution’s use of assessment results improve educational programs and administrative and educational support services? | [NAME][NAME] | [NAME] | TBD | Assessment Committee | TBD
 | 3.3.1.1 educational programs, to include student learning outcomes |  | Common Issues: • Lack of defined student learning outcomes and/or methods for assessing the outcomes • Limited/Immature data • Non-representative sampling • Not addressing distance education and off-campus site programs                                         Tips: • Focus on educational programs and student learning outcomes • Use mature data • If using a new system, use data from the previous system, if necessary and possible, to demonstrate ongoing compliance • If presenting a sampling, use a representative sampling and include a rationale for what makes the sample reasonable and representative of the programs offered • Include data on programs offered at off-campus sites and via distance learning - consider comparability |  | [NAME][NAME] | [NAME] | TBD | Assessment Committee | TBD
 | 3.3.1.2 administrative support services |  |  |  | [NAME][NAME] | [NAME] | TBD | Assessment Committee | TBD
 | 3.3.1.3 educational support services | Potential change: 3.3.1.3 educational academic and student support services (WATCH THIS-3.9.3 [NAME] is suppose to change to 3.3.1.3 12/2011-check on this) |  |  | [NAME][NAME] | [NAME] | TBD | Assessment Committee | TBD
 | 3.3.1.4 research within its educational mission, if appropriate | Potential Change: 3.3.1.4 research within its educational mission, if appropriate |  |  | [NAME][NAME] | [NAME] | TBD | Assessment Committee | TBD
 | 3.3.1.5 community/public service within its educational mission, if appropriate | Potential Change: 3.3.1.5 community/public service within its educational mission, if appropriate |  |  | [NAME][NAME] | [NAME]          [NAME] | TBD | Assessment Committee     Gina Winchester | TBD
 | 3.3.2 The institution has developed a Quality Enhancement Plan that (1) demonstrates institutional capability for the initiation, implementation, and completion of the QEP; (2) includes broad-based involvement of institutional constituencies in the development and proposed implementation of the QEP; and (3) identifies goals and a plan to assess their achievement. |  |  | • What resources (personnel, financial, physical, academic, etc.) are necessary for the successful implementation of the QEP? • How will the progress of the QEP be monitored? (timelines, administration and oversight of its implementation by qualified individuals, etc.) • What are the evaluation strategies identified by the institution that will determine the success of the institution’s QEP?  • How will the evaluation findings be used to improve student learning?  • How has the institution demonstrated that a cross section of its community has been involved in the development of the QEP? | [NAME] | [NAME] | TBD | QEP Committee | TBD
3.4 | Educational Programs: For All Educational Programs
 | 3.4.1 The institution demonstrates that each educational program for which academic credit is awarded is approved by the faculty and the administration. |  |  | • What is the process for developing and approving educational programs and who is responsible? • What are the program and learning outcomes for all educational programs, including majors, minors, general education and other institution-wide programs, including distance-learning programs? • How has the institution evaluated the extent to which students are achieving expected outcomes? • How has the institution used the results of evaluating student achievement? • What evidence exists that the institution has established student learning outcomes in all settings, including distance learning, and that they are assessed within the institutional mission? | [NAME]   [NAME] | [NAME][NAME] | 2012-02-15 00:00:00 | [NAME] | 2012-03-15 00:00:00
 | 3.4.2 The institution’s continuing education, outreach, and service programs are consistent with the institution’s mission. |  |  | • What evidence exists that demonstrates that continuing education, outreach, and public service programs are consistent with the institution’s mission? • What evidence exists that demonstrates that continuing education, outreach, and public service programs are regularly evaluated in relation to the institution’s mission? | [NAME] | [NAME] | 2012-02-15 00:00:00 | [NAME][NAME] | 2012-03-15 00:00:00
 | 3.4.3 The institution publishes admissions policies consistent with its mission. | Some parts compiled in 5th Year Report - See Team Leader                                                       Other Considerations: Point or link SPECIFICALLY to policies.  Any electronic link should take the reviewer DIRECTLY to the page that refers to a given policy. | Common Issue: • Information provided in the report does not match that given in the catalog and/or website [NAME]: • Provide a clear and consistent narrative  regarding admissions policies. • Address special admissions policies for specific programs as well as the institutional admissions policy | • What are the admissions policies for the institution and for specific programs and how are they based on widely accepted standards for undergraduate and graduate applicants? • What evidence exists that admissions policies for the institution and for specific programs are consistent with the stated mission of the institution? • What evidence exists that the standards for admissions to the institution and specific programs are clear, reasonable, and consistently implemented? • How does the institution show that admissions requirements are appropriate to identify qualified students who have the ability to complete a program successfully? • How does the institution disseminate admissions policies and are they uniform in all publications? | [NAME] | [NAME][NAME]              [NAME] | 2012-04-01 00:00:00 | [NAME]                 Registrar                          Ian Norris | 2012-09-01 00:00:00
