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- New site(s) or Electronic Expansion –


For use with the following types of changes

·         Initiating off-campus sites where a student can obtain 50 percent or more credits toward a degree program

·         Initiating a branch campus

  • Initiating distance learning programs offered electronically (where a student can obtain 50 percent or more credits toward a degree program)


Statement Regarding All Substantive Change Documentation Forms


Please note that this and all of the SACSCOC Substantive Change Documentation forms contain the minimum information required.  Additional standards may be added by SACSCOC staff as needed to provide the visiting team with relevant information necessary to making an informed determination regarding the change.


Name of the Institution: 


Nature of the Substantive Change: 




By signing below, we attest to the following:

1.     That _____________ (name of institution) has attached a complete and accurate overview of the proposed Substantive Change.


2.     That _____________ (name of institution) has provided complete and accurate disclosure of timely information regarding compliance with the selected sections of the Principles of Accreditation affected by this Substantive Change. 



Name and signature of the President:



Name and signature of the Accreditation Liaison:



SACSCOC Staff Member assigned to the Institution: 




Form Updated:  MAR 2012



Part I.          Overview



A.            Describe the proposed change.  Include the location, initial date of implementation, projected number of students, primary target audience, and instructional delivery methods.  For new off-campus sites or branch campuses, list the educational programs to be offered and the degrees/certificates/diplomas to be granted.  For initiation of distance learning, list all programs for which 50 percent or more of the program’s credits will be available via electronic delivery.


B.         Discuss the rationale for the change.  Provide evidence of the legal authority for the change.  List institutional strengths that facilitate implementing the proposed change.





Part II.         Impact of the proposed change on selected requirements of the Principles of Accreditation



Directions to the Institution for Part II:  For each of the standards or requirements listed below, make the case for compliance and describe the impact of the new site(s) or electronic expansion on that aspect of the institution. See the Commission policy “Distance and Correspondence Education,” if appropriate. 




A.   Integrity: 

PR 1.1 The institution operates with integrity in all matters. (Integrity)


[No response necessary.  This statement will be addressed by the visiting committee, not by the institution.]



B.   Programs: 

CR 2.7.1  The institution 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. (Program Length)


CR 2.7.2  The institution 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. (Program Content)


CS 3.4.3  The institution publishes admissions policies that are consistent with its mission. (Admissions Policies)


CS 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. (Academic Program Coordination)


CS 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. (Technology use)


CS 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. (See Commission policy “Collaborative Academic Arrangements.”) (Institutional credits for a degree)


CS 3.5.3  The institution publishes requirements for its undergraduate programs, including its general education components. These requirements conform to commonly accepted standards and practices for degree programs. (See Commission policy “The Quality and Integrity of Undergraduate Degrees.”) (Undergraduate program requirements)


CS 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. (Post-baccalaureate program rigor)


CS 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. (Graduate curriculum)


CS 3.6.3  At least one-third of credits toward a graduate or a post-baccalaureate professional degree are earned through instruction offered by the institution awarding the degree. (See Commission policy “Collaborative Academic

Arrangements.”) (Institutional credits for a graduate degree)


CS 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. (Post-baccalaureate program requirements)


FR 4.4  Program length is appropriate for each of the institution’s educational programs. (Program length)


FR 4.8  An institution that offers distance or correspondence education documents each of the following: (Distance and correspondence education)

4.8.1 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, in class or coursework by using, at the option of the institution, methods such as (a) a secure login and pass code, (b) proctored examinations, or (c) new or other technologies and practices that are effective in verifying student identification.


4.8.2 has a written procedure for protecting the privacy of students enrolled in distance and correspondence education courses or programs.


4.8.3 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.


FR 4.9  The institution has policies and procedures for determining the credit hours awarded for courses and programs that conform to commonly accepted practices in higher education and to Commission policy.  (See Commission policy “Credit Hours.”). (Definition of credit hours)



C.   Faculty and Administrative/Academic Officers: 

CR 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 each of its academic programs.  (Faculty)


CS 3.2.8 The institution has qualified administrative and academic officers

with the experience and competence to lead the institution.

(Qualified administrative/academic officers)


CS 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 Commission guidelines “Faculty Credentials.”) (Faculty competence)


[Identify new faculty hired to support this initiative.  Display faculty qualifications on the Commission’s “Faculty Roster Form.” Limit entries to those faculty members assigned to the new sites or distance education program(s).  For graduate programs, include documentation of the scholarship and research capability of faculty.  For doctoral programs, include documentation of faculty experience in directing dissertation research.]



D.   Institutional Effectiveness: 

CS  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: (Institutional Effectiveness)

CS educational programs, to include student learning outcomes.



E.    Library/Learning Resources: 

CR 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. (Learning Resources and Services)


CS 3.8.1  The institution provides facilities and learning/information resources that are appropriate to support its teaching, research, and service mission. (Learning/information resources)


CS 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. (Instruction of library use)



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