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26
S TANDARDS for Accreditation and R EQUIREMENTS of Affiliation THIRTEENTH EDITION Middle States Commission on Higher Education

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STANDARDSfor Accreditation

andREQUIREMENTS

of AffiliationTHIRTEENTH EDITION

Middle States Commission on Higher Education

StandardS for accreditation andrequirementS of affiliation

thirteenth edition

Middle States Commission on Higher Education

ii

Published by the

Middle States Commission on Higher Education3624 Market StreetPhiladelphia, PA 19104

Telephone: (267) 284-5000Fax: (215) 662-5501www.msche.org

© 2014 by the Middle States Commission on Higher Education

All rights reserved

Standards for Accreditation and Requirements of Affiliation replaces all the earlier editions of Characteristicsof Excellence in Higher Education: Requirements of Affiliation and Standards for Accreditation: 1919, 1941,1953, 1957, 1971, 1978, 1982, 1988, 1989, 1994, 2002, and those revised with editorial changes in 2006, 2007,2008 and 2011.

Permission is granted to colleges and universities within the jurisdiction of the Middle States Commission onHigher Education to photocopy this handbook for the purpose of institutional self-study and peer review.

e text of this publication also may be downloaded from the Commission’s website. Bound copies may bepurchased through the publications order form, also available on the website.

Printed in the United States of America

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ContentsPage

Preamble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Requirements of Affiliation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Standard I: Mission and Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Standard II: Ethics and Integrity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Standard III: Design and Delivery of the Student Learning Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Standard IV: Support of the Student Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Standard V: Educational Effectiveness Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Standard VI: Planning, Resources, and Institutional Improvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Standard VII: Governance, Leadership, and Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

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v

PreambleStatement Regarding the Purpose of

and Commitment to Accreditationby the Middle States Commission on Higher Education

An institution of higher education is a community dedicated to students, to the pursuit anddissemination of knowledge, to the study and clarification of values, and to the advancement of thesociety it serves. e Middle States Commission on Higher Education (MSCHE), throughaccreditation, mandates that its member institutions meet rigorous and comprehensive standards,which are addressed in the context of the mission of each institution and within the culture of ethicalpractices and institutional integrity expected of accredited institutions. In meeting the qualitystandards of MSCHE accreditation, institutions earn accredited status, and this permits them to statewith confidence: “Our students are well-served; society is well-served.”

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1

Introduction

Middle States accreditation is an expression ofconfidence in an institution’s mission and goals,its performance, and its resources. Aninstitution is accredited when the educationalcommunity has verified that its goals areachieved through self-regulation and peerreview. e extent to which each educationalinstitution accepts and fulfills theresponsibilities inherent in the process ofaccreditation is a measure of its commitment tostriving for and achieving excellence in itsendeavors.

e Middle States Commission on HigherEducation Accreditation Standards andRequirements of Affiliation are comprised ofthe enclosed seven standards and 15requirements which serve as an ongoing guidefor those institutions considering applicationfor membership, those accepted as candidateinstitutions, and those accredited institutionsengaged in self-review and peer evaluation.Accredited institutions are expected todemonstrate compliance with these standardsand requirements, to conduct their activities ina manner consistent with the standards andrequirements, and to engage in ongoingprocesses of self-review and improvement.

Four principles guided the development ofthese standards: first, the mission-centricstandards acknowledge the diversity ofinstitutions; second, the focus of the standardsis on the student learning experience; third, thestandards emphasize institutional assessmentand assessment of student learning; fourth, thestandards support innovation as an essentialpart of continuous institutional improvement.

ese standards affirm that the individualmission and goals of each institution remain thecontext within which these accreditationstandards are applied. ey emphasizefunctions rather than specific structures,recognizing that there are many differentmodels for educational and operationalexcellence.

Each standard is expressed in one or twosentences and is then followed by criteria. ecriteria specify characteristics or qualities thatencompass the standard. Institutions andevaluators will use these criteria together withthe standards, within the context of institutionalmission, to demonstrate or determinecompliance. Institutions and evaluators shouldnot use the criteria as a checklist.

