ACCJC/WASC

Step 1: Submit a substantive change inquiry: https://accjc.org/forms/substantive-change-inquiry-form/

Tip: Email and invoice will be sent to college president once the inquiry is submitted
Application fee is $1,500

Substantive Change Application

Introduction

This section of the manual provides step-by-step instructions for completing the substantive change application.

Title of Application and Description

Complete the fields in the template: Title of Award, Date of Inquiry, Anticipated Start Date, Institution Name and Address, ALO and Contact information. See ACCJC Application Template.

Concise Description of Proposed Program

Provide a detailed description of the program, including Program Learning Outcomes and Careers. See section 22 of the CCCCO BDP Application.

Minimum Requirements of the Baccalaureate Degree

All baccalaureate degrees offered by a California Community College must meet the minimum
requirements outlined in this section. These requirements are designed to ensure the baccalaureate degrees are equivalent or superior to other baccalaureate degrees offered by other community colleges or universities throughout the United States. Each degree program must include the following:

A combination of lower division and upper division coursework totaling a minimum of 120
semester or 180 quarter units that are applicable to a baccalaureate degree as defined within
these guidelines.
Completion of the CSU (California State University) General Education Breadth or
Intersegmental General Education Transfer Curriculum pattern.
Completion of a minimum of 24 semester or 36 quarter units of upper division courses,
including a minimum of six semester or nine quarter units of upper division general education.
An identified major that includes a minimum of 18 semester or 27 quarter units of lower
division courses and 18 semester or 27 quarter units of upper division courses.
The general education requirements are integrated and distributed to both lower and upper
division courses.

Program Requirements:

Include lower division, upper division major requirements, and upper division general education

Rationale for Proposed Program

Provide a brief overview of the need for the program. See sections 15 and 17 of the CCCCO application

Evidence of Sufficient Demand for the Program

Include labor market information, projected enrollments, and completion data of associate degree. See sections 7, 18, and 24 of the CCCCO application.

Standard I: Mission, Academic Quality and Institutional Effectiveness and Integrity

Program Consistent wit the College's Misison and Goals

Include the college mission, commitment to social justice, and how the degree fulfills the college mission. See section 17 of the CCCCO application.

Planning Process that Led to the Proposed Program

Provide a brief overview of the college mission, how it contributed to the development of the program, and college engagement in the approval process. See sections 15 and 17 of the CCCCO application.

Baccalaureate Degree Evaluation and Placement in Existing College Planning Process

Explain the program review process. See sections 17, 19, and 24 of the CCCCO application.

Standard II: Student Learning Programs and Support Services

Existing Program Requirements

Provide an overview of the associate degree requirements and explain the pathway to the baccalaureate degree. Provide evidence the baccalaureate degree has 120 credits, 36 units general education including 9 units of upper division GE. See section 22 of the CCCCO application.

Baccalaureate Degree Program Requirements

Provide an overview of the degree requirements, include a discussion of general education, credit for prior learning, minimum requirements of the baccalaureate degree, lower division courses, upper division courses with course descriptions and learning objectives. See section 22 of the CCCCO application

Impact on Student Services and Learning Support Services

Explain how students in the program will have access to student services and library and learning support services. Include details about facilities, technology, books, databases, special programs, online resources, library services, and tutoring and support. See sections 19 and 21 of the CCCCO application.

Standard III: Resources

Faculty, Staff, and Administration

Following guidelines set in SDCCD AP 4200.1, the objective is to employ faculty for contract positions who are highly qualified, skilled in teaching, can serve the needs of a diverse student population, and who are sensitive to the cultural and ethnic diversity of the San Diego community.

· The Board of Trustees for the SDCCD has the legal authority and public responsibility for ensuring an effective hiring process.

· The District's Managers and Faculty derive their authority from the Board of Trustees and bear the responsibility for implementing this hiring policy.

· The Academic Senates have the legal responsibility and authority to contribute to the development of the hiring criteria, policies and procedures and jointly agree upon with the representatives of the Board of Trustees.

The Faculty derives its authority from their expertise as teachers and as subject matter specialists as noted in Assembly Bill 1725. The Faculty has an inherent professional responsibility in the development and implementation of policies and procedures governing the hiring process and in determining the professional requirements of faculty positions and evaluating the preparedness of candidates.

Include a brief overview of classified professionals administration, faculty qualifications, student services directory, and District Educational Services Org Chart.

See section 20 of the CCCCO application.

AP 4200.1

Impact on Rescources: Physical Resources, Technology, Equipment

Provide an overview of the physical resources, technology, equipment, and financial resources to support the program. Additionally, include the adopted budget for the college.

See sections 17 and 19 the CCCCO application

Standard IV: Leadership and Governance

Leadership and Governance Structure Ensure Academic Quality Institutional Effectiveness

Provide a comprehensive overview of the college governance structure,

Internal Approval Process

See section 24 of the CCCCO application

AP 5020

AP 5022

External Approval Process

The California Community Colleges Chancellor’s Office (Chancellor’s Office) Program and Course
Approval Handbook (PCAH) assists California community college administrators, faculty, and classified
professionals in the development of programs and courses and the submission of these proposals for
review and chaptering by the Chancellor’s Office. ]

By law, the Chancellor is required to prepare and distribute a handbook for program and course
approval (California Code Regulations, Title 5, § 55000.5). The Chancellor has delegated these
responsibilities to the Educational Services and Support Division of the Chancellor’s Office. The PCAH was developed to provide the California community college system with general guidelines and
instructions for the submission of curriculum for approval, chaptering, and maintenance.

The California Community Colleges Board of Governors, by statute, has statewide responsibility for
approving all new instructional programs in community colleges. This mandate is one of the earliest
and most basic legislative charges to the Board. Before 1968, approval of programs for junior colleges
was the responsibility of the State Board of Education. When the Board of Governors of the California
Community Colleges was created by the Legislature in 1968, this responsibility was transferred to the
new board. It is now contained in California Education Code section 70901.

Include CCCCO and California Community Colleges Board of Governors approval dates.

Institutional Baccalaureate Degree Offerings

ACCJC is authorized by the U.S. Department of Education to accredit institutions that have as a
primary mission the granting of associate degrees, but which may also award certificates and other
credentials, including bachelor’s degrees, where the provision of such credentials is within the
institution’s mission and, if applicable, as authorized by their governmental authorities. The U.S.
Department of Education’s approval of this scope is the means by which institutions and their
programs may qualify for federal student aid and federal aid to postsecondary institutions.

Per the Substantive Change Manual and Guide to Institutional Self-Evaluation, Improvement, and
Peer Review, an institution preparing an Institutional Self Evaluation Report for purposes of initial
approval or reaffirmation of accreditation must specifically address and provide evidence of its
practices as to the baccalaureate degree and how those practices meet the Eligibility Requirements,
Accreditation Standards, and Commission policies.

Include a brief description of the institution’s current ACCJC status.

Include any external accreditation processes.