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Baylor > SACS > General SACS Information > SACS Principles of Accreditation > Compliance requirements, FAQ

Compliance requirements, FAQ



SACS Compliance Requirements:

(click on an item to see full description)

1. Integrity and Commitment to Quality Enhancement

1.1 Integrity
1.2 Commitment to Quality Enhancement

2. Core Requirements

2.1 Degree-granting authority
2.2 Governing board
2.3 Chief Executive Officer
2.4 Statement of Mission
2.5 Institutional Effectiveness
2.6 Institution in operation
2.7 General degree program requirements
2.7.1 Program Length
2.7.2 Program Content
2.7.3 General Education
2.7.4 Contractual Agreements for Instruction
2.8 Number of Faculty
2.9 Library, other learning and information resources
2.10 Student support programs and service
2.11 Financial stability
2.12 Quality Enhancement Plan

3. Comprehensive Standards

3.1 Institutional Mission
3.1.1 Comprehensive statement of mission
3.2 Governance and Administration
3.2.1 Selection of chief executive officer
3.2.2 Legal authority and operating control
3.2.3 Governing Board, conflict of interest
3.2.4 Governing Board, undue influence
3.2.5 Governing Board, dismissal
3.2.6 Governing Board, distinction of duties
3.2.7 Institution, organizational structure
3.2.8 Institution, qualified administration
3.2.9 Institution, employment policies
3.2.10 Institution, evaluation of administrators
3.2.11 Chief executive officer, intercollegiate athletics
3.2.12 Chief executive officer, fund-raising
3.2.13 Institution, foundation relationships
3.2.14 Institution, ownership of materials
3.3 Institutional Effectiveness
3.3.1 Outcomes assessment, analyses for improvement
3.4 Educational Programs
3.4.1 Approved by faculty, learning outcomes
3.4.2 Continuing education programs
3.4.3 Admissions policies
3.4.4 Policies for evaluating/accepting academic credit
3.4.5 Dissemination of academic policies
3.4.6 Practices for awarding academic credit
3.4.7 Consortial and contractual educational programs
3.4.8 Awarding of academic credit for non-credit work
3.4.9 Academic support services
3.4.10 Degree program education requirements
3.4.11 Security of student academic records
3.4.12 Faculty responsibility for quality and oversight
3.4.13 Curriculum development, program coordinators
3.4.14 Use of technology to enhance student learning
3.5 Undergraduate Programs
3.5.1 Competencies within general education core
3.5.2 Degree credit earned at institution
3.6 Graduate and Post-Baccalaureate Professional Programs
3.6.1 Academic contents progressively advanced
3.6.2 Instruction fosters independent learning
3.6.3 Residency and completion requirements
3.7 Faculty
3.7.1 Qualifications
3.7.2 Evaluation
3.7.3 Professional development
3.7.4 Academic freedom
3.7.5 Published policies on responsibility and authority
3.8 Library and Other Learning Resources
3.8.1 Facilities and instructional support services
3.8.2 Access to instruction in use of resources
3.8.3 Qualified staff
3.9 Student Affairs and Services
3.9.1 Statement of student rights and responsibilities
3.9.2 Security, confidentiality of student records
3.9.3 Qualified student affairs personnel
3.10 Financial and Physical Resources
3.10.1 Acceptable financial stability
3.10.2 Financial statements and related documents
3.10.3 Audits of funds for financial aid
3.10.4 Exercises appropriate control over all resources
3.10.5 Financial control, sponsored programs, research
3.10.6 Healthful and safe environment
3.10.7 Physical facilities

4. Federal Requirements

4.1 Evaluation of student achievement
4.2 Curriculum appropriate to degrees awarded
4.3 Availability of calendars, grading and refund policies
4.4 Program length appropriate to degrees
4.5 Procedures for written student complaints
4.6 Recruitment materials represent practice and policy
4.7 Publishes SACS name, address and phone number
4.8 Title IV Compliance

General SACS FAQ

What is SACS?
What is a "reaffirmation of accreditation?"
What are the SACS requirements?
How is this SACS reaffirmation different from previous self-studies?
Who's involved in the process at Baylor?
How can I be involved in Baylor's reaffirmation process?
What does Baylor have to do for SACS?
How does the submission process work?
What are other Universities SACS projects like?
I've still got questions. How do I ask questions about Baylor and SACS?




