Accreditation

The Quality Enhancement Plan (QEP) is a document developed by the institution that includes a process identifying key issues emerging from institutional assessment, focuses on learning outcomes and/or the environment supporting student learning and accomplishing the mission of the institution, demonstrates institutional capability for the initiation, implementation, and co submitted six weeks in advance of the.

The QEP includes:

(1) a topic identified through ongoing, comprehensive and evaluation processes, 
(2) has a broad-based support of institutional constituencies,
(3) focuses on improving specific student learning outcomes and/or student successes,
(4) commits resources to initiate, implement and complete the QEP, 
(5) includes a plan to assess achievement.

The plan should be focused and succinct (no more than 75 pages of narrative text and no more than 25 pages of support documentation or charts, graphs, and tables). 

Odessa College is a Track A institution. Listed below are the institutions with undergraduate programs that submitted Quality Enhancement Plans (QEP) reviewed by SACSCOC for reaffirmation in June 2025. The list includes the title of the QEP and the link to the summary as provided by the institution. The summaries are provided as information only; the list does not reflect the quality of the QEP as reviewed by SACSCOC. For additional information about each of the institutions, please access the Membership Directory.

• Evaluator Framework for QEP
• 2025 Track A QEP Summaries
• QEP Policy 

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• Quality Enhancement Plan (QEP) overview 
• Data dashboards and performance metrics
• Student Achievement Overview
• Educational Programs Overview

Odessa College: Evaluation of Student Learning through Assessment

Odessa College’s commitment to student success is founded on an integrated approach to learning. We believe learning is multifaceted, and the evaluation methods included in our student learning framework are designed as a snapshot for the journey of student learning at Odessa College. The framework includes an evaluation of student learning via Odessa College Course Mastery Assessment, Core/General Education student learning outcomes, and program student learning outcomes.

This approach directly influences various facets of our curriculum. Through a blend of assessments of student learning, reflections on learning, and continuous improvements on pedagogical strategies, we strive to ensure that every student not only reaches but surpasses their academic and personal potential.

• OC Assessment: Big Picture - Welcome Week 2024
• Big Idea Prompts
• OC Evaluation of Student Learning
• Goal Alignment - Quick Guide

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Odessa College Student Learning Outcomes (OCSLOs)	Established by THECB and adopted by OC Required by THECB and SACSCOC Assesses Students Critical thinking, Communication, Empirical Quantitative Skills, Teamwork, Social Responsibility, and Personal Responsibility Required in General Education/Core Courses Included in Certificates, Associate, and Bachelor's Degrees
Program Student Learning Outcomes (PSLOs)	Established by program chair/directors and faculty Required by SACSCOC and/or program accrediting bodies Aligned to marketable or soft skills that students learn throughout their program of study Assesses student competencies and skills in their program of study Included in Certificates, Associates, and Bachelor's Degrees
Odessa College Course Mastery Assessment (OCCMA)	Established by department faculty focusing on the course student learning outcomes Assessment is aligned with course learning outcomes from ACGM, WECM, and UDM Required in every Odessa College course and section An essential component to determining student learning at the course level Included in Certificates, Associates, and Bachelor's Degrees

• Internal audit procedures for academic and operational units

Course Audits Overview

At Odessa College, a collaborative initiative between Faculty, Instructional Leadership, and OC Professional Learning Center has led to the creation of the Quality Course Components (QC²)—a set of guidelines designed to ensure excellence in online instruction. While virtual learning environments have been around for years, the widespread use of Learning Management Systems (LMS) like Blackboard Ultra to deliver fully online courses is still a relatively new approach in higher education. As more courses transition to online formats or have an online component, ensuring consistent quality becomes essential. Faculty must be able to demonstrate that their online courses uphold the same high standards as traditional face-to-face instruction.

The Five Focus Areas of QC²

1. Simplified Navigation
   Clear, intuitive course structure that helps students focus on learning—not searching.
2. Course Syllabus
   A comprehensive, student-friendly syllabus that sets clear expectations and requirements.
3. Course Design
   Thoughtful layout and content organization that support learning outcomes and accessibility.
4. Engagement & Interaction
   Activities that foster meaningful connections between students, instructors, and content.
5. Gradebook
   Transparent, well-organized grading tools that support timely and accurate feedback.

