Accreditation Handbook

Accreditation Handbook January 2014 21st Edition Policies, Procedures, and Standards of the Accrediting Commission of the Distance Education and Training Council

DETC Accreditation Handbook Copyright 2014 by the Distance Education and Training Council. All rights reserved. Price: $50 (U.S. Funds) Published by the: DETC Accrediting Commission 1601 18th Street, N.W., Suite 2 Washington, D.C. 20009-2529 202-234-5100; fax: 202-332-1386 Website: www.detc.org Downloadable pdf files of these documents may be found on DETC s website. The pdf files are DETC s official policies and procedures, and they take precedence over information in this printed edition. Please refer to the Update Sheet. Special templates for the SER and other forms may be downloaded from the website. First Edition: January 1990 21st Edition: January 2014 Since 1995, the DETC Accreditation Handbook has been updated annually (January). Accredited institutions must be in full compliance by January 1, 2014 with any revisions or additions to the 2014 DETC Accreditation Handbook. For changes adopted in January 2014, institutions must be in full compliance by June 1, 2014. Please note: You should always check the website at www.detc.org (select the Publications tab) for the most up-to-date versions of these documents. The website copy takes precedence over the information in this print version. The independent Accrediting Commission of the Distance Education and Training Council is listed by the United States Department of Education as a nationally recognized accrediting agency. The Accrediting Commission is also a recognized member of the Council for Higher Education Accreditation (CHEA). The U.S. Department of Education and CHEA recognition is for postsecondary program purposes only.

DETC Accreditation Handbook 2014 Contents Contents Preface What Distance Education Accreditation Means... 1 The Accrediting Commission... 2 Purpose of the Accreditation Handbook... 2 Introduction Brief History of the DETC and Its Accrediting Commission... 3 Accreditation Why Become Accredited?... 4 What is DETC Accreditation?... 5 What is Distance Education?... 5 What are the Benefits of Accreditation?... 6 The Accrediting Commission Members of the Accrediting Commission... 7 The Staff... 8 Powers and Responsibilities of the Commission... 9 Commission s Scope and Mission... 10 Eligibility Requirements... 10 Third-Party Comments... 12 Unethical Behavior... 12 Grants of Initial Accreditation... 12 Resignation from Accreditation... 12 Communicating with the Commission... 13 The Process of Accreditation Steps in the Accreditation Process... 13 Right to Appeal... 19 Arbitration... 19 Maintaining Accreditation... 20 Accrediting Commission of the Distance Education and Training Council, 1601 18 th Street, Suite 2, NW, Washington, DC 20009 1/14 i

Contents DETC Accreditation Handbook 2014 Other... 20 Obligations of Accreditation... 20 Failure to Meet Obligations... 21 Sharing Information with Other Agencies... 22 Decisions of Other Agencies... 22 Review of Standards... 22 Functions of the Evaluating Committee Members... 23 Eight Steps to Accreditation... 24 Introduction to Standards, Guides, Policies, and Procedures... 25 Policy and Procedure Indexes... 25 Policy Index... 26 Procedure Index... 26 Timelines for Accrediting Process (Initial Applicant)... 27 Timelines for Accrediting Process (Reaccreditation)... 28 Appendices (Tabs) A. Standards 1. Accreditation Standards 2. Business Standards B. Guide 1. Guide to Self-Evaluation Report C. Policies 1. Policy on Substantive Change and Notification 2. Policy on Change of Mission, Goals, and Objectives 3. Policy on Change of Ownership/Control/Legal Status 4. Policy on Change of Location or New Administrative Site 5. Policy on Course/Program Approval 6. Policy on Combination Distance Study-Resident Programs 7. Policy on Approval of New Combination Distance Study-Resident Programs or Training Sites 8. Policy on Bankruptcy Accrediting Commission of the Distance Education and Training Council, 1601 18 th Street, Suite 2, NW, Washington, DC 20009 ii 1/14

DETC Accreditation Handbook 2014 Contents (C. Policies continued) 9. Policy on Degree Programs 10. Policy on Financial Statements 11. Policy on Change of Marketing Approach 12. Policy on a Readiness Assessment 13. Policy on Reaccreditation Review 14. Policy on Student Achievement and Satisfaction 15. Policy on Institutions Participating in Title IV Programs 16. Policy on Special Visits 17. Policy on International Activities 18. Policy on Annual Reports 19. Policy on Non-Private Institutions 20. Policy on Complaints 21. Policy on Required Institutional Documents 22. Policy on Information Provided to the U.S. Department of Education 23. Policy on Credit Hours 24. Policy on Non-U.S. Institutions 25. Policy on Change of Name 26. Policy on Pilot Programs 27. Policy on Teach-Out Plans 28. Policy on Petition and Waivers 29. Policy on Contracting for Educational Delivery 30. Policy on High School Programs D. Procedures 1. Providing the Chair s Report, Institution s Response and Advising the Institution of Commission s Decision 1.1. Actions Available to the Commission Pursuant of D.1. 2. Appealing Commission s Adverse Decision 3. Notification and Information Sharing Accrediting Commission of the Distance Education and Training Council, 1601 18 th Street, Suite 2, NW, Washington, DC 20009 1/14 iii

Contents DETC Accreditation Handbook 2014 (D. Procedures, continued) 4. Retention of Commission Files and Records 5. Reviewing, Adopting, and Circulating Standards, Policies, and Procedures 6. Undergoing an On-Site Visit 7. Responding to Course/Program Reviews 8. Conflict of Interest Policy 8.1.Conflict of Interest Disclosure Form 9. Code of Conduct for On-Site Evaluators 10. Selection and Training of Commissioners 11. Selection and Training of Evaluators 12. Selection and Training of Appeals Panel Members 13. Third-Party Comments E. Fees, Forms, Checklists, and Glossary 1. Fees 2. Application for Accreditation 3. Application for Appeal 4. Application for Certification as an Eligible Institution in FSA Title IV Programs 5. Application for Course/Program Approval 6. 2013 Annual Report & Outcomes Assessment Data Form 7. 2013 Annual Report with Title IV & Outcomes Assessment Data Form 8. Teach-Out Commitment (Non-Corporate Entities) 9. Teach-Out Commitment (Corporate Entities) 10. Computation for Dues and Fees Form 11. Accreditation Standards Checklist 12. Business Standards Checklist 13. Application for Arbitration 14. Application for Change of Ownership/Control/Legal Status 15. Application for Change of Location or New Administrative Site 16. Application for Review of International Contract(s) 17. Glossary Accrediting Commission of the Distance Education and Training Council, 1601 18 th Street, Suite 2, NW, Washington, DC 20009 iv 1/14

DETC Accreditation Handbook 2014 Contents Evaluators Rating Forms, Guides, Critical Documents, Sample Reports, Templates, and Miscellaneous The following documents are located on DETC s website. These forms are for use by DETC Evaluators when conducting on-site or off-site evaluations. To view these documents go to DETC s website at www.detc.org and select the Volunteers tab and Evaluator Documents. If you re having problems with the forms, please contact Brenda Amaya at Brenda@detc.org or 202-234-5100 ext. 106. Evaluators Documents F. Rating Forms 1. Rating Form for All Institutions 2. Rating Form for Off-Site Vocational Subject Specialists 3. Rating Form for Off-Site Degree Subject Specialists 4. Rating Form for On-Site Subject Specialists 5. Rating Form for Change of Location or New Administrative Site 6. Rating Form for Combination Distance Study-Resident Programs 7. Rating Form for Non-U.S. Institutions 8. Rating Form for Title IV Institutions 9. Rating Form for International Activities G. Guides 1. Guide to Writing a Chair s Report 2. Guide to Writing an Evaluator s Report 3. Guide to Writing a Readiness Assessment Report 4. Guide to Writing an On-Site Subject Specialist Report 5. Guide to Writing an Off-Site Subject Specialist Report 6. Guide to Standard V. for On-Site Reviews 7. Guide to Subject Specialists on Determining Credit Hours H. Critical Documents 1. Catalog 2. Contracts 3. Course Development Manual 4. Faculty Handbook/Manual (H. Critical Documents, continued) Accrediting Commission of the Distance Education and Training Council, 1601 18 th Street, Suite 2, NW, Washington, DC 20009 1/14 v

Contents DETC Accreditation Handbook 2014 5. Institutional Improvement Plan 6. Outcomes Assessment Plan 7. Student Handbook 8. Study Guide 9. Succession Plan 10. Transcripts 11. Website Checklist 12. Financial Statement Analysis 13. Determining Credit Hours 14. Facilities, Equipment, and Supplies Maintenance Plan 15. Emergency Action Plan I. Miscellaneous 1. Survey of On-Site Examiners 2. Tips for Accrediting Commission Evaluators 3. A Special Message to Evaluators on Confidentiality 4. Chair s Agenda for On-Visit 5. DETC Expense Report 6. Travel Reimbursement Policy for Evaluators 7. Student Survey Form J. Sample Reports 1. Chair s Report 2. Educational Standards Evaluator s Report 3. Business Standards Evaluator s Report 4. On-Site Subject Specialist Report 5. Off-Site Vocational Subject Specialist Report 6. Off-Site Degree Subject Specialist Report 7. Readiness Assessment Report 8. Course/Program Report for Degree Program 9. Course/Program Report for Vocational Program 10. Standards Listings Accrediting Commission of the Distance Education and Training Council, 1601 18 th Street, Suite 2, NW, Washington, DC 20009 vi 1/14

DETC Accreditation Handbook 2014 Contents Templates Templates for Evaluators and Subject Specialists: 1. Chair s Report 2. Educational Evaluators Report 3. Off-Site Vocational Subject Specialist Report 4. Business Standards Evaluators Report 5. On-Site Subject Specialist Report 6. Off-Site Degree Subject Specialist Report 7. Readiness Assessment Report 8. Evaluator s Title IV Report 9. On-Site Doctoral Degree Subject Specialist Report 10. Instructions for Responding to a Chair s Report 11. DETC Expense Report Templates for Institutions: 12. Application for Accreditation 13. Application for Appeal 14. Application for Certification for Title IV 15. Application for Course/Program Reviews (new or revised course/programs) 16. Application for Arbitration 17. Application for Change of Ownership/Control/Legal Status 18. Application for Change of Location or New Administrative Site 19. Self-Evaluation Report 20. Instructions for Writing a Progress Report 21. Progress Report 22. Certification Report for Title IV 23. 2013 Annual Report 24. 2013 Annual Report with Title IV 25. 2013 Outcomes Assessment Data Form 26. Computation of Dues and Fees Form Accrediting Commission of the Distance Education and Training Council, 1601 18 th Street, Suite 2, NW, Washington, DC 20009 1/14 vii

Contents DETC Accreditation Handbook 2014 (Templates for Institutions, continued) 27. New Degree Course Report 28. New Degree Program Report 29. New Degree Program Concentration 30. New Vocational/Avocational Program Report 31. New Degree Certificate Report (not already approved courses) 32. Revised Degree Course Report 33. Revised Degree Program Report 34. Revised Vocational/Avocational Report 35. Change in Method of Delivery Report 36. New High School Report 37. New High School Course Report 38. Sample E-mail to DETC- Degree (initial or reaccredits) 39. Sample E-mail to DETC-Vocational/Avocational (initial or reaccredits) 40. Sample Cover Letter Degree 41. Sample Cover Letter Vocational/Avocational Accrediting Commission of the Distance Education and Training Council, 1601 18 th Street, Suite 2, NW, Washington, DC 20009 viii 1/14

DETC Accreditation Handbook 2013 Preface Preface What Distance Education Accreditation Means Since 1926, the Distance Education and Training Council has been the leading standard-setting agency for distance education institutions in the United States. The DETC has progressively raised its standards over the past nine decades. Its accrediting program employs standards and procedures similar to those of other recognized educational accrediting agencies. Each accredited institution must voluntarily meet all of the standards and policies for accreditation. There are 51 accreditation standards (A.1. Standards of Accreditation) and 57 Business Standards (A.2. Business Standards). These standards are organized into topics, which in summary state that an institution must: have a clearly defined and stated mission, goals, and objectives; have reasonably attainable and clearly stated educational objectives, and educationally sound and up-to-date curricula that are supported by quality instructional materials and appropriate technology; provide satisfactory educational services; offer adequate student support services; have demonstrated ample student success and satisfaction through an outcomes assessment plan; have qualified faculty and competent administrators and staff; have fair admission policies and adequate enrollment agreements; advertise its courses/programs truthfully; be financially able to deliver high quality educational services; have fair and equitable tuition and refund policies; have adequate facilities, equipment, supplies, and record protection; and conduct continuous research and self-improvement studies. To become accredited, each institution must have made an intensive study of its own operations, opened its doors to a thorough inspection by a DETC-appointed examining committee, supplied all information required by the Accrediting Commission, and submitted its instructional materials for a thorough review by competent subject matter specialists. Initial accreditation is granted for no more than three years, after which the process is repeated every five years. Accrediting Commission of the Distance Education and Training Council, 1601 18 th Street, Suite 2, NW, Washington, DC 20009 1/14 1

Contents DETC Accreditation Handbook 2014 The Accrediting Commission The Accrediting Commission establishes educational and ethical business standards. It examines and evaluates distance education institutions in terms of these standards. It accredits those that the Accrediting Commission has found to meet the standards. Its scope of accreditation requires a full institutional review and is based upon a method of education as opposed to grade levels, subject matter, or geographic location. In other words, DETC accreditation is an institutional source of accreditation for distance education institutions in the U.S. DETC is recognized by the U.S. Secretary of Education as an authority on the quality of the education and training offered by the institutions it accredits, and has been so recognized since 1959. As the Secretary s authority is statutorily limited to postsecondary institutions in the United States, this federal recognition encompasses only DETC accreditation in this area. Although essentially the same processes and standards are used in accrediting elementary and secondary schools and foreign institutions, by U.S. federal law, the Secretarial recognition of DETC accreditation does not include these institutions. The U.S. Department of Education provides a database on its website of regional, specialized, and national accrediting agencies. For more information on the U.S. Department of Education list of recognized accrediting agencies, please visit: www.ope.ed.gov/accreditation/. DETC is also recognized for its activity in the field of academic degree accreditation by the Council for Higher Education Accreditation (CHEA). For more information about CHEA, please visit www.chea.org. Purpose of the Accreditation Handbook The Accrediting Commission has prepared this Accreditation Handbook as a compilation of its policies, procedures, and standards. It is intended to assist institutions in understanding and preparing for evaluation by the Commission. Institutions should use it as they organize and conduct their self-evaluations, as they evaluate their readiness to meet the rigors inherent in voluntary accreditation, and as they work to maintain the standards of the Commission. Finally, this Handbook offers guidance to newly established distance education institutions seeking to build or refine their policies and practices, whether or not they apply for DETC accreditation. Please note that the Evaluator s Rating Forms, Guides and Miscellaneous are found only on DETC s website at www.detc.org (select Volunteers tab and Evaluator Documents If you need the documents sent to you, please contact Brenda Amaya at Brenda@ detc.org or call 202-234-5100 ext. 106. Please note: You should always check the website at www.detc.org for the most up-to-date versions of these documents. The website copy takes precedence over the information in this print version. Accrediting Commission of the Distance Education and Training Council, 1601 18 th Street, Suite 2, NW, Washington, DC 20009 2 1/14

DETC Accreditation Handbook 2013 Introduction Introduction Accreditation in education began over a century ago. The movement started as a public reaction to the extreme differences between educational institutions that initially appeared to be similar. Accrediting bodies were voluntarily organized by educators to develop and implement common policies and standards to measure educational quality. From its inception, accreditation has been a non-governmental, completely voluntary, peer group method of identifying educational institutions or programs which meet published standards of quality. A variety of regional and professional accrediting groups came into being in the early 1900s in response to the public s demand for reliable indicators of institutional quality. Brief History of DETC and Its Accrediting Commission The Distance Education and Training Council (DETC) was founded in 1926 under the name National Home Study Council. As a voluntary association of distance education institutions, DETC is dedicated to fostering quality assurance, protection of the rights of the students and institutional self-improvement through voluntary accreditation via peer evaluation. DETC accreditation aims to instill public confidence in DETC institutions missions, goals, performances, and resources through rigorous application and peer-developed accreditation standards. In 1952, the Council decided further improvements should be made in the procedures used to examine and approve distance study institutions for membership. A system of voluntary accreditation seemed to be the best solution. As the planning progressed, individuals in the then U.S. Office of Education, the National Commission on Accrediting, and other recognized accrediting agencies assisted in creating the Council. The Council s independent Accrediting Commission was officially established in 1955. Four years later, the Commission was listed by the U.S. Commissioner (now Secretary) of Education as a nationally recognized accrediting agency under the terms of Public Law. Like other nationally recognized accrediting agencies, the Accrediting Commission is reviewed periodically by the U.S. Department of Education to make certain that it meets the criteria for federal recognition as published in Title 34 of the Code of Federal Regulations. Since 1959, the U.S. Secretary of Education has continuously recognized the Accrediting Commission, and its recognition was last renewed in 2012. Its next review is scheduled for 2017. The procedures and standards of the Commission have been continuously refined and improved over the past six decades. In 1973, the Accrediting Commission received the recognition of the National Commission on Accrediting, thus becoming the first agency accrediting private schools at that time, most of them proprietary to receive such recognition. In 1975, the Accrediting Commission became a charter member of the Council on Postsecondary Accreditation (COPA), a non-governmental body recognizing and coordinating the activities of accrediting agencies throughout the United States. In 1993, COPA was dissolved and the Commission on Recognition of Postsecondary Accreditation (CORPA) was formed. DETC was also a charter member of that organization. In 1994, the National Home Study Council changed its name to the Distance Education and Training Council. CORPA was dissolved in 1996 and its successor, the Council for Higher Education Accreditation (CHEA), was formed. DETC became a charter member of CHEA. The Commission s CHEA recognition was last renewed in April 2013. Its next review is scheduled for April 2023. To view a 50-minute video history of the DETC entitled, The American Way to Learn, go to www.theamericanwaytolearn.com. Accrediting Commission of the Distance Education and Training Council, 1601 18 th Street, Suite 2, NW, Washington, DC 20009 1/14 3

Accreditation DETC Accreditation Handbook 2013 Today, the Accrediting Commission is recognized by CHEA and the Secretary of Education as the national institutional accrediting body postsecondary institutions offering programs primarily by the distance education method up through the Professional Doctoral degree level. DETC s federal scope of recognition enables DETC degree-awarding institutions to establish eligibility to participate in the various federal programs, i.e., Title IV federal student loans or Pell Grants, and the American Opportunity Tax Credit. Recognition of the Commission from the U.S. Secretary of Education and from the Council for Higher Education Accreditation is for postsecondary purposes only, and these recognitions do not apply to elementary or secondary schools (this is due to changes in the federal law). However, the DETC Accrediting Commission has been examining, evaluating, and granting accreditation status to elementary and secondary schools since 1955. Accreditation Why Become Accredited? What does accreditation mean to you, the CEO, administrator or faculty member of a distance education institution? Is it an opportunity to improve the educational quality of your institution? Is it a means of evaluating and comparing your courses/programs, facilities, and procedures with those of others? Or, is it a process whereby an accrediting body grants public recognition to an institution as having met certain standards? Accreditation is all of these. However, the greatest value of accreditation is to be found in undergoing the process itself; a process of self-evaluation in which an institution voluntarily monitors and controls its own behavior to ensure that its programs and policies embody standards of good practice. Currently, accreditation may be said to: assure students that an institution delivers on its promises; foster excellence in education through the development of standards for assessing educational effectiveness; encourage improvement through continual self-evaluation and planning; demonstrate comparability between degree programs offered at regionally accredited institutions with DETCaccredited degree programs; and assure the educational community, students, state and federal authorities, the general public, and other interested agencies and/or organizations that an institution has clearly defined and appropriate objectives; maintains conditions under which their achievement can be reasonably expected; is accomplishing them; and can be expected to continue to do so. The word accreditation has acquired many shades of meaning over the years. Distance education accreditation is certification by a recognized body that a distance education institution has voluntarily undergone a comprehensive study and peer examination which has demonstrated that the institution meets the established standards. The institution must perform the functions that it claims: that it has set educational goals for students who enroll; offers formal, organized learning experiences and services that enable students to meet these stated goals; and can show that students and graduates have benefited from the learning experiences provided. Accrediting Commission of the Distance Education and Training Council, 1601 18 th Street, Suite 2, NW, Washington, DC 20009 4 1/14

DETC Accreditation Handbook 2013 Accreditation DETC accreditation is founded on these philosophic principles: Accreditation is purely voluntary. The applicant institution voluntarily elects to apply for accreditation and it voluntarily agrees to comply with all standards and policies of the Commission. Accreditation is a non-governmental peer review process in which the integrity and good faith of an institution and its officers are essential. The burden of proof in demonstrating compliance with standards always rests with the institution, not with the Accrediting Commission. The institution, whether it is an applicant seeking initial accreditation or an already accredited institution undergoing an on-site evaluation or responding to other Commission-directed inquiries of any kind, has the burden of proof in making a showing to the Accrediting Commission that it meets or exceeds the standards. The Accrediting Commission considers information about an applicant institution from any source in reaching its conclusion. Accreditation is by its nature a formal, but nonetheless, collegial process. It works best when there is a common agreement that the chief purpose for seeking accreditation is the identification of soundness, honesty, and quality in the practice of distance education. It was never intended to be an adversarial procedure whereby legal professionals employ courtroom procedures to attain accredited status. What is DETC Accreditation? DETC accreditation is an institution-wide source of nationally recognized accreditation that covers all distance study activities of the institution. It is unique in American accreditation because it is based upon a method of delivering instruction rather than on geographical location, educational level, or subject matter discipline. It covers all programs, courses, and distance study endeavors of an institution, including degree, non-degree, vocational, and avocational programs. The Accrediting Commission of the DETC provides distance study institutions with a single source of nationally recognized accreditation, all the way from kindergarten through the professional doctorate degree levels. What is Distance Education? Distance education, also called online education, home study, correspondence study or Internet-based learning, is designed for learners who live at a distance from educational providers and/or institutions. It is the formal enrollment and study with an educational institution that provides organized, formal learning opportunities for students. Presented in a sequential and logical order, the instruction is offered wholly or primarily by distance study, through virtually any media. Historically, its predominant medium of instruction has been printed materials, however today it may incorporate or make use of CDs or DVDs, audio recordings, audio-conferencing, telephone communications, e- mail, and Web-based delivery systems through the Internet. The student completes each lesson or segment and submits it for correction, grading, comment, and guidance by a qualified instructor. To determine eligibility to participate in Title IV programs, the federal government defines distance education as education that uses one or more of the following technologies to deliver instruction to students who are separated from the instructor and to support regular and substantive interaction between the students and the instructor, either synchronously or asynchronously: Internet; one-way and two-way transmissions through open broadcast, closed circuit, cable, microwave, broadband lines, fiber optics, satellite, or wireless communications devices; audio- Accrediting Commission of the Distance Education and Training Council, 1601 18 th Street, Suite 2, NW, Washington, DC 20009 1/14 5

Accreditation DETC Accreditation Handbook 2013 conferencing; or video cassettes, DVDs, and CD-ROMs, if the cassettes, DVDs, or CD-ROMs are used in a course in conjunction with any of the former technologies. Institutions are not eligible to participate in federal student aid if its courses/programs are offered through correspondence study, which is defined as education provided through one or more courses by an institution under which the institution provides instructional materials, by mail or electronic transmission, including examinations on the materials, to students who are separated from the instruction. Interaction between the instructor and the student is limited, is not regular and substantive, and is primarily initiated by the student. Correspondence courses are typically self-paced, and they are not considered the same as distance education courses for purposes of the Department of Education s regulations under Title IV of the Higher Education Act. DETC limits eligibility to Title IV programs to degree-granting distance education institutions only. DETC s scope of accreditation covers both correspondence and distance education. For the purposes of this Handbook, the term distance education also encompasses correspondence study, except for Title IV purposes. What are the Benefits of Accreditation? For more than a century, DETC institutions have been leaders in the field of distance education. Accreditation: provides a reliable indicator of institution quality for counselors, employers, educators, governmental officials, and the public; is an expression of confidence in the educational program, the policies, and the procedures of the institution by its peers a lasting source of pride to the institution; is an external source of stimulation to improve services, programs, and staff through periodic self-studies and evaluations by an outside agency; is an assurance of high standards and educational quality through the institution s adherence to established criteria, policies, and standards; brings the institution recognition through the extension of special status by several states under their legislation and regulations, as well as recognition given by federal, state, and local agencies in referring students to accredited institutions; allows an institution and its courses to be listed in DETC s searchable database and in the DETC Directory of Accredited Institutions on DETC s website; enables the institution to qualify to participate in the voluntary education tuition assistance program administered by the Defense Activity on Non-Traditional Education Support (DANTES) for most of the U.S. military services; by federal law, provides eligibility for certain federal programs. For example, only accredited distance education institutions are eligible to participate in the G.I. Bill and military tuition assistance program. DETC degreeawarding institutions are eligible to apply to the U.S. Department of Education to participate in the Title IV federal student aid programs; permits an institution to be listed on the institution databases of the Council for Higher Education Accreditation (CHEA) and the U.S. Department of Education s websites; Accrediting Commission of the Distance Education and Training Council, 1601 18 th Street, Suite 2, NW, Washington, DC 20009 6 1/14

The Accrediting Commission DETC Accreditation Handbook 2013 authorizes an institution to obtain the.edu e-mail and website addresses; allows the use of the DETC seal and reference to accreditation by the Accrediting Commission of the Distance Education and Training Council; allows students to qualify for tuition reimbursement under certain state, industry, corporate, or union-sponsored tuition assistance plans requiring enrollment with an accredited institution; helps facilitate, but does not guarantee, acceptance of credits and degrees by other academic institutions; and provides a unique professional development opportunity for the institution s staff members to serve on accrediting examining committees visiting other institutions. The Accrediting Commission Members of the Accrediting Commission The DETC Accrediting Commission is a constituted accrediting body that operates within the incorporated association of the Distance Education and Training Council. The Commission has complete autonomy to make accrediting decisions. The Accrediting Commission has nine members, and its makeup includes persons possessing either academic or administrative expertise or both. Five of the Commissioners are from outside the field and are considered in every sense to be representatives of the public, and five Commissioners are from the distance education field. For more information on the qualifications and training of the Commissioners, see D.10. Selection and Training of Commissioners. The DETC Accrediting Commission is comprised of ten (10) members: five (5) members from DETC-accredited institutions elected by the Council and five (5) members appointed by the Commission to represent the public. At least two members of the Commission must be academics, defined by DETC as a person who works full time at an educational institution who, possibly in addition to other duties, actively teaches, delivers educational content to learners, or engages in educational research related to the institution s mission. At least two members of the Commission must be an administrator defined by DETC as a person currently or recently directly engaged in a significant manner in the administration of an institution. Institution Commissioners: The five Institution Commissioners are selected from DETC accredited institutions and are individuals who are currently active academic or administrative personnel who do not have a representative currently serving on the Accrediting Commission. Institution Commissioners may serve for a maximum of two threeyear terms. The Commissioners are selected so that they are representative of the variety of institutions in the Distance Education and Training Council and the distance education field insofar as possible. Public Commissioners: The five Public Commissioners are from outside the distance education field and are selected for their overall interest in education and their competence in business, industry, education, government, and related fields. Public Commissioners may serve for a maximum of two three-year terms. Public Commissioners have been appointed to serve on the Commission because of the great interest they have demonstrated in the cause of high standards for institutions, their willingness to become involved and committed to 7 1/13

The Accrediting Commission DETC Accreditation Handbook 2014 the accrediting program for distance education, their demonstrated objectivity and sound judgment, and the outstanding competencies they bring to the Commission from their respective backgrounds. A Public Commissioner may not be (1) an employee, member of the governing board, owner, or shareholder of, or consultant to, an institution that either is accredited by DETC or has applied for such accreditation; (2) a member of any organization that transacts business with or receives funding or payments from; and (3) a spouse, parent, child, or sibling of an individual identified in (1) or (2) above. Officers of the Commission: The officers of the Commission are a Chair, Vice Chair, Treasurer, and the Secretary, who is also the Executive Director. The Chair, Vice Chair, and Treasurer are members of the Accrediting Commission elected to office by vote of the Commissioners. It is customary for a Public Commissioner to serve as the Commission Chair. For the academic and professional qualifications, and employment and organizational affiliations of the Commissioners, see DETC s website at www.detc.org and select About Us. Current Members of the Accrediting Commission: The following individuals are the current members of the Accrediting Commission Patrick O Malley, Chair, Assurance Partner, PricewaterhouseCoopers LLP (retired)* Mary Adams, Vice Chair, President, American Sentinel University Josette P. Katz, Professor, Atlantic Cape Community College* Robert G. Mayes, Jr., President, Columbia Southern University Timothy Mott, Director, Off-Campus Programs at Cincinnati State Technical and Community College* Jack Nill, Provost, Global University William A. O Toole, Vice President of Government Relations (Retired), Walt Disney World Resort* Nanette Swarthout, Senior Instructor, Fontbonne University* Ann Rohr, President, Weston Distance Learning Judith A. Turner, Vice President and Director of Education, Art Instruction Schools *Public Commissioners The Staff Equally valuable in this process is the Commission s staff, which assists the Commission in carrying out its mission. The staff provides counsel to applicants seeking accreditation and accredited institutions, training for Commissioners, evaluators, subject specialists, Appeals Panel members, and continuous communication with states, including the U.S. Department of Education, CHEA, and other relevant agencies. Accrediting Commission staff members serve as observers on Examining Committees; appoint Examining Committee members; arrange logistics for visits and Commission meetings; and serve as the central communications link between the public, applicants, other accrediting associations, and the Accrediting Commission. The Executive Director is the day-to-day administrator of the Commission and the staff, and he manages and supervises the accreditation process. The Executive Director is responsible for liaison between and among the Commissioners, the Examining Committees, and the institutions participating in the accrediting process. 8 1/14

DETC Accreditation Handbook 2014 The Accrediting Commission Current Staff Members: The current staff members and the year each started service are Leah K. Matthews, Executive Director, 2013 Sally R. Welch, Associate Director, 1974 Nan Bayster Ridgeway, Director of Accreditation, 2005 Robert S. Chalifoux, Director of Media and Events, 2005 Lissette D. Hubbard, Accreditation Associate, 2007 Brenda Amaya, Accreditation Assistant, 2012 Patrice Wall, Information and Accounts Specialist, 2012 For the academic and professional qualifications of the DETC Staff, please visit the website at www.detc.org. Powers and Responsibilities of the Commission The powers and responsibilities of the Commission are to: establish and circulate criteria for the evaluation and accreditation of distance education and organizations; establish its operating budget and provide for a schedule of reasonable fees which will assure the financial stability of the Commission; receive applications from institutions desiring accreditation; appoint qualified evaluators and subject specialists and provide for a comprehensive evaluation procedure; review the Chair s reports and all other pertinent material and accredit or withhold accreditation from applicant institutions; issue a directory of accredited organizations (DETC Directory of Accredited Institutions available on DETC s website) and maintain a website in which institutions will be identified in a manner which indicates their program offerings; make available to the public current information covering the criteria for accreditation and the operation of the Commission; re-evaluate accredited organizations programs, organization, and courses of study; and exercise such other powers as are necessary to carry out the functions of a reputable, nationally recognized accrediting association. Commission s Scope and Mission The DETC Accrediting Commission s scope of recognition comes from two sources: The U.S. Secretary of 1/14 9

The Accrediting Commission DETC Accreditation Handbook 2014 Education and the Council for Higher Education Accreditation: Department of Education s Scope of Recognition: The accreditation of postsecondary institutions in the United States that offer degree and/or non-degree programs primarily by the distance or correspondence education method up to and including the professional doctoral degree, including those institutions that are specifically certified by the agency as accredited for Title IV purposes. Title IV Note: Only accredited institutions that are certified by the agency as accredited for Title IV purposes may use accreditation by this agency to establish eligibility of its degree and/or non-degree programs to participate in Title IV programs. CHEA s Scope of Recognition: The accreditation of higher learning institutions in the United States and international locations that offer programs of study that are delivered primarily by distance (51% or more) and award credentials at the associate, baccalaureate, master s, first professional, and professional doctoral degree level 1. 1 DETC defines professional doctoral degree to mean a post-master s graduate level degree that prepares individuals through internships, practical application of training, and/or specialized certifications, for professional practice (such as the Doctor of Business Administration), as opposed to research methodologies that are associated with academic doctorate degrees (such as the Doctor of Philosophy). Its mission is to promote, by means of standard-setting, evaluation, and consultation processes, the development and maintenance of high educational and ethical standards for education and training programs delivered through distance learning. The DETC Accrediting Commission identifies and accredits distance education institutions that have attained and maintained the standards deemed necessary to operate at a minimum level of quality. The Commission applies its standards and policies in a manner that respects the mission of an institution, including those with faith-based or religious missions, in ensuring that the educational programs are of sufficient quality to achieve the stated objectives and mission. The Accrediting Commission s scope of activity includes the accreditation of both correspondence education institutions and distance education institutions as defined above. Eligibility Requirements Before the Commission will officially accept an institution s initial Application for Accreditation, the institution has the burden of proof in demonstrating that it meets the following eligibility criteria: The institution must be a bona fide distance education institution and/or training provider, which is defined by the Accrediting Commission as an educational institution or organization whose primary purpose is providing education or training which (1) formally enrolls students and maintains student records; (2) retains a qualified faculty to service students; (3) provides educationally sound and up-to-date curricula that are supported by quality instructional materials and appropriate technology; (4) provides continuous two-way communication on student work, e.g., evaluating students examinations, projects, and/or answering queries, with prompt feedback given to students; and (5) offers courses of instruction which must be studied predominantly at a distance (51% or more) from the institution or organization. That is, distance education should be the primary method of study for the majority of students, and distance education courses should comprise the majority of curricula offerings of the institution. 10 1/14

DETC Accreditation Handbook 2014 The Accrediting Commission The institution must be properly licensed, authorized, exempted, or approved by the applicable state educational institutional authority (or its equivalent for non-u.s. institutions). The institution must also be in compliance with all applicable local, state, and federal requirements. Exemptions from state law must be supported with State-issued documentation. At the time of the initial application, the institution must have been enrolling students in the current programs for two consecutive years and under the present ownership (no new programs may be added during the two year period). The institution has a permanent physical business office at a fixed geographic location (not a P.O. Box) for which it is appropriately licensed or authorized as required by local and state regulatory authorities. (6/13) The applicant institution must be able to document via an audited or reviewed comparative financial statement that covers its two most recent fiscal years that it is financially sound and that it can meet its financial obligations to provide instruction and service to its students. All financial statements submitted to DETC must have been prepared in compliance with generally accepted accounting principles (GAAP). The applicant must show that the name being used by the institution is free from any association with any activity that could damage the standing of the Commission or of the accrediting process, such as illegal actions, unethical conduct, or abuse of consumers. The institution, the institution s owners, governing board members, officials, and administrators possess sound reputations and show a record of integrity and ethical conduct in their professional activities, business operations, and relations. The owners, board members and executive staff must have records free from any association with any misfeasance, including, but not limited to, owning, managing or controlling any educational institutions that have entered bankruptcy or have closed with students having been disadvantaged as a result. The institution agrees that as part of the application process, its owners, officers and managers may be subject to a background check by DETC, which may include, but not be limited to, DETC surveys of State educational oversight agencies, Federal departments and agencies, consumer protection agencies, checks on the credit history, prior bankruptcy, criminal background, debarment from Federal Student Aid Programs, the closing of educational institutions in which they were owners, managers or principals, or the loss of accreditation or state approval to operate an educational institution. The costs of such background checks will be borne by the Applicant. Institution is free from any pending or final action brought by a state agency or recognized accrediting agency to suspend, revoke, withdraw, or terminate the institution s legal authority to operate or to deny accreditation or reaccreditation. The institution s Application for Accreditation must be complete in all respects. The institution has the burden of proof in showing that its curricula are within the Accrediting Commission s recognized scope of authority. The Accrediting Commission reserves the right to limit its reviews to the kinds of institutions and types of programs that fall within its recognized scope and decline to consider institutions and programs for accreditation which fall outside the Accrediting Commission s scope, competence, or where it is felt that there is a lack of adequate standards to permit a meaningful evaluation. 1/14 11

The Accrediting Commission DETC Accreditation Handbook 2014 Non-U.S. Institutions: As stated in C.24. Policy on Non-U.S. Institutions, if a distance education institution located outside the United States wishes to apply for accreditation, it must petition the DETC Accrediting Commission and request that its application be accepted. Applications will be reviewed on a case-by-case basis. The Commission also requires that all distance education courses, programs, divisions, and/or affiliates of the ownership undergo the accreditation process. The failure of one distance education program and/or division to apply for or achieve accreditation within a time frame set by the Commission renders all distance education programs or divisions ineligible for accreditation. In addition, if one distance education course, program, division, and/or affiliate of the ownership is ineligible to apply for accreditation, including ineligibility due to the limits on DETC s scope of activity, then all divisions of that ownership will be deemed to be ineligible to apply for accreditation. Third-Party Comments As part of the accreditation process, the Commission gives its relevant internal and external constituencies the opportunity to comment on any institution applying for accreditation or reaccreditation (see D.13. Third-Party Comments). DETC posts the names of applicants on its website and its publications typically 2-3 months before the next regularly schedule Commission meeting. Constituencies are invited to provide information by a given date. In addition, as part of the review process, DETC also surveys students, Better Business Bureaus, and consumer protection agencies, as well as the Department of Veterans Affairs, the Federal Trade Commission, and state and departments of education. Unethical Behavior If, for any reason, the Commission suspects any type of unethical behavior, including fraud and abuse, by an applicant or accredited institution, the Commission reserves the right to investigate the allegations. The Commission is obligated under Federal regulations [CF 602.27(a)(6)] to report to the Secretary of Education any institution it has reason to believe is failing to meet its Title IV program responsibilities or is engaged in fraud and abuse. Grants of Initial Accreditation The Commission will extend a grant of accreditation to initial applicants for a maximum of three years, with the condition that a new Self-Evaluation Report be submitted and an examining committee visits the institution to verify the SER and gather additional information. The normal five year reaccreditation review procedures will be applied for this three year renewal of accreditation (with the exception of curricula reviews). Resignation from Accreditation An applicant for initial accreditation may withdraw its application at any time during the accreditation process. For currently accredited institutions, the Accrediting Commission will accept a resignation from accreditation only if the institution s status with the Accrediting Commission is in good standing, defined as: the institution had not been ordered to undergo or is not currently undergoing a specially-ordered accreditation review or show cause directive; and, the institution has filed all required reports or has otherwise met all of the conditions set by the Accrediting Commission for its continued accreditation; and, the institution s financial obligations to the Commission are current. 12 1/14

DETC Accreditation Handbook 2014 The Accrediting Commission Communicating with the Commission Individuals seeking further information about the Accrediting Commission may consult: in person, by appointment by mail to: DETC, 1601 18th Street, NW, Suite 2, Washington, D.C. 20009-2529 by telephone at (202) 234-5100 or fax at (202) 332-1386 by e-mail at nan@detc.org by viewing DETC s home page at www.detc.org Receipt of all mailed communications is assumed to be received by the addressees by the fifth calendar day after being post marked. The Process of Accreditation Steps in the Accreditation Process Since accreditation is a voluntary process, each institution must make its own choice on whether or not to seek accreditation. Institutions desiring accredited status are expected to take the initiative in going through a series of steps outlined below. Institutions seeking accreditation or reaccreditation assume the burden of proof in presenting themselves as meeting the established standards. The steps in the accreditation process are: 1. Obtain the DETC Accreditation Handbook, Complete DETC Course, Review Application, and Begin Writing SER Institution receives the DETC Accreditation Handbook and reviews it carefully: The Accrediting Commission s comprehensive publication on accreditation, the DETC Accreditation Handbook, which is available from DETC s website at no charge (www.detc.org). The Handbook is updated every January; however, changes may occur throughout the year. Institutions should check DETC s website for the most up-to-date version of the documents. For institutions undergoing the reaccreditation process, information is sent to them in the preceding year advising them of their upcoming reaccreditation review. Enroll and Complete Course: A key person must enroll in and complete the Preparing for DETC Accreditation tutorial to qualify as a Compliance Officer. The course is available online from DETC s website at www.detc.org. This tutorial must be completed before submitting the Application for Accreditation and before writing the SER. Once you complete the tutorial, you may print the Certificate of Complication. DETC will not accept an application without a copy of the Certificate of Completion from someone who has completed this course. Review Application: The CEO/President must review the Application for Accreditation (Appendix E.2.) to make certain the institution meets the eligibility requirements and understands all that is required in the accreditation process. Begin Writing the SER: The Compliance Officer and staff begin writing the institution s Self-Evaluation Report (SER). The SER is prepared in accordance with the provisions of the Guide to Self-Evaluation found in Appendix 1/14 13

The Process of Accreditation DETC Accreditation Handbook 2013 B. The SER provides data on all areas of an institution s operation, history, course offerings, student services, finances, etc. The self-evaluation includes a wide gathering and analysis of pertinent data on all aspects of the institution and its work. It should, above all else, be a truly self-analytical document that identifies an institution s particular strengths and challenges. It should reveal the philosophy, organization, specific practices and procedures (documented wherever possible), the success of different operations, and the outcomes of the educational process including the degree to which the institution is accomplishing its stated objectives. Data should not be amassed routinely, but in a constant search for new meanings, new methods and procedures, new hypotheses, and new ideas for improvement. Even though the Compliance Officers is the key person who oversees the writing of the SER, it is recommended that as many key personnel/stakeholders as possible help to write the SER. Preparing the SER is a great learning experience for everyone. When writing the SER, the name of a contact person should be assigned to each standard. This helps the evaluators to determine whom to interview during the on-site visit. Preparing the Self-Evaluation Report may take only a few months for a small institution to as many as nine months to a year for a large institution. Institutions are instructed to allow sufficient time for writing, editing, and revising the Self-Evaluation Report. This is a key document in the institution s quest for accreditation! 2. Submit Application and Other Required Information Institution submits application with application fee: To initiate the accreditation process, the Application for Accreditation (found in Appendix E.2.), and the $3,000 accreditation fee (or $1,000 reaccreditation fee), must be submitted to the Commission. Initial and reaccredit applicants must submit the required financial statements (see C.10. Policy on Financial Statements) with their application. Initial application must also submit their SER no later than 60 days after submitting their Application. The Accrediting Commission accepts applications from eligible institutions (see pages 10-11) that have been operating as a bona fide distance education institution or organization and enrolling students for at least two years under the present ownership and with the present programs. The CEO must sign the Certification of Application in the Application. In doing so, the CEO agrees that at least one key person has completed the tutorial, Preparing for DETC Accreditation. Upon receipt of the Application and other required documents, the Commission staff consults with the institution as needed. Accepting the Application begins the formal process. The steps obligated in the accreditation process must be taken within 12 months after the application is accepted. Institutions submits students names, catalogs, and copy of state licensure: The names and addresses (mailing and e-mail addresses) of the first 100 students consecutively enrolled with the institution beginning on the first day of the 18th month preceding the date of the application must be submitted on self-adhesive mailing labels and e-mail addresses. If you have fewer than 100 students, submit all the names and addresses. Insofar as possible, the number of students must reflect the same proportion of the enrollments for each of the institution s major course offerings. For example, if you have 100 students enrolled in two separate courses, then approximately one-half of the students on the mailing labels or e-mail addresses should be from each respective course. Institutions must also submit a copy of its catalog(s) and a copy of its state license. DETC posts names of applicants for accreditation on its website and publications: The name of the institution applying for reaccreditation is published in DETC publications and website (www.detc.org), and the public is requested to send any comments they may have to the Accrediting Commission by a given date. The name of an initial applicant will not be published in DETC s publications or posted on DETC s website until after it has been notified of a successful Readiness Assessment. 3. Undergo Readiness Assessment (Initial Applicants Only) 14 1/14

DETC Accreditation Handbook 2013 The Process of Accreditation Initial applicants must submit two copies of its SER (no later than 60 days from the date of application). Once DETC receives these documents, the Director of Accreditation (Nan Ridgeway) will coordinate a review by an evaluator for a Readiness Assessment (see C.12.). The evaluator reviews the SER and writes a report stating if the institution is deemed ready to undergo a full on-site visit. Then the institution proceeds to the next step. If the institution is not deemed ready, then it must correct the areas of concern and submit an updated SER to be reviewed again before proceeding with the accreditation process. 4. Submit Course Materials, DETC Schedules On-Site Visit and Surveys Students Institution submits courses materials for review: C.5. Policy on Course/Program Approvals provides the details on what course materials are required to be submitted as part of the accreditation process. An institution undergoing reaccreditation must also follow the directions in C.5. Submissions also include advertisements, catalog, enrollment agreement(s), examinations and examination solutions, and all tools, kits, and equipment provided with the course(s). Course materials submitted as part of an institution s application for accreditation are not returned to the institution; they are consumed in the review process. Subject matter experts, who are also called subject specialists, are selected to review and report on the institution s course materials. All Subject Specialists go through a training program and sign DETC s D.8. Conflict of Interest Policy and D.8.1. Conflict of Interest Disclosure Form before reviewing courses/programs. Typically, these reviews take place in the subject specialists home or office. However, if an institution offers a combination distance studyresident program, offers a degree program, or has an extremely large number of courses (e.g., a military institute), then one or more subject specialists are appointed to visit the institution for an on-site review during the full on-site visit. Each subject specialist submits to the Accrediting Commission written report on the courses reviewed. Date of Visit is Determined: A mutually convenient on-site examination date is coordinated with the institution. Since a majority of the review process is completed before the on-site visit, most on-site visits are one to two days, depending upon the size of the institution. In cases where resident training is provided as a required or as an optional part of a distance education course, the training facilities are examined to make sure that outcomes of resident training contribute to the total course objectives. Students Surveyed: The students are asked to complete a survey form (either electronically or paper-based) which contains questions about enrollment practices, lessons, student services, and student satisfaction with the course(s) and the institution. In addition, the Commission staff also surveys Better Business Bureaus, Chambers of Commerce, various consumer protection agencies, accrediting associations, and federal and state regulatory agencies, such as the Department of Veterans Affairs, the Federal Trade Commission, and the U.S. Department of Education, for information on the educational services, business ethics, and general reputation of all applicant institutions. 5. Submit SER, Receive Subject Specialist Reports, and Respond to Comments Institution Submits SER: The Compliance Officer completes and sends the institution s SER. This is done at least 4 to 6 weeks before the on-site visit. If an applicant institution is deemed ready for a full on-site review, it must submit its revised SER. As instructed by the Director of Accreditation, the institution must send the Self-Evaluation Report. In addition, the institution must provide the appropriate instructions and passwords for full access to the institution s website and/or 1/14 15

The Process of Accreditation DETC Accreditation Handbook 2013 online courses. This allows members of the examining committee to review the appropriate items/content before the on-site visit. See B.1. Guide to Self-Evaluation Report for instructions on writing and sending the SER. Examining Committee is Selected: The Examining Committee is not limited in size, but usually includes a Chair, an Educational Standards Examiner, a Business Standards Examiner, Subject Specialists for each subject area (who may or may not visit the institution), and an Observer for the Accrediting Commission. An Examining Committee is appointed to visit the institution for the purpose of verifying the information in the Self-Evaluation Report, and to gather additional facts for the Accrediting Commission. Once the examiners are selected, their names are submitted to the institution. The institution may object, with an adequate reason, to a specific examiner and request that another examiner be chosen. Examiners (also called evaluators) are selected from among educators, executives, and practitioners in business, technical, and service fields. To become a qualified examiner, one must complete the distance education course entitled DETC Evaluators Training Program and receive a certificate of completion. The Commission develops and maintains a record of the qualifications of people who have been trained as examiners. All evaluators must read, agree to, and sign DETC s D.8. Conflict of Interest Policy, D.8.1. Conflict of Interest Disclosure Form, and D.9. Code of Conduct for On-Site Evaluators. The Commission strongly stresses to each examiner the need for confidentiality before, during, and after the on-site visit. Evaluators with a conflict of interest with an applicant institution are not appointed to serve on the applicant s examining committee. State Observers are Invited: Representatives from state licensing bodies and from federal agencies are notified of forthcoming visits and are invited to participate as observers in the process. They are encouraged (but not required) to submit written reports to the Chair at the conclusion of the visit. DETC Sends Subject Specialist Reports and Student Surveys to the Institution: The DETC provides the Subject Specialist Reports and Student Surveys received to the institution prior to the Examining Committee s visit so that institutional representatives can prepare for questions from the visiting committee. Institution addresses any not met findings from subject specialists: If the institution receives any Partially Meets or Does Not Meet findings for a standard from the subject specialists, it must submit a written response. The institution s response should be sent to DETC at least two weeks prior to the on-site visit. The written responses are given to the Educational Standards Evaluator and subject specialist(s) before the on-site visit. They review the responses to determine whether the courses deficiencies have been corrected and whether the course is now approved. Examiners Receive and Review SER, Subject Specialists Reports, Readiness Assessment Report, and Student Surveys: An electronic copy of the SER is sent to each evaluator by the institution. For initial applicants, the evaluators also get a copy of the institution s Readiness Assessment Report. DETC sends the Subject Specialist Reports, the response to the subject specialist reports, and Student Surveys to the on-site team prior to the on-site visit. When special examinations are ordered, SERs are also required before the on-site visits. While on-site visits are required for all institutions seeking accreditation or reaccreditation, they may or may not be required for institutions submitting interim progress reports. Whenever possible, the SER is sent by the institution to each examiner 4 to 6 weeks prior to the on-site visit. Each examiner reads the SER carefully and uses the Rating Form for All Institutions to consider the institution s responses to each question and any appropriate policy. The examiners make notes of any questions not answered in the SER or areas in which they may have concerns. The examiners use their notes to form questions to be asked or items to be checked during the on-site visit. The examiners are not limited to the questions on the rating form, and they are encouraged to ask their own questions as they confirm an institution s compliance with the standards. 16 1/14

DETC Accreditation Handbook 2013 The Process of Accreditation Complaint Summary is Prepared: The Accrediting Commission has a formal procedure for handling complaints lodged against an institution (see C.20). A summary of any complaints received on an institution that is undergoing accreditation or reaccreditation is compiled and presented by the DETC Staff member at the executive breakfast meeting on the day of the on-site visit. 6. Institution Undergoes On-Site Visit and Examiners Write Reports Institution undergoes the on-site visit: During the visit, the questions asked by the examiners and the methods of inquiry help safeguard impartial judgment. Each examiner develops a comprehensive picture of the institution s operations before the visit by doing a thorough review of the SER, and answers the questions on the appropriate rating form. Information provided in the report is verified at the time of the visit. The Examiner s Rating Form directs Examining Committee members in their inquiries. Also, the presence of an Accrediting Commission observer helps ensure objectivity, impartiality, uniformity, and adherence to established procedures. At the time of the on-site visit, it is vital that all key staff members are present or available, including faculty, principal managers, outside accountants, and instructors. Members of the Examining Committee will want to interview many of the key staff members during the on-site visit. School representatives and the Educational Standards Evaluator (and possibly the Chair) will want to discuss the Subject Specialist Reports and student survey results (if previously forwarded) during the on-site visit. Evaluators test and verify information in the SER: D.6. Undergoing an On-Site Visit provides the details for the on-site visit. The Committee members will work in their area of expertise during the examination. They will interview administrators, officials, staff, students, and examine files, review records, verify data, and assemble relevant information to aid in preparing their individual reports. Chair thanks the institution: At the end of the visit, the Chair will meet with the CEO/President and thank him/her for his/her hospitality. The Chair also informs the CEO/President when he or she may expect to receive the Chair s Report (approximately 4-6 weeks after the visit). Evaluators write reports and send them to the Chair: Each examiner completes the appropriate sections of the Examiner s Rating Form for All Institutions and writes a report using the templates provided. Each report is a narrative stating his/her findings and recommendations and expanding on or explaining any not met ratings. Once again, the examiners are not limited by the questions on the rating form. They are encouraged to explore any related characteristics and activities that help to determine whether the institution meets each of the standards. Observer s and CEO s comments are solicited: Any observers/representatives from state licensing bodies and/or federal agencies are strongly encouraged to send their comments to the Commission and the Chair. Their comments should address any issues concerning the institution s compliance with state or federal regulations or the accrediting process itself. The CEO s comments are solicited immediately following the on-site visit and prior to the receipt of the Chair s Report. Commission surveys on-site evaluators: After the on-site visit, the Commission surveys the examiners for any comments they may have on the institution s SER, the on-site visit, and the accreditation process. If a state observer went on the on-site visit, the Commission may send the observer a copy of the Chair s Report and the institution s response to the Chair s Report if requested. 7. Chair Writes and Submits Report and Institution Responds 1/14 17

The Process of Accreditation DETC Accreditation Handbook 2013 Chair writes report and sends it to DETC: Once the Chair receives all of the examiners reports, s/he prepares a Chair s Report. The purpose of the Chair s Report is to present to the Accrediting Commission a thorough, succinct, and accurate statement of the findings of the Examining Committee. It presents a composite view of the findings of Committee members and subject specialists on the policies, conditions, and practices of the institution as measured against the published standards for accredited institutions. The Chair s Report also summarizes the findings and recommendations of the Subject Specialist reports. In the Chair s Report, the strengths and the deficiencies of the institution are noted. The Report lists Committee findings and presents Committee recommendations on how an institution might take action to bring existing policies, practices, materials, or services into accord with specific standards and policies. The Chair s Report does not, however, make a recommendation to the Accrediting Commission as to the overall approval or disapproval of the institution s application for accreditation. The Chair sends his/her report to the Director of Accreditation. The Director of Accreditation does not edit or make changes to the Chair s Report. DETC sends the Chair s Report to the institution for comment: A copy of the Chair s Report is forwarded, approximately four to six weeks after the on-site visit, to the CEO of the applicant institution for comment and response before the Accrediting Commission takes action. This procedure provides the institution with the opportunity to respond to Committee findings as well as to report on any corrective actions taken subsequent to the visit. The institution must provide its response according to Template 10. Instructions for Responding to the Chair s Report found on DETC s website. The institution has 30 days from the receipt of the Report to comment on the Report to provide comments and to submit additional material if appropriate. 8. Commission Reviews, Takes Action, and Announces Decision Commission reviews surveys, Chair s Report, and the Institution s Response to the Chair s Report: The Accrediting Commission usually meets twice a year, in January and in June, to take action on the institutions applications for accreditation. At its meeting, the Commission reviews information and documentation on the various applications for initial accreditation or reaccreditation. The Commission looks at the SER; the Chair s Report; the Institution s Response; subject specialists reports, student surveys; any complaints from the public; information gathered from other interested parties and any responses to the public notices; institution s advertisements and catalog; any communications between the institution and the Accrediting Commission; and other relevant documentation. Commission makes decision and informs institution: As described in Appendix D.1.1., the Commission may take one of four courses of action: 1. accredit a new applicant institution, or continue an institution s accredited status (the maximum grant of accreditation for new applicants is three years). Reports of institutional enhancements of programs and services may be required. 2. defer a decision for a period not to exceed a maximum of 12 months (unless the Commission decides the time period should be extended for good cause ), pending receipt of a Progress Report, or submission of additional information and, possibly, a follow-up on-site visit; 3. direct the institution to Show Cause; or 4. deny accreditation to an applicant, or withdraw accreditation from an accredited institution (this action is appealable). 18 1/14

DETC Accreditation Handbook 2013 The Process of Accreditation The Commission will notify the institution within 30 days of its decision. If the Commission votes to deny or withdraw accreditation, the institution is sent a statement of the reasons for denial and the institution may appeal of the decision of the Commission. As described in Appendix D.2. Appealing Commission s Adverse Decision, a special appeals panel will hear the appeal at the earliest practical time. If an institution is denied accreditation or if accreditation is withdrawn, and the action becomes final, the institution must wait one year from the date of the Commission s final decision before making application for accreditation again. All judgments of the Accrediting Commission are final. They are not subject to review or veto by DETC members. Commission announces decision: After a final decision is made, the Accrediting Commission notifies other appropriate recognized accrediting agencies, state and federal agencies, and the public about accreditation status of institutions and any adverse actions taken or a show cause decision as described in Appendix D.3. Notification and Information Sharing. Announcements of accreditation, reaccreditation, denial, and/or withdrawal of accreditation or a show cause directive are made in DETC publications and the website. After the final decision is announced, the Commission purges its files and keeps only the reports and information specified in its file retention policy (D.4. Retention of Commission Files and Records). Right to Appeal The institution may appeal an action of the Commission to deny or terminate accreditation. A statement of the procedure for appeals may be found in Appendix D.2. Appealing Commission s Adverse Decisions. The Application for Appeal is found in Appendix E.3. Arbitration Institutions applying for accreditation from DETC, as well as accredited institutions, agree to observe DETC s postappeal hearing arbitration procedures before initiating legal action as outlined in Appendix D.2. Appealing Commission s Adverse Decision. 1/14 19

The Process of Accreditation DETC Accreditation Handbook 2013 Maintaining Accreditation In order for an institution to maintain its eligibility for accreditation on an ongoing basis, it must be in continuous compliance with all accrediting standards, policies, and eligibility requirements. This means, among other things, that an institution must: be in continuous operation in terms of educating or training bona fide students in accordance with its primary objectives; fulfill all DETC reporting requirements in a timely manner; maintain any applicable state license or approval in its state of domicile; maintain compliance with all applicable local, state, and federal requirements; and pay all DETC dues and fees, as well as on-site evaluation fees as required, on a timely basis. The burden of proof in demonstrating compliance with policies and standards always rests with the institution, not with the Accrediting Commission. Should an accredited institution lose its required state licensure in its state of domicile for whatever reason, DETC accreditation terminates as of the date of the loss of state licensure. Other In the event that DETC receives subpoenas related to litigation between its accredited institutions and/or third parties, the institution involved in the litigation will be responsible for reimbursing DETC for all costs associated with responding to the subpoena, including the reasonable cost of legal counsel, staff time, and copying costs. Obligations of Accreditation Accreditation brings with it a number of obligations for the institution. An accredited institution must continue to meet all Accreditation Standards and Business Standards, and it must continually strive to improve itself. Having been recognized by the Commission, the institution must continue to justify the confidence placed in it and modify itself in areas that may have been identified as weak. Accredited institutions are obligated to: File an Annual Report: Each accredited institution is required to file an Annual Report form (see Appendix E.6. or 7.) to the Accrediting Commission. The institution also has the continuing obligation to advise the Commission of significant changes to what it had originally represented upon its initial accreditation or reaccreditation (see Appendix C.1. Policy on Substantive Change and Notification. Institutions not submitting their Annual Reports by January 31 st will be charged a late fee. As part of the Annual Report, the institution must report its data on its course completion and program graduation rates. It must also submit data on students satisfaction as demonstrated by the percent of students who answer yes to the three mandatory questions as described in C.14. Policy on Student Achievement and Satisfaction. Pay Annual Dues and Accreditation Fees: An accredited institution is charged an annual Accreditation Fee to help sustain the accreditation process (see Appendix E.1.). As a member of DETC, each member institution is charged annual Dues. These Dues support the research and professional activities of the Council. The Dues and Fees are based on annual tuition receipts. An institution must submit a completed Computation for Dues and Fees Form (see Appendix E.10.). A statement is sent to the institution indicating the amount of Dues and Accreditation Fees owed. Dues and Fees not paid in full by April 30th are charged a late fee. Accredited institutions failing to meet their financial obligations to the Accrediting Commission and the Council by September 30 th, the institution will be subject to a special accreditation examination. 20 1/14

DETC Accreditation Handbook 2013 The Process of Accreditation Teach-Out Commitment: The institution should also be mindful of its formal commitment to teach out all students who enroll in its distance study programs irrespective of changes in the institution s accreditation status (see Appendices E.8. and E.9.). The institution should update the Teach-Out Commitment and send it to the Accrediting Commission when there are changes in the institution s ownership, management, or location. Institutions must also submit a Teach-Out Plan if required (see Appendix C.27. Policy on Teach-Out Plans). New and Revised Courses: The institution must inform the Commission whenever it adds or revises a course/program. C.5. Policy on Course/Program Approval gives detailed information on what must be submitted to fulfill the institution s obligation. Correct any Incorrect or Misleading Information: As stated in Business Standard I.B.9., an accredited institution is required to issue public correction to all incorrect or misleading information knowingly or unknowingly released in reference to its accreditation status, the contents of reports of the examining committee from accreditation-related visits, and/or any actions taken by the Accrediting Commission with respect to the institution. Maintain being properly licensed, authorized or approved: As stated in the Business Standards, no accredited institution may retain accreditation if it is not properly licensed, authorized or approved by the applicable state educational institution authority. Institutions must conform to all the provisions of applicable laws and regulations. Advise Commission in a Timely Way: An accredited institution must promptly inform the Commission of any actions it plans to take itself or actions taken against it by other agencies if those actions could affect its good status in the eyes of the Commission or the public, and resolve complaints in a forthright, prompt, amicable, and equitable manner. Members should make periodic contact with the staff of the Commission apprising them of governmental and media actions which may affect their institutions or the Commission. Advise Commission of Substantive Changes: It is the duty of the Accrediting Commission to make certain that any substantive change an accredited institution makes does not adversely affect its capacity to continue to meet DETC s standards of accreditation. Institutions must obtain the Commission s approval before the change in the institution s scope of accreditation is granted. C.1. Policy on Substantive Change and Notification defines what is considered to be a substantive change. Participate in Evaluations: One way an institution s staff can continue to learn, improve, and also contribute to the DETC is by actively participating in the evaluation of other institutions that are being considered for accreditation. The Commission conducts training sessions through its online course entitled DETC Evaluators Training Program, where school officials are instructed in how to be an effective evaluator. Renew Accreditation: An accredited institution must take the steps necessary to renew its accreditation at least every five years (three years for initial accreditation). After this time, without affirmative action by the Accrediting Commission to continue or renew the institution s accreditation, the accreditation expires as of the date determined by the Commission. The Commission staff will send the institution a reminder to make application for reaccreditation and to submit the Application for Accreditation form (see Appendix E.2.) by the date specified. Once the institution is re-accredited, the staff will issue a reaccreditation certificate citing the original date of accreditation and the reaccreditation date. Failure to Meet Obligations If at any time an institution fails to meet its obligations of accreditation in a timely manner, including failure to pay its financial obligations to DETC, the Accrediting Commission may order a special visit. Details are provided in 1/14 21

The Process of Accreditation DETC Accreditation Handbook 2013 Appendix C.16. Policy on Special Visits. Sharing Information with Other Agencies The Accrediting Commission routinely notifies, as required by federal regulations, other appropriate recognized accrediting agencies and state and federal agencies about the status of an institution and any adverse actions. Decisions of Other Agencies The Accrediting Commission will promptly review the accreditation of an institution that is accredited by another recognized accrediting agency upon notification that another recognized accrediting agency has taken an adverse action with respect to the institution or placed the institution on probation or an equivalent status. The Accrediting Commission will review the institution s accreditation to determine if it should also take adverse action against the institution. The Accrediting Commission will not grant initial or reaccreditation to an institution if it has been notified or has reasonable cause to know, that the institution is the subject of: 1. A pending or final action brought by a state agency to suspend, revoke, withdraw, or terminate the institution s legal authority to provide postsecondary education in the state; 2. A decision by a recognized agency to deny accreditation; 3. A pending or final action brought by a recognized accrediting agency to suspend, revoke, withdraw, or terminate the institution s accreditation; or 4. Probation or an equivalent status imposed by a recognized agency. If the Accrediting Commission determines, after review, that the action of the other body does not preclude the Accrediting Commission s grant of accreditation, it will provide to the Secretary of Education, within 30 days of its action, a thorough and reasonable explanation, consistent with its standards why the action of the other body does not preclude the Accrediting Commission s grant of accreditation. Review of Standards The Accrediting Commission engages in a continuous review of its standards, policies, and procedures. Annually, the DETC s Standards Committee performs a formal review of the adequacy, currency, validity, and reliability of the standards and makes appropriate recommendations (see Appendix D.5.). The Commission invites suggestions for changes to the standards from all interested parties. Periodically, the Commission conducts a Validity and Reliability Survey of higher education officials, DETC members, and other interested parties. Revised January 2014 # # # 22 1/14