 | 3.4.4 The institution has a defined and published policy for evaluating, awarding, and accepting credit for transfer, experiential learning, advanced placement, and professional certificates that is consistent with its mission and ensures that course work and learning outcomes are at the collegiate level and comparable to the institution’s own degree programs.  The institution assumes responsibility for the academic quality of any course work or credit recorded on the institution’s transcript. | Potential Change: 3.4.4 The institution has a defined and published policy that includes criteria for evaluating, awarding, and accepting credit for transfer, experiential learning, credit by exam, advanced placement, and professional certificates that is consistent with its mission and ensures that course work and learning outcomes are at the collegiate level and comparable to the institution’s own degree programs.  The institution assumes responsibility for the academic quality of any course work or credit recorded on the institution’s transcript. |  | • What are the policies for evaluating, awarding, and accepting credit for transfer, experiential learning, advanced placement, and professional certificates and are they consistent with the mission? • How are the policies developed and evaluated to ensure comparability to theinstitution’s own degree programs? • How does the institution publish the policies and make them available to students? • How does the institution ensure that coursework and learning outcomes are at the collegiate level? • How does the institution demonstrate responsibility for the academic quality of the following work or credit recorded on the institution’s transcript: (1) articulation or other agreements with institutions from which students frequently transfer credits; (2) other transfer credit for courses or programs; (3) advanced placement; (4) experiential learning; and (5) certificates or other professional education outside a collegiate degree program? In all cases, how does the institution ensure that students receiving credit for such programs have achieved the same knowledge, skills, and experiences as those who have completed its own educational programs? • What evidence shows that the institution periodically reviews and revises policies for evaluating, awarding, and accepting credit? | [NAME] | [NAME]   [NAME] | 2012-04-01 00:00:00 | Registrar                        [NAME] | 2012-09-01 00:00:00
 | 3.4.5 The institution publishes academic policies that adhere to principles of good educational practice.  These are disseminated to students, faculty, and other interested parties through publications that accurately represent the programs and services of the institution. | Potential Change: 3.4.5 The institution publishes academic policies that adhere to principles of good educational practice.  These policies are disseminated to students, faculty, and other interested parties through publications that accurately represent the programs and services of the institution. |  | • How does the institution determine good academic practices within the context of its mission?                                                                                                                                                          • How are academic policies developed, approved, and reviewed? • What is the role of faculty in the development and approval process? • To what extent are the institution’s academic policies made available to those constituencies affected by the policies? • What is the approval process for print and other media material that the institution uses to portray itself to the general public and potential students? | [NAME] | [NAME] Haley          [NAME] | 2012-04-01 00:00:00 | [NAME]                Eric Swisher | 2012-09-01 00:00:00
 | 3.4.6 The institution employs sound and acceptable practices for determining the amount and level of credit awarded for courses, regardless of format or mode of delivery |  |  | • If the institution awards credit for courses delivered in an alternative format, how does the institution ensure that the process for determining the amount of credit is equivalent to the credit earned in the same or similar courses delivered in other formats? • What are the policies that determine the level and amount of credit awarded for undergraduate and graduate coursework?                                                    • In developing policies related to the amount and level of credit awarded, how does the institution use the standards of professional organizations or the practices of peer institutions? | [NAME] | [NAME][NAME] | 2012-04-01 00:00:00 | [NAME][NAME] | 2012-09-01 00:00:00
 | 3.4.7 The institution ensures the quality of educational programs/courses offered through consortia relationships or contractual agreements, ensures ongoing compliance with the comprehensive requirements, and evaluates the consortial relationship and/or agreement against the purpose of the institution. | Potential Change: 3.4.7 The institution ensures the quality of educational programs/courses offered through consortia relationships or contractual agreements, ensures ongoing compliance with the Principles comprehensive requirements, and periodically evaluates the consortial relationship and/or agreement against the mission purpose of the institution. |  | • How does the institution define “consortium” and “contract” with respect to programs/courses? • How does an institution’s contract or consortial agreement provide for thefollowing: (1) a clear indication of the responsibilities of all parties to the agreement; (2) provision for ensuring the quality of the programs and courses offered through the agreement; and (3) provision for evaluating the agreement in relation to the purposes of the institution?                                                                                                                                    • What is the institution’s process for ensuring the quality of programs and courses offered through contract or consortial agreements? • How does the process involve all parties to the agreement? | [NAME] | [NAME] Poyner | 2012-02-15 00:00:00 | [NAME] [NAME]              [NAME] | 2012-03-15 00:00:00
 | 3.4.8 The institution awards academic credit for course work taken on a noncredit basis only when there is documentation that the noncredit course work is equivalent to a designated credit experience. |  |  | • What are the policies used to describe the circumstances in which academic credit is awarded for coursework taken on a noncredit basis? • How does the institution determine whether the student has achieved through the noncredit course the same level of proficiency as required in a credit course? | [NAME] | [NAME] | 2012-02-15 00:00:00 | [NAME][NAME]Janeen Winters                  Alison Marshall | 2012-03-15 00:00:00
 | 3.4.9 The institution provides appropriate academic support services. |  |  | • What academic support programs exist for faculty and students? • How does the institution ensure that its academic support programs and services are adequate and appropriate to the needs of its faculty and students? • How does the institution ensure that students and faculty have knowledge of and access to academic support programs? | [NAME] | [NAME] | 2012-04-01 00:00:00 | [NAME] | 2012-09-01 00:00:00
