Curricular Affairs

Substantive Change Policy

Policy and Procedures for Reporting Substantive Change

Northeast Alabama Community College (NACC) is committed to maintaining compliance with the policy and procedures for substantive change of the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). Substantive change is addressed in Comprehensive Standard 14.2 of The Principles of Accreditation: Foundations for Quality Enhancement: “The institution notifies the Commission of changes in accordance with the Commission’s substantive change policy and, when required, seeks approval prior to the initiation of changes.” Failure to comply with the Commission procedures for reporting substantive change may result in public sanction by the Commission and/or a change in eligibility to participate in Title IV programs.

Policy Statement

Northeast Alabama Community College will maintain compliance with SACSCOC Comprehensive Standard 14.2 of The Principles of Accreditation: Foundations for Quality Enhancement.

Definition of Substantive Change

As defined by the Commission, substantive change is a significant modification or expansion of the nature and scope of an accredited institution. Substantive changes can include, but are not limited to, the following items, quoted directly from the SACSCOC Substantive Change Policy:

Substantially changing the established mission or objectives of an institution or its programs.
Changing the legal status, form of control, or ownership of an institution.
Changing the governance of an institution.
Merging / consolidating two or more institutions or entities.
Acquiring another institution or any program or location of another institution.
Relocating an institution or an off-campus instructional site of an institution (including a branch campus).
Offering courses or programs at a higher or lower degree level than currently authorized.
Adding graduate programs at an institution previously offering only undergraduate programs (including degrees, diplomas, certificates, and other for-credit credentials).
Changing the way an institution measures student progress, whether in clock hours or credit-hours; semesters, trimesters, or quarters; or time-based or non–time-based methods or measures.
Adding a program that is a significant departure from the existing programs, or method of delivery, from those offered when the institution was last evaluated.
Initiating programs by distance education or correspondence courses.
Adding an additional method of delivery to a currently offered program.
Entering into a cooperative academic arrangement.
Entering into a written arrangement under 34 C.F.R. § 668.5 under which an institution or organization not certified to participate in the title IV Higher Education Act (HEA) programs offers less than 25% (notification) or 25-50% (approval) of one or more of the accredited institution's educational programs. An agreement offering more than 50% of one or more of an institution’s programs is prohibited by federal regulation.
Substantially increasing or decreasing the number of clock hours or credit hours awarded or competencies demonstrated, or an increase in the level of credential awarded, for successful completion of one or more programs.
Adding competency-based education programs.
Adding each competency-based education program by direct assessment.
Adding programs with completion pathways that recognize and accommodate a student’s prior or existing knowledge or competency.
Awarding dual or joint academic awards.
Re-opening a previously closed program or off-campus instructional site.
Adding a new off-campus instructional site/additional location including a branch campus.
Adding a permanent location at a site at which an institution is conducting a teach-out program for students of another institution that has ceased operating before all students have completed their program of study.
Closing an institution, a program, a method of delivery, an off-campus instructional site, or a program at an off-campus instructional site.

Purpose of Reporting Substantive Change

Maintaining communication with the Commission concerning institutional changes sustains the College’s partnership with the Commission in fostering academic quality and ensures compliance with federal regulations.

Responsibilities of Administrative Personnel for Reporting Substantive Change

The Dean of Instruction, Associate Dean of Instruction, the Dean of Financial Services, the Dean of Student Services, and the Dean of Workforce Development are responsible for taking the following actions to ensure institutional compliance with the Commission’s substantive change policy:

Gain a general knowledge of the Commission’s substantive change policy.
Plan any proposed changes with the required timeline in mind. The process must allow for institutional development of the change, approval by the ACCS Board of Trustees (as appropriate), ACHE (as appropriate), and the NACC Curriculum Committee (ALL substantive changes).
Report in a timely manner to the institutional SACSCOC Accreditation Liaison any proposed actions that may constitute a substantive change
Work with the Accreditation Liaison to provide all the information required by the Commission for compliance with the substantive change policy

The SACSCOC Accreditation Liaison should be consulted prior to beginning a process that results in a substantive change.

Notifying the SACSCOC Accreditation Liaison of a Proposed Substantive Change

The Commission requires notification as much as 6 to 12 months prior to implementing certain changes. Therefore, administrators must inform the NACC Accreditation Liaison of a potential substantive change at the earliest point possible. Timelines are published in the Commission’s policy and procedures for substantive change.

Responsibilities of the Institutional SACSCOC Accreditation Liaison for Reporting Substantive Change

Possess a working knowledge of the policy and procedures for substantive change of the Commission
Monitor the Commission policy and inform college administrators of changes to the policy
Assist college administrators upon request to determine the need to report a proposed action as a substantive change
Once a need is determined, report to the appropriate college administrator(s) the level of action required (notification only or notification and submission of a prospectus for approval of the change) and the timeline for the action
Coordinate the required substantive change process with the appropriate administrator(s)
Communicate with the Commission as needed and maintain records of all communications
Submit all notifications and prospectuses to the Commission
Coordinate with the appropriate administrator(s) any follow-up actions required by the Commission
Maintain records of all substantive change procedures undertaken by the College

References

Southern Association of Colleges and Schools Commission on Colleges. Principles of Accreditation: Foundation for Quality Enhancement, Comprehensive Standard 14.2.