2

To be eligible for, to achieve, and to maintainaccreditation from the Middle StatesCommission on Higher Education, aninstitution must demonstrate that it fully meetsthe following Requirements of Affiliation.Compliance is expected to be continuous andwill be validated periodically, typically at thetime of institutional self-study and during anyother evaluation of the institution’s compliance.Once eligibility is verified, an institution thenmust demonstrate that it meets the standardsfor accreditation.

1. e institution is authorized or licensedto operate as a postsecondary educationalinstitution and to award postsecondarydegrees; it provides writtendocumentation demonstrating both.Authorization or licensure is from anappropriate governmental organization oragency within the Middle States region(Delaware, the District of Columbia,Maryland, New Jersey, New York,Pennsylvania, Puerto Rico, and the U.S.Virgin Islands), as well as by otheragencies as required by each of thejurisdictions, regions, or countries inwhich the institution operates.

Institutions that offer only postsecondarycertificates, diplomas, or licenses are noteligible for accreditation by the MiddleStates Commission on Higher Education.

2. e institution is operational, withstudents actively pursuing its degreeprograms.

3. For institutions pursuing Candidacy orInitial Accreditation, the institution willgraduate at least one class before theevaluation team visit for initialaccreditation takes place (Step 7 of theinitial accreditation process), unless theinstitution can demonstrate to thesatisfaction of the Commission that thelack of graduates does not compromise itsability to demonstrate appropriatelearning outcomes.

4. e institution’s representativescommunicate with the Commission inEnglish, both orally and in writing.

5. e institution complies with allapplicable government (usually Federaland state) policies, regulations, andrequirements.

6. e institution complies with applicableCommission, interregional, and inter-institutional policies. ese policies canbe viewed on the Commission website,www.msche.org.

7. e institution has a statement of missionand goals, approved by its governingbody, that defines its purpose within thecontext of higher education.

Requirements of Affiliation

3

Requirements of Affiliation

8. e institution systematically evaluates itseducational and other programs andmakes public how well and in what waysit is accomplishing its purposes.

9. e institution’s student learningprograms and opportunities arecharacterized by rigor, coherence, andappropriate assessment of studentachievement throughout the educationalofferings, regardless of certificate ordegree level or delivery and instructionalmodality.

10. Institutional planning integrates goals foracademic and institutional effectivenessand improvement, student achievementof educational goals, student learning,and the results of academic andinstitutional assessments.

11. e institution has documented financialresources, funding base, and plans forfinancial development, including thosefrom any related entities (includingwithout limitation systems, religioussponsorship, and corporate ownership)adequate to support its educationalpurposes and programs and to ensurefinancial stability. e institutiondemonstrates a record of responsiblefiscal management, has a prepared budgetfor the current year, and undergoes anexternal financial audit on an annualbasis.

12. e institution fully discloses its legallyconstituted governance structure(s)including any related entities (includingwithout limitation systems, religioussponsorship, and corporate ownership).e institution’s governing body isresponsible for the quality and integrity

of the institution and for ensuring thatthe institution’s mission is being carriedout.

13. A majority of the institution’s governingbody’s members have no employment,family, ownership, or other personalfinancial interest in the institution. egoverning body adheres to a conflict ofinterest policy that assures that thoseinterests are disclosed and that they donot interfere with the impartiality ofgoverning body members or outweigh thegreater duty to secure and ensure theacademic and fiscal integrity of theinstitution. e institution’sdistrict/system or other chief executiveofficer shall not serve as the chair of thegoverning body.

14. e governing body/bodies are preparedto demonstrate in writing, as may berequired, that the institution will makefreely available to the Commissionaccurate, fair, and complete informationon all aspects of the institution and itsoperations. e governing body/bodiesensure that the institution describes itselfin identical terms to all of its accreditingand regulatory agencies, communicatesany changes in accredited status, andagrees to disclose information (includinglevels of governing body compensation, ifany) required by the Commission tocarry out its accrediting responsibilities.