1. Integrity and Commitment to Quality Enhancement

1.1 Integrity
Integrity, essential to the purpose of higher education, functions as the basic contract defining the relationship between the Commission and each of its member institutions. It is a relationship in which all parties agree to deal honestly and openly with their constituencies and with one another. Without this commitment, no relationship can exist or be sustained between the Commission and its member institutions. The Commission's requirements, policies, processes, procedures, and decisions are predicated on integrity. The Commission on Colleges expects integrity to govern the operation of institutions. Therefore, evidence of intentionally withholding information, deliberately providing inaccurate information to the public, or failing to provide timely and accurate information to the Commission will be seen as the lack of a full commitment to integrity and may result in the loss of membership in the Commission on Colleges. (See Commission policy "Integrity and Accuracy in Institutional Representation.")

1.2 Commitment to Quality Enhancement
The Commission on Colleges expects institutions to dedicate themselves to enhancing the quality of their programs and services within the context of their missions, resources, and capacities, and to create an environment in which teaching, public service, research, and learning occur. The concept of quality enhancement is at the heart of the Commission's philosophy of accreditation; this presumes each member institution to be engaged in an ongoing program of improvement and able to demonstrate how well it fulfills its stated mission. Although evaluation of an institution's educational quality and its effectiveness in achieving its mission is a difficult task requiring careful analysis and professional judgment, an institution is expected to document quality and effectiveness in all its major aspects.

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2. Core Requirements

2.1 Degree-granting authority
The institution has degree-granting authority from the appropriate government agency or agencies.

2.2 Governing board
The institution has a governing board of at least five members that is the legal body with specific authority over the institution. The board is an active policy-making body for the institution and is ultimately responsible for ensuring that the financial resources of the institution are adequate to provide a sound educational program. The board is not controlled by a minority of board members or by organizations or interests separate from it. Neither the presiding officer of the board nor the majority of other voting members of the board have contractual, employment, or personal or familial financial interest in the institution. A military institution authorized and operated by the federal government to award degrees has a public board in which neither the presiding officer nor a majority of the other members are civilian employees of the military or active/retired military. The board has broad and significant influence upon the institution's programs and operations, plays an active role in policy-making, and ensures that the financial resources of the institution are used to provide a sound educational program. The board is not controlled by a minority of board members or by organizations or interests separate from the board except as specified by the authorizing legislation. Neither the presiding officer of the board nor the majority of other voting board members have contractual, employment, or personal or familial financial interest in the institution.

2.3 Chief Executive Officer
The institution has a chief executive officer whose primary responsibility is to the institution and who is not the presiding officer of the board.

2.4 Statement of Mission
The institution has a clearly defined and published mission statement specific to the institution and appropriate to an institution of higher education, addressing teaching and learning and, where applicable, research and public service.

2.5 Institutional Effectiveness
The institution engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes that incorporate a systematic review of programs and services that (a) results in continuing improvement, and (b) demonstrates that the institution is effectively accomplishing its mission.

2.6 Institution in operation
The institution is in operation and has students enrolled in degree programs.

2.7 General degree program requirements

2.7.1 Program Length
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. The institution provides a written justification and rationale for program equivalency.

2.7.2 Program Content
The institution offers degree programs that embody a coherent course of study that is compatible with its stated purpose and is based upon fields of study appropriate to higher education.

2.7.3 General Education
The institution requires in each undergraduate degree program the successful completion of a general education component at the collegiate level that (1) is a substantial component of each undergraduate degree, (2) ensures breadth of knowledge, and (3) is based on a coherent rationale. For degree completion in associate programs, the component constitutes a minimum of 15 semester hours or the equivalent; for baccalaureate programs, a minimum of 30 semester hours or the equivalent. These credit hours are to be drawn from and include at least one course from each of the following areas: humanities/fine arts; social/behavioral sciences; and natural science/mathematics. The courses do not narrowly focus on those skills, techniques, and procedures specific to a particular occupation or profession. The institution provides a written justification and rationale for course equivalency.

2.7.4 Contractual Agreements for Instruction
The institution provides instruction for all course work required for at least one degree program at each level at which it awards degrees. If the institution makes arrangements for some instruction to be provided by other accredited institutions or entities through contracts or consortia, or uses some other alternative approach to meeting this requirement, the alternative approach must be approved by the Commission on Colleges. In all cases, the institution demonstrates that it controls all aspects of its educational program. (See Commission policy "Core Requirement 2.7.4: Documenting an Alternate Approach.")

