This document outlines Houston Community College's (HCC) procedures for complying with the Southern Association of Colleges and Schools Commission on Colleges' (SACSCOC) substantive change policy. It defines substantive change and lists examples of changes that require notification or approval. Responsibility for ensuring compliance and notifying SACSCOC of substantive changes rests with HCC's Vice Chancellor of Instruction and Accreditation Compliance Director. The procedures provide guidance for submitting notifications or requests for approval for common and uncommon substantive changes.
The document provides information on the qualifications framework at GCU, including undergraduate and postgraduate awards. It also describes key aspects of delivering academic programmes at GCU such as programmes consisting of modules, the roles of programme boards and leaders, annual programme monitoring, and the Enhancement Led Internal Subject Review process.
New to teaching_in_he_part2_he_quals_programmes_modules_nov16GCU_LEAD
The document provides information about qualifications, programs, and modules at Glasgow Caledonian University (GCU). It discusses GCU's qualifications framework, undergraduate and postgraduate awards, how programs and modules are structured, the roles of program boards, leaders, and teams, as well as the annual monitoring and review processes.
Self-Study Guide for the Evaluation of a Pediatric Dentistry suzi smith
The Self-Study Guide is designed to help an institution succinctly present information about its advanced specialty education program in preparation for an evaluation visit by the Commission on Dental Accreditation. It is suggested that the institution initiate the self-study process approximately 12 months prior to completion of the Self-Study Report. The primary focus of the self-study process should be to assess the effectiveness of the educational program in meeting (1) the program’s stated goals and objectives and (2) the Commission’s Accreditation Standards for Advanced Specialty Education Programs in Pediatric Dentistry.
The Self-Study Report should be a concise, yet thorough, summary of the findings of the self-study process. The Commission hopes that the self-study will be a catalyst for program improvement that continues long after the accreditation process has been completed. In its opinion, this is a more likely outcome if there is thorough planning, as well as involvement of students/residents and administrators in the self-study process. Most programs will concentrate upon questions germane to the Commission’s Accreditation Standards. Nevertheless, the benefits of self-study are directly related to the extent to which programs evaluate their efforts, not simply in light of minimal standards for accreditation, but also in reference to the program’s stated goals and objectives as well as standards for educational excellence. Conclusions of the self-study may include qualitative evaluation of any aspect of the program whether it is covered in the Self-Study Guide or not. Programs must respond to all questions included in the Self-Study Guide. The responses should be succinct, but must in every case provide or cite evidence demonstrating achievement of objectives in compliance with each of the Accreditation Standards.
This document outlines a new policy developed by LCETB to manage the programme validation process in a more effective and efficient manner following an agreement with QQI to treat each ETB as a single entity.
The policy establishes a Programme Committee and application process for LCETB centers to request accessing, delivering, and developing new educational programmes. The committee evaluates applications based on criteria such as the program rationale, available resources, and staffing to recommend programmes for validation. The process involves centers submitting proposals that are screened before the committee meets periodically to review and make decisions.
The IW:LEARN4 project has 5 components aimed at strengthening knowledge management for transboundary waters management. It will support harvesting and disseminating project results, facilitate knowledge sharing between projects, expand communities of practice, promote results to non-GEF actors, and launch tools to improve portfolio performance. Key activities include improving the IW:LEARN website, project twinning, training workshops, economic valuation guidance, and online courses. The $4.9 million project will be implemented from 2014-2018 by CI, GWP, IUCN, TNC, UNEP, UNESCO, UNIDO, and WWF.
Best Practices to Implement an Effective Change Control Program Company WideMimi V Syahputri
Understand the process/system.
Define how would you like to set your change control system based on process/system (one for all/grouping).
Categorize it (risk based approach).
Establish robust procedure with guidance.
Establish user friendly and informative form.
Establish robust data base.
Set up an effective training program.
Establish monitoring for continuous improvement.
This document provides a Validation Master Plan (VMP) for Pharma Co., Inc.'s Springfield, NY facility. It outlines the facility's validation program, including responsibilities, scope, and procedures. Key points include:
- The VMP defines requirements and approach for validating systems, equipment, and processes to ensure compliance.
- Responsibilities are divided among groups including Quality Assurance, Engineering, Manufacturing, and Quality Control.
- The scope includes validation of facilities, utilities, equipment, processes, cleaning, sterilization, computer systems, and laboratory equipment.
- Standard operating procedures and subordinate VMPs provide detailed governance and documentation of the validation program.
- Attachments
The document provides information on the qualifications framework at GCU, including undergraduate and postgraduate awards. It also describes key aspects of delivering academic programmes at GCU such as programmes consisting of modules, the roles of programme boards and leaders, annual programme monitoring, and the Enhancement Led Internal Subject Review process.
New to teaching_in_he_part2_he_quals_programmes_modules_nov16GCU_LEAD
The document provides information about qualifications, programs, and modules at Glasgow Caledonian University (GCU). It discusses GCU's qualifications framework, undergraduate and postgraduate awards, how programs and modules are structured, the roles of program boards, leaders, and teams, as well as the annual monitoring and review processes.
Self-Study Guide for the Evaluation of a Pediatric Dentistry suzi smith
The Self-Study Guide is designed to help an institution succinctly present information about its advanced specialty education program in preparation for an evaluation visit by the Commission on Dental Accreditation. It is suggested that the institution initiate the self-study process approximately 12 months prior to completion of the Self-Study Report. The primary focus of the self-study process should be to assess the effectiveness of the educational program in meeting (1) the program’s stated goals and objectives and (2) the Commission’s Accreditation Standards for Advanced Specialty Education Programs in Pediatric Dentistry.
The Self-Study Report should be a concise, yet thorough, summary of the findings of the self-study process. The Commission hopes that the self-study will be a catalyst for program improvement that continues long after the accreditation process has been completed. In its opinion, this is a more likely outcome if there is thorough planning, as well as involvement of students/residents and administrators in the self-study process. Most programs will concentrate upon questions germane to the Commission’s Accreditation Standards. Nevertheless, the benefits of self-study are directly related to the extent to which programs evaluate their efforts, not simply in light of minimal standards for accreditation, but also in reference to the program’s stated goals and objectives as well as standards for educational excellence. Conclusions of the self-study may include qualitative evaluation of any aspect of the program whether it is covered in the Self-Study Guide or not. Programs must respond to all questions included in the Self-Study Guide. The responses should be succinct, but must in every case provide or cite evidence demonstrating achievement of objectives in compliance with each of the Accreditation Standards.
This document outlines a new policy developed by LCETB to manage the programme validation process in a more effective and efficient manner following an agreement with QQI to treat each ETB as a single entity.
The policy establishes a Programme Committee and application process for LCETB centers to request accessing, delivering, and developing new educational programmes. The committee evaluates applications based on criteria such as the program rationale, available resources, and staffing to recommend programmes for validation. The process involves centers submitting proposals that are screened before the committee meets periodically to review and make decisions.
The IW:LEARN4 project has 5 components aimed at strengthening knowledge management for transboundary waters management. It will support harvesting and disseminating project results, facilitate knowledge sharing between projects, expand communities of practice, promote results to non-GEF actors, and launch tools to improve portfolio performance. Key activities include improving the IW:LEARN website, project twinning, training workshops, economic valuation guidance, and online courses. The $4.9 million project will be implemented from 2014-2018 by CI, GWP, IUCN, TNC, UNEP, UNESCO, UNIDO, and WWF.
Best Practices to Implement an Effective Change Control Program Company WideMimi V Syahputri
Understand the process/system.
Define how would you like to set your change control system based on process/system (one for all/grouping).
Categorize it (risk based approach).
Establish robust procedure with guidance.
Establish user friendly and informative form.
Establish robust data base.
Set up an effective training program.
Establish monitoring for continuous improvement.
This document provides a Validation Master Plan (VMP) for Pharma Co., Inc.'s Springfield, NY facility. It outlines the facility's validation program, including responsibilities, scope, and procedures. Key points include:
- The VMP defines requirements and approach for validating systems, equipment, and processes to ensure compliance.