 | 3.4.10 The institution places primary responsibility for the content, quality, and effectiveness of the curriculum with its faculty. |  |  | For each undergraduate, graduate, and professional degree program, what evidence exists that the institution (1) designs each program, (2) publishes goals for each program, and (3) provides an identifiable set of experiences for students in each program? • What is the process for determining what coursework is included in the general education requirements? • What is the process for determining what coursework is included in the major program requirements? • How does the institution provide information about its educational programs, including philosophy, goals, and required courses, that is sufficient for a student to make informed choices? • What role does the faculty play in the design and assessment of each program? • How does the institution demonstrate that all appropriate documents, print and otherwise, provide clear, complete, and consistent information about each major program? | [NAME]   [NAME] | [NAME] | 2012-02-15 00:00:00 | [NAME] | 2012-03-15 00:00:00
 | 3.4.11 For each major in a degree program, the institution assigns responsibility for program coordination, as well as for curriculum development and review, to persons academically qualified in the field.  In those degree programs for which the institution does not identify a major, this requirement applies to a curricular area or concentration. | Some parts compiled in 5th Year Report - See Team Leader                                                         Other Considerations: Provide actual names of individuals and detail why that particular individual is qualified to have that role. | Common Issues: • Not providing a rationale for why each individual is qualified to coordinate a program, and oversee the development and review of the curriculum • Listing a coordinator’s degree with no reference to major/minor                                                             Tips • Identify coordinators for all programs, including those offered at off-campus sites and via distance learning. • List coordinator’s degree and major. • Make a case for the coordinator’s qualifications to oversee the development of the program. • Consider using faculty roster form. | • What policies and procedures govern the management of student academic records? • How does the institution manage the physical security of record storage? • How does the institution manage the security of electronic data storage systems, paper storage, and/or other storage? • What is the institution’s disaster plan for records retrieval? • How does the institution ensure that faculty and staff understand and carry out the commitments to confidentiality, integrity, and security of student academic records?                                     • Address academic council process being faculty driven. | [NAME]   [NAME] | [NAME]              [NAME] | 2012-03-15 00:00:00 | [NAME] | 2012-04-01 00:00:00
 | 3.4.12 The institution’s use of technology enhances student learning and is appropriate for meeting the objectives of its programs.  Students have access to and training in the use of technology. |  |  | • What are the library resources and are they appropriate to support the educational programs offered? • How does the institution provide access to library/learning resources not owned by the institution? • How does the institution manage resource relationships outside its direct control while also ensuring relevance to its academic program? • What access to collections and services is provided for off-campus sites and distance learning courses? • How does the institution determine adequacy and relevancy of library/learning resources to support all its educational, research, and service needs?             • CTLT | [NAME] | [NAME][NAME]          [NAME] | 2012-04-01 00:00:00 | [NAME] | 2012-09-01 00:00:00
3.5 | Education Programs: Undergraduate Programs
 | 3.5.1 The institution identifies college-level general education competencies and the extent to which graduates have attained them. | See [NAME]                                       Potential Change: 3.5.1 The institution identifies college-level general education competencies and the extent to which students graduates have attained them. |  | What are the specific college-level competencies within the general education program? • What evidence is available to show that students have attained these competencies? • How does the institution demonstrate that it identifies competencies that are college-level? | [NAME]   [NAME] | [NAME]            Brent Menchinger |  | [NAME]
 | 3.5.2 At least 25 percent of the credit hours required for the degree are earned through instruction offered by the institution awarding the degree. In the case of undergraduate degree programs offered through joint, cooperative, or consortia arrangements, the student earns 25 percent of the credits required for the degree through instruction offered by the participating institutions. | Potential Change: 3.5.2 At least 25 percent of the credit hours required for the degree are earned through instruction offered by the institution awarding the degree. In the case of undergraduate degree programs offered through joint, cooperative, or consortia arrangements, the student earns at least 25 percent of the credits required for the degree through instruction offered by the participating institutions. |  | • What evidence exists that the institution has a policy stating the amount of credit that must be earned through instruction by the institution? • How does the institution monitor the amount of credit earned at the institution with respect to the total number of credits required for the degree? • If an institution is part of a consortium, how is the policy on transfer and transcripts of academic credit implemented? • How are the policies disseminated? • How does an institution identify on its transcript the name of the institution from which a course was taken? | [NAME]   [NAME] | [NAME]Tim Todd | 2012-10-01 00:00:00 | [NAME]Brenda Sheets | 2012-12-01 00:00:00
 | 3.5.3 The institution defines and publishes requirements for its undergraduate programs, including its general education components. These requirements conform to commonly accepted standards and practices for degree programs. | Potential Change: 3.5.3 The institution identifies defines and publishes requirements for its undergraduate programs, including its general education components. These requirements conform to commonly accepted standards and practices for degree programs. |  | For each undergraduate degree program, what evidence exists that the institution (1) designs each program, (2) publishes goals for each program, and (3) provides an identifiable set of experiences for students in each program? • What is the process for determining what coursework is included in the general education requirements? • What is the process for determining what coursework is included in the major program requirements? • How does the institution provide information about its educational programs, including philosophy, goals, and required courses, that is sufficient for a student to make informed choices? • What role does the faculty play in the design and assessment of each program? • How does the institution demonstrate that all appropriate documents, print and otherwise, provide clear, complete, and consistent information about each major program? | [NAME] | [NAME] Jacobs            [NAME] | 2012-04-01 00:00:00 | [NAME]             [NAME] | 2012-09-01 00:00:00
