ABHE Commission on Accreditation Manual

Size: px
Start display at page:

Download "ABHE Commission on Accreditation Manual"

Transcription

1 2014 ABHE Commission on Accreditation Manual Revised August 2014 All rights reserved, no part of the Manual may be reproduced in any form or by any electronic or mechanical means, including information storage and retrieval systems without permission in writing from the publisher. Copyright 2014 Association for Biblical Higher Education Commission on Accreditation 5850 T. G. Lee Blvd., Ste. 130 Orlando, FL Voice: Fax: Website: T. G. Lee Blvd., Ste. 130 Orlando, FL

2 ABHE Commission on Accreditation Manual Table of Contents Introduction Biblical Higher Education... 7 Recognition... 8 Institutional Accreditation... 8 Programmatic Accreditation... 9 Affiliation with ABHE... 9 Philosophy of Accreditation Principle for Accreditation Comprehensive Integrated Standards for Institutional Accreditation Conditions of Eligibility Comprehensive Integrated Standards (1) Mission, Goals, and Objectives (2) Student Learning, Institutional Effectiveness, and Planning (3) Institutional Integrity (4) Authority and Governance (5) Administration (6) Institutional Resources (7) Enrollment Management (8) Student Services (9) Faculty (10) Library and Other Learning Resources (11) Academic Programs Programmatic Accreditation Standards Conditions of Eligibility Programmatic Accreditation Standards (1) Objectives (2) Assessment of Student Learning and Planning (3) Integrity (4) Administration (5) Organizational Resources (6) Enrollment Management and Student Services (7) Faculty Resources (8) Library and Other Learning Resources (9) Academics ABHE Commission on Accreditation 2014 Manual 2

3 Policies Relating to Commission Standards Policy on Biblical and Theological Studies (Undergraduate) Policy on Independent Accredited Status Policy on Alternative Academic Patterns Best Practices in Online Distance Education (WCET) Policy on Canadian Institution Degree Programs (Undergraduate) Policy on Adult Degree Completion Programs (Undergraduate) Policy on General Studies (Undergraduate) Policy on International Education Programs Policy on Two-Year Programs Policy on Transfer and the Award of Academic Credit Policy on Validating Credits Earned at Unaccredited Institutions Policy on Institutional Advertising, Student Recruitment, and Representation of Accredited Status Policy on Academic Quality as Related to Institutional Mission Policies Relating to ABHE Procedures Policy and Procedures for Institutional Accreditation Policy and Procedures for Programmatic Accreditation Policy on Institutions Where the Primary Instructional Language is Other Than English Policy on the Assignment of Primary and Secondary Readers Policy on Commission Records Management Policy on Commission Budget Development Policy on Changes to the Commission s Policies, Procedures, and Standards Policy on Complaints Against the Commission Policy on Complaints Against an Institution or Accredited Program Policy on Compliance with U.S. Department of Education Regulations Policy on Composition of Evaluation Teams Policy on Falsification of Data Policy on Institutional Compliance with Title IV Policy and Procedures for Reviews and Appeals Policy on Public Notification of Comprehensive Evaluation Visit Policy on the Commission Nominating Committee Policy on Public Representatives Policy on Communication of Accreditation Decisions Policy on Reinstatement (Institutional Accreditation Only) Policy on Conflicts of Interest Policy on Review of Standards Policy on the Spirit of Accreditation Policy on Substantive Change Policy and Procedures for Additional Locations Policy on Confidentiality Policy on Public Disclosure Policy on Dealing with Conflicting Requirements of Oversight Bodies Policy and Procedures for Monitoring Annual Report Data ABHE Commission on Accreditation 2014 Manual 3

4 Policies Providing General Institutional Guidance Policy on Closing an Institution Policy on Conferral of Honorary Doctoral Degrees Policy on Ethical Practices Policy on Semi-Autonomous Institutions Policy on Notification of Lapse or Withdrawal of Accreditation or Candidacy Guidelines for Sharing Online Courses Guidelines for Ensuring Integrity in Distance Education and Correspondence Studies Guidelines for Doctoral Programs Constitution, Bylaws, and Glossary Constitution Bylaws Glossary ABHE Commission on Accreditation 2014 Manual 4

5 Alphabetical Listing of Policies Policy on Academic Quality as Related to Institutional Mission Policy and Procedures for Additional Locations Policy on Adult Degree Completion Programs (Undergraduate) Policy on Alternative Academic Patterns Best Practices in Online Distance Education (WCET) Policy on the Assignment of Primary and Secondary Readers Policy on Biblical and Theological Studies (Undergraduate) Policy on Canadian Institution Degree Programs (Undergraduate) Policy on Changes to the Commission s Policies, Procedures, and Standards Policy on Closing an Institution Policy on Commission Budget Development Policy on the Commission Nominating Committee Policy on Commission Records Management Policy on Communication of Accreditation Decisions Policy on Complaints Against an Institution or Accredited Program Policy on Complaints Against the Commission Policy on Compliance with U.S. Department of Education Regulations Policy on Composition of Evaluation Teams Policy on Conferral of Honorary Doctoral Degrees Policy on Confidentiality Policy on Conflicts of Interest Policy on Dealing with Conflicting Requirements of Oversight Bodies Policy on Ethical Practices Policy on Falsification of Data Policy on General Studies (Undergraduate) Guidelines for Sharing Online Courses Guidelines for Ensuring Integrity in Distance Education and Correspondence Studies Guidelines for Doctoral Programs Policy on Independent Accredited Status Policy and Procedures for Institutional Accreditation Policy on Institutional Compliance with Title IV Policy on Institutions Where the Primary Instructional Language is Other Than English Policy on International Education Programs Policy and Procedures for Monitoring Annual Report Data Policy on Notification of Lapse or Withdrawal of Accreditation or Candidacy Policy and Procedures for Programmatic Accreditation Policy on Public Disclosure Policy on Public Notification of Comprehensive Evaluation Visit Policy on Public Representatives Policy on Reinstatement (Institutional Accreditation Only) Policy on Review of Standards Policy and Procedures for Reviews and Appeals Policy on Semi-Autonomous Institutions Policy on the Spirit of Accreditation ABHE Commission on Accreditation 2014 Manual 5

6 Policy on Substantive Change Policy on Transfer and the Award of Academic Credit Policy on Two-Year Programs Policy on Validating Credits Earned at Unaccredited Institutions Policy on Institutional Advertising, Student Recruitment, and Representation of Accredited Status ABHE Commission on Accreditation 2014 Manual 6

7 Biblical Higher Education In the late nineteenth century, a movement began that has had a profound influence on evangelical Protestantism. Its impact has been felt in every part of the world, producing a large percentage of North American evangelical missionaries and serving as a primary educational enterprise for local church development. This religious development was the Bible institute movement, which later evolved into the Bible College movement. From the humble beginnings of the Missionary Training Institute (Nyack College) in New York City in 1882 to the launching of such schools as Moody Bible Institute in 1886 and Toronto Bible School (Tyndale University College & Seminary) in 1894, the Bible college movement has proliferated throughout North America. More than 120 years after the first Bible school was started, there are more than 1200 Bible schools and colleges in the United States and Canada. Approximately 200 of these institutions have a relationship with the Association for Biblical Higher Education, either through accreditation or affiliation. Many of these institutions still bear a resemblance to their forbears. For example, the current curriculum of undergraduate institutions accredited by ABHE still include a core of biblical and theological studies, along with general studies (liberal arts) and professional studies. Course work is supplemented with ministry field education and service learning opportunities through which students apply what they have learned in the classroom. Furthermore, the ethos of these institutions can still be described as academically respectable, evangelical, disciplined, and focused on spiritual and ministry formation. Most institutions of biblical higher education offer programs in biblical studies, pastoral ministry, Christian education, cross-cultural missions, and music. Many also provide programs in elementary and perhaps secondary education, youth ministries, urban ministries, and business administration. Others offer specialized programs in such areas as deaf ministries, social work, aviation, and other technology-oriented fields. Increasing numbers of biblical higher education institutions offer curricula across a broad spectrum of academic and professional disciplines. Institutions out of the Bible college tradition continue to earn additional forms of accreditation or (in Canada) provincial university-recognition. Many of the longer-standing institutions now hold membership with the Association for Biblical Higher Education, as well as one of the six U.S. regional accrediting associations. A growing number of these institutions have also established their own seminaries and graduate divisions. Their library holdings have expanded. Their administrators and faculty have earned appropriate graduate degrees, engaged in research and writing, and participate in professional associations in their designated fields. In short, institutions of biblical higher education have achieved widespread and growing credibility and currency within the larger academic community. One of the most significant developments in the growth of the Bible college movement was the founding of the Accrediting Association of Bible Institutes and Bible Colleges in The name was shortened in 1957 to the Accrediting Association of Bible Colleges. It was changed in 1973 to the American Association of Bible Colleges before being changed back to the Accrediting Association of Bible Colleges in 1994 to more accurately represent the geographic purview of the Association that included institutions in Canada, the United States and related territories. In 2004, the name was changed to the Association for Biblical Higher Education in order to reflect its expansion of scope with graduate education accreditation and programmatic accreditation and in order to address its expansion of services to include affiliate institutions. Adoption of a new Constitution and Bylaws in 2009 designates the organization s present name as: The Association for Biblical Higher Education in Canada and the United States. ABHE Commission on Accreditation 2014 Manual 7