OC Course Preparation Checklist aligned to QC2: Quality Components Course

• SACSCOC faculty qualifications policy
• Credentialing process and required documentation
• FQT Guide- provided already
• Forms and submission instructions

 

By SACSCOC policy, some types of substantive changes (e.g., Branch Campus, Merger/Consolidation, or Level Change) will require a Substantive Change Committee’s visit to review the institution’s ongoing compliance with the Principles of Accreditation within six months following the implementation of the change. Other types of substantive change may result in a Substantive Change Committee’s review being authorized, depending on the type of change and the nature of the institution. Six (6) weeks before the visit of the Substantive Change Committee, institutions should submit the appropriate Documentation for a Substantive Change Committee Review via the SACSCOC Institutional Portal.

Substantive Change Submissions

Member institutions may be required to submit an application or prospectus to seek approval of a substantive change (see SACSCOC Substantive Change Policy and Procedures). Depending on the nature of the substantive change submission, these documents will be reviewed by SACSCOC staff members or the SACSCOC Board of Trustees.

Preparation of a Submission

The institution should follow the instructions found in the SACSCOC Substantive Change Policy and Procedures. Some substantive change submissions will also require reference to other relevant SACSCOC policies. 

SACSCOC Prospectus Writing New Program – Approval

Presentation of Submissions

An institution’s prospectus or application should be submitted in compliance with calendar deadlines articulated in the SACSCOC Substantive Change Policy and Procedures. Institutions should upload their submission through the Substantive Change portion of the SACSCOC Institutional Portal. 

Good Practices for Substantive Change Submissions Part 1

Good Practices for Substantive Change Submissions - Part 2

Substantive Change Policies and Procedures

Good Practices How to write a Prospectus for a substantive change

Good Practices for New programs handout

If you are considering offering a new program (i., certificate, associate's degree), make sure you have gone through the Program Development Committee and Curriculum Development Committee before submitting a new program for SACSCOC accreditation.

Good Practices for new Off-Campus Instructional Site approvals

In preparation for notifying institutions regarding their upcoming Fifth-Year Interim Review, SACSCOC staff will determine the number of new Off-Campus Instructional Sites (sites offering 50% or more of an educational program) that have been approved since the institution’s most recent comprehensive visit. If that number is five (5) or more, the institution will be required to host an Interim Off-Campus Instructional Sites Committee. That committee will conduct visits to a sampling of the institution’s new sites. Institutions will work with their SACSCOC Vice President to schedule the visit, usually in the fall for Track A institutions or in the spring for Track B institutions. Six (6) weeks before the visit of the Interim Off-Campus Instructional Sites Committee, institutions should upload the appropriate Documents.

• Teachout OC Policy
• Good Practices for Closing Programs and Instructional Sites
• What to submit for Program Closure

Site Evaluators Web-Based Training Modules

• Finance 
• Governance
• Institutional Effectiveness
• QEP
• Student Services
• Narrative Analysis
• Good Practices for Writing Narratives
• SACSCOC Compliance Summary Checklist
• 5th Year Interim Review Committee Report Template
• Substantive Change for Off-Campus Site Committee Report Template
• Substantive Change for Distance Education (Electronic Expansion) Report Committee Template

Distance Education Policy

Advertising and Student Recruitment Policy

• Forms, manuals, and guides
  • Alternative Qualifications Crosswalk - Study Experience Fillable Form
  • Alternative Qualifications Crosswalk - Work Experience Fillable Form
  • Meeting Minutes - Fillable Form
• Training and professional development opportunities
• Weave Wednesdays
• Art of Self Introduction Series
• SACSCOC Home
• Texas Higher Education Coordinating Board
• Resource Manual for the Principles of Accreditation. Foundations for Quality Enhancement. (4th Ed.) 2024
• SACSCOC Principles of Accreditation. (4th Ed.)
• Documents Submitted for Policy