15. e institution has a core of faculty (full-time or part-time) and/or otherappropriate professionals with sufficientresponsibility to the institution to assurethe continuity and coherence of theinstitution’s educational programs.

4

Standard IMission and Goals

e institution’s mission defines its purpose within the context of higher education, the studentsit serves, and what it intends to accomplish. e institution’s stated goals are clearly linked to itsmission and specify how the institution fulfills its mission.

An accredited institution possesses anddemonstrates the following attributes oractivities:

1. clearly defined mission and goals that:a. are developed through appropriate

collaborative participation by all whofacilitate or are otherwise responsible forinstitutional development andimprovement;

b. address external as well as internalcontexts and constituencies;

c. are approved and supported by thegoverning body;

d. guide faculty, administration, staff, andgoverning structures in makingdecisions related to planning, resourceallocation, program and curriculardevelopment, and the definition ofinstitutional and educational outcomes;

e. include support of scholarly inquiry andcreative activity, at levels and of the typeappropriate to the institution;

f. are publicized and widely known by theinstitution’s internal stakeholders;

g. are periodically evaluated;

2. institutional goals that are realistic,appropriate to higher education, andconsistent with mission;

3. goals that focus on student learning andrelated outcomes and on institutionalimprovement; are supported byadministrative, educational, and studentsupport programs and services; and areconsistent with institutional mission; and

4. periodic assessment of mission and goalsto ensure they are relevant and achievable.

Criteria

5

Standard IIEthics and Integrity

ethics and integrity are central, indispensable, and defining hallmarks of effective highereducation institutions. in all activities, whether internal or external, an institution must befaithful to its mission, honor its contracts and commitments, adhere to its policies, and representitself truthfully.

An accredited institution possesses anddemonstrates the following attributes oractivities:

1. a commitment to academic freedom,intellectual freedom, freedom ofexpression, and respect for intellectualproperty rights;

2. a climate that fosters respect amongstudents, faculty, staff, and administrationfrom a range of diverse backgrounds,ideas, and perspectives;

3. a grievance policy that is documented anddisseminated to address complaints orgrievances raised by students, faculty, orstaff. e institution’s policies andprocedures are fair and impartial, andassure that grievances are addressedpromptly, appropriately, and equitably;

4. the avoidance of conflict of interest or theappearance of such conflict in all activitiesand among all constituents;

5. fair and impartial practices in the hiring,evaluation, promotion, discipline, andseparation of employees;

6. honesty and truthfulness in publicrelations announcements, advertisements,recruiting and admissions materials andpractices, as well as in internalcommunications;

7. as appropriate to its mission, services orprograms in place:a. to promote affordability and

accessibility; b. to enable students to understand

funding sources and options, valuereceived for cost, and methods to makeinformed decisions about incurringdebt;

8. compliance with all applicable federal,state, and Commission reporting policies,regulations, and requirements to includereporting regarding: a. the full disclosure of information on

institution-wide assessments,graduation, retention, certification andlicensure or licensing board pass rates;

b. the institution’s compliance with theCommission’s Requirements ofAffiliation;

Criteria

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Standard II

c. substantive changes affectinginstitutional mission, goals, programs,operations, sites, and other materialissues which must be disclosed in atimely and accurate fashion;

d. the institution’s compliance with theCommission’s policies; and

9. periodic assessment of ethics and integrityas evidenced in institutional policies,processes, practices, and the manner inwhich these are implemented.

7

Standard IIIDesign and Delivery of the

Student Learning Experiencean institution provides students with learning experiences that are characterized by rigor andcoherence at all program, certificate, and degree levels, regardless of instructional modality. alllearning experiences, regardless of modality, program pace/schedule, level, and setting areconsistent with higher education expectations.