8 Recognition The Association for Biblical Higher Education s Commission on Accreditation is recognized as a national, faithbased accrediting agency by the Council for Higher Education Accreditation (CHEA), the successor of the Council on Postsecondary Education (COPA), and subsequently the Commission on Recognition of Postsecondary accreditation (CORPA). The agency s official scope of CHEA recognition is as follows: Institutions and programs in the United States, Canada, and related territories that offer certificates, diplomas, associate, baccalaureate or graduate degrees aimed at preparing students for Christian ministries through Biblical, church-vocational and general studies. ABHE s Commission on Accreditation is also listed by the United States Department of Education as a recognized national, institutional accrediting agency. The agency s official scope of USDE recognition (i.e., for the purpose of participation in U.S. Higher Education Act financial aid programs) is as follows: The accreditation and preaccreditation ( Candidate for Accreditation ) of Bible colleges and institutes in the United States offering undergraduate programs through both campus-based instruction and distance education. USDE recognition extends as well to ABHE s candidate (preaccredited) institutions. The Commission s accredited and preaccredited member institutions are recognized by the Department of Justice, the Veteran s Administration, and other relevant federal agencies in the United States. ABHE is also recognized by the International Council for Evangelical Theological Education (ICETE), the official theological education partner entity of the World Evangelical Alliance. ICETE is a global community comprising eight continental/regional networks of theological schools. Incorporated in the State of Illinois as a not-for-profit corporation, the Association is exempt from income tax under the provisions of section 501(c)(3) of the Internal Revenue Code of ABHE is governed by its member institutions through a delegate assembly which elects members of both a Board of Directors and a Commission on Accreditation at an annual business meeting. Accrediting decisions are made by the Commission on Accreditation. The Association s public accountability is underscored by the requirement that both the Board of Directors and the Commission on Accreditation must include public representatives among its members. The Commission is administered by a full-time Director with the support of additional Association and Commission professional and support staff. Institutional Accreditation The ABHE Commission on Accreditation s process of accreditation involves three stages whereby institutions proceed from applicant to candidate and finally to accredited status. Applicant Status is a pre-membership status granted to those institutions that meet the Commission s Conditions of Eligibility and that possess such qualities as might provide a basis for achieving candidate status within a maximum of five years. Applicant institutions are required to submit annual reports demonstrating progress toward candidate status. During year four, an institutional self-study report and an institutional planning document are to be submitted to the Commission office prior to an evaluation team visit regarding the institutional readiness for candidate status. ABHE Commission on Accreditation 2014 Manual 8

9 Candidate Status is a preaccredited status granted to those institutions that show promise of achieving accreditation within a maximum of five years. Candidate institutions are required to submit annual progress reports demonstrating progress toward accreditation. During year three, self-study materials (including a compliance document, assessment plan, and a planning document) are to be submitted to the Commission office prior to an evaluation team visit regarding the institution s readiness for initial accreditation. Accredited status is granted to those institutions that substantially meet or exceed the Commission s Institutional or Programmatic Standards and give evidence of continual striving toward excellence. During year five, an institutional self-study report and an institutional planning document are to be submitted to the Commission office prior to an evaluation team visit regarding the reaffirmation of the institution s accredited status. Once reaffirmed, the institution will repeat the reaffirmation process every ten years. A detailed description of the accreditation process may be found in the policies and procedures section of this Manual. [Applicable Policies: Policy on Colleges where the Primary Institutional Language is other than English] Programmatic Accreditation The ABHE Commission on Accreditation provides programmatic accreditation for institutions whose missions include programs outside the scope of biblical higher education. Nonetheless, these institutions offer specific programs that meet the requirements of biblical higher education and lead to credentials in biblical and theological studies as well as specific ministry related careers. Programmatic accreditation indicates that specific program offerings meet the standards of excellence in biblical higher education. A programmatic accreditation review requires that the institution offering the programs meet certain conditions of eligibility. In the United States, these conditions include a requirement that the institution holds institutional accreditation with a recognized accrediting body. In Canada, the institution must present evidence of appropriate governmental approval, prior institutional accreditation with ABHE, or a formal affiliation with a recognized Canadian University. Institutions seeking programmatic accreditation must demonstrate that the programs to be considered are included in the institution s assessment and planning processes. They must also present documentation that the programs are in compliance with the ABHE programmatic accreditation standards. Programmatic accreditation is granted for a period of ten years. While the Commission monitors the programs offered on an annual basis, programs are subject to the renewal of accreditation on a ten year cycle. Affiliation with ABHE Membership status in ABHE is limited to accredited and preaccredited institutions. Affiliate status is available to credible institutions of biblical higher education seeking to benefit from ready access to ABHE services and networking but presently lacking either readiness or inclination to seek ABHE accreditation. Institutions may be approved by the Board of Directors as ABHE Affiliates upon documentation that they meet the following Criteria/Conditions of Eligibility: Agreement with the ABHE Tenets of Faith Evidence that the institution is operating legally within the parameters of the particular province/state relative to faith-based postsecondary institutions Recognition (corporate identity) as a non-profit organization ABHE Commission on Accreditation 2014 Manual 9

10 Presence of a publicly stated/board approved mission statement that has a biblical/ministry formation focus Commitment to offer education at a postsecondary level Curricular offerings, degrees, and institutional nomenclature consistent with North American higher educational norms Human, educational, and financial resources commensurate with institutional mission and curricular offerings Minimum of a two-year history with an identifiable external governing board, administration, faculty, and student body A letter of reference from an administrator/faculty member of an ABHE member institution or from an ABHE professional staff person affirming the institution s integrity, credibility, and compatibility with ABHE s purpose and values Commitment to accurate disclosure of accredited status, according to the following stipulations: An affiliate institution must not portray itself, verbally or in print, as an accredited member of ABHE. An affiliate institution must not claim accreditation through an agency lacking recognition by the U.S. Department of Education and/or the Council for Higher Education Accreditation. Affiliate institutions must use the following disclosure statement: [Institution Name] is an affiliate institution of the Association for Biblical Higher Education. As such, it participates in and contributes to collegial and professional development activities of the association. Affiliate status does not, however, constitute, imply, or presume ABHE accredited status at present or in the future. Affiliate institutions must notify the ABHE office promptly regarding any changes in directory information (i.e., website, mailing address, instructional location(s), leadership). Submission of annual affiliate dues: institutions whose annual dues are more than 60 days delinquent will be dropped from the affiliate roster. Institutions that have been dropped from affiliate status may seek reinstatement after 3 years. ABHE Commission on Accreditation 2014 Manual 10

11 Philosophy of Accreditation ABHE offers accreditation to institutions that are in accord with the Association s Tenets of Faith and that have mission statements appropriate to biblical higher education. Accreditation is granted to institutions that satisfactorily demonstrate substantial compliance with the Association s Conditions of Eligibility and its Standards for Accreditation. Although accreditation signifies substantial compliance with the Association s Standards, it is designed to foster ongoing systematic self-study with the goal of continuous institutional improvement. ABHE accredited institutions are expected to affirm, updating as needed, their statements of mission; examine the evidence for the achievement of their respective missions and goals; identify areas of strength, weakness, opportunity, or threat; and develop plans to address issues identified. The ultimate goal of this process is to better equip institutions to prepare students for a life of service to the glory of our Lord Jesus Christ. [Applicable Policies: Policy and Procedures for Institutional Accreditation and Policy and Procedures for Reviews and Appeals] Principle for Accreditation An institution for Biblical higher education must demonstrate that it is substantially achieving and can be reasonably expected to continue to achieve its mission and the Standards for Accreditation. It must also demonstrate its commitment to ongoing institutional development. When the standard requires a policy statement, the policy will be 1) expressed in writing, 2) approved by appropriate bodies, 3) distributed to appropriate personnel, and 4) subject to periodic evaluation. Failure to meet these four conditions will constitute partial or non-compliance with the standard. [Applicable Policies: Policy on Academic Quality as Related to Institutional Mission] ABHE Commission on Accreditation 2014 Manual 11

12 Comprehensive Integrated Standards for Institutional Accreditation Revised February 2014 Institutions or programs have two years to comply with newly adopted Standards. ABHE Commission on Accreditation 2014 Manual 12

