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DETC ACCREDITATION HANDBOOK
Policies, Procedures, Standards and Guides of the Accrediting Commission of the Distance Education and Training CouncilJanuary 2012
STANDARDS
POLICIES
PROCEDURES
GUIDES
Accreditation Handbook
January 2012 19th Edition
Policies, Procedures, and Standards of the Accrediting Commission of the
Distance Education and Training Council
DETC Accreditation Handbook Copyright ©2012 by the Distance Education and Training Council. All rights reserved. Price: $50 (U.S. Funds) Published by the: DETC Accrediting Commission 1601 18th Street, N.W., Suite 2 Washington, D.C. 20009-2529 202-234-5100; fax: 202-332-1386 Website: www.detc.org
Downloadable pdf files of these documents may be found on DETC’s website. The pdf files are DETC’s
official policies and procedures, and they take precedence over information in this printed edition.
Please refer to the Update Sheet. Special templates for the SER and other forms may be downloaded
from the website in Microsoft Word by selecting “Member Services” and then “Templates” or
“Evaluator’s Documents.” The username and password is “guest.”
First Edition: January 1990 19th Edition: January 2012
Since 1995, the DETC Accreditation Handbook has been updated annually (January).
Accredited institutions must be in full compliance by January 1, 2012 with any revisions or additions to
the 2012 DETC Accreditation Handbook.
Please note: You should always check the website at www.detc.org (select the Publications tab) for the most
up-to-date versions of these documents. The website copy takes precedence over the information in this print
version.
The independent Accrediting Commission of the Distance Education and Training Council is listed by the United States Department of Education as a “nationally recognized accrediting agency.” The Accrediting Commission is also a recognized member of the Council for Higher Education Accreditation (CHEA). The U.S. Department of Education and CHEA recognition is for postsecondary program purposes only.
DETC Accreditation Handbook – 2012 Contents
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Contents
Evaluators’ Rating Forms, Guides, Critical Documents, and ........................... 1 Miscellaneous
Preface
What Distance Education Accreditation Means ....................................................... 3
The Accrediting Commission ................................................................................... 4
Purpose of the Accreditation Handbook ................................................................... 4
Introduction
Brief History of the DETC and Its Accrediting Commission ................................... 5
Accreditation
Why Become Accredited?......................................................................................... 6
What is DETC Accreditation? .................................................................................. 7
What is Distance Education? .................................................................................... 7
What are the Benefits of Accreditation? ................................................................... 8
The Accrediting Commission
Members of the Accrediting Commission ................................................................ 10
The Staff .................................................................................................................... 11
Powers and Responsibilities of the Commission ...................................................... 12
Commission’s Scope and Mission ............................................................................ 12
Eligibility Requirements ........................................................................................... 13
Third-Party Comments .............................................................................................. 14
Unethical Behavior.................................................................................................... 15
Grants of Initial Accreditation .................................................................................. 15
Communicating with the Commission ...................................................................... 15
The Process of Accreditation
Steps in the Accreditation Process ............................................................................ 16
The On-Site Visit ...................................................................................................... 22
After the Visit ............................................................................................................ 23
Right to Appeal ......................................................................................................... 23
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Arbitration ................................................................................................................. 23
Maintaining Accreditation ......................................................................................... 23
Obligations of Accreditation ..................................................................................... 23
Failure to Meet Obligations ....................................................................................... 25
Sharing Information with Other Agencies ................................................................ 25
Decisions of Other Agencies ..................................................................................... 25
Review of Standards ................................................................................................. 26
Functions of the Evaluating Committee Members .................................................... 27
Eight Steps to Accreditation ...................................................................................... 28
Introduction to Standards, Guides, Policies, and Procedures ......................................... 29
Policy and Procedure Indexes ............................................................................................ 29
Policy Index .......................................................................................................................... 30
Procedure Index ................................................................................................................... 30
Timelines for Accrediting Process (Initial Applicant) ......................................................... 31
Timelines for Accrediting Process (Reaccreditation) .......................................................... 32
Appendices (Tabs)
A. Standards
1. Accreditation Standards
2. Business Standards
B. Guides
1. Guide to Self-Evaluation Report
C. Policies
1. Policy on Substantive Change and Notification
2. Policy on Change of Mission, Goals, and Objectives
3. Policy on Change of Ownership/Management
4. Policy on Change of Location or New Administrative Site
5. Policy on Course/Program Approval
6. Policy on Combination Distance Study-Resident Programs or Training Sites
7. Policy on Approval of New Combination Distance Study-Resident Programs or Training Sites
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(C. Policies continued)
8. Policy on Bankruptcy
9. Policy on Degree Programs
10. Policy on Financial Statements
11. Policy on Change of Marketing Approach
12. Policy on a Readiness Assessment
13. Policy on Re-Accreditation Review
14. Policy on Student Achievement and Satisfaction
15. Policy on Institutions Participating in Title IV Programs
16. Policy on Special Visits
17. Policy on International Activities
18. Policy on Annual Reports
19. Policy on Non-Private Institutions
20. Policy on Complaints
21. Policy on Required Institutional Documents
22. Policy on Information Provided to the U.S. Department of Education
23. Policy on Credit Hour
24. Policy on Non-U.S. Institutions
25. Policy on Change of Name
26. Policy on Pilot Programs
27. Policy on Teach-Out Plans
28. Policy on Petition and Waivers
29. Policy on Contracting for Educational Delivery
30. Policy on High School Programs
D. Procedures
1. Providing the Chair’s Report, Institution’s Response and Advising the Institution of Commission’s Decision
1.1. Actions Available to the Commission Pursuant of D.1.
2. Appealing Commission’s Adverse Decision
3. Notification and Information Sharing
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(D. Procedures, continued)
4. Retention of Commission Files and Records
5. Reviewing, Adopting, and Circulating Standards, Policies, and Procedures
6. Undergoing an On-Site Visit
7. Responding to Course/Program Reviews
8. Conflict of Interest Policy
8.1.Conflict of Interest Disclosure Form
9. Code of Conduct for On-Site Evaluators
10. Selection and Training of Commissioners
11. Selection and Training of Evaluators
12. Selection and Training of Appeals Panel Members
13. Third-Party Comments
E. Fees, Forms, Checklists, and Glossary
1. Fees
2. Application for Accreditation
3. Application for Appeal
4. Application for Certification as an Eligible Institution in FSA Title IV Programs
5. Application for Doctoral Degree Program
6. 2011 Annual Report & Outcomes Assessment Data Form
7. 2011 Annual Report with Title IV & Outcomes Assessment Data Form
8. Teach-Out Commitment (Non-Corporate Entities)
9. Teach-Out Commitment (Corporate Entities)
10. Computation for Dues and Fees Form
11. Accreditation Standards Checklist
12. Business Standards Checklist
13. Application for Arbitration
14. Application for Change of Ownership
15. Application for Change of Location or New Administrative Site
16. Application for New Combination Programs/Training Sites
17. Glossary
DETC Accreditation Handbook – 2012 Examiner’s Rating Forms, Guides, Critical Documents, and Misc.
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Evaluators’ Rating Forms, Guides, Critical Documents, and Miscellaneous The following documents are located on DETC’s website. These forms are for use by DETC Evaluators when conducting on-site or off-site evaluations. To view these documents, go to DETC’s website at www.detc.org and select “Membership Services” tab and “Evaluators Documents.” Sign in using “guest” for your user name and password. The templates for writing reports are found under “Templates.” If you’re having problems with the forms, please contact Lissette Hubbard at [email protected] or 202-234-5100 ext. 105.
A. Rating Forms
1. Rating Form for All Institutions 2. Rating Form for Off-Site Vocational Subject Specialists 3. Rating Form for Off-Site Degree Subject Specialists 4. Rating Form for On-Site Subject Specialists 5. Rating Form for Change of Location or New Administrative Site 6. Rating Form for Combination Distance Study-Resident Programs 7. Rating Form for Non-U.S. Institutions 8. Rating Form for Title IV Institutions 9. Rating Form for Doctoral Degree Programs 10. Rating Form for International Activities
B. Guides
1. Guide to Writing a Chair’s Report 2. Guide to Writing an Evaluator’s Report 3. Guide to Writing a Readiness Assessment Report 4. Guide to Writing an On-Site Subject Specialist Report 5. Guide to Writing an Off-Site Subject Specialist Report 6. Guide to Standard V. for On-Site Reviews 7. Guide to Subject Specialists on Determining Credit Hours
C. Critical Documents
1. Catalog 2. Contracts 3. Course Development Manual 4. Faculty Handbook/Manual 5. Institutional Improvement Plan 6. Outcomes Assessment Plan 7. Student Handbook 8. Study Guide 9. Succession Plan 10. Transcripts 11. Website Checklist 12. Financial Statement Analysis 13. Determining Credit Hours
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D. Miscellaneous
1. Survey of On-Site Examiners 2. Tips for Accrediting Commission Evaluators 3. A Special Message to Evaluators on Confidentiality 4. Chair’s Agenda for On-Site Visit 5. Statement of Expenses for School Examinations 6. Student Survey Form 7. Q & A on Standard V – Outcomes Assessment
E. Sample Reports
1. Chair’s Report 2. Educational Standards Evaluator’s Report 3. Business Standards Evaluator’s Report 4. On-Site Subject Specialist Report 5. Off-Site Vocational Subject Specialist Report 6. Off-Site Degree Subject Specialist 7. Readiness Assessment Report 8. Course/Program Report for Degree Program 9. Course/Program Report for Vocational Program 10. Standards Listings
DETC Accreditation Handbook – 2012 Preface
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Preface What Distance Education Accreditation Means Since 1926, the Distance Education and Training Council has been the leading global standard-setting agency for distance education institutions in the United States. The DETC has progressively raised its standards over the past eight decades. Its accrediting program employs standards and procedures similar to those of other recognized educational accrediting agencies. Each accredited institution must voluntarily meet all of the standards and policies for accreditation. There are 51 accreditation standards (A.1. Standards of Accreditation) and 56 Business Standards (A.2. Business Standards). These standards are organized into topics, which state that an institution must:
• have a clearly defined and stated mission, goals, and objectives;
• have reasonably attainable and clearly stated educational objectives, and educationally sound and up-to-date curricula that are supported by quality instructional materials and appropriate technology;
• provide satisfactory educational services;
• offer adequate student support services;
• have demonstrated ample student success and satisfaction through an outcomes assessment plan;
• have qualified faculty and competent administrators and staff;
• have fair admission policies and adequate enrollment agreements;
• advertise its courses/programs truthfully;
• be financially able to deliver high quality educational services;
• have fair and equitable tuition and refund policies;
• have adequate facilities, equipment, supplies, and record protection; and
• conduct continuous research and self-improvement studies.
To become accredited, each institution must have made an intensive study of its own operations, opened its doors to a thorough inspection by an outside examining committee, supplied all information required by the Accrediting Commission, and submitted its instructional materials for a thorough review by competent subject matter specialists. Initial accreditation is granted for no more than three years, after which the process is repeated every five years.
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The Accrediting Commission The Accrediting Commission establishes educational and ethical business standards. It examines and evaluates distance education institutions in terms of these standards. It accredits those that meet the standards. Its scope of accreditation requires a full institutional review and is based upon a method of education as opposed to grade levels, subject matter, or geographic location. In other words, DETC accreditation is an institutional source of accreditation for distance education institutions in the U.S.
DETC is recognized by the U.S. Secretary of Education as an authority on the quality of the education and training offered by the institutions it accredits, and has been so recognized since 1959. As the Secretary’s authority is statutorily limited to postsecondary institutions in the United States, this federal recognition encompasses only DETC accreditation in this area. Although essentially the same processes and standards are used in accrediting elementary and secondary schools and foreign institutions, by U.S. federal law, the Secretarial recognition of DETC accreditation does not include these institutions. The U.S. Department of Education provides a database on its website of regional, specialized, and national accrediting agencies. For more information on the U.S. Department of Education list of recognized accrediting agencies, please visit: www.ope.ed.gov/accreditation/. DETC is also recognized for its activity in the field of academic degree accreditation by the Council for Higher Education Accreditation (CHEA). For more information about CHEA, please visit www.chea.org.
Purpose of the Accreditation Handbook The Accrediting Commission has prepared this Accreditation Handbook as a compilation of its policies, procedures, and standards. It is intended to assist institutions in understanding and preparing for evaluation by the Commission. Institutions should use it as they organize and conduct their self-evaluations, as they evaluate their readiness to meet the rigors inherent in voluntary accreditation, and as they work to maintain the standards of the Commission. Finally, this Handbook offers guidance to newly established distance education institutions seeking to build or refine their policies and practices, whether or not they apply for DETC accreditation. Please note that the Evaluator’s Rating Forms, Guides and Miscellaneous are now found only on DETC’s website at www.detc.org (select “Member Services” tab and “Evaluators Documents” and Evaluator’s Rating Forms, Guides, Critical Documents and Miscellaneous – sign in using “guest” for your user name and password). If you need the documents sent to you, please contact Lissette Hubbard at Lissette@ detc.org or call 202-234-5100 ext. 105.
Please note: You should always check the website at www.detc.org (select the Publications tab) for the most
up-to-date versions of these documents. The website copy takes precedence over the information in this print
version.
DETC Accreditation Handbook – 2012 Introduction
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Introduction Accreditation in education began over a century ago. The movement started as a public reaction to the extreme differences between educational institutions that initially appeared to be similar. Accrediting bodies were voluntarily organized by educators to develop and implement common policies and standards to measure educational quality. From its inception, accreditation has been a non-governmental, completely voluntary, peer group method of identifying educational institutions or programs which meet published standards of quality. A variety of regional and professional accrediting groups came into being in the early 1900s in response to the public’s demand for reliable indicators of institutional quality.
Brief History of DETC and Its Accrediting Commission The Distance Education and Training Council (DETC) was founded in 1926 under the name “National Home Study Council.” As a voluntary association of distance education institutions, DETC is dedicated to fostering quality assurance, protection of the rights of the students and institutional self-improvement through voluntary accreditation via peer evaluation. DETC accreditation aims to instill public confidence in DETC institutions’ missions, goals, performances, and resources through rigorous application and peer-developed accreditation standards. In 1952, the Council decided further improvements should be made in the procedures used to examine and approve distance study institutions for membership. A system of voluntary accreditation seemed to be the best solution. As the planning progressed, individuals in the then U.S. Office of Education, the National Commission on Accrediting, and other recognized accrediting agencies assisted in creating the Council. The Council’s independent Accrediting Commission was officially established in 1955. Four years later, the Commission was listed by the U.S. Commissioner (now Secretary) of Education as a “nationally recognized accrediting agency” under the terms of Public Law. Like other nationally recognized accrediting agencies, the Accrediting Commission is reviewed periodically by the U.S. Department of Education to make certain that it meets the criteria for federal recognition as published in Title 34 of the Code of Federal Regulations. Since 1959, the U.S. Secretary of Education has continuously recognized the Accrediting Commission, and its recognition was last renewed in 2006. Its next review is scheduled for 2012. The procedures and standards of the Commission have been continuously refined and improved over the past six decades. In 1973, the Accrediting Commission received the recognition of the National Commission on Accrediting, thus becoming the first agency accrediting private schools—at that time, most of them proprietary—to receive such recognition. In 1975, the Accrediting Commission became a charter member of the Council on Postsecondary Accreditation (COPA), a non-governmental body recognizing and coordinating the activities of accrediting agencies throughout the United States. In 1993, COPA was dissolved and the Commission on Recognition of Postsecondary Accreditation (CORPA) was formed. DETC was also a charter member of that organization. In 1994, the National Home Study Council changed its name to the Distance Education and Training Council. CORPA was dissolved on in 1996 and its successor, the Council for Higher Education Accreditation (CHEA), was formed. DETC became a charter member of CHEA. The Commission’s CHEA recognition was last renewed in January 2001. Its next review is in 2012.
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Today, the Accrediting Commission is recognized by CHEA and the Secretary of Education as the national institutional accrediting body postsecondary institutions offering programs primarily by the distance education method up through the Professional Doctoral degree level. DETC’s federal scope of recognition enables DETC degree-awarding institutions to establish eligibility to participate in the various federal programs, i.e., Title IV federal student loans or Pell Grants, and the American Opportunity Tax Credit. Recognition of the Commission from the U.S. Secretary of Education and from the Council for Higher Education Accreditation is for postsecondary purposes only, and these recognitions do not apply to elementary or secondary schools (this is due to changes in the federal law). However, the DETC Accrediting Commission has been examining, evaluating, and granting accreditation status to elementary and secondary schools since 1955.
Accreditation
Why Become Accredited?
What does accreditation mean to you, the CEO, administrator or faculty member of a distance education institution? Is it an opportunity to improve the educational quality of your institution? Is it a means of evaluating and comparing your courses/programs, facilities, and procedures with those of others? Or, is it a process whereby an accrediting body grants public recognition to an institution as having met certain standards? Accreditation is all of these. However, the greatest value of accreditation is to be found in undergoing the process itself; a process of self-evaluation in which an institution voluntarily monitors and controls its own behavior to ensure that its “programs and policies embody standards of good practice.” Currently, accreditation may be said to: • assure students that an institution delivers on its promises;
• foster excellence in education through the development of standards for assessing educational effectiveness;
• encourage improvement through continual self-evaluation and planning;
• demonstrate comparability between degree programs offered at regionally accredited institutions with DETC-accredited degree programs; and
• assure the educational community, students, state and federal authorities, the general public, and other interested agencies and/or organizations that an institution has clearly defined and appropriate objectives; maintains conditions under which their achievement can be reasonably expected; is accomplishing them; and can be expected to continue to do so.
The word “accreditation” has acquired many shades of meaning over the years. Distance education accreditation is certification by a recognized body that a distance education institution has voluntarily undergone a comprehensive study and peer examination which has demonstrated that the institution does in fact meet the established standards. The institution must perform the functions that it claims: that it has set educational goals for students who enroll; offers formal, organized learning experiences and services that enable students to meet these stated goals; and can, in fact, show that students and graduates have benefited from the learning experiences provided. DETC accreditation is founded on these philosophic principles:
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• Accreditation is purely voluntary. The applicant institution voluntarily elects to apply for accreditation and it voluntarily agrees to comply with all standards and policies of the Commission.
• Accreditation is a non-governmental peer review process in which the integrity and good faith of an institution and its officers are essential.
• The burden of proof in demonstrating compliance with standards always rests with the institution, not with the Accrediting Commission. The institution, whether it is an applicant seeking initial accreditation or an already accredited institution undergoing an on-site evaluation or responding to other Commission-directed inquiries of any kind, has the burden of proof in making a showing to the Accrediting Commission that it meets or exceeds the standards.
• The Accrediting Commission considers information about an applicant institution from any source in reaching its conclusion.
• Accreditation is by its nature a formal, but nonetheless, collegial process. It works best when there is a common agreement that the chief purpose for seeking accreditation is the identification of soundness, honesty, and quality in the practice of distance education. It was never intended to be an adversarial procedure whereby legal professionals employ courtroom procedures to attain accredited status.
What is DETC Accreditation? Distance study accreditation is an institution-wide source of nationally recognized accreditation that covers all distance study activities of the institution. It is unique in American accreditation because it is based upon a method of delivering instruction rather than on geographical location, educational level, or subject matter discipline. It covers all programs, courses, and distance study endeavors of an institution, including degree, non-degree, vocational, and avocational programs. The Accrediting Commission of the DETC provides distance study institutions with a single source of nationally recognized accreditation, all the way from kindergarten through the doctorate degree levels.
What is Distance Education? Distance education, also called online education, home study, correspondence study or Internet-based learning, is designed for learners who live at a distance from educational providers and/or institutions. It is the formal enrollment and study with an educational institution that provides organized, formal learning opportunities for students. Presented in a sequential and logical order, the instruction is offered wholly or primarily by distance study, through virtually any media. Historically, its predominant medium of instruction has been printed materials, however today it may incorporate or make use of videotapes, CD or DVD ROM’s, audio recordings, audio-conferencing, telephone communications, e-mail, and Web-based delivery systems through the Internet. The student completes each lesson or segment and submits it for correction, grading, comment, and guidance by a qualified instructor. To determine eligibility to participate in Title IV programs, the federal government defines distance education as education that uses one or more of the following technologies to deliver instruction to students who are separated from the instructor and to support regular and substantive interaction between the students and the instructor, either synchronously or asynchronously: Internet; one-way and two-way transmissions through open broadcast, closed circuit, cable, microwave, broadband lines, fiber optics, satellite, or wireless communications devices; audio-conferencing; or video cassettes, DVDs, and CD-ROMs, if the cassettes, DVDs, or CD-ROMs are used in a course in conjunction with any of the former technologies.
Accreditation DETC Accreditation Handbook – 2012
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Institutions are not eligible to participate in federal student aid if its courses/programs are offered through correspondence study, which is defined as education provided through one or more courses by an institution under which the institution provides instructional materials, by mail or electronic transmission, including examinations on the materials, to students who are separated from the instruction. Interaction between the instructor and the student is limited, is not regular and substantive, and is primarily initiated by the student. Correspondence courses are typically self-paced, and they are not considered the same as distance education courses for purposes of the Department of Education’s regulations under Title IV of the Higher Education Act.
DETC limits eligibility to Title IV programs to degree-granting distance education institutions only. DETC’s scope of
accreditation covers both correspondence and distance education. For the purposes of this Handbook, the term “distance education” also encompasses correspondence study, except for Title IV purposes.
What are the Benefits of Accreditation? For more than a century, DETC institutions have been leaders in the field of distance education. Accreditation: • provides a reliable indicator of institution quality for counselors, employers, educators, governmental officials, and the public;
• is an expression of confidence in the educational program, the policies, and the procedures of the institution by its peers—a lasting source of pride to the institution;
• is an external source of stimulation to improve services, programs, and staff through periodic self-studies and evaluations by an outside agency;
• is an assurance of high standards and educational quality through the institution’s adherence to established criteria, policies, and standards;
• brings the institution recognition through the extension of special status by several states under their legislation and regulations, as well as recognition given by federal, state, and local agencies in referring students to accredited institutions;
• allows an institution and its courses to be listed in DETC’s searchable database and in the DETC Directory of
Accredited Institutions on DETC’s website;
• enables the institution to qualify to participate in the voluntary education tuition assistance program administered by the Defense Activity on Non-Traditional Education Support (DANTES) for most of the U.S. military services;
• by federal law, provides eligibility for certain federal programs. For example, only accredited distance education institutions are eligible to participate in the G.I. Bill and military tuition assistance program. DETC degree-awarding institutions are eligible to apply to the U.S. Department of Education to participate in the Title IV federal student aid programs;
• permits an institution to be listed in the directory the American Council on Education’s directory, Accredited Institutions of Postsecondary Education;
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• permits an institution to be listed on the institution databases of the Council for Higher Education Accreditation (CHEA) and the U.S. Department of Education’s websites;
• authorizes an institution to obtain the coveted “.edu” e-mail and website addresses; • allows the use of the DETC seal and reference to accreditation by the Accrediting Commission of the Distance Education and Training Council;
• allows students to qualify for tuition reimbursement under certain state, industry, corporate, or union-sponsored tuition assistance plans requiring enrollment with an accredited institution;
• brings eligibility for participation in the academic credit evaluation procedure conducted by the American Council on Education’s College Credit Recommendation Service (CREDIT);
• helps facilitate, but does not guarantee, acceptance of credits and degrees by other academic institutions; and • provides a unique professional development opportunity for the institution’s staff members to serve on accrediting examining committees visiting other institutions.
The Accrediting Commission DETC Accreditation Handbook – 2012
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The Accrediting Commission Members of the Accrediting Commission The DETC Accrediting Commission is a constituted accrediting body that operates within the incorporated association of the Distance Education and Training Council. The Commission has complete autonomy to make accrediting decisions. The Accrediting Commission has nine members, and its makeup includes persons possessing either academic or administrative expertise or both. Four of the Commissioners are from outside the field and are considered in every sense to be representatives of the public, and five Commissioners are from the distance education field. For more information on the qualifications and training of the Commissioners, see D.10. Selection and Training of Commissioners. The DETC Accrediting Commission is comprised of nine (9) members: five (5) members from DETC-accredited institutions elected by the Council and four (4) members appointed by the Commission to represent the public. At least two members of the Commission must be “academics,” defined by DETC as a person who works full time at an educational institution who, possibly in addition to other duties, actively teaches, delivers educational content to learners, or engages in educational research related to the institution’s mission. At least two members of the Commission must be an “administrator” defined by DETC as a person currently or recently directly engaged in a significant manner in the administration of an institution. Institution Commissioners: The five Institution Commissioners are selected from DETC accredited institutions and are individuals who are currently active academic or administrative personnel who do not have a representative currently serving on the Accrediting Commission. Institution Commissioners may serve for a maximum of two three-year terms. The Commissioners are selected so that they are representative of the variety of institutions in the Distance Education and Training Council and the distance education field insofar as possible. Public Commissioners: The four Public Commissioners are from outside the distance education field and are selected for their overall interest in education and their competence in business, industry, education, government, and related fields. Public Commissioners may serve for a maximum of three three-year terms. Public Commissioners have been appointed to serve on the Commission because of the great interest they have demonstrated in the cause of high standards for institutions, their willingness to become involved and committed to the accrediting program for distance education, their demonstrated objectivity and sound judgment, and the outstanding competencies they bring to the Commission from their respective backgrounds. A Public Commissioner may not be (1) an employee, member of the governing board, owner, or shareholder of, or consultant to, an institution that either is accredited by DETC or has applied for such accreditation; (2) a member of any organization that transacts business with or receives funding or payments from; and (3) a spouse, parent, child, or sibling of an individual identified in (1) or (2) above. Officers of the Commission: The officers of the Commission are a Chair, Vice Chair, Treasurer, and the Executive Secretary who is also the Executive Director. The Chair and Vice Chair are members of the Accrediting Commission elected to office by vote of the Commissioners. It is customary for a Public Commissioner to serve as the Commission Chair.
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For the academic and professional qualifications, and employment and organizational affiliations of the Commissioners, see DETC’s website at www.detc.org and select “About Us.”
Current Members of the Accrediting Commission: The following individuals are the current members of the Accrediting Commission—
• Timothy Mott, Chair, Director, Off-Campus Programs at Cincinnati State Technical and Community College*
• Mary Adams, Vice Chair, President, American Sentinel University
• Josette P. Katz, Professor, Atlantic Cape Community College*
• Patrick O’Malley, Assurance Partner, PricewaterhouseCoopers LLP (retired)*
• Robert G. Mayes, Jr., President, Columbia Southern University
• Jack Nill, Provost, Global University
• Carol S. Osborn, Deputy Director, DANTES (retired)*
• Ann Rohr, President, Weston Distance Learning
• Judith A. Turner, Vice President and Director of Education, Art Instruction Schools
*Public Commissioners
The Staff Equally valuable in this process is the Commission’s staff, which assists the Commission in carrying out its mission. The staff provides counsel to applicants seeking accreditation and accredited institutions, training for Commissioners, evaluators, subject specialists, Appeals Panel members, and continuous communication with states, including the U.S. Department of Education, CHEA, and other relevant agencies. Accrediting Commission staff members serve as observers on Examining Committees; appoint Examining Committee members; arrange logistics for visits and Commission meetings; and serve as the central communications link between the public, applicants, other accrediting associations, and the Accrediting Commission. The Executive Director is the day-to-day administrator of the Commission and the staff, and he manages and supervises the accreditation process. The Executive Director is responsible for liaison between and among the Commissioners, the Examining Committees, and the institutions participating in the accrediting process.
Current Staff Members: The current staff members and the year each started service are—
• Michael P. Lambert, Executive Director, 1972
• Sally R. Welch, Associate Director, 1974
• Nan Bayster Ridgeway, Director of Accreditation, 2005
• Robert S. Chalifoux, Director of Media and Events, 2005
• Lissette D. Hubbard, Accreditation Associate, 2007
• Brianna L. Bates, Information and Accounts Specialist, 2009
The Accrediting Commission DETC Accreditation Handbook – 2012
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For the academic and professional qualifications of the DETC Staff, please visit the website at www.detc.org and select “About Us.”
Powers and Responsibilities of the Commission The powers and responsibilities of the Commission are to: • establish and circulate criteria for the evaluation and accreditation of distance education and organizations; • establish its operating budget and provide for a schedule of reasonable fees which will assure the financial stability of the Commission;
• receive applications from institutions desiring accreditation; • appoint qualified evaluators and subject specialists and provide for a comprehensive evaluation procedure; • review the Chair’s reports and all other pertinent material and accredit or withhold accreditation from applicant institutions;
• issue a directory of accredited organizations (DETC Directory of Accredited Institutions—available on DETC’s website) and maintain a website in which institutions will be identified in a manner which indicates their program offerings;
• make available to the public current information covering the criteria for accreditation and the operation of the Commission;
• re-evaluate at reasonable intervals the accredited organizations’ programs, organization, and courses of study; and • exercise such other powers as are necessary to carry out the functions of a reputable, nationally recognized accrediting association.
Commission’s Scope and Mission The DETC Accrediting Commission’s scope of recognition comes from two sources: The U.S. Secretary of Education and the Council for Higher Education Accreditation: Department of Education’s Scope of Recognition: “The accreditation of postsecondary institutions in the United States that offer degree programs primarily by the distance education method up to and including the professional doctoral degree, and are specifically certified by the agency as accredited for Title IV purposes; and the accreditation of postsecondary institutions in the United States not participating in Title IV that offer programs primarily by the distance education method up through the professional doctoral degrees.”
CHEA’s Scope of Recognition: “The accreditation of higher learning institutions in the United States and international locations that offer programs of study that are delivered primarily by distance (51% or more) and award credentials at the associate, baccalaureate, master’s, first professional, and professional doctoral degree level.”
DETC defines “professional doctoral degree” to mean a post-master’s graduate level degree that prepares individuals through internships, practical application of training, and/or specialized certifications, for professional practice (such
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as the Doctor of Business Administration), as opposed to research methodologies that are associated with academic doctorate degrees (such as the Doctor of Philosophy). Its mission is to promote, by means of standard-setting, evaluation, and consultation processes, the development and maintenance of high educational and ethical standards for education and training programs delivered through distance learning. The DETC Accrediting Commission identifies and accredits distance education institutions and training providers that have attained and maintained the standards deemed necessary to operate at a minimum level of quality. The Commission applies its standards and policies in a manner that respects the mission of an institution, including those with faith-based or religious missions, in ensuring that the educational programs are of sufficient quality to achieve the stated objectives and mission. The Accrediting Commission’s scope of activity includes the accreditation of both correspondence education institutions and distance education institutions as defined above.
Eligibility Requirements Before the Commission will officially accept an institution’s initial “Application for Accreditation,” the institution has the burden of proof in demonstrating that it meets the following eligibility criteria:
• The institution must be a “bona fide” distance education institution and/or training provider, which is defined by the Accrediting Commission as “an educational institution or organization whose primary purpose is providing education or training which (1) formally enrolls students and maintains student records; (2) retains a qualified faculty to service students; (3) provides educationally sound and up-to-date curricula that are supported by quality instructional materials and appropriate technology; (4) provides continuous two-way communication on student work, e.g., evaluating students’ examinations, projects, and/or answering queries, with prompt feedback given to students; and (5) offers courses of instruction which must be studied predominantly at a distance (51% or more) from the institution or organization.” That is, distance education should be the primary method of study for the majority of students, and distance education courses should comprise the majority of curricula offerings of the institution.
• The institution must be properly licensed, authorized, exempted, or approved by the applicable state educational institutional authority (or its equivalent for non-U.S. institutions). The institution must also be in compliance with all applicable local, state, and federal requirements. Exemptions from state law must be supported with State-issued documentation.
• At the time of the initial application, the institution must have been enrolling students in the current programs for two consecutive years and under the present ownership (no new programs may be added during the two year period).
• The applicant institution must be able to document—via an audited or reviewed comparative financial statement that covers its two most recent fiscal years—that it is financially sound and that it can meet its financial obligations to provide instruction and service to its students.
• The applicant must show that the name being used by the institution is free from any association with any activity that could damage the standing of the Commission or of the accrediting process, such as illegal actions, unethical conduct, or abuse of consumers.
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• The institution, the institution’s owners, governing board members, officials, and administrators possess sound reputations and show a record of integrity and ethical conduct in their professional activities, business operations, and relations. The owners, board members and executive staff must have records free from any association with any misfeasance, including, but not limited to, owning, managing or controlling any educational institutions that have entered bankruptcy or have closed with students having been disadvantaged as a result.
• The institution agrees that as part of the application process, its owners, officers and managers may be subject to a background check by DETC, which may include, but not be limited to, DETC surveys of State educational oversight agencies, Federal departments and agencies, consumer protection agencies, checks on the credit history, prior bankruptcy, criminal background, debarment from Federal Student Aid Programs, the closing of educational institutions in which they were owners, managers or principals, or the loss of accreditation or state approval to operate an educational institution. The costs of such background checks will be borne by the Applicant.
• The institution’s “Application for Accreditation” must be complete in all respects. The institution has the burden of proof in showing that its curricula are within the Accrediting Commission’s recognized scope of authority. The Accrediting Commission reserves the right to limit its reviews to the kinds of institutions and types of programs that fall within its recognized scope and decline to consider institutions and programs for accreditation which fall outside the Accrediting Commission’s scope, competence, or where it is felt that there is a lack of adequate standards to permit a meaningful evaluation. As stated in C.24. Policy on Non-U.S. Institutions, if a distance education institution located outside the United States wishes to apply for accreditation, it must petition the DETC Accrediting Commission and request that its application be accepted. Applications will be reviewed on a case-by-case basis. The Commission also requires that all distance education courses, programs, divisions, and/or affiliates of the ownership undergo the accreditation process. The failure of one distance education program and/or division to apply for or achieve accreditation within a time frame set by the Commission renders all distance education programs or
divisions ineligible for accreditation. In addition, if one distance education course, program, division, and/or affiliate of the ownership is ineligible to apply for accreditation, including ineligibility due to the limits on DETC’s scope of activity, then all “divisions” of that ownership will be deemed to be ineligible to apply for accreditation.
Third-Party Comments As part of the accreditation process, the Commission gives its relevant internal and external constituencies the opportunity to comment on any institution applying for accreditation or reaccreditation (see D.13. Third-Party Comments). DETC posts the names of applicants on its website and several of its publications (DETC News, DETC
Bulletins, and Washington Memo) typically 2-3 months before the next regularly schedule Commission meeting. Constituencies are invited to provide information by a given date. In addition, as part of the review process, DETC also surveys students, Better Business Bureaus, and consumer protection agencies, as well as the Department of Veterans Affairs, the Federal Trade Commission, and state and departments of education.
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Unethical Behavior If, for any reason, the Commission suspects any type of unethical behavior, including fraud and abuse, by an applicant or accredited institution, the Commission reserves the right to investigate the allegations. The Commission is obligated under Federal regulations [CF 602.27(a)(6)] to report to the Secretary of Education any institution it has reason to believe is failing to meet its Title IV program responsibilities or is engaged in fraud and abuse.
Grants of Initial Accreditation The Commission will extend a grant of accreditation to initial applicants for a maximum of three years, with the condition that a new Self-Evaluation Report be submitted and an examining committee visits the institution to verify the SER and gather additional information. The normal five year reaccreditation review procedures will be applied for this three year renewal of accreditation (with the exception of curricula reviews).
Communicating with the Commission Individuals seeking further information about the Accrediting Commission may consult:
• in person, by appointment
• by mail to: DETC, 1601 18th Street, NW, Suite 2, Washington, D.C. 20009-2529
• by telephone at (202) 234-5100 or fax at (202) 332-1386
• by e-mail at [email protected]
• by viewing DETC’s home page at “www.detc.org”
Receipt of all mailed communications is assumed to be received by the addressees by the fifth calendar day after being post marked.
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The Process of Accreditation
Steps in the Accreditation Process Since accreditation is a voluntary process, each institution must make its own choice on whether or not to seek accreditation. Institutions desiring accredited status are expected to take the initiative in going through a series of steps outlined below. Institutions seeking accreditation or reaccreditation assume the burden of proof in presenting themselves as meeting the established standards. The steps in the accreditation process are:
1. Obtain the DETC Accreditation Handbook, Complete DETC Course, Review Application, and Begin
Writing SER
Institution receives the DETC Accreditation Handbook and reviews it carefully: The Accrediting Commission’s comprehensive publication on accreditation, the DETC Accreditation Handbook, is sold for $50 (U.S.). It is available from DETC’s website at no charge (www.detc.org, select “Publications” and “Accreditation Handbook”). The Handbook is updated every January, however, changes may occur throughout the year. Institutions should check DETC’s website for the most up-to-date version of the documents. For institutions undergoing the reaccreditation process, information is sent to them in the preceding year advising them of their upcoming reaccreditation review.
Enroll and Complete Course: A key person must enroll in and complete the DETC’s Course on Preparing for
Accreditation to qualify as a Compliance Officer. The course is available online or in print (for no charge) from DETC’s website at www.detc.org, “Member Services” tab (use the word “guest” for the user name and password) and select “Publications.” This course must be completed before submitting the Application for Accreditation and before writing the SER. DETC will not accept an application without proof that someone has completed this course.
Review Application: The CEO/President must review the “Application for Accreditation” (Appendix E.2.) to make certain the institution meets the eligibility requirements and understands all that is required in the accreditation process.
Begin Writing the SER: The Compliance Officer and staff begin writing the institution’s Self-Evaluation Report (SER). The SER is prepared in accordance with the provisions of the “Guide to Self-Evaluation” found in Appendix B. The SER provides data on all areas of an institution’s operation, history, course offerings, student services, finances, etc. The self-evaluation includes a wide gathering and analysis of pertinent data on all aspects of the institution and its work. It should, above all else, be a truly self-analytical document that identifies an institution’s particular strengths and challenges. It should reveal the philosophy, organization, specific practices and procedures (documented wherever possible), the success of different operations, and the outcomes of the educational process including the degree to which the institution is accomplishing its stated objectives. Data should not be amassed routinely, but in a constant search for new meanings, new methods and procedures, new hypotheses, and new ideas for improvement.
Even though the Compliance Officers is the key person who oversees the writing of the SER, it is recommended that as many key personnel/stakeholders as possible help to write the SER. Preparing the SER is a great learning experience for everyone. When writing the SER, the name of a contact person should be assigned to each standard. This helps the evaluators to determine whom to interview during the on-site visit.
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Preparing the Self-Evaluation Report may take only a few months for a small institution to as many as nine months for a large institution. Institutions are instructed to allow sufficient time for writing, editing, and revising the Self-Evaluation Report. This is a key document in the institution’s quest for accreditation!
2. Submit Application and Other Required Information Institution submits application with application fee: To initiate the accreditation process, the Application for Accreditation (found in Appendix E.2.), and the $3,000 accreditation fee (or $1,000 reaccreditation fee), must be submitted to the Commission. Initial applicants must submit the required financial statements (see C.10. Policy on Financial Statements) with their application. Initial application must also submit their SER no later than 60 days after submitting their Application. The Accrediting Commission accepts applications from “eligible” institutions (see page 17) that have been operating as a bona fide distance education institution or organization and enrolling students for at least two years under the present ownership and with the present programs. The CEO must sign the “Certification of Application” in the Application. In doing so, the CEO agrees that at least one key person has completed the course, DETC Course on Preparing for Accreditation. Upon receipt of the Application, the Commission staff consults with the institution as needed. Receiving the Application begins the formal process. The steps obligated in the accreditation process must be taken within 12 months after application is made.
Institutions submits students names, catalogs, and copy of state licensure: The names and addresses (mailing and e-mail addresses) of the first 100 students consecutively enrolled with the institution beginning on the first day of the 18th month preceding the date of the application must be submitted on self-adhesive mailing labels or e-mail addresses. If you have fewer than 100 students, submit all the names and addresses. Insofar as possible, the number of students must reflect the same proportion of the enrollments for each of the institution’s major course offerings. For example, if you have 100 students enrolled in two separate courses, then approximately one-half of the students on the mailing labels or e-mail addresses should be from each respective course. Institutions must also enclose a copy of its catalog(s) and a copy of its state license.
DETC posts names of applicants for accreditation on its website and publications: The name of the institution applying for reaccreditation is published in DETC publications (DETC News, DETC Bulletin, Washington Memo, etc.) and website (www.detc.org), and the public is requested to send any comments they may have to the Accrediting Commission by a given date. The name of an initial applicant will not be published in DETC’s publications or posted on DETC’s website until after it has been notified of a successful Readiness Assessment.
3. Undergo Readiness Assessment (Initial Applicants Only)
Initial applicants must submit two copies of its SER (no later than 60 days from the date of application). Once DETC receives these documents, the Director of Accreditation (Nan Ridgeway) will coordinate a review by an evaluator for a Readiness Assessment (see C.12.). The evaluator reviews the SER and writes a report stating if the institution is deemed “ready” to undergo a full on-site visit. Then the institution proceeds to the next step. If the institution is not deemed “ready,” then it must correct the areas of concern and submit an updated SER to be reviewed again before proceeding with the accreditation process.
4. Submit Course Materials, DETC Schedules On-Site Visit and Surveys Students
Institution submits courses materials for review: C.5. Policy on Course/Program Approvals provides the details on what course materials are required to be submitted as part of the accreditation process.
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An institution undergoing reaccreditation must also follow the directions in C.5. Submissions also include advertisements, catalog, enrollment agreement(s), examinations and examination solutions, and all tools, kits, and equipment provided with the course(s). Course materials submitted as part of an institution’s application for accreditation are not returned to the institution; they are consumed in the review process.
Subject matter experts, who are also called “subject specialists,” are selected to review and report on the institution’s course materials. All Subject Specialists go through a training program and sign DETC’s D.8. Conflict of Interest Policy and D.8.1. Conflict of Interest Disclosure Form before reviewing courses/programs. Typically, these reviews take place in the subject specialists’ home or office. However, if an institution offers a combination distance study-resident program, offers a degree program, or has an extremely large number of courses (e.g., a military institute), then one or more subject specialists are appointed to visit the institution for an on-site review during the full on-site visit. Each subject specialist submits to the Accrediting Commission written report on the courses reviewed.
Date of Visit is Set: A mutually convenient on-site examination date is coordinated with the institution. Since a
majority of the review process is completed before the on-site visit, most on-site visits are one to two days, depending upon the size of the institution. In cases where resident training is provided as a required or as an optional part of a distance education course, the training facilities are examined to make sure that outcomes of resident training contribute to the total course objectives.
Students Surveyed: The students are asked to complete a survey form (either electronically or paper-based) which contains questions about enrollment practices, lessons, student services, and student satisfaction with the course(s) and the institution. In addition, the Commission staff also surveys Better Business Bureaus, Chambers of Commerce, various consumer protection agencies, accrediting associations, and federal and state regulatory agencies, such as the Department of Veterans Affairs, the Federal Trade Commission, and the U.S. Department of Education, for information on the educational services, business ethics, and general reputation of all applicant institutions.
5. Submit SER, Receive Subject Specialist Reports, and Respond to Comments
Institution Submits SER: The Compliance Officer completes and sends the institution’s SER. This is done at least 4 to 6 weeks before the on-site visit. If an applicant institution is deemed ready for a full on-site review, it must revise its SER by incorporating the improvements made since the Readiness Assessment. As instructed by the Director of Accreditation, the institution must send the Self-Evaluation Report. In addition, the institution must provide the appropriate instructions and passwords for full access to the institution’s website and/or online courses. This allows members of the examining committee to review the appropriate items/content before the on-site visit. See B.1. Guide to Self-Evaluation Report for instructions on writing and sending the SER.
Examining Committee is Selected: The Examining Committee is not limited in size, but usually includes a Chair, an Educational Standards Examiner, a Business Standards Examiner, Subject Specialists for each subject area (who may or may not visit the institution), and an Observer for the Accrediting Commission. An Examining Committee is appointed to visit the institution for the purpose of verifying the information in the Self-Evaluation Report, and to gather additional facts for the Accrediting Commission. Once the examiners are selected, their names are submitted to the institution. The institution may object, with an adequate reason, to a specific examiner and request that another examiner be chosen.
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Examiners (also called evaluators) are selected from among educators, executives, and practitioners in business, technical, and service fields. To become a qualified examiner, one must complete the distance education course entitled “DETC Evaluators Training Program” and receive a certificate of completion. The Commission develops and maintains a record of the qualifications of people who have been trained as examiners. All evaluators must read, agree to, and sign DETC’s D.8. Conflict of Interest Policy, D.8.1. Conflict of Interest Disclosure Form, and D.9. Code of Conduct for On-Site Evaluators. The Commission strongly stresses to each examiner the need for confidentiality before, during, and after the on-site visit. Evaluators with a conflict of interest with an applicant institution are not appointed to serve on the applicant’s examining committee.
State Observers are Invited: Representatives from state licensing bodies and from federal agencies are notified of forthcoming visits and are invited to participate as observers in the process. They are encouraged (but not required) to submit written reports to the Chair at the conclusion of the visit.
DETC Sends Subject Specialist Reports and Student Surveys to the Institution: The DETC provides the Subject Specialist Reports and Student Surveys received to the institution prior to the Examining Committee’s visit so that institutional representatives can prepare for questions from the visiting committee.
Institution addresses any not met findings from subject specialists: If the institution receives any “Partially Meets” or “Does Not Meet” findings for a standard from the subject specialists, it must submit a written response. The institution’s response should be sent to DETC at least two weeks prior to the on-site visit. The written responses are given to the Educational Standards Evaluator and subject specialist(s) before the on-site visit. They review the responses to determine whether the courses deficiencies have been corrected and whether the course is now approved. Examiners Receive and Review SER, Subject Specialist Reports, and Student Surveys: An electronic copy of the SER is sent to each evaluator by the institution. For initial applicants, the evaluators also get a copy of the institution’s Readiness Assessment Report. DETC sends the Subject Specialist Reports, the response to the subject specialist reports, and Student Surveys to the on-site team prior to the on-site visit. When special examinations are ordered, SERs are also required before the on-site visits. While on-site visits are required for all institutions seeking accreditation or reaccreditation, they may or may not be required for institutions submitting interim progress reports. Whenever possible, the SER is sent by the institution to each examiner 4 to 6 weeks prior to the on-site visit. Each examiner reads the SER carefully and uses the “Rating Form for All Institutions” to consider the institution’s responses to each question and any appropriate policy. The examiners make notes of any questions not answered in the SER or areas in which they may have concerns. The examiners use their notes to form questions to be asked or items to be checked during the on-site visit. The examiners are not limited to the questions on the rating form, and they are encouraged to ask their own questions as they confirm an institution’s compliance with the standards. Complaint Summary is Prepared: The Accrediting Commission has a formal procedure for handling complaints lodged against an institution (see C.20). A summary of any complaints received on an institution that is undergoing accreditation or reaccreditation is compiled and presented at the executive breakfast meeting on the day of the on-site visit.
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6. Institution Undergoes On-Site Visit and Examiners Write Reports
Institution undergoes the on-site visit: During the visit, the questions asked by the examiners and the methods of inquiry help safeguard impartial judgment. Each examiner develops a comprehensive picture of the institution’s operations before the visit by doing a thorough review of the SER. Information provided in the report is verified at the time of the visit. The Examiner’s Rating Form directs Examining Committee members in their inquiries. Also, the presence of an Accrediting Commission observer helps ensure objectivity, impartiality, uniformity, and adherence to established procedures. At the time of the on-site visit, it is vital that all key staff members are present or available, including faculty, principal managers, outside accountants, and instructors. Members of the Examining Committee will want to interview many of the key staff members during the on-site visit. School representatives and the Educational Standards Evaluator (and possibly the Chair) will want to discuss the Subject Specialist Reports and student survey results (if previously forwarded) during the on-site visit. Evaluators test and verify information in the SER: Below are details for the on-site visit. The Committee members will work in their area of expertise during the examination. They will interview administrators, officials, staff, students, and examine files, review records, verify data, and assemble relevant information to aid in preparing their individual reports. Chair informs the institution when to expect the Chair’s Report: At the end of the visit, the Chair will meet with the CEO/President and tell him/her when s/he may expect to receive the Chair’s Report (approximately one month after the visit).
Evaluators write reports and send them to the Chair: Each examiner completes the appropriate sections of the “Examiner’s Rating Form for All Institutions” and writes a report using the templates provided. Each report is a narrative stating his/her findings and recommendations and expanding on or explaining any “not met” ratings. Once again, the examiners are not limited by the questions on the rating form. They are encouraged to explore any related characteristics and activities that help to determine whether the institution meets each of the standards.
Observer’s and CEO’s comments are solicited: Any observers/representatives from state licensing bodies and/or federal agencies are strongly encouraged to send their comments to the Commission and the Chair. Their comments should address any issues concerning the institution’s compliance with state or federal regulations or the accrediting process itself. The CEO’s comments are solicited immediately following the on-site visit and prior to the receipt of the Chair’s Report.
Commission surveys on-site evaluators: After the on-site visit, the Commission surveys the examiners for any comments they may have on the institution’s SER, the on-site visit, and the accreditation process. If a state observer went on the on-site visit, the Commission may send the observer a copy of the Chair’s Report and the institution’s response to the Chair’s Report if requested.
7. Chair Writes & Submits Report and Institution Responds
Chair writes report and sends it to DETC: Once the Chair receives all of the examiners’ reports, s/he prepares a Chair’s Report. The purpose of the Chair’s Report is to present to the Accrediting Commission a thorough, succinct, and accurate statement of the findings of the Examining Committee. It presents a composite view of the findings of Committee members and subject specialists on the policies, conditions, and practices of the institution as measured against the published standards for accredited institutions. The Chair’s Report also summarizes the findings and recommendations of the Subject Specialist reports.
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In the Chair’s Report, the strengths and the deficiencies of the institution are noted. The Report lists Committee findings and presents Committee recommendations on how an institution might take action to bring existing policies, practices, materials, or services into accord with specific standards and policies. The Chair’s Report does not, however, make a recommendation to the Accrediting Commission as to the overall approval or disapproval of the institution’s application for accreditation. The Chair sends his/her report to the Director of Accreditation. The Director of Accreditation does not edit or make changes to the Chair’s Report.
DETC sends the Chair’s Report to the institution for comment: A copy of the Chair’s Report is forwarded, approximately four to five weeks after the on-site visit, to the CEO of the applicant institution for comment and response before the Accrediting Commission takes action. This procedure provides the institution with the opportunity to respond to Committee findings as well as to report on any corrective actions taken subsequent to the visit. The institution has 30 days from the receipt of the Report to comment on the Report to provide comments and to submit additional material if appropriate.
8. Commission Reviews, Takes Action and Announces Decision
Commission reviews surveys, Chair’s Report, and the Institution’s Response to the Chair’s Report: The Accrediting Commission usually meets twice a year, in January and in June, to take action on the institutions’ applications for accreditation. At its meeting, the Commission reviews information and documentation on the various applications for initial accreditation or reaccreditation. The Commission looks at the SER; the Chair’s Report; the Institution’s Response; subject specialists reports, student surveys; any complaints from the public; information gathered from other interested parties and any responses to the public notices; institution’s advertisements and catalog; any communications between the institution and the Accrediting Commission; and other relevant documentation.
Commission makes decision and informs institution: As described in Appendix D.1.1., the Commission may take one of four courses of action:
1. accredit a new applicant institution, or continue an institution’s accredited status (the maximum grant of accreditation for new applicants is three years). Reports of institutional enhancements of programs and services may be required.
2. defer a decision for a period not to exceed a maximum of 12 months (unless the Commission decides the time period should be extended for “good cause”), pending receipt of a Progress Report, or submission of additional information and, possibly, a follow-up on-site visit;
3. direct the institution to Show Cause; or
4. deny accreditation to an applicant, or withdraw accreditation from an accredited institution (this action is appealable).
The Commission will notify the institution within 30 days of its decision. If the Commission votes to deny or withdraw accreditation, the institution is sent a statement of the reasons for denial and the institution may appeal of the decision of the Commission. As described in Appendix D.2. Appealing Commission’s Adverse Decision, a special appeals panel will hear the appeal at the earliest practical time. If an institution is denied accreditation or if accreditation is withdrawn, and the action becomes final, the institution must wait one year from the date of the Commission’s final decision before making application for accreditation again.
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All judgments of the Accrediting Commission are final. They are not subject to review or veto by DETC members.
Commission announces decision: After a final decision is made, the Accrediting Commission notifies other appropriate recognized accrediting agencies, state and federal agencies, and the public about accreditation status of institutions and any adverse actions taken or a show cause decision as described in Appendix D.3. Notification and Information Sharing. Announcements of accreditation, reaccreditation, denial, and/or withdrawal of accreditation or a show cause directive are made in DETC publications (DETC News, DETC Bulletin, Washington Memo, etc.) and the website. After the final decision is announced, the Commission purges its files and keeps only the reports and information specified in its file retention policy (D.4. Retention of Commission Files and Records).
The On-Site Visit
The following briefly describes the procedures for the on-site examination: • Executive Meeting: Prior to arrival at the institution, the Committee members meet at an executive meeting, which is held at the hotel where the examiners are staying. The group discusses and reviews the SER, subject specialists’ reports, the institution’s response, any complaints received from the public and/or students, and the student surveys received. During this meeting, the Committee develops a schedule of activities for the day. The Chair reviews specific responsibilities of the each Committee member and any updates or changes to standards, policies and/or procedures.
• Tour of Institution: Upon arrival at the institution, the Committee meets with the head of the institution and others on the faculty and administrative staff. The purposes of this meeting are to provide for mutual acquaintances, to agree upon a schedule and plan of procedure, to have the CEO state the institution’s philosophy and purpose, and to describe the institution’s organization and office layout. The Committee members are shown to a private room that will serve as their “headquarters” while on the visit. A brief tour of the facilities is conducted. The Committee members note where key officials or staff are located so that they may interview them later. The Committee members do not ask questions during the tour.
• Examiners Interview Staff: The Committee members visit various departments to conduct interviews with the institution’s staff/administrators. Each Committee member works in his or her own area of expertise during the examination and meets with the entire Examining Committee periodically during the review. Committee members may work alone or together depending upon the size and complexity of the institution. Most interviewing is conducted using one-on-one interviews. However, in larger institutions, a Committee member may meet with small groups of officials. Committee members work from the documents, take notes, examine files, review records, verify data, and assemble relevant information to aid in preparing their individual reports. Committee members will also want to interview instructors at the institution or by telephone, and/or students.
• Working Luncheon: A working, “executive session” lunch for the Committee members is arranged to afford examiners an opportunity to consolidate their notes, assess their progress, and discuss among themselves any changes in the visitation schedule which appear to be necessary. The lunch is made available in the Committee’s meeting room and is provided by the institution.
• Summary Meeting: After the interviews are finished, the Committee meets back at their headquarters at the end of the visit to consolidate notes and to ensure that all areas have been reviewed and the appropriate people interviewed.
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• Exit: There is no “exit interview” with the CEO of the institution. The visit ends with a brief meeting between the Chair and the CEO. The Chair may ask for further information that the Committee will need for its report and informs the CEO of an approximate date when he or she may expect to receive a copy of the Chair’s report. The Chair thanks the CEO for the cooperation and hospitality received. Because this meeting takes place before the examiners have had an opportunity to reflect on all information gained and conditions observed and before they have had time to prepare their reports, the Chair does not discuss the findings of the Committee. Because judgment regarding accreditation rests solely with the Accrediting Commission, neither the Chair nor any member of the Committee is authorized to say anything that implies acceptance or rejection of the institution by the Commission. The fact that the institution knows it will be receiving a written report of Committee findings prior to Commission action mitigates any need for an “exit interview” or need for Committee members to indicate “how they feel” about the institution.
Right to Appeal The institution may appeal an action of the Commission to deny or terminate accreditation. A statement of the procedure for appeals may be found in Appendix D.2. Appealing Commission’s Adverse Decisions. The “Application for Appeal” is found in Appendix E.3.
Arbitration Institutions applying for accreditation from DETC, as well as accredited institutions, agree to observe DETC’s post-appeal hearing arbitration procedures as outlined in Appendix D.2. Appealing Commission’s Adverse Decision.
Maintaining Accreditation In order for an institution to maintain its eligibility for accreditation on an ongoing basis, it must be in continuous compliance with all accrediting standards, policies, and eligibility requirements. This means, among other things, that an institution must: be in continuous operation in terms of educating or training bona fide students in accordance with its primary objectives; fulfill all DETC reporting requirements in a timely manner; maintain any applicable state license or approval in its state of domicile; maintain compliance with all applicable local, state, and federal requirements; and pay all DETC dues and fees, as well as on-site evaluation fees as required, on a timely basis. The burden of proof in demonstrating compliance with standards rests with the institution, not with the Accrediting Commission. Should an accredited institution lose its required state licensure in its state of domicile for whatever reason, DETC accreditation terminates as of the date of the loss of state licensure.
Obligations of Accreditation Accreditation brings with it a number of obligations for the institution. An accredited institution must continue to meet all Accreditation Standards and Business Standards, and it must continually strive to improve itself. Having been recognized by the Commission, the institution must continue to justify the confidence placed in it and modify itself in areas that may have been identified as weak. Accredited institutions are obligated to:
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• File an Annual Report: Each accredited institution is required to file an Annual Report form (see Appendix E.6. or 7.) to the Accrediting Commission. The institution also has the continuing obligation to advise the Commission of significant changes to what it had originally represented upon its initial accreditation or reaccreditation (see Appendix C.1. Policy on Substantive Change and Notification. As part of the Annual Report, the institution must report its data on its course completion and program graduation rates. It must also submit data on students’ satisfaction as demonstrated by the percent of students who answer “yes” to the three mandatory questions as described in C.14. Policy on Student Achievement and Satisfaction.
• Pay Annual Dues and Accreditation Fees: An accredited institution is charged an annual Accreditation Fee to help sustain the accreditation process (see Appendix E.1.). As a member of DETC, each member institution is charged annual Dues. These Dues support the research and professional activities of the Council. The Dues and Fees are based on annual tuition receipts. An institution must submit a completed “Computation for Dues and Fees Form” (see Appendix E.10.). A statement is sent to the institution indicating the amount of Dues and Accreditation Fees owed. Dues and Fees not paid in full by April 30th are charged a late fee. Accredited institutions failing to meet their financial obligations to the Accrediting Commission and the Council by the end of the fifth month of DETC’s fiscal year (August 31st) will be directed to undergo a special accrediting review if the obligations are not met by the end of the sixth month (September 30th). • Teach-Out Commitment: The institution should also be mindful of its formal commitment to “teach out” all students who enroll in its distance study programs irrespective of changes in the institution’s accreditation status (see Appendices E.8. and E.9.). The institution should update the Teach-Out Commitment and send it to the Accrediting Commission when there are changes in the institution’s ownership, management, or location. Institutions must also submit a Teach-Out Plan if required (see Appendix C.27. Policy on Teach-Out Plans). • New and Revised Courses: The institution must inform the Commission whenever it adds or revises a course/program. C.5. Policy on Course/Program Approval gives detailed information on what must be submitted to fulfill the institution’s obligation.
• Correct any Incorrect or Misleading Information: As stated in Business Standard I.B.9., an accredited institution is required to issue public correction to all incorrect or misleading information knowingly or unknowingly released in reference to its accreditation status, the contents of reports of the examining committee from accreditation-related visits, and/or any actions taken by the Accrediting Commission with respect to the institution. • Maintain being properly licensed, authorized or approved: As stated in the Business Standards, no accredited institution may retain accreditation if it is not properly licensed, authorized or approved by the applicable state educational institution authority. Institutions must conform to all the provisions of applicable laws and regulations.
• Advise Commission in a Timely Way: An accredited institution must promptly inform the Commission of any actions it plans to take itself or actions taken against it by other agencies if those actions could affect its good status in the eyes of the Commission or the public, and resolve complaints in a forthright, prompt, amicable, and equitable manner. Members should make periodic contact with the staff of the Commission apprising them of governmental and media actions which may affect their institutions or the Commission. • Advise Commission of Substantive Changes: It is the duty of the Accrediting Commission to make certain that any substantive change an accredited institution makes does not adversely affect its capacity to continue to meet DETC’s standards of accreditation. Institutions must obtain the Commission’s approval before the change in the institution’s scope of accreditation is granted. C.1. Policy on Substantive Change and Notification defines what is considered to be a “substantive change.”
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• Participate in Evaluations: One way an institution’s staff can continue to learn, improve, and also contribute to the DETC is by actively participating in the evaluation of other institutions which are being considered for accreditation. The Commission conducts training sessions through its online course entitled “DETC Evaluators Training Program,” where school officials are instructed in how to be an effective evaluator. • Renew Accreditation: An accredited institution must take the steps necessary to renew its accreditation at least every five years (three years for initial accreditation). After this time, without affirmative action by the Accrediting Commission to continue or renew the institution’s accreditation, the accreditation expires as of the date determined by the Commission. The Commission staff will send the institution a reminder to make application for reaccreditation and to submit the “Application for Accreditation” form (see Appendix E.2 or E.3.) by the date specified. Once the institution is re-accredited, the staff will issue a reaccreditation certificate citing the original date of accreditation and the reaccreditation date.
Failure to Meet Obligations
If at any time an institution fails to meet its obligations of accreditation in a timely manner, including failure to pay its financial obligations to DETC, the Accrediting Commission may order a special visit. Details are provided in Appendix C.16. Policy on Special Visits.
Sharing Information with Other Agencies
The Accrediting Commission routinely notifies, as required by federal regulations, other appropriate recognized accrediting agencies and state and federal agencies about the status of an institution and any adverse actions.
Decisions of Other Agencies The Accrediting Commission will promptly review the accreditation of an institution that is accredited by another recognized accrediting agency upon notification that another recognized accrediting agency has taken an adverse action with respect to the institution or placed the institution on probation or an equivalent status. The Accrediting Commission will review the institution’s accreditation to determine if it should also take adverse action against the institution. The Accrediting Commission will not grant initial or reaccreditation to an institution if it has been notified or has reasonable cause to know, that the institution is the subject of:
1. A pending or final action brought by a state agency to suspend, revoke, withdraw, or terminate the institution’s legal authority to provide postsecondary education in the state;
2. A decision by a recognized agency to deny accreditation;
3. A pending or final action brought by a recognized accrediting agency to suspend, revoke, withdraw, or terminate the institution’s accreditation; or
4. Probation or an equivalent status imposed by a recognized agency.
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If the Accrediting Commission determines, after review, that the action of the other body does not preclude the Accrediting Commission’s grant of accreditation, it will provide to the Secretary of Education, within 30 days of its action, a thorough and reasonable explanation, consistent with its standards why the action of the other body does not preclude the Accrediting Commission’s grant of accreditation.
Review of Standards The Accrediting Commission engages in a continuous review of its standards, policies, and procedures. Annually, the DETC’s Standards Committee performs a formal review of the adequacy, currency, validity, and reliability of the standards and makes appropriate recommendations (see Appendix D.5.). The Commission invites suggestions for changes to the standards from all interested parties. Periodically, the Commission conducts a Validity and Reliability Survey of higher education officials, DETC members, and other interested parties.
# # #
Revised December 2011
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Functions of the Evaluating Committee Members
Chair
• coordinates visit • assures examiners complete their tasks during visit • sets date for submission of reports • prepares Chair’s report and submits it to the Director of Accreditation
Educational Standards Evaluator
• evaluates institution using standards, policies, and rating forms
• submits report to Chair and Director of Accreditation
• verifies special areas through documentation and interviews:
- institutional mission, goals, objectives, curricula, and instructional materials
- educational services - student support services - student achievement and satisfaction - qualifications of board members, administrators, faculty, officials, staff, and owners
- admission requirements - research, self-improvement, and planning
• reviews comments from subject specialists • handles special concern by reviewing: - student surveys and/or complaints - curricula and online systems - student records and tracking progression - course/program completions - examinations and other assessments - faculty interaction - outcomes assessment plan and data - student and faculty files - minutes of board, advisory boards, faculty meetings, curriculum committees, etc.
- strategic plan and other research - succession plan
Degree Program Evaluator
• evaluates using standards, policies, and rating forms
• submits report to Chair and DETC
• handles special concerns: - reviews program objectives, curriculum, and courses - interviews faculty and reviews qualifications - reviews student/teacher ratios - reviews credit hour policy and verifies data
• reviews comments from subject specialists
Business Standards Evaluator
• evaluates institution using standards, policies and rating forms
• submits report to Chair and DETC
• verifies special areas through documentation and interviews:
- admission practices and enrollment agreements - advertising and promotional literature - control of recruitment personnel - financial responsibility - compliance with DETC standards on federal student Title IV aid - tuition policies, collection procedures, and refunds - facilities, equipment, supplies, and record
protection - research, self-improvement, and planning
• handles special concerns by reviewing: - financial statements - enrollment agreements - refund policies - catalog, advertisements and website - facilities, equipment, supplies and record
protection
Visiting Subject Specialists
• reviews course materials, student assignments/examinations, interaction between students and instructors, etc.
• evaluates institution using standards, policies, and rating forms • submit reports to Chair and DETC • interviews faculty and instructors
Staff Member
• coordinates schedules and logistics • answers questions concerning DETC standards, policies and procedures
State Agency Observer
• participates as a full member of the committee • provides pertinent information from state files • observes institution’s evaluation and process • files comments to Commission (optional)
Readiness Evaluator
• reviews Self-Evaluation Report, writes Readiness Assessment Report and determines if the institution is
ready for an on-site visit
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8 Steps in the Accrediting Process
1. Obtain DETC Handbook, Complete DETC Course, Review Application, and Begin Writing SER
• Institution receives the DETC Accreditation Handbook and reviews it carefully
• Key person enrolls and completes the DETC Course on Preparing for Accreditation to qualify as a Compliance Officer
• CEO/President reviews application for accreditation
• Compliance Officer and Staff begin writing Self-Evaluation Report (SER)
2. Submit Application and Other Required Information
• Institution submits application with application fee and financial statements
• Institution submits student names, catalogs, and copy of state licensure
• DETC posts names of applicants for reaccreditation on website
3. Undergo Readiness Assessment (Initial Applications Only)
• Institution submits the SER within 60 days of submitting application
• Institution undergoes Readiness Assessment
• If deemed “ready,” institution proceeds to next step and DETC posts name of applicant on website
4. Submit Course Materials, DETC Schedules On-Site Visit and Surveys Students
• Institution submits course materials for review (DETC sends courses to subject specialists)
• DETC schedules date for on-site visit
• DETC surveys students and agencies
5. Sends SER, Receive Subject Specialist Reports, and Respond to Comments
• Institution sends SER
• DETC selects evaluators for the examining committee and invites State Observer
• DETC sends subject specialists reports to the institution, along with any student surveys received
• Institution addresses any “not met” findings from subject specialists and sends response to DETC
• Examiners receive and review SER, subject specialists reports, Readiness Assessment Report, and student surveys
• DETC prepares complaint summary
6. Institution Undergoes On-Site Visit and Examiners Write Reports
• Institution undergoes on-site visit
• Evaluators test and verify information in SER
• Chair informs institution when to expect Chair’s Report
• Evaluators write reports and send them to the Chair
• Observer’s and CEO’s comments are solicited
• Commission surveys on-site evaluators
7. Chair Writes and Submits Report and Institution Responds
• Chair writes report and sends it to DETC
• DETC sends Chair’s report to institution for comments
• Institution responds to Chair’s report
8. Commission Reviews, Takes Action, and Announces Decision
• Commission reviews Chair’s report, and the institution’s response to Chair’s report, and other documents
• Commission makes decision and informs institution
• Commission announces decision
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Introduction to Standards, Guides, Policies, and Procedures
In order to implement the process of accreditation, the Accrediting Commission has approved and published “Standards of Accreditation,” which include the Accreditation Standards and the Business Standards. It is these Standards by which the Commission measures the educational quality, financial responsibility, administrative competency, and general worthiness of an institution for accreditation. They are the true core of the DETC accreditation process, the stated criteria signifying excellence in education or training. In addition, there are several policies that supplement the standards and contain required actions and information.
Appendices are: Standards: Appendix A: Accreditation Standards and Business Standards; Guides: Appendix B: the Guide to Self-Evaluation;
Policies: Appendix C: Policies that supplement the standards and contain required actions and information; Procedures: Appendix D: Procedures for handling various functions of Commission; and Forms: Appendix E: Fees, Forms, Checklists, and Glossary.
There are other documents on DETC’s website to help DETC Evaluators (rating forms, guides, sample reports, and other forms) and institutions (critical documents). To view these documents, go to DETC’s website at www.detc.org and select “Membership Services” tab and “Evaluators Documents.” Sign in using “guest” for your user name and password. The templates for writing reports are found under “Templates” under the “Membership Services” tab. If you’re having problems with the forms, please contact Lissette Hubbard at [email protected] or 202-234-5100 ext. 105.
Policy and Procedure Indexes DETC policies (Appendix C) and procedures (Appendix D) expand on the accreditation standards. Institutions must meet the Accreditation Standards and the Business Standards inclusive of the requirements listed in the policies and procedures. There are additional tools that are used when preparing reports to the Commission. The tables on the following page are indexes that will assist institutions in referring to information on special circumstances.
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Policy Index Procedure Index
Circumstance Procedure
Providing Chair’s Report to Institution
D.1.
Advising the Institution of Commission’s Decision
D.1.
Appealing Commission’s Decision D.2.
Notifying Agencies of Commission’s Decision
D.3.
Notifying the Public of Commission’s Decision
D.3.
Retention of Commission Files and Records
D.4.
Reviewing Standards, Policies and Procedures
D.5.
Circulating Standards, Policies and Procedures
D.5.
Undergoing an On-Site Visit D.6.
Responding to Comments on Course/Program Reviews
D.7.
Conflict of Interest D.8. & D.8.1.
Code of Conduct for Evaluators D.9.
Selection and Training of Commissioners
D.10.
Selection and Training of Evaluators D.11.
Selection and Training of Appeals Panel Members
D.12.
Third-Party Comments D.13.
Circumstance Policy
Annual Reports C.18.
Bankruptcy C.8.
Change in Location C.4.
Change in Marketing C.11.
Change in Mission, Goals and Objectives
C.2.
Change in Name C.25.
Change of Ownership/Management
C.3.
Combination Program (Distance Study-Resident)
C.6.
Complaints C.20.
Contracting for Educational Delivery
C.29.
Contracting with Non-U.S. Institutions
C.17.
Credit Hours C.23.
Degree Programs C.5. & C.9.
Doctoral Degrees C.5. & C.9.
Financial Statements C.10.
First Professional Degrees C.5. & C.9.
Five Year Reaccreditation C.13.
High Schools C.30.
Information Provided to U.S. Department of Education
C.22.
Initial Visit C.5.
International Activities C.17.
New Combination Program C.7.
New or Revised Courses/Programs
C.5.
New Training site C.7.
Non-Private Institutions C.19.
Non-U.S. Institutions C.24.
Not Meeting Obligations C.16.
Outcomes Assessment C.14.
Petitions to Commission C.28
Pilot Programs C.26
Readiness Assessment C.12.
Required Institutional Documents
C.21.
Selection and Training of Evaluators
C.23.
Special Ordered Visit C.16.
Substantive Change and Notification
C.1.
Teach-Out Plans C.27.
Title IV C.15.
Waivers C.28
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Timeline for Accrediting Process
(Initial Applicant)
Steps Activity Time to Complete Date
ONE Review DETC Handbook and Application 6 to 9 months
Key person enrolls and completes DETC Course
on Preparing for Accreditation
Begin writing the SER
TWO Submit Application and Required Documents Begins accreditation process
THREE Submit the SER Within 60 days of submitting Application
Undergo Readiness Assessment and receive Report
90 days of receipt of SER
FOUR If “ready”* submit course materials Immediately after receiving Readiness Assessment Report
Schedule on-site visit Once curriculum is received
Submit/send final SER 4-6 weeks before visit
FIVE Receive Subject Specialists Reports 3 months from date of institution’s submission of curriculum
Respond to comments from Subject Specialists Within 30 days of receipt of reports
SIX Have on-site visit Spring or Fall
SEVEN Receive Chair’s Report 30-40 days from date of site visit
Respond to Chair’s Report 30 days after receipt
EIGHT Commission decision January/June each year
Spring visits must take place before April 1st to be considered at the June AC Meeting. Fall visits must take place before November 1st to be considered at the January AC Meeting. *If Readiness Assessment Report states that an institution is not ready for a full on-site visit, the process stops until the institution documents to the satisfaction of the assessing evaluator that it has remedied the areas of concern in the Assessment Report before the courses will be reviewed and a full on-site visit scheduled (see C.12. Policy on Readiness Assessment).
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Timeline for Accrediting Process (Reaccreditation)
Steps Activity Time to Complete Date
ONE Review DETC Handbook and Application 6 to 9 months
Key person enrolls and completes DETC Course
on Preparing for Accreditation
Begin writing SER
TWO Submit Application and Required Documents Due November 1 or March 1
THREE Submit course work Two months after application is submitted
FOUR Schedule on-site visit Spring or Fall
Submit/send final SER 4-6 weeks before visit
FIVE Receive Subject Specialists Reports 3 months from date of institution’s submission of curriculum
Respond to comments from Subject Specialists 2 weeks after receiving
SIX Have on-site visit Spring or Fall
SEVEN Receive Chair’s Report 30-40 days from date of site visit
Respond to Chair’s Report 30 days after receipt
EIGHT Commission decides to accredit or not January/June each year
Spring visits must take place before April 1st to be considered at the June AC Meeting. Fall visits must take place before November 1st to be considered at the January AC Meeting.
If you are to be considered at the June AC meeting (Spring), your application is due November 1st the year before. If you are to be considered at the January AC meeting (Fall), your application is due March 1st of the preceding year.
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A. Standards
1. Accreditation Standards
2. Business Standards
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(Please Note: This page was left blank on purpose.)
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Accreditation Standards
The DETC Accrediting Commission has adopted the language below as “Standards” (as noted by 51 capital letters),
which provide a benchmark of minimum acceptable policy and practice for the evaluators and Commissioners as
they evaluate an institution as part of the accrediting program. The Standards are organized into 12 topical areas as
indicated by the Roman numerals and Preambles. Also incorporated with the Standards are the 56 DETC Business
Standards (see Appendix A.2.). and the appropriate policies. Degree-granting institutions must also be in compliance
with C.9. Policy on Degree Programs. For clarification of terms, please refer to E.17. Glossary. The dates of revisions
or additions adopted in 2011 are in parentheses. Institutions must be in full compliance with all of these Standards by
January 1, 2012.
I. Institution Mission, Goals, and Objectives
Preamble: The institution has a stated mission that is supported by separately (or specific) clearly defined
goals and objectives appropriate to the level of study provided, including an institutional commitment to
providing quality distance education programs.
I. A. Description of the Mission, Goals, and Objectives
The institution has a mission statement that includes its general purpose and is supported by
specific, clearly defined goals and objectives appropriate to the level of study provided, including
an institutional commitment to providing quality distance education programs. (Rev 8/11)
I. B. Review and Publication of the Mission Statement
The instructors/faculty, administration, governing board, and institutional advisory committees, if
the institution has a governing board and advisory committee(s), regularly review the mission
statement, goals, and objectives. The current mission statement, goals, and objectives are widely
promulgated and readily accessible to students, faculty, staff, and other stakeholders.
I. C. Implementation of the Mission, Goals, and Objectives
The institution can demonstrate that it is effectively carrying out its mission, is attaining its goals
and objectives, and is sharing appropriate information on its attainments with relevant groups. The
institution identifies the key indicators it uses in determining how it is meeting its stated mission,
goals, and objectives. (Rev 10/11)
II. Educational Program Objectives, Curricula, and Materials
Preamble: The institution has clearly stated and reasonably attainable educational program objectives and
student learning outcomes and offers educationally sound and up-to-date curricula that are supported by
quality instructional materials and appropriate technology.
II. A. Description of Program Objectives
Educational program objectives are clearly defined and simply stated. They indicate the benefits for
reasonably diligent students. The character, nature, quality, value, source of the instruction, and
educational services that are used to help students achieve the objectives are set forth in language
understood by the types of students enrolled. If a program prepares for an occupation, field of
occupations, or vocation, the objectives clearly state the types of occupations for which preparation
is given.
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II. B. Appropriate Programs Objectives
The program objectives must be reasonably attainable through electronically delivered, online, or
other methods of distance study. Appropriate objectives include the development of skills,
providing job-related training, the imparting of knowledge and information, the training in the
application of knowledge and skills, and the development of desirable habits and attitudes.
Evaluation of the program is based on the announced objectives and the success with which students
achieve the objectives.
II. C. Comprehensive Curriculum
The curriculum is sufficiently comprehensive for students to achieve the stated program objectives
and its content is supported by sound research and practice. An institution has policies and
procedures for determining credit hours as defined in C.9. Policy on Degree Programs and/or clock
hours it awards for its courses and/or programs. (Rev 10/11)
II. D. Up-to-Date Curriculum
The curriculum/curricula reflect(s) current knowledge and practice. Effective procedures are used
continuously to keep it/them up-to-date. Internal course/program reviews are conducted on a
periodic basis.
II. E. Comprehensive and Up-to-Date Instructional Materials
Instructional materials are sufficiently comprehensive to enable students to achieve the announced
program objectives. The instructional materials are accurate and reflect current knowledge and
practice and are regularly reviewed and revised.
II. F. Examinations and Other Assessment
Examinations and other assessment techniques are adequate evidence of the achievement of the
stated learning objectives and outcomes. The institution must publish its academic grading policies,
assignment marking system, course extension policy, and information on issuance and completion
of incomplete grades, and apply them with fairness and consistency. (Rev 8/11)
II. G. Authorship
Qualified persons competent in distance study techniques and in their subjects or fields develop the
curriculum content and prepare instructional materials.
II. H. Organization of Instructional Materials
The organization and presentation of the instructional materials are in accord with sound principles
of learning and grounded in sound instructional design principles
II. I. Curriculum Delivery
Online and written instructional materials are appropriately presented. Online materials fit the
content and are delivered using readily available, reliable technology. Institutional prepared
materials must be keyed to the reading competence of the students in the program and be legibly
reproduced.
II. J. Study Instructions
Instructions and suggestions on how to study and how to use the instructional materials are made
available to assist students to learn effectively and efficiently.
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II. K. Educational Media and Learning Resources
Learning resources for faculty and students must be available and appropriate to the level and scope
of program offerings. Program designers and/or faculty/instructors make effective use of
appropriate teaching aids and learning resources, including educational media and supplemental
instructional aids in creating programs and in teaching students. The institution makes effective
provisions for students to access learning resources and libraries that are appropriate for the
attainment of program learning outcomes.
II. L. Student Privacy, Integrity and Identity
The institution has clear, specific, published policies related to student privacy, integrity, and
academic honesty. The institution has a student identity verification process that ensures that
students who earn the credit or completion credentials are the same students who did the course
assignments and assessments. (Rev 10/11)
III. Educational Services
Preamble: The institution provides educational services that meet the needs of students, including student
inquiries and submissions, individual differences, handling of unsatisfactory student program,
encouragement of students, evaluation of courses/programs by students, appropriate technology, and, if
applicable, resident training.
III. A. Student Inquiries and Submissions
Relevant student inquiries are welcome and are answered promptly and thoroughly. Accurate
assessment, correction services, and counseling by instructors/faculty are provided for
assignments/lessons and examinations. The institution has a process for maintaining and protecting
the confidentiality of student records, e.g., grades, test results, etc. (Rev 8/11)
III. B. Individual Differences
Provisions are made to be responsive and flexible to meet the individual differences of students with
diverse backgrounds, prior achievements, employment, and other relevant circumstances.
Counseling and guidance are provided, as required, to assist students to satisfy institutional and
program requirements, to achieve required program objectives and individual course learning
outcomes, and to achieve their educational goals.
III. C. Handling Unsatisfactory Student Progress
Students who are unable to make satisfactory progress through the program are encouraged to
continue until they either show inability to make satisfactory progress or demonstrate satisfactory
progress.
III. D. Encouragement of Students
An active program designed to optimize interaction between the institution and the student is
followed to encourage students to start, continue, and finish the program in which they have
enrolled, if continuing and finishing are the student’s goals.
III. E. Student Evaluation of Courses
Opinions of students are systematically sought as one basis for evaluating and improving
instructional materials, the delivery of instruction, and educational services.
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III. F. Appropriate Technology
The institution uses appropriate and readily accessible technology to optimize interaction between
the institution and the learner and enhance instructional and educational services.
III. G. Resident Training
Resident training or face-to-face learning sessions must supplement the electronically delivered,
online, or other distance study method whenever it is necessary to attain the stated institutional and
program objectives and intended student learning outcomes.
IV. Student Support Services
Preamble: The institution provides support services that include grading policies, accurate student
records, guidance and counseling services, and student complaint policies and procedures. The institution
maintains essential student records and has a policy and procedures for handling student complaints.(Rev
8/11)
IV. A. Assessment Services
Student assessment services are guided by published grading policies and a marking system that
includes prompt return of accurately, fairly, and consistently graded assessments as well as
necessary academic counseling by the instructor/faculty or qualified staff member.
IV. B. Student Records
Essential, accurate student records are adequately and securely maintained and readily accessible.
(Rev 8/11)
IV. C. Student Support Services
The institution provides support services relevant to the students enrolled, such as financial aid
guidance, counseling services, employment assistance and/or alumni services. (10/11)
IV. D. Student Complaints
The institution has policy and procedures for the purposes of responding to, addressing, and
readdressing, as appropriate, a complaint made by a student (see C.20. Policy on Complaints),
including one who has good reason to believe that the institution is not in compliance with DETC
standards and policies. (10/11)
V. Student Achievement and Satisfaction
Preamble: The institution verifies/demonstrates student mastery of established learning outcomes, success
and satisfaction using valid and reliable assessment techniques that are administered regularly and
comprehensively.
V. A. Achievement of Student Learning Outcomes and Benefits
The institution articulates student learning outcomes has a systematic and ongoing process for
assessing student learning, provides documented evidence that show that the results are used to
improve programs, curricula, instruction, faculty development, and services, and the results meet
appropriate benchmarked standards. (Rev 8/11)
V. B. Student Satisfaction
The institution regularly collects evidence that students are satisfied with the instructional and
educational services provided. (Rev 8/11)
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V. C. Progress Through the Course/Program
The institution documents that students complete their studies at rates that compare favorably1 to
those of courses/programs offered by similar DETC-accredited institutions.
1 “compare favorably” means each program’s graduation rate falls within 15 points of the mean for
courses/programs at similar DETC institutions.
VI. Qualifications and Duties of Owners, Governing Board Members, Officials, Administrators,
Instructors/Faculty, and Staff and Reputation of Institution
Preamble: The institution has competent and qualified owners, governing board members, officials,
administrators, instructors/faculty, and staff. The institution and its owners, governing board members,
officials, administrators, instructors/faculty and staff possess sound reputations. The institution encourages
professional growth of its faculty and staff, and has a succession plan.
VI. A. Owners, Governing Board Members, Officials, and Administrators
The Owners, Governing Board Members, officials, and administrators possess appropriate
qualifications and experience for their positions and roles and have demonstrated the ability to
oversee institutional operations. The governing board members are knowledgeable and experienced
in one or more aspects of educational administration, finance, teaching/learning, and distance study.
The institution has policies that clearly delineate the duties and responsibilities of governing board
members, officials, and administrators. Individuals in leadership and managerial roles are qualified
by education and experience. (Rev 10/11)
VI. B. Chief Academic Officer and/or Department Heads
A qualified2 person serves as the chief academic officer or educational director. This person has
overall administrative responsibilities for the educational program(s), faculty/instructors, and a
policy-making voice in advertising, sales, and collections. In institutions that use department heads
or persons with similar titles are delegated educational, editorial, and research responsibilities
within the departmental subject fields. (Rev 10/11)
2 qualifications for degree-granting institutions are described in C.9. Policy on Degree Programs.
VI. C. Instructors/Faculty/Staff
The institution has a sufficient number of qualified instructors/faculty3 to give individualized
instructional service to each student. The institution maintains files containing the resumes and
official transcripts of its instructors/faculty. Faculty are carefully screened for appointment, and are
properly and continuously trained with respect to institution policies, learner needs, instructional
approaches and techniques, and the use of appropriate instructional technology. The institution has
clear, consistent procedures to evaluate faculty performance. (Rev 8/11 & 10/11)
3 qualifications for degree-granting institutions are described in C.9. Policy on Degree Programs.