Southern Association of Colleges and Schools Commission on Colleges. Substantive Change for SACSCOC Accredited Institutions Policy Statement.

Policy Oversight

This policy shall be published in the Employee Handbook. The institutional SACSCOC Accreditation Liaison will monitor the policy and work with the Institutional Effectiveness Committee to review and revise this policy as needed, with final approval by the President.

Addition of Programs to the Curriculum

The addition of new programs must be implemented while following SACSCOC, ACCS, and institutional guidelines. These guidelines follow in the order that they must be processed.

ACCS Guidelines: The procedures for establishing a new program in accordance with the ACCS are outlined by the Chancellor’s Procedure for Policy 702:01: Requests for New Instructional Programs (6/7/17). This policy can also be found on the ACCS website.
Institutional Guidelines: The Curriculum Committee has adopted guidelines for the review of new degree and certificate programs to be added to the College curriculum. Faculty members submit an Application for the Addition of a Program to the Curriculum.

A copy of the list of state-approved courses within this program along with their course descriptions must be attached. This list includes all courses within the program presented in the Alabama Community College System Course Directory as of the date of approval. The petitioner is responsible for submitting a syllabus to the Curriculum Committee prior to the initial delivery of each course. Courses added to the ACCS Course Directory at a later date must be submitted to the Committee for approval on an individual basis.

The program approval letter from the Alabama Community College System must accompany the application.

Northeast Alabama Community College
Process for the Addition of a Program to the Curriculum
Internal Controls	External Controls
Determine need for program and secure agreement of college administration
Notify the College Curriculum Committee of the proposed new program.
Submit to the Alabama Community College System an Intent to Submit Instructional Program Application (ISPA)	Approval of ISPA by the ACCS
Submit to the Alabama Community College System an Application for a New Instructional Program	Short-Term Certificate – Application for a New Instructional Program is considered by the Alabama Community College System. If approved, a letter of notification is sent to the President. Certificate and AAS Degree – Application for a New Instructional Program is considered by the Alabama Community College System Board of Trustees. If approved, the application is forwarded to the Alabama Commission on Higher Education (ACHE) for review. If approved by ACHE, a letter of approval is transmitted to the Alabama Community College System. The Alabama Community College System then sends a letter of approval to the President.
An Application for the Addition of a Program to the Curriculum is submitted to the College Curriculum Committee along with a copy of the program approval letter, and a listing of all state-approved courses included in this program approval.
Upon approval of the Curriculum Committee, courses are added to the College’s curriculum inventory and Catalog.

SACSCOC Guidelines: In addition to local and governing body guidelines, establishing a new program may necessitate the application for a substantive change. The policy for such changes is listed in the Southern Association of Colleges and Schools Commission on Colleges Principles of Accreditation: Foundation for Quality Enhancement, Comprehensive Standard 14.2 and 14.5 (Third Edition, 2018). Those standards can also be found on the SACSCOC website (www.sacscoc.org).

Addition of Courses to the Curriculum

The Curriculum Committee has adopted guidelines for the review of new courses to be added to the College curriculum. Faculty members submit an Application for Additions to the Curriculum form. A copy of the course syllabus must accompany the application.

Faculty members proposing additions to the curriculum should work with their Division Director, Program Coordinator, or dean to submit the proposal to the Curriculum Committee. If the proposed addition is not accepted by the Division Director, Program Coordinator, or dean, the faculty member may appeal the decision to the Curriculum Committee. Course proposals often emanate from the College administration, accrediting agencies, and government entities. When these proposals occur, they will be referred to the Curriculum Committee for implementation. Once approved by the Curriculum Committee, a proposal is submitted to the Dean of Instruction for final approval.

Instructional Program Review

The President, with the assistance of the Director of Institutional Planning and Assessment, will ensure that the existing programs are routinely evaluated. The ACCS Board of Trustees authorizes the President to be responsible for the quality of instructional programs at the institution. Quality assurance will include a program review of each instructional program at least once every five years (Board Policy 703.1, 06/07/17).

Instructional program reviews are carried out annually by faculty who are academically qualified in the discipline or field under review. Each program is listed in a rotating schedule that ensures that the program will undergo a review at least once every five years. The division director or program coordinator is charged with the oversight for each program review. Division directors or program coordinators submit completed program reviews for Associate in Arts (A.A.) or Associate in Science (A.S.) degree programs to the Dean of Instruction while the program coordinators submit completed program reviews for the Associate of Arts in Applied Science (A.A.S.) degree programs to the Dean of Workforce Development and Skills Training. Together, the faculty, division directors, program coordinators, and deans will review the findings and make recommendations for improvements as the situation indicates before forwarding the reviews to the Director of Institutional Planning and Assessment. Following the review by the Director of Institutional Planning and Assessment, each program review is then presented to the Curriculum Committee for approval. Evaluation results will be provided to the College administration and the Office of Institutional Planning and Assessment, as well as to ACCS as requested.

Each program review consists of two components: (1) Outline for Program Reviews as provided by the Office of Institutional Planning and Assessment, and (2) a 1-2 page abstract required by the Alabama Community College System.