13 Institutional Accreditation Conditions of Eligibility The Committee on Applicant and Candidate Status of the Association s Commission on Accreditation will grant applicant status to those institutions that (1) document compliance with the Association s Conditions of Eligibility and (2) appear, in the committee s judgment, to be able to achieve candidate status within a maximum of five years. To be considered for applicant status by the committee, an institution must provide the Commission with (1) an official statement from its chief executive officer reflecting a decision of its board of control to pursue accreditation, (2) a completed application form providing both essential data and a trend analysis of that data, (3) an official statement from the chief executive officer reflecting a board of control decision to affirm support of the ABHE Tenets of Faith, and (4) a document demonstrating specific compliance with the following Conditions of Eligibility. 1. Authorization. An institution must document authorization from the appropriate governmental agency (if required) to operate as an educational institution and to grant all degrees, certificates, and diplomas that it awards. 2. Institutional mission. An institution must have a clear statement of mission as well as formally adopted and widely publicized institutional goals that are in accord with the Association s definition of biblical higher education. 3. Governance. An institution must have an external governing board of at least five members that has the authority to oversee the accomplishment of the mission, goals, and objectives of the institution. 4. Chief executive officer. An institution must employ a chief executive officer whose major responsibility is to the institution and who possesses appropriate authority. 5. Catalog. An institution must have available to students and the public a current and accurate catalog setting forth the institution s governance, mission, institutional goals, specific objectives, academic program requirements and courses, learning and educational resources, admissions policies and standards, rules and regulations for conduct, full- and part-time faculty rosters with faculty degrees, fees and other charges, refund policies, a policy defining satisfactory academic progress, and other items related to attending, transferring to, or withdrawing from the institution. Claims regarding educational effectiveness must be supported by appropriate data. 6. Assessment and public accountability. An institution must make information available to the public concerning student achievement and institutional performance outcomes, including graduation rates and rate of recent graduate employment in program related occupations. 7. Learning resources. An institution must ensure access to resources necessary to support courses, programs, and degrees offered. 8. Faculty qualifications. An institution must have qualified academic leadership and at least one qualified faculty member for each major or program offered. The oversight of the program may be by the same individual as the faculty member. 9. Academic programs. An institution must offer one or more educational programs that are at least two academic years in length and are consistent with the mission of the institution and appropriate to higher education. ABHE Commission on Accreditation 2014 Manual 13

14 10. Biblical/theological studies. An institution must meet, in all its programs, the minimum requirement for biblical/theological studies as specified in the Standards for Accreditation. 11. General studies. An institution must meet, in all its programs, the minimum requirement for general studies as specified in the Standards for Accreditation. 12. Ministry formation program. An institution must require that undergraduate students participate in a program of ministry formation. 13. Student body. An institution must have students enrolled in and pursuing its educational programs. 14. Program completion. An institution must have graduated at least one class in its principal program by the time of the committee s decision regarding applicant status. 15. Admissions policy. An institution must have an admissions policy that is compatible with its stated institutional mission and programs offered. 16. Institutional stability and capacity. An institution must demonstrate a pattern of stability in enrollment, governing board, administration, faculty, and finances, and the capacity for development into an accredited institution within ten years. 17. Financial base. An institution must have a financial base indicating that the institution can achieve its mission and goals within a balanced budget and at a safe level of debt. 18. Income allocation. An institution must devote a substantial and sufficient portion of its generated income to the support of its educational purposes and programs. 19. Annual audit. An institution must have financial records that receive an annual, independent, opinioned audit. 20. Agency disclosure. An institution must agree to disclose to the association any and all such information as it may require to carry out its evaluation and accreditation functions. 21. Compliance. An institution must commit itself to comply with the Association s Standards for Accreditation, either current or as hereafter modified, during the period of its affiliation. 22. Public disclosure. An institution must attest in writing that it understands and agrees that the Association may, at its discretion, make known to any agency or member of the public the nature of any action, positive or negative, regarding the institution s status with the Association. *** ABHE Commission on Accreditation 2014 Manual 14

15 Comprehensive Integrated Standards STANDARD 1 MISSION, GOALS, AND OBJECTIVES The institution s written mission is clear and appropriate to higher education as well as its own specific educational role. The mission statement serves as the foundation for institutional operations, programs, and activities. ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by A clearly written mission statement appropriate to biblical higher education, developed and periodically reviewed by broad representation from all sectors of the institution and ratified by the governing board. 2. A mission statement that is published widely among both internal and external constituencies. 3. A mission statement that guides faculty, staff, administration, and governing boards in making decisions related to planning, resource allocation, program development, and educational outcomes. 4. Clearly articulated and publicized institutional goals that directly relate to the mission statement. 5. Clearly articulated and publicized objectives for each educational program that support institutional goals. ABHE Commission on Accreditation 2014 Manual 15

16 Comprehensive Integrated Standards STANDARD 2 STUDENT LEARNING, INSTITUTIONAL EFFECTIVENESS, AND PLANNING The institution demonstrates that it is accomplishing and can continue to accomplish its mission, goals and program objectives and improve performance through a regular, comprehensive, and sustainable system of assessment and planning. Central to this plan is the systematic and specific assessment of student learning and development through a strategy that measures the student s knowledge, skills and competencies against institutional and programmatic goals. 2a. ASSESSMENT OF STUDENT LEARNING AND PLANNING ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by The identification of appropriate integrated student outcomes in the context of institutional goals, programspecific objectives and course objectives. 2. A shared commitment on the part of students, faculty, staff, administration, and governing board to achieve these stated outcomes. 3. A written plan of ongoing outcomes assessment that articulates multiple means to validate expected learning outcomes and that is subjected to a periodic review process. 4. Criteria appropriate to the higher education credential to be awarded for evaluating success with respect to student achievement and to the level of education. 5. Validation, as a result of using the outcomes assessment plan, that students are achieving the stated outcomes relative to institutional goals, program-specific objectives and course objectives. 6. A process whereby these outcome measurements lead to the improvement of teaching and learning. 7. The ongoing provision of reliable information to the public regarding student achievement, including graduation and employment rates. 2b. ASSESSMENT OF INSTITUTIONAL EFFECTIVENESS AND PLANNING ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by A written comprehensive assessment document that describes how the institution measures its effectiveness in an ongoing and structured way. 2. Meaningful analysis of assessment data and use of results by appropriate constituencies for the purpose of improvement. 3. Substantial documentation issuing from its assessment processes that the institution is effective in fulfilling its mission and achieving its goals and objectives. 4. A planning process that is comprehensive, involves representatives of the various institutional constituencies, and is subject to a periodic review process. ABHE Commission on Accreditation 2014 Manual 16

17 5. A plan that reflects the institution s mission, is based on assessment results, and is aligned with realistic resources projections. 6. A system for monitoring institutional progress in achieving planning goals. 7. The ongoing provision of reliable information to the public regarding its performance. ABHE Commission on Accreditation 2014 Manual 17

18 Comprehensive Integrated Standards STANDARD 3 INSTITUTIONAL INTEGRITY The institution demonstrates Christian integrity in all of its practices and relationships, with strict adherence to ethical standards and its own stated policies. ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by Institutional publications (including the catalog, see Condition of Eligibility #6), websites and other web presence, statements, and advertising that describe accurately and fairly the institution, its academic programs, its admissions requirements, its transfer credit policies and criteria, its articulation agreements, and its effectiveness claims. 2. Handbooks that describe and govern various institutional relationships with students, faculty, staff, and board, including appropriate policies, processes, and grievance procedures. 3. An institutional culture that fosters respect for diverse backgrounds and perspectives. 4. Equitable and consistent treatment of employees and students consistent with appropriate published policies. 5. Honest and open communication regarding compliance with agencies such as accrediting, licensing, and governing bodies. 6. Fulfillment of all applicable standards, policies, and requirements of the ABHE Commission on Accreditation. 7. Integrity in financial matters and in compliance with applicable legal and governmental regulations. [Applicable Policies: Policy on the Conferral of Honorary Doctoral Degrees; Policy on Ethical Practices; Policy on Falsification of Data; Policy on Institutional Advertising, Student Recruitment, and Representation of Accredited Status] ABHE Commission on Accreditation 2014 Manual 18

19 Comprehensive Integrated Standards STANDARD 4 AUTHORITY AND GOVERNANCE The institution is legally constituted as a nonprofit organization authorized by its state or province to operate as an educational institution and grant all degrees and/or offer credentials. The institution has a governing board with legal and fiduciary responsibility to exercise appropriate oversight over institutional integrity, policies, resource development, and ongoing operations. ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by Enabling documents that establish the institution as a legal entity in its state or province; protect its mission/purpose, tenets of faith, and control; and provide a basis for governance and administration. 2. Evidence that the institution is authorized to award the credentials that it offers in all of the jurisdictions in which it operates. 3. A governing board that exercises legal power for the operation of the institution. 4. Board membership that excludes all employees except the chief executive officer. 5. A governing board with officers that do not include the chief executive officer. 6. A governing board that assists in generating resources needed to sustain and improve the institution. 7. A conflict of interest policy for board members that addresses issues such as financial interests, contracts, employment, family, or other personal interests in the institution. 8. A governing board appropriate in size to operate efficiently and sufficiently diverse in ethnicity, gender (where theologically appropriate), and professional competencies to represent the constituency. 9. A governing board that is sufficiently autonomous to protect the integrity of the institution. 10. Evidence for the ongoing assessment of the effectiveness of the board and its members. 11. A process for orienting new board members and developing existing board members. 12. A process for providing updates for board members on issues relative to institutional mission, finances, and programs. 13. A chief executive officer appointed by, reporting to, and evaluated on a regular basis by the board, to provide administrative leadership for the institution. 14. Board policies and practices that clearly distinguish board and staff roles and that define the authority of the board and its limitations. 15. An effective board succession plan that ensures stability and new membership. ABHE Commission on Accreditation 2014 Manual 19

20 Comprehensive Integrated Standards STANDARD 5 ADMINISTRATION The institution has a core of administrators that brings together its various resources and allocates them to accomplish institutional goals by implementing policies and structures in collaboration with appropriate constituencies. ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by A chief executive officer whose primary employment/vocational responsibility is to the institution and who is responsible to the board in leading the institution toward the accomplishment of its mission. 2. A chief executive officer with the combination of academic background and professional experience appropriate to the institution s mission. 3. A clearly documented organizational structure appropriate to the size and scope of the institution that encompasses all units and roles. 4. Administrative leaders with education, experiences, and competencies appropriate to the discharge of their duties and to the level of education offered. 5. Complete, accurate, and securely maintained administrative records. 6. A procedure and practice for ongoing review and enhancement of the performance of administrators. ABHE Commission on Accreditation 2014 Manual 20