Criteria

An accredited institution possesses anddemonstrates the following attributes oractivities:

1. certificate, undergraduate, graduate,and/or professional programs leading to adegree or other recognized highereducation credential, of a lengthappropriate to the objectives of the degreeor other credential, designed to foster acoherent student learning experience andto promote synthesis of learning;

2. student learning experiences that aredesigned, delivered, and assessed byfaculty (full-time or part-time) and/orother appropriate professionals who are:a. rigorous and effective in teaching,

assessment of student learning, scholarlyinquiry, and service, as appropriate tothe institution’s mission, goals, andpolicies;

b. qualified for the positions they hold andthe work they do;

c. sufficient in number;d. provided with and utilize sufficient

opportunities, resources, and supportfor professional growth and innovation;

e. reviewed regularly and equitably basedon written, disseminated, clear, and faircriteria, expectations, policies, andprocedures;

3. academic programs of study that areclearly and accurately described in officialpublications of the institution in a way thatstudents are able to understand and followdegree and program requirements andexpected time to completion;

4. sufficient learning opportunities andresources to support both the institution’sprograms of study and students’ academicprogress;

5. at institutions that offer undergraduateeducation, a general education program,free standing or integrated into academicdisciplines, that:a. offers a sufficient scope to draw students

into new areas of intellectual experience,expanding their cultural and globalawareness and cultural sensitivity, andpreparing them to make well-reasonedjudgments outside as well as within theiracademic field;

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Standard III

b. offers a curriculum designed so thatstudents acquire and demonstrateessential skills including at least oral andwritten communication, scientific andquantitative reasoning, critical analysisand reasoning, technologicalcompetency, and information literacy.Consistent with mission, the generaleducation program also includes thestudy of values, ethics, and diverseperspectives; and

c. in non-US institutions that do notinclude general education, providesevidence that students can demonstrategeneral education skills;

6. in institutions that offer graduate andprofessional education, opportunities forthe development of research, scholarship,and independent thinking, provided byfaculty and/or other professionals withcredentials appropriate to graduate-levelcurricula;

7. adequate and appropriate institutionalreview and approval on any studentlearning opportunities designed, delivered,or assessed by third-party providers; and

8. periodic assessment of the effectiveness ofprograms providing student learningopportunities.

9

Standard IVSupport of the Student Experience

across all educational experiences, settings, levels, and instructional modalities, the institutionrecruits and admits students whose interests, abilities, experiences, and goals are congruent withits mission and educational offerings. e institution commits to student retention, persistence,completion, and success through a coherent and effective support system sustained by qualifiedprofessionals, which enhances the quality of the learning environment, contributes to theeducational experience, and fosters student success.

Criteria

An accredited institution possesses anddemonstrates the following attributes oractivities:

1. clearly stated, ethical policies andprocesses to admit, retain, and facilitate thesuccess of students whose interests,abilities, experiences, and goals provide areasonable expectation for success and arecompatible with institutional mission,including:a. accurate and comprehensive

information regarding expenses,financial aid, scholarships, grants, loans,repayment, and refunds;

b. a process by which students who are notadequately prepared for study at thelevel for which they have been admittedare identified, placed, and supported inattaining appropriate educational goals;

c. orientation, advisement, and counselingprograms to enhance retention andguide students throughout theireducational experience;

d. processes designed to enhance thesuccessful achievement of students’educational goals including certificateand degree completion, transfer to otherinstitutions, and post-completionplacement;

2. policies and procedures regardingevaluation and acceptance of transfercredits, and credits awarded throughexperiential learning, prior non-academiclearning, competency-based assessment,and other alternative learning approaches;

3. policies and procedures for the safe andsecure maintenance and appropriaterelease of student information and records;

4. if offered, athletic, student life, and otherextracurricular activities that are regulatedby the same academic, fiscal, andadministrative principles and proceduresthat govern all other programs;

5. if applicable, adequate and appropriateinstitutional review and approval ofstudent support services designed,delivered, or assessed by third-partyproviders; and

6. periodic assessment of the effectiveness ofprograms supporting the studentexperience.

