Every ten years, each member institution of SACS undergoes a self-study that involves faculty, administrative officers, staff, students, and trustees in a close examination of the institutional effectiveness of the institution. This process, which lasts two to three years and culminates in the reaffirmation of accreditation by SACS, ensures the public that the institution meets established standards and is committed to improvement of educational quality. At the completion of the self-study, a visiting committee of peers from other institutions assesses the educational strength of the institution and formulates recommendations for future improvements.

GC is using the Alternate of Strategic Self-Study Model. The primary goals of GC's Self-Study are to (1) document and evaluate the College's compliance with the SACS criteria, (2) review, analyze, and evaluate whether each of the four core values identified for this strategic self-study are integrated into the fabric of the College, and (3) demonstrate that the assessment and planning activities of the College reflect the SACS accreditation criteria (see section below for more detail).

GC's Alternate or Strategic Self-Study

GC petitioned SACS in July of 1999 to use an Alternate Self-Study Model. The proposal was approved in October. The alternate model provides an opportunity to dialogue and delve deeply into values and issues that are at the heart of the College's learning and teaching functions. Our Self-Study officially kicks off in January 2000. Reaffirmation of accreditation is expected in 2002.

The Alternate Self-Study is a new option devised by SACS. The last Self-Study at GC that began in 1990 and ended with reaccreditation in 1992 conformed to the traditional protocol and dealt exclusively with compliance to the "must" statements. The current Self-Study is the first time that GC has undertaken an alternate model. This new approach, which is also referred to as a Strategic Self-Study, divides the process into compliance and strategic components. The campus committees that conduct this type of self-study are organized accordingly as is the final report.

The compliance component determines whether the College meets the SACS Criteria for Accreditation. There are 87 criteria defined by over 400 "must" statements. The criteria set minimal standards of quality for the examination of all aspects of the institution: Academic Affairs, Student Affairs, Institutional Advancement, Administration and Finance, and the Office of the President. In the alternate model, the audit of compliance uses an abbreviated format that allows for a documentation list that points to College literature that details policies, procedures, etc.

The strategic component differs by institution. Those that undertake the alternate model convince SACS in the original proposal that they are already in compliance with most, if not all of the must statements. Thus, they are allowed by SACS to decrease the time, energy, and documentation that normally are spent on the must statements in order to free up resources to investigate one to several institution-defined issues.

Our strategic component investigates the degree to which the College meets four of its fifteen core values: (1) student learning and growth, (2) growth and well being of employees, (3) integration of technology into the fabric of the College, and (4) innovation and experimentation to facilitate progress to advance knowledge. College committees determine how these issues will be studied and the benchmarks needed to assess them. An outgrowth of this phase is the formulation of an Action Plan that shows ways to improve in each area.

The Self-Study Report will be completed by December of 2001 and released in two parts to cover both compliance and strategic issues. Although it seems as though a Strategic Self-Study is more exhaustive and time-consuming than a regular one, this apparently is not the case. There is an assumption at the onset that there are no serious problems with compliance, thus reducing the emphasis in that respect in deference to the effort invested in the strategic section.

Accreditation is granted only if the College is in full compliance with each must statement. Compliance is determined by a peer review of the College by a SACS Visiting Committee that spends one week on campus during the spring semester of 2002. The Visiting Committee interviews personnel and scrutinizes the Self-Study Report.

The proceedings of the Visiting Committee include how effectively the College addresses the needs of the campus community through its commitment to four of its core values. The Visiting Committee submits its findings to SACS after the visit. The College is given the opportunity to respond to the Visiting Committee recommendations over the summer and early autumn and correct anything that requires attention. SACS makes the reaffirmation decision at the end of 2002.

The strategic process will continue after the self-study concludes with the College focusing on one additional core value each year.

What is SACS?

The Southern Association of Colleges and Schools is a private, non-profit, voluntary organization founded in 1895 in Atlanta, Georgia, for the purpose of setting standards and improving education in the colleges and schools of the South. Five other private regional accrediting associations have been established to do similar work in other regions of the United States. All of these regional accrediting associations have commissions which develop standards for and accredit postsecondary degree-granting institutions. The Association's Commission on Colleges (COC) accredits institutions awarding associate, baccalaureate, masters, specialists, or doctoral degrees 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.