VI. D. Reputation of Institution, Owners, Governing Board, Officials, and Administrators
The institution and its owners, governing board members, officials, and administrators possess
sound reputations and possess a record of integrity and ethical conduct in their professional
activities, business operations, and relations. (Rev 10/11)
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VI. E. Professional Growth
An institution demonstrates its interest in improving instruction through upgrading faculty and staff.
Faculty and staff are encouraged to become members of professional organizations, to review and
apply relevant research, to pursue continuing education or training in their respective fields, and to
enhance their skills in developing and using electronically delivered, online, or other forms of
distance study.
VI. F. Succession Plan
The institution has a written plan that outlines the process by which the leadership and management
succession would be approached and realized. Identify specific people, committees, or boards that
would be responsible to carry on with the operation of the institution. The plan should be reviewed
and revised on an annual basis. (Rev 8/11)
VII. Admissions Practices and Enrollment Agreements
Preamble: The institution’s admission practices and enrollment agreements conform to DETC Business
Standards and C.9. Policy on Degree Programs.
VII. A. Admission Practices
The admissions policies, requirements, and practices of the institution fully conform to DETC
Business Standard II. B. and C.9. Policy on Degree Programs.
VII. B. Enrollment Agreement (Contracts)
The written enrollment agreement and/or other written enrollment documents specify clearly the
nature and scope of the course or program, the services and obligations of the institution, and the
responsibilities, obligations, financial and otherwise, of the student. Any changes in tuition, fees,
and course or program policies and procedures must be made applicable to all future enrollees, not
those currently enrolled. The institution must use a written enrollment agreement/contract that
conforms to the provisions of DETC Business Standards II. A. and II. B. Students must be given
copies of these written agreements/contracts and/or other written documents. (Rev 12/11)
VIII. Advertising, Promotional Literature, and Recruitment Personnel
Preamble: The institution advertises its programs truthfully and has adequate control of its sales or
recruiting personnel.
VIII. A. Advertising and Promotion
All advertising, promotional, and recruitment activities of the institution fully conform to DETC
Business Standard I.A. and B. and to this accreditation standard.
VIII. B. Control of Student Recruitment Personnel
The institution’s policies and practices in the hiring, training, monitoring, managing, and evaluating
of all sales or recruiting personnel fully conform to DETC Business Standard II.C. and to this
accreditation standard.
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IX.
Financial Responsibility
Preamble: The institution can document that it is financially responsible and can meet its obligations to
students. It can document two years’ of continuous, sound and ethical operations. It has qualified and
capable persons controlling its financial matters. The institution can demonstrate that it will continue to
operate as a going concern for the benefit of students, is not exposed to undue risk, and is capable of
producing accurate and timely financial information. It can prove that its name is reputable and free of
taint.
IX. A. Financial Practices
The institution shows, by complete, comparative financial statements covering its two most recent
fiscal years, that it is financially responsible and that it can meet its financial obligations to provide
quality instruction and service to its students. (Financial statements must be prepared “in conformity
with generally accepted accounting principles.”) The institution has budgeting processes that
demonstrate the current and future budgets are sufficient to allow the institution to accomplish its
mission and goals. (Rev 10/11)
IX. B. Financial Management
Individuals who oversee the fiscal and budgeting processes are qualified by education and
experience. The institution must have adequate administrative staff for effectively operating, and at
least one person who is qualified and able to prepare accurate financial reports in a timely manner.
Internal auditing trails and controls are in place to ensure finances are properly managed, monitored,
and protected. Adequate safeguards are in place to prevent unauthorized access to online and on-
site financial information. (Rev 10/11)
IX. C. Financial Sustainability and Stability
The institution can demonstrate that it maintains adequate administrative staff and other resources
to operate effectively as a going concern and is not exposed to undue or insurmountable risk. Any
risk that exists is adequately monitored, manageable, and insured. (Rev 10/11)
IX. D. Financial Reporting
Financial statements are prepared in accordance with DETC Standards and Policies including C.10.
Policy on Financial Statements. An independent CPA’s audit or review report accompanies these
statements, and a written plan is provided that documents how the institution can resolve any
challenges or anomalies identified in the CPA’s report.
IX. E. Demonstrated Operations
In all respects, accredited institutions must document continuous sound and ethical operations, as
well as the necessary resources to accommodate demand and to ensure all learners receive a quality
educational experience. Applicant institutions must document two continuous years of sound and
ethical operation under the present ownership and with the current programs offered as a bona fide
electronically delivered, online, or other delivery method of distance study. This documentation
shall show that the name being used by the institution is free from any association with activity that
could damage the reputation of the DETC accrediting process, such as illegal actions, fraud,
unethical conduct, or abuse of consumers. (Rev 10/11)
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X.
Tuition Policies, Collection Procedures, and Cancellations/Refunds
Preamble: The institution has fair and equitable tuition, collection, and cancellations/refund policies.
X. A. Tuition Policies
Tuition policies are in keeping with the provisions of the DETC Business Standards Section
III.A.
X. B. Tuition Collection Procedures
Tuition collection practices and procedures are fair. They encourage the progress of students and
seek to retain their good will. The institution exercises its right to protect its finances through
collection practices in keeping with sound and ethical business standards. Such practices take into
account the comparable rights and interests of the student. Collection procedures also conform to
DETC Business Standard Section III.D.
X. C. Tuition Cancellation/Refund Policies
The institution recognizes that there are legitimate reasons why enrolled students may not be able to
complete their programs with benefit to themselves. Accordingly, the institution has a policy for
equitable tuition adjustments or refunds in such cases that conform to DETC Business Standards
Section III.B. and III. C. Records are maintained on tuition refunds and enrollment cancellations to
provide a reference source for management analysis.
XI. Facilities, Equipment, Supplies, and Record Protection
Preamble: The institution has adequate facilities, equipment, supplies, and record protection.
XI. A. Facilities, Equipment and Supplies
The institution maintains sufficient facilities, equipment, and supplies to achieve its mission and
goals and support its programs and future growth. A written plan exists to maintain and upgrade
facilities, equipment, and supplies The plan states the resources that will be budgeted to support its
goals. Buildings, workspace, and equipment comply with local fire, building, health, and safety
regulations and are adequately equipped to handle the educational program(s) of the institution.
(Rev 10/11)
XI. B. Record Protection
Institutional financial and administrative records and students’ educational records are maintained in
a reasonably accessible place and are adequately protected as long as they are likely to be needed.
Protection may be by: (1) an active fire suppression system, or (2) passive protection using two-
hour rated files or vaults for hard copy files/records, or (3) using off-site back-up files for electronic
files/records. Other records are maintained in accordance with current educational, administrative,
business, and legal practices. (Rev 12/11)
XII. Research and Self-Improvement
Preamble: The institution conducts continuous planning, evaluation, research, and self-improvement
studies and appropriately applies their results.
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XII. A. Planning and Evaluation
An accredited institution has a written plan that is designed to identify internal and external trends
and patterns, optimize opportunities, address challenges, reflect on achievements, and maintain
quality. The planning enables the institution to improve services to students, ensure the professional
growth of its instructors/faculty and staff, and provide for the long-term quality and growth of the
institution. The institution collects and analyzes data on a systematic, consistent basis to monitor
the status and effectiveness of the plan and evaluates its full range of services. (Rev 8/11)
XII. B. Research and Self-Improvement
An accredited institution shows evidence of continuous progress and self-initiated efforts to
improve operations and educational offerings and services. Sound research procedures and
techniques are used to measure how effectively the stated institutional mission, goals, and objectives
are being met.
Revised October 2011
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DETC Business Standards Business Standards are a part of the Accrediting Commission’s overall standards for accredited institutions. The policies, procedures, practices, and activities of an accredited institution must be in compliance with these Standards. In reviewing an accredited institution, the Examining Committee members will determine institutional compliance with the Business Standards. The Business Standards prescribe the minimum policies accredited institutions must observe in all aspects of their operations. The dates of revisions or additions adopted in 2011 are in parentheses. Institutions must be in full compliance with all of these Standards by January 1, 2012. No institution, whether an initial applicant for accreditation or an applicant for re-accreditation, can receive or retain accreditation if it is not properly licensed, authorized or approved by the applicable state educational institution authority. All institutions, including institutions seeking initial accreditation, must also conform to all of the provisions of applicable laws and regulations, and these governmental regulations take precedence if there is a variance with the Business Standards when they are more favorable to students. The Accrediting Commission will not accredit a distance education institution with a franchise, distributorship, or similar sales arrangement.
I. Institution and Course Promotion
A. Advertising and Promotion (Standard VIII.A.)
1. All advertisements, website copy or promotional literature with respect to the institution, its personnel, its courses and services, or the occupational opportunities for its graduates are accurate, clear, and readily accessible to the public and clearly indicate that training or education is being offered at a distance. (Rev 10/11)
2. The institution’s name and full address must appear in catalogs, enrollment agreements, published promotional literature, websites, and official DETC listings (P.O. Box numbers are not considered physical addresses). At a minimum, all advertisements must include the city and state of the institution and/or the institution’s website URL or destination.
3. The word “guarantee” is not used in advertisements. The word “free” is not used to describe any item, service, or materials regularly included as part of the institution’s curricula offerings (see III.A).
4. Testimonials and endorsements are truthful and current (less than 4 years old, except for those historical in nature). Signed student consent forms are kept on file.
5. Advertisements do not imply that employment is being offered and are placed in the appropriate place in media, e.g., under sections identified for education, training, or instruction.
6. Institution’s website must make available information on program requirements, course descriptions, tuition and related costs, schedules, course delivery formats, and its catalog prior to the collection of personal contact information. (Rev 8/11 and 10/11)
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7. The institution must disclose in its catalog and on its website information which accurately describes the institution and its programs. At a minimum, the institution must disclose to prospective students, prior to enrollment, the admission policies, description of its programs, grading policies, appropriate technology requirements, statement of all fees and tuition, refund policy, and contact information including hours of operation and holiday schedules. Degree-granting institutions must include items listed in C.9. Policy on Degree Programs. (Rev 12/11)
8. 9.
The institution must disclose on its website, its enrollment forms, and in its catalog that the acceptance for transfer of its academic credits is determined by the receiving institution. Institutions routinely provide reliable, current and accurate information to the public on their website on their performance, including student achievement, as determined by the institution. (8/11)
10. Institutions may not provide the names of other institutions as triggers for their own sponsored links on Internet search engines.
11. Incentives offered to prospective students to enroll must not exceed a nominal value ($100). (Rev 6/11)
I. B. Institution and Course Recognition (Standard VIII.A.)
1. An institution may refer to its accredited status as, “Accredited by the Accrediting Commission of the Distance Education and Training Council” “Accredited by the DETC Accrediting Commission,” “accredited member of DETC” or “DETC Accredited.” An institution may use the term “accredited programs,” “accredited courses,” and/or “nationally accredited” when referring to its individual programs, courses, and/or institution. (Rev 10/11)
2. The word “accredited” may not be used in conjunction with certification programs.
3. The institution may use the official accreditation logo and statement of accreditation in its advertisements, promotional literature, letterheads, and website.
4. Courses and programs must be approved by DETC before an institution may advertise them or enroll students. (8/11)
5. An institution may use the term “College” or “University” in its name only if it offers academic degree programs.
6. An institution must state its accredited status in its catalog and on its website. DETC’s name, address, and telephone number must be published in the institution’s catalog, along with a link to DETC’s website (www.detc.org). (Rev 10/11)
7. The institution may only refer to DETC’s recognition by the U.S. Department of Education as, “The Accrediting Commission of the Distance Education and Training Council is listed by the U.S. Department of Education as a nationally recognized accrediting agency.”
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8. The institution may only refer to DETC’s recognition by the Council for Higher Education Accreditation as, “The Accrediting Commission of the Distance Education and Training Council is a recognized member of the Council for Higher Education Accreditation.”
9. An institution publicly corrects any misleading or inaccurate information it releases on its
accreditation status, contents of reports of the examining committee from accreditation-related visits, and/or actions taken by the Accrediting Commission with respect to the institution. (10/11)
II. Student Enrollment
A. Enrollment Agreements (Contracts) (Standard VII.B.)
1. The institution must ensure that each applicant is fully informed of the rights, responsibilities,
and obligations of both the student and the institution as listed in the enrollment agreement before it is signed by the applicant. (6/11)
2. The enrollment agreement must be written in the same language as the language of the promotional presentation.
3. The institution provides the student with ready access to and a copy of the institution’s tuition refund policy. It also determines with reasonable certainty that the student has been informed of the policy prior to enrolling.
4. The terms of the refund policy must be clearly disclosed in the institution’s enrollment agreement, catalog, and website.
5. 6.
If a termination date is used on contracts, the date is, at a minimum, one and one half the projected time to complete the course(s) or the projected completion time plus 12 months, whichever is less. No enrollment agreement is binding until it has been submitted by the student and accepted by the institution. A copy of the accepted enrollment agreement is made available to the student
within 10 days of acceptance and maintained as part of the student’s record. (6/11)
II. B. Admission Practices and Referrals (Standards VII.A. & B.)
1. The institution must not discriminate in its admissions because of race, sex, color, creed, age, or national origin in admitting students.
2. The institution must disclose in writing the scope and nature of its courses/programs, and its educational and training objectives, and how the institution protects student privacy. (Rev 6/11)
3. The institution must establish qualifications that an applicant must possess to successfully assimilate the educational materials. The institution must also determine with reasonable certainty, prior to acceptance of the applicant, that the applicant has been informed of and has proper qualifications to enroll in the course/program. The applicant has been informed that he/she has been accepted into the program and that official transcripts or required
documentation must be received by the institution within one enrollment period not to exceed 12 semester credits, or the student will not be accepted into the program. (6/11)
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4. If an institution enrolls an applicant under the compulsory school age, it must obtain permission
from the appropriate, responsible parties that pursuit of the course/program will not be detrimental to any compulsory schooling.
5. If the institution enrolls a person not meeting established qualifications for admission, a record must be kept showing the reasons for acceptance of that person.
6. If an institution provides incentives for making referrals, the incentive must not exceed a nominal value (no greater than $100 per year). (6/11)
II. C. Control and Monitoring of Student Recruitment Personnel* (Standard VIII.B.) *Any personnel, including employees or contractors, who enroll prospective students (e.g.,
telemarketers, enrollment advisors, etc.)
1. The institution has full responsibility for the actions, statements and conduct of its student recruitment personnel, including any required licensures or registrations. The institution maintains appropriate and current records on its student recruitment personnel.
2. The institution adequately trains its student recruitment personnel (including providing them with a sales manual or materials covering applicable procedures, policies and presentations) and provides them with accurate information concerning employment, remuneration, and a signed written agreement. Signed copies of the DETC Code of Ethics for recruitment personnel are kept on file.
3. The institution routinely monitors for compliance with standards its student recruitment personnel, including any independent organizations providing prospective applicants names to the institution. (6/11)
4. Student recruitment personnel (including telemarketing staff):
a. must conform to applicable federal and state laws, including any industry guides issued by the FTC;
b. may not use any title that indicates special qualifications for career guidance, counseling, or registration; and
c. may not place advertisements without the appropriate written authorization from the institution.
III. Tuition, Cancellations, Refunds, and Collections
A.
Tuition Policies (Standard X.A.)
1. Institutions must use Total Course Price in preparing enrollment agreements, calculating refund amounts and collecting student accounts. Total course price includes charges for tuition, registration, educational services and instruction. Total Course Price also includes earned
financial charges, and any fees that are charged to all students for required services, such as proctoring, technology access, and library services. Costs expended for normal shipping and handling are not subject to refund (after the expiration of the 5 calendar day cooling-off period).
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2. The costs expended for optional or special services, such as expedited shipment of materials, experiential portfolio assessment, or other optional services such as dissertation binding, must be disclosed effectively to prospective students and are not subject to refund (after the expiration of the 5 calendar day cooling-off period).
3. High Schools and degree-granting institutions employing an admissions review process may charge a one-time non-refundable fee not to exceed $75.
4. If the institution requires or permits students to purchase textbooks or other required materials separately, the institution must make available to the student on its website, catalog, or enrollment agreement “a best effort estimate” of the costs of the textbooks and materials needed for successful completion of course/program. If an institution is participating in Title IV programs, it must disclose accurate course material information, including ISBN and retail
prices. The institution’s textbook pricing policy for new or used textbooks must be fair to students. (Rev 6/11)
5. The total course price for any program must be the same for all persons, with the exception of discounts for well-defined groups.
6. Any variation in Total Course Price must be bona fide. This applies to scholarships, limited time institution aid grants, discount offers, special prices, or announcements of price increases, all of which must occur during a specified period and must state a specific date of execution or termination. The Total Course Price may be varied, and special discounts or payment plans be offered, as long as the Total Course Price remains the same for all enrollees during a specific period of time.
7. The institution must disclose to students on the enrollment agreement any additional charges to the student associated with verifying student identity. (6/11)
III. B. Cancellations (Standard X.C.)
1. A student’s notification of cancellation may be conveyed to the institution in any manner.
2. Students who elect to cancel within 5 calendar days of enrolling must receive a refund of all money paid, regardless if any assignments have been submitted. The 5 calendar days begins when the student signs the enrollment form.
3. Upon cancellation, a student whose tuition is paid in full is entitled to receive all materials, including kits and equipment.
4. In case of a student illness or accident, death in family, and other circumstances beyond the control of the student, the institution should give special consideration to the student’s request for cancellation beyond the minimum DETC refund policy.
5. Correspondence regarding cancellation between the student and the institution, banks, collection agencies, lawyers, or any third party must clearly acknowledge the existence of the cancellation policy of the institution.
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6. If promissory notes or enrollment agreements are sold to third parties, the institution ensures that it and any third parties comply with DETC cancellation policies.
7. If an institution believes that any part of the DETC minimum cancellation policy should be waived, and/or is inappropriate to the institution’s particular operations, it must seek and obtain a waiver from the Accrediting Commission and an approval for the use of an alternate proposed cancellation policy. Institutions, in requesting a waiver of the cancellation policy, as described above, and approval of an alternate policy, must submit a request in writing to the Accrediting Commission, along with a copy of the proposed alternate policy and an analysis of how enrolling students will be afforded fair protection for all monies paid under the proposed policy.
III. C. Tuition Refund Policies (Standard X.C.)
1. 2.
Any money due the student must be refunded within 30 days of a cancellation request, regardless if materials have been returned. To offset its administrative costs, the institution may designate a percentage of the course/program tuition as a non-refundable fee (often termed “registration fee”) that it may retain if the student cancels after 5 calendar days. This fee may be either $75 or 20% of the tuition charge, not to exceed $200.
Degree-granting institutions: A student withdrawing from a degree program or dropping a course may only be assessed a one-time “registration fee” of either $75 or 20% of the tuition charge per course (not to exceed $200 per degree program).
3. Minimum Refund Policy: (The term “course” means each course within a degree program, e.g., English 101 or an entire vocational program, e.g., Medical Billing.) After the 5 day cooling off period, where the student cancels after completing at least one lesson assignment but less than 50 percent of course assignments, the institution may retain the non-refundable fee (registration fee) plus a percentage of tuition which shall not exceed the following:
a. Up to and including 10 percent of the course, 10 percent of the refundable tuition (tuition charges remaining after subtracting the non-refundable fee already retained).
b. Between 10 percent and 25 percent of the course, 25 percent of the refundable tuition.
c. Between 25 percent and 50 percent of the course, 50 percent of the refundable tuition.
d. After the student completes more than half the course, the institution shall be entitled to retain the entire total course tuition.
The amount of the course completed shall be the ratio of completed required lesson assignments
received by the institution for evaluation to the total lesson assignments required to complete the course.
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Degree-granting institutions: The refund policy above must be applied to individual lessons within a course (not courses within a program).When an institution enrolls a student in an entire degree program, it must refund 100% of tuition for courses the student never started when he/she cancels. (Rev 10/11)
4. Optional Refund Policy for Academic Credit-Bearing Courses using Time-Based Terms:
Institutions offering academic degree courses and programs, which have a published duration stating specific dates for student starting and completing, have the option of using the refund table below. Courses cannot exceed 16 weeks in duration. The time-based refund policy also applies to certificate courses that the institution accepts for academic credit into its degree program(s). The table below sets out the percentage of tuition that will be refunded to students who complete only part of a course, normally defined as an academic learning unit ranging from one to four semester credit hours, as defined in DETC C.9. Policy on Degree Programs. If the student contracts for a program of study, defined as a learning unit that includes two or more courses, each course must be treated separately for the purposes of calculating any refund to the student. For example, a student who contracts with an institution for three distinct three-credit courses, but completes only part of one course, is entitled to a full refund when he/she cancels on the remaining two uncompleted courses.
*Refundable tuition is the total course tuition minus the registration fee.
Published Length
of Course
*Refundable Tuition
Due Student AFTER-
1-6 weeks 1st week = 70% 2nd week = 40% 3rd week = 20% 4th week = 0%
7-10 weeks 1st week = 80% 2nd week = 60% 3rd week = 40% 4th week = 20% 5th week = 0%
Published Length
of Course *Refundable Tuition
Due Student AFTER-
11-16 weeks 1st week = 80% 2nd week = 70% 3rd week = 60% 4th week = 50% 5th week = 40% 6th week = 30% 7th week = 20% 8th week = 10% 9th week = 0%
5. Refund Policy for Resident Courses/Programs: For a course/program that includes mandatory resident training, the tuition price for the distance study portion and the tuition price for the resident portion must be separately stated on the enrollment agreement. The total of the two is the Total Course Price. The distance study portion of the combination course/program must use the refund policy stated in III.C.3. or 4 above. If the mandatory resident portion of the course/program is more than 6 weeks, the institution may use the time-based refund policy in III.C.4. above. If the resident portion is less than 6 weeks, the institution may use the following policy:
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After the student attends the first resident class session, if the student requests cancellation, the
institution shall be entitled to retain a tuition charge which shall not exceed the following:
- up to and including completion of the first 10 percent of the resident training, 10 percent of the tuition;
- after completing more than 10 percent of resident training and up to and including completion of 25 percent of the resident training, 25 percent of the tuition.
- after completing more than 25 percent of the resident training and up to and including completion of 50 percent of the resident training, 50 percent of the tuition.
- If the student completes more than half of the resident training, the full tuition.
The amount of resident training completed shall be the number of days the students attends resident training as compared to the total days of the resident training program.
Courses with optional resident training, seminars, and other training sessions are subject to the refund policy above.
III. D. Collections (Standard X.B.)
Collection procedures used by the institution or third parties must reflect ethical business practices.
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Revised October 2011
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Code of Ethics
for Student Recruitment Personnel
of
Accredited Distance Education Institutions As a student recruitment representative* of an accredited distance education institution, I recognize that I have
certain responsibilities toward students, the public, and my institution. To fulfill these responsibilities, I pledge adherence to this Code of Ethics. I will observe fully the standards, rules, policies, and guidelines established by my institution, the Accrediting
Commission of the Distance Education and Training Council, the State Education Agency, and other legally authorized agencies.
* * *
I will adhere to high ethical standards in the conduct of my work, and to the best of my ability, will: 1. Observe fully the rights of all applicants and commit no action that would be detrimental to any applicant’s
opportunity to enroll because of race, sex, color, creed, or national origin. 2. Never knowingly make any false or misleading representation to any applicant nor use any coercive practices
in presenting information. 3. Enroll applicants only in the course or courses in which they have expressed their interest, provided they
meet the qualifications and standards established by my institution for enrollment. 4. Provide applicants only with information authorized by my institution regarding the occupational
opportunities for graduates, and never make claims guaranteeing employment, job promotion prospects or income increases to an applicant. (Rev 6/11)
5. State accurately and clearly to prospective students the approvals, accreditation, business and employer
recognition, and course acceptance accorded to my institution. (6/11) 6. Provide only full and accurate information on the transferability of academic credits and acceptance of
degrees or credentials by other educational institutions, and disclose affirmatively the fact that the acceptance of credits and degrees is entirely the prerogative of the receiving institution and acceptance
cannot be guaranteed. (6/11) 7. Provide prospective applicants only complete and accurate information on the total financial obligation they
will be incurring prior to accepting their enrollment application. (6/11) 8. Provide students prior to enrolling complete and accurate information about financing options for students
and answer any questions. (6/11)
9. Never use tuition assistance available from a governmental agency or other source as the primary inducement
for enrollment. 10. Refrain at all times from making any statement or inference that might falsely impugn the integrity or value
of any other institution, method of training, or profession.
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11. Discharge faithfully, and to the best of my ability, all of the duties and obligations and procedures established by my institution for my position and know all of my obligations and obligations as an institutional representative.
12. Reflect at all times the highest credit upon myself, my institution, and the field of distance education and
always strive to enhance the reputation of my profession through my conduct as an institutional representative.
*A recruitment representative is someone who enrolls prospective students, including but not limited to telephone marketers, enrollment advisors, and admissions representatives. Revised June 2011
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B. Guide
1. Guide to Self-Evaluation Report
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(Please Note: This page was left blank on purpose.)
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Guide to Self-Evaluation Report Introduction This Guide was developed to assist institutions seeking initial accreditation in preparing their Self-Evaluation Report (SER). Please keep in mind that it is just a guide; additional information may be needed to explain how your institution meets and/or exceeds the standards, policies, and procedures of the Accrediting Commission of the Distance Education and Training Council.
At least one key person from the applicant institution must complete the DETC Course on Preparing for Accreditation prior to preparing the institution’s SER. Completing this course qualifies a person to be a “Compliance Officer.” The Compliance Officer is responsible for overseeing the writing of the SER. We also recommend that others take the course as well as the DETC Business Standards Course (online).
The Self-Evaluation Report (SER) When the Accrediting Commission asks institutions to prepare an SER, two purposes are served: (1) institutions are given a rationale for conducting a critical self-evaluation; and (2) information is gathered in one place, which the visiting Examining Committee will need during the visit, and which the Accrediting Commission needs for its background study of the institution. The SER serves as a document that tells a story about your institution, including how the institution originated, what your institution offers, how it is managed, how it complies with accreditation standards and requirements, and what the institution’s plans are for future improvement and growth. It also presents insightful analyses into trends and patterns within the institution and discusses candidly the larger issues and challenges confronting it. An SER is, fundamentally, a road map for institutions in developing a truly self-analytical and honestly introspective picture of whom they are and where they are going. The institution must address each of the accreditation standards (including Business Standards) in a logical sequence. The institution must also address other requirements in the appropriate policy, for example, degree-granting institutions must also include items required in C.9. Policy on Degree Programs. The report should be completed in all aspects, and leave no room for speculation or misinterpretation by the reader. When reading each statement, if the term “procedure” or “process” is mentioned, please give a detailed description; in other words, walk the evaluators through the “procedure” and/or “process” step-by-step. Also, please feel free to cross-reference responses if a particular response sounds redundant. If a particular statement does not apply to your institution, explain why. The SER should include summaries of data, records, and statistics, and a careful, “full disclosure” analysis of the institution’s “problem areas.” The report should always analyze as well as describe; it should seek to tell readers the “why” of their methods, not just the “what” and “how.” It should identify current challenges facing the institution and report on what actions are planned to address these challenges. A high level of reliance is placed upon information, data, and statements provided to the Accrediting Commission by the institution. It is therefore important that the information the institution provides in its SER be truthful and accurate. There are several “critical documents” available on DETC’s website to help you with your exhibits, such as Faculty Handbook, Course Development Handbook, study guide, catalog, determining credit hours, outcomes assessment plan, institutional improvement plan, and succession plan, just to name a few. A content list for each of these items
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may be found on DETC’s website under “Member Services” and “Evaluators’ Documents” (sign in using “guest” for your user name and password). Preparing Your SER
When writing your SER, please remember that there are special policies (see tab “C” in the DETC Accreditation Handbook) used for institutions offering academic degrees, combination distance study-resident training programs, institutions with international contracts, and institutions located outside the United States. For instructions on what courses must be submitted, please see C.5. Policy on Course/Program Approval. All institutions should refer to C.10. Policy on Financial Statements, C.17. Policy on International Activities, and degree-granting institutions should also refer to C.9. Policy on Degree Programs.
General Guidelines Writing for the SER
A template for writing a Self-Evaluation Report (in Microsoft Word 7.0) may be downloaded from DETC’s website at www.detc.org. Select “Member Services” tab, use “guest” for your user name and password, and select “Templates.” A list of templates is page 4 of the DETC Accreditation Handbook. Beginning January 1, 2012, institutions are required to submit all primary documents created during the accreditation review process (i.e., Self-Evaluation Report, Institutional Response, and Progress Report) on a Flash drive. The following guidelines are provided to help ensure accuracy and accessibility: Logistical Guidelines
1. Institutions must submit its SER and all supporting documentation and exhibits in an electronic format (a paper
copy is no longer required, except when submitting an SER during the Readiness Assessment process). However, institutions should have a hard copy of the SER and all supporting documents and exhibits available during the on-site visit for the evaluators. Institutions should also maintain copies of all documents and materials included in the SER should any problems develop with the electronic versions. (Please note: An institution undergoing Readiness Assessment must also submit two paper copies of the SER.)
2. The institution must submit a complete SER with supporting documentation and exhibits via e-mail or Internet
option. DETC will not accept “piecemeal” submissions. If materials from websites serve as documentation within the SER, information from the website should be embedded within the document (e.g., screen shot of website, linked saved file) rather than provided through an external link. If any changes occur between when the SER is submitted and the on-site visit, supplements or an “Update Sheet” should be prepared and given to the examiners in their Welcome Kits when they arrive.
3. The SER should be able to be read on all computers and platforms. If necessary, versions of the SER in multiple formats should be provided. The institution must submit the SER in a pdf format AND in a Microsoft WORD document.
4. Each Flash drive should be clearly labeled with the institution’s name and the date the report was created.
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Formatting Guidelines
1. Key formatting requirements are to make navigation through the SER clear and easy for reviewers.
Evaluators do not always progress through a SER in a linear fashion as they often return to different sections, standards, and documents as they complete the full review. For this reason, the following considerations can be helpful:
• Provide clear and concise instructions to evaluators on how to open and navigate through the SER.
• Provide any needed passwords for protected information.
• Include a Table of Contents with ready links to the different parts of the SER.
• Establish links that enable evaluators to easily transition back and forth through the sections and documentation in the SER.
• Provide direct links to all evidence/documentation provided for each Standard.
• Ensure that links to supporting documents open the documents in their own window.
• Create a shortcut to return to the Table of Contents from any point in the SER.
• Avoid using complex, colorful background patterns and images that can obstruct the readability of text on a page.
• When providing Tables and other data, make certain it will print on an 8.5 x 11 page.
2. Use the template located on DETC’s website (described above). Revise the headers and footers with the institution’s information. The pages should be numbered consecutively with the institution’s name and date of report at the top or bottom of each page.
3. When an EXHIBIT is requested, include the number of the Exhibit in your response to the statement.
4. In the response to the SER questions, rather than state verbatim that which is provided in the supporting exhibits, the institution should summarize what is in the exhibits.
5. Scanned documents should be saved as PDF or easily accessed image files rather than text files.
Report Contents
Use the template found on DETC’s website. As shown, an institution’s SER should contain the following:
1. Cover page: The cover page should include:
• the name of the institution, address, phone number, and website URL;
• the following sentence: The data submitted herewith are certified correct to the best of my knowledge and belief. I understand that electronically typing my name in this document is considered to be the same legally-binding effect as signing my signature using pen and paper. This should be followed by the name, title of the CEO;
• the date the report is prepared and the date the Flash drive was created; and
• the software version(s) used to create the SER.
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2. Table of Contents: This should include the page number for each Standard.
3. Table of Exhibits: This table should contain an index to all the exhibits (see following sample). Please note
that the exhibit numbers may be changed to correspond with what the institution provides.
4. Institutional Profile: The profile gives a history and overview of the institution.
5. Standards with Statements. Each Standard should be repeated and then the institution should provide its response. If the statement does not apply to the institution, explain why. The standards are already included in the template. Answer each statement thoroughly and provide any exhibits that are required. Also provide a contact person for each Standard topic. This will help the evaluators to determine whom to interview
during the on-site visit.
6. Exhibits. Should follow the body of the SER. Exhibits should be properly numbered, labeled, and
referenced. Please feel free to add other exhibits in addition to those suggested.
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Sample of EXHIBITS
Exh#/Tab Standard Page #
Ref
Content
1. Inst. Prof. #2. A.
7 Organizational Chart
2. Inst. Prof. #4. A.
8 Evidence of state license
3. Inst. Prof. #4. B.
8 Evidence of degree approvals
4. Inst. Prof. #5
8 Table with course data
5. Inst. Prof. #6
8 Program data for degree programs
6. II.A.1. 10 Program objectives for 5 most popular courses/programs
7. II.C.1. 12 Course Development Guide/Manual
8. II.C.5. 12 Policy for determining credit/clock hours
9. II.C.4. 12 Comparison of degree programs
10. II.D.3. 13 Internal course/program reviews
11. II.F.1. 13 Samples of examinations and other evaluation tools
12. II.F.5. 14 Grading Policies, marking systems, course extension policy, and other
13. II.F.7. 14 Instructions for proctors
14. II.G.1. 14 List of textbooks, with titles, authors, publishers, ISBN, copyright dates
15. II.G.3. 14 Sample of a study guide
16. II.I.1. 15 Samples of lessons
17. III.A.1. 16 Examples of responses to student inquiries
18. III.A.4. 17 Examples of student submissions of assignments/lessons
19. III.A.6. 17 Examples of where academic grade policies are published
20. III.D.1. 18 Samples of motivational commentaries on students lessons/examinations
21. III.D.3. 18 Samples of letters, telephone calls, e-mails, etc. to encourage students to complete assignments/lessons
22. III.E.2. 18 Examples of student evaluations of courses
23. III.E.3. 18 Examples of end-of-course surveys
24. IV.A.1. 19 Copies of grading policies and system, including grading rubrics
25. IV.A.2. 19 Samples of graded assignments/lessons and exams
26. IV.A.12. 20 Evidence of training for students and faculty on any technology used
27. IV.B.1. 20 Samples of formal student records
28. IV.B.2. 20 Sample or records tracking examinations/lessons/projects, etc.
29. IV.B.4. 20 Sample of a transcript (both sides)
30. IV.B.5. 20 Samples of completion certificates, diplomas, or degrees
31. IV.C.3. 21 Sample of alumni newsletter and other instruments
32. IV.D.1. 21 Policy on Student Complaints and summary of complaints
33. V.A.1. 22 Copy of institution’s outcomes assessment plan
34. V.A.2. 22 Samples of surveys
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Exhibit Standard Page#
Ref
Item
35. V.A.5. 22 Evidence of employment opportunities
36. V.A.6. 22 Tables showing areas assessed and methods used
37. V.B.1. 22 Student satisfaction data
38. V.B.3. 22 Evidence of employer and third party surveys
39. V.B.4. 22 End of course/program student surveys
40. V.B.6. 23 Data on Commission-mandated 3 questions
41. V.C.1. 24 Completion and Graduation Rates
42. VI.B.1. 24 Resume of CAO or Department Heads
43. VI.C.1. 25 Resumes of Faculty/Instructors
44. VI.C.2. 25 Table of Instructors/Faculty and Qualifications
45. VI.C.3. 25 Table for instructor/faculty work week
46. VI.C.5. 25 Policies and criteria for employment of faculty/instructors (Faculty Handbook)
47. VI.C.6. 25 Sample evaluation of faculty
48. VI.C.7. 25 Policy Manual for Faculty Handbook
49. VI.C.10. 25 Sample contracts or individual groups
50. VI.F.1. 27 Succession Plan
51. VII.B.1. 29 Copies of Enrollment Agreements
52. VII.B.2. 29 Copies of affirmation forms, telephone scripts, etc.
53. VIII.A.4. 32 Evidence supporting advertised employment opportunities
54. VIII.A.6. 32 Copies of advertising and promotional literature
55. VIII.A.7 33 Copies of sales letters, printed materials, and catalogs
56. VIII.B.2. 33 Copies of current manuals and letters and bulletins provided for guidance with recruiting
57. VIII.B.10. 34 Copies of recruiting personnel records
58. VIII.B.12. 34 Samples of written agreements with recruiting personnel
59. IX.A.1. 35 Comparative financial statements for two years
60. IX.A.2. 35 Copy of Letter of Financial Statement Validation
61. IX.A.3. 35 Copy of Teach-Out Commitment
62. IX.D.2. 36 Opinion Letter
63. X.B.2. 39 Sample of notices and collection procedures
64. X.B.4. 39 Sample of written ethical standards to collection agencies
65. X.B.5. 39 Sample of notices, letters, telephone scripts, etc. used by collection agencies
66. X.C.1. 39 Documentation of refunds
67. X.C.6. 39 Table of refunds
68. XI.A.4. 41 Floor plan
69. XII.A.1. 41 Copy of institution’s Strategic Plan
(Please Note: You may re-number the Exhibits to correspond with what you provide.)
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The Self-Evaluation Report Institutional Profile 1. Institutional History
A. Trace the history of the institution to show the founding date, why the institution was founded, changes of name, creation of new divisions, new training sites, and any major changes in ownership and management. Give a general description of the types of courses/programs offered.
B. Describe the history of major changes (for reaccreditation, since the last DETC review) in the institution with
respect to the addition of student services, changes in admission standards, the addition of new personnel, online offerings, changes in marketing procedures, etc. Explain why each change came about.
C. Degrees: Describe the history of all degree program(s) offered and why they were developed. Give a brief
summary of the programs (how many, number of credits needed, time to complete each unit, cost, etc.). D. For Re-Accreditation, provide a list of items that were reported in the last Progress Report to the
Commission (if applicable). Give an update of how the institution has addressed and resolved each of these issues since its last review.
2. Institutional Organization
A. Supply an organizational chart of the institution in EXHIBIT 1 showing the relationships among its component parts. Include names and titles of employees shown on the chart.
B. Describe other institutions affiliated in any way with your institution or under the same organizational
structure, management, or ownership. Include cooperative training programs or formal affiliations that exist with colleges, vocational schools, businesses, or other distance education institutions.
C. If external centers, enrollment offices, or training sites exist, describe in full and give their locations. D. Describe any international distance study activities, affiliates, or divisions. Explain how and where exam
services are rendered for these students. State how many foreign students are enrolled annually, and indicate how many of them are taking courses online (if applicable).
3. Legal Form and Governance
A. Describe the legal form of the institution and the ownership of the institution. B. Provide the names and addresses, terms of office, and occupations of any governing board members.
Describe the role of the Board, list their duties, and explain how they contribute to the institution’s achievement of its mission. If there are multiple boards, describe each.
C. Explain the authority of any agency, other than the governing board, which has power to initiate, review, or
reverse actions of the institution’s management.
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D. If the institution is a stock corporation, list the names and addresses of any persons or organizations owning 10% or more of the voting stock.
4. Approvals and Accreditations
A. Supply the names of any local, state, or other government or non-government agencies by which the institution is licensed, approved, or accredited. Document that the institution is properly licensed. Give dates of license and/or first approval and subsequent re-approvals (provide documentation in EXHIBIT 2).
B. Degrees: Describe how the institution has the proper charter, license, or formal authority from the
appropriate governmental body to award degrees by distance education. Give dates of license and/or first approval and subsequent re-approvals (provide documentation in EXHIBIT 3).
C. If the institution or any of its programs were ever denied approval or accreditation or had approval or
accreditation withdrawn by any accrediting agency (including the DETC Accrediting Commission), give name of the agency, the dates of the action, and details.
5. Passwords
Provide the URL, links, passwords, etc. so that the evaluators may review the course materials and examinations.
6. Course Data
Using institutional records, construct a table in EXHIBIT 4 that provides the data below for each distance education course offered by your institution in the last year (calendar or fiscal). The term “course” means one course within a degree program (e.g. English 101) or a vocational program (e.g. Medical Billing). See the sample below on page 43:
a. Title = title of course (e.g. English 101 or Medical Billing) b. 1st Enroll = date (month, year) first student enrolled. c. Lst. Revised = date course was last revised. d. New Stu. = number of new students enrolled in the last full calendar/fiscal year. e. Active Stu. = of students tracked, how many are presently actively studying (i.e., submitted an assignment
within the last 6 months)? f. Graded = number of school-evaluated assignments, lessons, or examinations per course. g. Hrs. = total hours typical enrollee must spend to complete the course. Explain in a footnote the method used
to determine the hours. Typically, 1 credit equals 45 hours. h. Max. to Comp. = maximum number of months students are allowed for completing the course. i. Comp. Doc./Crs. = Type of completion documents (e.g., diploma, certificate) or credits awarded. j. Price = total course price (tuition, fees, books, equipment, etc.). Indicate if books are included in the price.
Please insert a legend to identify the columns mentioned above. (You can copy the information above and insert it under each table.) Please total columns d and e.
7. Program Data (For Degree Programs Only)
In addition to the table above, please provide a table in EXHIBIT 5 for each degree program (see sample below on page 44.)
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Guide to Self-Evaluation Report
I. INSTITUTION MISSION, GOALS, AND OBJECTIVES
Preamble: The institution has a stated mission that is supported by separately (or specific) clearly defined goals
and objectives appropriate to the level of study provided, including an institutional commitment to providing
quality distance education programs.
I. A. Description of the Mission, Goals, and Objectives: The institution has a mission statement that includes its
general purpose and is supported by specific, clearly defined goals and objectives appropriate to the level of
study provided (8/11) including an institutional commitment to providing quality distance education programs.
1. Present the institution’s overall mission statement, goals, and objectives, and the institution’s commitment
to providing quality educational programs. 2. Explain how the goals and objectives are attained and how they are appropriate to the level of study
provided. I. B. Review and Publication of the Mission Statement: The instructors/faculty, administration, governing
board, and institutional advisory committees, if the institution has a governing board and advisory
committee(s), regularly review the mission statement, goals, and objectives. The current mission statement,
goals, and objectives are widely promulgated and readily accessible to students, faculty, staff, and other
stakeholders.
1. Explain how the institution’s instructors/faculty, administration, governing board, and institutional advisory
committee regularly review and revise, as necessary, its mission statement, institutional goals, and objectives, institutional policies, and practices to ensure consistency and integrity in all of its representations about its mission, goals, objectives, programs, and services.
2. Explain the process for circulating and ensuring that the institution’s current mission statement, goals, and
objectives are accessible to students, faculty, staff, and other stakeholders. Include the person(s) responsible for assuring the institution’s current mission statement, goals, and objectives are consistently used in institutional publicity and state where these are published.
3. Degree Programs: Provide details on the institution’s Advisory Council(s) and explain how the institution meets the requirement in C.9. Policy on Degree Programs (Standard I). Provide documentation to verify each item.
I. C. Implementation of the Mission, Goals, and Objectives: The institution can demonstrate that it is effectively carrying out its mission, is attaining its goals and objectives, and is sharing appropriate information
on its attainments with relevant groups. The institution identifies the key indicators it uses in determining how it
is meeting its stated mission, goals, and objectives. (8/11)
1. Explain the measures and/or processes the institution uses to determine whether it is meeting its stated mission, goals, and objectives. Include how the governing board, instructors/faculty, staff, administrators, and managers responsible for institutional planning, instructional planning and delivery, educational services, financial resources, and physical facilities, contribute to successful implementation and attainment
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of the stated mission and objectives. Also, explain how the mission is integrated into the work of each department or how academic and administrative units align their duties with the mission.
2. Explain how the institutional mission statement, goals, and objectives are used to guide strategic planning.
3. Explain the ways in which the governing board, instructors/faculty, administration, and staff interact with relevant communities of interest to keep the goals and objectives current.
4. Provide examples of how the results of surveys of students, outside evaluations by experts, comments from
students and employers, and evaluations by institution administrators, instructors/faculty, and staff are used to evaluate the success of the institution in meeting its goals and objectives. Explain how the results are shared with relevant groups.
5. Identify the key indicators that the institution uses in determining how it is meeting its stated mission,
goals, and objectives.
II. EDUCATIONAL PROGRAM OBJECTIVES, CURRICULA, AND MATERIALS
Preamble: The institution has clearly stated and reasonably attainable educational program objectives and
student learning outcomes and offers educationally sound and up-to-date curricula that are supported by
quality instructional materials and appropriate technology.
II. A. Description of Program Objectives: Educational program objectives are clearly defined and simply stated.
They indicate the benefits for reasonably diligent students. The character, nature, quality, value, source of the
instruction, and educational services that are used to help students achieve the objectives are set forth in
language understood by the types of students enrolled. If a program prepares for an occupation, field of
occupations, or vocation, the objectives clearly state the types of occupations for which preparation is given.
1. Provide samples of the educational objective(s) in EXHIBIT 6 for your five most popular (highest enrollments) programs. For degree-granting institutions, these five programs should include one program from each level (associate, bachelors, master’s, first professional, and/or doctorate). Explain how the objectives help the potential student decide if the program is appropriate for him or her.
2. Explain how the institution’s advertising and promotional literature, both print and electronic, are in consonance with program objectives.
3. Describe the occupation, occupational field, vocation, profession, or job area for which the program or degree prepares students as referenced in the Dictionary of Occupational Titles (DOT – www.occupational info.org) of the U.S. Department of Labor or O*NET OnLine (http://online.onetcenter.org), or other similar references.
4. State how the program objectives relate to the kind of education or training offered and identify the expected student learning outcomes in terms of skills, knowledge, licenses, degrees, or other credentials that graduates/completers will attain.
5. Describe how the institution ensures that its program objectives are current and relevant through research and the use of consultants, subject experts, or advisory boards.
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6. Degree Programs: Provide evidence that the program being offered is in a profession or subject area in which the institution has demonstrated strength, such as the number of alumni accepted by appropriately accredited graduate and professional schools or hired in the profession for subject-related jobs. (C.9.)
7. Provide evidence that the other degree programs of the institution are recognized and generally accepted by the higher education and/or relevant professional communities. (C.9.)
II. B. Appropriate Program Objectives: The program objectives must be reasonably attainable through
electronically delivered, online, or other methods of distance study. Appropriate objectives include the
development of skills, providing job-related training, the imparting of knowledge and information, the training
in the application of knowledge and skills, and the development of desirable habits and attitudes. Evaluation of
the program is based on the announced objectives and the success with which students achieve the objectives.
1. Describe the process by which the program objectives are determined and revised, and identify relevant communities of interest that play a role (e.g., Advisory Committees, employer groups, etc.).
2. Describe how program objectives are appropriate for the subjects/degrees taught and explain how the objectives include the development of skills, providing job-related training, the imparting of knowledge and information, the training in the application of knowledge and skills, and the development of desirable habits and attitudes.
3. Explain how program objectives for each program or degree relate to the employment needs of prospective students and the requirements of employers who might hire them.
4. Describe how program objectives are attainable through the distance study method.
5. Explain how the data from the evaluation of objectives are used for quality control and improvement of programs and educational services.
6. Explain how the evaluation of the program is based on the announced objectives and the success with which students achieve those objectives.
7. Describe how program objectives are comparable to those program objectives offered in traditional and/or resident institutions or other appropriately accredited institutions. 1
Accrediting agency is recognized by the
Council for Higher Education Accreditation (CHEA) and/or the U.S. Department of Education.
8. For combination distance study/resident programs, describe how the predominant form of instruction is distance study.
9. For combination distance study/resident programs, describe the extent to which residential and/or external independent study is/are used to supplement the overall distance study method.
10. Degree Programs: Explain how the institution is meeting all the requirements in C.9. Policy on Degree Programs, Program Objectives.
II. C. Comprehensive Curriculum
(“Curriculum” is the program of instruction): The curriculum is sufficiently comprehensive for students to achieve the stated program objectives, and its content is supported by sound
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research and practice. An institution has policies and procedures for determining credit hours as defined in C.9.
Policy on Degree Programs and/or clock hours it awards for its courses and/or programs. (8/11)
1. Describe how curriculum development is guided by a plan that is usually implemented by a team that
includes members with expertise in curriculum development, subject matter/content, instructional design, editing, media applications (if appropriate), and distance study. Provide a copy of your course development manual in EXHIBIT 7.
2. Explain how the subject matter/content of the curriculum being developed is supported by sound research
and practice (what learning principles are used?)
3. Describe the ways in which the program instructors/faculty and administrators have determined that the curriculum/curricula is sufficiently comprehensive for students to achieve the stated program objectives.
4. Non-degree granting institutions: Explain and document in EXHIBIT 8 the policy and procedures for determining the number of clock hours assigned to each program. Provide a copy of the institution’s policy for determining clock hours. Provide documentation of the institution’s evaluation and verification of students’ work in establishing the appropriate clock hours.
Degree Program(s)
5. Explain and document how each degree program is clearly at its specific postsecondary level (i.e.,
associate, bachelor’s, master’s, first professional or doctorate) by comparing curricula from other appropriately accredited institutions in EXHIBIT 9 (see sample on page 46). When making the comparison, include the following information for each institution, including your own; program objectives, number of credits required, core courses and electives, general education courses required, and course descriptions.
6. Explain how the institution’s policy and procedures for determining credits hour meets DETC’s
requirements as stated in C.23. Policy on Credit Hour. Provide a copy of the institution’s credit hour policy in EXHIBIT 8. Also explain and provide documentation justifying that the amount of academic credit assigned to each course and degree program is appropriate and accurate. Describe what formulas, procedures, and internal audits of degree credit assignments are conducted.
7. Identify and describe the analytical, communicative, and quantitative skills which graduates from each
degree program are required to achieve.
8. Explain how the institution is meeting the requirements in C.9. Policy on Degree Programs, Standard II., Curriculum.
9. Explain how the institution is meeting the requirements in C.9. Policy on Degree Programs, Standard II.,
Degree Requirements. II. D. Up-to-Date Curriculum (“curriculum” is the program of instruction): The curriculum/curricula reflect(s)
current knowledge and practice. Effective procedures are used continuously to keep it/them up-to-date. Internal
course/program reviews are conducted on a periodic basis.
1. Explain the procedures for assuring that the curriculum/curricula reflect current knowledge and practice
appropriate to the subject matter.
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2. Explain what procedures are in place to keep the program curriculum current. Provide the schedule used to
initiate these procedures. 3. Document that internal course/program reviews are conducted on a periodic basis and provide a sample of
the last course/program review in EXHIBIT 10.
II. E. Comprehensive and Up-to-Date Instructional Materials (“instructional materials” are the components that make up the curriculum or program of instruction): Instructional materials are sufficiently comprehensive to enable students to achieve the announced program objectives. The instructional materials are accurate and
reflect current knowledge and practice and are regularly reviewed and revised.
1. Describe the ways in which the program instructors/faculty and administrators determine that instructional
materials are sufficiently comprehensive and have sufficient depth and breadth to meet program objectives. 2. Explain how the instructional materials prepare students to meet any employment opportunities and/or
profession stated or implied in the institution’s advertisements, catalogs, websites, and/or program objectives.
3. Describe the schedules and procedures for monitoring, reviewing, and revising, if necessary, instructional
materials. 4. Describe the procedures for correcting content errors in instructional materials between regularly scheduled
reviews and revisions. 5. Describe how instructional materials reflect current knowledge and practice.
II. F. Examinations and Other Assessments: Examinations and other assessment techniques are adequate
evidence of the achievement of the stated learning objectives and outcomes. The institution must publish its academic grading policies, assignment marking system, course extension policy, and information on issuance
and completion of incomplete grades, and apply them with fairness and consistency. (8/11 – moved from III.A.)
1. Describe what types of examinations and other evaluative techniques are used. Provide documentation in
EXHIBIT 11. 2. Explain how the number and length of examinations are determined. 3. Explain how examinations, assignments, and other evaluation tools measure the achievement and mastery
of announced course/program objectives and outcomes.
4. Describe how required assignments and examinations measure the student’s ability to master and apply skills or knowledge that is stated as outcomes for the course/program.
5. Provide the institution’s academic grading policies, assignment marking system, course extension policy,
and information on issuance and completion of incomplete grades in EXHIBIT 12.
6. Explain the procedures for assuring that grades are applied with fairness and consistency.
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Degree Program(s)
7. Describe the procedures for proctoring examinations. Explain how the institution is meeting the
requirements stated in C.9. Policy on Degree Programs, Standard II., Proctored Examinations. Provide instructions to proctors in EXHIBIT 13.
8. Explain how the institution is meeting the requirements in C.9. Policy on Degree Programs, Examinations and Other Assessments.
9. Discuss the procedures used to ensure that degree candidates have met all graduation requirements.
II. G. Authorship: Qualified persons competent in distance study techniques and in their subjects or fields develop
the curriculum content and prepare instructional materials.
1. If commercially produced textbooks are used, provide in a table in EXHIBIT 14, a list of titles, authors,
publishers, ISBN, and copyright dates/editions. Describe any customization rights accorded the institution by outside publishers. Explain how the instructional material is approved for electronic delivery (if applicable).
2. Describe how qualified people develop the curriculum content and instructional materials. 3. Describe how study guides are prepared for use with standard texts. Provide a sample of a study guide in
EXHIBIT 15. 4. If outside authors prepare instructional materials specifically for the program (other than textbooks),
provide their qualifications for preparing them for distance study. 5. List the outside educational consultants, if any, who have been retained to assist in writing instructional
materials, describe their roles, and give their qualifications.
6. Explain how subject matter experts and/or instructors/faculty are involved in writing and revising instructional materials.
II. H. Organization of Instructional Materials: The organization and presentation of the instructional materials
are in accord with sound principles of learning and grounded in sound instructional design principles.
1. Explain how the organization and presentation of the subject matter/content are in accord with sound
principles learning and grounded in instructional design principles. 2. State if students are required to submit every assignment in prescribed sequence in order to graduate and if a
minimum grade is required for each assignment (or for each part or segment of the program). Describe any exceptions made to the order in which students may proceed through the program.
II. I. Curriculum Delivery: Online and written instructional materials are appropriately presented. Online
materials fit the content and are delivered using readily available, reliable technology. Institutional prepared
materials must be keyed to the reading competence of the students in the program and be legibly reproduced.
1. Describe how online and written instructional materials are appropriately presented. Provide samples of
typical assignment/lesson pages in EXHIBIT 16.
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2. For electronically delivered programs, describe how the materials fit the content and are delivered using readily available, reliable technology.
3. Explain how the program uses printed instructional materials to complement its online courses. 4. Describe the procedures in place to maintain overall quality of the printing, binding, and packaging process
for instructional materials. 5. Explain how institutionally prepared materials are keyed to the reading competence of the students.
II. J. Study Instructions: Instructions and suggestions on how to study and how to use the instructional materials
are made available to assist students to learn effectively and efficiently.
1. Provide examples of instructions and suggestions to students on how to proceed through the program and to
learn effectively. 2. Describe how the institution and/or program give(s) guidance or remediation on learning techniques to
students as they proceed through the program. 3. Explain how the students are informed on how to access instructions, chat rooms, bulletin boards, and other
appropriate resources for an online program.
II. K. Educational Media and Learning Resources: Learning resources for faculty and students must be
available and appropriate to the level and scope of program offerings. Program designers and/or
faculty/instructors make effective use of appropriate teaching aids and learning resources, including
educational media and supplemental instructional aids in creating programs and in teaching students. The
institution makes effective provisions for students to access learning resources and libraries that are
appropriate for the attainment of program learning outcomes.
1. Describe how learning resources for faculty and students are available and appropriate to the level and scope of the program offerings.
2. Describe how program designers and/or faculty/instructors make effective use of appropriate teaching aids
and learning resources, including educational media and supplemental instructional aids in creating programs and in teaching students.
Degree Programs:
3. Describe how the institution makes effective provisions for students to access learning resources and
libraries that are appropriate for the attainment of program learning outcomes. 4. Give the name, position, and qualifications of the person(s) who provide or facilitate library services,
including media services. 5. Explain how the instructors/faculty and staff of the institution and program systematically and regularly
evaluate(s) library services to ensure that they are meeting the needs of its users and contributing to the attainment of institutional and program objectives. Verify how the institution is meeting the requirements in C.9. Policy on Degree Programs, Standard II., Educational Media and Learning Resources.
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6. Explain how the faculty and instructional supervisory personnel are involved in the selection of resources. II. L. Student Privacy, Integrity and Identity: The institution has clear, specific, published policies related to
student privacy, integrity, and academic honesty. The institution has a student identity verification process that
ensures that students who earn the credit or completion credentials are the same students who did the course
assignments and assessments. (Rev 10/11)
1. Describe the institution’s clear, specific academic policies related to student privacy, integrity and academic honesty.
2. Explain and document where these policies are published.
3. Explain how the policy has been implemented or enforced. Provide examples. 4. Describe the institution’s student identity verification process and explain how it ensures that the student
who earned the credit or completion document is the same student who completed the course assignments and assessments.
III. EDUCATIONAL SERVICES
Preamble: The institution provides educational services that meet the needs of students, including student
inquiries and submissions, individual differences, handling of unsatisfactory student progress, encouragement
of students, evaluation of courses/programs by students, appropriate technology, and, if applicable, resident
training.(Rev 10/11)
III. A. Student Inquiries and Submissions: Relevant student inquiries are welcome and are answered promptly
and thoroughly. Accurate assessment, correction services, and counseling by instructors/faculty are provided
for assignments/lessons and examinations. The institution has a process for maintaining and protecting the confidentiality of student records, e.g., grades, test results, etc. (10/11)
1. Describe the process for handling student inquiries (written, electronic, and oral) related to program content and requirements. Provide samples of responses to students in EXHIBIT 17.
2. State the average time (in days or hours) it takes to respond to a student’s inquiry concerning program content and requirements.
3. Discuss the process for responding to administrative requests and give the average response time to these requests.
4. Describe the process for instructors/faculty in receiving, handling, correcting, and assessing assignments/lessons/submissions/examinations and for returning the results to students. Provide examples of student submissions in EXHIBIT 86.
5. Describe how instructors/faculty provide counseling and answer student questions. Include what metrics or performance standards are used to measure these tasks.
6. Describe the process for maintaining and protecting the confidentiality of student records, e.g., grades, test results, etc. Provide a sample of where the institution publishes its grading policies in EXHIBIT 19.
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III. B. Individual Differences: Provisions are made to be responsive and flexible to meet the individual differences of students with diverse backgrounds, prior achievements, employment, and other relevant circumstances.
Counseling and guidance are provided, as required, to assist students to satisfy institutional and program
requirements, to achieve required program objectives and individual course learning outcomes, and to achieve
their educational goals.
1. Explain what services are available to meet the individual differences of students with diverse backgrounds, prior achievements, employment, and other relevant circumstances.
2. Explain what counseling and guidance services are provided, as required, to assist students to satisfy institutional and program requirements, to achieve required program objectives and individual course learning outcomes, and to achieve their educational goals.
3. Explain what advisory services are available for students having difficulty satisfying program requirements.
4. Explain what advisory services are available for student having difficulty with administrative and logistical issues.
III. C. Handling Unsatisfactory Student Progress: Students who are unable to make satisfactory progress
through the program are encouraged to continue until they either show inability to make satisfactory progress
or demonstrate satisfactory progress.
1. Explain the process for handling students who are unable to do satisfactory work and describe the
procedure for students to resubmit assignments/lessons/projects. Describe how grades are assigned for repeating an assignment/lesson/project.
2. State the institution’s policy on student failure of a program and academic dismissal, and where it is published.
3. Provide the number of students dismissed for academic failure in the most recent year and the number of those who were disenrolled for other reasons. Indicate the reason(s) for disenrollment such as non-payment of tuition/fees, failure to submit exams, etc.
III. D. Encouragement of Students: An active program designed to optimize interaction between the institution
and the student is followed to encourage students to start, continue, and finish the program in which they have
enrolled, if continuing and finishing are the student’s goals.
1. State the institution’s policy and procedure for monitoring student progress and for encouraging students to start, continue, and finish the program in which they have enrolled, if continuing and finishing are their goals. Provide samples of motivational commentaries in EXHIBIT 20 on student assignments/lessons, examinations, and other submissions.
2. Identify who has responsibility for checking the students’ records for progress, indicate how frequently the
records are checked, and whether an automated tracking system is used. 3. If letters, telephone calls, or electronic media are used to encourage submission of assignments/lessons,
provide samples and explain the sequences and scheduling of their use. Provide samples in EXHIBIT 21.
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4. Explain how efforts to encourage academic progress are separate from efforts for the collection of delinquent tuition or other financial obligations.
III. E. Student Evaluation of Courses: Opinions of students are systematically sought as one basis for evaluating and improving instructional materials, the delivery of instruction, and educational services.
1. Describe the ways in which reactions of students are sought as one basis for evaluating and improving instructional materials and educational services.
2. Give examples in EXHIBIT 22 of the methods students can use to evaluate the availability of content, help, and encouragement to continue studying and to evaluate the quality of instructional materials, their level of difficulty, and the pace of the course.
3. If end-of-course surveys are used, describe how they differ from regular, periodic course evaluation. Provide examples in EXHIBIT 23.
4. Provide information on the institution’s “revision of course” file and describe how it is used to ensure that instructional materials or information are/is current and accurate. Describe the process used to report content errors that might be used in making revisions.
III. F. Appropriate Technology: The institution uses appropriate and readily accessible technology to optimize
interaction between the institution and the learner and enhance instructional and educational services.
1. Describe and give examples of how the institution uses appropriate and readily accessible technology to
optimize interaction between the institution and the learner and enhance instruction and educational services. (When appropriate, provide access and passwords to examiners to view online courses.)
2. Discuss the institution’s overall plans in adopting new technology. 3. Identify any equipment or technology that might be used to improve student services and instruction, and
explain why such technologies have not been adopted.
III. G. Resident Training: Resident training or face-to-face learning sessions must supplement the electronically
delivered, online, or other distance study method whenever it is necessary to attain the stated institutional
and program objectives and intended student learning outcomes. Note: See also the questions in the
Appendix C.6. Policy on Combination Distance Study-Resident Program or Training Sites.
1. List the objectives of the resident portion of the program and describe at what point a student must enter the resident program.
2. State what percentage of the total instruction the resident program constitutes, and list the tuition charged for each portion. State the capacity (in number of students taught per year) of the resident program included with each combination program offered.
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IV. STUDENT SUPPORT SERVICES
Preamble: The institution provides support services that include grading policies, accurate student records,
guidance and counseling services, and student complaint policies and procedures. The institution maintains
essential student records and has a policy and procedures for handling student complaints. (Rev 8/11)
IV. A. Assessment Services: Student assessment services are guided by published grading policies and a marking
system that includes prompt return of accurately, fairly, and consistently graded assessments as well as
necessary academic counseling by the instructor/faculty or qualified staff member.
1. Explain how student assessment services are guided by published grading policies and a marking system that includes prompt return of accurately, fairly, and consistently graded assessments as well as necessary academic counseling by the instructor/faculty or qualified staff member. Provide copies of the grading policies and rubrics in EXHIBIT 24.
2. Describe how the instructor/faculty or qualified staff member scores, corrects, and grades submitted assignments/lessons/projects and examinations. Provide samples in EXHIBIT 25.
3. Explain what controls are in place to ensure the accuracy, fairness, and consistency of scoring, correction, grading, and other assessment services.
4. Explain what provisions exist for safeguarding examination answers, including those delivered online.
5. Describe methods used for submission of assignments/lessons/projects and examinations (i.e., tele-test, exam scan cards, e-mail, online auto-grading, etc.) and state how long (in days or hours) it takes to return graded examinations, assignments/lessons/projects, etc. to students.
6. Describe the institution’s system for controlling the distribution, receipt, and tracking of examinations and ensuring the prompt return of the results to the student.
7. Describe the type of assistance provided to students who fail to complete assignments/lessons/ projects/examinations successfully and in a timely manner.
8. Explain how students’ questions on assignments/lessons/projects/examinations are referred to instructors/faculty or staff members qualified in the subject or field for review and comments.
Degree Programs:
9. Describe how students are informed of their academic progress and standing in the program on an ongoing basis.
10. Discuss the procedures used to ensure that degree candidates have met all graduation requirements.
11. Describe how the institution provides students with opportunities to achieve the stated learning outcomes in manners other than face-to-face communication with a student’s faculty advisor or major professor. As stated in C.9. Standard IV., such opportunities may include telephonic discussions, seminars, professional meetings, library resources including virtual library services, and online bulletin boards/chat rooms for communications with fellow students and faculty.
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12. Describe how the institution provides training and support to both students and faculty in the use of that technology. (C.9.)
13. Advanced Degrees: Describe how the appropriate support staff is available that is experienced in serving and/or has been trained to serve First Professional and Professional Doctoral degree program. (C.9.)
14. For students in Professional Doctoral programs, describe how a dissertation or project manual is provided. Explain how it contains guidelines that pertain to the preparation for and writing of the dissertation, for conducting a project, and for reporting of results. In addition, the program includes a provision for a pattern of scheduled student interactions with faculty and other resource persons throughout the program. (C.9.)
IV. B. Student Records: Essential, accurate student records are adequately and securely maintained and readily
accessible.
1. State what formal academic records are maintained and for how long on students and graduates. Provide
samples of these records in EXHIBIT 27.
2. Describe how the institution keeps a record of receipt, grading, recordings of the results, and return of examinations. Provide samples of relevant records in EXHIBIT 28.
3. Describe what procedures and computer systems are used for the security, maintenance, and protection of student records, and explain how they are readily accessible to authorized staff.
4. Describe transcript services, and attach a sample of a transcript (with student name deleted) in EXHIBIT
29.
5. Provide samples in EXHIBIT 30 of completion certificates, diplomas, or degrees awarded, and explain under what authority (e.g., board, charter, state authority, trade association, etc.) each one is issued.
6. Degree Programs: Explain the policies and procedures the institution has for keeping records on students’ academic progress (achievement of course and program learning objectives and outcomes, examination results, etc.). Verify that the policies and procedures are maintained in accordance with applicable professional requirements and state laws. (C.9.)
IV. C. Student Support Services: The institution provides support services relevant to the students enrolled, such
as financial aid guidance, counseling services, employment assistance and/or alumni services. (10/11)
1. Describe how the institution provides support services relevant to the students enrolled, such as financial aid guidance, counseling services, employment assistance and/or alumni services.
2. For programs that are vocationally oriented, submit information on the number of alumni working in
occupations related to the training they received.
Degree Programs:
3. Describe in detail the services for alumni, such as alumni newsletters, honor societies, associations, clubs, user groups, etc. Provide samples in EXHIBIT 31.
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4. Submit any other information available on the number of school alumni working in occupations related to the training provided. Document any employment in alumni services must be offered as claimed.
5. Describe how appropriate academic counseling services are available upon request.
6. If the institution offers first professional or professional doctoral programs, explain how it is meeting the requirements stated in C.9. Policy on Degree Programs, Program Administration.
IV. D. Student Complaints: The institution has policies and procedures for the purposes of responding to,
addressing, and readdressing, as appropriate, a complaint made by a student (see C.20. Policy on Complaints),
including one who has good reason to believe that the institution is not in compliance with DETC standards and
policies. (10/11)
1. Describe the institution’s policy and procedure for responding to, addressing, and readdressing, as
appropriate, a complaint made by a student. Provide a copy of the policy and summary of complaints in
EXHIBIT 32. 2. Explain how the institution’s complaint policy meets DETC requirements as stated in C.20. Policy on
Complaints. 3. Explain how the institution provides students the information on how and where they may file complaints
with DETC and other appropriate agencies.
4. Summarize and describe the nature of complaints from students received in the past 3 or 5 years (since your last DETC review), and how the institution has been able to resolve them.
V. STUDENT ACHIEVEMENT AND SATISFACTION
Preamble: The institution verifies/demonstrates student mastery of established learning outcomes, success and
satisfaction using valid and reliable assessment techniques that are administered regularly and
comprehensively.
V. A. Achievement of Student Learning Outcomes and Benefits: The institution articulates student learning
outcomes has a systematic and ongoing process for assessing student learning, provides documented evidence
that show that the results are used to improve programs, curricula, instruction, faculty development, and
services, and the results meet appropriate benchmarked standards. (Rev 8/11)
1. Provide evidence of an institution’s formal written plan for regularly conducting student learning outcomes assessment for all programs on an annual basis. Provide a copy of any outcomes assessment guides or plans in EXHIBIT 33.
2. Provide data for the institution’s outcomes assessments that demonstrate that the institution is fulfilling its
stated mission. Also provide specimen copies of any surveys the institution uses as part of its outcomes assessments in EXHIBIT 34.
3. Provide evidence that the results from the institution’s outcomes assessment meet appropriate benchmarked
standards, including DETC’s, as described in C.14. Policy on Student Achievement and Satisfaction.
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4. For programs for which the institution—or its representatives—have promised specific career or other benefits, give the percentage of students/graduates who have been successful in achieving the promised benefits, and explain how the data were gathered.
5. Provide evidence in EXHIBIT 35 supporting any advertised employment opportunities that will be
available for students/graduates for each program, and provide data and information on the employer acceptance of graduates of the institution’s program(s).
6. Provide tables in EXHIBIT 36 that describe the different areas assessed and the methods of assessments
and when they are used, and the various methods of assessment and how the institution interprets and uses the results. (See Policy C.14.)
7. Provide other data or cross-reference other sections of this SER that demonstrates that the institution
delivers to student the intended learning outcomes and benefits.
V. B. Student Satisfaction: The institution regularly collects evidence that students are satisfied with the
instructional and educational services provided.
1. Provide evidence of students’ ratings of the institution’s instructional and educational services and opinions
resulting from any satisfaction surveys. Include summaries of relevant survey results in EXHIBIT 37. 2. Describe how the student satisfaction data gathered above are used for quality control and improvement of
the program content, instruction, and educational services. 3. For vocational programs, provide evidence and data in EXHIBIT 38 from the student’s employer and third
party surveys and other instruments used to gather opinions on student performance. Include summaries and an analysis of the data.
4. Provide samples in EXHIBIT 39 of other institutional surveys of students taken during and/or upon
completion of individual courses/programs. Describe how survey results have been acted upon for program improvement.
5. Provide in EXHIBIT 40 the data requested and collected on the three required questions by the institution
as instructed in the “Policy on Student Achievement and Satisfaction” in Appendix C.14. in the DETC Accreditation Handbook.
6. Degree Programs: Describe how the institution has in place an on-going program to assess student achievement with respect to the stated degree program outcomes and must demonstrate how this on-going program has been used to enhance degree offerings and services. (C.9.)
(Note: As part of the institution’s application for accreditation, the Commission surveys 100 students from each
division within the institution. The Commission and on-site evaluators will review the student surveys to help
determine if the institution meets Standard V.B. The survey results from the Commission will be compared to the
institutional-administered surveys to establish the validity of the survey results.)
VI. C. Progress Through the Course/Program: The institution documents that students complete their studies at rates that compare favorably1 to those of similar courses/programs offered by similar DETC-accredited institutions.
1 “Compare favorably” means each course/program’s completion/graduation rate is within 15 points of the mean for courses/programs at similar DETC institutions. (Also refer to the “C.14. Policy on Student Achievement and Satisfaction.”)
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1. Provide data in EXHIBIT 41 on the institution’s completion/graduation rates of each course/program it
offers. Instructions on how to do this may be found in the C.14. Policy on Student Achievement and Satisfaction.
2. Describe any follow-up studies done on a continuing basis concerning student course completions and
program graduation rates. 3. Describe how these studies have been used to improve completion/graduation rates.
4. Degree Programs: Explain how the institution conducts measurement of graduation rates, professional
placement, career satisfaction, and other outcome measures on an ongoing basis and the results of these measurements must be readily available to interested parties in the institution’s research and data files. (C.9.)
VII. QUALIFICATIONS AND DUTIES OF OWNERS, GOVERNING BOARD MEMBERS, OFFICIALS,
ADMINISTRATORS, INSTRUCTORS/FACULTY, AND STAFF, AND REPUTATION OF
INSTITUTION
Preamble: The institution has competent and qualified owners, governing board members, officials,
administrators, instructors/faculty, and staff. The institution and its owners, governing board members, officials,
administrators, instructors/faculty and staff possess sound reputations. The institution encourages professional
growth of its faculty and staff, and has a succession plan. (Rev 10/11)
VI. A. Owners, Governing Board Members, Officials, and Administrators: The Owners, Governing Board
Members, officials, and administrators possess appropriate qualifications and experience for their positions and
roles and have demonstrated the ability to oversee institutional operations. The governing board members are
knowledgeable and experienced in one or more aspects of educational administration, finance,
teaching/learning, and distance study. The institution has policies that clearly delineate the duties and responsibilities of governing board members, officials, and administrators. Individuals in leadership and
managerial roles are qualified by education and experience. (Rev 10/11)
1. Give the name, position, and qualifications of the owner(s), governing board members, chief executive
officer (CEO), and top institution administrators, and explain how they are qualified to oversee or direct the institution’s operations. List their qualifications.
2. Explain how the governing board members are knowledge and experienced in one or more aspects of
educational administration, finance, teaching/learning, and distance study. 3. Provide the institution’s policies that clearly delineate the duties and responsibilities of governing board
members, officials, and administrators. 4. Document that individuals in leadership and managerial roles are qualified by education and experience. 5. Explain what experiences the CEO and top administrators have had in distance education administration
and methodology and any previous educational administrative positions. Explain how those positions helped prepare them for their current positions.
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VI. B. Chief Academic Officer and/or Department Heads: A qualified2 person serves as the chief academic officer or educational director. This person has overall administrative responsibilities for the educational
program(s), faculty/instructors, and a policy-making voice in advertising, sales, and collections. In large institutions, qualified department heads or persons with similar titles are delegated educational, editorial, and
research responsibilities within departmental subject fields.(rev 10/11)
2 qualifications for degree-granting institutions are described in C.9. Policy on Degree Programs.
1. List the qualifications in EXHIBIT 42 of the chief academic officer or educational director, and list the
previous positions he or she has held that are relevant for this position. Explain how the experiences of these prior positions have contributed to qualifying for this position.
2. Describe how the CAO and/or educational director has overall administrative responsibilities for the educational program(s), faculty/instructors, and a policy-making voice in advertising, sales, and collections.
3. In large institutions, describe how qualified department heads/deans or persons with similar titles are delegated educational, editorial, and research responsibilities within departmental subject fields.
4. Degree Programs: Explain how the institution has on its full-time staff, prior to enrolling students (a) a qualified Academic Dean, Department Chair, or Chief Learning Officer specifically for the doctoral degree program; and (b) qualified faculty members representing at least one-fourth of the total proposed degree program course offerings.
VI. C. Instructors/Faculty/Staff: The institution has a sufficient number of qualified instructors/faculty3 to give
individualized instructional service to each student. The institution maintains files containing the resumes and
official transcripts of its instructors/faculty. Faculty are carefully screened for appointment, and are properly
and continuously trained with respect to institution policies, learner needs, instructional approaches and
techniques, and the use of appropriate instructional technology. The institution has clear, consistent procedures
to evaluate faculty performance.
3qualifications for degree-granting institutions are described in C.9. Policy on Degree Programs.
1. Provide evidence that the institution has a sufficient number of qualified instructors/faculty to give individualized instructional service to each student. Provide the faculty-to-student ratios for each course. Provide resumes in EXHIBIT 43 (see sample on page 46).
2. Provide in a Table in EXHIBIT 44 (see sample on page 46) with the names and qualifications of each
instructor/faculty member (an academic/educational degree that is at least one higher than the degree awarded by the program in which he/she teaches and/or the appropriate specialized credentials). List the courses taught by each instructor/faculty, the hours they work per week, other professional experiences that qualify him/her for the position, any special training they have received in distance learning, and any activity in research, publishing, and/or involvement with the appropriate professional associations.
3. For each instructor/faculty, indicate in EXHIBIT 45 the:
a. Weekly = weekly hours of service rendered b. Educ. = extent of formal education c. Spec. Trng. = type of special training d. Exper. = experience qualifying him or her for the position e. Active = activity in trade and professional associations, unions, and professional writing
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4. Explain how the institution maintains files containing the individual credentials of instructors/faculty and how the institution validates individual resumes and transcripts. As a minimum, the institution must have an original transcript in its files for the person’s highest level degree earned.
5. Describe how faculty are carefully screened for appointment, and are properly and continuously trained with respect to institution policies, learner needs, distance learning andragogy, instructional approaches and techniques, and the use of appropriate instructional technology. Attach the stated policies and criteria in EXHIBIT 46 for instructor/faculty employment.
6. Demonstrate that the institution has clear, consistent procedures to evaluate faculty performance. Provide sample evaluations in EXHIBIT 47.
7. Provide copies of policy manuals or faculty handbook in EXHIBIT 48 that have been prepared for the guidance of instructional personnel. Explain any training programs provided the faculty/instructors.
8. If outside instructors/faculty, consultants, technical advisors, researchers, subject matter specialists, or other such individuals are used, explain the criteria for hiring them, identify who supervises them, and how they are supervised.
9. Explain how instructors/faculty assists in developing and updating instructional materials, especially course
content, and how instructors/faculty are used in the distance study portion of the course, i.e., in assignment/lesson and exam grading, telephone consultation with students, academic counseling, online instruction, course revision, development of study guides, etc.
10. Describe the contractual arrangements with the above individuals/groups, amount and type of service rendered by each one, and the method of compensation used for each one. Provide samples of contracts for such individuals/groups in EXHIBIT 49.
11. Describe the institution’s organizational guides for instructors/faculty and any tuition assistance and development programs for faculty.
12. Describe any professional development plan for the instructors and faculty.
13. Provide data on instructor/faculty turnover for the last three years and explain why this turnover occurred.
Degree Programs:
14. Provide evidence that each faculty member possesses an academic/educational degree that is one higher than the degree awarded by the program in which he/she teaches. In judging competence of faculty, consideration shall be given to the academic preparation and experience of each instructor and the faculty’s comparability to faculty of other appropriately accredited resident institutions. (C.9.)
15. Explain how the institution is meeting the requirement in C.9. Policy on Degree Programs, Standard VI: Qualifications of Instructors/Faculty.
16. Explain any exceptions that were made and documented for professionals whose experience and reputation qualified them for appointment as part-time or adjunct faculty members.
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17. Describe the policies and procedures for preventing and/or resolving faculty conflicts of interests and state where they are published and made available to all students. (C.9.)
VI. D. Reputation of Institution, Owners, Governing Board, Officials, and Administrators: The institution and its owners, governing board members, officials, and administrators possess sound reputations and possess a record of integrity and ethical conduct in their professional activities, business operations, and relations. (Rev 10/11)
1 Explain how the institution and its owners, governing board members, officials, and administrators possess a sound reputation and shows a record of integrity and ethical conduct in their professional activities, business operations, and relations. Has any individual above ever been debarred by federal or state authorities from participating in any funding programs?
2 State how the institution is free from any association with activity that could damage the standing of the
accrediting process, such as illegal actions, unethical conduct, or abuse of consumers. VI. E. Professional Growth: An institution demonstrates its interest in improving instruction through upgrading
faculty and staff. Faculty and staff are encouraged to become members of professional organizations, to review
and apply relevant research, to pursue continuing education or training in their respective fields, and to
enhance their skills in developing and using electronically delivered, online, or other forms of distance study.
1. Identify professional organizations with which the instructors/faculty and staff are affiliated, and explain their involvement with each.
2. List the names of instructors/faculty and staff and the relevant professional meetings they have attended during the past two years.
3. Explain how the staff is active in DETC activities. List any meetings attended, courses completed, etc.
4. State what training and self-development efforts are sponsored or are encouraged by institution’s management for the professional development of instructors/faculty and staff.
5. Describe any in-house training programs for instructors/faculty and staff. VI. F. Succession Plan: The institution has a written plan that outlines the process by which the leadership and management succession would be approached and realized. Identify specific people, committees, or boards that
would be responsible to carry on with the operation of the institution. The plan should be reviewed and revised on an
annual basis. (Rev 8/11) (moved from XII.C.)
1. Provide a copy of the management’s plan for succession in EXHIBIT 50. Outline the process by which the leadership and management succession would be executed.
2. Identify specific people, committees, or boards that would be responsible to carry on with the operation of
the institution. 3. Explain how the plan is reviewed and revised on an annual basis.
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VII. ADMISSION PRACTICES AND ENROLLMENT AGREEMENTS
Preamble: The institution’s admission practices and enrollment agreements conform to DETC Business
Standards and C.9. Policy on Degree Programs.
VII. A. Admission Practices: The admissions policies, requirements, and practices of the institution fully conform to
DETC Business Standard II.B. and C.9. Policy on Degree Programs.
1. Provide the institution and program admission requirements. Explain and document how the institution
discloses in writing the scope and nature of its courses/programs, and its educational and training objectives, and how the institution protects student privacy.
2. Document where the institution states that it does not discriminate in its admissions because of race, sex, color, creed, age, religion, or national origin n admitting students.
3. Explain the process for establishing the program admissions policies. Explain how the institution
establishes the qualifications that an applicant must possess to successfully assimilate the educational materials.
4. Describe how the institution takes reasonable measures to assure that the student has no physical limitation
that will prevent success in the program contemplated. Such measures may be: 1) the publication of a clear description of physical handicaps or disabilities which could prevent successful completion; 2) the inclusion of an appropriate question or questions on the admission application which will alert the institution to a potential problem and which would trigger further action by the institution; and 3) the requirement of a doctor’s statement in questionable cases. (C.9.)
5. Describe any evidence that shows that students who meet the minimum admission standards can achieve the announced objectives of the course/program. Explain how the institution determines with reasonable certainty, prior to acceptance of the applicant, that the applicant has been informed of and has proper qualifications to enroll in the course/program.
6. Explain the institution’s policy on admitting students still in high school or students within compulsory
school age, and document how the institution obtains permission from the appropriate, responsible parties that pursuit of the course/program will not be detrimental to any compulsory schooling.
7. Document how the institution makes certain that the applicant was informed that he/she had been accepted
into the program and that the official transcripts or required documentation must be received by the institution within one enrollment period not to exceed 12 semester credits, or the student will not be accepted into the program.
8. Explain what controls ensure that the admissions policy, requirements, and practices are consistently and
uniformly applied. If the institution enrolls a person not meeting established qualifications for admission, explain and document how it is keeping a record showing the reasons for acceptance of that person.
9. If a specific education level is required for institutional and/or program admission, explain how it is
determined, if any exceptions are made, and the basis for these exceptions.
10. Describe how educational requirements for admission are documented (e.g., diploma or transcript).
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11. Describe any policies and procedures used in evaluating previous education obtained through school enrollment.
12. Describe any policies and procedures that permit students to receive credit for prior non-school learning.
Provide a copy of the policy(ies) and procedure(s). 13. Identify the position of the person who makes acceptance decisions, including those in marginal cases, and
explain the criteria used in making these decisions. 14. Identify the principal reasons why students are denied admission by the institution or program. 15. Explain the policies and procedures for informing prospective students of any requirements for
governmental or other licensing, certification, or registration procedures, which apply directly or indirectly to the particular areas served by the institution’s programs.
16. Explain the procedure for students being admitted and registering online. Describe what documentation the
institution requires for online enrollment.
17. Explain if the institution provides incentives for making referrals. Document that any incentive does not exceed a nominal value (no greater than $100 per year). (6/11)
Degree Program(s)
18. Describe the admissions policies, procedures, requirements, and prerequisites.
19. Describe how the institution meets the requirements stated in C.9. Policy on Degree Programs, Standard VII: Admission Practices, including exceptional cases.
20. Describe how the institution’s admissions standards and process require that applicant students whose first language is not English (per C.9. Policy on Degree Programs, under Standard VII: Admission Practices). Explain how students must pass the TOEFL test with the minimum TOEFL scores for degree programs that are offered in English OR any of the other options as detailed in Policy C.9. Show how admissions records for degree program applicants’ accommodate the recording of the applicant’s TOEFL score or other scores.
21. Describe how any non-U.S. institution transcripts of degree seeking applicants that are not presented in
English are either evaluated by (a) an appropriate, competent third party service; or (2) are translated into English by a trained, qualified transcript evaluator fluent in the original language on the transcript. In either case, the evaluator or the service must have expertise in the educational practices of the country of origin. They must include an English translation, along with the original transcript. Both documents must be on file at the institution.