Program reviews are coordinated by the Office of Institutional Planning and Assessment, usually during the spring semester. Following review by the Director of Institutional Planning and Assessment, each program review is presented for the approval of the Curriculum Committee by the instructor completing the review or by the respective division director or program coordinator. Signed copies are to be filed with the following:

The respective division director or program coordinator
Dean of Instruction or Dean of Workforce Development and Skills Training
Director of Institutional Planning and Assessment

Program Review Schedule

The program review schedule is published each fall in the Institutional Management Plan. Division directors, program coordinators, and administrators are notified by the Office of Institutional Planning and Assessment in the fall of each year of the programs that are scheduled to be reviewed during the current academic year.

Distance Education Policy

Northeast Alabama Community College (NACC) recognizes distance education as a delivery system for instruction. Distance education is defined as a formal educational process in which the majority of the instruction (interaction between students and instructors and among students) in a course occurs when students and instructors are not in the same place. The goal of these courses is to help fulfill the NACC mission of providing available, accessible, and affordable courses for transfer and career programs for students. All of the present policies that apply to on-campus or “traditional classroom” education will apply to the area of distance education. This includes admission, prerequisites, grade requirements, etc.

Distance education courses must be of the same quality and rigor as those presented on campus as demonstrated through the following procedures:
- Application with the accompanying course syllabi provided to the division director or program coordinator for review and approval by the Curriculum Committee and Dean of Instruction prior to course implementation;
- Submission of scheduled student learning outcomes reports to supervisors for review;
- Review by the Curriculum Committee of annual institutional effectiveness reports, including reports relating to course evaluations and the comparability of distance education and traditional courses.
Instructors must demonstrate how student work is monitored to assure integrity through the following procedures:
- Each instructor or an approved proctor will (1) administer at least one significant on-campus examination or assignment per course OR (2) require at least one significant examination per course be completed by the student through the LMS online monitoring system, Respondus Monitor. The choice of completing the examination or assignment on campus or through Respondus Monitor shall be at the discretion of each student.
- Each instructor will require students to present a formal ID prior to all video monitored test or proctored test.
- Each student will be required to use a unique username and password to access the course management system and other online instructional interfaces. The date(s) of any required online conference/meetings or on campus meeting (if any) must be announced to students at the beginning of the semester.
Distance education instructors must support continued communication with and amongst students by:
Student services must be easily accessible and relative to distance education students. Access to through access points within the course management system (Canvas) and through the Library and
- Incorporating into the course a discussion board or other shared communication tool whereby students and the instructor have the opportunity to regularly communicate;
- Sending emails to students in order to encourage course progress, make announcements regarding the coursework, etc
Appropriate library/learning resources are made easily accessible for distance education students through access points within the course management system (Canvas) and through the Library and Learning Resources Center web page.
Student services must be easily accessible and relative to distance education students. Access to such services is provided within the course management system and through the Distance Education and Student Services web pages.
Faculty approved to teach distance education must meet the following requirements:
- Completion of an orientation to distance education instruction session through the NACC Technology Learning Center prior to teaching a distance education course.
- Participation in at least two annual training sessions through the NACC Technology Learning Center or through Canvas or other digital content training modules.

The Director of the Technology Learning Center is responsible for maintaining records of orientation
sessions and of participation and assessment of training sessions.

The NACC Intellectual Property and Distance Education Course Ownership Policy govern issues pertaining to ownership of intellectual properties and is to be employed in conjunction with the Distance Education Policy.
Distance Education faculty members must deliver accurate and current information. Faculty shall not include in the content or delivery of a course any information which he or she knows to constitute libel, invasion of privacy, infringement of copyright or other literary rights, or otherwise violate the legal rights of others. (See the TEACH Act).

Student Learning Outcomes

General Education Outcomes are concerned with the global knowledge and abilities of students upon completion of a two-year degree. The Curriculum Committee has identified six competencies that students should exhibit as a result of completing the general education core courses at NACC:

General Education Outcomes

Written Communication—Students will demonstrate adequate writing skills by developing ideas and organizing contents effectively. (ENG 100 and ENG 101)

Oral Communication—Students will articulate ideas, concepts, and theories in a clear fashion using language and elocution skills indicative of college-level preparation. (SPH 107)

Mathematical Computation—Students will compute basic mathematical operations accurately, comprehend mathematical information, and utilize analytical thinking skills to solve problems. (MTH 100 and MTH 116)

Computer Literacy—Students will use current technology and develop computer skills for informational, academic, personal, and professional needs. (CIS 146)

Information Literacy—Students will locate, access, and analyze information that facilitates learning and critical inquiry. (Library Orientation for ENG 101 and SPH 107)

Critical Thinking – Students will be able to process and evaluate information carefully and the apply reasoning in the use of that information to make a decision end employ an action. (BIO 103 and CHM 111)

In addition to the General Education Outcomes, the College has identified specific Program Learning Outcomes for each career/technical program based on the principle that each graduate should exhibit in a professional manner the knowledge and skills of a qualified practitioner in the field. The Program Learning Outcomes for each program as well as the General Education Outcomes are to be published annually in the Catalog and on the college website.