2.8 Number of Faculty
The number of full-time faculty members is adequate to support the mission of the institution. The institution has adequate faculty resources to ensure the quality and integrity of its academic programs. In addition, upon application for candidacy, an applicant institution demonstrates that it meets Comprehensive Standard 3.7.1 for faculty qualifications.

2.9 Library, other learning and information resources
The institution, through ownership or formal arrangements or agreements, provides and supports student and faculty access and user privileges to adequate library collections as well as to other learning/information resources consistent with the degrees offered. These collections and resources are sufficient to support all its educational, research, and public service programs.

2.10 Student support programs and service
The institution provides student support programs, services, and activities consistent with its mission that promote student learning and enhance the development of its students.

2.11 Financial stability
The institution has a sound financial base, demonstrated financial stability, and adequate physical resources to support the mission of the institution and the scope of its programs and services. The member institution provides the following financial statements: (a) an institutional audit (or Standard Review Report issued in accordance with Statements on Standards for Accounting and Review Services issued by the AICPA for those institutions audited as part of a systemwide or statewide audit) and written institutional management letter for the most recent fiscal year prepared by an independent certified public accountant and/or an appropriate governmental auditing agency employing the appropriate audit (or Standard Review Report) guide; (b) a statement of financial position of unrestricted net assets, exclusive of plant assets and plant-related debt, which represents the change in unrestricted net assets attributable to operations for the most recent year; and (c) an annual budget that is preceded by sound planning, is subject to sound fiscal procedures, and is approved by the governing board. Audit requirements for applicant institutions may be found in the Commission policy entitled "Accreditation Procedures for Applicant Institutions."

2.12 Quality Enhancement Plan
The institution has developed an acceptable Quality Enhancement Plan and demonstrates that the plan is part of an ongoing planning and evaluation process.

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3. Comprehensive Standards

3.1 Institutional Mission

3.1.1 Comprehensive statement of mission
The institution has a clear and comprehensive mission statement that guides it; is approved by the governing board; is periodically reviewed by the board; and is communicated to the institution's constituencies.

3.2 Governance and Administration

3.2.1 Selection of chief executive officer
The governing board of the institution is responsible for the selection and the evaluation of the chief executive officer.

3.2.2 Legal authority and operating control
The legal authority and operating control of the institution are clearly defined for the following areas within the institution's governance structure:

  • 3.2.2.1: institution's mission;
  • 3.2.2.2: fiscal stability of the institution;
  • 3.2.2.3: institutional policy, including policies concerning related and affiliated corporate entities and all auxiliary services; and
  • 3.2.2.4: related foundations (athletic, research, etc.) and other corporate entities whose primary purpose is to support the institution and/or its programs.

3.2.3 Governing Board, conflict of interest
The board has a policy addressing conflict of interest for its members.

3.2.4 Governing Board, undue influence
The governing board is free from undue influence from political, religious, or other external bodies, and protects the institution from such influence.

3.2.5 Governing Board, dismissal
Members of the governing board can be dismissed only for cause and by due process.

3.2.6 Governing Board, distinction of duties
There is a clear and appropriate distinction, in writing and practice, between the policy-making functions of the governing board and the responsibility of the administration and faculty to administer and implement policy.

3.2.7 Institution, organizational structure
The institution has a clearly defined and published organizational structure that delineates responsibility for the administration of policies.

3.2.8 Institution, qualified administration
The institution has qualified administrative and academic officers with the experience, competence, and capacity to lead the institution.

3.2.9 Institution, employment policies
The institution defines and publishes policies regarding appointment and employment of faculty and staff.

3.2.10 Institution, evaluation of administrators
The institution evaluates the effectiveness of its administrators, including the chief executive officer, on a periodic basis.

3.2.11 Chief executive officer, intercollegiate athletics
The institution's chief executive officer has ultimate responsibility for, and exercises appropriate administrative and fiscal control over, the institution's intercollegiate athletics program.

3.2.12 Chief executive officer, fund-raising
The institution's chief executive officer has ultimate control of the institution's fund-raising activities.