22. State the institution’s policies for transfer credits and explain how they are validated. Verify that the
institution is meeting the requirements in C.9. Standards VII. Admission Practices, Maximum Allowable Transfer Credit and Transfer Credit Policies.
23. Give the number of students in the last calendar/fiscal year who were awarded transfer credit into your
institution and the average number of credits awarded.
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24. State the institution’s policies and describe the validating procedures for credit for experiential learning and other non-school prior learning. Verify that it is meeting the requirements in C.9. Policy on Degree Programs, Standard VII: Admission Practices, Experiential Equivalent Credit.
25. Explain how the person who evaluates academic transcripts or portfolios of experiential learning are
properly qualified and trained for his/her assignments. 26. Give the number of students in the last calendar/fiscal year who were awarded credit for experiential
learning and other non-school prior learning and the average number of credits awarded.
VII. B. Enrollment Agreements (Contracts): The written enrollment agreement and/or other written enrollment
documents specify clearly the nature and scope of the course or program, the services and obligations of the
institution, and the responsibilities, obligations, financial and otherwise, of the student. Any changes in tuition,
fees, and course or program policies and procedures must be made applicable to all future enrollees, not those
currently enrolled. The institution must use a written enrollment agreement/contract that conforms to the
provisions of DETC Business Standards II. A. and II. B. Students must be given copies of these written
agreements/contracts and/or other written documents.
1. Provide sample copies of enrollment agreements/contracts in EXHIBIT 51 and show where the
cancellation and refund policy is printed. 2. Submit copies of any affirmation forms, telephone verification scripts, or other forms used to process
student applications, enrollment agreements, or contracts in EXHIBIT 52.
3. Describe the procedures for transmitting a copy of an enrollment agreement or contract to a student and for
handling any down payment. 4. Describe how sales representatives or recruiting personnel handle any registration or tuition receipts, and
describe procedures used to monitor such practices.
5. For online enrollments, describe how prospective students are presented the policy prior to submitting their application.
6. Describe how the shipping and handling charges are shown on the enrollment agreement or contract if separately charged.
7. Provide evidence that the institution is meeting Business Standards II.A. Provide the person(s) name who is responsible for ensuring compliance and reference any appropriate Exhibits:
The institution ensures that each applicant is fully informed of the rights, responsibilities, and
obligations of both the student and the institution listed in enrollment agreement before it is signed
by the applicant. (6/11)
The enrollment agreement is written in the same language as the language of the promotional presentation.
The institution provides the student with ready access to and a copy of the institution’s tuition refund policy. It also determines with reasonable certainty that the student has been informed of the policy prior to enrolling.
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The terms of the refund policy are clearly disclosed in the institution’s enrollment agreement, catalog, and website.
If a termination date is used on contracts, the date is, at a minimum, one and one half the projected time to complete the course(s) or the projected completion time plus 12 months, whichever is less.
The enrollment agreement is signed by the student and accepted by the institution. A copy of the
accepted enrollment agreement is made available to the student within 10 days of acceptance and
maintained as part of the student’s record. (6/11)
8. Degree Programs: Explain how the institution provides a clear statement concerning tuition and fee payments and the schedule for paying them must be included on the enrollment and admission forms. The statement also includes the projected maximum cost of the program where a student continues to the statute of limitations at the current tuition rate, but allows for acceptable tuition increases. (C.9.)
9. First Professional/Professional Doctoral Degrees: The enrollment form or agreement is unique for the First Professional degree program OR the Professional Doctoral Degree program. It includes a clear statement concerning tuition and fee payments and the applicable refund policy, and the schedule for paying them must be included on the enrollment and/or admission forms. (C.9.)
VIII. ADVERTISING, PROMOTIONAL LITERATURE, AND RECRUITMENT PERSONNEL
Preamble: The institution advertises its programs truthfully and has adequate control of its sales or recruiting
personnel
VIII. A. Advertising and Promotion: All advertising, promotional, and recruitment activities of the institution
fully conform to DETC Business Standard I.A. and B. and to this accreditation standard.
1. Describe the advertising and promotion programs of the institution, and explain who is responsible for the
philosophy and techniques used in the preparation of these programs.
2. Provide evidence that the institution is meeting Business Standards I.A. and I.B. Provide the person(s) name who is responsible for ensuring compliance and reference any appropriate Exhibits:
Business Standards I.A.
All advertisements, website copy or promotional literature with respect to the institution, its personnel, its courses and services, or the occupational opportunities for its graduates are accurate, clear, and readily accessible to the public and clearly indicate that training or education is being offered at a distance.
The institution’s name and street address must appear in catalogs, enrollment agreements, published promotional literature, websites, and official DETC listings (P.O. Box numbers are not considered physical addresses). At a minimum, all advertisements must include the city and state of the institution and/or the institution’s website URL or destination.
The word “guarantee” is not used in advertisements. The word “free” is not used to describe any item, service, or materials regularly included as part of the institution’s curricula offerings (see III.A).
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Testimonials and endorsements are truthful and current (less than 4 years old, except for those historical in nature). Signed student consent forms are kept on file.
Advertisements do not imply that employment is being offered and are placed in the appropriate place in media, e.g., under sections identified for education, training, or instruction.
Institution’s website makes available information on program requirements, course descriptions, tuition
and related costs, schedules, course delivery formats, and its catalog, prior to the collection of personal
contact information. (Rev 8/11)
The institution must disclose in its catalog and on its website information which accurately describes the institution and its programs. At a minimum, the institution must disclose to prospective students, prior to enrollment, the admission policies, description of its programs, grading policies, appropriate technology requirements, statement of all fees and tuition, refund policy, and contact information including hours of operation and holiday schedules. Degree-granting institutions must include items listed in C.9. Policy on Degree Programs.
Institution discloses on its website, its enrollment forms, and in its catalog that the acceptance for transfer of its academic credits is determined by the receiving institution.
The institution routinely provides reliable, current and accurate information to the public on their
website on its performance, including student achievement, as determined by the institution. (8/11)
The institution does not provide the names of other institutions as triggers for their own sponsored links on Internet search engines.
Any incentives offered to prospective students to enroll do not exceed a nominal value of $100.
Business Standards I.B.
The institution refers to its accredited status as, “Accredited by the Accrediting Commission of the Distance Education and Training Council” “Accredited by the DETC Accrediting Commission,” “accredited member of DETC” or “DETC Accredited.” An institution may use the term “accredited programs,” “accredited courses,” and/or “nationally accredited” when referring to its individual programs, courses, and/or institution. (Rev 10/11)
The word “accredited” is not be used in conjunction with certification programs.
Courses and programs are approved by DETC before the institution advertises them or enrolls students. (8/11)
The institution states its accredited status in its catalog and on its website. DETC’s name, address, and telephone number is published in the institution’s catalog, along with a link to DETC’s website (www.detc.org). (Rev 10/11)
The institution only refers to DETC’s recognition by the U.S. Department of Education as, “The Accrediting Commission of the Distance Education and Training Council is listed by the U.S.
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Department of Education as a nationally recognized accrediting agency.”
The institution only refers to DETC’s recognition by the Council for Higher Education Accreditation as, “The Accrediting Commission of the Distance Education and Training Council is a recognized member of the Council for Higher Education Accreditation.”
The institution publicly corrects any misleading or inaccurate information it releases on its
accreditation status, contents of reports of the examining committee from accreditation-related visits,
and/or actions taken by the Accrediting Commission with respect to the institution. (10/11)
3. Explain any discounts, premiums, or cash awards made to individuals who refer other prospective students.
4. Provide evidence in EXHIBIT 53 supporting any advertised employment opportunities that have been or are available for graduates/completers of each program. Demonstrate how advertisements do not imply that employment is being offered and are placed in the appropriate place in media, e.g., under sections identified for education, training, or instruction.
5. If outside advertising agencies are retained, explain how the advertising copy is reviewed and controlled by the
institution. Describe procedures in place to ensure that any third party lead providers or referral companies comply with DETC Business Standards.
6. Supply copies in EXHIBIT 54 of all advertising and promotional literature; telephone, radio, and TV sales scripts; Web site information; and mailing pieces used within the last 12 months to invite inquiries from prospective students or to inform of institutional programs. (These items should also be on display and available for viewing during the on-site visit. Website URLs must also be presented, and if special user I.D. or passwords are required, please provide them for members of the DETC Examining Committee.)
7. Supply copies in EXHIBIT 55 of all sales letters, printed materials, and catalogs mailed or delivered to individuals on a direct mail basis or in response to inquiries from prospective students. (To ensure conformity with the DETC Business Standards, refer to Appendix A of the DETC Accreditation Handbook.)
8. Describe how advertising and promotional budgets are established for any given fiscal period, and tell what percent of the institution’s total operating budget is used for advertising and promotional purposes.
9. Degree Programs: State whether the institution’s catalog contains all of the required elements per C.9. Policy on Degree Programs, Standard VIII: Advertising Requirements.
10. Describe how the institution permanently archives its catalogs. (C.9.)
11. Verify that no direct or implied promise is given that it is easy to earn the degree or that it is easy to earn in a short period of time. (C.9.)
VIII. B. Control and Monitoring of Student Recruitment Personnel*: The institution’s policies and practices
in the hiring, training, monitoring, managing, and evaluating of all recruiting or sales personnel fully
conform to DETC Business Standard II.C. and to this accreditation standard.
(*Any personnel, including employees or contractors, who enroll prospective students (e.g., telemarketers, enrollment advisors, etc.)
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1. Describe the selection criteria and procedures used in screening, recruiting, and hiring recruiting personnel.
2. Explain how the institution has full responsibility for the actions, statements, and conduct of its student recruitment personnel, including any required licensures or registrations.
3. Explain and document how the institution adequately trains its student recruitment personnel (including
providing them with a sales manual or materials covering applicable procedures, policies and presentations) and provides them with accurate information concerning employment, remuneration, and a signed written agreement. Supply in EXHIBIT 56 copies of current manuals and letters and bulletins provided for guidance with recruiting. Include copies of all training manuals, scripts, or guidelines used.
4. Describe how the institution maintains appropriate and current records on its student recruitment personnel.
5. Describe how the institution routinely monitors for compliance with standards its student recruitment personnel,
including any independent organizations providing prospective applicants names to the institution. (6/11) 6. Describe how recruiting personnel are supervised, monitored, and evaluated. Show evidence that each recruiter
clearly understands and takes seriously the “Code of Ethics for Student Recruitment Personnel of the DETC” as stated in the DETC Business Standards, and that copies of the signed “Code of Ethics” are kept in the appropriate files.
7. Describe the selection criteria and the training, supervision, and monitoring process of any other outside agencies
or persons (other than the institution’s sales personnel) used to solicit prospective students.
8. Describe any direct mail, telemarketing, or other marketing methods used by recruiting personnel and other outside agencies or persons.
9. If sales recruitment personnel are employed, answer the following:
- Number of sales personnel; - Number that are full-time; i.e., the institution provides the sole source of income; - The title used to designate sales personnel; and - Average length of service.
10. Provide copies in EXHIBIT 57 of any studies and/or records of institutional trends in compensation levels,
turnover, supervisory ratio, and number of complaints about sales recruitment personnel. Provide a complete description of all the sales recruitment personnel compensation plans used. Provide the percent of turnover for the institution’s sales force for the last two years, and state what the average length of service is for sales recruitment personnel and sales supervisors, if any.
11. Document how student recruitment personnel (including telemarketing staff) comply with applicable federal and state laws, including any industry guides issued by the FTC, and how the institution checks to make certain they do not: (1) use any title that indicates special qualifications for career guidance, counseling, or registration; and (2) place advertisements without the appropriate written authorization from the institution.
12. Explain how the student recruitment personnel’s written agreement with the institution spells out the
responsibilities, rights, and provisions of both the institution and the student recruitment personnel. Supply copies of sample written agreements/contracts with student recruitment personnel in EXHIBIT 58.
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13. Describe the policies and procedures used to license and bond student recruitment personnel in the various states.
14. Explain how student recruitment personnel are informed of and kept up-to-date on changing relevant federal and
state laws. 15. If recruitment supervisors are used, report the number of such supervisors, criteria used to select and evaluate
them, and the number of persons whom they supervise. 16. If the sales organization is large, describe what policies and procedures are used to ensure the ethical conduct of
sales recruitment personnel and sales supervisors, if any. 17. If the institution has a sales organization, give the following information for each office in the sales organization:
a. Name of office e. Amount of salary or compensation b. Address of office f. Added incentives c. Name of supervisor g. Territory covered d. Dates of employment h. Number of sales recruitment personnel
IX. FINANCIAL RESPONSIBILITY
Preamble: The institution can document that it is financially responsible and can meet its obligations to
students. It can document two years’ of continuous, sound and ethical operations. It has qualified and capable
persons controlling its financial matters. The institution can demonstrate that it will continue to operate as a
going concern for the benefit of students, is not exposed to undue risk, and is capable of producing accurate and
timely financial information. It can prove that its name is reputable and free of taint.
IX. A. Financial Practices: The institution shows, by complete, comparative financial statements covering its two most recent fiscal years, that it is financially responsible and that it can meet its financial obligations to provide
quality instruction and service to its students. (Financial statements must be prepared “in conformity with
generally accepted accounting principles.”) The institution has budgeting processes that demonstrate the current and future budgets are sufficient to allow the institution to accomplish its mission and goals. (Rev 10/11)
1. Submit copies in EXHIBIT 59 of the institution’s, or in the case of corporate-owned institutions the
parent’s, comparative annual financial statements for the last two fiscal years, including a Balance Sheet, Income Statement, Statement of Cash Flow, and Explanatory Notes. Financial statements must be prepared “in conformity with generally accepted accounting principles.” This includes the use of the accrual method of accounting. (See the “Policy Financial Statement” in C.10. Policy on Financial Statements in the DETC Accreditation Handbook.) If the parent’s financial statements do not include operating statements for the institution itself, separate institution statements should also be included.
2. Submit a copy of the “Letter of Financial Statement Validation” in EXHIBIT 60 per C.10. Policy on
Financial Statements. 3. Submit a copy of the Teach-Out Commitment in EXHIBIT 61 using the appropriate form in Appendix E in
the DETC Accreditation Handbook (3 or 4) completed and signed by the ultimate owner or corporate entity accepting all obligations for the fulfillment of agreements made with students.
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4. Describe the budget-making process used by the institution and document how budgets are sufficient to allow the institution to accomplish its mission and goals successfully.
5. Describe how current assets are sufficient to meet the current liabilities, and describe any cost
control/analysis systems used. Demonstrate that there are sufficient current assets to handle a teach-out of students?
6. State if the institution or any corporate owners ever declared bankruptcy. If the institution is a small
corporation (less than $10 million), sole proprietorship, or partnership, then the institution must state if the individual owners, officers, directors, or governing board members have ever declared bankruptcy for any educational institution or business in which they were a principal.
7. Describe what reserves are kept for honoring future service obligations, bad debts, and refunds. 8. Explain how the accounts payable (numbers, amounts, and age) reflect sound financial responsibility and
management. 9. Describe how inventories of instructional materials for programs are adequate for current and future
servicing requirements. 10. Describe the extent and allocation of insurance coverage. Explain if there have been any significant claims
made in the past 3 to 5 years. 11. For an institution with resident training program(s), explain what liability coverage is available for students
at resident training sites.
IX. B. Financial Management: Individuals who oversee the fiscal and budgeting processes are qualified by
education and experience. The institution must have adequate administrative staff for effectively operating, and at least one person who is qualified and able to prepare accurate financial reports in a timely manner. Internal
auditing trails and controls are in place to ensure finances are properly managed, monitored, and protected. Adequate safeguards are in place to prevent unauthorized access to online and on-site financial information.
(Rev 10/11)
1. Identify and provide the appropriate qualifications of the person(s) that demonstrate that he/she is qualified by
education and experience to prepare accurate financial reports in a timely manner. Explain if these people are bonded if required by state law. List any bonding or insurance retained to insure against fraudulent conduct.
2. Describe the institution’s internal audit trails and controls that are in place to ensure finances are properly
managed, monitored, and protected.
3. Describe what financial polices and procedure the institution has in place to ensure that its finances and financial data are properly managed, monitored and protected, including the prevention of unauthorized access to online and on-site financial information.
IX. C. Financial Sustainability and Stability: The institution can demonstrate that it maintains adequate
administrative staff and other resources to operate effectively as a going concern and is not exposed to undue or
insurmountable risk. Any risk that exists is adequately monitored, manageable, and insured. (Rev 10/11)
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1. Describe how the institution maintains adequate administrative staff and other resources to operate effectively, including the ability to continue to operate in the event of a nature disaster and/or financial calamity.
2. Explain how the institution is not exposed to and is protected from any undue or insurmountable risk. 3. If any risk exists, describe them and explain how it is monitored, managed, and insured against. 4. Describe what safeguards are in place to prevent unauthorized access to online and on-site financial
information. Explain what security systems are in place to deter theft, sabotage or other threats. IX. D. Financial Reporting: Financial statements are prepared in accordance with DETC Standards and Policies
including C.10. Policy on Financial Statements. An independent CPA’s audit or review report accompanies
these statements, and a written plan is provided that documents how the institution can resolve any challenges
or anomalies identified in the CPA’s report.
1. Describe the qualifications and experience of the institution’s independent auditing firm. 2. Include copies of the auditor opinion letters that accompany the institution’s financial statements in
EXHIBIT 62. 3. Describe any deviations from DETC C.10. Policy on Financial Statements or GAAP principles that the
independent auditor felt had to be taken in conducting the institution’s audit. 4. For any challenges, anomalies or threats facing the institution and which have been identified by the
independent audit firm, describe how the institution is addressing and resolving them, and include the institution’s written plan.
5. Degree Programs: The institution documents with its financial statements that it has sufficient liquid
assets to provide for a staff and faculty of unqualified merit that characterizes a quality-focused degree-awarding college or university. There are adequate funds readily available for attracting superior faculty, in-service training, a high level faculty to learner interactivity, faculty research, continuous improvement of curricula and services. (C.9.)
IX. E. Demonstrated Operations: In all respects, accredited institutions must document continuous sound and
ethical operations, as well as the necessary resources to accommodate demand and to ensure all learners
receive a quality educational experience. Applicant institutions must document two continuous years of sound
and ethical operation under the present ownership and with the current programs offered as a bona fide
electronically delivered, online, or other delivery method of distance study. This documentation shall show that
the name being used by the institution is free from any association with activity that could damage the
reputation of the DETC accrediting process, such as illegal actions, fraud, unethical conduct, or abuse of
consumers. (Rev 10/11)
1. Document that the institution has had at least two continuous years of experience/operation as a distance study institution under the current ownership and with the current programs. Provide evidence that the institution offers instruction predominately at a distance.
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2. Describe how the institution has achieved two years of sound and ethical operation for its most recent operating period. State that the name of institution is free from any association with activity that could damage the standing of the accreditation process.
3. Describe how the institution’s inventories of texts, kits, and other instructional materials are maintained,
and discuss how inventory levels are kept current.
4. Demonstrate that the institution has the allocation of resources to the advanced degree program does not detract from the other offerings of the institution. (C.9.)
X. TUITION POLICIES, COLLECTION PROCEDURES, AND REFUNDS
Preamble: The institution has fair and equitable tuition, collection, and cancellations/refund policies.
X. A. Tuition Policies (An institution that does not charge tuition need not complete this section.): Tuition policies are in keeping with the provisions of the DETC Business Standards Section III.A.
1. Describe how the following is verified: Institutions must use Total Course Price in preparing enrollment
agreements, calculating refund amounts and collecting student accounts. Total course price includes charges for tuition, registration, educational services and instruction. Total Course Price also includes earned financial charges, and any fees that are charged to all students for required services, such as proctoring, technology access, and library services. Costs expended for normal shipping and handling are not subject to refund (after the expiration of the 5 calendar day cooling-off period).
2. Provide evidence that the institution is meeting Business Standards III.A. Provide the person(s) name who is responsible for ensuring compliance and reference the appropriate Exhibits:
The costs expended for optional or special services, such as expedited shipment of materials, experiential portfolio assessment, or other optional services such as dissertation binding, must be disclosed effectively to prospective students and are not subject to refund (after the expiration of the 5 calendar day cooling-off period).
High Schools and degree-granting institutions employing an admissions review process may charge a one-time non-refundable fee not to exceed $75.
If the institution requires or permits students to purchase textbooks or other required materials separately, the institution must make available to the student on its website, catalog, or enrollment agreement “a best effort estimate” of the costs of the textbooks and materials needed for successful
completion of course/program. If an institution is participating in Title IV programs, it must disclose
accurate course material information, including ISBN and retail prices. The institution’s textbook
pricing policy for new or used textbooks must be fair to students. (Rev 6/11)
The total course price for any program must be the same for all persons, with the exception of discounts for well-defined groups.
Any variation in Total Course Price must be bona fide. This applies to scholarships, limited time institution aid grants, discount offers, special prices, or announcements of price increases, all of which must occur during a specified period and must state a specific date of execution or termination. The
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Total Course Price may be varied, and special discounts or payment plans be offered, as long as the Total Course Price remains the same for all enrollees during a specific period of time.
The institution must disclose to students on the enrollment agreement any additional charges to the student associated with verifying student identity.
3. State whether the total program/course price is the same for all students at a given time (except for allowable discounts). Provide samples of discounts used in the last 12 months.
4. State if price discounts have a published termination date.
5. Explain how any aptitude tests and student contests are administered and how the results are used and related to price discounts.
6. Describe any scholarship programs, indicate the sources of funds for them, identify who selects the
recipients, and list the criteria used in selection. X. B. Tuition Collection Procedures: Tuition collection practices and procedures are fair. They encourage the
progress of students and seek to retain their good will. The institution exercises its right to protect its finances
through collection practices in keeping with sound and ethical business standards. Such practices take into
account the comparable rights and interests of the student. Collection procedures also conform to DETC
Business Standard Section III.D.
1. Describe in detail the policies and procedures for the institution’s collection of tuition. 2. Supply a complete set of all sample notices and collection letters used by the institution in EXHIBIT 63.
3. If outside collection agencies are used, provide the name and address of each agency used, and provide
copies of the signed contract(s) with each agency and collection procedures used by it. 4. Provide in EXHIBIT 64 a sample of the written ethical standards furnished by the institution to any outside
collection agencies. 5. Demonstrate that collection notices, letters, forms, and telephone scripts used by collection agencies
conform to ethical business practices. Include samples used by each agency in EXHIBIT 65. 6. If outside collection agencies are used, state the percentage of accounts that are turned over to such
agencies. 7. Explain how the institution monitors each outside agency’s adherence to its collection policies and
procedures in conformance with DETC Business Standards and these accreditation standards. 8. Explain how collection policies and practices encourage the student to continue with the program of study.
X. C. Tuition Refund Policies: The institution recognizes that there are legitimate reasons why enrolled students may not be able to complete their programs with benefit to themselves. Accordingly, the institution has a policy
for equitable tuition adjustments or refunds in such cases that conform to DETC Business Standards Section
III.B. and III. C. Records are maintained on tuition refunds and enrollment cancellations to provide a reference
source for management analysis.
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1. Describe the policies and procedures used in the settlement of students’ accounts in cases where there are legitimate reasons why the enrolled students may not be able to complete the program with benefit to them. Provide documentation of refunds and how they are calculated in EXHIBIT 66. Include a copy of the refund template used.
2. Explain how refunds to students are made within 30 days after date of request and identify where it is stated
that a student may cancel “in any manner.” 3. Explain the procedure used by the institution for a student who has paid in full but no longer wants to
submit assignments/lessons for grading but wants to receive all of the instructional materials. 4. Describe any institutional or program policies relating to the release of kits to students and the students’
return of equipment, including any tuition payment policies that apply to the kits or equipment. Include examples of how students are informed of these policies.
5. If students are permitted to acquire published textbooks separately, state the policy that applies to this
procedure. 6. For the 12-month period covered by enrollments and completions represented in the institution’s profile
(Institutional Summary Profile), compile a table in EXHIBIT 67 listing these statistics for each program/course of study:
a. Name of Course/Program = Name of each course or program b. Ref. Req. = Number of students who requested refunds c. Ref. Appr. = Number of refund requests approved by the institution d. Ref. Denied = Number of refund requests denied by the institution e. Days to Appr/Deny = Average number of days to approve or deny refund requests f. Days to Remit = Average number of days to remit refund after request was made g. # of Ref. = Total number of refunds remitted to students
Sample Table for Refunds
Name of Course/Program
Ref. Req.
Ref. Appr. Ref. Denied
Days to Appr/Deny
Days to Remit
# of Ref.
7. Show the institution’s refund schedule and how refunds are calculated. For example, what would be the refund due a student who had just completed the third assignment/lesson in a 12-assignment/lesson course? What about four assignments/lessons or five or six or none?
8. Refer to the exhibit and highlight where the refund policy is stated on the enrollment agreement/contract.
9. List all legal actions or other formal investigations initiated against the institution by students during the last two years because of refund or other financial issues, and indicate briefly the current status and/or disposition of each. Also list any legal actions initiated against students by the institution.
10. List any local, state, and/or federal government agency (such as the Federal Trade Commission) or consumer agency investigations and/or actions taken against the institution in the past five years. Include complaints received from non-government bodies such as CHEA, Better Business Bureaus, Chambers of Commerce, etc.
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11. State if the institution operates under any local, state, or federal government consent decrees and/or orders and/or voluntary assurances of compliance. Describe fully.
XI. FACILITIES, EQUIPMENT, SUPPLIES, AND RECORD PROTECTION
Preamble: The institution has adequate facility, equipment, supplies, and record protection.
XI. A. Facilities, Equipment, and Supplies: The institution maintains sufficient facilities, equipment, and supplies
to achieve its mission and goals and support its programs and future growth. A written plan exists to maintain
and upgrade facilities, equipment, and supplies. The plan states the resources that will be budgeted to support
its goals. Buildings, workspace, and equipment comply with local fire, building, health, and safety regulations
and are adequately equipped to handle the educational program(s) of the institution. (Rev 10/11)
1. Explain and document how the institution maintains sufficient facilities, equipment, and supplies to achieve its mission and goals and support its programs and future growth.
2. Provide a copy of the institution’s written plan to maintain and upgrade facilities, equipment, and supplies, and explain what resources are budgeted to support the plan’s goals.
3. Document that the buildings, workspace, and equipment comply with local fire, building, health, and safety
regulations and are adequately equipped to handle the educational program(s) of the institution.
4. Provide a basic floor plan in EXHIBIT 68 indicating the occupant/activity in each area, and explain how workspace is functional, hygienic, safe and satisfactory.
5. Describe any special purpose equipment, first aid equipment, computers, record systems, or other
technologies used, and indicate which equipment is owned or leased.
6. Describe any disaster recovery plans developed by the institution.
XI. B. Record Protection: Institutional financial and administrative records and students’ educational records are maintained in a reasonably accessible place and are adequately protected as long as they are likely to be
needed. Protection may be by: (1) an active fire suppression system, or (2) passive protection using two-hour
rated files or vaults for hard copy files/records, or (3) using off-site back up files for electronic files/records.
Other records are maintained in accordance with current educational, administrative, business, and legal
practices.
1. Describe the organization and management of the administrative office(s) responsible for maintaining financial, administrative, and student records. Explain how financial, administrative, and student records are maintained, stored, and retained.
2. Describe how long student educational records are kept and how they are kept legible and accessible. If electronic records are used, explain how the systems are back-up and adequately protected.
3. Describe the type of equipment or other means used to protect financial, administrative, and student records from vandalism, theft, damage, or fire. Describe how paper files are protected in fire-proof filing cabinets or a fire suppression system; and how the electronic files are back up off-site.
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XII. RESEARCH AND SELF-IMPROVEMENT
Preamble: The institution conducts continuous planning, evaluation, research, and self-improvement studies
and appropriately applies their results.
XII. A. Planning and Evaluation: An accredited institution has a written plan that is designed to identify internal
and external trends and patterns, optimize opportunities, address challenges, reflect on achievements, and
maintain quality. The planning enables the institution to improve services to students, ensure the professional
growth of its instructors/faculty and staff, and provide for the long-term quality and growth of the institution. The institution collects and analyzes data on a systematic, consistent basis to monitor the status and
effectiveness of the plan and evaluates its full range of services.(Rev 8/11)
1. Describe how the institution has a written plan that is designed to identify internal and external trends and patterns, optimize opportunities, address challenges, reflect on achievements, and maintain quality. Provide a copy of the institution’s written plan in EXHIBIT 69.
2. Explain how the planning enables the institution to improve services to students, ensure the professional
growth of its instructors/faculty and staff, and provide for the long-term quality and growth of the institution.
3. Describe how the institution collects and analyzes data on a systematic, consistent basis to monitor the status and effectiveness of the plan and evaluates its full range of services. In particularly discuss how results of the institution’s outcomes assessments have been incorporated into the plans for self-improvement.
4. Explain how the institutional improvement plans the institution has or will undertake for its long-term development, improvement, or expansion of its curriculum and services for its students, instructors/faculty, and staff.
5. Explain how the plan contributes to improving institutional quality and provides adequate and realistic
growth of the institution and the personnel needed to support the growth, as well as the finances needed.
6. Identify and briefly describe the major strengths and weaknesses of the institution.
7. As candidly as possible, describe the significant challenges currently facing the institution. State how the process of DETC self-evaluation has helped to clarify/identify these challenges as well as other major issues or problems. Describe what plans have been developed to meet these challenges and solve these problems and the process(es) for implementing solutions.
8. List, in order of importance, those activities or innovations undertaken in the past five years/most recent
strategic planning cycle considered particularly worthy of notice by the Examining Committee.
9. State what institutional problems, actions, or policies should be emphasized to the Examining Committee as examples of significant institutional achievements in quality distance study.
10. Discuss the ways in which the institution has contributed to the overall advancement and enhancement of the
field of distance study in the past five years.
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XII. B. Research and Self-Improvement: An accredited institution shows evidence of continuous progress and self-
initiated efforts to improve operations and educational offerings and services. Sound research procedures and
techniques are used to measure how effectively the stated institutional mission, goals, and objectives are being
met.
1. Identify who is responsible for conducting and/or overseeing research activities.
2. If appropriate for the institution, identify what basic/scholarly/pure research studies have been done or are being done by instructors/faculty and staff and explain the benefits or intended benefits for the researchers’ fields of study and/or the institution.
3. Describe any systematic research, evaluation, and quality controls carried on for institutional improvement.
4. Explain how the institution evaluates its programs and services.
5. Describe any analytical studies in terms of their characteristics, background, progress, etc.
6. Submit any other material or data giving evidence of present efforts to extend and/or improve the institution.
7. Degree Programs: Explain how the institution demonstrates improvement and upgrading by membership and active participation in professional associations; application of recent research results in both the academic and clinical/practical portions of the program; and continuing study and practical experience in the profession, related subject areas, adult education, and distance education.
Share any comments on the process of self-evaluation or accreditation the institution would care to offer, and list any suggestions for improvement of the process. Also, list any additional questions for the “Guide to Self-Evaluation Report” that would help present the merits of the institution, and list/identify those questions that could be modified or deleted in the “Guide.”
# # #
Revised November 2011
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Sample for Course Data for EXHIBIT 4
Price
$3
50
*
Com
p.
Doc/Crs
3
Max. to
Com
p
3 m
os.
Hrs/
Credit
Hou
rs
13
5
Grade
d
4
Act. S
tu.
30
0
New
Stu.
25
0
Lst. Revised
20
02
1st E
nroll
Oct
Title
Accountin
Legend to Table with
Course Data (EXHIBIT 4)
Title = title of course.
1st Enroll = date (month, year) first student enrolled.
Lst. Revised = date course was last revised.
New Stu. = number of new students enrolled in the last full calendar/fiscal year.
Act. Stu. = number of students presently actively studying.
Graded = number of school-evaluated assignments, lessons, or examinations per course.
C Hrs. = total hours or credit hours typical enrollee must spend to complete the course. Explain in a footnote the method used to determine hours.
Max. to Comp. = maximum number of months students are allowed for completing the course.
Comp. Doc./Crs. = type of completion documents (e.g., diploma, certificate) or credits awarded. Typically, 1 credit equals 45 hours.
Price = total course price (tuition, fees, books, equipment, etc.). Indicate if books are included in the price.
*Price does not include books.
Please total #new students and
#active students’ columns.
B.1. – Guide to Self-Evaluation Report DETC Accreditation Handbook – 2012
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SAMPLE TABLE FOR EXHIBIT 5
• Title = Title of degree program.
• Credits = Number of credits required to earn the degree.
• Gen. Ed. = Number of General Education credits required for degree.
• Avg. Yrs. = Average number of years it takes to complete the degree.
• Date 1st enroll = Date the 1st student was enrolled in the degree program.
• Deg. Awd = Number of degrees awarded since the beginning of program.
• # Enroll = Number of students enrolled in the program since it began.
• # Act. = Number of students actively studying.
• Price = Cost of the full degree program.
Sample of Table for Degree Programs
Title Credits Gen.
Ed.
Avg.
Yrs.
Date
1st
enroll
Deg.
Awd
#
Enroll
# Act. Price
Bachelor of Science in Computer Technology
126 60 6 1986 2,526 5,000 450 $18,000
TOTAL Please total # Enroll & # Active Students
Legend:
Title = Title of degree program
Credits = Number of credits required to earn the degree
Gen. Ed. = General Education credits required to complete the degree
Avg. Yrs. = Average number of years it takes to complete the degree
Date 1st enroll = Date the 1st student was enrolled in the degree program
Deg. Awd = Number of degrees awarded since beginning of program
# Enroll = Number of students enrolled in the program since it began
# Act. = Number of students actively studying
Price = Price for the full degree program
DETC Accreditation Handbook – 2012 B.1. – Guide to Self-Evaluation Report
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SAMPLE EXHIBIT 9
Associate of Science in Computer Technology Your Institution ACT Institute
(DETC)
EXY
University
(Nationally)
University
of State
(Regional)
University of
ZXY
(Regional)
Program Objectives Describe your program here
Number of Credits for degree 60 60 62 60 60
Core Courses 36
General Education 15
Electives 9
Course titles:
-Information systems Mgt Required Required Required
-Info Systems Analysis and Design
Required Required Required
Etc.
B.1. – Guide to Self-Evaluation Report DETC Accreditation Handbook – 2012
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Sample of Table for Courses and
Faculty (Exhibit 43)
Sample of Qualifications of Faculty/Instructors (Exhibit 44)
Activity in
research,
publishing or
professional
associations
Pu
bli
shed
bo
ok
,
The
Organizational
Mind and DE
Special training in
distance learn
ing
Cer
tifi
cate
in
On
lin
e T
each
ing
and
Lea
rnin
g,
Un
iver
sity
of
Wis
con
sin
-
Ex
ten
sio
n
Other
Professional
Experience
Qualifying
him
/her for
position
Pre
sid
ent
of
CP
A f
irm
Ad
jun
ct
Pro
fess
or,
Un
iver
sity
of
To
ron
to
Weekly
hours
32
(P
T)
40
(F
)
Courses
Taught
BA
M 1
05
–
Intr
o t
o
Bu
sin
ess
BA
M 1
10
–
Intr
o t
o
Acc
ou
nti
ng
BA
M 2
23
–
Pri
nci
ple
s o
f
Eco
no
mic
s
PS
Y 1
02
Intr
o t
o P
SY
PS
Y 1
50
Hea
lth
PS
Y
Justification
for any
exceptions
made for lack
of required
degree
Form
al
Education
(institution &
earn
ed degrees)
B.S
. in
Bu
sin
ess
Ad
min
istr
atio
n,
Bo
sto
n
Un
iver
sity
M.B
.A.,
Un
iver
sity
of
Mar
yla
nd
B.A
. in
Psy
cho
log
y,
Un
iver
sity
of
Mai
ne
M.A
. S
oci
olo
gy
,
Mic
hig
an S
tate
Un
iver
sity
Ph
.D.
Psy
cho
log
y,
Instru
ctor/
facu
lty
Name
Mr.
Jo
hn
Do
e
Dr.
Mar
y
Sm
ith
Ratio of
Students to
Instructors
1:8
5
1:3
0
Number of
Active
Students
340
150
Instructors/Faculty
Mr.
Joh
n D
oe
Mr.
Fra
nk
Wri
gh
t
Mr.
To
m S
mit
h
Mr.
Wil
liam
Bob
Mr.
Joh
n D
oe
Dr.
Sal
ly R
oth
Dr.
Won
g H
ung
Name of Course
BA
M 1
05 –
Intr
od
uct
ion t
o B
usi
nes
s B
AM
11
0 –
Intr
od
uct
ion t
o A
ccoun
tin
g
BA
M 2
23 –
Pri
nci
ple
s o
f E
cono
mic
s
DETC Accreditation Handbook – 2012 C. – Policies
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C. DETC Policies
Content
Policy Index
1. Policy on Substantive Change and Notification
2. Policy on Change of Mission, Goals, and Objectives
3. Policy on Change of Ownership/Management
4. Policy on Change of Location or Administrative Site
5. Policy on Course/Program Approval
6. Policy on Combination Distance Study-Resident Programs
7. Policy on New Combination Programs/Training Sites
8. Policy on Bankruptcy
9. Policy on Degree Programs
10. Policy on Financial Statements
11. Policy on Change of Marketing Approach
12. Policy on a Readiness Assessment
13. Policy on Re-Accreditation
14. Policy on Student Achievement and Satisfaction
15. Policy on Institutions Participating in Title IV Programs
16. Policy on Special Visits
17. Policy on International Activities
18. Policy on Annual Reports
19. Policy on Non-Private Institutions
20. Policy on Complaints
21. Policy on Required Institutional Documents
22. Policy on Information Provided to the U.S. Department of Education
23. Policy on Credit Hours
24. Policy on Non-U.S. Institutions
25. Policy on Change of Name
26. Policy on Pilot Programs
27. Policy on Teach-Out Plans
28. Policy on Petitions and Waivers
29. Policy on Contracting for Educational Delivery
30. Policy on High School Programs
C. – Policies DETC Accreditation Handbook – 2012
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Policy Index
Circumstance Policy
Adding or Revising Degree Program(s) C.5.
Adding or Revising Vocational Program(s) C.5.
Adding or Revising High School Program C.5.
Annual Reports C.18.
Bankruptcy C.8.
Change in Location C.4.
Change in Marketing C.11.
Changing Method of Delivery C.5.
Change in Mission, Goals and Objectives C.2.
Change in Name C.25.
Change of Ownership/Management C.3.
Combination Program (Distance Study-Resident) C.6. & C.7.
Complaints C.20.
Contracting for Educational Delivery C.29.
Contracting with Non-U.S. Institutions C.17.
Credit Hour C.23.
Degree Programs C.5. & C.9.
Doctoral Degrees C.5, C.9
Financial Statements C.10.
First Professional Degrees C.5. & C.9.
High Schools C.30
Information Provided to U.S. Department of Education C.22.
Initial Visit C.5.
International Activities C.17.
New Combination Program C.7.
New or Revised Courses/Programs C.5.
New Training site C.7.
Non-Private Institutions C.19.
Non-U.S. Institutions C.24.
Not Meeting Obligations C.16.
Outcomes Assessment C.14.
Petitions C.29
Pilot Programs C.26
Reaccreditation C.13.
Readiness Assessment C.12.
Required Institutional Documents C.21.
Revising courses or programs C.5.
Special Visits C.16.
Substantive Changes and Notifications C.1.
Teach-Out Plans C.27
Title IV C.15.
Waivers C.28.
DETC Accreditation Handbook – 2012 C.1. – Policy on Substantive Change and Notification
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1. Policy on Substantive Change and Notifications
It is the duty of DETC Accrediting Commission to make certain that any substantive change undertaken by an
accredited institution does not adversely affect its capacity to continue to meet DETC’s Accreditation Standards. All
“substantive changes” must be reported to the Commission. An institution must obtain the Commission’s approval
before the change in the institution’s scope of accreditation will be granted. The Commission will consider approving
requests based on evidence that the proposed change does not adversely affect the capacity of the institution to
continue to meet the DETC’s standards, policies, and procedures.
The individual policy (as indicated in parentheses) provides detailed information on the actions required by the
institution to properly notify the Commission.
The Accrediting Commission’s definition of “substantive change” includes the following types of changes:
1. Any significant change in the established mission, goals, and objectives of the institution; (C.2.)
2. Any change in the legal status, form of control, or ownership/management of the institution; (C.3.)
3. Any change in location or new administrative site(s); (C.4.)
4. The addition of courses or programs that represent a significant departure from existing offerings of educational
programs from those that were offered when the institution was last evaluated; (C.5.)
5. The addition of courses or programs of study at a degree or credential level different from that which the
institution was offering when it was accredited or re-accredited; (C.5.)
6. A change or variation of credit hours; (C.5.)
7. Change in method of delivery since the last evaluation of the institution (C.5.);
8. An increase or decrease in the number of credit hours awarded for successful completion of a course or program;
(C.5. see under “Revisions”) (10/11)
9. Any additional location (training site) geographically apart from the institution’s main facility; (C.7.)
10. Any change or addition of a training site; (C.7.)
11. Any significant changes in marketing activities, e.g., using sales representative for the first time; (C.11.)
12. An intention to seek to establish eligibility to participate in Federal student financial assistance programs; (C.15)
13. Any contract where an institution certified to participate in Title IV enters into a contract with another institution
or organization not certified to participate in the Title IV programs wherein it offers more than 25 percent of one
or more of the accredited institution’s educational program. (C.15.) (10/11)
14. Any changes in international activities, including recruiting or partnerships with institutions undertaken outside
the U.S. by an institution headquartered in the U.S. (C.17). (10/11)
15. Any significant changes in the institution’s financial condition; (C.18.)
16. Any significant growth or decline in enrollments and/or programs; (C.18.) (10/11)
17. Any change in the institution’s name; (C.25.) (10/11)
18. A plan to close the institution; (C.27.) (10/11)
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Action
Substantive changes in an institution that would cause an institution to be required to undergo a special visit (see
C.16. Policy on Special Visits) or a new comprehensive accreditation review would include, but not be limited to,
any proposed or actual change that the Commission judges to:
• diminish the capacity of the institution to comply with the Standards of Accreditation
• have a deteriorating impact on the quality of curriculum, services or faculty
• be a significant departure from the institution’s current mission and goals when it was last accredited
• be a significant negative impact on an institution’s financial stability
• negatively impact the reputation of the institution or the Commission
• represent a violation of state or federal laws
• result in a deleterious effect on students
• other likely impacts the Commission may judge serious enough to warrant a special visit or a new
comprehensive review of the institution.
The Commission monitors an institution’s enrollment and program growth or decline through the use of the
institution’s Annual Report (as described in C.18. Policy on Annual Reports). If an institution reports “significant
growth or decline” in its enrollments and/or programs over the past year, it will be reported to the Commission. The
Commission will take appropriate action to assess the institution’s ability to maintain compliance with any of the
Standards for Accreditation. (10/11)
When the Commission determines that any of the “substantive changes” listed above may diminish the capacity of
the institution to comply with the Standards of Accreditation, the Commission will take appropriate action, including,
but not limited to, requiring the institution to undergo a comprehensive evaluation. Refer to the appropriate policies
(as indicated in parentheses) as to the reporting requirements, timelines, visit requirements, and other notifications.
In addition, proposed changes to an institution may be so substantial that the Commission may consider that the
institution to which it granted accreditation has effectively closed and a new institution is proposed to open. After
affording the institution the opportunity to provide information about the changes and whether sufficient continuity
of the accredited institution will be maintained, the Commission may act to require a total re-evaluation of the
institution or to withdraw the accreditation and require the institution to re-apply for accreditation. (12/11)
The Commission allows for due process as noted in the individual policies by providing reasonable time for
institutions to comply with its request for information and documentation. In all cases, the Commission will allow the
institution sufficient time to respond to any findings before any final decision regarding the institution’s accredited
status is made. (10/11)
Notifications
The institution must inform the Commission immediately of any actions it plans to take itself—or actions taken
against it by other agencies—if those actions have the capacity to affect the reputation of the Commission, the
institution’s good standing with the Commission and/or its acceptance by the public. This includes the institution’s
satisfactory (to the Commission) resolution of any complaints in a forthright, prompt, amicable, and equitable
manner. In instances where prior approval of a substantive change is granted, an effective date will be indicated. The
effective date will not be retroactive, and it must be within 30 days of the Commission’s final decision of the
requested substantive change (except for changes in ownership). See C.2. Policy on Change of Ownership for details.
DETC member institutions should make periodic contact with the DETC staff to apprise them of governmental and
media actions which may affect their institution or the Commission.
Revised December 2011
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2. Policy on Change of Mission, Goals, and Objectives
As stated in C.1. Policy on Substantive Change and Notification, any significant change in the mission, goals, or
objectives of an institution is considered a “substantive change” and prior approval is required before the change may
be included in the institution’s grant of accreditation.
The Commission requires each institution to review its institutional mission, goals, and objectives and to modify
these as necessary for the effective delivery of the institution’s educational programs. If an institution determines that
a substantive change to its mission, goals, or objectives is necessary, it must demonstrate its ability to support the
proposed change.
A significant alteration in the institution’s established mission, goals, or objectives may signal a change throughout
the institution as it relates to its efforts to increase student enrollments and the consequent need to increase staff and
facilities. It may signal a change in course/program objectives, course/program content, admission criteria, and other
significant areas of operation in order to attract a greater number of students.
Examples of a substantive change of an institution’s mission, goals, or objectives is where a non-degree institution
decides to become a degree-awarding institution, or where an institution decides to offer curricula or programs in a
totally new discipline (e.g., adding business training to an art school), or where an institution wishes to offer instruc-
tion to new markets.
Because the institution’s accreditation is predicated upon the institutional mission, goals, and objectives reported at
the time of its accreditation, the Commission wants to determine if the changes being considered will have an adverse
affect on the institution’s capacity to continue to meet the Standards of Accreditation.
Action
When a significant change in institution’s mission, goals, and objectives is undertaken, a Change of
Mission/Goals/Objectives Report must be prepared and submitted to the Accrediting Commission within 30 days of
the final adoption. In the report, particular attention should be given to how the changes affect the institution’s ability
to meet each of the Accreditation Standards.
The Change of Mission/Goals/Objectives Report must include the following: (10/11)
- Approval from the state (or applicable regulatory agency). If the state does not require approval,
documentation from the agency to that effect must be submitted.
- A comprehensive and detailed description of the change of mission, goals, and objectives including
assessment of the need to change its mission, goals and/or objectives.
- A description of the impact of the change on the current courses/programs of the institution to include a
description of the underlying capacity to support curricular change and the institution’s ability to remain in
continuous compliance with accrediting standards.
- Revised institutional assessment plan and/or strategic plan which describe the institution’s strategies and
timelines for implementing the change of mission/goals/objectives. Minutes from meetings of the board of
directors or other governing body in which the changes were discussed and adopted must be included.
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- Detailed narrative and plan regarding changes to the capacity and infrastructure and financial resources that
have been implemented or secured to support the new mission/goals/objectives and/or program offerings.
- Detailed timeline for any new program(s) being developed as a result of the change of
mission/goals/objectives and the plan for implementation.
The Commission will review the report, and it may require a revised Self-Evaluation Report, an on-site visit, or both.
If the Commission deems that an on-site visit is necessary to verify that the institution continues to meet the
standards, the visit must take place within six months of the initial change. The Commission may grant a time
extension when it deems it is for a “good cause” (see E.17. Glossary for definition). (10/11)
The Accrediting Commission reserves the right to order a comprehensive review of an institution at any time it has
concerns that the institution is not in compliance with the DETC’s standards, policies, and/or procedures. (10/11)
In all cases, the Commission will allow the institution sufficient time to respond to any findings before any final
decision regarding the institution’s accredited status is made. (10/11)
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3. Policy on Change of Ownership/Management
As stated in C.1. Policy on Substantive Change and Notification, any change in the legal status, form of control, or ownership/management of an institution is considered a “substantive change” and prior approval is required before the change may be included in the institution’s grant of accreditation. (10/11)
Accreditation does not automatically follow the institution when all or a majority share of its interests are sold, or when an institution undergoes major management changes. If the new ownership wishes to continue the institution’s accreditation, it must advise the Commission before the change is made, and the proposed new ownership must be approved by DETC, and it must undergo a comprehensive on-site review as an institution operating within the changes that a new owner or management might initiate.
Definitions A “change in legal status” is defined as a change in the legal definition of the company or corporation, which is typically defined by the state or U.S. government, such as changing from a for-profit to a non-profit. “Control” is the ability to direct or cause the direction of the actions of an institution. Examples of change of “form of control” are: the sale of all or majority interest of the institution’s assets; sale or assignment of the controlling interest of the voting stock of a corporation that owns the institution or that controls the institution through one or more subsidiaries; merger or consolidation of the institution with other institutions; or an independent corporation owning an institution that becomes a subsidiary of another corporation with a different ownership. A “change of ownership” is defined is any transaction or combination of transactions that would result in a change in the control of an accredited institution. A “change of management” is defined as the replacement, since the last accreditation examination, of the senior level executive of the institution, e.g., President or CEO. (10/11) To ensure a successful transfer of accreditation through a change of ownership, the institution’s proposed new owners, governing board members, and administrators must possess sound reputations and show a record of integrity and ethical conduct in their professional activities, business operations, and relations. The proposed new owners, board members, officials, and executive staff must have records free from any association with any misfeasance, including, but not limited to, owning, managing or controlling any educational institutions that have entered bankruptcy or have closed with students having been disadvantaged as a result.
Action Changes of Ownerships Notification Prior to the Sale or Change: A minimum of 30 days before the change is proposed to take place; an institution seeking to change ownership must submit E.14. Application for a Change of Ownership, and include the application fee and the Change of Ownership Notification Report (see below). Upon review of the Application and the Change of Ownership Notification Report, the Commission may take one of the following actions: 1. Approve the transfer of ownership and order a follow-up on-site visit within six months; (Rev 12/11) 2. Defer the matter for further consideration; 3. Withdraw the accreditation under the new ownership; or (6/11)
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4. Take any other action deemed appropriate pursuant to Commission policies and standards. Failure to obtain prior Commission approval of the transfer of ownership as required will result in the expiration of accredited status of the institution as of the date that the change of ownership occurs. When a sale is contemplated, the new owner must take immediate steps to obtain DETC approval. Failure to do so will result in loss of accreditation status. Following the initial approval of change of ownership, the Commission will order that a Change of Ownership Report and a site visit as a condition of the initial approval. The on-site visit must take place within six months of the Commission’s approval. For the purposes of continuing the accredited status of an institution, the effective date of a change of ownership is the date that the Commission makes its initial approval decision on the ownership change. (10/11 and 12/11) In the case where an institution is authorized and is participating in Title IV Federal student aid programs, where continuation of Federal eligibility is contingent upon uninterrupted accreditation, advance notice is required. The institution assumes the responsibility of ensuring timely notification and timely submission of reports to DETC in order to facilitate a seamless transfer of ownership and continuation of institutional eligibility. Please note that the U.S. Department of Education has very time-sensitive regulations regarding change of ownership for institution’s participating in Federal student aid programs. (10/11)
The Accrediting Commission will not accredit a distance study institution with a franchise, distributorship, or simi-lar sales arrangement. While “independent contractors” may be used by institutions on an individual basis in con-formity with all of the DETC Business Standards, the use of a separate layer of management organization such as a franchise or distributorship does not meet the intent of the standards. Any distance education institutions or programs owned or offered by the acquiring owner are subject to the “all or none rule.” All accredited distance education activities of an ownership must become accredited, or none may be. If a new owner owns or operates other distance education institutions, those institutions must receive accreditation within two years of the change of ownership or accreditation may be withdrawn. (10/11)
The institution must be properly licensed, authorized or approved by the applicable state educational institution authority. The institution must conform to all provisions of applicable laws and regulations. The Accrediting Commission reserves the right to order a comprehensive review of the institutions at any time it has concerns that the institution is not in compliance with the DETC’s standards, policies, and/or procedures. Change of Ownership Notification Report: The institution must submit include the following in its Change of Ownership Notification Report:
- Curriculum Vitas or resumes of the principals and senior managers of the acquiring entity.
- Description of any felony convictions for any of the principals or senior managers of the acquiring entity.
- Complete description of how the change will be executed and the financial details involved (e.g., share transactions, payments, etc.).
- Current financial statements of the acquiring entity, which must include an audit or reviewed statement prepared by an independent CPA in accordance with GAAP.
- Full description of any other educational institutions with which the principals of the acquiring organization have been involved, including full details on the accredited status and the operating history of such institutions.
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- Full discussion of any of the acquiring institutions’ or their principals’ involvement with any institutional closures, bankruptcies or loss of accreditation or state license or loss of Federal Student Financial Aid eligibility.
The institution must provide sufficient information to allow an assessment of its projected financial stability and responsibility under the proposed new ownership and by explaining the financing of the proposed transaction. The proposed new ownership will be evaluated on these factors (among other information the Commission may receive):
• Do the institution’s proposed new owners, governing board members, and administrators possess sound reputations and show a record of integrity and ethical conduct in their professional activities, business operations, and relations?
• Do the proposed new owners, board members and executive staff have records free from any association with any misfeasance, including, but not limited to, owning, managing or controlling any educational institutions that have entered bankruptcy or have closed with students having been disadvantaged as a result?
*“New owners” include the names of the acquiring organization, institution, corporation, venture capital firm and the names of their principals, chief executives and chief operating officers of all the above.
• The results of a background check of the acquiring organization’s owners, officers, which may include, but not be limited to, DETC surveys of State educational oversight agencies, Federal departments and agencies, consumer protection agencies, checks on the credit history, prior bankruptcy, criminal background, debarment from Federal Student Aid Programs, the closing of educational institutions in which they were owners, managers or principals, or the loss of accreditation or state approval to operate an educational institution? (The costs of such background checks will be borne by the acquiring organization.)
Additional consideration may be required if the background of the proposed owners or managers raises questions concerning compliance with DETC Standard VI.A. as to their qualifications, the proposed ownership change raises concerns as to the soundness of the financial structure of the institution or other concerns arise regarding the institution’s compliance with accrediting standards. A proposed transfer of ownership will be approved only if it is determined by the Commission that the proposed new owners and managers have records of integrity and the capability to own and operate a DETC accredited institution in accordance with DETC Standards VI.A. and VI.D. that under the new ownership the financial condition of the institution will remain sound with sufficient resources for the operation of the institution and discharge of obligations to students, and that the institution will otherwise remain in continuous compliance with all accrediting standards.
Post-Change of Ownership Examination
After a proposed change of ownership has been approved by DETC, and the transaction has been made final, the institution must submit a Change of Ownership Report and undergo an on-site within six months of the date of the sale or change closing.
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Change of Ownership Report: The institution must include the following in its Change of Ownership Report:
- Updates of the information provided in the Change of Ownership Notification Report;
- Provide documentation that the institution is properly licensed, authorized, or approved by the applicable state educational authority.
- Provide any changes that have occurred due to the change of ownership in the institution’s previously submitted Self-Evaluation Report. For example, in addressing Standard I.A. Description of the Mission, Goals, and Objectives, the institution should explain whether the institution’s mission and objectives have or will change. In addition to reflecting the impact of a change of ownership the institution should pay special attention to the following sections:
I. Mission, Goals, and Objectives: Are any changes being made to the institution’s mission, goals, and objectives as a result of the change of ownership? If so, what are they and how are they being instituted? Discuss how the revised mission, goals, and objectives are widely circulated and readily access to students, faculty, staff and other stakeholders. (10/11)
VI. Qualifications and Duties of Owners, Governing Board Members, Officials, Administrators,
Instructors/Faculty, and Staff: Give particular emphasis on qualifications of the educational director and the chief administrator. Discuss any new courses/programs that may be added and the addition of any new instructors/faculty and staff.
VII. Admission Practices and Enrollment Agreements: What changes are being made to admissions standards? Supply copies of new enrollment forms.
VIII. Advertising, Promotional Literature, and Recruitment Personnel: Will there be a change in marketing approach? If so, explain fully. How will sales representatives/recruitment personnel, if any, be controlled? What is the background of the head of marketing?
IX. Financial Responsibility: What is the financial impact of the change of ownership or change of management? What future impact is anticipated? State if any of the new corporate owners ever declared bankruptcy. If the institution is a small corporation (current assets of less than $100,000), sole proprietorship, or partnership, then the institution must state whether the individual owners, officers, or directors have ever declared bankruptcy for any school or business they owned. Discuss any conditions of the sale or change of ownership/management that may have a financial impact on the institution.
XI. Facilities, Equipment, Supplies, and Record Protection: State if and how the new owners/management plan to expand, and show how facilities, equipment, and supplies are adequate to accommodate this expansion.
XII. Research and Self-Improvement: Discuss the new owners/management’s long-range plans for the institution respective to courses, facilities, technology, and number of enrollees. Provide a revised Strategic Plan.
The Commission will review the institution’s Change of Ownership Report, the Chair’s Report on Change of Ownership, and the institution’s response to the Chair’s Report and make one of the following decisions: 1) continue the institution’s accreditation under the new ownership; 2) defer the matter for further consideration; 3) withdraw the accreditation under the new ownership, or 4) take any other action deemed appropriate pursuant to
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Commission policies and standards. The Commission will notify the institution within 30 days of its final decision. (10/11)
Change of Management Notification (10/11)
When an institution makes a change in management, as defined as the replacement of the senior level executive of the institution, e.g., President or CEO, since the last accreditation examination, it must notify the Commission as soon as possible prior to the change. The institution must provide a full explanation as to when the change in management is being made, why it is being made, and how the change will affect the institution’s capacity to continue to meet all of DETC Standards of Accreditation, specifically Standards VI.A. and VI. D.: Standard VI.A. The Owners, Governing Board Members, Officials and Administrators: The Owners, Governing Board Members, officials and administrators possess appropriate qualifications and experience for their positions and roles and have demonstrated the ability to direct institutional operations and evidence overall stability of institutional operations. The governing board members are knowledgeable and experienced in one or more aspects of educational administration, finance, teaching/learning, and distance study. The institution has policies that clearly delineate the duties and responsibilities of governing board members, officials, and administrators. Individuals in leadership and managerial roles are qualified by education and experience.
Standard VI.D. Reputation of Institution, Owners, Governing Board, Officials, and Administrators The institution and its owners, governing board members, officials, and administrators possess sound reputations and possess a record of integrity and ethical conduct in their professional activities, business operations, and relations. The institution must provide documentation on the qualifications of the new management and a summary of his/her job description. Upon review of the Notification the Commission may approve the change of management; defer the matter for further consideration; or take any other action that it deems appropriate, including requesting a comprehensive review of the institution. The Commission will notify the institution within 30 days of its final decision.
Change of Legal Status Notification (10/11)
When an institution changes its legal status as defined as a change in the legal definition of the company or corpo-ration, which is typically defined by the state or U.S. government, such as changing from a for-profit to a non-profit, or from an S Corporation to a LLC, it must notify the Commission within 30 days prior to the change. The institution must provide a full explanation as to when the change of legal status is being made, why it is being made, and how the change will affect the institution’s capacity to continue to meet all of the DETC Standards of Accreditation. For example, if the institution is changing from a for-profit to a non-profit status, what impact will this change have on management, students, programs, marketing, financial stability, etc. The institution must provide sufficient information to allow an assessment of its projected financial stability and responsibility under the proposed new legal entity and explain the financing of the proposed transaction.
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Upon review of the notification the Commission may approve the transaction, defer the matter for further consideration; or take any other action that it deems appropriate, including requesting comprehensive review of the institution. The Commission will notify the institution within 30 days of its final decision.
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4. Policy on Change of Location or New Administrative Site
As stated in C.1. Policy on Substantive Change and Notification, any change in the location or addition of a new administrative site is considered a “substantive change” and prior approval is required before the change may be included in the institution’s grant of accreditation. (10/11) When an institution decides to move to a new location, however close to the original site, or add a new Administrative Site, it is necessary for an Examining Committee member to visit the new site and for the Accrediting Commission to approve the new site. This policy applies when any previously approved location (headquarters or administrative offices) is affected or a new Administrative Site is added. (When a training site is moved, refer to C.7. Policy on New Combination Distance Study—Resident Programs.) Action An institution must notify the Executive Director by submitting an Application for Change of Location or New Administrative Site (E.15.) and $500 processing fee at least 30 days before the change or new location takes place. Before accreditation can be affirmed for the new location, the institution must prepare a Change of Location or New Administrative Site Report, undergo an on-site visit, and receive approval from the Commission. (10/11) An on-site visit must take place within six months of the change of location or addition of a new administrative site. The Accrediting Commission will review and give careful consideration to the institution’s Change of Location or New Administrative Site Report and the Examining Committee’s Report on the site visit. If the Committee’s Report is favorable, the Commission may grant its approval. The Commission will provide written notification within 30 days of its decision. (10/11)
The Commission may require the institution to make changes that are recommended in the Examining Committee’s Report. The institution will be provided a copy of the Examining Committee’s Report on the change of location on-site visit, and an opportunity to respond affirmatively to any required actions that may be listed in the Report prior to the Commission’s consideration of the Report.
The Accrediting Commission reserves the right to order a comprehensive review of an institution at any time it has concerns that the institution is not in compliance with the DETC’s standards, policies, and/or procedures. (10/11) Change of Location or New Administrative Site Report
When the new site is established or the move is completed, the institution must submit an electronic Change of Location or New Administrative Site Report. The Report must address the following Standards:
II. Educational Program Objectives, Curricula and Materials III. Educational Services IV. Student Support Services VI. C. Faculty/Instructors/Staff VIII. A. Advertising and Promotion IX.C. Financial Sustainability and Stability
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IX.E. Demonstrated Operation XI. A. Facilities, Equipment, and Supplies XI. B. Record Protection
The Change of Location or New Administrative Site Report must be signed and dated by the institution’s President. The Report must include a narrative and supporting documentation when appropriate on the following: 1. Background on the institution (structure of the institution, date founded by whom, date first accredited, former
address, what programs are offered, number of students, number of staff members, etc.). 2. The date and reason(s) for the relocation or new administrative site.
3. Name, address, and telephone number of the new site. II. Educational Program Objectives, Curricula, and Materials
4. A description of any changes in courses/programs resulting from the relocation or establishing a new
Administrative Site. III. Educational Services
5. Provide information on any significant changes to educational services resulting from the relocation or
establishing a new administrative site. IV. Student Support Services
6. Provide information on any significant changes in student support services resulting from the relocation or
establishing a new administrative site. VI. C. Instructors/Faculty and Staff
7. A report on changes that have been made to the institution’s staff and faculty (provide resumes of new faculty
and state what courses they are teaching). VIII. A. Advertising and Promotion
8. Provide information on changes to any advertising and promotional materials (including website) showing the
new address, phone numbers, etc. IX.C. Financial Sustainability and Stability
9. Evidence that the institution is maintaining adequate administrative staff and other resources to operate effectively as a going concern and is not exposed to undue or insurmountable risk. Any risk that exists is adequately monitored, manageable, and insured. (10/11)
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IX.D. Demonstrated Operation.
10. Evidence that the institution is or continues to be properly licensed, authorized, or approved by the applicable
state educational institutional agency.
11. Provide an updated DETC Teach-Out Agreement form (E.8. or E.9), which includes the institution’s new address.
XI. A. Facilities, Equipment and Supplies
12. Evidence that the institution is maintaining sufficient facilities, equipment, and supplies to achieve its mission
and goals and support its programs and future growth. (10/11) 13. A description of the new location that should include a picture, diagram, and floor plan of the facilities. 14. A copy of the lease or deed for the site.
15. Evidence of professional liability, property, and general liability for the institution. Provide a copy of the
“Certificate of Liability Insurance.” 16. Full information on the office equipment and record keeping storage system showing that the new location is
capable of handling the administrative requirements and the educational program of the institution.
17. A copy of a certificate of occupancy permit or any other documents required by local officials for operating the institution at the new location.
18. A description of any relevant documentation evidence of compliance with fire codes. Provide a copy of the fire
inspection report.
19. Provide documentation of the fire exit plan, fire suppression plan, and first aid equipment in use at the location. Describe other emergency procedures in place for the protection and safety of employees.
XI.B. Record Protection
20. Information on how records are maintained, protected, stored, and retained at the new location. Describe fully the hardware and software capabilities, and explain how vital records are protected from theft, fire, flood, earthquakes or other natural disasters.
21. Provide information on how long student records are kept, and if they are legible and accessible.
22. Explain how the institution is meeting DETC’s requirements for keeping official documents as described in C.21. Policy on Required Institutional Documents. (Any document that contains a signature, seal, certification, or any other image or mark required to validate the authenticity of its information must be maintained in its original hard copy or in an imaged media format. An institution may maintain a record in an imaged media format only if the format is capable of reproducing an accurate, legible, and complete copy of the original document. When printed, the copy must be approximately the same size as the original document.)
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23. If applicable, detail how the institution is maintaining documents electronically. Provide evidence that the institution documents the procedures and provides audit trails to serve as the record that the images were created properly and validated.
24. If applicable, describe the migration plan may needed to ensure that the information in the images can be
accessed through the retention period of the records. Revised October 2011
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C.5. Policy on Course/Program Approval
As part of its accreditation process the DETC Accrediting Commission conducts evaluations of course/program
materials in accordance with the procedures outlined below. This policy covers which programs need to be submitted
for initial and reaccreditation; what the institution must submit when adding, revising or changing a program
(including changing the method of delivery), and acquiring courses/programs; how programs should be submitted,
and the approval process. All course/program materials will be expended in the review and will not be returned to the
institution.
Accrediting Commission fees will be assessed per subject specialist for course/program reviews (see E.1. Fees). All
fees must be paid prior to Accrediting Commission consideration. DETC will send an invoice for each review. Please
do not send payment in curricula shipment boxes.
Curriculum reviews can take a minimum of six weeks to complete. Based on the initial comments and findings of the
subject specialist, the report may be sent to the institution for its response, and back to the subject specialist for a
follow-up review. The subject specialist report and any other follow-up reviews will be sent to the Commission for
review at its next meeting. The Accrediting Commission meets four times per year to approve new courses/programs.
The Accrediting Commission reserves the right to request additional information from the institution at the time of its
meeting before considering approval of a course or program. (10/11)
Please Note: The Commission will not consider any course/program approvals when an institution is under a Show
Cause or when the Commission’s actions have been deferred, unless the proposed submission is necessary in order
for the institution to come into compliance with the specific directive of the Commission. (10/11)
Courses/programs must be approved before they can be offered. An institution is prohibited from advertising or
posting on its website information regarding the course/program before it has received approval.
Subsequent to approval, the Accrediting Commission may suspend approval of any program and require the
institution to demonstrate compliance with accreditation standards and policies within a specific timeframe. The
Commission also reserves the right to order a comprehensive review of an institution at any time it has concerns that
the institution is not in compliance with DETC’s standards, policies, and/or procedures.
There are Templates for all the course/program reports on DETC’s website (www.detc.org). Select the “Member
Services” tab and “Templates” (sign in using the word “guest” for both your user name and password).
For institutions adding degree programs, please also see DETC C.9. Policy on Degree Programs.
Section A: Degree Granting Institutions
1. Institutions Seeking Initial Accreditation
Once the institution is “deemed ready” to move ahead in the process, it must submit at a minimum half (50%) of the
curriculum (courses) for each degree program offered after it is “deemed ready” to move forward in the process. In
selecting the curriculum materials to be submitted to DETC, the representative courses should be:
1. broadly and fairly representative of the curriculum for the entire degree program;
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2. selected from each level (i.e., 100, 200, 300, or 400) of the degree program; and
3. in different subject areas that fairly represent the complete program (i.e., general education, electives, core
courses, etc.).
In addition, for each degree program offered, the institution must send a Degree Program Report (template on
DETC’s website).
2. Institutions Seeking Re-accreditation
For degree-awarding institutions, if an institution offers 15 or fewer degree programs, it must submit five of its
programs. If there are fewer than five degree programs, all must be submitted.
For institutions offering more than 15 degree programs, the institution must submit a minimum of one-third of its
total number of degree programs offered. In selecting the curriculum materials to be submitted to DETC, the
representative degree programs should:
1. be broadly representative of all of the institution’s offerings
2. be in different fields of study
In addition, for each degree program submitted, the institution must send a Degree Program Report (template on
DETC’s website). The institution must also send a minimum of three complete courses that specifically cover
subject matter directly related to the degree program’s primary objectives (including required textbooks, quizzes,
examinations, assignments, projects, etc.). The courses selected for submission must be representative of the subject
matter/discipline in the degree area—courses in the actual discipline not general education and/or orientation courses.
3. Accredited Institutions (degree)
Additions:
• Adding a New Degree Program (in similar areas): Accredited institutions that already have degree-awarding
approval at the same degree level and/or in similar program areas may request an approval of a new degree program
by submitting: 1) A Degree Program Report (template on DETC’s website); and 2) A minimum of three complete
core courses (not general education or orientation courses) that have been specifically developed for the proposed
degree program (including required textbooks, quizzes, examinations, assignments, projects, etc.).
• Adding New Degree Program (in new area): Adding a new degree program that represents a significant
departure from existing offerings of educational programs from those that were offered when the institution was last
evaluated is considered a “substantive change.” When adding a new degree program in a new area, the institution
must submit: 1) Degree Program Report (template on DETC’s website) and all required documentation, and 2) a
minimum of half (50%) of the complete courses within the program. In selecting the curriculum materials, follow
instructions under number 1 above. The institution must also undergo a follow-up on-site visit by an examining
committee within one year of the first enrollment to verify that the institution meets the requirements stated in C.9.
Policy on Degree Programs. In preparation for the on-site review the institution must submit a streamlined and
updated Self-Evaluation Report, which addresses the following Standards as they specifically apply to the new
degree program(s): Institutional Profile; I, II, III, IV, VI, VII, and VIII.
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• Adding New Degree Program at Different Level: Adding a new degree program at a level above or below the
programs presently being offered is considered a “substantive change.” The institution must have approval before
students may be enrolled. For example, if an institution currently offers degrees in criminal justice, and now would
like to add a degree program in health management or currently offers Master’s programs and would like to now
offer Bachelor’s, or vice versa. The institution must submit: 1) Degree Program Report (template on DETC’s
website) and all required documentation, and 2) a minimum of half (50%) of the complete courses within the
program. In selecting the curriculum materials, follow instructions under number 1 above. The institution must also
undergo a follow-up on-site visit by an examining committee within one year of the first enrollment to verify that the
institution meets the requirements stated in C.9. Policy on Degree Programs. In preparation for the on-site review the
institution must submit a streamlined and updated Self-Evaluation Report, which addresses the following Standards
as they specifically apply to the new degree program(s): Institutional Profile; I, II, III, IV, VI, VII, and VIII.
• Adding a Professional Doctoral Degree: The institution must submit E.5. Application for Doctoral Degree
Programs, plus one set of curricula materials (including all texts, study guides, and all virtual or printed instructional
materials) for a minimum of 30 semester hour credits or one-half of the total required semester credits for the degree
program. The course materials selected must be representative of the entire program and of the full range of delivery
media used. The institution must also submit the full curriculum outline/program of instruction for the entire degree
program(s), including a scope description for each course and a list of the principal learning outcomes/educational
objectives for each course in the program. Institutions should consult C.9. Policy on Degree Programs when working
on this submission. The institution must also undergo an on-site visit by an examining committee within one year of
the first enrollment to verify that the institution meets the requirements stated in C.9. Policy on Degree Programs. In
preparation for the on-site review the institution must submit a streamlined and updated Self-Evaluation Report,
which addresses the following Standards as they specifically apply to the new degree program(s): Institutional
Profile; I., II, III, IV, VI, VII, and VIII.
• Adding a New Concentration to an Already Approved Degree Program: An institution proposing to offer a
new concentration in a pre-existing degree program (i.e., adding a Homeland Security concentration to an existing
MBA program) must submit: 1) A Degree Program Report (template on DETC’s website); and 2) at a minimum
one-half (50%) of the curriculum for the new concentration (e.g., plan to offer 10 new homeland security courses,
must submit 5 for review).
• Adding a New Degree Course: Please note a “course” is defined as units of learning activities that result in the
award of academic credit when completed. This would include general education courses, electives, and core
courses. An example of a “course” would be English 101, PSY 310 Advanced Psychology, or Finance 350 in a
degree program. The institution must submit the Degree Course Report (template on DETC’s website); and all the
required documentation (e.g. textbooks, examinations, study guide, etc.).
• Adding New Combination Distance-Study Resident Program: Accredited institutions that already have
degree-awarding approval at the same degree level and/or in similar program areas may request an approval of a new
degree combination distance-study resident program by submitting: 1) A Degree Program Report (template on
DETC’s website); and 2) A minimum of three complete core courses (not general education or orientation courses)
that have been specifically developed for the proposed degree program (including required textbooks, quizzes,
examinations, assignments, projects, etc.). In addition, a Training Site Report and on-site visit is required (see C.7.).
• Adding a Degree Certificate Program (containing courses already approved): Typically, certificate
programs contain a collection of credit-bearing courses configured to equip students with specialized knowledge in a
subject with content that is less extensive than what is provided in an entire degree program. If the courses are exactly
the same (e.g., require proctored exams, the same assignments, the same exam, etc.) as those offered in an already
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approved degree program, students may be allowed to transfer the credits into the degree program. Note: the
approved courses cannot be changed in anyway. Before offering the certificate program, the institution must submit
the New Degree Certificate Report for approval (template on DETC’s website), and have program reviewed by a
DETC Subject Specialist.
• Adding a Degree Certificate Program (containing courses not already approved): If an accredited institution
has been approved by DETC to offer degree programs, it may also request to offer certificate programs. The
institution must submit: 1) a New Degree Certificate Report (template on DETC’s website); 2) and 50% of the
curriculum (see instructions for number 1 on page 1 of this document).
Certificate Disclaimer: The certificate program must have a disclaimer to prospective students that it is not a
“degree” program, but a “certificate” program. The program should be restricted to the appropriate degree level, e.g.,
Baccalaureate, Master’s, etc. depending on which courses make up the certificate program. Also, as stated in DETC
Business Standards I.B.2, the word “accredited” may not be used in conjunction with certification programs, which
are different from “certificate” programs described above.
• Adding New High School Program: If an institution has not had a high school program approved by DETC,
adding a new high school program to its current offerings is considered a “substantive change.” An institution
proposing to add a new high school diploma program must list the program separately on its website, catalog, and
other promotional literature. The institution must clearly indicate that it is offering a “high school diploma program,”
and no academic credit is assign. It must submit: 1) New High School Report (template on DETC’s website) and all
the required documentation; and 2) 50% of the curriculum for the high school program (half of the completed
courses). The institution must also undergo a follow-up on-site visit by an examining committee within one year of
the first enrollment to verify that the institution meets the requirements. In preparation for the on-site review the
institution must submit a streamlined and updated Self-Evaluation Report, which addresses the following Standards
as they specifically apply to the new high school program: Institutional Profile; I, II, III, IV, VI, VII, and VIII.
Disclaimer: DETC institutions may not offer a GED, however they may offer a preparation course. A GED is not a
high school diploma, but a recognized equivalent to one (see Glossary for definition).
Revisions
• Changing Course/Program Title: If an institution would like to request to change the name/title or course code
of a degree course within a previously approved program, the institution must submit a letter to the Director of
Accreditation outlining the change and the reason for the change. For example, CJ500 Advanced Criminal Justice
changed to CJ520 Criminal Justice or CIS500 Management of Information Systems to CIS500 Information Systems
Management. This assumes that no other changes to the course have been made and does not include any substantive
changes.
• Revising a Degree Program: If an institution decides to revise or make substantive changes to an already
approved degree program, it must submit a report. Substantive changes would include revisions of curricula such as
replacing courses within a degree program, changing the general education requirements, changing the degree type
(e.g., AS to AAS), changing the number of credit hours required to complete the program, changing the number of
credits assigned each course, eliminating a major thesis requirement, change in the method of delivery (see below)
and similar revisions. The institution must submit a Revised Degree Program Report (template on DETC’s website)
outlining the specific changes. At the discretion of DETC or the Subject Specialist, additional information may be
requested including, but not limited to the following: 1) a Revised Degree Program Report and the required
documentation; which will be sent to a subject specialist for review; and 2) Three or more complete core courses (not
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general education or orientation courses) that have been specifically developed for the proposed degree program
(including required textbooks, quizzes, examinations, assignments, projects, et al.).
• Revising a Degree Course: Previously approved degree courses undergoing routine revisions or updating need
not be submitted for review. However, if there is substantive change to a course, the institution must submit Revised
Degree Course Report and the required documentation. Examples of substantive changes are: a variation of the
number of credit hours assigned to each course (changing from 3 credits to 4 credits), a change in method of delivery
(see below), addition or deletion of considerable amounts of instructional material, major changes in course
objectives, eliminating proctoring. The Revised Degree Course Report will be sent to a subject specialist for review.
If after the review of the Report, and at the discretion of DETC or the Subject Specialist, the institution may have to
submit the entire course for review (see Adding New Degree Course above).
Other
• Changing Method of Delivery: A change in the method of delivery since the institution’s last evaluation is
considered a “substantive change.” When an institution decides to change the format for delivering its courses (i.e.,
going from correspondence study to online instruction), it must submit: 1) a Change in Method of Delivery Report
(template on DETC’s website) and all the required documentation; and 2) access to a sampling of courses/programs
on the new platform. Contact the Director of Accreditation to discussion the sample size.
• Acquiring Courses/Programs: An accredited institution may acquire courses/programs from another accredited
institution or from a curricula publisher and offer those under its own accredited status. However, any such acquired
courses/programs must follow the same review process as “Adding a New Course/Program.”
Section B: Non-Degree, Military and/or High School
1. Institutions Seeking Initial Accreditation
Vocational, avocational, military, and/or high school diploma-awarding institutions undergoing initial accreditation,
must be “deemed ready” to proceed in the process, and then it must submit one complete copy of each program
offering.
2. Institutions Seeking Re-accreditation
An institution undergoing a re-accreditation examination will submit the following number of programs:
• For high school diploma-awarding institutions, a minimum of three complete programs must be
submitted.
• For vocational/avocational institutions or military institutions, if an institution offers fewer than five
programs, all must be submitted. If an institution offers 10 or fewer programs, it must submit five of its
programs. If an institution offers more than 10 courses, it must submit a minimum of one-third of its total
number of course offerings. The programs should be broadly representative of all of the institution’s
offerings and in different fields of study.
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3. Accredited Institutions (non-degree)
Additions
• Adding a New Vocational, Avocational, Diploma or Certificate Program (in similar area): The term
“program” is referring to learning activities that result in the award of a diploma or certificate when completed. An
example would be a Medical Billing or Real Estate Appraisal program that contains a set number of modules or
lessons in which a student earns a certificate or diploma when completing the program. Accredited institutions
developing new programs in the same area must submit: 1) a Vocational/Avocational Program Report (template on
DETC’s website) and the required documentation; and 2) the entire program.
• Adding New Vocational, Avocational, Diploma or Certificate Program (in new area): Adding a new
program that represents a significant departure from existing offerings of educational programs from those that were
offered when the institution was last evaluated is considered a “substantive change.” When adding a new program in
a new area, the institution must then submit: 1) Vocational/Avocational Program Report (template on DETC’s
website) and all required documentation, which will be sent to a subject specialist for review, and 2) the entire
program.
• Adding New High School Program: If an institution has not had a high school program approved by DETC,
adding a new high school program to its current offerings is considered a “substantive change.” An institution
proposing to add a new high school diploma program must list the program separately on its website, catalog, and
other promotional literature. The institution must clearly indicate that it is offering a “high school diploma program,”
and no academic credit is assign. It must submit: 1) New High School Report (template on DETC’s website) and all
the required documentation; and 2) 50% of the curriculum for the high school program (half of the completed
courses). The institution must also undergo a follow-up on-site visit by an examining committee within one year of
the first enrollment to verify that the institution meets the requirements. In preparation for the on-site review the
institution must submit a streamlined and updated Self-Evaluation Report, which addresses the following Standards
as they specifically apply to the new high school program: Institutional Profile; I, II, III, IV, VI, VII, and VIII.
Disclaimer: DETC institutions may not offer a GED, however they may offer a preparation course. A GED is not a
high school diploma, but a recognized equivalent to one (see Glossary for definition).
• Adding New Combination Distance-Study Resident Program: Accredited institutions developing a new
distance-study resident program must submit: 1) a Vocational/Avocational Program Report (template on DETC’s
website) and the required documentation; and 2) the entire program. In addition, a Training Site Report and on-site
visit is required (see C.7. Policy on Approval of New Combination Distance Study-Resident Programs or Training
Sites).
Disclaimer: As stated in DETC Business Standards I.B.2, the word “accredited” may not be used in conjunction with
certification programs, which are different from “certificate” programs described above.
Revisions
• Revising Vocational, Avocational, Diploma or Certificate Program: Previously approved programs
undergoing routine revisions or updating need not be submitted for review. However, if there are substantive
changes to a program, the institution must submit Revised Vocational/Avocational Report and the required
documentation. Examples of substantive changes are: a change in method of delivery (see below), addition or
deletion of considerable amounts of instructional material, major changes in program objectives. The Revised
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Vocational/Avocational Report will be sent to a subject specialist for review. If after the review of the Report, and at
the discretion of DETC or the Subject Specialist, the institution may have to submit the entire course for review (see
Adding New Program above).
• Changing Program Title: If an institution would like to request to change the name/title of a previously
approved vocational/avocational program, the institution must submit a letter to the Director of Accreditation
outlining the changes and the reason for the changes. An example of such would be changing the name of the
Certificate in Medical Billing to the Medial Billing Certificate. This assumes that no other change to the course have
been made and does not include any substantive changes.
Other
• Changing Method of Delivery: A change in the method of delivery since the institution’s last evaluation is
considered a “substantive change.” When an institution decides to change the format for delivering its courses (i.e.,
going from correspondence study to online instruction), it must submit: 1) a Change in Method of Delivery Report
(template on DETC’s website) and all the required documentation; and 2) access to a sampling of courses/programs
on the new platform. Contact the Director of Accreditation to discussion the sample size.
• Acquiring Courses/Programs: An accredited institution may acquire programs from another accredited
institution or from a curricula publisher and offer those under its own accredited status. However, any such acquired
programs must follow the same review process as “Adding a New Vocational, Avocational, Diploma or Certificate
Program” above.
If you have any questions, please contact Nan Bayster Ridgeway, Director of Accreditation, at 202-234-5100 ext.
103 or [email protected].
Section C: Submission Requirements for all programs and courses
Please do not submit curriculum without prior notification to DETC. Prior to any submission, the institution must
submit the name of the course or program (and representative courses if applicable) to DETC staff (via e-mail to
[email protected]). Please consult the “Sample E-mail” on DETC’s website to ensure that you include all of the
necessary information.
All course/program materials must be submitted in accordance with the following procedures:
• A Course/Program Report: See Templates on DETC’s website (sign in using the word “guest” for both your user
name and password) for the appropriate report (in Microsoft® Word): Degree Course Report, Degree Program
Report, New Degree Certificate Program Report, Revised Degree Program Report, Revised Degree Course
Program Report, Vocational/Avocational Program Report, Revised Vocational/Avocational Program Report,
Change in Method of Delivery Report, New High School Report.
• Each course and program that is submitted must be accompanied by a complete set of tools, kits, equipment,
aids, textbooks, etc that are provided to students as a part of the course/program. Please keep in mind that these
items will be exhausted during the review process and will not be returned to the institution.
• DETC will not accept piecemealed submissions. Please wait until all of the appropriate information and
materials have been gathered before submitting any course or program to DETC for review. For institutions
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shipping textbooks for e-mailed submissions, please do not send more them than 5 days in advance or without
prior notification.
• Please note that changes cannot be made to a submission once it has been submitted to DETC. Documents and
other materials on any online platform should not be removed, added, or altered in any manner after it has been
submitted for review.
• Please ensure that all links and login information are accurate and in working order. Incorrect information will
cause a considerable delay in the review process.
• CD, Flash Drive, and E-mail submissions should contain a document that provides clear, concise instructions on
how to open and navigate through embedded links.
Curriculum materials may be sent to DETC using one of the following methods:
• Paper Submission: The course/program report and all required supporting documents should be organized in a
tabbed, 3-ring binder (i.e., syllabi, faculty resumes, exams & solutions, etc.).
