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Principles
of Accreditation:
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Foundations
For Quality Enhancement
Distribution
of Responsibilities
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| Legal
Affairs |
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| Core Requirements |
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| 1 |
The institution has
degree-granting authority from the appropriate government agency
or
agencies. |
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| 2 |
The institution has
a governing board of at least five members that is the legal body
with
specific authority over the institution. The board is an active
policy-making body for the
institution and is ultimately responsible for ensuring that the
financial resources of the
institution are adequate to provide a sound educational program.
The board is not controlled
by a minority of board members or by organizations or interests
separate from it. Neither
the presiding officer of the board nor the majority of other voting
members of the board have
contractual, employment, or personal or familial financial interest
in the institution.
A military institution authorized and operated by the federal
government to award degrees
has a public board in which neither the presiding officer nor
a majority of the other members
are civilian employees of the military or active/retired military.
The board has broad and
significant influence upon the institution’s programs and
operations, plays an active role in
policy-making, and ensures that the financial resources of the
institution are used to provide
a sound educational program. The board is not controlled by a
minority of board members
or by organizations or interests separate from the board except
as specified by the
authorizing legislation. Neither the presiding officer of the
board nor the majority of other
voting board members have contractual, employment, or personal
or familial financial
interest in the institution. |
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| Comprehensive:
Institutional Mission, Governance, And Effectiveness |
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| 2 |
The governing board
of the institution is responsible for the selection and the evaluation
of
the chief executive officer. |
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| 3 |
The legal authority
and operating control of the institution are clearly defined for
the following
areas within the institution’s governance structure: |
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a. the institution’s mission; |
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b. the fiscal stability of the
institution; |
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c. institutional policy,
including policies concerning related and affiliated corporate
entities and all auxiliary services; |
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d. related foundations
(athletic, research, etc.) and other corporate entities whose
primary purpose is to support the institution and/or its programs. |
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| 4 |
The board has a policy addressing
conflict of interest. |
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| 5 |
The governing board
is free from undue influence from political, religious, or other
external
bodies, and protects the institution from such influence. |
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| 6 |
Members of the governing board
can be dismissed only for cause and by due process. |
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| 7 |
There is a clear and
appropriate distinction, in writing and practice, between the
policy-making
functions of the governing board and the responsibility of the
administration and
faculty to administer and implement policy. |
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| 10 |
The institution defines
and publishes policies regarding appointment and employment of
faculty and staff. |
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| 11 |
The institution evaluates
the effectiveness of its administrators, including the chief executive
officer, on a periodic basis. |
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| 12 |
The institution’s
chief executive officer has ultimate responsibility for, and exercises
appropriate administrative and fiscal control over, the institution’s
intercollegiate athletics
program. |
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| 13 |
The institution’s
chief executive officer has ultimate control of the institution’s
fund-raising
activities. |
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| 14 |
An institution-related
foundation, not controlled by the institution, has a contractual
or other
formal agreement that (a) accurately describes the relationship
between the institution and
the foundation, and (b) describes any liability associated with
that relationship. In all cases,
the institution ensures that the relationship is consistent with
its mission. |
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| 15 |
The institution’s
policies are clear concerning ownership of materials, compensation,
copyright issues, and the use of revenue derived from the creation
and production of all
intellectual property. This applies to students, faculty and staff. |
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| University
Planning & Analysis |
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| Core Requirements |
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| 4 |
The institution has a clearly
defined and published mission statement specific to the institution
and appropriate to an institution of higher education, addressing
teaching and learning and, where applicable, research and public
service. |
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| 5 |
The institution engages
in ongoing, integrated, and institution-wide research-based planning
and evaluation processes that incorporate a systematic review
of programs and services
that (a) results in continuing improvement and (b) demonstrates
that the institution is
effectively accomplishing its mission. |
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| Comprehensive:
Institutional Mission, Governance, and Effectiveness |
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| 1 |
The institution has
a clear and comprehensive mission statement that guides it; is
approved
by the governing board; is periodically reviewed by the board;
and is communicated to the
institution’s constituencies. |
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| 8 |
The institution has
a clearly defined and published organizational structure that
delineates
responsibility for the administration of policies. |
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| 16 |
The institution identifies
expected outcomes for its educational programs and its
administrative and educational support services; assesses whether
it achieves these
outcomes; and provides evidence of improvement based on analysis
of those results. |
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| Comprehensive:
Programs |
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| 1 |
The