 | 3.5.4 At least 25 percent of the discipline hours in each major at the baccalaureate level are taught by faculty members holding the terminal degree—usually the earned doctorate—in the discipline, or the equivalent of the terminal degree. | See [NAME]: 3.5.4 At least 25 percent of the credit discipline hours in each major at the baccalaureate degree level, exclusive of the general education component, are taught by faculty members holding the terminal degree—usually the earned doctorate—in the discipline, or the equivalent of the terminal degree. |  |  | [NAME]   [NAME] | Glynn Mangold            Ed Thome | 2012-10-01 00:00:00 | [NAME]              [NAME] | 2012-12-01 00:00:00
3.6 | Educational Programs: Graduate and Post-Baccalaureate Professional Programs
 | 3.6.1 The institution’s post-baccalaureate professional degree programs, master’s and doctoral degree programs, are progressively more advanced in academic content than its undergraduate programs. | See [NAME] |  | • How has the institution clearly defined the content and rigor of post-baccalaureate degree programs? • What evidence exists that the institution has learning outcomes for postbaccalaureate professional degree programs and its master’s and doctoral programs indicating that the programs are progressively more advanced in academic content than its undergraduate programs? | [NAME]   [NAME] | [NAME]       [NAME]              [NAME] | 2012-03-15 00:00:00 | [NAME] | 2012-04-15 00:00:00
 | 3.6.2 The institution structures its graduate curricula (1) to include knowledge of the literature of the discipline and (2) to ensure ongoing student engagement in research and/or appropriate professional practice and training experiences. |  |  | • How do admissions policies for graduate programs ensure that students are prepared to develop skills for independent learning? • How do the learning outcomes for graduate programs reflect expectations that students will demonstrate independent learning skills? • What evidence exists that syllabi and degree requirements for graduate programs include activities that foster independent learning? • How does the institution evaluate students’ independent learning skills? • How does the institution ensure that students are well prepared for the independent learning required in graduate programs? | [NAME]   [NAME] | [NAME][NAME] Dunham          [NAME] | 2012-03-15 00:00:00 | [NAME]            [NAME] | 2012-04-15 00:00:00
 | 3.6.3 The majority of credits toward a graduate or a post-baccalaureate professional degree are earned through instruction offered by the institution awarding the degree.  In the case of graduate and post-baccalaureate professional degree programs offered through joint, cooperative, or consortia arrangements, the student earns a majority of credits through instruction offered by the participating institutions. | See [NAME]                                        Potential Change: 3.6.3 The majority of credits toward a graduate or a post-baccalaureate professional degree are earned through instruction offered by the institution awarding the degree.  In the case of graduate and post-baccalaureate professional degree programs offered through joint, cooperative, or consortia arrangements, the student earns at least one third a majority of credits through instruction offered by the participating institutions. |  | • What is the institution’s policy regarding the number of credit hours toward a degree that must be earned through the institution awarding the degree? • How does the institution train staff to implement these policies? • If an institution offers degree programs through joint, cooperative, or consortia arrangements, then how does the institution implement its policies for awarding its degrees? • How does the institution identify credit on transcripts earned at another institution but counted toward the degree awarded at the institution? | [NAME]   [NAME] | Pam Rice              [NAME] | 2012-05-25 00:00:00 | [NAME][NAME] | 2012-06-25 00:00:00
 | 3.6.4 The institution defines and publishes requirements for its graduate and post-baccalaureate professional programs. These requirements conform to commonly accepted standards and practices for degree programs. | These should be written with the next graduate catalog. |  | • For each graduate, and professional degree program, what evidence exists that the institution (1) designs each program, (2) publishes goals for each program, and (3) provides an identifiable set of experiences for students in each program? • What is the process for determining what coursework is included in the graduate program requirements? • How does the institution provide information about its educational programs, including philosophy, goals, and required courses, that is sufficient for a student to make informed choices? • What role does the faculty play in the design and assessment of each program? • How does the institution demonstrate that all appropriate documents, print and otherwise, provide clear, complete, and consistent information about each major program? | [NAME]   [NAME] | Dina Byers             Bob Pervine             Amber DuVentre | 2012-09-01 00:00:00 | [NAME][NAME] | 2012-10-01 00:00:00
3.7 | Faculty
 | 3.7.1 The institution employs competent faculty members qualified to accomplish the mission and goals of the institution.  When determining acceptable qualifications of its faculty, an institution gives primary consideration to the highest earned degree in the discipline.  The institution also considers competence, effectiveness, and capacity, including, as appropriate, undergraduate and graduate degrees, related work experiences in the field, professional licensure and certifications, honors and awards, continuous documented excellence in teaching, or other demonstrated competencies and achievements that contribute to effective teaching and student learning outcomes. For all cases, the institution is responsible for justifying and documenting the qualifications of its faculty. | See [NAME] |  | • How does the mission of the institution influence the determination of the qualifications of the faculty in order to meet its goals? • How does the institution determine the competencies of members of the faculty and justify that the qualifications of the members of the faculty meet these competencies? • How does the institution document and justify the qualifications for each member of the faculty? | [NAME]   [NAME] | [NAME]          [NAME]            [NAME] |  | [NAME]                 [NAME]
