SACSCOC Decennial Reaffirmation of Accreditation

Overview

The Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) 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.

Every 10 years, the college must reaffirm its accreditation with SACSCOC. The process begins approximately two years ahead of the reaffirmation deadline, and includes extensive off-site and on-site reviews of the institution.

The reaffirmation process requires institutions to complete two significant steps:

1. Prepare a compliance certification that describes and documents the institution's compliance with the Principles of Accreditation Foundations for Quality Enhancement
2. Develop a Quality Enhancement Plan (QEP), which serves as a long-term plan guiding the institution's quality improvement efforts in strategic areas identified by the institution's constituencies

The college is currently in the process of preparing for its next 10-year reaffirmation in 2024.

For more information, please see the SACSCOC website 

2025 Reaffirmation of Accreditation Timeline

Executive Summary

Tallahassee State College (TSC) has developed a five-year Quality Enhancement Plan (QEP) titled Virtual Voyage, aimed at improving student success in online courses. Grounded in the institution’s mission and strategic priorities, the QEP focuses on increasing online course success rates by 2 percentage points each year through targeted interventions that enhance students’ online course readiness.

The QEP was developed through a comprehensive, data-informed, and inclusive process involving faculty, staff, students, and institutional leadership. Institutional data revealed that although more than 70% of students enroll in at least one online course, success rates in online courses consistently lag behind those of in-person courses. To address this gap, the Virtual Voyage QEP emphasizes two key interventions:

1. Online Course Onboarding Module – A required module integrated into all online courses that includes the SmarterMeasure readiness assessment (pre-test and post-test), orientation materials, and skill-building resources to support students at the beginning and end of each semester SmarterMeasure results will be analyzed and used to identify trends and readiness gaps, allowing faculty and support staff to implement additional interventions tailored to student needs, such as targeted workshops, skill-building resources, and individualized support strategies.
2. Consistent Course Design Elements – Standardized components across all online courses including a welcoming homepage, “Getting Started” instructions, navigation tabs, and instructor information to improve usability and foster a familiar learning environment.

These interventions aim to improve specific student learning outcomes (SLOs), such as time management, technical competency, study habits, and learning management system (LMS) proficiency. Progress will be assessed through direct measures (e.g., SmarterMeasure pre- and post-tests, course readiness assignments) and indirect feedback from faculty and students. The plan includes structured faculty training and phased implementation across academic divisions, with support mechanisms and professional development built into the initiative.

Through Virtual Voyage, TSC seeks to provide students with a consistent, supportive, and accessible online learning environment, ultimately improving educational outcomes and ensuring institutional effectiveness in online course delivery.

Prior to launching the pilot project, the QEP Design Committee reviewed research, institutional data, and student feedback to better understand challenges students faced in online courses. Student survey results highlighted common barriers such as difficulty navigating course materials, unclear expectations, and limited communication with instructors. These findings aligned with research on online course readiness and informed the selection of two primary pilot interventions: the implementation of a student onboarding experience and the development of consistent course design elements in Canvas courses.

Pilot Project (Completed Spring 2024)

• The College conducted a QEP pilot project to test the proposed interventions.
• Pilot participation included faculty members and course sections from all five academic divisions.
• Faculty and student feedback indicated strong support for consistent course design elements and improved course navigation.
• The onboarding experience was revised based on pilot findings and embedded as a required module within each online course.
• Pilot results informed the final QEP implementation plan and assessment strategy, allowing the initiative to move into full implementation.

QEP Name (Completed Spring 2024)

• In Spring 2024, the QEP was officially named Virtual Voyage.
• The name was selected following discussion and feedback from faculty, staff, and students.
• The title reflects the journey students take as they develop the skills needed to succeed in online learning environments.
• Virtual Voyage branding was incorporated into QEP communications, QEP promotional materials and swag, Faculty training materials, Student resources

Fall 2024

• A campus-wide awareness campaign was launched to promote and raise awareness of the QEP.
• Implementation follows a phased rollout, adding one academic division each semester, Beginning in Fall 2024.
• This phased approach allows for targeted faculty support, Continuous feedback, and Ongoing improvements during expansion.