21 Comprehensive Integrated Standards STANDARD 6 INSTITUTIONAL RESOURCES The institution has the human, financial, physical, and technological resources needed to achieve its mission and has implemented policies and procedures to manage these resources effectively. 6a. HUMAN RESOURCES ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by An adequate number of qualified personnel to provide basic services to students, faculty, and administration. 2. Written policies and procedures for hiring, evaluating, promoting, and dismissing personnel based on principles of fairness and respect for individual rights. 3. Demonstrated commitment to provide adequate resources for employee welfare including professional development. 4. Policies and practices that support employee diversity appropriate to the institution s theological and cultural context. 5. An organizational climate that encourages job satisfaction, collegiality, and respect among personnel. 6. Published and accessible descriptions of organizational structures, job responsibilities, and employee policies. 7. Appropriate provisions for the protection of personnel from threat of harm or loss, including emergency and crisis response measures. 6b. FINANCIAL RESOURCES ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by Evidence of financial stability documented by independent, opinioned audits, prepared by a licensed accounting professional, approved by the board, and made available to the public. 2. A budgeting process that serves as an effective instrument of financial oversight and planning. 3. The cultivation of adequate revenue streams sufficient to realize institutional goals. 4. Risk management policies and procedures sufficient to safeguard assets. 5. Appropriate board oversight of financial management to meet public accountability obligations. 6. Sufficient financial reserves to enable effective response to unforeseen financial circumstances and enrollment fluctuations. 7. Adequate internal controls to safeguard assets and protect personnel from accusations of wrongdoing. 8. Evidence that institutional planning informs the budgeting process. ABHE Commission on Accreditation 2014 Manual 21

22 6c. PHYSICAL RESOURCES ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by Evidence that facilities, equipment, and supplies are adequate to support institutional mission, to achieve educational goals, and to ensure continuity of offerings. 2. Sufficient personnel and procedures to maintain physical resources adequately. 3. Evidence that physical resource needs are identified and addressed in the planning process. 4. Facilities and services compliant with applicable health, safety, and disability access codes. 5. Appropriate provisions for the protection of physical resources from threat of harm or loss, including crisis response measures. 6d. TECHNOLOGICAL RESOURCES ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by Appropriate technology to support the institution s educational and operational effectiveness. 2. Systematic allocation of resources to maintain current and support future technological capacity. 3. Ongoing training and support for technology personnel and users, including staff and students. 4. Clearly stated policies and procedures regarding technological resources, services, and security, including compliance with privacy regulations. [Applicable Policies: Policy on Semi-Autonomous Institutions] ABHE Commission on Accreditation 2014 Manual 22

23 Comprehensive Integrated Standards STANDARD 7 ENROLLMENT MANAGEMENT The institution has developed and implemented an enrollment management plan that is consistent with its mission and addresses issues of recruitment, admissions, student financial services and retention. 7a. RECRUITMENT ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by Recruitment strategies that target students whose spiritual commitment, goals and interests are consistent with the institutional mission. 2. Accurate and sufficient recruitment information to enable prospective students to make informed decisions. 3. The allocation of resources and authority to support effective recruitment efforts. 4. Student recruitment policies and practices that encourage ethnic and gender diversity appropriate to the institution s theological and cultural context. [Applicable Policies: Policy on Institutional Advertising, Student Recruitment, and Representation of Accredited Status] 7b. ADMISSIONS ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by Admissions requirements and procedures that are clearly communicated to prospective students, applied consistently in the admissions process, and appropriate to the level of education. 2. Evaluation procedures that reasonably ensure admitted students have attained the requisite educational level and possess the ability to achieve their educational goals successfully. 3. Published policies and procedures related to transfer credit and prior learning, including public disclosure of criteria used to evaluate transfer credit and a list of institutions or programs with which the institution has established articulation agreements. 4. Systematic procedures for identifying applicants who are not adequately prepared for their desired level of study. [Applicable Policies: Policy on Transfer and the Award of Academic Credit; Policy on Validating Credits Earned at Unaccredited Institutions] ABHE Commission on Accreditation 2014 Manual 23

24 7c. STUDENT FINANCIAL SERVICES ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by Accurate financial aid information in regard to scholarships, grants, loans and refunds that is published and made available to prospective and enrolled students. 2. Evidence that financial aid practices meet regulatory and reporting requirements. 3. Financial counseling services provided to help students make decisions regarding alternatives for financing their education and to inform students who receive financial assistance of any repayment obligations. [Applicable Policies: Policy on Institutional Compliance with Title IV] 7d. RETENTION ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by Adequate resources and services to address the needs of at-risk students and improve student retention. 2. An assessment process that measures and improves student retention and completion. ABHE Commission on Accreditation 2014 Manual 24

25 Comprehensive Integrated Standards STANDARD 8 STUDENT SERVICES The institution provides services that contribute to the holistic development and care of students and that are appropriate to the level of education and delivery system. ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by A commitment to the spiritual, physical, intellectual, emotional, and social development of students that is consistent with biblical higher education. 2. The organization and delivery of student services that are appropriately aligned with the institution s mission and culture, including services that meet the needs of students regardless of location or instructional delivery system. 3. Services that address diverse student needs, abilities, and cultures. 4. Appropriately qualified personnel who supervise and provide student services and programs. 5. Leadership development facilitated by curricular and/or co-curricular programs that are integrated with the educational objectives. 6. A regular system of assessing levels of student satisfaction and of acting to address issues identified in the assessment process. 7. Opportunities for students to provide input in institutional decision-making. 8. Published procedures for and records of addressing formal student complaints and grievances. ABHE Commission on Accreditation 2014 Manual 25

26 Comprehensive Integrated Standards STANDARD 9 FACULTY The institution maintains a faculty committed to its mission and qualified academically and spiritually to facilitate student learning within their disciplines and to contribute to the development of a biblical worldview. The institution fosters an academic climate that stimulates the exchange of ideas, encourages professional development, promotes the well-being of faculty, and supports the faculty s role in decision-making. 9a. FACULTY QUALIFICATIONS, DEVELOPMENT AND WELFARE ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by A spiritually mature faculty who engage in modeling and mentoring relationships with students. 2. Faculty members who possess earned degrees from institutions accredited by agencies recognized by either the Council for Higher Education Accreditation (CHEA) or the U. S. Department of Education or by the appropriate provincial government. (Exceptions to faculty credential requirements should be limited and validated by professional vitae.) 3. Undergraduate faculty who have earned a minimum of a master s degree and teach in an area of documented expertise. 4. Graduate faculty who have an earned terminal or appropriate professional doctoral degree and teach in an area of documented expertise. 5. Appropriate documentation of its faculty s academic preparation and professional expertise, including official transcripts, official documentation of professional experience, performance and technical competencies, published documents, and other certifications and qualifications. 6. A faculty handbook that delineates appropriate policies and procedures, including published criteria for the recruitment, appointment, teaching load, promotion, grievance processes, termination of faculty, and the safeguarding of intellectual property rights based on principles of fairness and regard for the rights of individuals. 7. Systems for evaluating and improving the instructional effectiveness of all faculty. 8. Evidence of faculty contribution to student learning, scholarship, institutional development, ministry, and community service. 9. Support for the professional advancement and development of its faculty including the pursuit of terminal degrees. 10. A published statement of academic freedom and adherence to its principles within the context of the institutional mission. 11. A faculty that is representative of the diversity of the constituency and consistent with institutional theological distinctives. ABHE Commission on Accreditation 2014 Manual 26

27 9b. FACULTY DECISION MAKING ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by A core faculty of sufficient size and expertise, committed to the fulfillment of the institutional mission, and responsible for the quality of its academic functions. 2. An academic structure organized in departments, divisions, or alternate approaches appropriate to the size and complexity of the institution and the level of education offered. 3. A process of faculty appointment that involves related academic and administrative personnel. 4. A clear and publicized statement of faculty-adopted requirements for graduation that is consistently applied to the certification of graduates. 5. A faculty that is involved in academic-related decision-making processes especially related to admissions criteria, curriculum, and student development. ABHE Commission on Accreditation 2014 Manual 27

28 Comprehensive Integrated Standards STANDARD 10 LIBRARY AND OTHER LEARNING RESOURCES The institution ensures the availability of and access to learning resources and services of appropriate form, range, depth, and currency to support the curricular offerings and meet student and faculty needs, regardless of location or instructional delivery system. ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by A written learning resource purpose statement, consistent with the institutional mission and educational outcomes. 2. Appropriate written policies and procedures relating to the management of library and other learning resources. 3. Sufficient funding, staff, facilities, technology, and practices to procure and maintain needed learning resources and services for all instructional modalities used by the institution. 4. The availability of library services (reference, technical, and circulation) and other means of support to meet research and information needs of students and faculty. 5. Promotion to enhance student and faculty awareness of resources and services available. 6. Documentation of any participation in available library networks and/or cooperative arrangements that involve the use of other resources. 7. Joint participation of librarians and faculty in curriculum planning, the analysis of resource adequacy, the selection of resource materials, and the development of library policy. 8. Policies, procedures, and facilities that ensure access to and security of learning resources. 9. A collection of learning resources that is appropriate based on the curriculum, course offerings, age of resources, usage, and formats. 10. Effective leadership by a credentialed director who has faculty status and who normally reports to the chief academic officer. 11. Effective collaboration between the librarians and information technology personnel. 12. Evaluation of learning resource utilization by the learning community. 13. Curricular requirements, instruction, and reference services designed to teach information literacy skills to the learning community. ABHE Commission on Accreditation 2014 Manual 28