institution demonstrates that each educational program for which
academic credit is
awarded is |
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(b) establishes and
evaluates program and learning outcomes. |
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| 15 |
The institution identifies
competencies within the general education core and provides
evidence that graduates have attained those college-level competencies. |
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| Federal Mandates |
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| 1 |
When evaluating success
with respect to student achievement in relation to the institution’s
mission, the institution includes, as appropriate, consideration
of course completion, state
licensing examinations, and job placement rates. |
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| Senior
Vice Provost |
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| Core Requirements |
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| 8 |
The number of full-time
faculty members is adequate to support the mission of the
institution. The institution has adequate faculty resources to
ensure the quality and integrity
of its academic programs. In addition, upon application for candidacy,
an applicant institution
demonstrates that it meets the comprehensive standard for faculty
qualifications. |
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| Comprehensive:
Programs |
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| 5 |
The institution publishes
academic policies that adhere to principles of good educational
practice. These are disseminated to students, faculty, and other
interested parties through
publications that accurately represent the programs and services
of the institution. |
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| 6 |
The institution employs
sound and acceptable practices for determining the amount and
level of credit awarded for courses, regardless of format or mode
of delivery. |
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| 7 |
The institution ensures
the quality of educational programs/courses offered through
consortia relationships or contractual agreements, ensures ongoing
compliance with the
comprehensive requirements, and evaluates the agreement against
the purpose of the
institution. |
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| 8 |
The institution awards
academic credit for course work taken on a noncredit basis only
when there is documentation that the noncredit course work is
equivalent to a designated
credit experience. |
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| 9 |
The institution provides appropriate
academic support services. |
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| 12 |
The institution places
primary responsibility for the content, quality, and effectiveness
of its
curriculum with its faculty. |
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| 13 |
For each major in a
degree program, the institution assigns responsibility for program
coordination, as well as for curriculum development and review,
to persons academically
qualified in the field. In those degree programs for which the
institution does not identify a
major, this requirement applies to a curricular area or concentration. |
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| Comprehensive:
Faculty |
| 20 |
The institution employs
competent faculty members qualified to accomplish the mission
and
goals of the institution. When determining acceptable qualifications
of its faculty, an
institution gives primary consideration to the highest earned
degree in the discipline in
accord with the guidelines listed below. The institution also
considers competence,
effectiveness, and capacity, including, as appropriate, undergraduate
and graduate degrees,
related work experiences in the field, professional licensure
and certifications, honors and
awards, continuous documented excellence in teaching, or other
demonstrated
competencies and achievements that contribute to effective teaching
and student learning
outcomes. For all cases, the institution is responsible for justifying
and documenting the
qualifications of all its faculty. |
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Credential Guidelines: |
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a. Faculty teaching
general education courses at the undergraduate level: a doctoral
or a master’s degree in the teaching discipline or a master’s
degree with a
concentration in the teaching discipline (a minimum of 18 graduate
semester hours
in the teaching discipline). |
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b. Faculty teaching
associate degree courses designed for transfer to a baccalaureate
degree: a doctoral or a master’s degree in the teaching discipline
or a master’s
degree with a concentration in the teaching discipline (a minimum
of 18 graduate
semester hours in the teaching discipline). |
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c. Faculty teaching
associate degree courses not designed for transfer to the
baccalaureate degree: a baccalaureate degree in the teaching discipline,
or an
associate degree and demonstrated competencies in the teaching
discipline. |
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d. Faculty teaching
baccalaureate degree courses: a doctoral or a master’s degree
in
the teaching discipline or a master’s degree with a concentration
in the teaching
discipline (minimum of 18 graduate semester hours in the teaching
discipline). At
least 25 percent of the discipline course hours in each undergraduate
major are
taught by faculty members holding the terminal degree–usually
the earned
doctorate--in the discipline. |
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e. Faculty teaching
graduate and post-baccalaureate course work: earned doctorate/
terminal degree in the teaching discipline or a related discipline. |
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f. Graduate teaching
assistants: master’s in the teaching discipline or 18 graduate
semester hours in the teaching discipline, direct supervision
by a faculty member
experienced in the teaching discipline, regular in-service training,
and planned and
periodic evaluations. |
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| 21 |
The institution regularly
evaluates the effectiveness of each faculty member in accord with
published criteria, regardless of contractual or tenured status. |
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| 22 |
The institution provides
evidence of ongoing professional development of faculty as
teachers, scholars, and practitioners. |
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| 23 |
The institution ensures
adequate procedures for the safeguard and protection of academic
freedom. |
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| 24 |
The institution publishes
policies on the responsibility and authority of faculty in academic
and governance matters. |
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| Undergraduate
Affairs |
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| Core Requirements |
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| 7 |
The institution |
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a.