 | 3.7.2 The institution regularly evaluates the effectiveness of each faculty member in accord with published criteria, regardless of contractual or tenured status. |  |  | • What are the policies, procedures, and criteria that govern faculty evaluation and how are these publicized among the faculty and others? • What is the procedure used in the evaluation of faculty? • How does the institution ensure that faculty evaluation policies are sufficiently broad for all faculty, regardless of status? • How are faculty evaluations administered and used in ensuring the effectiveness of the faculty, especially in terms of student learning? | [NAME] | [NAME]       Riza Marjadi              [NAME] | 2012-04-01 00:00:00 | [NAME] Shaull                          Pam Rice | 2012-09-01 00:00:00
 | 3.7.3 The institution provides ongoing professional development of faculty as teachers, scholars, and practitioners. |  |  | • What are the policies, procedures, and programs dealing with the professional development of members of the faculty? • How does the institution support faculty professional development? • How are members of the faculty informed of professional development opportunities? • How are professional development activities assessed? | [NAME] | [NAME][NAME] | 2012-04-01 00:00:00 | Pam Rice                        Marcie [NAME] | 2012-09-01 00:00:00
 | 3.7.4 The institution ensures adequate procedures for safeguarding and protecting academic freedom. |  |  | How does the institution define academic freedom? • What are the institutional policies and procedures for safeguarding and protecting academic freedom? • How does the institution publicize its policies on academic freedom? • If there have been any instances in which issues involving academic freedom have emerged, how have these issues been resolved? | [NAME] | [NAME] | 2012-04-01 00:00:00 | [NAME]              [NAME] | 2012-09-01 00:00:00
 | 3.7.5 The institution publishes policies on the responsibility and authority of faculty in academic and governance matters. |  |  | • What are the policies regarding the role of the faculty in academic and governance matters? • What evidence exists that the policies are published and disseminated? | [NAME] | [NAME]                                  [NAME][NAME] | 2012-04-01 00:00:00 | [NAME][NAME] | 2012-09-01 00:00:00
3.8 | Library and Other Learning Resources
 | 3.8.1 The institution provides facilities and learning/information resources that are appropriate to support its teaching, research, and service mission. |  |  | • How are the institution’s facilities and services, or access to them, structured to meet the needs specific to the institution’s programs, wherever they are offered? • How is the provision of facilities, services, and learning/information resources related to the mission? • How does the institution determine what are appropriate facilities, services, and learning/information resources? | [NAME] | [NAME] | 2012-07-01 00:00:00 | [NAME]                 [NAME] | 2012-08-01 00:00:00
 | 3.8.2 The institution ensures that users have access to regular and timely instruction in the use of the library and other learning/information resources. |  |  | • What is the objective and the type of assistance available to learning/information resource users? • What delivery mechanisms exist for instruction and assistance to library users and how are they assessed? • How does the institution determine the effectiveness of its learning/information resource programs? | [NAME] | [NAME]Ashley Ireland | 2012-07-01 00:00:00 | [NAME] | 2012-08-01 00:00:00
 | 3.8.3 The institution provides a sufficient number of qualified staff—with appropriate education or experiences in library and/or other learning/information resources—to accomplish the mission of the institution. | See [NAME] |  | • How does the institution determine the qualifications of its library staff? • How does the institution demonstrate that the staff is sufficient to accomplish the mission? • What professional opportunities are available to the learning/information resources staff? | [NAME] | [NAME] | 2012-07-01 00:00:00 | [NAME][NAME] | 2012-08-01 00:00:00
3.9 | Student Affairs and Services
 | 3.9.1 The institution publishes a clear and appropriate statement of student rights and responsibilities and disseminates the statement to the campus community. |  |  | • What are the policies governing rights and responsibilities of students (both academic and nonacademic)? • How do these rights conform to sound educational principles and practice and meet the needs of all the types of students served by the institution? • What are ways in which the institution ensures that students as well as other constituencies of the institution are aware of student rights and responsibilities? • What are the procedures for implementation of the policies on student rights and responsibilities? • How are alleged violations and grievances regarding student rights and responsibilities handled? | [NAME]  [NAME] | [NAME], [NAME]            [NAME] | 2012-10-01 00:00:00 | Teresa Groves                     [NAME]Corky Broughton | 2012-11-01 00:00:00
 | 3.9.2 The institution protects the security, confidentiality, and integrity of its student records and maintains special security measures to protect and back up data. | Potential Change: 3.9.2 The institution protects the security, confidentiality, and integrity of its student records and maintains adequate special security measures to protect and back up data. |  | • What are the definitions, policies, and procedures governing student records, their confidentiality and their release? How does the institution ensure that it adheres to these policies and procedures? • How are the policies regarding student records in accordance with federal regulations and how do they follow educational best practices? • How are students and others in the community informed of policies and procedures governing student records? • What is the policy and process for the storage, release, dissemination, and disposition of student records (including both electronic and printed records)? | [NAME]  [NAME] | [NAME][NAME]            [NAME]                 [NAME] | 2012-10-01 00:00:00 | [NAME]David Durr | 2012-11-01 00:00:00