- Responsibilities are divided among groups including Quality Assurance, Engineering, Manufacturing, and Quality Control.
- The scope includes validation of facilities, utilities, equipment, processes, cleaning, sterilization, computer systems, and laboratory equipment.
- Standard operating procedures and subordinate VMPs provide detailed governance and documentation of the validation program.
- Attachments
Substantive change and 5th year report presentationpreslab2
This document provides an overview of substantive changes and SACSCOC's expectations for monitoring and reporting such changes. It defines substantive change as a significant modification or expansion in an institution's nature and scope. SACSCOC reviews proposed changes to ensure they are aligned with an institution's mission, consider impact on existing programs, and determine if sufficient resources exist. The document outlines various types of substantive changes that must be reported, including adding new programs or locations. It recommends developing a policy and procedures for tracking and reporting substantive changes to ensure compliance with SACSCOC standards. Finally, it proposes a calendar and process for developing the institution's upcoming Fifth-Year Interim Report to SACSCOC.
The document outlines the policies and procedures for accredited institutions of the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) regarding substantive changes. It defines substantive change and lists various types that require either notification and approval or just notification prior to implementation. It provides guidelines for reporting substantive changes and notes that institutions must have policies to ensure timely reporting. It also lists committee visit requirements and fees associated with reviews.
Colorado community college system credit for prior learning update june 2015cccschamp
This document provides an update on credit for prior learning policies and procedures within the Colorado community college system from June 2015. It outlines the vision of validating significant learning students bring from other experiences to help them reach their academic goals more quickly. Key changes discussed include transitioning to a prior learning assessment model from credit for prior learning, applying credit when students declare a major, developing a standardized cost matrix, expanding credit evaluations and crosswalks, and creating a searchable dashboard to support students and staff. Ongoing work is also mentioned around formalizing transfer agreements and training assessors.
Colorado community college system credit for prior learning update december 2014cccschamp
This document proposes policy changes to Colorado community colleges' policies regarding credit for prior learning (CPL). It envisions that students will be able to validate significant learning from life experiences to accelerate their progress toward academic and career goals. The proposed changes include transcripting CPL credits when students apply or declare a major, developing a system-wide cost matrix, standardized training and assessment methods for evaluators, and expanding credit crosswalks and portfolio templates to streamline the CPL process. A committee will further develop these proposals starting in January 2014.
The CMS Innovation Center held the second in a series of webinars on Wednesday, July 6, 2016 for the Support and Alignment Networks under the Transforming Clinical Practice Initiative (TCPI). This webinar focused on providing information regarding the application process.
- - -
CMS Innovation Center
http://innovation.cms.gov
We accept comments in the spirit of our comment policy:
http://newmedia.hhs.gov/standards/comment_policy.html
CMS Privacy Policy
http://cms.gov/About-CMS/Agency-Information/Aboutwebsite/Privacy-Policy.html
This document outlines the types of changes that the Accrediting Commission for Community and Junior Colleges considers substantive and require approval. It discusses changes in mission, scope, constituency served, location, control, educational programs, delivery methods, and credit awarded. It provides the rationale for requiring approval of substantive changes and describes the review and approval process, including the role of the Committee on Substantive Change.
Transfer in the MnSCU system will be explained with information about degrees and their transferability, transfer legislation, transfer policies and procedures and more. Transferology and the articulation agreement database will
be demonstrated.
The document proposes revisions to the program approval process for public higher education institutions in Massachusetts. Key changes include:
1. Requiring institutions to indicate how new program proposals align with their strategic plan in their letter of intent.
2. Circulating letters of intent to the Advisory Committee on Academic Programs and the Statewide Policy Committee for comment.
3. Having the Board of Higher Education review proposals to ensure alignment with system goals and consideration of factors like regional economic needs and affordable costs.
4. Establishing a timeline for implementing the new process starting in March 2017.
The document discusses proposed changes to the Grants for Instructors' Knowledge Advancement Program (SIKAP) which provides scholarships for teaching personnel to pursue advanced degrees. Key changes include expanding eligibility to include former instructors, stricter requirements around workloads for part-time scholars, and requiring vertical alignment of degree programs with disciplines. It outlines the application and approval process through partner Higher Education Institutions (DHEIs) or directly with CHED regional offices. Scholars will receive financial support such as tuition coverage and living allowances in exchange for a return service commitment. Guidelines are provided around payment of scholars approved mid-term as well as responsibilities of DHEIs in partnered scholarship models.
An update on the progress of the Cooperative Alliance Program in Oklahoma. A joint partnership with the Oklahoma State Regents for Higher Education and ODCTE.
The Blue Ribbon Task Force on State Higher Education Reform held a webinar to discuss recommendations on funding, accountability, and governance for state universities. They aimed to refine, improve, accept, table or reject proposed recommendations and identify areas needing further work. Next meeting dates were established to continue discussions and finalize recommendations by October 30th.
The document provides guidelines and instructions for the University Curriculum Committee at TWU. It discusses the committee's role in coordinating curriculum, outlines membership and meeting details, and provides guidance for submitting new course proposals and reviewing course changes. Criteria for evaluating proposals include justification, potential overlaps, and adherence to expectations of the university, accrediting bodies and state coordinating board. The document also covers deactivating and reactivating courses in the university system.
The document contains recommendations from working groups on university funding, accountability, and governance. It recommends giving universities more autonomy over tuition rates while tying funding to performance metrics. It also suggests establishing flagship research universities and rewarding programs with high employment outcomes. Additional meetings are scheduled to further refine recommendations for submission to the governor.
This document discusses the program review and planning cycle at LATTC and options for improving the process. It notes that LATTC received an accreditation recommendation to fully integrate program review, planning, and resource allocation. Two approaches are examined: a staggered program review by program every 4 years, or using modular cycles where all programs address 2-3 sections each year. The modular approach may better synchronize the college planning process and enable more relevant use of program review results, though it would be a new process requiring approval and time to implement. Input and questions are solicited on the pros and cons of each approach.
This document discusses the program review and planning cycle at LATTC and options for improving the process. It notes that LATTC received an accreditation recommendation to fully integrate program review, planning, and resource allocation. Two approaches are examined: a staggered program review by program every 4 years, or using modular cycles where all programs address 2-3 sections each year. The modular approach may better synchronize the college planning process and enable more relevant use of program review results, though it would be a new process requiring approval and time to implement. Input and questions are solicited on the pros and cons of each approach.
The document provides an overview of the Royal College of Physicians and Surgeons of Canada's (RCPSC) Continuing Professional Development (CPD) program for physicians. It outlines the program requirements, which include completing a minimum of 40 credits annually and 400 credits over a five-year cycle. It also describes the seven categories through which physicians can earn credits by participating in various learning activities, such as group learning sessions, self-directed learning projects, teaching, and personal practice reviews. Physicians document their learning activities and credits earned using the online MAINPORT tool. The RCPSC's Educational Support Centre is available to assist physicians with navigating the CPD program.
This document summarizes the work of the subcommittee reviewing Jackson State University's compliance with SACS accreditation standard 3.4 on educational programs. The subcommittee has reviewed documentation, identified accomplishments and weaknesses, and assessed compliance with each component of the standard. Areas requiring more work are identified. Best practices in curriculum, instruction, and electronic course offerings are highlighted. The subcommittee's meeting schedule and objectives are outlined.
After completion of the training workshop, the participants will be able to know:
- Overview of Accreditation
- The Value of Accreditation
- Value of Academic Program Accreditation
- The Council for Higher Education Accreditation Mission
Statement
- Benefits of Accreditation
- Why accreditation?
- The function of Accreditation and Quality Assurance
- Conclusion
The document discusses updates to Colorado community college policies regarding Prior Learning Assessment (PLA) Credit. Key changes include credit counting toward core requirements, a new name of PLA Credit, students needing admission and a declared major to receive credit, and a standardized fee structure across colleges. A new PLA Credit Manual and Course Crosswalk Matrix provide guidance on assessing portfolios, standardized tests, and other prior learning. The changes aim to better recognize prior learning and help students accelerate progress toward academic and career goals.