DETC Accreditation Handbook 2013 The Process of Accreditation Functions of the Evaluating Committee Members Chair coordinates visit assures examiners complete their tasks during visit sets date for submission of reports prepares Chair s report and submits it to the Director of Accreditation Educational Standards Evaluator evaluates institution using standards, policies, and rating forms submits report to Chair and Director of Accreditation verifies special areas through documentation and interviews: - institutional mission, goals, objectives, curricula, and instructional materials - educational services - student support services - student achievement and satisfaction - qualifications of board members, administrators, faculty, officials, staff, and owners - admission requirements - research, self-improvement, and planning reviews comments from subject specialists handles special concern by reviewing: - student surveys and/or complaints - curricula and online systems - student records and tracking progression - course/program completions - examinations and other assessments - faculty interaction - outcomes assessment plan and data - student and faculty files - minutes of board, advisory boards, faculty meetings, curriculum committees, etc. - strategic plan and other research - succession plan Degree Program Evaluator evaluates using standards, policies, and rating forms submits report to Chair and DETC handles special concerns: - reviews program objectives, curriculum, and courses - interviews faculty and reviews qualifications - reviews student/teacher ratios - reviews credit hour policy and verifies data reviews comments from subject specialists Business Standards Evaluator evaluates institution using standards, policies and rating forms submits report to Chair and DETC verifies special areas through documentation and interviews: - admission practices and enrollment agreements - advertising and promotional literature - control of recruitment personnel - financial responsibility - compliance with DETC standards on federal student Title IV aid - tuition policies, collection procedures, and refunds - facilities, equipment, supplies, and record protection plan and emergency action plan - research, self-improvement, and planning handles special concerns by reviewing: - financial statements - enrollment agreements - refund policies - catalog, advertisements and website - facilities, equipment, supplies and record protection Visiting Subject Specialists reviews course materials, student assignments/examinations, interaction between students and instructors, etc. evaluates institution using standards, policies, and rating forms submit reports to Chair and DETC interviews faculty and instructors Staff Member coordinates schedules and logistics answers questions concerning DETC standards, policies and procedures State Agency Observer participates as a full member of the committee provides pertinent information from state files observes institution s evaluation and process files comments to Commission (optional) Readiness Evaluator reviews Self-Evaluation Report, writes Readiness Assessment Report and determines if the institution is ready for an on-site visit 1/14 23

The Process of Accreditation DETC Accreditation Handbook 2013 8 Steps in the Accrediting Process 1. Obtain DETC Handbook, Complete DETC Course, Review Application, and Begin Writing SER Institution receives the DETC Accreditation Handbook and reviews it carefully Key person enrolls and completes the Preparing for DETC Accreditation to qualify as a Compliance Officer CEO/President reviews application for accreditation Compliance Officer and Staff begin writing Self-Evaluation Report (SER) 2. Submit Application and Other Required Information Institution submits application with application fee and financial statements Institution submits student names, catalogs, and copy of state licensure DETC posts names of applicants for reaccreditation on website 3. Undergo Readiness Assessment (Initial Applications Only) Institution submits the SER within 60 days of submitting application Institution undergoes Readiness Assessment If deemed ready, institution proceeds to next step and DETC posts name of applicant on website 4. Submit Course Materials, DETC Schedules On-Site Visit and Surveys Students Institution submits course materials for review (DETC sends courses to subject specialists) DETC schedules date for on-site visit DETC surveys students and agencies 5. Sends SER, Receive Subject Specialist Reports, and Respond to Comments Institution sends SER DETC selects evaluators for the examining committee and invites State Observer DETC sends subject specialists reports to the institution, along with any student surveys received Institution addresses any not met findings from subject specialists and sends response to DETC Examiners receive and review SER, subject specialists reports, Readiness Assessment Report, and student surveys DETC prepares complaint summary 6. Institution Undergoes On-Site Visit and Examiners Write Reports Institution undergoes on-site visit Evaluators test and verify information in SER Chair informs institution when to expect Chair s Report Evaluators write reports and send them to the Chair Observer s and CEO s comments are solicited Commission surveys on-site evaluators 7. Chair Writes and Submits Report and Institution Responds Chair writes report and sends it to DETC DETC sends Chair s report to institution for comments Institution responds to Chair s report 8. Commission Reviews, Takes Action, and Announces Decision Commission reviews Chair s report, and the institution s response to Chair s report, and other documents Commission makes decision and informs institution Commission announces decision 24 1/14

DETC Accreditation Handbook 2014 Introduction to Standards, Guides, Policies, and Procedures Introduction to Standards, Guides, Policies, and Procedures In order to implement the process of accreditation, the Accrediting Commission has approved and published Standards of Accreditation, which include the Accreditation Standards and the Business Standards. It is these Standards by which the Commission measures the educational quality, financial responsibility, administrative competency, and general worthiness of an institution for accreditation. They are the true core of the DETC accreditation process, the stated criteria signifying excellence in education or training. In addition, there are several policies that supplement the standards and contain required actions and information. Appendices are: Standards: Appendix A: Accreditation Standards and Business Standards; Guides: Appendix B: Guide to Self-Evaluation; Policies: Appendix C: Policies that supplement the standards and contain required actions and information; Procedures: Appendix D: Procedures for handling various functions of Commission; and Forms: Appendix E: Fees, Forms, Checklists, and Glossary. There are other documents on DETC s website to help DETC Evaluators (rating forms, guides, sample reports, and other forms) and institutions (critical documents). To view these documents, go to DETC s website at www.detc.org and select Membership Services tab and Evaluators Documents. Sign in using guest for your user name and password. The templates for writing reports are found under Templates under the Membership Services tab. If you re having problems with the forms, please contact Brenda Amaya at Brenda@detc.org or 202-234-5100 ext. 106. Policy and Procedure Indexes DETC policies (Appendix C) and procedures (Appendix D) expand on the accreditation standards. Institutions must meet the Accreditation Standards and the Business Standards inclusive of the requirements listed in the policies and procedures. There are additional tools that are used when preparing reports to the Commission. The tables on the following page are indexes that will assist institutions in referring to information on special circumstances. 1/14 25

Introduction to Standards, Guides, Policies, and Procedures DETC Accreditation Handbook 2014 Policy Index Circumstance Policy Annual Reports C.18. Bankruptcy C.8. Change in Location C.4. Change in Marketing C.11. Change in Mission, Goals and C.2. Objectives Change in Name C.25. Change of Ownership/Control C.3. Change in Chief Executive C.1. Combination Program DS-Resident C.6. & C.7. Complaints C.20. Contracting for Educational C.29. Delivery Contracting with Non-U.S. C.17. Institutions Credit Hours C.23. Degree Programs C.5. & C.9. Doctoral Degrees C.5. & C.9. Financial Statements C.10. First Professional Degrees C.5. & C.9. Five Year Reaccreditation C.13. High Schools C.30. Information Provided to U.S. C.22. Department of Education Initial Visit C.5. International Activities C.17. New Administrative Site C.4. New Combination Program C.7. New or Revised Courses/Programs C.5. New Training site C.7. Non-Private Institutions C.19. Non-U.S. Institutions C.24. Not Meeting Obligations C.16. Outcomes Assessment C.14. Petitions to Commission C.28 Pilot Programs C.26 Readiness Assessment C.12. Required Institutional Documents C.21. Selection and Training of C.23. Evaluators Special Ordered Visit C.16. Substantive Change and C.1. Notification Teach-Out Plans C.27. Title IV C.15. Waivers C.28 Procedure Index Circumstance Providing Chair s Report to Institution Advising the Institution of Commission s Decision Appealing Commission s Decision Notifying Agencies of Commission s Decision Notifying the Public of Commission s Decision Retention of Commission Files and Records Reviewing Standards, Policies and Procedures Circulating Standards, Policies and Procedures Undergoing an On-Site Visit Responding to Comments on Course/Program Reviews Conflict of Interest Code of Conduct for Evaluators Selection and Training of Commissioners Selection and Training of Evaluators Selection and Training of Appeals Panel Members Third-Party Comments Procedure D.1. D.1. D.2. D.3. D.3. D.4. D.5. D.5. D.6. D.7. D.8. & D.8.1. D.9. D.10. D.11. D.12. D.13. 26 1/14

DETC Accreditation Handbook 2014 Introduction to Standards, Guides, Policies, and Procedures Timeline for Accrediting Process (Initial Applicant) Steps Activity Time to Complete Date ONE Review DETC Handbook and Application 6 to 9 months Key person enrolls and completes Preparing for DETC Accreditation Begin writing the SER TWO Submit Application and Required Documents Begins accreditation process THREE Submit the SER Within 60 days of submitting Application Undergo Readiness Assessment and receive Report 90 days of receipt of SER FOUR If ready * submit course materials Immediately after receiving Readiness Assessment Report (you will be notified) Schedule on-site visit Submit/send final SER Once curriculum is received 4-6 weeks before visit FIVE Receive Subject Specialists Reports 3-4 months from date of institution s submission of curriculum Respond to comments from Subject Specialists Within 30 days after receiving SIX Have on-site visit Spring or Fall (see below) SEVEN Receive Chair s Report 4-6 weeks from date of site visit Respond to Chair s Report 30 days after receipt EIGHT Commission decision January/June each year Spring visits must take place before April 1st to be considered at the June AC Meeting. Fall visits must take place before November 1st to be considered at the January AC Meeting. *If Readiness Assessment Report states that an institution is not ready for a full on-site visit, the process stops until the institution documents to the satisfaction of the assessing evaluator that it has remedied the areas of concern in the Assessment Report before the courses will be reviewed and a full on-site visit scheduled (see C.12. Policy on Readiness Assessment). 1/14 27

Introduction to Standards, Guides, Policies, and Procedures DETC Accreditation Handbook 2014 Timeline for Accrediting Process (Reaccreditation) Steps Activity Time to Complete Date ONE Review DETC Handbook and Application 6 to 9 months Key person enrolls and completes Preparing for DETC Accreditation Begin writing SER TWO Submit Application and Required Documents Due January or June the year before (see below) THREE Submit course work 2-4 months after application is submitted (you will be notified) FOUR Schedule on-site visit Spring or Fall Submit/send final SER 4-6 weeks before visit FIVE Receive Subject Specialists Reports 3-4 months from date of institution s submission of curriculum Respond to comments from Subject Specialists 30 days after receiving SIX Have on-site visit Spring or Fall (see below) SEVEN Receive Chair s Report 4-6 weeks from date of site visit Respond to Chair s Report 30 days after receipt EIGHT Commission decides to accredit or not January/June each year Spring visits must take place before April 1st to be considered at the June AC Meeting. Fall visits must take place before November 1st to be considered at the January AC Meeting. Submission of Application: Your application is due one year before the Commission Meeting at which it will be considered for reaccreditation. For example, if your institution is to be considered at the June 2015 AC meeting (which means you will have a Spring 2015 visit), then your application is due June 1, 2014. If your institution is to be considered at the January 2015 AC meeting (which means you will have a Fall 2014 visit), then your application is due January 1, 2014. 28 1/14

DETC Accreditation Handbook 2014 A. Standards A. Standards 1. Accreditation Standards 2. Business Standards 1/14 i

A. Standards DETC Accreditation Handbook 2014 (Please Note: This page was left blank on purpose.) ii 1/14

DETC Accreditation Handbook 2014 A.1. Accreditation Standards Accreditation Standards The DETC Accrediting Commission has adopted the language below as Standards (as noted by 51 capital letters), which provide a benchmark of minimum acceptable policy and practice for the evaluators and Commissioners as they evaluate an institution as part of the accrediting program. The Standards are organized into 12 topical areas as indicated by the Roman numerals. Also incorporated with the Standards are the 57 DETC Business Standards (see Appendix A.2.). and the appropriate policies. Degree-granting institutions must also be in compliance with C.9. Policy on Degree Programs. For clarification of terms, please refer to E.17. Glossary. Institutions must be in full compliance with all of these standards. I. INSTITUTION MISSION, GOALS, AND OBJECTIVES I. A. Description of the Mission, Goals, and Objectives The institution has a mission statement that includes its general purpose and is supported by specific, clearly defined goals and objectives appropriate to the level of study provided, including an institutional commitment to providing quality distance education programs. I. B. Review and Publication of the Mission Statement The instructors/faculty, administration, governing board, and institutional advisory committees, if the institution has a governing board and advisory committee(s), regularly review the mission statement, goals, and objectives. The current mission statement, goals, and objectives are widely promulgated and readily accessible to students, faculty, staff, and other stakeholders. I. C. Implementation of the Mission, Goals, and Objectives The institution can demonstrate that it is effectively carrying out its mission, is attaining its goals and objectives, and is sharing appropriate information on its attainments with relevant groups. The institution identifies the key indicators it uses in determining how it is meeting its stated mission, goals, and objectives. II. EDUCATIONAL PROGRAM OBJECTIVES, CURRICULA, AND MATERIALS II. A. Description of Program Objectives Educational program objectives are clearly defined and simply stated. They indicate the benefits for reasonably diligent students. The character, nature, quality, value, source of the instruction, and educational services that are used to help students achieve the objectives are set forth in language understood by the types of students enrolled. If a program prepares for an occupation, field of occupations, or vocation, the objectives clearly state the types of occupations for which preparation is given. II. B. Appropriate Programs Objectives The program objectives must be reasonably attainable through electronically delivered, online, or other methods of distance study. Appropriate objectives include the development of skills, providing job-related training, the imparting of knowledge and information, the training in the application of knowledge and skills, and the development of desirable habits and attitudes. Evaluation of the program is based on the announced objectives and the success with which students achieve the objectives. 1/14 1

A. 1. Accreditation Standards DETC Accreditation Handbook 2014 II. C. Comprehensive Curriculum The curriculum is sufficiently comprehensive for students to achieve the stated program objectives and its content is supported by sound research and practice. An institution has policies and procedures for determining credit hours as defined in C.9. Policy on Degree Programs and/or clock hours it awards for its courses and/or programs. II. D. Up-to-Date Curriculum The curriculum/curricula reflect(s) current knowledge and practice. Effective procedures are used continuously to keep it/them up-to-date. Internal course/program reviews are conducted on a periodic basis. II. E. Comprehensive and Up-to-Date Instructional Materials Instructional materials are sufficiently comprehensive to enable students to achieve the announced program objectives. The instructional materials are accurate and reflect current knowledge and practice and are regularly reviewed and revised. II. F. Examinations and Other Assessment II. G. Authorship Examinations and other assessment techniques are adequate evidence of the achievement of the stated learning objectives and outcomes. The institution must publish its academic grading policies, assignment marking system, course extension policy, and information on issuance and completion of incomplete grades, and apply them with fairness and consistency. Qualified persons competent in distance study techniques and in their subjects or fields develop the curriculum content and prepare instructional materials. II. H. Organization of Instructional Materials The organization and presentation of the instructional materials are in accord with sound principles of learning and grounded in sound instructional design principles II. I. Curriculum Delivery Online and/or written instructional materials are appropriately presented. Online materials fit the content and are delivered using readily available, reliable technology. Institutional prepared materials must be keyed to the reading competence of the students in the program and be legibly reproduced. II. J. Study Instructions Instructions and suggestions on how to study and how to use the instructional materials are made available to assist students to learn effectively and efficiently. II. K. Educational Media and Learning Resources Learning resources for faculty and students must be available and appropriate to the level and scope of program offerings. Program designers and/or faculty/instructors make effective use of appropriate teaching aids and learning resources, including educational media and supplemental instructional aids in creating programs and in teaching students. The institution makes effective provisions for students to access learning resources and libraries that are appropriate for the attainment of program learning outcomes. 2 1/14

DETC Accreditation Handbook 2014 A.1. Accreditation Standards II. L. Student Privacy, Integrity and Identity The institution has clear, specific, published policies related to student privacy, integrity, and academic honesty. The institution has a student identity verification process that ensures that students who earn the credit or completion credentials are the same students who did the course assignments and assessments. III. EDUCATIONAL SERVICES III. A. Student Inquiries and Submissions Relevant student inquiries are welcome and are answered promptly and thoroughly. Accurate assessment, correction services, and counseling by instructors/faculty are provided for assignments/lessons and examinations. The institution has a process for maintaining and protecting the confidentiality of student records, e.g., grades, test results, etc. III. B. Individual Differences Provisions are made to be responsive and flexible to meet the individual differences of students with diverse backgrounds, prior achievements, employment, and other relevant circumstances. Counseling and guidance are provided, as required, to assist students to satisfy institutional and program requirements, to achieve required program objectives and individual course learning outcomes, and to achieve their educational goals. III. C. Handling Unsatisfactory Student Progress Students who are unable to make satisfactory progress through the program are encouraged to continue until they either show inability to make satisfactory progress or demonstrate satisfactory progress. III. D. Encouragement of Students An active program designed to optimize interaction between the institution and the student is followed to encourage students to start, continue, and finish the program in which they have enrolled, if continuing and finishing are the student s goals. III. E. Student Evaluation of Courses Opinions of students are systematically sought as one basis for evaluating and improving instructional materials, the delivery of instruction, and educational services. III. F. Appropriate Technology The institution uses appropriate and readily accessible technology to optimize interaction between the institution and the learner and enhance instructional and educational services. III. G. Resident Training Resident training or face-to-face learning sessions must supplement the electronically delivered, online, or other distance study method whenever it is necessary to attain the stated institutional and program objectives and intended student learning outcomes. 1/14 3

A. 1. Accreditation Standards DETC Accreditation Handbook 2014 IV. STUDENT SUPPORT SERVICES IV. A. Assessment Services Student assessment services are guided by published grading policies and a marking system that includes prompt return of accurately, fairly, and consistently graded assessments as well as necessary academic counseling by the instructor/faculty or qualified staff member. IV. B. Student Records Essential, accurate student records are adequately and securely maintained and readily accessible. ( IV. C. Student Support Services The institution provides support services relevant to the students enrolled, such as financial aid guidance, counseling services, employment assistance and/or alumni services. IV. D. Student Complaints The institution has policy and procedures for the purposes of responding to, addressing, and readdressing, as appropriate, a complaint made by a student (see C.20. Policy on Complaints), including one who has good reason to believe that the institution is not in compliance with DETC standards and policies. V. STUDENT ACHIEVEMENT AND SATISFACTION V. A. Achievement of Student Learning Outcomes and Benefits The institution articulates student learning outcomes has a systematic and ongoing process for assessing student learning, provides documented evidence that show that the results are used to improve programs, curricula, instruction, faculty development, and services, and the results meet appropriate benchmarked standards. V. B. Student Satisfaction The institution regularly collects evidence that students are satisfied with the instructional and educational services provided as described in C.14. Policy on Student Achievement and Satisfaction. V. C. Progress Through the Program The institution documents that students complete their studies at rates that compare favorably to those of programs offered by similar DETC-accredited institutions. The factors considered by the Commission in making this determination and any reporting requirements are outlined in C.14. Policy on Student Achievement and Satisfaction. 4 1/14

DETC Accreditation Handbook 2014 A.1. Accreditation Standards VI. QUALIFICATIONS AND DUTIES OF OWNERS, GOVERNING BOARD MEMBERS, OFFICIALS, ADMINISTRATORS, INSTRUCTORS/FACULTY, AND STAFF AND REPUTATION OF INSTITUTION VI. A. Owners, Governing Board Members, Officials, and Administrators The Owners, Governing Board Members, officials, and administrators possess appropriate qualifications and experience for their positions and roles and have demonstrated the ability to oversee institutional operations. The governing board members are knowledgeable and experienced in one or more aspects of educational administration, finance, teaching/learning, and distance study. The institution has policies that clearly delineate the duties and responsibilities of governing board members, officials, and administrators. Individuals in leadership and managerial roles are qualified by education and experience. VI. B. Chief Academic Officer and/or Department Heads A qualified 1 person serves as the chief academic officer or educational director. This person has overall administrative responsibilities for the educational program(s), faculty/instructors, and a policy-making voice in advertising, sales, and collections. In institutions that use department heads or persons with similar titles are delegated educational, editorial, and research responsibilities within the departmental subject fields. qualifications for degree-granting institutions are described in C.9. Policy on Degree Programs. VI. C. Instructors/Faculty/Staff The institution has a sufficient number of qualified instructors 2 /faculty 3 to give individualized instructional service to each student. The institution maintains files containing the resumes and official transcripts of its instructors/faculty. Faculty are carefully screened for appointment, and are properly and continuously trained with respect to institution policies, learner needs, instructional approaches and techniques, and the use of appropriate instructional technology. The institution has clear, consistent procedures to evaluate faculty performance. Instructors teaching technically- or practice-oriented courses must have practical experience in the field and hold current licenses and/or certifications, as applicable. (1/14) 3 qualifications for degree-granting institutions are described in C.9. Policy on Degree Programs. VI. D. Reputation of Institution, Owners, Governing Board, Officials, and Administrators The institution and its owners, governing board members, officials, and administrators possess sound reputations and possess a record of integrity and ethical conduct in their professional activities, business operations, and relations. VI. E. Professional Growth An institution demonstrates its interest in improving instruction through upgrading faculty and staff. Faculty and staff are encouraged to become members of professional organizations, to review and apply relevant research, to pursue continuing education or training in their respective fields, and to enhance their skills in developing and using electronically delivered, online, or other forms of distance study. VI. F. Succession Plan 1/14 5

A. 1. Accreditation Standards DETC Accreditation Handbook 2014 The institution has a written plan that outlines the process by which the leadership and management succession would be approached and realized. Identify specific people, committees, or boards that would be responsible to carry on with the operation of the institution. The plan should be reviewed and revised on an annual basis. VII. ADMISSIONS PRACTICES AND ENROLLMENT AGREEMENTS VII. A. Admission Practices The admissions policies, requirements, and practices of the institution fully conform to DETC Business Standard II. B. and C.9. Policy on Degree Programs. VII. B. Enrollment Agreement (Contracts) The written enrollment agreement and/or other written enrollment documents specify clearly the nature and scope of the course or program, the services and obligations of the institution, and the responsibilities, obligations, financial and otherwise, of the student. Any changes in tuition, fees, and course or program policies and procedures must be made applicable to all future enrollees, not those currently enrolled. The institution must use a written enrollment agreement/contract that conforms to the provisions of DETC Business Standards II. A. and II. B. Students must be given copies of these written agreements/contracts and/or other written documents. VIII. ADVERTISING, PROMOTIONAL LITERATURE, AND RECRUITMENT PERSONNEL VIII. A. Advertising and Promotion All advertising, promotional, and recruitment activities of the institution fully conform to DETC Business Standard I.A. and B. and to this accreditation standard. VIII. B. Control of Student Recruitment Personnel The institution s policies and practices in the hiring, training, monitoring, managing, and evaluating of all sales or recruiting personnel fully conform to DETC Business Standard II.C. and to this accreditation standard. IX. FINANCIAL RESPONSIBILITY IX. A. Financial Practices The institution shows, by complete, comparative financial statements covering its two most recent fiscal years, that it is financially responsible and that it can meet its financial obligations to provide quality instruction and service to its students. (Financial statements must be audited or reviewed and prepared in conformity with generally accepted accounting principles. ) The institution has budgeting processes that demonstrate the current and future budgets are sufficient to allow the institution to accomplish its mission and goals. IX. B. Financial Management Individuals who oversee the fiscal and budgeting processes are qualified by education and experience. The institution must have adequate administrative staff for effectively operating, and at least one person who is qualified and able to prepare accurate financial reports in a timely manner. Internal auditing trails and controls are in place to ensure finances are properly managed, monitored, and protected. Adequate safeguards are in place to prevent unauthorized access to online and on-site financial information. IX. C. Financial Sustainability and Stability 6 1/14

DETC Accreditation Handbook 2014 A.1. Accreditation Standards The institution can demonstrate that it maintains adequate administrative staff and other resources to operate effectively as a going concern and is not exposed to undue or insurmountable risk. Any risk that exists is adequately monitored, manageable, and insured. IX. D. Financial Reporting Financial statements are prepared in accordance with DETC Standards and Policies including C.10. Policy on Financial Statements. An independent CPA s audit or review report accompanies these statements, and a written plan is provided that documents how the institution can resolve any challenges or anomalies identified in the CPA s report. IX. E. Demonstrated Operations In all respects, accredited institutions must document continuous sound and ethical operations, as well as the necessary resources to accommodate demand and to ensure all learners receive a quality educational experience. Applicant institutions must document two continuous years of sound and ethical operation under the present ownership and with the current programs offered as a bona fide electronically delivered, online, or other delivery method of distance study. This documentation shall show that the name being used by the institution is free from any association with activity that could damage the reputation of the DETC accrediting process, such as illegal actions, fraud, unethical conduct, or abuse of consumers. X. TUITION POLICIES, COLLECTION PROCEDURES, AND CANCELLATIONS/REFUNDS X. A. Tuition Policies Tuition policies are in keeping with the provisions of the DETC Business Standards Section III.A. X. B. Tuition Collection Procedures Tuition collection practices and procedures are fair. They encourage the progress of students and seek to retain their good will. The institution exercises its right to protect its finances through collection practices in keeping with sound and ethical business standards. Such practices take into account the comparable rights and interests of the student. Collection procedures also conform to DETC Business Standard Section III.D. X. C. Tuition Cancellation/Refund Policies The institution recognizes that there are legitimate reasons why enrolled students may not be able to complete their programs with benefit to themselves. Accordingly, the institution has a policy for equitable tuition adjustments or refunds in such cases that conform to DETC Business Standards Section III.B. and III. C. Records are maintained on tuition refunds and enrollment cancellations to provide a reference source for management analysis. XI. FACILITIES, EQUIPMENT, SUPPLIES, AND RECORD PROTECTION XI. A. Facilities, Equipment, and Supplies The institution maintains sufficient facilities, equipment, and supplies to achieve its mission and goals and support its programs and future growth. A written plan exists to maintain and upgrade facilities, equipment, and supplies. The plan states the resources that will be budgeted to support its goals. Buildings, workspace, and equipment comply with local fire, building, health, and safety regulations and are adequately equipped to handle the educational program(s) of the institution. XI. B. Record Protection 1/14 7

A. 1. Accreditation Standards DETC Accreditation Handbook 2014 Institutional financial and administrative records and students educational records are maintained in a reasonably accessible place and are adequately protected as long as they are likely to be needed. Protection may be by: (1) an active fire suppression system, or (2) passive protection using twohour rated files or vaults for hard copy files/records, or (3) using off-site back-up files for electronic files/records. Other records are maintained in accordance with current educational, administrative, business, and legal practices. XII. RESEARCH AND SELF-IMPROVEMENT XII. A. Planning and Evaluation An accredited institution has a written plan that is designed to identify internal and external trends and patterns, optimize opportunities, address challenges, reflect on achievements, and maintain quality. The planning enables the institution to improve services to students, ensure the professional growth of its instructors/faculty and staff, and provide for the long-term quality and growth of the institution. The institution collects and analyzes data on a systematic, consistent basis to monitor the status and effectiveness of the plan and evaluates its full range of services. XII. B. Research and Self-Improvement An accredited institution shows evidence of continuous progress and self-initiated efforts to improve operations and educational offerings and services. Sound research procedures and techniques are used to measure how effectively the stated institutional mission, goals, and objectives are being met. January 2014 8 1/14

DETC Accreditation Handbook 2014 A.2. DETC Business Standards DETC Business Standards Business Standards are a part of the Accrediting Commission s overall standards for accredited institutions. The policies, procedures, practices, and activities of an accredited institution must be in compliance with these Standards. In reviewing an accredited institution, the Examining Committee members will determine institutional compliance with the Business Standards. The Business Standards prescribe the minimum policies accredited institutions must observe in all aspects of their operations. The dates of revisions or additions adopted in 2013 are in parentheses. Institutions must be in full compliance with all of these Standards by January 1, 2014. No institution, whether an initial applicant for accreditation or an applicant for re-accreditation, can receive or retain accreditation if it is not properly licensed, authorized or approved by the applicable state educational institution authority. All institutions, including institutions seeking initial accreditation, must also conform to all of the provisions of applicable laws and regulations, and these governmental regulations take precedence if there is a variance with the Business Standards when they are more favorable to students. The Accrediting Commission will not accredit a distance education institution with a franchise, distributorship, or similar sales arrangement. I. INSTITUTION AND COURSE PROMOTION A. Advertising and Promotion (Standard VIII.A.) 1. All advertisements, website copy or promotional literature with respect to the institution, its personnel, its courses and services, or the occupational opportunities for its graduates are accurate, clear, and readily accessible to the public and clearly indicate that training or education is being offered at a distance. 2. The institution s name and full address must appear in catalogs, enrollment agreements, published promotional literature, websites, and official DETC listings (P.O. Box numbers are not considered physical addresses). At a minimum, all advertisements must include the city and state of the institution and/or the institution s website URL or destination. 3. The word guarantee is not used in advertisements. The word free is not used to describe any item, service, or materials regularly included as part of the institution s curricula offerings (see III.A). 4. Testimonials and endorsements are truthful and current (less than 4 years old, except for those historical in nature). Signed student consent forms are kept on file. 5. Advertisements do not imply that employment is being offered and are placed in the appropriate place in media, e.g., under sections identified for education, training, or instruction. 1/14 1

A.2. DETC Business Standards DETC Accreditation Handbook 2014 I.A. 6. Institution s website must make available information on program requirements, course descriptions, tuition and related costs, schedules, course delivery formats, and its catalog prior to the collection of personal contact information. 7. The institution must disclose in its catalog and on its website information which accurately describes the institution and its programs. At a minimum, the institution must disclose to prospective students, prior to enrollment, the admission policies, description of its programs, grading policies, appropriate technology requirements, statement of all fees and tuition, refund policy, and contact information including hours of operation and holiday schedules. Degreegranting institutions must include items listed in C.9. Policy on Degree Programs. 8. 9. The institution must disclose on its website, its enrollment forms, and in its catalog that the acceptance for transfer of its academic credits is determined by the receiving institution. Institutions routinely provide reliable, current and accurate information to the public on their website on their performance, including student achievement, as determined by the institution. 10. Institutions may not provide the names of other institutions as triggers for their own sponsored links on Internet search engines. 11. Incentives offered to prospective students to enroll must not exceed a nominal value ($100). I. B. Institution and Course Recognition (Standard VIII.A.) 1. An institution may refer to its accredited status as, Accredited by the Accrediting Commission of the Distance Education and Training Council Accredited by the DETC Accrediting Commission, accredited member of DETC or DETC Accredited. An institution may use the term accredited programs, accredited courses, and/or nationally accredited when referring to its individual programs, courses, and/or institution. 2. The word accredited may not be used in conjunction with certification programs. 3. The institution may use the official accreditation logo and statement of accreditation in its advertisements, promotional literature, letterheads, and website. 4. Courses and programs must be approved by DETC before an institution may advertise them or enroll students. 5. An institution may use the term College or University in its name only if it offers academic degree programs. 6. An institution must state its accredited status in its catalog and on its website. DETC s name, address, and telephone number must be published in the institution s catalog, along with a link to DETC s website (www.detc.org). 2 1/14

DETC Accreditation Handbook 2014 A.2. DETC Business Standards I.B. 7. The institution may only refer to DETC s recognition by the U.S. Department of Education as, The Accrediting Commission of the Distance Education and Training Council is listed by the U.S. Department of Education as a nationally recognized accrediting agency. 8. The institution may only refer to DETC s recognition by the Council for Higher Education Accreditation as, The Accrediting Commission of the Distance Education and Training Council is a recognized member of the Council for Higher Education Accreditation. 9. An institution publicly corrects any misleading or inaccurate information it releases on its accreditation status, contents of reports of the examining committee from accreditation-related visits, and/or actions taken by the Accrediting Commission with respect to the institution. II. STUDENT ENROLLMENT A. Enrollment Agreements (Contracts) (Standard VII.B.) 1. The institution must ensure that each applicant is fully informed of the rights, responsibilities, and obligations of both the student and the institution as listed in the enrollment agreement before it is signed by the applicant. 2. If the institution enrolls a student into a program, the enrollment agreement must cover the obligations of both parties for the entire program. If the institution enrolls a student into a single course then the enrollment agreement must cover the obligations of both parties for the particular course in which the student is enrolling. If the institution enrolls a student into one or more courses within a term, the enrollment agreement must cover the obligations of both parties for the particular term in which the student is enrolling (see III.A. for refunds). 3. The enrollment agreement must be written in the same language as the language of the promotional presentation. 4. The institution provides the student with ready access to and a copy of the institution s tuition refund policy. It also determines with reasonable certainty that the student has been informed of the policy prior to enrolling. 5. The terms of the refund policy must be clearly disclosed in the institution s enrollment agreement, catalog, and website. 6. 7. If a termination date is used on contracts, the date is, at a minimum, one and one half the projected time to complete the course(s) or the projected completion time plus 12 months, whichever is less. No enrollment agreement is binding until it has been submitted by the student and accepted by the institution. A copy of the accepted enrollment agreement is made available to the student within 10 days of acceptance and maintained as part of the student s record. 1/14 3

A.2. DETC Business Standards DETC Accreditation Handbook 2014 II. B. Admission Practices and Referrals (Standards VII.A. & B.) 1. The institution must not discriminate in its admissions because of race, sex, color, creed, age, or national origin in admitting students. 2. The institution must disclose in writing the scope and nature of its courses/programs, and its educational and training objectives, and how the institution protects student privacy. 3. The institution must establish qualifications that an applicant must possess to successfully assimilate the educational materials. The institution must also determine with reasonable certainty, prior to acceptance of the applicant, that the applicant has been informed of and has proper qualifications to enroll in the course/program. The applicant has been informed that he/she has been accepted into the program and that official transcripts or required documentation must be received by the institution within one enrollment period not to exceed 12 semester credits, or the student will not be accepted into the program. 4. If an institution enrolls an applicant under the compulsory school age, it must obtain permission from the appropriate, responsible parties that pursuit of the course/program will not be detrimental to any compulsory schooling. 5. If the institution enrolls a person not meeting established qualifications for admission, a record must be kept showing the reasons for acceptance of that person. 6. If an institution provides incentives for making referrals, the incentive must not exceed a nominal value (no greater than $100 per year). II. C. Control and Monitoring of Student Recruitment Personnel* (Standard VIII.B.) *Any personnel, including employees or contractors, who enroll prospective students (e.g., telemarketers, enrollment advisors, etc.) 1. The institution has full responsibility for the actions, statements and conduct of its student recruitment personnel, including any required licensures or registrations. The institution maintains appropriate and current records on its student recruitment personnel. 2. The institution adequately trains its student recruitment personnel (including providing them with a sales manual or materials covering applicable procedures, policies and presentations) and provides them with accurate information concerning employment, remuneration, and a signed written agreement. Signed copies of the DETC Code of Ethics for recruitment personnel are kept on file. 3. The institution routinely monitors for compliance with standards its student recruitment personnel, including any independent organizations providing prospective applicants names to the institution. 4 1/14

DETC Accreditation Handbook 2014 A.2. DETC Business Standards II.C. 4. Student recruitment personnel (including telemarketing staff): a. must conform to applicable federal and state laws, including any industry guides issued by the FTC; b. may not use any title that indicates special qualifications for career guidance, counseling, or registration; and c. may not place advertisements without the appropriate written authorization from the institution. III. TUITION, CANCELLATIONS, REFUNDS, AND COLLECTIONS A. Tuition Policies (Standard X.A.) 1. Institutions must use Total Course Price in preparing enrollment agreements, calculating refund amounts and collecting student accounts. Total course price includes charges for tuition, registration, educational services and instruction. Total Course Price also includes earned financial charges, and any fees that are charged to all students for required services, such as proctoring, technology access, and library services. Costs expended for normal shipping and handling are not subject to refund (after the expiration of the 5 calendar day cooling-off period). 2. The costs expended for optional or special services, such as expedited shipment of materials, experiential portfolio assessment, or other optional services such as dissertation binding, must be disclosed effectively to prospective students and are not subject to refund (after the expiration of the 5 calendar day cooling-off period). 3. High Schools and degree-granting institutions employing an admissions review process may charge a one-time non-refundable fee not to exceed $75. 4. If the institution requires or permits students to purchase textbooks or other required materials separately, the institution must make available to the student on its website, catalog, or enrollment agreement a best effort estimate of the costs of the textbooks and materials needed for successful completion of course/program. If an institution is participating in Title IV programs, it must disclose accurate course material information, including ISBN and retail prices. The institution s textbook pricing policy for new or used textbooks must be fair to students. 5. The total price for an individual course or program must be the same for all people, with the exception of discounts for well-defined groups. The total price for each course or program must be clearly identified and easily accessible on the institution s website, catalog, and enrollment agreement. (6/13) 6. Any variation in Total Course Price must be documented. This applies to institutional-awarded scholarships, grants, discounts, special price offers, or announcements of price increases.(6/13) 7. A non-discounted course or program price must be offered to the public for a reasonably substantial period of time during each calendar year, and it can be documented that students were enrolled at that price. (6/13) III.A. 8. Variations from the Total Course Price with the exception of discounts for well-defined group 1/14 5

A.2. DETC Business Standards DETC Accreditation Handbook 2014 must meet the following conditions: a. All discounts or special offers must be identified with a specific course or program price. b. All discounts and special offers must be presented in a format appropriate to an accredited educational institution. c. All discounts or special offers must contain a specific expiration date, which must be honored. Announced discounts or price offers may not be extended beyond the announced expiration date. d. All grants or scholarships must be documented with published criteria and processes used for awarding grants and scholarships. (6/13) 9. The institution must disclose to students on the enrollment agreement any additional charges to the student associated with verifying student identity. III. B. Cancellations (Standard X.C.) 1. A student s notification of cancellation may be conveyed to the institution in any manner. 2. Students who elect to cancel within 5 calendar days of enrolling must receive a refund of all money paid, regardless if any assignments have been submitted. The 5 calendar days begins when the student signs the enrollment form. 3. Upon cancellation, a student whose tuition is paid in full is entitled to receive all materials, including kits and equipment. 4. In case of a student illness or accident, death in family, and other circumstances beyond the control of the student, the institution should give special consideration to the student s request for cancellation beyond the minimum DETC refund policy. 5. Correspondence regarding cancellation between the student and the institution, banks, collection agencies, lawyers, or any third party must clearly acknowledge the existence of the cancellation policy of the institution. 6. If promissory notes or enrollment agreements are sold to third parties, the institution ensures that it and any third parties comply with DETC cancellation policies. 7. If an institution believes that any part of the DETC minimum cancellation policy should be waived, and/or is inappropriate to the institution s particular operations, it must seek and obtain a waiver from the Accrediting Commission and an approval for the use of an alternate proposed cancellation policy. Institutions, in requesting a waiver of the cancellation policy, as described above, and approval of an alternate policy, must submit a request in writing to the Accrediting Commission, along with a copy of the proposed alternate policy and an analysis of how enrolling students will be afforded fair protection for all monies paid under the proposed policy. III. C. Tuition Refund Policies (Standard X.C.) 6 1/14

DETC Accreditation Handbook 2014 A.2. DETC Business Standards 1. 2. Any money due the student must be refunded within 30 days of a cancellation request, regardless if materials have been returned. To offset its administrative costs, the institution may designate a percentage of the course/program tuition as a non-refundable fee (often termed registration fee ) that it may retain if the student cancels after 5 calendar days. This fee may be either $75 or 20% of the tuition charge, not to exceed $200. Degree-granting institutions: A student withdrawing from a degree program or dropping a course may only be assessed a one-time registration fee of either $75 or 20% of the tuition charge per course (not to exceed $200 per degree program). 3. Minimum Refund Policy: (The term course means each course within a degree program, e.g., English 101 or an entire vocational program, e.g., Medical Billing.) After the 5 day cooling off period, where the student cancels after completing at least one lesson assignment but less than 50 percent of course assignments, the institution may retain the non-refundable fee (registration fee) plus a percentage of tuition which shall not exceed the following: a. Up to and including 10 percent of the course, 10 percent of the refundable tuition (tuition charges remaining after subtracting the non-refundable fee already retained). b. Between 10 percent and 25 percent of the course, 25 percent of the refundable tuition. c. Between 25 percent and 50 percent of the course, 50 percent of the refundable tuition. d. After the student completes more than half the course, the institution shall be entitled to retain the entire total course tuition. The amount of the course completed shall be the ratio of completed required lesson assignments received by the institution for evaluation to the total lesson assignments required to complete the course. Degree-granting institutions: The refund policy above must be applied to individual lessons within a course (not courses within a program).when an institution enrolls a student in an entire degree program, it must refund 100% of tuition for courses the student never started when he/she cancels. 4. Optional Refund Policy for Academic Credit-Bearing Courses using Time-Based Terms: Institutions offering academic degree courses and programs, which have a published duration stating specific dates for student starting and completing, have the option of using the refund table below. Courses cannot exceed 16 weeks in duration. The time-based refund policy also applies to certificate courses that the institution accepts for academic credit into its degree program(s). III.C. 4. The table below sets out the percentage of tuition that will be refunded to students who complete only part of a course, normally defined as an academic learning unit ranging from one to four semester credit hours, as defined in DETC C.9. Policy on Degree Programs. If the student 1/14 7

A.2. DETC Business Standards DETC Accreditation Handbook 2014 contracts for a program of study, defined as a learning unit that includes two or more courses, each course must be treated separately for the purposes of calculating any refund to the student. For example, a student who contracts with an institution for three distinct three-credit courses, but completes only part of one course, is entitled to a full refund when he/she cancels on the remaining two uncompleted courses. Published Length *Refundable Tuition of Course Due Student AFTER- 1-6 weeks 1 st week = 70% 2 nd week = 40% 3 rd week = 20% 4 th week = 0% 7-10 weeks 1 st week = 80% 2 nd week = 60% 3 rd week = 40% 4 th week = 20% 5 th week = 0% Published Length *Refundable Tuition of Course Due Student AFTER- 11-16 weeks 1 st week = 80% 2 nd week = 70% 3 rd week = 60% 4 th week = 50% 5 th week = 40% 6 th week = 30% 7 th week = 20% 8 th week = 10% 9 th week = 0% *Refundable tuition is the total course tuition minus the registration fee. 5. Refund Policy for Resident Courses/Programs: For a course/program that includes mandatory resident training, the tuition price for the distance study portion and the tuition price for the resident portion must be separately stated on the enrollment agreement. The total of the two is the Total Course Price. The distance study portion of the combination course/program must use the refund policy stated in III.C.3. or 4 above. If the mandatory resident portion of the course/program is more than 6 weeks, the institution may use the time-based refund policy in III.C.4. above. If the resident portion is less than 6 weeks, the institution may use the following policy: After the student attends the first resident class session, if the student requests cancellation, the institution shall be entitled to retain a tuition charge which shall not exceed the following: - up to and including completion of the first 10 percent of the resident training, 10 percent of the tuition; - after completing more than 10 percent of resident training and up to and including completion of 25 percent of the resident training, 25 percent of the tuition. - after completing more than 25 percent of the resident training and up to and including completion of 50 percent of the resident training, 50 percent of the tuition. - If the student completes more than half of the resident training, the full tuition. The amount of resident training completed shall be the number of days the students attends resident training as compared to the total days of the resident training program. Courses with optional resident training, seminars, and other training sessions are subject to the refund policy above. 8 1/14

DETC Accreditation Handbook 2014 A.2. DETC Business Standards III. D. Collections (Standard X.B.) Collection procedures used by the institution or third parties must reflect ethical business practices. # # # Code of Ethics for Student Recruitment Personnel of Accredited Distance Education Institutions As a student recruitment representative* of an accredited distance education institution, I recognize that I have certain responsibilities toward students, the public, and my institution. To fulfill these responsibilities, I pledge adherence to this Code of Ethics. I will observe fully the standards, rules, policies, and guidelines established by my institution, the Accrediting Commission of the Distance Education and Training Council, the State Education Agency, and other legally authorized agencies. * * * I will adhere to high ethical standards in the conduct of my work, and to the best of my ability, will: 1. Observe fully the rights of all applicants and commit no action that would be detrimental to any applicant s opportunity to enroll because of race, sex, color, creed, or national origin. 2. Never knowingly make any false or misleading representation to any applicant nor use any coercive practices in presenting information. 3. Enroll applicants only in the course or courses in which they have expressed their interest, provided they meet the qualifications and standards established by my institution for enrollment. 4. Provide applicants only with information authorized by my institution regarding the occupational opportunities for graduates, and never make claims guaranteeing employment, job promotion prospects or income increases to an applicant. 5. State accurately and clearly to prospective students the approvals, accreditation, business and employer recognition, and course acceptance accorded to my institution. 6. Provide only full and accurate information on the transferability of academic credits and acceptance of degrees or credentials by other educational institutions, and disclose affirmatively the fact that the acceptance of credits and degrees is entirely the prerogative of the receiving institution and acceptance cannot be guaranteed. 7. Provide prospective applicants only complete and accurate information on the total financial obligation they will be incurring prior to accepting their enrollment application. 1/14 9

A.2. DETC Business Standards DETC Accreditation Handbook 2014 8. Provide students prior to enrolling complete and accurate information about financing options for students and answer any questions. 9. Never use tuition assistance available from a governmental agency or other source as the primary inducement for enrollment. 10. Refrain at all times from making any statement or inference that might falsely impugn the integrity or value of any other institution, method of training, or profession. 11. Discharge faithfully, and to the best of my ability, all of the duties and obligations and procedures established by my institution for my position and know all of my obligations and obligations as an institutional representative. 12. Reflect at all times the highest credit upon myself, my institution, and the field of distance education and always strive to enhance the reputation of my profession through my conduct as an institutional representative. *A recruitment representative is someone who enrolls prospective students, including but not limited to telephone marketers, enrollment advisors, and admissions representatives. January 2014 10 1/14

DETC Accreditation Handbook 2014 B. Guide B. Guide 1. Guide to Self-Evaluation Report 1/14 i

B. Guide DETC Accreditation Handbook 2014 (Please Note: This page was left blank on purpose.) ii 1/14

DETC Accreditation Handbook 2014 B.1. Guide to Self-Evaluation Report Guide to Self-Evaluation Report Introduction This Guide was developed to assist institutions seeking accreditation in preparing their Self-Evaluation Report (SER). Please keep in mind that it is just a guide; additional information may be needed to explain how your institution meets and/or exceeds the standards, policies, and procedures of the Accrediting Commission of the Distance Education and Training Council. At least one key person from the applicant institution must complete the Preparing for DETC Accreditation tutorial prior to preparing the institution s SER. Completing this tutorial qualifies a person to be a Compliance Officer. The Compliance Officer is responsible for overseeing the writing of the SER. We also recommend that others take the tutorial as well as the DETC Business Standards Tutorial (online). Please note that institutions must be in full compliance with all standards, policies, and procedures within a six month period of final adoption. Please reference Update Sheet on DETC s website for the most recent changes. The Self-Evaluation Report (SER) When the Accrediting Commission asks institutions to prepare an SER, two purposes are served: (1) institutions are given a rationale for conducting a critical self-evaluation; and (2) information is gathered in one place, which the visiting Examining Committee will need during the visit, and which the Accrediting Commission needs for its background study of the institution. The SER serves as a document that tells a story about your institution, including how the institution originated, what your institution offers, how it is managed, how it complies with accreditation standards and requirements, and what the institution s plans are for future improvement and growth. It also presents insightful analyses into trends and patterns within the institution and discusses candidly the larger issues and challenges confronting it. An SER is, fundamentally, a road map for institutions in developing a truly an introspective picture of whom they are and where they are going. The institution must address each of the accreditation standards (including Business Standards) in a logical sequence. The institution must also address other requirements in the appropriate policy; for example, degree-granting institutions must also include items required in C.9. Policy on Degree Programs. The report should be completed in all aspects, and leave no room for speculation or misinterpretation by the reader. When reading each statement, if the term procedure or process is mentioned, please give a detailed description; in other words, walk the evaluators through the procedure and/or process step-by-step. Also, please feel free to cross-reference responses if a particular response sounds redundant. If a particular statement does not apply to your institution, please explain why. The SER should include summaries of data, records, and statistics, as well as a careful, full disclosure analysis of the institution s problem areas. The report should always analyze as well as describe; it should seek to tell readers the why of their methods, not just the what and how. It should identify current challenges facing the institution and report on what actions are planned to address these challenges. A high level of reliance is placed upon information, data, and statements provided to the Accrediting Commission by the institution. It is therefore important that the information the institution provides in its SER be truthful and accurate. 1/14 1

B.1. Guide to Self-Evaluation Report DETC Accreditation Handbook 2014 There are several critical documents available on DETC s website to help guide you with completing your exhibits. These items may be found on DETC s website under Seeking Accreditation tab and Evaluator Documents. DETC Critical Documents and SER Exhibits Critical Document # SER Exhibit Number SER Standard Statement Name 1 6 Inst. Prof. #8 Catalog 2 54 VII.B.1. Contracts (Enrollment Agreements) 3 8 II.C.1. Course Development Handbook 4 51 VI.C.6. Faculty Handbook/Manual 5 75 XII.A.1. Institutional Improvement Plan 6 35 V.A.1. Outcomes Assessment Plan 7 21 III.A.6. Student Handbook 8 16 II.G.3. Study Guide 9 53 VI.F.1. Succession Plan 10 31 IV.B.4. Transcripts 11 56 VIII.A.2. Website Checklist 12 63 IX.A.1. Financial Statement Analysis 13 9 II.C. 5. & 7. Determining Credit Hours 14 72 XI.A.2. Facilities, Equipment, and Supplies Maintenance Plan 15 74 XI.A.6. Emergency Action Plan Preparing Your SER When writing your SER, please remember that there are special policies (found in Appendix C of the Handbook) used for institutions offering academic degrees, combination distance study-resident training programs, institutions with international contracts, and institutions located outside the United States. For instructions on what courses must be submitted, please see C.5. Policy on Course/Program Approval. All institutions should refer to C.10. Policy on Financial Statements, C.17. Policy on International Activities, and degree-granting institutions should also refer to C.9. Policy on Degree Programs and C.23. Policy on Credit Hours. General Guidelines Writing for the SER A template for writing a Self-Evaluation Report (compatible with Microsoft Word 7 and 10) may be downloaded from DETC s website at www.detc.org. Institutions are required to submit all primary documents created during the accreditation review process (i.e., Self- Evaluation Report, Institutional Response, and Progress Report) on a Flash drive. The institution must send a Flash drive to each evaluator (as shown on the DETC Examination Schedule) at least 4-6 weeks before the on-site visit. The following guidelines are provided to help ensure accuracy and accessibility: 2 1/14

DETC Accreditation Handbook 2014 B.1. Guide to Self-Evaluation Report Logistical Guidelines 1. Institutions must submit its SER and all supporting documentation and exhibits in an electronic format (a paper copy is no longer required). However, institutions should have a hard copy of the SER and all supporting documents and exhibits available during the on-site visit for the evaluators. Institutions should also maintain copies of all documents and materials included in the SER should any problems develop with the electronic versions. 2. The institution must submit a complete SER with supporting documentation and exhibits via a Flash drive. Please submit a pdf format of the SER and Exhibits, plus a WORD document of the SER. DETC will not accept piecemeal submissions. If materials from websites serve as documentation or exhibits within the SER, information from the website should be saved as an Exhibit rather than provided through an external link. If any changes occur between when the SER is submitted and the on-site visit, supplements with an Update Sheet showing what changes you have made, should be prepared and given to the examiners in their Welcome Kits when they arrive. Also, send any changes to DETC for their files. 3. The SER should be able to be read on all computers and platforms. Since some evaluators still prefer to print the SER to read it, Exhibits should be saved and labeled as separate pdf files. They should NOT be embedded in the SER. However, you may provide hyperlinks to the pdf s from the SER (as long as you save all the exhibits in the same file folder with your SER, you can highlight the Exhibit name, for example Exhibit 3, then right click and select Hyperlink and find and select the pdf entitled Exhibit 3. Then, when the evaluators click on your link while reading the SER, the Exhibit will open). 4. Each Flash drive should be in an envelope that is clearly labeled with the institution s name and date. The institution must send the Flash drive directly to each of the evaluators listed on the DETC Examination Schedule. Formatting Guidelines 1. Key formatting requirements are to make navigation through the SER clear and easy for reviewers. Evaluators do not always progress through a SER in a linear fashion, as they often return to different sections, standards, and documents as they complete the full review. For this reason, the following considerations can be helpful: Provide clear and concise instructions to evaluators on how to open and navigate through the SER. Provide any needed passwords for protected information. Include a Table of Contents with ready links to the different parts of the SER. Begin each of the 12 sections on a new page. If you have hyperlinks, ensure that the links work properly, and any links to supporting documents should open the documents in their own window. Create a shortcut to return to the Table of Contents from any point in the SER. Avoid using complex, colorful background patterns and images that can obstruct the readability of text on a page. When providing Tables and other data, make certain it will print on an 8.5 x 11 page. 1/14 3

B.1. Guide to Self-Evaluation Report DETC Accreditation Handbook 2014 2. When an EXHIBIT is requested, include the number of the Exhibit in your response to the statement. Again, do not change the exhibit numbers. Each Exhibit should be numbered and labeled, for example, Exhibit 1 Organizational Chart. The evaluator should be able to open and print each exhibit independent of the SER. 3. If your institution does not fall in one of the specific categories Degree-granting, Title IV or Doctoral Degrees for example, you may insert Not Applicable we do not offer degree programs in the response box. 4. In the response to the SER questions, rather than state verbatim that which is provided in the supporting exhibits, the institution should summarize what is in the exhibits. 5. Scanned documents should be saved as separate PDFs or easily accessed image files rather than text files. Report Contents Again, use the template located on DETC s website. Revise the header with the institution s information. The pages should be numbered consecutively with the institution s name and date of report at the top of each page. As shown, an institution s SER should contain the following: 1. Cover page: The cover page should include: the name of the institution, address, phone number, and website URL; the following sentence: The data submitted herewith are certified correct to the best of my knowledge and belief. I understand that electronically typing my name in this document is considered to be the same legally-binding effect as signing my signature using pen and paper. This should be followed by the name, and title of the CEO; the date the report is prepared and the date the Flash drive was created; and the software version(s) used to create the SER. 2. Table of Contents: This should include the page number for each Standard. 3. Table of Exhibits: This table should contain an index to all the exhibits. Please note that the exhibit numbers may NOT be changed. If there are additional exhibits, please add them after Number 75. 4. Institutional Profile: The profile gives a history and overview of the institution. 5. Standards with Statements. Each Standard should be repeated and the institution s response provided. If the statement does not apply to the institution, explain why. The standards are already included in the template. Answer each statement thoroughly and provide any exhibits that are required. Also provide a contact person for each Standard topic. This will help the evaluators to determine whom to interview during the on-site visit. Again, please provide the SER narrative in a WORD document. 6. Exhibits. These should follow the body of the SER. Again, each Exhibit should be numbered and labeled, for example, Exhibit 1 Organizational Chart. The evaluator should be able to open and print each exhibit independent of the SER. Do not change the number of the exhibits; however, you may add other exhibits in addition to those required (after Number 75). 4 1/14

DETC Accreditation Handbook 2014 B.1. Guide to Self-Evaluation Report EXHIBITS Exh# Standard Page Content # Ref 1. Inst. Prof. #2. Organizational Chart A. 2. Inst. Prof. Evidence of state license #4. A. 3. Inst. Prof. #4. Evidence of degree approvals B. 4. Inst. Prof. #5 Table with course/program data (i.e., courses for degree programs, or programs for vocational programs) 5. Inst. Prof. #6 Table with Program data for degree programs 6. Inst. Prof. #8 Catalog(s) (see Critical Document H.1.) 7. II.A.1. Program objectives for 5 most popular courses/programs 8. II.C.1. Course Development Guide/Manual (see Critical Document H.3.) 9. II.C.5 & 7 Policy for determining credit/clock hours (see Critical Document H.13.) 10. II.C.6. Table with Comparison of degree programs 11. II.D.3. Samples of internal reviews of courses/programs 12. II.F.1. Samples of examinations and other evaluation tools 13. II.F.5. Grading Policies, marking systems, course extension policy, and other 14. II.F.7. Instructions for proctors 15. II.G.1. List of textbooks, with titles, authors, publishers, ISBN, copyright dates 16. II.G.3. Sample of a study guide (see Critical Document H.8.) 17. II.I.1. Samples of lessons 18. III.A.1. Samples of responses to student inquiries 19. III.A.4. Samples of student submissions of assignments/lessons 20. III.A.6. Examples of where academic grade policies are published 21. III.A.6. Copy of Student Handbook (see Critical Document H.7.) 22. III.D.1. Samples of motivational commentaries on students lessons/examinations 23. III.D.3. Samples of letters, telephone calls, e-mails, etc. to encourage students to complete assignments/lessons 24. III.E.2. Examples of student evaluations of courses (completed) 25. III.E.3. Samples of end-of-course surveys (completed) 26. IV.A.1. Copies of grading policies and system, including grading rubrics 27. IV.A.2. Samples of graded assignments/lessons and exams 28. IV.A.12. Evidence of training for students and faculty on any technology used 29. IV.B.1. Samples of formal student records (completed) 30. IV.B.2. Sample or records tracking examinations/lessons/projects, etc. (completed). 31. IV.B.4. Sample of a transcript (both sides) (see Critical Document H.10.) (completed) 32. IV.B.5. Samples of completion certificates, diplomas, or degrees (completed) 33. IV.C.3. Sample of alumni newsletter and other instruments 34. IV.D.1. Policy on Student Complaints and summary of complaints 1/14 5

B.1. Guide to Self-Evaluation Report DETC Accreditation Handbook 2014 Standard Page# Item Exhibit Ref 35. V.A.1. Copy of institution s outcomes assessment plan (see Critical Document H.6.) 36. V.A.2. Samples of surveys (completed) 37. V.A.3. Copy of DETC s letter stating that you met or did not meet benchmark 38. V.A.5. Evidence of employment opportunities 39. V.A.6. Tables showing areas assessed and methods used 40. V.B.1. Student satisfaction data 41. V.B.3. Evidence of employer and third party surveys (completed) 42. V.B.4. End of program student surveys (completed) 43. V.B.6. Data on Commission-mandated 3 questions 44. V.C.1. Completion and Graduation Rates 45. VI.B.1. Resume of CAO or Department Heads 46. VI.C.1. Table of instructor/faculty and ratios 47. VI.C.2. Table of Instructors/Faculty and Qualifications 48. VI.C.3. Resumes of Instructors/Faculty 49. VI.C.4. Policies and criteria for employment of faculty/instructors 50. VI.C.5. Samples of evaluations of instructors/faculty (completed) 51. VI.C.6. Policy Manual for Faculty Handbook (see Critical Document H.4.) 52. VI.C.9. Samples of contracts for individual groups (completed) 53. VI.F.1. Succession Plan (see Critical Document H.9.) 54. VII.B.1. Copies of Enrollment Agreements (See Critical Document H.2.) (completed) 55. VII.B.2. Copies of affirmation forms, telephone scripts, etc. 56. VIII.A.2. Website Checklist (completed) (see Critical Document H.11) 57. VIII.A.4. Evidence supporting advertised employment opportunities 58. VIII.A.6. Copies of advertising and promotional literature 59. VIII.A.7 Copies of sales letters, printed materials, and other mailing 60. VIII.B.3. Copies of current manuals and letters and bulletins provided for guidance with recruiting 61. VIII.B.10. Copies of recruiting personnel records 62. VIII.B.12. Samples of written agreements with recruiting personnel 63. IX.A.1. Comparative financial statements for two years (see Critical Document H.12.) 64. IX.A.2. Copy of Letter of Financial Statement Validation 65. IX.A.3. Copy of Teach-Out Commitment 66. IX.D.2. Opinion Letters 67. X.B.2. Sample of notices and collection procedures 68. X.B.4. Sample of written ethical standards to collection agencies 69. X.B.5. Sample of notices, letters, telephone scripts, etc. used by collection agencies 70. X.C.1. Documentation of refunds 71. X.C.6. Table of refunds 72. XI.A.2. Copy of institution s facilities, equipment, and supplies maintenance plan (see Critical Document H.14.) 73. XI.A.4. Floor Plan and Copy of Lease Agreement 74. XI.A.6. Copy of Emergency Action Plan (see Critical Document H.15.) 6 1/14

DETC Accreditation Handbook 2014 B.1. Guide to Self-Evaluation Report 75. XII.A.1. Copy of the Institutional Improvement Plan or Strategic Plan (see Critical Document H.5.) Institutional Profile 1. Institutional History A. Trace the history of the institution to show the founding date, why the institution was founded, changes of name, creation of new divisions, new training sites, and any major changes in ownership and management. Give a general description of the types of courses/programs offered. B. Describe the history of major changes (for reaccreditation, since the last DETC review) in the institution with respect to the addition of student services, changes in admission standards, the addition of new personnel, online offerings, changes in marketing procedures, etc. Explain why each change came about. C. Degree-granting: Describe the history of all degree program(s) offered and why they were developed. Give a brief summary of the programs (how many, number of credits needed, time to complete each unit, cost, etc.). D. For Reaccreditation, provide a list of items that were reported in the last Progress Report to the Commission (if applicable). Give an update of how the institution has addressed and resolved each of these issues since its last review. 2. Institutional Organization A. Supply an organizational chart of the institution in EXHIBIT 1 showing the relationships among its component parts. Include names and titles of employees shown on the chart. B. Describe other institutions affiliated in any way with your institution or under the same organizational structure, management, or ownership. Include cooperative training programs or formal affiliations that exist with colleges, vocational schools, businesses, or other distance education institutions. C. If external centers, enrollment offices, or training sites exist, describe in full and give their locations. D. Describe any international distance study activities, affiliates, or divisions. Explain how and where exam services are rendered for these students. State how many foreign students are enrolled annually, and indicate how many of them are taking courses online (if applicable). 3. Legal Form and Governance A. Describe the legal form of the institution and the ownership of the institution. B. Provide the names and addresses, terms of office, and occupations of any governing board members. Describe the role of the Board, list their duties, and explain how they contribute to the institution s achievement of its mission. If there are multiple boards, describe each. C. Explain the authority of any agency, other than the governing board, which has power to initiate, review, or reverse actions of the institution s management. 1/14 7