The accrediting activities are carried out by volunteers from the accredited institutions and programs. Periodically an institution or program is reevaluated (reaffirmed in accreditation) after an accrediting team visit by peers (those from other institutions or programs). Institutions accredited by the Commission On Colleges of the Southern Association of Colleges and Schools go through reaffirmation every ten years. The accrediting decisions are made by the representatives chosen from the membership, along with representatives of the public. The Commission on Colleges is composed of 77 representatives. Accrediting decisions are not made by the staff of an accrediting association.

There are, for historical reasons, eight institutional accrediting commissions of higher education within the six regional accrediting associations: the Commission on Colleges of the Southern Association of Colleges and Schools, and the Middle States Association. of Colleges and Schools, the New England Association of Schools and Colleges (two commissions), the North Central Association of Colleges and Schools, the Northwest Association of Schools and Colleges, and the Western Association of Schools and Colleges (two commissions). The directors of these higher education commissions meet together to cooperate on common concerns. Although there are some differences in standards and procedures from region to region, the eight regional commissions operate similarly. The regional accrediting associations have traditionally accredited a wide diversity of degree-granting institutions, including two-year colleges, four-year colleges, and graduate institutions.

What is Accreditation?

Accreditation, as it is practiced in relation to colleges and universities in the United States, is voluntary on the part of an institution. It is a recognition that an institution or program has been evaluated and that it meets a set of standards of quality that are determined by the members of the association or agency granting the accreditation. The members participate in a self-regulatory process that is unique to the United States. An institution that has been granted accreditation becomes a member of the association and participates in any future development of accrediting standards and procedures. The Commission on Colleges of the Southern Association of Colleges and Schools is an institutional accrediting body and accredits the entire institution. Although it evaluates programs as part of the accreditation process, it does not accredit specific programs.

The chief aims of accrediting associations are to help assure the consumers of higher education–parents, students, and employers--that an institution or program is meeting minimum standards and to stimulate those institutions and programs to improve beyond the minimum standards.

Accrediting associations in the United States have traditionally been private organizations, many of which accredit both public and private institutions of higher education. Accrediting associations are not connected with local or state government or with the federal government, although government agencies do rely on the accreditation of an institution in making student loan monies and other funds available to the institution. Accreditation can aid in the transfer of collegiate credit, but there are various kinds of institutions and accreditation, and transfer of credit is not automatic.

How Does One Become Accredited?

Accreditation is the result of thorough and careful evaluation of the educational quality of the institution. This qualitative evaluation depends heavily on the collective professional judgment of faculty and administrative staff of the institution during the self-study process, peer review by a visiting committee, and final evaluation by the Commission on Colleges.

What is the Self-Study?

The self-study is a multi-year, comprehensive, institution-wide self-assessment. The assessment and evaluation process helps ensure that an institution meets established standards of quality and that it evaluates the extent to which its educational goals are being met. From these comprehensive self-examinations come recommendations for future improvements or enhancements to policies, processes, programs, services, facilities, and personnel.

After the institution is initially accredited, it is required to conduct a self-study and undergo an evaluation after five years and every ten years thereafter. After each self-study, it is visited by a Commission peer review team consisting of persons from other colleges and universities. The team evaluates the institution to make sure it is in compliance with the minimum standards for accreditation (see Criteria for Accreditation) and that it has conducted a satisfactory self-study. If so, it is eligible for reaffirmation of its accredited status. During the years between these visits the institution is required to submit annual reports and may be visited by other teams if it undertakes any significant changes, such as offering programs off-campus or through distance education.

What is a Must Statement?

"Must Statements" are the building blocks for the self-study report. Each of the 87 SACS criteria have been defined by one or more requirements or conditions of accreditation -- called "must statements."

Example: The institution must demonstrate planning and evaluation in its administrative and educational support services.

The 87 SACS criteria examine all aspects of the institution: Academic Affairs, Student Affairs, Institutional Advancement, Administration and Finance, and the Office of the President. The must statements fall within four categories -- quality control, use of resources, quality assurance, and evaluation and improvement.

What are the Criteria for Eligibility?

The Criteria for Eligibility can be viewed at the SACS web site.

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