The document proposes a uniform articulation agreement between North Carolina community college Associate in Arts in Teacher Preparation (AATP) and Associate in Science in Teacher Preparation (ASTP) programs and educator preparation programs at independent colleges and universities in North Carolina. It establishes policies and regulations to facilitate the transfer of credits for students who graduate from AATP/ASTP programs and enroll in teacher education programs. The agreement aims to increase opportunities for community college transfer students and help address the state's teacher shortage.
The document summarizes workforce trends in Texas, the Houston region, and at Houston Community College. It notes that while the Texas and Houston economies are growing and job demand is high, traditional college enrollment and the number of high school graduates entering higher education have been declining. TRUE Initiative grants awarded to HCC helped increase enrollment in cybersecurity, commercial driver's license training, and manufacturing programs to help close workforce skills gaps. However, sustained funding is needed to continue meeting the region's workforce needs as the economy grows.
The document provides an overview of Houston Community College System. It summarizes key student demographics which show the student body is diverse with over half being students of color. It also outlines the colleges' strategic priorities which focus on student success, diversity, personalized learning, and becoming the top choice for education. Additionally, it reviews the college's governance structure and administration.
Substantive change and 5th year report presentationpreslab2
This document provides an overview of substantive changes and SACSCOC's expectations for monitoring and reporting such changes. It defines substantive change as a significant modification or expansion in an institution's nature and scope. SACSCOC reviews proposed changes to ensure they are aligned with an institution's mission, consider impact on existing programs, and determine if sufficient resources exist. The document outlines various types of substantive changes that must be reported, including adding new programs or locations. It recommends developing a policy and procedures for tracking and reporting substantive changes to ensure compliance with SACSCOC standards. Finally, it proposes a calendar and process for developing the institution's upcoming Fifth-Year Interim Report to SACSCOC.
The document outlines the policies and procedures for accredited institutions of the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) regarding substantive changes. It defines substantive change and lists various types that require either notification and approval or just notification prior to implementation. It provides guidelines for reporting substantive changes and notes that institutions must have policies to ensure timely reporting. It also lists committee visit requirements and fees associated with reviews.
Colorado community college system credit for prior learning update june 2015cccschamp
This document provides an update on credit for prior learning policies and procedures within the Colorado community college system from June 2015. It outlines the vision of validating significant learning students bring from other experiences to help them reach their academic goals more quickly. Key changes discussed include transitioning to a prior learning assessment model from credit for prior learning, applying credit when students declare a major, developing a standardized cost matrix, expanding credit evaluations and crosswalks, and creating a searchable dashboard to support students and staff. Ongoing work is also mentioned around formalizing transfer agreements and training assessors.
Colorado community college system credit for prior learning update december 2014cccschamp
This document proposes policy changes to Colorado community colleges' policies regarding credit for prior learning (CPL). It envisions that students will be able to validate significant learning from life experiences to accelerate their progress toward academic and career goals. The proposed changes include transcripting CPL credits when students apply or declare a major, developing a system-wide cost matrix, standardized training and assessment methods for evaluators, and expanding credit crosswalks and portfolio templates to streamline the CPL process. A committee will further develop these proposals starting in January 2014.
The CMS Innovation Center held the second in a series of webinars on Wednesday, July 6, 2016 for the Support and Alignment Networks under the Transforming Clinical Practice Initiative (TCPI). This webinar focused on providing information regarding the application process.
- - -
CMS Innovation Center
http://innovation.cms.gov
We accept comments in the spirit of our comment policy:
http://newmedia.hhs.gov/standards/comment_policy.html
CMS Privacy Policy
http://cms.gov/About-CMS/Agency-Information/Aboutwebsite/Privacy-Policy.html
This document outlines the types of changes that the Accrediting Commission for Community and Junior Colleges considers substantive and require approval. It discusses changes in mission, scope, constituency served, location, control, educational programs, delivery methods, and credit awarded. It provides the rationale for requiring approval of substantive changes and describes the review and approval process, including the role of the Committee on Substantive Change.
Transfer in the MnSCU system will be explained with information about degrees and their transferability, transfer legislation, transfer policies and procedures and more. Transferology and the articulation agreement database will
be demonstrated.
The document proposes revisions to the program approval process for public higher education institutions in Massachusetts. Key changes include:
1. Requiring institutions to indicate how new program proposals align with their strategic plan in their letter of intent.
2. Circulating letters of intent to the Advisory Committee on Academic Programs and the Statewide Policy Committee for comment.
3. Having the Board of Higher Education review proposals to ensure alignment with system goals and consideration of factors like regional economic needs and affordable costs.
4. Establishing a timeline for implementing the new process starting in March 2017.
The document discusses proposed changes to the Grants for Instructors' Knowledge Advancement Program (SIKAP) which provides scholarships for teaching personnel to pursue advanced degrees. Key changes include expanding eligibility to include former instructors, stricter requirements around workloads for part-time scholars, and requiring vertical alignment of degree programs with disciplines. It outlines the application and approval process through partner Higher Education Institutions (DHEIs) or directly with CHED regional offices. Scholars will receive financial support such as tuition coverage and living allowances in exchange for a return service commitment. Guidelines are provided around payment of scholars approved mid-term as well as responsibilities of DHEIs in partnered scholarship models.
An update on the progress of the Cooperative Alliance Program in Oklahoma. A joint partnership with the Oklahoma State Regents for Higher Education and ODCTE.
The Blue Ribbon Task Force on State Higher Education Reform held a webinar to discuss recommendations on funding, accountability, and governance for state universities. They aimed to refine, improve, accept, table or reject proposed recommendations and identify areas needing further work. Next meeting dates were established to continue discussions and finalize recommendations by October 30th.
The document provides guidelines and instructions for the University Curriculum Committee at TWU. It discusses the committee's role in coordinating curriculum, outlines membership and meeting details, and provides guidance for submitting new course proposals and reviewing course changes. Criteria for evaluating proposals include justification, potential overlaps, and adherence to expectations of the university, accrediting bodies and state coordinating board. The document also covers deactivating and reactivating courses in the university system.
The document contains recommendations from working groups on university funding, accountability, and governance. It recommends giving universities more autonomy over tuition rates while tying funding to performance metrics. It also suggests establishing flagship research universities and rewarding programs with high employment outcomes. Additional meetings are scheduled to further refine recommendations for submission to the governor.
This document discusses the program review and planning cycle at LATTC and options for improving the process. It notes that LATTC received an accreditation recommendation to fully integrate program review, planning, and resource allocation. Two approaches are examined: a staggered program review by program every 4 years, or using modular cycles where all programs address 2-3 sections each year. The modular approach may better synchronize the college planning process and enable more relevant use of program review results, though it would be a new process requiring approval and time to implement. Input and questions are solicited on the pros and cons of each approach.
This document discusses the program review and planning cycle at LATTC and options for improving the process. It notes that LATTC received an accreditation recommendation to fully integrate program review, planning, and resource allocation. Two approaches are examined: a staggered program review by program every 4 years, or using modular cycles where all programs address 2-3 sections each year. The modular approach may better synchronize the college planning process and enable more relevant use of program review results, though it would be a new process requiring approval and time to implement. Input and questions are solicited on the pros and cons of each approach.
The document provides an overview of the Royal College of Physicians and Surgeons of Canada's (RCPSC) Continuing Professional Development (CPD) program for physicians. It outlines the program requirements, which include completing a minimum of 40 credits annually and 400 credits over a five-year cycle. It also describes the seven categories through which physicians can earn credits by participating in various learning activities, such as group learning sessions, self-directed learning projects, teaching, and personal practice reviews. Physicians document their learning activities and credits earned using the online MAINPORT tool. The RCPSC's Educational Support Centre is available to assist physicians with navigating the CPD program.
