The Higher Learning Commission

Criteria for Accrediation:

CRITERION ONE: The institution has clear and publicly stated purposes consistent with its mission and appropriate to an institution of higher education.

In determining appropriate patterns of evidence for the criterion, the Commission considers evidence such as:

long- and short-range institutional and educational goals.
processes, involving its constituencies, through which the institution evaluates its purposes.
decision-making processes appropriate to its stated mission and purposes.
understanding of the stated purposes by institutional constituencies.
efforts to keep the public informed of its institutional and educational goals through documents such as the catalog and program brochures.
support for freedom of inquiry for faculty and students.
institutional commitment to excellence in both the teaching provided by faculty and the learning expected of students.

CRITERION TWO: The institution has effectively organized the human, financial, and physical resources necessary to accomplish its purposes.

In determining appropriate patterns of evidence for the criterion, the Commission considers evidence such as:

governance by a board consisting of informed people who understand their responsibilities, function in accordance with stated board policies, and have the resolve necessary to preserve the institution's integrity.
effective administration through well-defined and understood organizational structures, policies, and procedures.
qualified and experienced administrative personnel who oversee institutional activities and exercise appropriate responsibility for them.
systems of governance that provide dependable information to the institution's constituencies and, as appropriate, involve them in the decision-making processes.
faculty with educational credentials that testify to appropriate preparation for the courses they teach.
a sufficient number of students enrolled to meet the institution's stated educational purposes.
provision of services that afford all admitted students the opportunity to succeed.
a physical plant that supports effective teaching and learning.
conscientious efforts to provide students with a safe and healthy environment.
academic resources and equipment (e.g., libraries, electronic services and products, learning resource centers, laboratories and studios, computers) adequate to support the institution's purposes.
a pattern of financial expenditures that shows the commitment to provide both the environment and the human resources necessary for effective teaching and learning.
management of financial resources to maximize the institution's capability to meet its purposes.

CRITERION THREE: The institution is accomplishing its educational and other purposes.

In determining appropriate patterns of evidence for the criterion, the Commission considers evidence such as:

educational programs appropriate to an institution of higher education:
courses of study in the academic programs that are clearly defined, coherent, and intellectually rigorous;
programs that include courses and/or activities whose purpose is to stimulate the examination and understanding of personal, social, and civic values; programs that require of the faculty and students (as appropriate to the level of the educational program) the use of scholarship and/or the participation in research as part of the programs;
programs that require intellectual interaction between student and faculty and encourage it between student and student.
assessment of appropriate student academic achievement in all its programs, documenting:
proficiency in skills and competencies essential for all college-educated adults;
completion of an identifiable and coherent undergraduate level general education component;
mastery of the level of knowledge appropriate to the degree granted; and
control by the institution's faculty of evaluation of student learning and granting of academic credit.
graduate programs that: distinguish clearly graduate from undergraduate offerings;
expect students and faculty to value and engage in research, scholarship, and creative activity;
restrict graduate academic credit for prior learning to credit validated by examination, credit based on documented faculty evaluation of a portfolio of original work products, or credit awarded by an institution of higher education either affiliated with a recognized U.S. accrediting association or approved by an appropriate national ministry of education; are approved, taught, and evaluated by a graduate faculty that possesses appropriate credentials and experience; and use results of regular internal and external peer review processes to ensure quality.
faculty have and exercise responsibility for determining the institution's award of academic credit.
effective teaching that characterizes its courses and academic programs.
ongoing support for professional development for faculty, staff, and administrators.
student services that effectively support the institution's purposes.
staff and faculty service that contributes to the institution's effectiveness.
if appropriate: evidence of support for the stated commitment to basic and applied research through provision of sufficient human, financial, and physical resources to produce effective research;evidence of support for the stated commitment to the fine and creative arts through provision of sufficient human, financial, and physical resources to produce creative endeavors and activities; evidence of effective delivery of educational and other services to its community; evidence of development and offering of effective courses and programs to meet the needs of its sponsoring organization and other special constituencies.

CRITERION FOUR: The institution can continue to accomplish its purposes and strengthen its educational effectiveness.

In determining appropriate patterns of evidence for the criterion, the Commission considers evidence such as:

a current resource base - financial, physical, and human - that positions the institution for the future.
decision-making processes with tested capability of responding effectively to anticipated and unanticipated challenges to the institution.
structured assessment processes that are continuous, that involve a variety of institutional constituencies, and that provide meaningful and useful information to the planning processes as well as to students, faculty, and administration.
plans as well as on-going, effective planning processes necessary to the institution's continuance.
resources organized and allocated to support its plans for strengthening both the institution and its programs.

CRITERION FIVE: The institution demonstrates integrity in its practices and relationships.

In determining appropriate patterns of evidence for the criterion, the Commission considers evidence such as:

student, faculty, and staff handbooks that describe various institutional relationships with those constituencies, including appropriate grievance procedures.
policies and practices for the resolution of internal disputes within the institution's constituency.
policies and practices consistent with its mission related to equity of treatment, non-discrimination, affirmative action, and other means of enhancing access to education and the building of a diverse educational community.
transcripts that follow commonly accepted practices and accurately reflect a student's academic experience.
institutional publications, statements, and advertising that describe accurately and fairly the institution, its operations, and its programs.
relationships with other institutions of higher education conducted ethically and responsibly.
appropriate support for resources shared with other institutions.
policies and procedures regarding institutional relationships with and responsibility for intercollegiate athletics, student associations, and subsidiary or related business enterprises.
oversight processes for monitoring contractual arrangements with government, industry, and other organizations.

