10/10/2014 INTRODUCTIONS COMPREHENSIVE STANDARD SOUNDS OF SUBSTANTIVE CHANGE: INCREASING AWARENESS AND MONITORING SUBSTANTIVE CHANGE ACTIVITIES

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1 SOUNDS OF SUBSTANTIVE CHANGE: INCREASING AWARENESS AND MONITORING SUBSTANTIVE CHANGE ACTIVITIES Lynne Crosby and Lori Kuhn-Hancock Institutional Effectiveness and Accreditation Florida State College at Jacksonville SACSCOC Annual Meeting - December 2014 INTRODUCTIONS Please share your Name Institution One challenge you have experienced with Substantive Change COMPREHENSIVE STANDARD The institution notifies the Commission of changes in accordance with the substantive change policy and when required seeks approval prior to the initiation of the changes. 1

2 WHAT IS SUBSTANTIVE CHANGE? (AS DEFINED BY SACSCOC) A significant modification or expansion in the nature and scope of an institution Please note: It may not seem like a significant modification or expansion to you, but it might be viewed that way by SACSCOC. SCOPE Relevant Programs Programs/certificates/courses whether or not they are eligible for Title IV federal financial aid Relevant Delivery Methods Any course in which 50% or more of the instruction occurs at a distance (Distance education*) Relevant Facilities College-owned Owned by another organization or institution Off-site instructional locations (companies, military bases, other educational institutions, etc.) Relevant Contracts, Agreements, and MOUs Outsourcing of instruction Agreement for College to provide instruction to an organization or at a specific location TYPES OF SUBSTANTIVE CHANGE initiating programs or courses through contractual agreements or consortium entering into a contract with an entity that is not certified to participate in USDOE initiating a degree completion program adding programs at the current credential level initiating courses or programs at a different credential level substantially altering program length changing from clock hours to credit hours 2

3 TYPES OF SUBSTANTIVE CHANGE (CONT.) closing (inactivating) a program significant changes to Gen Ed relocating an off-campus site, main campus or center initiating a branch campus* significantly altering the mission of the institution changing governance, ownership, control or legal status commencing off-campus sites or initiating distance learning COMMENCING COURSE OFFERINGS IN A PROGRAM AT NEW OR OFF-CAMPUS SITE 50% or more 25-49% 1-24% MORE RECENT ADDITIONS TO THE LIST OF TYPES OF SUBSTANTIVE CHANGE initiating joint or dual degrees (modification of previous version of Substantive Change policy) adding a combination degree program that reduces the hours needed to complete the combined degrees acquiring another site or program 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 direct assessment competency-based educational programs 3

4 DIRECT ASSESSMENT COMPETENCY-BASED EDUCATIONAL PROGRAMS instructional program that, in lieu of credit hours or clock hours as a measure of student learning, uses direct assessment of student learning relying solely on the attainment of defined competencies, or recognizes the direct assessment of student learning by others. The assessment must be consistent with the accreditation of the institution or program using the results of the assessment. DIRECT ASSESSMENT COMPETENCY-BASED EDUCATIONAL PROGRAMS Institutional Obligations: Report the initiation of such programs Identify institutional contributions Ensure integrity of accreditation and awards Comply with appropriate SACSCOC standards Submit a notification when offering 25% of a program through this model Submit a prospectus before offering 50% or more of a program through this model Please see new policy on Direct Assessment Competency-Based Educational Programs 4

5 Substantive Change Life at FSCJ FLORIDA STATE COLLEGE AT JACKSONVILLE APM: Adopted by Cabinet on November 15, 2010, modified February 14, 2012 Applicable to all units, departments, centers and campuses Sets forth College policy and procedures Submissions to SACSCOC are coordinated through Accreditation Liaison 5

6 STRATEGIES TO IDENTIFY SUBSTANTIVE CHANGE Self-Assessment Questions Intake Form ACADEMIC PROGRAMS AND COURSES SELF-ASSESSMENT 1. Does this involve development of a new degree or certificate program? 2. Does this new degree or certificate program involve a contract, MOU, grant, or consortium for the development or construction of all or part of a program or certificate? (This applies whether the College is outsourcing instruction or our College is providing the instruction for another organization or company.) 3. Will this new degree or certificate program be offered via distance education? 4. Does this involve instruction of courses delivered by Florida State College at Jacksonville instructors/employees at an off-campus location? 5. Does this involve the deactivation of a program or certificate? ADMINISTRATIVE DEPARTMENTS SELF- ASSESSMENT 1. Does this include initiating a contract, MOU, grant, or consortium regarding outsourcing instruction or regarding the College s provision of instruction for another organization or company? 2. Does this potential substantive change include buying new property for the College? 3. Does this potential substantive change include opening a new College owned campus or center? 4. Does this potential substantive change involve a new offcampus instructional site? 5. Does this potential substantive change include the relocation of an off-campus instructional site? (For example, the College offers some nursing courses at the XYZ Building at a specific street address provided to SACS. If XYZ Building wants the College to move the instruction to another street address, then this could be considered a substantive change.) 6

7 Please answer the self-assessment questions based on your institution ACADEMIC INTAKE FORM Part One Contact information Description of change Distance Education Date of proposed implementation Part Two Type of potential substantive change Answer all questions with Y, N, DK Part Three program expansion Details about new program Off-site location of new program, if applicable ACADEMIC INTAKE FORM (CONTINUED) What other related programs are already in place? Does the new program require substantial. Additional faculty? With different credentials? New courses? Additional library or other learning resources? New equipment? New facilities? A different resource base? 7

8 STRATEGIES TO MONITOR SUBSTANTIVE CHANGE STRATEGIES TO MONITOR SUBSTANTIVE CHANGE Automatic Alerts to OIEA Curriculum Committee meetings/proposals Board of Trustees Agenda/Minutes Program Location Report Program Delivery Method Report OIEA spreadsheets OIEA SPREADSHEETS Potential Substantive Changes; Substantive Changes Requiring Action; Substantive Changes Submitted to SACSCOC Pending Approval; Substantive Changes Approved/Accepted; and Not Considered Substantive Change 8

9 WHAT IF.. Please share your strategies to track and monitor Substantive Change 9

10 STRATEGIES TO INCREASE AWARENESS STRATEGIES TO INCREASE AWARENESS Website Collaboration with Key Departments Workshops Scenario Example Discussions Quizzes COLLABORATION Close, collaborative relationship with other departments: General Counsel Grants Office Institutional Research Dual Enrollment Distance Learning Purchasing/Contracts (outsourcing instruction) Registrar 10

11 WORKSHOPS/TRAINING OIEA Workshops New Employees (or Employees in new positions) Refresher webinars Co-present at other FSCJ workshops Federal Compliance Workshops Course Encoder Training workshop Please share your strategies to increase awareness at your institution Q & A 11

12 CONTACT INFORMATION Lynne Crosby Lori Kuhn-Hancock 12