3.2.13 Institution, foundation relationships
Any institution-related foundation not controlled by the institution has a contractual or other formal agreement that (a) accurately describes the relationship between the institution and the foundation, and (b) describes any liability associated with that relationship. In all cases, the institution ensures that the relationship is consistent with its mission.

3.2.14 Institution, ownership of materials
The institution's policies are clear concerning ownership of materials, compensation, copyright issues, and the use of revenue derived from the creation and production of all intellectual property. This applies to students, faculty, and staff.

3.3 Institutional Effectiveness

3.3.1 Outcomes assessment, analyses for improvement
The institution identifies expected outcomes for its educational programs and its administrative and educational support services; assesses whether it achieves these outcomes; and provides evidence of improvement based on analysis of those results.

3.4 Educational Programs

3.4.1 Approved by faculty, learning outcomes
The institution demonstrates that each educational program for which academic credit is awarded (a) is approved by the faculty and the administration, and (b) establishes and evaluates program and learning outcomes.

3.4.2 Continuing education programs
The institution's continuing education, outreach, and service programs are consistent with the institution's mission.

3.4.3 Admissions policies
The institution publishes admissions policies consistent with its mission.

3.4.4 Policies for evaluating/accepting academic credit
The institution has a defined and published policy for evaluating, awarding, and accepting credit for transfer, experiential learning, advanced placement, and professional certificates that is consistent with its mission and ensures that course work and learning outcomes are at the collegiate level and comparable to the institution's own degree programs. The institution assumes responsibility for the academic quality of any course work or credit recorded on the institution's transcript. (See Commission policy "The Transfer or Transcripting of Academic Credit.")

3.4.5 Dissemination of academic policies
The institution publishes academic policies that adhere to principles of good educational practice. These are disseminated to students, faculty, and other interested parties through publications that accurately represent the programs and services of the institution.

3.4.6 Practices for awarding academic credit
The institution employs sound and acceptable practices for determining the amount and level of credit awarded for courses, regardless of format or mode of delivery.

3.4.7 Consortial and contractual educational programs
The institution ensures the quality of educational programs/courses offered through consortia relationships or contractual agreements, ensures ongoing compliance with the comprehensive requirements, and evaluates the consortial relationship and/or agreement against the purpose of the institution.

3.4.8 Awarding of academic credit for non-credit work
The institution awards academic credit for course work taken on a noncredit basis only when there is documentation that the noncredit course work is equivalent to a designated credit experience.

3.4.9 Academic support services
The institution provides appropriate academic support services.

3.4.10 Degree program education requirements
The institution defines and publishes general education requirements for its undergraduate programs and major program requirements for all its programs. These requirements conform to commonly accepted standards and practices for degree programs.

3.4.11 Security of student academic records
The institution protects the security, confidentiality, and integrity of its student academic records and maintains special security measures to protect and back up data.

3.4.12 Faculty responsibility for quality and oversight
The institution places primary responsibility for the content, quality, and effectiveness of its curriculum with its faculty.

3.4.13 Curriculum development, program coordinators
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.

3.4.14 Use of technology to enhance student learning
The institution's use of technology enhances student learning, is appropriate for meeting the objectives of its programs, and ensures that students have access to and training in the use of technology.

3.5 Undergraduate Programs

3.5.1 Competencies within general education core
The institution identifies college-level competencies within the general education core and provides evidence that graduates have attained those competencies.

3.5.2 Degree credit earned at institution
The institution awards degrees only to those students who have earned at least 25 percent of the credit hours required for the degree through instruction offered by that institution. (See Commission policy "The Transfer or Transcripting of Academic Credit.")

3.6 Graduate and Post-Baccalaureate Professional Programs

3.6.1 Academic contents progressively advanced
The institution's post-baccalaureate professional degree programs, and its master's and doctoral degree programs, are progressively more advanced in academic content than undergraduate programs.

3.6.2 Instruction fosters independent learning
The institution ensures that its graduate instruction and resources foster independent learning, enabling the graduate to contribute to a profession or field of study.

3.6.3 Residency and completion requirements
The majority of credits toward a graduate or a post-baccalaureate professional degree is earned through the institution awarding the degree. In the case of graduate and post-baccalaureate professional degree programs offered through joint, cooperative, or consortia arrangements, the student earns a majority of credits from the participating institutions. (See Commission policy "The Transfer or Transcripting of Academic Credit.")

