What is SACSCOC?
SACSCOC is an acronym for the Southern Association of Colleges and Schools. The Commission on Colleges of SACS is a national accrediting agency recognized by the United States Department of Education. SACS Commission on Colleges (SACSCOC) manages the accreditation of higher education institutions in 11 southern states and Latin America which award associate, baccalaureate, master's or doctoral degrees.
What does accreditation mean?
Accreditation by the Commission on Colleges means that a university has:
- a mission appropriate to higher education
- the resources, programs and services to accomplish and sustain that mission
- clearly specified educational objectives that are consistent with its mission and that are appropriate to the degrees it offers
- success in achieving its stated objectives.
According to the Commission on Colleges, accreditation is “intended to assure constituents and the public of the quality and integrity of higher education institutions and programs, and to help those institutions and programs improve. These outcomes are achieved through rigorous internal and external review processes during which the institution is evaluated against a common set of standards."
What are the consequences for Appalachian State if we chose not to be accredited?
Accreditation is important because of the following:
- Eligibility for receiving federal and state funds hinges on accreditation status. Non-accredited universities cannot receive any federal funds.
- To allow for transfer of credits between Appalachian State and other institutions;
- To gain recognition from other colleges and universities;
- To gain recognition from business, government, and industry, which equates to jobs for our graduates.
Colleges and universities do choose to participate in this process of self-regulation through accreditation, and all those of any quality choose to do so. From this perspective, every institution of higher education should welcome the opportunity to self-evaluate and self-correct in its ongoing commitment to quality education for its students.
What happens if Appalachian State University doesn't get reaffirmed?
It cannot be overstated how important reaffirmation of accreditation is to Appalachian State University and its future. Anything less than full reaffirmation potentially means:
- loss of federal funding
- loss of prestige and reputation in academia
- loss of admissions applicants
- loss of ability for Appalachian graduates to secure jobs
If our peer reviewers working through SACSCOC find that Appalachian State is deficient in some area, they can offer recommendations, with penalties ranging from sanctions up to denial of reaffirmation and removal from membership. Appalachian State University is nowhere close to having these kind of serious problems with reaffirmation. But it’s important for everyone to understand how serious the consequences are – and just how important this process is.
Who's involved?
The leadership team is currently comprised of:
- Dr. Sheri Everts, Chancellor
- Dr. Heather Norris, Provost & Executive Vice Chancellor
- Ms. Sharon Bell, CFO, Business Affairs
- Dr. Mike McKenzie, Academic Affairs
- Dr. Carolyn Edy, Faculty Director of the Compliance Certification, Associate Professor of Journalism
- Ms. Heather Langdon, Executive Director of Institutional Research, Assessment, and Planning and SACSCOC Accreditation Liaison
- QEP Steering Committee
- More administrators, faculty, staff, and students will contribute to the process as we approach the 2023-2024 deadlines
What credentials are required for faculty under SACSCOC guidelines?
The SACSCOC neither evaluates individuals, résumés, or transcripts, nor does it certify individuals. Yet institutions are required to document and justify that each faculty member is qualified to teach assigned courses. Documentation and justification may be accomplished by using only traditional academic credentials, by using a combination of traditional academic credentials and “other” qualifications. Essentially, Appalachian State must “make its case” for why the faculty member is qualified to teach courses assigned.
If the traditional academic credential approach is used, then following the Faculty Credential (PDF) guidelines will prove very helpful. When the qualifying credential aligns with the courses being taught, no justification is normally required as the credential speaks for itself, e.g. Ph.D. in English teaching English. However, if the Ph.D. is in Business Administration and the faculty member is teaching Accounting, then a written justification is normally necessary.
If a combination of traditional credentials and “other” credentials is used, or if the “other” qualifications only approach is used, then a portfolio approach for qualifications is suggested. This approach normally requires a careful and thorough justification that demonstrates the linkage between the various components of the portfolio of qualifications to the courses being taught.