For vocational and avocational offerings, individual programs must be packaged separately with the outside of the
shipping carton clearly labeled with the name of the institution and title of the program For example, if an institution
is submitting two new programs—Medical Billing and Computer Technician diploma—the institution should
package those programs separately.
For degree offerings, two or more courses that are representative of the degree program may be shipped in one box.
For example, if an institution is submitting an MBA program with four representative courses, curriculum materials
for two courses can be packaged in one box and two courses in another box. The shipping carton should be clearly
labeled with the name of the institution and title of the program.
Groups of degree courses that may go to the same Subject Specialist in a specialized area (i.e., general education
courses, technology courses, nutrition courses, etc.) may be shipped in the same box, as long as it meets the weight
restriction (below). Please confer with DETC staff prior to creating these groupings. The shipping carton should be
clearly labeled with the name of the institution and title of the program.
Each submission should include a complete set of textbooks, kits, etc. Submissions missing critical documents or
complete set of textbooks will be returned to the institution for repackaging at the institution’s expense.
Plain (non-descriptive) cartons should be used (boxes that identify with a particular shipping company cannot be
reused by DETC). In addition, the boxes should be secure and durable and it a condition to be re-shipped to the
subject specialist without repackaging.
In all cases, each box should not weigh more than 30 pounds. Boxes exceeding 30 pounds may be shipped back to
the institution for repackaging at the institution’s expense.
• Electronic Submission: Institutions who wish to submit curriculum for review electronically have the following
options:
1. CD or Flash Drive: The course/program report and all required supporting documents can be contained on a CD
or Flash Drive. Documents on the CD or flash drive should be clearly and descriptively titled (“Faculty
Resumes,” “Exams & Solutions,” etc.). For vocational/ avocational programs, the information should be
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organized according to each individual program. For degree programs, the information should be organized
according to each individual program and subsequently each representative course.
If multiple CDs or flash drives are being submitted with one course or program, please clearly label with course
or program title and a brief description of the contents (i.e., individual vocational program: CD1-“Faculty
Resumes” and “Course Developers,” CD 2-“ Exams & Solutions;” individual degree programs: CD 1 “Info for
Core course,” CD2- Info for Gen Ed Courses;” etc).
Items, such as textbooks, that are not included on the CD or Flash Drive should be organized and shipped to
DETC in plain (non-descriptive) cartons (boxes that identify with a particular shipping company cannot be
reused by DETC). In addition, the boxes should be secure and durable and in a condition to be re-shipped to the
subject specialist without repackaging.
In all cases, each box should not weigh more than 30 pounds. Boxes exceeding 30 pounds may be shipped back
to the institution for repackaging at the institution’s expense.
Some institutions have found it helpful to include a cover letter with each submission (see template “Cover
Letter” for an example).
2. E-mail: The course/program report and all required supporting documents should be organized in a zip-file and
e-mailed to DETC Staff (via [email protected]). E-mails with several “loose” attachments will not be accepted.
Documents in the zip-file should be clearly and descriptively titled (“Faculty Resumes,” “Exams & Solutions,”
etc.). For vocational/ avocational programs, the information should be organized according to each individual
program. For degree programs, the information should be organized according to each individual program and
subsequently each representative course.
For institutions submitting more than one program or course at a time via this method, they should send separate
e-mails for each submission.
For items such as textbooks that cannot be sent via e-mail please follow the instruction in #1 above.
3. Interactive Links: An institution can e-mail the appropriate course/program report that includes an interactive
link to each of the highlighted areas. Links should be embedded into the report so that the subject specialist can
click on it to retrieve the associated information.
For items such as textbooks that cannot be sent via e-mail please follow the instruction in #1 above.
If you have any questions, please contact Lissette Hubbard, Accreditation Associate, at 202-234-5100 ext. 105 or
Section D: Approval Process
As stated in the introduction of this policy, courses must be approved before they can be offered. The Accrediting
Commission meets four times per year to approve new courses/programs. No staff or interim approval is given. In
addition, an institution is prohibited from advertising or posting on its website information regarding the
course/program before it has received approval. Also, the Commission will not consider any course/program
approvals when an institution is under a Show Cause Directive or when the Commission’s actions have been
deferred.
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• For initial and reaccreditation applicants: Subject specialists normally perform their evaluation of
course/program materials prior to the on-site visit. These subject specialists report are considered by the Accrediting
Commission when it reviews all the reports and documentation when making its decision to accredit or re-accredit.
As a general rule, subject specials accompany visiting teams if the course/program includes mandatory resident
training for students, optional resident training, a degree program, or if the institution offers extensive or highly
technical programs. The approval of the courses/program is combined with the accreditation or reaccreditation of the
institutions (see D.1.1. Actions Available to the Commission).
• For new course/programs: When an institution is requesting approval of a new course/program as detailed
above, the appropriate courses/program are sent to subject specialist for review. Once the Commission staff receives
the subject specialist report, the report is sent to the institution. If the subject specialist determines that there are areas
that “partially meets” or “does not meet” DETC standards, s/he must provide details on what “required actions”
should be implemented to bring the areas into compliance with DETC standards. As stated in D.7. Responding to
Course/Program Reviews, the institution may exercise one of the following options:
1. Make changes and respond to the not met findings: This report will be sent back to the original subject
specialist for a follow-up review. A follow-up review fee will be incurred (see E.1. Fees).
2. Request new reviewer: This requires the institution submit the entire course/program in for a second review
including all textbooks, and other related materials. Please note: Degree granting institutions, must submit an
additional 50% of the courses. A fee will be incurred for this review (see E.1. Fees).
3. Withdraw course/program: No further action required.
The Subject Specialist Report and the institution’s Response to the Subject Specialist Report are presented to the
Accrediting Commission for approval. The Commission then notifies the institution that its course/programs have
been approved.
The approval by the Commission for an institution to offer new courses/programs as “accredited” is contingent upon
the institution receiving any required authorizations from the applicable state authorities (or its equivalent for non-
U.S. institutions).
• Revisions: In instances where a subject specialist reviews a Report, such as when revising a course/program, and
makes a recommendation that the course/program be “approved” as is, the subject specialist’s final report is be
presented to the Accrediting Commission for its approval. If the subject specialists determines after reviewing the
report that the institution needs to submit additional materials, the Commission staff requests the materials from the
institution and sends the materials to the subject specialist. The procedure than follows “for new course/program”
process above.
Revised October 2011
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Summary of Course/Program Approvals:
Degree Granting Institutions
*Disclaimer: This chart is a reference only. Please consult the appropriate section in the policy for specific details.
Institution/Courses/Programs For review
Initial Accreditation Minimum of half (50%) of curriculum and Degree Program Report
Re-accreditation Degree Program Report
Less than 5 programs = all must be submitted
Less than 15 programs = must submit 5 programs
More than 15 programs = 1/3 of the total number of programs must be
submitted
Adding a New Degree Program Degree Program Report and a minimum of 3 complete core courses
Adding a New Degree Program in a New Area Degree Program Report, minimum of 50% of complete courses within
program and follow-up on-site visit within a year (updated SER submission
prior to on-site visit)
Adding New Degree Program at Different Level Degree Program Report, minimum of 50% of complete courses within
program and follow-up on-site visit within a year (updated SER submission
prior to on-site visit)
Adding a Professional Doctoral Degree E.5. Application, one full set of curricula materials (30 semester hours or
½), full curricula outline and on-site visit within a year (updated SER
submission prior to on-site visit)
Adding a New Concentration to an Already
Approved Degree Program
Degree Program Report and minimum of 50% of curriculum in new
concentration
Adding a New Degree Course Degree Course Report with documentation (see template online)
Adding New Combination Distance-Study
Resident Program
Degree Program Report and minimum of 3 complete courses, and Training
Site Report (on-site visit required – see C.7)
Adding a Degree Certificate Program (containing
courses already approved)
New Degree Certificate Report and review completed by a Subject
Specialist
Adding a Degree Certificate Program (containing
courses not already approved)
New Degree Certificate Report and 50% of the curriculum
Changing Course/Program Title Submission of a letter to the Director of Accreditation
Revising a Degree Program Revised Degree Program Report with documentation (see template online)
and (potentially) 3+ complete core courses
Revising a Degree Course Revised Degree Course Report and (potentially) the entire course
Changing Method of Delivery Change in Method of Delivery Report with documentation (see template
online) and access to a sampling of course/programs
Adding a new High School Program New High School Report, minimum of 50% of complete courses within the
high school program and follow-up visit within a year (updated SER
submission prior to on-site visit)
Acquiring Courses/Programs See “Adding New Degree Course” or “Adding New Degree Program” above
C.5. – Policy on Course/Program Approval DETC Accreditation Handbook –2012
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Non-Degree, Military and/or High School
*Disclaimer: This chart is a reference only. Please consult the appropriate section in the policy for specific details.
Institution/Courses/Programs For review
Initial Accreditation One copy of each program
Re-accreditation Vocational/Avocational Program Report
High School Diploma-Awarding Institution: Minimum of 3 complete
programs
Vocational/Avocational Institutions or Military Institutions:
Less than 5 programs = all programs must be submitted
Less than 10 programs = 5 programs must be submitted
More than 10 programs = 1/3 of totally courses must be submitted
Adding a New Vocational, Avocational, Diploma
or Certificate Program (in similar area)
Vocational/Avocational Program Report with documentation (see template
online) and the entire program
Adding a New Vocational/Avocational Diploma
or Certificate Program (new area)
Vocational/Avocational Program Report with documentation (see template
online), entire program, and follow-up site visit within a year (updated SER
submission prior to on-site visit)
Adding a New High School Program New High School Report with documentation (see template online), 50% of
curriculum and on-site visit within a year (updated SER submission prior
to on-site visit)
Adding New Combination Distance-Study
Resident Program
Vocational/Avocational Program Report with documentation (see template
online). The entire program and on-site visit within a year (updated SER
submission prior to on-site visit)
Revising Vocational, Avocational, Diploma or
Certificate Program
Revised Vocational/Avocational Report with documentation (see template
online) and (potentially) complete course
Changing Program Title Submission of a letter to the Director of Accreditation
Changing Method of Delivery Change in Method of Delivery Report with documentation (see template
online) and access to a sampling of courses/programs
Acquiring Courses/Programs See “Adding a New Vocational, Avocational, Diploma or Certificate
Program” above
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6. Policy on Combination Distance Study-Resident Programs
This policy addresses the procedures that an institution must follow during its initial accreditation if it uses blended
learning courses or programs that require students to complete both a distance study and an on-site or resident study
component for successful course completion.
When the fulfillment of the objectives of a course/program calls for the learning of certain manual skills, familiarity
with specialized equipment or the application of certain techniques under professional supervision, the Accrediting
Commission may require the institution to provide such learning experiences as a mandatory part of the
course/program.
The Accrediting Commission will accept an application from an institution offering combination distance study-
resident training programs (blended learning) if the predominant component (i.e., 51% or more of the total program
as measured by the time the “average student” takes to complete) of the course/program is offered by distance
learning instruction and if the following conditions are met. These conditions do not apply to programs where
resident training courses or sessions are offered as an option.
Accredited institutions adding new combination distance study-resident programs must use C.17. Policy on Approval
of New Combination Distance Study-Resident Programs or Training Sites.
Action
When an institution requires resident training as part of a program, the institution must use the following questions to
supplement the statements found in B.1. Guide to Self-Evaluation Report when preparing for the on-site visit:
II. Educational Program Objectives, Curricula, and Materials
1. Describe the provisions made to ensure that students understand that mandatory completion of a resident training
phase is necessary for successful completion of a course/program. At what point in their studies do students
report for resident training?
2. Describe how the distance study phase of the training constitutes the predominant part of the program. It
normally precedes the resident phase and provides meaningful information, the learning of which is necessary for
the accomplishment of the course/program objective. The student must be offered the opportunity to attend
resident training within 60 days after having completed the prerequisite distance study phase of the training,
unless the date for the resident training is specified in the enrollment contract.
3. Describe how the distance study phase includes a course/program of instruction that constitutes a significant,
valid, and structured portion of the overall training. At a minimum, written, printed, or recorded study units must
be sent to the student, the student must complete examinations or assignments which are submitted to the
institution for evaluation and comment, and the institution must return these to the student in time for him or her
to benefit from the evaluation and comment as he or she pursues his or her studies.
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4. Describe how the resident training phase is adjunctive or supplemental to the distance study training. It should
not duplicate the distance study training but should make it necessary for the student to draw from the knowledge
learned in the distance study phase if he or she is to complete successfully the program. Resident instructors
should be familiar with the distance study program and present instruction in such a way as to make both phases
an integrated unit.
5. Resident instructors should make effective use of the student’s experiences in the distance study component. The
resident instruction should not duplicate material covered in the distance study lessons.
6. Class lesson plans should be substantive and comprehensive enough to meet the objectives set forth in the
program of instruction and actually used by the instructors.
III. Educational Services
1. Describe what provisions are made to familiarize resident instructors with distance study lesson coverage.
2. Describe how resident instructors and counselors use distance study records or materials. Are students permitted
to complete distance study assignments during their resident training? Why, and under what circumstances?
3. Describe how the distance education portion of a student’s record is available to resident faculty members and
should be used as a teaching and counseling resource.
4. Study areas or reference libraries should be available to the students on-site.
5. Academic counseling should be available and appropriate for students in the resident portion of their
combination program.
6. Provide data to complete this table: location of training site; names and qualifications of staff and faculty at each
site; average number of students trained at site each year; length of training program; special equipment used at
each site for training; and outline of the resident program of instruction at training site.
IV. Student Support Services
1. Describe how the institution’s placement assistance program demonstrates a satisfactory placement rate. It should
keep records, based on follow-up, of employment obtained.
2. Describe how the institution has housing arrangements for resident students that are safe, accessible to the
institution, and appropriate for the kind of student enrolled. Food services should also be readily available. Other
student services such as break areas, student lounges, and dining facilities should be clean and comfortable.
3. Explain how personal counseling is available and appropriate for students in the resident portion of the
combination program.
4. Explain how records of the students’ academic progress are maintained for both the distance study and resident
phases of the program.
5. Describe any counseling or employment assistance provided to resident students.
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VI. Qualifications and Duties of Owners, Governing Board Members, Officials, Administrators,
Instructors/Faculty, and Staff
1. Describe how the institution has educational standards and qualifications for the hiring of resident training
instructors.
2. Provide evidence that site directors and resident instructors are qualified for their positions.
VII. Admission Practices and Enrollment Agreements
1. Describe the criteria (tuition payment, academic achievements, etc.) that must be fulfilled before students are
permitted to attend resident training.
2. Describe how the tuition for distance study and resident training are separately stated on the enrollment contract.
3. Describe how the student must sign an agreement to enroll that includes both the distance study and resident
training. Explain how the student is informed, prior to enrollment, of the nature, special costs, location,
availability, and pertinent conditions for attendance of the resident training phase.
VIII. Advertising, Promotional Literature, and Recruitment Personnel
1. Explain how the institution’s advertising and promotional activities makes clear to prospective students that the
program is a combination course/program including both distance study and resident training and the completion
of both phases is required for successful completion of the course/program.
2. Provide copies of all promotional material, catalogs, and contracts describing resident training to students.
3. The institution’s policies and practices in the hiring, training, monitoring, evaluating, and managing of sales
personnel must fully conform to the DETC Business Standard II.C.
XI. Financial Responsibility
Provide a copy of any state educational authority approval document.
X. Tuition Policies, Collection Procedures, and Refunds
1. Describe tuition policies, student fund disbursements, refund policies, and methods of compensating students for
travel or lodging relating to residency. Explain how the division of tuition payments between distance study and
residential components was derived.
2. Describe how tuition charges are fairly distributed for each portion of a combination distance study-resident
course/program. “Front end loading” of tuition in which a disproportionately large share of tuition is allocated to
the distance study component works to the disadvantage of the vast majority of students, who, without resident
training, have little to show for the debt they incur. The Commission does not approve tuition rates for
institutions, but it does look to see that tuition is allocated fairly between distance study and resident components.
3. Describe what happens when students fail to report to resident training, and how the refund is applied.
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XI. Facilities, Equipment, Supplies, and Record Protection
1. Describe the facilities and provisions for student housing and explain what procedures are used for continuous
monitoring, supervising and inspecting student housing. Explain any contracts for motels/housing facilities and
student transportation to and from the training site.
2. Describe how the classrooms, buildings, and other physical facilities are in compliance with all local, city, and
state fire codes. The state educational authority document must be available and current at the time of the visit.
3. Explain how the sanitary facilities of the institution are adequate for both male and female students and are in
compliance with local, city, and state regulations.
4. Describe how the institution has adequate equipment and procedures to provide for safety actions with regard to
fire, injury to students, and handling of hazardous products.
5. Document that first aid materials and supplies are sufficient and adequate. On-site staff must be trained in first
aid and CPR procedures.
6. Describe and document how the institution maintains adequate levels of liability, accident, and other insurance
for protection of its students in resident training.
7. Provide copies of proof of ownership documents (leases and/or deeds) for equipment and property. All of the
necessary equipment for training should be available at the time of the examination visit.
8. Describe appropriate fire evacuation plans and where exit signs are posted conspicuously in classrooms and
student areas.
9. Describe how educational records of all students are maintained and adequately protected.
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Revised October 2011
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7. Policy on Approval of New Combination Distance Study-Resident Programs or Training Sites
As stated in C.1. Policy on Substantive Change and Notification, any change or addition of a training site is considered a “substantive change” and prior approval is required before the change may be included in the institution’s grant of accreditation.
New Combination Distance Study-Resident Programs This policy addresses the use of blended learning courses or programs which require a student to complete both a distance study and an on-site or resident study component for successful course completion. This is sometimes referred to as a “hybrid program.” The approval process has two steps, distance study portion and training site. The institution must document that it is properly authorized by the applicable state authority (or its equivalent for non-U.S. institutions) to offer the new Combination Distance Study-Resident Program. Students may not be enrolled in the course until approval for the distance study course has been extended. The Accrediting Commission reserves the right to order a comprehensive review of an institution at any time it has concerns that the institution is not in compliance with the DETC’s standards, policies, and/or procedures. Approval by DETC of Distance Study The distance study portion of the course/program must be evaluated and approved before students may be enrolled. The institution must submit E.16. Application for New Combination Programs/Training Sites along with the $500 processing fee to the Executive Director. Once acknowledged, the institution must submit one complete set of the program (in accordance with C.5. Policy on Course/Program Approval) and an electronic copy of its Proposed Training Site Report (PTSR). The Proposed Training Site Report (PTSR) must include the following:
1. Address of the training site.
2. Statement about: (1) why the new site is being opened; (2) the expected impact on the institution’s overall mission (how the site will support the mission); (3) how management of, and communications with, the site will be handled; and (4) the rationale for the location of the site.
3. Documentation demonstrating the institution has sufficient financial and administrative resources to operate an additional site.
4. Documentation that the institution is authorized by the applicable state authority to offer and operate the new resident training site.
5. Projected date for start of first resident class.
6. Estimate of months the average enrollee should take to complete the distance education course/program.
7. Estimate of time the average enrollee should take to complete the resident portion.
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8. Statement of the learning goals for both distance education and resident portions of the course/program.
9. Program of instruction (class schedule) that outlines titles of class sessions, anticipated class loads, student/instructor ratios, and an hour-by-hour descriptive schedule of activities.
10. Proposed enrollment agreement, catalog, and advertising copy.
11. Proposed marketing strategy and methods.
12. Proposed admission requirements.
13. Proposed organizational chart for resident site. List full- and part-time personnel at the site, including resumes outlining qualifications, time spent at the site each week, and job descriptions.
14. Proposed faculty (full- and part-time) and their qualifications (include resumes). Include estimated class size.
15. General description of proposed resident facility, including estimates of space requirements, floor plan, classroom and site layout, etc.
16. A description and list of student housing facilities (or arrangements), food service, sanitation, parking, and other student support services.
17. List of audio-visual teaching equipment, hardware and software, and any instructional materials that will serve the needs of the residential program.
18. Explanation of plans for retention of student records.
19. Description of counseling services to be available to students at the site.
20. Description of placement services to be available to students at the site.
The institution will receive a copy of the subject specialist’s report, and it will have a chance to respond to any “not met” findings before the Commission reviews the documents. The Commission will review the Subject Specialist’s Report, the institution’s PTSR, and the institution’s response to the Subject Specialist’s Report before giving approval to the distance study portion and allowing enrollment in the resident portion. The institution will be notified in writing within 30 days of the Commission’s actions. Approval of the Training Site Within 30 days of when students begin attending the resident training site, the institution must submit an electronic copy of its Revised Training Site Report (RTSR) to the Executive Director. Upon receipt of the RTSR, the Executive Director will schedule a visit to the training site to take place within 90 days. A visitation fee will be charged for the on-site visit (see E.1. Fees). After the on-site visit to the new training site, the institution will receive a copy of the Chair’s Report of the Examining Committee and will be given the opportunity to comment on its factual elements in accordance with normal Commission procedures. The established procedure for the training site approval is: (1) receipt of Chair’s Report in the Commission’s office; (2) transmittal of Chair’s Report to institution; (3) the institution’s response to the Chair’s Report; (4) the Commission reviews the RTSR, Subject Specialist Report, Chair’s Report and the institution’s response to the Chair’s Report and gives final approval or defers action until appropriate changes are made, documented and verified, and (5) a formal letter stating the Commission’s actions is sent to the institution.
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Revised Training Site Report (RTSR): The institution should revise its Proposed Training Site Report by updating each of the 20 items listed above. In addition, it must include the following items in the Proposed Training Site
Report:
1. Copy of lease. 2. Name, model number, and brief description of all training equipment and the number of students and length
of time each student will train with each piece of equipment during the session. 3. Copies of proof of ownership or lease agreements for training equipment. 4. Copies of maintenance procedures, schedules, and contracts for equipment. 5. Evidence of insurance coverage, safety equipment, first aid availability, etc., at the site.
Additional New Training Site If an institution has an approved combination distance study-resident program, and it wishes to add a new training site, it must submit the Application (E.16.) along with a Proposed Training Site Report (PTSR) as described above. Within 30 days of when students begin attending the new resident training site, the institution must submit an electronic copy of its Revised Training Site Report (RTSR). Upon receipt of the RTSR, a visit to the training site will be scheduled to take place within 90 days. A visitation fee will be charged for the on-site visit (see E.1. Fees). All new sites must be visited and individually approved by the Accrediting Commission. Failure by the accredited institution to notify the Commission in a timely way of a new training site may bring a full review of the entire institution. After the on-site visit to the new training site, the institution will receive a copy of the Chair’s Report of the Examining Committee and will be given the opportunity to comment on its factual elements in accordance with normal Commission procedures. The established procedure for the training site approval is: (1) receipt of Chair’s Report in the Commission’s office; (2) transmittal of Chair’s Report to institution; (3) the institution’s response to the Chair’s Report; (4) the Commission reviews the RTSR, Subject Specialist Report, Chair’s Report and the institution’s response to the Chair’s Report and gives final approval or defers action until appropriate changes are made, documented and verified, and (5) a formal letter stating the Commission’s actions will sent in 30 days of its final action. Failure to Pay Fees or Submit Report All fees must be paid prior to the on-site visit. If an institution fails to submit its RTSR or pay the visitation fee, enrollments in the course/program (including the on-site training portion) will be suspended, and the institution must refund all money received from students within 30 days. If the resident training site is subsequently approved, previously enrolled distance study students will be afforded the opportunity to resume and complete their distance
study courses and must be afforded the opportunity to attend resident training, within 60 days of completing their distance study training, free of charge. All training sites must be revisited as part of an institution’s reaccreditation process.
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Revised December 2011
C.7. – Policy New Combination Programs/Training Sites DETC Accreditation Handbook – 2012
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DETC Accreditation Handbook – 2012 C.8. – Policy on Bankruptcy of Institutions
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8. Policy on Bankruptcy of Institutions
As stated in C.1. Policy on Substantive Change and Notification, any significant changes in the institution’s financial
condition is considered a “substantive change” and must be reported to the Commission.
An accredited institution, which involuntarily or voluntarily enters bankruptcy, is in immediate violation of the
Accrediting Commission’s financial responsibility standard. This violation results in the institution’s automatic
termination of accreditation.
The institution will, however, be expected to abide by all requirements of the “Teach-Out Commitment,” which
it signed guaranteeing to teach-out all of its students.
Action
An institution must notify the Commission immediately in writing if it enters bankruptcy. (12/11)
The institution must submit in a timely manner for Commission approval a comprehensive, written plan for the
teach-out of its enrolled students when it enters bankruptcy (see C.27. Policy on Teach-Out Plans). (12/11)
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C.8. – Policy on Bankruptcy of Institutions DETC Accreditation Handbook – 2012
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DETC Accreditation Handbook – 2012 C.9. – Policy on Degree Programs
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9. Policy on Degree Programs
The Policy on Degree Programs sets forth the Commission’s policies for the accreditation of distance study
institutions offering degree programs. In addition, the Policy expands on the Accreditation Standards (see
Appendices A) for distance study institutions offering degree programs. Institutions offering degree programs must
meet the Accreditation Standards inclusive of the requirements listed in this Policy. It also may be appropriate to
use these standards during a joint accreditation visit with a specialized accrediting body whose scope includes the
same degree programs.
Scope of Activity
The Accrediting Commission reviews only programs which have generally accepted and understood objectives and
which are offered entirely or primarily through distance study instruction. The scope of the Commission’s
accrediting activity recognized by the U.S. Department of Education includes undergraduate and graduate degrees
offered by private and non-private distance education institutions. These include associate, bachelor’s, master’s,
first professional1, and professional doctoral degrees.
All degree programs offered by the institution, as well as all other non-degree distance study programs, must be
reviewed and approved by the Accrediting Commission. All of the distance study divisions, courses, and
subsidiaries of the institution offering distance study instruction must be accredited.
List of Professional Doctoral Degrees Acceptable for DETC Accreditation The DETC wishes to exercise its scope of activity in the area of professional doctoral degree accreditation in a
responsible manner. It also believes that certain professional doctoral degrees are not within its scope of activity. It
therefore reserves the right to limit its scope of activity in reviewing professional doctoral degrees to the kinds of
institutions and the types of programs for which it feels adequate public acceptance exists, appropriate distance
education standards have been developed, and which it believes it has the competence to evaluate properly.
DETC defines “professional doctoral degree” to mean a post-master’s graduate level degree that prepares
individuals through internships, practical application of training, and/or specialized certifications, for professional
practice (such as the Doctor of Business Administration), as opposed to research methodologies that are associated
with academic doctoral degrees (such as the Doctor of Philosophy).
The Accrediting Commission will accept applications for only the following professional doctoral degrees for
DETC accreditation:
1. Doctor of Business Administration (DBA)
2. Doctor of Education (Ed.D.)
3. Doctor of Physical Therapy (DPT)
4. Doctor of Occupational Therapy (DOT)
5. Doctor of Arts (specified fields) (DA)
6. Doctor of Science (specified fields) (DSc)
7. Doctor of Ministry (D.Min.)
8. Doctor of Public Administration (DPA)
1 In 2011, the IPEDS survey discontinued the use of the term “First Professional” degrees in favor of “Doctor’s
degree—professional practice.”
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An institution may petition the Accrediting Commission to request special waivers for consideration of any other
professional doctoral degrees not listed above (see C.29. Policy on Petitions and Waivers). (10/11)
Accreditation of All Programs
The institution must apply to the DETC Accrediting Commission for accreditation of the institution and for all of
its distance education programs (degree and non-degree).
To qualify for accreditation, each distance study institution that offers programs leading to the award of degrees
must be found to be in compliance with the standards for accredited institutions as well as the requirements set forth
in this statement policy.
The Accrediting Commission reserves the right to order a comprehensive review of an institution at any time it has
concerns that the institution is not in compliance with the DETC’s standards, policies, and/or procedures. (10/11)
Licensure
The institution must have a charter, license, or formal authority from the appropriate governmental body to award
the relevant degrees by distance study instruction if such authority is available or required.
Standard I: Institutional Mission, Goals, and Objectives
The degree program must be appropriate to the institution’s mission, goals, and objectives. The Commission
applies its standards and policies in a manner that respects the mission of the institutions, including those with faith-
based or religious missions, in ensuring that the educational programs are of sufficient quality to achieve the stated
objectives and mission. (10/11)
For each major group of programs or major subject matter disciplines that it offers, the institution (1) establishes an
Advisory Council, consisting of practitioners in the field for which the program prepares students, (2) that convenes
at least annually and (3) provides the institution with advice on the current level of skills, knowledge, and abilities
individuals need for entry into the occupation, (4) as well as the adequacy of the institution’s educational program
objectives, its curriculum, and its course materials. (10/11)
Standard II: Educational Program Objectives, Curricula, and Materials
There is evidence that the learning outcomes of the degree program are comparable to those of similar degree
programs offered by appropriately accredited1 institutions.
1Hereafter, the term “appropriately accredited” shall be used in lieu of “accredited by an agency recognized
by the United States Secretary of Education and/or the Council for Higher Education Accreditation
(CHEA), or an accepted foreign equivalent that is listed in the International Handbook of Universities.*”
There is evidence that the program being offered is in a profession or subject area in which the institution has
demonstrated strength, such as the number of alumni accepted by appropriately accredited graduate and
professional schools or hired in the profession for subject-related jobs.
* http://www.iau-aiu.net/content/international-handbook-universities-%E2%80%93-2012
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There is evidence that the other degree programs of the institution are recognized and generally accepted by the
higher education and/or relevant professional communities.
There are specific policies, procedures, and practices for the degree program.
• Program Objectives
Learning objectives for the degree program and learning outcomes for the courses, research projects, supervised
clinical practice or fieldwork, applied research exercises, thesis, dissertation, and any other required academic
or professional activities must be clearly stated.
The learning objectives will indicate the outcomes and competencies a graduate of the degree program will
attain upon successful completion of the program, including expected skills, knowledge, attitudes and insights
characteristic of degree holders of similar nature and level at comparable, appropriately accredited institutions.
The program may require a capstone project if the project is consistent with the accepted academic and
professional standards of appropriately accredited institutions or programs and the relevant professional body.
Learning outcomes for the project must be clearly stated.
Advanced Degrees: For advanced degrees (i.e., First Professional and Professional Doctoral) the learning
objectives and outcomes must be advanced, focused, and scholarly, providing the breadth and depth of learning
required for advanced degrees. Material and topics in the curricula shall clearly be at the frontiers of knowledge
and contribute to competence in the subject areas or profession at an advanced level.
In addition, advanced degree programs’ learning activities should include, where feasible and appropriate,
seminars, professional meetings, discussions with colleagues, participation in sustained synchronous or
asynchronous online conferences at predetermined points throughout the program, access to library services,
and access to online chat rooms with fellow students, faculty, and relevant professionals.
Finally, the Professional Doctoral program must require the student to work with a supervisory dissertation
committee that is knowledgeable in methods of graduate-level study and research as well as the subject area
concerned. The program of study must include coverage of the history and development of the field of study
and its foundational theoretical principles.
• Curriculum
The curriculum for the degree programs must be comprehensive and comparable to the curriculum offered for
similar degrees by other appropriately accredited institutions.
The institution has policies and procedures for determining credit hours (as defined below) it awards for its
courses and programs, and how it applies its policies and procedures to its programs and coursework. Its
assignment of credit hours conforms to commonly accepted practice in higher education as determined by
showing a comparison with other appropriately accredited institutions. (10/11)
The curriculum shall quantitatively and qualitatively approximate the standards in effect at other accredited
postsecondary institutions offering a similar degree with due allowance for special objectives of the degree
offered on the customs and constraints imposed by the state or nation of domicile.
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Instructional procedures, texts, and materials shall be appropriate to the purposes, curricula, and standards of
accredited postsecondary degree-awarding institutions offering similar programs.
The institution must have a policy on intellectual property rights (see Glossary).
Advanced Degrees: The program of study must require the graduate to demonstrate the ability to conduct
appropriate research in the field of study and to interpret and apply the results of this research.
For first-professional or doctoral degree programs degrees, the institution must demonstrate interaction between
faculty members and dissertation advisors and/or practitioners, as appropriate.
The student’s faculty advisor or the faculty advisor in consultation with other faculty or practitioners involved
in the program must approve the topics of applied research and/or supervised clinical practice or fieldwork, if
required.
In addition, the institution must require prior formal review and approval for all research involving humans.
• Curriculum Delivery
When technology is used for any part of the program, training and support in the use of that technology must be
provided for students, faculty, and involved practitioners.
• Resident Degree Comparability
Graduates of distance education degree programs must exhibit skill and knowledge attainment through the
demonstrated achievement of educational objectives and outcomes comparable to those of accredited resident
degree programs that are similar in nature and level. Where an accredited residence degree typically includes
required clinical, classroom or resident experiences as part of the degree program, the institution’s program
must also include comparable experiences or training.
• Resident Study
The degree must be of such a nature that it can be achieved through distance education or a combination of
distance education and residential study. Mandatory residential instruction must supplement the distance
education program whenever it is necessary to attain the stated program objectives and learning outcomes. In
such cases, the institution must disclose to the prospective student that the program is a combination of distance
education and residential instruction and that completion of both is a requirement for the award of the degree.
The residential component of any degree program must not comprise more than half of the total credit hours
required.
• Certificate Programs
Typically, certificate programs contain a collection of credit-bearing courses configured to equip students with
specialized knowledge in a subject with content that is less extensive than what is provided in an entire degree
program. If the courses are exactly the same (i.e., require proctored exams, the same assignments, the same
exam, etc.) as those offered in an already approved degree program, students may be allowed to transfer the
credits into the degree program. Note: the approved courses cannot be changed in anyway.
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The certificate program must have a disclaimer to prospective students that it is not a “degree” program, but a
“certificate” program. The program should be restricted to the appropriate degree level, e.g., Baccalaureate,
Master’s, etc. depending on which courses make up the certificate program.
As stated in DETC Business Standards I.B.2, the word “accredited” may not be used in conjunction with
certification programs, which are different from “certificate” programs described above. (10/11)
• Examinations and Other Assessments
Examinations and learning assessments must be comparable to those employed for similar degree programs at
other appropriately accredited institutions. Assessments may address academic requirements as well as other
relevant factors, including, but not limited to, attitudes, interpersonal behavior, ethics, and clinic skills.
Advanced Degrees: The program must require qualifying and comprehensive examinations. The qualifying
examination must be given by the end of the equivalent of one year of full-time enrollment in the program. The
comprehensive examination must be given when all coursework is completed and prior to commencing work
on the dissertation or final research project. Students must pass these examinations to continue in the program.
• Proctored Examinations
Adequate steps must be taken by the institution to assure that the degree candidate has personally fulfilled the
degree requirements stipulated by the institution. The student’s achievement shall be assessed by an appropriate
number of proctored examinations appropriately spaced throughout the program of study.
The proctor shall be the institution or a reputable third party. The process for conducting proctored
examinations shall be clear and completely stated by the institution. The process shall assure that the student
who takes the proctored examination is the same person who enrolled in the prescribed program and that
examination results will reflect the student’s own knowledge and competence in accordance with stated
educational objectives and learning outcomes. Proctors shall use valid government-issued photo identification
to confirm the student’s identity.
• Transcript Evaluators
Staff assigned to evaluate academic transcripts or portfolios of experiential learning are properly qualified and
trained for their assignments. Their evaluations must reflect appropriate and fair decisions, and transfer credits
must be accepted and assigned in accord with generally accepted credit evaluation practices at other accredited
institutions.
• Credit Hour Defined (See C.23. Policy on Credit Hour)
Semester and quarter hours shall be equivalent to the commonly accepted and traditionally defined units of
academic measurement in accredited institutions. Academic degree or academic credit-bearing distance
learning courses are measured by the learning outcomes normally achieved through 45 hours of student work
for one semester credit1 or 30 hours of student work for one quarter credit.
2 This formula is typically referred
to as a Carnegie unit and is used by the American Council on Education in its Credit Recommendation
Evaluative Criteria. (10/11)
1one credit/semester hour is 15 hours of academic engagement and 30 hours of preparation 2one quarter hour credit is 10 hours of academic engagement and 20 hours of preparation
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Student work includes direct or indirect faculty instruction. Academic engagement may include, but not limited
to, submitting an academic assignment, listening to class lectures or webinars (synchronous or asynchronous),
taking an exam, an interactive tutorial, or computer-assisted instruction; attending a study group that is assigned
by the institution; contributing to an academic online discussion; initiating contact with a faculty member to ask
a question about the academic subject studied in the course and laboratory work, externship or internship.
Preparation is typically homework, such as reading and study time, and completing assignments and projects.
Therefore, a 3 credit hour course would require 135 hours (45 hours of academic engagement and 90 hours of
preparation). (10/11)
• General Education Defined
General education courses include those that address English, human communications (including, but not
limited to, foreign languages and speech), mathematics, natural sciences, social sciences, and the arts and
humanities. Courses that are classified as general education may be included in the core requirements of degree
programs as appropriate.
• Degree Requirements
Associate Degrees: For an Associate Degree, there shall be demonstrated learning outcomes comparable to
those achieved during a minimum of 60 semester hours or 90 quarter hours. Of these learning outcomes (total
credits) required for an associate’s degree, a minimum of one-fourth of the credit hours shall be general
education.
Baccalaureate Degrees: For the Baccalaureate Degree, there shall be demonstrated learning outcomes
comparable to those achieved during a minimum of 120 semester hours or 180 quarter hours. Of these total
credit hours, a minimum of one-fourth shall be general education.
Master’s Degrees: For the Master’s Degree, there shall be demonstrated learning outcomes comparable to
those achieved during a minimum of 36 semester hours or 54 quarter hours, or their equivalent, beyond the
Baccalaureate degree. Institutions must determine if the courses in a degree program require any prerequisite or
foundation courses. The institution must also determine if courses should be offered in a prescribed sequence so
as to maximize the student’s achievement of the program’s educational objectives. Any deviations from the
prescribed minimum learning outcomes required for credit hours must be justified by evidence from
comparable appropriately accredited degree programs and approved by the Accrediting Commission.
First Professional Degrees: The First Professional Degree signifies both completion of the academic
requirement for beginning practice in a given profession and a level of professional skills beyond what is
normally required for a Bachelor’s degree. This degree usually is based on a program requiring at least two
academic years of work before entrance and a total of at least six academic years of work to complete the
degree program, including both prior required college work and the professional program itself. Graduates
should be competent in their basic discipline and be able to develop and evaluate new therapies and carry out
research. Generally no major research project is required. Typically, there shall be demonstrated learning
outcomes comparable to those achieved during a minimum of 50 semester hours or their equivalent beyond the
Baccalaureate degree.
Institutions must determine if the courses in a degree program require any prerequisite or foundation courses.
The institution must also determine if courses should be offered in a prescribed sequence so as to maximize the
student’s achievement of the program’s educational objectives.
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Professional Doctoral Degrees: The Professional Doctoral Degree is a practice-oriented degree that signifies
completion of advanced academic requirements in a given field comparable to those required at other
appropriately accredited institutions offering similar degrees. Typically, there shall be demonstrated learning
outcomes comparable to those achieved during a minimum of 60 graduate-level semester hours or their
equivalent beyond the Master’s degree, of which a maximum of 15 credit hours may be earned for the
dissertation or final project.
If an institution’s entrance requirement is a first professional degree in the same discipline, the number of
graduate-level semester credit hours may be reduced to conform to standard practice in the discipline, but may
not be less than 90 total graduate semester hours after the baccalaureate degree.
Institutions must determine if the courses in a degree program require any prerequisite or foundation courses.
The institution must also determine if courses should be offered in a prescribed sequence so as to maximize the
student’s achievement of the program’s educational objectives.
A dissertation requiring basic, original, or applied research—or a research project—must be required of all
students. The topic of any dissertation shall be approved by a dissertation committee appointed by the
institution.
An oral defense of the doctoral candidate’s final project or dissertation with the dissertation committee is
required. This may be conducted in person or at a distance. No degree shall be awarded by an institution unless
a majority of the dissertation committee approves the dissertation or final project.
A professional doctoral degree program must be completed in no fewer than two years from the date of initial
enrollment and no more than ten years from the date of initial enrollment.
• Educational Media and Learning Resources
The institution shall make provisions for the students and faculty to have access to educational media and
learning resources, including library services that are appropriate to meeting the objectives of the degree
programs. Such access may be provided at a distance, through arrangements with local institutions, or through
personalized guidance to individual students. Any institution-provided resources must be systematically and
regularly evaluated to ensure they continue to meet the needs of students and to support the programs and
objectives of the institution.
Access to a collection of professional educational materials should be provided for faculty and administrators to
keep abreast of trends, developments, techniques, research, and experimentation. A variety of educational
materials must be selected, acquired, organized, and maintained to help fulfill the institution’s mission and
support its educational program(s). The collection should support all the programs offered at the institution and
should include reference works, periodicals, manuals, and other publications to facilitate the achievement the
educational mission of the institution.
Faculty and instructional supervisory personnel must be involved in the selection of resources.
New course offerings and increases in student enrollment should be reflected in added allocations of resources
for ensuring student access to educational media and learning resources, as appropriate.
Advanced Degrees: Students enrolled in a first-professional or doctoral degree program must have access to
library resources sufficient for the completion of the requirements for that degree program. The institution must
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provide library services at a distance or through arrangement with local institutions. Additionally, any research
and laboratory facilities needed to complete the requirements for the advanced degree program and to
encourage use of these facilities for professional study and achievement must be provided by the institution or
by arrangement with a local institution.
Standard III: See Accreditation Standards.
Standard IV: Student Support Services
The institution shall provide students with opportunities to achieve the stated learning outcomes in manners other
than face-to-face communication with a student’s faculty advisor or major professor. Such opportunities may
include telephonic discussions, seminars, professional meetings, library resources including virtual library services,
and online bulletin boards/chat rooms for communications with fellow students and faculty.
When technology is used to deliver any part of the program, training and support in the use of that technology must
be provided for both students and faculty.
• Assessment Services
Students must be informed of their academic progress and standing in the program on an ongoing basis.
Advanced Degrees: The availability of appropriate support staff that is experienced in serving and/or has been
trained to serve First Professional and Professional Doctoral degree program students is required.
For students in Professional Doctoral programs, a dissertation or project manual is required. It must contain
guidelines that pertain to the preparation for and writing of the dissertation, for conducting a project, and for
reporting of results. In addition, the program must include provision for a pattern of scheduled student
interactions with faculty and other resource persons throughout the program.
• Student Records
Policies and procedures for keeping records on students’ academic progress (achievement of course and
program learning objectives and outcomes, examination results, etc.) are required; these policies and
procedures must also be maintained in accordance with applicable professional requirements and state laws.
Records of the students’ academic results must be maintained permanently. These records may be in printed or
electronic form.
• Counseling, Employment, and Alumni Services
Appropriate academic counseling services are available upon request. Any employment in alumni services must
be offered as claimed.
• Program Administration (First Professional and Professional Doctoral)
An administrator must be appointed for the First Professional and Professional Doctoral degree programs. This
person’s title shall be consistent with titles currently in use in comparable programs.
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The administrator must have had experience in administering programs at this academic level and possess skills
and knowledge of distance learning.
For the First Professional degree, the administrator must hold the First Professional degree or a higher degree in
a subject area relevant to the degree program that is being offered. The degree must be from an appropriately
accredited institution.
For the Professional Doctoral degree, the institution must have on staff a sufficient number of student services
staff qualified to support doctoral level students.
For the Professional Doctoral degree, a supervisory dissertation committee of at least three faculty members
must be formed for each student. All committee members must have demonstrated appropriate scholarship,
experience, or practice in the subject area. In lieu of a dissertation, doctoral degree programs may require a
project if the type of project is consistent with accepted practice at other appropriately accredited institutions.
The dissertation committee must include at least two members who earned their doctoral degrees from
appropriately accredited institutions other than the awarding institution. The committee members must be
qualified in the subject area of the student’s dissertation or project. At least one member of the dissertation
committee must be a member of the awarding institution’s faculty. When students reach the point of
dissertation, students may have the option of nominating their dissertation members or major professors.
However, the institution will make the final decisions.
Standard V: Student Achievement and Satisfaction
• Achievement of Learning Outcomes and Benefits
Institutions must have in place an on-going program to assess student achievement with respect to the stated
degree program outcomes and must demonstrate how this on-going program has been used to enhance degree
offerings and services.
• Progress Through the Course/Programs
Measurement of graduation rates, professional placement, career satisfaction, and other outcome measures must
be done on an ongoing basis and the results of these measurements must be readily available to interested
parties in the institution’s research and data files.
Standard VI: Qualifications and Duties of Owners, Governing Board Members, Officials, Administrators, Instructors/Faculty, and Staff, and Reputation of Institution
• Qualifications of Instructors/Faculty
For this standard, faculty members are considered to be those who provide instruction, prepare instructional
material, evaluate assignments and other assessments, and counsel students in academic selection and progress.
Faculty members are assumed to have full responsibility for the content of the academic program and for
determining student achievement.
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The educational director as well as all members of the instructional staff must possess academic qualifications
of unquestionable merit. There should be on staff a sufficient number of instructors/faculty proportionate to the
level of student enrollment to give the degree program(s) long-term stability and academic credibility.
In judging competence of faculty, consideration shall be given to the academic preparation and experience of
each instructor and the faculty’s comparability to faculty of other appropriately accredited resident institutions.
The minimum degrees that faculty members must possess (as listed below for teaching of the following degree
programs) must have been awarded by institutions accredited by agencies that are recognized by the United
States Secretary of Education and/or the Council for Higher Education Accreditation (CHEA) or, for non-U.S.
institutions, an accepted foreign equivalent that is listed in the International Handbook of Universities (18th ed.)
ISBN: 1-403-906-882, IAU: 92-9002-175-6, London: International Association of Universities; New York: Stockton
Press, September 2005. Palgrave Macmillan Ltd, Houndmills, Basingstoke, Hampshire, RG21 6XS, England,
http://www.palgrave.com.)
Degrees in Specialized Fields: Faculty teaching courses that are part of a degree in a specialized field must
possess the appropriate credential and degree in the subject being taught and demonstrate expertise in the
subject field.
Undergraduate Degrees: Faculty teaching courses that are part of an undergraduate degree program must
possess, at a minimum, a degree at least one level above that of the program that they are teaching and
demonstrate expertise in the subject field of the discipline. Faculty teaching general education courses at the
undergraduate level must possess a Master’s degree in the assigned general education subject field or have a
Master’s degree and 18 semester hours in the general education subject field.
Master’s Degree: The size of the faculty shall be appropriate for the level of enrollment. All Master’s program
faculty must have a graduate degree relevant to the program being offered. The majority of the faculty must
possess a relevant terminal degree. Instructors shall be assigned responsibilities in terms of their areas of
expertise.
First Professional Degree: All teaching faculty and involved practitioners must hold the First Professional or
higher degree, in a subject area relevant to the program that is being offered, earned at an appropriately
accredited institution, and must have demonstrated specialized knowledge and skills in the subject area(s).
Faculty and involved practitioners must have experience in the First Professional degree program or in
graduate-level distance education in a related subject area and in teaching adult students.
The institution shall have a policy and procedure for pairing a student with a faculty advisor.
The institution must demonstrate that it has a sufficient number of qualified faculty members and practitioners
to meet the academic and, if necessary, the clinical needs and requirements of the program.
Professional Doctoral Degrees: All teaching faculty who instruct doctoral students must have terminal
degrees in relevant field of study from other appropriately accredited institutions, either a professional
doctoral or a doctor of philosophy.
The institution must have on its full-time staff, prior to enrolling students (a) a qualified Academic Dean,
Department Chair, or Chief Learning Officer specifically for the doctoral degree program; and (b) qualified
faculty members representing at least one-fourth of the total proposed degree program course offerings.
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• Exceptional Cases
In exceptional cases, outstanding professional experience and demonstrated contributions to the teaching
discipline may be presented in lieu of formal academic preparation. The institution on an individual basis must
justify such cases. The institution must document and justify the academic and professional preparation of
faculty members teaching in their programs.
• Resolving Conflicts
Policies and procedures for preventing and/or resolving faculty conflicts of interests must be published and
made available to all students.
Standard VII: Admission Practices
• Qualifications for Admission
The institution should take reasonable measures to assure that the student has no physical limitation that will
prevent success in the program contemplated. Such measures may be: 1) the publication of a clear description
of physical handicaps or disabilities which could prevent successful completion; 2) the inclusion of an
appropriate question or questions on the admission application which will alert the institution to a potential
problem and which would trigger further action by the institution; and 3) the requirement of a doctor’s
statement in questionable cases.
The institution admits/enrolls only those students who can be expected to complete the degree program and
benefit from it.
Undergraduate Degree Programs: The admissions policy must conform to the institution’s mission, must be
publicly stated, and must be administered as written. A student accepted for enrollment in a degree program
must be in possession of a high school diploma or its equivalent1, or must have successfully completed 12
college-level semester credits and must have attained a “C” or higher for each course at an appropriately
accredited postsecondary institution. For applicants using 12 college-level semester credits to satisfy the
admission requirements, an official transcript must be on file to document the earned credits. Students may be
admitted on a provisional basis pending receipt of an official college or high school transcript, but in no case
may they continue in the institution’s program beyond one enrollment period (not to exceed 12 semester
credits) without an official transcript of high school completion or earned postsecondary credits on file at the
institution. (6/11)
International or homeschooled students must provide an appropriately authenticated program completion
document issued by a governmental authority or school supervisor that attests to the successful completion of
a program considered to be equivalent to an accredited high school diploma or GED certificate (also, see
“When Applicant’s Native Language is other than English”). (6/11)
Institutions must maintain (electronically or in print) an official high school transcript of the secondary school
diploma or its equivalent to verify the student’s qualification for admission to the program. Electronic
documents must be maintained according to C.21. Policy on Required Institutional Documents.
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Exceptional Cases: If an institution allows for “exceptional cases” for admissions, it must have policies and
procedures for reviewing and documenting these cases. The Chief Academic Officer or Educational Director
may make allowances when appropriate documentation is not available. In exceptional cases, such as natural
disasters, where a student cannot obtain an official high school diploma, a student may be admitted
provisionally for a stated amount of credit hours that must be successfully completed before he/she is officially
admitted into the program. (6/11)
1Equivalent may be: General Education Development (GED) tests or the military DD Form 214 indicating that the
applicant has completed high school.
Master’s Degree Programs: A threshold
admission requirement to a Master’s program is based on the
possession of a Baccalaureate Degree from an appropriately accredited institution. Exceptions to this
requirement are at the institution’s discretion and only if the institution can document with reasonable
assurance that the applicant will successfully complete the Master’s program.
The institution must have a policy that defines exceptions (e.g., appropriate GMAT or GRE scores, 7-10 years
of experience in the related area, etc.). The number of students enrolled into a Master’s program without a
Bachelor’s degree may not exceed five percent of the active enrollments for that program.
Institutions must maintain (electronically or in print) an official transcript from the college or university from
which the student earned his/her Baccalaureate degree or its equivalent to verify the student’s qualification for
admission to the program. Electronic documents must be maintained according to C.21. Policy on Required
Institutional Documents.
First Professional Degrees: Applicants for admission must possess at a minimum a baccalaureate degree, but
preferably both baccalaureate and master’s degrees, from an appropriately accredited institution. The institution
shall maintain (electronically or in print) the official transcript from the college or university from which the
student earned his/her Baccalaureate or Master’s degree to verify the student’s qualification for admission to
the program. Electronic documents must be maintained according to C.21. Policy on Required Institutional
Documents. Applicants must have successfully completed subject area/course prerequisites at an appropriately
accredited institution.
Minimum cumulative grade point measures are required; minimum grades for subject area/course prerequisites
may also be required. In countries whose institutions do not use these measures, students must be informed
regularly about their progress on meeting degree requirements, using the country’s usual means for
communicating that information. The institution’s admission policy meets the requirements of the applicable
profession/industry and of applicable state law.
Professional Doctoral Degrees: Applicant students must document relevant academic experience for the
doctoral program of study and, if in a professional field, relevant experience prior to being admitted.
A Baccalaureate or Master’s degree earned at an appropriately accredited institution must be required for
admission to a doctoral degree program. The institution shall maintain (electronically or in print) the official
transcript from the college or university from which the student earned his/her Baccalaureate or Master’s
degree to verify the student’s qualification for admission to the program. Electronic documents must be
maintained according to C.21. Policy on Required Institutional Documents. At a minimum, applicants must
have completed 30 graduate-level hours before admission to the Professional Doctoral program.
Appropriate time periods for the length of each component of the doctoral degree programs have been
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established by the institution and are clearly communicated to potential students and applicants prior to and
during the admission process.
When Applicant’s Native Language is other than English
Applicants whose native language is not English and who have not earned a degree from an appropriately
accredited institution where English is the principal language of instruction must demonstrate college-level
proficiency in English through one of the following:
• Undergraduate: A minimum score of 500 on the paper-based Test of English as a Foreign Language
(TOEFL PBT), or 61 on the Internet Based Test (iBT), a 6.0 on the International English Language
Test (IELTS) or 44 on the PTE** Academic Score Report. Master’s Degree: A minimum score of 530
on the paper-based Test of English as a Foreign Language (TOEFL PBT) or 71 on the Internet Based
Test (iBT), 6.5 on the International English Language Test (IELTS) or 50 on the PTE Academic Score
Report; First Professional Degree or Professional Doctoral Degree: a minimum score of 550 on the
paper-based Test of English as a Foreign Language (TOEFL PBT), or 80 on the Internet Based Test
(iBT), a 6.5 on the International English Language Test (IELTS), or 58 on the PTE Academic Score
Report.
• A minimum grade of Level 3 on the ACT COMPASS’s English as a Second Language Placement
Test;
• A minimum grade of Pre-1 on the Eiken English Proficiency Exam;
• A transcript indicating completion of at least 30 semester hours of credit with an average grade of “C”
or higher at an appropriately accredited* accredited college or university where the language of
instruction was English; “B” or higher for Master’s, First Professional Degree or Professional Doctoral
Degree.
• A transcript indicating a grade of “C” or higher in an English composition course from an appropriately
accredited* college or university; “B” or higher for Master’s, First Professional Degree or Professional
Doctoral Degree; or
• Undergraduate only: A high school diploma completed at an appropriately accredited/recognized
high school (where the medium of instruction is English).
Transcripts not in English must be evaluated by an appropriate third party and translated into English or
evaluated by a trained transcript evaluator fluent in the language on the transcript. In this case, the evaluator
must have expertise in the educational practices of the country of origin and include an English translation of
the review.
*accredited by an agency recognized by the United States Secretary of Education and/or the Council for Higher
Education Accreditation (CHEA), or an accepted foreign equivalent that is listed in the International Handbook of
Universities.
** Pearson Test of English Academic (PTE Academic). For more information on this test, visit www.pearsonpte.com.
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• Maximum Allowable Transfer Credits
Note: When considering transfer credits, an institution must conform to its state regulatory agency’s
requirements on the amount of transfer credit allowed.
Undergraduate Degrees: A maximum of three-fourths of the credits required may be awarded for transfer
credit or a combination of transfer credit and experiential or equivalent credit (including challenge/test-out
credits). For no student, however, may the credit given for experiential or equivalent learning (including
challenge/test out credits) exceed one-fourth of the credits required for a degree.
Master’s Degrees: A maximum of one-half of the credits required for master’s degrees may be given through
transfer credit or a combination of transfer credit and experiential or equivalent credit (including challenge/test
out credits). For no student, however, may the credit given for experiential or equivalent learning (including
challenge/test out credits) exceed one-fourth of the credits required for a degree.
First Professional Degrees: Transfer and experiential credits awarded by the institution must not exceed the
maximum limits in common use at comparable accredited First Professional degree programs and in no case
may it exceed 50% of the required credits.
Professional Doctoral Degrees: Awarding degree credit for experiential learning is not permitted. Transfer
credit is limited to 15% (or 9 credits for a 60 credit degree) of the total doctoral credits required to complete the degree. The courses must be relevant to the student’s program of study and equivalent in both content and
degree level of graduate courses.
• Experiential Equivalent Credit
Credit may also be given for adequately documented and validated experiential equivalent learning of a
postsecondary nature. Examples include credit for learning acquired through business experience, college level
equivalent tests, achievement in a related profession, military training, or other postsecondary level equivalent
experience. The process of documenting and validating experiential equivalent learning should systematically
and regularly be evaluated to ensure it is meeting the needs of its users and supporting the programs and
objectives of the institution.
For equivalent credit purposes, adequate validating procedures must be clearly stated and published and the
institution must consistently apply these procedures.
The institution should give special attention to and consider awarding appropriate amounts of academic credit
for credits earned by applicants at institutions accredited by the Accrediting Commission of the Distance
Education and Training Council. For all transfer and equivalent credit decisions, official documentation,
including original transcripts, must be maintained.
• Transfer Credit Policies
Institutions must establish and implement a fair and equitable policy regarding transfer credit. The policy must
be written, published in the catalog and other relevant publications, and disseminated to all students and
prospective transfer students.
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At a minimum, the policy for accepting transfer credit should contain clear and accurate information about the
following:
1. Minimal acceptable grades and/or grade point average.
2. Credit transfer may not be denied solely on the source of accreditation of the sending institution.
3. Types of course that will be considered, including any courses offered outside of an institutional setting,
such as those offered by the military, in the workplace, through apprenticeship and/or training programs, or
other such programs recognized by the American Council on Education’s Center for Adult Learning and
Education Credentials programs.
4. Any options for earning credit through examinations such as the ACT Proficiency Examination Program
(PEP), the College Board’s Advanced Placement (AP) program and College-Level Examination Program
(CLEP), the Defense Activity for Non-Traditional Education Support (DANTES) Subject Standardized
Testing (DSST), widely accepted industry certification, or institution-developed tests.
5. Transcripts from non-U.S. institutions must be evaluated by an appropriate third party and translated into
English.
6. Any limits on the number of courses or credits hours that can be accepted for transfer and limits on how
“old” the credits may be earned, e.g., within the most recent 7 years or fewer.
7. Any requirements for comparability of program content to the program in which the student will enroll.
8. Documentation that is required, e.g., transcript, catalog, syllabi, or course outlines.
9. Procedures to be followed when requesting transfer of credit.
10. Procedures to be followed when appealing transfer of credit decisions.
11. Methods by which tuition and fees are adjusted.
12. A description of potential ramifications for financial aid.
13. A description of any fees assessed for testing, evaluation, or granting transfer of credit.
Transfer credit toward a degree may be awarded for postsecondary courses completed by the student at other
institutions if such courses are found to meet the standards of the accepting institution and the requirements of
the specific program. Transfer credit must be from an appropriately accredited institution.
The institution should also include a list of the institutions with which the institution has established articulation
agreements, as well as contracts with other educational providers or consortia agreements. (10/11)
• Enrollment Agreements
A clear statement concerning tuition and fee payments and the schedule for paying them must be included on
the enrollment and admission forms. The statement also must include the projected maximum cost of the
program where a student continues to the statute of limitations at the current tuition rate, but allows for
acceptable tuition increases.
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First Professional Degrees: The enrollment form or agreement must be unique for the First Professional
degree program. It must include a clear statement concerning tuition and fee payments and the applicable
refund policy, and the schedule for paying them must be included on the enrollment and/or admission forms.
Professional Doctoral Degrees: An enrollment agreement must be provided that is unique to professional
doctoral degree programs. It must include a clear statement concerning tuition and fee payments and the
applicable refund policy, and the schedule for paying them must be included on the enrollment and/or
admission forms.
Standard VIII: Advertising, Promotional Literature, and Recruitment Personnel
• Advertising Requirements
The institution must clearly indicate and affirmatively disclose in its advertisements, promotional materials,
enrollment forms, descriptive literature, and other media, that the degree program being offered is based solely
or primarily on distance study instruction. Advertising must be ethical in every respect and follow DETC’s
Business Standard I.A.
The institution must have a catalog readily available to students, prospective students, and other members of the
interested public in printed or online format (pdf). The catalog must contain and accurately depict, at a
minimum, the following:
1. The institutional mission, goals, and objectives.
2. Names and titles of administrators of the institution.
3. The legal control, names of trustees, directors, and/or officers of the corporation.
4. A general statement of accredited status and governmental approvals (including DETC’s address,
phone number and website address)
5. Hours of operation, including holiday schedule, and faculty/instructor’s availability.
6. List of full-time and part-time faculty, each listed separately, with degrees held and conferring
institutions, and the area of teaching specialization.
7. Academic calendar for combination programs or any programs that operate on a fixed calendar.
8. Institution’s admission policy for each specific degree offered, i.e., Associate, Baccalaureate, Master’s,
First Professional, or Professional Doctoral degree.
9. Statement of curricula offered including curriculum objective, courses included, total credits required,
required prerequisites, requirements for certification, and licensing as appropriate.
10. Expectations for maintaining satisfactory academic progress.
11. Explanation of grading policies, transfer of credits, and equivalent.
12. Assessment and proctoring procedures.
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13. Student code of conduct and academic and non-academic dismissal policies.
14. Student complaint or grievance policies and procedures, including DETC contact information.
15. Student identity verification procedures.
16. Student Financial Aid program policy disclosures, as required by federal regulations, if participating in
Federal Student Aid.
17. If residence training is required, facilities and/or equipment available to support courses or programs;
18. Graduation requirements, including minimum passing grades.
19. Statement of fees, tuition, and all regular and special charges for each program.
20. Statement of refund policy and cancellations that conforms to the DETC Business Standards.
21. Description of counseling and/or placement services available to students, if any.
22. The institution should include on the front cover or title page of the catalog (or the online equivalent)
the year or years for which the catalog is effective.
An institution must permanently archive its catalogs.
Advanced Degrees: No direct or implied promise shall be given that it is easy to earn the degree or that it is
easy to earn in a short period of time.
Standard IX: Financial Responsibility
• Financial Reporting
The institution must document with its financial statements that it has sufficient liquid assets to provide for a
staff and faculty of unqualified merit that characterizes a quality-focused degree-awarding college or university.
There must be adequate funds readily available for attracting superior faculty, in-service training, a high level
faculty to learner interactivity, faculty research, continuous improvement of curricula and services.
• Demonstrated Operation
Institution must have a completely developed curriculum with at least one academic degree program in which
students have been enrolled for a minimum of two consecutive years under the present ownership.
Advanced Degrees: The institution must demonstrate that the allocation of resources to the advanced degree
program does not detract from the other offerings of the institution.
Standard X: Tuition Policies, Collection Procedures, and Refunds
Refer to Accreditation Standard X.
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Standard XI: Facilities, Equipment, Supplies, and Record Protection
Refer to Accreditation Standard XI.
Standard XII: Research and Self-Improvement
The institution uses sound research and evaluation procedures and techniques to determine whether program
objectives and learning outcomes are being met.
The institution provides evidence of effort and progress in improving operating efficiency and service to students.
Policies and procedures for improving instruction and upgrading faculty, practitioners, and staff are required.
Improvement and upgrading can be demonstrated by membership and active participation in professional
associations; application of recent research results in both the academic and clinical/practical portions of the
program; and continuing study and practical experience in the profession, related subject areas, adult education, and
distance education.
# # #
Revised October 2011
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10. Policy on Financial Statements
In submitting financial statements to the Accrediting Commission, the financial statement must be prepared “in
conformity with generally accepted accounting principles,” often referred to as “GAAP.” This includes the use
of accrual method of accounting. The institution has the option of submitting one of these two types of financial
statements, unless the Commission has directed that an audited statement must be submitted:
1. An audited financial statement containing a report by an outside, independent, certified public accountant in
accordance with standards established by the American Institute of Certified Public Accountants.
2. A reviewed financial statement containing a report by an outside independent certified public accountant in
accordance with standards established by the American Institute of Certified Public Accountants. A “reviewed
financial statement” consists of inquiries of institutional management by an outside, independent, certified public
accountant and includes analytical procedures applied to financial data. It is smaller in scope than an audited
statement and does not have an “opinion” regarding the financial statements. However, the accountant must state
that he or she is not aware of any material modifications that would need to be made to the statements in order
for them to be in conformity with standards established by the AICPA.
All financial statements should cover the activities of the legal entity that has the responsibility for operating the
accredited distance education institution. A “Letter of Financial Statement Validation” must accompany the
institution’s financial statements (see next page). (Please see C.12. Financial Statement Analysis on DETC’s website
(Select “Member Services” tab and “Evaluators Documents” and C.12. Critical Documents).
Minimum Acceptable Financial Statements
At a minimum, the financial statements (audited or reviewed) must be comprised of:
A. A Comparative Statement, which displays the most recent two fiscal years of financial data, preferably in side-
by-side columns.
B. Balance Sheet, reflecting assets, liabilities, equity, and retained earnings;
C. Income Statement, reflecting revenues, expenses, and profits and losses;
D. Statement of Cash Flows, reflecting the sources and uses of working capital;
E. Statement of Changes in Shareholders’ Equity or Net Worth, showing activity in Shareholders’ Equity or
Net Worth for the periods presented; and
F. Explanatory Notes, which reflect all of the disclosures or footnotes required by generally accepted accounting
principles.
These statements must be as of the date of the institution’s most recently ended fiscal year or a date otherwise
specified by the Accrediting Commission.
(continued)
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Letter of Financial Statement Validation
This letter must accompany an institution’s financial statements when submitted as an exhibit with a Self-Evaluation
Report, or anytime when the Accrediting Commission calls for a financial statement from an institution, or when an
institution’s Annual Report submission requires a financial statement (e.g., when there’s a loss reported).
December 30, 2012
Mr. Michael P. Lambert
Executive Director
Distance Education and Training Council
1601 18th Street, NW
Washington, DC 20009
Dear Mr. Lambert:
As a certifying officer, I acknowledge my responsibilities for establishing and maintaining
controls and procedures that ensure that I am aware of material information relating to [name of
institution]. The attached report discloses (a) all material weaknesses in internal controls that
came to the attention of certifying officers, (b) any fraud involving management or employees
with significant responsibilities, and (c) any significant changes in internal controls, including
actions to correct material weaknesses, during the period covered by this report.
I have reviewed this report. Based on my knowledge:
(1) This report contains all the facts needed to prevent it from being misleading and it contains
no untrue statements;
(2) Financial statements and other information fairly present the financial condition, results of
operations, and cash flow.
Certified by:
Chief Executive Officer: _____________________________________
Chief Financial Officer:________________________________________
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11. Policy on Change of Marketing Approach
As stated in C.1. Policy on Substantive Change and Notification, any change in the marketing activities is
considered a “substantive change” and prior approval is required before the change may be included in the
institution’s grant of accreditation. (10/11)
A significant alteration in the institution’s marketing practices, such as deciding to use sales representatives to make
face-to-face contact and enroll students, may signal changes throughout the institution. It may signal a change in
financing plan options, admission criteria, and other significant areas of operation in order to attract a greater number
of students. It may change numerous operating practices and typically affects advertising and promotion as well as
control of recruiting personnel, if used. (Rev 10/11)
Changes in marketing approaches include major changes in any of the following:
• Direct advertising in newspapers, magazines, yellow pages, mail, etc. Leads from these sources are then
approached by phone or mail.
• Poster advertising. Posters include “take one” cards that are completed by prospects. Leads are contacted by mail
or phone with enrollment usually being made by a sales representative.
• Telemarketing efforts in which inquiring prospects are called on the phone.
• Television advertising. TV ads may or may not use toll-free numbers so prospects can easily express interest.
Follow-up is usually made through telemarketing.
• Website and social media promotional efforts maintained by the institution.
• Internet advertising on various other websites and portals.
• Partnering with non-U.S. sales organizations and/or educational institutions for marketing and/or student support
services. (10/11)
• Other approaches or a combination of those listed above.
Action
Any changes to marketing approaches as mentioned above must be reported in the institution’s Annual Report due
January 31st. The institution should address how the proposed change will affect each of the Accreditation Standards.
The institution should address how the proposed change will affect each of the Accreditation Standards and how it
remains in compliance with Business Standards I.A. Advertising and Promotions.
The Accrediting Commission reserves the right to order a comprehensive review of an institution at any time it has
concerns that the institution is not in compliance with the DETC’s standards, policies, and/or procedures. (10/11)
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DETC Accreditation Handbook – 2012 C.12. – Policy on Readiness Assessment
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12. Policy on Readiness Assessment
First time applicants for accreditation are required to undergo a Readiness Assessment by an independent DETC-appointed evaluator to assist the applicant in preparing for a full on-site examination. The first purpose of the assessment is to provide a mechanism for DETC to ascertain if the applicant’s Self-Evaluation Report provides sufficient evidence and information for a successful on-site committee review. Another purpose is to provide the applicant with guidance on what actions to take to get the institution ready for an accreditation review. The third purpose is to ensure that the applicant meets a minimum level of eligibility qualification for DETC accreditation that would justify the commitment of Commission resources in carrying out a full accreditation examination. Readiness Assessment Report The tone of the Readiness Assessment Report is intended to be informal, consultative, collegial, and interactive. The applicant will be provided ample opportunity to seek advice from DETC on how best to prepare for a visit.
In the Readiness Assessment Report, an applicant will be advised whether or not it has met the minimum threshold eligibility requirements and is ready for an on-site visit by a full examining committee. The name of an initial applicant will not be published in DETC’s publications or posted on DETC’s website until after it has completed a successful Readiness Assessment. A copy of the Readiness Report will be sent to the visiting team members before the on-site visit.
Action An institution should start writing its Self-Evaluation Report (SER) before it submits its Application for Accreditation. Before beginning to write the Self-Evaluation Report (SER), at least one key staff member must complete the DETC Course on Preparing for Accreditation. Completing this online course qualifies the person as a “Compliance Officer.” This must be complete by the time of application. The Compliance Officer should consult with the Executive Director and/or Director of Accreditation to discuss the accrediting process, purposes, and procedures. At this point, the Compliance Officer should be fully aware of what and when materials are required to complete all the steps in the accreditation process. The applicant must first submit two paper copies and an electronic copy of a Self-Evaluation Report (SER) within 60 days of the date the Application for Accreditation is received by DETC. The SER should be as close to the final version as possible, and should include all of the exhibits. The institution must use the Guide to Self-Evaluation Report in Appendix B when writing its SER. The fee for the Readiness Assessment is $3,000 (E.1. Accreditation Fees). The Readiness Assessment will not be scheduled the SER and the check for $3,000 is received by DETC.
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Once the Director of Accreditation receives the SER, she will send it to an evaluator. The evaluator will review the SER thoroughly and prepare a written report as to the “readiness” of the institution to proceed. The evaluator and a DETC staff member will also make notations in the SER to indicate where changes should be made. The report and the marked-up SER will be forwarded to the institution. The report will recommend whether the institution is “ready” or is “not ready” for a visit by a full examining committee. If the institution is deemed “ready,” the institution should make the appropriate changes to its SER and start organizing for a full on-site visit. The institution should work with the Director of Accreditation to establish a date for submitting its course materials and final SER. The Director of Accreditation will send the courses to be reviewed by outside subject specialists. The Director of Accreditation will also work with the institution to establish a date for the on-site visit. When an institution is “ready” its name will be posted on DETC’s website as an applicant. If the institution is deemed “not ready” for a full on-site visit, it may not proceed to a full on-site review until it has documented to the satisfaction of the assessing evaluator that it has remedied the areas of concern in the Assessment Report. The institution must correct the areas of concern and submit a revised SER before it can move forward in the process. The resubmission fee is $2,000. At this time, the institution may request an in-person consultation at the DETC office. The consultation fee is $1,000. It is the institution’s responsibility to cover any of its travel and lodging expenses. If the institution believes that the assessment evaluator has made an incorrect assessment, the institution has the option to request another evaluation of its SER by a different evaluator. The fee for another review by a different evaluator is $3,000. If an institution is found “not ready” after its second Readiness Assessment, it must undergo an on-site Readiness Visit or withdraw its Application for Accreditation and wait one year before resubmitting it. The Readiness Visit has one evaluator and a DETC staff member. The cost is $2,000 per person or $4,000 total. If after the Readiness Visit the institution is found “not ready” it must withdraw its Application and wait one year before resubmitting it. The Readiness Assessment Report that is produced will be provided to the Examining Committee. Course/curriculum reviews will not be done before the Readiness Assessment is successfully concluded. However, if the institution is deemed “ready” for a full on-site visit, the Report will be provided to the on-site evaluators.
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13. Policy on Re-Accreditation Review
Initial accreditation is for 3 years, after which it is 5 years*. When an institution is first accredited, it receives an
approval letter stating when its accreditation expires. An institution must renew its accreditation before it expires.
DETC publishes the expiration date in its DETC Directory of Accredited Institutions and on its website institutional
database. This means having an on-site visit and course reviews prior to the Commission’s January or June meeting.
An institution will be advised at least one year before its review will be conducted.
Institutions undergoing their 5-year review (or 3-year initial accreditation) should use the “Guide Self-Evaluation
Report in Appendix B. The SER for renewal should concentrate on the progress made and changes undertaken since
the last accreditation review. It should devote emphasis to those issues where it has in the past been vulnerable to
weakness, as well as initiatives launched to correct previously cited deficiencies.
An institution must also renew its compliance with Title IV programs as part of its reaccreditation. The institution
must readdress the statements in C.15. Policy on Institutions Participating in Title IV in its Self-Evaluation Report.
During the on-site visit, a Title IV evaluator will use A.8. Rating Form for Title IV Institutions to verify the
information provided in the SER.
The SER should also demonstrate how the institution complies with standards for marketing, advertising, student
enrollment contracts, and refunds. In writing an SER for re-accreditation, there should be a strong emphasis
throughout the SER documenting how the institution has improved since the last review.
Action
If an institution is to be considered at the June Commission meeting (Spring), its application is due November 1st the
year before. If an institution is to be considered at the January Commission meeting (Fall), its application is due
March 1st of the preceding year.
A key person at the institution undergoing its reaccreditation review must complete the DETC Course on Preparing
for Accreditation before he/she begins writing the institution’s SER.
Instructions on how to enroll in the course may be found on DETC’s website at www.detc.org, select “Member
Services” and “Publications” – sign in using the word “guest” for your user name and password. The course is also
available in a printed copy for no charge. Additional training may be required. Please check with the DETC staff.
Institutions must submit the appropriate number of courses/programs for review (see C.5. Policy on Course/Program
Approval).
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Revised October 2011
*The Accrediting Commission reserves the right to order a comprehensive review of an institution at any time it has concerns
that the institution is not in compliance with the DETC’s standards, policies, and/or procedures. (10/11)
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DETC Accreditation Handbook – 2012 C.14. – Policy on Student Achievement and Satisfaction
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14. Policy on Student Achievement and Satisfaction
This Policy sets forth the Accrediting Commission’s definitions, interpretations, and expectations of what constitutes
compliance with Standard V. Student Achievement and Satisfaction. This Policy provides a general overview on how
the Accrediting Commission and its on-site evaluators will apply and judge evidence presented by postsecondary
institutions to demonstrate “acceptable student achievement and satisfaction.”
Institutions are expected to have in place a formal written and actively executed plan for conducting student
achievement and satisfaction studies in order to show compliance with Standard V.
Each institution is required to submit data that demonstrate acceptable student achievement and satisfaction,
including data from student surveys, completion/graduation rates, placement rates, and/or licensure exam pass
rates—where appropriate—in its Self-Evaluation Report and its Annual Report to the Accrediting Commission.
The Commission expects each institution to demonstrate acceptable student achievement and satisfaction based on
valid and reliable assessment techniques, when possible. To this end, the institution will collect and analyze relevant
data and use them to demonstrate compliance with Standard V. The evidence that must be provided by the institution
to the Commission is described below. For addition information, please see D.7. Q&A on Standard V – Outcomes
Assessment found on DETC’s website (Member Services and Evaluator’s Documents).
The Background of and Reasons for the Policy
Public and government concerns with the “outcomes” of education in recent years have led to increased emphasis on
ways that institutions can demonstrate accountability.
For many years, DETC required that institutions have an ongoing procedure to demonstrate that a satisfactory
percentage of students have (1) attained the required learning outcomes, and (2) been successful in achieving the
benefits established for a course or program. Institutions have had to show that a high proportion of students are
satisfied with the educational services provided, and that a satisfactory percentage of enrolled students finish the
course.
With the increased interest in outcomes and accountability, the Accrediting Commission determined that it needed to
have a sharper focus on this issue. It wanted to use more specificity for what constituted “satisfactory” and
“acceptable” ratings used to measure its long established outcomes standards. The Commission launched a process to
evaluate what had to be done to refine and strengthen its approach to outcomes assessment in this era of
accountability.
This process has resulted in three major additions to the current standards for student achievement and satisfaction. A
priority sequence for outcomes measurement has been established, which ranks in descending order three different
ways of measuring learner achievement.
The Priority Sequence
Here, in descending order of importance, is the sequence for demonstrating outcomes attainment:
1. Outside independent assessments. When these are available, they constitute clear targets for the educational
process and form the major part of any measure of student achievement. The classic example is a course designed to
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prepare the student to pass a licensing examination. The “pass rate” of students provides an ideal measure of the
effectiveness of such a course.
In any case where the outcome of a course is demonstrable through performance on outside assessments, such as
those required for employment in a profession for which the program trains graduates, institutions will be expected to
provide any data available to them that shows this outcome. In these cases, student performance on independent
assessments will be a primary focus in assessing achievement of the course objectives and learning outcomes. (10/11)
The graduates’ success in passing outside independent assessments must be reasonably equivalent to other
appropriately accredited education providers that are similar in nature and level. (10/11)
By “reasonably equivalent” success in passing assessments, the Commission interprets this to mean that an
institution’s graduates’ performance on any required independent examination or assessment will be within 15
percentage points of the mean passing rate for all examinees from all other appropriately accredited education
providers for that examination for any particular year that the examination or assessment was taken. In cases where
such data is unavailable from assessment administrators, the institution will have the burden of showing that its
graduates who take such assessments pass it at a rate that is within 15 percentage points of the mean pass rate of all
other DETC accredited institutions whose graduates have taken the same examination or assessment for the most
recent year for which data are available. (10/11)
There are other, less formal indicators that still have the credibility of an outside assessment. Successful completion
of an educational course can lead to promotions within the field or occupation, favorable comments from supervisors,
or successful performance of new tasks. Clearly, indicators like these are not as persuasive as performance on
specific third-party tests, but since they are not controlled by the institution or student, they will have particularly
strong credibility with the Commission.
2. Professed student satisfaction. Although outside assessments are the most preferable indicator of the
achievement of outcomes, many programs are offered for which these assessments are simply not available. In these
cases, the standards must rely on an element within the educational process. In light of the maturity of distance
education students and the reasons they give for enrollment, and drawing on the experience of the past half-century,
the Commission will use the overall assessments made by the students taking the course as the primary indicator of
student success and satisfaction.
A standard part of DETC accreditation has been an evaluation of student responses to survey questions designed by
the Commission. Students in DETC-accredited institutions fit a profile, and most are older and perform roles other
than that of student. They are the best judges of whether the program delivered what it promised, and their verdict
will play a major role where outside, third-party assessments are not available.
The new focus builds on the former procedure in two ways. First, questions designed to elicit the measure of
satisfaction will be asked of some students every year, rather than only at five-year scheduled reaccreditation
reviews. Second, a baseline has been established. The Commission has developed three questions to be asked of
randomly selected students. For each course or program offered by an institution, three of every four students
responding to a random survey must answer positively about their experiences.
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In cases where the portion of the responding students reporting satisfaction with the experience is less than 3/4th (or
75%), the institution must then provide an explanation for the deviation. If the Commission’s analysis does not show
that the institution’s data compare favorably with those of similar DETC-accredited institutions, the institution must
provide a written explanation, and the Commission will review the institution’s explanation and take whatever
follow-up action it deems appropriate. Such action may include (1) accepting the institution’s explanations and
taking no further action; (2) determining that the institution may no longer offer the course/program in its present
form, and/or (3) ordering the institution to undergo a full accreditation review if the institution does not make the
appropriate changes.
3. Completion rates. These numbers show how many students were able to complete a course of study and pass all
assignments and assessments required by the institution. Although these rates have long been included in DETC
accreditation decisions, the nature of distance education and its students make them a less useful indicator of course
outcomes than they may be in traditional education. Where adult students are responsible for their educational
choices, they may decide that their personal goals have been reached before completing the course. Open
enrollments, and “study anytime” opportunities result in noticeably lower completion rates for distance education.
Institutions offering identical courses in both resident and distance modes report consistently lower graduation rates
from the distance education offerings, and over the years many fine institutions of unquestioned effectiveness have
demonstrated that high student success can exist alongside low course/program completion/graduation rates.
For these reasons, completion/graduation rates will be examined as part of the general review of the institution rather
than as a primary indicator of outcomes. These rates will now have benchmarks designed to identify areas in need of
Commission attention. DETC members will be assigned to one of several peer groups, dependent upon whether the
courses are educational, vocational, or avocational, the level of degree or credential offered, and other factors. A
benchmark completion rate representing the average completion rate of all programs in the peer group will be
determined for each peer group. Courses with completion rates within 15 percentage points of the mean for the group
will be considered in compliance with the standard.
If the Commission’s analysis does not show that the institution’s data compare favorably with those of similar
DETC-accredited institutions, the institution must provide a written explanation, and the Commission will review the
institution’s explanation and take whatever follow-up action it deems appropriate. Such action may include (1)
accepting the institution’s explanations and taking no further action; (2) determining that the institution may no
longer offer the course/program in its present form, and/or (3) ordering the institution to undergo a full accreditation
review if the institution does not make the appropriate changes.
The Standards for Student Achievement and Satisfaction
Accrediting Standard V addresses three specific areas:
A. Achievement of Student Learning Outcomes and Benefits: The institution articulates student learning
outcomes independent of delivery method, has a systematic and ongoing process for assessing student learning, and
provides documented evidence that shows that the results are used to improve programs, curricula, instruction,
faculty development, and services.
B. Student Satisfaction: The institution documents that students are satisfied with the instructional and educational
services provided.
C. Progress Through the Course/Program: The institution documents that students complete their studies at rates
that compare favorably1 to those of courses/programs offered by similar DETC accredited institutions.
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1 “Compare favorably” means each course/program completion/graduation rate is within 15 points of the mean for
courses/programs at similar DETC institutions (see further discussion below).
The Commission defines “outcome” as a specified knowledge, skill, ability, or attitude that a student has achieved as
a result of taking a course or program. A “student learning outcome” is a particular/specified level of knowledge,
skill, and ability that a student has achieved as a result of his/her engagement in a particular/specific instructional
experience or set of instructional experiences.
Please note that the term “completion” refers to completing a course, and the term “graduation” refers to
completing an entire program consisting of several courses, such as an academic degree, e.g., Associate’s,
Bachelor’s, Master’s, or First Professional degree. A “course” is defined as units of learning activities that result in
the award of a diploma, certificate, or academic credit when completed.
A. Achievement of Student Learning Outcomes and Benefits
Outcomes Assessment Plan: When an institution undergoes its initial or re-accreditation examination, it must
provide in its Self-Evaluation Report both a formal written plan for regularly conducting student learning outcomes
assessment for all of its courses/programs and documentation that it follows the plan. Each accredited institution
must confirm that it meets this requirement by initialing the appropriate statements in “Section II. Certification of
Compliance with Commission Requirements” in its Annual Report to the Commission.
The institution must demonstrate and document in its SER that students achieve learning outcomes that are
appropriate to its mission and to the rigor and depth of the degrees or certificates offered. The institution must also
describe how its outcomes assessment plan has contributed to the improvement of the institution over time and
explain how the plan demonstrates that the institution is fulfilling its stated mission.
“Assessment” is an ongoing process aimed at understanding and improving student learning. When developing an
outcomes assessment plan, an institution should consider: 1) what it wants students to be able to do or know, 2) how
it knows they can do it or know it, and 3) how it will use the information received to improve teaching and learning.
The plan should begin with a solid set of learning goals and outcomes that are quantifiable, realistic, and measurable.
Student Learning Outcomes
When specific learning outcomes are published for a course or program, the institution must provide evidence
documenting that its graduates have achieved those outcomes.
A “student learning outcome” is a particular/specified level of knowledge, skill, or ability that a student has achieved
as a result of his/her engagement in a particular/specific instructional experience or set of instructional experiences.