3.7 Faculty

3.7.1 Qualifications
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 in accordance with the guidelines listed below. 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. Credential Guidelines: a. Faculty teaching general education courses at the undergraduate level: doctor's or master's degree in the teaching discipline or master's degree with a concentration in the teaching discipline (a minimum of 18 graduate semester hours in the teaching discipline). b. Faculty teaching associate degree courses designed for transfer to a baccalaureate degree: doctor's or master's degree in the teaching discipline or master's degree with a concentration in the teaching discipline (a minimum of 18 graduate semester hours in the teaching discipline). c. Faculty teaching associate degree courses not designed for transfer to the baccalaureate degree: bachelor's degree in the teaching discipline, or associate's degree and demonstrated competencies in the teaching discipline. d. Faculty teaching baccalaureate courses: doctor's or master's degree in the teaching discipline or master's degree with a concentration in the teaching discipline (minimum of 18 graduate semester hours in the teaching discipline). At least 25 percent of the discipline course hours in each undergraduate major are taught by faculty members holding the terminal degree-usually the earned doctorate-in the discipline. e. Faculty teaching graduate and post-baccalaureate course work: earned doctorate/ terminal degree in the teaching discipline or a related discipline. f. Graduate teaching assistants: master's in the teaching discipline or 18 graduate semester hours in the teaching discipline, direct supervision by a faculty member experienced in the teaching discipline, regular in-service training, and planned and periodic evaluations.

3.7.2 Evaluation
The institution regularly evaluates the effectiveness of each faculty member in accord with published criteria, regardless of contractual or tenured status.

3.7.3 Professional development
The institution provides evidence of ongoing professional development of faculty as teachers, scholars, and practitioners.

3.7.4 Academic freedom
The institution ensures adequate procedures for safeguarding and protecting academic freedom.

3.7.5 Published policies on responsibility and authority
The institution publishes policies on the responsibility and authority of faculty in academic and governance matters.

3.8 Library and Other Learning Resources

3.8.1 Facilities and instructional support services
The institution provides facilities, services, and learning/information resources that are appropriate to support its teaching, research, and service mission.

3.8.2 Access to instruction in use of resources
The institution ensures that users have access to regular and timely instruction in the use of the library and other learning/information resources.

3.8.3 Qualified staff
The institution provides a sufficient number of qualified staff-with appropriate education or experiences in library and/or other learning/ information resources-to accomplish the mission of the institution.

3.9 Student Affairs and Services

3.9.1 Statement of student rights and responsibilities
The institution publishes a clear and appropriate statement of student rights and responsibilities and disseminates the statement to the campus community.

3.9.2 Security, confidentiality of student records
The institution protects the security, confidentiality, and integrity of its student records.

3.9.3 Qualified student affairs personnel
The institution provides services supporting its mission with qualified personnel to ensure the quality and effectiveness of its student affairs programs.

3.10 Financial and Physical Resources

3.10.1 Acceptable financial stability
The institution's recent financial history demonstrates financial stability.

3.10.2 Financial statements and related documents
The institution provides financial statements and related documents, including multiple measures for determining financial health as requested by the Commission, which accurately and appropriately represent the total operation of the institution.

3.10.3 Audits of funds for financial aid
The institution audits financial aid programs as required by federal and state regulations.

3.10.4 Exercises appropriate control over all resources
The institution exercises appropriate control over all its financial and physical resources.

3.10.5 Financial control, sponsored programs, research
The institution maintains financial control over externally funded or sponsored research and programs.

3.10.6 Healthful and safe environment
The institution takes reasonable steps to provide a healthy, safe, and secure environment for all members of the campus community.

3.10.7 Physical facilities
The institution operates and maintains physical facilities, both on and off campus, that are adequate to serve the needs of the institution's educational programs, support services, and other mission-related activities.

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4. Federal Requirements

4.1 Evaluation of student achievement
When evaluating success with respect to student achievement in relation to the institution's mission, the institution includes, as appropriate, consideration of course completion, state licensing examinations, and job placement rates.

4.2 Curriculum appropriate to degrees awarded
The institution maintains a curriculum that is directly related and appropriate to its purpose and goals and to diplomas, certificates, or degrees awarded.