 | 3.9.3 The institution employs qualified personnel to ensure the quality and effectiveness of its student affairs programs. | See [NAME]                                   Potential Change: 3.9.3 The institution employs qualified personnel to ensure the quality and effectiveness of its student affairs programs. (Tentative to move to 3.3.1.3 12/2011-check on this) | Make sure to list specific degree/major/minor creditials and a desciption of why each person is qualified. | • What are the various student support programs and services and how are they staffed? • How are student affairs programs and services along with staff members evaluated? • What are the training and professional growth opportunities for student affairs staff? | [NAME]  [NAME] | [NAME], [NAME] | 2012-09-01 00:00:00 | [NAME]                 [NAME]Corky Broughton | 2012-10-01 00:00:00
3.10. | Financial Resources
 | 3.10.1 The institution’s recent financial history demonstrates financial stability. |  |  | How does the institution manage depreciation? • Has the institution experienced major changes in unrestricted revenues and expenditures over a period of time? • Are there special circumstances that explain any unusual financial conditions? • What is the institution’s spending rate on endowment? • What are the administrative competencies of individuals hired to manage and sustain the institution’s financial stability? • What are the institution’s endowment management policies and how are they implemented? • How has the institution managed any changes in tuition revenues, state appropriations, or debt services? • What have been the changes in temporary and permanently unrestricted assets over the past three years? | [NAME] | [NAME] | 2012-02-01 00:00:00 | [NAME] Prestfeldt | 2012-03-01 00:00:00
 | 3.10.2 The institution provides financial profile information on an annual basis and other measures of financial health as requested by the Commission. All information is presented accurately and appropriately and represents the total operation of the institution. | Potential Change: This standard is recommended to be deleted. |  | • Has the institution completed and submitted its most recent institutional profile for financial information as requested by the Commission? • Has the institution completed and submitted its most recent institutional profile for general and enrollment information as requested by the Commission? • What other financial information has the Commission requested, if any? • What financial statements and related documents can be presented to demonstrate the institution’s capability to sustain its financial status in the future? • How do the documents provided by the institution accurately and appropriately represent the total operation of the institution? | [NAME] | [NAME] | 2012-02-01 00:00:00 | [NAME] Prestfeldt | 2012-03-01 00:00:00
 | 3.10.3 The institution audits financial aid programs as required by federal and state regulations. | Some parts compiled in 5th Year Report - See Team Leader |  | • For public institutions: Did the institution receive an unqualified opinion in the auditor’s report on compliance and on internal control over financial reporting based on an audit of financial statements performed in accordance with governmental auditing standards? Have there been findings? If so, have they been resolved? Are findings repeated and unclear? • For private institutions: Did the institution receive an unqualified opinion in the independent auditor’s report on compliance with requirements applicable to each major program and internal control over compliance with OMB Circular A-133? Have there been findings? If so, have they been resolved? Are findings repeated and unclear? • Is the institution on electronic transfer or has it been placed on direct reimbursement method for federal funds? • Has the institution been obligated to post a letter of credit on behalf of the U.S. Department of Education or other financial regulatory agencies? | [NAME] | [NAME] | 2012-02-01 00:00:00 | [NAME] Prestfeldt                      Lori Mitchum | 2012-03-01 00:00:00
 | 3.10.4 The institution exercises appropriate control over all its financial resources. |  |  | •  What written policies and procedures are available for safeguarding cash? For the management of and distributions from endowment funds? For approval of expenditures? • How does the institution manage deferred maintenance? • How does the institution manage risk as it relates to financial resources? | [NAME] | [NAME] | 2012-02-01 00:00:00 | [NAME] Prestfeldt | 2012-03-01 00:00:00
 | 3.10.5 The institution maintains financial control over externally funded or sponsored research and programs. |  |  | • What are the policies governing the expenditures of external funds? Are they published? • Are the institution’s externally funded or sponsored research programs accounted for in an appropriate manner consistent with the institution’s financial policies and procedures? • Are appropriate reports filed in a timely manner as required by external source of funds? • Who has management control over external program and research funds within the institution and how are they qualified? | [NAME] | [NAME] | 2012-02-01 00:00:00 | [NAME] Prestfeldt                         Wendy Cain | 2012-03-01 00:00:00
3.11 | Physical Resources
 | 3.11.1 The institution exercises appropriate control over all its physical resources. |  |  | • Does the institution have accurate and up-to-date records of its physical inventory? • How does the institution manage risk as it relates to physical resources? | [NAME] | [NAME] | 2012-08-01 00:00:00 | [NAME]               [NAME] | 2012-09-01 00:00:00
 | 3.11.2 The institution takes reasonable steps to provide a healthy, safe, and secure environment for all members of the campus community. | Potential Change: 3.11.2 The institution takes reasonable steps to provides a healthy, safe, and secure environment for all members of the campus community. |  | • What is the institution’s safety plan? • Who has campus administrative responsibility for health, safety, and security functions? • Are facilities and grounds regularly reviewed and/or tested for health and safety concerns? • How does the institution ensure campus security? | [NAME] | [NAME] | 2012-08-01 00:00:00 | [NAME]               [NAME] | 2012-09-01 00:00:00