B.1. Guide to Self-Evaluation Report DETC Accreditation Handbook 2014 D. If the institution is a stock corporation, list the names and addresses of any persons or organizations owning 10% or more of the voting stock. 4. Approvals and Accreditations A. Supply the names of any local, state, or other government or non-government agencies by which the institution is licensed, approved, or accredited. Document that the institution is properly licensed. Give dates of license and/or first approval and subsequent re-approvals (provide documentation in EXHIBIT 2). B. Degree-granting: Describe how the institution has the proper charter, license, or formal authority from the appropriate governmental body to award degrees by distance education. Give dates of license and/or first approval and subsequent re-approvals (provide documentation in EXHIBIT 3). C. If the institution or any of its programs were ever denied approval or accreditation or had approval or accreditation withdrawn by any accrediting agency (including the DETC Accrediting Commission), give name of the agency, the dates of the action, and details. 5. Passwords Provide the URL, links, passwords, etc. so that the evaluators may review the course materials and examinations. 6. Course/Program Data Using institutional records, construct a table as shown in EXHIBIT 4 that provides the data below for each distance education course/program offered by your institution in the last year (calendar or fiscal). The term course means one course within a degree program (e.g., English 101) or a vocational program (e.g., Medical Billing). Name 1 st enrolled Lst. Rev New Stu Act Stu Graded Hrs/Credit Hours Time to Comp Price Legend to Table with Course/Program Data (EXHIBIT 4) Title = title of course/program (e.g. English 101 for a degree course or Medical Billing for a vocational program) 1 st Enroll = date (month, year) first student enrolled. Lst. Rev = date course/program was last revised. New Stu. = number of new students enrolled in the last full calendar/fiscal year. Act. Stu. = of students tracked, how many are presently actively studying (i.e., submitted an assignment within the last 6 months) Graded = number of school-evaluated assignments, lessons, or examinations per course/program. Hrs/Credit = total clock hours or credit hours a typical enrollee must spend to complete the course/program. Time to Comp. = maximum number of months or weeks students are allowed for completing the course/program. Price = price of the course/program (indicate if books are included in the price). Please total #new students and #active students columns. 8 1/14

DETC Accreditation Handbook 2014 B.1. Guide to Self-Evaluation Report 7. Program Data (For Degree Programs Only) Provide a table as shown in EXHIBIT 5 for each degree program. EXHIBIT 5: Sample Table for Degree Programs Title Credits Gen. Avg. Date 1 st Deg. # # Act. Price Ed. Yrs. enroll Awd Enroll Bachelor of Science in Computer Technology 126 60 6 1986 2,526 5,000 450 $18,000 TOTAL Please total # Enroll & # Active Students: XXXX XXXX Legend for Table with Degree Program Data (EXHIBIT 5) Title = Title of degree program Credits = Number of credits required to earn the degree Gen. Ed. = General Education credits required to complete the degree Avg. Yrs. = Average number of years it takes to complete the degree Date 1 st enroll = Date the 1 st student was enrolled in the degree program Deg. Awd = Number of degrees awarded since beginning of program # Enroll = Number of students enrolled in the program since it began # Act. = Number of students actively studying Price = Price for the full degree program 8. Catalog Provide a copy of the institution s catalog in EXHIBIT 6 (also see Critical Document H.1. Catalog). 1/14 9

B.1. Guide to Self-Evaluation Report DETC Accreditation Handbook 2014 Standards of Accreditation I. INSTITUTION MISSION, GOALS, AND OBJECTIVES I. A. Description of the Mission, Goals, and Objectives: The institution has a mission statement that includes its general purpose and is supported by specific, clearly defined goals and objectives appropriate to the level of study provided including an institutional commitment to providing quality distance education programs. 1. Present the institution s overall mission statement, goals, and objectives, and the institution s commitment to providing quality educational programs. 2. Explain how the goals and objectives are attained and how they are appropriate to the level of study provided. I. B. Review and Publication of the Mission Statement: The instructors/faculty, administration, governing board, and institutional advisory committees, if the institution has a governing board and advisory committee(s), regularly review the mission statement, goals, and objectives. The current mission statement, goals, and objectives are widely promulgated and readily accessible to students, faculty, staff, and other stakeholders. 1. Explain how the institution s instructors/faculty, administration, governing board, and institutional advisory committee regularly review and revise, as necessary, its mission statement, institutional goals, and objectives, institutional policies, and practices to ensure consistency and integrity in all of its representations about its mission, goals, objectives, programs, and services. 2. Explain the process for circulating and ensuring that the institution s current mission statement, goals, and objectives are accessible to students, faculty, staff, and other stakeholders. Include the person(s) responsible for assuring the institution s current mission statement, goals, and objectives are consistently used in institutional publicity and state where these are published. 3. Degree-granting: Provide details on the institution s Advisory Council(s) and demonstrate how the institution meets the requirement in C.9. Policy on Degree Programs, Standard I., Advisory Council. Provide the date(s) of the meetings and summary highlights. I. C. Implementation of the Mission, Goals, and Objectives: The institution can demonstrate that it is effectively carrying out its mission, is attaining its goals and objectives, and is sharing appropriate information on its attainments with relevant groups. The institution identifies the key indicators it uses in determining how it is meeting its stated mission, goals, and objectives. 1. Explain the measures and/or processes the institution uses to determine whether it is meeting its stated mission, goals, and objectives. Include how the governing board, instructors/faculty, staff, administrators, and managers responsible for institutional planning, instructional planning and delivery, educational services, financial resources, and physical facilities, contribute to successful implementation and attainment of the stated mission and objectives. Also, explain how the mission is integrated into the work of each department or how academic and administrative units align their duties with the mission. 2. Explain how the institutional mission statement, goals, and objectives are used to guide strategic planning. 10 1/14

DETC Accreditation Handbook 2014 B.1. Guide to Self-Evaluation Report 3. Explain the ways in which the governing board, instructors/faculty, administration, and staff interact with relevant communities of interest to keep the goals and objectives current. 4. Provide examples of how the results of surveys of students, outside evaluations by experts, comments from students and employers, and evaluations by institution administrators, instructors/faculty, and staff are used to evaluate the success of the institution in meeting its goals and objectives. Explain how the results are shared with relevant groups. 5. Identify the key indicators that the institution uses in determining how it is meeting its stated mission, goals, and objectives. II. EDUCATIONAL PROGRAM OBJECTIVES, CURRICULA, AND MATERIALS II. A. Description of Program Objectives: Educational program objectives are clearly defined and simply stated. They indicate the benefits for reasonably diligent students. The character, nature, quality, value, source of the instruction, and educational services that are used to help students achieve the objectives are set forth in language understood by the types of students enrolled. If a program prepares for an occupation, field of occupations, or vocation, the objectives clearly state the types of occupations for which preparation is given. 1. Provide samples of the educational objective(s) in EXHIBIT 7 for your five most popular (highest enrollments) programs. For degree-granting institutions, these five programs should include one program from each level (associate, bachelors, master s, first professional, and/or doctorate). Explain how the objectives help the potential student decide if the program is appropriate for him or her. 2. Explain how the institution s advertising and promotional literature, both print and electronic, are in consonance with program objectives. 3. Describe the occupation, occupational field, vocation, profession, or job area for which the program or degree prepares students as referenced in the Dictionary of Occupational Titles (DOT www.occupational info.org) of the U.S. Department of Labor or O*NET OnLine (http://online.onetcenter.org), or other similar references. 4. State how the program objectives relate to the kind of education or training offered and identify the expected student learning outcomes in terms of skills, knowledge, licenses, degrees, or other credentials that graduates/completers will attain. 5. Describe how the institution ensures that its program objectives are current and relevant through research and the use of consultants, subject experts, or advisory councils. 6. Provide evidence that the program being offered is in a profession or subject area in which the institution has demonstrated strength, such as the number of alumni accepted by appropriately accredited graduate and professional schools or hired in the profession for subject-related jobs. 7. Degree-granting: Provide evidence that its degree programs are recognized and generally accepted by the higher education and/or relevant professional communities as required by C.9. Policy on Degree Programs, Standard II. 1/14 11

B.1. Guide to Self-Evaluation Report DETC Accreditation Handbook 2014 8. Title IV: Provide evidence that the degree program(s) being offered meet the Federal minimum length of time requirements. 9. Doctoral Degrees: Describe how the learning objectives for the program and learning outcomes for the courses, research projects, dissertation and all other required academic or professional activities clearly stated. (The learning objectives should indicate the outcomes and competencies a graduate of the doctoral degree program will attain upon successful completion of the program, including expected skills, knowledge, attitudes, and insights characteristic of doctoral degree holders.) 10. Doctoral Degrees: Explain how the learning outcomes are advanced, focused, and scholarly, and that they provide the breadth and depth of learning required for doctoral degree programs. (Material and topics in the curricula should clearly be at the frontiers of knowledge and contribute to competence in the subject area or profession at an advanced level.) 11. Doctoral Degrees: Provide evidence that the learning outcomes are comparable to those of doctoralawarding resident and/or education programs at appropriately accredited institutions. 12. Doctoral Degrees: Explain how the program requires the student to work with a supervisory/dissertation committee that is knowledgeable in methods of graduate level study and research as well as the subject area concerned. 13. Doctoral Degrees: Describe how the program requires qualifying and comprehensive examinations (which can be administered before any coursework or after the equivalent of one term of coursework at the doctoral level) as well as an appropriate basic, clinical or applied research project or dissertation. 14. Doctoral Degrees: Explain how the program of study includes coverage of the history and development of the field of study and its foundational theoretical principles. 15. Doctoral Degrees: Explain how the program of study requires the graduate to demonstrate the ability to conduct appropriate research in the field of study and to interpret and apply the results of this research. 16. Doctoral Degrees: Describe how the program of study requires the graduate to demonstrate the ability to evaluate and incorporate emerging relevant technologies applicable to the profession. (It must require the graduate to demonstrate the skills necessary to advance the body of knowledge and practice in the profession or the field of study and to analyze and evaluate current trends in them.) 17. Doctoral Degrees: Explain where it is stated that the institution requires that the doctoral degree program be completed in no fewer than two years from the date of initial enrollment or no more than ten years from the date of initial enrollment. II. B. Appropriate Program Objectives: The program objectives must be reasonably attainable through electronically delivered, online, or other methods of distance study. Appropriate objectives include the development of skills, providing job-related training, the imparting of knowledge and information, the training in the application of knowledge and skills, and the development of desirable habits and attitudes. Evaluation of the program is based on the announced objectives and the success with which students achieve the objectives. 1. Describe the process by which the program objectives are determined and revised, and identify relevant communities of interest that play a role (e.g., Advisory Councils, employer groups, etc.). 12 1/14

DETC Accreditation Handbook 2014 B.1. Guide to Self-Evaluation Report 2. Describe how program objectives are appropriate for the subjects/degrees taught and explain how the objectives include the development of skills, providing job-related training, the imparting of knowledge and information, the training in the application of knowledge and skills, and the development of desirable habits and attitudes. 3. Explain how program objectives for each program or degree relate to the employment needs of prospective students and the requirements of employers who might hire them. 4. Describe how program objectives are attainable through the distance study method. 5. Explain how the data from the evaluation of objectives are used for quality control and improvement of programs and educational services. 6. Explain how the evaluation of the program is based on the announced objectives and the success with which students achieve those objectives. 7. Describe how program objectives are comparable to those program objectives offered in traditional and/or resident institutions or other appropriately accredited institutions. 1 Accrediting agency is recognized by the Council for Higher Education Accreditation (CHEA) and/or the U.S. Department of Education. 8. For combination distance study/resident programs, describe how the predominant form of instruction is distance study. 9. For combination distance study/resident programs, describe the extent to which residential and/or external independent study is/are used to supplement the overall distance study method. 10. Degree-granting: Explain how the institution is meeting all the requirements in C.9. Policy on Degree Programs, Standard II., Program Objectives and Resident Degree Comparability. II. C. Comprehensive Curriculum ( Curriculum is the program of instruction): The curriculum is sufficiently comprehensive for students to achieve the stated program objectives, and its content is supported by sound research and practice. An institution has policies and procedures for determining credit hours as defined in C.9. Policy on Degree Programs and/or clock hours it awards for its courses and/or programs. 1. Describe how curriculum development is guided by a plan that is usually implemented by a team that includes members with expertise in curriculum development, subject matter/content, instructional design, editing, media applications (if appropriate), and distance study. Provide a copy of your course development manual in EXHIBIT 8. 2. Explain how the subject matter/content of the curriculum being developed uses appropriate principles of learning, such as Bloom s taxonomy, and appropriate instructional design models, such as ADDIE. 3. Describe the ways in which the program instructors/faculty and administrators have determined that the curriculum/curricula is sufficiently comprehensive for students to achieve the stated program objectives. 4. If offering CEU s, describe the institution s policy on measuring, determining, and assigning CEU s. 1/14 13

B.1. Guide to Self-Evaluation Report DETC Accreditation Handbook 2014 5. Non-degree granting institutions: Explain and document in EXHIBIT 9 the policy and procedures for determining the number of clock hours assigned to each program. Provide a copy of the institution s policy for determining clock hours. Provide documentation of the institution s evaluation and verification of students work in establishing the appropriate clock hours. Also, please refer to DETC s Critical Document H. 13. Determining Credit Hours. 6. Degree-granting: Explain and document how each degree program is clearly at its specific postsecondary level (i.e., associate, bachelor s, master s, first professional or doctorate) by comparing curricula from other appropriately accredited institutions in EXHIBIT 10. When making the comparison, include the following information for each institution, including your own; program objectives, number of credits required, core courses and electives, general education courses required, and course descriptions. EXHIBIT 10: Sample Table of Comparison with other Institution s Degree Programs Associate of Science in Computer Technology Your Institution ACT Institute (DETC) EXY University (Nationally) University of State (Regional) University of ZXY (Regional) Program Objectives Describe your program here Number of Credits for degree 60 60 62 60 60 Core Courses 36 General Education 15 Electives 9 Course titles: -Information systems Mgt Required Required Required -Info Systems Analysis and Design Etc. Required Required Required 7. Degree-granting: Explain how the institution s policy and procedures for determining credits hour meets DETC s requirements as stated in C.23. Policy on Credit Hour. Provide a copy of the institution s credit hour policy in EXHIBIT 10. Also explain and provide documentation justifying that the amount of academic credit assigned to each course and degree program is appropriate and accurate. Describe what formulas, procedures, and internal audits of degree credit assignments are conducted and provide evidence that it is adhering to its formulas, procedures, and internal audits in EXHIBIT 10. Explain how the procedures for periodic review of credit hour assignments are adequate to ensure the accuracy and reliability of the credit hour assignments. 8. Degree-granting: Identify and describe the analytical, communicative, and quantitative skills which graduates from each degree program are required to achieve. 9. Degree-granting: Explain how the institution is meeting the requirements in C.9. Policy on Degree Programs, Standard II., Curriculum. 10. Degree-granting: Explain how the institution is meeting the requirements in C.9. Policy on Degree Programs, Standard II., Degree Requirements and General Education Requirements. 14 1/14

DETC Accreditation Handbook 2014 B.1. Guide to Self-Evaluation Report II. D. Up-to-Date Curriculum ( curriculum is the program of instruction): The curriculum/curricula reflect(s) current knowledge and practice. Effective procedures are used continuously to keep it/them up-to-date. Internal course/program reviews are conducted on a periodic basis. 1. Explain the procedures for assuring that the curriculum/curricula reflect current knowledge and practice appropriate to the subject matter. 2. Explain what procedures are in place to keep the program curriculum current. Provide the schedule used to initiate these procedures. 3. Document that internal course/program reviews are conducted on a periodic basis and provide a sample of the last course/program review in EXHIBIT 11. II. E. Comprehensive and Up-to-Date Instructional Materials ( instructional materials are the components that make up the curriculum or program of instruction): Instructional materials are sufficiently comprehensive to enable students to achieve the announced program objectives. The instructional materials are accurate and reflect current knowledge and practice and are regularly reviewed and revised. 1. Describe the ways in which the program instructors/faculty and administrators determine that instructional materials are sufficiently comprehensive and have sufficient depth and breadth to meet program objectives. 2. Explain how the instructional materials prepare students to meet any employment opportunities and/or profession stated or implied in the institution s advertisements, catalogs, websites, and/or program objectives. 3. Describe the schedules and procedures for monitoring, reviewing, and revising, if necessary, instructional materials. 4. Describe the procedures for correcting content errors in instructional materials between regularly scheduled reviews and revisions. 5. Describe how instructional materials reflect current knowledge and practice. II. F. Examinations and Other Assessments: Examinations and other assessment techniques are adequate evidence of the achievement of the stated learning objectives and outcomes. The institution must publish its academic grading policies, assignment marking system, course extension policy, and information on issuance and completion of incomplete grades, and apply them with fairness and consistency. 1. Describe what types of examinations and other evaluative techniques are used. Provide documentation in EXHIBIT 12. 2. Explain how the number and length of examinations are determined. 3. Explain how examinations, assignments, and other evaluation tools measure the achievement and mastery of announced course/program objectives and outcomes. 1/14 15

B.1. Guide to Self-Evaluation Report DETC Accreditation Handbook 2014 4. Describe how required assignments and examinations measure the student s ability to master and apply skills or knowledge that is stated as outcomes for the course/program. 5. Provide the institution s academic grading policies, assignment marking system, course extension policy, and information on issuance and completion of incomplete grades in EXHIBIT 13. 6. Explain the procedures for assuring that grades are applied with fairness and consistency. 7. Degree-granting: Describe the procedures for proctoring examinations. Explain how the institution is meeting the requirements stated in C.9. Policy on Degree Programs, Standard II., Proctored Examinations. Provide instructions to proctors in EXHIBIT 14. 8. Degree-granting: Explain how the institution is meeting the requirements in C.9. Policy on Degree Programs, Standard II., Examinations and Other Assessments. 9. Degree-granting: Discuss the procedures used to ensure that degree candidates have met all graduation requirements (i.e., what are the procedures to verify that the student has completed all required courses?). II. G. Authorship: Qualified persons competent in distance study techniques and in their subjects or fields develop the curriculum content and prepare instructional materials. 1. If commercially produced textbooks are used, provide in a table in EXHIBIT 15, a list of titles, authors, publishers, ISBN, and copyright dates/editions. Describe any customization rights accorded the institution by outside publishers. Explain how the instructional material is approved for electronic delivery (if applicable). 2. Describe how qualified people develop the curriculum content and instructional materials. 3. Describe how study guides are prepared for use with standard texts. Provide a sample of a study guide in EXHIBIT 16. 4. If outside authors prepare instructional materials specifically for the program (other than textbooks), provide their qualifications for preparing them for distance study. 5. List the outside educational consultants, if any, who have been retained to assist in writing instructional materials, describe their roles, and give their qualifications. 6. Explain how subject matter experts and/or instructors/faculty are involved in writing and revising instructional materials. II. H. Organization of Instructional Materials: The organization and presentation of the instructional materials are in accord with sound principles of learning and grounded in sound instructional design principles. 1. Explain how the organization and presentation of the instructional materials use various principles of learning, such as Bloom s taxonomy, and appropriate instructional design models, such as ADDIE. 16 1/14

DETC Accreditation Handbook 2014 B.1. Guide to Self-Evaluation Report 2. State if students are required to submit every assignment in prescribed sequence in order to graduate and if a minimum grade is required for each assignment (or for each part or segment of the program). Describe any exceptions made to the order in which students may proceed through the program. II. I. Curriculum Delivery: Online and/or written instructional materials are appropriately presented. Online materials fit the content and are delivered using readily available, reliable technology. Institutional prepared materials must be keyed to the reading competence of the students in the program and be legibly reproduced. 1. Describe how online and/or written instructional materials are appropriately presented. Provide samples of typical assignment/lesson pages in EXHIBIT 17. 2. For electronically delivered programs, describe how the materials fit the content and are delivered using readily available, reliable technology. 3. Explain how the program uses printed instructional materials to complement its online courses. 4. Describe the procedures in place to maintain overall quality of the online materials, and any printing, binding, and packaging process for other instructional materials. 5. Explain how institutionally prepared materials are keyed to the reading competence of the students. II. J. Study Instructions: Instructions and suggestions on how to study and how to use the instructional materials are made available to assist students to learn effectively and efficiently. 1. Provide examples of instructions and suggestions to students on how to proceed through the program and to learn effectively. 2. Describe how the institution and/or program give(s) guidance or remediation on learning techniques to students as they proceed through the program. 3. Explain how the students are informed on how to access instructions, chat rooms, bulletin boards, and other appropriate resources for an online program. II. K. Educational Media and Learning Resources: Learning resources for faculty and students must be available and appropriate to the level and scope of program offerings. Program designers and/or faculty/instructors make effective use of appropriate teaching aids and learning resources, including educational media and supplemental instructional aids in creating programs and in teaching students. The institution makes effective provisions for students to access learning resources and libraries that are appropriate for the attainment of program learning outcomes. 1. Describe how learning resources for faculty and students are available and appropriate to the level and scope of the program offerings. Explain how the necessary learning and training devices are used to enhance instruction and student motivation. 2. Describe how program designers and/or faculty/instructors make effective use of appropriate teaching aids and learning resources, including educational media and supplemental instructional aids in creating programs and in teaching students. Explain how the teaching aids and learning resources are properly integrated with texts and lesson assignments. 1/14 17

B.1. Guide to Self-Evaluation Report DETC Accreditation Handbook 2014 3. Describe how the institution makes effective provisions for students to access learning resources and libraries that are appropriate for the attainment of program learning outcomes. 4. Degree-granting: Give the name, position, and qualifications of the person(s) who provide or facilitate library services, including media services. 5. Degree-granting: Explain how the instructors/faculty and staff of the institution and program systematically and regularly evaluate(s) library services to ensure that they are meeting the needs of its users and contributing to the attainment of institutional and program objectives. Verify how the institution is meeting the requirements in C.9. Policy on Degree Programs, Standard II., Educational Media and Learning Resources. 6. Degree-granting: Explain how the faculty and instructional supervisory personnel are involved in the selection of resources. 7. Doctoral Degrees: Explain how students enrolled in the doctoral degree program have access to library resources sufficient for completing the requirements for the doctoral degree program. II. L. Student Privacy, Integrity and Identity: The institution has clear, specific, published policies related to student privacy, integrity, and academic honesty. The institution has a student identity verification process that ensures that students who earn the credit or completion credentials are the same students who did the course assignments and assessments. 1. Describe the institution s clear, specific academic policies related to student privacy, integrity, and academic honesty. 2. Explain and document where these policies are published. 3. Explain how the policy has been implemented or enforced. Provide examples. 4. Describe the institution s student identity verification process and explain how it ensures that the student who earned the credit or completion document is the same student who completed the course assignments and assessments. III. EDUCATIONAL SERVICES III. A. Student Inquiries and Submissions: Relevant student inquiries are welcome and are answered promptly and thoroughly. Accurate assessment, correction services, and counseling by instructors/faculty are provided for assignments/lessons and examinations. The institution has a process for maintaining and protecting the confidentiality of student records, e.g., grades, test results, etc. 1. Describe the process for handling student inquiries (written, electronic, and oral) related to program content and requirements. Provide samples of responses to students in EXHIBIT 18. 2. State the average time (in days or hours) it takes to respond to a student s inquiry concerning program content and requirements. 3. Discuss the process for responding to administrative requests and give the average response time to these requests. 18 1/14

DETC Accreditation Handbook 2014 B.1. Guide to Self-Evaluation Report 4. Describe the process for instructors/faculty in receiving, handling, correcting, and assessing assignments/lessons/submissions/examinations and for returning the results to students. Provide samples of student submissions in EXHIBIT 19. 5. Describe how instructors/faculty provide counseling and answer student questions. Include what metrics or performance standards are used to measure these tasks. 6. Describe the process for maintaining and protecting the confidentiality of student records, e.g., grades, test results, etc. Provide a sample of where the institution publishes its grading policies in EXHIBIT 20. Provide a copy of the Student Handbook in EXHIBIT 21 (also please refer to DETC s Critical Document H.7. Student Handbook). 7. Title IV: Describe and provide examples of how the institution ensures that every Title IV recipient is required and actually does engage in a substantive interaction of an academic nature with qualified faculty at least once every 7 days. 8. Doctoral Degrees: Describe how the institution requires all students to develop a dissertation or research project requiring basic, original or applied research. State if the topic of any dissertation or research project approved by a dissertation committee appointed by the institution. 9. Doctoral Degrees: Explain if doctoral candidates final project or dissertation requires any oral defense with a dissertation committee and how he/she presents it. 10. Doctoral Degrees: Explain if the majority of the dissertation committee approved the dissertation or final project before the institution awards a doctoral degree. 11. Doctoral Degrees: Explain if and how the institution assists students in disseminating and publishing the outcomes of their research or project. III. B. Individual Differences: Provisions are made to be responsive and flexible to meet the individual differences of students with diverse backgrounds, prior achievements, employment, and other relevant circumstances. Counseling and guidance are provided, as required, to assist students to satisfy institutional and program requirements, to achieve required program objectives and individual course learning outcomes, and to achieve their educational goals. 1. Explain what services are available to meet the individual differences of students with diverse backgrounds, prior achievements, employment, and other relevant circumstances. 2. Explain what counseling and guidance services are provided, as required, to assist students to satisfy institutional and program requirements, to achieve required program objectives and individual course learning outcomes, and to achieve their educational goals. 3. Explain what advisory services are available for students having difficulty satisfying program requirements. 4. Explain what advisory services are available for students having difficulty with administrative and logistical issues. 1/14 19

B.1. Guide to Self-Evaluation Report DETC Accreditation Handbook 2014 III. C. Handling Unsatisfactory Student Progress: Students who are unable to make satisfactory progress through the program are encouraged to continue until they either show inability to make satisfactory progress or demonstrate satisfactory progress. 1. Explain the process for handling students who are unable to do satisfactory work and describe the procedure for students to resubmit assignments/lessons/projects. Describe how grades are assigned for repeating an assignment/lesson/project. 2. State the institution s policy on student failure of a program and academic dismissal, and where it is published. 3. Provide the number of students dismissed for academic failure in the most recent year and the number of those who were disenrolled for other reasons. Indicate the reason(s) for disenrollment such as nonpayment of tuition/fees, failure to submit exams, etc. 4. Explain how the institution monitors satisfactory academic progress in accordance with its policy. 5. Title IV: Provide evidence that the institution provides for regular and substantive interaction between students and instructors, synchronously or asynchronously. Explain how the instructional contacts between faculty and students scheduled (and documented) to take place at least once per week. Also explain how the contacts between faculty and students are substantive, academic in nature and robust. 6. Title IV: Explain how instruction is offered through use of one or a combination of technologies, including the Internet; one-way and two-way transmissions through open broadcast, closed circuit, cable, microwave, broadband lines, fiber optics, satellite or wireless communication devices; audio conferencing; or video cassettes or discs. 7. Title IV: Provide evidence of a published schedule of study activities so that students cannot proceed at their own pace. Also, explain how there are cohorts of students studying together. 8. Title IV: Provide evidence that the institution publishes and makes available to all students receiving Federal assistance, the faculty, and any involved participants, a policy that defines satisfactory academic progress. At a minimum, the published policy complies with all Federal student assistance requirements as stated in current Federal regulations. III. D. Encouragement of Students: An active program designed to optimize interaction between the institution and the student is followed to encourage students to start, continue, and finish the program in which they have enrolled, if continuing and finishing are the student s goals. 1. State the institution s policy and procedure for monitoring student progress and for encouraging students to start, continue, and finish the program in which they have enrolled, if continuing and finishing are their goals. Provide samples of motivational commentaries in EXHIBIT 22 on student assignments/lessons, examinations, and other submissions. 2. Identify who has responsibility for checking the students records for progress, indicate how frequently the records are checked, and whether an automated tracking system is used. 20 1/14

DETC Accreditation Handbook 2014 B.1. Guide to Self-Evaluation Report 3. If letters, telephone calls, or electronic media are used to encourage submission of assignments/lessons, provide samples and explain the sequences and scheduling of their use. Provide samples in EXHIBIT 23. 4. Explain how efforts to encourage academic progress are separate from efforts for the collection of delinquent tuition or other financial obligations. III. E. Student Evaluation of Courses: Opinions of students are systematically sought as one basis for evaluating and improving instructional materials, the delivery of instruction, and educational services. 1. Describe the ways in which reactions of students are sought as one basis for evaluating and improving instructional materials and educational services. 2. Give examples in EXHIBIT 24 of the methods students can use to evaluate the availability of content, help, and encouragement to continue studying and to evaluate the quality of instructional materials, their level of difficulty, and the pace of the course. 3. If end-of-course surveys are used, describe how they differ from regular, periodic course evaluation. Provide samples in EXHIBIT 25. 4. Provide information on the institution s revision of course file and describe how it is used to ensure that instructional materials or information are/is current and accurate. Describe the process used to report content errors that might be used in making revisions. III. F. Appropriate Technology: The institution uses appropriate and readily accessible technology to optimize interaction between the institution and the learner and enhance instructional and educational services. 1. Describe and give examples of how the institution uses appropriate and readily accessible technology to optimize interaction between the institution and the learner and enhance instruction and educational services. (When appropriate, provide access and passwords to examiners to view online courses.) 2. Discuss the institution s overall plans in adopting new technology. 3. Identify any equipment or technology that might be used to improve student services and instruction, and explain why such technologies have not been adopted. 4. Title IV: Provide evidence that when technology is used for any part of a degree program, the institution provides adequate training and support in the use of that technology to students, faculty, and involved participants. III. G. Resident Training: Resident training or face-to-face learning sessions must supplement the electronically delivered, online, or other distance study method whenever it is necessary to attain the stated institutional and program objectives and intended student learning outcomes. Note: See also the questions in the Appendix C.6. Policy on Combination Distance Study-Resident Program or Training Sites. 1. List the objectives of the resident portion of the program and describe at what point a student must enter the resident program. 1/14 21

B.1. Guide to Self-Evaluation Report DETC Accreditation Handbook 2014 2. State what percentage of the total instruction the resident program constitutes, and list the tuition charged for each portion. State the capacity (in number of students taught per year) of the resident program included with each combination program offered. 3. Degree-granting: Explain how the institution meets the requirement in C.9. Policy on Degree Programs, Standard II., Resident Study. IV. STUDENT SUPPORT SERVICES IV. A. Assessment Services: Student assessment services are guided by published grading policies and a marking system that includes prompt return of accurately, fairly, and consistently graded assessments as well as necessary academic counseling by the instructor/faculty or qualified staff member. 1. Explain how student assessment services are guided by published grading policies and a marking system that includes prompt return of accurately, fairly, and consistently graded assessments as well as necessary academic counseling by the instructor/faculty or qualified staff member. Provide copies of the grading policies and rubrics in EXHIBIT 26. 2. Describe how the instructor/faculty or qualified staff member scores, corrects, and grades submitted assignments/lessons/projects and examinations. Provide samples in EXHIBIT 27. 3. Explain what controls are in place to ensure the accuracy, fairness, and consistency of scoring, correction, grading, and other assessment services. 4. Explain what provisions exist for safeguarding examination answers, including those delivered online. 5. Describe methods used for submission of assignments/lessons/projects and examinations (i.e., tele-test, exam scan cards, e-mail, online auto-grading, etc.) and state how long (in days or hours) it takes to return graded examinations, assignments/lessons/projects, etc. to students. 6. Describe the institution s system for controlling the distribution, receipt, and tracking of examinations and ensuring the prompt return of the results to the student. 7. Describe the type of assistance provided to students who fail to complete assignments/lessons/ projects/examinations successfully and in a timely manner. 8. Explain how students questions on assignments/lessons/projects/examinations are referred to instructors/faculty or staff members qualified in the subject or field for review and comments. 9. Degree-granting: Describe how students are informed of their academic progress and standing in the program on an ongoing basis. 22 1/14

DETC Accreditation Handbook 2014 B.1. Guide to Self-Evaluation Report 10. Degree-granting: Describe how the institution provides students with opportunities to achieve the stated learning outcomes in manners other than face-to-face communication with a student s faculty advisor or major professor. As stated in C.9. Standard IV., such opportunities may include telephonic discussions, seminars, professional meetings, library resources including virtual library services, and online bulletin boards/chat rooms for communications with fellow students and faculty. 11. Degree-granting: Describe how the institution provides training and support to both students and faculty in the use of that technology as described in C.9. Policy on Degree Programs, Standard II., Curriculum Delivery. Document in EXHIBIT 28. 12. First/Professional Doctorates: Describe how the appropriate support staff is available that is experienced in serving and/or has been trained to serve First Professional and Professional Doctoral degree program as required in C.9. Policy on Degree Programs, Standard IV., Assessment Services. 13. Doctoral Degrees: Explain how the institution provides a dissertation or project manual for students and how it contains guidelines that pertain to the preparation for and writing of the dissertation, for conducting a project, and for reporting of results. 14. Doctoral Degrees: Describe how the institution provides students with opportunities to achieve the stated learning outcomes in manners other than face-to-face communication with a student s faculty advisor or major professor. (Such opportunities may include telephonic discussions, seminars, professional meetings, library resources including virtual library services, and online bulletin boards/chat rooms for communications with fellow students and faculty.) 15. Doctoral Degrees: Explain how the doctoral program includes provisions for a pattern of scheduled student interactions with faculty and other resource persons throughout the program. IV. B. Student Records: Essential, accurate student records are adequately and securely maintained and readily accessible. 1. State what formal academic records are maintained and for how long on students and graduates. Provide samples of these records in EXHIBIT 29. 2. Describe how the institution keeps a record of receipt, grading, recordings of the results, and return of examinations. Provide samples of relevant records in EXHIBIT 30. 3. Describe what procedures and computer systems are used for the security, maintenance, and protection of student records, and explain how they are readily accessible to authorized staff. 4. Describe transcript services, and attach a sample of a transcript (with student name deleted) showing both sides in EXHIBIT 31. 5. Provide samples in EXHIBIT 32 of completion certificates, diplomas, or degrees awarded, and explain under what authority (e.g., board, charter, state authority, trade association, etc.) each one is issued. 6. Degree-granting: Explain the policies and procedures the institution has for keeping records on students academic progress (achievement of course and program learning objectives and outcomes, 1/14 23

B.1. Guide to Self-Evaluation Report DETC Accreditation Handbook 2014 examination results, etc.). Verify that the policies and procedures are maintained in accordance with applicable professional requirements and state laws. (See C.9. Policy on Degree Programs, Standard IV., Student Records.) 7. Doctoral Degrees: Explain how the institution maintains records of the students academic results. IV. C. Student Support Services: The institution provides support services relevant to the students enrolled, such as financial aid guidance, counseling services, employment assistance and/or alumni services. (10/11) 1. Describe how the institution provides support services relevant to the students enrolled, such as financial aid guidance, counseling services, employment assistance and/or alumni services. 2. For programs that are vocationally oriented, submit information on the number of alumni working in occupations related to the training they received. 3. Degree-granting: Describe in detail the services for alumni, such as alumni newsletters, honor societies, associations, clubs, user groups, etc. Provide samples in EXHIBIT 33. 4. Degree-granting: Submit any other information available on the number of school alumni working in occupations related to the training provided. Document any employment in alumni services must be offered as claimed. 5. Degree-granting: Describe how appropriate academic counseling services are available upon request as required by C.9. Policy on Degree Programs, Standard IV. 6. Doctoral Degrees: If the institution offers first professional or professional doctoral programs, explain how it is meeting the requirements stated in C.9. Policy on Degree Programs, Standard IV., Program Administration. 7. Title IV: Explain how for each degree program offered, the institution provides students with complete and accurate information regarding the skills, knowledge, and abilities that the program provides to its students. 8. Title IV: Describe how the institution makes available to students, upon request, career counseling related to their program of study. 9. Title IV: Describe how the institution makes available financial aid counseling available to all students in need of financial assistance, students that are applying for financial assistance, and other persons seeking additional information regarding the process for applying and receiving Title IV financial assistance. Such counseling may take place via a variety of media sources and communications methods. 10. Title IV: Explain how, upon the request of the student, the institution will provide personal assistance on questions related to the application and delivery of financial aid. 11. Title IV: Describe how the institution, through the financial aid office and the use of available media, encourages repayment of any Title IV Federal student loan funds that were obtained for payment of the tuition and other costs associated with the student s attendance and enrollment in the institution s academic programs. 24 1/14

DETC Accreditation Handbook 2014 B.1. Guide to Self-Evaluation Report 12. Title IV: Explain how the institution conducts entrance and exit loan counseling that encourages Title IV Federal student loan repayment. 13. Title IV: Provide evidence that the institution has a default management plan that addresses areas such as the student loan information (borrower s rights and responsibilities, information regarding repayment and consolidation of student loan debt, communications with lenders and loan servicing agents, and the consequences of default), advising and monitoring, cooperation with lenders, and collection information to facilitate location of borrowers. 14. Title IV: Explain how the institution documents implementation of the default management program and regularly conducts an evaluation of the effectiveness of its efforts as part of its self-study program. IV. D. Student Complaints: The institution has policies and procedures for the purposes of responding to, addressing, and readdressing, as appropriate, a complaint made by a student (see C.20. Policy on Complaints), including one who has good reason to believe that the institution is not in compliance with DETC standards and policies. 1. Describe the institution s policy and procedure for responding to, addressing, and readdressing, as appropriate, a complaint made by a student. Provide a copy of the policy and summary of complaints in EXHIBIT 34. 2. Explain how the institution s complaint policy meets DETC requirements as stated in C.20. Policy on Complaints. 3. Explain how the institution provides students the information on how and where they may file complaints with DETC and other appropriate agencies. 4. Summarize and describe the nature of complaints from students received in the past 3 or 5 years (since your last DETC review), and how the institution has been able to resolve them. V. STUDENT ACHIEVEMENT AND SATISFACTION V. A. Achievement of Student Learning Outcomes and Benefits: The institution articulates student learning outcomes has a systematic and ongoing process for assessing student learning, provides documented evidence that show that the results are used to improve programs, curricula, instruction, faculty development, and services, and the results meet appropriate benchmarked standards. 1. Provide evidence of an institution s formal written plan for regularly conducting student learning outcomes assessment for all programs on an annual basis. Provide a copy of any outcomes assessment guides or plans in EXHIBIT 35. 2. Provide data for the institution s outcomes assessments and demonstrate how it has been used to enhance its programs and services. Provide specimen copies of any surveys the institution uses as part of its outcomes assessments in EXHIBIT 36. 3. Provide evidence in EXHIBIT 37 that the results from the institution s outcomes assessment meet appropriate benchmarked standards, including DETC s (DETC s letter(s) since its last accreditation 1/14 25

B.1. Guide to Self-Evaluation Report DETC Accreditation Handbook 2014 review stating if the institution met or did not meet the benchmark), as described in C.14. Policy on Student Achievement and Satisfaction. 4. For programs for which the institution or its representatives have promised specific career or other benefits, give the percentage of students/graduates who have been successful in achieving the promised benefits, and explain how the data were gathered. 5. Provide evidence in EXHIBIT 38 supporting any advertised employment opportunities that will be available for students/graduates for each program, and provide data and information on the employer acceptance of graduates of the institution s program(s). 6. Provide tables in EXHIBIT 39 that describe the different areas assessed and the methods of assessments and when they are used, and the various methods of assessment and how the institution interprets and uses the results. (See Policy C.14.) 7. Provide other data or cross-reference other sections of this SER that demonstrates that the institution delivers to student the intended learning outcomes and benefits. 8. Title IV: Provide evidence that the institution can demonstrate that graduates of its degree programs have attained the require skills, knowledge, and abilities in the educational program objectives for the program. V. B. Student Satisfaction: The institution regularly collects evidence that students are satisfied with the instructional and educational services provided as described in C.14. Policy on Student Achievement and Satisfaction. 1. Provide evidence of students ratings of the institution s instructional and educational services and opinions resulting from any satisfaction surveys. Include summaries of relevant survey results in EXHIBIT 40. 2. Describe how the student satisfaction data gathered above are used for quality control and improvement of the program content, instruction, and educational services. 3. For vocational programs, provide evidence and data in EXHIBIT 41 from the student s employer and third party surveys and other instruments used to gather opinions on student performance. Include summaries and an analysis of the data. 4. Provide samples in EXHIBIT 42 of other institutional surveys of students taken during and/or upon completion of individual courses/programs. Describe how survey results have been acted upon for program improvement. 5. Provide in EXHIBIT 43 the data requested and collected on the three required questions by the institution as instructed in the Policy on Student Achievement and Satisfaction in Appendix C.14. 6. Degree-granting: Describe how the institution has in place an on-going program to assess student achievement with respect to the stated degree program outcomes and must demonstrate how this ongoing program has been used to enhance degree offerings and services. (C.9.) 7. Degree-granting: Explain and demonstrate how this on-going program has been used to enhance degree program offerings and services. 26 1/14

DETC Accreditation Handbook 2014 B.1. Guide to Self-Evaluation Report 8. Degree-granting: Explain how the graduates of its programs have attained the required skills, knowledge, and abilities specified in the educational program objectives for the degree program. (Note: As part of the institution s application for accreditation, the Commission surveys 100 students from each division within the institution. The Commission and on-site evaluators will review the student surveys to help determine if the institution meets Standard V.B. The survey results from the Commission will be compared to the institutional-administered surveys to establish the validity of the survey results.) V. C. Progress Through the Program: The institution documents that students complete their studies at rates that compare favorably to those of similar programs offered by similar DETC-accredited institutions. The factors considered by the Commission in making this determination and any reporting requirements are outlined in C.14. Policy on Student Achievement and Satisfaction. 1. Provide data in EXHIBIT 44 on the institution s completion/graduation rates of each course/program it offers. Instructions on how to do this may be found in the C.14. Policy on Student Achievement and Satisfaction. 2. Describe any follow-up studies done on a continuing basis concerning student course completions and program graduation rates. 3. Describe how these studies have been used to improve completion/graduation rates. 4. Degree-granting: Explain how the institution conducts measurement of graduation rates, professional placement, career satisfaction, and other outcome measures on an ongoing basis and the results of these measurements must be readily available to interested parties in the institution s research and data files. (See C.9. Policy on Degree Programs, Standard V.) VI. QUALIFICATIONS AND DUTIES OF OWNERS, GOVERNING BOARD MEMBERS, OFFICIALS, ADMINISTRATORS, INSTRUCTORS/FACULTY, AND STAFF, AND REPUTATION OF INSTITUTION VI. A. Owners, Governing Board Members, Officials, and Administrators: The Owners, Governing Board Members, officials, and administrators possess appropriate qualifications and experience for their positions and roles and have demonstrated the ability to oversee institutional operations. The governing board members are knowledgeable and experienced in one or more aspects of educational administration, finance, teaching/learning, and distance study. The institution has policies that clearly delineate the duties and responsibilities of governing board members, officials, and administrators. Individuals in leadership and managerial roles are qualified by education and experience. 1. Give the name, position, and qualifications of the owner(s), governing board members, chief executive officer (CEO), and top institution administrators, and explain how they are qualified to oversee or direct the institution s operations. List their qualifications. 2. Explain how the governing board members are knowledgeable and experienced in one or more aspects of educational administration, finance, teaching/learning, and distance study. 1/14 27

B.1. Guide to Self-Evaluation Report DETC Accreditation Handbook 2014 3. Provide the institution s policies that clearly delineate the duties and responsibilities of governing board members, officials, and administrators. 4. Document that individuals in leadership and managerial roles are qualified by education and experience. 5. Explain what experiences the CEO and top administrators have had in distance education administration and methodology and any previous educational administrative positions. Explain how those positions helped prepare them for their current positions. 6. Title IV: Provide a statement attesting that the names of the institution, institution s owners, governing board members, and principal administrators do not appear on the Federal government s list of individuals debarred or suspended from participation in Federal student assistance programs. 7. Title IV: Explain and provide evidence that the institution employs a capable individual(s) to be responsible for administering all Federal student assistance programs in which it participates, and for coordinating those programs with the institution s other financial assistance programs. 8. Title IV: Explain and provide evidence that the institution employs other individuals, as needed, to assist in the administration of the Title IV programs. 9. Title IV: Provide evidence that at least one institution staff member must attend DETC-sponsored workshops on Title IV Aid Administration when they are offered and is certified by DETC prior to the institution s participation in any Title IV program. 10. Title IV: Provide evidence that institutional personnel involved in the recruitment of students as their principal activity do not have final decision-making authority in the approval or awarding of Federal student financial assistance. VI. B. Chief Academic Officer and/or Department Heads: A qualified 1 person serves as the chief academic officer or educational director. This person has overall administrative responsibilities for the educational program(s), faculty/instructors, and a policy-making voice in advertising, sales, and collections. In large institutions, qualified department heads or persons with similar titles are delegated educational, editorial, and research responsibilities within departmental subject fields. 1 qualifications for degree-granting institutions are described in C.9. Policy on Degree Programs. 1. List the qualifications in EXHIBIT 45 of the chief academic officer or educational director, and list the previous positions he or she has held that are relevant for this position. Explain how the experiences of these prior positions have contributed to qualifying for this position. 2. Describe how the CAO and/or educational director has overall administrative responsibilities for the educational program(s), faculty/instructors, and a policy-making voice in advertising, sales, and collections. 3. In large institutions, describe how qualified department heads/deans or persons with similar titles are delegated educational, editorial, and research responsibilities within departmental subject fields. 4. Doctorate Degrees: Explain how the institution has on its full-time staff, prior to enrolling students, a Dean or other academic officer with credentials that are appropriate to the degree(s) being offered as required by C.9. Policy on Degree Programs, Standard VI., Qualifications of Faculty. 28 1/14

DETC Accreditation Handbook 2014 B.1. Guide to Self-Evaluation Report VI. C. Instructors/Faculty/Staff: The institution has a sufficient number of qualified instructors 2 /faculty 3 to give individualized instructional service to each student. The institution maintains files containing the resumes and official transcripts of its instructors/faculty. Faculty are carefully screened for appointment, and are properly and continuously trained with respect to institution policies, learner needs, instructional approaches and techniques, and the use of appropriate instructional technology. The institution has clear, consistent procedures to evaluate faculty performance. 2 Instructors teaching technically- or practice-oriented courses must have practical experience in the field and hold current licenses and/or certifications, as applicable. 3 qualifications for degree-granting institutions are described in C.9. Policy on Degree Programs. 1. Provide evidence in a Table in EXHIBIT 46 (see below) that the institution has a sufficient number of qualified instructors/faculty to give individualized instructional service to each student. Provide the name of the instructor/faculty, title of course/program taught, number of active students taught per semester or term, Time-frame (length of semesters or maximum allowed time complete the course/program) and the faculty-to-student ratios for each course/program. Exhibit 46 Instructor Name Course/program Taught Number of Active Students Time frame Ratio of Students to Instructor Exhibit 47 Instructor Name 2. Provide in a Table in EXHIBIT 47 (see below) with the names and qualifications of each instructor/faculty member (an academic/educational degree that is at least one higher than the degree awarded by the program in which he/she teaches and/or the appropriate specialized credentials). List the courses taught by each instructor/faculty, his/her highest academic/educational degree, the hours he/she works per week, other professional experiences that qualify him/her for the position, any special training they have received in distance learning, and any activity in research, publishing, and/or involvement with the appropriate professional associations. Provide a resume for each instructor/faculty member in EXHIBIT 48. Course/Program Taught Education Weekly hours Other Experience Special Training in DL Research, publishing or other involvement 3. Explain how the institution maintains files containing the individual credentials of instructors/faculty and how the institution validates individual resumes and transcripts. As a minimum, the institution must have an original transcript in its files for the person s highest level degree earned. 4. Describe how faculty are carefully screened for appointment, and are properly and continuously trained with respect to institution policies, learner needs, distance learning andragogy, instructional approaches and techniques, and the use of appropriate instructional technology. Attach the stated policies and criteria in EXHIBIT 49 for instructor/faculty employment. 5. Demonstrate that the institution has clear, consistent procedures to evaluate faculty performance. Provide sample evaluations in EXHIBIT 50. 1/14 29

B.1. Guide to Self-Evaluation Report DETC Accreditation Handbook 2014 6. Provide copies of policy manuals or faculty handbook in EXHIBIT 51 that have been prepared for the guidance of instructional personnel. Explain any training programs provided the faculty/instructors. 7. If outside instructors/faculty, consultants, technical advisors, researchers, subject matter specialists, or other such individuals are used, explain the criteria for hiring them, identify who supervises them, and how they are supervised. 8. Explain how instructors/faculty assists in developing and updating instructional materials, especially course content, and how instructors/faculty are used in the distance study portion of the course, i.e., in assignment/lesson and exam grading, telephone consultation with students, academic counseling, online instruction, course revision, development of study guides, etc. 9. Describe the contractual arrangements with the above individuals/groups, amount and type of service rendered by each one, and the method of compensation used for each one. Provide samples of contracts for such individuals/groups in EXHIBIT 52. 10. Describe the institution s organizational guides for instructors/faculty and any tuition assistance and development programs for faculty. 11. Describe any professional development plan for the instructors and faculty. 12. Provide data on instructor/faculty turnover for the last three years and explain why this turnover occurred. 13. Degree-granting: Provide evidence that each faculty member possesses an academic/educational degree that is one higher than the degree awarded by the program in which he/she teaches. In judging competence of faculty, consideration shall be given to the academic preparation and experience of each instructor and the faculty s comparability to faculty of other appropriately accredited resident institutions as required by C.9. Policy on Degree Programs, Standard VI., Qualifications of Faculty. 14. Degree-granting: Explain how the institution is meeting the requirement in C.9. Policy on Degree Programs, Standard VI., Qualifications of Faculty. 15. Degree-granting: Explain any exceptions that were made and documented for professionals whose experience and reputation qualified them for appointment as part-time or adjunct faculty members as required by C.9. Policy on Degree Programs, Standard VI., Qualifications of Faculty. 16. Degree-granting: Describe the policies and procedures for preventing and/or resolving complaints and/or conflict or interests against faculty and state where they are published and made available to all students as required by C.9. Policy on Degree Programs, Standard VI., Resolving Conflicts. 17. Doctoral Degrees: Document that all teaching faculty involved with doctoral students have doctoral/terminal degrees in relevant field of study from other appropriately accredited institutions as required by C.9. Policy on Degree Programs, Standard VI., Qualifications of Faculty. 18. Doctoral Degrees: Explain how the dissertation committee consists of at least three members, and that all committee members demonstrated appropriate scholarship, experience or practice in the subject area. (In lieu of a dissertation, doctoral degree programs may require a project where such a project is consistent with accepted practice at other appropriately accredited institutions.) 30 1/14

DETC Accreditation Handbook 2014 B.1. Guide to Self-Evaluation Report 19. Doctoral Degrees: Explain how the dissertation committee includes at least two members who earned their doctoral degrees from appropriately accredited institutions other than the awarding institution, and are the committee members qualified in the subject area of the student s dissertation or project. (At least one member of the dissertation committee must be a member of the awarding institution s faculty.) 20. Doctoral Degrees: At the point of the dissertation, explain how students have the option of nominating their dissertation members or major professors, and how the institution makes the final decisions. 21. Doctoral Degrees: Explain where policies and procedures for preventing and or resolving complaints against faculty are published. VI. D. Reputation of Institution, Owners, Governing Board, Officials, and Administrators: The institution and its owners, governing board members, officials, and administrators possess sound reputations and possess a record of integrity and ethical conduct in their professional activities, business operations, and relations. 1. Explain how the institution and its owners, governing board members, officials, and administrators possess a sound reputation and shows a record of integrity and ethical conduct in their professional activities, business operations, and relations. Has any individual above ever been debarred by federal or state authorities from participating in any funding programs? 2. State how the institution is free from any association with activity that could damage the standing of the accrediting process, such as illegal actions, unethical conduct, or abuse of consumers. VI. E. Professional Growth: An institution demonstrates its interest in improving instruction through upgrading faculty and staff. Faculty and staff are encouraged to become members of professional organizations, to review and apply relevant research, to pursue continuing education or training in their respective fields, and to enhance their skills in developing and using electronically delivered, online, or other forms of distance study. 1. Identify professional organizations with which the instructors/faculty and staff are affiliated, and explain their involvement with each. 2. List the names of instructors/faculty and staff and the relevant professional meetings they have attended during the past two years. 3. Explain how the staff is active in DETC activities. List any meetings attended, courses completed, etc. 4. State what training and self-development efforts are sponsored or are encouraged by institution s management for the professional development of instructors/faculty and staff. 5. Describe any in-house training programs for instructors/faculty and staff. VI. F. Succession Plan: The institution has a written plan that outlines the process by which the leadership and management succession would be approached and realized. Identify specific people, committees, or boards that would be responsible to carry on with the operation of the institution. The plan should be reviewed and revised on an annual basis. 1/14 31

B.1. Guide to Self-Evaluation Report DETC Accreditation Handbook 2014 1. Provide a copy of the management s plan for succession in EXHIBIT 53. Outline the process by which the leadership and management succession would be executed. 2. Identify specific people, committees, or boards that would be responsible to carry on with the operation of the institution. 3. Explain how the plan is reviewed and revised on an annual basis. VII. ADMISSION PRACTICES AND ENROLLMENT AGREEMENTS VII. A. Admission Practices: The admissions policies, requirements, and practices of the institution fully conform to DETC Business Standard II.B. and C.9. Policy on Degree Programs. 1. Provide the institution and program admission requirements. Explain and document how the institution discloses in writing the scope and nature of its courses/programs, and its educational and training objectives, and how the institution protects student privacy. (Business Standards II.B.2.) 2. Document where the institution states that it does not discriminate in its admissions because of race, sex, color, creed, age, religion, or national origin n admitting students. (Business Standards II.B.1.) 3. Explain the process for establishing the program admissions policies. Explain how the institution establishes the qualifications that an applicant must possess to successfully assimilate the educational materials. (Business Standards II.B.3.) 4. Describe how the institution takes reasonable measures to assure that the student has no physical limitation that will prevent success in the program contemplated. Such measures may be: 1) the publication of a clear description of physical handicaps or disabilities which could prevent successful completion; 2) the inclusion of an appropriate question or questions on the admission application which will alert the institution to a potential problem and which would trigger further action by the institution; and 3) the requirement of a doctor s statement in questionable cases. (See C.9. Policy on Degree Programs, Standard VII., Admission Practices.) 5. Describe any evidence that shows that students who meet the minimum admission standards can achieve the announced objectives of the course/program. Explain how the institution determines with reasonable certainty, prior to acceptance of the applicant, that the applicant has been informed of and has proper qualifications to enroll in the course/program. (Business Standards II.B.3) 6. Explain the institution s policy on admitting students still in high school or students within compulsory school age, and document how the institution obtains permission from the appropriate, responsible parties that pursuit of the course/program will not be detrimental to any compulsory schooling. (Business Standards II.B.4.) 7. Document how the institution makes certain that the applicant was informed that he/she had been accepted into the program and that the official transcripts or required documentation must be received by the institution within one enrollment period not to exceed 12 semester credits, or the student will not be accepted into the program. (Business Standards II.B. 3.) 8. Explain what controls ensure that the admissions policy, requirements, and practices are consistently and uniformly applied. If the institution enrolls a person not meeting established qualifications for admission, 32 1/14

DETC Accreditation Handbook 2014 B.1. Guide to Self-Evaluation Report explain and document how it is keeping a record showing the reasons for acceptance of that person. (Business Standards II.B.5) 9. If a specific education level is required for institutional and/or program admission, explain how it is determined, if any exceptions are made, and the basis for these exceptions. 10. Describe how educational requirements for admission are documented (e.g., diploma or transcript). 11. Describe any policies and procedures used in evaluating previous education obtained through school enrollment. 12. Describe any policies and procedures that permit students to receive credit for prior non-school learning. Provide a copy of the policy(ies) and procedure(s). 13. Identify the position of the person who makes acceptance decisions, including those in marginal cases, and explain the criteria used in making these decisions. 14. Identify the principal reasons why students are denied admission by the institution or program. 15. Explain the policies and procedures for informing prospective students of any requirements for governmental or other licensing, certification, or registration procedures, which apply directly or indirectly to the particular areas served by the institution s programs. 16. Explain the procedure for students being admitted and registering online. Describe what documentation the institution requires for online enrollment. 17. Explain if the institution provides incentives for making referrals. Document that any incentive does not exceed a nominal value (no greater than $100 per year). (Business Standards II.B.6) 18. Degree-granting: Describe the admissions policies, procedures, requirements, and prerequisites. 19. Degree-granting: Describe how the institution meets the requirements stated in C.9. Policy on Degree Programs, Standard VII., Admission Practices, Qualifications for Admission, including exceptional cases. 20. Degree-granting: Describe how the institution s admissions standards and process require that applicant students whose first language is not English (per C.9. Policy on Degree Programs, under Standard VII., Admission Practices). Explain how students must pass the TOEFL test with the minimum TOEFL scores for degree programs that are offered in English OR any of the other options as detailed in Policy C.9. Show how admissions records for degree program applicants accommodate the recording of the applicant s TOEFL score or other scores. 21. Degree-granting: Describe how any non-u.s. institution transcripts of degree seeking applicants that are not presented in English are either evaluated by (a) an appropriate, competent third party service; or (2) are translated into English by a trained, qualified transcript evaluator fluent in the original language on the transcript. In either case, the evaluator or the service must have expertise in the educational practices of the country of origin. They must include an English translation, along with the original transcript. Both documents must be on file at the institution. 1/14 33

B.1. Guide to Self-Evaluation Report DETC Accreditation Handbook 2014 22. Degree-granting: State the institution s policies for transfer credits and explain how they are validated. Verify that the institution is meeting the requirements in C.9. Standards VII., Admission Practices, Maximum Allowable Transfer Credit and Transfer Credit Policies. 23. Degree-granting: Give the number of students in the last calendar/fiscal year who were awarded transfer credit into your institution and the average number of credits awarded. 24. Degree-granting: State the institution s policies and describe the validating procedures for credit for experiential learning and other non-school prior learning. Verify that it is meeting the requirements in C.9. Policy on Degree Programs, Standard VII., Admission Practices, Experiential Equivalent Credit. 25. Degree-granting: Explain how the person who evaluates academic transcripts or portfolios of experiential learning are properly qualified and trained for his/her assignments. 26. Degree-granting: Give the number of students in the last calendar/fiscal year who were awarded credit for experiential learning and other non-school prior learning and the average number of credits awarded. 27. Doctoral Degrees: Explain how applying students document relevant academic experience for the doctoral program of study and, if in a professional field, relevant experience prior to be admitted. 28. Doctoral Degrees: Explain how the doctoral program requires a minimum of 60 doctoral-level semester credit hours to be successfully completed beyond a master s degree, of which a maximum of 15 credit hours may be earned for the dissertation. (If an institution s entrance requirement is a first professional degree in the same discipline, the number of doctoral-level semester credit hours may be reduced to conform to standard practice in the discipline, but may not be less than 90 total graduate semester hours after the baccalaureate degree.) 29. Doctoral Degrees: Explain how the appropriate time periods for the length of each component of the doctoral degree programs been established by the institution and are they clearly communicated to potential students and applicants prior to and during the admission process. 30. Title IV: Explain how the institution is aware of and complies with, all U.S. Department of Education regulations and restrictions on methods of compensation that pertain directly or indirectly to the success in student recruiting or admissions activities or in making financial aid decisions. 31. Title IV: Explain how the institution makes available, or provides as required, the student consumer information as required by Federal statute and regulations. VII. B. Enrollment Agreements (Contracts): The written enrollment agreement and/or other written enrollment documents specify clearly the nature and scope of the course or program, the services and obligations of the institution, and the responsibilities, obligations, financial and otherwise, of the student. Any changes in tuition, fees, and course or program policies and procedures must be made applicable to all future enrollees, not those currently enrolled. The institution must use a written enrollment agreement/contract that conforms to the provisions of DETC Business Standards II. A. and II. B. Students must be given copies of these written agreements/contracts and/or other written documents. 1. Provide sample copies of enrollment agreements/contracts in EXHIBIT 54 and show where the cancellation and refund policy is printed. 34 1/14

DETC Accreditation Handbook 2014 B.1. Guide to Self-Evaluation Report 2. Submit copies of any affirmation forms, telephone verification scripts, or other forms used to process student applications, enrollment agreements, or contracts in EXHIBIT 55. 3. Describe the procedures for transmitting a copy of an enrollment agreement or contract to a student and for handling any down payment. 4. Describe how recruiting personnel handle any registration or tuition receipts, and describe procedures used to monitor such practices. 5. For online enrollments, describe how prospective students are presented the policy prior to submitting their application. 6. Describe how the shipping and handling charges are shown on the enrollment agreement or contract if separately charged. 7. Check each of the following to verify that the institution is meeting Business Standards II.A. Provide the person(s) name who is responsible for ensuring compliance and reference any appropriate Exhibits: The institution ensures that each applicant is fully informed of the rights, responsibilities, and obligations of both the student and the institution listed in enrollment agreement before it is signed by the applicant. The enrollment agreement is written in the same language as the language of the promotional presentation. The institution provides the student with ready access to and a copy of the institution s tuition refund policy. It also determines with reasonable certainty that the student has been informed of the policy prior to enrolling. The terms of the refund policy are clearly disclosed in the institution s enrollment agreement, catalog, and website. If a termination date is used on contracts, the date is, at a minimum, one and one half the projected time to complete the course(s) or the projected completion time plus 12 months, whichever is less. The enrollment agreement is signed by the student and accepted by the institution. A copy of the accepted enrollment agreement is made available to the student within 10 days of acceptance and maintained as part of the student s record. 8. Degree-granting: Explain how the institution provides a clear statement concerning tuition and fee payments and the schedule for paying them must be included on the enrollment and admission forms. The statement also includes the projected maximum cost of the program where a student continues to the statute of limitations at the current tuition rate, but allows for acceptable tuition increases. (See C.9. Policy on Degree Programs, Standard VII., Enrollment Agreements.) 9. First Professional/Professional Doctoral Degrees: The enrollment form or agreement is unique for the First Professional degree program OR the Professional Doctoral Degree program. It includes a clear statement concerning tuition and fee payments and the applicable refund policy, and the schedule for 1/14 35

B.1. Guide to Self-Evaluation Report DETC Accreditation Handbook 2014 paying them must be included on the enrollment and/or admission forms. (See C.9. Policy on Degree Programs, Standard VII., Enrollment Agreements.) VIII. ADVERTISING, PROMOTIONAL LITERATURE, AND RECRUITMENT PERSONNEL VIII. A. Advertising and Promotion: All advertising, promotional, and recruitment activities of the institution fully conform to DETC Business Standard I.A. and B. and to this accreditation standard. 1. Describe the advertising and promotion programs of the institution, and explain who is responsible for the philosophy and techniques used in the preparation of these programs. 2. Check each of the following to verify that the institution is meeting Business Standards I.A. and I.B. Complete the DETC s Critical Document H.11. Website Checklist and provide a copy in EXHIBIT 56. Provide the person(s) name who is responsible for ensuring compliance and reference any appropriate Exhibits: Business Standards I.A. All advertisements, website copy or promotional literature with respect to the institution, its personnel, its courses and services, or the occupational opportunities for its graduates are accurate, clear, and readily accessible to the public and clearly indicate that training or education is being offered at a distance. The institution s name and street address must appear in catalogs, enrollment agreements, published promotional literature, websites, and official DETC listings (P.O. Box numbers are not considered physical addresses). At a minimum, all advertisements must include the city and state of the institution and/or the institution s website URL or destination. The word guarantee is not used in advertisements. The word free is not used to describe any item, service, or materials regularly included as part of the institution s curricula offerings (see III.A). Testimonials and endorsements are truthful and current (less than 4 years old, except for those historical in nature). Signed student consent forms are kept on file. Advertisements do not imply that employment is being offered and are placed in the appropriate place in media, e.g., under sections identified for education, training, or instruction. Institution s website makes available information on program requirements, course descriptions, tuition and related costs, schedules, course delivery formats, and its catalog, prior to the collection of personal contact information. The institution must disclose in its catalog and on its website information which accurately describes the institution and its programs. At a minimum, the institution must disclose to prospective students, prior to enrollment, the admission policies, description of its programs, grading policies, appropriate technology requirements, statement of all fees and tuition, refund policy, and contact information including hours of operation and holiday schedules. Degree-granting institutions must include items listed in C.9. Policy on Degree Programs. 36 1/14