ABHE Commission on Accreditation Manual

ABHE Commission on Accreditation Manual 2012 ABHE Commission on Accreditation Manual Revised April 2012 All rights reserved, no part of the Manual may be reproduced in any form or by any electronic or mechanical means, including information

More information

ABHE Commission on Accreditation Manual

ABHE Commission on Accreditation Manual 2012 ABHE Commission on Accreditation Manual 2012, Ed.1 EXCERPT All rights reserved, no part of the Manual may be reproduced in any form or by any electronic or mechanical means, including information

More information

ABHE Programmatic Accreditation Standards. Conditions of Eligibility

ABHE Programmatic Accreditation Standards. Conditions of Eligibility www.abhe.org ABHE Programmatic Accreditation Standards Adopted by the ABHE Delegate Assembly February 20, 2015 Conditions of Eligibility To be considered for programmatic accreditation, an institution

More information

Overview of Accreditation with ABHE

Overview of Accreditation with ABHE www.abhe.org Overview of Accreditation with ABHE Accreditation is a process by which an institution evaluates its educational activities and seeks an independent judgment to confirm that it achieves its

More information

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

S TANDARDS R EQUIREMENTS. for Accreditation. of Affiliation. and. Middle States Commission on Higher Education THIRTEENTH EDITION S TANDARDS for Accreditation and R EQUIREMENTS of Affiliation THIRTEENTH EDITION Middle States Commission on Higher Education StandardS for accreditation and requirements of affiliation thirteenth edition

More information

Transnational Association of Christian Colleges and Schools

Transnational Association of Christian Colleges and Schools Transnational Association of Christian Colleges and Schools Steps Toward Accreditation Transnational Association of Christian Colleges and Schools (TRACS) is recognized by the United States Department

More information

Accreditation Standards

Accreditation Standards Introduction 1 ACCREDITING COMMISSION FOR COMMUNITY AND JUNIOR COLLEGES Western Association of Schools and Colleges Accreditation Standards (Adopted June 2014) The primary purpose of an ACCJC accredited

More information

CANDIDACY FOR ACCREDITATION

CANDIDACY FOR ACCREDITATION CANDIDACY FOR ACCREDITATION The Meaning of Candidacy The Candidate for Accreditation program offers certain postsecondary institutions the opportunity to establish a formal, publicly recognized relationship

More information

This page is intentionally blank in the pdf version available online. With this blank page, you will be able to print the document on both sides and

This page is intentionally blank in the pdf version available online. With this blank page, you will be able to print the document on both sides and This page is intentionally blank in the pdf version available online. With this blank page, you will be able to print the document on both sides and it will match the printed version available from TRACS.

More information

Standards for Accreditation (revised 2010)

Standards for Accreditation (revised 2010) Standards for Accreditation (revised 2010) The five Standards for Accreditation are best understood within the context of the seven-year accreditation cycle. The Standards are interconnected and build

More information

Eligibility Requirements for Accreditation

Eligibility Requirements for Accreditation ACCREDITING COMMISSION FOR COMMUNITY AND JUNIOR COLLEGES Western Association of Schools and Colleges Eligibility Requirements for Accreditation (Adopted June 2014) Introduction Eligible institutions offering

More information

Accreditation Standards, Annotated 1

Accreditation Standards, Annotated 1 ACCREDITING COMMISSION FOR COMMUNITY AND JUNIOR COLLEGES Western Association of Schools and Colleges Accreditation Standards, Annotated 1 (Adopted June 2014) Introduction 2 The primary purpose of an ACCJC

More information

Commission on Accrediting EDUCATIONAL STANDARD

Commission on Accrediting EDUCATIONAL STANDARD Commission on Accrediting EDUCATIONAL STANDARD TABLE OF CONTENTS ES.1 Degree programs and nomenclature............ 1 ES.2 Campus-based education............... 6 ES.3 Extension education 7 ES.4 Distance

More information

Guidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program.

Guidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program. Guidelines for Massachusetts Early Educator Preparation Programs Participating in the Early Childhood Educator Scholarships Program Background The Departments of Higher Education and Early Education and

More information

SACS REQUIREMENTS AND STANDARDS. Core Requirements

SACS REQUIREMENTS AND STANDARDS. Core Requirements SACS REQUIREMENTS AND STANDARDS Core Requirements 2.1 The institution has degree-granting authority from the appropriate government agency or agencies. (Degree-granting Authority) 2.2 The institution has

More information

Policy Changes Adopted on Second Reading

Policy Changes Adopted on Second Reading Assumed Practices Policy Changes Adopted on Second Reading The Board of Trustees adopted these policies on second reading at its meeting on June 26, 2015. Background Adjustments to the Criteria for Accreditation

More information

Part 201 Chapter 4: Standards and Regulations (SR)

Part 201 Chapter 4: Standards and Regulations (SR) Part 201 Chapter 4: Standards and Regulations (SR) Introduction. If a standard does not apply to the institution, the institution shall provide a detailed written justification and rational as to why the

More information

Assumed Practices. Policy Changes Proposed on First Reading

Assumed Practices. Policy Changes Proposed on First Reading Assumed Practices Policy Changes Proposed on First Reading Background Adjustments to the Criteria for Accreditation or Assumed Practices are considered by the Board annually, usually with first reading

More information

Board of Commissioners

Board of Commissioners Board of Commissioners SELF-STUDY HANDBOOK CHAPTER ONE An Introduction to Accreditation by the Commission on Accrediting TABLE OF CONTENTS Introduction 1 The Meaning of Commission Accreditation 1 The Purposes

More information

TITLE 133 LEGISLATIVE RULE WEST VIRGINIA HIGHER EDUCATION POLICY COMMISSION SERIES 20 INITIAL AUTHORIZATION OF DEGREE-GRANTING INSTITUTIONS

TITLE 133 LEGISLATIVE RULE WEST VIRGINIA HIGHER EDUCATION POLICY COMMISSION SERIES 20 INITIAL AUTHORIZATION OF DEGREE-GRANTING INSTITUTIONS TITLE 133 LEGISLATIVE RULE WEST VIRGINIA HIGHER EDUCATION POLICY COMMISSION SERIES 20 INITIAL AUTHORIZATION OF DEGREE-GRANTING INSTITUTIONS 133-20-1. General. 133-20-2. Purpose. 1.1. Scope: This rule establishes

More information

Standards for Accreditation of Master s Programs in Library and Information Studies. Introduction

Standards for Accreditation of Master s Programs in Library and Information Studies. Introduction Standards for Accreditation of Master s Programs in Library and Information Studies Adopted by approval of the Council of the American Library Association, February 2, 2015 Purpose of Accreditation Introduction

More information

NLNAC STANDARDS AND CRITERIA BACCALAUREATE DEGREE PROGRAMS

NLNAC STANDARDS AND CRITERIA BACCALAUREATE DEGREE PROGRAMS NLNAC STANDARDS AND CRITERIA BACCALAUREATE DEGREE PROGRAMS I. Mission and Governance There are clear and publicly stated mission and/or philosophy and purposes appropriate to postsecondary or higher education

More information

TITLE 135 LEGISLATIVE RULE WEST VIRGINIA COUNCIL FOR COMMUNITY AND TECHNICAL COLLEGE EDUCATION

TITLE 135 LEGISLATIVE RULE WEST VIRGINIA COUNCIL FOR COMMUNITY AND TECHNICAL COLLEGE EDUCATION TITLE 135 LEGISLATIVE RULE WEST VIRGINIA COUNCIL FOR COMMUNITY AND TECHNICAL COLLEGE EDUCATION SERIES 20 INITIAL AUTHORIZATION OF DEGREE-GRANTING INSTITUTIONS 135-20-1. General. 1.1. Scope. This rule establishes

More information

Standards for an Accredited Educational Program in Radiologic Sciences

Standards for an Accredited Educational Program in Radiologic Sciences Standards for an Accredited Educational Program in Radiologic Sciences EFFECTIVE JANUARY 1, 2002 Adopted by: The Joint Review Committee on Education in Radiologic Technology: January 1996; Revised 2001

More information

Commission on Peer Review and Accreditation

Commission on Peer Review and Accreditation Commission on Peer Review and Accreditation Network of Schools of Public Policy, Affairs, and Administration ACCREDITATION STANDARDS For Master s degree programs Adopted October 16, 2009 at the NASPAA

More information

Site Visitor Report Template for Doctoral Programs

Site Visitor Report Template for Doctoral Programs Site Visitor Report Template for Doctoral Programs Instructions: This form should be used by a Site Visit Team to compile and submit their findings of their scheduled Site Visit (please note that answers

More information

THE ALLIANCE FOR AG HIGHER EDUCATION ENDORSEMENT CRITERIA COLLEGE, INSTITUTE, SEMINARY, AND DISTANCE EDUCATION LEVEL SCHOOLS