offers one or more degree programs based on at least 60 semester
credit hours or
the equivalent at the associate level; at least 120 semester credit
hours or the equivalent at the baccalaureate level; or at least
30 semester credit hours or the equivalent at the post-baccalaureate,
graduate, or professional level. The institution provides a written
justification and rationale for program equivalency. |
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b. offers degree programs
that embody a coherent course of study that is compatible
with its stated purpose and is based upon fields of study appropriate
to higher
education. |
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c. offers a general
education program at the collegiate level that is (1) a substantial
component of each undergraduate degree, (2) ensures breadth of
knowledge, and
(3) is based on a coherent rationale. For degree completion in
associate programs,
the component constitutes a minimum of 15 semester hours or the
equivalent; for
baccalaureate programs, a minimum of 30 semester hours or the
equivalent. These
credit hours are to be drawn from and include at least one course
from each of the
following areas: humanities/fine arts; social/behavioral sciences;
and natural
science/mathematics. The courses do not narrowly focus on those
skills,
techniques, and procedures specific to a particular occupation
or profession. The
institution provides a written justification and rationale for
course equivalency. |
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d. makes arrangements
for some instruction to be provided by other accredited
institutions or entities through contracts or consort ia, where
appropriate. The
institution itself, however, provides instruction for all course
work required for at least
one degree program at each level at which it awards degrees, or
provides an
alternative approach to meeting this requirement. The alternative
approach is
approved by the Commission on Colleges. In all cases, the institution
demonstrates
that it controls all aspects of its educational program. |
| Comprehensive:
Programs |
| 1 |
The
institution demonstrates that each educational program for which
academic credit is
awarded is |
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(a) is approved by the
faculty and the administration, and |
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| 10 |
The institution defines
and publishes general education and major program requirements
for all its programs. These requirements conform to commonly accepted
standards and
practices for undergraduate programs as well as graduate and post-baccalaureate
professional degree programs. |
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| Federal Mandates |
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| 4 |
The institution demonstrates
that program length is appropriate for each of the degrees
offered. |
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| Graduate
School |
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| Comprehensive:
Programs |
| 1 |
The
institution demonstrates that each educational program for which
academic credit is
awarded is |
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(a) is approved by the
faculty and the administration, and |
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| 3 |
The institution publishes admissions
policies consistent with its mission. |
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| 10 |
The institution defines
and publishes general education and major program requirements
for all its programs. These requirements conform to commonly accepted
standards and
practices for undergraduate programs as well as graduate and post-baccalaureate
professional degree programs. |
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| 17 |
The institution’s
post-baccalaureate professional degree programs, and its master’s
and
doctoral degree programs are progressively more advanced in academic
content than
undergraduate programs. |
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| 18 |
The institution ensures
that its graduate instruction and resources foster independent
learning, enabling the graduate to contribute to a profession
or field of study. |
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| 19 |
The majority of credits
toward a graduate or a post-baccalaureate professional degree
is
earned through the institution awarding the degree. In the case
of graduate and post- baccalaureate professional degree programs
offered through joint, cooperative, or consortia
arrangements, the student earns a majority of credits from the
participating institutions. |
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| Federal Mandates |
| 4 |
The institution demonstrates
that program length is appropriate for each of the degrees
offered. |
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| 6 |
Recruitment materials
and presentations accurately represent the institution’s
practices and
policies. |
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| Financial
Aid |
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| Comprehensive:
Resources |
| 3 |
The institution audits financial
aid programs as required by federal and state regulations. |
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| Federal Mandates |
| 8 |
The institution is in
compliance with its program responsibilities under Title IV of
the 1998
Higher Education Amendments. (In reviewing the institution’s
compliance with these
program responsibilities, the Commission relies on documentation
forwarded to it by the
Secretary of Education.)(Applies only to those institutions receiving
Title IV funding.) |
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| Registrar |
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| Comprehensive:
Programs |
| 11 |
The institution protects
the security, confidentiality, and integrity of its student academic
records and maintains special security measures to protect and
back up data. |
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| 16 |
The institution awards
degrees only to those students who have earned at least 25 percent
of the credit hours required for the degree through instruction
offered by that institution. |
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| Federal Mandates |
| 3 |
The institution makes
available to students and the public current academic calendars,
grading policies, and refund policies. |
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| Admissions |
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| Comprehensive:
Programs |
| 3 |
The institution publishes admissions
policies consistent with its mission. |
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The institution has
a defined and published policy for evaluating, awarding, and accepting
credit for transfer, experiential learning, advanced placement,
and professional certificates
that is consistent with its mission and ensures that course work
and learning outcomes are
at the collegiate level and comparable to the institution’s
own degree programs. The
institution assumes responsibility for the academic quality of
any course work or credit
recorded on the institution’s transcript. |
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| Comprehensive:
Federal Mandates |
| 6 |
Recruitment materials
and presentations accurately represent the institution’s
practices and
policies. |
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| Libraries |