 | 3.11.3 The institution operates and maintains physical facilities, both on and off campus, that appropriately serve the needs of the institution’s educational programs, support services, and other mission-related activities. | Some parts compiled in 5th Year Report - See Team Leader                                                                                                                            Other Considerations: Be specific. | Common Issues: • Data presented indicated a lack of adequate physical facilities • Not discussing physical facilities for off-campus sites [NAME]: • Include supporting documentation such as current  Facilities Master Plan, space utilization reports, facilities maintenance schedules. • Address facilities at off-campus sites. | • Is there a master facility plan in place designed to meet current and future needs of the institution? How is it revised and updated? • What is the institution’s plan for routine and preventative maintenance? • What is the institution’s deferred maintenance plan? • How do the physical facilities support the needs of the institution’s educational programs, support services, and other mission-related activities? • How does the institution provide adequate physical facilities at off-campus sites? | [NAME] | [NAME] | 2012-08-01 00:00:00 | [NAME]               [NAME] | 2012-09-01 00:00:00
3.12 | Responsibility for compliance with the Commission's substantive change procedures and policy
 | 3.12.1 The institution notifies the Commission of changes in accordance with the substantive change policy and, when required, seeks approval prior to the initiation of changes. | Potential Change: 3.12.1 The institution notifies the Commission in a timely manner of changes in accordance with the substantive change policy. and, when required, seeks approval prior to the initiation of changes. |  |  | [NAME] | [NAME] |  | [NAME]                [NAME]
 | 3.12.2 Potental Addition | 3.12.2 The institution has a policy and adequate procedures to ensure that all substantive changes are reported to the Commission on Colleges. |  |  | [NAME] | [NAME] |  | [NAME]                [NAME]
3.13 | Responsibility for compliance with other Commission policies
 | 3.13.1 The institution complies with the policies of the Commission on Colleges. |  |  |  | [NAME] | [NAME] |  | [NAME]                [NAME]
3.14 | Representation of status with the Commission
 | 3.14.1 A member or candidate institution represents its accredited status accurately and publishes the name, address, and telephone number of the Commission in accordance with Commission requirements and federal policy. |  |  | • Where and how does the institution publish the required information? • Is the information accurate and consistent everywhere it is published, both in print and in electronic format? | [NAME] | [NAME] |  | [NAME]                [NAME]
Section IV | Federal Requirements
4.1 | The institution evaluates success with respect to student achievement including, as appropriate, consideration of course completion, state licensing examinations, and job placement rates. | Potential Change: The institution evaluates success with respect to student achievement consistent with its mission. Criteria may include enrollment data; retention, graduation, course completion, and job placement rates; state licensing examiniations; student portfolios or other means of demonstrating achievement of goals. including, as appropriate, consideration of course completion, state licensing examinations, and job placement rates.                                                                              Some parts compiled in 5th Year Report - See Team Leader                                                                                                                           Other Considerations: These are the products of education. | Common Issue: • Using select program graduation rates alone to evaluate overall student achievement Tip: • Include a variety of measures, when possible, including general and program-specific graduation rates, job placement rates, course completion rates, and/or licensure exam pass rates. | • How does the institution document student success in relation to its mission and its educational programs? • Are the three indicators mentioned above appropriate to the mission of the institution? If so, how does the institution use the findings? | [NAME] | [NAME]           [NAME] | 2012-04-01 00:00:00 | [NAME]                     [NAME] | 2012-09-01 00:00:00
4.2 | The institution’s curriculum is directly related and appropriate to the purpose and goals of the institution and the diplomas, certificates, or degrees awarded. | Potential Change: The institution’s curriculum is directly related and appropriate to the mission purpose and goals of the institution and the diplomas, certificates, or degrees awarded.                                                                    Some parts compiled in 5th Year Report - See Team Leader                                                          Other Considerations: Be specific. | Common Issues: • Not offering a rationale for the appropriateness of the programs offered • Not providing supporting documentation • Not addressing distance education and off-campus sites [NAME]: • Explain how the mission and the curricula are related. • Document how the curriculum is developed, including distance education and off-campus site programs. | • How are existing programs an outgrowth of the mission and goals of the institution? • What evidence exists that the programs are appropriate to diplomas, certificates, and degrees awarded by the institution? • What evidence exists that the curriculum is appropriate to the programs? | [NAME] | [NAME] | 2012-04-01 00:00:00 | [NAME] | 2012-09-01 00:00:00
4.3 | The institution makes available to students and the public current academic calendars, grading policies, and refund policies. | Some parts compiled in 5th Year Report - See Team Leader                                                           Other Considerations: Document and DIRECT LINK to what is published. | Common Issue: • Variations exist between published versions of the grading policies, refund policies and/or academic calendars  Tips: • Verify that all versions of published academic calendars, grading, and refund policies are current and accurate. • Address how this information is disseminated to distance education and off-campus site students. | • How does the institution make current academic calendars, grading policies, and refund policies available to students and other constituents? | [NAME] | [NAME][NAME]          [NAME] Poynor | 2012-04-01 00:00:00 | [NAME][NAME] | 2012-09-01 00:00:00