10

Standard VEducational Effectiveness Assessment

assessment of student learning and achievement demonstrates that the institution's studentshave accomplished educational goals consistent with their program of study, degree level, theinstitution's mission, and appropriate expectations for institutions of higher education.

Criteria

An accredited institution possesses anddemonstrates the following attributes oractivities:

1. clearly stated educational goals at theinstitution and degree/program levels,which are interrelated with one another,with relevant educational experiences, andwith the institution’s mission;

2. organized and systematic assessments,conducted by faculty and/or appropriateprofessionals, evaluating the extent ofstudent achievement of institutional anddegree/program goals. Institutions should:a. define meaningful curricular goals with

defensible standards for evaluatingwhether students are achieving thosegoals;

b. articulate how they prepare students in amanner consistent with their missionfor successful careers, meaningful lives,and, where appropriate, furthereducation. ey should collect andprovide data on the extent to which theyare meeting these goals;

c. support and sustain assessment ofstudent achievement and communicatethe results of this assessment tostakeholders;

3. consideration and use of assessment resultsfor the improvement of educationaleffectiveness. Consistent with theinstitution’s mission, such uses includesome combination of the following: a. assisting students in improving their

learning;b. improving pedagogy and curriculum;c. reviewing and revising academic

programs and support services;d. planning, conducting, and supporting a

range of professional developmentactivities;

e. planning and budgeting for theprovision of academic programs andservices;

f. informing appropriate constituentsabout the institution and its programs;

g. improving key indicators of studentsuccess, such as retention, graduation,transfer, and placement rates;

h. implementing other processes andprocedures designed to improveeducational programs and services;

4. if applicable, adequate and appropriateinstitutional review and approval ofassessment services designed, delivered, orassessed by third-party providers; and

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Standard V

5. periodic assessment of the effectiveness ofassessment processes utilized by theinstitution for the improvement ofeducational effectiveness.

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Standard VIPlanning, Resources, and

Institutional Improvemente institution’s planning processes, resources, and structures are aligned with each other and aresufficient to fulfill its mission and goals, to continuously assess and improve its programs andservices, and to respond effectively to opportunities and challenges.

Criteria

An accredited institution possesses anddemonstrates the following attributes oractivities:

1. institutional objectives, both institution-wide and for individual units, that areclearly stated, assessed appropriately,linked to mission and goal achievement,reflect conclusions drawn from assessmentresults, and are used for planning andresource allocation;

2. clearly documented and communicatedplanning and improvement processes thatprovide for constituent participation, andincorporate the use of assessment results;

3. a financial planning and budgeting processthat is aligned with the institution’smission and goals, evidence-based, andclearly linked to the institution’s and units’strategic plans/objectives;

4. fiscal and human resources as well as thephysical and technical infrastructureadequate to support its operationswherever and however programs aredelivered;

5. well-defined decision-making processesand clear assignment of responsibility andaccountability,

6. comprehensive planning for facilities,infrastructure, and technology thatincludes consideration of sustainabilityand deferred maintenance and is linked tothe institution’s strategic and financialplanning processes;

7. an annual independent audit confirmingfinancial viability with evidence of follow-up on any concerns cited in the audit’saccompanying management letter;

8. strategies to measure and assess theadequacy and efficient utilization ofinstitutional resources required to supportthe institution’s mission and goals; and

9. periodic assessment of the effectiveness ofplanning, resource allocation, institutionalrenewal processes, and availability ofresources.

13

Standard VIIGovernance, Leadership,

and Administratione institution is governed and administered in a manner that allows it to realize its statedmission and goals in a way that effectively benefits the institution, its students, and the otherconstituencies it serves. even when supported by or affiliated with governmental, corporate,religious, educational system, or other unaccredited organizations, the institution has educationas its primary purpose, and it operates as an academic institution with appropriate autonomy.