Evaluation of General Education and Program Learning Outcomes

Student learning outcomes are assessed every year. Each assessment includes the following steps:

Division directors/program coordinators follow the guidelines published in The Program Learning Outcomes Review Process.
This publication is made available both in print and online. Outcomes reviews for any given academic year are limited to fall and spring semesters, with the exception of those courses taught only during the summer of the specified review year.
All instructors teaching a course under review must complete the Program Learning Outcomes Form. Instructors explain how each general education or program outcome addressed by the course was evaluated, document the results of these assessments, and explain how these results may be used to improve the program.
Instructors submit the evaluations to their division director or program coordinator at the end of each semester. The deadline for submission corresponds to the deadline for grade submissions.
The division director of program coordinator reviews all evaluations of the course under review as soon as possible following the end of the semester; obtains necessary revisions from instructors; collates evaluations for each course, noting any immediate improvements to be made to the program; and discusses the results of the evaluations with faculty as needed. During the summer semester the division director or program coordinator collates the previous summer, fall, and spring evaluations for each outcome and compiles the data to determine the degree to which student outcomes have been met. The division director or program coordinator records the results of the assessment on the annual Institutional Effectiveness Plans (Unit Goals) Form and records improvements that have been made in the program as a result of the analysis of the assessments.
The division director or program coordinator submits the Unit Goals Form, along with all corresponding Program Learning Outcomes Forms, to the Director of Institutional Planning and Assessment by the date specified by the Director.
The summary of the course review for the academic year is submitted by the Director of Institutional Planning and Assessment for review and approval by the Curriculum Committee.

Proficiency Profile Assessment

The Proficiency Profile is a standardized testing program from Educational Testing Services® and is used as one measurement for the NACC general education program. The test measures reading, writing, critical thinking, and mathematics and is administered in a single 40-minute testing session in the spring term of each academic year. The test includes nine questions in each of the skill areas. This assessment is intended to measure the strengths of the NACC general education program and identify areas in need of improvement as well as to compare NACC results with those of other colleges throughout the nation.

Course Outline

Each instructor should distribute a Course Outline to students at the beginning of each semester.

The following outline is suggested for handout to students, based on the official syllabus posted on the College website and including specific course information such as instructor name, instructor office hours, and appropriate due process notices:

Title of course
Prerequisite and essential academic functions (if applicable)
Name of instructor
Office location and hours (Adjunct instructors who do not hold office hours should state how students may receive out-of-class assistance, e.g., by appointment, via email, Canvas, phone, etc.)
Telephone extension, fax number, e-mail address
Prerequisites and standards for the course
Textbooks and other materials
Course learning outcomes
General education or program learning outcomes, if applicable to the course
Course topics
Methods for evaluating course outcomes (e.g., quizzes, unit exams, mid-term exam, research paper, essays, oral presentations, homework, etc.) and percentage for each, if applicable
Methods for evaluating general education or program outcomes, if applicable
Classroom policies as established by the instructor
Conduct statement: “The conduct policy of the College as published in the Catalog will be followed in this course.”
Other information as deemed necessary by the instructor
Statements required by the Alabama Community College System, as follows.

The following statements established by the Alabama Community College System and published within all state-approved course syllabi shall be included verbatim in the course outline:

Attendance

Students should attend all classes for which they have registered (on campus, online, hybrid, etc.). Northeast Alabama Community College is a nonattendance taking institution. This means that instructors do not have to keep attendance in a standard roll book. However, attendance reporting is required in order to comply with a number of financial aid programs. A student’s grade may not be based on attendance, but a documentation of attendance is needed to verify a student’s first and last date of attendance. Instructors must be able to produce an accurate Last Date of Attendance (LDA) for students receiving an Incomplete (I), Withdrawal (W), or a Failing Grade (F) in their courses. Instructors who choose to keep an attendance roll may refer to the last date the student attended class for this documentation. Those not keeping an attendance roll must prove LDA through other means. More information on ways of documenting LDA may be accessed through the Student Financial Aid Office or through the Dean of Instruction’s Office. Each semester, instructors must submit an Attendance Verification for each course. Students who have not attended class regularly, regardless of the reason or circumstance, should withdraw from that class before poor attendance interferes with the student’s ability to achieve the objectives required in the course. Withdrawal from class can affect eligibility for federal financial aid. The attendance Policy must be published in course syllabi and communicated to students orally on the first day of class. An instructor’s absences are not counted as student absences. Verified military and jury duty must be considered excused absences. College-sponsored activities approved by the Dean of Instruction must be considered excused absences. Provisions for makeup work, if allowed, must be outlined in the course syllabus. Students have the right to appeal and may do so by following the College’s General Grievance Policy.