An effective assessment plan should specify the targeted audience (i.e., students, graduates, and stakeholders), define
and identify the learning goals and outcomes, and be anonymous and formative.
The institution’s formal written plan should describe the different areas assessed, the methods of assessment and
when they are used, and how it interprets and uses the results. The Tables on page 9 and 10 of this document are
provided to suggest some possible resources for methods of assessment and when they can be used. Institutions
should tailor the data shown in the sample tables to fit their method of assessment and interpretations for their
institution’s courses and/or programs.
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When specific benefits for a course or program are explicitly promised, the institution must provide evidence
documenting that the graduates attain the benefits. “Benefits” are anything that contributes to an improvement of a
condition. Benefits resulting from enrolling and/or completing a course/program could be obtaining a job, changing a
career, getting a promotion or raise, improving job skills, obtaining credentials, qualifying for professional license, or
providing personal satisfaction.
Evidence of any benefits promised for taking a course or program may be in the form of institution-administered
surveys of students, graduates, employers, registrars at other institutions, and other groups with direct knowledge of
the students’ abilities or skills. If a benefit is promised for a course or program, such as “earn a job promotion,” the
institution must present evidence that a satisfactory percentage, i.e., a majority, of graduates have attained the
promised benefits. The institution must describe how its outcomes assessment plan has contributed to the
improvement of the institution over time and explain how the plan demonstrates that the institution is fulfilling its
stated mission.
Attainment of Benefits
When specific benefits for a course or program are promised to prospective students, the institution must document
that a satisfactory percentage of graduates actually attain the benefits. Evidence of the attainment of any benefits
promised for taking a course or program may be in the form of institution-administered surveys of graduates,
employers, registrars at other institutions, and other groups with direct knowledge of the students’ abilities or skills.
If a specific career-related benefit is promised for a course or program, such as “get a job” or “earn a promotion” or
“launch a new career,” then the institution must present evidence that a satisfactory percentage of graduates have
attained that promised benefit. The Commission interprets “satisfactory percentage” to mean that an institution can
document its graduates have an attainment rate at the same or higher level as compared to a statistically valid sample
of other appropriately accredited education providers that offer programs that are similar in nature and level, or other
metrics tracked for the specific licensure, certification, exam, placement rate, etc. The institution is responsible for
showing that it has met this benchmark requirement. In addition, the percentage of graduates that actually attain each
promised benefit must be prominently displayed on the institution website.
The graduates’ success in passing outside independent assessments must be equivalent to other appropriately
accredited education providers that are similar in nature and level.
B. Student Satisfaction
The Commission defines “student satisfaction” as evidence presented by an institution that shows that the students
and graduates of the institution have expressed their overall satisfaction with the courses and services as they have
experienced them.
Student satisfaction can range from whether the course materials were current and comprehensive to whether grading
services were prompt and fair and if faculty members have performed adequately. Student expressions of satisfaction
are normally attained through institution surveys, but an institution can also gather and present data such as
unsolicited testimonials, referrals of other students, and repeat enrollments in new or subsequent courses.
The students’ expression of their own satisfaction is another form of evidence used to document outcome
achievement. The institution must provide evidence that demonstrates that students are satisfied with the instructional
and educational services provided. It must provide evidence in its Annual Report by reporting the following data. In
addition, an institution undergoing initial or re-accreditation must also provide evidence in its Self-Evaluation
Report.
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To measure student satisfaction, the institution must survey the students in each of its courses. When reporting
information to the Commission in its Annual Report, an institution will be asked to report the number and percentage
of “Yes” responses to the three questions below from 10 of its most popular courses (as defined by number of
enrollments). If an institution has more than one division, e.g., vocational and/or degree granting, it must choose 10
courses from each division.
A “course” is defined as units of learning that result with the award of a diploma, certificate, or academic credit
when completed. Examples of course titles are, “Jewelry Design,” “American History,” or “Business Management.”
The institution must include in its surveys the following three questions and use the “Yes-No” response. The
questions are worded so that they apply to students who have dropped out, are still studying, or who have completed
the course/program:
1. Did you achieve, or will you have achieved upon completing your studies, the goals you had when you started
this course or program?
2. Would you recommend these studies to a friend?
3. All things considered, were you satisfied with your studies with us?
The minimum acceptable “Yes” response rate is that three of four responders (or 75%) must answer “Yes” to each of
the three mandatory questions.
The institution may determine the time frame for collecting the survey data. The institution will be asked annually to
provide a sample of the surveys used and a description of how they were conducted. The description should include
the name of all 10 courses, the time frame used to collect the data, and the number and percentage of “Yes” answers
to questions 1, 2, and 3 above.
Example of Survey Data
An institution offers a course in Business Management. During the calendar year 2002, the institution sends a survey
that includes the three mandatory questions to the 700 students who enrolled in the course that year including those
students who dropped out (110), those who complete the course (400), and those still studying (190). The institution
received 10 surveys stamped as undeliverable, which makes the Survey Sampling 690 (110 + 400 + 190 = 700 – 10 =
690). The institution received 210 completed surveys, which makes the Return Rate 42% (210 divided by 690 = .304
or 30%). Of the 210 completed surveys received, 200 answered “Yes” to question 1; 189 answered “yes” to question
2; and 205 answered “yes” to question 3. Along with a sample of the survey, and a description of the survey method,
the institution would send the following information to the Commission in its Annual Report:
Name of Course: Business Management
Time Frame of Survey Sample: 1 year (2002) # and % Answering “Yes” to question 1: 200 or 95%
Survey Sampling: 690 # and % Answering “Yes” to question 2: 189 or 90%
Number of Completed Surveys Received: 210 # and % Answering “Yes” to question 3: 205 or 98%
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If the percentages of those answering “Yes” to any of these questions are below 75%, the institution must provide a
written explanation, and the Commission will review the institution’s explanation and take whatever follow-up action
it deems appropriate. Such action may include (1) accepting the institution’s explanations and taking no further
action; (2) determining that the institution may no longer offer the course/program in its present form, and/or (3)
ordering the institution to undergo a full accreditation review.
C. Progress Through the Course/Program
The institution must demonstrate that students complete their studies at rates that compare favorably to the rates of
students enrolled in similar courses/programs offered by similar DETC-accredited institutions. The Commission
defines “compare favorably” as meaning completion or graduation rates that do not fall below 15 percentage points
of the mean completion or graduation rate for similar courses or programs at similar DETC institutions. The
Commission will collect, analyze and compare the data from the institution’s Annual Report or Self-Evaluation
Report, and notify the institution if it falls below the 15 point limit.
For an institution undergoing initial or re-accreditation, the Commission staff will provide the on-site evaluators with
the data from similar courses/programs offered by similar DETC-accredited institutions in order to help them
determine if it meets Standard V.C. The evaluators will also consider the data provided in the institution’s Self-
Evaluation Report when making their determination.
For the purposes of calculating the completion and graduation rates, the term “completion” indicates that a student
completed an individual course or semester, while the term “graduation” means that a student completed the entire
degree program. A “course” is defined as units of learning activities that result in the award of a diploma, certificate
or academic credit when completed.
The institution must collect completion data on each course and graduation data on each degree program. When
reporting information to the Commission in its Annual Report, an institution will be asked to report completion data
on 10 of its most popular courses (as defined by number of enrollments). If an institution has more than one division,
e.g., vocational and/or degree granting, it must choose 10 courses from each division. If the institution offers degrees,
it must also supply graduation data for each degree program (see below).
Completion Data for Courses or Semester:
The institution must collect and report the following data for the courses or semester specified above:
Name of Course(s)
Unit of Measurement
Date of Sample
Number of Students in Sample
Number of Cancellations (see below for definition)
Number of Active Students in Sample
Students Completing
Completion Rate
To determine the “Unit of Measurement,” an institution should consider how a student enrolls in a course or
program. The unit of measurement should be based on the segment of curricula a student is contracted to pay for
(what he or she signed up for and are financially committed to according to the contract). If it is by semester in a
degree program, then the institution should use a semester (specify the number of credits, usually 15) as the unit of
measurement to determine the completion rate.
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The institution should select a random sample of names of people who started the course/semester, i.e., submitted at
least one lesson, and track them for a determined time. The institution should select enough names so that it ends up
with at least 100 randomly selected people who completed the course/semester. To determine the time frame, the
institution should allow enough time so that the last student who enrolled in that course/semester has had enough
time to complete it. For example, if it normally takes a student one year to complete the course/semester, then go
back one year and select randomly 100 names prior to that date.
To calculate the “Completion Rate,” take the number of students who completed the course/semester and divide it by
the number of people who enrolled (do not include those who dropped during the 5-day cancellation period, those
who never submitted any required assignments/examinations, those who were cancelled by the institution for non-
payment, or those who never provided the required information to be enrolled in the course such as not providing
official transcripts. To report the “Number of Cancellations,” count those people who dropped during the 5-day (or
the amount of time specified) cancellation period, those who never submitted any required assignments/
examinations, and those who were cancelled by the institution for non-payment and/or non-compliance.
Example for Course/Semester Completion Rates
An institution offers a course in “Computer Technology.” It normally takes a student 12 months to complete this
course. If today’s date were January 2002, the institution would select the first 150 people who enrolled in the course
before January 2001. Tracking the 150 people selected showed that 10 people dropped the course during the 5-day
cancellation period, 15 people never submitted any assignments or examinations (non-starts), 20 people were
cancelled for not paying, and 5 people were disenrolled for never providing the institution with an official transcript.
This leaves 100 active students. Of the 100 actives students, 30 are still enrolled but not active and 70 completed the
course. An Active Student is an enrolled student who has submitted at least once examination to an institution for
servicing during the institution’s designated period of time established as the criteria for making satisfactory
progress, or one who has affirmed in writing his/her intent to continue studying. To calculate the completion rate,
take the number of student who completed the course (70) and divide it by the number of enrolled students (100),
which gives you a completion rate of 70%.
People who enrolled: 150
People who cancelled before 5-days*: - 10
People who never submitted exams*: - 15
People who institution cancelled for non-payment*: - 20
People who were in non-compliance*: - 5
Students granted extensions**: 0
Final Sample: 100
Students who completed course: 70
Divided by 100 (active students) = 70%
*All of these equal “cancellations.”
** Extension may be for stop out, leave of absence, active duty, etc.
For this course, the institution would provide the following information:
Name of course: Computer Technology *Number of Cancellations: 50
Unit of Measurement: 24 months Number in Final Sample: 100
Date of Sample: January 1, 2000 – January 2002 Students Completing: 70
Number of Students in Sample: 150 Completion Rate: 70%
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Completion Data for Degree Programs:
Each institution must collect and report the following data for its academic degree programs:
Name of Degree
Years to Complete
Years in Sample
Number of Students in Sample
Number of Active Students in Sample
Students Graduating
Graduation Rate
Depending on the number of students enrolled in each degree program, the institution should select a random
sampling. The sampling should include enough students to give a true picture of the graduation rate for the program.
The institution should select, randomly, sample names of people who started the degree program, i.e., submitted at
least one lesson/course, and can be tracked for a determined time. The institution should randomly select an
appropriate number of students (at least 25%, not to exceed 100) who completed the program. To determine the time
frame, the institution should allow enough time so that the last student who enrolled in that program has had enough
time to complete it. For example, the 2010 DETC Survey of its accredited degree-granting institutions showed
that the average time it took for students to complete an Associate degree was 4 years, a Bachelor’s 4 years, a
Master’s 3 years, a first professional 4 years; and professional doctorate 4 years.
To calculate the “Completion Rate,” take the number of students who completed the program and divide it by the
number of people who enrolled (do not include those who dropped during the 5-day cancellation period, those who
never submitted any required assignments/examinations, those who were cancelled by the institution for not paying,
and those who never supplied the appropriate information to be properly enrolled or fully accepted in the program.)
Example of Graduation Rate for a Degree Program
An institution has had 80 enrollments in its MBA program since it began 5 years ago. Since it normally takes three
years to complete a Master’s degree, the institution randomly selects 25% of those enrolled in the entire program or
20 students who enrolled at least 3 years ago. For this example, the institution selects a date of January 1998.
Tracking 20 randomly selected students from the time they enrolled until January 2001, the institution determines
that 1 student cancelled within 5 days, 2 students never submitted any work and 2 students were dropped due to lack
of payments. This leaves 15 active students. During this time, 12 students graduated with MBA degrees. To calculate
the graduation rate, take the number of students who completed the entire program (12) and divide it by the number
of actives students (15), which gives you a graduation rate of 80%.
For the example, this is how the number of active students was determined:
People who enrolled in degree program: 20
People who cancelled before 5-days: -1
People who never submitted exams: -2
People who were cancelled for non-payment: -2
Students granted extensions: 0
Final Sample: 15
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The institution would provide the following information:
Name of Degree: MBA Program Number in Final Sample: 15
Average Time to Complete Program: 3 years Students Graduating: 12
Date of Sample: January 1, 1998 – January 2001 Graduation Rate: 80%
Number of Students in Sample: 20
Other Information Considered
In determining whether an institution undergoing its initial or re-accreditation meets Standard V, the Commission
also considers the direct evidence of the results of its own mail survey of students using the “DETC Student Survey
Form.” An institution must submit 100 names/labels with their application form. If an institution has more than one
division, e.g., vocational programs and academic degrees, it must submit 100 names for each division.
The on-site evaluators and the Commission will review the student surveys to evaluate the institution’s performance.
The survey results from the Commission-administered student survey will be compared to those of institution-
administered surveys to establish the validity of the institution’s survey results.
The Commission will also consider evidence from: (1) analysis of student complaints received about the institution,
(2) information solicited in a survey that the Commission sends to state and federal agencies, consumer agencies, and
Better Business Bureaus, and (3) any other data or information it encounters about the institution, regardless of its
source.
If an institution feels that it cannot adequately and fairly fulfill the reporting requirements as described in this Guide,
it may suggest other ways of providing evidence that it meets Standard V. The Commission will make a
determination on a case-by-case basis if the institution’s methods of providing evidence are acceptable for meeting
Standard V.
For institutions undergoing initial or re-accreditation, the Commission will also consider the results of the
Commission-mailed survey of students using the “DETC Student Survey Form” (see Appendix G.1.) when
determining whether an institution meets Standard V. The on-site evaluators and the Commission will review the
student surveys to evaluate the institution’s performance. The survey results from the Commission-administered
student survey will be compared to institution-administered surveys to establish the validity of the institution’s
survey results.
The Commission will also consider evidence from: (1) analysis of student complaints received about the institution,
(2) information solicited in a survey that the Commission sends to state and federal agencies, consumer agencies, and
Better Business Bureaus, and (3) any other data or information it encounters about the institution, regardless of its
source.
Commission’s Review
The Commission will review the data supplied in the institution’s Annual Report and will compare the completion
and graduation rates with similar institutions offering similar courses/programs. To make the comparison, the
Commission staff will determine which institutions and programs are similar. For institutions undergoing initial or
re-accreditation, the on-site evaluators and subject specialists will review the information in the Self-Evaluation
Report and make the comparison with Commission-supplied data.
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To be considered a “favorable comparison,” a course or program must not fall below 15 points of the mean
completion rate for similar course or program at a similar DETC institution.
The graduation rates for degree programs will be compared to the mean graduation rate of the similar
courses/programs offered by the group.
If the Commission’s analysis does not show that the institution’s data compare favorably with those of similar
DETC-accredited institutions, the institution must provide a written explanation of its data and how they were
gathered and the Commission will review the institution’s explanation and take whatever follow-up action it deems
appropriate. Such action may include (1) accepting the institution’s explanations and taking no further action; (2)
determining that the institution may no longer offer the course/program in its present form, and/or (3) ordering the
institution to undergo a full reaccreditation review if the institution does not make the appropriate changes.
Conclusion
The Accrediting Commission will judge the acceptability of the case an institution makes for meeting Standard V by
looking at all of the evidence and the thoroughness, clarity, and adequacy of the documentation presented in the Self-
Evaluation Report and Annual Report.
When an institution is undergoing its initial accreditation or re-accreditation review, the on-site evaluators will
review and evaluate the information provided by the Commission and by the institution against the minimum levels
of acceptance described above. They will also determine if there are any extenuating circumstances that should be
considered in the case of an institution whose performance falls below minimum acceptable levels.
If the Commission’s analysis shows that the institution’s outcomes data do not meet the prescribed minimum
acceptable levels, the institution must provide a written explanation and the Commission will review the institution’s
explanation and take whatever follow-up action it deems appropriate. Such action may include (1) accepting the
institution’s explanations and taking no further action; (2) determining that the institution may no longer offer the
course/program in its present form, and/or (3) ordering the institution to undergo a full accreditation review if the
institution does not make the appropriate changes.
Evidence provided by the institution must be relevant, verifiable, representative, and cumulative. It may not be
modified to produce a desired outcome. Hence, the burden of proof is always on the institution to show how its
evidence meets Standard V.
When an institution believes that it operates under conditions where assessing outcomes can be achieved more
accurately by using standards other than those listed in this Policy, it may petition the Commission for a variance.
Where the Commission believes that any such variance or reinforcement of the established standard will improve the
assessment of objectives and outcomes, it will grant a variance.
Revised October 2011
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Sample Contents of an Outcomes Assessment Plan. Item Elements
Overview Why the plan is written; what it seeks to accomplish or its purpose; who
is responsible for implementing plan; principles of learning assessment;
implementation timeline; review of plan
Assessing Student Achievement
Introduction Overview
Identifying Program and Course Objectives Define and identify the learning goals and outcomes; identify what the
students will be able to do or know; and identify how this is determined
Outcomes Measurement Tools Lesson exam grades, final exam grades, final course grades, GPA,
written projects, projects, internships, transfer of credits; third-party
administered test scores; certifications
Review of Student Achievement Results Data that demonstrates that students are achieving learning outcomes that
are appropriate to the institution’s mission; data demonstrates as to the
rigor and depth of the degrees, diplomas, or certificates offered
Reporting Student Achievement Results to
DETC
Report any third-party assessment results, such as test scores on industry
examinations or certifications as compared to national average scores,
etc.
Using Student Achievement Results to Improve
the Institution
Revise as needed to improve outcomes.
Assessing Student Satisfaction
Introduction Overview
Student Satisfaction Measurement Tools Student surveys, unsolicited testimonials; referrals; repeat enrollments;
few student complaints; end of course evaluation; graduation survey
Review of Student Satisfaction Results How often tools are reviewed; who is responsible; what are the
benchmarks?
Reporting Student Satisfaction to DETC and
Other Agencies
Surveys of 3 mandatory questions must be reported to DETC in Annual
Report each year due January 31st
Using Student Satisfaction Results to Improve
the Institution
What happens when the percentage of “yes” to the 3 questions falls
below 75%?
Assessing Progress Through the Course/Program
Introduction Overview
Collecting Data Related to Progress through the
Course/Program
Course completion data, program graduation data, time to complete a
course, credentialing
Review of Progress Data What happens when a completion rates falls below a certain percent?
Reporting Data to DETC Report completion and graduation rates to DETC in Annual Report each
year due January 31st
Using Progress Data to Improve Institution Revise or terminate courses with low completion rates.
Improving the Institution through Outcomes
Assessment
How will the institution use this information to improve teaching and
learning, as well as student services, etc.?
Instructional and Educational Support Services Review and revise as needed.
Program Objectives and Curriculum Review and revise as needed.
Course Objectives, Content, Instructional
Materials, and Assessments
Review and revise as needed.
Institutional Policies and Procedures Review and revise as needed.
Institutional Mission, Goals, and Objectives Review and revise as needed.
Attachments:
Areas Assessed and Methods of Assessment
and When it is used
See sample of Table A below.
Methods of Assessment and How Institution
Interprets and Uses Results
See sample of Table B below.
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Table A – Areas Assessed and Methods of Assessment and When It is Used (Suggested Approach)
Areas Assessed: Method of Assessment and When It is Used:
Basic Skills (reading, writing, math
computing) standardized tests; pre- and post-test; passing a course; portfolio at end of course;
thesis; examinations
Competencies (critical thinking, oral
communication, quantitative reasoning,
problem-solving, etc.)
completion of course/program; “C” or better in required courses; standardized tests;
comprehensive examinations; thesis; skill check list; survey of graduates; employer
surveys; internships; capstone projects; portfolio; critiques
Disciplinary Knowledge completion of course/program; standardized examinations; final research paper;
evaluation by instructors; capstone project; final project; portfolio, thesis; employer
survey; grad school admissions; performance or national, state-mandated,
comprehensive, standardized, and/or graduate examinations.
Technical/Professional Skills national licensure or board examinations; exhibitions or performances; completion of
course requirements; practica, internships; skills check list; capstone project;
portfolios; written evaluations at end of each course; comprehensive examination;
survey of graduates; survey of employers; final grades
General Education course completion; test at end of courses; pre- and post-test; portfolio; review of
student input form; survey of graduates; capstone project; student survey; course
embedded assessment
Interdisciplinary Knowledge course completion; grades in courses; competency examinations; papers, tests,
seminars; portfolios; capstone project; projects; thesis; critiques at end of each course;
graduate school admission; evaluation of performance; faculty assessment
Values required courses; alumni survey; assessed within context of internship; end-of-course
survey; capstone project; ethics-intensive courses; portfolio; final thesis; student
development outcomes survey
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Table B – Methods of Assessment and How Institution Interprets and Uses Results (Suggested
Approach)
Method of Assessment: How Institution Interprets and Uses Results:
Standardized Tests results used for admittance into programs; placement in appropriate course level; results
used to test out of required subject
Professional Certification Exams used to award certification by third-party; results used for job attainment or advancement;
program evaluation; curriculum improvement
Surveys (students, graduates,
employers)
determine satisfaction; determine baseline indicators; determine relationship between
workplace demands and “class” learning; sometimes used in institutional planning; not
shared widely
State/National Licensure Exams results used to improve curriculum; to compare performance to program objectives and
learning outcomes; results shared with faculty and reported to Accrediting Commission
Portfolios results used to chart student progress; to adjust the curriculum; to certify competencies for
professional expectations; results are shared with department
Course Completion number of students completing course; results reported to Accrediting Commission
Capstone Courses/Projects student performance is compared to expected levels of performance by the Instructors;
determine if required/expected learning outcomes have been achieved; results are not shared
Internships/Field Experiences field-sponsors’ comments improve program as results are shared with faculty
Projects/Theses used to specify students’ strengths and weaknesses; results discussed in Department; help
determine if learning goals and outcomes can be applied
Examinations used to assess achievement of learning outcomes; used for competency based assessment;
used to revise curriculum; results reported to faculty
Grades used to inform students of performance in courses; used to establish GPA and determine
membership in honor society; used to award honors at graduation; used for transfer of
credits; results shared with faculty and students
Classroom Assessment Techniques used to evaluate and enforce learning on day-to-day basis
Student Evaluations used by individual faculty member to revise pedagogy; results reported to Accrediting
Commission
Transfer of Credits used to admit student into program; used to place student in appropriate grade level; used to
assess knowledge
Job Attainment, Promotions or
Salary Increases
used to evaluate acceptance and application of knowledge and skills learned
Standards set by Accrediting Body
or National Advisory Board
results used to compare against similar accredited institutions; results are shared with faculty
to revise curricula
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15. Policy on Institutions Participating in Title IV Programs
This policy sets forth the Accrediting Commission’s procedures for the institutions to seek to establish eligibility to
participate in, Federal student financial assistance programs administered by the U.S. Department of Education under
Title IV of the Higher Education Act of 1965, as amended (“Title IV programs”). In addition, the policy expands on
and supplements the basic Accreditation Standards for DETC accredited institutions. Institutions that participate in,
or seek to establish eligibility to participate in, Title IV programs must meet all of the basic Accreditation Standards
in addition to the requirements listed in this Policy.
Overview
To provide direction and to protect future distance education students and their respective institutions as they seek to
participate in Federal student aid assistance programs, the Commission believes it is prudent to provide additional
policies, standards, and guidance for its member institutions in connection with the published Federal guidelines and
requirements for participation in Federal Student Assistance (FSA) Title IV programs.
These include percentage of revenue received from Federal student assistance programs in the first year of authorized
participation, the adoption of FSA Appendix D default reduction methods at inception, and additional required
controls over student loan default levels for any institution that in any published cohort year has a default rate greater
than 20%. The position of the Commission regarding these additional areas of oversight provides a level of
preventative action where the process review is more stringent than the published Federal policies and provides the
Commission with additional control over institutions it accredits that elect to participate in FSA Title IV programs.
It is the Commission’s expectation that any DETC-accredited institution electing to participate in Federal student
assistance programs will meet all of its Federal program responsibilities under Title IV of the Higher Education Act,
as amended, without exception. In cases where DETC standards and Federal law and regulations should differ, the
more stringent rules (and conversely, the more liberal to students) will apply.
For each institution that participates in Federal student assistance programs, the Commission will examine the record
of the institution’s compliance with its Federal program responsibilities under Title IV, based on the most recent
“official cohort default rates” published by the U.S. Department of Education; the results of its audited financial
statements; and its compliance audits, any program reviews conducted, and any other information that the
Department of Education may provide to DETC. The Commission will take action, as appropriate, when any of the
information suggests that the institution may be failing to meet DETC’s standards.
Institutions found by either DETC or the appropriate Federal authorities to be in significant non-compliance with its
Title IV program responsibilities or requirements will jeopardize the institution’s accredited status with DETC.
Scope of Activity
The Accrediting Commission reviews only those institutions that offer programs that have generally accepted and
understood objectives, course learning outcomes, and which are offered primarily through distance study instruction.
The Commission’s scope of recognition granted by the U.S. Secretary of Education extends through the Professional
Doctoral degree level.
All of the distance learning programs offered by the institution must be reviewed and approved by the Accrediting
Commission. All of the distance study divisions, courses, and/or subsidiaries of the institution offering distance study
instruction must be accredited by DETC and must be included in the scope of DETC accreditation extended to the
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institution. The institution may elect to become a Title IV eligible institution and not participate in any Title IV
programs, or it may elect to have selected degree-granting programs made eligible for Title IV. Any programs
selected for Title IV participation must be able to meet the Federal minimum requirements for program eligibility as
well as the requirements of this Policy.
(Note: the U.S. Department of Education considers an eligible institution to be the “sum of its eligible programs.”)
Eligibility
The institution that uses, or seeks to use, accreditation by DETC to establish eligibility to participate in Federal
student assistance programs must first offer “distance education” courses defined under the formal definition
established by the U.S. Department of Education.
For the purposes of qualifying institutions to participate in the Federal student assistance programs, any DETC
institution that intends to apply must meet all eligibility requirements, including the minimum program length
requirements, expressed in weeks and academic credits, as set forth in the law and regulations for Federal student
assistance program participation.
Any course or program length requirements, or minimum instructional schedule requirements, established by Federal
regulation must also be met. Any programs selected by the institution to be Title IV eligible must have existed in
substantially the same length and subject matter as the institution provided during the 24 months prior to the date it
applies for eligibility with the Department of Education.
The predominant mode (i.e., more than half of the instructional program) of delivering instruction must be via
distance education.
For proprietary or for-profit institutions, only those offering degree programs at the Associate’s, Bachelor’s,
Master’s, first professional degree level, or professional doctoral degree level will be eligible to apply for
participation in FSA Title IV programs by virtue of the institution being accredited by the Commission. Certificate
programs are not included.
Licensure
The institution that uses, or seeks to use, accreditation by DETC to establish eligibility to participate in Federal
student assistance programs must have a charter, license, or formal authority from the appropriate governmental
bodies to offer all of the programs or courses it offers, when such authority is available or required. The loss of state
licensure or required authority to operate will result in the contemporaneous loss of DETC accreditation and Federal
aid eligibility.
First Year Limit on Participation and Significant Growth Triggers
Revenue from all Title IV Federal student assistance programs by eligible institutions may not comprise more than
50% of an institution’s total revenue during its first 12 months of eligibility for Federal student aid program
participation, and not more than 75% of its revenue for the second 12 months and subsequent years of participation.
“Revenue” is defined as total receipts from all of the institution’s distance education students—regardless of whether
they received Federal student assistance Title IV program funds—for tuition, books, fees, and all institutional
charges, excluding refunds made.
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Students who enrolled in an institution’s programs prior to the date in which Title IV eligibility is granted and who
subsequently elect to receive Title IV aid will not be included in the institution’s Title IV revenues.
An institution that, due to its participation in the Title IV programs, experiences annual growth of more than a 50%
increase in student enrollments, and/or has more than a 50% increase in annual tuition receipts in any calendar year
may, at the discretion of the Commission, be directed to undergo an accreditation examination.
Reaccreditation
Since the length of the Title IV certification extends only through the institution’s current term of accreditation, not
to exceed five years; the institution must renew its compliance with Title IV programs as part of its reaccreditation.
The institution must readdress the statements in C.15. Policy on Institutions Participating in Title IV in its Self-
Evaluation Report. During the on-site visit, a Title IV evaluator will use A.8. Rating Form for Title IV Institutions to
verify the information provided in the SER. (12/11)
Action
Certification of the Institution by DETC
Those institutions that have, or seek to have, their accreditation with the Commission as a basis to establish eligibility
for FSA Title IV programs must apply to the Commission for approval of all the distance education programs offered
by the institution.
Only programs leading to the award of an accredited degree will be eligible for participation in FSA Title IV
programs.
Prior to an accredited institution filing an application to the Department of Education to be either a participating
institution or a deferment institution in Title IV programs, it must inform DETC of its intention to be evaluated and
“certified” by DETC for compliance with the provisions of this policy, and must be found in compliance with the
requirements set forth within this policy. The institution must submit the Application for Certification as an Eligible
Institution in FSA Title IV Programs (E.4.). Someone from the institution must also successfully complete DETC
course entitled, Realities and Regulations of the Title IV Aid Programs and submit a copy of his/her “certificate of
completion” with the application.
An accredited DETC institution may not participate in any Title IV FSA funding program, nor may it seek to be a
“deferment” institution, until and unless it is certified by DETC. An on-site visit to the institution is required in all
cases to be “certified” by DETC.
Although institutions accredited by other accrediting agencies are free to apply to the Department of Education for
Title IV status directly, without first being certified by the agency, the Department of Education has held DETC to
the highest standards in enforcing the certification policy DETC has adopted. Violation of any provisions of this
policy including applying to the Department of Education without first seeking and receiving DETC certification,
may subject an institution to corrective action, a special visit, or loss of accreditation.
Certification Report for Title IV
As stated earlier, a DETC institution may not participate in any Title IV FSA funding program or seek to be a
“deferment” institution unless it is certified by DETC. An on-site visit is required. Prior to the on-site visit, the
institution must submit an electronic copy of the Certification Report for Title IV documenting that it is in
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compliance with all the requirements as stated in this Policy. The institution must address the following statements
and provide documentation as evidence:
Standard I. Institutional Mission, Goals, and Objectives
1. The institution offers at least one academic degree program accredited by DETC.
2. The learning outcomes/objectives of any degree programs offered by the institution are comparable to those of
similar programs offered by institutions accredited by an agency recognized by the U.S. Secretary of Education
and/or the Council for Higher Education Accreditation (CHEA), or an accepted foreign equivalent that is listed in
the International Handbook of Universities (hereafter referred to as “appropriately accredited institutions”).
3. There is evidence that any degree program offered by the institution is in a subject area/field in which the
institution has demonstrated its competence and strength.
4. The institution has at least one program that meets the Department of Education’s definition of “distance
education” and that program is substantively the same length and subject matter as the program that the
institution has offered for at least 24 months.
Standard II. Educational Program Objectives, Curricula, and Materials
1. The educational objectives for any degree program the institution offers address the skills, knowledge, and
abilities a student is expected to acquire by completing the program, and are comparable to those of similar
degree programs offered by appropriately accredited institutions.
2. The curriculum of any degree program approved and offered by the institution is sufficiently comprehensive for
students to acquire the appropriate skills, knowledge, and abilities that reflect the level of the degree or program
offered.
3. For each degree program or group of similar programs that it offers, the institution (1) establishes an Advisory
Council, consisting of practitioners in the field for which the program prepares students, (2) that meets at least
annually and (3) provides the institution with advice on the current level of skills, knowledge, and abilities
individuals need for entry into the occupation, (4) as well as the adequacy of the institution’s educational
program objectives, its curriculum, and its course materials.
4. The “length” of any degree program offered by the institution is measured in semester or quarter credit hours (see
C.9 – Policy on Degree Programs for a definition of credit hour).
5. The length of the degree program is comparable to the length in credit hours of similar programs offered by
appropriately accredited institutions.
6. The degree programs meet Federal minimum length of time requirements.
7. The institution’s assessment of the acquisition of the appropriate skills, knowledge, and abilities by students
enrolled in any program offered by the institution is (1) formal, continuous and (2) includes graded examinations
and other academic assignments, as well as any other assessment techniques appropriate to the subject matter
being taught.
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8. An adequate number of proctored examinations are administered at the appropriate points throughout the degree
program.
9. The institution report as a substantive change per C.1. any contract where it entered into with another institution
or organization not certified to participate in the Title IV programs wherein it offers more than 25 percent of one
or more of the accredited institution’s educational program. (10/11)
Standard III. Educational Services
1. When technology is used for any part of a degree program, the institution provides adequate training and support
in the use of that technology to students, faculty, and involved participants.
2. The institution publishes and makes available to all students receiving Federal assistance, the faculty, and any
involved participants, a policy that defines “satisfactory academic progress.” At a minimum, the published policy
complies with all Federal student assistance requirements as stated in current Federal regulations.
3. The institution monitors satisfactory academic progress in accordance with its policy.
4. The institution has established procedures that effectively ensure that the person who is awarded a degree from
the institution is in fact the same person who enrolled in the program. (See Policy C.9.)
5. The institution provides for regular and substantive interaction between students and instructors, synchronously
or asynchronously.
Standard IV. Student Support Services
1. For each degree program offered, the institution provides students with complete and accurate information
regarding the skills, knowledge, and abilities that the program provides to its students.
2. The institution makes available to students, upon request, career counseling related to their program of study.
3. The institution makes available financial aid counseling available to all students in need of financial assistance,
students that are applying for financial assistance, and other persons seeking additional information regarding the
process for applying and receiving Title IV financial assistance. Such counseling may take place via a variety of
media sources and communications methods.
4. Upon the request of the student, the institution will provide personal assistance on questions related to the
application and delivery of financial aid.
5. The institution, through the financial aid office and the use of available media, encourages repayment of any
Title IV Federal student loan funds that were obtained for payment of the tuition and other costs associated with
the student’s attendance and enrollment in the institution’s academic programs.
6. The institution conducts entrance and exit loan counseling that encourages Title IV Federal student loan
repayment.
7. The institution has a default management plan that addresses areas such as the student loan information
(borrower’s rights and responsibilities, information regarding repayment and consolidation of student loan debt,
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communications with lenders and loan servicing agents, and the consequences of default), advising and
monitoring, cooperation with lenders, and collection information to facilitate location of borrowers.
8. The institution documents implementation of the default management program and regularly conducts an
evaluation of the effectiveness of its efforts as part of its self-study program.
Standard V. Student Achievement and Satisfaction
1. The institution has in place an on-going program to assess student achievement with respect to the stated degree
program objectives.
2. The institution demonstrates how this on-going program has been used to enhance program offerings and
services.
3. The institution demonstrates that graduates of its degree programs have attained the required skills, knowledge,
and abilities specified in the educational program objectives for the program.
Standard VI. Qualifications and Duties of Owners, Governing Board Members, Officials, Administrators, Instructors/Faculty, and Staff and Reputation of Institution 1. The names of the institution, institution’s owners, governing board members, and principal administrators do not
appear on the Federal government’s list of individuals debarred or suspended from participation in Federal
student assistance programs.
2. The institution’s owners, governing board members, officials, and principal administrators should not have been
previously affiliated with an institution that has lost or been denied accreditation, entered into bankruptcy, or
closed.
3. The institution employs a capable individual(s) to be responsible for administering all Federal student assistance
programs in which it participates, and for coordinating those programs with the institution’s other financial
assistance programs.
4. The institution employs other individuals, as needed, to assist in the administration of the Title IV programs.
5. At least one institution staff member must attend DETC-sponsored workshops on Title IV Aid Administration
when they are offered and is certified by DETC prior to the institution’s participation in any Title IV program.
6. Institutional personnel involved in the recruitment of students as their principal activity do not have final
decision-making authority in the approval or awarding of Federal student financial assistance.
Standard VII. Admissions Practices and Enrollment Agreements
1. The institution has a formal, written, and fairly administered admissions policy. The institution determines, with
reasonable certainty, prior to the acceptance of the applicant, that the applicant has the appropriate prior
education and program prerequisites required to succeed in the degree program.
2. If programs have prerequisites, they conform to the institution’s degree requirements, program objectives and
course learning outcomes.
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3. Students accepted for enrollment in degree programs must posses a high school diploma or its equivalent.
4. For each student enrolled in an undergraduate degree program, the institution maintains an official high school
transcript or its high school diploma equivalent.
5. For graduate degree-seeking students, the institution maintains an official transcript and evidence of any required
academic degrees for admission to graduate level programs and any other documentation needed to verify the
student’s qualifications for admission.
6. As part of its admissions policy, the institution takes reasonable measures to address and resolve any limitations
that prospective students may have that would hinder or prevent them for successfully completing the intended
program of study. Such measures may be: 1) the publication of a clear description of any physical handicaps or
disabilities that might prevent successful completion, 2) the inclusion of an appropriate question or questions on
the admissions application that would alert the institution to a potential problem and would trigger further action
by the institution, and 3) the requirement of a doctor’s statement in questionable cases. The institution’s
assessments will normally be conducted at a distance as a regular part of the institution’s admissions procedures.
7. An institution that participates in Federal student assistance programs is aware of, and complies with, all U.S.
Department of Education regulations and restrictions on methods of compensation that pertain directly or
indirectly to the success in student recruiting or admissions activities or in making financial aid decisions.
8. The institution makes available, or provides as required, the student consumer information as required by Federal
statute and regulations.
Standard VIII. Advertising, Promotional Literature, and Recruitment
1. Any statements the institution makes in any advertising, promotional literature, or other materials are complete
and accurate about (1) its eligibility or participation in Title IV programs, (2) its efforts to become certified to
participate in such programs, and/or (3) the availability of Federal student financial assistance to students who
enroll at the institution.
2. The institution will not use the availability of Federal financial assistance to students as the primary inducement
or rationale for students to enroll in a program.
3. The institution describes and discloses itself consistently to each accrediting agency, state agency, and Federal
agency with regard to identity, mission, purpose, governance, educational programs, credentials awarded,
personnel, finances, and constituents served. It also keeps each agency apprised of any changes in its status.
4. Any promotional literature, catalogs, websites, or other materials that describe the financial assistance available
to students, including any Federal student financial assistance that might be available, state that the assistance is
available only to those students who qualify, and include the Federal and institutional requirements students must
meet in order to qualify for and maintain eligibility for such assistance.
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Standard IX. Financial Responsibility 1. The institution must submit to DETC a copy of its annual, comparative (covering two most recent fiscal years)
independently audited Financial Statement and its Federal compliance audit for its most recent fiscal year within
10 days of these audits being submitted to the U.S. Department of Education.
2. The comparative Financial Statements covering each of the institution’s two most recent fiscal years must be
audited by an independent, certified public accountant.
3. The covering “Opinion Letter” for the audited statement must not contain language from the institution’s
independent CPA expressing any doubt about the institution’s ability to continue as a “going concern.”
4. The statements must be accompanied by a signed “Letter of Financial Statement Validation” certifying that the
CEO and CFO believe, to the best of their knowledge, that the financial statements are accurate. (See C.10.
Policy on Financial Statements.)
5. For each year of its Federal financial assistance participation, the institution meets each of the financial
performance tests and other qualitative measures mandated by the U.S. Department of Education for participation
in and maintaining eligibility in Federal student assistance programs.
6. An institution that files for Federal bankruptcy protection contemporaneously and immediately forfeits its DETC
accredited status and Federal student aid eligibility.
7. The published cohort rate for the institution for any cohort year—where 30 or more borrowers enter repayment—
cannot exceed the allowable rate as prescribed by the U.S. Department of Education. Institutions that receive a
published rate greater than 25% are required to implement and adhere to a default reduction plan that specifically
outlines the means by which the institution will provide services and contacts to the borrowers in an attempt to
reduce the cohort default rate.
8. The institution notifies DETC in writing within 10 days of having undergone any program reviews, inspections,
or other reviews of its participation in Title IV by the U.S. Department of Education. The institution also
provides complete copies of any reports (both preliminary and final) of these reviews, and provides any available
compliance audits, within 10 days of its receipt of these documents.
9. The institution meets the financial responsibility and administrative capability rules for Federal financial aid
participation required by Federal statute and regulation.
Standard X. Tuition Policies, Collection Procedures, and Refunds
1. The institution has and applies a tuition refund policy that meets all relevant state and Federal requirements and
which conforms to the DETC minimum refund policy found in III.C.3. of the DETC Business Standards.
2. At a minimum, the institution’s policy states (1) how refunds will be calculated, (2) the date from which refunds
will be calculated (i.e., the date of determination of withdrawal or termination), and (3) the time frame during
which refunds will be made.
3. The refund policy states how a student withdraws and what office/person he/she contacts.
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4. The refund policy is clearly stated on the institution’s enrollment agreement and its catalog and web site. For
online enrollees, the institution must demonstrate that prospective students have been exposed to the refund
policy.
5. The institution will also comply with the Return of Title IV Aid requirements when a student withdraws from a
school and is a Federal student financial aid recipient.
6. The institution pays all refunds within 30 days of the determination of the student’s withdrawal date.
Standard XI. Facilities, Equipment, Supplies, and Record Protection
1. The institution keeps accurate and complete academic and administrative records in accordance with Federal
requirements.
2. Student records are useable in electronic media.
Standard XII. Research and Self-Improvement
As an on-going part of its self-study, strategic planning, and outcomes assessment programs, the institution regularly
examines all aspects of its performance in Federal student assistance programs to determine if any changes are
needed to improve its compliance with its program responsibilities.
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16. Policy on Special Visits
A special visit is one ordered by the Accrediting Commission because of unusual circumstances or failure by the
institution to meets its obligations to the Commission. The Commission’s requirement for a special visit may be
precipitated because of (1) a serious or an unusually large number of student or other complaints e.g., “whistle-
blower” complaints; (2) state or Federal investigations or legal action taken against an institution, (3) an
institution’s failure to comply with a condition of accreditation, (4) reported conditions on negative financial events,
(5) a show cause order issued by the Commission, (6) governmental complaints against the institution, or (7) similar
serious concerns. (Rev 10/11)
If an institution refuses to agree to undergo a special visit, pay the fees for the visit in a timely manner, or observe the
timelines specified by the Commission for executing the special visit as directed, it will be reported to the
Commission for action, including withdrawing accreditation.
When the Accrediting Commission orders a special visit, it will be conducted in a timely fashion. In no case will the
time frame for reporting and conducting the visit extend beyond 12 months from the date the Commission is first
made aware of any condition requiring a special visit.
The Commission may grant an extension of time when it deems it is for a “good cause” as defined in D.1.1. Actions
Available to the Commission. (10/11)
An institution preparing for a special visit should follow the spirit and direction of the Guide to Self-Evaluation in
Appendix B, giving special attention to the areas of concern that have given rise to undergoing the special visit.
Because the institution will be informed of the reason(s) for the special visit, it will know the specific areas of the
Self-Evaluation Report (SER) that should be given particular emphasis. By following the Guide to Self-Evaluation,
the institution should be able to anticipate and accommodate the material needed in the SER.
Meeting Obligations of Accreditation
An institution’s failure to meet its obligations of accreditation may also result in requiring a special visit. An
accredited institution’s obligations are:
• File an Annual Report (due January 31st each year);
• Submit course/program completion data and summary of student surveys with Annual Report;
• Pay its Dues and Fees (by April 30th);
• Notifying the Commission of any “substantive change” as defined by C.1. Policy on Substantive Change and
Notification prior to the event; (10/11)
• File a Teach-Out Commitment (revised when ownership changes);
• Submit all new courses/programs for review prior to student enrollment;
• Correct any incorrect or misleading information; and
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• Promptly and satisfactorily resolve any complaints brought to the institution’s attention by DETC.
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Revised October 2011
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17. Policy on International Activities
As stated in C.1. Policy on Substantive Change and Notification, any changes in international activities, including recruiting or partnerships with institutions undertaken outside the U.S. by an institution headquartered in the U.S. is considered a “substantive change” and prior approval is required. (10/11)
The policy below sets forth the Accrediting Commission’s expectations of DETC approved programs that are offered to students outside of the United States of America in concert with partners in other countries. Both currently accredited institutions and applicants for DETC accreditation must observe the provisions below. Applicant or accredited institutions must seek DETC review and approval of any international activities covered by this Policy as a part of their initial application procedure. Accredited status has always carried with it the expectation that the DETC institution will be held accountable for meeting all accreditation standards, whether programs are offered nationally or internationally. The Commission
considers any decision to operate overseas to be a “substantive change.” (Rev 10/11)
The Accrediting Commission understands that an institution’s international operations may take many forms. There is no need for separate DETC approval when international students enroll directly into a DETC-accredited institution in the United States, when all instruction originates in the U.S., and when marketing and recruitment are conducted by employees stationed in the U.S. and with whom the institution has direct contact. Action Whenever any major function (training sites, recruiting, instruction, marketing, recruitment, business functions) is performed outside the United States, or when branch campuses or coordinating offices are opened in another country, or when the institution contracts with foreign agents or educational entities, including formal articulation agreements, the DETC institution must submit to the Commission in writing a complete description of the international program and activities and submit its contracts for review (see page 6). Significant expansion of an institution’s activities overseas may trigger a comprehensive examination of an institution. (Rev 10/11)
The Accrediting Commission reserves the right to order a comprehensive review of an institution at any time it has
concerns that the institution is not in compliance with the DETC’s standards, policies, and/or procedures. (10/11)
At a minimum, when a DETC institution offers its programs outside of the U.S. using non-U.S. partners to market, service or otherwise facilitate the programs for non-U.S. students, the institution must comply with the following:
1. All standards for accredited institutions as set forth in the DETC Accreditation Handbook apply wherever programs are offered outside of the U.S. The DETC institution offering the program and issuing transcripts, certificates and degrees is fully responsible for ensuring that all DETC standards are met.
2. The institution will include information from its international programs, including the number of enrollments, on its Annual Report to DETC.
3. The institution must ensure that any international partner, agent or employee is held to the same standard of ethical practice and academic excellence as that followed in programs offered in the U.S. International students must also have access to services and resources of a type and at a level equivalent to those available to U.S. students.
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4. The institution must exhibit appropriate due diligence before entering into any international partnership or
employment agreements. The partner, if not a member of the same corporate/ecclesiastical structure as the DETC institution, must be licensed by or have received the necessary approval or accreditation from the country’s higher education oversight organization.
5. The nature of the arrangement and the duties and responsibilities of each party will be set out clearly for the Accrediting Commission and the public, with special attention being given to activities that are within the scope of DETC accreditation such as advertising, recruitment, instruction, assessment of learning, student services, assignment of grades, record keeping and other tasks that are the normal purview of accreditation standards. If a non-U.S. partner is involved in any overseas activities, or if local recruiters, instructors, marketers or other personnel are hired, then the institution must submit copies of specimen contracts to the Commission for review before the program is launched.
6. Any contracts with non-U.S. partners or agents must include language clearly indicating that all parties agree
to comply with DETC accreditation standards and policies, and that if such compliance does not occur, it is cause for immediate termination of the contract. If termination occurs, provisions will be made for fulfilling obligations to students already admitted to the program. The DETC institution’s contractual agreements must be submitted to the Commission for review and approval in advance of their implementation. If the Accrediting Commission approves the agreement, the approval will be for a fixed period, and thereafter will be periodically reviewed by the Commission on a schedule it chooses. A contract fee of $500, set forth in DETC’s E.1. Fees, will be charged each time there is a DETC contract review, including any follow-up reviews.
7. Programs offered outside the U.S. must be presented in English, or in the original language of instruction presented to the Accrediting Commission when the program received initial approval. At its election, institutions may offer tutorial or supplemental instruction in a local language to assist student comprehension. In no case will examinations be offered in a language other than English. Faith-based institutions offering religious programs abroad are exempt from this requirement.
8. If English is not the prospective student’s native language, and s/he has not earned a degree from an
appropriately accredited* institution where English is the principal language of instruction s/he must demonstrate college-level proficiency in English as prescribed in C.9. Policy on Degree Programs.
*accredited by an agency recognized by the United States Secretary of Education and/or the Council for Higher Education Accreditation (CHEA), or an accepted foreign equivalent that is listed in the International Handbook of Universities.
9. As required by DETC C.9. Policy on Degree Programs, transcripts not in English must be translated into English and evaluated by an appropriate third party or a trained transcript evaluator fluent in the language of the transcript. In this case, the evaluator must have expertise in the educational practices of the country of origin and include an English translation of the review.
10. If any marketing or promotion of the program is conducted in a language other than English, the institution must retain locally someone who reports directly to the U.S.-based office and who is fluent in both English and the local language to supervise all business and marketing transactions. This person will serve as the director or coordinator or quality control manager for the program and ensure that all functions performed are compliant with DETC standards and policies as well as internal institutional policies. The institution must maintain an accurate translation into English of all ads, flyers, brochures, commercials side-by-side with these materials in the original language and available at any time for review.
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11. The institution must maintain for its non-U.S. partners a set of current operating procedures and policies that
indicate not only how DETC accreditation standards will be met, but also identify how the local partner, campus, or employee will be evaluated for compliance with the policies. These policies and procedures should be enumerated in a printed operations manual that covers all areas. A copy of the manual should be given to each person directly involved with the program.
12. The institution must provide training for any non-U.S. instructors, finance, recruiting and marketing personnel to ensure that they understand and will abide by DETC standards. All non-U.S. personnel should sign written statements with the institution to indicate their understanding of and their agreement to comply with all DETC standards. All recruitment personnel must also sign the DETC Code of Ethics for Student
Recruitment Personnel.
13. The U.S. home office for the institution must keep complete personnel files on all its non-U.S. employees or agents, including original academic transcripts for faculty.
14. Representatives from the home office should periodically visit the international campus or office and during these visits meet with students and any local employees.
15. The institution is encouraged to develop appropriate academic security practices that provide additional safeguards to prevent student cheating and fraudulent recruiting/marketing practices in their international programs. This may require additional elements for monitoring and additional requirements for proctoring examinations as well as additional training and monitoring of faculty and recruitment personnel. Even if the DETC institution has a contract with another entity, it cannot delegate responsibility for these functions to a local entity.
16. The Accrediting Commission reserves the right to conduct an on-site evaluation of international operations at any time, including as a part of an reaccreditation review. As a part of the re-accreditation review, institutions must include in their Self-Evaluation Reports a full description and comprehensive data for all international activity.
17. The institution must have in place measures, resources, plans, and procedures that will ensure that all
students will continue to receive the education and training they were promised under the contractual arrangement, even if the business arrangements between the DETC institution and the non-U.S. institution are subsequently terminated.
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Revised October 2011
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18. Policy on Annual Reports In an effort to ensure that there is consistent and continuous compliance with its standards, policies, and procedures, the DETC Accrediting Commission rigorously monitors the activities of each institution during the period of its accreditation. While DETC accreditation for U.S. institutions is on a five-year cycle (except for initial accredited institutions, which are reviewed again in three years), and while institutions must submit for DETC subject matter specialist evaluation any new programs developed between three/five-year reviews, the Commission’s continuous monitoring of institutions is also a key component of the overall culture of “trust but verify” that characterizes effective voluntary accreditation today. In addition to a three/five-year cycle of accrediting reviews and subject specialists’ evaluations of every new program, continuing Commission monitoring occurs on a three-part basis. First, institutions are required to advise the Commission whenever significant changes occur in their operations. Second, they must report any governmental investigations, lawsuits, or major change in financial condition. Third, Commission monitoring and oversight is exercised through submission of Annual Reports by institutions and their subsequent analysis by the Accrediting Commission. (10/11)
Due on January 31st, these Annual Reports follow the format set out in Appendix E.6. of the DETC Accreditation
Handbook. Institutions report on six different areas concerning current operations: (1) courses and programs offered; (2) certification of compliance with Commission requirements; (3) changes in educational and student services; (4) student satisfaction, as shown by responses to Commission-mandated survey questions; (5) completion and graduation rates; (6) financial condition, and (7) future plans. For future plans, institutions report on planned changes in the areas of course offerings, marketing, management, overseas activities, or location. (10/11) Annual Reports are due on January 31st each year. The institution will be charged a $500 late fee (see E.1. III. C.) if its complete and fully executed Annual Report is not received by DETC no later than the second Friday following January 31st. Failure to submit an Annual Report on a timely basis will also be cause for a special accreditation examination being directed (see C.16. Policy on Special Visits). If an institution is “certified” by DETC to be eligible for participation in Title IV Federal Student Aid programs, it must annually file E.7. Annual Report with Title IV. In addition to the items listed above, the institution must complete section VI on Title IV Participation. Action (10/11)
• Significant Growth or Decline in Enrollments: Institutions are required to report and explain the reasons for any significant growth or decline in enrollments (Section III. 2. of the Annual Report form). DETC identifies significant growth in enrollments to be the following:
If in a calendar year an institution reports:
- fewer than 300 new students, more than 100% increase; - between 300-1,000 new students, more than 75% increase; - between 1,000-9,000 new students, more than 50% increase; and - more than 9,000 new students, more than 25% increase.
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If an institution reports “significant growth in enrollments,” it must explain in detail in its Annual Report the reason(s) for the growth and what additional staff, faculty, administrators, educational and student support services, and financial resources and marketing plans have been employed to meet the needs for the new level of students to be served. The institution must also specify which programs had the most growth (indicating the percent of growth since last year), the reasons for the growth in those programs, and how the institution is accommodating the growth. DETC identifies a “significant decline in enrollments” to be when an institution’s new enrollments drop 25 percent or more in one year. If this happens, the institution must explain the reason(s) for the decline and the impact it has had on staff, faculty, administrators, educational and student support services, and financial resources and marketing plans.
• Significant Growth or Decline in the Number of Programs: Institutions are required to report and explain the reason for any significant growth or decline in the number of programs offered (Section III. 3. of the Annual Report form). DETC identifies significant growth in the number of programs as the following:
If in one calendar year an institution has—
- 1-3 programs; it adds more than 2 new programs - 4-10 programs; it adds more than 3 new programs - 11-20 programs; it adds more than 4 new programs - 21-and above programs; it adds more than 6 new programs
A “program” is a vocational or certificate program (non-degree), such as medical billing and coding, OR a degree program, such as an Associate of Science in Criminal Justice. Concentrations or specializations within programs, such as a Master of Business Administration with concentrations in Human Resource Management, Management, Marketing, Health Care Management, etc. count as one “program.” For degree certificate courses, if the courses are the same as what is offered in a degree program, they do not count.
Please note: all institutions must follow the instructions in C.5. Policy on Course/Program Approval whenever adding, revising, or changing any program.
If an institution reports “significant growth in the number of programs,” it must explain in detail the reason(s) for the growth and what additional administrators, faculty, educational and student support services, and financial resources and marketing plans it has employed to meet the needs for the new level of programs to be served.
DETC identifies a “significant decline in the number of programs” to be the same as defined above for significant growth except instead of “adds” it “drops” programs. If an institution reports a “significant decline in the number of programs,” it must explain in detail the reason for the decline and the impact it has had on staff, faculty, administrators, educational and student support services, other course/programs offerings, and financial resources and marketing plans.
• Analyzing Financial Information: Institutions are required to report and explain the reason for any significant changes in financial conditions (Section VI. of the Annual Report). If an institution shows a loss in its Net Income, Working Capital or Total Equity/Fund Balance under Section VI. Report on Financial Condition on its Annual Report form, it must submit the appropriate financial statement (see C.10. Policy on Financial Statement). The Commission will review the financial statements and make a judgment as to whether further reporting is required or take other appropriate action.
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• Title IV Institutions: Institutions participating in Title IV programs must report addition information describing their participation in Title IV aid programs in E.7. – 2011 Annual Report – with Title IV.
Commission Review and Follow-Up Action The DETC Staff will acknowledge receipt of each Annual Report and request any follow-up information needed within 30 days of January 31st. All Reports will be reviewed and summarized, and any substantive/significant changes that are reported will be noted, such as significant growth or changes in financial status as mentioned above, and presented to the Commission. Annually, at its mid-year meeting, the Commission will consider any significant, salient items that were reported by institutions and initiate any further follow-up actions that may be necessary. If after reviewing reports on significant growth in enrollments or growth in specific programs, or significant growth in the number of new programs, the Commission may place limits on future growth if it has going concerns regarding compliance with accreditation requirements. If an institution reports significant declines in these areas additional reporting may be required. (10/11)
Staff will also notify institutions of their compliance with Standard V on Student Achievement and Satisfaction. If the student satisfaction rate falls below 75%, or if course completion and program graduation rates are not within 15 percentage points of the mean rate for those in the institution’s assigned cohort group, an explanation must be provided and any corrective action described (see C.14. Policy on Student Achievement and Satisfaction). The institution’s response will be reviewed by the Commission and the institution will be notified if further action is required. (10/11)
Information provided by Title IV institutions will be reviewed for compliance with C.15. Policy on Institutions Participating in Title IV Programs. The Commission will examine the record of the institution’s compliance with its Federal program responsibilities under Title IV, based on the most recent “official cohort default rates” published by the U.S. Department of Education; the results of its audited financial statements; and its compliance audits, any program reviews conducted, and any other information that the Department of Education or others may provide to DETC. The Commission will take action, as appropriate, when any of the information suggests that the institution may be failing to meet DETC’s standards and reserves the right to investigate the allegations. The Commission is obligated under Federal regulations [CF 602.27(a)(6)] to report to the Secretary of Education any institution it has reason to believe is failing to meet its Title IV program responsibilities or is engaged in fraud and abuse. Institutions must be in compliance with C.1. Policy on Substantive Change and Notification. The Accrediting Commission reserves the right to order a comprehensive review of the institutions at any time it has concerns that the institution is not in compliance with the DETC’s standards, policies, and/or procedures. (10/11)
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19. Policy on Non-Private Institutions
This Policy is intended to help military, federal, and other non-private distance learning educators interpret selected
questions found in the Guide to Self-Evaluation as they prepare their SER for submission to the DETC Accrediting
Commission. It also suggests useful exhibits that should accompany the SER.
The questions in the Guide to SER were written primarily for private institutions. Some of the questions are therefore
not applicable to a non-private setting. However, some statements that appear not to be applicable can in fact be
interpreted in a way to make them render a useful response.
The institution must address each statement in the Guide to Self-Evaluation in Appendix B. The following statements
may help to interpret certain Standards from the point of view of the non-private institution:
Institutional Profile
#2. Institutional Organization. Supply the organization chart for the institution and a chart showing where it “fits”
in higher commands. List names, titles, and commercial phone numbers of the key persons in the institution’s
chain of command, including those in superior command organizations.
List any courses/programs with American Council on Education (ACE) credit recommendations and the amount
of credit suggested. Have the reports of the ACE evaluators available on site.
Describe any OJT/dual track training systems, and outline a typical example of how it works in the field.
Describe any distributed training or combination distance study-resident courses/programs.
With which other educational institutions—civilian or military—do you cooperate? Describe how
course/program offerings are developed to meet MOS needs and how the school works with other military
entities in developing courses/programs.
Standards for Accreditation
II. Educational Program Objectives, Curricula, and Materials
D. Up-to-Date Curriculum. Explain how educational materials are kept up-to-date and reflect current knowledge.
Describe the procedures and schedules for revising courses/programs.
III. Educational Services
A. Student Inquiries and Submissions. Describe how student inquiries may be handled at the student’s location.
How has the institution created a “learning system” which encourages inquiry and interchange and personalized
attention? Describe how assignments and examinations are graded.
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IV. Student Support Services
A. Assessment Services. Provide examples of how examination service is personalized. Show sample letters to
students, describe any telephone contact with students, or describe “on the job” personalization by a student’s
supervisor. How has the institution been able to overcome the impersonal nature of the large organization?
C. Counseling, Employment, and Alumni Services. Supply copy of student newsletter or other publications for
students.
V. Student Achievement and Satisfaction
A. Achievement of Student Learning Outcomes and Benefits. Provide test analysis data that support achievement
of performance outcomes. Provide supervisory survey data or graduate assessment data if available. Explain how
examinations and other evaluative techniques adequately measure the mastery of the stated learning objectives.
B. Student Satisfaction. Describe the institution’s system for collecting student evaluations. The institution may
need to modify the three mandatory questions to fit its operational context and mission. Provide information on the
three questions or other data showing student satisfaction.
C. Progress Through the Course/Program. Give an example of how course/program completion can lead to job
promotion. Describe any interfaces with promotion policies or any regulations that encourage course/program
enrollment. What evidence is there that course/program completion leads to career enhancement? Give examples of
promotion patterns.
VI. Qualifications and Duties of Owners, Governing Board Members, Officials, Administrators,
Instructors/Faculty, and Staff
A. Owners, Governing Board Members, Officials, and Administrators. Describe who reports to whom, and what
are their qualifications and responsibilities.
B. Chief Academic Officer and/or Department Heads (or equivalent position). Provide qualifications of personnel
who oversee curriculum decisions and compliance with academic standards.
C. Instructors/Faculty and Staff. Supply numerical figures of authorized and on-hand civilian and military
personnel, by department. Discuss any staffing priorities or difficulties through civilian staffing policies. What
evidence exists of higher command support—both fiscal and philosophical—of the future of the institution?
VII. Admissions Practices and Enrollments
A. Admissions Practices. Describe what is required for admission into courses.
B. Enrollment Agreement. N/A
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VIII. Advertising, Promotional Literature, and Recruitment Personnel
A. Advertising and Promotion. Describe the system in place for making the institution’s services known to
prospective students. Supply copies of regulations, posters, and newsletters that announce course availability. Are
recruiters, base education personnel, or training officers informed and a part of the institution’s network?
IX. Financial Responsibility
Supply a copy of the institution’s operating budget for the most recent two years. How is the budget formulated and
by whom? Who in higher commands has authority to approve budgets? What percentage of the budget is devoted to
course/program development?
XII. Research and Self-Improvement
B. Research and Self-Improvement. Describe how public relations efforts, attendance at DETC meetings,
preparation of distance study research, etc., have helped enhance the institution’s image and the credibility of the
service. How has the institution improved the distance study method?
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20. Policy on Complaints
This policy covers DETC requirements for institutions to establish complaint policies and procedures, and
complaints against accredited institutions, active applicants, DETC Evaluators, Commissioners and Staff.
The Accrediting Commission reserves the right to order a comprehensive review of an institution at any time it has
concerns that the institution is not in compliance with the DETC’s standards, policies, and/or procedures. (10/11)
Institutional Complaint Policies (10/11)
DETC requires applicants and accredited institutions to have written complaint policies and procedures for the
purposes of receiving, responding to, addressing, and resolving as appropriate, complaints made by students, faculty,
administrators, or any party, including one who has good reason to believe that an institution is not in compliance
with DETC standards and policies.
DETC’s Standard IV.D. addresses student complaints. At a minimum, the institution’s policy must instruct students
where and how to file a complaint or grievance, and the maximum time for resolution. The institution’s complaint
policy and procedure must be made available to all students. The institution must define what it considers to be a
student complaint. Student complaints typically are about items such as administrative issues, financial issues,
technical issues, faculty performance, grading, program content, program effectiveness/expectations, library services,
misrepresentation of career or placement services for institutions that offer such services.
The institution must review in a timely, fair, and equitable manner any complaint it receives from students. When the
complaint concerns a faculty member or administrator, the institution may not complete its review and make a final
decision regarding a complaint unless, and in accordance with its published procedures, it ensures that the faculty
member or administrator has sufficient opportunity to provide a response to the complaint. The institution must take
any follow-up action, as necessary, including enforcement action, if necessary, based on results of its review.
The institution’s complaint policy must also include how it notifies students as to where and how they may file
complaints with state agencies and its accrediting agencie(s), as appropriate.
As part of DETC’s review of Standard IV.D., it will address the quality and reputation of an institution by taking into
account the institutions record of student complaints. DETC Evaluators will be asked to review and assess the
institution’s complaint policies and procedures to make certain the institution is monitoring its quality of education
and services.
DETC Complaints
This section covers complaints against accredited institutions, active applicants, and DETC Evaluators, the
Commissioners and Staff. This policy is designed to permit a fair and timely investigation of complaints that
reasonably allege instances of non-compliance with the standards and policies of DETC. If someone has a complaint
against a non-accredited institution, DETC will try to give guidance as to whom the complainant should direct the
matter.
DETC has an “Online Complaint System” that enables individuals to file a complaint directly from the DETC
website. The complaint form may be found at www.detc.org (select “Contact Us” and select the link in the left hand
column). All complaints should be submitted using this form. For those who cannot access the Internet, written
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complaints will be accepted provided they include the complainant’s name and contact information and a release
from the complainant(s) authorizing the Commission to forward a copy of the complaint, including identification of
the complainant(s) to the institution. Where circumstances warrant, the complainant may remain anonymous to the
institution, but all identifying information must be given to DETC.
Written complaints must contain the following: the basis of any allegation of noncompliance with DETC standards
and policies; all relevant names and dates and a brief description of the actions forming the basis of the complaint;
copies of any available documents or materials that support the allegations; a release authorizing the Commission to
forward a copy of the complaint, including identification of the complaint(s) to the institution. In cases of anonymous
complaints or where the complainant requests for his/her name to be kept confidential, the Commission considers
how to proceed and whether the anonymous complaint sets forth reasonable and credible information that an
institution may be in violation of the Commission’s standards and whether the complainant’s identify is not
necessary to investigate. (10/11)
Definition of Complaint
A complaint is defined as notification to DETC by any person or entity (including, but not limited to, any student,
any faculty or staff of an accredited institution, any member of the general public, any representative of a Federal,
State, or local government, and any member of any other institution or organization) that sets forth reasonable and
credible information that (1) an accredited institution; (2) an applicant institution; or (3) the Evaluators, Accrediting
Commissioners or staff of the DETC are not in compliance with one or more DETC’s standards or policies.
Where issues of educational services, student services, or tuition are concerned, a student complainant must have
exhausted all efforts to resolve his/her complaint with the institution before considering filing a complaint with
DETC. Where issues of educational quality or compliance with DETC standards or policies are not central to the
complaint, the DETC will refer the complaint and/or the complainant to the appropriate federal or state agency or
private entity with jurisdiction over the subject matter of the complaint and may provide a copy to the institution.
(10/11)
The Commission will not intervene on behalf of individuals in cases of a personnel action, nor will it review an
institution’s internal administrative decisions in such matters as admissions decisions, academic honesty, assignment
of grades and similar matters unless the context of an allegation suggests that there may be a violation of DETC
standards or policies, or if the context of an allegation suggests that unethical or unprofessional conduct or action
may have occurred that might call into question the institution’s compliance with a DETC standard or policy.
Further, the Commission will not intervene on behalf of individuals in cases where the situation giving rise to the
complaint had occurred so long ago that investigating and ascertaining the facts might prove to be problematic. The
Executive Director will exercise professional judgment in determining which cases meet these criteria.
In addition, if, for any reason, the Commission suspects any type of unethical behavior, including fraud and abuse, by
an applicant or accredited institution, the Commission reserves the right to investigate the allegations. The
Commission is obligated under Federal regulations [CF 602.27(a)(6)] to report to the Secretary of Education any
institution it has reason to believe is failing to meet its Title IV program responsibilities or is engaged in fraud and
abuse. (10/11)
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Records of Complaints
The DETC maintains records of all complaints. Complaints received against accredited institutions and the manner of
their resolution is kept for two accreditation cycles (8-10 years). Complaints received against initial applicants are
kept for a period of three years. The DETC provides summaries of these files to visiting examining committees when
they conduct on-site visits. The Accrediting Commission also considers these summary files when it acts on an
institution’s application for initial or re-accreditation. The complaints are analyzed according to how the institution
handles them or how they were resolved. (10/11)
In addition, all other complaint files are tabulated and summarized and presented at each meeting of the Accrediting
Commission. The summary provides an analysis of any complaints unresolved, categories of complaints by nature
and source, and any other information the Commission desires regarding the record of complaints received by the
DETC.
1. Complaints Against Accredited Institutions
When the Accrediting Commission of the DETC (hereafter DETC) accredits an institution, it expects that institution
to remain in compliance with all of the DETC standards for accreditation throughout the accreditation period granted.
Therefore, one of the principal concerns of the DETC when it receives a complaint about an accredited institution is
whether the institution is in compliance with the published standards and policies. The burden of proof rests with the
institution to prove that it is meeting DETC’s published standards and policies, at all times, including proving
compliance after accreditation is awarded.
Another concern of the DETC is the methods, policies, philosophy, and procedures of the institution for handling
complaints on an ongoing basis. The DETC expects its accredited institutions to have operational procedures in place
for fairly and promptly resolving complaints so that they do not become a matter for concern by outside agencies.
DETC will consider a complaint even if the institution is involved in litigation with the Commission or other third
parties. Therefore, in investigating a specific complaint against an accredited institution, the DETC also examines
whether or not the institution has effective methods for handling student problems on a routine basis. In so doing, the
DETC looks to see if the institution’s procedures are equitable, consistently applied, and effective in resolving
problems. (10/11)
Finally, the DETC is concerned about the frequency and pattern of complaints about an accredited institution. DETC
expects the institution to monitor all complaints it receives, and expects the institution to take steps to ensure that
similar complaints do not become repetitive or routine.
Action
When DETC receives a complaint against an applicant or accredited institution, the DETC’s procedure for handling
the complaint consists of the following steps:
1. After receipt of the complaint, the Commission staff will send a letter or e-mail to the complainant
acknowledging receipt of the complaint and explaining the process the DETC will follow in investigating the
complaint.
2. DETC staff will conduct an initial review of the complaint to determine whether the complaint sets forth
information or allegations that reasonably suggest that an institution may not be in compliance with DETC’s
standards, policies, and procedures. If additional information or clarification is required, the Executive Director
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(acting on behalf of the Commission) will send a request to the complainant. If the requested information is not
received within 15 days, the complaint may be considered abandoned and may not be investigated by DETC.
(10/11)
3. If the Executive Director determines after the initial review of the complaint that the information or allegations
do not reasonably demonstrate that an institution is out of compliance with DETC standards, policies, or
procedures, the complaint may be considered closed and not investigated by DETC. (10/11)
4. If the Executive Director determines after the initial review of the complaint that the information or allegations
reasonably suggest that an institution may not be in compliance with DETC standards, policies and procedures,
the Executive Director will notify the institution that a complaint has been filed. The notice will summarize the
allegations, identify the DETC standards, policies, or procedures that were allegedly violated, and provide a copy
of the original complaint to the institution. The institution will be given 30 days to provide a response, except for:
(10/11)
� In cases of advertising violations, Commission staff forwards a copy of the advertisement to the
institution, citing the standard that may have been violated. The institution is required a response within
15 days.
� If a news article or media broadcast carries a negative report on a DETC accredited institution, the
institution is required to respond to the statement(s) within 15 days.
� In cases when the complaints are from students concerning administrative services, student services,
educational services, or tuition, the institution will be required to respond directly to the student within
15 days to address his/her concerns.
5. The Executive Director will review the complaint and the institution’s response for compliance with the
accrediting standards, policies, and procedures.
6. If the Executive Director concludes that the allegations do not establish there has been a violation of standards,
policies, or procedure, he/she will consider the complaint closed, and no further action is required.
7. If the Executive Director concludes that the allegations may establish a violation of DETC standards, policies
and/or procedures, he/she may take one of the following actions: (10/11)
� Postpone final action on the complaint for a period not to exceed 60 days if there is evidence that the
institution is making progress in rectifying the situation. In the case of postponement of action, the
complainant will be kept informed of the status of the complaint and its final action. NOTE: The failure of
the institution to rectify the situation by the end of the 60 day period and will be referred to the Accrediting
Commission for consideration and action.
� Notify the institution that, on the basis of the information provided, the DETC has determined that the
institution is failing to meet the DETC standards and that the DETC is taking appropriate action. Such action
may include requiring the institution to take specific corrective action and report back to the Accrediting
Commission and/or conducting a Special Visit to the institution on an announced or unannounced basis. If
circumstances warrant, the Accrediting Commission may initiate action, including a show cause proceeding,
that may result in the termination of the institution’s accreditation. If appropriate, it may also include
referring the matter to Federal, State, or local agencies for review and possible action.
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8. In all instances, the Executive Director will send a letter to the complainant and the institution regarding the final
disposition of the complaint, and a record of the complaint will be kept on file at the DETC office subject to the
Commission’s document retention policies. (10/11)
NOTE: The failure of the institution to provide either a response to the complaint or any additional information
as requested by the Executive Director within the specified time frames will be considered a violation of the
DETC’s policy on complaints and will be referred to the Accrediting Commission for consideration and action.
An adverse action against an institution arising from a complaint will not be taken until the institution has had an
opportunity to respond to the complaint within the time frames set forth by the Commission.
2. Complaints About Applicant Institutions
The Commission posts on its website and publishes a list of applicant institutions and encourages third-party
comments. DETC’s D.13. Third-Party Comments addresses receiving, processing, reviewing, and acting on third-
party comments. (10/11)
If a complaint (as defined above) is received about an applicant institution, the procedures followed for handling the
complaint are the same as for handling a complaint about an accredited institution (see above). (10/11)
3. Complaints About DETC Evaluators, Accrediting Commissioners, and Staff
The DETC promptly reviews any complaint it receives against the DETC Evaluators, Accrediting Commissioners,
and/or its staff. Because of the seriousness with which it regards complaints of this type, the DETC requests that such
complaints be in writing and filed through DETC’s Online Complaint form on its website (see above). If a complaint
is received orally, the complainant will be asked to submit the complaint in writing. Anonymity will be honored only
for good cause and at DETC’s discretion in these cases. The person against whom the complaint is lodged will not
participate in making the final decision. As described below, the Chair or Vice Chair of the Commission or the
Executive Committee will review in a fair and equitable manner, and apply unbiased judgment to, any complaint
against itself and take follow-up action, as appropriate, based on the results of the review. (Rev 10/11)
Action
The procedures for handling complaints against DETC Evaluators, an Accrediting Commissioner, and/or its staff for
alleged violations of DETC’s standards, policies, or code of conduct are as follows:
1. After the receipt of the complaint by DETC, all materials related to the complaint are forwarded to the Chair of
the Accrediting Commission (unless the complaint is about him or her). If the complaint is about the Chair, the
complaint and all materials are forwarded to the Vice Chair. (10/11)
2. After the receipt of the complaint, the Chair or Vice Chair sends a letter to the complainant acknowledging
receipt of the complaint and explaining the process the DETC will follow in investigating the complaint. (10/11)
3. Also after the receipt of the complaint, the Chair or Vice Chair reviews the complaint and decides whether any
additional information is needed from the complainant, the DETC Evaluator, Commissioner, and/or DETC staff
before the complaint can be considered. If so, the Chair or Vice Chair requests that the information be provided
to the Chair within 30 days. If the requested information is not received within the specified timeframe, the
complaint may be considered abandoned and may not investigated by DETC. (10/11)
C.20. – Policy on Complaints DETC Accreditation Handbook – 2012
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4. Within 30 days of receipt of all the information pertaining to the complaint, including the original complaint and
any additional information, the Chair or Vice Chair convenes a conference call of the Executive Committee of
the Commission to review the complaint. The Executive Committee will not complete its review and make a
decision regarding the complaint unless it ensures that the Evaluator, Commissioner or staff member has had
sufficient opportunity to provide a response to the complaint. (10/11)
5. After review of the complaint and the response by the person named in the complaint, the Executive Committee
summarizes its findings and presents those to the full Commission at its next regularly scheduled meeting, at
which time the Commission reviews the matter and reaches a final decision. If, however, the Executive
Committee determines that the matter is of such urgency that it must be discussed and decided immediately
rather than await the next Commission meeting, the Chair will schedule a conference call of the full Commission
as soon as possible so that the Commission can review the matter and reach a final decision. (10/11)
6. The Commission can make a decision using its best judgment on what action it wishes to take in cases where it
has determined that there has been a violation of DETC standards, policies or code of conduct. The action may
include personal admonishment, letter of reprimand, or termination.
7. The Chair or Vice Chair notifies the person to whom the complaint was about of the Commission’s final decision
within 30 days of the close of the Commission meeting (or conference call) and if any follow-up is required.
(10/11)
8. The Chair or Vice Chair notifies the complainant in writing of the Commission’s decision within 30 days of the
close of the Commission meeting (or conference call) during which the complaint was reviewed.
A record of the complaint and all documenting materials, and the action letter is kept on file at the DETC offices in
accordance with document retention policies and procedures. (10/11)
# # #
Revised October 2011
DETC Accreditation Handbook – 2012 C.21. – Policy on Required Institutional Documents
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21. Policy on Required Institutional Documents This policy is to give guidance to DETC accredited institutions on what documents they should maintain. Institutions
should check with their legal counsel and their state laws to make certain they are in compliance.
Essential Documents
The following items should be maintained electronically, in print or by other means at all times:
1. A master copy of each course or program;
2. Copies of each current catalog, bulletin, or brochure, promotional material, and advertisement;
3. Each student’s permanent record showing admission date(s), transcript of academic progress from other sources,
tuition payments, financial aid, termination, or completion;
4. Each student’s application for admission and/or enrollment contract showing name, address, age, date enrolled,
and other pertinent information with documents supporting accomplishment of prerequisites established for each
course/program; and
5. A copy of the academic record/transcript of credits for each student completing a course or program from the
institution.*
* must be maintained indefinitely.
Any document that contains a signature, seal, certification, or any other image or mark required to validate the
authenticity of its information must be maintained in its original hard copy or in an imaged media format. An
institution may maintain a record in an imaged media format only if the format is capable of reproducing an accurate,
legible, and complete copy of the original document. When printed, the copy must be approximately the same size as
the original document.
When maintaining documents electronically, the institution must document the procedures and provide audit trails to
serve as the record that the images were created properly and validated. A migration plan may also be needed to
ensure that the information in the images can be accessed through the retention period of the records.
If an institution accepts digitally signed transcripts or verified data that is electronically transferred from an outside
source, the institution must document that the outside source uses a system that provides registration and verification
of participants, protocols for securely sending and receiving files, logging of file transmissions, and electronic
notification. The outside source must also comply with all applicable laws and regulations governing the activities
and services provided, including FERPA and other laws concerning the privacy and confidentiality of information
and records.
Useful Information
As helpful guidance to institutions, students should have access to the following information:
(Degree-granting institutions should also see Standard VIII. Advertising, Promotional Literature, and Recruitment
Personnel in C.9. Policy on Degree Programs.)
1. The institutional mission, goals, and objectives.
C.21. – Policy on Required Institutional Documents DETC Accreditation Handbook – 2012
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2. Names and titles of administrators of the institution.
3. The legal control, names of trustees, directors, and/or officers of the corporation.
4. A general statement of accredited status and governmental approvals (including DETC’s address, phone
number and website address)
5. Hours of operation, including holiday schedule, and faculty/instructor’s availability.
6. List of full-time and part-time faculty, each listed separately, with degrees held and conferring
institutions, and the area of teaching specialization.
7. Academic calendar for combination programs or any programs that operate on a fixed calendar.
8. Institution’s admission policy for each specific degree offered, i.e., Associate, Baccalaureate, Master’s,
First Professional, or Professional Doctoral degree.
9. Statement of curricula offered including curriculum objective, courses included, total credits required,
required prerequisites, requirements for certification, and licensing as appropriate.
10. Expectations for maintaining satisfactory academic progress.
11. Explanation of grading policies, transfer of credits, and equivalent.
12. Assessment and proctoring procedures.
13. Student code of conduct and academic and non-academic dismissal policies.
14. Student complaint or grievance policies and procedures, including DETC contact information.
15. Student identity verification procedures.
16. Student Financial Aid program policy disclosures, as required by federal regulations, if participating in
Federal Student Aid.
17. If residence training is required, facilities and/or equipment available to support courses or programs;
18. Graduation requirements, including minimum passing grades.
19. Statement of fees, tuition, and all regular and special charges for each program.
20. Statement of refund policy and cancellations that conforms to the DETC Business Standards.
21. Description of counseling and/or placement services available to students, if any.
22. The institution should include on the front cover or title page of the catalog (or the online equivalent) the
year or years for which the catalog is effective.
When prepared for use in a brochure or website, the above may be in abbreviated form.
DETC Accreditation Handbook – 2012 C.22. – Policy on Information Provided to the Dept. of Education
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22. Policy on Information Provided to the U.S. Department of Education
It is DETC’s policy to submit the following information to the U.S. Department of Education:
• A copy of any annual report it prepares;
• A copy, updated annually, of DETC’s directory of accredited institutions;
• A summary of DETC’s major accrediting activities during the previous year (an annual data summary), if
requested by the Secretary;
• Any proposed change in DETC’s policies, procedures, or accreditation standards that might alter its—
(1) Scope of recognition; or
(2) Compliance with the federal criteria for recognition;
• Any actions described in D.1.1. Actions Available to the Commission; (10/11)
• The name of any institution which DETC accredits that has been “certified” by DETC as being “Title IV
Program Eligible” under DETC Policy C.15.
• The name of any institution DETC accredits that DETC has reason to believe is failing to meet its Title IV
program responsibilities or is engaged in fraud or abuse, along with DETC’s reasons for concern about the
institution; and
• If the Secretary requests, information that may bear upon an accredited institution’s compliance with its Title IV
program responsibilities, including the eligibility of the institution to participate in Title IV programs or a
significant or systematic non-compliance in the assignment of credit hours. The Secretary may ask for this
information to assist the Department in resolving problems with the institution’s participation in the Title IV
programs. (10/11)
DETC will review on a case-by-case basis its contact with or information or materials provided to the U.S.
Department of Education and the circumstances surrounding them and will determine whether they should be
considered confidential. DETC will treat a contact or request from the U.S. Department of Education for information
concerning an institution as being confidential, upon the specific request of the Department. (10/11)
# # #
Revised October 2011
C.22. – Policy on Information Provided to the Dept. of Education DETC Accreditation Handbook – 2012
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DETC Accreditation Handbook – 2012 C.23. – Policy on Credit Hour
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23. Policy on Credit Hour
The purpose of this policy is to provide guidance to DETC accredited institutions and applicant institutions as to the
Commission’s requirements for credit hour policies and procedures. This policy provides the definition and
requirements for establishing and documenting credit hours. Institutions may define their programs in terms of credit
hours and thereby adopt a common classification system which is understood and recognized by the higher education
community.
Institutions are responsible and accountable for demonstrating that each course and each program has the appropriate
amount of student work for students to achieve the level of competency (i.e., learning outcomes) defined by
institutionally established course/program objectives.
For Title IV purposes, DETC is required to review an institution’s policies and procedures for determining the credit
hours as defined in 34 CFR 600. DETC must evaluate an institution’s awards for courses and programs and the
application of the institution’s policies and procedures to its programs and coursework and make a reasonable
determination of whether the institution’s assignment of credit hours conforms to commonly accepted practice in
higher education
DETC does not review its member institution’s non-degree programs for purposes of reviewing outside preparation
since DETC does not permit non-degree programs to be Title IV eligible.
Credit Hour Policy
As part of its review of an institution for initial accreditation or renewal of accreditation, DETC conducts an effective
review and evaluation of the reliability and accuracy of an institution’s assignment of academic credit hours.
DETC reviews an institution’s policies and procedures for determining the credit hours it awards for its courses and
programs and how the institution applies its policies and procedures to its programs and coursework. DETC also
makes a reasonable determination of whether the institution’s assignment of credit hours conforms to commonly
accepted practice in higher education.
In its review and evaluation, DETC will:
(1) Make a reasonable determination of whether the institution’s assignment of credit hours conforms to
commonly accepted practice in higher education as determined by showing a comparison with other
appropriately accredited institutions;
(2) Make use of its subject matter evaluators’ reports or other methods as warranted to verify the institution’s
assignment of credit hours; and
(3) Take such actions that it deems appropriate to address any deficiencies. DETC will consider all relevant
factors to determine whether an institution’s assignment of credit hours conforms with commonly accepted
practices.