Criteria

An accredited institution possesses anddemonstrates the following attributes oractivities:

1. a clearly articulated and transparentgovernance structure that outlines roles,responsibilities, and accountability fordecision making by each constituency,including governing body, administration,faculty, staff and students;

2. a legally constituted governing body that:a. serves the public interest, ensures that

the institution clearly states and fulfillsits mission and goals, has fiduciaryresponsibility for the institution, and isultimately accountable for the academicquality, planning, and fiscal well-beingof the institution;

b. has sufficient independence andexpertise to ensure the integrity of theinstitution. Members must have primaryresponsibility to the accreditedinstitution and not allow political,financial, or other influences to interferewith their governing responsibilities;

c. ensures that neither the governing bodynor its individual members interferes inthe day-to-day operations of theinstitution;

d. oversees at the policy level the quality ofteaching and learning, the approval ofdegree programs and the awarding ofdegrees, the establishment of personnelpolicies and procedures, the approval ofpolicies and by-laws, and the assuranceof strong fiscal management;

e. plays a basic policy-making role infinancial affairs to ensure integrity andstrong financial management. is mayinclude a timely review of auditedfinancial statements and/or otherdocuments related to the fiscal viabilityof the institution;

f. appoints and regularly evaluates theperformance of the Chief ExecutiveOfficer;

g. is informed in all its operations byprinciples of good practice in boardgovernance;

h. establishes and complies with a writtenconflict of interest policy designed toensure the impartiality of the governingbody by addressing matters such aspayment for services, contractualrelationships, employment, and family,financial or other interests that couldpose or be perceived as conflicts ofinterest;

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Standard VII

i. supports the Chief Executive Officer inmaintaining the autonomy of theinstitution;

3. a Chief Executive Officer who:a. is appointed by, evaluated by, and

reports to the governing body and shallnot chair the governing body;

b. has appropriate credentials andprofessional experience consistent withthe mission of the organization;

c. has the authority and autonomyrequired to fulfill the responsibilities ofthe position, including developing andimplementing institutional plans,staffing the organization, identifying andallocating resources, and directing theinstitution toward attaining the goalsand objectives set forth in its mission;

d. has the assistance of qualifiedadministrators, sufficient in number, toenable the Chief Executive Officer todischarge his/her duties effectively; andis responsible for establishingprocedures for assessing theorganization’s efficiency andeffectiveness;

4. an administration possessing ordemonstrating:a. an organizational structure that is

clearly documented and that clearlydefines reporting relationships;

b. an appropriate size and with relevantexperience to assist the Chief ExecutiveOfficer in fulfilling his/her roles andresponsibilities;

c. members with credentials andprofessional experience consistent withthe mission of the organization andtheir functional roles;

d. skills, time, assistance, technology, andinformation systems expertise requiredto perform their duties;

e. regular engagement with faculty andstudents in advancing the institution’sgoals and objectives;

f. systematic procedures for evaluatingadministrative units and for usingassessment data to enhance operations;and

5. periodic assessment of the effectiveness ofgovernance, leadership, andadministration.

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IndexAacademic freedom . . . . . . . . . . . . . . . . . . . . . . . 5academic programs . . . . . . . . . . . . . . . . . . . . 3, 7administration . . . . . . . . . . . . . . . . . . . . . . 13, 14admission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9advisement, academic . . . . . . . . . . . . . . . . . . . . 9affordability and accessibility . . . . . . . . . . . . . 5alternative learning approaches . . . . . . . . . . . . 9assessment . . . . . . . . . . . . . 3, 8, 9, 10, 11, 12, 14audit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Bboard members . . . . . . . . . . . . . . . . . . . . . . 3, 13