Statement of Discrimination/Harassment

It is the official policy of the Alabama Community College System Board of Trustees and entities under its direction and control, including Northeast Alabama Community College, that no person shall be discriminated against on the basis of any impermissible criterion or characteristic, including, without limitation, race, color, national origin, religion, marital status, disability, sex, age, or any other protected class as defined by federal and state law. (Sources: ACCS Board of Trustees Policies 601.02 – 4/13/16 and 800.00 – 5/10/17) Updated: 12/13/2017

Contact concerning Title VI of the Civil Rights Act of 1964 (race, color, religion, sex, national origin), and Title IX of the Educational Amendments of 1972 (gender):

Lynde Wheeler
Human Resources Director
116 Pendley Administration Building
Phone: ext. 2230
Email: wheelerl@nacc.edu

Statement of Adherence to ADA Guidelines

Instructors will adhere to the Americans with Disabilities Act and/or Section 504 of the Rehabilitation Act (1973) and will publish the following statement on course outlines given to students at the beginning of each semester: “Any individual who qualifies for reasonable accommodations under the Americans With Disabilities Act or Section 504 of the Rehabilitation Act (1973) should notify the instructor immediately.”

Contact concerning Titles II and V of the ADA of 1990 (disability):

Riley Holland, ADA Compliance Coordinator
115 Student Center
Phone: ext. 2222
Email: hollandr@nacc.edu

Statement of Plagiarism

Plagiarism is intentionally copying the ideas or words of another and using those ideas or words as one’s own. The Department and/or College regularly uses anti-plagiarism programs to check student work; therefore, when outside sources are paraphrased or incorporated verbatim, they must be acknowledged. Students who submit plagiarized or partially plagiarized assignments will not receive credit for those assignments and may be subject to failure in the course.

The Statement of Adherence to ADA Guidelines is in accordance with guidelines set forth by the NACC ADA Coordinator.

Frequently Asked Questions about Course Outlines

What is the difference between a course syllabus and a course outline?

A course syllabus guides all instructors in teaching a particular course. Every instructor of a course follows the same syllabus.

A course outline provides students with specifics about a course, including instructor contact information, instructor expectations, methods of instruction and evaluation, and student rights and responsibilities. Each instructor provides a course outline specific to the sections he or she is teaching.

In other words, syllabi are written for instructors and are course specific; course outlines are written for students and may be specific to each instructor/section.

What are Essential Academic Functions?

The specification of essential academic functions is a concept arising from the mandate to make services and opportunities available to all qualified persons, regardless of disability.

A listing of essential academic functions for a given course or program protects an instructor, as well as the department and the institution, in a case where a student is truly incapable of attaining the standards of a class, with or without accommodations.

The definition of essential functions must be academically valid and must reflect the standards adhered to for all students, regardless of disability.

To determine the essential functions of an academic area or course, the instructor should list what tasks, skills, and abilities are needed for students to be able to understand and learn the course material. This can be done for subject areas or for courses.

Any academic essential functions should be written and included in syllabi and course outlines.

Why are due process procedures important in writing course outlines?

The right of due process is rooted in the fourteenth amendment, which limits action by the state against the rights of an individual.

As an instrumentality of the State of Alabama, the College falls within the fourteenth amendment reference to the state. The actions of administrators, faculty, and staff members, who serve as agents of the College, likewise qualify as state action. If such action deprives a student of something in which he or she has a property interest (e.g., a place in class, a favorable grade), due process is required.

There are two aspects of due process. Substantive due process requires that the rule or procedure itself be fair and that the decision behind the rule have a sound basis. Procedural due process means that the procedures used in implementing the rule are fair. Notice, hearing, and explanation are considered the rudiments of procedural due process.

In practical terms, an instructor provides substantive due process by making reasonable requirements for attendance, performance, and behavior. He or she provides procedural due process by announcing-- preferably in writing--the requirements and rules, and the consequences of noncompliance (notice) along with a statement that the student is invited to discuss any problem with compliance (hearing and explanation).

The policy on “Disciplinary Procedures for Students” (in the College Catalog) constitutes the institution’s provision for formal due process in cases of unacceptable student conduct.

Course Outline and Due Process

The course outline which students are given at the beginning of a course serves to put the student on notice (in due process terms) that certain standards of academic performance, attendance, and classroom behavior will be required.

The course outline includes notice of required academic performance, attendance, and behavior. It also specifies that hearing is readily available for disability accommodations.

Consistent use of a course outline covering such points serves to document that an instructor is following due process procedures and is making a good faith effort to serve all students equitably and effectively.

Course Syllabus

A course syllabus is required for each course taught. All syllabi must be written in compliance with the guidelines of both the Alabama Community College System and the NACC Curriculum Committee. In keeping with curriculum review procedures, division directors or program coordinators and respective faculty should review and update all department syllabi on an annual basis or more often if needed. Division directors or program coordinators should email updated syllabi to the Office of Institutional Planning and Assessment for online posting. The guidelines for additions to the curriculum govern the development of new syllabi. The official approved syllabus for every course is approved by the respective dean or director and by the Dean of Instruction and posted on the College website.

Developmental Education

The Developmental Studies Program provides students with the academic foundation to be successful in college-level English and math courses. Incoming students are placed in developmental course based on their ACT scores, high school GPA, and/or ACCUPLACER scores. The co-requisite developmental model allows students to enroll directly in college-level courses and receive academic support through a learning support course. Learning support courses are co-requisite environments that provide instruction, one-on-one support, and small group engagement as well as active learning opportunities that designed to review skills that mirror in real-time what are currently being taught in the college-level course. The Developmental Studies Program promotes scholastic opportunity, academic skill development, and educational efficiency (Board Policy, 722.01, August 9, 2017).