All standards for measuring satisfactory academic progress must include qualitative and quantitative standards by
which student progress is evaluated. Action must be taken by the institution if students fail to meet the institution’s
minimum standards of progress. Please reference C.14. Policy on Student Achievement and Satisfaction for
additional standards for measuring student progress.
C.23. – Policy on Credit Hour DETC Accreditation Handbook – 2012
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Credit Hour Defined
DETC’s definition of credit hour assigned to academic programs is:
Semester and quarter hours shall be equivalent to the commonly accepted and traditionally defined units of
academic measurement in accredited institutions. Academic degree or academic credit-bearing distance learning
courses are measured by the learning outcomes normally achieved through 45 hours of student work for one
semester credit1 or 30 hours of student work for one quarter credit.
2 This formula is typically referred to as a
Carnegie unit and is used by the American Council on Education in its Credit Recommendation Evaluative
Criteria.
1one credit/semester hour is 15 hours of academic engagement and 30 hours of preparation
2one quarter hour credit is 10 hours of academic engagement and 20 hours of preparation
Student work includes direct or indirect faculty instruction. Academic engagement may include, but is not limited to,
submitting an academic assignment, listening to class lectures or webinars (synchronous or asynchronous), taking an
exam, an interactive tutorial, or computer-assisted instruction; attending a study group that is assigned by the
institution; contributing to an academic online discussion; initiating contact with a faculty member to ask a question
about the academic subject studied in the course and laboratory work, externship or internship. Preparation is
typically homework, such as reading and study time, and completing assignments and projects. Therefore, a 3 credit
hour course would require 135 semester hours (45 hours of academic engagement and 90 hours of preparation).
All student work must be documented in the curriculum materials and syllabi, including a reasonable approximation
of time required for the student to complete the assignments. Evaluation of a student’s work must be identified as a
grading criterion and weighted appropriately in the determination of a final grade for a course.
In addition to an institution’s determination and documentation of assigned credit hours, DETC requires its subject
matter specialists to verify that courses are assigned appropriate credit. DETC’s B.7. Guide to Subject Specialists on
Determining Credit Hours (found on DETC’s website) provides additional guidance. The following statement is
included in DETC’s A.1. Examiner’s Rating Form for All Institutions; A.3. Rating Form for Off-Site Degree Subject
Specialists, A.4. Rating Form for On-Site Subject Specialists, and the cover letter to the Subject Specialist:
Is each course assigned the appropriate “semester” and “quarter” equivalent to the commonly-accepted
and traditionally defined units of academic measurement in an appropriately accredited institution? (1
credit/semester hour requires 15 hours of academic engagement plus 30 hours of preparation OR 1 quarter
hour/unit requires 10 hours of academic engagement plus 20 hours of preparation or equivalent).
(Please note: for Title IV purposes, DETC institutions must comply with Federal requirements for credit hour or
clock-to-credit hour conversions which may be different from those required by DETC for academic purposes.)
For additional guidance, read DETC’s Critical Document (C.13. Determining Credit Hours) found on DETC’s
website. Go to www.detc.org, select the “Member Services” tab, select “Evaluators Documents” (enter “guest” for
both your user name and password) and C.13.
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Changing from Clock Hours to Credit Hours
DETC does not authorize clock hour-to-credit hour conversions, since under DETC policies only degree-awarding
institutions are eligible for Title IV funding. Degree-awarding institutions must use credit hours as described above.
Institutions must display both credits hours and clock hours if clock hour designations are required by the state.
Self-Paced Programs
Institutions with non-online or self-paced credit bearing programs must have a reliable method of ascertaining how
much time students spend engaged in their studies, and provide a full explanation of how the method is used to make
credit determinations, along with supporting data.
Action
An institution must have written policies and procedures for determining its credit hours and for applying the policies
and procedures to its programs and coursework. The institution must document that the amount of credit awarded for
student work is in accordance with DETC’s credit hour definition. In determining the amount of work the
institution’s learning outcomes require, the institution must measure and document its various methods for collecting
this information.
Institutions may assign credit hours for an amount of work represented by verifiable student achievement of
institutionally established learning outcomes. Credits may be awarded on the basis of documentation of the amount
of work a typical student is expected to complete within a specified amount of academically engaged time, or on the
basis of documented student learning calibrated to the amount of academically engaged time for a typical student.
Typically, determining the credit hours for a course is done during the course development stage. Learning outcomes
are established and stated in the course objectives. An institution must measure and document the amount of time it
takes the average student to achieve learning outcomes, and specify the academic engagement and preparation time.
In reviewing and evaluating an institution’s policies and procedures for determining credit hour assignments, DETC
may use sampling or other methods in the evaluation.
If during an institution’s initial or reaccreditation review, it is determined that an institution’s credit hour policies,
and procedures are found to be deficient, the deficiencies will be reported in the Chair’s or Subject Specialist’s
Report, and the institution will have an opportunity to make the appropriate change/revision to bring its credit hour
policies and procedures into compliance.
If, following the institutional review process, DETC continues to find systemic non-compliance with its policies or
significant non-compliance regarding one or more programs at the institution, DETC is required to promptly notify
the Secretary of Education.
In all cases, the Commission will allow the institution sufficient time to respond to any findings before any final
decision regarding the institution’s accredited status is made.
# # #
Adopted August 2011 – revised October 2011
C.23. – Policy on Credit Hour DETC Accreditation Handbook – 2012
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DETC Accreditation Handbook – 2012 C.24. – Policy on Non-U.S. Institutions
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24. Policy for Non-U.S. Institutions
If a distance education institution located outside the United States wishes to apply for accreditation, it must petition
the DETC Accrediting Commission and request that its application be accepted. Applications will be reviewed on a
case-by-case basis. (8/11)
In its petition, the institution should:
� describe how accreditation by the Accrediting Commission of the DETC will be of benefit to the institution and
to its students;
� explain how accreditation will be used; and
� commit that the institution head and/or key personnel will actively participate in Council affairs if the school is
accredited.
A large proportion of the institution’s courses/programs and materials must be in English to give the English
speaking examiners and the Accrediting Commission a comprehensive understanding of the institution and its
programs. Waivers to this Policy may sometimes be granted upon written petition to the Commission.
Extensive pre-application and visitation contacts between the institution and the DETC staff are required to assure a
full understanding of standards and procedures and to avoid misunderstandings and disappointments. Such contacts
should be made through exchanges of correspondence, telephone conversations, and in face-to-face meetings, which
may include a Readiness Assessment (see C.12.). The institution will pay reasonable expenses for such contacts.
The institution will be evaluated using the standards of the Accrediting Commission. The DETC Business Standards
will be applied on an item-by-item basis with due regard to the national laws, regulations, and cultural environment
applicable to the applicant. The Commission may approve the tuition refund policy used by a non-U.S. government-
owned institution if it is found to be “fair and equitable” to students.
Action
If the Commission agrees to accept the institution’s application, the institution must follow the 8 steps in the
accreditation process (see pages 16-22 of the DETC Accreditation Handbook). It must submit a completed
Application for Accreditation (see Appendix E.2) and a copy of its Self-Evaluation Report within 60 days of
submitting the application. A Readiness Assessment will be conducted to determine if the institution is ready to
undergo an on-site visit. (8/11)
In addition, the Commission reserves the right to not accept an application from an institution, otherwise qualified, if
travel conditions or security concerns in that country are perceived by the Commission to be unsafe. This decision
would not be appealable under DETC’s D.2. Appealing Commission’s Adverse Decision.
The specified number of copies of a full Self-Evaluation Report must be provided to the Director of Accreditation at
least three months prior to the date set for the on-site visit.
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The visiting committee will consist of at least three evaluators and the Accrediting Commission Observer. The
normal course review policy will be followed. In certain cases, a subject specialist will accompany the visiting
committee. When possible, an educator from the institution’s geographic area will be included on the visiting
committee.
When possible, an individual from the appropriate national government regulatory body will be invited to observe the
accreditation process. The process must remain independent of any government review procedures, however, and the
voluntary, non-governmental nature of accreditation must be preserved.
The institution will pay the actual cost of the review, including travel expenses of the visiting committee, fees for
course/program reviews, and honoraria plus a 15 percent administrative fee. U.S. Evaluators will be authorized to
travel via “Business Class” when flying, and the applicant agrees to pay such airfare expense. The institution will be
sent an estimated fee that must be paid (in U.S. funds) prior to the visit. Adjustments will be made following the
visit.
Where a government affiliated or supported non-U.S. institution does not enroll a significant number of U.S.
students, the Commission may permit a ten-year cycle for full accreditation reviews. In addition to submitting an
Annual Report, such an institution will be asked to submit an Interim Report at the five-year point of its
accreditation. The Commission may order a staff visit to follow-up on any items noted in the Interim Report.
An institution accredited on the basis of successful operation outside of the United States may operate in the U.S.
only after receiving approval from the Accrediting Commission. To obtain this approval, the institution must first
undergo a Readiness Assessment (see C.12. Policy on Readiness Assessment). This assessment will assess the ability
of the institution to operate in an American academic environment, including whether the materials and pedagogy are
appropriate for U.S. students. It will also examine whether the institution has sufficient support, academically and
financially, to maintain itself in the U.S. market.
This Readiness Assessment can result in a finding that the institution is ready to commence U.S. operations, that
some operations should await the completion of a full visit, or that the institution is not yet prepared for U.S.
operations. Should the visit conclude that the institution is not yet ready, a re-application for U.S. operations may be
made after one year. Students enrolled by the institution will be surveyed using the established survey procedure.
# # #
Revised August 31, 2011
DETC Accreditation Handbook – 2012 C.25. – Policy on Change of Name
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25. Policy on Change of Name
As stated in C.1. Policy on Substantive Change and Notification, the Accrediting Commission considers a change of
name of an institution to be a “substantive change” and prior approval is required before the change may be included
in the institution’s grant of accreditation. (10/11)
Action
Prior Approval: When an institution proposes to change its name, it must submit to the Commission a Change of
Name Report at least 30 days prior to making the change. The Change of Name Report must include the following:
- Proposed new name;
- A comprehensive and detailed description as to why the institution is seeking to change its name;
- A description as to how the new name is appropriate to the institution’s missions, goals, and objectives;
- A description and supporting documentation of what research was done to make certain the new name is not
being used by another institution and that the new name is free of any negative connotations;
- Documentation of what research was done on a new domain name (if applicable);
- Proposed date when the new name will be used; and
- Any prior approval from the state (or applicable regulatory agency). If the state does not require approval,
documentation from the agency to that effect must be submitted.
Note: If the institution is seeking to use “university” or “college” in the name, it must first be approved by DETC as a
degree-granting institution.
The Commission will review the Change of Name Report and approve it or not approve it for good cause.
At least 30 days after the institution implements the name change, it must submit the following:
- Copy of the institution’s state license and/or approval letter displaying the new name;
- Copy of the institution’s revised catalog and enrollment agreement using the new name;
- Copy of any advertising using the new name; and
- Copy of DETC’s Teach-Out Commitment (E.8. or E.9.) using the new name.
In all cases, the Commission will allow the institution sufficient time to respond to any findings before any final
decision regarding the institution’s accredited status is made.
# # #
Revised October 2011
C.25. – Policy on Change of Name DETC Accreditation Handbook – 2012
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DETC Accreditation Handbook – 2012 C.26. – Policy on Pilot Programs
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26. Policy on Pilot Programs
The DETC Accrediting Commission will consider suspension of certain policies and grant approval to a limited
number of applicants which propose innovative pilot programs that contribute to strengthen the institution, its
education and training, and benefit its students. The Commission may use the experience gained from such pilot
projects to adjust and improve its accrediting programs.
Eligibility: An applicant for a pilot program must be accredited by the DETC Accrediting Commission. An applicant
for a pilot program must be an institution in good standing with DETC, and its proposed pilot program must also be
in compliance with federal, state, and local law.
Application: The Commission will consider an application for a pilot program in accordance with the educational
significance of the proposal and the potential for contribution to the development of education and training and of
accrediting standards. A determination by the Commission not to accept an application for a pilot program will be
without prejudice to its resubmission at a later time or to the institution’s current accredited status.
Action
Documents for Submission: An applicant for a pilot program must submit the following:
1. A narrative statement demonstrating the applicant’s eligibility and describing the pilot program in detail, and
setting forth the accreditation standards for which a waiver is requested. The narrative should include a
description of the specific objectives sought to be accomplished and an explanation of how the pilot program
will strengthen the institution, contribute to the development of its education and training, and benefit
students.
2. A statement of the length of time necessary to implement the pilot program proposal and to assess its
effectiveness. This statement should explain the basis of the institution’s projections.
3. A demonstration that the faculty, instructional material, equipment, and facilities that will be used in
conjunction with the pilot program are sufficient to meet the objectives of the proposal. This demonstration
must include Staff and Faculty Personnel Reports for all persons who will act in an instructional or
administrative capacity in the pilot program and a detailed description of the instructional materials,
equipment, and facilities that may be used.
4. A projection of the number of students expected to enroll and complete the training; and the basis for the
applicant’s projections.
5. An explanation of how the applicant will recruit and admit students, ensure that students are fully and
accurately informed about the training to be provided, and determined that students have the capability to
benefit from and succeed at the training. The institution must demonstrate that students’ health, safety, and
welfare will be protected.
6. A financial showing that describes the funding for the pilot program and demonstrates that the applicant is
able to support and complete the pilot program.
C.26. – Policy on Pilot Programs DETC Accreditation Handbook – 2012
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7. A certification statement, signed by the applicant that the information included in the application for a pilot
program is true and correct.
Evaluation: Upon the receipt of the above information, the Commission will require an on-site visit to verify the
information supplied and to develop a further understanding of the pilot program. The findings of the evaluator(s)
will be set forth in a report that will be provided to the applicant and the Commission. The applicant will have the
opportunity to respond to the report.
Commission Review: Upon consideration of the information provided, the findings and assessment described in
“Evaluation.” above, and the applicant’s response to the findings, the Commission may grant approval for the
proposed pilot program if it finds that the program can be reasonably expected to strengthen the institution, its
education and training, and benefit its students. The Commission reserves the right to limit the duration of the pilot
program and the number of students who will be allowed to participate. The Commission may establish such other
terms and conditions upon any approval granted under the pilot program as it deems appropriate. The Commission
will establish an appropriate fee to cover the costs associated with each pilot program.
# # #
DETC Accreditation Handbook – 2012 C.27. – Policy on Teach-Out Plans
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27. Policy on Teach-Out Plans
Institutions must submit in a timely manner for Commission approval a comprehensive, written plan for the teach-out
of its enrolled students when any of the following events takes place:
- The Department of Education has notified the Commission of an action against the institution pursuant to Federal
Regulations, Section 487 (f) [20 USC 1099 b];
- The Commission has withdrawn accreditation from an institution;
- The Commission has directed the institution to Show Cause as to why its accreditation should not be withdrawn;
- A State licensing or authorizing agency notifies DETC that an institution’s license or legal authorization has been
or will be revoked;
- The institution has notified the Commission that it intends to cease operations; or
- The Commission has made a determination that an institution appears to lack sufficient resources to sustain
effective operation in meeting is obligations to students or enters bankruptcy.
Teach-Out Plan: At a minimum, the proposed teach-out plan must ensure that all students who enrolled in the institution receive all of the training or education under the terms of their contracts, to include receiving all learning
materials and student services on a timely basis.
A teach-out plan must address and/or provide:
- The institution’s plan to teach-out its own students; or,
- An executed teach-out agreement with one or more appropriately accredited institutions currently offering
programs similar to those offered at the closing institution;
- A listing, by name and student number, of all students in each program and their estimated
completion/graduation dates, the status of unearned tuition, all current refunds due and account balances;
- Arrangements for disposition of all student records, including educational, accounting, and financial aid records,
in an accessible location and in accordance with applicable legal requirements in the event the institution closes;
- Instructions on how curricula and learning management software may be accessed to conduct a teach-out;
- An explanation, accompanied by appropriate supporting documentation and timelines, of how the closing
institution will notify students in the event of closure and, if applicable, how the closing institution will notify
the students of the teach-out;
- A statement which evidences that state regulations regarding any student protection funds and/or bonds are
followed, if applicable;
- A statement that describes any additional charges/fees and notification to students about the charges/fees; and
(10/11)
- A description of what financial resources will be used to make student refunds or fund the teach-out.
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The Accrediting Commission will review any teach-out plan that includes a program that is accredited by another
recognized accrediting agency. It will notify that accrediting agency of any approval or rejection.
Teach-Out Agreement: The DETC Accrediting Commission will approve a teach-out agreement only if the
agreement is consistent with DETC standards and the criteria listed below and provides for the equitable treatment of
students. The teach-out institution must have the necessary experience, resources, and support services to provide an
educational program of acceptable quality and that is reasonably similar in content and structure to that provided by
the institution that is ceasing operations. The teach-out institution must also be able to remain stable, carry out its
mission, and meet all obligations to existing students. (10/11)
When a DETC institution enters into a teach-out agreement voluntarily or at the Commission’s direction, the
agreement must be approved by DETC prior to implementation. In such cases, the institution must provide
documentation to demonstrate that the educational programs provided by the teach-out institution are of acceptable
quality.
The following elements will be considered in approving the agreement:
1. The agreement is with one or more institutions accredited by an agency that is recognized by the U.S.
Department of Education and/or the Council for Higher Education Accreditation. The institution is state
licensed, and the institution currently offers programs similar to those at the closing institution.
2. The agreement states that the student will be provided access to all the program of instruction, without
additional cost, for which the student originally contracted and paid, but did not receive due to the [pending]
closure of the institution.
3. The agreement clarifies the financial responsibilities of all parties, including the assumption of any liabilities
for tuition refunds and appropriate notification to students in a timely manner of additional charges/fees, if
any. (10/11)
4. The agreement states whether, upon completion of the program, the student will receive a diploma,
certificate or degree from the teach-out institution, or whether the diploma or certificate will be awarded by
the closing institution.
5. The agreement indicates whether students who have already enrolled, but who had not yet started their
program of study at the closing institution, or who are on a leave of absence from the closing institution will
be entitled to begin training or re-enroll at the teach-out institution.
6. The agreement states that the closing institution will provide the teach-out institution with copies of the
following records for the students being taught out:
- Enrollment agreements
- Financial aid transcripts
- Study/progress records
- Academic transcripts
- Student account records
- Any relevant curricula materials
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7. The agreement requires that the teach-out institution maintain records and documents for the students being
taught out, and that the teach-out institution will report back to DETC on a periodic basis the status of the
teach-out.
8. The agreement provides for appropriate notification to the DETC Accrediting Commission and federal and
state authorities.
9. The agreement complies with applicable federal and state laws.
Closure without Teach-Out Plan/Agreement: If an DETC accredited institution closes without a teach-out
plan/agreement or an institution refuses to provide a Teach-Out Plan, DETC will work with the U.S. Department of
Education and the appropriate state agency, to the extent feasible, to assist students in finding reasonable
opportunities to complete their education without additional charges.
# # #
Revised October 2011
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DETC Accreditation Handbook – 2012 C.28. Policy on Petitions and Waivers
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28. Policy on Petitions and Waivers When an applicant or accredited institution believes that a particular DETC standard or policy may be inappropriate
for their institution, or when they want the Commission to provide an alternative interpretation, from the existing
one, they have the option to petition the Commission for a waiver, exception, or special interpretation.
Such petitions should not be undertaken simply because an institution does not like a standard or does not care to be
subject to it. They should only be undertaken for a significantly serious reason, as set out below.
The Commission may choose to grant a petition for a waiver of its standards, policies, or procedures where an
institution is able to demonstrate through a well-documented petition that:
1. Extenuating circumstances are present such that the normal application of the standard, policy, or
procedure will create an undue hardship on the institution or its students; or
2. The waiver will meet the underlying purposes and intent of the standard, policy, or procedure.
Action
The institution must submit the following with its written Petition:
1. A reference to and restatement of the specific sections(s) of the DETC Standards, policies, or procedures
for accreditation for which the waiver request is being submitted, the circumstances requiring the request,
the grounds on which the request is based, and an explanation as to why the institution believes that the
Commission should grant the institution’s request;
2. An explanation as to how the request is consistent with the goals, objectives, and mission of the institution;
3. An attestation that the institution is in good standing with all accrediting and regulatory agencies (including
DETC) and not subject to any sanction, heightened monitoring, or limitation of any kind. If the institution
cannot make such an attestation, it must submit a detailed explanation of the circumstances and the
reason(s) why the institution believes that the Commission should grant the waiver notwithstanding these
circumstances; and
4. As applicable to the institution’s request, a detailed description, with supporting documentation, regarding
the institution’s capacity in the following areas:
a) An explanation as to how the institution’s financial position is sufficiently sound as necessary to
implement and sustain the request;
b) An explanation as to how the institution has, or will have, sufficient management and administrative
capacity as necessary to implement and sustain the request; and
c) An explanation as to how the institution has, or will have, sufficient facilities and educational resources
as necessary to implement and sustain the request.
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The petition should be signed by the CEO of the institution. He or she should attest to the following:
“I certify that the information herein and attached hereto is correct and that the institution has not implemented any
activities relative to this request until such time, if any, Commission approval is received.”
The institution must submit its petition at least 60 days prior to the next Accrediting Commission meeting (check
with staff on the exact dates).
The Commission will review the institution’s petition and any documentation, and vote to either approve or deny
the petition. If a petition has been denied, the institution may not resubmit a petition for the same request. Petitions
are granted for a period of one year for initial applicants and one accreditation cycle for accredited institution.
The Commission will notify the institution of its decision within 30 days.
# # #
Adopted October 2011
DETC Accreditation Handbook – 2012 C.29. — Policy on Contracting for Educational Delivery
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29. Policy on Contracting for Educational Delivery Institutions seeking to improve or expand the ways in which they provide education to their students may find the
need to contract with other institutions or organizations to provide certain components of the educational
experience.
The following policy applies to DETC institutions with another educational institution or other organization for the
educational delivery of its programs and/or delivers training for another educational institution or other
organizations under a contractual arrangement or agreement.
Any institution accredited by DETC is held responsible for all activities carried out under its name. The DETC’s
standards, policies, and procedures apply to any contractual arrangements as well as to the member institution’s
regular activities. This includes policies regarding outcomes assessment, advertising, and recruitment.
Contracting with a Third Party
If a DETC institution contracts with a third party to deliver an educational program, the agreement must be with an
institution accredited by DETC or by another recognized accrediting agency (recognized by the U.S. Secretary of
Education and/or the Council for Higher Education Accreditation). If the third party organization is not an
accredited educational institution, such as a training company, its curricula, instructors, student services must be
reviewed and approved by the DETC under DETC standards. Such review by DETC will not constitute the award
of accreditation of the third party organization, which is a status solely reserved for the DETC accredited
educational institution. Accreditation cannot be transferred to the third party organization.
Institutions may only contract up to 25% of its total educational offerings.
Information Required
The DETC institution contracting for educational delivery with a non-DETC institution must seek DETC approval.
In addition, the DETC institution must provide the following information to the DETC staff up to 60 days prior to
the implementation of the contract, along with any fees required.
1. A statement describing the percentage of the educational program to be provided by the other party, the
name and background of the third party, and the reason for entering in the contract;
2. A copy of the contract between the DETC accredited institution and the other party, which clearly spells out
the obligations of both parties including a description of all fees and financial obligations between the other
party and the institution and the educational courses/programs and services included in the contract. The
DETC institution is responsible for informing the non-DETC party that the contract does not imply or
extend any accredited status to that entity;
3. The contract should be executed by designated officers of the institution and their counterparts within the
contracting institution. The contract clearly establishes or defines:
• The nature of the services to be performed by each party;
• The period of the agreement, and the conditions under which any possible renewal, renegotiation, or
termination of the contract could take place;
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• Appropriate protection and contingency plans for enrolled students in the event that a contract is
terminated or renegotiated or the other party fails to meet the contract obligations;
• The procedures for grievance regarding any aspect of the offerings;
• Appropriate avenue(s) for addressing perceived breaches of the contract;
• The contract explicitly defines the institution(s) awarding the credit, educational course(s), programs(s),
and services included in the contract; how outcomes assessment will be conducted and reported to
DETC; how student support services necessary to the courses/program(s) will be assured; and how
student access to the learning resources required for the courses/program(s) will be assured; and
• The contract explicitly states financial arrangements that specify the compensation and other
considerations for the services provided by each of the parties; the mechanism used to account for the
services provided by each of the parties; and (if appropriate) that the institution meets all legal
requirements for federal and state student aid programs that might be used by students or the
contracting entities.
4. The DETC accredited institution will submit the courses/programs for review by DETC per C.5. Policy on
Course/Program Approval. Courses to be offered and the level of their credit must be determined by the
DETC institution in accordance with established institutional procedures and C.23. Policy on Credit Hour.
5. Draft language for the publication of the catalog and enrollment agreement that will be issued to students
enrolling in course/program(s), including the facilities, specific information about the course/program(s)
and the services to be offered by the other party along with all tuition and fees. Such documents must also
explicitly state the grievance policy to be used by students. The accrediting agency listed in the grievance
policy shall be the accrediting body of the school providing the majority of the student instruction/support.
If the third-party organization is not an accredited educational institution, the enrollment agreement, catalog
and grievance policy will conform to DETC standards.”
6. A copy of the state license, exemption letter or other legal documents authorizing the third party to conduct
business; and
7. An attestation signed by the CEO that the DETC institution will include all training delivered by the third
party contractor in reports submitted to DETC such as the annual reporting of financials, enrollments, and
completions/graduations.
All other applicable DETC standards, policies and procedures continue to apply to the institution, the program(s),
and student services.
Providing Educational Delivery Under a Contract
If a DETC institution delivers training for another educational institution or other organization under a contractual
agreement, the DETC institution will include a full description of all training delivered under the contract(s) in its
Annual Reports submitted to DETC, and include such contracted training activity in the annual reporting of
enrollments and financial information to DETC.
# # #
Adopted December 2011
DETC Accreditation Handbook – 2012 C.30. – Policy on a High School Programs
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30. Policy on High School Programs The Policy on High School Programs sets forth the Commission’s policies for the accreditation of distance study
institutions offering degree programs. In addition, the Policy expands on the Accreditation Standards (see
Appendices A) for distance study institutions offering high school programs. Institutions offering high school
programs must meet the Accreditation Standards inclusive of the requirements listed in this Policy.
All high school programs offered by the institution must be reviewed and approved by the Accrediting Commission
before institutions may advertise the program or students may enroll.
Whenever a DETC-accredited institution considers adding a new high school diploma program, the high school
program must be separately listed on its website, catalog, and other promotional literature. The institution must
clearly indicate that it is offering a “high school” diploma program and that no college credit is assigned. The name
given to the program should clearly suggest the “secondary level nature” of the program.
The institution must document that it is properly authorized by the appropriate state regulatory authority (if
applicable) to offer the new high school diploma program.
DETC institutions may not offer a GED certificate. However, they may offer a GED preparation course. A GED is
not a high school diploma, but a recognized equivalent to one.
A maximum of three-fourths of the total semester credits required for a high school diploma may be awarded for
transfer credit.
Action
As stated in C.5. Policy on Course/Program Approval: “If an institution has not had a high school program
previously approved by DETC, adding a new high school program to its current offerings is considered a
“substantive change.” An institution proposing to add a new high school diploma program must list it separately on
its website, catalog, and other promotional literature. The institution must clearly indicate that it is offering a “high
school diploma program,” and no college credit is assigned. It must submit: 1) New High School Report (template
on DETC’s website) and all the required documentation; and 2) 50% of the curriculum for the high school program
(half of the completed courses).” For details on how and when to submit the course materials, please refer to DETC
Policy C.5.
The institution must also undergo a follow-up on-site visit by an examining committee within one year of the first
enrollment to verify that the institution meets the administrative requirements found in the Standards. In preparation
for the on-site review the institution must submit a streamlined and updated Self-Evaluation Report, which must be
submitted to DETC one month before a scheduled on-site visit. The revised SER must address all of the
Accreditation Standards and Business Standards as they specifically apply to the new high school program
Institutional Profile: Update the organizational chart to reflect the new high school program. Update the chart
under Course Data to include all the courses in the new high school program.
I. Institution Mission, Goals, and Objectives: Describe how the institution’s mission, goals, and objectives have
been revised to include the new high school program. Provided information on the review and implementation of
the revised mission, goals, and objectives.
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II.A. Program Objectives: The learning objectives will indicate the outcomes and competencies a graduate of the
high school program will attain upon successful completion of the program, including expected skills, knowledge,
attitudes and insights characteristic of other high school diploma holders of similar nature and level at comparable,
appropriately accredited or approved institutions.
II.B. Appropriate Program Objectives: Describe in detail each option available to students earning a high school
diploma, such as a “healthcare” track or a “technology” track. List the number of semester credits required for each
subject, such as 4 English, 3 Math, 3 Science, 3 Social Studies. Describe how the institution identifies the courses
and other educational experiences the student needs to progress along the career pathway and achieve
postsecondary goals.
II.C. Comprehensive Curriculum: List the required courses and the electives for each option. Provide
documentation that the curriculum is comparable to other traditional high schools. Describe how the instructional
procedures, texts, and material appropriate to other high school programs.
II.D. Up-to-Date Curriculum: Describe your procedures and schedules for keeping the courses and the high
school program curriculum up-to-date and adequate. Document that the curriculum is up-to-date in terms of content
and practice.
II.E. Comprehensive and Up-to-Date Instructional Materials (“Instructional Materials” are the components that
make up the program of instruction.) Provide evidence that the instructional materials are sufficiently
comprehensive and have sufficient depth and breadth to meet course objectives.
II. F. Examinations and Other Assessments: Document that the types and numbers of tests and assessments are
appropriate for the subject and level taught. Describe the method used for submitting examinations. Describe how
the exams and assignments are used to measure the objectives and learning outcomes for each course. Describe
how subjective exams/projects are used to measure the student’s ability to apply skills that are taught in the courses.
II.G. Authorship: Describe how the textbooks/curricula used in the courses are suitable for distance study.
Document that the textbooks/curricula are similar to the ones used at traditional high schools.
II.H. Organization of Instructional Materials: Describe how the content of each course in the high school
diploma program is organized in such a way that students understand why and when they are taking the course(s).
II.I. Curriculum Delivery: Describe how school-prepared lesson booklets/curricula are used and keyed to the
reading competence of the students in the program.
II.J. Study Instructions: Describe how the instructions on how to proceed through each course are adequate and
clearly written. For online courses, document that the instructions are adequate on how to access chat rooms,
bulletin boards, and other appropriate resources.
II.K. Educational Media and Learning Resources: Describe how the learning resources for faculty and students
are available and that they are appropriate to the high school level and scope of the course offerings. Provide details
on library media available to students.
II.L. Student Integrity, Privacy, and Identify: Document that the institution has clear, specific, academic policies
related to student integrity, student privacy, and academic honesty. Explain the student identity verification process.
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III. Educational Services: Provide information on any significant changes to educational services resulting from
the addition on the new high school program.
IV. Student Support Services: Provide information on any significant changes to student support services
resulting from the addition on the new high school program.
V. Student Achievement and Satisfaction: Describe how decisions regarding parameters for evaluating student
achievement can be described within an accountability framework, which is defined by federal and state
requirements, including the Elementary and Secondary Education Act (ESEA), Individuals with Disabilities
Education Act (IDEA), and state policies. Each set of requirements includes significant considerations.
The Elementary and Secondary Education Act (ESEA) establishes:
• The requirement of a core curriculum
• The measurement of student achievement within that curriculum
• A method for evaluating a school’s ability to help students learn the curriculum
• An expectation that evidence-based practice be applied in the classroom
The Individuals with Disabilities Education Act (IDEA) establishes:
• That students with disabilities must be assured access to, support for achievement in, and be assessed
against the same standards as all other students.
• Provisions and assurances that students with disabilities are not held to a separate standard.
• An expectation that evidence-based practice be applied in the classroom.
While federal legislation establishes basic parameters, it leaves to states the authority and flexibility to define the
core curriculum and how achievement in that curriculum is measured. Provide details on the institution’s state of
domicile’s requirement, if applicable.
Describe any analysis of the student’s current and past levels of performance, including student strengths and
weaknesses (e.g., transcript and formal and informal assessment data).
Describe how the high school program will be incorporated into the institution’s outcomes plan.
VI. Qualifications and Duties of Administrators and Faculty: Provide evidence that the faculty members are
qualified and appropriately credentialed to teach the subject and level he/she is teaching.
VII. Admissions: Describe how the institution’s admission practices and enrollment agreements conform to DETC
Business Standards II.A and B. Verify that no more than the maximum number of semester credits (75%) may be
awarded as transfer credits.
VIII. Advertising, Promotional Literature and Recruitment Personnel: Provide proposed copies of any
advertisements for the high school program. Demonstrate and describe how the institution is conforming to DETC
Business Standards I.A. and B., and II.C.
IX. Financial Responsibility: Describe how the institution has budgeting process that demonstrates that the current
and future budgets are sufficient to allow the institution to accomplish its mission and goals while implementing the
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high school program. Demonstrate that the institution maintains adequate administrative staff, faculty, and other
resources to support the high school program. Provide projections of how many students will be enrolled in the high
school program for it to be self-staining.
X. Tuition Policies, Collection Procedures and Cancellations/Refunds: Demonstrate that the institution’s tuition
policies for the high school program are keeping with the provisions of DETC Business Standards III.A.
XI. Facilities, Equipment, Supplies, and Record Protection: Demonstrate that the institution maintains sufficient
facilities, equipment, and supplies to achieve its mission and goals and support its programs and future growth.
Document that financial, administrative, and student records are adequately maintained and protected.
XII. Research and Self-Improvement: Demonstrate that the institution collects and analyzes data from its high
school program to consistently monitor the status and effectiveness of its services.
# # #
Adopted December 2011
DETC Accreditation Handbook – 2012 D. – Procedures
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D. Procedures
1. Providing the Chair’s Report, Institution’s Response and
Advising the Institution of Commission’s Decision
1.1. Actions Available to the Commission Pursuant to D.1.
2. Appealing Commission’s Adverse Decision
3. Notification and Information Sharing
4. Retention of Commission Files and Records
5. Reviewing, Adopting, and Circulating Standards, Policies, and Procedures
6. Undergoing an On-Site Visit
7. Responding to Course/Program Reviews
8. Conflict of Interest Policy
8.1. Conflict of Interest Disclosure Form
9. Code of Conduct for On-Site Evaluators
10. Selection and Training of Commissioners
11. Selection and Training of Evaluators
12. Selection and Training of Appeals Panel Members
13. Third-Party Comments
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1. Providing the Chair’s Report, Institution’s Response, and Advising the Institution of Commission’s Decision
Procedure for providing the Institution with the Examining Committee Chair’s Report, allowing the institution to respond to the Chair’s Report, and notifying the institution of the Commission’s Decision
Following the visit of the Examining Committee to the institution, the Chair of the Examining Committee shall
prepare a Chair’s Report that will be submitted to the DETC Executive Director. The Executive Director will send
the Chair’s Report to the institution prior to its submission to the Accrediting Commission. This Chair’s Report
(hereafter called Report) will describe the findings of the Examining Committee and comment upon the institution’s
demonstrated compliance with, or failure to demonstrate compliance with, the standards and policies of the
Commission.
The institution shall have 30 days from the receipt of the Report to respond. In its response, the institution may add
new or supporting information or correct any incorrect statements made in the Report. Regardless of its accredited
status, all applicant institutions are obligated to keep the Commission informed of any changes in management,
enrollments, etc., which occur subsequent to the date of the on-site visit. (10/11)
The Commission will consider the Application for Accreditation (initial or renewal), Self-Evaluation Report, Student
Surveys, any comments from third parties or outside agencies, the Chair’s Report and the institution’s response to the
Chair’s Report to make its decision (see D.1.1. Actions Available to the Commission). (10/11)
The Executive Director shall advise the chief executive officer of the institution within 30 days of the decision of the
Commission. The notification will include a detailed written statement that identifies any deficiencies in the
institution’s compliance with the DETC’s standards, policies, or conditions for initial or continued accreditation. The
notification will also advise the institution of its right to appeal an adverse decision of the Commission. (10/11)
When the Commission withdraws the accreditation of an institution, the action shall not be made public by the
Commission either until the period for requesting an appeal has expired or the appeal itself is denied (see D.3.
Notifications and Information Sharing).
# # #
Revised October 2011
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1. 1. Actions Available to the Commission Pursuant to D.1.
The Accrediting Commission may take one of four courses of actions:
1. accredit a new applicant institution for up to three years, or continue an institution’s accredited status for up to
five years. Reports of institutional enhancements of programs and services may be required.
2. defer a decision pending receipt of a Progress Report, submission of additional information and/or the results of a
follow-up on-site visit. The maximum deferral period is 12 months (unless the Commission extends the period
for “good cause” as defined below); (10/11)
3. direct the institution to show cause as to why its accreditation should not be withdrawn (see below); or (10/11)
4. deny accreditation to an applicant, or withdraw accreditation from an accredited institution (these actions are
appealable – see D.2. Appealing the Commission’s Decision).
Prior to any final adverse action by the Commission that is based solely upon a failure to meet DETC Standard IX.
Financial Responsibility, the institution has the right, for a single occasion, to provide the Commission significant
financial information that was not available to the institution prior to the determination of the adverse action, so long
as the information bears materially on any financial deficiencies cited by the Commission. The Commission shall
determine if the financial information submitted by the institution is significant and material, and if it is found to be
so, it will consider the new information prior to taking any final action. Any determination made with respect to the
significance or materiality of the new financial information submitted as set forth above, will not be subject to a
separate appeal by the institution.
Good Cause (10/11)
The maximum time period for achieving compliance with the Commission’s standards and policies is 12 months.
The Commission may extend this 12 month period for good cause shown. “Good cause” in this context is defined as
a sufficient reason for the Commission to allow additional time for the institution to show that it has made substantial
progress but additional time is needed to more fully document experience in attaining full compliance, additional
resources are shortly to become available, or there are exigent circumstances, such as illness or accident, that justify
an extension of time. When a “good cause” extension is granted by the Commission, the time allowed for
institutional compliance may possibly exceed the permissible compliance times published in Federal Regulations.
The Commission will notify the U.S. Secretary of Education if an extension is granted for “good cause.”
The Commission will consider the following criteria when granting an extension for a good cause:
o The length of time requested for the extension;
o Rationale for granting or denying the extension;
o Common sense matters such as near-term future availability of reports or data;
o The anticipated impact of an extension on students enrolled with the institution;
o Limitations on a further extension to an existing extension, limits on the frequency and use of “good
cause.”
After reviewing the above considerations, the Commission will decide to grant or deny an institution’s request for an
extension for good cause. The Commission decision is not appealable.
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The Commission may also elect to monitor the progress of an institution that has received an extension for a good
cause by requesting documentation on a periodic basis as to the institution’s progress toward compliance with the
Commission’s standards or policies.
Show Cause Directive
In cases where the Commission has reason to believe that an institution is not in compliance with accreditation
standards and other requirements, the Commission may direct the institution to Show Cause as to why its
accreditation should not be withdrawn. An institution that receives a Show Cause Directive will be required to
demonstrate corrective action and compliance with accrediting standards, policies, or procedures. Because the
issuance of a show cause directive is not an adverse action, it is not appealable. However, the burden of proof rests
with the institution to demonstrate that it is meeting DETC’s published standards and policies. (10/11)
Notices: When a Show Cause Directive is issued, a written notice will be sent to the institution within 30 days of the
Commission’s decision which:
1. States the reasons why the Show Cause Directive was issued;
2. Identifies the standard and other accreditation requirements that the institution is believed not be in
compliance;
3. Explains the reasons and recite the evidence indicating that the institution may not be in compliance with
accreditation requirements; and
4. Advises the institution of its obligations under the Show Cause Directive and the deadline for its response.
Notice of the Show Cause Directive will be provided to the U.S. Secretary of Education, the appropriate state
agencies or authorizing agency, and the appropriate accrediting agencies at the same time it notifies the institution of
the Show Cause Directive. The Commission will also post a notice on its website within 24 hours of notifying the
institution.
Decision on Show Cause Directive: Upon expiration of the time limits for submission of the Response to the Show
Cause Directive or any progress report or additional requirements placed on the institution in relation to the Show
Cause Directive, a decision will be made on the institution’s compliance with the accreditation standards or
requirements noted in the directive. The Commission may:
1. Vacate the show cause directive, if it is determined that the response gives evidence that such removal is
warranted or if the response shows compliance with the cited accreditation standards and requirements;
2. Continue the show cause directive, pending the receipt of additional information or further reports from the
institution;
3. Order a special visit in accordance with C.16. Policy on Special Visits; or
4. Withdraw accreditation, which would be subject to an appeal by the institution.
The Commission will notify the institution of its decision concerning its Response to the Show Cause Directive
within 30 days.
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The Commission will not consider substantive changes (as listed in Policy C.1. Policy on Substantive Change and
Notification) or approve any new courses or programs when an institution is under a Show Cause Directive or when
the Commission’s has deferred action on an application for reaccreditation.
In all cases, the Commission will allow the institution sufficient time to respond to any findings before any final
decision regarding the institution’s accredited status is made.
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2. Appealing Commission’s Adverse Decision Procedure for Appealing a Negative Commission Decision on Accreditation and Post-Hearing Arbitration
Request for Appeal
The institution may appeal a decision by the Accrediting Commission to deny or withdraw accreditation. The request
for appeal must be made using the Application for Appeal. (E.3.). The application must be sent with the required fees
(see E.1.) to the Executive Director of the Accrediting Commission within 10 days of the receipt of the
Commission’s letter advising the institution of the decision to deny or withdraw accreditation. The institution’s
failure to submit the application and fees within 10 days will be deemed a waiver of its right to appeal and cause the
Accrediting Commission’s action to become final.
The institution shall file a written statement of the grounds for its request for appeal within 30 days of receipt of the
notification of the Commission’s action. The institution’s decision to appeal is limited to appealing the factual record
that was before the Commission and to the decision which the Commission made in executing its policies and
procedures.
If the institution’s appeal request is not successful, where the decision to deny or withdraw accreditation is upheld
and becomes final, the institution is not eligible to re-apply for accreditation for a period of one year from the date of
the final action.
Appeals Panel
In the appeal process, the institution’s appeal will be heard by an independent appeals panel that is separate from the
Commission and serves as an additional level of due process for the institution. The Appeals Panel has no authority
concerning the reasonableness of eligibility criteria, policies, procedures, or accreditation standards. It can affirm,
amend, remand or reverse the prior decision of the Commission as set forth below. Its role is to determine whether
the Commission’s action was not supported by the record or was clearly erroneous. The institution has the burden of
proof in demonstrating that the action of the Commission was not supported by the record or was otherwise
erroneous.
The Appeals Panel shall consist of three people appointed by the Accrediting Commission: a public member, an
academic and an administrator. Potential members of an Appeals Panel will be selected from the ranks of former
members of the Accrediting Commission, the corps of Commission evaluators, and active staff of DETC accredited
institutions who have completed DETC’s evaluator training program. All Panelists will be given a training session on
appeals procedures and will be subject to the provisions in D.8. Conflict of Interest Policy. (10/11)
The Appeals Panel members will possess knowledge of accreditation purposes, standards, and procedures and will be
constituted to meet the panel composition requirements set forth above. The candidates cannot include any current
member of the Commission and cannot have a conflict of interest. The Executive Director will submit a list of
proposed Appeal Panel members to the institution in advance. An institution may ask in writing within 10 calendar
days of receipt of the proposed panel that any person or persons be removed from the list on the basis of potential
conflict of interests as defined in D.8. If the Commission determines that a conflict exists, the panelist will be
replaced. No panel member may serve if he/she participated, in any respect, in the underlying decision by the
Accrediting Commission to deny or withdraw accreditation.
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Consideration and Decision of the Appeal The consideration of the appeal will be based upon the Commission’s written findings and reasons related to the
action, the institution’s written response detailing grounds for appeal, and relevant supportive documents. The
Appeals Panel has no authority regarding the reasonableness of the accreditation standards, policies, or procedures.
Its role is to determine whether the Commission’s action was not supported by the record or was clearly erroneous.
The institution must set forth the specific grounds for its appeal in writing in the time specified above and state the
reasons the institution believes the adverse decision should be set aside or revised. In making its appeal, the
institution has the burden to show that the Commission’s decision resulted from errors or omissions in the execution
of Commission policies and procedures, or that the decision was arbitrary or capricious and was not based on
substantial evidence on the record. No new materials may be presented for the Appeals Panel’s consideration on
appeal.
The Appeals Panel will consider the grounds for the appeal, the institution’s oral presentation, and the record that
was before the Commission when it made the decision to deny accreditation or withdraw accreditation.
Decisions Available to the Appeals Panel
The Appeals Panel may elect to affirm, remand, amend or reverse the Commission’s decision.
1. Affirm
If the Appeals Panel determines that the institution has failed to meet its burden of proof in showing that the
Commission’s action was not supported by the record or was clearly erroneous, it must affirm the decision of the
Commission. In certain instances, the Commission’s decision may be based on multiple violations of DETC Policies
or Procedures. A showing by the institution that there is no support in the record only as to some of the violations is
not by itself sufficient to meet the institution’s burden of proof. The institution must show that, in light of the entire
record, the decision is not supported by the record or is clearly erroneous.
2. Remand
The Appeals Panel may remand a decision to the Commission when it finds that the Commission failed to consider a
material fact before it in reaching its decision. A remand is a directive to the Commission that it must reconsider its
action in light of all relevant facts that were before the Commission at the time of its decision, including the specific
material fact or facts that are the basis for the remand. The Appeals Panel must identify those material facts that it
finds the Commission failed to consider.
3. Amend
If the Appeals Panel determines that although there is evidence to support it, the Commission’s decision is
nevertheless clearly in error, the Appeals Panel may amend the decision. A decision to amend an adverse action will
set forth the specific grounds for the decision and will direct the Commission to modify its decision in accordance
with the specific direction of the Appeal Panel. The Appeal Panel may in its discretion amend a decision to deny
accreditation by directing the Commission to grant accreditation while directing the Commission to consider the
proper length of the grant consistent with the direction of the panel, the practices of the Commission, or in
accordance with other guidance from the Appeals Panel.
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4. Reverse
The Appeals Panel may reverse a decision of the Commission if it finds that the Commission’s decision, in light of
the entire record, was not supported by the record or was clearly erroneous. A decision to reverse an action of the
Commission will state the specific bases for the decision to reverse. A decision to reverse a withdrawal of
accreditation will direct the Commission to set aside its decision to withdraw and to reinstate the accreditation of the
institution as it was before the withdrawal decision. A decision to reverse an action to deny accreditation directs the
Commission to award a specific grant of accreditation for a term determined by the Appeals Panel.
Hearing Procedure
The Commission shall have at least one representative present at the hearing. The Commission Representative and
representatives of the institution will have the opportunity to make opening and closing statements to the appeal
panel. Such oral statements may not exceed twenty minutes in length. The institution must provide information
relevant to the specific grounds for the appeal. If the institution intends to make an oral presentation, the chief
executive officer of the institution should make the request in writing to the Executive Director of the Accrediting
Commission not less than 30 days prior to the date of the hearing. The names and affiliations of those appearing to
make the oral presentation must be included with the request. The institution is entitled to be represented by counsel
during the appeal hearing. The DETC does not consider the Appeal hearing to be adversarial in nature. Accordingly,
the institution will not have the right to examine the Commission Representative.
The appeal hearing may be recorded by stenographic or electronic means if requested by the institution. Recording
and transcripts thereof shall be at the institution’s expense, and a copy will be timely provided to the institution
following the appeal hearing.
Commission Receipt and Implementation of Appeals Panel Decisions
The written decision of the Appeals Panel will be provided to the Commission within 30 days. The Commission will
implement the decision of the Appeals Panel to affirm, amend, or reverse the prior Commission decision within 30
days of receipt of the written decision by the Appeals Panel. The Commission will notify the institution of the
decision within 30 days of implementation.
Notification
The Commission will notify Federal, State, accrediting agencies and the public of its decision according to D.3.
Notifying Agencies and the Public of Commission’s Decision.
Arbitrating Post-Hearing Decisions
The DETC Constitution and Bylaws, under Section 12.2. provide that:
Section 12.2 - Interpretation and Appeal
An institution challenging a final adverse decision on accreditation must submit to binding arbitration
pursuant to the appropriate Commission policy in the DETC Accreditation Handbook. An institution which
seeks to overturn an adverse arbitration decision, or filing suit for any other reason, must bring the suit in
the Federal District Court for the District of Columbia. The institution must escrow sufficient funds to
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guarantee that the Commission will recover its legal fees in defending the suit if the institution does not
prevail. Should the institution prevail over the Commission, the escrow will be returned.
In promulgating and interpreting the above DETC Bylaws Section 12.2., it is the Commission’s intent that should the
Commission elect to waive any one requirement in Section 12.2., or if any provision of Section 12.2. is or becomes
illegal, invalid or unenforceable in any jurisdiction, this will not affect:
1. the validity or enforceability in that jurisdiction of any other provision of Bylaws Section 12.2.; or
2. the validity or enforceability in other jurisdictions of that or any other provision of Section 12.2.
Below are the procedures adopted by the Commission for institutions electing to seek binding arbitration on a final
adverse accrediting decision:
1. Upon being notified that its appeal did not change an adverse Accrediting Commission decision, an
institution will have five business days to request arbitration, during which no public notification of the
Commission action will be made, and no new students may be enrolled. When the institution remits an
arbitration fee (using E.13. Application for Arbitration) established by the Commission, an arbitrator will be
selected by the Accrediting Commission from candidates recommended by the American Arbitration
Association. Early resolution of such disputes being in the public good, the parties shall make every effort to
expedite the arbitration. (10/11)
2. The analytic framework used for the arbitration will be that developed by the Federal Courts, particularly the
Circuit Courts, and selected excerpts are cited in an appendix to this procedure. Courts have described their
role as not one of making a de novo review, but of determining whether the accrediting association’s
decision was arbitrary or capricious. In like manner, the arbitration should make this determination, assessing
whether the association confined its action to the contours of due process and fundamental principles of
fairness, while recognizing the special nature of accreditation and according deference to the rules and
processes of accrediting associations.
3. The arbitrator will be provided with all of the information available to the Accrediting Commission when it
made the adverse decision, and the procedures used to reach the decision. Along with the presentation by the
parties, this will allow for a through consideration of whether the association’s decision was arbitrary or
capricious, or reached in an unfair manner. Additional discovery activity and witnesses should not be
required. In an exceptional circumstance, where the arbitrator finds that additional information is essential to
reaching a fair decision, limited discovery may be authorized.
4. Both parties may appear before the arbitrator with legal counsel to present their position, and each may file a
written brief, subject to the fifteen-page limit used by the Department of Education’s appeals division, and up
to five exhibits.
5. The arbitrator’s decision will be admissible in any subsequent proceeding where it is relevant.
Revised October 2011
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3. Notification and Information Sharing
Procedure for Notifying Federal, State, Accrediting Agencies, and Public of the Commission’s Decisions and Information Sharing
Pursuant to Federal Regulations regarding the recognition of other accrediting agencies, the Accrediting Commission
will observe this policy in keeping interested and appropriate groups informed of the accrediting actions taken by the
Commission.
• Initial or Reaccreditation: The Commission will provide written notice to the U.S. Secretary of Education, the
appropriate state licensing or authorizing agencies, and the appropriate accrediting agencies, at the same time it
notifies the institution of the decision, but no later than 30 days after the Commission makes its decision to
accredit or reaccredit an institution. (10/11)
• Deny or Withdraw Accreditation: The Commission will provide written notice to the U.S. Secretary of
Education, the appropriate state licensing or authorizing agencies, and the appropriate accrediting agencies, at the
same time it notifies the institution of the decision, but no later than 30 days after the Commission makes a final
decision to deny or withdraw accreditation. A final decision to deny or withdraw accreditation is one reached
after an institution has exhausted the appeals process provided for in D.2. (10/11)
• Show Cause Directive: The Commission will provide written notice to the U.S. Secretary of Education, the
appropriate state licensing or authorizing agencies, and the appropriate accrediting agencies, at the same time it
notifies the institution of the decision, but no later than 30 days after the Commission makes a decision to place
an institution on Show Cause. (10/11)
The Commission will provide written notice to the public of any of the decisions listed above within 24 hours of its
notice to the institution.
For any decisions to deny or withdraw accreditation, the Commission will make available to the U.S. Secretary of
Education, the appropriate state licensing agencies, and the appropriate accrediting agencies, and the public, no later
than 60 days after the final decision, a brief statement summarizing the reasons for the Commission’s decision and
the official comments, if any, that the affected institution may wish to make regarding the Commission’s decision. If
no official comments by the institution are provided within 14 days of notification, the Commission will document
that the affected institution was offered the opportunity to provide an official comment. (10/11)
Resigning or Voluntarily Withdrawing Accreditation: Upon receiving notification from an institution to resign or
voluntarily withdraw from accreditation, the Commission will provide written notice and post it on its website within
30 days to the U.S. Secretary of Education, appropriate state licensing agencies or authorizing agency, and the
appropriate accrediting agencies and, upon request, the public. (10/11)
Accreditation Lapses: If an institution decides not to renew its accreditation, the Commission will provide written
notice and post it on its website within 30 days of the date on which the institution’s accreditation lapses to the U.S.
Secretary of Education, appropriate state licensing agencies or authorizing agency, and the appropriate accrediting
agencies and, upon request, the public. (10/11)
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The Commission will submit to the U.S. Secretary of Education the name of any institution it accredits which the
Commission has reason to believe is engaging in fraud and abuse, along with the Commission’s reasons for concern
about the institution’s activities and where DETC has found significant or systemic deficiencies in the assignment of
credit hours by an institution or program. The Commission will also inform the U.S. Secretary of Education
whenever it has found significant or systemic deficiencies in the assignment of credit hours by an institution.
Scope of Public Information (10/11)
The Commission will make available to the public and may publish in official DETC publications, including its
website and/or Directory of Accredited Institutions, the following information:
1. The name, address, phone number, and website address of an accredited institution
2. The month and year accredited and month and year accreditation expires
3. A summary list of programs offered by the institution
4. A summary of information pertaining to an adverse action as defined in D.1.
5. A summary of information pertaining to an action subject to appeal; and
6. The date of an institution’s voluntary withdrawal of accreditation.
Confidentiality of Records: Information pertaining to the Commission’s actions is confidential and is not shared
with third parties, other DETC institutions, the media, or the public, except as authorized by an institution or as
required by government regulation, judicial or administrative process, and other legal requirements.
Sharing Information with Government Entities and Other Accrediting Agencies (10/11)
DETC will grant all reasonable special requests for accreditation information made by other accrediting agencies and
government entities. Requests for information from such entities must be writing, submitted to the Executive
Director of DETC, and state the name and address of the institution for which the information is sought, the nature of
the information requested, and the purposes for which the information is to be used. A decision to deny such a
request is not subject to appeal.
Institutions accredited by or seeking accreditation from DETC provide a release as part of its Application for
Accreditation for purposes of eliciting information from state licensing agencies and governmental entities, as well as
an acknowledgment of the fact that accreditation information may, at the discretion of the Commission, be shared
with other accrediting agencies and government entities.
Authorized Disclosure of Information (10/11)
If an institution wishes specific accreditation information that is otherwise to be treated as confidential to be released
to third parties, the CEO of the institution or an institution-designated official must provide a written release on
official letterhead to the Executive Director of DETC stating the precise information sought to be released and the
party or parties to whom the information is to be released.
Also see C.22. Policy on Information Provided the U.S. Department of Education.
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Public Disclosure of Accreditation Status (10/11)
DETC specifies how an accredited institution may refer to its accreditation status. DETC Business Standard I.B.1.
states: An institution may refer to its accredited status as, “Accredited by the Accrediting Commission of the
Distance Education and Training Council” “Accredited by the DETC Accrediting Commission,” “accredited member
of DETC” or “DETC Accredited.” An institution may use the term “accredited programs,” “accredited courses,”
and/or “nationally accredited” when referring to its individual programs, courses, and/or institution.
Also DETC Business Standard IB.6. states, “An accredited institution must state its accredited status in its catalog
and on its website. DETC’s name, address, and telephone number must be published in the institution’s catalog,
along with a link to DETC’s website (www.detc.org).”
DETC Business Standards I.A.1. requires that “All advertisements, website copy or promotional literature with
respect to the institution, its personnel, its courses and services, or the occupational opportunities for its graduates are
accurate, clear, and readily accessible to the public and clearly indicates that training or education is being offered at
a distance.” This applies to properly disclosing in all its advertisements, promotional literature, and catalogs the
specific academic or instructional programs covered by an institution’s accredited status.
DETC does not have a preaccreditation or candidacy status. An applicant institution may not refer to its accreditation
status in any manner. In doing so, it could potentially mislead the public about the institution’s affiliation with
DETC. When an institution applies for initial accreditation, it must certify on its Application for Accreditation that it
“agrees to not make any promotional use of its application for accreditation status prior to receiving DETC
accreditation.”
If DETC is informed that an applicant institution is telling the public it is “preaccredited,” or “will be accredited,” the
Executive Director will notify the institution immediately and tell them to cease and desist. If the institution
continues, it is counseled that it may not proceed with the accreditation process.
Accredited institutions found to be in violation will the DETC Business Standards may be required to undergo a full
accreditation review.
Correction of Misleading or Inaccurate Information (10/11)
DETC requires that an accredited institution must correct any misleading or inaccurate information it releases. DETC
Business Standards I.B.9. states, “An institution must publicly correct any misleading or inaccurate information it
releases on its accreditation status, contents of reports of the examining committee from accreditation-related visits,
and/or actions taken by the Accrediting Commission with respect to the institution.”
DETC will notify the institution of the misleading or inaccurate information, and request that the institution
immediately make the correction, post a notice of the correction, and document to DETC that that correction has
been made. Failure to do so within 10 days may result in an order of a Special Visit (see C.16. Policy on Special
Visits).
# # #
Last Revised October 2011
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4. Retention of Commission Files and Records
Procedures for the Retention of Accrediting Commission Files and Records
The Accrediting Commission of the Distance Education and Training maintains complete and accurate records of:
1. Its last full accreditation reviews of each institution, including the application, on-site evaluation team
reports, the institution’s responses to on-site reports, periodic review reports, any reports of special reviews
conducted between regular reviews, and a copy of the institution’s most recent Self-Evaluation Report;
2. All decisions made throughout affiliations with DETC regarding its accreditation and any substantive
change, including all correspondence that is significantly related to those decisions; and
3. Minutes of all Accrediting Commission meetings.
All records are maintained at the DETC office in Washington, D.C.
# # #
Revised August 31, 2011
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5. Reviewing, Adopting, and Circulating Standards, Policies, and Procedures
Procedure for Reviewing, Adopting and Circulating Accrediting Commission Standards, Policies, and Procedures
The Accrediting Commission has the power and responsibility to review, establish, and circulate its standards,
policies, and procedures for the evaluation and accreditation of distance education institutions.
Origin of Standards, Policies, and Procedures (10/11)
When reviewing its standards, policies, and procedures, the Accrediting Commission considers recommendations
from any source and in any manner or form. The following is a list of some sources of recommendations for new or
amended standards, policies, and procedures:
1. Commission: the Commission reviews its standards, policies, and procedures and any comments received at
every meeting;
2. Commission staff: if the staff notices areas of the standards, policies, and procedures that need to be
strengthened, he or she may make suggestions and recommendations to the Commission;
3. DETC Committees: the Research and Educational Standards Committee and the Business Standards
Committee continuously work to refine and revise the standards and make recommendations to the
Commission;
4. DETC Evaluators and Subject Specialists: These reviewers are surveyed after each on-site visit and asked to
give suggestions on how to strengthen DETC standards;
5. State Regulators: An observer from the state that the institution is located in is invited to observe each on-site
visit and asked to provide feedback on standards or the process;
6. Government agencies: Input from governmental agencies such as the U.S. Department of Education and the
Council for Higher Education Accreditation often leads to changes in DETC standards, policies, and
procedures;
7. Educators, faculty and administrators: DETC’s institutions often employ deans, professors, faculty,
administrators, and other educators who work for or have worked at other higher education institutions;
8. Consumer groups: DETC surveys the consumer protection agencies (i.e., Better Business Bureaus, Chamber
of Commerce, etc.) for their input;
9. Accredited or applicant institutions: each institution is encouraged throughout the process to give feedback
on the process and DETC’s standards, policies, and procedures;
10. Third-Party review: As part of its review process, DETC periodically retains and independent organization to
review its standards and conduct rigorous validity and reliability surveys;
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11. Students and the general public: DETC surveys students as part of the accreditation process and their input is
solicited. Student complaints and correspondence received by the DETC staff are also used in the review
process; and
12. Industry representatives and employers: Employers of students who have graduated from DETC institutions
are surveyed.
Systematic Program Review (10/11)
As described above, DETC collects information from several sources and seeks input from its communities of
interest, including internal and external constituencies. DETC gathers information from these communities
regarding whether the standards should be changed before drafting changes to the standards. DETC performs a
systematic review of its standards, policies, and procedures through the use of reviews involving its different
constituencies, such as third-party, students and employers, evaluators, subject specialists, DETC committees, and
the Commissioners. Elements of the review process are:
• Every five years, DETC engages an independent third party organization to survey accredited institutions,
DETC evaluators (many of who are faculty at traditional institutions), subject specialists, and students
(drops, active and graduates) on the validity and reliability of DETC’s Standards and policies. These
surveys focus on the adequacy and relevance of the standards in terms of enabling DETC to evaluate the
quality of education. The third-party reviewer evaluates DETC standards individually and as a whole.
• DETC Subcommittees collect information from its members and other interested people as part of the
review process, and establishes special Task Forces to handle the evaluation of the information to
determine whether the standards need to be changed. The Subcommittees, Research and Educational
Standards Committee and the Business Standards Committee, meet twice a year (at DETC’s Annual
Conferences and Fall Workshops).
• DETC staff compiles comments from the surveys conducted of the on-site evaluators and subject specialist
and presents them to the Commission at each of its meetings (typically in January and June).
• DETC staff may suggest revisions or additions to standards, policies, and procedures when called for to
remain in compliance for recognition from the U.S. Secretary of Education and/or the Council for Higher
Education Accreditation. This is done on an ongoing basis.
• DETC routinely conducts a survey of graduates of degree programs and their employers and publishes the
results. The results of these surveys aid the Commission in identifying any modifications to standards,
policies, or procedures needed. This is typically done every 4 to 5 years.
• Interested persons, institutions, and organizations are encouraged to submit comments on existing
standards, policies and procedures and make suggestions for additions or revisions. Comments and
suggestions are sent to the Executive Director of the Accrediting Commission. This is done on an ongoing
basis.
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Process and Procedure for Adoption (10/11)
As recommendations for changes to DETC standards, policies, and procedures are collected by DETC staff from
the various sources, they are submitted to the appropriate DETC Standing committee. The Research and
Educational Standards Committee works on revising language and/or develops new educational and administrative
standards, policies, and procedures. The Business Standards Committee handles revisions to the Business
Standards. Once approved by the Committees, the recommendations are sent to the Commission. The Commission
reviews and considers the recommendations and either approves them as written or makes changes to them and then
approves them. Not all changes come through the Committees. If there are circumstances where the Commission
itself believes changes are appropriate and called for, such as coming into compliance with Federal laws, the
Commissioners work directly with the DETC staff to develop or revise the appropriate documents.
Once the Commission approves the new or revised standards, policies, and procedures, they are sent to the public
and stakeholders and other interested parties for comment. Copies of the “Proposed Changes” are sent to people on
DETC’s mailing list (member and nonmember institutions, government agencies, other accrediting agencies, and
other interested parties) via DETC publications (see below) and comments are solicited by a certain date (at least 30
days). A notice is also posted on DETC’s website so that everyone, including the general public, has a chance to
review them and comment. DETC encourages its communities of interest (internal and external), including those
that have made their interest known, to comment on any proposed changes.
Typically, the Commission receives the suggested changes or additions to standards, policies, and procedures and
any comments received at least 30 days before it meets to allow time for the Commissioners to adequately review
all comments before formally adopting the proposed changes as final. The Commission reviews and carefully
considers all comments before making a final decision.
The Commission can adopt standards, policies, and procedures as proposed, adopt with changes or modifications,
defer action until further study and consideration is given, or reject the proposed new standards or changes outright.
When the final standards, policies, and procedures are adopted, the Commission sets the date they will become
effective, providing a reasonable time for compliance by the institutions. The entire process typically takes around
six months.
The Commission must make the necessary changes within 12 months after determining that, as a result of the
review process, changes to standards, policies, and procedures are needed.
Circulation of Accreditation Standards, Policies, and Procedures (10/11)
Once final adoption is given by the Commission, the Executive Director announces to the public and relevant
stakeholders any new or revised standards, policies, and procedures and takes the action necessary for their
implementation. The effective date of the standards, policies, and procedures for implementation, if required, are
included in the announcement, in addition to the date institutions must come into full compliance.
1. Information on new or revised standards, policies, and procedures are posted on DETC’s website and published
in DETC publications that are sent to the sources for recommendations listed above.
2. The relevant publications of the Accrediting Commission are revised to include the new standards, policies, and
procedures (see below).
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3. The DETC Accreditation Handbook is revised and updated every January. A copy is sent to each DETC
member institution and made available for sale to the public and relevant stakeholders. An “Update Sheet” is
also provided noting changes made from the previous edition.
4. DETC provides and makes available on its website to its evaluators and subject specialists an update sheet
noting any changes to its standards, policies, and procedures.
5. DETC routinely conducts webinars, seminars or workshop sessions, and issues guidance through Bulletins or e-
mails on how to interpret and apply any new standards.
6. DETC includes the new standards in the content of its online training manuals and courses.
7. DETC staff reviews with members of the on-site examining committee’s changes to standards, policies, and
procedures before each on-site visit.
Publications (10/11)
In addition to DETC’s website, changes and updates to the DETC standards, policies, and procedures, as well as a
list of institutions that are to be considered for initial or reaccreditation are published in the following publications:
• DETC Bulletins (as needed)
• DETC News (bi-annually)
• Washington Memo (monthly)
DETC has several mailing lists, which include:
DETC institutions, key people at the Department of Education and CHEA, other accrediting agencies,
applicants, governmental agencies, veterans approving agencies and veterans affairs, other associations, editors
and publishers, non-members institutions, universities, consumer protection agencies, Better Business Bureaus,
businesses, employers, students, and the general public.
Any one may request through DETC’s website to be put on DETC’s mailing lists.
# # #
Revised October 2011
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Procedures and Guidelines for an On-Site Visit
When planning for the on-site visit, a mutually convenient date is coordinated by the Commission staff and with the
institution. The Commission staff then selects the members of the examining committee and prepares an Examination
Schedule. The Examination Schedule lists the names, addresses, and biographies of the examiners and observers, the
date of the examination, the name and address of the hotel where the Committee will be staying, the time of the
Committee’s breakfast meeting, and the approximate time when the Committee will be arriving at the institution. The
Examination Schedule is sent to the institution along with a statement for required visitation fees. These fees must be
paid by the date shown on the statement before the visit can take place.
The purpose of the on-site visit is for the Examining Committee to verify the information in the Self-Evaluation
Report (SER) and to gather any additional facts for the Accrediting Commission.
(NOTE: Initial applicants must undergo a Readiness Assessment before a full on-site visit will be conducted.)
Before the Visit
• An accreditation examination presumes that the applicant institution has a permanent physical office or location
where an accrediting Committee can physically visit to conduct its examination of executives, staff, appropriate
faculty, and also view curricula, records, and technology used to teach and service students. Where space is at a
premium, please coordinate with the DETC staff on possible options.
• Have key personnel of the institution present and available to be interviewed by members of the Examining
Committee throughout the day of the on-site visit. All chief executives, operating officers, managers, and an
appropriate representation of instructional faculty must be present on the day of the visit. Outside accountants
and others not in attendance must be briefed on the events of the visit and be available by telephone to talk with
examiners during the course of the on-site visit. It is very important to have a sufficiently representative number
of faculty who provide academic counseling/services present during the visit. Prepare name badges for all school
personnel to wear on the day of the visit. Failure to have key personnel present at the time of the scheduled visit
is grounds for terminating the visit.
• The successful conduct of an accrediting on-site review rests on the performance and cooperation of the
institution being visited. A successful visit can be ensured when the institution has not only provided the visiting
Committee in-person access to key personnel during the visit, but also makes it easy for the Committee members
to access all relevant business and academic records that are required by DETC accrediting standards and
policies, i.e., C. 21. Policy on Institutional Documents. Easy access to all student records is a top priority for
every Committee.
• Demonstrations of online learning platforms or other computer-based learning offerings should be arranged for in
advance of the visit and such demonstrations can made available to the Committee on a schedule that they
determine.
• Arrange to have a private meeting room or conference area for the Examining Committee to use during the on-
site visit. One complete set of each course/program, including tools, kits, equipment, advertising materials, and
examinations, should be on display in the meeting room. A complete copy of the institution’s Self-Evaluation
Report should also be in the room.
6. Undergoing an On-Site Visit
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• Arrange for coffee, tea, and water to be available to the Committee members throughout the day.
• Read and review any subject specialist reports and student surveys sent to you by the Commission’s staff. If there
were any not met findings, you must respond in writing explaining your changes to correct the deficiencies. Your
responses should be included in the “Welcome Kit.” Be ready to discuss any concerns with the on-site examining
committee.
• Create a “Welcome Kit” for each evaluator, which includes:
1) a copy of your organizational chart
2) a layout of your facilities (with offices marked with names and titles)
3) key phone numbers,
4) schedule for interviews (if you have people available only during certain times)
5) a list of exhibits showing who is responsible for information for each Standard
6) a sampling of active students (with names, city and state, and the course/program they are enrolled) who
evaluators may want to call and interview
7) copies of responses to the off-site subject specialists reports
8) supporting documents for any changes you might have made since the SER was shipped, and
9) the menus for the Committee’s lunch
During the Visit
• Greet the Committee members when they arrive and immediately show them to the private meeting room so that
they can leave any materials they brought with them. Give them each a Welcome Kit.
• The CEO/President should make brief introductions of key staff members. The Chair of the Committee will
introduce the examiners (who will all be wearing name badges prepared by DETC’s staff). The CEO/President
should give a brief statement (10-15 minutes) about the institution’s philosophy and purpose, describe the
institution’s organization and types of programs offered, and give an overview of the layout and locations of the
facilities.
• Ask the Committee members to place their orders for lunch. Ask them to write down their orders, including what
they want to drink.
• Give a brief tour of the facilities. The tour should take no more than 20 minutes and end back at the meeting room.
The examiners will note where key officials and/or staff are located so that they can interview them later. The
Committee members are trained to not ask questions during the tour. It is helpful to have extra copies of the office
layout (including names) that were supplied in the institution’s SER available for the Committee members.
• After the tour, the Committee will meet in the meeting room to review any additional materials the institution did
not provided with its SER. They will divide up to work in their own areas of expertise. Each examiner has his or
her individual duties to perform. Most interviews are conducted on a one-on-one basis. However, in large
institutions, an examiner may on occasion interview small groups.
• During the visit, the Committee members work from documents, take notes, examine files, review records, verify
data, and assemble relevant information to aid in preparing their reports. School personnel should be properly
briefed and be able and willing to answer appropriate questions from the Committee members. Staff should also
cooperate when asked for additional reports or documentation. All key personnel should be available during the
visit.
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• Lunch should be ready and delivered to the meeting room at noon. The Committee will return to the meeting room
for an executive session as they work through lunch. The lunch is typically one hour, and then the examiners
continue their interviews. School personnel should also be finished with their lunches and ready to answer
questions at the same time the Committee is finished.
• The Committee usually estimates at lunch time how much longer they will need to complete their examination, and
a time is set to meet back at the meeting room. When the Committee is ready to leave, the Chair meets briefly with
the CEO/President. At this time the Chair will ask for any additional information which the Committee may need
for their reports and informs the CEO of an approximate date when he or she may expect to receive a copy of the
Chair’s Report. The Chair thanks the CEO for the cooperation and hospitality received. Because judgment
regarding accreditation rests solely with the Accrediting Commission, neither the Chair nor any member of the
Committee is authorized to say anything that implies acceptance or rejection of the institution by the Commission.
• Do not give the evaluators any types of gifts, favors, or services. This is not allowed.
After the Visit
• After the visit, the institution will receive an acknowledgment letter from the Commission thanking them for their
hospitality and inviting them to make comments prior to the receipt of the Chair’s Report. As soon as the
Commission staff receives a copy of the Chair’s Report, it is forwarded to the institution’s CEO/President for
comment. The CEO/President is given 30 days to respond to the comments and statements in the Chair’s Report.
(10/11)
• Allow evaluators to be able to get into your courses through the user name and password you provided for at least
two weeks after the on-site visit. (10/11)
• If additional information was requested during the on-site visit, provide the information to Nan Ridgeway at
DETC. She will send it to the proper evaluators. (10/11)
• After the Accrediting Commission meets (normally in January or June), the institution will receive a letter setting
forth the Commission’s decision. The institution may appeal of the Commission decision. If the institution is
denied accreditation or if accreditation is withdrawn, the institution must wait one year from the date of the
Commission’s decision before applying application for accreditation again.
All accrediting decisions of the Accrediting Commission are final. They are not subject to review or veto by the
DETC members or officers.
If you have any additional questions or need assistance as you prepare for your on-site visit, please feel free to call
the Commission’s staff at 202-234-5100.
Revised October 2011
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Checklist for the On-Site Visit
Before Visit
___ Pay visitation fees.
___ Contact key personnel and ask them to be present and available on the day of the visit.
___ Coordinate interview schedule with DETC for those personnel who will only be available during limited times. Be
certain to include faculty members.
___ Brief key personnel on what will happen on the day of the visit.
___ Have CEO/President prepare a 10-15 minute briefing on the institution’s philosophy and purpose, describe the
institution’s organization and types of programs offered, and give an overview of the layout and locations of the
facilities.
___ Prepare name badges for school personnel.
___ Make arrangements for a private meeting room for the Committee to use while at the institution.
___ Have on display in the meeting room one complete set of each course, including tools, kits, equipment, advertising
materials, and examinations.
___ Have a complete copy of the institution’s Self-Evaluation Report and all the exhibits in the meeting. Include a contact
person for each Standard in the “Welcome Kit.”
___ Prepare extra copies of the organization chart and the office layout (including names) supplied in the SER and put in the
“Welcome Kit.” Have a list of key interoffice telephone numbers in the Committee meeting room.
___ Provide a sampling of the names and contact information of active students for evaluators to interview
___ Have coffee, tea, and water in the meeting room.
___ Get menus so Committee members will be able to order their meals on the day of the visit.
___ Review any student surveys and subject specialist reports received and have copies of the institution’s responses to any
“not met” or “partial met” findings.
During Visit
___ Make certain school personnel are wearing name badges.
___ Greet Committee members and show them to the prearranged meeting room.
___ Do introductions and provide each member with a “Welcome Kit.”
___ Take lunch orders from the Committee members.
___ Have the CEO/President give a 10-15 minute briefing on institution.
___ Give Committee members a tour of institution.
___ Have school personnel present and available for interviews by Committee members.
___ Have lunch delivered and ready in the meeting room by noon.
___ Assure that school personnel finish their lunches by 12:30 p.m. and are available for interviews.
___ Have the CEO/President available for short meeting with Chair at the end of the visit.
___ Supply any additional information requested by Committee members and provide access to online courses for at least 2
weeks after the visit.
___ Get an approximate date to receive a copy of the Chair’s Report and say good-bye to the examiners.
After Visit
___ Send DETC any comments concerning the visit prior to receipt of Chair’s Report.
___ Receive Chair’s Report and send response to Commission by date requested.
___ Receive letter on Commission decision.
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7. Responding to Course/Program Reviews Procedure for Responding to any “Partially Meets” or “Does Not Meet” Findings on Subject Specialist Course Reviews
Course materials are required to be submitted as part of the accreditation process. C.5. Policy on Course/Program
Approval describes what courses, programs, and materials must be submitted for review.
Course materials are sent to subject matter experts, who are also called “subject specialists.” The responsibility of a
Subject Specialist Evaluator is to ascertain whether the course materials offered by a distance study institution are
complete, accurate, and up-to-date in light of the stated course objectives. In essence, they are asked to make a
judgment on whether a course is of good quality and meets the published standards of the DETC Accrediting
Commission.
As the Subject Specialist reviews the course materials, he/she is asked to answer the questions on the worksheet
“Rating Form for Off-Site Vocational Subject Specialists” or “Rating Form for Off-Site Degree Subject Specialists”
to help him/her determine if a standard is being met. His/her comments must address the issue of whether or not the
course meets the minimum standards.
He/she is asked to rate each standard by using the following:
Meets Standard = Yes, the course/program meets the intent of the standard overall.
Partially Meets Standard = Yes, the course/program meets some of the elements of the standard, but not all.
The institution should take specific actions to correct the matter and implement the required action(s) to
enhance the course/program.
Does Not Meet Standard = No, course/program does not meet the standard and overall course approval cannot
be extended at this time. Approval cannot be extended at this time.
NA = Not applicable or not known from materials received.
Options
If an institution is undergoing its initial or re-accreditation examination receives a not met findings on a
course/program it may be resolved if the institution produces evidence during the on-site examination that the
Subject Specialist’s concerns have been addressed to the Committee’s satisfaction.
If an institution receives any not met findings as part of a new or revised course review, the institution may exercise
one of the following options:
1. Make Changes and Respond to Not Met Findings:
Respond to comments of the evaluator on any “Partially Meets” or “Does Not Meet” findings and re-submit the
course/program. The response will be forwarded to the same evaluator for review (see E.1. for applicable fee).
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2. Request New Reviewer:
Request a completely new reviewer and have the course reviewed again (see E.1. for the applicable fee).
3. Withdraw Course:
Withdraw the course from consideration.
Revised October 2011
DETC Accreditation Handbook – 2012 D.8. – Conflict of Interest Policy
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8. Conflict of Interest Policy It is in the best interest of the Distance Education and Training Council (DETC) to be aware of and properly manage
all conflicts of interest and appearances of a conflict of interest. This conflict of interest policy is designed to help
Accrediting Commissioners, Evaluators, Subject Specialists, Consultants, Administrative Staff, Appeals Panel
Members, and employees of the DETC to identify situations that present potential conflicts of interest and to provide
DETC with a procedure to appropriately manage conflicts and ensure that its accrediting activities are conducted in
an environment free of bias, in accordance with legal requirements and the goals of accountability and transparency
in DETC’s operations.
1. Conflict of Interest Defined
For purposes of this policy, a person with a conflict of interest is referred to as an “interested person.” The
following circumstances shall be deemed to create a Conflict of Interest:
• Ownership of some or all of an institution, its assets or the stock of the company that owns or operates
the institution;
• The holding of mortgages, liens, or other debt instruments or interest upon an institution or its assets;
• Having been employed, or currently employed, at the institution;
• Currently employed with a DETC institution that competes with the institution;
• Having served, or currently serving, as a consultant to the institution;
• Having served, or currently serving, on a Board, Advisory Council, or Committee of the institution;
• Having attended the institution as a student;
• Having financial interest (including holding stocks, etc.) in the institution or a business or enterprise that
competes with DETC;
• Having a close personal friend or relative at the institution; or
• Having accepted gifts, entertainment or other favors from individuals or entities (see below).
Other situations may create the appearance of a conflict, or present a duality of interests in connection with a person
who has influence over the activities or finances of the DETC.
All such circumstances should be disclosed to the DETC Executive Director, as appropriate, and a decision made as
to what course of action the organization or individuals should take so that the best interests of the DETC are not
compromised by the personal interests of stakeholders in the DETC.
Gifts, Gratuities and Entertainment. Accepting gifts, entertainment or other favors from individuals or entities can
also result in a conflict or duality of interest when the party providing the gift/entertainment/favor does so under
circumstances where it might be inferred that such action was intended to influence or possibly would influence the
interested person in the performance of his or her duties. Souvenirs (typically available to the public) are permissible,
but should be restricted to inexpensive items representing the institution.
2. Definitions
In this policy, the following terms are defined as:
a. A “Conflict of Interest” is any circumstance described in Part 1 of this policy.
b. An “Interested Person” is any person serving as Commissioner, Evaluator, Subject Specialist, Consultant,
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Administrative Staff, Appeals Panel Member, or employee of DETC or anyone else who is in a position of
control over DETC who has a personal interest that is in conflict with the interests of DETC.
c. A “Family Member” is a spouse, parent, child or spouse of a child, brother, sister, or spouse of a brother or
sister, of an interested person.
d. A “Material Financial Interest” in an entity is a financial interest of any kind, which, in view of all the
circumstances, is substantial enough that it would, or reasonably could, affect an Interested Person’s or
Family Member’s judgment with respect to transactions to which the entity is a party. Where the potential for
pecuniary gain or the appearance of it is involved, as in reporting on or evaluating a current or potential
direct competitor or partner or an institution in which the participant has a financial interest, the participant
has a conflict of interest.
e. An “appearance of a conflict” means there is an appearance of partiality involved, as in a situation where the
person who has a Conflict of Interest has a relationship with an institution or its principals is such that
evaluations or decisions may appear to be unduly influenced by that relationship.
f. A “duality of interests” means when a person has divided loyalties or when a person has a personal interest
that conflicts with the interest of DETC.
3. Procedures
The procedures for addressing a conflict or interest, an appearance of a conflict, or duality of interests are as
follows:
a. Prior to a Commission meeting, an on-site evaluation, a course/program review, an appeals panel hearing, a
consultation, or any action on an institution involving a Conflict of Interest, the person having a Conflict of
Interest shall disclose to the DETC Executive Director all facts material to the Conflict of Interest. If any
Interested Persons are aware that staff or other persons have a conflict of interest, relevant facts should be
disclosed by the interested person him/herself to the Executive Director for purposes of disclosure.
b. Where the appearance of partiality is involved, as in a situation where the person who has a Conflict of
Interest has a relationship with an institution or its principals is such that evaluations or decisions may appear
to be unduly influenced by that relationship, the person with the Conflict of Interest must advise the next
higher person in the process and must recuse him/herself. Guidance should be sought from the DETC
Executive Director in questionable cases.
c. A person who has a Conflict of Interest shall not participate in or be permitted to hear any discussion of or
vote on any matter being considered. Such person shall not attempt to exert his or her personal influence with
respect to the matter, either at or outside the meeting.
d. In the event it is not entirely clear that a Conflict of Interest exists, the individual with the potential conflict
shall disclose the circumstances to the DETC staff member/Executive Director, who shall determine whether
a Conflict of Interest exists that is subject to this policy.
4. Confidentiality
Protecting confidentiality is an important part of the accreditation process. Interested persons are reminded of the
following:
a. Each Accrediting Commissioner, Evaluator, Subject Specialist, Consultant, Administrative Staff, Appeals
Panel Member, or employee shall exercise care not to disclose confidential information acquired in
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connection with disclosures of conflicts of interest or potential conflicts, which might be adverse to the
interests of DETC.
b. Accrediting Commissioners, Evaluators, Subject Specialists, Consultants, Administrative Staff, Appeals
Panel Members, and employees will not discuss any confidential aspect of an application for DETC
accreditation with the applicant, an institution accredited by DETC, a direct competitor of the applicant, or
any other third party except as required in order to discharge the responsibilities of the participant in the
accreditation review. DETC will communicate the results of the Commission’s decision to the applicant and
the public as provided in D.1.1. Actions Available to the Commission.
c. Furthermore, Accrediting Commissioners, Evaluators, Subject Specialists, Consultants, Administrative Staff,
Appeals Panel Members, and employees shall not disclose or use information relating to the business of
DETC for their personal profit or advantage or the personal profit or advantage of their family member(s).
