Bluegrass Community and Technical College Policy and Procedures on Substantive Change Reporting to Commission on Colleges

Transcription

1 Bluegrass Community and Technical College and Procedures on Substantive Change Reporting to Commission on Colleges Responsible Unit: Accreditation Liaison, Vice President of Academics and Workforce Development, President s Office Reference: Comprehensive Standard 3.12 of the Principles of Accreditation of the Commission on Colleges of the Southern Association of College and Schools (SACSCOC) Substantive Change for Accredited Institutions of the Commission on Colleges Statement Date approved: August 18, 2009 Date(s) revised: August 15, 2011; September 1, 2017 Statement Definition BCTC is committed to meeting requirements for substantive change notice and approval as required by the SACSCOC. All programs, departments and administrative areas of the college are governed by and subject to this policy. BCTC has implemented procedures imbedded in the annual unit planning and assessment processes to ensure meeting its obligations under this commission policy. The college president, accreditation liaison, and academic vice president are charged with ensuring notification to and approval by the commission of substantive changes at BCTC. In all cases, notice or approval as required must be received from the accrediting agency prior to the implementation of a substantive change. The Southern Association of Colleges and Schools Commission on Colleges Statement referenced above defines substantive changes reportable or needing approval from SACSCOC. A portion of it reads: Substantive change is a significant modification or expansion of the nature and scope of an accredited institution. Under federal regulations, substantive change includes Any change in the established mission or objectives of the institution Any change in legal status, form of control, or ownership of the institution The addition of courses or programs that represent a significant departure, either in content or method of delivery, from those that were offered when the institution was last evaluated The addition of courses or programs of study at a degree or credential level different from that which is included in the institution s current accreditation or reaffirmation. A change from clock hours to credit hours A substantial increase in the number of clock or credit hours awarded for successful completion of a program 1

2 Overview The establishment of an additional location geographically apart from the main campus at which the institution offers at least 50% of an educational program. The establishment of a branch campus Closing a program, off-campus site, branch campus or institution Entering into a collaborative academic arrangement that includes only the initiation of a dual or joint academic program with another institution Acquiring another institution or a program or location of another institution Adding a permanent location at a site where the institution is conducting a teach-out program for a closed institution Entering into a contract by which an entity not eligible for Title IV funding offers 25% or more of one or more of the accredited institution s programs As referenced in the commission policy, potential substantive changes require different procedures. Procedure 1 requires notification followed by submission of a prospectus. Procedure 2 changes require prior notification but do not automatically require submission of a prospectus. An additional chart from Substantive Change for Accredited Institutions of the Commission on Colleges Statement is included as an Addendum that describes when each procedure is used. The accreditation liaison will be familiar with the commission's policies and procedures, ensure that substantive changes are recognized and reported in a timely fashion, and consult with the institution s SACSCOC staff member about any questions. The college has a position responsibilities description for the accreditation liaison included as an attachment. For academic or program changes, including program relocations, the vice president of Academics and Workforce Development (VPAWD) has authority for initiating programrelated changes that may trigger a substantive change notice. In addition, the BCTC Faculty Council and the Kentucky Community and Technical College System (KCTCS) Senate have a role in curriculum development as defined by the Rules of the BCTC Faculty and the KCTCS Senate Rules. BCTC s Annual Program Health Review (APHR) is a systematic process that is the responsibility of the VPAWD. Its purpose is to assess the extent to which a program is achieving defined objectives and outcomes of the college in order to show continuous program improvement. It is also a support and provides data to the required college reporting to the Kentucky Council on Postsecondary Education. The academic deans and VPAWD review the program s response to a set of questions related to both program and student performance including assessment of student learning outcomes. It has a component for reporting any possible substantive changes related to program planning. For other types of anticipated substantive changes, such as governance changes, new contracts, or campus relocations, the president has authority for initiating changes that may trigger a substantive change notice. The accreditation liaison will collect 2