Textbooks Selection and Instructor Editions

Textbooks Selection

Any changes in course textbooks should be effected at the beginning of the academic year. Textbook changes must be approved by the division director or program coordinator upon consultation with the appropriate faculty members. Following approval, the division director or program coordinator informs the bookstore manager of the change in textbook in a timely manner in order to ensure delivery.

Instructor Editions

The College does not furnish copies of textbooks to instructors. However, complimentary copies may be obtained by contacting the publishers. An instructor who does not have a copy of a text at the beginning of a course may borrow one from the College bookstore, Textbooks, Etc., until a complimentary copy can be obtained from the publisher.

Meeting and Dismissing Classes

Classes are expected to meet as scheduled with the assigned instructors. Faculty members are expected to be in the classrooms when the class period begins and dismiss class when the period ends. This expectation includes the first class day of each semester. If an instructor is unavoidably detained and cannot be at class on time, the class is automatically dismissed fifteen minutes after the beginning of the class period without penalty to the students.

Attendance Counting

Final Examinations

Final exams must be given at the published times specified in the class schedule. Any deviations from this must have prior approval of the Dean of Instruction or Dean of Workforce Development and Skills Training. Every student is expected to take a final examination at the scheduled time. Under extenuating circumstances, a student may take a special delayed examination. Such delay must be approved by the instructor. Any student having approval for delayed examination will receive a grade of “I” (Incomplete). Students must take the delayed examination at a time designated by the instructor. A grade of “I” (Incomplete) is assigned when the quality of work has been passing but the student has been prevented by illness or other justifiable cause from completing the required work or from taking the final examination. Students should have completed 60% of the class work in order to be issued a grade of Incomplete. A student who misses a final examination has the responsibility of notifying the instructor prior to the examination, or as soon thereafter as possible, and to furnish acceptable evidence concerning the cause of his or her absence upon return. In order to receive a grade of Incomplete, a student must request the grade from the instructor, and the instructor must agree that the student can complete the work by the end of the next semester. If a grade of Incomplete is granted by an instructor, the student must complete the course in the following semester. A grade of Incomplete is calculated as an “F” in the student’s GPA until the student has completed the coursework and the instructor has completed a Grade Change Form. Therefore, Incomplete grades may affect a student’s financial aid and scholarship eligibility. If the student fails to complete the course during the following semester, the Incomplete grade automatically becomes an “F” on the student’s transcript. If a grade of “I” is not changed through the Grade Change form, initiated by the instructor upon the student’s completion of work, the I changes to an F with the next semester’s grades.

Final Grade Reports

Grades are reported online each semester. After grades are reported, no changes may be made unless the instructor presents satisfactory documentation that an error has been made in the first reporting and completes a Grade Change form. Changes must be approved by the Dean of Instruction, Associate Dean of Instruction, or Dean of Workforce Development and Skills Training, as appropriate.

Field Trips

When a student field trip is to be taken off the campus of the College, the instructor should first file an Activity Request. Upon approval of the request, the instructor next requests college business leave. All purchase orders (for example, bus rentals) must be submitted prior to the execution of the field trip. Student release forms for all participants must be collected by the instructor prior to departure. Students who have a disability which may prevent them from participating may request accommodations to enable their participation.

Guest Speaker Invitation

Requests to invite guest speakers to address campus assemblies are to be directed to the President. Once presidential approval is secured, arrangements are made by using the Activity Request form.

Laboratory Rules and Procedures

Introduction

The purpose of the following document is to provide basic safety guidelines for academic laboratories. Because of the great diversity of laboratory work performed at this institution, it would be impossible to provide all warnings and precautionary measures required in every laboratory conducted. The following information is intended to be only the starting point in laboratory safety. It is the responsibility of the laboratory instructors to take these guidelines and develop detailed procedures for themselves, student workers, students, and any other individuals that are affected by their specific laboratory activities.