THE ALLIANCE FOR AG HIGHER EDUCATION ENDORSEMENT CRITERIA COLLEGE, INSTITUTE, SEMINARY, AND DISTANCE EDUCATION LEVEL SCHOOLS THE ALLIANCE FOR AG HIGHER EDUCATION ENDORSEMENT CRITERIA COLLEGE, INSTITUTE, SEMINARY, AND DISTANCE EDUCATION LEVEL SCHOOLS Revised June 22-23, 2010 by The Alliance for Assemblies of God Higher Education

More information

244 CMR: BOARD OF REGISTRATION IN NURSING 244 CMR 6.00: APPROVAL OF NURSING EDUCATION PROGRAMS AND THE GENERAL CONDUCT THEREOF

244 CMR: BOARD OF REGISTRATION IN NURSING 244 CMR 6.00: APPROVAL OF NURSING EDUCATION PROGRAMS AND THE GENERAL CONDUCT THEREOF 244 CMR 6.00: APPROVAL OF NURSING EDUCATION PROGRAMS AND THE GENERAL CONDUCT THEREOF Section 6.01: Definitions 6.02: Public Notice of Nursing Education Program Approval Status 6.03: Nursing Education Programs

More information

RE: Revised Standards for Accreditation of Master s Programs in Library and Information Studies

RE: Revised Standards for Accreditation of Master s Programs in Library and Information Studies EBD #10.9 2013-2014 TO: ALA Executive Board RE: Revised Standards for Accreditation of Master s Programs in Library and Information Studies ACTION REQUESTED/INFORMATION/REPORT: For information purposes.

More information

Excellence in Biblical Higher Education. Library Guidelines. (for ABHE institutions) By the Association of Christian Librarians

Excellence in Biblical Higher Education. Library Guidelines. (for ABHE institutions) By the Association of Christian Librarians Excellence in Biblical Higher Education Library Guidelines (for ABHE institutions) By the Association of Christian Librarians Library Guidelines for ABHE Colleges and Universities 2006 This document is

More information

2. Educational Policy and Accreditation Standards

2. Educational Policy and Accreditation Standards 2. Educational Policy and Accreditation Standards Preamble Social work practice promotes human well-being by strengthening opportunities, resources, and capacities of people in their environments and by

More information

Accreditation Standards

Accreditation Standards ACCREDITING COMMISSION FOR COMMUNITY AND JUNIOR COLLEGES Western Association of Schools and Colleges Accreditation Standards (Adopted June 2002; Revised June 2012; Edited November 2012) Introduction: Shaping

More information

Commission on Accrediting

Commission on Accrediting Commission on Accrediting STANDARDS OF ACCREDITATION General Institutional Standards Educational Standard Degree Program Standards TABLE OF CONTENTS General Institutional Standards 1 32 Educational Standard

More information

Standards for Accreditation of Master's Programs in Library & Information Studies

Standards for Accreditation of Master's Programs in Library & Information Studies Standards for Accreditation of Master's Programs in Library & Information Studies Adopted by the Council of the American Library Association January 15, 2008 Office for Accreditation American Library Association

More information

Educational Policy and Accreditation Standards

Educational Policy and Accreditation Standards Educational Policy and Accreditation Standards Copyright 2001, Council on Social Work Education, Inc. All rights reserved. Sections renumbered December 2001, released April 2002, corrected May 2002, July

More information

Commission on Accrediting GENERAL INSTITUTIONAL STANDARDS

Commission on Accrediting GENERAL INSTITUTIONAL STANDARDS Commission on Accrediting GENERAL INSTITUTIONAL STANDARDS TABLE OF CONTENTS Standard 1: Purpose, Planning, and Evaluation............ 1 Standard 2: Institutional Integrity............... 3 Standard 3:

More information

Appendix A. Educational Policy and Accreditation Standards

Appendix A. Educational Policy and Accreditation Standards Appendix A Educational Policy and Accreditation Standards A new Educational Policy and Accreditation Standards has been approved by the CSWE Board of Directors in April 2008. Preamble Social work practice

More information

Standards of Accreditation

Standards of Accreditation Standards of Accreditation Theological schools accredited by the Commission on Accrediting of the Association of Theological Schools (the Commission ) are special-purpose institutions of postbaccalaureate,

More information

Basic Programs Oriented Toward Ministerial Leadership

Basic Programs Oriented Toward Ministerial Leadership Basic Programs Oriented Toward Ministerial Leadership A MASTER OF DIVINITY (MDiv) A.I Purpose of the Degree A.1.0 The Master of Divinity degree is the normative degree to prepare persons for ordained ministry

More information

TABLE OF CONTENTS Licensure and Accreditation of Institutions and Programs of Higher Learning ARTICLE ONE Policies and Procedures

TABLE OF CONTENTS Licensure and Accreditation of Institutions and Programs of Higher Learning ARTICLE ONE Policies and Procedures Board of Governors for Higher Education Sec. 10a-34 page 1 (12-96) TABLE OF CONTENTS Licensure and Accreditation of Institutions and Programs of Higher Learning ARTICLE ONE Policies and Procedures Introduction....

More information

Glossary of Accreditation

Glossary of Accreditation Academic An individual whose current responsibilities focus primarily on the curricular aspects of an educational institution or program. Depending on the nature of the institution, this definition may

More information

NLNAC STANDARDS AND CRITERIA ASSOCIATE DEGREE PROGRAMS

NLNAC STANDARDS AND CRITERIA ASSOCIATE DEGREE PROGRAMS NLNAC STANDARDS AND CRITERIA ASSOCIATE DEGREE PROGRAMS I. Mission and Governance There are clear and publicly stated mission and/or philosophy and purposes appropriate to postsecondary or higher education

More information

Commission on Accrediting DEGREE PROGRAM STANDARDS

Commission on Accrediting DEGREE PROGRAM STANDARDS Commission on Accrediting DEGREE PROGRAM STANDARDS TABLE OF CONTENTS Standard A Master of Divinity (MDiv) 1 Standard B Master of Arts in [specialized ministry] (MA in [specialized ministry]), or Master

More information

CPME 120 STANDARDS AND REQUIREMENTS FOR ACCREDITING COLLEGES OF PODIATRIC MEDICINE

CPME 120 STANDARDS AND REQUIREMENTS FOR ACCREDITING COLLEGES OF PODIATRIC MEDICINE CPME 120 STANDARDS AND REQUIREMENTS FOR ACCREDITING COLLEGES OF PODIATRIC MEDICINE COUNCIL ON PODIATRIC MEDICAL EDUCATION This document is concerned with ensuring the quality and improvement of colleges

More information

Standards for Accreditation

Standards for Accreditation Standards for Accreditation Commission on Institutions of Higher Education Standards for Accreditation Commission on Institutions of Higher Education New England Association of Schools and Colleges Standards

More information

Frequency of Assessment. Every three years and at any time of change of mission/philo sophy of the parent institution or the program.

Frequency of Assessment. Every three years and at any time of change of mission/philo sophy of the parent institution or the program. BSN PROGRAM CCNE Standard I: The mission, philosophy, and expected outcomes of the program are congruent with those of the parent institution, reflect professional nursing standards and guidelines, and

More information

TITLE 133 LEGISLATIVE RULE WEST VIRGINIA HIGHER EDUCATION POLICY COMMISSION SERIES 20 AUTHORIZATION OF DEGREE GRANTING INSTITUTIONS

TITLE 133 LEGISLATIVE RULE WEST VIRGINIA HIGHER EDUCATION POLICY COMMISSION SERIES 20 AUTHORIZATION OF DEGREE GRANTING INSTITUTIONS TITLE 133 LEGISLATIVE RULE WEST VIRGINIA HIGHER EDUCATION POLICY COMMISSION 133-20-1. General. 133-20-2. Purpose. SERIES 20 AUTHORIZATION OF DEGREE GRANTING INSTITUTIONS 1.1. Scope: This rule establishes

More information

IACBE Advancing Academic Quality in Business Education Worldwide

IACBE Advancing Academic Quality in Business Education Worldwide IACBE Advancing Academic Quality in Business Education Worldwide Accreditation Process Manual Amended March 2011 International Assembly for Collegiate Business Education 11374 Strang Line Road Lenexa,

More information

Regulations for Licensure and Accreditation of Institutions and Programs of Higher Learning

Regulations for Licensure and Accreditation of Institutions and Programs of Higher Learning Note: These regulations are in effect while being revised to comply with Public Act 13-118. All references to the Board of Governors for Higher Education, Department of Higher Education and Commissioner

More information

INSTITUTIONAL SELF-STUDY

INSTITUTIONAL SELF-STUDY INSTITUTIONAL SELF-STUDY FOR THEOLOGICAL DEGREE-GRANTING INSTITUTIONS APPLYING FOR MINISTRY REVIEW FOR ELIGIBILITY TO APPLY FOR EQA DESIGNATION 04 February 2015 INTRODUCTION Amendments to Citizenship and

More information

15. Policy on Institutions Participating in Title IV Programs

15. Policy on Institutions Participating in Title IV Programs 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

More information

Ha n d b o o k o f. Acc re d i t at i o n. Accrediting Commission for Senior Colleges and Universities

Ha n d b o o k o f. Acc re d i t at i o n. Accrediting Commission for Senior Colleges and Universities Ha n d b o o k o f Acc re d i t at i o n 2008 (With revisions to Commission Decisions, ratified Feb. 24, 2012) Accrediting Commission for Senior Colleges and Universities The Western Association of Schools