This document summarizes the work of the subcommittee reviewing Jackson State University's compliance with SACS accreditation standard 3.4 on educational programs. The subcommittee has reviewed documentation, identified accomplishments and weaknesses, and assessed compliance with each component of the standard. Areas requiring more work are identified. Best practices in curriculum, instruction, and electronic course offerings are highlighted. The subcommittee's meeting schedule and objectives are outlined.
After completion of the training workshop, the participants will be able to know:
- Overview of Accreditation
- The Value of Accreditation
- Value of Academic Program Accreditation
- The Council for Higher Education Accreditation Mission
Statement
- Benefits of Accreditation
- Why accreditation?
- The function of Accreditation and Quality Assurance
- Conclusion
The document discusses updates to Colorado community college policies regarding Prior Learning Assessment (PLA) Credit. Key changes include credit counting toward core requirements, a new name of PLA Credit, students needing admission and a declared major to receive credit, and a standardized fee structure across colleges. A new PLA Credit Manual and Course Crosswalk Matrix provide guidance on assessing portfolios, standardized tests, and other prior learning. The changes aim to better recognize prior learning and help students accelerate progress toward academic and career goals.
The document proposes a uniform articulation agreement between North Carolina community college Associate in Arts in Teacher Preparation (AATP) and Associate in Science in Teacher Preparation (ASTP) programs and educator preparation programs at independent colleges and universities in North Carolina. It establishes policies and regulations to facilitate the transfer of credits for students who graduate from AATP/ASTP programs and enroll in teacher education programs. The agreement aims to increase opportunities for community college transfer students and help address the state's teacher shortage.
The document summarizes workforce trends in Texas, the Houston region, and at Houston Community College. It notes that while the Texas and Houston economies are growing and job demand is high, traditional college enrollment and the number of high school graduates entering higher education have been declining. TRUE Initiative grants awarded to HCC helped increase enrollment in cybersecurity, commercial driver's license training, and manufacturing programs to help close workforce skills gaps. However, sustained funding is needed to continue meeting the region's workforce needs as the economy grows.
The document provides an overview of Houston Community College System. It summarizes key student demographics which show the student body is diverse with over half being students of color. It also outlines the colleges' strategic priorities which focus on student success, diversity, personalized learning, and becoming the top choice for education. Additionally, it reviews the college's governance structure and administration.
The Houston Community College Small Business Development Program has made improvements to expand opportunities for certified small businesses. The program certification accepts additional certifications from the City of Houston and now includes minority, women, disabled, and disadvantaged owned businesses. The evaluation process for small businesses has also improved to maximize their chance of competing for and winning contracts. Certified small businesses can now receive up to 15 points based on their status and level of subcontracting with other certified small businesses.
This document is the procurement operations procedures manual for HCC. It provides definitions for over 75 procurement-related terms used throughout the manual. The table of contents shows that the manual contains articles on general provisions, sources of supplies and services, procurement methods, competitive sealed bidding, competitive sealed proposals, construction procurement, contract administration and close out. The document establishes standard procedures and guidelines for HCC's procurement processes.
This document provides information about Houston Community College (HCC) for the Common Data Set. It includes contact information for HCC's Office of Institutional Research and general information about HCC such as its status as a public community college with an open enrollment policy. Enrollment numbers from 2020-2021 are provided for full-time and part-time students by gender and race/ethnicity. Graduation and retention rates cannot be provided since HCC is a two-year institution. Application information is given showing total freshman applicants and admits for 2020. Admission requirements are not listed since HCC has an open enrollment policy.
This document contains the bylaws of the Board of Trustees of Houston Community College. It establishes ethics policies for trustees and senior staff, including a code of conduct. It has been amended over 30 times since its initial adoption in 2010 to update various sections. The bylaws cover topics like the board's powers and authority, committees, meetings, and operations. It aims to ensure high ethical standards and proper governance of the college.
This document outlines Houston Community College's regulation regarding ensuring equal access to technology resources for individuals with disabilities. It establishes guidelines for making the college's websites and digital content compliant with Web Content Accessibility Guidelines 2.0 Level AA. It defines key terms and roles, such as designating the ADA/Section 504 Coordinator as responsible for handling requests regarding inaccessible online content. The regulation applies to all college employees and users of technology resources, and states that inaccessible content must be made available in an equally effective alternative format upon request.
This document summarizes the bylaws of the Board of Trustees of Houston Community College. It outlines ethics policies for board members and senior staff, including standards of conduct, prohibited communications during the bid process, and requirements for disclosing conflicts of interest. The bylaws establish that board members must act in the best interests of the college, maintain confidentiality, and avoid undue external influence. Board members and senior staff are prohibited from certain communications with bidders during the bid period and from accepting related political contributions.
1. The document is a memorandum from the Chancellor of Houston Community College to the Board of Trustees regarding new reporting requirements under Texas law for incidents of sexual harassment, assault, dating violence or stalking.
2. It provides details on the requirements of Texas Education Code Section 51.253(c) which mandates that the Chancellor submit a report to the Board and post publicly on incidents reported and their dispositions.
3. Attached is the first report submitted by the Chancellor to the Board as required, providing summary data on 4 reports received under the relevant section of the Code and 1 report regarding failure to report from January to March 2020. The 3 investigations were still ongoing.
1) The document outlines Houston Community College's policy prohibiting discrimination, harassment, sexual harassment, sexual assault, dating violence, stalking, and retaliation.
2) It defines key terms like employee, sex or gender, and sexual harassment. It also defines prohibited conduct covered by the policy.
3) The policy establishes reporting procedures, including mandatory reporting requirements for employees, and designates the Title IX Coordinator to handle reports of sex discrimination.
This document outlines Houston Community College's policy on sex and gender discrimination, including sexual harassment and retaliation. It defines discrimination and prohibited conduct, and establishes procedures for reporting, investigating, and resolving complaints. It designates the Title IX Coordinator and states that any employee receiving a report must notify them. It also provides examples of corrective actions that may be taken following investigations.
This document outlines the bylaws of the Board of Trustees of Houston Community College. It was originally adopted on January 1, 2010 and has been amended numerous times, with the most recent amendment on February 5, 2020. The bylaws cover topics such as ethics and standards of conduct for trustees and staff, the powers and responsibilities of the board, elections, meetings, committees, and board operations. The purpose is to provide internal governance and management for the board and its activities in accordance with applicable laws.
The Houston Community College System's (HCC) total assets decreased by $5.4 million from fiscal year 2018 primarily due to spending $19.4 million to complete capital improvement projects, reducing restricted cash and investments. Total liabilities increased by $76.4 million mainly due to changes in pension and other post-employment benefit assumptions. HCC's net position increased by $3 million to $393 million for fiscal year 2019 despite higher pension and other post-employment benefit expenses. Non-operating revenues increased by $8 million.
This document is Houston Community College's 2019 Annual Clery Security Report, which provides crime statistics and safety policies for the college as required by law. It summarizes crime data for 2018, including reports of crimes such as burglary, assault, and dating violence. It also outlines the college's policies for reporting crimes, making timely warnings, and preparing the annual disclosure. The report provides definitions of Clery-defined crimes and lists contact information for campus safety authorities.
The document is Houston Community College's updated 2019 procurement plan listing 63 anticipated solicitations for goods and services projected to be sourced during the year, grouped by month. It notes that additional needs may be added and that official solicitation notices will be posted on the procurement website. It also outlines prohibited communication policies for proposers during the "blackout period" between advertisement and contract execution or cancellation.
This document provides information about Houston Community College for a Common Data Set. It includes contact information for the college, basic facts such as the types of degrees offered and academic calendar, enrollment numbers broken down by gender and race/ethnicity, persistence and graduation rates, and retention rates. Houston Community College is a public, coeducational institution located in Houston, Texas that offers associate degrees and certificates on a semester system with an undergraduate enrollment of over 57,000 students as of fall 2018.