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| Core Requirements |
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| 9 |
The institution, through ownership
or formal arrangements or agreements, provides and supports student
and faculty access and user privileges to adequate library collections
as well as to other learning/information resources consistent
with the degrees offered. These collections and resources are
sufficient to support all its educational, research, and public
service programs. |
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| Comprehensive:
Programs |
| 25 |
The institution provides
facilities, services, and other learning/information resources
that are
appropriate to support its teaching, research, and service mission. |
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| 26 |
The institution ensures
that users have access to regular and timely instruction in the
use
of the library and other learning/information resources. |
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| 27 |
The institution provides
a sufficient number of qualified staff--with appropriate education
or
experiences both in library or other learning/information resources–to
accomplish the
mission of the institution. |
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| Information
Technology and Development |
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| Comprehensive:
Programs |
| 14 |
The institution’s
use of technology enhances student learning, is appropriate for
meeting the
objectives of its programs, and ensures that students have access
to and training in the use
of technology. |
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| 25 |
The institution provides
facilities, services, and other learning/information resources
that are
appropriate to support its teaching, research, and service mission. |
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| Extension
& Engagement |
| Comprehensive:
Programs |
| 2 |
The institution’s
continuing education, outreach, and service programs are consistent
with
the institution’s mission. |
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| Finance
& Business |
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| Core Requirements |
| 11 |
The institution has
a sound financial base and demonstrated financial stability, and
adequate
physical resources to support the mission of the institution and
the scope of its programs
and services. The institution provides the following financial
statements: (a) an institutional
audit (as distinct from a systemwide or statewide audit) and management
letter for the most
recent fiscal year prepared by an independent certified public
accountant or an appropriate
auditing agency employing the appropriate audit guide; (b) an
annual budget that is preceded
by sound planning, is subject to sound fiscal procedures, and
is approved by the governing
board; and (c) a schedule of changes in unrestricted net assets,
excluding plant and plant
related-debt (short and long-term debt attached to physical assets). |
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| Comprehensive:
Resources |
| 1 |
The institution’s recent
financial history demonstrates financial stability. |
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The institution provides
financial statements and related documents, including multiple
measures for determining financial health as requested by the
Commission, which
accurately and appropriately represent the total operation of
the institution. |
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The institution exercises appropriate
control over all its financial and physical resources. |
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The institution maintains
financial control over externally funded or sponsored research
and
programs. |
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| 6 |
The institution takes
reasonable steps to provide a healthy, safe, and secure environment
for all members of the campus community. |
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| 7 |
The institution operates
and maintains physical facilities, both on and off campus, that
are
adequate to serve the needs of the institution’s educational
programs, support services, and
mission-related activities. |
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| Student
Affairs |
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| Core Requirements |
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| 10 |
The institution provides
student support programs, services, and activities consistent
with
its mission that promote student learning and enhance the development
of its students. |
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| Comprehensive:
Programs |
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| 28 |
The institution publishes
a clear and appropriate statement of student rights and
responsibilities and disseminates the statement to the campus
community. |
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| 29 |
The institution protects the security,
confidentiality, and integrity of its student records. |
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| 30 |
The institution provides
services supporting its mission with qualified personnel to ensure
the quality and effectiveness of its student affairs programs. |
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| Federal Mandates |
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| 5 |
The institution has
adequate procedures for addressing written student complaints
and is
responsible for demonstrating that it follows those procedures
when resolving student
complaints. (See Commission policy “The Review of Complaints
Involving the Commission
or its Accredited Institutions.”) |
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| Compliance
Team |
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| Core Requirements |
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| 3 |
The institution has
a chief executive officer whose primary responsibility is to the
institution
and who is not the presiding officer of the board. |
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The institution is in
operation and has students enrolled in degree programs. |
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| 12 |
The institution has
developed an acceptable Quality Enhancement Plan and demonstrates
the plan is part of an ongoing planning and evaluation process. |
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| Comprehensive:
Institutional Mission, Governance, And Effectiveness |
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| 9 |
The institution has
qualified administrative and academic officers with the experience,
competence, and capacity to lead the institution. |
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| Federal Mandates |
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| 2 |
The institution maintains
a curriculum that is directly related and appropriate to the purpose
and goals of the institution and the diplomas, certificates or
degrees awarded. |
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| 7 |
The institution publishes
the name of its primary accreditor and its address and phone
number. (The publication of this information is presented so that
it is clear that inquiries to
the Commission should relate only to the accreditation status
of the institution, and not to
general admission information.) |
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