3 information annually, each spring, about proposed or upcoming changes to college programs, instructional delivery methods or locations, branch campuses, governance, or other areas of the college. Procedures for Ensuring Substantive Change Reporting In order to ensure the identification of changes requiring notice to the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), Bluegrass Community and Technical College (BCTC) has implemented a number of strategies. These strategies include: 1. This and Procedures on Substantive Change Reporting to Commission on Colleges is included in the online BCTC Policies and Procedures Handbook under Administrative Policies. 2. The VPAWD maintains a list with programs and courses offered at all off-campus sites and reviews in September and March as course schedules are developed and finalized. 3. The VPAWD oversees the program development process and has implemented a form titled Expanded/New Program Worksheet with a checklist that includes to SACS as part of the planning to ensure all internal and external steps are followed (Attachment 1). If a program change or addition is being discussed, the process for approval includes the appropriate timeline for SACSCOC reporting and approval. 4. The Academic Leadership Team, once a month, reviews possible curriculum, program, or location changes that might generate a substantive change. 5. The dean of Academic Support is tasked with the responsibility of communicating on a monthly basis with the accreditation liaison to ensure any possible substantive changes in the planning process are communicated. 6. All academic deans have an annual goal included in their performance plan documenting their responsibility to maintain compliance under the substantive change policy of SACSCOC. 7. Annually each spring, as part of the college s annual planning process, academic program coordinators respond to a set of questions for the APHR. One question in this review is, Any changes to report to SACS? A link to the SACSCOC Substantive Change is provided. 8. The responsibilities of the accreditation liaison clearly define the responsibility to report substantive changes (Attachment 2). The review for SACSCOC reportable changes is included annually in the goals of the performance document for the accreditation liaison. 9. The review for SACSCOC reportable changes is included in the job description and annual goals of the VPAWD (Attachment 3). 10. Responsibilities to maintain compliance with SACSCOC requirements is included in the job description of the president (Attachment 4). 3

4 Addendum to : (Excerpted from the Substantive Change for SACSCOC Accredited Institutions Statement: Reporting the Various Types of Substantive Change Types of Change Initiating coursework or programs at a different level than currently approved Initiating off-campus sites where student can obtain 50% or more credits toward a program (including but not limited to Early College High School, dual enrollment programs offered at a high school, and certificate programs that are not at employer s request and not on short notice) Expanding at current degree level (significant departure from current programs) Expanding program offerings at previously approved off-campus sites by adding programs that ARE significantly different from current program at the site AND at the institution Initiating degree completion programs Initiating a branch campus (See definition of branch campus on p. 3 of this document.) Initiating distance learning by offering 50% or more of the first program for the first time Relocating a main or branch campus Entering into a contract with an entity not certified to participate in USDOE Title IV programs if the entity provides 25% or more of an educational program offered by the SACSCOC accredited institution Procedure 1 No Yes Procedure 1 No Yes Documentation and Time Frame for Contacting SACSCOC March 15 (for June review) September 1 (for December review) Cover Sheet Prospectus January 1 for 7/1 12/31 implementation July 1 for 1/1 6/30 implementation 4

5 Types of Change Documentation and Time Frame for Contacting SACSCOC Cover Sheet Prospectus Initiating dual or joint degrees involving program expansion (significant departure) or initiating a new site where student can obtain 50% or more credits toward a program Initiating dual or joint degree with at least one institution not accredited by SACSCOC Initiating a direct assessment competency-based program Initiating a merger/consolidation with another institution Changing governance, ownership, control, or legal status of an institution Acquiring any program or site from another institution Adding a permanent location at a site where the institution is conducting a teach-out for students from another institution that is closing See SACSCOC policy Agreements Involving Joint and Dual Academic Awards See SACSCOC policy Agreements Involving Joint and Dual Academic Awards See SACSCOC Direct Assessment Competency-Based Educational Programs See SACSCOC Mergers, Consolidation, Change of Ownership, Acquisitions, and Change of Governance, Control, Form, or Legal Status No At least 6 months prior to implementatio n Yes Screening Form Yes: December 15 (for June review); June 1 (for December review) Yes Yes Yes Yes January 1 for 7/1 12/31 implementation July 1 for 1/1 6/30 implementation Copy of signed agreement, contact information for each institution, and additional details on non-sacscoc institution(s) involved. See Acceptance of notification, copy of signed agreement, contact information for each institution, and additional details on non-sacscoc Institution(s). See Submit Screening Form with letter of notification. If Prospectus is required, March 15 (for June review) September 1 (for December review) Cover Sheet Institutional Summary Form Prospectus (See Appendix in SACSCOC Mergers, Consolidations, Change of Ownership, Acquisitions, and Change of Governance, Control, Form, or Legal Status ) March 15 (for June review) September 1 (for December review) Types of Change Initiating a certificate program at a new off-campus site at employer s request and on short notice (previously approved program) Initiating a certificate program that is a significant departure from previously approved program at employer s request an on short notice Adding a site under a U.S. military contract for a previously approved program Altering significantly the length of a program Altering significantly the educational mission of the institution Procedure 1 No Yes Documentation and Time Frame for Contacting SACSCOC Cover Sheet Modified prospectus Contact Commission Staff 5