5. Review of Policy
The following describes the review process for this policy:
a. Each Accrediting Commissioner, Evaluator, Subject Specialist, Consultant, Administrative Staff, Appeals
Panel Member, or employee shall be provided with and asked to review a copy of this policy and to
acknowledge in writing that he or she has done so.
b. Each Accrediting Commissioner, Evaluator, Subject Specialist, Consultant, Administrative Staff, Appeals
Panel Member, or employee shall complete a Conflict of Interest Disclosure Form (D.8.1.) identifying any
relationships, positions or circumstances in which s/he is involved that s/he believes could present a Conflict
of Interest.
c. Any such information regarding the business interests of an Accrediting Commissioner, Evaluator, Subject
Specialist, Consultant, Administrative Staff, Appeals Panel Member, or DETC employee, or a family
member thereof, shall be treated as confidential and shall generally be made available only to the Executive
Director, and any committee appointed to address Conflicts of Interest, except to the extent additional
disclosure is necessary in connection with the implementation of this policy.
d. This policy shall be reviewed annually by each member of the Accrediting Commission. Any changes to the
policy shall be communicated to all staff and interested persons.
e. On-Site Evaluators must annually read and agree to the conditions of the DETC Code of Conduct for On-Site
Evaluators (D.9.) in addition to this policy.
I agree to complete the Conflict of Interest Disclosure Form for all institutions I review.
I have read and received a copy of this DETC’s Conflict of Interest Policy (must be signed annually):
Name: _______________________________________ Signature: ______________________________________ (please print) Title:_____________________________________________________ E-mail: ____________________________
Your Institution/Company:______________________________________ Today’s Date: ____________________
Adopted October 2011
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(Please Note: This page was left blank on purpose.)
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8.1. Conflict of Interest Disclosure Form
Name: __________________________________________________ E-mail: ______________________
Institution(s) being reviewed: ___________________________ Date of Visit/Review/Meeting: ________ (Name)
Your Position (Commissioner/Evaluator/Subject Specialist/Consultant/Appeals Panel Member/Administrative Staff/Employee):__________________________________________________________________________
Please note that a separate form must be completed for each occasion. For multiple institutions a list or
agenda may be attached to this document.
Conflict of Interest: As described in D.8. Conflict of Interest Policy, possible Conflicts of Interest are—
• Ownership of some or all of an institution, its assets or the stock of the company that owns or operates the
institution;
• The holding of mortgages, liens, or other debt instruments or interest upon an institution or its assets;
• Having been employed, or currently employed, at the institution;
• Currently employed with a DETC institution that competes with the institution;
• Having served, or currently serving, as a consultant to the institution;
• Having served, or currently serving, on a Board, Advisory Council, or Committee of the institution;
• Having attended the institution as a student;
• Having financial interest (including holding stocks, etc.) in the institution or a business or enterprise that
competes with DETC;
• Having a close personal friend or relative at the institution; or
• Having accepted gifts, entertainment or other favors from individuals or entities.
_____ I do not have a conflict of interest with this/these institution(s)
_____ I do have a conflict of interest to report (please describe on revise side of this form)
Other situations may create the appearance of a conflict, or present a duality of interests in connection with a person
who has influence over the activities or finances of the DETC. All such circumstances should be disclosed to the
DETC Executive Director, as appropriate, and a decision made as to what course of action the organization or
individuals should take so that the best interests of the DETC are not compromised by the personal interests of
stakeholders in the DETC.
I hereby certify that the information set forth above is true and complete to the best of my knowledge. I have
reviewed, and agree to abide by DETC’s D.8. Conflict of Interest Policy.
Signature: ___________________________________________Today’s Date:_____________________
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Description of possible conflict of interest:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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9. Code of Conduct for On-Site Evaluators
High standards of honesty, integrity, and impartiality by on-site evaluators are essential for the proper
performance of the DETC Accrediting Commission’s business and the maintenance of confidence by
institutions in the accreditation process. This confidence is influenced not only by the way an on-site evaluator
conducts him/herself, but also in the way he/she conducts him/herself in the eyes of other accredited institutions
and the public. To help on-site evaluators avoid any misconduct and conflicts of interest and to ensure that
DETC’s accreditation activities are conducted in an environment free of bias, DETC has adopted the following
code of conduct.
As an On-Site Evaluator, I agree to:
1. conduct myself in a manner which seeks to avoid a conflict of interest or any appearance of conflict of
interest;
2. read, sign, and abide by DETC’s D.8. Conflict of Interest Policy and D.8.1. Conflict of Interest
Disclosure Form and;
3. not engage in outside employment or other outside activity not compatible with the full and proper
discharge of the responsibilities of a member of the DETC Examining Committee;
4. not recruit any staff or offer my services, nor shall I take any information or materials for personal
interest or gain during the on-site evaluation;
5. not state any opinion or make any prediction concerning possible action by the Commission that may
result from the on-site evaluation;
6. direct any inquiries I may have, or request for additional information after the on-site visit, to the DETC
staff;
7. treat all information obtained through the institution’s participation in the accreditation process as
confidential, and not disclose such information to parties other than members of the examining
committee, the Commission, and the DETC staff except pursuant to valid governmental regulation or
judicial procedure;
8. not participate in litigation or other legal proceedings involving institutions that are or may seek to
become accredited by DETC without consulting with DETC’s counsel and the Executive Director;
9. not discuss accreditation matters on behalf of the Appeals Panel or Commission with members of the
media, referring any media inquiries to the Executive Director;
10. not discuss legal matters involving the institution evaluated or to be evaluated with counsel for the
institution or any third party;
11. exercise due diligence in becoming familiar with, and authority on, DETC accreditation standards and
policies;
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12. participate in a training program prior to my participation in on-site evaluations that include training on
DETC’s Conflict of Interest Policy, and exercise due diligence in preparing for the institution’s on-site
evaluation, and come to the on-site evaluation familiar with all assigned materials and prepared to fully
participate in the process;
13. participate fully in the process and otherwise conduct myself during the on-site visit in a manner
consistent with my best, impartial and unfettered judgment, and in furtherance of the Commission’s
purpose;
14. conduct myself professionally, impartially, and courteously during the on-site evaluation; and
15. report any alleged violations of the Code of Conduct immediately to the DETC Executive Director.
I have read and agree to the conditions, and received a copy of the DETC Code of Conduct for On-Site
Evaluators (must be signed annually):
Name: (please print)________________________________________________________
Signature: ________________________________________________________________
Today’s Date: _______________________
If the DETC staff member or Commission member should determine that an on-site evaluator has violated the
DETC Code of Conduct, he/she may sanction the offending on-site evaluator through an oral or written
reprimand or prohibit that individual from being a member of any DETC evaluation team in the future.
Adopted October 2011
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10. Selection and Training of Commissioners
Procedure for the Selection and Training DETC Commissioners
The process of selecting and vetting a person to serve on the DETC Accrediting Commission begins with the
DETC’s Nominating Committee. As prescribed by DETC’s Constitution and Bylaws, the Nominating Committee is
charged with nominating individuals to be elected or appointed to the Accrediting Commission. Institution members
of the Commission are elected by members of the Council, and public members of the Commission are appointed by
the Accrediting Commission. The Nominating Committee is comprised of three individuals from the Council
membership not currently serving on the Commission. (10/11)
Nominations come from interested persons, the general public, and Council members. Using the qualifications
described below, the Nominating Committee reviews and vets the nominees’ resumes. Once a decision is made by
the Nominating Committee, the nominations for institution members are published for a period not less than 30 days
prior to the Annual Business Meeting of the DETC. Nominations may also be made from the floor by members of
the DETC at its Annual Business Meeting. Following the closing of nominations, the members of the Council vote
for the nominations. The nominations for the public commissioners are presented to the members of the Commission,
who make the final appointment. (10/11)
Size and Make-up of the Commission
The selection criteria used for the Accrediting Commission are prescribed by the DETC Constitution and Bylaws
Article 6.3. It states the Commission shall be: “ . . . comprised of nine (9) members: five (5) members from DETC-
accredited institutions elected by the Council and four (4) members appointed by the Commission to represent the
public. At least two members of the Commission must be ‘academics,’ defined by DETC as a person who works full
time at an educational institution who, possibly in addition to other duties, actively teaches, delivers educational
content to learners, or engages in educational research related to the institution’s mission. At least two members of
the Commission must be ‘administrators’ defined by DETC as a person currently or recently directly engaged in a
significant manner in the administration of an institution.”
At its Annual Business Meeting, the DETC members elect Commissioners from the ranks of accredited members to
replace those whose terms of office expire that year. Public members are appointed by the Accrediting Commission
to replace public members of the Commission whose terms expire.
When an unexpected vacancy occurs by reason of resignation or otherwise, or when a Commission member from an
accredited institution is no longer currently active in academic or administrative functions, the Chair of the
Commission will declare the position vacant and the Chair will appoint a qualified individual to fill the position, who
will thereby start his/her own first term upon taking his/her seat on the Commission.
By custom, the Chair of the Commission is a public Commissioner who has at least two years of service remaining
on his or her term. Normally, a Chair does not serve more than three years as the Chair.
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Qualifications of Commissioners
Public: Public Commissioners are selected from diversified fields and backgrounds to include, insofar as possible,
representatives from government, industry, business, finance, and education.
In seeking individuals to be recommended for appointment to the Commission, the DETC Nominating Committee
considers persons whose qualifications and experience will bring expertise that would best help the Commission deal
with special areas of institution evaluation (i.e., finance, administration, management, curriculum, etc.).
In addition to the above, the following informal guidelines will be considered in appointing Public Commissioners
from outside the distance study field:
1. The personal qualities of leadership, integrity, ability, and personal reputation; and
2. Formal education—holding one or more appropriately accredited academic degrees.
A Public Commissioner may not be (1) an employee, member of the governing board, owner, or shareholder of, or
consultant to, an institution that either is accredited by DETC or has applied for such accreditation; (2) a member of
any organization that transacts business with or receives any funding or payments from DETC; or (3) a spouse,
parent, child, or sibling of an individual identified in (1) or (2) above. (10/11)
Institution: Institution Commissioners are selected from DETC accredited institutions and are individuals who are
currently active academic or administrative personnel who do not have a representative currently serving on the
Accrediting Commission.
The Commissioners are selected so that they are representative of the variety of institutions in the Distance Education
and Training Council and the distance education field insofar as possible.
In addition to the above, the following informal guidelines are considered in appointing Commissioners from the
distance study institution field:
1. The personal qualities of leadership, integrity, ability, and personal reputation;
2. Formal education—holding one or more appropriately accredited academic degrees; (10/11)
3. Experience in the distance study field with a contemporary knowledge of the field;
4. Demonstrated supportiveness of the accrediting program;
5. Experience as a member of Accrediting Examining Committees; and
6. Interest in and support of the Distance Education and Training Council as evidenced by regular attendance at
Council functions and personal as well as institutional participation on Council Committees and Council
workshops, conferences, and other events. (10/11)
All Commissioners must have an interest and willingness to serve and should be able to devote the time to do the
necessary reading and background preparation and attend all Commission meetings so that they can serve effectively.
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Responsibilities of Commissioners
The Commissioners have the following responsibilities consistent with the DETC Constitution and Bylaws. The
Commission’s responsibilities are:
1. Establish, implement and promulgate standards and policies reflecting the qualities of sound and reputable
distance education and training institutions, and determine effective procedures and administrative guidelines
for evaluating distance education and training institutions seeking DETC accreditation.
2. Receive and act upon applications for accreditation and re-accreditation from distance education institutions,
evaluate new programs submitted for approval, decide the merits of any petitions from institutions and
oversee an ongoing program that ensures all standards are policies are effective, current and compliant with
existing requirements for a recognized accrediting association.
3. Conduct an institutional accreditation program that is compliant with extant Federal and CHEA-adopted
recognition criteria for nationally recognized accrediting associations.
4. Review the reports of evaluation committees and all other pertinent materials, including the Self-Evaluation
Report, and, acting as a joint body of decision-makers, accredit, deny or withdraw accreditation from
accredited institutions or order a Show Cause. In cases where accreditation is withdrawn or denied, the
institution will be given the reasons for the adverse decision and will be given the opportunity of appealing
the adverse decision before it becomes final.
5. Re-evaluate, at reasonable intervals, accredited institutions.
6. Exercise such other powers and duties as are necessary to carry out the functions of a nationally-recognized
accrediting association.
Training of Commissioners
Commissioners must successfully complete DETC’s online course entitled, “DETC Evaluator’s Training Program,”
before attending their first Commission meeting. In addition to the online training course, DETC’s staff provides an
annual Training Seminar. All Commissioners are required to attend this Seminar. Items covered at this Seminar
include the Mission and Goals of DETC; The History, Traditions and Culture of the Commission; The Accreditation
Process and How Accrediting Commission Meetings are Conducted; How Applications are Processed, From Start to
Finish; Duties and Obligations of Commission Members; How the Commission Makes Decisions; Enforcement of
Timelines; Ethics, Conflicts of Interest, Confidentiality of the Process and Legal Issues, Appeals Panel Role and
Function, and How to Execute Commissioners Duties and Stay Current. Recusals are addressed in the Conflicts of
Interest session.
All Commissioners are also required to participate in an on-site evaluation as an Observer from time to time. DETC
provides additional training through its workshops and webinars, which the Commissioners routinely participate in or
attend. Commissioners also keep current on any changes to DETC’s standards, policies, or procedures through
information provided in DETC’s numerous publications and through its website postings. (10/11)
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Conflict of Interest
Each Commissioner is required to review, sign and abide by the DETC Conflict of Interest Policy (D.8.) each
January. Each Commission must also review, sign, and abide by DETC’s Conflict of Interest Disclosure Form
(D.8.1.) before each Commission meeting. These forms are kept on file or stored electronically at the DETC offices.
(10/11)
Revised October 2011
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11. Selection and Training of Evaluators Procedure for Selecting and Training DETC Evaluators The DETC Accrediting Commission prides itself on being able to attract competent and knowledgeable individuals
to serve as on-site evaluators and subject specialists. The selection of evaluators and subject specialist reviewers is
based upon the judgment of the Director of Accreditation acting under the established guidelines of this policy. Each
on-site committee will have an academic and administrative personnel represented. (10/11)
On-Site Evaluators
The Commission trains and uses top executives and other staff from accredited institutions as on-site Evaluators, as
well as highly qualified academic experts from other accredited higher education institutions and from other sectors
of society. In the vast majority of cases, the CEOs or senior executive officers of accredited institutions comprise the
members of each examining committee, thus ensuring an authentic “peer review” from the ranks of the most highly
respected practitioners in the field.
Evaluators are also selected from among accredited public and private institution educators, executives, and
practitioners in business, technical, and service fields. Evaluation teams are made up of a mix of educators and
practitioners. Some of the Evaluators are retired persons who have otherwise remained active in their field of
expertise.
As an added safeguard to insure against potential or perceived conflicts in the selection of visiting evaluators,
applicant institutions receive an Examination Schedule containing the names and affiliations of visiting evaluators,
and short biographies on each evaluator. The institutions then have an opportunity to discuss any specific objections
they may have to a particular evaluator. In the case where an expressed objection is found to be valid, the Executive
Director will appoint another evaluator to take the place of the evaluator who had been questioned.
To become a qualified examiner s/he must complete an online or paper-based training program entitled “DETC
Evaluator Training Program” and receive a certificate of completion. The Accrediting Commission maintains a
record of the qualifications of people who have been trained as on-site evaluators through this training program.
Before new evaluators are asked to serve on an on-site Examining Committee, they must:
1. Have demonstrated expertise, ability, and accomplishment in the area they are selected to examine;
2. Read, agree to abide by and sign the DETC Code of Conduct for On-Site Evaluators (D.9.), which includes
reading, agreeing to abide by and signing DETC’s Conflict of Interest Policy (D.8.), and Conflict of Interest and
Disclosure Form (D.8.1.) (see below); and (10/11)
3. Have completed the training program, DETC Evaluators Training Program.
In selecting evaluators for visits, the Director of Accreditation considers the nature of the institution being visited, the
methods of operation unique to the institution, the nature of the program(s) offered, and the expertise and past
examining experience of the evaluator. For visits to degree-granting institutions, a subject specialist is always
included. These evaluators must possess an academic degree that is in a similar field and one higher than the degrees
being offered by the institution, or the relevant terminal degree.
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For doctoral degrees program evaluations, the evaluator must have the appropriate doctoral degree and have
practiced in the field for several years before he or she would be considered for the Degree Subject Specialist
Evaluator position.
Each evaluator has a copy of the appropriate rating forms needed to aid the evaluators with their reviews. These
forms are sent to the evaluators in their on-site examination materials. In addition to the rating forms, the following
Commission documents are included in the package for guidance (depending on the position in which they are
serving on the committee):
1. Examination Schedule
2. Memo from the Director of Accreditation
3. Completed Student Surveys with Summary Sheet (or access to the online survey results) (10/11)
4. Any Subject Specialists Report received
5. Letter on Completion and Graduation Rates
6. Copies of any complaints received
Each evaluator must use the appropriate rating form(s), depending on the purpose of the visit (i.e., degree program,
doctoral degree program, change of location, combination distance-study resident programs, non-U.S. institutions,
and institutions participating in Title IV, etc.).
Each on-site evaluator (and subject specialist) must submit a copy of his or her resume or curriculum vitae. The
Director of Accreditation maintains these “resumes” on file, along with a database record listing a history of visits
conducted by each evaluator and the latest edition of the DETC Accreditation Handbook that they have received.
Subject Specialists
Special care is given to select professionals for subject specialists who are current and knowledgeable in their area of
expertise (i.e., evaluation of curriculum content that reflects up-to-date technologies and skills). The vast majority of
subject matter experts come to the Commission from regionally accredited institutions of higher learning, often by
personal recommendation of the executive officers of higher education associations, e.g., the American Council on
Education or any of the regional accrediting associations. A rich source of potential qualified subject specialist
evaluators is the various specialized accrediting associations. DETC makes effective use of its working relationships
with the various accrediting bodies to obtain and build an extensive roster of highly qualified experts.
To be selected as a subject specialist, the Commission asks that the person evidence no bias against the distance
education method or no conflict of interest with the institution. For vocational courses, special care is given in
selecting current practitioners who are working in the field of study. As discussed above, for degree programs, the
subject specialists must have the appropriate academic degrees from an institution accredited by an agency
recognized by the U.S. Secretary of Education and/or the Council for Higher Education Accreditation. Typically, the
subject specialist must have a degree that is one higher than the degree being evaluated or the appropriate terminal
degree. The degrees must be constructive to the degrees being evaluated. For doctorate degrees, the evaluator must
have the same doctorate degree and have practiced in the field for several years before he or she would be considered
for the evaluation. (10/11)
To become a qualified subject specialist, one must complete the training program entitled “DETC Evaluator Training
Program” and receive a certificate of completion. The Accrediting Commission maintains a record of the
qualifications of people who have been trained as subject specialists through this training program.
The duty of a subject specialist is to determine if curriculum materials offered by the institution are complete,
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accurate, and up-to-date in light of the stated objectives of the course. The subject specialist must judge whether the
course is of good quality and whether it meets the published standards of the Accrediting Commission. For credit-
bearing courses, the subject specialists must be able to judge the comparability of curricula to resident programs.
Subject Specialists are used for evaluating courses off-site and on-site. The Commission’s Guide for Subject
Specialist Evaluators on DETC’s website describes the responsibilities for both types of reviewers. Each subject
specialist is given the appropriate rating forms.
For visits to degree-granting institutions, a subject specialist is always appointed to the on-site committee visiting the
institution. When a subject specialist accompanies an Examining Committee to the institution, he/she is able to
follow-up on questions related to the course materials by examining the institution’s procedures for offering its
educational programs.
DETC staff is available to answer any questions from subject specialists concerning the accreditation standards,
policies, and procedures.
Conflict of Interest Policy
Every evaluator and subject specialist must read, sign and abide by DETC’s Conflict of Interest Policy (D.8.) and the
Conflict of Interest Disclosure Form (D.8.1.) before reviewing any institution and its program as part of the
accreditation process. In addition, On-Site evaluators and subject specialist must also read, sign and abide by DETC’s
Code of Conduct for On-Site Evaluators (D.9.). (10/11)
Evaluator’s Documents
Please visit DETC’s website at www.detc.org and select “Member Services” tab and “Evaluator’s Documents.”
When asked to sign in, use the word “guest” for your user name and password. There are sample reports under this
section. The templates for writing report are found under “Templates” under the “Member Services” tab. Evaluators
should always use the forms found on DETC’s website, as these are the most current.
A. Rating Forms
1. Rating Form for All Institutions
2. Rating Form for Off-Site Vocational Subject Specialists
3. Rating Form for Off-Site Degree Subject Specialists
4. Rating Form for On-Site Subject Specialists
5. Rating Form for Change of Location or New Administrative Site
6. Rating Form for Combination Distance Study-Resident Programs
7. Rating Form for Non-U.S. Institutions
8. Rating Form for Institutions Participating in Title IV
9. Rating Form for Doctoral Degree Programs
B. Guides
1. Guide to Writing a Chair’s Report
2. Guide to Writing an Evaluator’s Report
3. Guide to Writing a Readiness Assessment Report
4. Guide to Writing an On-Site Subject Specialist Report
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5. Guide for Writing an Off-Site Subject Specialist Report
6. Guide to Standard V. for On-Site Reviews
7. Guide to Subject Specialist on Determining Credit Hours (10/11)
C. Critical Documents
1. Catalog
2. Contracts
3. Course Development Manual
4. Faculty Handbook/Manual
5. Institutional Improvement Plan
6. Outcomes Assessment Plan
7. Student Handbook
8. Study Guide
9. Succession Plan
10. Transcripts
11. Website Checklist
12. Financial Statement Analysis (10/11)
13. Determining Credit Hours (10/11)
D. Miscellaneous
1. Survey of On-Site Examiners
2. Tips for Accrediting Commission Evaluators
3. A Special Message to Evaluators of the Confidentiality of DETC Accreditation
4. Chair’s Agenda for On-Site Visit
5. Statement of Expenses for School Examinations
6. Student Survey Form
7. Q & A on Standard V – Outcomes Assessment
E. Sample Reports
1. Chair’s Report
2. Educational Standards Evaluator’s Report
3 Business Standards Evaluator’s Report
4. On-Site Subject Specialist Report
5. Off-Site Vocational Subject Specialist Report
6. Off-Site Degree Subject Specialist
7. Readiness Assessment Report
8. Course/Program Report for Degree Program
9. Course/Program Report for Vocational Program
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12. Selection and Training of Appeals Panel Members Procedure for Selecting and Training DETC Appeals Panel Members
DETC’s D.2. Appealing Commission’s Adverse Decision states that an institution may appeal a decision by the
Accrediting Commission to deny or withdraw accreditation. This policy details the process of selecting the members
of the Appeals Panel, their responsibilities, and training.
Appeals Process
An institution’s appeal is heard by an independent appeals panel that is separate from the Commission and serves as
an additional level of due process for the institution. The Appeals Panel has no authority concerning the
reasonableness or appropriateness of eligibility criteria, policies, procedures, or accreditation standards. The Panel is
not empowered to overrule the Commission by imposing its own determinations on what the Panel believes should
constitute adequate procedures, institution response times or other administrative policies promulgated by the
Commission. It can only affirm, amend, remand or reverse a prior decision of the Commission as set forth below. Its
role is to determine whether the Commission's adverse action was not supported by the record or was clearly
erroneous. The institution, both initial applicants and accredited institutions, always have the burden of proof in
demonstrating that an adverse action of the Commission was not supported by the record or was otherwise erroneous.
Process for Selection of an Appeals Panel Member
The process of selecting and vetting a person to serve on the Appeals Panel begins with the Commission selecting
from a pool of candidates meeting the criteria below.
The Appeals Panel will consist of three people appointed by the Accrediting Commission. One will represent the
public interest, one will represent academic/education interests, and one will be a distance education institution
administrator/executive. Potential members of Appeals Panels will be selected from the ranks of former members of
the Accrediting Commission, the corps of Commission evaluators, and active staff of DETC accredited institutions
who have completed the DETC evaluator training program. All panelists are subject to the provisions in D.8. Conflict
of Interest Policy and are vetted to ensure that they are free from any subject matter bias before being selected for a
particular appeal.
The Commission selects three people to serve on the appeals panel: a public member, an academic and an
administrator. Once the Commission appoints the three people and they accept, the Executive Director submits the
names and qualifications of the Appeals Panel members to the institution in advance. An institution has 10 days from
the receipt of the panel members’ names to object on the basis of possible conflict of interest as described in DETC’s
D.8. Conflict of Interest Policy. If the Commission determines that a conflict exists, the panelist is replaced. No panel
member may serve if he/she participated, in any respect, in the underlying decision by the Accrediting Commission
to deny or withdraw the accreditation of the institution.
Training of Appeals Panel Members
Once the Appeals Panel members are chosen, DETC works with the institution and the panel members to set a date
for the Appeal Hearing. In preparation for the hearing the institution’s appeal, the panel members are sent the
documentation needed to perform their tasks. The panel members are briefed by DETC’s Executive Director and
Legal Counsel on their responsibilities and duties. An outside mediator may or may not be brought in to conduct the
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Appeals Hearing. The consideration of the appeal is based upon the Commission’s written findings and reasons
related to the action, the institution’s written response detailing grounds for appeal, and relevant supportive
documents.
The Appeals Panel members are told the date, time and place of the Appeals Hearing. They are also provided an
Agenda of the meeting, which contains of the names and titles of the people attending the hearing. DETC staff works
with panel members to arrange for transportation and hotel accommodations, which DETC pays for.
The institution must set forth the specific grounds for its appeal and state the reasons the institution believes the
adverse decision should be set aside or revised. In making its appeal, the institution has the burden to show that the
Commission’s decision resulted from errors or omissions in the execution of Commission policies and procedures, or
that the decision was arbitrary or capricious and was not based on substantial evidence on the record. No new
materials may be presented for the Appeals Panel’s consideration on appeal.
Decisions Available to the Appeals Panel
As part of the training for the Appeals Panel members, they are briefed on what possible decisions they may make.
As stated in D.2. Appealing Commission’s Adverse Decision, the Appeals Panel may elect to affirm, remand, amend
or reverse the Commission’s decision:
1. Affirm
If the Appeals Panel determines that the institution has failed to meet its burden of proof in showing that the
Commission’s action was not supported by the record or was clearly erroneous, it must affirm the decision of the
Commission. In certain instances, the Commission’s decision may be based on multiple violations of DETC policies
or procedures. A showing by the institution that there is no support in the record only as to some of the violations is
not by itself sufficient to meet the institution’s burden of proof. The institution must show that, in light of the entire
record, the decision is not supported by the record or is clearly erroneous.
2. Remand
The Appeals Panel may remand a decision to the Commission when it finds that the Commission failed to consider a
material fact before it in reaching its decision. A remand is a directive to the Commission that it must reconsider its
action in light of all relevant facts that were before the Commission at the time of its decision, including the specific
material fact or facts that are the basis for the remand. The Appeals Panel must identify those material facts that it
finds the Commission failed to consider.
3. Amend
If the Appeals Panel determines that although there is evidence to support it, the Commission’s decision is
nevertheless clearly in error, the Appeals Panel may amend the decision. A decision to amend an adverse action will
set forth the specific grounds for the decision and will direct the Commission to modify its decision in accordance
with the specific direction of the Appeals Panel. The Appeals Panel may in its discretion amend a decision to deny
accreditation by directing the Commission to grant accreditation while directing the Commission to consider the
proper length of the grant consistent with the direction of the panel, the practices of the Commission, or in
accordance with other guidance from the Appeals Panel.
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4. Reverse
The Appeals Panel may reverse a decision of the Commission if it finds that the Commission’s decision, in light of
the entire record, was not supported by the record or was clearly erroneous. A decision to reverse an action of the
Commission will state the specific bases for the decision to reverse. A decision to reverse a withdrawal of
accreditation will direct the Commission to set aside its decision to withdraw and to reinstate the accreditation of the
institution as it was before the withdrawal decision. A decision to reverse an action to deny accreditation directs the
Commission to award a specific grant of accreditation for a term determined by the Appeals Panel.
Responsibility and Duties of the Appeals Panel Members
The Appeals Panel members shall have the following responsibilities, consistent with DETC policies and procedures:
- when appointed to the appeals panel, s/he must read, sign and abide by DETC’s Conflict of Interest Policy
and sign the Conflict of Interest Disclosure Form. These forms must to be submitted to DETC within 10 days
after agreeing to serve on an appeals panel;
- exercise due diligence in becoming familiar with, and authority on, DETC standards, policies, and
procedures and participate in all training sessions conducted by DETC’s staff;
- agree to review all documentation pertinent to the institution’s appeal;
- treat all information obtained through the institution’s participation in the appeal process as confidential, and
not disclose such information to parties other than the DETC staff and legal counsel;
- direct any inquiries s/he may have, or request for additional information after the appeal hearing to the DETC
Executive Director;
- not state any opinion or make an predication concerning possible actions the Commission may take as a
result of the appeal hearing; and
- exercise such powers and duties as are necessary to carry out the functions of a DETC Appeals Panel.
Hearing Procedure
The Commission shall have at least one representative present at the hearing. The Commission representative and
representatives of the institution will have the opportunity to make opening and closing statements to the appeals
panel. Such oral statements may not exceed 30 minutes in length. The institution must provide information relevant
to the specific grounds for the appeal. The names and affiliations of those appearing to make the oral presentation
will be listed on the Agenda for the meeting. The institution is entitled to be represented by counsel during the appeal
hearing. The DETC does not consider the Appeals hearing to be adversarial in nature. Accordingly, the institution
will not have the right to examine the Commission Representative.
The appeal hearing may be recorded by stenographic or electronic means if requested by the institution. Recording
and transcripts thereof shall be at the institution’s expense, and a copy will be timely provided to the institution
following the appeal hearing. The Commission’s indemnification provisions extend to the appeals panel.
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Commission Receipt and Implementation of Appeals Panel Decisions
The written decision of the Appeals Panel will be provided to the Commission within 30 days. The Commission will
implement the decision of the Appeals Panel to affirm, amend, or reverse the prior Commission decision within 30
days of receipt of the written decision by the Appeal Panel. The Commission will notify the institution of the
decision within 30 days of implementation. The Commission will notify Federal, State, accrediting agencies and the
public of its decision according to D.3. Notification and Information Sharing.
# # #
Adopted October 2011
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13. Third-Party Comments
Procedure for Requesting, Reviewing, and Acting on Third-Party Comments As part of the accreditation process, the names of applicants for initial or reaccreditation are circulated for comment.
This procedure details the steps for requesting, reviewing, and acting on third-party comments.
If a Third-Party Comment is considered to be a “complaint” as defined by DETC’s C.20 Policy on Complaints, the
comment will be processed according to the procedures detailed in that policy.
Applicant for Initial Accreditation: When an institution makes initial application for accreditation it must go
through a Readiness Assessment as described in C.12. Policy on Readiness Assessment. As stated in this policy,
“The name of an initial applicant will not be published in DETC’s publications or posted on DETC’s website until
after it has completed a successful Readiness Assessment.” A successful Readiness Assessment is when the evaluator
deems that the institution is “ready” to proceed to an on-site visit.
Applicant for Reaccreditation: When an institution makes application for reaccreditation as described in C.13.
Policy on Re-Accreditation Review, its name is published on DETC’s website and in DETC’s publications. DETC
also publishes the month and year that an institution was first accredited and the month and year the accreditation
expires in its DETC Directory of Accredited Institutions and on its website’s searchable institutional database. This
informs the public of the institution’s next scheduled review.
Requesting Third-Party Comments
The Commission routinely, and in a timely manner, publishes the list of applicant institutions (initial and re-
accreditation) in its bi-annual “Report from the Accrediting Commission,” which is published in the DETC News, the
Washington Memo, and posted on DETC’s website. Once an initial applicant has completed the Readiness
Assessment phase of the accreditation process, its name, city and state are posted on DETC’s website. A link from
the homepage (Initial Applicants) provides the public with a current list of applicants. The website states:
“Accredited institutions, governmental and non-governmental agencies, industry members, the general public and
other interested parties are invited to submit written comments pertaining to any institution included on the
Commission’s list. Comments should include information that will assist the Commission in making a decision
regarding the accreditation action pending for an institution. Any comments received will be forwarded to the
institution, which will then have an opportunity to submit a response to those comments.
“Comments are welcomed at any time. The Commission meets in January and June of each year to consider any
applicants. Comments concerning the applicants for initial or reaccreditation should be submitted to the Commission
by December 1st for the January meeting or May 1
st for the June meeting. To view the entire list of applicants, click
here.” The link directs people to the most current DETC Bulletin “Report from the Accrediting Commission,” which
lists all institutions to be considered initial and re-accreditation at the next Accrediting Commission meeting. On the
rare occasion that the Commission holds additional meetings, a due date for comments is indicated, which is always
at least 30 days after the announcements of any proposed changes are made.
The website further states, “DETC’s application procedure involves submitting an application for accreditation to
start the accreditation process. The DETC does not have a candidacy status. In fact, DETC counsels institutions not
to publicize the fact that they have applied for DETC accreditation because it may mislead students to enroll based on
the impression that the institution will surely become accredited. DETC’s process of accreditation takes one to two
D.13. – Third Party Comments DETC Accreditation Handbook - 2012
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years to complete. If you have any comments concerning these institutions, please contact the Director of
Accreditation, Nan Bayster Ridgeway at [email protected] or 202-234-5100 Ext. 103.”
In addition to soliciting comments through its website and publications, DETC also surveys students and other
organizations such as Better Business Bureaus, Consumer protection agencies, accrediting associations, and federal
and state regulatory agencies.
Processing and Reviewing Third-Party Comments
When a written comment (that is not a complaint) is received by the Director of Accreditation, it is acknowledged
and saved to be provided to the Accrediting Commission prior to the next Accrediting Commission meeting when the
institution’s application is considered.
Typically, a third-party comment would be a comment from a state agency concerning an applicant’s status or
information on past violations or areas of concerns, such as bankruptcy or closure.
DETC will not accredit an institution that is subject to a threatened action, an interim action, or an action taken by
another accrediting agency or state agency, whereby the end result could lead or has led to probation, suspension,
revocation, or termination of the institution’s license or accredited status, without providing to government
authorities a thorough and reasonable information for doing so within 30 days.
DETC will not accredit, nor permit an accredited institution to remain accredited, if the institution has lost its state
authorization or any required governmental authority to provide education in its state of domicile. Accredited status
ceases when the date of a state action to terminate required licensure in the institution’s state of domicile is final.
Should DETC learn that an applicant institution is subject to an adverse action by a state agency or another
recognized accrediting agency, or has been placed on probation or an equivalent status by another recognized agency,
it will promptly review the status of the applicant to determine if DETC should also take an adverse action or issue a
show cause order to the institution.
Acting on Third-Party Comments Any comments received from third parties are given to the members of the Examining Committee for their follow-up
during the on-site visit, if appropriate, along with the institution’s response. The Commissioners review and discuss
all third-party comments and the institution’s response, along with other documents of record provided when it
considers an institution for initial or re-accreditation.
Please refer to DETC’s D.3. Notification and Information Sharing provides for details on the decisions available to
the Commission and the procedures for notification and sharing information.
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Adopted October 2011
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E. Fees, Forms, Checklists, and Glossary
FEES1. Fees
FORMS
2. Application for Accreditation
3. Application for Appeal
4. Application for Certification as an Eligible Institution in FSA Title IV Programs
5. Application for Doctoral Degree Program
6. 2011 Annual Report
7. 2011 Annual Report with Title IV
8. Teach-Out Commitment (Non-Corporate Entities)
9. Teach-Out Commitment (Corporate Entities)
10. Computation for Dues and Fees Form
CHECKLISTS
11. Accreditation Standards Checklist
12. Business Standards Checklist
Other
13. Application for Arbitration
14. Application for Change of Ownership/Management
15. Application for Change of Location and New Administrative Site
16. Application for New Combination Programs/Training Sites
17. Glossary
E. – Fees, Forms, Checklists, and Glossary DETC Accreditation Handbook – 2012
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(Please Note: This page was left blank on purpose.)
DETC Accreditation Handbook—2012 E.1. – Fees
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Fees
Application, Readiness Assessment, Visitation, Curriculum Reviews, Training Site Approval, Title IV Certification, Appeals, Arbitration, International Contract Reviews, Change of Ownership/Management, Annual Dues, Fees, Listing Fees, Title IV, Late Payment, Refunds, and Other Fees As part of its accreditation process, the DETC Accrediting Commission applies fees for the various procedures outlined below. This policy covers which fees are required for initial and reaccreditation applicants; curriculum reviews; annual dues and fees (applies to all accredited institutions), and several others. All fees must be paid in U.S. dollars. The Accrediting Commission will not give favorable consideration to an institution unless its account is paid in full. Accreditation Fees, including application fees are not refundable.
I. Application, Assessment, Visitation, & Curriculum Review Fees
A. Application Fee An Application Fee of $3,000 will be charged institutions seeking initial accreditation. A $1,000 Application fee will be charged for institutions seeking re-accreditation. The Application Fee must accompany the “Application for Accreditation.” B. Readiness Assessment Fee A Readiness Assessment Fee of $3,000 will be charged for the Readiness Assessment done by an independent DETC-appointed evaluator to assist an applicant institution in preparing for a full on-site evaluation. The Readiness Assessment Fee should be sent with the SER. If the institution is found “not ready” for a full on-site visit, it may request another review for $2,000 from the same evaluator. If they request a different evaluator, the fee is $3,000. If, after receiving the Readiness Assessment Report, the institution wants to request a consultation with DETC, the consultation fee is $1,000. If an institution is found “not ready” after the second Readiness Assessment, the institution must have a “Readiness Visit.” A “Readiness Visit” is an on-site visit with one evaluator and a DETC Staff member. The fee for the Readiness Visit is the same as the Visitation Fee (see C. below) or $2,000 for each committee member or $4,000. C. Visitation Fee A Visitation Fee will be charged for the visit of the Examining Committee to the institution at the rate of $2,000 per committee member per day. The size of the institution and the number of courses offered will determine the size of the Examining Committee. Subject Specialist Evaluators visiting the institution, the Accrediting Commission Observer, and the Staff Observer will be considered members of the Examining Committee. A statement for the Visitation Fee will be sent to the institution, and payment is due at least two weeks before the visit takes place. D. Curriculum Review Fees
DETC Staff will invoice the institution for each course/program review. Please do not send checks prior to receiving an invoice. Do not send checks without identifying information. Please include a copy of the invoice or a brief memo stating for the curriculum review the fee is associated.
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1. Degree
a. Adding a New Degree Program (in similar area): $800 base fee plus $100 for each course submitted (minimum of 3 courses)
b. Adding a New Degree Program( in new area): $800 base fee plus $100 for each course submitted (minimum of 50% of courses)
c. Adding a New Degree Program at Different Level: $800 base fee plus $100 for each course submitted (minimum of 50% of courses)
d. Adding a Professional Doctoral Degree: $1,000 base fee plus $100 for each course submitted (50% of courses)
e. Adding a New Concentration to an Already Approved Degree Program: $800 base fee plus $100 for each course submitted (minimum of 50% of courses)
f. Adding a New Degree Course: $600
g. Adding Combination Distance-Study Resident Program: $800 base fee plus $100 for each course submitted (minimum of 3 courses) PLUS Training Site Approval fee $500 (invoiced separately) PLUS On-Site visit fee
h. Adding a Degree Certificate Program (containing courses already approved): $500
i. Adding a Degree Certificate Program (containing courses not already approved): $800 base fee plus $100 for each course submitted (minimum of 50% of courses)
j. Adding a New High School Division: $600 base fee plus $100 for each course submitted
k. Adding a New High School Course: $600
l. Changing Course/Program Title: No charge
m. Revising a Degree Program: $800 base fee plus $100 for each course submitted (minimum of 3 courses)
n. Revising a Degree Course: $600 (per course)
o. Changing Method of Delivery: Varies—at minimum a fee equivalent to “Adding a New Degree Program (in similar area)” will be assessed
p. Acquiring Courses/Programs: See “Adding a New Degree Program” and “Adding a New Degree Course”
2. Non-Degree
a. Adding a New Vocational, Avocational, Diploma or Certificate Program (in similar area): $800
b. Adding a New Vocational, Avocational, Diploma or Certificate Program (in new area): $800
c. Adding New High School Division: $600 base fee plus $100 for each course submitted
d. Adding a New High School Course: $600
e. Adding New Combination Distance-Study Resident Program: $800 PLUS Training Site Approval fee $500 (invoiced separately) PLUS On-Site visit fee
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f. Revising Vocational, Avocational, Diploma or Certificate Program: $500
g. Changing Program Title: No Charge
h. Changing Method of Delivery: Varies—at minimum a fee equivalent to “Adding a New Vocational, Avocational, Diploma, or Certificate Program” will be assessed
i. Acquiring Courses/Programs: See “Adding a New Vocational, Avocational , Diploma, or Certificate Program”
E. Courses Receiving Not Met Findings (this includes partially meets and does not meet standards)
If a course being reviewed by a Subject Specialist receives any not met findings, the institution must pay the appropriate fees for the following options:
1. Respond to Subject Specialist Report:
a. Vocational, Avocational, Diploma or Certificate Program (new & revised): $300
b. Degree Program or Degree Certificate Program (new & revised): $500
c. Degree Course: $300
d. High School Division: $500
2. Request New Reviewer: Original Curriculum Review Fee (see above)
3. Withdraw Course: No Charge
F. Training Site Approval Fee
An Application for New Combination Programs/Training Sites (E.16.) and a $500 processing fee must accompany an institution’s Proposed Training Site Report (PTSR) in accordance with C.7. Policy on New Combination Distance Study-Resident Programs or Training Sites. An on-site visit is required, and an additional visitation fee will also be charged. See C.7. for further details.
G. Change of Ownership
An Application for Change of Ownership (E.14.) and a $500 processing fee must accompany an institution’s “Change of Ownership Notification Report” 30 days prior to the change is proposed to take place. A visit is also required, and a visitation fee will also be charged. See C.3. Policy on Change of Ownership for further details. H. Change of Location or New Administrative Site
An Application for Change of Location or New Administrative Site (E.15.) and a $500 processing fee must be submitted at least 30 days before the change or new location takes place. The institution must also must a “Change of Location or New Administrative Site Report.” A visit is also required, and a visitation fee will also be charged. See C.4. Policy on Change of Location or New Administrative Site for further details.
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I. Title IV Certification Fees
A Certification Visitation Fee will be charged for the visit of the Examining Committee to an institution at the rate of $2,000 per committee member per day. A statement for the Title IV On-Site Certification Fee will be sent to the institution, and payment is due at least two weeks before the visit takes place. An application fee of $500 will be charged institutions who are seeking participation in the Federal Student Aid Title IV programs. Application is made by submitting form E.4.A. Application for Certification for Participation in FSA Title IV Programs. An institution wanting to become a Title IV eligible institution and NOT participate in any Title IV programs must submit E.4.A. Application for Certification as a Deferment Institution with an application fee of $500 and undergo an on-site visit.
J. Appeals Fee When an institution appeals a negative decision on accreditation under the procedures set forth in DETC
Accreditation Handbook, an Appeals Fee of $25,000 and the Application for Appeal (see E.3.) must be sent to the Executive Director within 10 days of receipt of the Commission’s letter advising the institution of the decision to
deny or withdraw accreditation. The institution’s failure to submit the application and fees within 10 days will be deemed a waiver of its right to appeal and cause the Accrediting Commission’s action to become final. K. Arbitration Fee
An institution challenging a final adverse decision on accreditation must submit to binding arbitration pursuant to Section 12.2. of the DETC Constitution and Bylaws. The Application for Arbitration (E.13.) must be submitted with the Arbitration fee of $25,000 to the DETC Commission within 5 business days of receipt of the Commission’s written statement advising the institution of the final adverse decision to deny or withdraw accreditation (see D.2. Appealing Commission’s Adverse Decision). L. International Activity Contract Review Fee A fee of $500 must accompany each request for the required review per DETC C.17. Policy on International Activities of any proposed contract between a DETC institution and a non-U.S. institution. The fee will be charged for any initial reviews and any necessary follow-up reviews.
II. Annual Dues and Fees
A. Dues DETC Dues are the following: Annual dues shall be eighty-six hundredths of one percent (.86% or .0086) of school cash collections up to $3,500,000, but in no case shall an organization pay dues of less than $1,000. For school cash collections exceeding $3,500,000, the organization shall pay $600 per million or part thereof. Subsequent changes in dues shall be based on the .86 percent amount and shall be stated as a percentage of organizational cash collections.
B. Fees
Each institution will pay an annual Accreditation Fee based on the total annual cash collections from distance study enrollments received by the institution during the preceding calendar year. This annual fee is separate from and in addition to the annual dues for membership in the Distance Education and Training Council.
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The Accreditation Fee schedule is:
Total Cash Collections Fee
$0 to $100,000 ........................... $300 $100,000 to $249,999 ................ $500 $250,000 to $499,999 ................ $1,000 $500,000 to $749,999 ................ $1,500 $750,000 to $999,999 ................ $2,000 $1,000,000 to $1,999,999 .......... $3,000 $2,000,000 to $2,999,999 .......... $4,000 $3,000,000 and over .................. $5,000 Military Institutions ................... $3,000 An accredited institution with no tuition income will be charged an Annual Accreditation Fee, up to $4,000.
C. Listing Fees The name of each accredited institution and the name of each of its separately advertised divisions or courses must appear alphabetically in the Accrediting Commission’s list of accredited institutions (Directory of Accredited
Institutions). The Annual Accreditation Fee covers one institution listing. A fee of either one half of the institution’s Annual Accreditation Fee or $1,500, whichever is less, will be charged for each additional listing. D. Title IV Fees
Each Title IV participating institution will pay a special Title IV Fee based on the total annual cash of collections from net Title IV revenues received by the institution during the preceding calendar year. Net Title IV is the total amount of Title IV cash received by an institution minus any return of Title IV funds and any Title IV credit balances sent to students. This annual fee is separate from and in addition to the annual accreditation fees and the annual dues for membership in the Distance Education and Training Council.
DETC Title IV Participant Fee shall be .05% or .005 of an institution’s total net cash collections from Title IV revenues up to $7 million, but in no case shall an organization pay less than $1,000 for this fee annually. For cash collections from Title IV revenues exceeding $7 million, the institution shall pay $1,000 for each $1 million or part thereof.
E. Late Payment of Dues and Fees
If Dues and Fees are not paid in full by April 30th, an interest charge of 1½% per month (18% per year) will be charged on the outstanding Dues and Fees balance. If a Dues and Fees balance remains as of September 30th, the institution will be subject to a special accreditation examination.
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F. Refund Policy for Dues The Accrediting Commission has adopted the following refund policy on Dues for DETC schools:
• If a school involuntarily loses its accreditation during the first Quarter of a fiscal year (April 1—June 30), it will be refunded 75% of its dues. If a school loses its accreditation the second Quarter of a fiscal year (July 1—September 30), it will be refunded 50% of its dues. If a school loses its accreditation after the second Quarter of a fiscal year (October 1—March 31), the school will not receive a refund.
• If a school withdraws from membership or accreditation, or threatens or is in litigation with the Accrediting Commission, no refunds will be made. Annual Accreditation and Listing Fees are not refundable.
III. Other Fees
A. Oral Presentation Transcript Fee
An institution electing to make an appearance before an Appeals or Arbitration Panel to make an oral presentation under the procedures set forth in DETC Accreditation Handbook, Appendix D. 2., and that wishes to have a transcript made of such oral presentation, will be charged the actual cost of any transcript of the oral presentation which it may elect to have made (including one copy of the transcript for the Accrediting Commission).
B. Non-U.S. Institutions
The institution will pay the actual cost of the review including travel expenses of the visiting committee, fees for course reviews, and the appropriate honoraria plus a 15 percent administrative fee. The applicant will be sent an estimated fee that must be paid (in U.S. funds drawn from a U.S. Bank) prior to the visit. Adjustments will be made following the visit.
C. Late Fees on Annual Reports
An institution is required to submit its Annual Report by January 31st of the following year. If the institution’s Annual Report, or significant components of the Annual Report, are not received by DETC by the second Friday following January 31st, the institution will be assessed a $500 late fee.
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(adopted January 2011, revised October and December 2011)
DETC Accreditation Handbook—2012 E.1. – Fees
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Summary of Fees
Circumstance Amount
1. Application, Assessment, Visitation, and Curriculum
Review fees
1.A. Application – Initial $3,000
1.A. Application – Reaccreditation $1,000
1.B. Readiness Assessment $3,000
1.B. 2nd Readiness Assessment $2,000
1.B. Readiness Assessment Consultation $1,000
1.B. Readiness Visit – per examiner per day $2,000
1.C. Visitation Fee – per examiner per day $2,000
1.D.1. Curriculum Review – Degree varies
1.D.2. Curriculum Review- Non-Degree varies
1.E. Course Reviews with Not Met findings
• Voc/Avoc/diploma/certificate $300
• Degree program or degree certificate $500
• Degree course $300
• High School Division $500
Request new reviewer/degree (see 1.D. above) NC
Withdraw course NC
1.F. Training Site Approval $500 + visit fee
1.G. Change of Ownership $500 + visit fee
1.H. Change of Location or New Administrative Site $500 + visit fee
1.I. Title IV On-Site Certification – per examiner per day $2,000
1.I. Application Fee for Title IV & Application for Deferment $500 + visit fee
1.J. Appeals Fee $25,000
1.K. Arbitration Fee $25,000
1.L. International Contract Review $500
2. Annual Dues and Fees
2.A. Dues (.86% up to $3.5 million – then see scale)
2.B. Fees See fee schedule
2.C. Listing Fees 1/2 of accreditation fees up to $1,500
2.D. Title IV Fees .05% up to $7 million on net Title IV
2.E.. Late Fees on paid dues 18% per year not paid by April 31st
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Circumstance Amount
2.F. Refund Policy on Dues:
voluntarily resigns No refund
Lose accreditation 1st quarter = 75%; 2nd quarter = 50%; after = no refund
3. Other Fees
3. A. Oral Presentation Transcript actual cost
3.B. Non-U.S. Institution actual cost + 15%
3.C. Late Fee on Annual Report $500
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Application for Accreditation Name of Institution:______________________________________________________________________ Address of Institution:____________________________________________________________________ (Street Address) (City, State) (ZIP)
Telephone No.:________________________________ Fax No.:__________________________________ (Area Code) (Area Code)
E-Mail:_______________________ Web Site:____________________________ Today’s Date:________
President/CEO:_____________________________________ E-Mail:_____________________________
Accreditation Contact Person:__________________________ E-Mail:_____________________________
Please answer the following questions:
Year institution was established: ________; # of years under present ownership _______;
___ Private, For-Profit; ___ Private, Non-Profit; ___ Government
Date of enrollment of first distance education student: ______________
Active distance education students: _________________ Combination course resident students: _______________
Number of new enrollments in last calendar year:__________________
Are all of your programs offered online? __Yes; __ No. What % online? _____ What % correspondence? ____
Courses & Programs Offered: ___ vocational; ___avocational: __ degrees; __ certificates; __ high school (For Initial Applicants only) Please use the appropriate form at the end of this application to list all courses and programs.) Resident Training Sites:
Name: ______________________________ Address: ____________________________
Please note that no new programs may be added during the accreditation process.
List the state(s) and/or country in which the institution is licensed or approved:______________________. Attach a copy of all state(s) license and/or country license(s).
List other accrediting agencies that accredit your institution, with date of original accreditation and the most recent action.
___________________________________________________________ ______________________________________ Agency Dates
___________________________________________________________ ______________________________________ Agency Dates
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Has the institution ever resigned accreditation or had accreditation denied or terminated (including DETC)?
Yes_____ No _____ Please list agency and date: ________________________________________________________
Are student recruitment personnel employed? Yes _____ No _____ If yes, how many?______________________
List states/countries in which student recruitment personnel are active:______________________________________
Does the applicant employ student recruitment personnel or contract with any outside agents? Yes___ No ____ If, yes, explain.
Certification of Application
This application is submitted by the institution’s President/CEO for which accreditation or reaccreditation is being sought, and that official hereby attests to the following: 1. The institution is a “bona fide distance education institution” as defined by the DETC Accrediting Commission
as an educational institution which:
• formally enrolls students and maintains student records;
• retains a qualified faculty to service students;
• transmits to students organized instructional materials;
• provides continuous two-way communication on student work, e.g., evaluating students’ examinations, projects, and/or answering queries, with prompt feedback given to students;
• offers courses of instruction which must be studied predominantly at a distance from the institution or organization; and
• is properly licensed, authorized, or approved by the applicable state educational institutional authority.
2. The institution has had at least two continuous years of successful operation as a bona fide distance education institution under the current ownership and with the current programs.
3. The institution can document—via an audited or reviewed comparative financial statement that covers its two most recent fiscal years—that it is financially sound and that it can meet its financial obligations to provide instruction and service to its students. Please submit audited or reviewed financial statements as described in C.10. Policy on Financial Statements.
4. The institution can show that the name being used by the institution is free from any association with any activity
that could damage the standing of the Commission or of the accrediting process, such as illegal actions, unethical conduct, or abuse of consumers.
5. The institution, institution’s owners, governing board members, and administrators possess sound reputations and
show a record of integrity and ethical conduct in their professional activities, business operations, and relations. The owners, board members and executive staff have records free from any association with any misfeasance, including, but not limited to, owning, managing or controlling any educational institutions that have entered bankruptcy or have closed with students having been disadvantaged as a result.
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6. The institution agrees that as part of the application process for initial or re-accreditation, its owners, officers and managers may be subject to a background check by DETC, which may include, but not be limited to, DETC surveys of State educational oversight agencies, Federal departments and agencies, consumer protecting agencies, checks on the credit history, prior bankruptcy, criminal background, debarment from Federal Student Aid Programs, the closing of other organizations in which they were owners, managers or principals, or the loss of accreditation or state approval to operate an educational institution. The costs of such background checks will be borne by the Applicant.
7. Institution is free from any pending or final action brought by a state agency or recognized accrediting agency to suspend, revoke, withdraw, or terminate the institution’s legal authority to operate or to deny accreditation or reaccreditation.
8. The institution understands that the Commission requires that all distance education courses, programs,
divisions, and/or affiliates of the ownership undergo the accreditation process. The failure of one distance education program and/or division to apply for or achieve accreditation within a time frame set by the Commission renders all distance education programs or divisions ineligible for accreditation. In addition, if one distance education course, program, division, and/or affiliate of the ownership is ineligible to apply for accreditation, including ineligibility due to the limits on DETC’s scope of activity, then all “divisions” of that ownership will be deemed to be ineligible to apply for accreditation.
9. The institution is voluntarily seeking accreditation or reaccreditation by the Accrediting Commission of the
Distance Education and Training Council, recognizing that such accreditation may not be specifically required for state licensure, eligibility for government funding, or other purposes external to the Distance Education and Training Council.
10. Institution official has reviewed the Standards for Accreditation and supporting materials of the Accrediting Commission.
11. Institution official fully accepts and supports the concept of accreditation as a voluntary, non-governmental
process involving peer review and a necessary degree of confidentiality in decision-making and record keeping.
12. Institution official of a non-accredited institution agrees that the institution will not make any reference to its application for accreditation in its promotional materials.
13. Institution official verifies that the appropriate key person (Name: ___________________________ [attach copy
of Certificate]) has completed the DETC Course in Preparing for Accreditation. (Please Note: DETC will NOT accept this application without proof that someone has completed this course.)
14. Institution official understands that, in applying for accreditation, the institution:
a) voluntarily submits itself to a review and decision by the Accrediting Commission as to the institution’s
qualifications;
b) has the opportunity, as part of the accrediting process, to present itself as meeting each of the Standards for Accreditation, and assumes the “burden of proof” in documenting compliance with the Standards;
c) assumes the obligation to be forthcoming, complete, and accurate in presenting information to, and answering questions of, the Accrediting Commission and its designated evaluators;
d) may exercise the right to appeal the denial or withdrawal of accreditation by the Accrediting Commission, thereby assuring due process for itself;
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e) voluntarily accepts responsibility to comply with the Standards for Accreditation and fulfill all obligations which accredited institutions assume (2012 DETC Accreditation Handbook, p. 23-25); and
f) agrees to remain in compliance with all of the requirements set forth in the DETC Constitution and Bylaws, April 2009 edition, which constitutes a contract between the Council and its member institutions..
15. The institution official understands, in submitting this application, that the accreditation process includes surveys
of and inquiries to students, recruiting personnel, state and federal consumer and regulatory agencies, employers of graduates, and other individuals, agencies, or groups which may have an opinion about the institution, its programs, and its services. It agrees to such surveys and inquiries and will upon request assist the Accrediting Commission in conducting them. It also acknowledges that accreditation information may be shared with other accrediting agencies and government entities. (10/11)
I certify that all of the information herein and attached is true and correct. Institution’s President or CEO: _____________________________________ ___________________________ Name Title
Signature:_______________________________________________________ Date: ______________________
Once the Application for Accreditation is received, the Director of Accreditation will notify you of the
appropriate due dates for submitting your course materials and the Self-Evaluation Report.
For initial applicants, its application for accreditation is valid for one year from the date of submission; with the condition that a copy of their Self-Evaluation Report is received by Commission within 60 days from the date this application is received by the Commission. If the Commission does not receive the institution’s SER within 60 days, the application will automatically expire. For institutions undergoing reaccreditation, its application is valid for one year (or the next two full accrediting periods) from the date it was received by the Commission. The name of an initial applicant will not be published in DETC’s publications or posted on DETC’s web site until after it has completed a successful Readiness Assessment.
In addition to mailing this application form with your check, please send an electronic copy to [email protected].
Submit this form to the: Director of Accreditation DETC Accrediting Commission 1601 18th Street, N.W., Suite 2 Washington, DC 20009-2529 Contact Person:______________________________ E-mail address: __________________________________ Title: ______________________________________ Phone: ________________________________________ Signature: __________________________________
Revised October 2011
DETC Accreditation Handbook – 2012 E.2. – Application for Accreditation
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Application Checklist
Yes
_____ Submit an electronic copy of the Application for Accreditation and supporting documents.
____ Submit audited or reviewed financial statements as described in C.10. Policy on Financial Statements.
____ Enclosed with this application is a check for $3,000 (for initial) or $1,000 (for reaccreditation) payable to the “Distance Education and Training Council.” Please send an electronic copy to [email protected].
_____ Enclosed are the names and addresses (on self-adhesive mailing labels) of no more than the first 100 students consecutively enrolled with each division of our institution beginning the first day of the 18th month preceding the date of this application. Insofar as possible, the number of the students reflects the same proportion of the enrollments for each of our institution’s major course/program offerings. (If you have less than 100 students, please submit all of their names and addresses.)
_____ E-mail an Excel table with the student’s name and e-mail address for those students whose mailing labels are furnished above (e-mail to Brianna Bates at [email protected]).
_____ Enclosed are copies of all institution’s current state(s) licenses.
_____ If appropriate, enclosed are international contracts and fees for the review (see DETC C.17. Policy on International Activities).
_____ The appropriate person has completed the DETC Course on Preparing for Accreditation.
_____ We will mail the appropriate number of Self-Evaluation Reports by the date set by the Director of Accreditation. For new applicants, a copy of the Self-Evaluation Report must be submitted
within 60 days from the date of this application.
E.2. – Application for Accreditation DETC Accreditation Handbook – 2012
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List of Vocational Programs Please provide this information with your Application for Accreditation. Name of Institution: _________________________________________________________________
Name of Program: ?? Date of 1st enrollment: June 1, 2007
Number of Lessons/Courses: 12 courses to earn certificate No. Current Active Students: 20
Length of program: 18 weeks No. Total Enrollments (since first offering): 320
Tuition: $900
Courses: Medical terminology
History 101
Etc.
Name of Program: (Repeat for each program) Date of 1st enrollment:
Number of Lessons/Courses: No. Current Active Students:
Length of program: No. Total Enrollments (since first offering):
Tuition:
Courses:
SAMPLE
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List of Degree Programs List Electives once (however, include the course number, for example, Understanding Computers 101). Name of Institution: __________________________________________________________
Degree Program: Associate of Arts in Business Date of 1st enrollment: June 1, 2007
Credits required for Degree: 60 (20 x 3 credit courses) No. Current Active Students: 20
Length of each course: 8 weeks No. Total Enrollments (since first offering): 320
Tuition per course/program: $250 or $5,000 for degree
SAMPLE
E.2. – Application for Accreditation DETC Accreditation Handbook – 2012
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List of Certificate Programs Please provide this information with your Application for Accreditation: Name of Institution: ______________________________________________________
Name of Certificate: Certificate in Business Management Date of 1st enrollment: June 1, 2007
Credits required for Certificate: 35 No. Current Active Students: 20
Length of each course: 8 weeks No. Total Enrollments (since first offering): 320
Tuition per course and certificate program:
$100
Courses: Business Management
Business Math
History
Etc.
Name of Certificate: REPEAT for each certificate program
Date of 1st enrollment:
No. Current Active Students:
No. Total Enrollments (since first offering):
SAMPLE
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High School Program(s) Please provide this information with your Application for Accreditation. Name of Institution: ______________________________________________________ Name Program: High School Diploma Date of 1st enrollment: June 1, 2007
# of Courses in Program: 35 No. Current Active Students: 20
Length of each course: 8 weeks No. Total Enrollments (since first offering): 320
Tuition per course: $100
Courses:
Grade 9: English I
Algebra 1
World Geography and Cultures
Biology
Spanish 1
Health/Life Skills
Grade 10: English II
etc
Grade 11:
Grade 12:
SAMPLE
E.2. – Application for Accreditation DETC Accreditation Handbook – 2012
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DETC Accreditation Handbook – 2012 E.3. – Application for Appeal
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Application for Appeal
Application for Appeal of an Adverse Commission Decision
Name of Institution:____________________________________________________________________ Address of Institution:___________________________________________________________________ (Street Address) (City, State) (ZIP)
Telephone: _________________________ Fax:___________________________ Today’s Date:________________ (Area Code) (Area Code)
Appeal Procedures 1. The institution submits this Application for Appeal to the Executive Director of the Accrediting Commission
within 10 days of the receipt of the Commission’s written statement advising the institution of an adverse decision to deny or withdraw accreditation. The appeal fee must accompany this Application.
2. The institution submits a written statement of the grounds for its request for an appeal within 30 days of receipt
of the Commission’s written statement advising of its action. 3. The institution’s accounts, including hearing and transcript fees, with the Distance Education and Training
Council must be paid in full at least 10 days before the date of the hearing, or the appeal hearing will be cancelled and the adverse decision announced.
4. The Commission will schedule the hearing and will designate the time and place the hearing will be held. 5. The institution has the opportunity to make an oral presentation at the hearing. The oral presentation may not
exceed 20 minutes. If applicable, please list below those who will be attending the hearing on behalf of the institution:
______________________________ _________________________________ _____________________________ (Name) (Title) (Affiliation)
_____________________________ _________________________________ ______________________________ (Name) (Title) (Affiliation)
______________________________ ________________________________ ______________________________ Name) (Title) (Affiliation)
6. The institution, at its option and its expense, shall have the right to the presence of its own legal counsel at, and a
transcript of, its oral presentation at the hearing.
E.3. – Application for Appeal DETC Accreditation Handbook – 2012
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___ I would like a transcript ($1,000 deposit) ___ Our Legal Counsel will be attending the hearing: Name of Counsel: __________________________________________________________________ Firm: __________________________________________ Phone No.:_________________________ Fax: _______________________________________ E-mail: ________________________________ Address:___________________________________________________________________________
7. The institution may submit written material pertaining to the appeal up to 30 days prior to the hearing date. New
documents or materials may not be presented for the Commission’s consideration at the time of the institution’s oral presentation at the hearing.
8. Within 30 days following the conclusion of the appeal hearing, the Commission shall send the institution a
written statement advising of the action and the basis for that action on the appeal.
I certify that all of the information on this application is true and correct: Institution’s President or CEO:____________________________ Signature: ________________________________
Application Checklist
___ Fee attached ($25,000)
___ Optional fee for transcript deposit ($1,000)
___ Written grounds for appeal will be submitted within 30 days of the our receipt of the adverse decision letter.
___ Names of those attending appeal hearing are provided above.
Submit this form to: Executive Director (address below).
DETC Accreditation Handbook – 2012 E.4. Application for Certification as an Eligible Institution
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Application for Certification as an Eligible Institution in FSA Title IV Programs Requesting Eligibility as a (check one): ___ Deferment Institution ___Participant Institution Name of Institution:______________________________________________________________________ Address of Institution:____________________________________________________________________ (Street Address) (City, State) (ZIP)
Telephone No.:________________________________ Fax No.:__________________________________ (Area Code) (Area Code)
E-Mail:_______________________ Website:____________________________ Today’s Date:________
President/CEO:_____________________________________ E-Mail:_____________________________
Certification for Seeking Title IV Eligibility
This application is submitted by the institution’s President/CEO for which Certification for Eligibility in FSA Title IV Programs is being sought, and that official hereby agrees that:
1. All of the distance learning programs offered by the institutions have been reviewed and approved by DETC’s Accrediting Commission. All of the courses or programs are credit-bearing and are a part of an academic degree program.
2. He/she has read, understands and will abide by the applicable conditions and requirements discussed in DETC’s C.15. Policy on Institutions Participating in Title IV Programs.
3. The institution meets all Federal eligibility requirements, including the requirements for being a distance education program as set forth in the law and regulations for Federal student assistance program eligibility.
4. All course or program length requirements and “regular and substantive interaction requirements between faculty and students” as established by Federal regulations are met.
5. Only those degree programs at the Associate’s, Bachelor’s, Master’s, first professional, and professional doctorate degree level are eligible. Certificate programs are not eligible.
6. The institution agrees to submit 3 copies of a “Certification Report for Title IV” (template on DETC’s web site) providing responses and documentation that address each statement found in C.15. Policy on Institutions Participating in Title IV Programs.
7. The institution agrees to not to submit an application to the Department of Education for eligibility status until DETC has verified and confirmed that the institution is eligible to apply.
8. The institution agrees to undergo an on-site visit to verify and validate the information presented in its “Certification Report for Title IV.”
DETC Accreditation Handbook – 2012 E.4. – Application for Certification as an Eligible Institution
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I certify that all of the information herein and attached is true and correct. Institution’s President or CEO: _____________________________________ ___________________________ Name Title
Signature:_______________________________________________________ Date: ______________________
Check List
□ We plan to submit our Certification Report for Title IV on Policy C.15. and Federal Regulation Compliance on:___________________(date)
□ We are enclosing an application fee of $500 (check made payable to “DETC”).
□ We understand that DETC will evaluate our Certification Report for Title IV for compliance.
□ We will not apply to the Department of Education until and unless we are approved to do so by DETC.
□ We understand that we will need to undergo an on-site visit with a Title IV Evaluator appointed by DETC as part of our evaluation for Title IV eligibility.
□ We understand that one person must complete DETC’s course Realities and Regulations of the Title IV Aid Programs and submit a copy of his or her “certificate of completion” with this application.
Revised October 2011
DETC Accreditation Handbook – 2012 E.5. – Application for Doctoral Degree Program
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Application for Doctoral Degree Program (To be used by currently accredited institutions that want to add a doctoral degree program)
Name of Institution:______________________________________________________________________
Address of Institution:____________________________________________________________________ (Street Address) (City, State) (ZIP)
Telephone No.:________________________________ Fax No.:__________________________________ (Area Code) (Area Code)
E-Mail:_______________________ Website:____________________________ Today’s Date:________
President/CEO:_____________________________________ E-Mail:_____________________________
Please answer the following questions (attach additional sheets as necessary):
Title of Degree Proposed: ________________________________________________________________________
Number of Credits Required:_________ Academic Dean for Doctoral Program:______________________________
State Licensure Required for Doctoral Degree Programs? : ___ Yes ____ No
Status of State Licensure/Approval:_________________________________________________________________
Is this a “professional” doctoral degree program? ___ Yes ___No
Application Checklist
Yes
_____ Enclosed is one copy of the institution’s draft of its catalog and various promotional literature for the
proposed doctoral degree program(s) offered by our institution.
_____ Enclosed are copies of all institution’s current state(s) licenses.
_____ We will mail the appropriate curricula materials packaged as indicated in the instructions by the date
set by the Director of Accreditation.
_____ We will mail the appropriate number of Self-Evaluation Reports by the date set by the Director of
Accreditation.
Once the Application for Doctoral Degree Programs is received, the Director of Accreditation will notify you of the
appropriate due dates for submitting your course materials and the Self-Evaluation Report. An on-site review date will
normally be scheduled to take place within six to eight weeks of receipt of the SER.
Submit this form to the: Director of Accreditation, DETC Accrediting Commission, 1601 18th Street, N.W., Suite 2,
Washington, DC 20009-2529.
# # #
E.5. – Application for Doctoral Degree Program DETC Accreditation Handbook – 2012
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DETC Accreditation Handbook – 2012 E.6. – 2011 Annual Report
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2011 Annual Report Name of Institution:____________________________________________________________________________ Address:_____________________________________________________________________________________ (Street Address) (City, State) (ZIP)
Telephone:_______________________________________ Fax:________________________________________
E-Mail:______________________________ Web Site:_______________________________________________ Is your institution: ___ Private, For-Profit? ____ Private, Non-Profit? ____ Government?
This Annual Report covers the institution’s activities from January 1—December 31, 2011. Please list programs in forms at the end of this document (please note, you do not have to list the individual courses).
I. Courses and Programs Offered # of Vocational/Avocational programs = ______ : # New students: _______ Total # of Students: ______ # of Degree Programs =______ : # New students: _______ Total # of Students: ______
# of Certificate Programs = ______ : # New students: _______ Total # of Students: ______
# High School Program: ______ : # New students: _______ Total # of Students: ______ TOTALS: _____New Students in 2011: _____Total # of Students Please list each program and enrollments using the appropriate form(s) (Degrees, Certificates, Vocational) at the end of this document. II. Certification of Compliance with Commission Requirements To certify that your institution has complied with existing and new Accrediting Commission standards, policies, and procedures, PLEASE INITIAL each space below. For areas where it is not possible to certify compliance, please provide an explanation and corrected information as may be required. Specific policies are noted where appropriate. I certify that this institution has:
Your Initials
_____ Formal written plans for regularly conducting student learning outcomes assessments and institution self-improvements (C.14.)
_____ Collected data that demonstrates that students are achieving learning outcomes that are appropriate to the institution’s mission and to the rigor and depth of the degrees, diplomas, or certificates offered (see C.14.)
E.6. – 2011 Annual Report DETC Accreditation Handbook – 2012
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Your Initials _____ When specific benefits for a course or program are identified, collected evidence that documents that
graduates have attained the benefits. _____ Reported significant changes to mission, goals, and objectives (see C.2.) (10/11) _____ Reported changes of ownership, management, or control (see C.3.) _____ Submitted significant changes to courses/programs (see C.5.) _____ Reported changes in location (including training sites) (see C.4.) _____ Reported significant changes in financial condition (see C.18.) _____ Reported significant growth or decline in the number of new enrollments (see C.18.) (10/11) _____ Reported significant growth or decline in the number of programs (C.18.) (10/11) _____ Complied with all required governmental licenses and approvals, and the CEO/President is unaware of
any action to revoke or withdraw any such licenses or approvals. _____ Developed accounting procedures to take into account or reserve prepaid tuition of students due future
services. _____ Reviewed enrollment agreements—including tuition refund language—for compliance with the DETC
Business Standards. _____ Reported significant changes in marketing tactics and promotional efforts (see C.11.)
_____ Continuously monitored (and corrected when necessary) telephonic sales interactions with prospective students to ensure there exists only ethical conduct on the part of all recruiting personnel.
_____ Reported all lawsuits, investigations, audits, actions, or other formal inquiries by governmental bodies or legal authorities.
_____ Submitted for Accrediting Commission review all new courses/programs or courses/programs undergoing revisions and arranged for review of all new training sites (see C.5.)
_____ Reviewed all advertising literature and promotional efforts, to include any significant changes in the practices of any third party advertising, marketing or lead generation firms for compliance with DETC’s Business Standards.
_____ Ensured that all telemarketing activities comply with FTC guides on telemarketing, including “do not call” restrictions for consumers.
_____ Ensured that tuition refund policies are in accord with the DETC Business Standards and paid all tuition refunds due within 30 days of the students’ requests.
_____ Reviewed and agreed to all the requirements set forth in DETC’s Constitution and Bylaws, April 2009 edition.
Failure to initial any of the items above may be cause for a review by the Accrediting Commission and follow-up action.
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III. Report on Educational and Student Services Since last year: 1. Report—and explain the reason for—any significant changes to the faculty at the supervisor/management level.
Provide brief descriptions of the qualifications of any new faculty. Report other significant changes to faculty assignments, workload, in-house training conducted, etc.
2. Report—and explain the reason for—any significant growth or decline in enrollments and programs (see C.18.
Policy on Annual Reports for definition). Explain in detail the reason(s) for the growth and what additional staff, faculty, administrators, educational and student support services, and financial resources and marketing plans have been employed to meet the needs for the new level of students to be served. Also specify which programs had the most growth (indicating the percent of growth since last year), the reasons for the growth, and how the institution is accommodating the growth. (10/11)
If the institution is showing a significant decline in enrollments (a drop of 25% or more), explain the reason(s)
for the decline and the impact it has had on staff, faculty, administrators, educational and student support services, and financial resources and marketing plans. (10/11)
3. Report—and explain the reason for—any significant growth or decline in the number of programs offered (see
C.18. Policy on Annual Reports for definition). Explain in detail what additional administrators, faculty, educational and student support services, and financial resources and marketing plans it has employed to meet the needs for the new level of programs to be served. If an institution reports a “significant decline in the number of programs,” it must explain in detail the reasons for the decline and the impact it has had on staff, faculty, administrators, educational and student support services, other course/programs offerings, and financial resources and marketing plans. (10/11)
4. Report—and explain the reason for—any significant changes to tuition levels, payment options, collection
techniques, or refund policies. 5. Report—and explain the reason for—any significant changes to course/program admissions policies made since
the last Annual Report. What requirements have been added or dropped? Provide the rationale for any changes listed.
6. Report on any activities outside of the U.S., including any contractual relationships with non-U.S. institutions or
agencies. Report the number of foreign students (non-U.S. students, not counting military). (10/11) IV. Report on Student Satisfaction On the DETC Outcomes Assessment Data Form (at the end of this document or on DETC’s web site under “Member Services” and “Publications,” provide the data you collected from your student surveys on satisfaction of your 10 most popular courses as described in the “C.14. Policy on Student Achievement and Satisfaction.” Also include a sample of your survey. (Military and international institutions and K-12 schools are exempted from annual reporting, but not from five year self-evaluation reporting.)
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V. Report on Progress Through the Courses/Programs On the DETC Outcomes Assessment Data Form (at the end of this document or on DETC’s web site under “Member Services” and “Publications,” provide the data you collected on your course completions for your 10 most popular courses and all of your degree programs as described in the “C.14. Policy on Student Achievement and Satisfaction.” If you have more than one division, e.g., vocational and/or degree-granting, you must report the data for each division. (Military and international institutions and K-12 schools are exempted.) VI. Report on Financial Condition Institutions are required to report and explain the reason for any significant changes in financial conditions. Provide the following summarized financial highlights for your distance education operations for the most recent two fiscal year periods. Complete the chart below (DO NOT just say “See Attached financial documents”).
If your institution shows a negative amount on lines 2, 4, or 5 for 2011, please attach the appropriate financial statements. The financial statement must be current, and at a minimum, the report must cover 12-month periods for the institution’s most recent two fiscal years and must be prepared in conformity with “generally accepted accounting principles.” The statement must use the accrual method for recognizing income. (Please refer to C.8. Policy on Annual Reports and C.10. Policy on Financial Statements.) (10/11)
Fiscal Year Ended: 2011 2010
1. Revenues
2. Net Income (Loss) **
3. Total Assets
4. Working Capital (Deficit)* **
5. Total Equity/Fund Balance (Deficit) **
* Current Assets minus Current Liabilities ** Attach complete financial statement if entry is negative. PLEASE NOTE: For every accredited institution, the Accrediting Commission reserves the right to require the submission of complete, audited financial statements as it deems necessary. VII. Report on Institution’s Future Plans Note: The reporting below does not constitution compliance with the various DETC policies that require notice and report submission prior to an event. Please review C.1. Policy on Substantive Change and Notification to make certain you have properly notified the Commission of any “substantive change” before implementing.
DETC Accreditation Handbook – 2012 E.6. – 2011 Annual Report
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Please provide a brief summary of your plans for the coming year. Do you plan to: 1. Add new courses or programs? List new courses/programs you are preparing or considering and the estimated
date of submission to the Accrediting Commission for review (see C.5. Policy on Course/Program Approval for instructions of submitting courses/programs).
2. Change in Location or Administrative Sites? Indicate any plans for changes in location of the institution or
administrative site (see C.4. Policy on Change of Location or Administrative Site), or for any new training sites (see C.7. Policy on New Combination Programs/Training Sites).
3. Changes in Marketing? Indicate plans for any changes to your marketing approach and/or promotional tactics or
procedures (see C.11. Policy on Change of Marketing Approach). (10/11)
4. Changes in international activities? Indicate and describe any plans for new marketing or instructional activities conducted outside of the U.S. (see C.17. Policy on International Activities). (10/11)
5. Changes in ownership, top management, or key staff? Indicate any plans for changes in ownership, top
management, or key staff (see C.3. Policy on Change of Ownership/Management). (10/11) Date Signature of Chief Executive Officer ____________________________________ Print Name DETC must receive this report by January 31, 2012. PLEASE submit in 2 files:
1. Print this document and sign this page, scan it with supporting documents (with the exception of the Outcomes Assessment Data), and save as a pdf.
2. Complete the tables containing your Outcomes Assessment Data and save in a WORD document.
E-mail both files to [email protected] (type “Annual Report” in the subject line). If you do not get a confirmation that your e-mail and documents were received, please submit again. Please note that there is a $500 late fee for reports not received by the second Friday following January 31st. (10/11)
Revised October 2011
E.6. – 2011 Annual Report DETC Accreditation Handbook – 2012
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Enrollments by Program Name of Institution: ________________________________________
Program Level: Name: Total New Enrollments for 2011:
Total Active Students as of 12/31/2011
Example of Program Level = High School, Vocational, Associate, Bachelor, Masters, First Professional, Doctoral Example of Name = High School program or Medical Billing or Associate in Criminal Justice
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DETC Outcomes Assessment Data Form to be used with the 2011 Annual Report
Name of Institution: Contact Person: Date: Phone: E-mail: Please delete these instructions (down to “IV. Student Surveys”) and submit your outcomes assessment data using the tables below. Please reduce the size of your type to fit the data into the tables. IV. Student Satisfaction Surveys (first table): Please deduct any N/A’s from your “# of students surveyed” and “# of Surveys Received” before calculating percentages. Please calculate the average for the 10 courses for each question for 2011. If you have more than one division, e.g., vocational and/or degree granting, it must choose 10 courses from each division. V. Progress through the Course: When selecting your sample dates, you should allow enough time so that the last person who enrolled in that course has had sufficient time to complete it. Therefore, you should not use a calendar year. Cancellations are people who: (1) cancelled before the 5-day refund period; (2) never submitted exams; (3) cancelled by institution for non-payment; and (4) not in compliance (never submitted required information to be admitted). Do not count people who decided to drop-out or who stopped studying under cancellations. However, you may deduct the number of any students still studying. If you properly selected the sample dates, there should not be any students still studying. If your institution grants degrees, do not include certificate programs in your 10 most popular courses. If you have more than one division, e.g., vocational and/or degree granting, you must choose 10 courses from each division. Please calculate the overall average for the 10 courses and your degree programs. For more detailed information, please read the C.14. Policy on Student Achievement and Satisfaction (found on DETC’s website under “Publications” and “Accreditation Handbook.”) Send a copy of this form with your 2011 Annual Report form. Save this form in WORD document and send e-mail it to Sally Welch at [email protected]. Please include a sample of your surveys with your Annual Report.
IV. Student Satisfaction Surveys
Ten Most Popular Courses Time Frame of Survey: 1/1/2011 – 12/31/2011
Name of Course # of students
surveyed # of Surveys Received
Yes to Q1 #/%
Yes to Q2 #/%
Yes to Q3 #/%
AVERAGES ?? ?? ??
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V. Progress Through the Course
Course Completion Rates Ten Most Popular Courses
Unit of Measurement: (#weeks, semester, etc. used in sample date)
Name of Course Date of Sample
# of Students
in sample
# of Cancellations
# of Active
students in sample
# of students
completing
Completion Rate #/%
AVERAGE RATE ??
Program Completion Rates All Degree Programs
Name of Degree Program Years to
Complete Date of Sample
# of Students
in sample
# of Cancel-lations
# of Active students in
sample
# of students
graduating
Gradu-ation Rate #/%
AVERAGE RATE ??
Please save your Outcomes Assessment Data in a WORD file and e-mail along with a sample of your survey and your 2011 Annual Report
DETC Accreditation Handbook – 2012 E.7. – 2011 Annual Report—with Title IV
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2011 Annual Report (with Title IV) Name of Institution:____________________________________________________________________________ Address:_____________________________________________________________________________________ (Street Address) (City, State) (ZIP)
Telephone:_______________________________________ Fax:________________________________________
E-Mail:______________________________ Web Site:_______________________________________________ Is your institution: ___ Private, For-Profit? ____ Private, Non-Profit? ____ Government?
This Annual Report covers the institution’s activities from January 1—December 31, 2011. Please attach any additional pages or documentation to this form.
I. Courses and Programs Offered # of Vocational/Avocational programs = ______ : # New students: _______ Total # of Students: ______ # of Degree Programs =______ : # New students: _______ Total # of Students: ______
# of Certificate Programs = ______ : # New students: _______ Total # of Students: ______
# High School Program: ______ : # New students: _______ Total # of Students: ______ TOTALS: _____New Students in 2011: ____ Total # of Students _____ #New students w/Title IV _____ #total # of students w/Title IV Please list each program and enrollments using the appropriate form(s) (Degrees, Certificates, Vocational) at the end of this document. II. Certification of Compliance with Commission Requirements To certify that your institution has complied with existing and new Accrediting Commission standards, policies and procedures, PLEASE INITIAL each space below. A list of changes to 2011 DETC Accreditation Handbook may be found at www.detc.org (select Publications tab and Accreditation Handbook). For areas where it is not possible to certify compliance, please provide an explanation and corrected information as may be required. I certify that this institution has:
Your Initials
_____ Formal written plans for regularly conducting student learning outcomes assessments and institution self-improvements.
_____ Collected data that demonstrates that students are achieving learning outcomes that are appropriate to the institution’s mission and to the rigor and depth of the degrees, diplomas, or certificates offered.
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Your Initials _____ When specific benefits for a course or program are identified, collected evidence that documents that
graduates have attained the benefits. _____ Reported significant changes to mission, goals, and objectives (see C.2.) _____ Reported changes of ownership, management, or control (see C.3.) _____ Submitted significant changes to courses/programs (see C.5.) _____ Reported changes in location (including training sites) (see C.4.) _____ Reported significant changes in financial condition (see C.18.) _____ Reported significant growth or decline in the number of new enrollments (see C.18.) (10/11) _____ Reported significant growth or decline in the number of programs (C.18.) (10/11) _____ Complied with all required governmental licenses and approvals, and the CEO/President is unaware of
any action to revoke or withdraw any such licenses or approvals. _____ Developed accounting procedures to take into account or reserve prepaid tuition of students due future
services. _____ Reviewed enrollment agreements—including tuition refund language—for compliance with the DETC
Business Standards. _____ Reported significant changes in marketing tactics and promotional efforts (see C.11.)
_____ Continuously monitored (and corrected when necessary) telephonic sales interactions with prospective students to ensure there exists only ethical conduct on the part of all recruiting personnel.
_____ Reported all lawsuits, investigations, audits, actions, or other formal inquiries by governmental bodies or legal authorities.
_____ Submitted for Accrediting Commission review all new courses/programs or courses/programs undergoing revisions and arranged for review of all new training sites (see C.5.)
_____ Reviewed all advertising literature and promotional efforts, to include any significant changes in the practices of any third party advertising, marketing or lead generation firms for compliance with DETC’s Business Standards.
_____ Ensured that all telemarketing activities comply with FTC guides on telemarketing, including “do not call” restrictions for consumers.