4.3 Availability of calendars, grading and refund policies
The institution makes available to students and the public current academic calendars, grading policies, and refund policies.

4.4 Program length appropriate to degrees
The institution demonstrates that program length is appropriate for each of the degrees offered.

4.5 Procedures for written student complaints
The institution has adequate procedures for addressing written student complaints and is responsible for demonstrating that it follows those procedures when resolving student complaints. (See Commission policy "Complaint Procedures for the Commission or its Accredited Institutions.")

4.6 Recruitment materials represent practice and policy
Recruitment materials and presentations accurately represent the institution's practices and policies.

4.7 Publishes SACS name, address and phone number
The institution publishes the name of its primary accreditor and its address and phone number. (The publication of this information is presented so that it is clear that inquiries to the Commission should relate only to the accreditation status of the institution, and not to general admission information.)

4.8 Title IV Compliance
The institution is in compliance with its program responsibilities under Title IV of the 1998 Higher Education Amendments. (In reviewing the institution's compliance with these program responsibilities, the Commission relies on documentation forwarded to it by the U.S. Secretary of Education.)

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General SACS FAQ

What is SACS?
The Commission on Colleges of the Southern Association of Colleges and Schools is the recognized regional accrediting body in the eleven U.S. Southern states (Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas and Virginia) and in Latin America for those institutions of higher education that award associate, baccalaureate, master's or doctoral degrees. The Commission on Colleges is the representative body of the College Delegate Assembly and is charged with carrying out the accreditation process.

What is a "reaffirmation of accreditation?"
Reaffirmation of accreditation is the process by which Baylor, like schools all over the nation and the world, continues to be qualified, recognized, certified, etc. by an outside body who's whole job is to make sure Universities are meeting specific standards in order to function with integrity, stability, and growth. It is accountability for the University to continue to make improvements, stay true to the mission of the University and academia, as well as focusing institutions towards student learning. To gain or maintain accreditation with the Commission on Colleges, an institution must comply with the standards contained in the Principles of Accreditation: Foundations for Quality Enhancement and with the policies and procedures of the Commission on Colleges. The Commission on Colleges applies the requirements of its Principles to all applicant, candidate, and member institutions, regardless of type of institution (public, private for-profit, private not-for-profit).

What are the SACS requirements?
The SACS requirements are called the Principles of Accreditation: Foundations for Quality Enhancement. They are a list of 73 principles and standards that we need to meet in order to be in full compliance with SACS and receive our reaffirmation of accreditation. Access to the list of principles and standards is found at the link below:
More Information: http://www.baylor.edu/sacs/index.php?id=22442

How is this SACS reaffirmation different from previous self-studies?

Who's involved in the process at Baylor?
The answer is many people all around the University. The committee that is heading up the reaffirmation effort called the SACS Task Force consists of: Larry Lyon, Tiffany Hogue, Tom Bohannon, Van Gray, Tim Logan, Gina Green, Patricia Tolbert, Robyn Driskell, Vicki Kabat-Marsh, Stephanie Kilgore, and Sarah Kirksey. There are many more committees that have met, are currently meeting, and will be meeting in the future.

How can I be involved in Baylor's reaffirmation process?

What does Baylor have to do for SACS?
Baylor must prepare a report that shows that Baylor is in compliance with the SACS Principles of Accreditation. This report is due in September of 2006. In addition, Baylor must prepare a Quality Enhancement Plan for submission in February of 2007.

How does the submission process work?
The report is submitted electronically as a website that will be studied by the SACS review team. The SACS team will make a determination whether or not Baylor is in compliance with each requirement, and will report those findings to SACS.

What are other Universities SACS projects like?
Similar and different. Every university under the Southern Association of Colleges and Schools accreditation are required to meet the same 73 principles and standards. The way they go about the process is unique to the resources and creativity of each school. A good place to find out what Baylor's approach looks like as well as other schools is our Baylor SACS website. Below is a link to a list of several schools that SACS accredits with links to their websites.
More Information: http://www.baylor.edu/sacs/index.php?id=22445

I've still got questions. How do I ask questions about Baylor and SACS?
We have a website that is very informative and located at www.baylor.edu/sacs where you can access a ton of information as well as our email address. Our email address is sacs@baylor.edu and is monitored all day everyday. Someone will be able to send a prompt response to any questions you might have.

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