General Rules and Procedures
1. Use protective safety equipment to reduce potential exposure, i.e., gloves, respirators, fume hood, etc. Skin contact with chemicals should be avoided.
2. Avoid underestimation of hazards and risks. Laboratory procedures that are not consistent with the laboratory skill level of the students or instructor should be avoided or revised
3. Develop a firm goggle policy. Wear appropriate eye protection at all times. Goggles or protective eyewear, as determined by the instructor, must be worn any time chemicals, glassware, heat, or infectious materials are used in the laboratory.
4. Never work alone in the laboratory, chemical storage, and prep areas. Provide adequate supervision of students in all laboratories.
5. Flammable liquids require special attention. Never use these materials near any source of ignition, spark, or open flame.
6. Never perform a first‑time chemical demonstration in front of your class. Always perform first‑time demonstrations in front of other instructors to evaluate the safety of the demonstration.
7. Never store chemicals over, under, or near a sink.
8. Only authorized personnel should be allowed in the laboratory or storeroom.
9. Have appropriate fire-fighting equipment in an accessible location in case of an accident.
10. Train all students and employees on the location and use all personal safety devices and emergency equipment in the laboratory.
11. All utility failures should be handled in accordance with the NACC Crisis Management Plan.
12. Know the location and how to use the master utility controls to shut off gas, electrical and water supplies.
13. Do not smell or taste chemicals.
14. Use a safety shield or hood whenever danger of an explosion or implosion might occur.
15. Read all chemical labels prior to use.
16. Know and understand the hazards of the chemical as stated in the MSDS and other references.
17. Know how to properly store all chemicals in their compatible chemical families.
18. Know proper transportation and disposal procedures for chemicals.
19. Know appropriate emergency procedures for waste disposal and spill clean-up.
20. Be familiar with evacuation routes and fire or emergency notification. Please refer to the appropriate section of the NACC Crisis Management Plan.
21. Turn off water faucets and gas after completion of the laboratory. Lock all laboratory doors and sign the gas cut-off checklist.
Laboratory Rules and Procedures
1. Medical treatment and first aid should be administered in accordance with the NACC Crisis Management Plan.
2. All laboratories should be well ventilated. Use only chemicals that are appropriate for the laboratory ventilation system.
3. Emergency telephone numbers should be posted in the chemical storage/prep room area.
4. Do not use chipped, etched, or cracked glassware. Glassware that is chipped or scratched presents a serious breakage hazard when heated or handled.
5. All laboratories where chemicals are used must have eyewash stations capable of treating both eyes continuously for 15 minutes with copious quantities of potable water. Teach everyone how to use the eyewash in an emergency. Eyewash station effectiveness and operation should be inspected every three months. Promptly repair any eyewash that does not function properly.
6. After each accident, fill out an accident report describing the event in detail. All accidents or near accidents (close calls) should be carefully analyzed with the results distributed to all who might benefit.
7. Read all labels carefully ‑‑ the names of many chemicals look alike at first glance.
8. Do not operate electrical equipment with wet hands.
9. Have appropriate types and sizes of fire extinguishers. Tri‑class ABC and Halon fire extinguishers are appropriate for laboratories. Carbon dioxide fire extinguishers are inappropriate for laboratories.
10. Do not block fire exits.
11. Have an alternative evacuation route in the event your primary route becomes blocked.
12. Practice your emergency plans.
13. Keep all aisles clear.
14. Do not run in the laboratory.
15. Solutions and reagents with missing labels should not be stored in the laboratory.
16. Be thoroughly familiar with the hazards and precautions for protection before using any chemical.
17. Dispose of all chemicals properly. All disposal procedures used should conform to state and local regulations.
18. Safety showers or body drenches should be provided. Showers should be tested every six months. Promptly repair any shower or body drench that does not function properly.
19. Access to exits, emergency equipment and master utility controls should never be blocked.
20. Never perform or allow students to perform unauthorized laboratory experiments.
Personal Hygiene Guidelines
1. Do not use any tobacco products, eat, or drink in the lab where toxic materials are located.
2. Do not pipette by mouth ‑‑ always use a pipette bulb or other appropriate suction device.
3. Wash thoroughly after any chemical exposure or before leaving the laboratory.
4. Never smell chemicals directly; always waft the odors to your nose using your hand.
5. Never bring foodstuffs, opened or closed, into the lab, chemical prep area or storage area.
6. Do not apply cosmetics in areas where laboratory chemicals are present.
7. Never store food in a laboratory refrigerator.
Protective Clothing Requirements
1. Eye protection must be worn. Goggles must meet ANSI Z87.1 Standard. Wear face shields or use hoods when dealing with extremely corrosive liquids.
2. Wear gloves that are appropriate to the hazards you may find in the lab. Test for holes every time you wear gloves. Change gloves often. Use liberal amounts of hand cream/lotion for an additional skin barrier in case of glove failure when working with hazardous substances.
3. Always wear a full-length lab coat or a chemical‑resistant apron.
4. Wear low-heeled shoes. Do not wear open‑toed shoes or sandals of any kind. Always wear socks in the laboratory.
5. Do not wear shorts ‑‑‑ wear long pants.
6. Do not wear lose or balloon sleeves.
7. Tie back long hair.
8. Do not wear hanging jewelry.
9. Do not wear a long or loose necktie.
10. Do not wear an absorbent watchstrap.
11. Inspect all protective safety equipment before use. If defective, do not use.
Housekeeping Rules
1. Keep chemicals in the chemical prep and storage area. If chemicals are moved to the classroom for lab, they must be returned to their proper storage location at the end of the day's laboratory periods.
2. Waste materials require proper containers and labels.
3. Do not store items in the fume hood. The storage of items in the fume hood is a fire hazard and decreases the efficiency of the fume hood.