Faculty Preparation and Support

Faculty participate in onboarding and training sessions that introduce:

• QEP goals and student success outcomes
• Required course components
• Integration of QEP materials into Canvas courses
• Faculty Champions Program
• A Faculty Champions Program was established to support QEP implementation.
• Many pilot faculty have served as Faculty Champions, providing mentorship and guidance to colleagues implementing QEP strategies

Spring 2025

The Student Experience

During Spring 2025, the onboarding module was refined to better align with the structure of the academic term. The original onboarding module was divided into two components.

• The first module, QEP: Getting Started with Online Learning – Strategies for Success, is introduced during the first week of the course and includes the SmarterMeasure pre-assessment, an online course identification and attendance verification assignment, and a completion check activity.
• The second module, QEP: End of Semester Assignments, is introduced near the end of the semester and includes the SmarterMeasure post-assessment and an Online Course Readiness reflection assignment.

This structure allows students to engage with readiness concepts at both the beginning and end of the semester and provides a measure of student growth.

Spring 2026–Beyond

• As implementation has continued, targeted student success workshops have been introduced based on the lowest readiness areas identified in SmarterMeasure pre-assessment results.
• Workshop topics focus on key areas related to the low readiness areas that impact online student success, including:
• Time management
• Help-seeking behaviors
• Learning strategies and mindset
• Workshops are facilitated by Student Success Coaches.

Sustainability

• QEP onboarding modules and consistent course design elements have been integrated into standard online course development practices.
• Ongoing support is provided through:
• QEP Faculty Co-Leads
• Faculty Champions
• TSC Online
• Assessment data and feedback from faculty and students continue to guide improvements and strengthen the long-term impact of Virtual Voyage on student success in online courses.

Quality Enhancement Plan

The reaffirmation process requires a thorough review and documentation of current programs, policies, and procedures as part of the Reaffirmation Compliance Certification Report, and the development of a new, 10-year Quality Enhancement Plan (QEP). A QEP is an integral and required part of the SACSCOC 10-year reaffirmation process. It is a future-oriented, time-bound project that allows the college to demonstrate its commitment to the continuous improvement of student learning and success.

QEP Progress Timeline

The Quality Enhancement Plan (QEP) is an integral component of the reaffirmation of accreditation process and is derived from an institution’s ongoing comprehensive planning and evaluation processes. It reflects and affirms a commitment to enhance overall institutional quality and effectiveness by focusing on an issue the institution considers important to improving student learning outcomes and/or student success.

SACSCOC, QEP Standard 7.2, defines the desired elements of a QEP, including:

• Identifies key, emerging issues for action based on institutional data
• Aligns with and supports the institution’s strategic plan
• Focuses on students and student learning
• Reflects broad-based involvement
• Includes clear and measurable goals

Phase 1 - QEP Topic Selection Committee

In the Fall of 2022, the Reaffirmation Leadership Team established a QEP Topic Selection Committee for the entire college. A 27-person committee composed of college faculty, staff, and administrators was tasked with selecting a QEP topic. The committee was designed to be broadly representative, and membership invitations were extended to all college departments. The committee was presided over by the Provost and the Vice President for Institutional Effectiveness.

The QEP topic selection began with a review of institutional planning and current initiatives, with broad campus participation and links to the college's planning process.  Committee members reviewed institutional reports that discussed the important initiatives that have an impact on student success as part of this discussion. Members of the Committee were then tasked with disseminating this information and discussing the results of a campus-wide topic selection survey with their respective divisions/departments. Another QEP survey centered on the top five choices from division/department meeting reviews was distributed to all QEP committee members. In order to ensure campus-wide participation, each committee discussed these topics prior to voting on their top three choices. Based on the information gathered, the college decided on online learning as the QEP topic.

Phase 2 - QEP Planning Committee

In the Fall of 2023, the Quality Enhancement Planning Committee will be formed. The purpose of this committee is to undertake an intensive study of Online Learning on campus, plan the first-year implementation, and create an overview of the student learning outcomes and measures to be collected. The below graphic offers an overview of the general timeline for the TSC QEP.