More information

Florida House of Representatives - 1998 CS/HB 3389 By the Committee on Colleges & Universities and Representative Trovillion

Florida House of Representatives - 1998 CS/HB 3389 By the Committee on Colleges & Universities and Representative Trovillion By the Committee on Colleges & Universities and Representative Trovillion 1 A bill to be entitled 2 An act relating to nonpublic postsecondary 3 education institutions; amending s. 246.021, 4 F.S.; clarifying

More information

STANDARDS FOR NURSING EDUCATION PROGRAMS. (a) The purpose of the board in adopting rules and regulations in this Chapter

STANDARDS FOR NURSING EDUCATION PROGRAMS. (a) The purpose of the board in adopting rules and regulations in this Chapter CHAPTER VI STANDARDS FOR NURSING EDUCATION PROGRAMS Section 1. Statement of Purpose. is: (a) The purpose of the board in adopting rules and regulations in this Chapter programs. (i) To serve as a guide

More information

Accreditation Standards Graduate & Post-Graduate Marriage and Family Therapy Training Programs

Accreditation Standards Graduate & Post-Graduate Marriage and Family Therapy Training Programs American Association for Marriage and Family Therapy Commission on Accreditation for Marriage and Family Therapy Education Accreditation Standards Graduate & Post-Graduate Marriage and Family Therapy Training

More information

AETH Commission on Certification of Bible Institutes: Curriculum and Standards Subcommittee Working Document

AETH Commission on Certification of Bible Institutes: Curriculum and Standards Subcommittee Working Document AETH Commission on Certification of Bible Institutes: Curriculum and Standards Subcommittee Working Document 1 Table of Contents Table of Contents... 1 Introduction... 2 Curriculum... Error! Bookmark not

More information

Last Review: Outcome: Next Review:

Last Review: Outcome: Next Review: SITE VISIT REPORT , Program Type: Purpose of Visit: Date of Visit: Master's I. GENERAL INFORMATION Nursing Education Unit

More information

The National Communication Association s Standards for Undergraduate Communication Programs Updated April, 2011

The National Communication Association s Standards for Undergraduate Communication Programs Updated April, 2011 The National Communication Association s Standards for Undergraduate Communication Programs Updated April, 2011 A variety of disciplinary organizations have developed specialized accreditation standards

More information

South Florida Bible College & Theological Seminary 747 S. Federal Highway Deerfield Beach, FL 33441 954-426-8652 toll-free 1-800-432-1926 www.sfbc.

South Florida Bible College & Theological Seminary 747 S. Federal Highway Deerfield Beach, FL 33441 954-426-8652 toll-free 1-800-432-1926 www.sfbc. Page 1 of 8 South Florida Bible College & Theological Seminary 747 S. Federal Highway Deerfield Beach, FL 33441 954-426-8652 toll-free 1-800-432-1926 www.sfbc.edu Expected Entry and Status Application

More information

Handbook of Certification

Handbook of Certification Handbook of Certification Section One 2013 1 Portions of this handbook have been adapted from the ATS (The Association of Theological Schools) Handbook on Accreditation. An Introduction to AETH s Certification

More information

Evaluation of Undergraduate Academic Programs. Self-Study Guidelines

Evaluation of Undergraduate Academic Programs. Self-Study Guidelines Evaluation of Undergraduate Academic Programs Self-Study Guidelines Office of the Provost Fall 2009 Purpose This guide is designed to support academic unit efforts to evaluate undergraduate academic programs

More information

ACCREDITATION MANUAL STRUCTURE, SCOPE, PROCESS, ELIGIBILITY REQUIREMENTS AND STANDARDS. Accreditation Commission for Acupuncture & Oriental Medicine

ACCREDITATION MANUAL STRUCTURE, SCOPE, PROCESS, ELIGIBILITY REQUIREMENTS AND STANDARDS. Accreditation Commission for Acupuncture & Oriental Medicine ACCREDITATION MANUAL STRUCTURE, SCOPE, PROCESS, ELIGIBILITY REQUIREMENTS AND STANDARDS Accreditation Commission for Acupuncture & Oriental Medicine Maryland Trade Center Building #3, Suite 760 7501 Greenway

More information

TITLE 133 LEGISLATIVE RULE WEST VIRGINIA HIGHER EDUCATION POLICY COMMISSION SERIES 20 AUTHORIZATION OF DEGREE GRANTING INSTITUTIONS

TITLE 133 LEGISLATIVE RULE WEST VIRGINIA HIGHER EDUCATION POLICY COMMISSION SERIES 20 AUTHORIZATION OF DEGREE GRANTING INSTITUTIONS TITLE 133 LEGISLATIVE RULE WEST VIRGINIA HIGHER EDUCATION POLICY COMMISSION SERIES 20 AUTHORIZATION OF DEGREE GRANTING INSTITUTIONS 133-20-1. General. 133-20-2. Purpose. 1.1. Scope: This rule establishes

More information

GLOSSARY OF DEFINITIONS AND ACRONYMS USED IN ACCREDITATION

GLOSSARY OF DEFINITIONS AND ACRONYMS USED IN ACCREDITATION GLOSSARY OF DEFINITIONS AND ACRONYMS USED IN ACCREDITATION AABC: American Association of Bible Colleges. AACRAO: American Association of Collegiate Registrars and Admissions Officers. Academic Credit:

More information

Mississippi Nursing Degree Programs Accreditation Standards Effective January 1, 2010

Mississippi Nursing Degree Programs Accreditation Standards Effective January 1, 2010 Mississippi Nursing Degree Programs Accreditation Standards Effective January 1, 2010 Office of Academic and Student Affairs 3825 Ridgewood Road Jackson, Mississippi 39211 662.432.6501 http://www.mississippi.edu/nursing/

More information

Standards for Accreditation of. Baccalaureate and. Nursing Programs

Standards for Accreditation of. Baccalaureate and. Nursing Programs Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs Amended April 2009 Standards for Accreditation of Baccalaureate and Graduate Degree Nursing Programs Amended April 2009

More information

ACEN 2013 STANDARDS AND CRITERIA CLINICAL DOCTORATE

ACEN 2013 STANDARDS AND CRITERIA CLINICAL DOCTORATE CLINICAL DOCTORATE STANDARD 1 Mission and Administrative Capacity The mission of the nursing education unit reflects the governing organization s core values and is congruent with its mission/goals. The

More information

Eligibility Procedures and Accreditation Standards for Accounting Accreditation. Innovation Impact Engagement

Eligibility Procedures and Accreditation Standards for Accounting Accreditation. Innovation Impact Engagement Exposure Draft Accounting Accreditation Standards (November 15, 2012) FOR AACSB MEMBER REVIEW NOT FOR PUBLIC DISTRIBUTION Eligibility Procedures and Accreditation Standards for Accounting Accreditation

More information

November 2013 Note: Highlighted sections represent most recent revisions

November 2013 Note: Highlighted sections represent most recent revisions Evaluative Criteria PTA Programs November 2013 Note: Highlighted sections represent most recent revisions IMPORTANT: This document is NOT appropriate for use in developing an Application for Candidacy

More information

Commission on Colleges Southern Association of Colleges and Schools. Best Practices For Electronically Offered Degree and Certificate Programs

Commission on Colleges Southern Association of Colleges and Schools. Best Practices For Electronically Offered Degree and Certificate Programs Commission on Colleges Southern Association of Colleges and Schools Best Practices For Overview to the Best Practices These Best Practices are divided into five separate components, each of which addresses

More information

Eligibility Procedures and Accreditation Standards for Accounting Accreditation

Eligibility Procedures and Accreditation Standards for Accounting Accreditation Adopted: April 19, 2004 Revised: July 1, 2009 Revised: January 31, 2012 Eligibility Procedures and Accreditation Standards for Accounting Accreditation AACSB International The Association to Advance Collegiate

More information

Business Accreditation Eligibility Application

Business Accreditation Eligibility Application Business Accreditation Eligibility Application The purpose of this application is to determine if the school meets AACSB s eligibility criteria outlined in AACSB s Standards for Business Accreditation.

