SACS ACCREDITATION REVIEW
QEP - Quality Enhancement Plan
A document developed by the institution that describes a course of action for institutional improvement crucial to enhancing educational quality that is directly related to student learning.
Purpose: To enhance overall institutional quality and effectiveness by focusing on an issue or issues the institution considers important to improving student learning.
As defined in the SACS Handbook for Reaffirmation of Accreditation, the QEP should include but not be limited to the following components:
A brief descriptive title.
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A topic that is creative and vital to the long-term improvement of student learning.
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A definition of student learning appropriate to the focus of the QEP.
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Evidence that developing the QEP has engaged all appropriate campus constituencies.
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A description of the importance of the QEP that will help others understand its value and appropriateness to the institution.
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Specific, well-defined goals related to an issue of substance and depth, expected to lead to observable results.
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Evidence of careful analysis of the institutional context in which the goals will be implemented and of consideration of best practices related to the QEP’s topic or issues.
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A viable implementation plan that includes necessary resources and a framework that details matters such as timelines, leadership, resource allocation, and assessment schedule.
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A comprehensive evaluation plan clearly related to the QEP goals, with the latitude and flexibility to make adjustments to achieve the desired student learning outcomes.
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Appendices, if applicable.
The final QEP document must not exceed one hundred pages, including a narrative of no more than seventy-five pages and appendices of no more than twenty-five pages.
As explained in the Handbook for Review Committees, examples of topics or issues for the QEP include, but are not limited to enhancing the academic climate for student learning, strengthening the general studies curriculum, developing creative approaches to experiential learning, enhancing critical thinking skills, introducing innovative teaching and learning strategies, increasing student engagement in learning, and exploring imaginative ways must be clearly linked to the quality of student learning.
8 Steps in the Reaffirmation Process
Leadership team attends orientation provided by SACS
Compliance Certification is completed and submitted (March 15, 2007)
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Off-Site Review Committee reviews Compliance Certification to determine institution’s compliance with Core Requirements and Comprehensive Standards
SACS reports to institution on Off-Site Review Committee’s findings—institution may decide to complete a Focused Report in response
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QEP is submitted to SACS 6 weeks prior to on-site visit – (October 1, 2007
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On-Site Review Committee visits institution to review and determine acceptability of QEP and areas of concern (November 12-15, 2007
Institution prepares a response to the On-Site Committee’s report and submits to SACS
SACS Commission reviews findings and takes action on reaffirmation