4.4.1 | Program length is appropriate for each of the institution’s educational programs. | Some parts compiled in 5th Year Report - See Team Leader                                                        Other Considerations: Be SPECIFIC in addressing programs of non-traditional length. | Common Issues: • Not explaining how comparability is assured  between traditional and accelerated/compressed programs • Program length exceeds those allowed by  internal or system policy • Discrepancies exist between the length of  program as presented and as described in the catalog                                                              Tips: • Identify measures of program length for all programs, including those offered at off-campus sites and via distance learning. • Describe why those measures are appropriate,  including those for compressed/accelerated programs. • Make sure that program lengths are within the appropriate ranges. • Verify that program length information is published accurately. | • What criteria does the institution use to determine the appropriateness of program length? • How is the program length sufficient for students to gain mastery of the subject matter? | [NAME] | [NAME] | 2012-04-01 00:00:00 | [NAME]       [NAME][NAME] | 2012-09-01 00:00:00
4.5 | The institution has adequate procedures for addressing written student complaints and is responsible for demonstrating that it follows those procedures when resolving student complaints. | Some parts compiled in 5th Year Report - See Team Leader                                                        Other Considerations: Acknowledge policies exist; provide SPECIFIC EXAMPLES of policy being used/documented.  Add SPECIFIC EXAMPLES of follow-through.  Examples should reflect academic and non-academic complaints. | Common Issues: • No evidence of implementation provided • Inappropriate example (e.g., a complaint from a parent) • Not addressing how a complaint from students enrolled in distance education programs or at off-campus locations is handled                                                    Tips: • Provide a copy of student complaint policies. • Provide real examples (student names redacted) that document and illustrate how  complaints are resolved. • Address how complaints are handled from  students enrolled at off-campus sites and via  distance education. | • What are the policies and procedures governing student complaints? • How are the policies and procedures governing student complaints disseminated? • What is the evidence that the publicized policies and procedures are followed when resolving student complaints? | [NAME] | [NAME]Sabrina Dial               [NAME] | 2012-04-01 00:00:00 | [NAME][NAME] | 2012-09-01 00:00:00
4.6 | Recruitment materials and presentations accurately represent the institution’s practices and policies. | Some parts compiled in 5th Year Report - See Team Leader                                                         *Address Presentations                                         Other Considerations: Document and link to SPECIFIC location via hyperlink. | Common Issue: • Recruitment presentations are not addressed   Tip: • Address how the institution ensures that recruitment materials and presentations accurately represent institutional practices and policies. | • Do recruitment materials and presentations accurately represent the institution’s practices, policies, and academic programs? • How does the institution ensure that its recruitment materials and presentations accurately represent the institution? | [NAME] | [NAME]       [NAME]            Amber DuVentre     Fred Dietz | 2012-04-01 00:00:00 | [NAME]              [NAME] | 2012-09-01 00:00:00
4.7 | The institution is in compliance with its program responsibilities under Title IV of the 1998 Higher Education Amendments. | Potential Change: The institution is in compliance with its program responsibilities under Title IV of the most recent 1998 Higher Education Act as amended. Amendments.      Some parts compiled in 5th Year Report - See Team Leader                                         Other Considerations: Provide a COPY of the most recent financial aid audit. | Common Issues: • Audit results are not yet available. • The institution has responded to audit issues with a plan but has not yet received the USDOE letter accepting the plan. [NAME]: • Work with auditors well in advance to ensure that audit is available by report due date. • Present evidence of financial aid audits as required by state regulations, not just federal, in CS 3.10.3. | • What issues exist with Title IV programs for the institution, if any? • Has the institution been placed on the reimbursement method? • Has the institution been required to obtain a letter of credit in favor of the Department of Education? • Have complaints been filed with the Department of Education regarding the institution? • Do the independent audits of the institution’s financial aid programs evidence significant noncompliance? • Are there significant impending litigation issues with respect to financial aid activities? • Are there significant unpaid dollar amounts due back to the U.S. Department of Education? • Has adverse communication been received from the Department of Education? If so, what was the institution’s response? • What is the institution’s student loan default rate? • Is the institution aware of infractions to regulations which would jeopardize Title IV funding? | [NAME] | [NAME] Dial                Ed Thome | 2012-04-01 00:00:00 | Teresa Groves                Paul Walker | 2012-09-01 00:00:00
4.8 | Potential Addition December 2011 | An institution that offers distance or correspondence education demonstrates that the student who registers in a distance or correspondence education course or program is the same student who participates in and completes the course or program and receives the credit by verifying the identity of a student who participates in class or coursework by using, at the option of the institution, methods such as (1) a secure login and pass code (2) proctored examination, and (3) new or other technologies and practices that are effective in verifying student identification. |  |  | [NAME] | [NAME][NAME]                 [NAME]               [NAME] | 2012-07-01 00:00:00 | [NAME] | 2012-08-01 00:00:00
 | 4.8.1 Potential Addition December 2011 | 4.8.1 The institution has a written procedure for protecting the privacy of students enrolled in distance and correspondence education courses or programs. |  |  | [NAME] | [NAME][NAME]                 [NAME]               [NAME] | 2012-07-01 00:00:00 | [NAME] | 2012-08-01 00:00:00
 | 4.8.2. Potential Addition December 2011 | 4.8.2 The institution has a written procedure distributed at the time of registration or enrollment that notifies students of any projected additional student charges associated with verification of student identity. |  |  | [NAME] | [NAME]           Anita Poynor | 2012-03-01 00:00:00 | [NAME][NAME] | 2012-04-01 00:00:00
4.9 | Potential Addition December 2011 | The institution has policies and procedures for determining the credit hours awarded for courses and programs that (1) conform to commonly accepted practice in higher education and (2) include the federal definition of credit hour as outlined in Commission policy. |  |  | [NAME] |  |  | [NAME]                 [NAME]