4. Label all chemicals with names and hazards, even solutions.
5. Never block access to exits or emergency equipment.
6. Clean up all spills properly and promptly.
7. Work and floor surfaces should be cleaned regularly and kept free of clutter.
Spill and Accident Procedures
Please see the sections on Building Emergencies and Natural Gas/Chemical and Radiation Spill of the NACC Crisis Management Plan.
Notification --- Please see College Notification System section of the NACC Crisis Management Plan
1. Evacuate ‑‑‑ Get everyone to a safe location. Refer to the NACC Crisis Management Plan
2. Assemble ‑‑‑ Organize the students and all workers.
3. Report ‑‑‑ Fill out a detailed accident report after the emergency is over.
4. Clean up spills immediately and thoroughly.
5. A bucket of dry sand or oil absorbent should be available as a fire extinguisher and to aid in providing traction on a slippery floor.
6. Appropriate neutralizing or containment materials, such as a spill kit, dry sand, kitty litter, and other spill control materials should be readily available.
Chemical Storage Rules and Procedures
1. Keep an updated inventory of all chemicals, their amounts and location. Stored chemicals should be examined frequently (brief weekly inspections) for deterioration, chemical integrity and readability of labels. Annual inspections should be made for replacement or disposal of old, outdated/unneeded chemicals.
2. Label all chemical solutions you make with the identity of the contents, date, concentration, hazard information and your name.
3. Establish a separate and secure storage area for chemicals.
4. All chemicals should be stored in chemically compatible families.
5. Store the minimum amount of chemicals needed.
6. Store corrosives in appropriate corrosives cabinets or designated area.
7. No flammable materials should be stored outside an approved flammables storage cabinet unless in safety cans.
8. Do not store chemicals under a fume hood.
9. If possible, keep certain items in the original shipping package, e.g., acids and bases in the Styrofoam cubes.
10. Avoid storing chemicals on shelves at very high levels.
11. The storage area and cabinets should be labeled as to identify the hazardous nature of the products stored within. This will allow fire department officials to quickly see a potentially hazardous area.
12. Shelving above any work area, such as a sink, should be free of chemicals or other loose miscellany.
13. Shelving sections should be secured to walls or floor to prevent tipping of entire sections.
14. Chemicals should not be stored on the floor except in approved shipping containers.
15. Storage area should be well ventilated. Isolate the chemical storage exhaust from the general building ventilation system.
16. Store chemicals in a separate, locked, dedicated storeroom.
17. Store all poisons in a locked cabinet.
18. Only authorized personnel are allowed in the chemical storage area.
19. Do not transport chemicals in vehicles or by any other method that will not meet the Department of Transportation guidelines.
20. Do not accept donated chemicals from students, industries, other schools, or governmental agencies.
21. Chemicals exposure to heat or direct sunlight should be avoided.
Storage Requirements ‑‑ Compressed Gas Handling Instructions
1. Compressed gases should be handled as high-energy sources, and therefore, as potential explosives.
2. Always protect the cylinder valve stem.
3. Avoid exposure of cylinders to heat. Do not store gas cylinders in direct sunlight.
4. Never lubricate, modify, force or tamper with a cylinder valve.
5. Cylinders of toxic, flammable or reactive gases should be used only under a fume hood.
6. Do not extinguish a flame involving a combustible gas until the gas is shut off ‑‑otherwise it can re-ignite ‑‑ possibly causing an explosion.
7. Gas cylinders must be secured in place. They must be protected to prevent valve damage, which may be caused by falling.
Storage Requirements ‑‑ Flammable Chemicals Handling Instructions
1. Store all flammables in a dedicated flammables cabinet.
2. Avoid storing any chemicals, especially flammable materials, in direct sunlight.
3. Store away from all sources of ignition.
4. Store away from all oxidizers.
5. Never store flammables in refrigerators unless the refrigerator is explosion proof.
Storage Requirements ‑‑ Corrosive Materials Handling Instructions
1. Store corrosives in appropriate corrosives cabinets or designated area.
2. If possible, keep certain items in the original shipping package, e.g., acids and bases in Styrofoam cubes.
3. Working with corrosive materials requires special eyewear. Wear a chemical splash face shield when handling corrosive materials.
4. At least every three months inspect all shelf clips in your acid cabinet to check for possible corrosion. Corrosion may weaken the shelf clips and result in shelf collapse.
Procedure ‑‑‑ Specific Safety Rules and Guideline
1. Use a fume hood or appropriate safety equipment when the permissible exposure limit for a chemical is less than 50 ppm as indicated on the chemical MSDS.
2. Use carcinogens, mutagens, teratogens, and allergens only under a fume hood or use in a manner that will prevent exposure.
3. Handle toxic, corrosive, flammable, and noxious chemicals under a fume hood or use in a manner that will prevent exposure.
4. Do not expose flammable liquids to open flame, sparks, heat or any source of ignition.
5. Only use flammable solids (sodium metal, potassium metal, etc.) in very small quantities. Use a safety shield when igniting flammable solids.
6. Water‑reactive solids (sodium metal, potassium metal, etc.) should be stored under dry oil.
7. Use extreme caution when handling finely divided (dust‑like) material. Finely divided materials may form explosive mixtures with air.
8. Open cans of ether (ethyl ether) should be evaporated after use and not stored unless absolutely necessary. Rely on expiration date to dispose of the material.
Safety Equipment Inspection
1. Goggles must always be clean and functional.
2. Laboratory ventilation must be functional.
3. Fire extinguishers must be of the right type, Tri‑class ABC, and they must always be properly inspected.
4. Eyewashes must be functional and flushed at least once a month.
5. Fume hoods must be operational.

Training Equipment Loans

NACC is authorized to loan training equipment to other ACCS colleges, the Alabama Technology Network, or secondary CTE programs within the state of Alabama. The College must maintain records of all loaned equipment, including responsible party and equipment location. (ACCS Board Policy 724.01, August 9, 2017)