The document provides tips on how to recognize email scams by learning to spot suspicious elements like generic salutations, alarmist messages, grammatical errors, requests for personal information, and emails that do not come from official college domains. Examples are given of phishing emails disguising themselves as being from Houston Community College but with email addresses from outlook.com, gmail.com, and foreign domains, as well as links that do not match the displayed text. Readers are advised to be wary of these types of suspicious emails.
The document summarizes construction spending to date totaling $342,687,622 on capital improvement projects. Of the total spending, $126,116,612 or 37% went to small, women, minority, disadvantaged, or historically underutilized businesses. The largest portions of protected spending went to small businesses at $107,526,338 or 31% of total spending and women-owned businesses at $22,593,825 or 7% of total spending. The document then lists individual subcontractors and the amounts they were paid in relation to their protected business classifications.
The document summarizes spending to date on a Capital Improvement Program construction project totaling $325.7 million. Of the total spending, $116.4 million or 36% went to small, women, minority, disadvantaged, or historically underutilized businesses. The top categories were: total SBE spending of $98.7 million (30% of total), total MBE spending of $36.7 million (11% of total), and total WBE spending of $17.2 million (5% of total). The document also lists individual subcontractors or vendors that worked on the project, indicating if they were certified in various business categories.
The document summarizes construction spending to date totaling $337,398,887 on a capital improvement program. It shows that 37% of total spending, or $123,246,981, went to small/women/minority/disadvantaged businesses. Specifically, 31% ($104,701,271) went to small businesses, 6% ($21,156,816) to women-owned businesses, and 13% ($42,320,345) to minority-owned businesses. The document also provides a breakdown of individual subcontractor payments by business type.
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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Substantive Change Procedure
1. Houston
Community
College
(HCC)
Substantive
Change
Procedure
Background:
Member
institutions
of
the
Southern
Association
of
Colleges
and
Schools
Commission
on
Colleges
(SACSCOC)
are
required
to
notify
the
Commission
of
changes
in
accordance
with
the
substantive
change
policy
and,
when
required,
seek
approval
prior
to
the
initiation
of
changes.
Further,
member
institutions
are
required
to
have
a
policy
and
procedure
to
ensure
that
all
substantive
changes
are
reported
to
the
Commission
in
a
timely
fashion.
Definition:
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
• The
establishment
of
an
additional
location
geographically
apart
from
the
main
campus
at
which
the
institution
offers
at
least
50
percent
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
such
as
a
dual
degree
program
or
a
joint
degree
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
Purpose:
The
purpose
of
a
Houston
Community
College
(HCC)
Substantive
Change
Procedure
is
to
ensure
HCC
compliance
with
its
own
substantive
change
policy
and
the
SACSCOC
policy
on
substantive
change
as
detailed
in
The
Principles
of
Accreditation:
Foundations
for
Quality
Enhancement,
Principle
3.12.
Rules
for
substantive
change
and
the
notification
procedures
are
to
be
found
in
Substantive
Change
for
Accredited
Institutions
of
the
Commission
on
Colleges:
Policy
Statement,
located
online
at:
http://SACSCOCcoc.org/pdf/081705/Substantivepercent20changepercent20policy.pdf.
Responsibility:
Responsibility
for
notifying
SACSCOC
of
substantive
changes
that
have
occurred
or
will
occur
officially
rests
with
the
HCC
SACSCOC
Liaison.
In
2007,
the
Chancellor
designated
the
Vice
Chancellor
of
Instruction
as
the
HCC
SACSCOC
Liaison.
The
Vice
Chancellor
of
Instruction
has
created
a
SACSCOC
office
within
his
administrative
unit
and
has
hired
an
Accreditation
Compliance
Director.
The
Vice
Chancellor
of
Instruction
has
delegated
the
responsibility
for
the
substantive
change
reporting
process
to
the
Accreditation
Compliance
Director.
Approved
Dec
2010;
Revised
April
2012
Page
1
2. Responsibility
for
HCC
compliance
with
its
own
substantive
change
policy
and
that
of
SACSCOC
rests
with
the
Vice-‐Chancellor
of
Instruction.
It
is
his
responsibility
to
inform
all
members
of
the
HCC
institution
of
the
policy
requirements.
HCC’s
substantive
change
policy
is
published
online
within
the
other
HCC
policy
statements
at:
http://www.hccs.edu/hccs/faculty-‐staff/board-‐policies/a-‐9-‐
institutional-‐effectiveness-‐reports/a-‐9-‐2-‐institutional-‐effectiveness-‐substantive-‐change
.
All
personnel
mentioned
within
the
following
procedures
have
been
notified
of
their
role
in
complying
with
HCC’s
substantive
change
policy
and
the
SACSCOC
substantive
change
policy
and
that
compliance
is
required.
These
procedures
are
also
published
online
at:
http://www.hccs.edu/hccs/faculty-‐staff/accreditation-‐
compliance-‐sacs/substantive-‐change/hcc-‐substantive-‐change-‐procedure
.
All
personnel
who
have
required
responsibilities
have
been
notified
of
the
location
of
the
procedures
and
of
their
roles
within
them.
This
procedures
document
is
in
three
sections,
A,
B
and
C.
Section
A,
beginning
just
below
this
paragraph,
covers
the
most
common
types
of
substantive
change
concerning
HCC.
Section
B,
beginning
on
page
6,
covers
the
procedures
for
handling
uncommon
occurrences
that
involve
substantive
changes.
Section
C,
beginning
on
page
9
lists
actions
and
decisions
that
called
for
a
substantive
change
in
the
past,
have
already
been
made,
and
reported.
Responsible
party
Area
of
responsibility
SACSCOC
Liaison
(HCC
Vice
Chancellor
for
Delegation
of
substantive
change
duties
to
Instruction)
Accreditation
Compliance
Director
Accreditation
Compliance
Director
Overall
substantive
change
process
A.
Steps
to
complete
common
types
of
Substantive
Changes:
1. New
programs,
degrees,
certificates
or
significant
changes
to
the
length
of
a
program
or
certificate
a. Any
program
faculty
proposing
curriculum
changes
as
described
above
must
follow
the
procedures
as
detailed
in
the
HCC
Curriculum
Handbook,
found
online
at:
http://www.hccs.edu/hccs/faculty-‐staff/curriculum/curriculum-‐development/curriculum-‐
handbook
.
(1) New
programs
or
significant
changes
to
programs
require
a
prospectus
or
modified
prospectus
as
part
of
required
documentation
for
approval.
The
HCC
template
for
preparation
of
the
prospectus
or
modified
prospectus
is
available
at:
http://www.curricunet.com/HCCS/forms.cfm
(2) Proposed
curriculum
changes
that
qualify
as
substantive
changes
will
not
be
approved
by
the
HCC
Curriculum
Committee
without
a
prospectus.
b. If
the
curriculum
change
is
approved,
the
chairman
of
the
Curriculum
Committee
will
copy
the
prospectus
that
accompanied
the
request
for
approval
by
the
Curriculum
Committee
and
forward
the
copy
of
the
prospectus
to
the
Accreditation
Compliance
Director.
c. The
prospectus
copy
will
be
filed
in
the
SACSCOC
office
until
the
next
regular
substantive
change
letter
of
notification
is
written
to
SACSCOC.
The
prospectus
in
that
file
will
provide
the
information
needed
to
notify
SACSCOC
of
substantive
changes
to
the
curriculum.
Approved
Dec
2010;
Revised
April
2012
Page
2
3. Responsible
party
Faculty
proposing
curriculum
change
Chairman
of
the
Curriculum
Committee
Accreditation
Compliance
Director
Area
of
responsibility
Completion
of
form
containing
prospectus
information;
submitting
it
to
the
curriculum
committee
Approval
of
proposed
change;
non-‐approval
of
proposed
curriculum
change
without
an
accompanying
prospectus;
delivery
of
copy
of
prospectus
to
Accreditation
Compliance
Director
Compilation
of
prospectuses
to
be
sent
to
SACSCOC
2.