From the Addendum of the Handbook of Accreditation, 2ed., North Central Association of Colleges and Schools Commission on Institutions of Higher Education, March, 2002.

http://www.ncahigherLearningcommission.org/resources/policies/edinstia.html#1c

Created by Leo Fong and Ellen Schenkelberg



		Criteria for Accrediation: CRITERION ONE: The institution has clear and publicly stated purposes consistent with its mission and appropriate to an institution of higher education. In determining appropriate patterns of evidence for the criterion, the Commission considers evidence such as: long- and short-range institutional and educational goals. processes, involving its constituencies, through which the institution evaluates its purposes. decision-making processes appropriate to its stated mission and purposes. understanding of the stated purposes by institutional constituencies. efforts to keep the public informed of its institutional and educational goals through documents such as the catalog and program brochures. support for freedom of inquiry for faculty and students. institutional commitment to excellence in both the teaching provided by faculty and the learning expected of students. CRITERION TWO: The institution has effectively organized the human, financial, and physical resources necessary to accomplish its purposes. In determining appropriate patterns of evidence for the criterion, the Commission considers evidence such as: governance by a board consisting of informed people who understand their responsibilities, function in accordance with stated board policies, and have the resolve necessary to preserve the institution's integrity. effective administration through well-defined and understood organizational structures, policies, and procedures. qualified and experienced administrative personnel who oversee institutional activities and exercise appropriate responsibility for them. systems of governance that provide dependable information to the institution's constituencies and, as appropriate, involve them in the decision-making processes. faculty with educational credentials that testify to appropriate preparation for the courses they teach. a sufficient number of students enrolled to meet the institution's stated educational purposes. provision of services that afford all admitted students the opportunity to succeed. a physical plant that supports effective teaching and learning. conscientious efforts to provide students with a safe and healthy environment. academic resources and equipment (e.g., libraries, electronic services and products, learning resource centers, laboratories and studios, computers) adequate to support the institution's purposes. a pattern of financial expenditures that shows the commitment to provide both the environment and the human resources necessary for effective teaching and learning. management of financial resources to maximize the institution's capability to meet its purposes. CRITERION THREE: The institution is accomplishing its educational and other purposes. In determining appropriate patterns of evidence for the criterion, the Commission considers evidence such as: educational programs appropriate to an institution of higher education: courses of study in the academic programs that are clearly defined, coherent, and intellectually rigorous; programs that include courses and/or activities whose purpose is to stimulate the examination and understanding of personal, social, and civic values; programs that require of the faculty and students (as appropriate to the level of the educational program) the use of scholarship and/or the participation in research as part of the programs; programs that require intellectual interaction between student and faculty and encourage it between student and student. assessment of appropriate student academic achievement in all its programs, documenting: proficiency in skills and competencies essential for all college-educated adults; completion of an identifiable and coherent undergraduate level general education component; mastery of the level of knowledge appropriate to the degree granted; and control by the institution's faculty of evaluation of student learning and granting of academic credit. graduate programs that: distinguish clearly graduate from undergraduate offerings; expect students and faculty to value and engage in research, scholarship, and creative activity; restrict graduate academic credit for prior learning to credit validated by examination, credit based on documented faculty evaluation of a portfolio of original work products, or credit awarded by an institution of higher education either affiliated with a recognized U.S. accrediting association or approved by an appropriate national ministry of education; are approved, taught, and evaluated by a graduate faculty that possesses appropriate credentials and experience; and use results of regular internal and external peer review processes to ensure quality. faculty have and exercise responsibility for determining the institution's award of academic credit. effective teaching that characterizes its courses and academic programs. ongoing support for professional development for faculty, staff, and administrators. student services that effectively support the institution's purposes. staff and faculty service that contributes to the institution's effectiveness. if appropriate: evidence of support for the stated commitment to basic and applied research through provision of sufficient human, financial, and physical resources to produce effective research;evidence of support for the stated commitment to the fine and creative arts through provision of sufficient human, financial, and physical resources to produce creative endeavors and activities; evidence of effective delivery of educational and other services to its community; evidence of development and offering of effective courses and programs to meet the needs of its sponsoring organization and other special constituencies. CRITERION FOUR: The institution can continue to accomplish its purposes and strengthen its educational effectiveness. In determining appropriate patterns of evidence for the criterion, the Commission considers evidence such as: a current resource base - financial, physical, and human - that positions the institution for the future. decision-making processes with tested capability of responding effectively to anticipated and unanticipated challenges to the institution. structured assessment processes that are continuous, that involve a variety of institutional constituencies, and that provide meaningful and useful information to the planning processes as well as to students, faculty, and administration. plans as well as on-going, effective planning processes necessary to the institution's continuance. resources organized and allocated to support its plans for strengthening both the institution and its programs. CRITERION FIVE: The institution demonstrates integrity in its practices and relationships. In determining appropriate patterns of evidence for the criterion, the Commission considers evidence such as: student, faculty, and staff handbooks that describe various institutional relationships with those constituencies, including appropriate grievance procedures. policies and practices for the resolution of internal disputes within the institution's constituency. policies and practices consistent with its mission related to equity of treatment, non-discrimination, affirmative action, and other means of enhancing access to education and the building of a diverse educational community. transcripts that follow commonly accepted practices and accurately reflect a student's academic experience. institutional publications, statements, and advertising that describe accurately and fairly the institution, its operations, and its programs. relationships with other institutions of higher education conducted ethically and responsibly. appropriate support for resources shared with other institutions. policies and procedures regarding institutional relationships with and responsibility for intercollegiate athletics, student associations, and subsidiary or related business enterprises. oversight processes for monitoring contractual arrangements with government, industry, and other organizations. From the Addendum of the Handbook of Accreditation, 2ed., North Central Association of Colleges and Schools Commission on Institutions of Higher Education, March, 2002. http://www.ncahigherLearningcommission.org/resources/policies/edinstia.html#1c Created by Leo Fong and Ellen Schenkelberg