DETC Accreditation Handbook 2014 B.1. Guide to Self-Evaluation Report Institution discloses on its website, its enrollment forms, and in its catalog that the acceptance for transfer of its academic credits is determined by the receiving institution. The institution routinely provides reliable, current and accurate information to the public on their website on its performance, including student achievement, as determined by the institution. The institution does not provide the names of other institutions as triggers for their own sponsored links on Internet search engines. Any incentives offered to prospective students to enroll do not exceed a nominal value of $100. Business Standards I.B. The institution refers to its accredited status as, Accredited by the Accrediting Commission of the Distance Education and Training Council Accredited by the DETC Accrediting Commission, accredited member of DETC or DETC Accredited. An institution may use the term accredited programs, accredited courses, and/or nationally accredited when referring to its individual programs, courses, and/or institution. The word accredited is not to be used in conjunction with certification programs. Courses and programs are approved by DETC before the institution advertises them or enrolls students. The institution states its accredited status in its catalog and on its website. DETC s name, address, and telephone number is published in the institution s catalog, along with a link to DETC s website (www.detc.org). The institution only refers to DETC s recognition by the U.S. Department of Education as, The Accrediting Commission of the Distance Education and Training Council is listed by the U.S. Department of Education as a nationally recognized accrediting agency. The institution only refers to DETC s recognition by the Council for Higher Education Accreditation as, The Accrediting Commission of the Distance Education and Training Council is a recognized member of the Council for Higher Education Accreditation. The institution publicly corrects any misleading or inaccurate information it releases on its accreditation status, contents of reports of the examining committee from accreditation-related visits, and/or actions taken by the Accrediting Commission with respect to the institution. 3. Explain any discounts, premiums, or cash awards made to individuals who refer other prospective students. 4. Provide evidence in EXHIBIT 57 supporting any advertised employment opportunities that have been or are available for graduates/completers of each program. Demonstrate how advertisements do not imply that employment is being offered and are placed in the appropriate place in media, e.g., under sections identified for education, training, or instruction. 5. If outside advertising agencies are retained, explain how the advertising copy is reviewed and controlled by the institution. Describe procedures in place to ensure that any third party lead providers or referral 1/14 37

B.1. Guide to Self-Evaluation Report DETC Accreditation Handbook 2014 companies comply with DETC Business Standards. 6. Supply copies in EXHIBIT 58 of all advertising and promotional literature; telephone, radio, and TV sales scripts; Web site information; and mailing pieces used within the last 12 months to invite inquiries from prospective students or to inform of institutional programs. (These items should also be on display and available for viewing during the on-site visit. Website URLs must also be presented, and if special user I.D. or passwords are required, please provide them for members of the DETC Examining Committee.) 7. Supply copies in EXHIBIT 59 of all sales letters, printed materials, and catalogs mailed or delivered to individuals on a direct mail basis or in response to inquiries from prospective students. (To ensure conformity with the DETC Business Standards, refer to Appendix A of the DETC Accreditation Handbook.) 8. Describe how advertising and promotional budgets are established for any given fiscal period, and tell what percent of the institution s total operating budget is used for advertising and promotional purposes. 9. Degree-granting: Indicate the page number in the institution s catalog where the following elements may be found (per C.9. Policy on Degree Programs, Standard VIII., Advertising Requirements): 1. The institutional mission, goals, and objectives. 2. Names and titles of administrators of the institution. (Page ) 3. The legal control, names of trustees, directors, and/or officers of the corporation. 4. A general statement of accredited status and governmental approvals (including DETC s address, phone number and website address). 5. Hours of operation, including holiday schedule, and faculty/instructor s availability. 6. List of full-time and part-time faculty, each listed separately, with degrees held and conferring institutions, and the area of teaching specialization. 7. Academic calendar for combination programs or any programs that operate on a fixed calendar. 8. Institution s admission policy for each specific degree offered, i.e., Associate, Baccalaureate, Master s, First Professional, or Professional Doctoral degree. 9. Statement of curricula offered including curriculum objective, courses included, total credits required, required prerequisites, requirements for certification, and licensing as appropriate. 10. Expectations for maintaining satisfactory academic progress. 11. Explanation of grading policies, transfer of credits, and equivalent. 12. Assessment and proctoring procedures. 13. Student code of conduct and academic and non-academic dismissal policies. 14. Student complaint or grievance policies and procedures, including DETC contact information. 15. Student identity verification procedures. 16. Statement of equal opportunity (non-discrimination clause). 38 1/14

DETC Accreditation Handbook 2014 B.1. Guide to Self-Evaluation Report 17. Statement of technology requirements. 18. Statement on how institution protects student s privacy (FERPA). 19. Graduation requirements, including minimum passing grades. 20. Statement of fees, tuition, and all regular and special charges for each program. 21. Statement of refund policy and cancellations that conforms to the DETC Business Standards. 22. Student Financial Aid program policy disclosures, as required by federal regulations, if participating in Federal Student Aid. 23. If residence training is required, facilities and/or equipment available to support courses or programs. 24. Description of counseling and/or placement services available to students, if any. 25. The institution should include on the front cover or title page of the catalog (or the online equivalent) the year or years for which the catalog is effective. 10. Degree-granting: Describe how the institution permanently archives its catalogs as required by C.9. Policy on Degree Programs, Standard VIII., Advertising Requirements. 11. Degree-granting: Verify that no direct or implied promise is given that it is easy to earn the degree or that it is easy to earn in a short period of time as required by C.9. Policy on Degree Programs, Standard VIII., Advertising Requirements. 12. Title IV: Document that any statements the institution makes in any advertising, promotional literature, or other materials are complete and accurate about (1) its eligibility or participation in Title IV programs, (2) its efforts to become certified to participate in such programs, and/or (3) the availability of Federal student financial assistance to students who enroll at the institution. 13. Title IV: Provide evidence that the institution does not use the availability of Federal financial assistance to students as the primary inducement or rationale for students to enroll in a program. 14. Title IV: Provide evidence that any promotional literature, catalogs, websites, or other materials that describe the financial assistance available to students, including any Federal student financial assistance that might be available, state that the assistance is available only to those students who qualify, and include the Federal and institutional requirements students must meet in order to qualify for and maintain eligibility for such assistance. VIII. B. Control and Monitoring of Student Recruitment Personnel*: The institution s policies and practices in the hiring, training, monitoring, managing, and evaluating of all recruiting or sales personnel fully conform to DETC Business Standard II.C. and to this accreditation standard. (*Any personnel, including employees or contractors, who enroll prospective students (e.g., telemarketers, enrollment advisors, etc.) 1. Describe the selection criteria and procedures used in screening, recruiting, and hiring recruiting personnel. 1/14 39

B.1. Guide to Self-Evaluation Report DETC Accreditation Handbook 2014 2. Explain how the institution has full responsibility for the actions, statements, and conduct of its student recruitment personnel, including any required licensures or registrations. 3. Explain and document how the institution adequately trains its student recruitment personnel (including providing them with a sales manual or materials covering applicable procedures, policies and presentations) and provides them with accurate information concerning employment, remuneration, and a signed written agreement. Supply in EXHIBIT 60 copies of current manuals and letters and bulletins provided for guidance with recruiting. Include copies of all training manuals, scripts, or guidelines used. 4. Describe how the institution maintains appropriate and current records on its student recruitment personnel. 5. Describe how the institution routinely monitors its student recruitment personnel for compliance with standards, including any independent organizations providing prospective applicants names to the institution. 6. Describe how recruiting personnel are supervised, monitored, and evaluated. Show evidence that each recruiter clearly understands and takes seriously the Code of Ethics for Student Recruitment Personnel of the DETC as stated in the DETC Business Standards, and that copies of the signed Code of Ethics are kept in the appropriate files. 7. Describe the selection criteria and the training, supervision, and monitoring process of any other outside agencies or persons (other than the institution s sales recruitment personnel) used to solicit prospective students. 8. Describe any direct mail, telemarketing, or other marketing methods used by recruiting personnel and other outside agencies or persons. 9. If sales recruitment personnel are employed, answer the following: - Number of recruitment personnel; - Number that are full-time; i.e., the institution provides the sole source of income; - The title used to designate sales recruitment personnel; and - Average length of service. 10. Provide copies in EXHIBIT 61 of any studies and/or records of institutional trends in compensation levels, turnover, supervisory ratio, and number of complaints about sales recruitment personnel. Provide a complete description of all the sales recruitment personnel compensation plans used. Provide the percent of turnover for the institution s sales force for the last two years, and state what the average length of service is for sales recruitment personnel and sales supervisors, if any. 11. Document how student recruitment personnel (including telemarketing staff) comply with applicable federal and state laws, including any industry guides issued by the FTC, and how the institution checks to make certain they do not: (1) use any title that indicates special qualifications for career guidance, counseling, or registration; and (2) place advertisements without the appropriate written authorization from the institution. 12. Explain how the student recruitment personnel s written agreement with the institution spells out the responsibilities, rights, and provisions of both the institution and the student recruitment personnel. 40 1/14

DETC Accreditation Handbook 2014 B.1. Guide to Self-Evaluation Report Supply copies of sample written agreements/contracts with student recruitment personnel in EXHIBIT 62. 13. Describe the policies and procedures used to license and bond student recruitment personnel in the various states. 14. Explain how student recruitment personnel are informed of and kept up-to-date on changing relevant federal and state laws. 15. If recruitment supervisors are used, report the number of such supervisors, criteria used to select and evaluate them, and the number of persons whom they supervise. 16. If the sales organization is large, describe what policies and procedures are used to ensure the ethical conduct of sales recruitment personnel and sales supervisors, if any. 17. If the institution has a sales organization, give the following information for each office in the sales organization: a. Name of office e. Amount of salary or compensation b. Address of office f. Added incentives c. Name of supervisor g. Territory covered d. Dates of employment h. Number of sales recruitment personnel IX. FINANCIAL RESPONSIBILITY IX. A. Financial Practices: The institution shows, by complete, comparative financial statements covering its two most recent fiscal years, that it is financially responsible and that it can meet its financial obligations to provide quality instruction and service to its students. (Financial statements must be audited or reviewed and prepared in conformity with generally accepted accounting principles. ) The institution has budgeting processes that demonstrate the current and future budget are sufficient to allow the institution to accomplish its mission and goals. 1. Submit copies in EXHIBIT 63 of the institution s, or in the case of corporate-owned institutions the parent s, comparative annual financial statements for the last two fiscal years, including a Balance Sheet, Income Statement, Statement of Cash Flow, and Explanatory Notes. Financial statements must be audited or reviewed and prepared in conformity with generally accepted accounting principles. This includes the use of the accrual method of accounting. (See the Policy Financial Statement in C.10. Policy on Financial Statements in the DETC Accreditation Handbook.) If the parent s financial statements do not include operating statements for the institution itself, separate institution statements should also be included. Also, please refer to DETC s Critical Document H.12. Financial Statement Analysis. 2. Submit a copy of the Letter of Financial Statement Validation in EXHIBIT 64 per C.10. Policy on Financial Statements. 3. Submit a copy of the Teach-Out Commitment in EXHIBIT 65 using the appropriate form in Appendix E in the DETC Accreditation Handbook (3 or 4) completed and signed by the ultimate owner or corporate entity accepting all obligations for the fulfillment of agreements made with students. 1/14 41

B.1. Guide to Self-Evaluation Report DETC Accreditation Handbook 2014 4. Describe the budget-making process used by the institution and document how budgets are sufficient to allow the institution to accomplish its mission and goals successfully. 5. State if the institution is profitable (or for not-for-profits, state if it has an excess of revenues over costs). If not, explain how the institution will achieve positive operating results sufficient to fund future operations. 6. Describe how current assets are sufficient to meet the current liabilities, and describe any cost control/analysis systems used. Demonstrate that there are sufficient current assets to handle a teach-out of students. 7. State if the institution or any corporate owners ever declared bankruptcy. If the institution is a small corporation (less than $10 million), sole proprietorship, or partnership, then the institution must state if the individual owners, officers, directors, or governing board members have ever declared bankruptcy for any educational institution or business in which they were a principal. 8. State if the institution has a positive equity and tangible equity balance. 9. Explain how the accounts payable (numbers, amounts, and age) reflect sound financial responsibility and management. 10. Describe how inventories of course/instructional materials for programs are adequate for current and future servicing requirements. 11. Describe the extent and allocation of insurance coverage. Explain if there have been any significant claims made in the past 3 to 5 years. 12. For an institution with resident training program(s), explain what liability coverage is available for students at resident training sites. IX. B. Financial Management: Individuals who oversee the fiscal and budgeting processes are qualified by education and experience. The institution must have adequate administrative staff for effectively operating, and at least one person who is qualified and able to prepare accurate financial reports in a timely manner. Internal auditing trails and controls are in place to ensure finances are properly managed, monitored, and protected. Adequate safeguards are in place to prevent unauthorized access to online and on-site financial information. 1. Identify and provide the appropriate qualifications of the person(s) that demonstrate that he/she is qualified by education and experience to prepare accurate financial reports in a timely manner. Explain if these people are bonded if required by state law. 2. Explain if there is any bonding or insurance retained to insure against fraudulent conduct. 3. If responsibility for financial statement preparation is outsourced to a third party such as a local CPA, explain how the institution has a person who is qualified to review the statements and take responsibility for their content. 4. Describe the institution s internal audit trails and controls that are in place to ensure finances are properly managed, monitored, and protected. 42 1/14

DETC Accreditation Handbook 2014 B.1. Guide to Self-Evaluation Report 5. Describe what financial policies and procedures the institution has in place to ensure that its finances and financial data are properly managed, monitored and protected, including the prevention of unauthorized access to online and on-site financial information. IX. C. Financial Sustainability and Stability: The institution can demonstrate that it maintains adequate administrative staff and other resources to operate effectively as a going concern and is not exposed to undue or insurmountable risk. Any risk that exists is adequately monitored, manageable, and insured. 1. Describe how the institution maintains adequate administrative staff and other resources to operate effectively, including the ability to continue to operate in the event of a nature disaster and/or financial calamity. 2. Explain how the institution is not exposed to and is protected from any undue or insurmountable risk. 3. If any risk exists, describe them and explain how it is monitored, managed, and insured against. 4. Describe what safeguards are in place to prevent unauthorized access to online and on-site financial information. Explain what security systems are in place to deter theft, sabotage or other threats. 5. Title IV: Describe how for each year of its Federal financial assistance participation, the institution meets each of the financial performance tests and other qualitative measures mandated by the U.S. Department of Education for participation in and maintaining eligibility in Federal student assistance programs. IX. D. Financial Reporting: Financial statements are prepared in accordance with DETC Standards and Policies including C.10. Policy on Financial Statements. An independent CPA s audit or review report accompanies these statements, and a written plan is provided that documents how the institution can resolve any challenges or anomalies identified in the CPA s report. 1. Describe the qualifications and experience of the institution s independent auditing firm. 2. Include copies of the auditor opinion letters that accompany the institution s financial statements in EXHIBIT 66. 3. Describe any deviations from DETC C.10. Policy on Financial Statements or GAAP principles that the independent auditor felt had to be taken in conducting the institution s audit. 4. For any challenges, anomalies or threats facing the institution and which have been identified by the independent audit firm, describe how the institution is addressing and resolving them, and include the institution s written plan. If the institution received a going concern opinion from the CPA or a going concern or liquidity footnote, explain how the institution will continue operations. If the going concern or liquidity uncertainty is resolved through continued shareholder support, explain why the CPA firm did not accept the support as being sufficient to avoid the going concern opinion or liquidity footnote. 1/14 43

B.1. Guide to Self-Evaluation Report DETC Accreditation Handbook 2014 5. Degree-granting: The institution documents with its financial statements that it has sufficient liquid assets to provide for a staff and faculty of unqualified merit that characterizes a quality-focused degree-awarding college or university. There are adequate funds readily available for attracting superior faculty, in-service training, a high level faculty to learner interactivity, faculty research, continuous improvement of curricula and services, as required by C.9. Policy on Degree Programs, Standard IX., Financial Responsibility, Financial Reporting. 6. Title IV: Provide evidence that the published cohort rate for the institution for any cohort year where 30 or more borrowers enter repayment cannot exceed the allowable rate as prescribed by the U.S. Department of Education. Institutions that receive a published rate greater than 25% are required to implement and adhere to a default reduction plan that specifically outlines the means by which the institution will provide services and contacts to the borrowers in an attempt to reduce the cohort default rate. 7. Title IV: Attest that the institution notifies DETC in writing within 10 days of having undergone any program reviews, inspections, or other reviews of its participation in Title IV by the U.S. Department of Education. The institution also provides complete copies of any reports (both preliminary and final) of these reviews, and provides any available compliance audits, within 10 days of its receipt of these documents. IX. E. Demonstrated Operations: In all respects, accredited institutions must document continuous sound and ethical operations, as well as the necessary resources to accommodate demand and to ensure all learners receive a quality educational experience. Applicant institutions must document two continuous years of sound and ethical operation under the present ownership and with the current programs offered as a bona fide electronically delivered, online, or other delivery method of distance study. This documentation shall show that the name being used by the institution is free from any association with activity that could damage the reputation of the DETC accrediting process, such as illegal actions, fraud, unethical conduct, or abuse of consumers. 1. Document that the institution has had at least two continuous years of experience/operation as a distance study institution under the current ownership and with the current programs. Provide evidence that the institution offers instruction predominately at a distance. 2. Describe how the institution has achieved two years of sound and ethical operation for its most recent operating period. State that the name of institution is free from any association with activity that could damage the standing of the accreditation process. 3. Describe how the institution s inventories of texts, kits, and other instructional materials are maintained, and discuss how inventory levels are kept current. 4. First Professional/Professional Doctoral Degrees: Describe how the institution has the allocation of resources to the advanced degree program does not detract from the other offerings of the institution required by C.9. Policy on Degree Programs, Standard IX., Financial Responsibility, Demonstrated Operation. X. TUITION POLICIES, COLLECTION PROCEDURES, AND REFUNDS X. A. Tuition Policies (An institution that does not charge tuition need not complete this section.): Tuition policies are in keeping with the provisions of the DETC Business Standards Section III.A. 44 1/14

DETC Accreditation Handbook 2014 B.1. Guide to Self-Evaluation Report 1. Describe how the following is verified: Institutions must use Total Course Price in preparing enrollment agreements, calculating refund amounts and collecting student accounts. Total course price includes charges for tuition, registration, educational services and instruction. Total Course Price also includes earned financial charges, and any fees that are charged to all students for required services, such as proctoring, technology access, and library services. Costs expended for normal shipping and handling are not subject to refund (after the expiration of the 5 calendar day cooling-off period). 2. Check to verify the institution is meeting Business Standards III.A. Provide the person(s) name who is responsible for ensuring compliance and reference any appropriate Exhibits: The costs expended for optional or special services, such as expedited shipment of materials, experiential portfolio assessment, or other optional services such as dissertation binding, must be disclosed effectively to prospective students and are not subject to refund (after the expiration of the 5 calendar day cooling-off period). High Schools and degree-granting institutions employing an admissions review process may charge a one-time non-refundable fee not to exceed $75. If the institution requires or permits students to purchase textbooks or other required materials separately, the institution must make available to the student on its website, catalog, or enrollment agreement a best effort estimate of the costs of the textbooks and materials needed for successful completion of course/program. If an institution is participating in Title IV programs, it must disclose accurate course material information, including ISBN and retail prices. The institution s textbook pricing policy for new or used textbooks must be fair to students. The total price for an individual course or program must be the same for all people, with the exception of discounts for well-defined groups. The total price for each course or program must be clearly identified and easily accessible on the institution s website, catalog, and enrollment agreement. (6/13) Any variation in Total Course Price must be documented. This applies to institutional-awarded scholarships, grants, discounts, special price offers, or announcements of price increases.(6/13) A non-discounted course or program price must be offered to the public for a reasonably substantial period of time during each calendar year, and it can be documented that students were enrolled at that price. (6/13) Variations from the Total Course Price with the exception of discounts for well-defined group must meet the following conditions: a. All discounts or special offers must be identified with a specific course or program price. b. All discounts and special offers must be presented in a format appropriate to an accredited educational institution. c. All discounts or special offers must contain a specific expiration date, which must be honored. Announced discounts or price offers may not be extended beyond the announced expiration date. d. All grants or scholarships must be documented with published criteria and processes used for 1/14 45

B.1. Guide to Self-Evaluation Report DETC Accreditation Handbook 2014 awarding grants and scholarships. (6/13) The institution must disclose to students on the enrollment agreement any additional charges to the student associated with verifying student identity. 3. State whether the total program/course price is the same for all students at a given time (except for allowable discounts). Provide samples of discounts used in the last 12 months. 4. State if price discounts have a published termination date. 5. Explain how any aptitude tests and student contests are administered and how the results are used and related to price discounts. 6. Describe any scholarship programs, indicate the sources of funds for them, identify who selects the recipients, and list the criteria used in selection. X. B. Tuition Collection Procedures: Tuition collection practices and procedures are fair. They encourage the progress of students and seek to retain their good will. The institution exercises its right to protect its finances through collection practices in keeping with sound and ethical business standards. Such practices take into account the comparable rights and interests of the student. Collection procedures also conform to DETC Business Standard Section III.D. 1. Describe in detail the policies and procedures for the institution s collection of tuition. 2. Supply a complete set of all sample notices and collection letters used by the institution in EXHIBIT 67. 3. If outside collection agencies are used, provide the name and address of each agency used, and provide copies of the signed contract(s) with each agency and collection procedures used by it. 4. Provide in EXHIBIT 68 a sample of the written ethical standards furnished by the institution to any outside collection agencies. 5. Demonstrate that collection notices, letters, forms, and telephone scripts used by collection agencies conform to ethical business practices. Include samples used by each agency in EXHIBIT 69. 6. If outside collection agencies are used, state the percentage of accounts that are turned over to such agencies. 7. Explain how the institution monitors each outside agency s adherence to its collection policies and procedures in conformance with DETC Business Standards and these accreditation standards. 8. Explain how collection policies and practices encourage the student to continue with the program of study. X. C. Tuition Refund Policies: The institution recognizes that there are legitimate reasons why enrolled students may not be able to complete their programs with benefit to themselves. Accordingly, the institution has a policy for equitable tuition adjustments or refunds in such cases that conform to DETC Business Standards Section III.B. and III. C. Records are maintained on tuition refunds and enrollment cancellations to provide a reference source for management analysis. 46 1/14

DETC Accreditation Handbook 2014 B.1. Guide to Self-Evaluation Report 1. Describe the policies and procedures used in the settlement of students accounts in cases where there are legitimate reasons why the enrolled students may not be able to complete the program with benefit to them. Provide documentation of refunds and how they are calculated in EXHIBIT 70. Include a copy of the refund template used. 2. Explain how refunds to students are made within 30 days after date of request and identify where it is stated that a student may cancel in any manner. 3. Explain the procedure used by the institution for a student who has paid in full but no longer wants to submit assignments/lessons for grading but wants to receive all of the instructional materials. 4. Describe any institutional or program policies relating to the release of kits to students and the students return of equipment, including any tuition payment policies that apply to the kits or equipment. Include examples of how students are informed of these policies. 5. If students are permitted to acquire published textbooks separately, state the policy that applies to this procedure. 6. For the 12-month period covered by enrollments and completions represented in the institution s profile (Institutional Summary Profile), compile a table in EXHIBIT 71 (see below) listing these statistics for each program/course of study. Name of Program Ref. Req. Ref. Appr. Ref. Denied Days to Appr/Deny Days to Remit # of Ref. Legend for Table for EXHIBIT 71: Name of Program = name of the degree program or vocational program (e.g., Bachelors in Business Administration or Medical Billing) Ref. Req. = Number of students who requested refunds Ref. Appr. = Number of refund requests approved by the institution Ref. Denied = Number of refund requests denied by the institution Days to Appr/Deny = Average number of days to approve or deny refund requests Days to Remit = Average number of days to remit refund after request was made # of Ref. = Total number of refunds remitted to students 7. Show the institution s refund schedule and how refunds are calculated. For example, what would be the refund due a student who had just completed the third assignment/lesson in a 12-assignment/lesson course? What about four assignments/lessons or five or six or none? 8. Refer to the exhibit and highlight where the refund policy is stated on the enrollment agreement/contract. 9. List all legal actions or other formal investigations initiated against the institution by students during the last two years because of refund or other financial issues, and indicate briefly the current status and/or disposition of each. Also list any legal actions initiated against students by the institution. 10. Describe how the refund policy is made readily available to prospective students prior to enrollment. 1/14 47

B.1. Guide to Self-Evaluation Report DETC Accreditation Handbook 2014 11. List any local, state, and/or federal government agency (such as the Federal Trade Commission) or consumer agency investigations and/or actions taken against the institution in the past five years. Include complaints received from non-government bodies such as CHEA, Better Business Bureaus, Chambers of Commerce, etc. If so, provide dates, course of actions, and current deposition of each action. 12. State if the institution operates under any local, state, or federal government consent decrees and/or orders and/or voluntary assurances of compliance. Describe fully. 13. Title IV: Provide evidence that the institution complies with the Return of Title IV Aid requirements when a student withdraws from a school and is a Federal student financial aid recipient. XI. FACILITIES, EQUIPMENT, SUPPLIES, AND RECORD PROTECTION XI. A. Facilities, Equipment, and Supplies: The institution maintains sufficient facilities, equipment, and supplies to achieve its mission and goals and support its programs and future growth. A written plan exists to maintain and upgrade facilities, equipment, and supplies. The plan states the resources that will be budgeted to support its goals. Buildings, workspace, and equipment comply with local fire, building, health, and safety regulations and are adequately equipped to handle the educational program(s) of the institution. 1. Explain and document how the institution maintains sufficient facilities, equipment, and supplies to achieve its mission and goals and support its programs and future growth. 2. Provide a copy of the institution s written plan in EXHBIT 72 to maintain and upgrade facilities, equipment, and supplies, and explain what resources are budgeted to support the plan s goals. Also, please refer to DETC s Critical Document H.14. Facilities, Equipment, and Supplies Maintenance Plan. 3. Document that the buildings, workspace, and equipment comply with local fire, building, health, and safety regulations and are adequately equipped to handle the educational program(s) of the institution. 4. Provide a basic floor plan in EXHIBIT 73 indicating the occupant/activity in each area, and explain how workspace is functional, hygienic, safe and satisfactory. Provide a copy of the lease agreement in EXHIBIT 73. 5. Describe any special purpose equipment, first aid equipment, computers, record systems, or other technologies used, and indicate which equipment is owned or leased. 6. Describe the institution s disaster recovery plans and provide a copy in EXHIBIT 74 (also, please refer to DETC s Critical Document H.15. Emergency Action Plan). XI. B. Record Protection: Institutional financial and administrative records and students educational records are maintained in a reasonably accessible place and are adequately protected as long as they are likely to be needed. Protection may be by: (1) an active fire suppression system, or (2) passive protection using two-hour rated files or vaults for hard copy files/records, or (3) using off-site back up files for electronic files/records. Other records are maintained in accordance with current educational, administrative, business, and legal practices. 48 1/14

DETC Accreditation Handbook 2014 B.1. Guide to Self-Evaluation Report 1. Describe the organization and management of the administrative office(s) responsible for maintaining financial, administrative, and student records. Explain how financial, administrative, and student records are maintained, stored, and retained. 2. Describe how long student educational records are kept and how they are kept legible and accessible. If electronic records are used, explain how the systems are back-up and adequately protected. 3. Describe the type of equipment or other means used to protect financial, administrative, and student records from vandalism, theft, damage, or fire. Describe how paper files are protected in fire-proof filing cabinets or a fire suppression system; and how the electronic files are backed up off-site. XII. RESEARCH AND SELF-IMPROVEMENT XII. A. Planning and Evaluation: An accredited institution has a written plan that is designed to identify internal and external trends and patterns, optimize opportunities, address challenges, reflect on achievements, and maintain quality. The planning enables the institution to improve services to students, ensure the professional growth of its instructors/faculty and staff, and provide for the long-term quality and growth of the institution. The institution collects and analyzes data on a systematic, consistent basis to monitor the status and effectiveness of the plan and evaluates its full range of services. 1. Describe how the institution has a written plan that is designed to identify internal and external trends and patterns, optimize opportunities, address challenges, reflect on achievements, and maintain quality. Provide a copy of the institution s written plan in EXHIBIT 75 (also, please refer to DETC s Critical Document H.5. Institutional Improvement Plan). 2. Explain how the planning enables the institution to improve services to students, ensure the professional growth of its instructors/faculty and staff, and provide for the long-term quality and growth of the institution. 3. Describe how the institution collects and analyzes data on a systematic, consistent basis to monitor the status and effectiveness of the plan and evaluates its full range of services. In particularly discuss how results of the institution s outcomes assessments have been incorporated into the plans for self-improvement. 4. Describe how the institutional improvement plan provided in Exhibit 75 includes details on how the institution will undertake the development, improvement, or expansion of its curriculum and services for its students, instructors/faculty, and staff. 5. Explain how the plan contributes to improving institutional quality and provides adequate and realistic growth of the institution and the personnel needed to support the growth, as well as the finances needed. 6. Identify and briefly describe the major strengths and weaknesses of the institution. 7. As candidly as possible, describe the significant challenges currently facing the institution. State how the process of DETC self-evaluation has helped to clarify/identify these challenges as well as other major issues or problems. Describe what plans have been developed to meet these challenges and solve these problems and the process(es) for implementing solutions. 8. List, in order of importance, those activities or innovations undertaken in the past five years/most recent strategic planning cycle considered particularly worthy of notice by the Examining Committee. 1/14 49

B.1. Guide to Self-Evaluation Report DETC Accreditation Handbook 2014 9. State what institutional problems, actions, or policies should be emphasized to the Examining Committee as examples of significant institutional achievements in quality distance study. 10. Discuss the ways in which the institution has contributed to the overall advancement and enhancement of the field of distance study in the past five years. XII. B. Research and Self-Improvement: An accredited institution shows evidence of continuous progress and self-initiated efforts to improve operations and educational offerings and services. Sound research procedures and techniques are used to measure how effectively the stated institutional mission, goals, and objectives are being met. 1. Identify who is responsible for conducting and/or overseeing research activities. 2. If appropriate for the institution, identify what basic/scholarly/pure research studies have been done or are being done by instructors/faculty and staff and explain the benefits or intended benefits for the researchers fields of study and/or the institution. 3. Describe any systematic research, evaluation, and quality controls carried on for institutional improvement. 4. Explain how the institution evaluates its programs and services. 5. Describe any analytical studies in terms of their characteristics, background, progress, etc. 6. Submit any other material or data giving evidence of present efforts to extend and/or improve the institution. 7. Degree-granting: Explain how the institution demonstrates improvement and upgrading by membership and active participation in professional associations; application of recent research results in both the academic and clinical/practical portions of the program; and continuing study and practical experience in the profession, related subject areas, adult education, and distance education. (See C.9. Policy on Degree Programs, Standard XII.) 8. Degree-granting: Describe the policies and procedures for improving instruction and upgrading faculty, practitioners, and staff as required by C.9. Policy on Degree Programs, Standard XII., Research and Self- Improvement. 9. Doctoral Degrees: Demonstrate how the institution as an on-going part of its self-study, strategic planning and outcomes assessment programs, regularly examines all aspects of its performance of its doctoral degree programs to determine if any changes are needed to improve its compliance with its program responsibilities. 50 1/14

DETC Accreditation Handbook 2014 B.1. Guide to Self-Evaluation Report Share any comments on the process of self-evaluation or accreditation the institution would care to offer, and list any suggestions for improvement of the process. Also, list any additional questions for the Guide to Self-Evaluation Report that would help present the merits of the institution, and list/identify those questions that could be modified or deleted in the Guide. Revised January 2014 # # # 1/14 51

B.1. Guide to Self-Evaluation Report DETC Accreditation Handbook 2014 (Please Note: This page was left blank on purpose.) 52 1/14

DETC Accreditation Handbook 2014 C. Policies C. DETC Policies 1. Policy on Substantive Change and Notification 2. Policy on Change of Mission, Goals, and Objectives 3. Policy on Change of Ownership/Control/Legal Status 4. Policy on Change of Location or New Administrative Site 5. Policy on Course/Program Approval 6. Policy on Combination Distance Study-Resident Programs 7. Policy on Approval of New Combination Distance Study-Resident Programs or Training Sites 8. Policy on Bankruptcy 9. Policy on Degree Programs 10. Policy on Financial Statements 11. Policy on Change of Marketing Approach 12. Policy on a Readiness Assessment 13. Policy on Reaccreditation Review 14. Policy on Student Achievement and Satisfaction 15. Policy on Institutions Participating in Title IV Programs 16. Policy on Special Visits 17. Policy on International Activities 18. Policy on Annual Reports 19. Policy on Non-Private Institutions 20. Policy on Complaints 21. Policy on Required Institutional Documents 22. Policy on Information Provided to the U.S. Department of Education 23. Policy on Credit Hours 24. Policy on Non-U.S. Institutions 25. Policy on Change of Name 26. Policy on Pilot Programs 27. Policy on Teach-Out Plans 28. Policy on Petitions and Waivers 29. Policy on Contracting for Educational Delivery 30. Policy on High School Programs 1/14 i

C. Policies DETC Accreditation Handbook 2014 Policy Index Circumstance Policy Adding or Revising Degree Program(s) C.5. Adding or Revising Vocational Program(s) C.5. Adding or Revising High School Program C.5. Annual Reports C.18. Bankruptcy C.8. Change in Location C.4. Change of Management C.1. Change in Marketing C.11. Changing Method of Delivery C.5. Change in Mission, Goals and Objectives C.2. Change in Name C.25. Change of Ownership/Control/Legal Status C.3. Combination Program (Distance Study-Resident) C.6. & C.7. Complaints C.20. Contracting for Educational Delivery C.29. Contracting with Non-U.S. Institutions C.17. Credit Hours C.23. Degree Programs C.5. & C.9. Doctoral Degrees C.5, C.9 Financial Statements C.10. First Professional Degrees C.5. & C.9. High Schools C.30 Information Provided to U.S. Department of Education C.22. Initial Visit C.5. International Activities C.17. New Combination Program C.7. New or Revised Courses/Programs C.5. New Training site C.7. Non-Private Institutions C.19. Non-U.S. Institutions C.24. Not Meeting Obligations C.16. Outcomes Assessment C.14. Petitions C.29. Pilot Programs C.26 Reaccreditation C.13. Readiness Assessment C.12. Required Institutional Documents C.21. Revising courses or programs C.5. Special Visits C.16. Substantive Changes and Notifications C.1. Teach-Out Plans C.27 Title IV C.15. Waivers C.28. ii 1/14

DETC Accreditation Handbook 2014 C.1. Policy on Substantive Change and Notification 1. Policy on Substantive Change and Notifications It is the duty of DETC Accrediting Commission to make certain that any substantive change undertaken by an accredited institution does not adversely affect its capacity to continue to meet DETC s Accreditation Standards. All substantive changes must be reported to the Commission. An institution must obtain the Commission s approval before the change in the institution s scope of accreditation will be granted. The Commission will consider approving requests based on evidence that the proposed change does not adversely affect the capacity of the institution to continue to meet the DETC s standards, policies, and procedures. The individual policy (as indicated in parentheses) provides detailed information on the actions required by the institution to properly notify the Commission. The Accrediting Commission s definition of substantive change includes the following types of changes: 1. Any significant change in the established mission, goals, and objectives of the institution; (C.2.) 2. Any change in the legal status, form of control, or ownership of the institution; (C.3.) 3. Any change in location or new administrative site(s); (C.4.) 4. The addition of courses or programs that represent a significant departure from existing offerings of educational programs from those that were offered when the institution was last evaluated; (C.5.) 5. The addition of courses or programs of study at a degree or credential level different from that which the institution was offering when it was accredited or reaccredited; (C.5.) 6. A change or variation of credit hours; (C.5.) 7. Change in method of delivery since the last evaluation of the institution; (C.5.) 8. An increase or decrease in the number of credit hours awarded for successful completion of a course or program; (C.5. see under Revisions ) 9. Any additional location (training site) geographically apart from the institution s main facility; (C.7.) 10. The acquisition of a hybrid distance study resident training site at which the institution is conducting a teach-out for students of another institution that has ceased operating; (C.7.) 11. Any change or addition of a training site; (C.7.) 12. Any significant changes in marketing activities, e.g., using sales representative for the first time; (C.11.) 13. An intention to seek to establish eligibility to participate in Federal student financial assistance programs; (C.15.) 14. Any contract where an institution certified to participate in Title IV enters into a contract with another institution or organization not certified to participate in the Title IV programs wherein it offers more than 25 percent of one or more of the accredited institution s educational program; (C.15.) 15. Any changes in international activities, including recruiting or partnerships with institutions undertaken outside the U.S. by an institution headquartered in the U.S. (C.17). 16. Any significant changes in the institution s financial condition; (C.18.) 17. Any significant growth or decline in enrollments and/or programs; (C.18.) 1/14 1

C.1. Policy on Substantive Change and Notification DETC Accreditation Handbook 2014 18. Any change in the institution s name; (C.25.) 19. A plan to close the institution. (C.27.) Action Substantive changes in an institution that would cause an institution to be required to undergo a special visit (see C.16. Policy on Special Visits) or a new comprehensive accreditation review would include, but not be limited to, any proposed or actual change that the Commission judges to: diminish the capacity of the institution to comply with the Standards of Accreditation have a deteriorating impact on the quality of curriculum, services or faculty be a significant departure from the institution s current mission and goals when it was last accredited be a significant negative impact on an institution s financial stability negatively impact the reputation of the institution or the Commission represent a violation of state or federal laws result in a deleterious effect on students other likely impacts the Commission may judge serious enough to warrant a special visit or a new comprehensive review of the institution. The Commission monitors an institution s enrollment and program growth or decline through the use of the institution s Annual Report (as described in C.18. Policy on Annual Reports). If an institution reports significant growth or decline in its enrollments and/or programs over the past year, it will be reported to the Commission. The Commission will take appropriate action to assess the institution s ability to maintain compliance with any of the Standards for Accreditation. Proposed changes to an institution may be so substantial that the Commission may consider that the institution to which it granted accreditation has effectively closed and a new institution is proposed to open. After affording the institution the opportunity to provide information about the changes and whether sufficient continuity of the accredited institution will be maintained, the Commission may act to require a total re-evaluation of the institution or to withdraw the accreditation and require the institution to re-apply for accreditation. The Commission will monitor changes that are proposed to be undertaken by institutions on a continuous basis. When the Commission has ascertained that an institution has proposed to undertake a change, or an accumulation of changes that singly or in combination are seen to be so significant as to be transforming the institution, the Commission will require a comprehensive re-evaluation of the institution. (6/12) Examples of proposed changes that, singly or in combination, would be considered significantly transformative and thereby meriting a comprehensive review are these: 1. When there is an ownership change, with or without changes in top management, including a change from privately owned to publicly owned organization; 2. When there is a cluster of significant changes to curricula programs, including delivery methods (correspondence to online) and student servicing (self-paced to instructor led) or going from a non-degree to degree awarding; and 3. Where there has been a significant change to an institution s use of funding programs (becoming Title IV 2 1/14

DETC Accreditation Handbook 2014 C.1. Policy on Substantive Change and Notification eligible and/or using G.I. Bill and Military TA funding) that results in significant enrollment growth per C.18. Policy on Annual Reports. When the Commission determines that any of the substantive changes listed above may diminish the capacity of the institution to comply with the Standards of Accreditation, the Commission will take appropriate action, including, but not limited to, requiring the institution to undergo a comprehensive evaluation. Refer to the appropriate policies (as indicated in parentheses) as to the reporting requirements, timelines, visit requirements, and other notifications. The Commission allows for due process as noted in the individual policies by providing reasonable time for institutions to comply with its request for information and documentation. In all cases, the Commission will allow the institution sufficient time to respond to any findings before any final decision regarding the institution s accredited status is made. Notifications Change of Chief Executive: When an institution makes a change in its Chief Executive, as defined as the replacement of the senior level executive of the institution, e.g., President or CEO, since the last accreditation examination, it must notify the Commission as soon as possible. The institution must submit a Letter of Notice to the Director of Accreditation. The letter must provide a full explanation as to when the change of Chief Executive is being made, why it is being made, and how the change will affect the institution s capacity to continue to meet all of DETC Standards of Accreditation, specifically Standards VI.A. and VI. D.: Standard VI.A. The Owners, Governing Board Members, Officials and Administrators: The Owners, Governing Board Members, officials and administrators possess appropriate qualifications and experience for their positions and roles and have demonstrated the ability to direct institutional operations and evidence overall stability of institutional operations. The governing board members are knowledgeable and experienced in one or more aspects of educational administration, finance, teaching/learning, and distance study. The institution has policies that clearly delineate the duties and responsibilities of governing board members, officials, and administrators. Individuals in leadership and managerial roles are qualified by education and experience. Standard VI.D. Reputation of Institution, Owners, Governing Board, Officials, and Administrators The institution and its owners, governing board members, officials, and administrators possess sound reputations and possess a record of integrity and ethical conduct in their professional activities, business operations, and relations. The institution must provide documentation on the qualifications of the new management and a summary of his/her job description. The institution agrees that as part of the Change of Chief Executive, the new manager may be subject to a background check by DETC, which may include, but not be limited to, DETC surveys of state educational oversight agencies, Federal departments and agencies, consumer protection agencies, checks on the credit history, prior bankruptcy, criminal background, debarment from Federal Student Aid Programs, the closing of educational institutions in which they were managers or principals, or the loss of accreditation or state approval to operate an educational institution. 1/14 3

C.1. Policy on Substantive Change and Notification DETC Accreditation Handbook 2014 Additional consideration may be required if the background of the proposed new management raises questions concerning compliance with DETC Standard VI.A. as to his or her qualifications. Other: The institution must inform the Commission immediately of any actions it plans to take itself or actions taken against it by other agencies if those actions have the capacity to affect the reputation of the Commission, the institution s good standing with the Commission and/or its acceptance by the public. This includes the institution s satisfactory (to the Commission) resolution of any complaints in a forthright, prompt, amicable, and equitable manner. In instances where prior approval of a substantive change is granted, an effective date will be indicated. The effective date will not be retroactive, and it must be within 30 days of the Commission s final decision of the requested substantive change (except for changes in ownership). See C.3. Policy on Change of Ownership/Control for details. DETC member institutions should make periodic contact with the DETC staff to apprise them of governmental and media actions which may affect their institution or the Commission. Revised June 2012 January 2014 4 1/14

DETC Accreditation Handbook 2014 C.2. Policy on Change of Mission, Goals, and Objectives 2. Policy on Change of Mission, Goals, and Objectives As stated in C.1. Policy on Substantive Change and Notification, any significant change in the mission, goals, or objectives of an institution is considered a substantive change and prior approval is required before the change may be included in the institution s grant of accreditation. The Commission requires each institution to review its institutional mission, goals, and objectives and to modify these as necessary for the effective delivery of the institution s educational programs. If an institution determines that a substantive change to its mission, goals, or objectives is necessary, it must demonstrate its ability to support the proposed change. A significant alteration in the institution s established mission, goals, or objectives may signal a change throughout the institution as it relates to its efforts to increase student enrollments and the consequent need to increase staff and facilities. It may signal a change in course/program objectives, course/program content, admission criteria, and other significant areas of operation in order to attract a greater number of students. Examples of a substantive change of an institution s mission, goals, or objectives is where a non-degree institution decides to become a degree-awarding institution, or where an institution decides to offer curricula or programs in a totally new discipline (e.g., adding business training to an art school), or where an institution wishes to offer instruction to new markets. Because the institution s accreditation is predicated upon the institutional mission, goals, and objectives reported at the time of its accreditation, the Commission wants to determine if the changes being considered will have an adverse affect on the institution s capacity to continue to meet the Standards of Accreditation. Action When a significant change in institution s mission, goals, and objectives is undertaken, a Change of Mission/Goals/Objectives Report must be prepared and submitted to the Accrediting Commission within 30 days of the final adoption. In the report, particular attention should be given to how the changes affect the institution s ability to meet each of the Accreditation Standards. The Change of Mission/Goals/Objectives Report must include the following: - Approval from the state (or applicable regulatory agency). If the state does not require approval, documentation from the agency to that effect must be submitted. - A comprehensive and detailed description of the change of mission, goals, and objectives including assessment of the need to change its mission, goals, and/or objectives. - A description of the impact of the change on the current courses/programs of the institution to include a description of the underlying capacity to support curricular change and the institution s ability to remain in continuous compliance with accrediting standards. - Revised institutional assessment plan and/or strategic plan which describe the institution s strategies and timelines for implementing the change of mission/goals/objectives. Minutes from meetings of the board of directors or other governing body in which the changes were discussed and adopted must be included. 1/14 1

C. 2. Policy on Change of Mission, Goals, and Objectives DETC Accreditation Handbook 2014 - Detailed narrative and plan regarding changes to the capacity and infrastructure and financial resources that have been implemented or secured to support the new mission/goals/objectives and/or program offerings. - Detailed timeline for any new program(s) being developed as a result of the change of mission/goals/objectives and the plan for implementation. The Accrediting Commission will review the Change of Mission/Goals/Objectives Report to decide if an on-site visit is required or if further reporting is necessary. The Accrediting Commission reserves the right to order a comprehensive review of an institution at any time it has concerns that the institution is not in compliance with the DETC s standards, policies, and/or procedures. In all cases, the Commission will allow the institution sufficient time to respond to any findings before any final decision regarding the institution s accredited status is made. # # # Revised January 2013 2 1/14

DETC Accreditation Handbook 2014 C.3. Policy on Change of Ownership/Control/Legal Status 3. Policy on Change of Ownership/Control/Legal Status As stated in C.1. Policy on Substantive Change and Notification, any change in the legal status, form of control, or ownership of an institution is considered a substantive change and prior approval is required before the change may be included in the institution s grant of accreditation. Accreditation does not automatically transfer to an institution when all or a majority share of its interests are sold, or when an institution is sold or changes its legal status. If the new ownership wishes to continue the institution s accreditation, it must advise the Commission before the change is made, and the proposed new ownership/control/legal status must be approved by DETC. In addition, when an institution undergoes a change of ownership/control, it must also have a comprehensive on-site review (and possibly for a change of legal status). In addition, a key person (under the new ownership/control/legal status) must complete Preparing for DETC Accreditation online tutorial. It is also recommended that the appropriate people complete DETC s Business Standards Tutorial (online). Visit DETC s website to enroll in these tutorials. Definitions A change in legal status is defined as a change in the legal definition of the company or corporation, which is typically defined by the state or U.S. government, such as changing from a for-profit to a non-profit (the Commission may determine that a site visit be required). Control is the ability to direct or cause the direction of the actions of an institution. Examples of change of form of control are: the sale of all or majority interest of the institution s assets; sale or assignment of the controlling interest of the voting stock of a corporation that owns the institution or that controls the institution through one or more subsidiaries; merger or consolidation of the institution with other institutions; or an independent corporation owning an institution that becomes a subsidiary of another corporation with a different ownership. (DETC treats a Change of Control the same as a Change of Ownership.) A change of ownership is defined as any transaction or combination of transactions that would result in a change in the control of an accredited institution. To ensure a successful transfer of accreditation through a change of ownership, control, or legal status, the institution s proposed new owners, governing board members, and administrators must possess sound reputations and show a record of integrity and ethical conduct in their professional activities, business operations, and relations. The proposed new owners, board members, officials, and executive staff must have records free from any association with any misfeasance, including, but not limited to, owning, managing or controlling any educational institutions that have entered bankruptcy or have closed with students having been disadvantaged as a result. Action Prior Approval Report: A minimum of 30 days before the change is proposed to take place, an institution seeking to change ownership/control/legal status must submit E.14. Application for a Change of Ownership/ Control/Legal Status, and include the application fee and the Prior Approval Report (see below). Upon review of the Application and the Prior Approval Report, the Commission may take one of the following actions: 1. Require an on-site visit prior to the sale, change of control or change of legal status; (6/13) 1/14 1

C.3. Policy on Change of Ownership/Control/Legal Status DETC Accreditation Handbook 2014 2. Approve the transfer of ownership request with or without restrictions and order a follow-up on-site visit within six months; (6/13) 3. Defer the matter for further consideration; 4. Deny the accreditation under the new ownership; or 5. Take any other action deemed appropriate pursuant to Commission policies and standards. Failure to obtain prior Commission approval of the transfer of ownership/control/legal status as required will result in the expiration of accredited status of the institution as of the date that the change of ownership occurs. When a sale, change of control, or legal status is contemplated, the new owner or board must take immediate steps to obtain DETC approval. Failure to do so will result in loss of accreditation status. Following the initial approval of a change, the Commission will order that a Change of Ownership/Control/Legal Status Report and an on-site visit as a condition of the initial approval of a change of ownership/control. The on-site visit must take place within six months of the sale or change of control. For the purposes of continuing the accredited status of an institution, the effective date of a change of ownership/control is the date of the sale (or closing) or the change of ownership. In the case where an institution is authorized and is participating in Title IV Federal student aid programs, where continuation of Federal eligibility is contingent upon uninterrupted accreditation, copies of filings and submissions to the U.S. Department of Education must be included in the Change of Ownership Application along with any correspondence received from the Department. The institution assumes the responsibility of ensuring timely notification and timely submission of reports to DETC in order to facilitate a seamless transfer of ownership and continuation of institutional eligibility. Please note that the U.S. Department of Education has very time-sensitive regulations regarding change of ownership for institutions participating in Federal student aid programs. The Accrediting Commission will not accredit a distance study institution with a franchise, distributorship, or similar sales arrangement. While independent contractors may be used by institutions on an individual basis in conformity with all of the DETC Business Standards, the use of a separate layer of management organization such as a franchise or distributorship does not meet the intent of the standards. Any distance education institutions or programs owned or offered by the acquiring owner are subject to the all or none rule. All accredited distance education activities of an ownership must become accredited, or none may be. If a new owner owns or operates other distance education institutions, those institutions must receive accreditation within two years of the change of ownership or accreditation may be withdrawn. The institution must be properly licensed, authorized or approved by the applicable state educational institution authority. The institution must conform to all provisions of applicable laws and regulations. The Accrediting Commission reserves the right to order a comprehensive review of the institutions at any time it has concerns that the institution is not in compliance with the DETC s standards, policies, and/or procedures. Prior Approval Report: The institution and/or the proposed new owners/controlling interests must provide DETC with sufficient, comprehensive and relevant background information on the ownership or control change to allow the Commission to conduct an assessment of the projected financial stability and academic integrity of the institution under the proposed new ownership and by providing documentation of the proposed transaction. The institution must submit the following in its Prior Approval Report: (6/13) 2 1/14

DETC Accreditation Handbook 2014 C.3. Policy on Change of Ownership/Control/Legal Status - Curriculum Vitas or resumes of the principals and senior managers of the acquiring entity or controlling interests. - Description of any felony convictions for any of the principals or senior managers of the acquiring entity or controlling interests. - Complete description of how the change will be executed and the financial details involved including a copy of the draft purchase agreement and related documents (e.g., share transactions, payments, etc.). (6/13) - Current financial statements of the acquiring entity or controlling interests, which must include an audit or reviewed statement prepared by an independent CPA in accordance with GAAP and DETC C.10. Policy on Financial Statements. - The institution must provide sufficient information to allow an assessment of its projected financial stability and responsibility under the proposed new ownership and by explaining the financing of the proposed transaction. In addition, the institution must provide a pro forma balance sheet reflecting the financial condition of the institution after the change of ownership. The balance sheet must, at a minimum, break down current assets, fixed assets, other assets (if appropriate), current liabilities, long-term liabilities, and equity. The balance sheet must also reflect the estimated outstanding unearned tuition as of the date of the sale of the school. (6/13) - Full description of any other educational institutions with which the principals of the acquiring organization entity or controlling interests have been involved, including full details on the accredited status and the operating history of such institutions. - Full discussion of any of the acquiring entity or controlling interests or their principals involvement with any institutional closures, bankruptcies or loss of accreditation or state license or loss of Federal Student Financial Aid eligibility or debarment from FSA program participation. - Comprehensive description of any contemplated, future changes planned for the institution, including growth plans, governance structure and board membership, changes in management, senior academic staff, programs, marketing tactics, services, location or any other significant areas of operation or institution mission. (6/13) - For institutions participating in Title IV programs, a copy of the pre-acquisition packet filed with the U.S. Department of Education and any correspondence from the Department. (6/13) - Copies of filings regarding the change of ownership/control submitted to the home state higher education agency. (6/13) - Organizational chart showing the institution, any parent or holding companies, governing boards, and key administrators at all levels, currently in place and as anticipated by the transaction. Such charts should outline the relationship between the accredited institution and the corporate structure after the close of the transaction. (6/13) - A list of all board members, managers, and/or partners affiliated with each entity that is part of the proposed new ownership structure or new controlling interests and a description as to how their experience and qualifications prepare them to oversee the operation of a DETC-accredited institution and assures that the institution will maintain compliance with accreditation standards under the new ownership. (6/13) The proposed new ownership/control will be evaluated on these factors (among other information the Commission may receive): 1/14 3

C.3. Policy on Change of Ownership/Control/Legal Status DETC Accreditation Handbook 2014 Do the institution s proposed new owners, governing board members, and administrators possess appropriate education experience along with sound reputations and show a record of integrity and ethical conduct in their professional activities, business operations, and relations? (6/13) Do the proposed new owners*, board members and executive staff have records free from any association with any misfeasance, including, but not limited to, owning, managing or controlling any educational institutions that have entered bankruptcy or have closed with students having been disadvantaged as a result? * New owners include the names of the acquiring organization, institution, corporation, venture capital firm and the names of their principals, chief executives and chief operating officers of all the above. The results of a background check of the acquiring organization s owners, officers, which may include, but not be limited to, DETC surveys of State educational oversight agencies, Federal departments and agencies, consumer protection agencies, checks on the credit history, prior bankruptcy, criminal background, debarment from Federal Student Aid Programs, the closing of educational institutions in which they were owners, managers or principals, or the loss of accreditation or state approval to operate an educational institution? (The costs of such background checks will be borne by the acquiring organization.) The continuation of the institution historically affiliated with DETC with regards to mission and objectives, and the substantial likelihood the institution will continue to meet DETC standards. (6/13) Evidence that all regulatory compliance requirements with home state licensure agency have been met and/or will be met. (6/13) Adequate financial support for the transaction. (6/13) Additional consideration may be required if: 1) the background of the proposed owners raise questions concerning compliance with DETC Standard VI.A. as to their qualifications, 2) the proposed ownership change raises concerns as to the soundness of the financial structure of the institution, 3) or other concerns arise regarding the institution s compliance with accrediting standards. A proposed transfer of ownership will be approved only if it is determined by the Commission that the proposed new owners and managers have records of integrity and the capability to own and operate a DETC accredited institution in accordance with DETC Standards VI.A. and VI.D. that under the new ownership the financial condition of the institution will remain sound with sufficient resources for the operation of the institution and discharge of obligations to students, and that the institution will otherwise remain in continuous compliance with all accrediting standards. Post-Change of Ownership/Control/Legal Status Examination After a proposed change of ownership has been approved by DETC, and the transaction has been made final, the institution must submit a Change of Ownership/Control/Legal Status Report and undergo an on-site visit within six months of the date of the sale or closing. The Change of Ownership/Control/Legal Status Report must be submitted at least four weeks before the on-site visit. Change of Ownership/Control/Legal Status Report: The institution must include the following: 4 1/14

DETC Accreditation Handbook 2014 C.3. Policy on Change of Ownership/Control/Legal Status - Updates of the information provided in the Prior Approval Report; - Provide documentation that the institution is properly licensed, authorized, or approved by the applicable state educational authority. - Submit a new E.8. Teach-Out Commitment (Non-Corporate Entities) or E.9. Teach-Out Commitment (Corporate Entities). (6/13) - Provide information reflecting the impact of the change of ownership/control/legal status or future plans concerning the following Standards: I. Mission, Goals, and Objectives: Were any changes made to the institution s mission, goals, and objectives as a result of the change of ownership? If so, what are they and how are they being instituted? Discuss how the revised mission, goals, and objectives are widely circulated and readily access to students, faculty, staff and other stakeholders. II. Educational Program Objectives, Curricula, and Materials: Have any new courses/programs been added since the change of ownership? Are there any plans to add new courses/programs? III. Educational Services: Have there been any changes in the educational services provided to students since the change of ownership? If so, what are they? IV. Student Support Services: Have there been any changes with student support services since the change of ownership? If so, what are they? VI. Qualifications and Duties of Owners, Governing Board Members, Officials, Administrators, Instructors/Faculty, and Staff: Have there been any changes in the Governing Board Members, Officials, Administrators, Instructors/Faculty, and Staff since the change of ownership? Give particular emphasis on qualifications of the educational director and the chief administrator. If any new course/programs have been added, discuss any new instructors/faculty and staff members added. VII. Admission Practices and Enrollment Agreements: Have there been any changes to admissions standards? Supply copies of new enrollment forms. VIII. Advertising, Promotional Literature, and Recruitment Personnel: Have there been any changes in marketing tactics or actions? If so, explain fully. How will recruitment personnel, if any, be controlled? What is the background of the head of marketing? IX. Financial Responsibility: What is the financial impact of the change of ownership? What future impact is anticipated? State if any of the new corporate owners ever declared bankruptcy. If the institution is a small corporation (current assets of less than $100,000), sole proprietorship, or partnership, then the institution must state whether the individual owners, officers, or directors have ever declared bankruptcy for any school or business they owned. Discuss any conditions of the sale or change of ownership that have had or will have on the financial impact on the institution. XI. Facilities, Equipment, Supplies, and Record Protection: State if and how the new owners plan to expand, and show how facilities, equipment, and supplies are adequate to accommodate this expansion. 1/14 5

C.3. Policy on Change of Ownership/Control/Legal Status DETC Accreditation Handbook 2014 XII. Research and Self-Improvement: Discuss the new owner(s) long-range plan for the institution respective to courses, facilities, technology, and number of enrollees. Provide a revised Strategic Plan. The Commission will review the institution s Change of Ownership/Control/Legal Status Report, the Chair s Report on Change of Ownership/Control/Legal Status, and the institution s response to the Chair s Report and make one of the following decisions: 1) continue the institution s accreditation under the new ownership/ control/legal status; 2) defer the matter for further consideration; 3) deny the accreditation under the new ownership/change of control/change in legal status, or 4) take any other action deemed appropriate pursuant to Commission policies and standards. The Commission will notify the institution within 30 days of its final decision. Change of Legal Status Notification When an institution changes its legal status as defined as a change in the legal definition of the company or corporation, which is typically defined by the state or U.S. government, such as changing from a for-profit to a nonprofit, or from an S Corporation to a LLC, it may constitute a change of ownership. Therefore, it must notify the Commission within 30 days prior to the change and follow the same requirements as provided for change of ownership (see pages 1-5). Change of Control Notification When an institution changes its form of control as defined as the ability to direct or cause the direction of the actions of an institution, it is essentially changing ownership. Therefore, it must notify the Commission within 30 days prior to the change and follow the same requirements as provided for change of ownership (see pages 1-5). Revised January 2014 # # # 6 1/14

DETC Accreditation Handbook 2014 C.4. Policy on Change of Location or New Administrative Site 4. Policy on Change of Location or New Administrative Site As stated in C.1. Policy on Substantive Change and Notification, any change in the location or addition of a new administrative site is considered a substantive change and prior approval is required before the change may be included in the institution s grant of accreditation. The Commission must also be notified when an administrative site is closed. (1/13) A location is defined as a geographic location that houses the headquarters of an institution. The institution must provide evidence that is approved in the state for the activity that it conducts at the new location. (6/13) An Administrative Site is a separate office located geographically apart from the main headquarters location, which typically provides an off-site workplace for the convenience of institution officials who do not live near the headquarters. Neither educational programs nor instructional services to students are offered from an administrative site. For DETC purposes, administrative sites are not listed in DETC s Directory of Accredited Institutions. The institution must provide evidence that is approved in the state for the activity that it conducts at the administrative site. (6/13) When an institution decides to move to a new location, however close to the original site, or add a new Administrative Site, it is necessary for an Examining Committee member to visit the new site and for the Accrediting Commission to approve the new site. This policy applies when any previously approved location (headquarters or administrative offices) is affected or a new Administrative Site is added. (When a training site is moved, refer to C.7. Policy on New Combination Distance Study Resident Programs.) Action An institution must notify the Executive Director by submitting an Application for Change of Location or New Administrative Site (E.15.) and $500 processing fee at least 30 days before the change or new location takes place. Before accreditation can be affirmed for the new location, the institution must prepare a Change of Location or New Administrative Site Report, undergo an on-site visit, and receive approval from the Commission. An on-site visit must take place within six months of the change of location or addition of a new administrative site. The Accrediting Commission will review and give careful consideration to the institution s Change of Location or New Administrative Site Report and the Examining Committee s Report on the site visit. If the Committee s Report is favorable, the Commission may grant its approval. The Commission will provide written notification within 30 days of its decision. The Commission may require the institution to make changes that are recommended in the Examining Committee s Report. The institution will be provided a copy of the Examining Committee s Report on the change of location onsite visit, and an opportunity to respond affirmatively to any required actions that may be listed in the Report prior to the Commission s consideration of the Report. The Accrediting Commission reserves the right to order a comprehensive review of an institution at any time it has concerns that the institution is not in compliance with the DETC s standards, policies, and/or procedures. 1/14 1

C.4. Policy on Change of Location or New Administrative Site DETC Accreditation Handbook 2014 Change of Location or New Administrative Site Report When the new site is established or the move is completed, the institution must submit an electronic Change of Location or New Administrative Site Report 30 days before the on-site visit. The Report must address the following Standards: II. Educational Program Objectives, Curricula and Materials III. Educational Services IV. Student Support Services VI. C. Faculty/Instructors and Staff VIII. A. Advertising and Promotion IX.C. Financial Sustainability and Stability IX.E. Demonstrated Operation XI. A. Facilities, Equipment, and Supplies XI. B. Record Protection The Change of Location or New Administrative Site Report must be signed and dated by the institution s President. Please submit a copy of the Report in WORD. The Report must include a narrative and supporting documentation when appropriate on the following: 1. Background on the institution (structure of the institution, date founded by whom, date first accredited, former address, what programs are offered, number of students, number of staff members, etc.). 2. The date and reason(s) for the relocation or new administrative site. 3. Name, address, and telephone number of the new site. II. Educational Program Objectives, Curricula, and Materials 4. Provide a description of any changes in courses/programs resulting from the relocation or establishing a new Administrative Site. III. Educational Services 5. Provide information on any significant changes to educational services resulting from the relocation or establishing a new administrative site. IV. Student Support Services 6. Provide information on any significant changes in student support services resulting from the relocation or establishing a new administrative site. Explain how service to students was not interrupted during the relocation. 2 1/14