Deactivated
and
closed
programs
and
certificates
(with
or
with-‐out
teach-‐out
agreements)
a. Faculty
(usually
a
program
chair)
notifies
the
HCC
Curriculum
Office
of
plans
to
close
or
deactivate
programs
or
certificates
so
that
the
Texas
Higher
Education
Coordinating
Board
can
be
notified.
b. The
CTE
Director
will
notify
the
Accreditation
Compliance
Director’s
office,
in
writing,
of
all
plans
to
close
or
deactivate
a
program
or
certificate
at
the
time
the
Coordinating
Board
is
notified.
If
there
are
students
in
the
certificate
or
program,
a
teach-‐out
plan
must
be
submitted
in
writing
to
the
Executive
Director
for
Curriculum.
c. The
Accreditation
Compliance
Director
will
file
all
such
notices
and
teach
out
plans
until
the
next
regular
substantive
change
letter
of
notification
is
written
to
SACSCOC.
Responsible
party
Program
chair
of
deactivating
certificate
or
program
Executive
Director
for
Curriculum
Accreditation
Compliance
Director
Area
of
responsibility
Notification
of
HCC
Curriculum
Office
of
plans
to
close
certificate
or
program
Delivery
of
written
notice
and/or
teach
out
agreement
to
Accreditation
Compliance
Director
Compilation
of
notices
and
plans
to
be
sent
to
SACSCOC
3. New
Facilities,
Instructional
Sites
or
Campuses
or
relocation
of
any
site
The
SACSCOC
office
in
Atlanta
keeps
a
record
of
the
name
and
address
of
every
instructional
site
at
which
an
HCC
credit
class
is
offered.
All
sites
are
reported,
both
owned
and
leased;
where
credit
or
dual
credit
classes
are
offered.
a. All
major
new
facilities
are
approved
by
the
HCC
Board
of
Trustees.
b. When
a
major
new
facility
is
proposed,
the
HCC
Chancellor
will
provide
a
copy
of
the
Board
agenda
page
to
the
Vice-‐Chancellor
of
Instruction
(the
SACSCOC
Liaison)
with
the
name
and
address
of
the
facility.
c. If
the
new
facility
is
approved,
the
Board
secretary
will
provide
the
Vice
Chancellor
of
Instruction
with
minutes
of
the
approval.
d. The
Vice
Chancellor
of
Instruction
will
provide
Board
minutes
approving
the
facility
to
the
Accreditation
Compliance
Director.
e. The
Accreditation
Compliance
Director
will
notify
the
President,
the
COO
and
the
appropriate
program
or
department
chair
(if
applicable)
if
and
when
a
prospectus
for
the
new
facility
is
Approved
Dec
2010;
Revised
April
2012
Page
3
4. needed
and
establish
a
deadline
for
the
receipt
of
the
prospectus
in
the
Accreditation
Compliance
Director’s
office.
f. The
Accreditation
Compliance
Director
will
file
the
information
about
the
new
facility
and
send
the
prospectus
so
it
will
arrive
at
the
SACSCOC
office
at
least
6
months
prior
to
the
opening
of
a
new,
major
facility.
g. The
Assistant
Registrar
maintains
the
tables
in
the
PeopleSoft
system
for
all
instructional
sites
and
will
notify
the
Accreditation
Compliance
Director
of
the
name
and
address
of
any
new
instructional
site
that
is
added
to
PeopleSoft
at
any
time.
This
will
notify
the
Accreditation
Compliance
Director
of
any
instructional
site
added
(including
all
dual
credit
high
schools)
even
if
it
is
not
a
major
site
that
required
HCC
Board
approval
and
at
which
not
more
than
50
percent
of
any
program
is
offered.
Responsible
party
Area
of
Responsibility
Notify
Vice
Chancellor
of
Instruction
of
any
Board
HCC
Chancellor
action
item
to
acquire
a
new
facility
HCC
Board
Secretary
Provide
Vice
Chancellor
of
Instruction
with
minutes
if
action
is
approved.
Vice-‐Chancellor
of
Instruction/SACS
liaison
Notify
Accreditation
Compliance
Director
of
new
facilities
approved
by
the
HCC
Board
of
Trustees
College
President,
COO,
and
Program
Chair
Preparation
of
prospectus
for
facilities
six
months
before
a
new,
major
facility
opens
HCC
Assistant
Registrar
Notify
Accreditation
Compliance
Director
of
name
and
address
of
any
new,
minor
instructional
site
added
to
PeopleSoft
for
HCC
instruction
Accreditation
Compliance
Director
Compilation
of
names
and
addressed
of
all
new
instructional
sites;
work
with
college
administrations
on
prospectuses
for
major
sites;
assist
SACS
liaison
with
writing
and
submitting
the
prospectus
to
SACS
6
months
prior
to
opening
a
new,
major
facility
4. Current
sites
that
have
reached
the
25
percent
and
are
approaching
the
50
percent
thresholds
SACSCOC
will
be
notified
by
letter
when
the
college
begins
to
offer
25-‐49
percent
of
any
program
at
a
site.
The
letter
will
contain
the
date
on
which
the
threshold
was
reached.
HCC
will
notify
SACSCOC
of
a
site
reaching
this
mark
in
the
college’s
next
substantive
change
letter.
A
prospectus
for
a
site
and
a
substantive
change
letter
to
SACSCOC
will
be
prepared
when
the
college
approaches
the
50
percent
threshold.
Since
there
is
no
certain
way
to
know
when
a
site
may
begin
to
offer
more
than
50
percent
of
a
program,
SACSCOC
will
be
notified
and
a
prospectus
sent
when
a
site
reaches
a
40
percent
threshold,
so
as
to
ascertain
that
the
prospectus
will
reach
SACSCOC
at
least
six
months
before
a
site
crosses
the
50
percent
threshold.
a. The
HCC
PeopleSoft
student
system
report
“Schedule
by
Campus”
collects
data
including
individual
classes
offered
at
all
sites,
the
date
each
class
started,
and
the
instructors’
names.
b. The
personnel
in
the
Accreditation
Compliance
Director’s
office
will
run
a
“Schedule
by
Campus”
report
on
the
official
day
of
record
each
semester
(including
flex
entry
dates
within
semesters)
Approved
Dec
2010;
Revised
April
2012
Page
4
5. to
determine
if
any
site
has
crossed
the
25
percent
threshold
or
is
approaching
the
50
percent
threshold
that
semester.
c. Site
that
have
crossed
the
25
percent
threshold
are
listed
with
the
date
of
the
beginning
of
classes
at
that
site
that
semester.
The
list
will
be
held
in
the
Accreditation
Compliance
Director’s
office
until
the
next
substantive
change
letter
is
mailed
to
SACSCOC.
d. Because
it
is
difficult
to
predict
exactly
when
a
site
will
exceed
the
50
percent
mark
for
any
program
and
because
HCC
must
notify
SACSCOC
six
months
in
advance
of
such
mark
and
provide
a
prospectus
three
months
in
advance,
HCC
will
prepare
a
prospectus
for
all
sites
reaching
40
percent
of
instruction.
Half
of
an
associate
degree
is
30
SCH
or
10
courses.
Therefore
a
prospectus
will
be
prepared
when
there
are
at
least
8
general
education
courses
offered
at
a
site
or
a
mixture
of
general
education
and
workforce
courses
equaling
or
exceeding
24
SCH.
Responsible
party
Area
of
Responsibility
Accreditation
Compliance
Director
Run
the
“Schedule
by
Campus”
report
on
official
day
of
record
for
each
semester
(including
flex
entry
dates
within
semesters)
Accreditation
Compliance
Director
Keep
list
of
sites
offering
25-‐40
percent
of
a
program
until
that
semester’s
substantive
change
letter
is
written
Accreditation
Compliance
Director
Determine
if
any
site
has
crossed
the
40
percent
threshold
and
notify
the
colleges
of
need
to
prepare
prospectus
College
Deans
and
COO
Prepare
prospectus
for
sites
that
have
crossed
the
40
percent
threshold
and
return
them
to
the
Accreditation
Compliance
Director
Vice
Chancellor
for
Instruction
Prepare
a
substantive
change
letter
for
SACSCOC
and
notify
it
of
sites
that
offer
25
percent
of
a
program
and
send
prospectuses
for
sites
that
have
crossed
the
40
percent
threshold
5. Early
college
high
schools
SACSCOC
will
be
notified
by
letter
of
the
initiation
of
an
early
college
high
school.