(see also governing body)budgeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Ccertificate programs . . . . . . . . . . . . . . . . . . . 3, 7chief executive officer . . . . . . . . . . . . . . . . 13, 14communication, oral and written . . . . . . . . . . 8competency-based assessment . . . . . . . . . . . . 9compliance

with applicable federal andstate regulations . . . . . . . . . . . . . . . . . . . . 2, 5with Commission policies . . . . . . . . . . . . 2, 6with the requirements of affiliation . . . . 2, 5

conflict of interest . . . . . . . . . . . . . . . . . . 3, 5, 13critical analysis and reasoning . . . . . . . . . . . . 8

Ddegree programs . . . . . . . . . . . . . . . . . . . . . . . . 7design and delivery of the

student learning experience . . . . . . . . . . . . 7distance education

(see Standard III: Design and Delivery of the Student Learning Experience . . . . . . 7

Eeducational goals . . . . . . . . . . . . . . . . . . . . . . . 10educational programs . . . . . . . . . . . . . . . . . . . . 7ethics and integrity . . . . . . . . . . . . . . . . . . . . . . 5ethics and integrity, assessment of . . . . . . . . . 6experiential learning . . . . . . . . . . . . . . . . . . . . . 9

Ffacilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3, 7, 10financial planning . . . . . . . . . . . . . . . . . . . . . . 12financial viability . . . . . . . . . . . . . . . . . . . . . . . 12fiscal

audit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12budgeting . . . . . . . . . . . . . . . . . . . . . . . . . . . 12documented financial resourcesand funding base . . . . . . . . . . . . . . . . . . . . . . 3financial planning . . . . . . . . . . . . . . . . . . . . 12fiscal and human resources . . . . . . . . . . . . 12responsible fiscal management . . . . . . . . . . 3

Ggeneral education . . . . . . . . . . . . . . . . . . . . . 7, 8goals, institutional . . . . . . . . . . . . . . . . . . . . . . 12governance . . . . . . . . . . . . . . . . . . . . . . . . . . 3, 13governing body . . . . . . . . . . . . . . . . . . . . . . 3, 13graduate and professional education . . . . . . . 8grievance policy . . . . . . . . . . . . . . . . . . . . . . . . . 5guiding principles of the standards . . . . . . . . 1

Iinformation literacy . . . . . . . . . . . . . . . . . . . . . 8infrastructure . . . . . . . . . . . . . . . . . . . . . . . . . . 12institutional objectives . . . . . . . . . . . . . . . . . . 12institutional resources . . . . . . . . . . . . . . . . . . 12intellectual freedom . . . . . . . . . . . . . . . . . . . . . 5intellectual property rights . . . . . . . . . . . . . . . 5introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

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IndexLleadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13licensure, state . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Mmission and goals . . . . . . . . . . . . . . . . . . . . . 2, 4

Oobjectives, institutional . . . . . . . . . . . . . . . . . 12organizational structure . . . . . . . . . . . . . . . . . 14orientation, student . . . . . . . . . . . . . . . . . . . . . . 9other appropriate professionals . . . . . . . . . . 3, 7

Ppreamble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vprior non-academic learning . . . . . . . . . . . . . . 9professional development . . . . . . . . . . . . . . . 10

Qquantitative reasoning . . . . . . . . . . . . . . . . . . . 8

Rrequirements of affiliation . . . . . . . . . . . . . . 2, 3research and scholarship . . . . . . . . . . . . . . . . . 8retention, student . . . . . . . . . . . . . . . . . . . . . . . 9rigor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Sscientific reasoning . . . . . . . . . . . . . . . . . . . . . . 8state licensure . . . . . . . . . . . . . . . . . . . . . . . . . . 2student information and records . . . . . . . . . . 9substantive changes . . . . . . . . . . . . . . . . . . . . . . 6support of the student experience . . . . . . . . . 9

Ttechnological competency . . . . . . . . . . . . . . . . 8technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12third-party providers . . . . . . . . . . . . . . . 8, 9, 10transfer credits . . . . . . . . . . . . . . . . . . . . . . . . . . 9

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Middle States Commission on Higher Educationwww.msche.org