DETC Accreditation Handbook 2014 C.4. Policy on Change of Location or New Administrative Site VI. C. Instructors/Faculty and Staff 7. Provide information on any changes that have been made to the institution s staff and faculty. Provide resumes of new faculty and state what courses they are teaching and how they are qualified and experienced in the subjects they are teaching; explain how there are an adequate number of instructors for the number of students enrolled; provided evidence that instructors are appropriately licensed or credentialed for their subject area. For new staff members, provide resumes and job descriptions for any new staff members and explain how they are qualified for their positions. Also, provided job descriptions for any new positions. VIII. A. Advertising and Promotion 8. Provide information on changes to any advertising and promotional materials (including website) showing the new address, phone numbers, etc. Explain how the advertising and promotional materials accurately and fairly portray the institution. IX.C. Financial Sustainability and Stability 9. Provide evidence that the institution is maintaining adequate administrative staff and other resources to operate effectively. 10. Explain how the institution does not have a going concern and is not exposed to undue or insurmountable risk. If so, explain how the risk that exists is adequately monitored, manageable, and insured. 11. Explain what safeguards in place to prevent unauthorized access to online and on-site financial information. Provide information on any security systems in place to defer theft, sabotage or other threats. 12. Provide a compilation of financial statements for the institution s most recent two fiscal years that include the minimum requirements (i.e., footnotes, cash flow statement, etc.) as shown in C.10. Policy on Financial Statement. These do not need to be reviewed or audited. However, the Commission reserves the right to request audited or reviewed statements if needed. IX.E. Demonstrated Operation. 13. Provide evidence that the institution is or continues to be properly licensed, authorized, or approved by the applicable state educational institutional agency. 14. Provide an updated DETC Teach-Out Agreement form (E.8. or E.9), which includes the institution s new address. XI. A. Facilities, Equipment and Supplies 15. Provide evidence that the institution is maintaining sufficient facilities, equipment, and supplies to achieve its mission and goals and support its programs and future growth. 16. Provide a description of the new location and include a picture, diagram, and floor plan of the facilities. 17. Provide a copy of the lease or deed for the site. 18. Explain the type of professional liability, property, and general liability the institution has. Provide a copy of the Certificate of Liability Insurance. 1/14 3

C.4. Policy on Change of Location or New Administrative Site DETC Accreditation Handbook 2014 19. Provide a list of the office equipment and provide information about how the equipment and supplies are adequate for handling the administrative requirements and the educational programs of the institution. 20. A copy of a certificate of occupancy permit or any other documents required by local officials for operating the institution at the new location. 21. Explain how the institution complies with all applicable local, state, and federal health and safety requirements. Explain where first aid equipment is maintained. 22. Explain how the workplace conditions are satisfactory, hygienic, and safe, and that there is adequate workspace. 23. A description of any relevant documentation evidence of compliance with fire codes. Provide a copy of the fire inspection report. 24. Describe other emergency procedures in place for the protection and safety of employees. Provide a copy of the institution s Emergency Action Plan. XI.B. Record Protection 25. Provide information on how financial, administrative, and students educational records are maintained, protected, stored, and retained at the new location. Provide information on how long student records are kept, and if they are legible and accessible. 26. Describe the institution s disaster plan for retaining student records. Explain the hardware and software retrieval capabilities, information on hacked or data compromised, back-up procedures, emergency response procedures, recovery actions, and review, revision, and implementation of the disaster recovery plan. 27. Explain how paper records are protected by an active fire suppression system or passive protection using twohour rated files or vaults, and off-site backup files for electronics files. 28. Explain how the institution is meeting DETC s requirements for keeping official documents as described in C.21. Policy on Required Institutional Documents. (Any document that contains a signature, seal, certification, or any other image or mark required to validate the authenticity of its information must be maintained in its original hard copy or in an imaged media format. An institution may maintain a record in an imaged media format only if the format is capable of reproducing an accurate, legible, and complete copy of the original document. When printed, the copy must be approximately the same size as the original document.) 29. Detail how the institution is maintaining documents electronically. Provide evidence that the institution documents the procedures and provides audit trails to serve as the record that the images were created properly and validated. If applicable, describe the migration plan may needed to ensure that the information in the images can be accessed through the retention period of the records. 30. Explain how other records are maintained in accordance with current educational, administrative, business, and legal practices. 4 1/14

DETC Accreditation Handbook 2014 C.4. Policy on Change of Location or New Administrative Site Closure of an Administrative Site When an institution decides to close an administrative site, it must notify the Executive Director by submitting a Letter of Notification at least 30 days before the site is closed. The Letter must provide the following information: 1. Name, address, and telephone number of the site. 2. The date and reason(s) for closing the administrative site. 3. Personnel names, titles, and job descriptions affected by the closing. 4. Information explaining what duties were carried out at the administrative site and where those duties will be carried out in the future. 5. Information on any significant changes in courses/programs or educational services, student support services, etc. resulting from the closure of the administrative site. 6. Information on changes to any advertising and promotional materials (including website) resulting from the closure of the administrative site. 7. If any official documents were kept at the administrative site, explain when and where the records will be transferred. 8. Evidence that the institution has properly notified the appropriate licensing, authorizing, or approving state educational agency concerning the closure of the administrative site. (1/13) Revised January 2014 1/14 5

C.4. Policy on Change of Location or New Administrative Site DETC Accreditation Handbook 2014 (Note: This page was left blank on purpose.) 6 1/14

DETC Accreditation Handbook 2014 C.5. Policy on Course/Program Approval C.5. Policy on Course/Program Approval Introduction As part of its accreditation process, the DETC Accrediting Commission conducts evaluations of course/program materials in accordance with the procedures outlined below. This policy is divided into six sections, and it covers the following: Overview Institution/ Courses/ Programs Type Section Initial Accreditation Degree, Vocational, High School 5.1 Reaccreditation Degree, Vocational, High School 5.1 Adding a New Course/ Program Degree, Vocational, High School 5.2 Revising a course/program Degree, Vocational, High School 5.3 Changing Method of Delivery All courses/programs 5.4 Acquiring Courses/Programs All courses/programs 5.4 Contracting with a Third Party All courses/programs 5.4 Submission Requirements All courses/programs 5.5 Approval Process Initial/ Reaccreditation 5.6 Approval Process New/Revised 5.6 A curriculum review by a subject specialist can take a minimum of eight weeks to complete. The total review and approval process may take up to six months. This includes the subject specialist search, the initial review by the subject specialist, review of the institution s response by the subject specialist (follow-up review), and review and approval by the Accrediting Commission s Subcommittee on Academic Review. The institution will be invoiced per subject specialist for each course/program review, as well as for each follow-up review (please do not send payment in curricula shipment boxes). Please see E.1. Fees for a list of all curriculum review fees. All fees must be paid prior to Accrediting Commission s consideration. Please Note: The Commission will not consider any course/program approvals when an institution is under a Show Cause or when the Commission s actions have been deferred, unless the proposed submission is necessary in order for the institution to come into compliance with the specific directive of the Commission. Courses/programs must be approved before they can be offered. An institution is prohibited from advertising or posting on its website or promotional literature any information regarding the course/program before it has received final approval from the Accrediting Commission s Subcommittee on Academic Review. Institutions violating this requirement may be referred to the Accrediting Commission for action. Templates for the reports may be found on DETC s website under Seeking Accreditation and Applications and Reports. 1/14 1

C.5. Policy on Course/Program Approval DETC Accreditation Handbook 2014 5.1. Institutions Seeking Accreditation Institutions Seeking Initial Accreditation Degree Programs Once the institution is deemed ready to move ahead in the accreditation process, it is required to submit all degree programs offered at the institution. For each degree program, it must also submit a minimum of half (50%) of the courses. The representative courses should be: 1. Broadly and fairly representative of the curriculum for the entire degree program; 2. Selected from each level (i.e., 100, 200, 300, or 400) of the degree program; and 3. In different subject areas that fairly represent the complete program (i.e., general education, electives, core courses, etc.). For each degree program, the institution must send a Degree Program Report and supporting documentation. Vocational, Avocational, and Military Programs Once the institution is deemed ready to move ahead in the accreditation process, it is required to submit all programs offered by the institution. For each program, the institution must send a Vocational/Avocational Program Report and supporting documentation. High School Programs For high school diploma-awarding institutions, half (50%) of the courses within each diploma must be submitted with High School Program Report and supporting documentation. Institutions Seeking Reaccreditation Degree Programs An institution undergoing a reaccreditation examination is required to submit the following number of programs: If the institution offers: One program, it must submit all Between 2 and 10 programs, it must submit 50% of the programs Over 11 programs, it must submit a minimum of 5 programs or 25% (whichever is greater) In selecting the programs to be submitted to DETC, the degree programs should be: 1. Broadly representative of all of the institution s offerings 2. In different fields of study 2 1/14

DETC Accreditation Handbook 2014 C.5. Policy on Course/Program Approval A minimum of 3 representative courses must be submitted for each program. The courses should specifically cover subject matter directly related to the degree program s primary objectives (i.e. core, specialized courses) and not general education or orientation courses.) For each degree program submitted, the institution must send a Degree Program Report and supporting documentation. Vocational, Avocational, and Military Programs An institution undergoing a reaccreditation examination is required to submit the following number of programs: If the institution offers: One program, it must submit all Between 2 and 10 programs, it must submit 50% of the programs Over 11 programs, it must submit a minimum of 5 programs or 25% (whichever is greater) The programs should be broadly representative of all of the institution s offerings. For each program, the institution must send a Vocational/Avocational Program Report and supporting documentation. High School Programs For high school diploma-awarding institutions, half (25%) of the courses within each diploma must be submitted with High School Program Report and supporting documentation. 1/14 3

C.5. Policy on Course/Program Approval DETC Accreditation Handbook 2014 5.2. Adding New Courses and Programs Degree Please Note: All the appropriate course or program report templates can be found on DETC s website. See Section 5.5 for submission requirements for all curriculum submissions. Adding a New Degree Program in similar areas: Accredited institutions that already have degree-awarding approval at the same degree level and/or in similar program areas may request an approval of a new degree program by submitting: 1) E.5. Application for Course/Program Approvals; 2) Degree Program Report and all required documentation; and 3) A minimum of 3 complete core courses (not general education or orientation courses) that have been specifically developed for the proposed degree program Adding New Degree Program in new area: Adding a new degree program that represents a significant departure from existing offerings of educational programs from those that were offered when the institution was last evaluated is considered a substantive change. For example, an institution currently offers degrees in criminal justice and now would like to add a degree program in health management. The institution must submit: 1) E.5. Application for Course/Program Approvals; 2) Degree Program Report and all required documentation, and 3) A minimum of 50% of the courses within the program. 4) The institution must also undergo a follow-up on-site visit by an examining committee within one year of the first enrollment to verify that the institution meets the requirements stated in C.9. Policy on Degree Programs. In preparation for the on-site review the institution must submit a streamlined and updated Self-Evaluation Report, which addresses the all Standards as they specifically apply to the new degree program(s). Adding New Degree Program at Different Level: Adding a new degree program at a level above or below the programs presently being offered is considered a substantive change. For example, an institution currently offers Master s programs and would like to now offer Bachelor s, or vice versa. The institution must submit: 1) E.5. Application for Course/Program Approvals; 2) Degree Program Report and all required documentation, and 3) A minimum of 50% of the courses within the program 4) The institution must also undergo a follow-up on-site visit by an examining committee within one year of the first enrollment to verify that the institution meets the requirements stated in C.9. Policy on Degree Programs. In preparation for the on-site review the institution must submit a streamlined and updated Self-Evaluation Report, which addresses all Standards as they specifically apply to the new degree program(s). Adding a Professional Doctoral Degree: Accredited institutions that already have degree-awarding approval at the same degree level and/or in similar program areas may request an approval of a new degree program by submitting: 4 1/14

DETC Accreditation Handbook 2014 C.5. Policy on Course/Program Approval 1) E.5. Application for Course/Program Approvals; 2) Degree Program Report and all required documentation, and 3) A minimum of 50% of the courses within the program. 4) The institution must also undergo a follow-up on-site visit by an examining committee within one year of the first enrollment to verify that the institution meets the requirements stated in C.9. Policy on Degree Programs. In preparation for the on-site review the institution must submit a streamlined and updated Self-Evaluation Report, which addresses all Standards as they specifically apply to the new degree program(s). Adding a New Concentration, Track, or Emphasis to an Already Approved Degree Program: An institution proposing to offer a new concentration, track or emphasis to an already approved degree program (i.e., adding a Finance concentration to an existing MBA program) must submit: 1) E.5. Application for Course/Program Approvals; 2) Degree Program New Concentration Report and 3) A minimum of 50% of the curriculum for the new concentration, track, or emphasis (e.g., plan to offer 10 new finance courses, must submit 5 for review). Adding a New Degree Course: In this section a course is defined as units of learning activities that result in the award of academic credit when completed. This would include general education courses, electives, and core courses in a degree program. If the is submitting no more than 2 new core courses it must submit items listed below. If the institution is adding 3 or more new courses to any given program this is considered a Revision and the institution must following Revising a Degree Program. 1) E.5. Application for Course/Program Approvals; 2) Degree Course Report and all supporting documentation, and 3) The entire course. Adding a New Degree Course (General Education or Elective): In this section a course is defined as units of learning activities that result in the award of academic credit when completed. This would include general education courses, electives, and core courses in a degree program. If an additional general education or elective course is being added, the institution must send a letter to the Director of Accreditation (Nan@detc.org). The institution will be notified if the course must be submitted for subject specialist review. If the institution is adding a large number of new general education or elective courses, it may be required to provide a sampling and submit the following items: 1) E.5. Application for Course/Program Approvals; 2) Degree Course Report and all supporting documentation, and 3) The entire course. Adding a Degree Certificate Program containing courses not already approved: If an accredited institution has been approved by DETC to offer degree programs, it may also request to offer certificate programs. The institution must submit: 1) E.5. Application for Course/Program Approvals; 1/14 5

C.5. Policy on Course/Program Approval DETC Accreditation Handbook 2014 2) Degree Certificate Report (containing courses not already approved); and 3) 50% of the curriculum. Adding a Degree Certificate Program containing courses already approved: Typically, certificate programs contain a collection of credit-bearing courses configured to equip students with specialized knowledge in a subject with content that is less extensive than what is provided in an entire degree program. This section refers to certificate programs being created with courses that are exactly the same (e.g., require proctored exams, the same assignments, the same exam, etc.) as those offered in an already approved degree program and which students may be allowed to transfer the credits into the degree program. The institution must submit a Letter of Notification to the Director of Accreditation (Nan@detc.org) prior to launching the certificate. The institution must provide a chart showing which degree programs the courses are taken from and show comparability to other accredited programs. Certificate Disclaimer: The certificate program must have a disclaimer to prospective students that it is not a degree program, but a certificate program. The program should be restricted to the appropriate degree level, e.g., Baccalaureate, Master s, etc. depending on which courses make up the certificate program. Also, as stated in DETC Business Standards I.B.2, the word accredited may not be used in conjunction with certification programs, which are different from certificate programs described above. Adding New Combination Distance-Study Resident Program: Accredited institutions that already have degreeawarding approval at the same degree level and/or in similar program areas may request an approval of a new degree combination distance-study resident program by submitting: 1) E.5. Application for Course/Program Approvals; 2) Degree Program Report; and 3) A minimum of 3 complete core courses that have been specifically developed for the proposed degree program (not general education or orientation courses). 4) A Training Site Report and on-site visit is required (see C.7.). Vocational, Avocational, Diploma, Certificate (non-degree) Adding a New Vocational, Avocational, Diploma or Certificate Program in similar or new area: The term program is referring to learning activities that result in the award of a diploma or certificate when completed. An example would be a Medical Billing or Real Estate Appraisal program that contains a set number of modules or lessons in which a student earns a certificate or diploma when completing the program. Accredited institutions developing new programs must submit: 1) E.5. Application for Course/Program Approvals; 2) Vocational/Avocational Program Report; and 3) The entire program Disclaimer: As stated in DETC Business Standards I.B.2, the word accredited may not be used in conjunction with certification programs, which are different from certificate programs (see glossary). 6 1/14

DETC Accreditation Handbook 2014 C.5. Policy on Course/Program Approval Adding New Combination Distance-Study Resident Program: Accredited institutions that already offer vocational, avocational, diploma or certificate programs may request an approval of a new combination distancestudy resident program by submitting: 1) E.5. Application for Course/Program Approvals; 2) Vocational/Avocational Program Report; 3) The entire program; and 4) Training Site Report and on-site visit is required (see C.7.). Adding New High School Program/Division (not currently offered): If an institution has not had a high school program approved by DETC, adding a new high school program to its current offerings is considered a substantive change. An institution proposing to add a new high school diploma program must list the program separately on its website, catalog, and other promotional literature. The institution must clearly indicate that it is offering a high school diploma program, and no academic credit is assigned. It must submit: 1) E.5. Application for Course/Program Approvals; 2) High School Program Report; and 3) 50% of the curriculum for the high school program (half of the courses). The institution must also undergo a follow-up on-site visit by an examining committee within one year of the first enrollment to verify that the institution meets the requirements. In preparation for the on-site review the institution must submit a streamlined and updated Self-Evaluation Report, which addresses all Standards as they specifically apply to the new high school program. Adding New High School Program (currently offered): If an institution already has a high school program approved by DETC and would like to add another program or track (i.e. career track, academic track) it must submit: 1) E.5. Application for Course/Program Approvals; 2) High School Program Report; and 3) 50% of the curriculum for the high school program (half of the courses). Adding New High School Course: If an institution already offers a high school program and would like to add a course, it must submit: 1) E.5. Application for Course/Program Approvals; 2) High School Course Report; and 3) The entire course. Disclaimer: DETC institutions may not offer a GED (see Glossary for definition); however they may offer a GED preparation course. 1/14 7

C.5. Policy on Course/Program Approval DETC Accreditation Handbook 2014 5.3. Revising Courses and Programs Non-substantive Previously approved degree courses/programs undergoing routine revisions or updating do not need to be submitted for review. If an institution decides to change the name/title of a program, name/title or course code of a degree course within an already approved program, or the tile of a vocational/avocational program, the institution must submit a letter to the Director of Accreditation (Nan@detc.org) outlining the change, the reason for the change, and certifying that no other revisions to the course or program have been made. Examples include: Changing a vocational program title from Medical Billing Diploma to Medical Billing and Claims Diploma; changing a degree course code from MBA 570 to MGT 570; changing a degree program title from MBA in Marketing to MBA in Global Marketing. Substantive Prior to implementing any substantive changes, the institution must seek approval from the Accrediting Commission. Degree: Substantive changes would include revisions to curriculum such as replacing or adding a significant number of new core courses within a degree program, changing the general education requirements, changing the degree type (e.g., AS to AAS), changing the number of credit hours required to complete the program, changing the number of credits assigned to each course, eliminating a major thesis requirement, altering program proctoring requirements, change in the method of delivery (see Section 5.4.) and similar revisions. Vocational/Avocational: Substantive changes would include revisions to curriculum such as changing the program objectives, switching from clock to credit hours, modification of several lesson/modules within the program, change in method of delivery (see Section 5.4.). Revising a Degree Program: If an institution decides to make substantive revisions to an already approved degree program, it must submit the following: 1) E.5. Application for Course/Program Approvals; 2) Revised Degree Program Report and the required documentation; and 3) Three or more complete core courses (to include the new/revised courses but not general education courses) that have been specifically developed for the proposed degree program Revising a Degree Course: If the institution makes substantive changes to a degree course, it must submit for subject specialist review: 1) E.5. Application for Course/Program Approvals; 2) Revised Degree Course Report and all applicable supporting documentation; and 3) The entire course. 8 1/14

DETC Accreditation Handbook 2014 C.5. Policy on Course/Program Approval Revising Vocational, Avocational, Diploma or Certificate Program: If there are substantive changes to a program, the institution must submit for subject specialist review: 1) E.5. Application for Course/Program Approvals; 2) Revised Vocational/Avocational Report; and 3) The entire program and all applicable supporting documentation. Revising a High School Program: If there are substantive changes to program/courses, the institution must submit for subject specialist review: 1) E.5. Application for Course/Program Approvals; 2) Revised High School Report; and 3) The entire program and all applicable supporting documentation. 1/14 9

C.5. Policy on Course/Program Approval DETC Accreditation Handbook 2014 5.4. Other Actions Changing Method of Delivery: A change in the method of delivery since the institution s last evaluation is considered a substantive change. When an institution decides to change the format for delivering its courses (i.e., going from correspondence study to online instruction), it must submit: 1) E.5. Application for Course/Program Approvals; 2) Change in Method of Delivery Report and all the required documentation; and 3) Access to a sampling of courses/programs on the new platform. Contact the Director of Accreditation to discuss the sample size. Acquiring Courses/Programs: An accredited institution may acquire courses/programs from another accredited institution or from a curricula publisher and offer those under its own accredited status. However, any such acquired courses/programs must follow the same review process as Adding a New Course/Program. Contracting with a Third Party: An accredited institution may wish to contract with another educational institution or other organization for the educational delivery of its programs. See C.29. Policy on Contracting on Educational Delivery. Discontinuing Courses/Programs: If an institution decides to discontinue a course or program, it must send formal notification to DETC by submitting a letter to the Director of Accreditation (Nan@detc.org) explaining the reasons for such. 10 1/14

DETC Accreditation Handbook 2014 C.5. Policy on Course/Program Approval 5.5 Submission Requirements Prior to sending new or revised curriculum to DETC, all institutions must submit E.5. Application for Course/Program Reviews for each submission to DETC staff via e-mail (Lissette@detc.org). Reviews will not be processed without receipt of the application form. Upon confirmation from DETC Staff, the institution may submit the course/program materials. All institutions undergoing initial or reaccreditation must email (Lissette@ detc.org) a listing of the courses/programs being sent in for review prior to submitting any curriculum materials. All institutions should follow the procedures listed below. Templates for the reports may be found on DETC s website under Seeking Accreditation and Applications and Reports. A Course or Program Report is required for all submissions: Requesting Approval for/submitting for Review Initial Accreditation (Degree) Initial Accreditation (Vocational) Initial Accreditation (High School) Reaccreditation (degree) Reaccreditation (vocational) Reaccreditation (High School) Adding New Degree Program (similar area) Adding New Degree Program (new area) Adding New Degree Program (different level) Adding a Professional Doctoral Program Adding a New Concentration, Track, Emphasis Adding a New Degree Course Adding a Degree Certificate (courses not already approved) Adding a Degree Certificate (courses already approved) Adding a New Vocational, Avocational, or Diploma, Certificate Program Adding New High School Division (not currently offered) Adding a New High School Program (currently offered) Adding a New High School Course Revisions (non-substantive) Revising a Degree Program Revising a Degree Course Revising a Vocational, Avocational, Diploma, or Certificate Program Revising a High School Program Change of Method of Delivery Type of Report or Letter Required Degree Program Report Vocational/ Avocational Report High School Program Report Degree Program Report Vocational/Avocational Report High School Report Degree Program Report Degree Program Report Degree Program Report Degree Program Report Degree Program New Concentration Report New Degree Course Report Degree Certificate Report Letter to Director of Accreditation Vocational/ Avocational Report High School Program Report High School Program Report High School Course Report Letter to Director of Accreditation Revised Degree Program Report Revised Degree Course Report Revised Vocational/Avocational Report Revised High School Program Report Change in Method of Delivery Report Each course and program that is submitted must be accompanied by a complete set of tools, kits, aids, textbooks, 1/14 11

C.5. Policy on Course/Program Approval DETC Accreditation Handbook 2014 etc. that are provided to students as a part of the course/program. These items will be exhausted during the review process and will not be returned to the institution. DETC will not accept piecemealed submissions via e-mail or mail. Please wait until all of the appropriate information and materials have been gathered before submitting any course or program to DETC for review. For institutions shipping textbooks for e-mailed submissions, please do not send without prior notification. DETC will not accept multiple deliveries of textbooks or other materials from a third party (i.e. Amazon). If institutions opt to use e-textbooks, appropriate credentials should be provided in the program report. Subject specialists cannot be required to purchase or sign up for access codes using personal information. Changes cannot be made to a submission once it has been submitted to DETC. Documents and other materials on any online platform should not be removed, added, or altered in any manner. Please ensure that all links and login information are accurate and in working order. Incorrect information will cause a considerable delay in the review process. DETC does not review or edit the institution s curriculum information prior to sending it to the subject specialist. E-mail and Flash Drive submissions should contain a document that provides clear, concise instructions on how to open and navigate through embedded links. DETC does not accept dropbox or other file sharing applications for course/program reviews. Curriculum materials may be sent to DETC using the following methods: 1. Flash Drive (Preferred): Include the required report and all supporting documents on a flash drive. All files should be clearly and descriptively labeled (i.e., Faculty Resumes, Exams & Solutions, etc.). Each program should be contained on a separate flash drive. The Flash drive should be shipped in the box with the corresponding textbooks for that program. 2. E-mail (Zip-File): Include the required report and all supporting documents organized in a zip-file and e-mail to DETC Staff (to Lissette@detc.org). All files should be clearly and descriptively labeled (i.e., Faculty Resumes, Exams & Solutions, etc.). Each program should be in a separate zip-file and sent in a separate e-mail. The subject line of the e-mail should include the name of the institution and the name of the program. In the event the documents are too large to e-mail, please used method number one described above. Please note: Institutions are not required to submit any documents in printed form unless electronic versions are not available or unless requested. Shipping Requirements The institution may need to ship materials to the DETC office to go to the subject specialist. If this is the case, the institution must adhere to the following: In all cases, each box should not weigh more than 25 pounds. Boxes exceeding 25 pounds will be shipped back to the institution (at the institution s expense) for repackaging. All submissions should be packaged individually according to program. The outside of the shipping box 12 1/14

DETC Accreditation Handbook 2014 C.5. Policy on Course/Program Approval should be clearly labeled with the name of the institution and title of the program. All representative courses pertaining to one degree program may be packaged together. If more than one box is being sent, please include numbering on the outside of the box (i.e., 1 of 3, 2 of 3, etc). Textbooks should be labeled with the name of the course it corresponds to. Plain (non-descriptive) cartons should be used. The boxes should be secure and durable and in a condition to be re-shipped to the subject specialist without repackaging. Include a cover letter to the subject specialist listing the contents of the box. If you have any questions, please contact Lissette Hubbard at 202-234-5100 ext. 105 or Lissette@detc.org. 1/14 13

C.5. Policy on Course/Program Approval DETC Accreditation Handbook 2014 5.6. Approval Process As stated in the overview of this policy, courses must be approved before they can be offered. An institution is prohibited from advertising or posting on its website information regarding the course/program before it has received approval. The Accrediting Commission will not consider any course/program approvals when an institution is under a Show Cause Directive or when the Commission s actions have been deferred. The Academic Review Subcommittee meets four times per year to approve new courses/programs. The dates of these meetings are not published. They are determined upon at the previous meeting. The Accrediting Commission reserves the right to request additional information from the institution at the time of its meeting before considering approval of a course or program. Initial or Reaccreditation If an institution is undergoing its initial or reaccreditation examination and it receives a not met finding on a course/program review, the institution may exercise of the following options: 1. Make Changes and Respond to Not Met Findings Prior to the on-site visit: It is highly advisable that the institution respond to comments of the subject specialist on any Partially Meets or Does Not Meet findings prior to the on-site visit. The response should be sent to DETC at least two weeks prior to the on-site visit. The response will be forwarded to on-site team. 2. Make Changes and Respond to Not Met Findings During the on-site visit: If the institution has limited time to respond to comments of the subject specialist on any Partially Meets or Does Not Meet findings prior to the on-site visit, the institution may provide a response on-site. It should produce evidence during the on-site visit that the subject specialist s concerns have been addressed. The on-site subject specialist will review this information. The institution also needs to send its response to the Subject Specialists Reports to DETC (Lissette@detc.org). As a general rule, subject specialists accompany visiting teams if the course/program includes mandatory resident training for students, optional resident training, a degree program, or if the institution offers extensive or highly technical programs. The approval of the courses/program is combined with the accreditation or reaccreditation of the institutions. New or Revised If an institution receives any not met findings as part of a new or revised course/program review, the institution may exercise one of the following options: 1. Make changes and respond to the not met findings: Respond to comments of the subject specialist on Partially Meets or Does Not Meet findings and re-submit all necessary supporting documentation. The response will be forwarded to the same subject specialist for review (see E.1. for applicable fee). The institution must respond within three months from the date the subject specialist report is received. If the response is not received within three months, the course/program must be re-submitted for a new review. 2. Request new reviewer: Request a completely new review and have the course/program reviewed again by a 14 1/14

DETC Accreditation Handbook 2014 C.5. Policy on Course/Program Approval different subject specialist. This requires the institution submit the entire course/program (required report, textbooks, supporting documentation, etc.). Please note: Degree granting institutions, may be required to submit an additional 50% of the courses. A fee will be incurred for a new review (see E.1. Fees). 3. Withdraw course/program: Withdraw the course or program from consideration. The Subject Specialist Report and the institution s Response to the Subject Specialist Report will be presented to the Academic Review Subcommittee for approval. The institution will be notified within 30 days of the review meeting if the course/program received final approval. The approval by the Commission for an institution to offer new courses/programs as accredited is contingent upon the institution receiving any required authorizations from the applicable state authorities (or its equivalent for non- U.S. institutions). Revised January 2014 1/14 15

C.5. Policy on Course/Program Approval DETC Accreditation Handbook 2014 (Please Note: This page was left blank on purpose.) 16 1/14

DETC Accreditation Handbook 2014 C.6. Policy on Combination Distance Study-Resident Programs 6. Policy on Combination Distance Study-Resident Programs This policy addresses the procedures that an institution must follow during its initial and reaccreditation if it uses blended learning courses or programs that require students to complete both a distance study and an on-site or resident study component for successful course completion. When the fulfillment of the objectives of a course/program calls for the learning of certain manual skills, familiarity with specialized equipment or the application of certain techniques under professional supervision, the Accrediting Commission may require the institution to provide such learning experiences as a mandatory part of the course/program. The Accrediting Commission will accept an application from an institution offering combination distance studyresident training programs (blended learning) if the predominant component (i.e., 51% or more of the total program as measured by the time the average student takes to complete) of the course/program is offered by distance learning instruction and if the following conditions are met. These conditions do not apply to programs where resident training courses or sessions are offered as an option. Accredited institutions adding new combination distance study-resident programs must use C.7. Policy on Approval of New Combination Distance Study-Resident Programs or Training Sites. Action When an institution requires resident training as part of a program, the institution must use the following questions to supplement the statements found in B.1. Guide to Self-Evaluation Report when preparing for the on-site visit: II. Educational Program Objectives, Curricula, and Materials 1. Describe the provisions made to ensure that students understand that mandatory completion of a resident training phase is necessary for successful completion of a course/program. At what point in their studies do students report for resident training? 2. Describe how the distance study phase of the training constitutes the predominant part of the program. It normally precedes the resident phase and provides meaningful information, the learning of which is necessary for the accomplishment of the course/program objective. The student must be offered the opportunity to attend resident training within 60 days after having completed the prerequisite distance study phase of the training, unless the date for the resident training is specified in the enrollment contract. 3. Describe how the distance study phase includes a course/program of instruction that constitutes a significant, valid, and structured portion of the overall training. At a minimum, written, printed, or recorded study units must be sent to the student, the student must complete examinations or assignments which are submitted to the institution for evaluation and comment, and the institution must return these to the student in time for him or her to benefit from the evaluation and comment as he or she pursues his or her studies. 1/14 1

C.6. Policy on Combination Distance Study-Resident Programs DETC Accreditation Handbook 2014 4. Describe how the resident training phase is adjunctive or supplemental to the distance study training. It should not duplicate the distance study training but should make it necessary for the student to draw from the knowledge learned in the distance study phase if he or she is to complete successfully the program. Resident instructors should be familiar with the distance study program and present instruction in such a way as to make both phases an integrated unit. 5. Resident instructors should make effective use of the student s experiences in the distance study component. The resident instruction should not duplicate material covered in the distance study lessons. 6. Class lesson plans should be substantive and comprehensive enough to meet the objectives set forth in the program of instruction and actually used by the instructors. III. Educational Services 1. Describe what provisions are made to familiarize resident instructors with distance study lesson coverage. 2. Describe how resident instructors and counselors use distance study records or materials. Are students permitted to complete distance study assignments during their resident training? Why, and under what circumstances? 3. Describe how the distance education portion of a student s record is available to resident faculty members and should be used as a teaching and counseling resource. 4. Study areas or reference libraries should be available to the students on-site. 5. Academic counseling should be available and appropriate for students in the resident portion of their combination program. 6. Provide data to complete this table: location of training site; names and qualifications of staff and faculty at each site; average number of students trained at site each year; length of training program; special equipment used at each site for training; and outline of the resident program of instruction at training site. IV. Student Support Services 1. Describe how the institution s placement assistance program demonstrates a satisfactory placement rate. It should keep records, based on follow-up, of employment obtained. 2. Describe how the institution has housing arrangements for resident students that are safe, accessible to the institution, and appropriate for the kind of student enrolled. Food services should also be readily available. Other student services such as break areas, student lounges, and dining facilities should be clean and comfortable. 3. Explain how personal counseling is available and appropriate for students in the resident portion of the combination program. 4. Explain how records of the students academic progress are maintained for both the distance study and resident phases of the program. 5. Describe any counseling or employment assistance provided to resident students. 2 1/14

DETC Accreditation Handbook 2014 C.6. Policy on Combination Distance Study-Resident Programs 6. Describe how the institution would be able to implement a teach-out plan if it were to cease operations. How would it accommodate students in finding other resident facilities to complete their studies? (6/12) VI. Qualifications and Duties of Owners, Governing Board Members, Officials, Administrators, Instructors/Faculty, and Staff 1. Describe how the institution has educational standards and qualifications for the hiring of resident training instructors. 2. Provide evidence that site directors and resident instructors are qualified for their positions. VII. Admission Practices and Enrollment Agreements 1. Describe the criteria (tuition payment, academic achievements, etc.) that must be fulfilled before students are permitted to attend resident training. 2. Describe how the tuition for distance study and resident training are separately stated on the enrollment contract. 3. Describe how the student must sign an agreement to enroll that includes both the distance study and resident training. Explain how the student is informed, prior to enrollment, of the nature, special costs, location, availability, and pertinent conditions for attendance of the resident training phase. VIII. Advertising, Promotional Literature, and Recruitment Personnel 1. Explain how the institution s advertising and promotional activities makes clear to prospective students that the program is a combination course/program including both distance study and resident training and the completion of both phases is required for successful completion of the course/program. 2. Provide copies of all promotional material, catalogs, and contracts describing resident training to students. 3. The institution s policies and practices in the hiring, training, monitoring, evaluating, and managing of sales personnel must fully conform to the DETC Business Standard II.C. XI. Financial Responsibility Provide a copy of any state educational authority approval document. X. Tuition Policies, Collection Procedures, and Refunds 1. Describe tuition policies, student fund disbursements, refund policies, and methods of compensating students for travel or lodging relating to residency. Explain how the division of tuition payments between distance study and residential components was derived. 1/14 3

C.6. Policy on Combination Distance Study-Resident Programs DETC Accreditation Handbook 2014 2. Describe how tuition charges are fairly distributed for each portion of a combination distance study-resident course/program. Front end loading of tuition in which a disproportionately large share of tuition is allocated to the distance study component works to the disadvantage of the vast majority of students, who, without resident training, have little to show for the debt they incur. The Commission does not approve tuition rates for institutions, but it does look to see that tuition is allocated fairly between distance study and resident components. 3. Describe what happens when students fail to report to resident training, and how the refund is applied. XI. Facilities, Equipment, Supplies, and Record Protection 1. Describe the facilities and provisions for student housing and explain what procedures are used for continuous monitoring, supervising and inspecting student housing. Explain any contracts for motels/housing facilities and student transportation to and from the training site. 2. Describe how the classrooms, buildings, and other physical facilities are in compliance with all local, city, and state fire codes. The state educational authority document must be available and current at the time of the visit. 3. Explain how the sanitary facilities of the institution are adequate for both male and female students and are in compliance with local, city, and state regulations. 4. Describe how the institution has adequate equipment and procedures to provide for safety actions with regard to fire, injury to students, and handling of hazardous products. 5. Document that first aid materials and supplies are sufficient and adequate. On-site staff must be trained in first aid and CPR procedures. 6. Describe and document how the institution maintains adequate levels of liability, accident, and other insurance for protection of its students in resident training. 7. Provide copies of proof of ownership documents (leases and/or deeds) for equipment and property. All of the necessary equipment for training should be available at the time of the examination visit. 8. Describe appropriate fire evacuation plans and where exit signs are posted conspicuously in classrooms and student areas. 9. Describe how educational records of all students are maintained and adequately protected. Revised June 2012 # # # 4 1/14

DETC Accreditation Handbook 2014 C.7. Policy on New Combination Programs/Training Sites 7. Policy on Approval of New Combination Distance Study-Resident Programs or Training Sites As stated in C.1. Policy on Substantive Change and Notification, any change or addition of a training site is considered a substantive change and prior approval is required before the change may be included in the institution s grant of accreditation. This policy applies to an institution when: 1) it adds a new resident/training site; 2) an optional resident/training component becomes mandatory; or 3) it adds a new distance study component to an existing approved resident/training site. New Combination Distance Study-Resident Programs This policy addresses the use of blended learning courses or programs which require a student to complete both a distance study and an on-site or resident study component for successful course completion. This is sometimes referred to as a hybrid program. The approval process has two steps, distance study portion and training site. The institution must document that it is properly authorized by the applicable state authority (or its equivalent for non-u.s. institutions) to offer the new Combination Distance Study-Resident Program. Students may not be enrolled in the course until approval for the distance study course has been extended. The Accrediting Commission reserves the right to order a comprehensive review of an institution at any time it has concerns that the institution is not in compliance with the DETC s standards, policies, and/or procedures. Approval by DETC of Distance Study The distance study portion of the course/program must be evaluated and approved before students may be enrolled. The institution must submit the distance study portion in accordance with C.5. Policy on Course/Program Approval and an electronic copy of its Proposed Training Site Report (PTSR). The Proposed Training Site Report (PTSR) must include the following: 1. Address of the training site. 2. Statement about: (1) why the new site is being opened or made mandatory to an already approved distance education program; (2) the expected impact on the institution s overall mission (how the site will support the mission); (3) how management of, and communications with, the site will be handled; and (4) the rationale for the location of the site. 3. Documentation demonstrating the institution has sufficient financial and administrative resources to operate an additional site. 4. Documentation that the institution is authorized by the applicable state authority to offer and operate the new resident training site. 5. Projected date for start of first resident class. 6. Estimate of months the average enrollee should take to complete the distance education course/program. 1/14 1

C.7. Policy New Combination Programs/Training Sites DETC Accreditation Handbook 2014 7. Estimate of time the average enrollee should take to complete the resident portion. 8. Statement of the learning goals for both distance education and resident portions of the course/program. 9. Program of instruction (class schedule) that outlines titles of class sessions, anticipated class loads, student/instructor ratios, and an hour-by-hour descriptive schedule of activities. 10. Proposed enrollment agreement, catalog, and advertising copy. 11. Proposed marketing strategy and methods. 12. Proposed admission requirements. 13. Proposed organizational chart for resident site. List full- and part-time personnel at the site, including resumes outlining qualifications, time spent at the site each week, and job descriptions. 14. Proposed faculty (full- and part-time) and their qualifications (include resumes). Include estimated class size. 15. General description of proposed resident facility, including estimates of space requirements, floor plan, classroom and site layout, etc. 16. A description and list of student housing facilities (or arrangements), food service, sanitation, parking, and other student support services. 17. List of audio-visual teaching equipment, hardware and software, and any instructional materials that will serve the needs of the residential program. 18. Explanation of plans for retention of student records. 19. General description of how the institution would conduct a teach-out plan, including accommodating students in finding other resident facilities to complete their studies. (6/12) 20. Description of counseling services to be available to students at the site. 21. Description of placement services to be available to students at the site. The institution will receive a copy of the subject specialist s report, and it will have a chance to respond to any not met findings before the Commission reviews the documents. The Commission will review the Subject Specialist s Report, the institution s PTSR, and the institution s response to the Subject Specialist s Report before giving approval to the distance study portion and the resident portion. The institution will be notified in writing within 30 days of the Commission s actions. Approval of the Training Site Within 30 days of when students begin attending the resident training site, the institution must submit an electronic copy of its Revised Training Site Report (RTSR) to the Director of Accreditation. Upon receipt of the RTSR, the Director of Accreditation will schedule a visit to the training site to take place within 6 months after the first students begin attending the resident training site. A visitation fee will be charged for the on-site visit (see E.1. Fees). (1/13) After the on-site visit to the new training site, the institution will receive a copy of the Chair s Report of the 2 1/14

DETC Accreditation Handbook 2014 C.7. Policy on New Combination Programs/Training Sites Examining Committee and will be given the opportunity to comment on its factual elements in accordance with normal Commission procedures. The established procedure for the training site approval is: (1) receipt of Chair s Report in the Commission s office; (2) transmittal of Chair s Report to institution; (3) the institution s response to the Chair s Report; (4) the Commission reviews the RTSR, Subject Specialist Report, Chair s Report and the institution s response to the Chair s Report and takes appropriate action and (5) a formal letter stating the Commission s actions is sent to the institution. (1/13) Revised Training Site Report (RTSR): The institution should revise its Proposed Training Site Report by updating each of the 20 items listed above. In addition, it must include the following items in the Proposed Training Site Report: 1. Copy of lease. 2. Name, model number, and brief description of all training equipment and the number of students and length of time each student will train with each piece of equipment during the session. 3. Copies of proof of ownership or lease agreements for training equipment. 4. Copies of maintenance procedures, schedules, and contracts for equipment. 5. Evidence of insurance coverage, safety equipment, first aid availability, etc., at the site. Additional New Training Site If an institution has an approved combination distance study-resident program, and it wishes to add a new training site, it must submit the Proposed Training Site Report (PTSR) as described above. Within 30 days of when students begin attending the new resident training site, the institution must submit an electronic copy of its Revised Training Site Report (RTSR). Upon receipt of the RTSR, a visit to the training site will be scheduled to take place within 6 months after the first students begin attending the resident training site. A visitation fee will be charged for the onsite visit (see E.1. Fees). (1/13) All new sites must be visited and individually approved by the Accrediting Commission. Failure by the accredited institution to notify the Commission in a timely way of a new training site may bring a full review of the entire institution. After the on-site visit to the new training site, the institution will receive a copy of the Chair s Report of the Examining Committee and will be given the opportunity to comment on its factual elements in accordance with normal Commission procedures. The established procedure for the training site approval is: (1) receipt of Chair s Report in the Commission s office; (2) transmittal of Chair s Report to institution; (3) the institution s response to the Chair s Report; (4) the Commission reviews the RTSR, Subject Specialist Report, Chair s Report and the institution s response to the Chair s Report and takes appropriate action, and (5) a formal letter stating the Commission s actions will sent in 30 days of its final action. (1/13) 1/14 3

C.7. Policy New Combination Programs/Training Sites DETC Accreditation Handbook 2014 Failure to Pay Fees or Submit Report All fees must be paid prior to the on-site visit. If an institution fails to submit its RTSR or pay the visitation fee, enrollments in the course/program (including the on-site training portion) will be suspended, and the institution must refund all money received from students within 30 days. If the resident training site is subsequently approved, previously enrolled distance study students will be afforded the opportunity to resume and complete their distance study courses and must be afforded the opportunity to attend resident training, within 60 days of completing their distance study training, free of charge. All training sites must be revisited as part of an institution s reaccreditation process. Revised January 2013 4 1/14

DETC Accreditation Handbook 2014 C.8. Policy on Bankruptcy of Institutions 8. Policy on Bankruptcy of Institutions As stated in C.1. Policy on Substantive Change and Notification, any significant changes in the institution s financial condition is considered a substantive change and must be reported to the Commission. An accredited institution, which involuntarily or voluntarily enters bankruptcy, is in immediate violation of the Accrediting Commission s financial responsibility standard. This violation results in the institution s automatic termination of accreditation. The institution will, however, be expected to abide by all requirements of the Teach-Out Commitment, which it signed guaranteeing to teach-out all of its students. Action An institution must notify the Commission immediately in writing if it enters bankruptcy. The institution must submit in a timely manner for Commission approval a comprehensive, written plan for the teach-out of its enrolled students when it enters bankruptcy (see C.27. Policy on Teach-Out Plans). # # # 1/14 1

C.8. Policy on Bankruptcy of Institutions DETC Accreditation Handbook 2014 (Please Note: This page was left blank on purpose.) 2 1/14

DETC Accreditation Handbook 2014 C.9. Policy on Degree Programs 9. Policy on Degree Programs The Policy on Degree Programs sets forth the Commission s policies for the accreditation of distance study institutions offering degree programs. In addition, the Policy expands on the Accreditation Standards for distance study institutions offering degree programs. Institutions offering degree programs must meet the Accreditation Standards inclusive of the requirements listed in this Policy. It also may be appropriate to use these standards during a joint accreditation visit with a specialized accrediting body whose scope includes the same degree programs. Scope of Activity The Accrediting Commission reviews only programs which have generally accepted and understood objectives and which are offered entirely or primarily through distance study instruction. The scope of the Commission s accrediting activity recognized by the U.S. Department of Education includes undergraduate and graduate degrees offered by private and non-private distance education institutions. These include associate, bachelor s, master s, first professional 1, and professional doctoral degrees. All degree programs offered by the institution, as well as all other non-degree distance study programs, must be reviewed and approved by the Accrediting Commission. All of the distance study divisions, courses, and subsidiaries of the institution offering distance study instruction must be accredited. List of Professional Doctoral Degrees Acceptable for DETC Accreditation The DETC wishes to exercise its scope of activity in the area of professional doctoral degree accreditation in a responsible manner. It also believes that certain professional doctoral degrees are not within its scope of activity. It therefore reserves the right to limit its scope of activity in reviewing professional doctoral degrees to the kinds of institutions and the types of programs for which it feels adequate public acceptance exists, appropriate distance education standards have been developed, and which it believes it has the competence to evaluate properly. DETC defines professional doctoral degree to mean a post-master s graduate level degree that prepares individuals through internships, practical application of training, and/or specialized certifications, for professional practice (such as the Doctor of Business Administration), as opposed to research methodologies that are associated with academic doctoral degrees (such as the Doctor of Philosophy). The Accrediting Commission will accept applications for only the following professional doctoral degrees for DETC accreditation: 1. Doctor of Business Administration (DBA) 2. Doctor of Education (Ed.D.) 3. Doctor of Physical Therapy (DPT) 4. Doctor of Occupational Therapy (DOT) 5. Doctor of Arts (specified fields) (DA) 6. Doctor of Science (specified fields) (DSc) 7. Doctor of Ministry (D.Min.) 8. Doctor of Public Administration (DPA) 1 In 2011, the IPEDS survey discontinued the use of the term First Professional degrees in favor of Doctor s degree professional practice. 1/14 1

C.9. Policy on Degree Programs DETC Accreditation Handbook 2014 An institution may petition the Accrediting Commission to request special waivers for consideration of any other professional doctoral degrees not listed above (see C.28. Policy on Petitions and Waivers). Accreditation of All Programs The institution must apply to the DETC Accrediting Commission for accreditation of the institution and for all of its distance education programs (degree and non-degree). To qualify for accreditation, each distance study institution that offers programs leading to the award of degrees must be found to be in compliance with the standards for accredited institutions as well as the requirements set forth in this statement policy. The Accrediting Commission reserves the right to order a comprehensive review of an institution at any time it has concerns that the institution is not in compliance with the DETC s standards, policies, and/or procedures. Licensure The institution must have a charter, license, or formal authority from the appropriate governmental body to award the relevant degrees by distance study instruction if such authority is available or required. Standard I: Institutional Mission, Goals, and Objectives The degree program must be appropriate to the institution s mission, goals, and objectives. The Commission applies its standards and policies in a manner that respects the mission of the institutions, including those with faithbased or religious missions, in ensuring that the educational programs are of sufficient quality to achieve the stated objectives and mission. Advisory Council: For each major group of programs or major subject matter disciplines that it offers, the institution (1) establishes an Advisory Council that includes members not otherwise employed or contracted by your institution (6/12) consisting of practitioners in the field for which the program prepares students, (2) that convenes at least annually and (3) provides the institution with advice on the current level of skills, knowledge, and abilities individuals need for entry into the occupation, (4) as well as the adequacy of the institution s educational program objectives, its curriculum, and its course materials. Standard II: Educational Program Objectives, Curricula, and Materials There is evidence that the learning outcomes of the degree program are comparable to those of similar degree programs offered by appropriately accredited 1 institutions. 1 Hereafter, the term appropriately accredited shall be used in lieu of accredited by an agency recognized by the United States Secretary of Education and/or the Council for Higher Education Accreditation (CHEA), or an accepted foreign equivalent that is listed in the International Handbook of Universities.* There is evidence that the program being offered is in a profession or subject area in which the institution has demonstrated strength, such as the number of alumni accepted by appropriately accredited graduate and professional schools or hired in the profession for subject-related jobs (see http://www.iauaiu.net/content/international-handbook-universities.) 2 1/14

DETC Accreditation Handbook 2014 C.9. Policy on Degree Programs There is evidence that the other degree programs of the institution are recognized and generally accepted by the higher education and/or relevant professional communities. There are specific policies, procedures, and practices for the degree program. Program Objectives Learning objectives for the degree program and learning outcomes for the courses, research projects, supervised clinical practice or fieldwork, applied research exercises, thesis, dissertation, and any other required academic or professional activities must be clearly stated. The learning objectives will indicate the outcomes and competencies a graduate of the degree program will attain upon successful completion of the program, including expected skills, knowledge, attitudes and insights characteristic of degree holders of similar nature and level at comparable, appropriately accredited institutions. The program may require a capstone project if the project is consistent with the accepted academic and professional standards of appropriately accredited institutions or programs and the relevant professional body. Learning outcomes for the project must be clearly stated. Advanced Degrees: For advanced degrees (i.e., First Professional and Professional Doctoral) the learning objectives and outcomes must be advanced, focused, and scholarly, providing the breadth and depth of learning required for advanced degrees. Material and topics in the curricula shall clearly be at the frontiers of knowledge and contribute to competence in the subject areas or profession at an advanced level. In addition, advanced degree programs learning activities should include, where feasible and appropriate, seminars, professional meetings, discussions with colleagues, participation in sustained synchronous or asynchronous online conferences at predetermined points throughout the program, access to library services, and access to online chat rooms with fellow students, faculty, and relevant professionals. Finally, the Professional Doctoral program must require the student to work with a supervisory dissertation/research project committee that is knowledgeable in methods of graduate-level study and research as well as the subject area concerned. The program of study must include coverage of the history and development of the field of study and its foundational theoretical principles. Curriculum The curriculum for the degree programs must be comprehensive and comparable to the curriculum offered for similar degrees by other appropriately accredited institutions. The institution has policies and procedures for determining credit hours (as defined below) it awards for its courses and programs, and how it applies its policies and procedures to its programs and coursework. Its assignment of credit hours conforms to commonly accepted practice in higher education as determined by showing a comparison with other appropriately accredited institutions. The curriculum shall quantitatively and qualitatively approximate the standards in effect at other accredited postsecondary institutions offering a similar degree with due allowance for special objectives of the degree offered on the customs and constraints imposed by the state or nation of domicile. 1/14 3

C.9. Policy on Degree Programs DETC Accreditation Handbook 2014 Instructional procedures, texts, and materials shall be appropriate to the purposes, curricula, and standards of accredited postsecondary degree-awarding institutions offering similar programs. The institution must have a policy on intellectual property rights (see Glossary). Advanced Degrees: The program of study must require the graduate to demonstrate the ability to conduct appropriate research in the field of study and to interpret and apply the results of this research. For first-professional or doctoral degree programs degrees, the institution must demonstrate interaction between faculty members and dissertation advisors and/or practitioners, as appropriate. The student s faculty advisor or the faculty advisor in consultation with other faculty or practitioners involved in the program must approve the topics of applied research and/or supervised clinical practice or fieldwork, if required. In addition, the institution must require prior formal review and approval for all research involving humans. Curriculum Delivery When technology is used for any part of the program, training and support in the use of that technology must be provided for students, faculty, and involved practitioners. Resident Degree Comparability Graduates of distance education degree programs must exhibit skill and knowledge attainment through the demonstrated achievement of educational objectives and outcomes comparable to those of accredited resident degree programs that are similar in nature and level. Where an accredited residence degree typically includes required clinical, classroom or resident experiences as part of the degree program, the institution s program must also include comparable experiences or training. Resident Study The degree must be of such a nature that it can be achieved through distance education or a combination of distance education and residential study. Mandatory residential instruction must supplement the distance education program whenever it is necessary to attain the stated program objectives and learning outcomes. In such cases, the institution must disclose to the prospective student that the program is a combination of distance education and residential instruction and that completion of both is a requirement for the award of the degree. The residential component of any degree program must not comprise more than half of the total credit hours required. Certificate Programs Typically, certificate programs contain a collection of credit-bearing courses configured to equip students with specialized knowledge in a subject with content that is less extensive than what is provided in an entire degree program. If the courses are exactly the same (i.e., require proctored exams, the same assignments, the same exam, etc.) as those offered in an already approved degree program, students may be allowed to transfer the credits into the degree program. Note: the approved courses cannot be changed in anyway. The certificate program must have a disclaimer to prospective students that it is not a degree program, but a 4 1/14

DETC Accreditation Handbook 2014 C.9. Policy on Degree Programs certificate program. The program should be restricted to the appropriate degree level, e.g., Baccalaureate, Master s, etc. depending on which courses make up the certificate program. As stated in DETC Business Standards I.B.2, the word accredited may not be used in conjunction with certification programs, which are different from certificate programs described above. Examinations and Other Assessments Examinations and learning assessments must be comparable to those employed for similar degree programs at other appropriately accredited institutions. Assessments may address academic requirements as well as other relevant factors, including, but not limited to, attitudes, interpersonal behavior, ethics, and clinic skills. Advanced Degrees: The program must require qualifying and comprehensive examinations. The qualifying examination must be given by the end of the equivalent of one year of full-time enrollment in the program. The comprehensive examination must be given when all coursework is completed and prior to commencing work on the dissertation or final research project. Students must pass these examinations to continue in the program. Proctored Examinations Adequate steps must be taken by the institution to assure that the degree candidate has personally fulfilled the degree requirements stipulated by the institution. The student s achievement shall be assessed by an appropriate number of proctored examinations appropriately spaced throughout the program of study. The proctor shall be the institution or a reputable third party. The process for conducting proctored examinations shall be clear and completely stated by the institution. The process shall assure that the student who takes the proctored examination is the same person who enrolled in the prescribed program and that examination results will reflect the student s own knowledge and competence in accordance with stated educational objectives and learning outcomes. Proctors shall use valid government-issued photo identification to confirm the student s identity. Transcript Evaluators Staff assigned to evaluate academic transcripts or portfolios of experiential learning are properly qualified and trained for their assignments. Their evaluations must reflect appropriate and fair decisions, and transfer credits must be accepted and assigned in accord with generally accepted credit evaluation practices at other accredited institutions. Credit Hour Defined (See C.23. Policy on Credit Hour) Semester and quarter hours shall be equivalent to the commonly accepted and traditionally defined units of academic measurement in accredited institutions. Academic degree or academic credit-bearing distance learning courses are measured by the learning outcomes normally achieved through 45 hours of student work for one semester credit 1 or 30 hours of student work for one quarter credit. 2 This formula is typically referred to as a Carnegie unit and is used by the American Council on Education in its Credit Recommendation Evaluative Criteria. 1 one credit/semester hour is 15 hours of academic engagement and 30 hours of preparation 2 one quarter hour credit is 10 hours of academic engagement and 20 hours of preparation Student work includes direct or indirect faculty instruction. Academic engagement may include, but not limited to, submitting an academic assignment, listening to class lectures or webinars (synchronous or asynchronous), 1/14 5

C.9. Policy on Degree Programs DETC Accreditation Handbook 2014 taking an exam, an interactive tutorial, or computer-assisted instruction; attending a study group that is assigned by the institution; contributing to an academic online discussion; initiating contact with a faculty member to ask a question about the academic subject studied in the course and laboratory work, externship or internship. Preparation is typically homework, such as reading and study time, and completing assignments and projects. Therefore, a 3 credit hour course would require 135 hours (45 hours of academic engagement and 90 hours of preparation). General Education Defined General education courses include those that address English, human communications (including, but not limited to, foreign languages and speech), mathematics, natural sciences, social sciences, and the arts and humanities. Courses that are classified as general education may be included in the core requirements of degree programs as appropriate. Degree Requirements Associate Degrees: For an Associate Degree, there shall be demonstrated learning outcomes comparable to those achieved during a minimum of 60 semester hours or 90 quarter hours. Of these learning outcomes (total credits) required for an associate s degree, a minimum of one-fourth of the credit hours shall be general education. Baccalaureate Degrees: For the Baccalaureate Degree, there shall be demonstrated learning outcomes comparable to those achieved during a minimum of 120 semester hours or 180 quarter hours. Of these total credit hours, a minimum of one-fourth shall be general education. Master s Degrees: For the Master s Degree, there shall be demonstrated learning outcomes comparable to those achieved during a minimum of 36 semester hours or 54 quarter hours, or their equivalent, beyond the Baccalaureate degree. Institutions must determine if the courses in a degree program require any prerequisite or foundation courses. The institution must also determine if courses should be offered in a prescribed sequence so as to maximize the student s achievement of the program s educational objectives. Any deviations from the prescribed minimum learning outcomes required for credit hours must be justified by evidence from comparable appropriately accredited degree programs and approved by the Accrediting Commission. First Professional Degrees: The First Professional Degree signifies both completion of the academic requirement for beginning practice in a given profession and a level of professional skills beyond what is normally required for a Bachelor s degree. This degree usually is based on a program requiring at least two academic years of work before entrance and a total of at least six academic years of work to complete the degree program, including both prior required college work and the professional program itself. Graduates should be competent in their basic discipline and be able to develop and evaluate new therapies and carry out research. Generally no major research project is required. Typically, there shall be demonstrated learning outcomes comparable to those achieved during a minimum of 50 semester hours or their equivalent beyond the Baccalaureate degree. 6 1/14

DETC Accreditation Handbook 2014 C.9. Policy on Degree Programs Institutions must determine if the courses in a degree program require any prerequisite or foundation courses. The institution must also determine if courses should be offered in a prescribed sequence so as to maximize the student s achievement of the program s educational objectives. Professional Doctoral Degrees: The Professional Doctoral Degree is a practice-oriented degree that signifies completion of advanced academic requirements in a given field comparable to those required at other appropriately accredited institutions offering similar degrees. Typically, there shall be demonstrated learning outcomes comparable to those achieved during a minimum of 60 graduate-level semester hours or their equivalent beyond the Master s degree, of which a maximum of 15 credit hours may be earned for the dissertation or final research project. If an institution s entrance requirement is a first professional degree in the same discipline, the number of graduate-level semester credit hours may be reduced to conform to standard practice in the discipline, but may not be less than 90 total graduate semester hours after the baccalaureate degree. Institutions must determine if the courses in a degree program require any prerequisite or foundation courses. The institution must also determine if courses should be offered in a prescribed sequence so as to maximize the student s achievement of the program s educational objectives. A dissertation requiring basic, original, or applied research or a research project must be required of all students. The topic of any dissertation or research project shall be approved by a dissertation/research project committee appointed by the institution. An oral defense of the doctoral candidate s final project or dissertation with the dissertation/research committee is required. This may be conducted in person or at a distance. No degree shall be awarded by an institution unless a majority of the dissertation committee approves the dissertation or final project. A professional doctoral degree program must be completed in no fewer than two years from the date of initial enrollment and no more than ten years from the date of initial enrollment. Educational Media and Learning Resources The institution shall make provisions for the students and faculty to have access to educational media and learning resources, including library services that are appropriate to meeting the objectives of the degree programs. Such access may be provided at a distance, through arrangements with local institutions, or through personalized guidance to individual students. Any institution-provided resources must be systematically and regularly evaluated to ensure they continue to meet the needs of students and to support the programs and objectives of the institution. Access to a collection of professional educational materials should be provided for faculty and administrators to keep abreast of trends, developments, techniques, research, and experimentation. A variety of educational materials must be selected, acquired, organized, and maintained to help fulfill the institution s mission and support its educational program(s). The collection should support all the programs offered at the institution and should include reference works, periodicals, manuals, and other publications to facilitate the achievement the educational mission of the institution. Faculty and instructional supervisory personnel must be involved in the selection of resources. New course offerings and increases in student enrollment should be reflected in added allocations of resources 1/14 7

C.9. Policy on Degree Programs DETC Accreditation Handbook 2014 for ensuring student access to educational media and learning resources, as appropriate. Advanced Degrees: Students enrolled in a first-professional or doctoral degree program must have access to library resources sufficient for the completion of the requirements for that degree program. The institution must provide library services at a distance or through arrangement with local institutions. Additionally, any research and laboratory facilities needed to complete the requirements for the advanced degree program and to encourage use of these facilities for professional study and achievement must be provided by the institution or by arrangement with a local institution. Standard III: See Accreditation Standards. Standard IV: Student Support Services The institution shall provide students with opportunities to achieve the stated learning outcomes in manners other than face-to-face communication with a student s faculty advisor or major professor. Such opportunities may include telephonic discussions, seminars, professional meetings, library resources including virtual library services, and online bulletin boards/chat rooms for communications with fellow students and faculty. Assessment Services Students must be informed of their academic progress and standing in the program on an ongoing basis. Advanced Degrees: The availability of appropriate support staff that is experienced in serving and/or has been trained to serve First Professional and Professional Doctoral degree program students is required. For students in Professional Doctoral programs, a dissertation or project manual is required. It must contain guidelines that pertain to the preparation for and writing of the dissertation, for conducting a project, and for reporting of results. In addition, the program must include provision for a pattern of scheduled student interactions with faculty and other resource persons throughout the program. Student Records Policies and procedures for keeping records on students academic progress (achievement of course and program learning objectives and outcomes, examination results, etc.) are required; these policies and procedures must also be maintained in accordance with applicable professional requirements and state laws. Records of the students academic results must be maintained permanently. These records may be in printed or electronic form. Counseling, Employment, and Alumni Services Appropriate academic counseling services are available upon request. Any employment in alumni services must be offered as claimed. Program Administration (First Professional and Professional Doctoral) An administrator must be appointed for the First Professional and Professional Doctoral degree programs. This 8 1/14

DETC Accreditation Handbook 2014 C.9. Policy on Degree Programs person s title shall be consistent with titles currently in use in comparable programs. The administrator must have had experience in administering programs at this academic level and possess skills and knowledge of distance learning. For the First Professional and Professional Doctoral degree, the administrator must hold an appropriate terminal degree in a subject area relevant to the degree program that is being offered. The degree must be from an appropriately accredited institution. (1/13) For the Professional Doctoral degree, the institution must have on staff a sufficient number of student services staff qualified to support doctoral level students. For the Professional Doctoral degree, a supervisory dissertation/research project committee of at least three faculty members must be formed for each student. All committee members must have demonstrated appropriate scholarship, experience, or practice in the subject area. In lieu of a dissertation, doctoral degree programs may require a project if the type of project is consistent with accepted practice at other appropriately accredited institutions. The dissertation/research project committee must include at least two members who earned their doctoral degrees from appropriately accredited institutions other than the awarding institution. The committee members must be qualified in the subject area of the student s dissertation or project. At least one member of the dissertation/research project committee must be a member of the awarding institution s faculty. When students reach the point of dissertation or defending their research projects, students may have the option of nominating their dissertation members or major professors. However, the institution will make the final decisions. Standard V: Student Achievement and Satisfaction Achievement of Learning Outcomes and Benefits Institutions must have in place an on-going program to assess student achievement with respect to the stated degree program outcomes and must demonstrate how this on-going program has been used to enhance degree offerings and services. Progress Through the Course/Programs Measurement of graduation rates, professional placement, career satisfaction, and other outcome measures must be done on an ongoing basis and the results of these measurements must be readily available to interested parties in the institution s research and data files. 1/14 9