When
more
than
50
percent
of
any
HCC
program
credit
may
be
obtained
at
the
high
school
SACSCOC
must
be
sent
a
prospectus.
The
Vice
Chancellor
of
Instruction
must
prepare
an
Memorandum
of
Understanding
(MOU)
with
the
partner
school
district
for
operation
of
an
Early
College
High
School
and
an
action
item
for
approval
of
the
MOU
by
the
HCC
Board
.
The
SACSCOC
Liaison/Vice-‐Chancellor
of
Instruction
notifies
the
Accreditation
Compliance
Director
upon
Board
approval
of
the
MOU
for
a
new
Early
College
High
School.
The
Accreditation
Compliance
Director
monitors
the
high
school
via
the
“Schedule
by
Campus”
report
in
PeopleSoft
mentioned
in
the
above
section,
so
that
when
it
approaches
the
50
percent
mark,
the
appropriate
college
president
and
COO
can
be
notified
to
prepare
a
prospectus.
Responsible
party
Area
of
responsibility
SACSCOC
Liaison/Vice-‐Chancellor
of
Instruction
Notification
of
Accreditation
Compliance
Director
of
Board
approval
of
MOU
creating
a
new
early
Approved
Dec
2010;
Revised
April
2012
Page
5
6. Accreditation
Compliance
Director
College
president,
COO
and
Deans
Accreditation
Compliance
Director,
Vice-‐
Chancellor
of
Instruction
college
high
school
Monitor
early
college
high
school
for
requirements
of
letter
of
notification
and/or
prospectus
Prepare
a
prospectus
for
early
college
high
schools
that
have
crossed
the
40%
of
a
program
threshold
Send
prospectus
to
SACSCOC
for
an
early
college
high
school
that
is
at
least
three
months
away
from
crossing
the
50%
of
a
program
threshold
B.
Steps
to
complete
substantive
changes
not
covered
by
the
above
process
The
responsibility
for
reporting
all
substantive
changes
rests
with
the
HCC
SACSCOC
Liaison,
who
is
the
Vice-‐Chancellor
of
Instruction.
He
has
delegated
most
of
the
day-‐to-‐day
tasks
of
reporting
substantive
change
to
the
Accreditation
Compliance
Director.
The
most
common
substantive
changes
and
the
details
of
how
they
are
handled
at
HCC
are
listed
in
Section
A
of
this
document.
For
all
other
types
of
substantive
changes,
especially
those
involving
significant
changes
in
terms
of
institutional
mission,
level
of
program
or
course
offerings,
and
partnerships
with
other
institutions,
the
Chancellor
will
play
the
initiating
role,
securing
Board
and/or
State
approval
(THECB,
State
Legislature)
when
required.
Responsible
party
Area
of
responsibility
HCC
Chancellor
Secure
HCC
Board
and/or
State
approval
(THECB
and/or
State
Legislature)
when
required
and
notify
Vice
Chancellor
of
Instruction
to
pursue
needed
internal
approval
processes
and
notification
processes
for
SACSCOC
in
a
timely
manner.
SACSCOC
Liaison
(HCC
Vice
Chancellor
for
Work
with
Accreditation
Compliance
Director
to
Instruction)
execute
the
substantive
change
process
in
a
timely
manner
Accreditation
Compliance
Director
Oversee
the
details
of
the
substantive
change
process
to
ensure
completion
in
a
timely
manner.
1.
Initiating
coursework
or
programs
at
a
different
level
than
currently
approved.
This
type
of
change
would
require
the
HCC
Chancellor
to
secure
approval
first
by
the
HCC
Board
of
Trustees
of
the
intent
and
second
by
the
Texas
Higher
Education
Coordinating
Board
(THECB).
Additionally,
this
action
is
currently
not
allowed
in
Texas
without
specific
state
legislative
action.
Following
approval
of
the
intent
by
the
various
governing
bodies
(HCC
Board
of
Trustees,
THECB,
or
State
Legislature),
the
details
of
the
curriculum
would
have
to
follow
the
internal
approval
processes
as
outlined
in
the
HCC
Curriculum
Handbook.
The
Vice
Chancellor
of
Instruction
would
oversee
the
approval
processes
and
ensure
that
sufficient
time
is
allowed
to
accommodate
the
twelve
months
advanced
notice
and
prior
approval
required
by
SACSCOC
before
the
implementation.
.
Approved
Dec
2010;
Revised
April
2012
Page
6
7. Responsible
party
HCC
Chancellor
SACSCOC
Liaison
(HCC
Vice
Chancellor
for
Instruction)
Accreditation
Compliance
Director
Area
of
responsibility
Secure
HCC
Board
and/or
State
approval
(THECB
and/or
State
Legislature)
when
required
and
notify
Vice
Chancellor
of
Instruction
to
pursue
needed
internal
approval
processes
and
notification
processes
for
SACSCOC
in
a
timely
manner.
Work
with
Accreditation
Compliance
Director
to
execute
the
substantive
change
process
in
a
timely
manner
Oversee
the
details
of
the
substantive
change
process
to
ensure
completion
in
a
timely
manner
2.
Altering
significantly
the
educational
mission
of
the
institution.
The
fundamental
educational
mission
of
Texas
community
colleges
is
determined
by
the
State
Legislature
and
overseen
by
the
THECB.
With
each
new
Strategic
Plan,
the
HCC
Board
revisits
the
HCC
Mission
Statement
to
ensure
its
alignment
with
state
law,
THECB
rules
and
regulations,
and
to
phrase
it
in
terms
that
they
feel
best
serve
the
interests
of
the
community.
Any
significant
change
in
the
educational
mission
would
necessarily
require
concurrent
conversations
and
approval
by
all
governing
bodies
(HCC
Board,
THECB,
State
Legislature).
The
Chancellor
will
communicate
the
desire
of
the
Board
to
make
any
significant
changes
in
the
educational
mission
of
the
institution
to
the
Vice
Chancellor
for
Instruction
for
subsequent
notification
to
SACSCOC.
Responsible
party
Area
of
responsibility
HCC
Chancellor
Secure
HCC
Board
and/or
State
approval
(THECB
and/or
State
Legislature)
when
required
and
notify
Vice
Chancellor
of
Instruction
to
pursue
needed
internal
approval
processes
and
notification
processes
for
SACSCOC
in
a
timely
manner.
SACSCOC
Liaison
(HCC
Vice
Chancellor
for
Work
with
Accreditation
Compliance
Director
to
Instruction)
execute
the
substantive
change
process
in
a
timely
manner
Accreditation
Compliance
Director
Oversee
the
details
of
the
substantive
change
process
to
ensure
completion
in
a
timely
manner
3.
Initiating
joint
or
dual
degrees
with
another
institution.
This
type
of
change
would
come
as
a
result
of
a
contract
or
agreement
originated
by
the
highest
levels
of
the
HCC
administration
and
would
potentially
require
the
HCC
Chancellor
securing
approval
of
the
HCC
Board
of
Trustees.
Upon
Board
approval,
the
HCC
Chancellor
would
direct
the
Vice-‐Chancellor
of
Instruction
(HCC’s
SACS
Liaison)
and
the
Accreditation
Compliance
Director
so
that
the
process
of
notifying
SACSCOC
and
requesting
its
approval
could
be
completed
in
a
timely
manner.
Responsible
party
Area
of
responsibility
HCC
Chancellor
Secure
HCC
Board
and/or
State
approval
(THECB
Approved
Dec
2010;
Revised
April
2012
Page
7
8. SACSCOC
Liaison
(HCC
Vice
Chancellor
for
Instruction)
Accreditation
Compliance
Director
and/or
State
Legislature)
when
required
and
notify
Vice
Chancellor
of
Instruction
to
pursue
needed
internal
approval
processes
and
notification
processes
for
SACSCOC
in
a
timely
manner.