6 Changing from clock hours to credit hours Moving an off-campus instructional site (serving the same geographic area) Initiating dual or joint degrees with other SACSCOC accredited institution(s) Initiating programs or courses offered through contractual agreement or consortium Entering into a contract with an entity not certified to participate in USDOE Title IV programs if the entity provides less than 25% of an educational program offered by the SACSCOC accredited institution Procedure 1 No Yes Procedure 2 Yes No See SACSCOC Agreements Involving Joint and Dual Academic Awards At least 6 months prior to implementatio n No Procedure 2 Yes No Justify reasons for change, indicate calculation of equivalency, and other pertinent information Letter of notification with old address, new address, and implementation date Acceptance of notification, copy of signed agreement and contact information for each institution. See. Letter of notification and copy of signed agreement Types of Change Initiating off-campus sites where student can obtain 25 49% of credits toward a program (including but not limited to Early College High School, dual enrollment programs offered at a high school, and certificate programs that are not at employer s request and not on short notice) Initiating distance learning by offering 25 49% of the first program for the first time Closing a program, approved offcampus site, branch campus, or institution where the institution plans to teach out its own students Closing a program, approved offcampus site, branch campus, or institution where the institution plans contracts with another institution(s) to teach-out students (Teach-out Agreement) Procedure 2 Yes No Procedure 3 Yes Yes Procedure 3 Yes Yes Documentation and Time Frame for Contacting SACSCOC Letter of notification Including street address and Implementation date Description of teach-out plan included with letter of notification Description of teach-out plan, copy of signed teach-out agreement(s) detailed terms included with notification 6

7 Types of Change Initiating a certificate program at employer s request and on short notice using existing approved courses and location Initiating certificate program (not at employer s request and not on short notice) using existing approved courses and location Initiating off-campus sites (including Early College High School and dual enrollment programs offered at the high school) where student can obtain 24% or less of credits toward a program Expanding program offerings at previously approved off-campus sites by adding approved programs that ARE NOT significantly different from current programs at the site Expanding program offerings at previously approved off-campus sites by adding approved programs that ARE significantly different from current programs at the site but NOT at the institution Initiating distance learning by offering 24% or less of any program for the first time Documentation and Time Frame for Contacting SACSCOC NA No No NA 7

8 Attachment 1 Bluegrass Community and Technical College Job Description Effective: July 2011 Revised: October 2017 Title: Accreditation Liaison (based on the Southern Association of Colleges and Schools Commission on Colleges document, The Accreditation Liaison, January 2012). Overview In order to facilitate close and effective communication, the college accreditation liaison has the overall responsibility to monitor and oversee the accreditation process. The liaison is responsible for researching, coordinating, and reporting any information related to the college s accreditation status and maintaining adherence all policies requirements or standards. The liaison keeps in close contact with the college-assigned commission staff member. The liaison works with the vice president of Academics and Workforce Development, other senior administrators, and the president to ensure compliance with the requirements of accreditation of the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). For the purposes of these responsibilities, the liaison reports to the president. Responsibilities: 1. Learn about the Commission on Colleges and the way it works by reviewing the following sections of the Website ( at least annually: general information about the Commission the Principles of Accreditation policies and publications of the Commission institutional resources, including handbooks, manuals, and guides upcoming meetings and events 2. Ensuring that compliance with accreditation requirements is incorporated into the planning and evaluation process of the institution. 3. Notifying the Commission in advance of substantive changes and program developments in accord with the substantive change policies of the Commission. 4. Familiarizing faculty, staff, and students with the Commission's accrediting policies and procedures as necessary. 5. Encouraging institutional staff to route routine inquiries about the Principles of Accreditation and accreditation policies and processes through the liaison. 6. Serving as a contact person for Commission staff and communicating with the Commission staff member assigned to the college whenever valuable or necessary. 7. Coordinating the preparation of the annual profiles and any other reports requested by the Commission. 8. Serving as a resource person during the decennial review process and helping prepare for and coordinating reaffirmation and other accrediting visits. 9. Ensuring that electronic institutional data collected by the Commission is accurate and timely. 8

9 10. Becoming acquainted with the institution s accreditation history by reviewing past correspondence with the Commission and materials stemming from previous reaffirmation or substantive change reviews. 11. In collaboration with the president s office, maintain a file of all accreditation materials, such as reports related to the decennial review; accreditation committee reports; accreditation manuals, standards, and policies; schedules of all visits; and correspondence from accrediting offices to ensure that the college reports to the Commission and significant correspondence from the Commission are archived for future reference. 12. Attending the annual meeting and serving as a peer evaluator as requested. 9