C.9. Policy on Degree Programs DETC Accreditation Handbook 2014 Standard VI: Qualifications and Duties of Owners, Governing Board Members, Officials, Administrators, Instructors/Faculty, and Staff, and Reputation of Institution Qualifications of Instructors/Faculty For this standard, faculty members are considered to be those who provide instruction, prepare instructional material, evaluate assignments and other assessments, and counsel students in academic selection and progress. Faculty members are assumed to have full responsibility for the content of the academic program and for determining student achievement. As stated in Standard VI.B. Chief Academic Officer and/or Department Heads, A qualified person serves as the chief academic officer or educational director. This person has overall administrative responsibilities for the educational program(s), faculty/instructors, and a policy-making voice in advertising, sales, and collections. In institutions that use department heads or persons with similar titles are delegated educational, editorial, and research responsibilities within the departmental subject fields. The educational director as well as all members of the instructional staff must possess academic qualifications of unquestionable merit. There should be on staff a sufficient number of instructors/faculty proportionate to the level of student enrollment to give the degree program(s) long-term stability and academic credibility. As stated in Standard VI.C. Instructors/Faculty/Staff, The institution has a sufficient number of qualified instructors/faculty 3 to give individualized instructional service to each student. The institution maintains files containing the resumes and official transcripts of its instructors/faculty. Faculty are carefully screened for appointment, and are properly and continuously trained with respect to institution policies, learner needs, instructional approaches and techniques, and the use of appropriate instructional technology. The institution has clear, consistent procedures to evaluate faculty performance. See C.21. Policy on Required Institutional Documents for maintaining files. In judging competence of faculty, consideration shall be given to the academic preparation and experience of each instructor and the faculty s comparability to faculty of other appropriately accredited resident institutions. The minimum degrees that faculty members must possess (as listed below for teaching of the following degree programs) must have been awarded by institutions accredited by agencies that are recognized by the United States Secretary of Education and/or the Council for Higher Education Accreditation (CHEA) or, for non-u.s. institutions, an accepted foreign equivalent that is listed in the International Handbook of Universities (18 th ed.) ISBN: 1-403-906-882, IAU: 92-9002-175-6, London: International Association of Universities; New York: Stockton Press, September 2005. Palgrave Macmillan Ltd, Houndmills, Basingstoke, Hampshire, RG21 6XS, England, http://www.palgrave.com.) Degrees in Specialized Fields: Faculty teaching courses that are part of a degree in a specialized field must possess the appropriate credential and degree in the subject being taught and demonstrate expertise in the subject field. Undergraduate Degrees: Faculty teaching courses that are part of an undergraduate degree program must possess, at a minimum, a degree at least one level above that of the program that they are teaching and demonstrate expertise in the subject field of the discipline. Faculty teaching general education courses at the undergraduate level must possess a Master s degree in the assigned general education subject field or have a Master s degree and 18 semester hours in the general education subject field. 10 1/14

DETC Accreditation Handbook 2014 C.9. Policy on Degree Programs Master s Degree: The size of the faculty shall be appropriate for the level of enrollment. All Master s program faculty must have an earned doctorate/terminal degree relevant to the program being offered. Instructors shall be assigned responsibilities in terms of their areas of expertise. (1/13) Exceptional Cases for Undergraduate and Master s Programs: In exceptional cases, an earned degree in a relevant field at the same level of the program taught, in addition to outstanding professional experience and demonstrated contributions to the teaching discipline program may be presented. The institution must justify and document in the faculty member s file the academic and professional preparation he or she has to teach the course(s), and what course(s) is/are being taught. Exceptional cases must be a justifiable minority and ideally represent a small percentage of the total assigned faculty of the program. (1/13) First Professional Degree: All teaching faculty and involved practitioners must hold the First Professional or higher degree, in a subject area relevant to the program that is being offered, earned at an appropriately accredited institution, and must have demonstrated specialized knowledge and skills in the subject area(s). Faculty and involved practitioners must have experience in the First Professional degree program or in graduate-level distance education in a related subject area and in teaching adult students. The institution shall have a policy and procedure for pairing a student with a faculty advisor. The institution must demonstrate that it has a sufficient number of qualified faculty members and practitioners to meet the academic and, if necessary, the clinical needs and requirements of the program. Professional Doctoral Degrees: All teaching faculty who instruct doctoral students must have terminal degrees in relevant field of study from other appropriately accredited institutions, either a professional doctoral or a doctor of philosophy. The institution must have on its full-time staff, prior to enrolling students a Dean or other academic officer with credentials that are appropriate to the degree(s) being offered. (1/13) Resolving Conflicts Policies and procedures for preventing and/or resolving faculty conflicts of interests must be published and made available to all students. Standard VII: Admission Practices Qualifications for Admission The institution should take reasonable measures to assure that the student has no physical limitation that will prevent success in the program contemplated. Such measures may be: 1) the publication of a clear description of physical handicaps or disabilities which could prevent successful completion; 2) the inclusion of an appropriate question or questions on the admission application which will alert the institution to a potential problem and which would trigger further action by the institution; and 3) the requirement of a doctor s statement in questionable cases. For newly-accredited institutions seeking to admit their own pre-detc accreditation graduates into their newly-accredited degree programs, they must provide for a formal admissions process for such 1/14 11

C.9. Policy on Degree Programs DETC Accreditation Handbook 2014 applicants, using written eligibility criteria, that ensures that the curriculum of the then-unaccredited degree programs are academically sound and comparable to the programs just accredited by DETC, earned within the last five years, and merit acceptance as being otherwise DETC accreditation-worthy. Applicants may need to complete additional accredited courses in order show comparability. (10/12) The institution admits/enrolls only those students who can be expected to complete the degree program and benefit from it. The admissions policy must conform to the institution s mission, must be publicly stated, and must be administered as written. (10/12) Undergraduate Degree Programs: Applicants for admission must possess a high school diploma or its equivalent 1 at the time of admissions. (10/12) The institution may permit the student to self-certify high school completion and provide the school s name, city, state, and year of graduation. A validation process must be in place for circumstances in which the institution has reason to believe the self-certification is not valid or the issuing entity is not an appropriate secondary school. Validating documents can be an official high school transcript or DD214 indicating high school completion. This also applies to vocational institutions that require a high school diploma or its equivalent for admission. (1/13) 1 Equivalent may be: General Education Development (GED), certificate of high school equivalency or documentation of completion of a state approved home school program. To grant acceptance of transfer credit, the institution must maintain official college transcripts on file from the accredited institutions granting the credit. Students may not continue beyond 12 semester credit hours without official transcripts on file at the institution. (6/12) International or homeschooled students must provide an appropriately authenticated program completion document issued by a governmental authority or school supervisor that attests to the successful completion of a program considered to be equivalent to an accredited high school diploma or GED certificate (also, see When Applicant s Native Language is other than English ). If required, institutions must maintain (electronically or in print) an official high school transcript of the secondary school diploma or its equivalent to verify the student s qualification for admission to the program. Electronic documents must be maintained according to C.21. Policy on Required Institutional Documents. Master s Degree Programs: Applicants for admission must possess at a minimum a Baccalaureate Degree from an appropriately accredited institution. (10/12) The institution must have a policy that defines exceptions (e.g., appropriate GMAT or GRE scores, 7-10 years of experience in the related area, etc.). The number of students enrolled into a Master s program without a Bachelor s degree may not exceed five percent of the active enrollments for that program. Institutions must maintain (electronically or in print) an official transcript from the college or university from which the student earned his/her Baccalaureate degree or its equivalent to verify the student s qualification for admission to the program. Electronic documents must be maintained according to C.21. Policy on Required Institutional Documents. First Professional Degrees: Applicants for admission must possess at a minimum a baccalaureate degree, but preferably both Baccalaureate and Master s degrees, from an appropriately accredited institution. The institution shall maintain (electronically or in print) the official transcript from the college or university from 12 1/14

DETC Accreditation Handbook 2014 C.9. Policy on Degree Programs which the student earned his/her Baccalaureate or Master s degree to verify the student s qualification for admission to the program. Electronic documents must be maintained according to C.21. Policy on Required Institutional Documents. Applicants must have successfully completed subject area/course prerequisites at an appropriately accredited institution. Minimum cumulative grade point measures are required; minimum grades for subject area/course prerequisites may also be required. In countries whose institutions do not use these measures, students must be informed regularly about their progress on meeting degree requirements, using the country s usual means for communicating that information. The institution s admission policy meets the requirements of the applicable profession/industry and of applicable state law. Professional Doctoral Degrees: Applicant students must document relevant academic experience for the doctoral program of study and, if in a professional field, relevant experience prior to being admitted. A Baccalaureate or Master s degree earned at an appropriately accredited institution must be required for admission to a doctoral degree program. The institution shall maintain (electronically or in print) the official transcript from the college or university from which the student earned his/her Baccalaureate or Master s degree to verify the student s qualification for admission to the program. Electronic documents must be maintained according to C.21. Policy on Required Institutional Documents. At a minimum, applicants must have completed 30 graduate-level hours before admission to the Professional Doctoral program. Appropriate time periods for the length of each component of the doctoral degree programs have been established by the institution and are clearly communicated to potential students and applicants prior to and during the admission process. When Applicant s Native Language is other than English Applicants whose native language is not English and who have not earned a degree from an appropriately accredited institution where English is the principal language of instruction must demonstrate college-level proficiency in English through one of the following for admission: Undergraduate: A minimum score of 500 on the paper-based Test of English as a Foreign Language (TOEFL PBT), or 61 on the Internet Based Test (ibt), a 6.0 on the International English Language Test (IELTS) or 44 on the PTE** Academic Score Report. Master s Degree: A minimum score of 530 on the paper-based Test of English as a Foreign Language (TOEFL PBT) or 71 on the Internet Based Test (ibt), 6.5 on the International English Language Test (IELTS) or 50 on the PTE Academic Score Report; First Professional Degree or Professional Doctoral Degree: a minimum score of 550 on the paper-based Test of English as a Foreign Language (TOEFL PBT), or 80 on the Internet Based Test (ibt), a 6.5 on the International English Language Test (IELTS), or 58 on the PTE Academic Score Report. A minimum grade of Level 3 on the ACT COMPASS s English as a Second Language Placement Test; A minimum grade of Pre-1 on the Eiken English Proficiency Exam; A minimum B-2 English proficiency level identified within the Common European Framework of Reference (CEFR) standards and assessed through various ESOL examinations, including the University of Cambridge; (6/13) 1/14 13

C.9. Policy on Degree Programs DETC Accreditation Handbook 2014 A transcript indicating completion of at least 30 semester hours of credit with an average grade of C or higher at an appropriately accredited* accredited college or university where the language of instruction was English; B or higher for Master s, First Professional Degree or Professional Doctoral Degree. Undergraduate only: A high school diploma completed at an appropriately accredited/recognized high school (where the medium of instruction is English). Transcripts not in English must be evaluated by an appropriate third party and translated into English or evaluated by a trained transcript evaluator fluent in the language on the transcript. In this case, the evaluator must have expertise in the educational practices of the country of origin and include an English translation of the review. *accredited by an agency recognized by the United States Secretary of Education and/or the Council for Higher Education Accreditation (CHEA), or an accepted foreign equivalent that is listed in the International Handbook of Universities. ** Pearson Test of English Academic (PTE Academic). For more information on this test, visit www.pearsonpte.com. Maximum Allowable Transfer Credits Note: When considering transfer credits, an institution must conform to its state regulatory agency s requirements on the amount of transfer credit allowed. Undergraduate Degrees: A maximum of three-fourths of the credits required may be awarded for transfer credit or a combination of transfer credit and experiential or equivalent credit (including challenge/test-out credits). For no student, however, may the credit given for experiential or equivalent learning (including challenge/test out credits) exceed one-fourth of the credits required for a degree. Master s Degrees: A maximum of one-half of the credits required for master s degrees may be given through transfer credit or a combination of transfer credit and experiential or equivalent credit (including challenge/test out credits). For no student, however, may the credit given for experiential or equivalent learning (including challenge/test out credits) exceed one-fourth of the credits required for a degree. First Professional Degrees: Transfer and experiential credits awarded by the institution must not exceed the maximum limits in common use at comparable accredited First Professional degree programs and in no case may it exceed 50% of the required credits. Professional Doctoral Degrees: Awarding degree credit for experiential learning is not permitted. Transfer credit is limited to 15% (or 9 credits for a 60 credit degree) of the total doctoral credits required to complete the degree. The courses must be relevant to the student s program of study and equivalent in both content and degree level of graduate courses. Experiential Equivalent Credit Credit may be given for adequately documented and validated experiential equivalent learning of a postsecondary nature. Examples include credit for learning acquired through business experience, college level equivalent tests, achievement in a related profession, military training, or other postsecondary level equivalent experience, and challenge/test-out exams. The process of documenting and validating experiential equivalent 14 1/14

DETC Accreditation Handbook 2014 C.9. Policy on Degree Programs learning should systematically and regularly be evaluated to ensure it is meeting the needs of its users and supporting the programs and objectives of the institution. An institution seeking to offer credit for Prior Learning Assessment (PLA) must have published evaluation standards similar to the Ten Standards for Assessing Learning (see below) provided by the Council for Adult and Experiential Learning (CAEL www.cael.org). A qualified individual with experience in evaluating prior student learning must be responsible for the PLA evaluation function and ensure adherence to the established standards. The individual must also be responsible for overseeing adherence to standards for all evaluators of learning portfolios. For equivalent credit purposes, adequate validating procedures must be clearly stated and published and the institution must consistently apply these procedures. For all transfer and equivalent credit decisions, official documentation, including original transcripts, must be maintained. CAEL s Ten Standards for Assessing Learning: To determine whether to award college credit to students for prior learning, follow these standards: 1. Credit or its equivalent should be awarded only for learning, and not for experience. 2. Assessment should be based on standards and criteria for the level of acceptable learning that are both agreed upon and made public. 3. Assessment should be treated as an integral part of learning, not separate from it, and should be based on an understanding of learning processes. 4. The determination of credit awards and competence levels must be made by appropriate subject matter and academic or credentialing experts. 5. Credit or other credentialing should be appropriate to the context in which it is awarded and accepted. 6. If awards are for credit, transcript entries should clearly describe what learning is being recognized and should be monitored to avoid giving credit twice for the same learning. 7. Policies, procedures, and criteria applied to assessment, including provision for appeal, should be fully disclosed and prominently available to all parties involved in the assessment process. 8. Fees charged for assessment should be based on the services performed in the process and not determined by the amount of credit awarded. 9. All personnel involved in the assessment of learning should pursue and receive adequate training and continuing professional development for the functions they perform. 10. Assessment programs should be regularly monitored, reviewed, evaluated, and revised as needed to reflect changes in the needs being served, the purposes being met, and the state of the assessment arts. CAEL 10 Standards was taken from Assessing Learning: Standards, Principles, and Procedures (Second Edition) By Morry Fiddler, Catherine Marienau, and Urban Whitaker, 2006. Chicago, Kendall Hunt Publishing Company. Transfer Credit Policies 1/14 15

C.9. Policy on Degree Programs DETC Accreditation Handbook 2014 Institutions must establish and implement a fair and equitable policy regarding transfer credit. The policy must be written, published in the catalog and other relevant publications, and disseminated to all students and prospective transfer students. At a minimum, the policy for accepting transfer credit should contain clear and accurate information about the following: 1. Minimal acceptable grades and/or grade point average. 2. Credit transfer may not be denied solely on the source of accreditation of the sending institution. 3. Types of course that will be considered, including any courses offered outside of an institutional setting, such as those offered by the military, in the workplace, through apprenticeship and/or training programs, or other such programs recognized by the American Council on Education s Center for Adult Learning and Education Credentials programs. 4. Any options for earning credit through examinations such as the ACT Proficiency Examination Program (PEP), the College Board s Advanced Placement (AP) program and College-Level Examination Program (CLEP), the Defense Activity for Non-Traditional Education Support (DANTES) Subject Standardized Testing (DSST), widely accepted industry certification, or institution-developed tests. 5. Transcripts from non-u.s. institutions must be evaluated by an appropriate third party and translated into English. 6. Any limits on the number of courses or credits hours that can be accepted for transfer and limits on how old the credits may be earned, e.g., within the most recent 7 years or fewer. 7. Any requirements for comparability of program content to the program in which the student will enroll. 8. Documentation that is required, e.g., transcript, catalog, syllabi, or course outlines. 9. Procedures to be followed when requesting transfer of credit. 10. Procedures to be followed when appealing transfer of credit decisions. 11. Methods by which tuition and fees are adjusted. 12. A description of potential ramifications for financial aid. 13. A description of any fees assessed for testing, evaluation, or granting transfer of credit. 16 1/14

DETC Accreditation Handbook 2014 C.9. Policy on Degree Programs Transfer credit toward a degree may be awarded for postsecondary courses completed by the student at other institutions if such courses are found to meet the standards of the accepting institution and the requirements of the specific program. Transfer credit must be from an appropriately accredited institution. The institution should also include a list of the institutions with which the institution has established articulation agreements, as well as contracts with other educational providers or consortia agreements. (10/11) Enrollment Agreements A clear statement concerning tuition and fee payments and the schedule for paying them must be included on the enrollment and admission forms. The statement also must include the projected maximum cost of the program where a student continues to the statute of limitations at the current tuition rate, but allows for acceptable tuition increases. First Professional/Professional Doctoral Degrees: An enrollment agreement must be provided that is unique to First Professional and Professional doctoral degree programs. It must include a clear statement concerning tuition and fee payments and the applicable refund policy, and the schedule for paying them must be included on the enrollment and/or admission forms. Standard VIII: Advertising, Promotional Literature, and Recruitment Personnel Advertising Requirements The institution must clearly indicate and affirmatively disclose in its advertisements, promotional materials, enrollment forms, descriptive literature, and other media, that the degree program being offered is based solely or primarily on distance study instruction. Advertising must be ethical in every respect and follow DETC s Business Standard I.A. The institution must have a catalog readily available to students, prospective students, and other members of the interested public in printed or online format (pdf). The catalog must contain and accurately depict, at a minimum, the following: 1. The institutional mission, goals, and objectives. 2. Names and titles of administrators of the institution. 3. The legal control, names of trustees, directors, and/or officers of the corporation. 4. A general statement of accredited status and governmental approvals (including DETC s address, phone number and website address). 5. Hours of operation, including holiday schedule, and faculty/instructor s availability. 6. List of full-time and part-time faculty, each listed separately, with degrees held and conferring institutions, and the area of teaching specialization. 7. Academic calendar for combination programs or any programs that operate on a fixed calendar. 1/14 17

C.9. Policy on Degree Programs DETC Accreditation Handbook 2014 8. Institution s admission policy for each specific degree offered, i.e., Associate, Baccalaureate, Master s, First Professional, or Professional Doctoral degree. 9. Statement of curricula offered including curriculum objective, courses included, total credits required, required prerequisites, requirements for certification, and licensing as appropriate. 10. Expectations for maintaining satisfactory academic progress. 11. Explanation of grading policies, transfer of credits, and equivalent. 12. Assessment and proctoring procedures. 13. Student code of conduct and academic and non-academic dismissal policies. 14. Student complaint or grievance policies and procedures, including DETC contact information. 15. Student identity verification procedures. 16. Statement of equal opportunity (non-discrimination clause). 17. Statement of technology requirements. 18. Statement on how institution protects student s privacy (FERPA). 19. Graduation requirements, including minimum passing grades. 20. Statement of fees, tuition, and all regular and special charges for each program. 21. Statement of refund policy and cancellations that conforms to the DETC Business Standards. 22. Student Financial Aid program policy disclosures, as required by federal regulations, if participating in Federal Student Aid. 23. If residence training is required, facilities and/or equipment available to support courses or programs. 24. Description of counseling and/or placement services available to students, if any. 25. The institution should include on the front cover or title page of the catalog (or the online equivalent) the year or years for which the catalog is effective. An institution must permanently archive its catalogs. No direct or implied promise shall be given that it is easy to earn the degree or that it is easy to earn in a short period of time. Standard IX: Financial Responsibility Financial Reporting The institution must document with its financial statements that it has sufficient liquid assets to provide for a staff and faculty of unqualified merit that characterizes a quality-focused degree-awarding college or university. There must be adequate funds readily available for attracting superior faculty, in-service training, a high level faculty to learner interactivity, faculty research, continuous improvement of curricula and services. 18 1/14

DETC Accreditation Handbook 2014 C.9. Policy on Degree Programs Demonstrated Operation Institution must have a completely developed curriculum with at least one academic degree program in which students have been enrolled for a minimum of two consecutive years under the present ownership. Professional Doctoral Degrees: The institution must demonstrate that the allocation of resources to the advanced degree program does not detract from the other offerings of the institution. Standard X: Tuition Policies, Collection Procedures, and Refunds Refer to Accreditation Standard X. Standard XI: Facilities, Equipment, Supplies, and Record Protection Refer to Accreditation Standard XI. Standard XII: Research and Self-Improvement The institution uses sound research and evaluation procedures and techniques to determine whether program objectives and learning outcomes are being met. The institution provides evidence of effort and progress in improving operating efficiency and service to students. Policies and procedures for improving instruction and upgrading faculty, practitioners, and staff are required. Improvement and upgrading can be demonstrated by membership and active participation in professional associations; application of recent research results in both the academic and clinical/practical portions of the program; and continuing study and practical experience in the profession, related subject areas, adult education, and distance education. # # # Revised January 2013 1/14 19

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DETC Accreditation Handbook 2014 C.10. Policy on Financial Statement 10. Policy on Financial Statements In submitting financial statements to the Accrediting Commission, the financial statement must be prepared in conformity with generally accepted accounting principles, often referred to as GAAP. This includes the use of accrual method of accounting. The institution has the option of submitting one of these two types of financial statements, unless the Commission has directed that an audited statement must be submitted: 1. An audited financial statement containing a report by an outside, independent, certified public accountant in accordance with standards established by the American Institute of Certified Public Accountants. 2. A reviewed financial statement containing a report by an outside independent certified public accountant in accordance with standards established by the American Institute of Certified Public Accountants. A reviewed financial statement consists of inquiries of institutional management by an outside, independent, certified public accountant and includes analytical procedures applied to financial data. It is smaller in scope than an audited statement and does not have an opinion regarding the financial statements. However, the accountant must state that he or she is not aware of any material modifications that would need to be made to the statements in order for them to be in conformity with standards established by the AICPA. All financial statements should cover the activities of the legal entity that has the responsibility for operating the accredited distance education institution. A Letter of Financial Statement Validation must accompany the institution s financial statements (see next page). Minimum Acceptable Financial Statements At a minimum, the financial statements (audited or reviewed) must be comprised of: A. Comparative Statement, which displays the most recent two fiscal years of financial data, preferably in sideby-side columns. B. Balance Sheet, reflecting assets, liabilities, and equity; C. Income Statement, reflecting revenues, expenses, and net income (loss); D. Statement of Cash Flows, reflecting the sources and uses of cash; E. Statement of Changes in Shareholders Equity, showing activity in Shareholders Equity for the periods presented; and F. Explanatory Notes, which reflect all of the disclosures or footnotes required by generally accepted accounting principles. These statements must be as of the date of the institution s most recently ended fiscal year or a date otherwise specified by the Accrediting Commission. (continued) 1/14 1

C.10. Policy on Financial Statements DETC Accreditation Handbook - 2014 Letter of Financial Statement Validation This letter must accompany an institution s financial statements. December 30, 2014 Dr. Leah Matthews Executive Director Distance Education and Training Council 1601 18 th Street, NW Washington, DC 20009 Dear Dr. Matthews: As a certifying officer, I acknowledge my responsibilities for establishing and maintaining controls and procedures that ensure that I am aware of material information relating to [name of institution]. The attached report discloses (a) all material weaknesses in internal controls that came to the attention of certifying officers, (b) any fraud involving management or employees with significant responsibilities, and (c) any significant changes in internal controls, including actions to correct material weaknesses, during the period covered by this report. I have reviewed this report. Based on my knowledge: (1) This report contains all the facts needed to prevent it from being misleading and it contains no untrue statements; (2) Financial statements and other information fairly present the financial condition, results of operations, and cash flow. Certified by: Chief Executive Officer: Chief Financial Officer: 2 1/14

DETC Accreditation Handbook 2014 C.11. Policy on Change of Marketing Approach 11. Policy on Change of Marketing Approach As stated in C.1. Policy on Substantive Change and Notification, any change in the marketing activities is considered a substantive change and prior approval is required before the change may be included in the institution s grant of accreditation. A significant alteration in the institution s marketing practices, such as deciding to use sales representatives to make face-to-face contact and enroll students, may signal changes throughout the institution. It may signal a change in financing plan options, admission criteria, and other significant areas of operation in order to attract a greater number of students. It may change numerous operating practices and typically affects advertising and promotion as well as control of recruiting personnel, if used. Changes in marketing approaches include major changes in any of the following: Direct advertising in newspapers, magazines, yellow pages, mail, etc. Leads from these sources are then approached by phone or mail. Poster advertising. Posters include take one cards that are completed by prospects. Leads are contacted by mail or phone with enrollment usually being made by a sales representative. Telemarketing efforts in which inquiring prospects are called on the phone. Television advertising. TV ads may or may not use toll-free numbers so prospects can easily express interest. Follow-up is usually made through telemarketing. Website and social media promotional efforts maintained by the institution. Internet advertising on various other websites and portals. Partnering with non-u.s. sales organizations and/or educational institutions for marketing and/or student support services. Other approaches or a combination of those listed above. Action Any changes to marketing approaches as mentioned above must be reported in the institution s Annual Report due January 31 st. The institution should address how the proposed change will affect each of the Accreditation Standards. The institution should address how the proposed change will affect each of the Accreditation Standards and how it remains in compliance with Business Standards I.A. Advertising and Promotions. The Accrediting Commission reserves the right to order a comprehensive review of an institution at any time it has concerns that the institution is not in compliance with the DETC s standards, policies, and/or procedures. # # # 1/14 1

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DETC Accreditation Handbook 2014 C.12. Policy on Readiness Assessment C.12. Policy on Readiness Assessment As part of the accreditation process the DETC Accrediting Commission requires all initial applicants to undergo a Readiness Assessment conducted by an independent DETC-appointed evaluator. The Readiness Assessment is conducted for the following reasons: Firstly, the assessment allows for DETC to ascertain if the applicant s Self-Evaluation Report provides sufficient evidence and information for a successful onsite committee review. Secondly, the assessment provides the applicant with guidance on the actions necessary for the institution to prepare for an accreditation review. Lastly, the assessment ensures that the applicant meets a minimum level of eligibility qualification for DETC accreditation that would thereby justify the commitment of Commission resources in administering a full accreditation examination. The Readiness Assessment Report will inform the applicant whether it has met the minimum threshold eligibility requirements and is prepared for an on-site visit conducted by a full examining committee. In order for the applicant to proceed in the accreditation process, the evaluator must conclude that the institution is 90% in compliance with DETC standards, policies, and procedures. The name of an initial applicant will not be announced in DETC s publications or website until after it has completed a successful Readiness Assessment. Applicants are cautioned that a full visiting committee, the subject specialist(s), and the Accrediting Commission may report new finding and written recommendations that are not discussed in the Readiness Assessment. The applicant is expected to address all additional findings and written recommendations. At any time during the process, the institution may request an in-person consultation at the DETC office. The consultation fee is $1,000. It is the institution s responsibility to cover any of its travel and lodging expenses. Action The applicant must submit one flash drive copy of its Self-Evaluation Report (SER) within 60 days of the date the Application for Accreditation is accepted by DETC. The SER should be complete, including all of the exhibits. The institution must use the Guide to Self-Evaluation Report in Appendix B when writing its SER. The fee for the Readiness Assessment is $3,000 (E.1. Accreditation Fees). The Readiness Assessment will not be assigned to an evaluator unless the SER and the fee is received by DETC. The check should be included with the SER shipment. Once the SER is received, it will be sent to an evaluator. The evaluator will review the SER thoroughly and prepare the Readiness Assessment Report. The evaluator will also make notations in the SER to indicate where changes should be made. The report will recommend whether the institution is ready or not ready for a visit conducted by a full examining committee. The report and the marked-up SER will be forwarded to the institution. 1/14 1

C.12. Policy on Readiness Assessment DETC Accreditation Handbook 2014 Deemed Ready If the institution is deemed ready, the next step in the accreditation process is for the applicant to submit its curriculum materials for review by a subject specialist(s). The institution should follow C.5. Policy on Course/Program Approvals when submitting its curriculum for review. The institution must update its SER in preparation for the on-site visit. The updated SER is due 4-6 weeks prior to the scheduled visit. The Director of Accreditation will work with the institution to establish a date for the on-site visit. Deemed Not Ready If the institution is deemed not ready for a full on-site visit, it may not proceed to a full on-site review until it has documented to the satisfaction of the assessing evaluator that it has remedied the areas of concern in the Readiness Assessment Report. The institution must correct the areas of concern and submit an updated SER before it can move forward in the process within six months from receiving the Readiness Assessment Report. The resubmission fee is $3,000. If the institution believes that the assessment evaluator has made an incorrect assessment, the institution has the option to request another evaluation of its SER by a different evaluator. The fee for a review by a different evaluator is $3,000. If an institution is found not ready after its second Readiness Assessment, it must undergo an on-site Readiness Visit within six months of the second assessment. The fee for the Readiness Visit is $4,000. The institution must notify the Director of Accreditation within 30 days of receiving its not ready second Readiness Assessment Report whether it intends to request a Readiness Visit or not. If the institution opts not to undergo the on-site Readiness Visit, the application will expire as of the date of its second Readiness Assessment Report, and the institution may reapply after six months. If after the Readiness Visit the institution is found not ready its application is considered expired. The institution may reapply after one year of the date of the on-site Readiness Visit Report. All Readiness Assessment Reports that are produced within an accreditation cycle will be provided to the full visiting committee, the subject specialist(s), and the Accrediting Commission. # # # Revised January 2014 2 1/14

DETC Accreditation Handbook 2014 C.13. Policy on Reaccreditation Review 13. Policy on Reaccreditation Review Initial accreditation is for 3 years, after which it is 5 years*. When an institution is first accredited, it receives an approval letter stating when its accreditation expires. An institution must renew its accreditation before it expires. DETC publishes the expiration date in its DETC Directory of Accredited Institutions and on its website institutional database. This means having an on-site visit and course reviews prior to the Commission s January or June meeting. An institution will be advised at least one year before its review will be conducted. Institutions undergoing their 5-year review (or 3-year initial accreditation) should use the Guide Self-Evaluation Report in Appendix B. The SER for renewal should concentrate on the progress made and changes undertaken since the last accreditation review. It should devote emphasis to those issues where it has in the past been vulnerable to weakness, as well as initiatives launched to correct previously cited deficiencies. An institution must also renew its compliance with Title IV programs as part of its reaccreditation. The institution must readdress the statements in C.15. Policy on Institutions Participating in Title IV in its Self-Evaluation Report. During the on-site visit, a Title IV evaluator will use A.8. Rating Form for Title IV Institutions to verify the information provided in the SER. The SER should also demonstrate how the institution complies with standards for marketing, advertising, student enrollment contracts, and refunds. In writing an SER for reaccreditation, there should be a strong emphasis throughout the SER documenting how the institution has improved since the last review. Action If an institution is to be considered at the June Commission meeting (Spring), its application is due June 1 st the year before. If an institution is to be considered at the January Commission meeting (Fall), its application is due January 1st of the preceding year (see Timeline Accrediting Process Chart on page 28 of the 2014 DETC Accreditation Handbook). A key person at the institution undergoing its reaccreditation review must complete the Preparing for DETC Accreditation before he or she begins writing the institution s SER. Instructions on how to enroll in the course may be found on DETC s website at www.detc.org. The course is also available in a printed copy for no charge. Additional training may be required (please check with the DETC staff). Institutions must submit the appropriate number of courses/programs for review (see C.5. Policy on Course/Program Approval). # # # *The Accrediting Commission reserves the right to order a comprehensive review of an institution at any time it has concerns that the institution is not in compliance with the DETC s standards, policies, and/or procedures. 1/14 1

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DETC Accreditation Handbook 2014 C.14. Policy on Student Achievement and Satisfaction 14. Policy on Student Achievement and Satisfaction This Policy sets forth the Accrediting Commission s definitions, interpretations, and expectations of what constitutes compliance with Standard V, Student Achievement and Satisfaction. This Policy provides a general overview on how the Accrediting Commission and its on-site evaluators will apply and judge evidence presented by postsecondary institutions to demonstrate acceptable institutional outcomes assessment programs which include satisfaction of students, program completion/graduation rates, and evidence of achievement of student learning outcomes. Institutions must also demonstrate how student learning outcomes relate to institutional learning outcomes and/or institutional goals and objectives. (1/13) Institutions are expected to have in place a formal written and actively executed plan for conducting outcomes assessment and satisfaction studies in order to show compliance with Standard V. Additionally, institutions must show evidence that this data is analyzed and considered in its quality improvement efforts at the course, program, and institutional levels (see Table B). (1/13) Each institution is required to submit data that demonstrate acceptable student achievement and satisfaction, including data from student learning outcomes assessments that is both direct and indirect. Indirect measures should may include student surveys, completion/graduation rates, placement rates (where applicable), and applicable employment rates. Examples of direct measures should include student assessment portfolios, authentic assessment procedures capstone projects and test results. Each institution must also demonstrate evidence of how this data drives quality improvement activities and should be prepared to demonstrate how this data is disclosed to the public. (1/13) The Commission expects each institution to demonstrate acceptable student achievement and satisfaction based on valid and reliable assessment techniques. To this end, the institution will collect and analyze relevant data and use them to demonstrate compliance with Standard V. The evidence that must be provided by the institution to the Commission is described below. For additional information, please see the DETC Glossary found in Appendix E.16. Introduction DETC standards have always required that institutions have an ongoing procedure to demonstrate that students have (1) attained the required learning outcomes, and (2) been successful in achieving the benefits established for a course or program. Institutions have had to show that a high proportion of students are satisfied with the educational services provided, and that a satisfactory percentage of enrolled students finish the program, and when applicable program, as defined by metrics that are provided by the Commission. (1/13) This Policy also provides a road map to how institutions can make use of outcomes assessment to enhance their internal processes and strengthen their programs to become the best educational provider that they can be. (1/13) The Three Pillars of DETC Outcomes Assessment 1. Student Achievement. The institution has a systematic and on-going process for assessing student learning that uses both direct and indirect measures of learning outcomes assessment to show achievement of the program outcomes. A sample degree program outcomes table is available in Table B. (1/13) 1/14 1

C.14. Policy on Student Achievement and Satisfaction DETC Accreditation Handbook 2014 2. Perceived Student Satisfaction. In addition to the Outcomes assessments indicated above, the Commission will use the overall assessments made by the students taking the program as additional indicators of student success and satisfaction. 3. Completion/Graduation rates. These numbers show how many students were able to complete a program of study and pass all assignments and assessments required by the institution, or graduate from an entire degree program, and whether the completion or graduation rates fall within the range of comparability to peer institutions. The Standards for Student Achievement and Satisfaction Accrediting Standard V.A. addresses three specific areas (#1 and #2 were revised 1/13): 1. Achievement of Student Learning Outcomes: When an institution undergoes its initial or re-accreditation examination, it must provide in its Self-Evaluation Report (SER) both a formal written plan ( outcomes assessment plan ) for regularly conducting student learning outcomes assessments for all of its courses/programs and documentation that it follows the plan. This plan must also include documentation as to how data regarding student learning outcomes is used to assess institutional outcomes and/or goals and objectives. Each accredited institution must confirm that it meets this requirement by initialing the appropriate statements in Section II. Certification of Compliance with Commission Requirements in its Annual Report to the Commission and by providing a narrative on its continuous improvement results. The institution must demonstrate and document in its SER through results of learning outcome assessments that students achieve learning outcomes that are appropriate to its mission and to the rigor and depth of the degrees or certificates offered. The institution must also describe how its outcomes assessment plan has contributed to the improvement of the institution over time and explain how the plan demonstrates that the institution is fulfilling its stated mission. This is referred to as closing the loop. It is an important step in the cycle of outcomes assessment. It is the process by which the institution uses evidence of student learning to gauge the effectiveness of the educational practices and methodologies, and to identify and implement strategies for improving student learning. It is not enough to just collect data. The data must be analyzed and put to use. Assessment is an ongoing process aimed at understanding and improving student learning. When developing an outcomes assessment plan, an institution should consider: 1) what it wants students to be able to do or know, 2) how it knows they can do it or know it, and 3) how it will use the information received to improve teaching and learning. The plan should begin with a solid set of learning goals and outcomes that are quantifiable, realistic, and measurable. The institution s outcomes assessment plan should describe the different areas assessed, the methods of assessment and when they are used, and how it interprets and uses the results. The tables found at the end of this document are provided to suggest some possible resources for methods of assessment and when they can be used. Institutions should tailor the data shown in the sample tables to fit their method of assessment and interpretations for their institution s courses and/or programs and institutional outcomes and/or goals and objectives. The institution must use both direct and indirect measures of outcome learning assessments to show achievement of course and program outcomes, and provide documented evidence that shows that the results are used to improve programs, curricula, instruction, faculty development, and services. The following is a listing of currently accepted direct and indirect measures learning outcomes assessment that may be used to satisfy the outcomes requirement: Direct measures require students to demonstrate knowledge and skills and provide data that directly measure 2 1/14

DETC Accreditation Handbook 2014 C.14. Policy on Student Achievement and Satisfaction achievement of expected outcomes. Examples may include but are not limited to: A. Capstone Course (or experience): A capstone course, project, or practical experience integrates the knowledge, concepts and skills associated with an entire sequence of study within a discipline or program. The structure and content of a capstone experience is linked to a discipline/program s goals and objectives for student learning. Capstone experiences provide students with a forum to combine various aspects of their program/discipline experiences. Capstone experiences provide faculty and programs/disciplines with a forum to assess student academic achievement in a variety of knowledge and skills based areas by integrating their educational experiences. B. Embedded Assessments: Assessment practices embedded within courses generate information about what and how students are learning within the programs/disciplines. This form of assessment takes advantage of existing curricular strategies. Common embedded assessments include student projects, papers, and questions placed in course assignments. These projects, papers or questions are intended to assess student outcomes. Embedded assessments are incorporated into all sections of the particular course or discipline whether taught by full-time faculty or part-time instructors. Best Practices recommend that the student work and/or responses are evaluated by faculty other than the course faculty member or outside reviewers to determine if students are achieving the academic goals established by programs. C. Internship Performance: Performance in a real-world setting is assessed through the use of a rubric. Students are assessed in their program/discipline specific job skills, knowledge, and in their ability to interact professionally. D. National Licensure, Certification, or Professional Examination: These standardized tests are developed by outside, professional organization to assess general knowledge in a discipline. Examples include the Bar Exam, State Medical related exams, Certified Safety Professional (CSP), CISCO Certified Network Associate exam, and Law Enforcement Academy exam (POST: Peace Officer Standard and Training). In any case where the outcome of a course or programs is demonstrable through performance on outside assessments, such as those required for employment in a profession for which the program trains graduates, institutions will be expected to provide any data available to them that shows this outcome. E. Portfolio Assessment: Portfolios are collections of student work that exhibit, to the faculty and student, the student s progress and achievement in a program or discipline of study. A portfolio used for assessment purposes can include research papers and reports, examples of student work, projects, self-evaluations, journals, case studies, as well as others. F. Pre/Post Testing: This form of assessment is used to determine what a student has learned. A test or similar assignment is given at the beginning of a course or program and a similar test or assignment is given at the end. This form of assessment is helpful in measuring both cognitive and attitudinal development. G. Standardized Examinations: There are two types of standardized tests: norm-referenced and criterionreferenced examinations. Norm-referenced exams describe performance in comparison to others, while criterionreferenced exams describe student performance directly and judges that performance by some preset standard. H. Outside Assessors: Assessments of student pre and post work completed by outside assessors who rate student attainment of outcomes as compared to students at other institutions that have completed similar programs. I. Approved Thesis or Dissertation: This category would include approved theses, research projects or dissertations that have been judged and approved by a committee. 1/14 3

C.14. Policy on Student Achievement and Satisfaction DETC Accreditation Handbook 2014 Indirect Measures are an indirect assessment of student learning since they measure student, graduate or stakeholders satisfaction and impressions of educational experiences, rather than knowledge and skills acquired. However, when combined with direct measures of learning, indirect assessments can provide a comprehensive pathway to enhance student academic achievement. Evidence should be available to demonstrate that it actively seeks student feedback (and/or stakeholder feedback, when applicable) on its courses and programs. Indirect measures may include but are not limited to: A. Student Learning Assessments: End-of-course student surveys is an example of the indirect measures that can used to show that learning outcomes are being achieved. B. Graduate and Alumni Surveys: Graduate surveys have assisted in understanding the educational needs of the students. Former students can provide important information about both the curriculum and co-curricular activities. Information can include student insights on educational experiences, what they like or dislike about different instructional approaches, impressions about the online environment, program equipment and technology levels, perceived benefits from student and instructional support services, and value of education to their work experiences and career goals. C. Employer Surveys: Employer surveys provide useful information about the curriculum, programs, and students that other forms of assessment cannot provide. Employers provide information about skill levels of recent graduates, abilities to communicate effectively verbally and in writing, specific program competencies, and abilities to utilize current program-specific technology. Employer surveys help us determine the relevance of educational experiences and programs. D. Advisory Board Feedback: Information from advisory board meetings such as recommendations on program improvement, current practices or curriculum updates may be used as an indirect measure. E. Benchmarking Against Other Institutions: Results of standardized test, licensure pass rates or any number of other measures can be compared to other schools performance on the same measures. 2. Perceived Student Satisfaction: The institution documents that students are satisfied with the instructional and educational services provided. A standard part of DETC accreditation has been an evaluation of student responses to survey questions designed by the Commission. Students in DETC-accredited institutions fit a profile, and most are older and perform roles other than that of student. They are adequate judges of whether the program delivered what it promised. The following are guidelines for completing the student satisfaction assessment. First, questions designed to elicit the measure of satisfaction are asked of some annually. Second, a baseline has been established. The Commission has developed three questions to be asked of randomly selected students. For each course or program offered by an institution, three of every four students responding to a random survey must answer positively about their experiences. (1/13) 4 1/14

DETC Accreditation Handbook 2014 C.14. Policy on Student Achievement and Satisfaction 3. Progress Through the Course/Program: The institution documents that students complete their studies at rates that compare favorably to those of courses/programs offered by similar DETC accredited institutions or benchmarks set by the Commission (6/13). Although these rates have long been included in DETC accreditation decisions, the nature of distance education and its students make them a less useful indicator of course outcomes than they may be in traditional education. Where adult students are responsible for their educational choices, they may decide that their personal goals have been reached before completing the course. Open enrollments, and study anytime opportunities result in noticeably lower completion rates for distance education. Institutions offering identical courses in both resident and distance modes report consistently lower graduation rates from the distance education offerings, and over the years many fine institutions of unquestioned effectiveness have demonstrated that high student success can exist alongside low course/program completion/graduation rates. These rates will now have benchmarks designed to identify areas in need of Commission attention. DETC members will be assigned to one of several peer groups, dependent upon whether the courses are educational, vocational, or avocational, the level of degree or credential offered, and other factors. In order to make it statistically valid, there must be at least five institutions in a peer group. A benchmark completion/graduation rate representing the completion rate of all programs in the peer group will be determined for each peer group or degree level. Vocational programs with completion rates within 15 percentage points of the mean for the group will be considered to meet the benchmark. Graduation rates within 15 percentage points of the mean for the assigned degree level will be considered to meet the benchmark. If the Commission s analysis does not show that the institution s data compare favorably with those of similar DETC-accredited institutions, the institution must provide a written explanation, and the Commission will review the institution s explanation and take whatever follow-up action it deems appropriate. Such action may include (1) accepting the institution s explanations and taking no further action; (2) determining that the institution may no longer offer the course/program in its present form, and/or (3) ordering the institution to undergo a full accreditation review if the institution does not make the appropriate changes. Definitions of Standard V. Terms Outcomes are specified knowledge, skills, abilities, or attitudes a student has achieved as a result of completing a course or program. A student learning outcome is a particular/specified level of knowledge, skill, and ability a student has achieved as a result of his/her engagement in a particular/specific instructional experience or set of instructional experiences. Completion refers to completing a vocational (non-credit bearing) program; graduation refers to completing an entire program consisting of several courses, such as Associate s, Bachelor s, Master s, First Professional degree or Professional Doctorate. (6/13) Benefits are anything that contributes to the improvement of the graduate or his or her status. Benefits from completing a program can include such items as increased knowledge, career promotion, salary increase, improving a skill, qualifying for a new job, or personal satisfaction. 1/14 5

C.14. Policy on Student Achievement and Satisfaction DETC Accreditation Handbook 2014 Student Satisfaction The Commission defines student satisfaction as evidence presented by an institution that shows that the students and graduates of the institution have expressed their overall satisfaction with the lessons/courses and services as they have experienced them. (6/13) Student satisfaction can range from whether the course/lesson materials were current and comprehensive to whether grading services were prompt and fair and if faculty members have performed adequately. Student expressions of satisfaction are normally attained through institution surveys, but an institution can also gather and present data such as unsolicited testimonials, referrals of other students, and repeat enrollments in new or subsequent courses. (6/13) The students expression of their own satisfaction is another form of evidence used to document outcome achievement. The institution must provide evidence that demonstrates that students are satisfied with the instructional and educational services provided. It must provide evidence in its Annual Report by reporting the required data. In addition, an institution undergoing initial or re-accreditation must also provide evidence in its Self-Evaluation Report. To measure student satisfaction, the institution must survey the students in each of its vocational programs or courses/degree programs. When reporting information to the Commission in its Annual Report, an institution will be asked to report the number and percentage of Yes responses to the three questions below from 10 of its most popular vocational programs and/or courses (as defined by number of enrollments). If an institution has more than one division, e.g., vocational and/or degree granting, it must choose 10 courses/programs from each division. The institution should aim for at least a 30% response rate to its surveys. (1/13) Degree-granting: A course is defined as units of learning that result with the award of a certificate, or academic credit when completed. Examples of course titles are, American History, or Business Management. Vocational: A program is defined as units of learning that result with the award of a diploma or certificate (nonacademic credit). Examples of program titles are Medical Billing, or Interior Design. (6/13) The institution must include in its surveys the following three questions and use the Yes-No response. The questions are worded so that they apply to students who have dropped out, are still studying, or who have completed the course/program: 1. Did you achieve, or will you have achieved upon completing your studies, the goals you had when you started this course or program? 2. Would you recommend these studies to a friend? 3. All things considered, were you satisfied with your studies with us? The minimum acceptable Yes response rate is that three of four responders (or 75%) must answer Yes to each of the three mandatory questions. If the institution receives less than 75% for those who answered yes to the three questions, the institution must provide a written explanation, and the Commission will review the institution s explanation and take whatever follow-up action it deems appropriate. Such action may include (1) accepting the institution s explanations and taking no further action; (2) determining that the institution may no longer offer the course/program in its present form, and/or (3) ordering the institution to undergo a full accreditation review if the 6 1/14

DETC Accreditation Handbook 2014 C.14. Policy on Student Achievement and Satisfaction institution does not make the appropriate changes. The institution may determine the time frame for collecting the survey data. The institution will be asked annually to provide a sample of the surveys used and a description of how they were conducted. The description should include the name of all 10 courses/programs, the time frame used to collect the data, and the number and percentage of Yes answers to questions 1, 2, and 3 above. The institution should aim for at least a 30% response rate to its surveys. Evidence should be available to demonstrate that it actively seeks student feedback on its courses and programs Example of Survey Data An institution offers a course in Business Management. During the calendar year 2012, the institution sends a survey that includes the three mandatory questions to the 700 students who enrolled in the course that year including those students who dropped out (110), those who complete the course (400), and those still studying (190). The institution received 10 surveys stamped as undeliverable, which makes the Survey Sampling 690 (110 + 400 + 190 = 700 10 = 690). The institution received 210 completed surveys, which makes the Return Rate 30% (210 divided by 690 =.304 or 30%). Of the 210 completed surveys received, 200 answered Yes to question 1; 189 answered yes to question 2; and 205 answered yes to question 3. Along with a sample of the survey, and a description of the survey method, the institution would send the following information to the Commission in its Annual Report: Name of Course: Business Management Time Frame of Survey Sample: 1 year (2012) # and % Answering Yes to question 1: 200 or 95% Survey Sampling: 690 # and % Answering Yes to question 2: 189 or 90% Number of Completed Surveys Received: 210 # and % Answering Yes to question 3: 205 or 98% If the percentages of those answering Yes to any of these questions are below 75%, the institution must provide a written explanation, and the Commission will review the institution s explanation and take whatever follow-up action it deems appropriate. Such action may include (1) accepting the institution s explanations and taking no further action; (2) determining that the institution may no longer offer the course/program in its present form, and/or (3) ordering the institution to undergo a full accreditation review. Progress Through the Course/Program Please Note: Beginning with the 2013 Annual Report, degree-granting institutions are no longer required to report course completion rates in their Annual Reports as evidence of progressing through a degree program. However, tracking and reporting course completion rates is still a requirement of an institution s initial or reaccreditation process and as an element of an institution s outcomes assessment plan. (6/13) The institution must demonstrate that students complete their studies at rates that compare favorably to the rates of students enrolled in similar programs offered by similar DETC-accredited institutions. The Commission defines compare favorably as meaning completion (for vocational programs) or graduation rates (for degree programs) that do not fall below 15 percentage points of the mean completion or graduation rate for similar courses or programs at similar DETC institutions. Groups must be made up of at least five institutions. A benchmark completion or graduation rate representing the mean completion/graduation rate of all programs in the peer group is determined for each peer group. Vocational programs with completion rates within 15 percentage points of the mean for the group will be considered to meet the benchmark. Graduation rates within 15 percentage points of the mean for the assigned degree level will be considered to meet the benchmark. The Commission will collect, analyze and compare the data from the institution s Annual Report or Self-Evaluation Report, and notify the institution if it falls below the 15 point limit. The Commission will set the mean completion rate annually. The Commission will review the reported 1/14 7

C.14. Policy on Student Achievement and Satisfaction DETC Accreditation Handbook 2014 institutional data for accuracy and consider other available relevant industry data and studies. (6/13) For an institution undergoing initial or re-accreditation, the Commission staff will provide the on-site evaluators with the data from similar programs offered by similar DETC-accredited institutions in order to help them determine if it meets Standard V.C. The evaluators will also consider the data provided in the institution s Self-Evaluation Report when making their determination. For the purposes of calculating the program completion and graduation rates, the term completion indicates that a student completed a vocational or non-credit bearing program, while the term graduation means that a student completed the entire degree program. (6/13) The institution must collect completion data on each vocational or non-credit bearing program and graduation data on each degree program. For the purpose of the Annual Report, an institution will be asked to report the following: (6/13) Vocational or non-credit bearing programs: Completion data on each program, such as Medical Billing or Interior Design. (6/13) Degree Program Graduation Rates: If the institution offers degree programs, it must supply graduation data for each degree program. (6/13) Completion Data for Vocational (non-credit bearing) Programs: The institution must collect and report the following data: Name of Program Number of Lessons in Program Date Range of Cohort Number of Students in Cohort Number of Exclusions (as defined below) Number of Active Students in Net Cohort Students Completing Completion Rate To determine the Unit of Measurement, an institution should consider how a student enrolls in a program. The unit of measurement should be based on the segment of curricula a student is contracted to pay for (what he or she signed up for and are financially committed to according to the contract). The institution should select a cohort of students by a date range that started the program, i.e., submitted at least one lesson/assignment, and track them for a determined time. The institution should select a cohort using a large enough date range so that it ends up with at least 100 students who would have had sufficient time to complete the program. If less than 100 students are enrolled in the program, use all instead of a sampling. To determine the time frame, the institution should allow enough time so that the last student who enrolled in that program has had enough time to complete it. For example, if it normally takes a student one year to complete the program, then go back one year and select a cohort of at 100 students prior to that date. Institutions may elect to use the same reporting period that is used when submitting completion rate data to state and/or federal agencies, if applicable. (1/13) 8 1/14

DETC Accreditation Handbook 2014 C.14. Policy on Student Achievement and Satisfaction To calculate the Completion Rate, take the number of students in the cohort, subtract the exclusions (see following definition), giving you the total net cohort. Take the number of students who completed the course and divide it by the number in the net cohort. Exclusions are defined as those who dropped during the 5-day (or the amount of time specified) cancellation period, those who never submitted any required assignments/ examinations, those who were cancelled by the institution for non-payment, those who never provided the required information to be enrolled in the program, such as not submitting a high school diploma if it is required (non-compliance), and those who were granted extensions or may still be studying (active). The difference between the number of active students and the number of those who completed are the drop-outs (those students who are not active - see definition below). An Active Student is an enrolled student who has submitted at least one examination/lesson to an institution for grading/servicing during the designated period of time established as the criteria for making satisfactory progress. (6/13) Example for Completion Rates An institution offers a course in Medical Billing. It normally takes a student 12 months to complete this course. Students have the option to extend the course up to 30 days. If today s date were January 2013, the institution would select the first 150 students who enrolled in the course before December 2011. Tracking the 150 people selected showed that 10 people dropped the course during the 5-day cancellation period, 15 people never submitted any assignments or examinations (non-starts), 10 people were cancelled for not paying, 5 people were disenrolled for never providing required documentation and 10 students are still studying on a special military extensions. This leaves 100 students in the net cohort. Of the 100 students in the net cohort, 30 are still enrolled but not active or officially dropped and 70 completed the course. To calculate the completion rate, take the number of student who completed the course (70) and divide it by the number in the net cohort (100), which gives you a completion rate of 70%. (6/13) Students who enrolled: 150 Exclusions: Students who cancelled before 5-days: - 10 Students who never submitted exams: - 15 Students who institution cancelled for non-payment: - 10 Students who were in non-compliance: - 5 Students granted extensions *: - 10 Total Exclusions: -50 Net Cohort: 100 Students who completed course: 70 Divided by 100 (net cohort) = 70% * Extension may be for stop out, leave of absence, active duty, etc. or still studying For this course, the institution would provide the following information: Name of course: Medical Billing Number of Exclusions: 50 Unit of Measurement: 13 months Number in Net Cohort: 100 Date of Sample: January 1, 2011 November 2011 Students Completing: 70 Net Cohort: 70% 1/14 9

C.14. Policy on Student Achievement and Satisfaction DETC Accreditation Handbook 2014 Graduation Rate for Degree Programs: (6/13) Each institution must collect and report graduation rates at 150% of Normal Time for its academic degree programs as defined below: Normal Completion Time: DETC has adopted the definition developed by the Joint Commission on Accountability Reporting (JCAR) as a definition of normal time. Normal time is defined as the time necessary for a student to complete all requirements for a degree according to an institution s catalog. This is typically 4 years for a Bachelor s degree, 2-3 years for an Associate s degree, 2-3 years for Master s and 4 years for First Professional and Doctoral programs. Date Range of Cohort to be Measured: Normally the date range is an academic year as defined by the institution but may be an enrollment period within an academic year (i.e. Fall Semester). Select the most recent academic year in which new students enrolling in that period would have had time to complete as determined by calculating 150% of Normal Time. Number of Students in Cohort: The cohort should include all new students (not a random sampling) enrolled in the program in the academic year or enrollment period. Exclusions: Determine the students in the cohort that should be excluded. Excluded students are those who never completed three semester credits or equivalent, dropped in the 5-day cancelation period, were cancelled for non-payment, are still studying (enrolled in a course or submitted coursework within the last six months) or were not fully accepted into the program. Net Cohort: Number of Students in Cohort minus Exclusions. The net cohort includes students who have graduated, withdrawn, stopped out, or are still attending. Students Graduating: Number of students in the cohort who earned their degree by completing all program requirements. Graduation Rate: Number of Students Graduating divided by number of students in the Net Cohort. Example of Graduation Rate for a Degree Program An institution has 600 students in its MBA program since it began 5 years ago. The institution indicates that normal time for students to complete all requirements of the program is four years and therefore 150% of normal time is six years (1.5 x 4 = 6). The institution therefore reports on the cohort of new MBA students enrolled in the academic year six years in the past. Of the 150 new students enrolled, the institution determines that 5 students cancelled within 5 days, 15 students never completed three academic credits, 5 students are still actively studying, and 10 students were dropped due to lack of payments. To calculate the Net Cohort, the institution takes 150 and subtracts 35 students to equal 115. Within the Net Cohort, 74 students graduated with an MBA degree. To calculate the graduation rate, take the number of students who completed the entire program (74) and divide it by the number of actives students (115), which gives you a graduation rate of 64%. For the example, this is how the number of active students was determined: Students in the cohort: 150 Exclusions: 10 1/14

DETC Accreditation Handbook 2014 C.14. Policy on Student Achievement and Satisfaction Students who cancelled before 5-days: -5 Students who never completed three credits: -15 Students who were cancelled for non-payment: -10 Students never fully accepted: -0 Students granted extension* or still studying: 5 Total Exclusions: -35 Net Cohort: 115 Total Students who completed degree: 74 Graduation Rate: 74/115 =.64 or 64% * Extension may be for stop out, leave of absence, active duty, etc. The institution would provide the following information: Name of Degree: MBA Program Exclusions (per above): 35 Average Time to Complete Program: 3 years Net Cohort: 115 Date of Sample: January 1, 2008 December 31, 2008 Students Graduating: 74 Number of Students in Sample: 150 Graduation Rate: 64% Other Information Considered In determining whether an institution undergoing its initial or re-accreditation meets Standard V, the Commission also considers the direct evidence of the results of its own mail survey of students using the DETC Student Survey Form. An institution must submit 100 names/labels with their application form. If an institution has more than one division, e.g., vocational programs and academic degrees, it must submit 100 names for each division. The on-site evaluators and the Commission will review the student surveys to evaluate the institution s performance. The survey results from the Commission-administered student survey will be compared to those of institutionadministered surveys to establish the validity of the institution s survey results. The Commission will also consider evidence from: (1) analysis of student complaints received about the institution, (2) information solicited in a survey that the Commission sends to state and federal agencies, consumer agencies, and Better Business Bureaus, and (3) any other data or information it encounters about the institution, regardless of its source. If an institution feels that it cannot adequately and fairly fulfill the reporting requirements as described in this Guide, it may suggest other ways of providing evidence that it meets Standard V. The Commission will make a determination on a case-by-case basis if the institution s methods of providing evidence are acceptable for meeting Standard V. For institutions undergoing initial or re-accreditation, the Commission will also consider the results of the Commission s survey of students using the DETC Student Survey Form when determining whether an institution meets Standard V. The on-site evaluators and the Commission will review the student surveys to evaluate the institution s performance. The survey results from the Commission-administered student survey will be compared to institution-administered surveys to establish the validity of the institution s survey results. The Commission will also consider evidence from: (1) analysis of student complaints received about the institution, 1/14 11

C.14. Policy on Student Achievement and Satisfaction DETC Accreditation Handbook 2014 (2) information solicited in a survey that the Commission sends to state and federal agencies, consumer agencies, and Better Business Bureaus, and (3) any other data or information it encounters about the institution, regardless of its source. Commission s Review The Commission will review the data supplied in the institution s Annual Report and will compare the completion and graduation rates with similar institutions offering similar courses/programs and degree levels. To make the comparison, the Commission staff will determine which institutions and programs are similar. For institutions undergoing initial or re-accreditation, the on-site evaluators and subject specialists will review the information in the Self-Evaluation Report and make the comparison with Commission-supplied data. To be considered a favorable comparison, a course or program must not fall below 15 points of the mean completion rate for similar courses or programs for the institution s assigned peer group. The graduation rates for degree programs will be compared with graduation rates for similar degree levels, e.g., Associate, Bachelor s, Master s, First Professional, and Professional Doctorate. If the Commission s analysis does not show that the institution s data compare favorably with those of similar DETC-accredited institutions, the institution must provide a written explanation of its data and how they were gathered and the Commission will review the institution s explanation and take whatever follow-up action it deems appropriate. Such action may include (1) accepting the institution s explanations and taking no further action; (2) determining that the institution may no longer offer the course/program in its present form, and/or (3) ordering the institution to undergo a full reaccreditation review if the institution does not make the appropriate changes. Annual Reporting of Continuous Improvement Results (added 1/13) Starting with the 2013 DETC Annual Report (E.6 or E.7) the CEO will be asked to initial that his or her institution has formal written plans for regularly conducting student learning outcomes assessments and institution selfimprovements. The 2013Annual Report will also require an institution to provide a narrative on its activities or improvements which were made during the reporting year based directly on the results of its outcomes assessment efforts. These institutional changes or improvements can be minor or major, depending on the data collected. 12 1/14

DETC Accreditation Handbook 2014 C.14. Policy on Student Achievement and Satisfaction Conclusion The Accrediting Commission will judge the acceptability of the case an institution makes for meeting Standard V by looking at all of the evidence and the thoroughness, clarity, and adequacy of the documentation presented in the Self- Evaluation Report and Annual Report. When an institution is undergoing its initial accreditation or re-accreditation review, the on-site evaluators will review and evaluate the information provided by the Commission and by the institution against the minimum levels of acceptance described above. They will also determine if there are any extenuating circumstances that should be considered in the case of an institution whose performance falls below minimum acceptable levels. If the Commission s analysis shows that the institution s outcomes data do not meet the prescribed minimum acceptable levels, the institution must provide a written explanation and the Commission will review the institution s explanation and take whatever follow-up action it deems appropriate. Such action may include (1) accepting the institution s explanations and taking no further action; (2) determining that the institution may no longer offer the course/program in its present form, and/or (3) ordering the institution to undergo a full accreditation review if the institution does not make the appropriate changes. Evidence provided by the institution must be relevant, verifiable, representative, and cumulative. It may not be modified to produce a desired outcome. Hence, the burden of proof is always on the institution to show how its evidence meets Standard V. When an institution believes that it operates under conditions where assessing outcomes can be achieved more accurately by using standards other than those listed in this Policy, it may petition the Commission for a variance. Where the Commission believes that any such variance or reinforcement of the established standard will improve the assessment of objectives and outcomes, it will grant a variance. 1/14 13

C.14. Policy on Student Achievement and Satisfaction DETC Accreditation Handbook 2014 Sample Contents of an Outcomes Assessment Plan Overview Item Assessing Student Achievement Introduction Identifying Program and Course Objectives Outcomes Measurement Tools Review of Student Achievement Results Reporting Student Achievement Results to DETC Using Student Achievement Results to Improve the Institution Assessing Student Satisfaction Introduction Student Satisfaction Measurement Tools Review of Student Satisfaction Results Reporting Student Satisfaction to DETC and Other Agencies Using Student Satisfaction Results to Improve the Institution Assessing Progress Through the Course/Program Introduction Collecting Data Related to Progress through the Course/Program Review of Progress Data Reporting Data to DETC Using Progress Data to Improve Institution Improving the Institution through Outcomes Assessment Evidence that shows how data is analyzed and considered in the institution s quality improvement efforts at the course, program and institutional levels. Instructional and Educational Support Services Program Objectives and Curriculum Course Objectives, Content, Instructional Materials, and Assessments Institutional Policies and Procedures Elements Why the plan is written; what it seeks to accomplish or its purpose; who is responsible for implementing plan; principles of learning assessment; implementation timeline; review of plan Overview Define and identify the learning goals and outcomes; identify what the students will be able to do or know; and identify how this is determined Course Completion Rates; Capstone course; Embedded Assessments; Internship Performance; National licensure, certification or Professional Exam; Portfolio Assessment; Pre/Post Testing; Standardized Exam; Outside Assessors; and Committee Approved thesis o research project. Data that demonstrates that students are achieving learning outcomes that are appropriate to the institution s mission; data demonstrates as to the rigor and depth of the degrees, diplomas, or certificates offered Report any third-party assessment results, such as test scores on industry examinations or certifications as compared to national average scores, etc. Revise as needed to improve outcomes. Overview Student surveys, unsolicited testimonials; referrals; repeat enrollments; few student complaints; end of course evaluation; graduation survey How often tools are reviewed; who is responsible; what are the benchmarks? Surveys of 3 mandatory questions must be reported to DETC in Annual Report each year due January 31 What happens when the percentage of yes to the 3 questions falls below 75%? Overview Course completion data, program graduation data, time to complete a course, credentialing What happens when a completion rates falls below a certain percent? Report completion and graduation rates to DETC in Annual Report each year due January 31. Revise or terminate courses with low completion rates. How will the institution use this information to improve teaching and learning, as well as student services, etc.? Develop and review a program outcomes table for each degree program and/or vocational program (see sample Table B in DETC s C.14.) Review and revise as needed. Including, but not limited to admissions requirements, admissions practices, progress through program expectations, counseling services, and advisory services. Review and revise as needed. Review and revise as needed. Review and revise as needed. 14 1/14