Work
with
Accreditation
Compliance
Director
to
execute
the
substantive
change
process
in
a
timely
manner
Oversee
the
details
of
the
substantive
change
process
to
ensure
completion
in
a
timely
manner
4.
Initiating
programs
or
courses
offered
through
contractual
agreement
or
consortium.
This
type
of
arrangement
is
likely
to
begin
at
the
program
level
in
the
instructional
departments.
A
dean
and
ultimately
a
college
president
would
be
involved
in
the
initial
stages.
HCC
regulations
do
not
allow
the
college
presidents
to
sign
contracts
that
would
obligate
HCC
to
participate
in
this
type
of
arrangement
without
the
HCC
Chancellor’s
approval.
Once
the
Chancellor
has
approved,
she
will
seek
Board
and/or
State
approval
when
required
and
notify
the
Vice-‐Chancellor
of
Instruction
to
pursue
the
internal
approval
processes
and
to
work
with
the
Accreditation
Compliance
Director
for
notification
to
SACSCOC
in
a
timely
manner.
Responsible
party
Area
of
responsibility
HCC
Chancellor
Secure
HCC
Board
and/or
State
approval
(THECB
and/or
State
Legislature)
as
required
and
notify
Vice
Chancellor
of
Instruction
to
pursue
needed
internal
approval
processes
and
notification
processes
for
SACSCOC
in
a
timely
manner.
SACSCOC
Liaison
(HCC
Vice
Chancellor
for
Work
with
Accreditation
Compliance
Director
to
Instruction)
execute
the
substantive
change
process
in
a
timely
manner
Accreditation
Compliance
Director
Oversee
the
details
of
the
substantive
change
process
to
ensure
completion
in
a
timely
manner
5.
Entering
into
a
contract
with
an
entity
not
certified
to
participate
in
USDOE
Title
IV
programs.
This
type
of
agreement
would
begin
at
the
highest
levels
of
HCC
administration
and
would
potentially
require
HCC
Board
of
Trustees
approval.
Once
the
Chancellor
has
approved,
she
will
seek
Board
and/or
State
approval
when
required
and
notify
the
Vice-‐Chancellor
of
Instruction
to
pursue
the
internal
approval
processes
and
to
work
with
the
Accreditation
Compliance
Director
for
notification
to
SACSCOC
in
a
timely
manner.
Responsible
party
Area
of
responsibility
HCC
Chancellor
Secure
HCC
Board
and/or
State
approval
(THECB
and/or
State
Legislature)
when
required
and
notify
Approved
Dec
2010;
Revised
April
2012
Page
8
9. SACSCOC
Liaison
(HCC
Vice
Chancellor
for
Instruction)
Accreditation
Compliance
Director
Vice
Chancellor
of
Instruction
to
pursue
needed
internal
approval
processes
and
notification
processes
for
SACSCOC
in
a
timely
manner.
Work
with
Accreditation
Compliance
Director
to
execute
the
substantive
change
process
in
a
timely
manner
Oversee
the
details
of
the
substantive
change
process
to
ensure
completion
in
a
timely
manner
6.
Changing
governance,
ownership,
control
or
legal
status,
or
acquiring
a
program
from
another
institution,
or
adding
a
permanent
location
at
a
site
where
the
institution
is
conducting
a
teach-‐out
for
students
from
another
institution
that
is
closing.
Taking
over
another
institution’s
governance,
building(s)
or
programs
or
teaching-‐out
another
institution’s
programs
are
activities
that
would
be
initiated
at
the
highest
levels
of
HCC
administration
and
would
require
the
approval
of
the
HCC
Board
of
Trustees.
Once
the
Chancellor
has
approved,
she
will
seek
Board
and/or
State
approval
when
required
and
notify
the
Vice-‐Chancellor
of
Instruction
to
pursue
the
internal
approval
processes
and
to
work
with
the
Accreditation
Compliance
Director
for
notification
to
SACSCOC
in
a
timely
manner.
Responsible
party
Area
of
responsibility
HCC
Chancellor
Secure
HCC
Board
and/or
State
approval
(THECB
and/or
State
Legislature)
as
required
and
notify
Vice
Chancellor
of
Instruction
to
pursue
needed
internal
approval
processes
and
notification
processes
for
SACSCOC
in
a
timely
manner.
SACSCOC
Liaison
(HCC
Vice
Chancellor
for
Work
with
Accreditation
Compliance
Director
to
Instruction)
execute
the
substantive
change
process
in
a
timely
manner
Accreditation
Compliance
Director
Oversee
the
details
of
the
substantive
change
process
to
ensure
completion
in
a
timely
manner
7.
Initiating
a
merger
or
consolidation
with
another
institution.
Merging
with
another
institution
would
be
initiated
at
the
highest
levels
of
HCC
administration
and
would
require
the
approval
of
the
Board
of
Trustees
and
the
Texas
Higher
Education
Coordinating
Board.
Once
the
Chancellor
has
approved,
she
will
seek
Board
and/or
State
approval
when
required
and
notify
the
Vice-‐Chancellor
of
Instruction
to
pursue
the
internal
approval
processes
and
to
work
with
the
Accreditation
Compliance
Director
for
notification
to
SACSCOC
in
a
timely
manner.
Responsible
party
Area
of
responsibility
HCC
Chancellor
Secure
HCC
Board
and/or
State
approval
(THECB
and/or
State
Legislature)
as
required
and
notify
Vice
Chancellor
of
Instruction
to
pursue
needed
Approved
Dec
2010;
Revised
April
2012
Page
9
10. SACSCOC
Liaison
(HCC
Vice
Chancellor
for
Instruction)
Accreditation
Compliance
Director
internal
approval
processes
and
notification
processes
for
SACSCOC
in
a
timely
manner.
Work
with
Accreditation
Compliance
Director
to
execute
the
substantive
change
process
in
a
timely
manner
Oversee
the
details
of
the
substantive
change
process
to
ensure
completion
in
a
timely
manner
8.
Contracting
with
another
institution
to
teach-‐out
HCC
students
after
closing
a
program,
off-‐campus
site,
branch
campus
or
the
institution.
[The
scenario
of
HCC
teaching-‐out
another
institution’s
students
is
covered
in
6.
above.]
If
HCC
closes
a
program,
a
site,
or
decides
to
close
altogether,
and
contracts
with
another
institution
to
teach-‐out
HCC’s
students,
the
decision
to
do
so
will
be
made
at
the
highest
levels
of
the
HCC
administration
and
would
require
the
approval
of
the
Board
of
Trustees
and
the
Texas
Higher
Education
Coordinating
Board.
The
Vice-‐Chancellor
of
Instruction
would
know
of
the
plans
from
the
beginning.
The
Vice-‐Chancellor
would
inform
the
Accreditation
Compliance
Director.
From
that
point
the
procedures
for
notifying
SACSCOC
would
be
followed.
Responsible
party
Area
of
responsibility
HCC
Chancellor
Secure
HCC
Board
and/or
State
approval
(THECB
and/or
State
Legislature)
as
required
and
notify
Vice
Chancellor
of
Instruction
to
pursue
needed
internal
approval
processes
and
notification
processes
for
SACSCOC
in
a
timely
manner.
SACSCOC
Liaison
(HCC
Vice
Chancellor
for
Work
with
Accreditation
Compliance
Director
to
Instruction)
execute
the
substantive
change
process
in
a
timely
manner
Accreditation
Compliance
Director
Oversee
the
details
of
the
substantive
change
process
to
ensure
completion
in
a
timely
manner
C.
Substantive
Changes
for
which
all
notifications
and
reports
have
been
made:
1.
Initiating
Distance
Learning.
2.
Offering
50%
or
more
of
all
programs
taught
at
HCC
via
Distance
Learning.
3.
Changing
from
clock
hours
to
credit
hours.
Approved
Dec
2010;
Revised
April
2012
Page
10