_____ Ensured that tuition refund policies are in accord with the DETC Business Standards and paid all tuition refunds due within 30 days of the students’ requests.
_____ Reviewed and agreed to all the requirements set forth in DETC’s Constitution and Bylaws, April 2009 edition.
Failure to initial any of the items above may be cause for a review by the Accrediting Commission and follow-up action.
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III. Report on Education and Student Services Since last year: 1. Report—and explain the reason for—any significant changes to the faculty at the supervisor/management level.
Provide brief descriptions of the qualifications of any new faculty. Report other significant changes to faculty assignments, workload, in-house training conducted, etc.
2. Report—and explain the reason for—any significant growth or decline in enrollments and programs (see C.18.
Policy on Annual Reports for definition). Explain in detail the reason(s) for the growth what additional staff, faculty, administrators, educational and student support services, and financial resources and marketing plans have been employed to meet the needs for the new level of students to be served. Also specify which programs had the most growth (indicating the percent of growth since last year), the reasons for the growth in those programs, and how the institution is accommodating the growth. (10/11)
If the institution is showing a significant decline in enrollments (a drop of 25% or more), explain the reason(s)
for the decline and the impact it has had on staff, faculty, administrators, educational and student support services, and financial resources and marketing plans.
3. Report—and explain the reason for—any significant growth or decline in the number of programs offered (see
C.18. Policy on Annual Reports for definition). Explain in detail what additional administrators, faculty, educational and student support services, and financial resources and marketing plans it has employed to meet the needs for the new level of programs to be served. If an institution reports a “significant decline in the number of programs,” it must explain in detail the reasons for the decline and the impact it has had on staff, faculty, administrators, educational and student support services, other course/programs offerings, and financial resources and marketing plans. (10/11)
4. Report—and explain the reason for—any significant changes to tuition levels, payment options, collection
techniques, or refund policies. 5. Report—and explain the reason for—any significant changes to course/program admissions policies made since
the last Annual Report. What requirements have been added or dropped? Provide the rationale for any changes listed.
6. Report on any activities outside of the U.S., including any contractual relationships with non-U.S. institutions or
agencies. Report the number of foreign students (non-U.S. students, not counting military). (10/11) IV. Report on Student Satisfaction On the DETC Outcomes Assessment Data Form (at the end of this form or on DETC’s web site under “Member Services” and “Publications,” provide the data you collected from your student surveys on satisfaction of your 10 most popular courses as described in the “C.14. Policy on Student Achievement and Satisfaction.” Also include a sample of your survey. (Military and international institutions and K-12 schools are exempted from annual reporting, but not from five year self-evaluation reporting.)
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V. Report on Progress Through the Courses/Programs
On the DETC Outcomes Assessment Data Form (at the end of this document or on DETC’s web site under “Member Services” and “Publications,” provide the data you collected on your course completions for your 10 most popular courses and all of your degree programs as described in the “C.14. Policy on Student Achievement and Satisfaction.” If you have more than one division, e.g., vocational and/or degree-granting, you must report the data for each division. (Military and international institutions and K-12 schools are exempted.) VI. Title IV Participation (to be completed only if the institution participates in the Title IV programs) What accrediting agency is designated as your primary agency by the U.S. Department of Education for distribution of Title IV funds?_______________________________________________________ Please provide a copy of your most recent ECAR (Eligibility and Certification Approval Report). You may obtain this by going to http://eligcert.ed.gov/eapp/owa/ppaecar and use your OPE number and PIN. (10/11) List all programs offered by your institution that the U.S. Department of Education (USDE) has determined to be Title IV eligible programs (use additional sheets if necessary).
_________________________ _______________________
_________________________ _______________________
Check each Title IV program in which the institution participates, and provide the total amount of Title IV funds the institution received for that program for the award year.
Program Amount of Title IV Funds for the Past Year ____ Pell __________________________________
____ Federal Direct Loans __________________________________
____ Federal Direct PLUS __________________________________
____Federal Perkins Loans __________________________________
____ PLUS __________________________________
____ FSEOG __________________________________
____ FWS __________________________________
____ Other __________________________________
List the state where your institution has been authorized:
______________________________ _______________________________ _____________________ To certify that your institution meets its program responsibilities under Title IV, PLEASE INITIAL each space below. For areas where it is not possible to certify compliance, please provide an explanation, and be aware that corrected information may be required.
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I certify that: Your Initials
_____ Our institution filed all required financial statements and compliance audits and other information and
reports required by USDE on time.
_____ Our institution has ____ or has not____ experienced more than a 50% increase in student enrollment.
_____ Our institution has ____ or has not ____ experience a 50% increase in total tuition revenues in the past 12 months.
_____ Our institution has not exceeded 50% of the revenue from Title IV in its first year in the program, nor 75% of revenue in any subsequent year.
_____ If our institution has received a published default rate greater than 15%, it has implemented and adhered to a default reduction plan that specifically outlines the means by which we will provide services and contacts to the borrowers in an attempt to reduce the cohort default rate. Our default rate for 2008 or later is ________.
_____ Our institution paid all student refunds and returns of Title IV on a timely basis.
_____ Our institution is not required to post a letter of credit in order to participate in Title IV programs.
_____ Our institution did not file an LOC for a late return.
_____ Our institution was not subject to any limitation, suspension, or termination action by USDE in the past fiscal year.
VI. Report on Financial Condition Institutions are required to report and explain the reason for any significant changes in financial conditions. Provide the following summarized financial highlights for your distance education operations for the most recent two fiscal year periods. Complete the chart below (DO NOT just say “See Attached financial documents”). If your institution shows a negative amount on lines 2, 4, or 5 for 2011, please attach the appropriate financial statements. The financial statement must be current, and at a minimum, the report must cover 12-month periods for the institution’s most recent two fiscal years and must be prepared in conformity with “generally accepted accounting principles.” The statement must use the accrual method for recognizing income. (Please refer to C.8. Policy on Annual Reports and C.10. Policy on Financial Statements.)
Fiscal Year Ended: 2011 2010 1. Revenues 2. Net Income (Loss) ** 3. Total Assets 4. Working Capital (Deficit)* ** 5. Total Equity/Fund Balance (Deficit)
**
* Current Assets minus Current Liabilities ** Attach complete financial statement if entry is negative. What percent of total Annual Revenue for 2011 comes from Title IV Sources? ____________________%
PLEASE NOTE: For every accredited institution, the Accrediting Commission reserves the right to require the submission of complete financial statements as it deems necessary.
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VII. Report on Institution’s Future Plans Note: The reporting below does not constitution compliance with the various DETC policies that require notice and report submission prior to an event. Please review C.1. Policy on Substantive Change and Notification to make certain you have properly notified the Commission of any “substantive change” before implementing. Please provide a brief summary of your plans for the coming year. Do you plan to: 1. Add new courses or programs? List new courses/programs you are preparing or considering and the estimated
date of submission to the Accrediting Commission for review (see C.5. Policy on Course/Program Approval for instructions of submitting courses/programs).
2. Change in Location or Administrative Sites? Indicate any plans for changes in location of the institution or
administrative site (see C.4. Policy on Change of Location or Administrative Site), or for any new training sites (see C.7. Policy on New Combination Programs/Training Sites).
3. Changes in Marketing? Indicate plans for any changes to your marketing approach and/or promotional tactics or
procedures (see C.11. Policy on Change of Marketing Approach). (10/11)
4. Changes in international activities? Indicate and describe any plans for new marketing or instructional activities conducted outside of the U.S. (see C.17. Policy on International Activities). (10/11)
5. Changes in ownership, top management, or key staff? Indicate any plans for changes in ownership, top
management, or key staff (see C.3. Policy on Change of Ownership/Management). (10/11) Date Signature of Chief Executive Officer _____________________________________ Print Name DETC must receive this report by January 31, 2012. PLEASE submit in 2 files:
1. Print this document and sign the signature page, scan it with supporting documents (with the exception of the Outcomes Assessment Data), and save as a pdf.
2. Complete the tables containing your Outcomes Assessment Data and save in a WORD document.
E-mail both files to [email protected] (type “Annual Report” in the subject line). If you do not get a confirmation that your e-mail and documents were received, please submit again. Please note that there is a $500 late fee for reports not received by the second Friday following January 31st. Revised October 2011
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Enrollments by Program Name of Institution: ________________________________________
Program Level: Name: Total New Enrollments for 2011:
Total Active Students as of 12/31/2011
Example of Program Level = High School, Vocational, Associate, Bachelor, Masters, First Professional, Doctoral Example of Name = High School program or Medical Billing or Associate in Criminal Justice
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DETC Outcomes Assessment Data Form to be used with the 2011 Annual Report
Name of Institution: Contact Person: Date: Phone: E-mail: Please delete these instructions (down to “IV. Student Surveys”) and submit your outcomes assessment data using the tables below. Please reduce the size of your type to fit the data into the tables. IV. Student Satisfaction Surveys (first table): Please deduct any N/A’s from your “# of students surveyed” and “# of Surveys Received” before calculating percentages. Please calculate the average for the 10 courses for each question for 2011. If you have more than one division, e.g., vocational and/or degree granting, it must choose 10 courses from each division. V. Progress through the Course: When selecting your sample dates, you should allow enough time so that the last person who enrolled in that course has had sufficient time to complete it. Therefore, you should not use a calendar year. Cancellations are people who: (1) cancelled before the 5-day refund period; (2) never submitted exams; (3) cancelled by institution for non-payment; and (4) not in compliance (never submitted required information to be admitted). Do not count people who decided to drop-out or who stopped studying under cancellations. However, you may deduct the number of any students still studying. If you properly selected the sample dates, there should not be any students still studying. If your institution grants degrees, do not include certificate programs in your 10 most popular courses. If you have more than one division, e.g., vocational and/or degree granting, you must choose 10 courses from each division. Please calculate the overall average for the 10 courses and your degree programs. For more detailed information, please read the C.14. Policy on Student Achievement and Satisfaction (found on DETC’s website under “Publications” and “Accreditation Handbook.”) Send a copy of this form with your 2011 Annual Report form. Save this form in WORD document and send e-mail it to Sally Welch at [email protected]. Please include a sample of your surveys with your Annual Report.
IV. Student Satisfaction Surveys
Ten Most Popular Courses Time Frame of Survey: 1/1/2011 – 12/31/2011
Name of Course # of students
surveyed # of Surveys Received
Yes to Q1 #/%
Yes to Q2 #/%
Yes to Q3 #/%
AVERAGES ?? ?? ??
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V. Progress Through the Course
Course Completion Rates Ten Most Popular Courses
Unit of Measurement: (weeks, semester, etc. used in sample date)
Name of Course Date of Sample
# of Students
in sample
# of Cancellations
# of Active
students in sample
# of students
completing
Completion Rate #/%
AVERAGE RATE ??
Program Completion Rates All Degree Program
Name of Your Institution Here (degree-granting)
Name of Degree Program Years to Complete
Date of Sample
# of Students
in sample
# of Cancel-lations
# of Active students in
sample
# of students
graduating
Gradu-ation Rate #/%
AVERAGE RATE ??
Please save your Outcomes Assessment Data in a WORD file and e-mail along with a sample of your survey and your 2011 Annual Report
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Teach-Out Commitment (Non-Corporate Entities)
Commitment to the Accrediting Commission of the Distance Education and Training
Council to Teach-Out Students “WHEREAS, ____________________________________of ____________________________________ (Institution Name) (Address)
applied to the Accrediting Commission of the Distance Education and Training Council for accreditation, and
achieved such accreditation,
“WHEREAS, said accreditation applies to every distance education course, division, and activity, including
the residential component of any combination distance study-resident courses,
“NOW, THEREFORE, be it is RESOLVED and COMMITTED that:
The undersigned commit(s) that all students who enroll in this organization's programs will receive all of the
training under the terms of their contracts, including receiving all learning materials on a timely basis, any
subsequent change in this organization’s accredited status or any other circumstances notwithstanding; and,
With the understanding that the intent of this Commitment is to assure that all students enrolled by this
organization before and during its period of accreditation will have the opportunity to complete their
programs regardless of future circumstances, it is firmly resolved that the letter and spirit of this
Commitment will be fulfilled.”
I (we), the undersigned, certify that I (we) own the majority interest in _________________________
and pledge that I (we) have adopted and will fulfill the terms of the foregoing Commitment.
Given under my hand and the seal of the organization in the City or County of __________________, State of
_________________________________, this________day of ________________, 20_____.
_______________________________
Signature
_______________________________
Impress Organization Seal Here Print Name
_______________________________
Title
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Teach-Out Commitment (Corporate Entities)
Commitment to the Accrediting Commission of the Distance Education and Training
Council to Teach-Out Students
“WHEREAS, _______________________________of ______________________________ (Institution Name) (Address)
applied to the Accrediting Commission of the Distance Education and Training Council for accreditation, and
achieved such accreditation,
“WHEREAS, said accreditation applies to every distance education course, division, and activity, including
the residential component of any combination distance study-resident courses,
“NOW, THEREFORE, upon motion duly made and seconded and unanimously adopted, it is
RESOLVED and COMMITTED that:
One This organization commits that all students who enroll in this organization's programs will receive all of the
training under the terms of their contracts, including receiving all learning materials on a timely basis, any
subsequent change in this organization’s accredited status or any other circumstances notwithstanding; and,
Two With the understanding that the intent of this Commitment is to assure that all students enrolled by this
organization before and during its period of accreditation will have the opportunity to complete their
programs regardless of future circumstances, it is firmly resolved that the letter and spirit of this
Commitment will be fulfilled.”
I certify that this Commitment was duly and legally adopted at a regular (special) meeting of ____________
___________________, duly and regularly convened and held at _____________________________ on the
_______ day of ____________, 20____, at which a quorum of the Board of Directors was present and acting
throughout; and that said Commitment will continue in full force and effect.
Given under my hand and the seal of the organization in the City or County of __________________, State of
_________________________________, this________day of ________________, 20_____.
_______________________________
Signature
_______________________________
Impress Organization Seal Here Print Name
_______________________________
Title
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DETC Accreditation Handbook – 2012 E.10. – Computation of DETC Dues and Fees Form
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Report for Computation of DETC Dues, Fees, and Title IV
FY 2012-2013
1. Name of Institution: ________________________________________________________________ 2. Total cash collections from distance education students (including corporate payments on behalf of students) in
calendar year 2011*: $_________________________ (in U.S. Funds)
Total cash collections from Title IV revenues for calendar year 2011 (this should also be included in the number above): $____________________
This figure should include the total, gross cash collections regardless of the type of fee from students enrolled in all distance study courses and combination distance study and resident courses. This figure should include registration fees, tuition fees, down payments retained by sales representatives, and collections from the sale of textbooks, kits, equipment and merchandise sold as a required part of the course. Receipts from the “separate” sale of required course/program textbooks must be included in this total. The figure should include all payments received from students: fees for proctoring, re-enrollment fees, earned finance charges, etc.
3. Number of new students enrolled in 2011: ____________________ (Please enter total from below) Monthly new students enrolled for 2011:
January: _____________
February: _____________
March: _____________
April: _____________
May: _____________
June: _____________
July: _____________
August: _____________
September: _____________
October: _____________
November: _____________
December: _____________ Total for 2011: _____________ __________________________________________ Signature of Officer Making Report
__________________________________________ Date
CONFIDENTIAL: For DETC Office Use Only
Please return this form by no later than January 31, 2012 to Sally Welch at DETC
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11. Accreditation Standards Checklist
The following Accreditation Standards Checklist gives you a quick way of evaluating your institution’s compliance
with the Standards (also see E.12. Business Standards Checklist) Degree-granting institutions must also follow the
requirements found in C.9. Policy on Degree Programs. See B.2. Guide to Self-Evaluation Report for more details.
I. Institution Mission, Goals, and Objectives
I. A. Description of the Mission, Goals, and Objectives
The institution has documented that it has a mission statement that includes its general purpose and
is supported by specific, clearly defined goals and objectives appropriate to the level of study
provided including an institutional commitment to providing quality distance education programs.
I. B. Review and Publication of the Mission Statement
The institution has documented that instructors/faculty, administration, governing board, and
institutional advisory committees, (if applicable) regularly review the mission statement, goals, and
objectives. The institution has documented that its current mission statement, goals, and objectives
are widely promulgated and readily accessible to students, faculty, staff, and other stakeholders.
I. C. Implementation of the Mission, Goals, and Objectives
The institution has demonstrated that it is effectively carrying out its mission, is attaining its goals
and objectives, and is sharing appropriate information on its attainments with relevant groups. The
institution has documented that it identifies the key indicators it uses in determining how it is
meeting its stated mission, goals, and objectives.
II. Educational Program Objectives, Curricula, and Materials
II. A. Description of Program Objectives
The institution has documented that educational program objectives are clearly defined and simply
stated. They indicate the benefits for reasonably diligent students. The character, nature, quality,
value, source of the instruction, and educational services that are used to help students achieve the
objectives are set forth in language understood by the types of students enrolled. If a program
prepares for an occupation, field of occupations, or vocation, the objectives clearly state the types of
occupations for which preparation is given.
II. B. Appropriate Programs Objectives
The institution has documented that the program objectives are reasonably attainable through
electronically delivered, online, or other methods of distance study. Appropriate objectives include
the development of skills, providing job-related training, the imparting of knowledge and
information, the training in the application of knowledge and skills, and the development of
desirable habits and attitudes. Evaluation of the program is based on the announced objectives and
the success with which students achieve the objectives.
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II. C. Comprehensive Curriculum
The institution has documented that the curriculum is sufficiently comprehensive for students to
achieve the stated program objectives and its content is supported by sound research and practice.
An institution has policies and procedures for determining credit hours as defined in C.9. Policy on
Degree Programs and/or clock hours it awards for its courses and/or programs.
II. D. Up-to-Date Curriculum
The institution has documented that the curriculum/curricula reflect(s) current knowledge and
practice. It also has documented that effective procedures are used continuously to keep it/them up-
to-date. Internal course/program reviews are conducted on a periodic basis.
II. E. Comprehensive and Up-to-Date Instructional Materials
The institution has documented that instructional materials are sufficiently comprehensive to enable
students to achieve the announced program objectives. Also, that the instructional materials are
accurate and reflect current knowledge and practice and are regularly reviewed and revised.
II. F. Examinations and Other Assessment
The institution has documented that examinations and other assessment techniques are adequate
evidence of the achievement of the stated learning objectives and outcomes. The institution has
documented that it has published its academic grading policies, assignment marking system, course
extension policy, and information on issuance and completion of incomplete grades, and apply them
with fairness and consistency.
II. G. Authorship
The institution has documented that qualified persons competent in distance study techniques and in
their subjects or fields develop the curriculum content and prepare instructional materials.
II. H. Organization of Instructional Materials
The institution has documented that the organization and presentation of the instructional materials
are in accord with sound principles of learning and grounded in sound instructional design
principles
II. I. Curriculum Delivery
The institution has documented that online and written instructional materials are appropriately
presented. The institution has documented that online materials fit the content and are delivered
using readily available, reliable technology. Also, that institutional prepared material are keyed to
the reading competence of the students in the program and be legibly reproduced.
II. J. Study Instructions
The institution has documented that instructions and suggestions on how to study and how to use
the instructional materials are made available to assist students to learn effectively and efficiently.
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II. K. Educational Media and Learning Resources
The institution has documented that learning resources for faculty and students are available and
appropriate to the level and scope of program offerings. Also, program designers and/or
faculty/instructors make effective use of appropriate teaching aids and learning resources, including
educational media and supplemental instructional aids in creating programs and in teaching
students. The institution documented that it makes effective provisions for students to access
learning resources and libraries that are appropriate for the attainment of program learning
outcomes.
II. L. Student Privacy, Integrity and Identity
The institution has documented that it has clear, specific, published policies related to student
privacy, integrity, and academic honesty. The institution documented that it has a student identity
verification process that ensures that students who earn the credit or completion credentials are the
same students who did the course assignments and assessments.
III. Educational Services
III. A. Student Inquiries and Submissions
The institution documented that relevant student inquiries are welcome and answered promptly and
thoroughly. The institution documented that accurate assessment, correction services, and
counseling by instructors/faculty are provided for assignments/lessons and examinations. Also, the
institution has a process for maintaining and protecting the confidentiality of student records, e.g.,
grades, test results, etc.
III. B. Individual Differences
The institution has documented that provisions are made to be responsive and flexible to meet the
individual differences of students with diverse backgrounds, prior achievements, employment, and
other relevant circumstances. Also, that counseling and guidance are provided, as required, to assist
students to satisfy institutional and program requirements, to achieve required program objectives
and individual course learning outcomes, and to achieve their educational goals.
III. C. Handling Unsatisfactory Student Progress
The institution has documented that students who are unable to make satisfactory progress through
the program are encouraged to continue until they either show inability to make satisfactory
progress or demonstrate satisfactory progress
III. D. Encouragement of Students
The institution has documented that an active program designed to optimize interaction between the
institution and the student is followed to encourage students to start, continue, and finish the
program in which they have enrolled, if continuing and finishing are the student’s goals.
III. E. Student Evaluation of Courses
The institution has documented that opinions of students are systematically sought as one basis for
evaluating and improving instructional materials, the delivery of instruction, and educational
services.
III. F. Appropriate Technology
The institution has documented that it uses appropriate and readily accessible technology to
optimize interaction between the institution and the learner and enhance instructional and
educational services.
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III. G. Resident Training
The institution has documented that resident training or face-to-face learning sessions must
supplement the electronically delivered, online, or other distance study method whenever it is
necessary to attain the stated institutional and program objectives and intended student learning
outcomes.
IV. Student Support Services
IV. A. Assessment Services
The institution has documented that student assessment services are guided by published grading
policies and a marking system that includes prompt return of accurately, fairly, and consistently
graded assessments as well as necessary academic counseling by the instructor/faculty or qualified
staff member.
IV. B. Student Records
The institution has documented that essential, accurate student records are adequately and securely
maintained and readily accessible.
IV. C. Student Support Services
The institution has documented that it provides support services relevant to the students enrolled,
such as financial aid guidance, counseling services, employment assistance and/or alumni services.
IV. D. Student Complaints
The institution has documented that it has a policy and procedures for the purposes of responding to,
addressing, and readdressing, as appropriate, a complaint made by a student (see C.20. Policy on
Complaints), including one who has good reason to believe that the institution is not in compliance
with DETC standards and policies.
V. Student Achievement and Satisfaction
V. A. Achievement of Student Learning Outcomes and Benefits
The institution has documented that its articulates student learning outcomes and it has a systematic
and ongoing process for assessing student learning, provides documented evidence that show that
the results are used to improve programs, curricula, instruction, faculty development, and services,
and the results meet appropriate benchmarked standards.
V. B. Student Satisfaction
The institution has documented that it regularly collects evidence that students are satisfied with the
instructional and educational services provided.
V. C. Progress Through the Course/Program
The institution documents that students complete their studies at rates that compare favorably1 to
those of courses/programs offered by programs offered by similar DETC-accredited institutions.
1 “compare favorably” means each program’s graduation rate falls within 15 points of the mean for
courses/programs at similar DETC institutions.
VI. Qualifications and Duties of Owners, Governing Board Members, Officials, Administrators,
Instructors/Faculty, and Staff and Reputation of Institution
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VI. A. Owners, Governing Board Members, Officials, and Administrators
The institution has documented that its owners, Governing Board Members, officials, and
administrators possess appropriate qualifications and experience for their positions and roles and
have demonstrated the ability to oversee institutional operations. The governing board members are
knowledgeable and experienced in one or more aspects of educational administration, finance,
teaching/learning, and distance study. The institution has policies that clearly delineate the duties
and responsibilities of governing board members, officials, and administrators. Individuals in
leadership and managerial roles are qualified by education and experience.
VI. B. Chief Academic Officer and/or Department Heads
The institution has documented that a qualified2 person serves as the chief academic officer or
educational director. This person has overall administrative responsibilities for the educational
program(s), faculty/instructors, and a policy-making voice in advertising, sales, and collections. In
institutions that use department heads or persons with similar titles are delegated educational,
editorial, and research responsibilities within the departmental subject fields.
2 qualifications for degree-granting institutions are described in C.9. Policy on Degree Programs.
VI. C. Instructors/Faculty/Staff
The institution has documented that it has a sufficient number of qualified instructors/faculty3 to
give individualized instructional service to each student. The institution maintains files containing
the resumes and official transcripts of its instructors/faculty. Faculty are carefully screened for
appointment, and are properly and continuously trained with respect to institution policies, learner
needs, instructional approaches and techniques, and the use of appropriate instructional technology.
The institution has clear, consistent procedures to evaluate faculty performance.
3 qualifications for degree-granting institutions are described in C.9. Policy on Degree Programs.
VI. D. Reputation of Institution, Owners, Governing Board, Officials, and Administrators
The institution has documented that it and its owners, governing board members, officials, and
administrators possess sound reputations and possess a record of integrity and ethical conduct in
their professional activities, business operations, and relations.
VI. E. Professional Growth
An institution has demonstrated its interest in improving instruction through upgrading faculty and
staff. Faculty and staff are encouraged to become members of professional organizations, to review
and apply relevant research, to pursue continuing education or training in their respective fields, and
to enhance their skills in developing and using electronically delivered, online, or other forms of
distance study.
VI. F. Succession Plan
The institution has provided a written plan that outlines the process by which the leadership and
management succession would be approached and realized. The institution has identified specific
people, committees, or boards that would be responsible to carry on with the operation of the
institution. The plan is reviewed and revised on an annual basis.
VII. Admissions Practices and Enrollment Agreements
VII. A. Admission Practices
The institution has documented that its admissions policies, requirements, and practices of the
institution fully conform to DETC Business Standard II. B. and C.9. Policy on Degree Programs.
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VII. B. Enrollment Agreement (Contracts)
The written enrollment agreement and/or other written enrollment documents specify clearly the
nature and scope of the course or program, the services and obligations of the institution, and the
responsibilities, obligations, financial and otherwise, of the student. Any changes in tuition, fees,
and course or program policies and procedures are made applicable to all future enrollees, not those
currently enrolled. The institution also uses a written enrollment agreement/contract that conforms
to the provisions of DETC Business Standards II. A. and II. B. Students are given copies of these
written agreements/contracts and/or other written documents.
VIII. Advertising, Promotional Literature, and Recruitment Personnel
VIII. A. Advertising and Promotion
The institution has documented that all of its advertising, promotional, and recruitment activities
fully conform to DETC Business Standard I.A. and B. and to this accreditation standard.
VIII. B. Control of Student Recruitment Personnel
The institution has documented that its policies and practices in the hiring, training, monitoring,
managing, and evaluating of all sales or recruiting personnel fully conform to DETC Business
Standard II.C. and to this accreditation standard.
IX. Financial Responsibility
IX. A. Financial Practices
The institution shows, by complete, comparative financial statements covering its two most recent
fiscal years, that it is financially responsible and that it can meet its financial obligations to provide
quality instruction and service to its students. (Financial statements must be prepared “in conformity
with generally accepted accounting principles.”) The institution has budgeting processes that
demonstrate the current and future budgets are sufficient to allow the institution to accomplish its
mission and goals.
IX. B. Financial Management
The institution has documented that individuals who oversee the fiscal and budgeting processes are
qualified by education and experience. The institution has adequate administrative staff for
effectively operating, and at least one person who is qualified and able to prepare accurate financial
reports in a timely manner. Internal auditing trails and controls are in place to ensure finances are
properly managed, monitored, and protected. Adequate safeguards are in place to prevent
unauthorized access to online and on-site financial information.
IX. C. Financial Sustainability and Stability
The institution has demonstrated that it maintains adequate administrative staff and other resources
to operate effectively as a going concern and is not exposed to undue or insurmountable risk. Any
risk that exists is adequately monitored, manageable, and insured.
IX. D. Financial Reporting
Financial statements are prepared in accordance with DETC Standards and Policies including C.10.
Policy on Financial Statements. An independent CPA’s audit or review report accompanies these
statements, and a written plan is provided that documents how the institution can resolve any
challenges or anomalies identified in the CPA’s report.
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IX. E. Demonstrated Operations
In all respects, the institution has documented continuous sound and ethical operations, as well as
the necessary resources to accommodate demand and to ensure all learners receive a quality
educational experience. Applicant institutions must document two continuous years of sound and
ethical operation under the present ownership and with the current programs offered as a bona fide
electronically delivered, online, or other delivery method of distance study. This documentation
shall show that the name being used by the institution is free from any association with activity that
could damage the reputation of the DETC accrediting process, such as illegal actions, fraud,
unethical conduct, or abuse of consumers.
X. Tuition Policies, Collection Procedures, and Cancellations/Refunds
X. A. Tuition Policies
The institution has documented that its tuition policies are in keeping with the provisions of the
DETC Business Standards Section III.A.
X. B. Tuition Collection Procedures
The institution has documented that its tuition collection practices and procedures are fair. They
encourage the progress of students and seek to retain their good will. The institution exercises its
right to protect its finances through collection practices in keeping with sound and ethical business
standards. Such practices take into account the comparable rights and interests of the student.
Collection procedures also conform to DETC Business Standard Section III.D.
X. C. Tuition Cancellation/Refund Policies
The institution has documented that it recognizes that there are legitimate reasons why enrolled
students may not be able to complete their programs with benefit to themselves. Accordingly, the
institution has a policy for equitable tuition adjustments or refunds in such cases that conform to
DETC Business Standards Section III.B. and III. C. Records are maintained on tuition refunds and
enrollment cancellations to provide a reference source for management analysis.
XI. Facilities, Equipment, Supplies, and Record Protection
XI. A. Facilities, Equipment and Supplies
The institution has documented that it maintains sufficient facilities, equipment, and supplies to
achieve its mission and goals and support its programs and future growth. A written plan exists to
maintain and upgrade facilities, equipment, and supplies The plan states the resources that will be
budgeted to support its goals. Buildings, workspace, and equipment comply with local fire,
building, health, and safety regulations and are adequately equipped to handle the educational
program(s) of the institution.
XI. B. Record Protection
Institutional financial and administrative records and students’ educational records are maintained in
a reasonably accessible place and are adequately protected as long as they are likely to be needed.
Protection may be by: (1) an active fire suppression system, or (2) passive protection using two-
hour rated files or vaults for hard copy files/records or (3) using off-site back up files for electronic
files/records. Other records are maintained in accordance with current educational, administrative,
business, and legal practices.
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XII. Research and Self-Improvement
XII. A. Planning and Evaluation
An institution has provided a written plan that is designed to identify internal and external trends
and patterns, optimize opportunities, address challenges, reflect on achievements, and maintain
quality. The planning enables the institution to improve services to students, ensure the professional
growth of its instructors/faculty and staff, and provide for the long-term quality and growth of the
institution. The institution collects and analyzes data on a systematic, consistent basis to monitor the
status and effectiveness of the plan and evaluates its full range of services.
XII. B. Research and Self-Improvement
An institution shows evidence of continuous progress and self-initiated efforts to improve
operations and educational offerings and services. Sound research procedures and techniques are
used to measure how effectively the stated institutional mission, goals, and objectives are being met.
Revised October 2011
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12. Business Standards Checklist The following Business Standards Checklist gives you a quick way of checking your institution’s compliance with the Standards (see also, E.11. Accreditation Standards Checklist). Degree-granting institutions must also follow the requirements found in C.9. Policy on Degree Programs.
I. Institution and Course Promotion
I. A. Advertising and Promotion (Standard VIII.A.)
1 (a) All advertisements are accurate, clear, and readily accessible to the public.
(b) All advertisements indicate training and education is offered at a distance.
2 (a) Institution’s name and street address appears in catalogs, enrollment agreements, published promotional literature, websites, and official DETC listings.
(b) Advertisements include the institution’s name and at a minimum city and state of the institution and/or the institution’s web URL or destination.
3 (a) The institution does not use the word “guarantee” in its advertisements.
(b) The word “free” is not used to describe any item, service, or materials regularly included as part of the institution’s curricula offering.
4 (a) Testimonials are truthful and current (less than 4 years except for those historical in nature)
(b) A signed consent form is kept on file for each testimonial.
5 (a) Advertisements do not imply that employment is being offered.
(b) Advertisements are placed in the appropriate place in media, e.g., under sections identified for education, training, or instruction.
6 (a) Institution’s website must make available information on program requirements, course descriptions, tuition and related costs, schedules, course delivery formats, and its catalog prior to the collection of personal contact information. (adopted August 2011)
7 (a) Institution discloses in its catalog and on its website information which accurately describes the institution and its programs. At a minimum, the institution discloses to prospective students, prior to enrollment, the admissions policies, description of its programs, grading policies, appropriate technology requirements, statement of all fees and tuition, refund policy, and contact information including hours of operation and holiday schedules.
(b) Degree-granting institutions include required items in its catalog as listed in C.9. Policy on Degree Programs (see page 5 of this checklist).
8 Institution discloses on its website, its enrollment forms, and in its catalog that the acceptance for transfer of its academic credits is determined by the receiving institution.
9 Institutions routinely provide reliable, current and accurate information to the public on their website on their performance, including student achievement, as determined by the institution. (adopted August 2011)
10 Institutions do not provide the names of other institutions as triggers for their own sponsored links on Internet search engines.
11 Incentives offered to prospective students to enroll does not exceed a nominal value ($100).
I. B. Institution and Course Recognition (Standard VIII.A.)
1 Institution refers to its accreditation correctly.
2 Institution does not use the term “accredited” in conjunction with its certification programs.
3 Institution uses the official accreditation logo and statement in its advertisements and website.
4 Courses and programs must be approved by DETC before an institution may advertise or enroll students. (adopted August 2011)
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5 Institution does not use the term “College” or “University” in its name unless it offers academic degree programs.
6 (a) The institution publishes its accreditation status on its website and in its catalog.
(b) DETC’s name, address, and phone number is published in the institution’s catalog, along with a link to DETC’s website.
7 The institution refers to DETC’s recognition by the U.S. Department of Education as: “The Accrediting Commission of the Distance Education and Training Council is listed by the U.S. Department of Education as a nationally recognized accrediting agency.”
8 The institution refers to DETC’s recognition by CHEA as: “The Accrediting Commission of the Distance Education and Training Council is a recognized member of the Council for Higher Education Accreditation.”
9 An institution publicly corrects any misleading or inaccurate information it releases on its accreditation status, contents of reports of the examining committee from accreditation-related visits, and/or actions taken by the Accrediting Commission with respect to the institution. (adopted October 2011)
II. Student Enrollment
II. A. Enrollment Agreements (Contracts) (Standard VII.B.)
1 The institution ensures that each applicant is fully informed of the rights, responsibilities, and obligations of both the student and the institution as listed in the enrollment agreement before it is signed. (adopted June 2011)
2 The enrollment agreement is written in the same language as the language of the promotional presentation.
3 (a) The institution provides the student with ready access to and a copy of the institution’s tuition refund policy.
(b) The institution determines with reasonable certainty that the student has been informed of the refund policy prior to enrolling.
4 The terms of the refund policy must be clearly disclosed in the enrollment agreement, catalog, and website.
5 If a termination date is used on contracts, the date is at a minimum one and one half the projected time to complete the course(s) or projected time plus 12 months, whichever is less.
6 No enrollment agreement is binding until it has been submitted by the student and accepted by the institution. A copy of the accepted enrollment agreement is made available to the student within 10 days of acceptance and maintained as part of the student’s record. (adopted June 2011)
II. B. Admission Practices and Referrals (Standards VII.A. & B.)
1 The institution does not discriminate in admitting students.
2 The institution discloses the scope and nature of its courses and educational and training objectives, and how it protects student privacy. (adopted June 2011)
3 (a) The institution has established qualifications that an applicant must possess to successfully assimilate the educational materials.
(b) The institution determines with reasonable certainty, prior to acceptance of the applicant, that the applicant has been informed of and has proper qualifications to enroll in the course/program.
(c) The applicant has been informed that he/she has been accepted into the program and that official transcripts or required documentation must be receive by the institution within one
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enrollment period (not to exceeded 12 semester credits) or the student will not be accepted into the program. (adopted June 2011)
4 The institution only enrolls applicants over 18 years old unless there is permission from the appropriate person.
5 If the institution enrolls a person not meeting established qualifications a record is kept showing the reasons.
6 If an institution provides incentives for making referrals, the incentive must not exceed a nominal value (no greater than $100 per year). (adopted June 2011)
II. C. Control and Monitoring of Student Recruitment Personnel (Standard VIII.B.)
(any personnel, including employees or contractors, who enroll prospective students)
1 (a) The institution has full responsibility for the actions, statements, and conduct of its student recruitment personnel, including any required licensures or registration.
(b) The institution maintains appropriate and current records on its student recruitment personnel.
2 (a) The institution adequately trains its student recruitment personnel (including providing them with a sales manual or materials covering applicable procedures, policies, and presentations).
(b) The institution provides student recruitment personnel with accurate information concerning employment, remuneration, and a signed written agreement.
(c) Signed copies of the DETC Code of Ethics for recruitment personnel are kept on file.
3 The institution routinely monitors for compliance with standards its student recruitment personnel, including any independent organizations providing prospective applicants names to the institutions. (adopted June 2011)
4 (a) Student recruitment personnel conform to applicable federal and state laws, including any industry guides issued by the FTC.
(b) Student recruitment personnel do not use any title that indicates special qualifications for career guidance, counseling, or registration.
(c) Student recruitment personnel do not place advertisements without the appropriate written authorization from the institution.
III. Tuition, Cancellation, Refunds, and Collection
III. A. Tuition Policies (Standard X.A.)
1 Institution uses total course price in preparing enrollment agreements, calculating refund amounts, and collection student accounts. Total course price includes tuition, registration, educational services and instruction. Total course price also includes earned financial charges and any fees that are charged to all students for required services, such as proctoring, technology access, and library services. Costs expended for normal shipping and handling are not subject to refund after the expiration of the 5 days.
2 The costs expected for optional or special services such as expedited shipment of materials, experiential portfolio assessment, or other optional services such as dissertation binding, must be disclosed effectively to prospective students and are not subject to refund (after 5 days).
3 High Schools and degree-granting institutions employing an admissions review process may charge a onetime non-refundable fee not to exceed $75.
4 (a) If institution requires or permits students to purchase textbooks or other materials required separately, the institution must make available to the student on its website, catalog, or enrollment agreement “a best effort estimate” of the costs of the textbooks and materials needed for successful completion of the course/program. If an institution is participating in Title IV programs, it must disclose accurate course material information, including ISBN and retail
prices. (revised June 2011)
(b) The institution textbook pricing policy for new or used books must be fair to students.
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5 The total course price for any program must be the same for all persons, with the exception of discounts for well-defined groups.
6 Scholarships or limited time offers, discounts, and special prices must be bona fide and for a stated specified period of time.
7 The institution must disclose to students on the enrollment agreement any additional charges to the student associated with verifying student identify.
III. B. Cancellations (Standard X.C.)
1 A student’s notification of cancellation may be conveyed to the institution in any manner (except where state law requires it in writing).
2 Students who cancel within 5 days of enrolling receive a refund of all monies paid.
3 Upon cancellation, a student whose tuition is paid in full is entitled to receive all materials, including kits and equipment.
4 The institution gives special consideration to a student’s request for cancellation beyond the minimum DETC refund policy in a case of student illness or accident, death in family, or other circumstances beyond the student’s control.
5 Correspondence regarding cancellation between the student and the institution, banks, collection agencies, lawyers, or any third party must clearly acknowledge the existence of the cancellation policy of the institution.
6 If promissory notes or enrollment agreements are sold to third parties, the institution ensures that it and any third parties comply with DETC cancellation policies.
7 If an institution believes that any part of the DETC minimum cancellation policy should be waived it must seek a waivers from the Commission.
III. C. Tuition Refund Policies (Standard X.C.)
1 Any money due the student must be refunded within 30 days of the cancellation request (regardless if materials have been returned).
2 (a) An institution may keep a non-refundable fee if the student cancels after 5 days. The fee may be either $75 or 20% of the tuition, not to exceeded $200
(b) When a student withdraws from a degree program or drops a course, he/she may only be assessed a one-time non-refundable fee of either $75 or 20% of the tuition not to exceed $200 per degree program.
3 When student cancels after completing one lesson but less than 50%, the institution may retain the non-refundable fee plus a percentage of tuition which shall not exceed the following -
- up to and including 10% of refundable tuition (tuition charges remaining after subtracting the non-refundable fee already retained).
- between 10 and 25%, 25%
- between 25% and 50%, 50%
- after 50%, the institution is entitled to the entire course tuition for the course.
Degree-granting institutions: The refund policy must be applied to individual lessons within a course (not courses within a program). When an institution enrolls a student in an entire degree program, it must refund 100% of the tuition for courses the student never started.
4 Time-Based Refund Policy for academic credit-bearing courses:
Institutions offering academic degree courses and programs, which have published duration stating specific dates for students starting and completing, may use the time-based refund policy if the courses are not longer than 16 weeks.
The time-based refund policy also applies to certificate courses that the institution accepts for academic credit into its degree programs.
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Time-Based Refund Policy (does not include application and/or registration fees) Published Course Length: 1-6 weeks
If a student cancels during the first week, the student receives 100% refund During 2nd week: = 70% refund During 3rd week: = 40% refund During 4th week: = 20% refund During and after the 5th week: = 0% refund Published Course Length: 7-10 weeks
If a student cancels during the first week, the student receives 100% refund During the 2nd week: = 80% refund During the 3rd week: = 60% refund During the 4th week: = 40% refund During the 5th week: = 20% refund During and after the 6th week: = 0% refund Published Course Length: 11-16 weeks
If a student cancels during the first week, the student receives 100% refund During the 2nd week: = 80% refund During the 3rd week: = 70% refund During the 4th week: = 60% refund During the 5th week: = 50% refund During the 6th week: = 40% refund During the 7th week: = 30% refund During the 8th week: = 20% refund During the 9th week: = 10% refund During and after the 10th week: = 0% refund
5 Minimum refund policy for mandatory resident training courses:
(a) The tuition price for the distance education portion must be separately stated on the enrollment agreement.
(b) Cancellation policy must follow III.C.3. above
(c) After student attends the first resident class, if the student cancels, the institution may retain:
(1) up to and including first 10%; 10%
(2) 10% and up to and including 25%; 25%
(3) 25% and up to and including 50%; 50%
(4) more than 50%, full tuition
(c) Courses with optional resident training, seminars, and other training sessions are subject to the refund policy above.
D Collections (Standard X.B.)
Collection procedures used by the institution or third parties reflect ethical business practices.
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Checklist for Catalogs for degree-granting institutions:
Standard VIII Advertising, Promotional Literature:
Catalog must contain and accurately depict, at a minimum, the following:
1. The institutional mission, goals, and objectives.
2. Names and titles of administrators of the institution.
3. The legal control, names of trustees, directors, and/or officers of the corporation.
4. A general statement of accredited status and governmental approvals.
5. Hours of operation, including holiday schedule, and faculty/instructor’s availability.
6. List of full-time and part-time faculty, each listed separately, with degrees held and conferring institutions, and the area of teaching specialization.
7. Academic calendar for combination programs or any programs that operate on a fixed calendar.
8. Institution’s admission policy for each specific degree offered, i.e., Associate, Baccalaureate, Master’s, First Professional, or Professional Doctoral degree.
9. Statement of curricula offered including curriculum objective, courses included, total credits required, required prerequisites, requirements for certification, and licensing as appropriate.
10. Expectations for maintaining satisfactory academic progress.
11. Explanation of grading policies, transfer of credits, and equivalent.
12. Assessment and proctoring procedures.
13. Student code of conduct and academic and non-academic dismissal policies.
14. Complaint or grievance procedures.
15. Student identity verification procedures.
16. Student Financial Aid program policy disclosures, as required by federal regulations, if participating in Federal Student Aid.
17. Graduation requirements, including minimum passing grades.
18. Statement of fees, tuition, and all regular and special charges for each program.
19. Statement of refund policy that conforms to the DETC Business Standards.
20. Description of counseling and/or placement services available to students, if any.
21. DETC’s name, address, telephone number and website address.
22. The institution should include on the front cover or title page of the catalog (or the online equivalent) the year or years for which the catalog is effective.
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Application for Arbitration
Application for Arbitration of Post-Hearing Decisions
Name of Institution:____________________________________________________________________ Address of Institution:___________________________________________________________________ (Street Address) (City, State) (ZIP)
Telephone: _________________________ Fax:___________________________ Today’s Date:________________ (Area Code) (Area Code)
(For more information, refer to the DETC Accreditation Handbook procedure D.2. Appealing Commission’s Adverse
Decisions, and the DETC Constitution and Bylaws, Section 12.2.) Procedure for Seeking Arbitration 1. The institution submits form E.13. Application for Arbitration, to the Executive Director of the Accrediting
Commission within 5 business days of the receipt of the Commission’s written statement advising the institution of the final adverse decision to deny or withdraw accreditation. The arbitration fee must accompany this Application. When arbitration is requested, any public notification of the Commission’s adverse action will be suspended pending the outcome of the arbitration, and the institution agrees to not enrolling any new students pending the outcome of the arbitration.
2. The institution submits a written statement of the grounds for its arbitration within 14 days of submitting its
Application for Arbitration. 3. The institution’s accounts, including hearing and transcript fees, with the Distance Education and Training
Council and the Accrediting Commission must be paid in full for the application for arbitration to be honored. 4. An independent arbitrator will be selected by a recognized national arbitration organization. The Commission
will select the arbitration firm. The Commission will coordinate with the arbitrator and the institution and will designate the time and place the hearing will be held.
5. The institution has the opportunity to make an oral presentation at the hearing. The oral presentation may not
exceed 20 minutes. If applicable, please list below those who will be attending the hearing on behalf of the institution:
______________________________ _________________________________ _____________________________ (Name) (Title) (Affiliation)
_____________________________ _________________________________ ______________________________ (Name) (Title) (Affiliation)
______________________________ ________________________________ ______________________________ Name) (Title) (Affiliation)
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6. The institution, at its option and its expense, has the right to the presence of its own legal counsel at its oral presentation at the hearing.
Name of Counsel: __________________________________________________________________ Firm: __________________________________________ Phone No.:_________________________ Fax: _______________________________________ E-mail: ________________________________ Address:___________________________________________________________________________
7. Both parties may appear before the arbitrator with legal counsel to present their position, and each may file a written brief, subject to the fifteen-page limit used by the Department of Education’s appeals division, and up to five exhibits. The written brief and all materials must be received by DETC no later than 10 days prior to the arbitration hearing date. New documents or materials may not be presented for the arbitrator’s consideration at the time of the hearing.
8. Additional discovery activity and witnesses should not be required. In an exceptional circumstance, where the arbitrator finds that additional information is essential to reaching a fair decision, limited discovery may be authorized
9. Within 30 days following the conclusion of the arbitration hearing, the Commission shall send the institution a written statement advising of the arbitrator’s decision.
I certify that all of the information on this application is true and correct: Institution’s President or CEO:____________________________ Signature: ________________________________
Application Checklist
� ___ Arbitration Fee deposit ($25,000) � ___ Optional fee for transcript deposit ($1,000) � ___ Written brief will be filed by ________________ (date) � ___ Names of those attending appeal hearing
Submit this form to: Executive Director (address below).
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Application for Change of Ownership
Name of Institution:____________________________________________________________________
Address of Institution:___________________________________________________________________ (Street Address) (City, State) (ZIP)
Telephone: _________________________ Fax:___________________________ Today’s Date:________________ (Area Code) (Area Code)
Name of Proposed New Owner(s)*: _________________________________________________________
Percent of ownership to be acquired: ______% Projected date of transaction _______________
A minimum of 30 days before any proposed change in ownership is scheduled to take place, an institution seeking an
approval of a change ownership must submit this Application for a Change of Ownership and a $500 processing fee,
and the Change of Ownership Notification Report.
The institution and/or the proposed new owners must provide DETC with sufficient, comprehensive and relevant
background information on the post-ownership change to allow the Commission to conduct an assessment of the
projected financial stability of the institution under the proposed new ownership and by explaining the financing of
the proposed transaction.
The acquiring ownership must also provide a comprehensive description of any contemplated future changes
planned for the institution, including changes in management, senior academic staff, programs, services, location or
any other significant areas of operation or institution mission. (12/11)
The institution agrees that as part of the E.14. Application for a Change of Ownership, the acquiring organization’s
owners, officers and managers may be subject to a background check by DETC, which may include, but not be
limited to, DETC surveys of state educational oversight agencies, Federal departments and agencies, consumer
protection agencies, checks on the credit history, prior bankruptcy, criminal background, debarment from Federal
Student Aid Programs, the closing of educational institutions in which they were owners, managers or principals, or
the loss of accreditation or state approval to operate an educational institution. The costs of such background checks
will be borne by the applicant organization.
See C.3. Policy on Change of Ownership/Management for the reporting requirements prior to and after the change of
ownership, and the options available to the Commission. The process for approval must occur prior to final closing of
any sale of an institution. The Commission will review all documentation and render a decision on the proposed sale,
which is subject to final confirmation by the Commission. The proposed sale may be consummated upon approval
notification by the DETC. (10/11)
I certify that all of the information on this application is true and correct:
Institution’s President or CEO:____________________________ Signature: ________________________________
Submit this form to: Executive Director (address below).
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Application for Change of Location or New Administrative Site
Name of Institution:____________________________________________________________________
Address of Institution:___________________________________________________________________ (Street Address) (City, State) (ZIP)
Telephone: _________________________ Fax:___________________________ Today’s Date:________________ (Area Code) (Area Code)
Address of New Location/Administrative Site: ________________________________________________
______________________________________________________________________________________
Proposed date that the new location/administrative site will be operational: _______________
At least 30 days prior to the date of a move or adding a new Administrative Site is scheduled to take place, an
institution seeking an approval of a change location or new administrative site must submit this Application and
a $500 processing fee, and the Change of Location or New Administrative Site Report as described in C.4.
Policy on Change of Location or New Administrative Site.
An on-site visit must take place within six months of the change of location or addition of a new administrative site.
The Accrediting Commission will review and give careful consideration to the institution’s Change of Location or
New Administrative Site Report and the Examining Committee’s Report on the site visit. If the Committee’s Report is
favorable, the Commission may grant its approval. The Commission will provide written notification within 30 days
of its decision.
The Commission may require the institution to make changes that are recommended in the Examining Committee’s
Report. The institution will be provided a copy of the Examining Committee’s Report on the change of location on-
site visit, and an opportunity to respond affirmatively to any required actions that may be listed in the Report prior to
the Commission’s consideration of the Report.
I certify that all of the information on this application is true and correct:
Institution’s President or CEO:____________________________ Signature: ________________________________
Submit this application and report to: Executive Director (address below).
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Application for New Combination Programs/Training Sites
Name of Institution:____________________________________________________________________
Address of Institution:___________________________________________________________________ (Street Address) (City, State) (ZIP)
Telephone: _________________________ Fax:___________________________ Today’s Date:________________ (Area Code) (Area Code)
Name of New Combination program: _______________________________________________________
Address of New Combination Program or Training Site: ________________________________________
______________________________________________________________________________________
Proposed date that the new combination program or training site will be operational: _______________
New Combination Distance Study-Resident Program – Distance Study portion: For an institution to receive
approval to begin enrolling students in the distance study portion of a new combination distance study-resident
program, it must submit this Application (per C.7. Policy on Approval of New Combination Distance Study-Resident
Programs or Training Sites) and a $500 processing fee. Once acknowledged, the institution must submit one
complete set of the program in accordance with C.5. Policy on Course/Program Approval and a Proposed Training
Site Report (PTSR) as described in C.7.
New Combination Distance Study-Resident Program – Resident Training portion: Within 30 days of when
students begin attending the new residence training site, the institution must submit Revised Training Site Report
(RTRS). Upon receipt of the RTSR, a site will be scheduled to take place within the next 90 days. Additional fees
will be charged for the on-site visit.
New Training Site: If an institution has a combination distance study-resident program already approve, and it
wishes to add a new training site, it must submit this Application (per C.7. Policy on Approval of New Combination
Distance Study-Resident Programs or Training Sites) and a $500 processing fee. Within 30 days of when students
begin attending the new residence training site, the institution must submit Revised Training Site Report (RTRS).
Upon receipt of the RTSR, a site will be scheduled to take place within the next 90 days. Additional fees will be
charged for the on-site visit.
All new sites must be visited and individually approved by the Accrediting Commission. Failure by the accredited
institution to notify the Commission in a timely way of a new training site may bring a full review of the entire
institution.
I certify that all of the information on this application is true and correct:
Institution’s President or CEO:____________________________ Signature: ________________________________
Submit this form to: Executive Director (address below).
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Glossary ABILITY TO BENEFIT:
A phrase describing the means by which a student is judged to have the ability to complete successfully a
course of postsecondary training. A student may use “ability to benefit” in lieu of having a high school
diploma or its equivalent to satisfy the requirement to participate in federal student aid programs.
ACADEMIC:
Someone currently or recently directly engaged in a significant manner in postsecondary teaching and/or
research. (10/11)
ACCREDITATION: The process whereby a non-governmental association recognizes an institution, college, university, or
program of study as having voluntarily met established qualifications or standards as determined through
initial and periodic evaluations by a peer group.
ACTIVE STUDENT: An enrolled student who has submitted at least one examination to an institution for servicing during the
institution’s designated period of time established as the criteria for making satisfactory progress, or one who
has affirmed in writing his/her intent to continue studying.
ADMINISTRATOR:
Someone currently or recently directly engaged in a significant manner in postsecondary program or
institutional administration. (10/11)
ASSIGNMENT: A part of organized study material to be studied and/or performed by the student, according to required
techniques and principles; a specific task to be performed by the student and submitted to the institution for
evaluation and comment.
ASYNCHRONOUS COMMUNICATIONS:
Communications that take place at different times (or non-simultaneously) by different participants.
BUSINESS STANDARDS: DETC Accrediting Commission standards applicable to the business practices and policies of a school
referring to such areas as ethical practice in advertising and promotion, sales, tuition cancellation, and
settlement policies.
CANCELLATION: The process of disenrolling a student, reducing the student’s financial obligation in accordance with the
institution’s policy, and relieving the institution of further service obligation to the student.
CAPSTONE PROJECT:
A project, such as a thesis, case study, or significant learner-prepared presentation that demonstrates a
learner’s comprehensive mastery of the information, knowledge, skills in a prescribed program of study.
Capstone projects document to an instructor that a learner has achieved the goals and objectives of a program
by being able to apply the full range of skills and knowledge imparted by the instructional curriculum.
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CERTIFICATE: (1) A document issued by an institution as evidence that a student has successfully completed a prescribed
course or program or portion thereof; or a legal document issued by a State authorizing a school to perform
certain specific services in the field of education.
CERTIFICATE PROGRAM:
Degree: Typically, certificate programs contain a collection of credit-bearing courses configured to equip
students with specialized knowledge in a subject area with content that is less extensive than what is
provided in an entire degree program. It is not an academic degree program (see C.5. Policy on
Course/Program Approval). Non-Degree: Certificate/diploma programs consist of modules or lessons that
result in the award of a “certificate” or “diploma” at the completion of a course of study.
COMBINATION COURSE: A course consisting of a distance study portion (more than 51%) and a residence portion. Normally, the
distance study portion precedes the residence period. Residence training is offered to provide students
instruction on the use of specialized equipment, learning of manual skills, or the application of certain
techniques under supervision.
COMPLETION RATE: When reporting completion rates to the Accrediting Commission, take the number of students who
completed the course/semester and divide it by the number of people who enrolled (do not include those who
dropped during the 5-day cancellation period, those who never submitted any required
assignments/examinations, those who were cancelled by the institution for non-payment, or those who never
provided the required information to be enrolled in the course such as not providing official transcripts). See
B.10. Guide to Student Achievement and Satisfaction. Completion Rate for showing progression through a
course is defined as the ratio of assignments completed to the total number of assignments contracted for in a
fixed sample of students (Note: not the same as graduation rate).
COMPLETION:
For purposes of calculating the completion and graduation rates, the term “completion” indicates that a
student completed an individual course or semester, while the term “graduation” means that a student
completed the entire degree program (see C.14. Policy on Student Achievement and Satisfaction).
CONFLICT OF INTEREST
A person with a conflict of interest is referred to as an “interested person.” The following circumstances
shall be deemed to create a Conflict of Interest:
• Ownership of some or all of an institution, its assets or the stock of the company that owns or operates
the institution;
• The holding of mortgages, liens, or other debt instruments or interest upon an institution or its assets;
• Having been employed at the institution in the past;
• Currently being employed at the institution;
• Having served, or currently serving, as a consultant to the institution;
• Having served on a Board or Committee of the institution;
• Having attended the institution as a student;
• Having material financial interest in a business or enterprise that competes with DETC; or
• Having a close personal friend or relative at the institution.
(See D.8. Conflict of Interest Policy) (10/11)
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CONTACT HOUR:
A unit of measure that represents an hour of scheduled instruction given to students. Also referred to as clock
hour (see C.23. Policy on Cred Hour). (10/11)
CONTINUING EDUCATION UNITS (CEU):
A statistic that represents ten contact hours of participation in an organized educational experience under
responsible sponsorship, capable direction, and qualified instruction. A decimal fraction of a unit may be
awarded for participation of shorter duration.
CORRESPONDENCE EDUCATION:
Education provided through one or more courses by an institution under which the institution provides
instructional materials, by mail or electronic transmission, including examinations on the materials, to
students who are separated from the instruction. Interaction between the instructor and the student is limited,
is not regular and substantive, and is primarily initiated by the student. Correspondence courses are typically
self-paced, and they are not considered the same as distance education courses for purposes of the
Department of Education’s regulations under Title IV of the Higher Education Act. Correspondence study
institutions are not eligible to participate in Federal Student Aid. DETC’s scope of accreditation covers both
correspondence and distance education. (10/11)
COURSE:
A “course” is defined as units of learning activities that result in the award of a diploma, certificate, or
academic credit when completed.
COURSE OBJECTIVES:
(See also Instructional Objectives) Objectives describe what learners should be able to know or do at the
conclusion of a prescribed program of study. They include what the learner will not only be able to do, but
also how well they can do it and under what conditions.
Objectives are written in the active voice, and use action verbs like “plan,” “write,” “conduct,” “produce”
rather than appreciate, understand, or feel. Objectives are precise, tangible, concrete, measurable, and can be
validated. They provide measures of accountability for the instructional process. They answer the questions
WHO is going to do WHAT, WHEN, WHY (what will be demonstrated or achieved), under what conditions
and TO WHAT STANDARD?
A common way to categorize learning is by the domain in which it occurs. The three domains are cognitive
(thought or knowledge “what the student is able to do”); affective (feelings or choices “how the student
chooses to act”) and psychomotor (physical skills “what the student can perform”). Based on Bloom’s
Taxonomy, a list of these verbs may be found under “Instructional Objectives.”
CREDIT HOURS: Semester and quarter hours shall be equivalent to the commonly accepted and traditionally defined units of
academic measurement in accredited institutions. Academic degree or academic credit-bearing distance
learning courses are measured by the learning outcomes normally achieved through 45 hours of student work
for one semester credit1 or 30 hours of student work for one quarter credit.
2 This formula is typically referred
to as a Carnegie unit and is used by the American Council on Education in its Credit Recommendation
Evaluative Criteria (also see C.23. Policy on Credit Hour). (10/11)
1one credit/semester hour is 15 hours of academic engagement and 30 hours of preparation 2one quarter hour credit is 10 hours of academic engagement and 20 hours of preparation
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CURRICULUM:
The program of instruction, i.e., the overall set of courses or programs offered by an institution that
comprises a specific area of study.
DEGREE: An authorized recognition conferred by an approved educational institution acknowledging the satisfactory
completion of a course of study or program.
DIPLOMA: A document given by an educational institution certifying the completion of a course of study. This term is
typically used by vocational/avocational institutions and high schools.
DISTANCE EDUCATION:
(As defined by the federal government to determine eligibility to participate in Title IV programs) Education
that uses one or more of the following technologies to deliver instruction to students who are separated from
the instructor and to support regular and substantive interaction between the students and the instructor,
either synchronously or asynchronously: Internet; one-way and two-way transmissions through open
broadcast, closed circuit, cable, microwave, broadband lines, fiber optics, satellite, or wireless
communications devices; audio-conferencing; or video cassettes, DVDs, and CD-ROMs, if the cassettes,
DVDs, or CD-ROMs are used in a course in conjunction with any of the former technologies. (10/11)
DISTANCE LEARNING:
Is a system and a process that connects learners with providers via distributed learning resources. While
distance learning take a wide variety of forms, all distance learning is characterized by:
- Separation of place and/or time between instructor and learner, among learners, and/or between learners
and learning resources.
- Interaction between the learner and the instructor and/or interaction among learners conducted through
one or more media; use of electronic media is not necessarily required.
DROP OUT A student who registers/enrolls in an institution’s course/program and elects to cancel his or her enrollment
(during or after the cooling-off period).
EDUCATIONAL RECORDS: Records and files maintained by an institution for each student’s educational activity, which include the
student’s name, address, basic education, date of enrollment, course, grades, current academic achievement,
enrollment agreements, and other relevant information.
EDUCATIONAL STANDARDS: DETC Accrediting Commission Standards applicable to the educational program of an institution, referring
to the level of learning expected from such areas as educational materials, educational services, student
services, qualifications of the faculty, and research.
ELECTRONIC SIGNATURE
An electronic signature is any electronic means that indicates that contents of an attached or logically
associated contract or other record is executed or adopted by a person with the intent to sign the record. For
DETC’s purposes, institutions may accept “electronic signatures” on contracts only if the institution can
document that a student was exposed to the institution’s refund policy before agreeing to the terms. For
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example, software that tracks the date and time of when the student submits the form stating: “I have read
and accept the terms and conditions of the institution’s refund policy.” OR a student types his/her name: “I
understand that electronically typing my name in this document is considered to be the same legally-binding
effect as signing my signature using pen and paper.” Institutions should also have a way of returning the
completed contract to the student, and track this in its recordkeeping system. (10/11)
ELIGIBLE (FOR DETC) INSTITUTION:
The Commission definition of a “bona fide” distance education/correspondence institution and/or training
provider eligible for DETC accreditation is “an educational institution or organization whose primary
purpose is providing education or training which (1) formally enrolls students and maintains student records;
(2) retains a qualified faculty to service students; (3) transmits to students organized instructional materials;
(4) provides continuous two-way communication on student work, e.g., evaluating students’ examinations,
projects, and/or answering queries, with prompt feedback given to students; and (5) offers courses of
instruction which must be studied predominantly at a distance (51% or more) from the institution or
organization. That is, distance/correspondence education should be the primary method of study for the
majority of students and distance education courses should comprise the majority of course offerings.”
ENROLLMENT AGREEMENT (APPLICATION, CONTRACT): A form containing the specific obligations of the institution and the student. Enrollment applications may or
may not become valid contracts before the institution accepts them at its main office.
ENROLLMENT PROCESS: The process whereby a person becomes enrolled as a student in a distance education course, generally
consisting of the following steps:
(1) Application for enrollment: Submission by a person of an enrollment application (or contract) to an
institution, requesting enrollment in a course.
(2) Registration and Acceptance: The review and approval by an institution of an enrollment/application
agreement, in which the institution agrees to accept the applicant as an enrollee/student and registers the
applicant. Registration is conditional to applicable affirmation and cooling-off provisions.
(3) Affirmation: In some instances students must affirm their enrollment by notifying an institution of their
intent to pursue a course. In these cases, students are usually required to wait a designated period of time
after submitting their enrollment application before they may affirm their enrollment. Students failing to
affirm are canceled from the course.
(4) Cooling-Off: Most states have laws that provide students’ periods ranging from 3 to 15 days in which
they may reconsider their application for enrollment. Students electing not to proceed with a course notify
the institution of their decision and are thus not considered as having enrolled in the course.
(5) Matriculation: A formal process, in which a student has applied for enrollment in a course, has been
accepted for enrollment by an institution, has been registered as a student, and has formally submitted at least
one required examination or lesson for servicing to the institution.
EXAMINING COMMITTEE: A committee appointed by the DETC Accrediting Commission for the purpose of visiting an institution to
gather data about the institution’s operation, such as its educational program and its business practices. Using
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these and other data, the Accrediting Commission decides whether or not the institution meets the published
standards for accredited institutions.
FACULTY:
Individuals who present instruction, prepare instructional material, evaluate assignments, and counsel
students in academic selection and progress. Faculties are assumed to have full responsibility for an
academic program and student progress.
FICE CODE: The six-digit institutional identifier that is assigned to each higher education (two-year and above) institution
by the Federal Interagency Committee on Education and is used in all Integrated Postsecondary Education
Data System (IPEDS) reports. The FICE was established by Executive Order in 1982 to “study and make
recommendations for assuring effective coordination of Federal programs, policies, and administrative
practices affecting education.”
FIRST PROFESSIONAL DEGREE: A degree that signifies both completion of the academic requirement for beginning practice in a given
profession and a level of professional skill beyond that normally required for a bachelor’s degree. This
degree usually is based on a program requiring at least two academic years of work before entrance and a
total of at least six academic years of work to complete the degree program, including both prior required
college work and the professional program itself. By the National Center for Education Statistics definition,
First Professional degrees are awarded in the fields of dentistry (D.D.S. or D.M.D.), medicine (M.D.),
optometry (O.D.), osteopathic medicine (D.O.), pharmacy (D.Phar.), pediatric medicine (D.P.M.), veterinary
medicine (D.V.M.), chiropractic (D.C. or D.C.M.), law (LL.B. or J.D.) and theological professionals (M.Div.
or M.H.L.).”
GED:
A trademarked acronym used for the General Educational Development Tests, a battery of examinations
administered by states and jurisdictions to measure the skills and knowledge similar to a high school course
of study. GED graduates earn a GED credential. The type of credential issued, diploma or certificate, varies
by state. The Tests of General Educational Development (GED Tests) are designed to measure the skills and
knowledge equivalent to a high school course of study. The GED Tests are developed, delivered, and
safeguarded by content specialists, researchers, psychometricians, and other staff of the General Educational
Development Testing Service™ (GEDTS), a non-profit program of the American Council on Education®.
The tests are owned by ACE. Each state provides a list of approved testing centers, which are typically high
schools, learning centers, or community colleges. DETC institutions may not offer a GED, however they
may offer a preparation course. A GED is not a high school diploma, but a recognized equivalent to one.
(10/11)
GOOD CAUSE:
A sufficient reason for the Commission to allow additional time for the institution to show that it has made
substantial progress but additional time is needed to more fully document experience in attaining full
compliance, additional resources are shortly to become available, or there are exigent circumstances, such as
illness or accident, that justify an extension of time. When a “good cause” extension is granted by the
Commission, the time allowed for institutional compliance may possibly exceed the permissible
compliance times published in Federal Regulations. The Commission will notify the U.S. Secretary of
Education if an extension is granted for “good cause.” (See D.1.1. Actions Available to the Commission)
(10/11)
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GRADING CRITERIA:
(See also Rubric) A set of criteria and standards linked to learning objectives that are used to assess a
student’s performance on papers, projects, essays, and other assignments. Rubrics are often used as a guide
by instructors to grade subjective assignments, e.g., essays.
GRADUATE: A person who has satisfied the prescribed requirements (e.g., assignments or examinations of an educational
course or program) and has been awarded a certificate, diploma, or degree affirming this.
GRADUATION:
For purposes of calculating the completion and graduation rates, the term “completion” indicates that a
student completed an individual course or semester, while the term “graduation” means that a student
completed the entire degree program (see C.14. Policy on Student Achievement and Satisfaction).
GRADUATION RATE:
When reporting graduation rates to the Accrediting Commission, take the number of students who completed
the degree program and divide it by the number of people who enrolled in the entire degree program (do not
include those who dropped during the 5-day cancellation period, those who never submitted any required
assignments/examinations, those who were cancelled by the institution for non-payment, or those who never
provided the required information to be enrolled in the course such as not providing official transcripts. See
B.10. Guide to Student Achievement and Satisfaction. Graduation rate is also the percentage of students in a
fixed sample of an institution’s course or courses that have satisfactorily completed all of the prescribed
requirements of a given course or program.
HYBRID COURSE:
A hybrid course is any program of instruction that blends face-to-face, in-class sessions with distance
learning, Web-based activities or virtual classes (see also “combination course”).
IELTS:
Stands for International English Language Test. Over 6,000 organizations and more than 1.5 million test
takers around the world recognize IELTS as a secure, valid and reliable indicator of true-to-life ability to
communicate in English for education, immigration and professional accreditation. IELTS is jointly owned
by the British Council, IDP: IELTS Australia and the University of Cambridge ESOL Examinations
(Cambridge ESOL) through more than 800 test centers and locations in more than 130 countries. For more
information visit their website at www.ielts.org. (10/11)
INTELLECTUAL PROPERTY RIGHTS:
Intellectual property rights are the rights given to persons over the creations of their minds. They usually give
the creator an exclusive right over the use of his/her creation for a certain period of time. There are four types
of intellectual property: Patents, Trademarks, Copyrights, and Trade Secrets. For DETC’s purposes,
institutions should have a policy on intellectual property rights as it relates to the creation of its
courses/programs (including lectures, audio and visual materials, and pictorial or graphic works), websites,
and software and databases. The institution’s published policy should resolve any questions about who owns
the copyright(s). The policy should be inclusive of faculty, staff and students.
INSTITUTIONAL GOALS:
Goals (sometimes referred to as Vision Statement) are broad, brief statements of intent that provide focus or
vision for planning. They are non-specific, non-measurable, and usually cannot be definitively attained.
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Goals are a desired state one is seeking to attain. Goals are always in the future. For example, XYZ
Institution will meet the educational needs of adult learners in the competitive field of healthcare.
INSTITUTIONAL OBJECTIVES:
Institutional Objectives are meant to be a realistic target for the institution. Institutional objectives present
measurable outcomes, which are sometimes referred to as Core Values. For example, an institutional
objective may be to provide accessibility, flexibility and the use of appropriate technology in the delivery of
its online programs and services. The institution could demonstrate that its online programs were accessible
by documenting the type of hardware, software, and Internet requirements are needed to access its learning
platform or student portal.
INSTRUCTIONAL MATERIALS: Those specialized resources which make up a curriculum of study, such as textbooks, workbooks, study
guides, computer software, CD ROMS, kits, supplies, etc. used in the instructional program as necessary
materials which may either be required or recommended.
INSTRUCTIONAL OBJECTIVES:
(See also Course Objectives) Statements used to show different levels of learning. The most used hierarchy
of learning was formulated by Bloom (known as Bloom’s Taxonomy). The hierarchy can be used to help
formulate objectives. The levels begin with knowledge (is knowing specific facts, principles, etc.) become
increasingly complex as you move up to comprehension (the ability to explain a point); application (using
previously known facts to solve a problem); analysis (the ability to break a product apart into its requisite
elements or logical components); synthesis (the ability to create something); and evaluation (the ability to
judge quality). Here is helpful list of words that are used for different types of objectives:
Knowledge Comprehension Application Analysis Synthesis Evaluation
define identify indicate know label list memorize name recall record relate repeat select underline
classify describe discuss explain express identify locate paraphrase recognize report restate review suggest summarize tell translate
apply compute construct demonstrate dramatize employ give examples illustrate interpret investigate operate organize practice predict schedule shop sketch translate use
analyze appraise calculate categorize compare contrast criticize debate determine diagram differentiate distinguish examine experiment inspect inventory question relate solve
arrange assemble collect compose construct create design formulate manage organize perform plan prepare produce propose set-up
appraise assess choose compare contrast decide estimate evaluate grade judge measure rate revise score select value
INTERNATIONAL HANDBOOK OF UNIVERSITIES: A handbook published by the International Association of Universities, which lists institutions that are
accepted as foreign equivalents to U.S. institutions accredited by agencies recognized by the U.S. Secretary
of Education and/or the Council for Higher Education Accreditation (See C.9. Policy on Degree Programs.)
(The International Handbook of Universities. 22nd ed. ISBN: 9780230223462. London: International
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Association of Universities; September 2010. Palgrave Macmillan Ltd, Houndmills, Basingstoke,
Hampshire, RG21 6XS, England, http://us.macmillian.com/theinternationalhandbookofuniversities-1.)
JOB PLACEMENT/EMPLOYED:
An alumni service performed on behalf of graduates by an institution in which a new career position is found
or recommended for the graduate. Placement is further defined to describe when a graduate obtains
employment as a direct result of the training, skills or education the graduate received from the institution.
The employment must be for a reasonable period of time, be based on program objectives, and is considered
sustainable (e.g., not a single day of employment). The employment must be directly related to the program
from which the individual graduated, aligns with a majority of the educational and training objectives of the
program completed, and is a paid position.
KIT: A collection of predominantly non-textual materials included in a distance study course/program to augment
or enhance instruction. These materials may consist of tools, equipment, instruments, audiovisual aids,
components, accessories, and so forth.
LEARNING OBJECTIVES:
(See also Course Objectives) Statements that tell the student at the beginning of a lesson or course what
he/she should be able to do as a result of completing the course or lesson materials. There are three parts to a
good objective: 1) the performance, or what you expect the learner to be able to do; 2) the condition (if any)
under which you expect the learning to take place; and 3) the criterion or standard of performance, indicated
either in terms of time or accuracy. A good objective does not have to contain all three parts. Typically,
learning objectives should contain action verbs so that the task or behavior can be measured. For example,
explain, develop, record, state, describe, summarize, etc. See list under “Instructional Objectives.”
LIBRARY RESOURCES:
A learner-accessible collection of texts, literary materials, reference books, manuscripts, magazines, video
and audio materials that are maintained or provided by an institution. The “library” can include both print
and non print materials, and generally make use of a variety of dispersed electronic digital data bases. The
accredited degree-awarding institution is expected to have—or to provide learners ready access to—a
reasonably rich array of supplemental information resources that are related to and enrich the content of the
subject matter that is offered to learners.
MISSION STATEMENT:
A mission statement is a formal short written statement of the overall purpose of the institution. It should
guide the actions of the institution, spell out its overall goals, provide a sense of direction, and guide
decision-making. In other words, it provides a framework or context within which the institution’s strategies
are formulated. It tells the world who you are and why you are here. The mission statement should contain
the purpose of your institution (for example, to provide affordable, flexible, quality distance education in the
healthcare fields) to whom (to adult learners), and how (through associate degree level online programs). For
example, XYZ institution’s mission is to provide affordable, flexible, quality distance education to adult
learners for employment in the healthcare fields. Through the completion of its associate degree programs,
graduates will acquire the knowledge needed to enable them to attain entry level position in healthcare-
related jobs.
NEEDS ASSESSMENT:
A process for determining and addressing needs, or “gaps” between current conditions and desired
conditions, often used for improvement in individuals, education/training, organizations, or communities
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(e.g. expected career or learning outcomes). An institution should do a “needs assessment” before developing
a new program. The Curriculum Development Team should research and compared similar resident and
distance education programs. It should also assess industry trends, knowledge and competencies required for
the field, professional organizations related to the field, obstacles to success in the field, the demand and pay
for the field, adaptability of the topic to distance education, and availability of job openings.
NON-START RATE: Percentage of enrolled/registered students in a fixed sample of an institution’s courses/programs who did not
submit any required examination or lesson assignment for grading or servicing. Non-starts are students who
are disenrolled in a course after registration and after the applicable cooling-off period but prior to
matriculation.
OBJECTIVE, EDUCATIONAL: A statement of what an education program can do for reasonably diligent students. For distance study
courses/programs, objectives are goals or aims attainable through the distance study method and provide a
description of skills to be acquired, information to be learned, training to be received, and attitudes and habits
to be developed.
OUTCOME: A specified knowledge, skill, ability, or attitude that a student has achieved as a result of taking a course or
program.
PROCTOR:
A person who administers or supervises the testing process. The proctor must verify that the person taking
the examination is who he/she says he/she is by reviewing the appropriate documentation (i.e., driver’s
license or government-issued identification with photo).
PROFESSIONAL DOCTORAL DEGREE:
DETC defines “professional doctoral degree” to mean a post-master’s graduate level degree that prepares
individuals through internships, practical application of training, and/or specialized certifications, for
professional practice (such as the Doctor of Business Administration), as opposed to research methodologies
that are associated with academic doctorate degrees (such as the Doctor of Philosophy).
PROGRAM GOAL:
A short, concise, general statement of the overall purpose of a program. A program goal should point
towards some long term effect, change, or purpose. It is usually not phrased in quantified terms. It should be
sufficiently “definite” that it points clearly to the ensuring program.
PROGRAM OBJECTIVE:
A specific—usually quantifiable—statement of the ultimate intended outcome of a prescribed learning
program. It is a statement of measurable outcomes which can be used to determine program progress towards
the program goal. Typically a program should have between five and 12 objectives, depending on the scope
of the program. Roughly there should be at least one objective for each major component or discrete segment
of the program. The objectives, when taken together, have the effect of achieving the overall program goals.
There should be cohesion among the objectives, and the objectives should reflect the overall nature and
balance of the program, and should address each of the program subsystems.
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QUARTER HOUR/UNIT:
One quarter hour/unit requires 10 hours of academic engagement plus 20 hours of preparation. (See C.9.
Policy on Degree Programs.)
READING LEVEL: The level of a person’s reading comprehension as assessed by a standardized test or that equivalent level at
which a program of study is written.
RECRUITING PERSONNEL: The personnel who enroll prospective students in a distance study course/program. They could be
telemarketers, enrollment advisors, etc.
REGISTRATION (REGISTERED STUDENT): A person who has made formal application for enrollment with an institution, has been found to meet stated
admissions and enrollment criteria or their equivalent, and has been accepted by the institution for a
designated course or program. (See also Enrollment Process)
REMEDIAL INSTRUCTION: Special instruction designed and delivered to alleviate deficiencies in basic skills (usually verbal and
computational) needed to complete a course.
RUBRIC:
A rubric is an internally developed and unique to each institution scoring tool used by qualified instructors to
guide them in evaluating and grading subjective-type assessments. It is a set of written criteria linked to
learning objectives that is used by the instructor to assess a student’s performance on papers, projects, essays,
and other subjective-level assignments. Rubrics allow a faculty to document that they employ standardized
evaluation processes according to specified criteria, making grading among a wide range of learners
consistent, fair, replicable and more transparent.
SALES REPRESENTATIVES, SALES AGENTS: The personnel who contact prospective students for the purpose of enrolling them in a distance study
course/program, plus the district sales managers, regional sales managers, and other salespeople. Also see
Recruiting Personnel.
SELF-EVALUATION REPORT (SER): A report prepared by an institution after a careful study of its operations. The Accrediting Commission of the
DETC outlines the major aspects of this self-study in the “Guide to Self-Evaluation Report.” This report
reveals the philosophy, organization, specific practices and procedures, the success of different operations,
the degree to which the school is accomplishing its stated objectives, and the degree to which it meets
accrediting standards.
SELF-STUDY COURSE: A series of texts and other materials designed for individualized study. Examination/evaluation services are
not offered by the publisher or institution providing the course/program.
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SHOW CAUSE:
The Commission may direct the institution to Show Cause as to why its accreditation should not be
withdrawn when substantive questions and concerns are raised regarding a DETC accredited institution’s
compliance with DETC’s standards, policies, or procedures. The issuance of a show cause directive is not an
adverse action, but a statement of serious concern by the Accrediting Commission. However, the burden of
proof rests with the institution to demonstrate that it is meeting DETC’s published standards and policies.
Notice of the Show Cause directive will be provided to federal and state agencies with jurisdiction over the
institution and to the public. (See D.1.1. Actions Available to the Commission.) (10/11)
SOUND PRINCIPLES OF LEARNING: Valid research focusing on the principles of learning and/or learner-centered psychological principles. The
principles may contain any model that helps to demonstrate the practical applications of research into
educational settings.
STUDENT INTEGRITY
Student integrity typically involves the enforcement of specific, published rules concerning academic
honesty (student cheating, plagiarism or dishonesty in any form) and personal conduct that is above reproach.
Student integrity is best promoted by the implementation of a published honor code or honor system, which
is a set of rules or principles governing an academic community based on a set of ideals that what constitutes
honorable behavior within that community. The use of an honor code depends on the idea that people (at
least within the community) can be trusted to act honorably. Those who are in violations of the honor code
can be subject to various sanctions, including academic dismissal and expulsion from the institution. Student
honor codes require all students to agree to them, and they often require students to report any violations of
the code of which they have personal knowledge. A DETC educational institution must promote an academic
environment suitable for a distance or online mode of delivery where students are encouraged to act with
professional, academic, and personal integrity. The institution must hold students personally accountable for
upholding the institution’s stated expectations for conduct.
STUDENT GUIDE (TRAINING GUIDE, INSTRUCTIONAL GUIDE): A written supplement to course materials designed to facilitate learning. It may include directions on how-to-
study, suggested readings, research topics, self-check tests, problems, and study projects, all of which are
keyed to the basic course texts.
STUDENT LEARNING OUTCOME:
A particular/specified level of knowledge, skill, and ability that a student has achieved as a result of his/her
engagement in a particular/specific instructional experience or set of instructional experiences.
STUDENT SATISFACTION: Evidence presented by an institution that shows that the students and graduates of the institution have
expressed their overall satisfaction with the courses and services as they have experienced them.
STUDENT SERVICES: Supplemental activities and resources provided for a student or group of students by an educational
institution. These services are designed to assist the student to perform to his/her potential, motivate a student
to study, or respond to student questions of a nonacademic nature.
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SUBJECT SPECIALIST EVALUATOR (SUBJECT MATTER SPECIALIST): A person whose background, education, training, experience, occupation, and/or profession qualifies him as
a reliable authority or expert on a given subject, and who is appointed by the Accrediting Commission of the
DETC to evaluate distance study courses/programs in terms of the published standards for accredited
institutions.
SYNCHRONOUS: Communication in which interaction between participants is simultaneous or in “real time.”
TARGET MARKET:
A description of who would be most likely to enroll in a specific course/program. Marketing research is
typically used to determine a target market. For example, John Doe Institute’s target audience for its
Associate of Applied Science Degree in Marketing and Business Management is between the ages of 25 and
54, typically in their 30s, and has obtained at least a high school diploma or GED. The typical student is
often female with at least one small child and most likely has a job, has been laid off, or needs to start
supplementing family income with a job.
TEACH-OUT: The formal, planned process whereby an educational institution: (1) ceases enrolling any new students and
(2) conducts, or arranges for, an orderly conduct of instruction for all active students. In a “teach-out mode,”
students receive all the services, materials, tutoring, etc., for which they had contracted. At the conclusion of
a teach-out, the institution normally ceases all operations.
TERMINAL DEGREE:
The highest academic degree in a given subject matter area or teaching discipline available to individuals
who desire to instruct courses and teach in the subject. Normally a doctoral-level degree, specialized fields
may only have a master’s degree available in certain disciplines.
TOEFL:
The Test of English as a Foreign Language (TOEFL) measures the ability of nonnative speakers of English
to use and understand North American English as it is used in college and university settings. Scores on the
test are required by more than 4,300 two- and four-year colleges and universities, professional schools, and
sponsoring institutions. The Educational Testing Service sponsors the TOEFL Testing Program. Please
check their web site at http://www.toefl.org or call 1-800-468-6335 for more information.
TOTAL COURSE PRICE:
Total Course Price includes tuition, fees, educational services and instruction, any other services (such as
proctored examinations or placement), any required books, kits, and equipment, any optional or required
resident training, and charges applied to all students such as application fees, registration fees, and finance
charges. Institutions will use Total Course Price in preparing enrollment agreements, calculating refund
amounts, and collecting student accounts.
TRANSCRIPT: An official copy of a student’s educational record at an educational institution; it usually lists all courses
taken, final grades received, and credits (and honors) earned.
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VOCATIONAL:
Postsecondary vocational institutions are defined by DETC as those which offer at least one program that is
designed to prepare students for gainful employment in a recognized occupation. These programs are
sufficiently comprehensive to train individuals for entry level employment in the new occupation. Many
institutions classified as vocational may also offer individual courses and/or shorter programs for avocational
purposes, in addition to their vocational program(s), and must include information, under the relevant standards,
on all courses and programs offered. (10/11)
# # #
Revised October 2011
DETCDistance Education and Training Council1601 18th St. NW, Suite 2Washington, DC 20009202-234-5100www.detc.org