DETC Accreditation Handbook 2014 C.14. Policy on Student Achievement and Satisfaction Institutional Mission, Goals, and Objectives Attachments: Areas Assessed and Methods of Assessment and When it is used Program Outcomes Table for each degree program and vocational program Review and revise as needed. See sample of Table A below. See Table B below. Table A Areas Assessed and Methods of Direct Assessment (Suggested Approach) Areas Assessed: Basic Skills (reading, writing, math computing) Competencies (critical thinking, oral communication, quantitative reasoning, problem-solving, etc.) Disciplinary Knowledge Technical/Professional Skills General Education or Core Interdisciplinary Knowledge Values Method of Direct Measure Assessment and When It is Used: standardized tests; pre- and post-test; portfolio at end of course; thesis; pre and post examinations; Embedded assessments; outside assessments. standardized tests; comprehensive examinations; thesis; internships; capstone projects; portfolio. standardized examinations; evaluation by outside instructors; capstone project;; portfolio, thesis; performance on national, state-mandated, comprehensive, standardized, and/or graduate examinations; outside assessments; national licensure. national licensure or board examinations; practica, internships; capstone project; outside assessment; portfolios; comprehensive examination; Pre and post testing; Embedded Assessments. pre- and post-test; portfolio; review of student input form; capstone project; student survey; course embedded assessment; outside assessments. competency examinations; portfolios; capstone project; graduate school admission; evaluation of performance; faculty assessment; outside assessment. assessed within context of internship; capstone project; embedded assessments; portfolio; final thesis; pre and post exams; outside assessments. 1/14 15

C.14. Policy on Student Achievement and Satisfaction DETC Accreditation Handbook 2014 Table B Sample Degree Program Outcomes Assessment Template (6/13) Degree Level / Degree Level Guideline: Undergraduate/Associates Undergraduate/Associates College Name Program College of Arts and Sciences Associate of Arts in General Studies Program Mission The purpose of General Studies is to provide foundational knowledge and academic experiences in the humanities and fine arts; history, social, and behavioral sciences; natural sciences and mathematics responsive to the professional, civic and cultural needs of its diverse student population. Program Goals Learning Outcomes Direct Measures Assessment Method: Rubric Target Results A. Students will demonstrate a college-level ability to read and to communicate effectively through speaking, writing, and listening. 1) Student will be able to employ basic writing skills in order to compose effective and grammatically correct paragraphs. 2) Student will be able to apply effective research and writing techniques for preparing an APA formatted research paper. 1) EH 1010 Unit VI Formal Writing Assignment 2) SLS 1000 Unit VIII Reflection Paper 1) EH 1020 Unit VIII Research Paper 2) PS 1010 Unit I Article Critique Competency Levels-1- Unsatisfactory 2-Satisfactory 3-Competent 4-Exemplary 1) Formal Writing Assignment Rubric 2) Reflection Paper Rubric Organization and Grammar Criterion 1) Research Paper Rubric 2) Article Critique Rubric Application of Analysis Criterion At least 80% of students in the sample will achieve at or above competency level 3 for formal writing assignments. At least 80% of students in the sample will achieve competent or exemplary on the Organization and Grammar Criterion Component of the rubric. At least 80% of students in the sample will achieve at or above competency level 3 on the rubric. At least 80% of students who major in General Studies will achieve at or above competency level 3 on the Application of Analysis Criterion Component of the rubric. 88% of students scored in competency levels 3 or 4 on the rubric. (mean=3.5) 92% of students scored competent or exemplary on the Organization and Grammar Criterion Component of the rubric. 77% of students scored in competency levels 3 or 4 on the rubric. (mean=2.7) 75% of students scored in competency levels 3 or 4 on the Application of Analysis Criterion Component of the rubric. 16 1/14

DETC Accreditation Handbook 2014 C.14. Policy on Student Achievement and Satisfaction 3) Student will be able to relate the concepts of planning, writing and completing reports and/or oral presentations. 1) SP 1010 Informative Speech 2) SP 1010 Persuasive Speech 1) Informative Speech Rubric 2) Persuasive Speech Rubric At least 80% of students in the sample will achieve at or above competency level 3 on the rubric. At least 80% of students in the sample will achieve at or above competency level 3 on the rubric. 85% of students scored in competency levels 3 or 4 on the rubric. (mean=3.4) 85% of students scored in competency levels 3 or 4 on the rubric. (mean=3.2) Note: This is a sample outcome assessment plan of only one program goal. An actual plan would include two to four program goals and associated learning outcomes. Actions for Improving Student Learning For SLO s 1 and 3, students performed at or above the competency level. However, results for SLO 2 indicate that additional activities should be implemented. The following improvements will be implemented: - A Success Center specialist will be assigned to students with grades below 70% in formal writing assignments in EH1020 and PS1010. - An APA manual will be provided for all students in the General Studies Program. - An interactive tutorial on accessing the online library and conducting research will be available for students in the student portal. - Additional APA activities will be incorporated into EH1020 and PS1010 before the formal writing assignments. - In order to improve the Application of Analysis Criterion of the rubric, a persuasive paper will be added to the PS1010 course to promote higher level learning. Review Cycle One goal and corresponding outcomes to be accessed each year. 1/14 17

C.14. Policy on Student Achievement and Satisfaction DETC Accreditation Handbook 2014 Indirect Measures (Instrument Used) 1. Alumni and Employer Survey Criteria Target Results: 5-point Likert Scale ( Strongly Agree = 5 to Strongly Disagree = 1) Survey Question: As a result of my degree from XYZ, I have gained the skills and knowledge required to successfully lead and manage others. Students will report a mean score of 4.0 for this survey question in 2012. Mean = 3.8 (vs. 3.6 in 2011) 2. End of Program Survey Survey Question: As a result of my degree from XYZ I possess the ability to think and act creatively both in my personal life and at the workplace. Students will report a mean score of 4.0 for this survey question in 2012. Mean = 3.5 (vs. 3.3 in 2011) Actions for Improving Student Learning 1. After reviewing the Alumni and Employer Survey results, we are incorporating collaborative projects to develop characteristics of leadership into the SOC 1234 and PSC 1234 courses. 2. After reviewing End of Program Survey results, we are adding reflection papers to promote student creativity in the EH 1100 and EH1200 courses. Review Cycle-Indirect Measures Each of the above measures will be evaluated by faculty members and academic leadership annually to determine how well students are mastering the material. 18 1/14

DETC Accreditation Handbook 2014 C.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 student financial assistance programs administered by the U.S. Department of Education under Title IV of the Higher Education Act of 1965, as amended ( Title IV programs ). In addition, the policy expands on and supplements the basic Accreditation Standards for DETC accredited institutions. Institutions that participate in, or seek to establish eligibility to participate in, Title IV programs must meet all of the basic Accreditation Standards in addition to the requirements listed in this Policy. Overview To provide direction and to protect future distance education students and their respective institutions as they seek to participate in Federal student aid assistance programs, the Commission believes it is prudent to provide additional policies, standards, and guidance for its member institutions in connection with the published Federal guidelines and requirements for participation in Federal Student Assistance (FSA) Title IV programs. These include percentage of revenue received from Federal student assistance programs in the first year of authorized participation, the adoption of FSA Appendix D default reduction methods at inception, and additional required controls over student loan default levels for any institution that in any published cohort year has a default rate greater than 20%. The position of the Commission regarding these additional areas of oversight provides a level of preventative action where the process review is more stringent than the published Federal policies and provides the Commission with additional control over institutions it accredits that elect to participate in FSA Title IV programs. It is the Commission s expectation that any DETC-accredited institution electing to participate in Federal student assistance programs will meet all of its Federal program responsibilities under Title IV of the Higher Education Act, as amended, without exception. In cases where DETC standards and Federal law and regulations should differ, the more stringent rules (and conversely, the more liberal to students) will apply. For each institution that participates in Federal student assistance programs, the Commission will examine the record of the institution s compliance with its Federal program responsibilities under Title IV, based on the most recent official cohort default rates published by the U.S. Department of Education; the results of its audited financial statements; and its compliance audits, any program reviews conducted, and any other information that the Department of Education may provide to DETC. The Commission will take action, as appropriate, when any of the information suggests that the institution may be failing to meet DETC s standards. Institutions found by either DETC or the appropriate Federal authorities to be in significant non-compliance with its Title IV program responsibilities or requirements will jeopardize the institution s accredited status with DETC. Scope of Activity The Accrediting Commission reviews only those institutions that offer programs that have generally accepted and understood objectives, course learning outcomes, and which are offered primarily through distance study instruction. The Commission s scope of recognition granted by the U.S. Secretary of Education extends through the Professional Doctoral degree level. All of the distance learning programs offered by the institution must be reviewed and approved by the Accrediting Commission. All of the distance study divisions, courses, and/or subsidiaries of the institution offering distance study instruction must be accredited by DETC and must be included in the scope of DETC accreditation extended to the 1/14 1

C.15. Policy on Institutions Participating in Title IV Programs DETC Accreditation Handbook 2014 institution. The institution may elect to become a Title IV eligible institution and not participate in any Title IV programs, or it may elect to have selected degree-granting programs made eligible for Title IV. Any programs selected for Title IV participation must be able to meet the Federal minimum requirements for program eligibility as well as the requirements of this Policy. (Note: the U.S. Department of Education considers an eligible institution to be the sum of its eligible programs. ) Eligibility The institution that uses, or seeks to use, accreditation by DETC to establish eligibility to participate in Federal student assistance programs must first offer distance education courses defined under the formal definition established by the U.S. Department of Education. For the purposes of qualifying institutions to participate in the Federal student assistance programs, any DETC institution that intends to apply must meet all eligibility requirements, including the minimum program length requirements, expressed in weeks and academic credits, as set forth in the law and regulations for Federal student assistance program participation. Any course or program length requirements, or minimum instructional schedule requirements, established by Federal regulation must also be met. Any programs selected by the institution to be Title IV eligible must have existed in substantially the same length and subject matter as the institution provided during the 24 months prior to the date it applies for eligibility with the Department of Education. The predominant mode (i.e., more than half of the instructional program) of delivering instruction must be via distance education. For proprietary or for-profit institutions, only those offering degree programs at the Associate s, Bachelor s, Master s, first professional degree level, or professional doctoral degree level will be eligible to apply for participation in FSA Title IV programs by virtue of the institution being accredited by the Commission. Certificate programs are not included. Licensure The institution that uses, or seeks to use, accreditation by DETC to establish eligibility to participate in Federal student assistance programs must have a charter, license, or formal authority from the appropriate governmental bodies to offer all of the programs or courses it offers, when such authority is available or required. The loss of state licensure or required authority to operate will result in the contemporaneous loss of DETC accreditation and Federal aid eligibility. First Year Limit on Participation and Significant Growth Triggers Revenue from all Title IV Federal student assistance programs by eligible institutions may not comprise more than 50% of an institution s total revenue during its first 12 months of eligibility for Federal student aid program participation, and not more than 75% of its revenue for the second 12 months and subsequent years of participation. Revenue is defined as total receipts from all of the institution s distance education students regardless of whether they received Federal student assistance Title IV program funds for tuition, books, fees, and all institutional charges, excluding refunds made. Students who enrolled in an institution s programs prior to the date in which Title IV eligibility is granted and who 2 1/14

DETC Accreditation Handbook 2014 C.15. Policy on Institutions Participating in Title IV Programs subsequently elect to receive Title IV aid will not be included in the institution s Title IV revenues. An institution that, due to its participation in the Title IV programs, experiences annual growth of more than a 50% increase in student enrollments, and/or has more than a 50% increase in annual tuition receipts in any calendar year may, at the discretion of the Commission, be directed to undergo an accreditation examination. Reaccreditation Since the length of the Title IV certification extends only through the institution s current term of accreditation, not to exceed five years; the institution must renew its compliance with Title IV programs as part of its reaccreditation. The institution must readdress the statements in C.15. Policy on Institutions Participating in Title IV in its Self- Evaluation Report and included in the Guide to Self-Evaluation Report. During the on-site visit, a Title IV evaluator will use A.8. Rating Form for Title IV Institutions to verify the information provided in the SER. Action Certification of the Institution by DETC Those institutions that have, or seek to have, their accreditation with the Commission as a basis to establish eligibility for FSA Title IV programs must apply to the Commission for approval of all the distance education programs offered by the institution. Only programs leading to the award of an accredited degree will be eligible for participation in FSA Title IV programs. Prior to an accredited institution filing an application to the Department of Education to be either a participating institution or a deferment institution in Title IV programs, it must inform DETC of its intention to be evaluated and certified by DETC for compliance with the provisions of this policy, and must be found in compliance with the requirements set forth within this policy. The institution must submit the Application for Certification as an Eligible Institution in FSA Title IV Programs (E.4.). Someone from the institution must also successfully complete DETC course entitled, Realities and Regulations of the Title IV Aid Programs and submit a copy of his/her certificate of completion with the application. An accredited DETC institution may not participate in any Title IV FSA funding program, nor may it seek to be a deferment institution, until and unless it is certified by DETC. An on-site visit to the institution is required in all cases to be certified by DETC. Although institutions accredited by other accrediting agencies are free to apply to the Department of Education for Title IV status directly, without first being certified by the agency, the Department of Education has held DETC to the highest standards in enforcing the certification policy DETC has adopted. Violation of any provisions of this policy including applying to the Department of Education without first seeking and receiving DETC certification, may subject an institution to corrective action, a special visit, or loss of accreditation. Certification Report for Title IV As stated earlier, a DETC institution may not participate in any Title IV FSA funding program or seek to be a deferment institution unless it is certified by DETC. An on-site visit is required. Prior to the on-site visit, the institution must submit an electronic copy of the Certification Report for Title IV documenting that it is in compliance with all the requirements as stated in this Policy. The institution must address the following statements and provide documentation as evidence: 1/14 3

C.15. Policy on Institutions Participating in Title IV Programs DETC Accreditation Handbook 2014 Standard I. Institutional Mission, Goals, and Objectives 1. The institution offers at least one academic degree program accredited by DETC. 2. The learning outcomes/objectives of any degree programs offered by the institution are comparable to those of similar programs offered by institutions accredited by an agency recognized by the U.S. Secretary of Education and/or the Council for Higher Education Accreditation (CHEA), or an accepted foreign equivalent that is listed in the International Handbook of Universities (hereafter referred to as appropriately accredited institutions ). 3. There is evidence that any degree program offered by the institution is in a subject area/field in which the institution has demonstrated its competence and strength. 4. The institution has at least one program that meets the Department of Education s definition of distance education and that program is substantively the same length and subject matter as the program that the institution has offered for at least 24 months. Standard II. Educational Program Objectives, Curricula, and Materials 1. The educational objectives for any degree program the institution offers address the skills, knowledge, and abilities a student is expected to acquire by completing the program, and are comparable to those of similar degree programs offered by appropriately accredited institutions. 2. The curriculum of any degree program approved and offered by the institution is sufficiently comprehensive for students to acquire the appropriate skills, knowledge, and abilities that reflect the level of the degree or program offered. 3. For each degree program or group of similar programs that it offers, the institution (1) establishes an Advisory Council that includes members not otherwise employed or contracted by your institution), consisting of practitioners in the field for which the program prepares students, (2) that meets at least annually and (3) provides the institution with advice on the current level of skills, knowledge, and abilities individuals need for entry into the occupation, (4) as well as the adequacy of the institution s educational program objectives, its curriculum, and its course materials. 4. The length of any degree program offered by the institution is measured in semester or quarter credit hours (see C.9. Policy on Degree Programs for a definition of credit hour). 5. The length of the degree program is comparable to the length in credit hours of similar programs offered by appropriately accredited institutions. 6. The degree programs meet Federal minimum length of time requirements. 7. The institution s assessment of the acquisition of the appropriate skills, knowledge, and abilities by students enrolled in any program offered by the institution is (1) formal, continuous and (2) includes graded examinations and other academic assignments, as well as any other assessment techniques appropriate to the subject matter being taught. 8. An adequate number of proctored examinations are administered at the appropriate points throughout the degree program. 4 1/14

DETC Accreditation Handbook 2014 C.15. Policy on Institutions Participating in Title IV Programs 9. The institution report as a substantive change per C.1. any contract where it entered into with another institution or organization not certified to participate in the Title IV programs wherein it offers more than 25 percent of one or more of the accredited institution s educational program. Standard III. Educational Services 1. When technology is used for any part of a degree program, the institution provides adequate training and support in the use of that technology to students, faculty, and involved participants. 2. The institution publishes and makes available to all students receiving Federal assistance, the faculty, and any involved participants, a policy that defines satisfactory academic progress. At a minimum, the published policy complies with all Federal student assistance requirements as stated in current Federal regulations. 3. The institution monitors satisfactory academic progress in accordance with its policy. 4. The institution has established procedures that effectively ensure that the person who is awarded a degree from the institution is in fact the same person who enrolled in the program. (See Policy C.9.) 5. The institution provides for regular and substantive interaction between students and instructors, synchronously or asynchronously. Standard IV. Student Support Services 1. For each degree program offered, the institution provides students with complete and accurate information regarding the skills, knowledge, and abilities that the program provides to its students. 2. The institution makes available to students, upon request, career counseling related to their program of study. 3. The institution makes available financial aid counseling available to all students in need of financial assistance, students that are applying for financial assistance, and other persons seeking additional information regarding the process for applying and receiving Title IV financial assistance. Such counseling may take place via a variety of media sources and communications methods. 4. Upon the request of the student, the institution will provide personal assistance on questions related to the application and delivery of financial aid. 5. The institution, through the financial aid office and the use of available media, encourages repayment of any Title IV Federal student loan funds that were obtained for payment of the tuition and other costs associated with the student s attendance and enrollment in the institution s academic programs. 6. The institution conducts entrance and exit loan counseling that encourages Title IV Federal student loan repayment. 7. The institution has a default management plan that addresses areas such as the student loan information (borrower s rights and responsibilities, information regarding repayment and consolidation of student loan debt, communications with lenders and loan servicing agents, and the consequences of default), advising and monitoring, cooperation with lenders, and collection information to facilitate location of borrowers. 1/14 5

C.15. Policy on Institutions Participating in Title IV Programs DETC Accreditation Handbook 2014 8. The institution documents implementation of the default management program and regularly conducts an evaluation of the effectiveness of its efforts as part of its self-study program. Standard V. Student Achievement and Satisfaction 1. The institution has in place an on-going program to assess student achievement with respect to the stated degree program objectives. 2. The institution demonstrates how this on-going program has been used to enhance program offerings and services. 3. The institution demonstrates that graduates of its degree programs have attained the required skills, knowledge, and abilities specified in the educational program objectives for the program. Standard VI. Qualifications and Duties of Owners, Governing Board Members, Officials, Administrators, Instructors/Faculty, and Staff and Reputation of Institution 1. The names of the institution, institution s owners, governing board members, and principal administrators do not appear on the Federal government s list of individuals debarred or suspended from participation in Federal student assistance programs. 2. The institution s owners, governing board members, officials, and principal administrators should not have been previously affiliated with an institution that has lost or been denied accreditation, entered into bankruptcy, or closed. 3. The institution employs a capable individual(s) to be responsible for administering all Federal student assistance programs in which it participates, and for coordinating those programs with the institution s other financial assistance programs. 4. The institution employs other individuals, as needed, to assist in the administration of the Title IV programs. 5. At least one institution staff member must attend DETC-sponsored workshops on Title IV Aid Administration when they are offered and is certified by DETC prior to the institution s participation in any Title IV program. 6 1/14

DETC Accreditation Handbook 2014 C.15. Policy on Institutions Participating in Title IV Programs 6. Institutional personnel involved in the recruitment of students as their principal activity do not have final decision-making authority in the approval or awarding of Federal student financial assistance. Standard VII. Admissions Practices and Enrollment Agreements 1. The institution has a formal, written, and fairly administered admissions policy. The institution determines, with reasonable certainty, prior to the acceptance of the applicant, that the applicant has the appropriate prior education and program prerequisites required to succeed in the degree program. 2. If programs have prerequisites, they conform to the institution s degree requirements, program objectives and course learning outcomes. 3. Students accepted for enrollment in degree programs must posses a high school diploma or its equivalent. 4. For each student enrolled in an undergraduate degree program, the institution maintains an official high school transcript or its high school diploma equivalent. 5. For graduate degree-seeking students, the institution maintains an official transcript and evidence of any required academic degrees for admission to graduate level programs and any other documentation needed to verify the student s qualifications for admission. 6. As part of its admissions policy, the institution takes reasonable measures to address and resolve any limitations that prospective students may have that would hinder or prevent them for successfully completing the intended program of study. Such measures may be: 1) the publication of a clear description of any physical handicaps or disabilities that might prevent successful completion, 2) the inclusion of an appropriate question or questions on the admissions application that would alert the institution to a potential problem and would trigger further action by the institution, and 3) the requirement of a doctor s statement in questionable cases. The institution s assessments will normally be conducted at a distance as a regular part of the institution s admissions procedures. 7. An institution that participates in Federal student assistance programs is aware of, and complies with, all U.S. Department of Education regulations and restrictions on methods of compensation that pertain directly or indirectly to the success in student recruiting or admissions activities or in making financial aid decisions. 8. The institution makes available, or provides as required, the student consumer information as required by Federal statute and regulations. Standard VIII. Advertising, Promotional Literature, and Recruitment 1. Any statements the institution makes in any advertising, promotional literature, or other materials are complete and accurate about (1) its eligibility or participation in Title IV programs, (2) its efforts to become certified to participate in such programs, and/or (3) the availability of Federal student financial assistance to students who enroll at the institution. 2. The institution will not use the availability of Federal financial assistance to students as the primary inducement or rationale for students to enroll in a program. 1/14 7

C.15. Policy on Institutions Participating in Title IV Programs DETC Accreditation Handbook 2014 3. The institution describes and discloses itself consistently to each accrediting agency, state agency, and Federal agency with regard to identity, mission, purpose, governance, educational programs, credentials awarded, personnel, finances, and constituents served. It also keeps each agency apprised of any changes in its status. 4. Any promotional literature, catalogs, websites, or other materials that describe the financial assistance available to students, including any Federal student financial assistance that might be available, state that the assistance is available only to those students who qualify, and include the Federal and institutional requirements students must meet in order to qualify for and maintain eligibility for such assistance. Standard IX. Financial Responsibility 1. The institution must submit to DETC a copy of its annual, comparative (covering two most recent fiscal years) independently audited Financial Statement and its Federal compliance audit for its most recent fiscal year within 10 days of these audits being submitted to the U.S. Department of Education. 2. The comparative Financial Statements covering each of the institution s two most recent fiscal years must be audited by an independent, certified public accountant. 3. The covering Opinion Letter for the audited statement must not contain language from the institution s independent CPA expressing any doubt about the institution s ability to continue as a going concern. 4. The statements must be accompanied by a signed Letter of Financial Statement Validation certifying that the CEO and CFO believe, to the best of their knowledge, that the financial statements are accurate. (See C.10. Policy on Financial Statements.) 5. For each year of its Federal financial assistance participation, the institution meets each of the financial performance tests and other qualitative measures mandated by the U.S. Department of Education for participation in and maintaining eligibility in Federal student assistance programs. 6. An institution that files for Federal bankruptcy protection contemporaneously and immediately forfeits its DETC accredited status and Federal student aid eligibility. 7. The published cohort rate for the institution for any cohort year where 30 or more borrowers enter repayment cannot exceed the allowable rate as prescribed by the U.S. Department of Education. Institutions that receive a published rate greater than 25% are required to implement and adhere to a default reduction plan that specifically outlines the means by which the institution will provide services and contacts to the borrowers in an attempt to reduce the cohort default rate. 8. The institution notifies DETC in writing within 10 days of having undergone any program reviews, inspections, or other reviews of its participation in Title IV by the U.S. Department of Education. The institution also provides complete copies of any reports (both preliminary and final) of these reviews, and provides any available compliance audits, within 10 days of its receipt of these documents. 9. The institution meets the financial responsibility and administrative capability rules for Federal financial aid participation required by Federal statute and regulation. Standard X. Tuition Policies, Collection Procedures, and Refunds 8 1/14

DETC Accreditation Handbook 2014 C.15. Policy on Institutions Participating in Title IV Programs 1. The institution has and applies a tuition refund policy that meets all relevant state and Federal requirements and which conforms to the DETC minimum refund policy found in III.C.3. of the DETC Business Standards. 2. At a minimum, the institution s policy states (1) how refunds will be calculated, (2) the date from which refunds will be calculated (i.e., the date of determination of withdrawal or termination), and (3) the time frame during which refunds will be made. 3. The refund policy states how a student withdraws and what office/person he/she contacts. 4. The refund policy is clearly stated on the institution s enrollment agreement and its catalog and web site. For online enrollees, the institution must demonstrate that prospective students have been exposed to the refund policy. 5. The institution will also comply with the Return of Title IV Aid requirements when a student withdraws from a school and is a Federal student financial aid recipient. 6. The institution pays all refunds within 30 days of the determination of the student s withdrawal date. Standard XI. Facilities, Equipment, Supplies, and Record Protection 1. The institution keeps accurate and complete academic and administrative records in accordance with Federal requirements. 2. Student records are useable in electronic media. Standard XII. Research and Self-Improvement As an on-going part of its self-study, strategic planning, and outcomes assessment programs, the institution regularly examines all aspects of its performance in Federal student assistance programs to determine if any changes are needed to improve its compliance with its program responsibilities. # # # January 2013 1/14 9

C.15. Policy on Institutions Participating in Title IV Programs DETC Accreditation Handbook 2014 (Please Note: This page was left blank on purpose.) 10 1/14

DETC Accreditation Handbook 2014 C.16. Policy on Special Visits 16. Policy on Special Visits A special visit is one ordered by the Accrediting Commission because of unusual circumstances or failure by the institution to meets its obligations to the Commission. The Commission s requirement for a special visit may be precipitated because of (1) a serious or an unusually large number of student or other complaints e.g., whistleblower complaints; (2) state or Federal investigations or legal action taken against an institution, (3) an institution s failure to comply with a condition of accreditation, (4) reported conditions on negative financial events, (5) a show cause order issued by the Commission, (6) governmental complaints against the institution, or (7) similar serious concerns. If an institution refuses to agree to undergo a special visit, pay the fees for the visit in a timely manner, or observe the timelines specified by the Commission for executing the special visit as directed, it will be reported to the Commission for action, including withdrawing accreditation. When the Accrediting Commission orders a special visit, it will be conducted in a timely fashion. In no case will the time frame for reporting and conducting the visit extend beyond 12 months from the date the Commission is first made aware of any condition requiring a special visit. The Commission may grant an extension of time when it deems it is for a good cause as defined in D.1.1. Actions Available to the Commission. An institution preparing for a special visit should follow the spirit and direction of the Guide to Self-Evaluation in Appendix B, giving special attention to the areas of concern that have given rise to undergoing the special visit. Because the institution will be informed of the reason(s) for the special visit, it will know the specific areas of the Self-Evaluation Report (SER) that should be given particular emphasis. By following the Guide to Self-Evaluation, the institution should be able to anticipate and accommodate the material needed in the SER. Meeting Obligations of Accreditation An institution s failure to meet its obligations of accreditation may also result in requiring a special visit. An accredited institution s obligations are: File an Annual Report (due January 31 st each year); Submit course/program completion data and summary of student surveys with Annual Report; Pay its Dues and Fees (by April 30 th ); Notifying the Commission of any substantive change as defined by C.1. Policy on Substantive Change and Notification prior to the event; File a Teach-Out Commitment (revised when ownership changes); Submit all new courses/programs for review prior to student enrollment; Correct any incorrect or misleading information; and 1/14 1

C.16. Policy on Special Visits DETC Accreditation Handbook 2014 Promptly and satisfactorily resolve any complaints brought to the institution s attention by DETC. # # # Revised October 2011 Accrediting Commission of the Distance Education and Training Council, 1601 18 th Street, NW, Washington, DC 20009 2 1/14

DETC Accreditation Handbook 2014 C.17. Policy on International Activities 17. Policy on International Activities As stated in C.1. Policy on Substantive Change and Notification, any changes in international activities, including recruiting or partnerships with institutions undertaken outside the U.S. by an institution headquartered in the U.S. is considered a substantive change and prior approval is required. The policy below sets forth the Accrediting Commission s expectations of DETC approved programs that are offered to students outside of the United States of America in concert with partners in other countries. Both currently accredited institutions and applicants for DETC accreditation must observe the provisions below. Applicant or accredited institutions must seek DETC review and approval of any international activities covered by this Policy as a part of their application procedure. Accredited status has always carried with it the expectation that the DETC institution will be held accountable for meeting all accreditation standards, whether programs are offered nationally or internationally. The Commission considers any decision to operate overseas to be a substantive change. The Accrediting Commission understands that an institution s international operations may take many forms. There is no need for separate DETC approval when international students enroll directly into a DETC-accredited institution in the United States, when all instruction originates in the U.S., and when marketing and recruitment are conducted by employees stationed in the U.S. and with whom the institution has direct contact. Action Whenever any major function (training sites, recruiting, instruction, marketing, recruitment, business functions) is performed outside the United States, or when branch campuses or coordinating offices are opened in another country, or when the institution contracts with foreign agents or educational entities, including formal articulation agreements, the DETC institution must submit to the Commission in writing a complete description of the international program and activities and submit its contracts for review (see page 6). Significant expansion of an institution s activities overseas may trigger a comprehensive examination of an institution. The Accrediting Commission reserves the right to order a comprehensive review of an institution at any time it has concerns that the institution is not in compliance with the DETC s standards, policies, and/or procedures. At a minimum, when a DETC institution offers its programs outside of the U.S. using non-u.s. partners to market, service or otherwise facilitate the programs for non-u.s. students, the institution must comply with the following: 1. All standards for accredited institutions as set forth in the DETC Accreditation Handbook apply wherever programs are offered outside of the U.S. The DETC institution offering the program and issuing transcripts, certificates and degrees is fully responsible for ensuring that all DETC standards are met. 2. The institution will include information from its international programs, including the number of enrollments, on its Annual Report to DETC. 3. The institution must ensure that any international partner, agent or employee is held to the same standard of ethical practice and academic excellence as that followed in programs offered in the U.S. International students must also have access to services and resources of a type and at a level equivalent to those available to U.S. students. 1/14 1

C.17. Policy on International Activities DETC Accreditation Handbook 2014 4. The institution must exhibit appropriate due diligence before entering into any international partnership or employment agreements. The partner, if not a member of the same corporate/ecclesiastical structure as the DETC institution, must have the appropriate licensure, approval and/or accreditation from the country s higher education oversight organization and its local designee. In addition, the partner must provide the contact information for higher education oversight organization and its local designee. In the event that a country does not have a pertinent higher education oversight organization and does not officially regulate educational programs within its borders, DETC schools must provide evidence of the local partner s acceptability. This evidence must prove the local partner is operating ethically and legally in accordance with local, national, and/or provincial laws and regulations and in accordance with DETC standards.(1/14) 5. The nature of the arrangement and the duties and responsibilities of each party will be set out clearly for the Accrediting Commission and the public, with special attention being given to activities that are within the scope of DETC accreditation such as advertising, recruitment, instruction, assessment of learning, student services, assignment of grades, record keeping and other tasks that are the normal purview of accreditation standards. If a non-u.s. partner is involved in any overseas activities, or if local recruiters, instructors, marketers or other personnel are hired, then the institution must submit copies of specimen contracts to the Commission for review before the program is launched. 6. Any contracts with non-u.s. partners or agents must include language clearly indicating that all parties agree to comply with DETC accreditation standards and policies, and that if such compliance does not occur, it is cause for immediate termination of the contract. If termination occurs, provisions will be made for fulfilling obligations to students already admitted to the program. The DETC institution s contractual agreements and the country s higher education oversight organization or its local designee approval documents must be submitted to the Commission for review and approval in advance of their implementation of the program. If the Accrediting Commission approves the agreement, the approval will be for a fixed period, and thereafter will be periodically reviewed by the Commission on a schedule it chooses. A contract fee of $750, set forth in DETC s E.1. Fees, will be charged the first time there is a DETC contract and document review, and $250 for any necessary follow-up reviews. (1/14) 7. Programs offered outside the U.S. must be presented in English, or in the original language of instruction presented to the Accrediting Commission when the program received initial approval. At its election, institutions may offer tutorial or supplemental instruction in a local language to assist student comprehension. In no case will examinations be offered in a language other than English. Faith-based institutions offering religious programs abroad are exempt from this requirement. 8. If English is not the prospective student s native language, and s/he has not earned a degree from an appropriately accredited* institution where English is the principal language of instruction s/he must demonstrate college-level proficiency in English as prescribed in C.9. Policy on Degree Programs. *accredited by an agency recognized by the United States Secretary of Education and/or the Council for Higher Education Accreditation (CHEA), or an accepted foreign equivalent that is listed in the International Handbook of Universities. Accrediting Commission of the Distance Education and Training Council, 1601 18 th Street, NW, Washington, DC 20009 2 1/14

DETC Accreditation Handbook 2014 C.17. Policy on International Activities 9. As required by DETC C.9. Policy on Degree Programs, transcripts not in English must be translated into English and evaluated by an appropriate third party or a trained transcript evaluator fluent in the language of the transcript. In this case, the evaluator must have expertise in the educational practices of the country of origin and include an English translation of the review. 10. If any marketing or promotion of the program is conducted in a language other than English, the institution must retain locally someone who reports directly to the U.S.-based office and who is fluent in both English and the local language to supervise all business and marketing transactions. This person will serve as the director or coordinator or quality control manager for the program and ensure that all functions performed are compliant with DETC standards and policies as well as internal institutional policies. The institution must maintain an accurate translation into English of all ads, flyers, brochures, commercials side-by-side with these materials in the original language and available at any time for review. 11. The institution must maintain for its non-u.s. partners a set of current operating procedures and policies that indicate not only how DETC accreditation standards will be met, but also identify how the local partner, campus, or employee will be evaluated for compliance with the policies. These policies and procedures should be enumerated in a printed operations manual that covers all areas. A copy of the manual should be given to each person directly involved with the program. 12. The institution must provide training for any non-u.s. instructors, finance, recruiting and marketing personnel to ensure that they understand and will abide by DETC standards. All non-u.s. personnel should sign written statements with the institution to indicate their understanding of and their agreement to comply with all DETC standards. All recruitment personnel must also sign the DETC Code of Ethics for Student Recruitment Personnel. 13. The U.S. home office for the institution must keep complete personnel files on all its non-u.s. employees or agents, including original academic transcripts for faculty. 14. Representatives from the home office should periodically visit the international campus or office and during these visits meet with students and any local employees. 15. The institution is encouraged to develop appropriate academic security practices that provide additional safeguards to prevent student cheating and fraudulent recruiting/marketing practices in their international programs. This may require additional elements for monitoring and additional requirements for proctoring examinations as well as additional training and monitoring of faculty and recruitment personnel. Even if the DETC institution has a contract with another entity, it cannot delegate responsibility for these functions to a local entity. 16. Within one year after the start of an international program by an institution in a foreign country where English is not the first and only official language, the Accrediting Commission will conduct an on-site evaluation of the institution s operations in that country. This on-site evaluation will be required in each of the countries where an institution is offering programs, i.e., providing instruction or tutorial services where recruiting of students and/or other services for these programs are either 1) conducted by an agency or individual formally contracted by the institution or 2) are the results of an articulation agreement with an institution or entity in that country. This on-site evaluation will be conducted by a DETC-approved International Evaluator who will be assisted by a local language interpreter who is familiar with the local higher education policies and is selected by the DETC. After consulting with the local language and higher education specialist, the International Evaluator will contact the institution s on-site coordinator in advance of the visit to indicate information that will be required, individuals to be contacted during the visit, and any 1/14 3

C.17. Policy on International Activities DETC Accreditation Handbook 2014 workspace and technology needs that the institution is to provide. At least two months prior to the evaluation visit, the institution will provide descriptions and data on how each of the international policies listed in C.17 is being followed and how the operation complies with DETC standards. The DETC-approved International Evaluator will utilize the information provided by the institution, information gathered during the site-visit and the items in C.17. as a checklist to determine if the institution is in compliance. The DETCapproved International Evaluator will at the completion of the visit report his/her findings to the Accrediting Commission. Institutions with international programs being conducted at the time this policy becomes effective will be required to have an evaluation visit conducted in every country where a program is offered within 24 months after the effective date of this policy. For the fees charged for the on-site visit, see E.1. III. B. (actual costs for transportation, meals, hotels, etc., plus a 15% administration fee). If a flight is 8 hours or more, the institution must pay for business class. (1/14) In addition, the Accrediting Commission reserves the right to conduct an on-site evaluation of international operations at any time, including as a part of a reaccreditation review. As a part of the re-accreditation review, institutions must include in their Self-Evaluation Reports a full description and comprehensive data for all international activity. 17. The institution must have in place measures, resources, plans, and procedures that will ensure that all students will continue to receive the education and training they were promised under the contractual arrangement, even if the business arrangements between the DETC institution and the non-u.s. institution are subsequently terminated. # # # Revised January 2014 Accrediting Commission of the Distance Education and Training Council, 1601 18 th Street, NW, Washington, DC 20009 4 1/14

DETC Accreditation Handbook 2014 C.18. Policy on Annual Reports 18. Policy on Annual Reports In an effort to ensure that there is consistent and continuous compliance with its standards, policies, and procedures, the DETC Accrediting Commission rigorously monitors the activities of each institution during the period of its accreditation. While DETC accreditation for U.S. institutions is on a five-year cycle (except for initial accredited institutions, which are reviewed again in three years), and while institutions must submit for DETC subject matter specialist evaluation any new programs developed between three/five-year reviews, the Commission s continuous monitoring of institutions is also a key component of the overall culture of trust but verify that characterizes effective voluntary accreditation today. In addition to a three/five-year cycle of accrediting reviews and subject specialists evaluations of every new program, continuing Commission monitoring occurs on a three-part basis. First, institutions are required to advise the Commission whenever significant changes occur in their operations. Second, they must report any governmental investigations, lawsuits, or major change in financial condition. Third, Commission monitoring and oversight is exercised through submission of Annual Reports by institutions and their subsequent analysis by the Accrediting Commission. Due on January 31st, these Annual Reports follow the format set out in Appendix E.6. of the DETC Accreditation Handbook. Institutions report on six different areas concerning current operations: (1) courses and programs offered; (2) certification of compliance with Commission requirements; (3) changes in educational and student services; (4) student satisfaction, as shown by responses to Commission-mandated survey questions; (5) completion and graduation rates, and improvements made as a result of its outcomes assessment efforts; (6) financial condition, and (7) future plans. For future plans, institutions report on planned changes in the areas of course offerings, marketing, ownership/control, management, overseas activities, or location. Annual Reports are due on January 31 st each year. The institution will be charged a $500 late fee (see E.1. III. C.) if its Annual Report is not received by January 31 st. Failure to submit an Annual Report on a timely basis may be cause for a special accreditation examination being directed (see C.16. Policy on Special Visits). If an institution is certified by DETC to be eligible for participation in Title IV Federal Student Aid programs, it must annually file E.7. Annual Report with Title IV. In addition to the items listed above, the institution must complete section VI on Title IV Participation. Action Significant Growth or Decline in Enrollments: Institutions are required to report and explain the reasons for any significant growth or decline in enrollments (Section III. 2. of the Annual Report form). DETC identifies significant growth in enrollments to be the following: 1/14 1

C.18 Policy on Annual Reports DETC Accreditation Handbook 2014 If in a calendar year an institution reports: - fewer than 300 new students, more than 100% increase; - between 300-1,000 new students, more than 75% increase; - between 1,000-9,000 new students, more than 50% increase; and - more than 9,000 new students, more than 25% increase. If an institution reports significant growth in enrollments, it must explain in detail in its Annual Report the reason(s) for the growth and what additional staff, faculty, administrators, educational and student support services, and financial resources and marketing plans have been employed to meet the needs for the new level of students to be served. The institution must also specify which programs had the most growth (indicating the percent of growth since last year), the reasons for the growth in those programs, and how the institution is accommodating the growth. DETC identifies a significant decline in enrollments to be when an institution s new enrollments drop 25 percent or more in one year. If this happens, the institution must explain the reason(s) for the decline and the impact it has had on staff, faculty, administrators, educational and student support services, and financial resources and marketing plans. Significant Growth or Decline in the Number of Programs: Institutions are required to report and explain the reason for any significant growth or decline in the number of programs offered (Section III. 3. of the Annual Report form). DETC identifies significant growth in the number of programs as the following: If in one calendar year an institution has - 1-3 programs; it adds more than 2 new programs - 4-10 programs; it adds more than 3 new programs - 11-20 programs; it adds more than 4 new programs - 21-and above programs; it adds more than 6 new programs A program is a vocational or certificate program (non-degree), such as medical billing and coding, OR a degree program, such as an Associate of Science in Criminal Justice. Concentrations or specializations within programs, such as a Master of Business Administration with concentrations in Human Resource Management, Management, Marketing, Health Care Management, etc. count as one program. For degree certificate courses, if the courses are the same as what is offered in a degree program, they do not count. Please note: all institutions must follow the instructions in C.5. Policy on Course/Program Approval whenever adding, revising, or changing any program. If an institution reports significant growth in the number of programs, it must explain in detail the reason(s) for the growth and what additional administrators, faculty, educational and student support services, and financial resources and marketing plans it has employed to meet the needs for the new level of programs to be served. DETC identifies a significant decline in the number of programs to be the same as defined above for significant growth except instead of adds it drops programs. If an institution reports a significant decline in the number of programs, it must explain in detail the reason for the decline and the impact it has had on staff, faculty, administrators, educational and student support services, other course/programs offerings, and financial resources and marketing plans. Analyzing Financial Information: Institutions are required to report and explain the reason for any significant 2 1/14

DETC Accreditation Handbook 2014 C.18. Policy on Annual Reports changes in financial conditions (Section VI. of the Annual Report). If an institution shows a loss in its Net Income or a deficit in Working Capital or Total Equity/Fund Balance under Section VI. Report on Financial Condition on its Annual Report form, it must submit the appropriate audited or reviewed financial statement (see C.10. Policy on Financial Statement). The Commission will review the financial statements and make a judgment as to whether further reporting is required or take other appropriate action. (6/12) Title IV Institutions: Institutions participating in Title IV programs must report addition information describing their participation in Title IV aid programs in E.7. 2013 Annual Report with Title IV. Commission Review and Follow-Up Action The DETC Staff will acknowledge receipt of each Annual Report and request any follow-up information needed. All Reports will be reviewed and summarized, and any substantive/significant changes that are reported will be noted, such as significant growth or changes in financial status as mentioned above, and presented to the Commission. Annually, at its mid-year meeting, the Commission will consider any significant, salient items that were reported by institutions and initiate any further follow-up actions that may be necessary. If after reviewing reports on significant growth in enrollments or growth in specific programs, or significant growth in the number of new programs, the Commission may place limits on future growth if it has concerns regarding compliance with accreditation requirements. If an institution reports significant declines in these areas additional reporting may be required. Staff will also notify institutions of their compliance with Standard V on Student Achievement and Satisfaction. If the student satisfaction rate falls below 75%, or if completion and/or graduation rates are not within 15 percentage points of the mean rate for those in the institution s assigned cohort group, an explanation must be provided and any corrective action described (see C.14. Policy on Student Achievement and Satisfaction). The institution s response will be reviewed by the Commission and the institution will be notified if further action is required. Information provided by Title IV institutions will be reviewed for compliance with C.15. Policy on Institutions Participating in Title IV Programs. The Commission will examine the record of the institution s compliance with its Federal program responsibilities under Title IV, based on the most recent official cohort default rates published by the U.S. Department of Education; the results of its audited financial statements; and its compliance audits, any program reviews conducted, and any other information that the Department of Education or others may provide to DETC. The Commission will take action, as appropriate, when any of the information suggests that the institution may be failing to meet DETC s standards and reserves the right to investigate the allegations. The Commission is obligated under Federal regulations [CF 602.27(a)(6)] to report to the Secretary of Education any institution it has reason to believe is failing to meet its Title IV program responsibilities or is engaged in fraud and abuse. Institutions must be in compliance with C.1. Policy on Substantive Change and Notification. The Accrediting Commission reserves the right to order a comprehensive review of the institutions at any time it has concerns that the institution is not in compliance with the DETC s standards, policies, and/or procedures. Revised June 2012 # # # 1/14 3

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DETC Accreditation Handbook 2014 C.19. Policy on Non-Private Institutions 19. Policy on Non-Private Institutions This Policy is intended to help military, federal, and other non-private distance learning educators interpret selected questions found in the Guide to Self-Evaluation as they prepare their SER for submission to the DETC Accrediting Commission. It also suggests useful exhibits that should accompany the SER. The questions in the Guide to SER were written primarily for private institutions. Some of the questions are therefore not applicable to a non-private setting. However, some statements that appear not to be applicable can in fact be interpreted in a way to make them render a useful response. The institution must address each statement in the Guide to Self-Evaluation in Appendix B. The following statements may help to interpret certain Standards from the point of view of the non-private institution: Institutional Profile #2. Institutional Organization. Supply the organization chart for the institution and a chart showing where it fits in higher commands. List names, titles, and commercial phone numbers of the key persons in the institution s chain of command, including those in superior command organizations. List any courses/programs with American Council on Education (ACE) credit recommendations and the amount of credit suggested. Have the reports of the ACE evaluators available on site. Describe any OJT/dual track training systems, and outline a typical example of how it works in the field. Describe any distributed training or combination distance study-resident courses/programs. With which other educational institutions civilian or military do you cooperate? Describe how course/program offerings are developed to meet MOS needs and how the school works with other military entities in developing courses/programs. Standards for Accreditation II. Educational Program Objectives, Curricula, and Materials D. Up-to-Date Curriculum. Explain how educational materials are kept up-to-date and reflect current knowledge. Describe the procedures and schedules for revising courses/programs. III. Educational Services A. Student Inquiries and Submissions. Describe how student inquiries may be handled at the student s location. How has the institution created a learning system which encourages inquiry and interchange and personalized attention? Describe how assignments and examinations are graded. 1/14 1

C.19. Policy on Non-Private Institutions DETC Accreditation Handbook 2014 IV. Student Support Services A. Assessment Services. Provide examples of how examination service is personalized. Show sample letters to students, describe any telephone contact with students, or describe on the job personalization by a student s supervisor. How has the institution been able to overcome the impersonal nature of the large organization? C. Counseling, Employment, and Alumni Services. Supply copy of student newsletter or other publications for students. V. Student Achievement and Satisfaction A. Achievement of Student Learning Outcomes and Benefits. Provide test analysis data that support achievement of performance outcomes. Provide supervisory survey data or graduate assessment data if available. Explain how examinations and other evaluative techniques adequately measure the mastery of the stated learning objectives. B. Student Satisfaction. Describe the institution s system for collecting student evaluations. The institution may need to modify the three mandatory questions to fit its operational context and mission. Provide information on the three questions or other data showing student satisfaction. C. Progress Through the Course/Program. Give an example of how course/program completion can lead to job promotion. Describe any interfaces with promotion policies or any regulations that encourage course/program enrollment. What evidence is there that course/program completion leads to career enhancement? Give examples of promotion patterns. VI. Qualifications and Duties of Owners, Governing Board Members, Officials, Administrators, Instructors/Faculty, and Staff A. Owners, Governing Board Members, Officials, and Administrators. Describe who reports to whom, and what are their qualifications and responsibilities. B. Chief Academic Officer and/or Department Heads (or equivalent position). Provide qualifications of personnel who oversee curriculum decisions and compliance with academic standards. C. Instructors/Faculty and Staff. Supply numerical figures of authorized and on-hand civilian and military personnel, by department. Discuss any staffing priorities or difficulties through civilian staffing policies. What evidence exists of higher command support both fiscal and philosophical of the future of the institution? VII. Admissions Practices and Enrollments A. Admissions Practices. Describe what is required for admission into courses. B. Enrollment Agreement. N/A 2 1/14

DETC Accreditation Handbook 2014 C.19. Policy on Non-Private Institutions VIII. Advertising, Promotional Literature, and Recruitment Personnel A. Advertising and Promotion. Describe the system in place for making the institution s services known to prospective students. Supply copies of regulations, posters, and newsletters that announce course availability. Are recruiters, base education personnel, or training officers informed and a part of the institution s network? IX. Financial Responsibility Supply a copy of the institution s operating budget for the most recent two years. How is the budget formulated and by whom? Who in higher commands has authority to approve budgets? What percentage of the budget is devoted to course/program development? XII. Research and Self-Improvement B. Research and Self-Improvement. Describe how public relations efforts, attendance at DETC meetings, preparation of distance study research, etc., have helped enhance the institution s image and the credibility of the service. How has the institution improved the distance study method? # # # 1/14 3

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DETC Accreditation Handbook 2014 C.20. Policy on Complaints 20. Policy on Complaints This policy covers DETC requirements for institutions to establish complaint policies and procedures, and complaints against accredited institutions, active applicants, DETC Evaluators, Commissioners and Staff. The Accrediting Commission reserves the right to order a comprehensive review of an institution at any time it has concerns that the institution is not in compliance with the DETC s standards, policies, and/or procedures. Institutional Complaint Policies DETC requires applicants and accredited institutions to have written complaint policies and procedures for the purposes of receiving, responding to, addressing, and resolving as appropriate, complaints made by students, faculty, administrators, or any party, including one who has good reason to believe that an institution is not in compliance with DETC standards and policies. DETC s Standard IV.D. addresses student complaints. At a minimum, the institution s policy must instruct students where and how to file a complaint or grievance, and the maximum time for resolution. The institution s complaint policy and procedure must be made available to all students. The institution must define what it considers to be a student complaint. Student complaints typically are about items such as administrative issues, financial issues, technical issues, faculty performance, grading, program content, program effectiveness/expectations, library services, misrepresentation of career or placement services for institutions that offer such services. The institution must review in a timely, fair, and equitable manner any complaint it receives from students. When the complaint concerns a faculty member or administrator, the institution may not complete its review and make a final decision regarding a complaint unless, and in accordance with its published procedures, it ensures that the faculty member or administrator has sufficient opportunity to provide a response to the complaint. The institution must take any follow-up action, as necessary, including enforcement action, if necessary, based on results of its review. The institution s complaint policy must also include how it notifies students as to where and how they may file complaints with state agencies and its accrediting agencie(s), as appropriate. As part of DETC s review of Standard IV.D., it will address the quality and reputation of an institution by taking into account the institutions record of student complaints. DETC Evaluators will be asked to review and assess the institution s complaint policies and procedures to make certain the institution is monitoring its quality of education and services. DETC Complaints This section covers complaints against accredited institutions, active applicants, and DETC Evaluators, the Commissioners and Staff. This policy is designed to permit a fair and timely investigation of complaints that reasonably allege instances of non-compliance with the standards and policies of DETC. If someone has a complaint against a non-accredited institution, DETC will try to give guidance as to whom the complainant should direct the matter. DETC has an Online Complaint System that enables individuals to file a complaint directly from the DETC website. The complaint form may be found at www.detc.org (select Contact Us and select the link in the left hand column). All complaints should be submitted using this form. For those who cannot access the Internet, written 1/14 1

C.20. Policy on Complaints DETC Accreditation Handbook 2014 complaints will be accepted provided they include the complainant s name and contact information and a release from the complainant(s) authorizing the Commission to forward a copy of the complaint, including identification of the complainant(s) to the institution. Where circumstances warrant, the complainant may remain anonymous to the institution, but all identifying information must be given to DETC. Written complaints must contain the following: the basis of any allegation of noncompliance with DETC standards and policies; all relevant names and dates and a brief description of the actions forming the basis of the complaint; copies of any available documents or materials that support the allegations; a release authorizing the Commission to forward a copy of the complaint, including identification of the complaint(s) to the institution. In cases of anonymous complaints or where the complainant requests for his/her name to be kept confidential, the Commission considers how to proceed and whether the anonymous complaint sets forth reasonable and credible information that an institution may be in violation of the Commission s standards and whether the complainant s identify is not necessary to investigate. Definition of Complaint A complaint is defined as notification to DETC by any person or entity (including, but not limited to, any student, any faculty or staff of an accredited institution, any member of the general public, any representative of a Federal, State, or local government, and any member of any other institution or organization) that sets forth reasonable and credible information that (1) an accredited institution; (2) an applicant institution; or (3) the Evaluators, Accrediting Commissioners or staff of the DETC are not in compliance with one or more DETC s standards or policies. Where issues of educational services, student services, or tuition are concerned, a student complainant must have exhausted all efforts to resolve his/her complaint with the institution before considering filing a complaint with DETC. Where issues of educational quality or compliance with DETC standards or policies are not central to the complaint, the DETC will refer the complaint and/or the complainant to the appropriate federal or state agency or private entity with jurisdiction over the subject matter of the complaint and may provide a copy to the institution. The Commission will not intervene on behalf of individuals in cases of a personnel action, nor will it review an institution s internal administrative decisions in such matters as admissions decisions, academic honesty, assignment of grades and similar matters unless the context of an allegation suggests that there may be a violation of DETC standards or policies, or if the context of an allegation suggests that unethical or unprofessional conduct or action may have occurred that might call into question the institution s compliance with a DETC standard or policy. Further, the Commission will not intervene on behalf of individuals in cases where the situation giving rise to the complaint had occurred so long ago that investigating and ascertaining the facts might prove to be problematic. The Executive Director will exercise professional judgment in determining which cases meet these criteria. In addition, if, for any reason, the Commission suspects any type of unethical behavior, including fraud and abuse, by an applicant or accredited institution, the Commission reserves the right to investigate the allegations. The Commission is obligated under Federal regulations [CF 602.27(a)(6)] to report to the Secretary of Education any institution it has reason to believe is failing to meet its Title IV program responsibilities or is engaged in fraud and abuse. 2 1/14

DETC Accreditation Handbook 2014 C.20. Policy on Complaints Records of Complaints The DETC maintains records of all complaints. Complaints received against accredited institutions and the manner of their resolution is kept for two accreditation cycles (8-10 years). Complaints received against initial applicants are kept for a period of three years. The DETC provides summaries of these files to visiting examining committees when they conduct on-site visits. The Accrediting Commission also considers these summary files when it acts on an institution s application for initial or re-accreditation. The complaints are analyzed according to how the institution handles them or how they were resolved. In addition, all other complaint files are tabulated and summarized and presented at each meeting of the Accrediting Commission. The summary provides an analysis of any complaints unresolved, categories of complaints by nature and source, and any other information the Commission desires regarding the record of complaints received by the DETC. 1. Complaints Against Accredited Institutions When the Accrediting Commission of the DETC (hereafter DETC) accredits an institution, it expects that institution to remain in compliance with all of the DETC standards for accreditation throughout the accreditation period granted. Therefore, one of the principal concerns of the DETC when it receives a complaint about an accredited institution is whether the institution is in compliance with the published standards and policies. The burden of proof rests with the institution to prove that it is meeting DETC s published standards and policies, at all times, including proving compliance after accreditation is awarded. Another concern of the DETC is the methods, policies, philosophy, and procedures of the institution for handling complaints on an ongoing basis. The DETC expects its accredited institutions to have operational procedures in place for fairly and promptly resolving complaints so that they do not become a matter for concern by outside agencies. DETC will consider a complaint even if the institution is involved in litigation with the Commission or other third parties. Therefore, in investigating a specific complaint against an accredited institution, the DETC also examines whether or not the institution has effective methods for handling student problems on a routine basis. In so doing, the DETC looks to see if the institution s procedures are equitable, consistently applied, and effective in resolving problems. Finally, the DETC is concerned about the frequency and pattern of complaints about an accredited institution. DETC expects the institution to monitor all complaints it receives, and expects the institution to take steps to ensure that similar complaints do not become repetitive or routine. Action When DETC receives a complaint against an applicant or accredited institution, the DETC s procedure for handling the complaint consists of the following steps: 1. After receipt of the complaint, the Commission staff will send a letter or e-mail to the complainant acknowledging receipt of the complaint and explaining the process the DETC will follow in investigating the complaint. 2. DETC staff will conduct an initial review of the complaint to determine whether the complaint sets forth information or allegations that reasonably suggest that an institution may not be in compliance with DETC s standards, policies, and procedures. If additional information or clarification is required, the Executive Director 1/14 3

C.20. Policy on Complaints DETC Accreditation Handbook 2014 (acting on behalf of the Commission) will send a request to the complainant. If the requested information is not received within 15 days, the complaint may be considered abandoned and may not be investigated by DETC. 3. If the Executive Director determines after the initial review of the complaint that the information or allegations do not reasonably demonstrate that an institution is out of compliance with DETC standards, policies, or procedures, the complaint may be considered closed and not investigated by DETC. (10/11) 4. If the Executive Director determines after the initial review of the complaint that the information or allegations reasonably suggest that an institution may not be in compliance with DETC standards, policies and procedures, the Executive Director will notify the institution that a complaint has been filed. The notice will summarize the allegations, identify the DETC standards, policies, or procedures that were allegedly violated, and provide a copy of the original complaint to the institution. The institution will be given 30 days to provide a response, except for: In cases of advertising violations, Commission staff forwards a copy of the advertisement to the institution, citing the standard that may have been violated. The institution is required a response within 15 days. If a news article or media broadcast carries a negative report on a DETC accredited institution, the institution is required to respond to the statement(s) within 15 days. In cases when the complaints are from students concerning administrative services, student services, educational services, or tuition, the institution will be required to respond directly to the student within 15 days to address his/her concerns. 5. The Executive Director will review the complaint and the institution s response for compliance with the accrediting standards, policies, and procedures. 6. If the Executive Director concludes that the allegations do not establish there has been a violation of standards, policies, or procedure, he/she will consider the complaint closed, and no further action is required. 7. If the Executive Director concludes that the allegations may establish a violation of DETC standards, policies and/or procedures, he/she may take one of the following actions: Postpone final action on the complaint for a period not to exceed 60 days if there is evidence that the institution is making progress in rectifying the situation. In the case of postponement of action, the complainant will be kept informed of the status of the complaint and its final action. NOTE: The failure of the institution to rectify the situation by the end of the 60 day period and will be referred to the Accrediting Commission for consideration and action. Notify the institution that, on the basis of the information provided, the DETC has determined that the institution is failing to meet the DETC standards and that the DETC is taking appropriate action. Such action may include requiring the institution to take specific corrective action and report back to the Accrediting Commission and/or conducting a Special Visit to the institution on an announced or unannounced basis. If circumstances warrant, the Accrediting Commission may initiate action, including a show cause proceeding, that may result in the termination of the institution s accreditation. If appropriate, it may also include referring the matter to Federal, State, or local agencies for review and possible action. 4 1/14

DETC Accreditation Handbook 2014 C.20. Policy on Complaints 8. In all instances, the Executive Director will send a letter to the complainant and the institution regarding the final disposition of the complaint, and a record of the complaint will be kept on file at the DETC office subject to the Commission s document retention policies. NOTE: The failure of the institution to provide either a response to the complaint or any additional information as requested by the Executive Director within the specified time frames will be considered a violation of the DETC s policy on complaints and will be referred to the Accrediting Commission for consideration and action. An adverse action against an institution arising from a complaint will not be taken until the institution has had an opportunity to respond to the complaint within the time frames set forth by the Commission. 2. Complaints About Applicant Institutions The Commission posts on its website and publishes a list of applicant institutions and encourages third-party comments. DETC s D.13. Third-Party Comments addresses receiving, processing, reviewing, and acting on thirdparty comments. If a complaint (as defined above) is received about an applicant institution, the procedures followed for handling the complaint are the same as for handling a complaint about an accredited institution (see above). 3. Complaints About DETC Evaluators, Accrediting Commissioners, and Staff The DETC promptly reviews any complaint it receives against the DETC Evaluators, Accrediting Commissioners, and/or its staff. Because of the seriousness with which it regards complaints of this type, the DETC requests that such complaints be in writing and filed through DETC s Online Complaint form on its website (see above). If a complaint is received orally, the complainant will be asked to submit the complaint in writing. Anonymity will be honored only for good cause and at DETC s discretion in these cases. The person against whom the complaint is lodged will not participate in making the final decision. As described below, the Chair or Vice Chair of the Commission or the Executive Committee will review in a fair and equitable manner, and apply unbiased judgment to, any complaint against itself and take follow-up action, as appropriate, based on the results of the review. Action The procedures for handling complaints against DETC Evaluators, an Accrediting Commissioner, and/or its staff for alleged violations of DETC s standards, policies, or code of conduct are as follows: 1. After the receipt of the complaint by DETC, all materials related to the complaint are forwarded to the Chair of the Accrediting Commission (unless the complaint is about him or her). If the complaint is about the Chair, the complaint and all materials are forwarded to the Vice Chair. 2. After the receipt of the complaint, the Chair or Vice Chair sends a letter to the complainant acknowledging receipt of the complaint and explaining the process the DETC will follow in investigating the complaint. 3. Also after the receipt of the complaint, the Chair or Vice Chair reviews the complaint and decides whether any additional information is needed from the complainant, the DETC Evaluator, Commissioner, and/or DETC staff before the complaint can be considered. If so, the Chair or Vice Chair requests that the information be provided to the Chair within 30 days. If the requested information is not received within the specified timeframe, the complaint may be considered abandoned and may not investigated by DETC. 1/14 5

C.20. Policy on Complaints DETC Accreditation Handbook 2014 4. Within 30 days of receipt of all the information pertaining to the complaint, including the original complaint and any additional information, the Chair or Vice Chair convenes a conference call of the Executive Committee of the Commission to review the complaint. The Executive Committee will not complete its review and make a decision regarding the complaint unless it ensures that the Evaluator, Commissioner or staff member has had sufficient opportunity to provide a response to the complaint. 5. After review of the complaint and the response by the person named in the complaint, the Executive Committee summarizes its findings and presents those to the full Commission at its next regularly scheduled meeting, at which time the Commission reviews the matter and reaches a final decision. If, however, the Executive Committee determines that the matter is of such urgency that it must be discussed and decided immediately rather than await the next Commission meeting, the Chair will schedule a conference call of the full Commission as soon as possible so that the Commission can review the matter and reach a final decision. 6. The Commission can make a decision using its best judgment on what action it wishes to take in cases where it has determined that there has been a violation of DETC standards, policies or code of conduct. The action may include personal admonishment, letter of reprimand, or termination. 7. The Chair or Vice Chair notifies the person to whom the complaint was about of the Commission s final decision within 30 days of the close of the Commission meeting (or conference call) and if any follow-up is required. 8. The Chair or Vice Chair notifies the complainant in writing of the Commission s decision within 30 days of the close of the Commission meeting (or conference call) during which the complaint was reviewed. A record of the complaint and all documenting materials, and the action letter is kept on file at the DETC offices in accordance with document retention policies and procedures. # # # Revised October 2011 6 1/14