More information

Principles of Accreditation:

Principles of Accreditation: Principles of Accreditation: Foundations for Quality Enhancement Commission on Colleges Southern Association of Colleges and Schools 1866 Southern Lane Decatur, Georgia 30033-4097 404-679-4501 404-679-4558

More information

INSTITUTIONAL ACCREDITATION SELF STUDY GUIDE INTRODUCTION

INSTITUTIONAL ACCREDITATION SELF STUDY GUIDE INTRODUCTION INSTITUTIONAL ACCREDITATION SELF STUDY GUIDE INTRODUCTION Degree granting institutions in New York State may designate the New York State Board of Regents and the Commissioner of Education as their nationally

More information

Standards of Accreditation

Standards of Accreditation GENERAL INSTITUTIONAL Standards of Accreditation Theological schools accredited by the Commission on Accrediting of the Association of Theological Schools (the Commission ) are special-purpose institutions

More information

Standards for Good Faith Consolidation

Standards for Good Faith Consolidation Standards for Good Faith Consolidation March, 2012 The Steering Committee for the consolidation adopted the standards to guide the work of this effort. As educational communities, Spirit empowered and

More information

HIM 2008. Master s Degree. Standards and Interpretations for Accreditation of Master s Degree Programs in Health Information Management

HIM 2008. Master s Degree. Standards and Interpretations for Accreditation of Master s Degree Programs in Health Information Management HIM 2008 Master s Degree Standards and Interpretations for Accreditation of Master s Degree Programs in Health Information Management Who We Are The Commission on Accreditation for Health Informatics and

More information

Admission to the Order of Ministry

Admission to the Order of Ministry Admission to the Order of Ministry October 2013 The United Church of Canada L Église Unie du Canada Admission to the Order of Ministry (October 2013) Copyright 2013 The United Church of Canada L Église

More information

Draft Policy on Graduate Education

Draft Policy on Graduate Education Draft Policy on Graduate Education Preface/Introduction Over the past two decades, the number and types of graduate programs have increased dramatically. In particular, the development of clinical master

More information

Eligibility Procedures and Accreditation Standards for Accounting Accreditation. Engagement Innovation Impact

Eligibility Procedures and Accreditation Standards for Accounting Accreditation. Engagement Innovation Impact Adopted: April 8, 2013 Updated: January 31, 2015 Eligibility Procedures and Accreditation Standards for Accounting Accreditation Engagement Innovation Impact AACSB International The Association to Advance

More information

IAC 7/2/08 Nursing Board[655] Ch 2, p.1. CHAPTER 2 NURSING EDUCATION PROGRAMS [Prior to 8/26/87, Nursing Board[590] Ch 2]

IAC 7/2/08 Nursing Board[655] Ch 2, p.1. CHAPTER 2 NURSING EDUCATION PROGRAMS [Prior to 8/26/87, Nursing Board[590] Ch 2] IAC 7/2/08 Nursing Board[655] Ch 2, p.1 CHAPTER 2 NURSING EDUCATION PROGRAMS [Prior to 8/26/87, Nursing Board[590] Ch 2] 655 2.1(152) Definitions. Approval means recognition status given to nursing education

More information

Policy on Accreditation of Baccalaureate Degrees (New, First Reading January 2016)

Policy on Accreditation of Baccalaureate Degrees (New, First Reading January 2016) General Requirements ACCREDITING COMMISSION FOR COMMUNITY AND JUNIOR COLLEGES, WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES (ACCJC) Policy on Accreditation of Baccalaureate Degrees (New, First Reading January

More information

610 CMR: BOARD OF HIGHER EDUCATION 610 CMR 2.00: DEGREE-GRANTING REGULATIONS FOR INDEPENDENT INSTITUTIONS OF HIGHER EDUCATION

610 CMR: BOARD OF HIGHER EDUCATION 610 CMR 2.00: DEGREE-GRANTING REGULATIONS FOR INDEPENDENT INSTITUTIONS OF HIGHER EDUCATION 610 CMR 2.00: DEGREE-GRANTING REGULATIONS FOR INDEPENDENT INSTITUTIONS OF HIGHER EDUCATION Section 2.01: Authority 2:02: Purpose 2.03: Scope and Application 2.04: Definitions 2.05: Review or Investigation

More information

III. Standards for Accreditation of Graduate Education Programs in Audiology and Speech-Language Pathology

III. Standards for Accreditation of Graduate Education Programs in Audiology and Speech-Language Pathology III. Standards for Accreditation of Graduate Education Programs in Audiology and Speech-Language Pathology Effective January 1, 2008 Introduction The Council on Academic Accreditation in Audiology and

More information

02 DEPARTMENT OF PROFESSIONAL AND FINANCIAL REGULATION STANDARDS FOR EDUCATIONAL PROGRAMS IN NURSING TABLE OF CONTENTS INTRODUCTION...

02 DEPARTMENT OF PROFESSIONAL AND FINANCIAL REGULATION STANDARDS FOR EDUCATIONAL PROGRAMS IN NURSING TABLE OF CONTENTS INTRODUCTION... 02 DEPARTMENT OF PROFESSIONAL AND FINANCIAL REGULATION 380 STATE BOARD OF NURSING Chapter 7: STANDARDS FOR EDUCATIONAL PROGRAMS IN NURSING TABLE OF CONTENTS Page INTRODUCTION... 1 1. PHILOSOPHY OF THE

More information

Middle States Commission on Higher Education

Middle States Commission on Higher Education Characteristics of EXCELLENCE in Higher Education eligibility requirements and standards for accreditation Middle States Commission on Higher Education Characteristics of EXCELLENCE in Higher Education

More information

QUALITY ASSURANCE HANDBOOK. Policies, procedures and resources to guide undergraduate and graduate program development and improvement at UOIT

QUALITY ASSURANCE HANDBOOK. Policies, procedures and resources to guide undergraduate and graduate program development and improvement at UOIT QUALITY ASSURANCE HANDBOOK Policies, procedures and resources to guide undergraduate and graduate program development and improvement at UOIT UOIT Academic Council June 15, 2010, revised June 9, 2011 QUALITY

More information

ACCREDITATION REFERENCE HANDBOOK

ACCREDITATION REFERENCE HANDBOOK ACCREDITATION REFERENCE HANDBOOK A Publication of the Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges JUNE 2013 Edition ACCJC/WASC 10 Commercial Blvd.

More information

Health Informatics 2010. Master s Degree. Standards and Interpretations for Accreditation of Master s Degree Programs in Health Informatics

Health Informatics 2010. Master s Degree. Standards and Interpretations for Accreditation of Master s Degree Programs in Health Informatics Health Informatics 2010 Master s Degree Standards and Interpretations for Accreditation of Master s Degree Programs in Health Informatics Who We Are The Commission on Accreditation for Health Informatics

More information

ACEN 2013 STANDARDS AND CRITERIA MASTER S and POST-MASTER S CERTIFICATE

ACEN 2013 STANDARDS AND CRITERIA MASTER S and POST-MASTER S CERTIFICATE STANDARD 1 Mission and Administrative Capacity The mission of the nursing education unit reflects the governing organization s core values and is congruent with its mission/goals. The governing organization

More information

SYNACOR, INC. AMENDED AND RESTATED AUDIT COMMITTEE CHARTER. As adopted by the Board of Directors on November 16, 2011

SYNACOR, INC. AMENDED AND RESTATED AUDIT COMMITTEE CHARTER. As adopted by the Board of Directors on November 16, 2011 SYNACOR, INC. AMENDED AND RESTATED AUDIT COMMITTEE CHARTER As adopted by the Board of Directors on November 16, 2011 PURPOSE: This Charter sets forth the composition, authority and responsibilities of

More information

5. Student Rights and Responsibilities

5. Student Rights and Responsibilities 5. Student Rights and Responsibilities The Office of the Registrar strives to be transparent, objective, impartial and fair in its regulation, governance and registration practices. The Registrar endeavors

More information

Characteristics of Excellence in Higher Education

Characteristics of Excellence in Higher Education Characteristics of Excellence in Higher Education Eligibility Requirements and Standards for Accreditation Middle States Commission on Higher Education Published by the Middle States Commission on Higher

More information

TITLE 4. ADMISSIONS AND EDUCATIONAL STANDARDS

TITLE 4. ADMISSIONS AND EDUCATIONAL STANDARDS TITLE 4. ADMISSIONS AND EDUCATIONAL STANDARDS DIVISION 2. ACCREDITED LAW SCHOOL RULES Adopted by the Committee of Bar Examiners and Approved by the Board of Governors of The State Bar of California Effective

More information

Governing Boards: Middle States Commission on Higher Education

Governing Boards: Middle States Commission on Higher Education Governing Boards: Understanding the Expectations of the Middle States Commission on Higher Education Middle States Commission on Higher Education Governing Boards: Understanding the Expectations of the

More information

Opportunity Profile for Tenure Track MA in Counseling Program Faculty

Opportunity Profile for Tenure Track MA in Counseling Program Faculty Opportunity Profile for Tenure Track MA in Counseling Program Faculty JOB POSTING MA in Counseling Program Faculty Geneva College invites applications for a tenure track faculty position in the Master

More information

National Network of Fiscal Sponsors. Guidelines for Comprehensive Fiscal Sponsorship

National Network of Fiscal Sponsors. Guidelines for Comprehensive Fiscal Sponsorship Introduction National Network of Fiscal Sponsors Guidelines for Comprehensive Fiscal Sponsorship Fiscal sponsorship has evolved as an effective and efficient mechanism for starting new nonprofits, seeding

More information

OCCUPATIONAL ASSOCIATE DEGREE (OAD) TEMPLATE

OCCUPATIONAL ASSOCIATE DEGREE (OAD) TEMPLATE Pages: 1 of 8 OCCUPATIONAL ASSOCIATE DEGREE (OAD) TEMPLATE INTRODUCTION The Occupational Associate Degree (OAD) Template must be completed by institutions offering Occupational Associate Degree (OAD) programs,

More information

STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15)

STANDARDS AND REQUIRED ELEMENTS FOR ACCREDITATION OF PHYSICAL THERAPIST EDUCATION PROGRAMS (Revised 11/11/15) Standard 1 The program meets graduate achievement measures and program outcomes related to its mission and goals. REQUIRED ELEMENTS: 1A The mission 1 of the program is written and compatible with the mission

More information

Application for North American Institutions

Application for North American Institutions Application for North American Institutions 321 Eighth St, NE Washington, DC 20002 202.546.8713 f: 202.546.8913 www.cccu.org membershipsecretary@cccu.org THE CCCU IS an association of nonprofit Christian

More information