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SACS Documentation Requirements
SACS Reaffirmation Calendar Quality Enhancement Plan Compliance Certification Reaffirmation Process SACS Reference Section

There are five types of internal documents and reports that may be provided as part of the reaffirmation review. These are:

Annual Institutional Profiles: Institutions are required to submit institutional profiles twice a year. The Fall profile will continue to include general information and student enrollment information. The Winter profile that requests financial information will be expanded in 2004 to include additional financial information. The areas specified at the March 17, 2003 meeting were revenue and appropriations, net tuition rate, endowment, expendable assets, and financing.

Compliance Certification: UCF's Compliance Certification is to be submitted by September 10, 2005 and is the primary focus of the off-site review. The Compliance Certification is the document used by an institution to attest to the extent of compliance with each Core Requirement and Comprehensive Standard. It includes a signature page, documentation providing general information about the institution, and documentation or formal evidence of compliance with requirements.

Focused Report: If the off-site review raises some questions about particular aspects of the Compliance Certification, the university will be advised orally and be given an opportunity to submit a focused report to provide updated or additional information. Focused reports should be made available to the On-site Review Committee prior to the on-site visit (at the same time that the Quality Enhancement Plan is submitted).

Quality Enhancement Plan: The Quality Enhancement Plan is a document describing a well defined, carefully designed, focused plan addressing a topic related to enhancing student learning. The plan should complement the institution's ongoing planning and evaluation process.

QEP Impact Report: Institutions are required to submit an "Impact Report" after 5 years to address how the QEP has affected student learning.

   
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