DETC Accreditation Handbook 2014 C.21. Policy on Required Institutional Documents 21. Policy on Required Institutional Documents This policy is to give guidance to DETC accredited institutions on what documents they should maintain. Institutions should check with their legal counsel and their state laws to make certain they are in compliance. Essential Documents The following items should be maintained electronically, in print or by other means at all times: 1. A master copy of each course or program; 2. Copies of each current catalog, bulletin, or brochure, promotional material, and advertisement; 3. Each student s permanent record showing admission date(s), transcript of academic progress from other sources, tuition payments, financial aid, termination, or completion; 4. Each student s application for admission and/or enrollment contract showing name, address, age, date enrolled, and other pertinent information with documents supporting accomplishment of prerequisites established for each course/program; 5. A copy of the academic record/transcript of credits for each student completing a course or program from the institution;* and 6. Resumes and official transcripts of its instructors/faculty. (1/13) * must be maintained indefinitely. Any document that contains a signature, seal, certification, or any other image or mark required to validate the authenticity of its information must be maintained in its original hard copy or in an imaged media format. An institution may maintain a record in an imaged media format only if the format is capable of reproducing an accurate, legible, and complete copy of the original document. When printed, the copy must be approximately the same size as the original document. The copy should contain an institutional verification mark or stamp that the original document was official transcript (1/13) When maintaining documents electronically, the institution must document the procedures and provide audit trails to serve as the record that the images were created properly and validated. A migration plan may also be needed to ensure that the information in the images can be accessed through the retention period of the records. If an institution accepts digitally signed transcripts or verified data that is electronically transferred from an outside source, the institution must document that the outside source uses a system that provides registration and verification of participants, protocols for securely sending and receiving files, logging of file transmissions, and electronic notification. The outside source must also comply with all applicable laws and regulations governing the activities and services provided, including FERPA and other laws concerning the privacy and confidentiality of information and records. 1/14 1

C.21. Policy on Required Institutional Documents DETC Accreditation Handbook 2014 Useful Information DETC s C.9. Policy on Degree Programs, Standard VIII. Advertising, Promotional Literature, and Recruitment Personnel, requires institutions to have the following in their catalog(s): 1. The institutional mission, goals, and objectives. 2. Names and titles of administrators of the institution. 3. The legal control, names of trustees, directors, and/or officers of the corporation. 4. A general statement of accredited status and governmental approvals (including DETC s address, phone number and website address). 5. Hours of operation, including holiday schedule, and faculty/instructor s availability. 6. List of full-time and part-time faculty, each listed separately, with degrees held and conferring institutions, and the area of teaching specialization. 7. Academic calendar for combination programs or any programs that operate on a fixed calendar. 8. Institution s admission policy for each specific degree offered, i.e., Associate, Baccalaureate, Master s, First Professional, or Professional Doctoral degree. 9. Statement of curricula offered including curriculum objective, courses included, total credits required, required prerequisites, requirements for certification, and licensing as appropriate. 10. Expectations for maintaining satisfactory academic progress. 11. Explanation of grading policies, transfer of credits, and equivalent. 12. Assessment and proctoring procedures. 13. Student code of conduct and academic and non-academic dismissal policies. 14. Student complaint or grievance policies and procedures, including DETC contact information. 15. Student identity verification procedures. 16. Statement of equal opportunity (non-discrimination clause). 17. Statement of technology requirements. 18. Statement on how institution protects student s privacy (FERPA). 19. Graduation requirements, including minimum passing grades. 20. Statement of fees, tuition, and all regular and special charges for each program. 21. Statement of refund policy and cancellations that conforms to the DETC Business Standards. 22. Student Financial Aid program policy disclosures, as required by federal regulations, if participating in Federal Student Aid. 23. If residence training is required, facilities and/or equipment available to support courses or programs; 24. Description of counseling and/or placement services available to students, if any. 25. The institution should include on the front cover or title page of the catalog (or the online equivalent) the year or years for which the catalog is effective. When prepared for use in a brochure or website, the above may be in abbreviated form. January 2014 2 1/14

DETC Accreditation Handbook 2014 C.22. Policy on Information Provided to the Dept. of Education 22. Policy on Information Provided to the U.S. Department of Education It is DETC s policy to submit the following information to the U.S. Department of Education: A copy of any annual report it prepares; A copy of DETC s directory of accredited institutions (updated annually); A summary of DETC s major accrediting activities during the previous year (an annual data summary), if requested by the Secretary; Any proposed change in DETC s policies, procedures, or accreditation standards that might alter its (1) Scope of recognition; or (2) Compliance with the federal criteria for recognition. Any actions described in D.1.1. Actions Available to the Commission; The name of any institution which DETC accredits that has been certified by DETC as being Title IV Program Eligible under DETC Policy C.15. The name of any institution DETC accredits that DETC has reason to believe is failing to meet its Title IV program responsibilities or is engaged in fraud or abuse, along with DETC s reasons for concern about the institution; and If the Secretary requests, information that may bear upon an accredited institution s compliance with its Title IV program responsibilities, including the eligibility of the institution to participate in Title IV programs or a significant or systematic non-compliance in the assignment of credit hours. The Secretary may ask for this information to assist the Department in resolving problems with the institution s participation in the Title IV programs. DETC will review on a case-by-case basis its contact with or information or materials provided to the U.S. Department of Education and the circumstances surrounding them and will determine whether they should be considered confidential. DETC will treat a contact or request from the U.S. Department of Education for information concerning an institution as being confidential, upon the specific request of the Department. Revised October 2011 # # # 1/14 1

C.22. Policy on Information Provided to the Dept. of Education DETC Accreditation Handbook 2014 (Please Note: This page was left blank on purpose.) 2 1/14

DETC Accreditation Handbook 2014 C.23. Policy on Credit Hours 23. Policy on Credit Hours The purpose of this policy is to provide guidance to DETC accredited institutions and applicant institutions as to the Commission s requirements for credit hour policies and procedures. This policy provides the definition and requirements for establishing and documenting credit hours. Institutions may define their programs in terms of credit hours and thereby adopt a common classification system which is understood and recognized by the higher education community. Institutions are responsible and accountable for demonstrating that each course and each program has the appropriate amount of student work for students to achieve the level of competency (i.e., learning outcomes) defined by institutionally established course/program objectives. For Title IV purposes, DETC is required to review an institution s policies and procedures for determining the credit hours as defined in 34 CFR 600. DETC must evaluate an institution s awards for courses and programs and the application of the institution s policies and procedures to its programs and coursework and make a reasonable determination of whether the institution s assignment of credit hours conforms to commonly accepted practice in higher education DETC does not review its member institution s non-degree programs for purposes of reviewing outside preparation since DETC does not permit non-degree programs to be Title IV eligible. Credit Hour Policy As part of its review of an institution for initial accreditation or renewal of accreditation, DETC conducts an effective review and evaluation of the reliability and accuracy of an institution s assignment of academic credit hours. This is covered under Standard II.C. Comprehensive Curriculum. DETC reviews an institution s policies and procedures for determining the credit hours it awards for its courses and programs and how the institution applies its policies and procedures to its programs and coursework. DETC also makes a reasonable determination of whether the institution s assignment of credit hours conforms to commonly accepted practice in higher education. In its review and evaluation, DETC will: (1) Make a reasonable determination of whether the institution s assignment of credit hours conforms to commonly accepted practice in higher education as determined by showing a comparison with other appropriately accredited institutions; (2) Make use of its subject matter evaluators reports or other methods as warranted to verify the institution s assignment of credit hours; and (3) Take such actions that it deems appropriate to address any deficiencies. DETC will consider all relevant factors to determine whether an institution s assignment of credit hours conforms with commonly accepted practices. 1/14 1

C.23. Policy on Credit Hours DETC Accreditation Handbook 2014 All standards for measuring satisfactory academic progress must include qualitative and quantitative standards by which student progress is evaluated. Action must be taken by the institution if students fail to meet the institution s minimum standards of progress. Please reference C.14. Policy on Student Achievement and Satisfaction for additional standards for measuring student progress. Credit Hour Defined DETC s definition of credit hour assigned to academic programs is: Semester and quarter hours shall be equivalent to the commonly accepted and traditionally defined units of academic measurement in accredited institutions. Academic degree or academic credit-bearing distance learning courses are measured by the learning outcomes normally achieved through 45 hours of student work for one semester credit 1 or 30 hours of student work for one quarter credit. 2 This formula is typically referred to as a Carnegie unit and is used by the American Council on Education in its Credit Recommendation Evaluative Criteria. 1 one credit/semester hour is 15 hours of academic engagement and 30 hours of preparation 2 one quarter hour credit is 10 hours of academic engagement and 20 hours of preparation Student work includes direct or indirect faculty instruction. Academic engagement may include, but is not limited to, submitting an academic assignment, listening to class lectures or webinars (synchronous or asynchronous), taking an exam, an interactive tutorial, or computer-assisted instruction; attending a study group that is assigned by the institution; contributing to an academic online discussion; initiating contact with a faculty member to ask a question about the academic subject studied in the course and laboratory work, externship or internship. Preparation is typically homework, such as reading and study time, and completing assignments and projects. Therefore, a 3 credit hour course would require 135 semester hours (45 hours of academic engagement and 90 hours of preparation). All student work must be documented in the curriculum materials and syllabi, including a reasonable approximation of time required for the student to complete the assignments. Evaluation of a student s work must be identified as a grading criterion and weighted appropriately in the determination of a final grade for a course. In addition to an institution s determination and documentation of assigned credit hours, DETC requires its subject matter specialists to verify that courses are assigned appropriate credit. DETC s B.7. Guide to Subject Specialists on Determining Credit Hours (found on DETC s website) provides additional guidance. The following statement is included in DETC s A.1. Examiner s Rating Form for All Institutions; A.3. Rating Form for Off-Site Degree Subject Specialists, A.4. Rating Form for On-Site Subject Specialists, and the cover letter to the Subject Specialist: Is each course assigned the appropriate semester and quarter equivalent to the commonly-accepted and traditionally defined units of academic measurement in an appropriately accredited institution? (1 credit/semester hour requires 15 hours of academic engagement plus 30 hours of preparation OR 1 quarter hour/unit requires 10 hours of academic engagement plus 20 hours of preparation or equivalent). (Please note: for Title IV purposes, DETC institutions must comply with Federal requirements for credit hour or clock-to-credit hour conversions which may be different from those required by DETC for academic purposes.) For additional guidance, read DETC s Critical Document (C.13. Determining Credit Hours) found on DETC s website. 2 1/14

DETC Accreditation Handbook 2014 C.23. Policy on Credit Hours Changing from Clock Hours to Credit Hours DETC does not authorize clock hour-to-credit hour conversions, since under DETC policies only degree-awarding institutions are eligible for Title IV funding. Degree-awarding institutions must use credit hours as described above. Institutions must display both credits hours and clock hours if clock hour designations are required by the state. Self-Paced Programs Institutions with non-online or self-paced credit bearing programs must have a reliable method of ascertaining how much time students spend engaged in their studies, and provide a full explanation of how the method is used to make credit determinations, along with supporting data. Action An institution must have written policies and procedures for determining its credit hours and for applying the policies and procedures to its programs and coursework. The institution must document that the amount of credit awarded for student work is in accordance with DETC s credit hour definition. In determining the amount of work the institution s learning outcomes require, the institution must measure and document its various methods for collecting this information. Institutions may assign credit hours for an amount of work represented by verifiable student achievement of institutionally established learning outcomes. Credits may be awarded on the basis of documentation of the amount of work a typical student is expected to complete within a specified amount of academically engaged time, or on the basis of documented student learning calibrated to the amount of academically engaged time for a typical student. Typically, determining the credit hours for a course is done during the course development stage. Learning outcomes are established and stated in the course objectives. An institution must measure and document the amount of time it takes the average student to achieve learning outcomes, and specify the academic engagement and preparation time. In reviewing and evaluating an institution s policies and procedures for determining credit hour assignments, DETC may use sampling or other methods in the evaluation. If during an institution s initial or reaccreditation review, it is determined that an institution s credit hour policies, and procedures are found to be deficient, the deficiencies will be reported in the Chair s or Subject Specialist s Report, and the institution will have an opportunity to make the appropriate change/revision to bring its credit hour policies and procedures into compliance. If, following the institutional review process, DETC continues to find systemic non-compliance with its policies or significant non-compliance regarding one or more programs at the institution, DETC is required to promptly notify the Secretary of Education. In all cases, the Commission will allow the institution sufficient time to respond to any findings before any final decision regarding the institution s accredited status is made. Adopted August 2011 revised October 2011 # # # 1/14 3

C.23. Policy on Credit Hours DETC Accreditation Handbook 2014 Documenting Credit Hours (taken from G.7. Guide to Subject Specialists on Determining Credit Hours) The institution must provide concrete evidence that it has provided adequate guidance during the development of a course/program to substantiate the credit hours assigned. The institution should cite other research or studies done in order to document its definitions or formulas for verifying student work. The following is an example of one way of documenting the required credit hours for one course (note: this hypothetical 10-week course is being presented as three semester hours): Course: English 101 (10 weeks) Activity Assignments Estimated hours for the average student Academic Engagement Listening to or reading course lectures: 25 pages per hour (1 per week) 10 Reading additional website documents: 25 pages per hour (.5 per week) 5 Audio and video: 22 pages per hour (1/2 hour per week) 5 Reading discussion forums and making responses: 1 hour per week 10 Presenting and reading student reports: 1 hour per week 10 Taking quizzes and exams:.5 hours per week 5 TOTAL: should be at least 45 hours per semester 45 Preparation (outside of class) Required textbooks, ordinary reading level: 30 pages per hour 20 Required textbooks, difficult reading level: 25 pages per hour - Reaction/reflection papers and book reports: 1 hours per page 10 Case studies: 1 hour per page 5 Research papers: 3 hours per page 15 Study for quizzes and exams: 20 Project, journaling, or other assignments: 20 TOTAL: should be at least 90 hours per semester 90 Overall Total Should be at least 135 hours for a 3 credit course per semester 135 Total Hours per week = 13.5 for 10 weeks. The average adult reading rate is 250 words per minute with 70% comprehension. [Smith, Brenda D. Breaking Through: College Reading 7th Ed. Longman, 2004] Reading for learning (100-200 wpm); reading for comprehension (200-400 wpm); and skimming (400-700 wpm). With an average of 400 words per page, at 200 words per minute a student should read around 30 pages per hour (200 words per minute x 60 = 12,000 words per hour divided by 400 = 30 pages per hour). Therefore, we are using 25-30 pages per hour. Audiobooks are recommended to be 150-160 words per minute or 22 pages per hour. Reading on Monitor: 180-200 wpm or 27 pages per hour. Slide presentations are closer to 100 wpm or 15 pages per hour. 4 1/14

DETC Accreditation Handbook 2014 C.24. Policy on Non-U.S. Institutions 24. Policy for Non-U.S. Institutions If a distance education institution located outside the United States wishes to apply for accreditation, it must petition the DETC Accrediting Commission and request that its application be accepted. Applications will be reviewed on a case-by-case basis. In its petition, the institution should: describe how accreditation by the Accrediting Commission of the DETC will be of benefit to the institution and to its students; explain how accreditation will be used; and commit that the institution head and/or key personnel will actively participate in Council affairs if the school is accredited. A large proportion of the institution s courses/programs and materials must be in English to give the English speaking examiners and the Accrediting Commission a comprehensive understanding of the institution and its programs. Waivers to this Policy may sometimes be granted upon written petition to the Commission. Extensive pre-application and visitation contacts between the institution and the DETC staff are required to assure a full understanding of standards and procedures and to avoid misunderstandings and disappointments. Such contacts should be made through exchanges of correspondence, telephone conversations, and in face-to-face meetings, which may include a Readiness Assessment (see C.12.). The institution will pay reasonable expenses for such contacts. The institution will be evaluated using the standards of the Accrediting Commission. The DETC Business Standards will be applied on an item-by-item basis with due regard to the national laws, regulations, and cultural environment applicable to the applicant. The Commission may approve the tuition refund policy used by a non-u.s. governmentowned institution if it is found to be fair and equitable to students. Action If the Commission agrees to accept the institution s application, the institution must follow the 8 steps in the accreditation process (see pages 13-19 of the DETC Accreditation Handbook). It must submit a completed Application for Accreditation (see Appendix E.2) and a copy of its Self-Evaluation Report within 60 days of submitting the application. A Readiness Assessment will be conducted to determine if the institution is ready to undergo an on-site visit. In addition, the Commission reserves the right to not accept an application from an institution, otherwise qualified, if travel conditions or security concerns in that country are perceived by the Commission to be unsafe. This decision would not be appealable under DETC s D.2. Appealing Commission s Adverse Decision. The specified number of copies of a full Self-Evaluation Report must be provided to the Director of Accreditation at least three months prior to the date set for the on-site visit. 1/14 1

C.24. Policy on Non-U.S. Institutions DETC Accreditation Handbook 2014 The visiting committee will consist of at least three evaluators and the Accrediting Commission Observer. The normal course review policy will be followed. In certain cases, a subject specialist will accompany the visiting committee. When possible, an educator from the institution s geographic area will be included on the visiting committee. When possible, an individual from the appropriate national government regulatory body will be invited to observe the accreditation process. The process must remain independent of any government review procedures, however, and the voluntary, non-governmental nature of accreditation must be preserved. The institution will pay the actual cost of the review, including travel expenses of the visiting committee, fees for course/program reviews, and honoraria plus a 15 percent administrative fee. U.S. Evaluators will be authorized to travel via Business Class when flying, and the applicant agrees to pay such airfare expense. The institution will be sent an estimated fee that must be paid (in U.S. funds) prior to the visit. Adjustments will be made following the visit. Where a government affiliated or supported non-u.s. institution does not enroll a significant number of U.S. students, the Commission may permit a ten-year cycle for full accreditation reviews. In addition to submitting an Annual Report, such an institution will be asked to submit an Interim Report at the five-year point of its accreditation. The Commission may order a staff visit to follow-up on any items noted in the Interim Report. An institution accredited on the basis of successful operation outside of the United States may operate in the U.S. only after receiving approval from the Accrediting Commission. To obtain this approval, the institution must first undergo a Readiness Assessment (see C.12. Policy on Readiness Assessment). This assessment will assess the ability of the institution to operate in an American academic environment, including whether the materials and pedagogy are appropriate for U.S. students. It will also examine whether the institution has sufficient support, academically and financially, to maintain itself in the U.S. market. This Readiness Assessment can result in a finding that the institution is ready to commence U.S. operations, that some operations should await the completion of a full visit, or that the institution is not yet prepared for U.S. operations. Should the visit conclude that the institution is not yet ready, a re-application for U.S. operations may be made after one year. Students enrolled by the institution will be surveyed using the established survey procedure. Revised August 31, 2011 # # # 2 1/14

DETC Accreditation Handbook 2014 C.25. Policy on Change of Name 25. Policy on Change of Name or Adding New Division As stated in C.1. Policy on Substantive Change and Notification, the Accrediting Commission considers a change of name of an institution or adding a new division to be a substantive change and prior approval is required before the change may be included in the institution s grant of accreditation. DETC s Glossary (E.17.) defines division as the following: A division of a DETC institution typically refers to any name used by an institution to advertise its various courses or programs. A division is owned and operated by the parent institution and is not a separate legal entity. For example, the XYZ Institution advertises its degree-granting programs under the name XYZ University and its vocational courses under XYZ Career Institute and its high school programs under XYZ High School. Another example is the company, ABC Company, offers several programs and advertising each program by a different name; such as ABC Career School or ABC Photography School. DETC requires that any separately advertised division be listed in the DETC Directory of Accredited Institutions (1/14). Action Prior Approval: When an institution proposes to change its name or add a new division, it must submit to the Commission a Change of Name or Adding New Division Report at least 30 days prior to making the change. The Report must include the following: - Proposed new name or name of new division; - A comprehensive and detailed description as to why the institution is seeking to change its name or add a new division; - A description as to how the new name or new division is appropriate to the institution s missions, goals, and objectives; - A description and supporting documentation of what research was done to make certain the new name or new division name is not being used by another institution and that the new name is free of any negative connotations; - Documentation of what research was done on a new domain name (if applicable); - Proposed date when the new name or new division name will be used; - Documentation demonstrating the institution has sufficient financial and administrative resources to operate an additional division; and - Any prior approval from the state (or applicable regulatory agency). If the state does not require approval, documentation from the agency to that effect must be submitted. Note: If the institution is seeking to use university or college in the name, it must first be approved by DETC as a degree-granting institution. The Commission will review the Change of Name or Adding New Division Report and approve it or not approve it for good cause. 1/14 1

C.25. Policy on Change of Name or Adding New Division DETC Accreditation Handbook 2014 At least 30 days after the institution implements the name change or division, it must submit the following: - Copy of the institution s state license and/or approval letter displaying the new name or new division; - Copy of the institution s revised catalog and enrollment agreement using the new name or new division; - Copy of any advertising using the new name or new division; and - Copy of DETC s Teach-Out Commitment (E.8. or E.9.) using the new name or new division. In all cases, the Commission will allow the institution sufficient time to respond to any findings before any final decision regarding the institution s accredited status is made. Revised June 2012 # # # 2 1/14

DETC Accreditation Handbook 2014 C.26. Policy on Pilot Programs 26. Policy on Pilot Programs The DETC Accrediting Commission will consider suspension of certain policies and grant approval to a limited number of applicants which propose innovative pilot programs that contribute to strengthen the institution, its education and training, and benefit its students. The Commission may use the experience gained from such pilot projects to adjust and improve its accrediting programs. Eligibility: An applicant for a pilot program must be accredited by the DETC Accrediting Commission. An applicant for a pilot program must be an institution in good standing with DETC, and its proposed pilot program must also be in compliance with federal, state, and local law. Application: The Commission will consider an application for a pilot program in accordance with the educational significance of the proposal and the potential for contribution to the development of education and training and of accrediting standards. A determination by the Commission not to accept an application for a pilot program will be without prejudice to its resubmission at a later time or to the institution s current accredited status. Action Documents for Submission: An applicant for a pilot program must submit the following: 1. A narrative statement demonstrating the applicant s eligibility and describing the pilot program in detail, and setting forth the accreditation standards for which a waiver is requested. The narrative should include a description of the specific objectives sought to be accomplished and an explanation of how the pilot program will strengthen the institution, contribute to the development of its education and training, and benefit students. 2. A statement of the length of time necessary to implement the pilot program proposal and to assess its effectiveness. This statement should explain the basis of the institution s projections. 3. A demonstration that the faculty, instructional material, equipment, and facilities that will be used in conjunction with the pilot program are sufficient to meet the objectives of the proposal. This demonstration must include Staff and Faculty Personnel Reports for all persons who will act in an instructional or administrative capacity in the pilot program and a detailed description of the instructional materials, equipment, and facilities that may be used. 4. A projection of the number of students expected to enroll and complete the training; and the basis for the applicant s projections. 5. An explanation of how the applicant will recruit and admit students, ensure that students are fully and accurately informed about the training to be provided, and determined that students have the capability to benefit from and succeed at the training. The institution must demonstrate that students health, safety, and welfare will be protected. 6. A financial showing that describes the funding for the pilot program and demonstrates that the applicant is able to support and complete the pilot program. 1/14 1

C.26. Policy on Pilot Programs DETC Accreditation Handbook 2014 7. A certification statement, signed by the applicant that the information included in the application for a pilot program is true and correct. Evaluation: Upon the receipt of the above information, the Commission will require an on-site visit to verify the information supplied and to develop a further understanding of the pilot program. The findings of the evaluator(s) will be set forth in a report that will be provided to the applicant and the Commission. The applicant will have the opportunity to respond to the report. Commission Review: Upon consideration of the information provided, the findings and assessment described in Evaluation. above, and the applicant s response to the findings, the Commission may grant approval for the proposed pilot program if it finds that the program can be reasonably expected to strengthen the institution, its education and training, and benefit its students. The Commission reserves the right to limit the duration of the pilot program and the number of students who will be allowed to participate. The Commission may establish such other terms and conditions upon any approval granted under the pilot program as it deems appropriate. The Commission will establish an appropriate fee to cover the costs associated with each pilot program. # # # 2 1/14

DETC Accreditation Handbook 2014 C.27. Policy on Teach-Out Plans 27. Policy on Teach-Out Plans Institutions must submit in a timely manner for Commission approval a comprehensive, written plan for the teach-out of its enrolled students when any of the following events takes place: - The Department of Education has notified the Commission of an action against the institution pursuant to Federal Regulations, Section 487 (f) [20 USC 1099 b]; - The Commission has withdrawn accreditation from an institution; - The Commission has directed the institution to Show Cause as to why its accreditation should not be withdrawn; - A State licensing or authorizing agency notifies DETC that an institution s license or legal authorization has been or will be revoked; - The institution has notified the Commission that it intends to cease operations; or - The Commission has made a determination that an institution appears to lack sufficient resources to sustain effective operation in meeting its obligations to students or enters bankruptcy. Teach-Out Plan: At a minimum, the proposed teach-out plan must ensure that all students who enrolled in the institution receive all of the training or education under the terms of their contracts, to include receiving all learning materials and student services on a timely basis. Two approaches to teach outs: 1. The institution s plan to teach-out its own students; or, 2. An executed teach-out agreement with one or more appropriately accredited institutions currently offering programs similar to those offered at the closing institution. Minimum components for any teach-out approach include: - A listing, by name and student number, of all students in each program and their estimated completion/graduation dates, the status of unearned tuition, all current refunds due and account balances; - Arrangements for disposition of all student records, including educational, accounting, and financial aid records, in an accessible location and in accordance with applicable legal requirements in the event the institution closes; - Instructions on how curricula and learning management software may be accessed to conduct a teach-out; - An explanation, accompanied by appropriate supporting documentation and timelines, of how the closing institution will notify students in the event of closure and, if applicable, how the closing institution will notify the students of the teach-out; - For institution s offering hybrid programs (distance study and required face-to-face instruction) an explanation and evidence as to how the teach-out institution has the capacity to provide the students with instruction and 1/14 1

C.27. Policy on Teach-Out Plans DETC Accreditation Handbook 2014 services without requiring the students to move or travel substantial distances from the closing institution, and the adequacy of the teach-out institution s facilities and equipment. - A statement which evidences that state regulations regarding any student protection funds and/or bonds are followed, if applicable; - A statement that describes any additional charges/fees and notification to students about the charges/fees; and - A description of what financial resources will be used to make student refunds or fund the teach-out. The Accrediting Commission will review any teach-out plan that includes a program that is accredited by another recognized accrediting agency. It will notify that accrediting agency of any approval or rejection. Teach-Out Agreement: The DETC Accrediting Commission will approve a teach-out agreement only if the agreement is consistent with DETC standards and the criteria listed below and provides for the equitable treatment of students. The teach-out institution must have the necessary experience, resources, and support services to provide an educational program of acceptable quality and that is reasonably similar in content and structure to that provided by the institution that is ceasing operations. The teach-out institution must also be able to remain stable, carry out its mission, and meet all obligations to existing students. When a DETC institution enters into a teach-out agreement voluntarily or at the Commission s direction, the agreement must be approved by DETC prior to implementation. In such cases, the institution must provide documentation to demonstrate that the educational programs provided by the teach-out institution are of acceptable quality. The following elements will be considered in approving the agreement: 1. The agreement is with one or more institutions accredited by an agency that is recognized by the U.S. Department of Education and/or the Council for Higher Education Accreditation. The institution is state licensed, and the institution currently offers programs similar to those at the closing institution. 2. The agreement states that the student will be provided access to all the program of instruction, without additional cost, for which the student originally contracted and paid, but did not receive due to the [pending] closure of the institution. For hybrid programs, the teach-out institution must be near the closing institution so as to not require students to move or travel substantial distances. 3. The agreement clarifies the financial responsibilities of all parties, including the assumption of any liabilities for tuition refunds and appropriate notification to students in a timely manner of additional charges/fees, if any. 4. The agreement states whether, upon completion of the program, the student will receive a diploma, certificate or degree from the teach-out institution, or whether the diploma or certificate will be awarded by the closing institution. 5. The agreement indicates whether students who have already enrolled, but who had not yet started their program of study at the closing institution, or who are on a leave of absence from the closing institution will be entitled to begin training or re-enroll at the teach-out institution. 2 1/14

DETC Accreditation Handbook 2014 C.27. Policy on Teach-Out Plans 6. The agreement states that the closing institution will provide the teach-out institution with copies of the following records for the students being taught out: - Enrollment agreements - Financial aid transcripts - Study/progress records - Academic transcripts - Student account records - Any relevant curricula materials 7. The agreement requires that the teach-out institution maintain records and documents for the students being taught out, and that the teach-out institution will report back to DETC on a periodic basis the status of the teach-out. 8. The agreement provides for appropriate notification to the DETC Accrediting Commission and federal and state authorities. 9. The agreement complies with applicable federal and state laws. Closure without Teach-Out Plan/Agreement: If an DETC accredited institution closes without a teach-out plan/agreement or an institution refuses to provide a Teach-Out Plan, DETC will work with the U.S. Department of Education and the appropriate state agency, to the extent feasible, to assist students in finding reasonable opportunities to complete their education without additional charges. # # # Revised June 2012 1/14 3

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DETC Accreditation Handbook 2014 C.28. Policy on Petitions and Waivers 28. Policy on Petitions and Waivers When an applicant or accredited institution believes that a particular DETC standard or policy may be inappropriate for their institution, or when they want the Commission to provide an alternative interpretation, from the existing one, they have the option to petition the Commission for a waiver, exception, or special interpretation. Such petitions should not be undertaken simply because an institution does not like a standard or does not care to be subject to it. They should only be undertaken for a significantly serious reason, as set out below. The Commission may choose to grant a petition for a waiver of its standards, policies, or procedures where an institution is able to demonstrate through a well-documented petition that: Action 1. Extenuating circumstances are present such that the normal application of the standard, policy, or procedure will create an undue hardship on the institution or its students; or 2. The waiver will meet the underlying purposes and intent of the standard, policy, or procedure. The institution must submit the following with its written Petition: 1. A reference to and restatement of the specific sections(s) of the DETC Standards, policies, or procedures for accreditation for which the waiver request is being submitted, the circumstances requiring the request, the grounds on which the request is based, and an explanation as to why the institution believes that the Commission should grant the institution s request; 2. An explanation as to how the request is consistent with the goals, objectives, and mission of the institution; 3. An attestation that the institution is in good standing with all accrediting and regulatory agencies (including DETC) and not subject to any sanction, heightened monitoring, or limitation of any kind. If the institution cannot make such an attestation, it must submit a detailed explanation of the circumstances and the reason(s) why the institution believes that the Commission should grant the waiver notwithstanding these circumstances; and 4. As applicable to the institution s request, a detailed description, with supporting documentation, regarding the institution s capacity in the following areas: a) An explanation as to how the institution s financial position is sufficiently sound as necessary to implement and sustain the request; b) An explanation as to how the institution has, or will have, sufficient management and administrative capacity as necessary to implement and sustain the request; and c) An explanation as to how the institution has, or will have, sufficient facilities and educational resources as necessary to implement and sustain the request. 1/14 1

C.28. Policy on Petitions and Waivers DETC Accreditation Handbook 2014 The petition should be signed by the CEO of the institution. He or she should attest to the following: I certify that the information herein and attached hereto is correct and that the institution has not implemented any activities relative to this request until such time, if any, Commission approval is received. The institution must submit its petition at least 60 days prior to the next Accrediting Commission meeting (check with staff on the exact dates). The Commission will review the institution s petition and any documentation, and vote to either approve or deny the petition. If a petition has been denied, the institution may not resubmit a petition for the same request. Petitions are granted for a period of one year for initial applicants and one accreditation cycle for accredited institution. The Commission will notify the institution of its decision within 30 days. # # # Adopted October 2011 2 1/14

DETC Accreditation Handbook 2014 C.29. Policy on Contracting for Educational Delivery 29. Policy on Contracting for Educational Delivery Institutions seeking to improve or expand the ways in which it provides education to its students may find the need to contract with other institutions or organizations to provide certain components of the educational experience. The following policy applies to DETC institutions that would like to contract with another educational institution or other organization for the educational delivery of its programs and/or delivers training for another educational institution or other organizations under a contractual arrangement or agreement. Institutions may only contract up to 25% of its total educational offerings. (6/13) Any institution accredited by DETC is held responsible for all activities carried out under its name. The DETC s standards, policies, and procedures apply to any contractual arrangements as well as to the member institution s regular activities. This includes policies regarding outcomes assessment, advertising, and recruitment. Contracting with an Institution Accredited by DETC or other Recognized Accreditor If a DETC institution contracts with another institution to deliver an educational program, the agreement must be with an institution accredited by DETC or by another recognized accrediting agency (recognized by the U.S. Secretary of Education and/or the Council for Higher Education Accreditation). All curricula and student services must be reviewed and approved by DETC. (6/13) Contracting with a Training Company or Other Type of Organization If the third party organization in which the DETC accredited institution wishes to contract with is not an accredited educational institution, such as a training company, the institution must first petition the Accrediting Commission for permission to do so (see C.28. Policy of Petitions and Waivers). The institution should explain who the third party is and provide a brief explanation of the expected obligations of each party. (6/13) If the petition is granted approval, all curricula and student services must be reviewed and approved by the DETC under DETC standards. Such review by DETC will not constitute the award of accreditation of the third party organization, which is a status solely reserved for the DETC accredited educational institution. Accreditation cannot be transferred to the third party organization. (6/13) Information Required (applies to all third party contracting) (6/13) The DETC institution contracting for educational delivery with a third-party must seek DETC approval. In addition, the DETC institution must provide the following information to the DETC staff up to 60 days prior to the implementation of the contract, along with any fees required. 1. A statement describing the percentage of the educational program to be provided by the other party, the name and background of the third party, and the reason for entering into the contract; 2. A copy of the contract between the DETC accredited institution and the other party, which clearly spells out the obligations of both parties including a description of all fees and financial obligations between the other party and the institution and the educational courses/programs and services included in the contract. The DETC institution is responsible for informing the non-detc party that the contract does not imply or extend any accredited status to that entity; 1/14 1

C.29. Policy on Contracting for Educational Delivery DETC Accreditation Handbook 2014 3. The contract should be executed by designated officers of the institution and their counterparts within the contracting institution. The contract clearly establishes or defines: The nature of the services to be performed by each party; The period of the agreement, and the conditions under which any possible renewal, renegotiation, or termination of the contract could take place; Appropriate protection and contingency plans for enrolled students in the event that a contract is terminated or renegotiated or the other party fails to meet the contract obligations; The procedures for grievance regarding any aspect of the offerings; Appropriate avenue(s) for addressing perceived breaches of the contract; The institution(s) awarding the credit, educational course(s), programs(s), and services included in the contract; how outcomes assessment will be conducted and reported to DETC; how student support services necessary to the courses/program(s) will be assured; and how student access to the learning resources required for the courses/program(s) will be assured; and Financial arrangements that specify the compensation and other considerations for the services provided by each of the parties; the mechanism used to account for the services provided by each of the parties; and (if appropriate) that the institution meets all legal requirements for federal and state student aid programs that might be used by students or the contracting entities. 4. Draft language for the publication of the catalog and enrollment agreement that will be issued to students enrolling in course/program(s), including the facilities, specific information about the course/program(s) and the services to be offered by the other party along with all tuition and fees. Such documents must also explicitly state the grievance policy to be used by students. The accrediting agency listed in the grievance policy shall be the accrediting body of the school providing the majority of the student instruction/support. If the third-party organization is not an accredited educational institution, the enrollment agreement, catalog and grievance policy will conform to DETC standards? 5. A copy of the state license, exemption letter or other legal documents authorizing the third party to conduct business; and 6. An attestation signed by the CEO that the DETC institution will include all training delivered by the third party contractor in reports submitted to DETC such as the annual reporting of financials, enrollments, and completions/graduations. All other applicable DETC standards, policies and procedures continue to apply to the institution, the program(s), and student services. Course/Program Reviews The DETC accredited institution is required to submit for review all of the courses/programs included under the contracting agreement. The institution should follow C.5. Policy on Course/Program Approval when submitting its curriculum. (6/13) 2 1/14

DETC Accreditation Handbook 2014 C.29. Policy on Petitions and Waivers Providing Educational Delivery Under a Contract If a DETC institution delivers training or courses/programs for another educational institution or other organization under a contractual agreement, the DETC institution is required to include a full description of all training delivered under the contract(s) in its Annual Report. It must also include such contracted training activity in the annual reporting of enrollments and financial information to DETC. (6/13) Adopted December 2011 Revised June 2013 # # # 1/14 3

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DETC Accreditation Handbook 2014 C.30. Policy on a High School Programs 30. Policy on High School Programs The Policy on High School Programs sets forth the Commission s policies for the accreditation of distance study institutions offering degree programs. In addition, the Policy expands on the Accreditation Standards (see Appendices A) for distance study institutions offering high school programs. Institutions offering high school programs must meet the Accreditation Standards inclusive of the requirements listed in this Policy. All high school programs offered by the institution must be reviewed and approved by the Accrediting Commission before institutions may advertise the program or students may enroll. Whenever a DETC-accredited institution considers adding a new high school diploma program, the high school program must be separately listed on its website, catalog, and other promotional literature. The institution must clearly indicate that it is offering a high school diploma program and that no college credit is assigned. The name given to the program should clearly suggest the secondary level nature of the program. The institution must document that it is properly authorized by the appropriate state regulatory authority (if applicable) to offer the new high school diploma program. DETC institutions may not offer a GED certificate. However, they may offer a GED preparation course. A GED is not a high school diploma, but a recognized equivalent to one. A maximum of three-fourths of the total credits required for a high school diploma may be awarded for transfer credit. Action As stated in C.5. Policy on Course/Program Approval: If an institution has not had a high school program previously approved by DETC, adding a new high school program to its current offerings is considered a substantive change. An institution proposing to add a new high school diploma program must list it separately on its website, catalog, and other promotional literature. The institution must clearly indicate that it is offering a high school diploma program, and no college credit is assigned. It must submit: 1) New High School Report (template on DETC s website) and all the required documentation; and 2) 50% of the curriculum for the high school program (half of the completed courses). For details on how and when to submit the course materials, please refer to DETC Policy C.5. The institution must also undergo a follow-up on-site visit by an examining committee within one year of the first enrollment to verify that the institution meets the administrative requirements found in the Standards. In preparation for the on-site review the institution must submit a streamlined and updated Self-Evaluation Report, which must be submitted to DETC one month before a scheduled on-site visit. The revised SER must address all of the Accreditation Standards and Business Standards as they specifically apply to the new high school program Institutional Profile: Update the organizational chart to reflect the new high school program. Update the chart under Course Data to include all the courses in the new high school program. I. Institution Mission, Goals, and Objectives: Describe how the institution s mission, goals, and objectives have been revised to include the new high school program. Provided information on the review and implementation of the revised mission, goals, and objectives. 1/14 1

C.30. Policy on a High School Program DETC Accreditation Handbook 2014 II.A. Program Objectives: The learning objectives will indicate the outcomes and competencies a graduate of the high school program will attain upon successful completion of the program, including expected skills, knowledge, attitudes and insights characteristic of other high school diploma holders of similar nature and level at comparable, appropriately accredited or approved institutions. II.B. Appropriate Program Objectives: Describe in detail each option available to students earning a high school diploma, such as a healthcare track or a technology track. List the number of semester credits required for each subject, such as 4 English, 3 Math, 3 Science, 3 Social Studies. Describe how the institution identifies the courses and other educational experiences the student needs to progress along the career pathway and achieve postsecondary goals. II.C. Comprehensive Curriculum: List the required courses and the electives for each option. Provide documentation that the curriculum is comparable to other traditional high schools. Describe how the instructional procedures, texts, and material appropriate to other high school programs. II.D. Up-to-Date Curriculum: Describe your procedures and schedules for keeping the courses and the high school program curriculum up-to-date and adequate. Document that the curriculum is up-to-date in terms of content and practice. II.E. Comprehensive and Up-to-Date Instructional Materials ( Instructional Materials are the components that make up the program of instruction.) Provide evidence that the instructional materials are sufficiently comprehensive and have sufficient depth and breadth to meet course objectives. II. F. Examinations and Other Assessments: Document that the types and numbers of tests and assessments are appropriate for the subject and level taught. Describe the method used for submitting examinations. Describe how the exams and assignments are used to measure the objectives and learning outcomes for each course. Describe how subjective exams/projects are used to measure the student s ability to apply skills that are taught in the courses. II.G. Authorship: Describe how the textbooks/curricula used in the courses are suitable for distance study. Document that the textbooks/curricula are similar to the ones used at traditional high schools. II.H. Organization of Instructional Materials: Describe how the content of each course in the high school diploma program is organized in such a way that students understand why and when they are taking the course(s). II.I. Curriculum Delivery: Describe how school-prepared lesson booklets/curricula are used and keyed to the reading competence of the students in the program. II.J. Study Instructions: Describe how the instructions on how to proceed through each course are adequate and clearly written. For online courses, document that the instructions are adequate on how to access chat rooms, bulletin boards, and other appropriate resources. II.K. Educational Media and Learning Resources: Describe how the learning resources for faculty and students are available and that they are appropriate to the high school level and scope of the course offerings. Provide details on library media available to students. II.L. Student Integrity, Privacy, and Identify: Document that the institution has clear, specific, academic policies related to student integrity, student privacy, and academic honesty. Explain the student identity verification process. 2 1/14

DETC Accreditation Handbook 2014 C.30. Policy on High School Program III. Educational Services: Provide information on any significant changes to educational services resulting from the addition on the new high school program. IV. Student Support Services: Provide information on any significant changes to student support services resulting from the addition on the new high school program. V. Student Achievement and Satisfaction: Describe how decisions regarding parameters for evaluating student achievement can be described within an accountability framework, which is defined by federal and state requirements, including the Elementary and Secondary Education Act (ESEA), Individuals with Disabilities Education Act (IDEA), and state policies. Each set of requirements includes significant considerations. The Elementary and Secondary Education Act (ESEA) establishes: The requirement of a core curriculum The measurement of student achievement within that curriculum A method for evaluating a school s ability to help students learn the curriculum An expectation that evidence-based practice be applied in the classroom The Individuals with Disabilities Education Act (IDEA) establishes: That students with disabilities must be assured access to, support for achievement in, and be assessed against the same standards as all other students. Provisions and assurances that students with disabilities are not held to a separate standard. An expectation that evidence-based practice be applied in the classroom. While federal legislation establishes basic parameters, it leaves to states the authority and flexibility to define the core curriculum and how achievement in that curriculum is measured. Provide details on the institution s state of domicile s requirement, if applicable. Describe any analysis of the student s current and past levels of performance, including student strengths and weaknesses (e.g., transcript and formal and informal assessment data). Describe how the high school program will be incorporated into the institution s outcomes plan. VI. Qualifications and Duties of Administrators and Faculty: Provide evidence that the faculty members are qualified and appropriately credentialed to teach the subject and level he/she is teaching. VII. Admissions: Describe how the institution s admission practices and enrollment agreements conform to DETC Business Standards II.A and B. Verify that no more than the maximum number of credits (75%) may be awarded as transfer credits. VIII. Advertising, Promotional Literature and Recruitment Personnel: Provide proposed copies of any advertisements for the high school program. Demonstrate and describe how the institution is conforming to DETC Business Standards I.A. and B., and II.C. 1/14 3

C.30. Policy on a High School Program DETC Accreditation Handbook 2014 IX. Financial Responsibility: Describe how the institution has budgeting process that demonstrates that the current and future budgets are sufficient to allow the institution to accomplish its mission and goals while implementing the high school program. Demonstrate that the institution maintains adequate administrative staff, faculty, and other resources to support the high school program. Provide projections of how many students will be enrolled in the high school program for it to be self-staining. X. Tuition Policies, Collection Procedures and Cancellations/Refunds: Demonstrate that the institution s tuition policies for the high school program are keeping with the provisions of DETC Business Standards III.A. XI. Facilities, Equipment, Supplies, and Record Protection: Demonstrate that the institution maintains sufficient facilities, equipment, and supplies to achieve its mission and goals and support its programs and future growth. Document that financial, administrative, and student records are adequately maintained and protected. XII. Research and Self-Improvement: Demonstrate that the institution collects and analyzes data from its high school program to consistently monitor the status and effectiveness of its services. # # # Adopted December 2011 4 1/14

DETC Accreditation Handbook 2014 D. Procedures D. Procedures 1. Providing the Chair s Report, Institution s Response and Advising the Institution of Commission s Decision 1.1. Actions Available to the Commission Pursuant to D.1. 2. Appealing Commission s Adverse Decision 3. Notification and Information Sharing 4. Retention of Commission Files and Records 5. Reviewing, Adopting, and Circulating Standards, Policies, and Procedures 6. Undergoing an On-Site Visit 7. Responding to Course/Program Reviews 8. Conflict of Interest Policy 8.1. Conflict of Interest Disclosure Form 9. Code of Conduct for On-Site Evaluators 10. Selection and Training of Commissioners 11. Selection and Training of Evaluators 12. Selection and Training of Appeals Panel Members 13. Third-Party Comments 1/14 i

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DETC Accreditation Handbook 2014 D.1. Providing the Chair s Report and Advising of Decision 1. Providing the Chair s Report, Institution s Response, and Advising the Institution of Commission s Decision Procedure for providing the Institution with the Examining Committee Chair s Report, allowing the institution to respond to the Chair s Report, and notifying the institution of the Commission s Decision Following the visit of the Examining Committee to the institution, the Chair of the Examining Committee shall prepare a Chair s Report that will be submitted to the DETC Executive Director. The Executive Director will send the Chair s Report to the institution prior to its submission to the Accrediting Commission. This Chair s Report (hereafter called Report) will describe the findings of the Examining Committee and comment upon the institution s demonstrated compliance with, or failure to demonstrate compliance with, the standards and policies of the Commission. The institution shall have 30 days from the receipt of the Report to respond. In its response, the institution may add new or supporting information or correct any incorrect statements made in the Report. Regardless of its accredited status, all applicant institutions are obligated to keep the Commission informed of any changes in management, enrollments, etc., which occur subsequent to the date of the on-site visit. The Commission will consider the Application for Accreditation (initial or renewal), Self-Evaluation Report, Student Surveys, any comments from third parties or outside agencies, the Chair s Report and the institution s response to the Chair s Report to make its decision (see D.1.1. Actions Available to the Commission). The Executive Director shall advise the chief executive officer of the institution within 30 days of the decision of the Commission. The notification will include a detailed written statement that identifies any deficiencies in the institution s compliance with the DETC s standards, policies, or conditions for initial or continued accreditation. The notification will also advise the institution of its right to appeal an adverse decision of the Commission. When the Commission withdraws the accreditation of an institution, the action shall not be made public by the Commission either until the period for requesting an appeal has expired or the appeal itself is denied (see D.3. Notifications and Information Sharing). Revised October 2011 # # # 1/14 1

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DETC Accreditation Handbook 2014 D.1.1. Actions Available to the Commission 1. 1. Actions Available to the Commission Pursuant to D.1. The Accrediting Commission may take one of four courses of actions: 1. accredit a new applicant institution for up to three years, or continue an institution s accredited status for up to five years. Reports of institutional enhancements of programs and services may be required. 2. defer a decision pending receipt of a Progress Report, submission of additional information and/or the results of a follow-up on-site visit. The maximum deferral period is 12 months (unless the Commission extends the period for good cause as defined below); 3. direct the institution to show cause as to why its accreditation should not be withdrawn (see below); or 4. deny accreditation to an applicant, or withdraw accreditation from an accredited institution (these actions are appealable see D.2. Appealing the Commission s Decision). Prior to any final adverse action by the Commission that is based solely upon a failure to meet DETC Standard IX. Financial Responsibility, the institution has the right, for a single occasion, to provide the Commission significant financial information that was not available to the institution prior to the determination of the adverse action, so long as the information bears materially on any financial deficiencies cited by the Commission. The Commission shall determine if the financial information submitted by the institution is significant and material, and if it is found to be so, it will consider the new information prior to taking any final action. Any determination made with respect to the significance or materiality of the new financial information submitted as set forth above, will not be subject to a separate appeal by the institution. Good Cause The maximum time period for achieving compliance with the Commission s standards and policies is 12 months. The Commission may extend this 12 month period for good cause shown. Good cause in this context is defined as a sufficient reason for the Commission to allow additional time for the institution to show that it has made substantial progress but additional time is needed to more fully document experience in attaining full compliance, additional resources are shortly to become available, or there are exigent circumstances, such as illness or accident, that justify an extension of time. When a good cause extension is granted by the Commission, the time allowed for institutional compliance may possibly exceed the permissible compliance times published in Federal Regulations. The Commission will notify the U.S. Secretary of Education if an extension is granted for good cause. The Commission will consider the following criteria when granting an extension for a good cause: o o o o o The length of time requested for the extension; Rationale for granting or denying the extension; Common sense matters such as near-term future availability of reports or data; The anticipated impact of an extension on students enrolled with the institution; Limitations on a further extension to an existing extension, limits on the frequency and use of good cause. After reviewing the above considerations, the Commission will decide to grant or deny an institution s request for an extension for good cause. The Commission decision is not appealable. 1/14 1

D.1.1. Actions Available to the Commission DETC Accreditation Handbook - 2014 The Commission may also elect to monitor the progress of an institution that has received an extension for a good cause by requesting documentation on a periodic basis as to the institution s progress toward compliance with the Commission s standards or policies. Show Cause Directive In cases where the Commission has reason to believe that an institution is not in compliance with accreditation standards and other requirements, the Commission may direct the institution to Show Cause as to why its accreditation should not be withdrawn. An institution that receives a Show Cause Directive will be required to demonstrate corrective action and compliance with accrediting standards, policies, or procedures. Because the issuance of a show cause directive is not an adverse action, it is not appealable. However, the burden of proof rests with the institution to demonstrate that it is meeting DETC s published standards and policies. Notices: When a Show Cause Directive is issued, a written notice will be sent to the institution within 30 days of the Commission s decision which: 1. States the reasons why the Show Cause Directive was issued; 2. Identifies the standard and other accreditation requirements that the institution is believed not be in compliance; 3. Explains the reasons and recite the evidence indicating that the institution may not be in compliance with accreditation requirements; and 4. Advises the institution of its obligations under the Show Cause Directive and the deadline for its response. Notice of the Show Cause Directive will be provided to the U.S. Secretary of Education, the appropriate state agencies or authorizing agency, and the appropriate accrediting agencies at the same time it notifies the institution of the Show Cause Directive. The Commission will also post a notice on its website within 24 hours of notifying the institution. Decision on Show Cause Directive: Upon expiration of the time limits for submission of the Response to the Show Cause Directive or any progress report or additional requirements placed on the institution in relation to the Show Cause Directive, a decision will be made on the institution s compliance with the accreditation standards or requirements noted in the directive. The Commission may: 1. Vacate the show cause directive, if it is determined that the response gives evidence that such removal is warranted or if the response shows compliance with the cited accreditation standards and requirements; 2. Continue the show cause directive, pending the receipt of additional information or further reports from the institution; 3. Order a special visit in accordance with C.16. Policy on Special Visits; or 4. Withdraw accreditation, which would be subject to an appeal by the institution. 2 1/14

DETC Accreditation Handbook 2014 D.1.1. Actions Available to the Commission The Commission will notify the institution of its decision concerning its Response to the Show Cause Directive within 30 days. The Commission will not consider substantive changes (as listed in Policy C.1. Policy on Substantive Change and Notification) or approve any new courses or programs when an institution is under a Show Cause Directive or when the Commission s has deferred action on an application for reaccreditation. In all cases, the Commission will allow the institution sufficient time to respond to any findings before any final decision regarding the institution s accredited status is made. # # # Last Revised June 2013 1/14 3

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DETC Accreditation Handbook 2014 D.2. Appealing Commission s Adverse Decision 2. Appealing Commission s Adverse Decision Procedure for Appealing a Negative Commission Decision on Accreditation and Post- Hearing Arbitration Request for Appeal The institution may appeal a decision by the Accrediting Commission to deny or withdraw accreditation. The request for appeal must be made using the Application for Appeal. (E.3.). The application must be sent with the required fees (see E.1.) to the Executive Director of the Accrediting Commission within 10 days of the receipt of the Commission s letter advising the institution of the decision to deny or withdraw accreditation. The institution s failure to submit the application and fees within 10 days will be deemed a waiver of its right to appeal and cause the Accrediting Commission s action to become final. The institution shall file a written statement of the grounds for its request for appeal within 30 days of receipt of the notification of the Commission s action. The institution s decision to appeal is limited to appealing the factual record that was before the Commission and to the decision which the Commission made in executing its policies and procedures. If the institution s appeal request is not successful, where the decision to deny or withdraw accreditation is upheld and becomes final, the institution is not eligible to re-apply for accreditation for a period of one year from the date of the final action. Appeals Panel In the appeal process, the institution s appeal will be heard by an independent appeals panel that is separate from the Commission and serves as an additional level of due process for the institution. The Appeals Panel has no authority concerning the reasonableness of eligibility criteria, policies, procedures, or accreditation standards. It can affirm, amend, remand or reverse the prior decision of the Commission as set forth below. Its role is to determine whether the Commission s action was not supported by the record or was clearly erroneous. The institution has the burden of proof in demonstrating that the action of the Commission was not supported by the record or was otherwise erroneous. The Appeals Panel shall consist of three people appointed by the Accrediting Commission: a public member, an academic and an administrator. Potential members of an Appeals Panel will be selected from the ranks of former members of the Accrediting Commission, the corps of Commission evaluators, and active staff of DETC accredited institutions who have completed DETC s evaluator training program. All Panelists will be given a training session on appeals procedures and will be subject to the provisions in D.8. Conflict of Interest Policy. (10/11) The Appeals Panel members will possess knowledge of accreditation purposes, standards, and procedures and will be constituted to meet the panel composition requirements set forth above. The candidates cannot include any current member of the Commission and cannot have a conflict of interest. The Executive Director will submit a list of proposed Appeal Panel members to the institution in advance. An institution may ask in writing within 10 calendar days of receipt of the proposed panel that any person or persons be removed from the list on the basis of potential conflict of interests as defined in D.8. If the Commission determines that a conflict exists, the panelist will be replaced. No panel member may serve if he/she participated, in any respect, in the underlying decision by the Accrediting Commission to deny or withdraw accreditation. 1/14 1

D. 2. Appealing Commission s Adverse Decision DETC Accreditation Handbook - 2014 Consideration and Decision of the Appeal The consideration of the appeal will be based upon the Commission s written findings and reasons related to the action, the institution s written response detailing grounds for appeal, and relevant supportive documents. The Appeals Panel has no authority regarding the reasonableness of the accreditation standards, policies, or procedures. Its role is to determine whether the Commission s action was not supported by the record or was clearly erroneous. The institution must set forth the specific grounds for its appeal in writing in the time specified above and state the reasons the institution believes the adverse decision should be set aside or revised. In making its appeal, the institution has the burden to show that the Commission s decision resulted from errors or omissions in the execution of Commission policies and procedures, or that the decision was arbitrary or capricious and was not based on substantial evidence on the record. No new materials may be presented for the Appeals Panel s consideration on appeal. The Appeals Panel will consider the grounds for the appeal, the institution s oral presentation, and the record that was before the Commission when it made the decision to deny accreditation or withdraw accreditation. Decisions Available to the Appeals Panel The Appeals Panel may elect to affirm, remand, amend or reverse the Commission s decision. 1. Affirm If the Appeals Panel determines that the institution has failed to meet its burden of proof in showing that the Commission s action was not supported by the record or was clearly erroneous, it must affirm the decision of the Commission. In certain instances, the Commission s decision may be based on multiple violations of DETC Policies or Procedures. A showing by the institution that there is no support in the record only as to some of the violations is not by itself sufficient to meet the institution s burden of proof. The institution must show that, in light of the entire record, the decision is not supported by the record or is clearly erroneous. 2. Remand The Appeals Panel may remand a decision to the Commission when it finds that the Commission failed to consider a material fact before it in reaching its decision. A remand is a directive to the Commission that it must reconsider its action in light of all relevant facts that were before the Commission at the time of its decision, including the specific material fact or facts that are the basis for the remand. The Appeals Panel must identify those material facts that it finds the Commission failed to consider. 3. Amend If the Appeals Panel determines that although there is evidence to support it, the Commission s decision is nevertheless clearly in error, the Appeals Panel may amend the decision. A decision to amend an adverse action will set forth the specific grounds for the decision and will direct the Commission to modify its decision in accordance with the specific direction of the Appeal Panel. The Appeal Panel may in its discretion amend a decision to deny accreditation by directing the Commission to grant accreditation while directing the Commission to consider the proper length of the grant consistent with the direction of the panel, the practices of the Commission, or in accordance with other guidance from the Appeals Panel. 2 1/14

DETC Accreditation Handbook 2014 D.2. Appealing Commission s Adverse Decision 4. Reverse The Appeals Panel may reverse a decision of the Commission if it finds that the Commission s decision, in light of the entire record, was not supported by the record or was clearly erroneous. A decision to reverse an action of the Commission will state the specific bases for the decision to reverse. A decision to reverse a withdrawal of accreditation will direct the Commission to set aside its decision to withdraw and to reinstate the accreditation of the institution as it was before the withdrawal decision. A decision to reverse an action to deny accreditation directs the Commission to award a specific grant of accreditation for a term determined by the Appeals Panel. Hearing Procedure The Commission shall have at least one representative present at the hearing. The Commission Representative and representatives of the institution will have the opportunity to make opening and closing statements to the appeal panel. Such oral statements may not exceed twenty minutes in length. The institution must provide information relevant to the specific grounds for the appeal. If the institution intends to make an oral presentation, the chief executive officer of the institution should make the request in writing to the Executive Director of the Accrediting Commission not less than 30 days prior to the date of the hearing. The names and affiliations of those appearing to make the oral presentation must be included with the request. The institution is entitled to be represented by counsel during the appeal hearing. The DETC does not consider the Appeal hearing to be adversarial in nature. Accordingly, the institution will not have the right to examine the Commission Representative. The appeal hearing may be recorded by stenographic or electronic means if requested by the institution. Recording and transcripts thereof shall be at the institution s expense, and a copy will be timely provided to the institution following the appeal hearing. Commission Receipt and Implementation of Appeals Panel Decisions The written decision of the Appeals Panel will be provided to the Commission within 30 days. The Commission will implement the decision of the Appeals Panel to affirm, amend, or reverse the prior Commission decision within 30 days of receipt of the written decision by the Appeals Panel. The Commission will notify the institution of the decision within 30 days of implementation. Notification The Commission will notify Federal, State, accrediting agencies and the public of its decision according to D.3. Notifying Agencies and the Public of Commission s Decision. Arbitrating Post-Hearing Decisions The DETC Constitution and Bylaws April 16, 2013, under Section 12.2. provide that: Section 12.2 - Interpretation and Appeal An institution challenging a final adverse decision on accreditation must submit to binding arbitration pursuant to the appropriate Commission policy in the DETC Accreditation Handbook. An institution which seeks to overturn an adverse arbitration decision, or filing suit for any other reason, must bring the suit in the Federal District Court for the District of Columbia. The institution must escrow sufficient funds to guarantee that the Commission will recover its legal fees in defending the suit if the institution does not prevail. Should the institution prevail over the Commission, the escrow will be returned. 1/14 3

D. 2. Appealing Commission s Adverse Decision DETC Accreditation Handbook - 2014 In promulgating and interpreting the above DETC Bylaws Section 12.2., it is the Commission s intent that should the Commission elect to waive any one requirement in Section 12.2., or if any provision of Section 12.2. is or becomes illegal, invalid or unenforceable in any jurisdiction, this will not affect: 1. the validity or enforceability in that jurisdiction of any other provision of Bylaws Section 12.2.; or 2. the validity or enforceability in other jurisdictions of that or any other provision of Section 12.2. Below are the procedures adopted by the Commission for institutions electing to seek binding arbitration on a final adverse accrediting decision: 1. Upon being notified that its appeal did not change an adverse Accrediting Commission decision, an institution will have five business days to request arbitration, during which no public notification of the Commission action will be made, and no new students may be enrolled. When the institution remits an arbitration fee (using E.13. Application for Arbitration) established by the Commission, an arbitrator will be selected by the Accrediting Commission from candidates recommended by the American Arbitration Association. Early resolution of such disputes being in the public good, the parties shall make every effort to expedite the arbitration. 2. The analytic framework used for the arbitration will be that developed by the Federal Courts, particularly the Circuit Courts, and selected excerpts are cited in an appendix to this procedure. Courts have described their role as not one of making a de novo review, but of determining whether the accrediting association s decision was arbitrary or capricious. In like manner, the arbitration should make this determination, assessing whether the association confined its action to the contours of due process and fundamental principles of fairness, while recognizing the special nature of accreditation and according deference to the rules and processes of accrediting associations. 3. The arbitrator will be provided with all of the information available to the Accrediting Commission when it made the adverse decision, and the procedures used to reach the decision. Along with the presentation by the parties, this will allow for a through consideration of whether the association s decision was arbitrary or capricious, or reached in an unfair manner. Additional discovery activity and witnesses should not be required. In an exceptional circumstance, where the arbitrator finds that additional information is essential to reaching a fair decision, limited discovery may be authorized. 4. Both parties may appear before the arbitrator with legal counsel to present their position, and each may file a written brief, subject to the fifteen-page limit used by the Department of Education s appeals division, and up to five exhibits. 5. The arbitrator s decision will be admissible in any subsequent proceeding where it is relevant. Revised October 2011 4 1/14

DETC Accreditation Handbook 2014 D.3. Notification and Information Sharing 3. Notification and Information Sharing Procedure for Notifying Federal, State, Accrediting Agencies, and Public of the Commission s Decisions and Information Sharing Pursuant to Federal Regulations regarding the recognition of other accrediting agencies, the Accrediting Commission will observe this policy in keeping interested and appropriate groups informed of the accrediting actions taken by the Commission. Unless otherwise specified, the effective date of a Commission s decision is the date on the letter notifying the institution of the Commission s decision. Initial or Reaccreditation: The Commission will provide written notice to the U.S. Secretary of Education, the appropriate state licensing or authorizing agencies, and the appropriate accrediting agencies, at the same time it notifies the institution of the decision, but no later than 30 days after the Commission makes its decision to accredit or reaccredit an institution. Deny or Withdraw Accreditation: The Commission will provide written notice to the U.S. Secretary of Education, the appropriate state licensing or authorizing agencies, and the appropriate accrediting agencies, at the same time it notifies the institution of the decision, but no later than 30 days after the Commission makes a final decision to deny or withdraw accreditation. A final decision to deny or withdraw accreditation is one reached after an institution has exhausted the appeals process provided for in D.2. Show Cause Directive: The Commission will provide written notice to the U.S. Secretary of Education, the appropriate state licensing or authorizing agencies, and the appropriate accrediting agencies, at the same time it notifies the institution of the decision, but no later than 30 days after the Commission makes a decision to place an institution on Show Cause. The Commission will provide written notice to the public of any of the decisions listed above within 24 hours of its notice to the institution. For any decisions to deny or withdraw accreditation, the Commission will make available to the U.S. Secretary of Education, the appropriate state licensing agencies, and the appropriate accrediting agencies, and the public, no later than 60 days after the final decision, a brief statement summarizing the reasons for the Commission s decision and the official comments, if any, that the affected institution may wish to make regarding the Commission s decision. If no official comments by the institution are provided within 14 days of notification, the Commission will document that the affected institution was offered the opportunity to provide an official comment. Resigning or Voluntarily Withdrawing Accreditation: Upon receiving notification from an institution to resign or voluntarily withdraw from accreditation, the Commission will provide written notice and post it on its website within 30 days to the U.S. Secretary of Education, appropriate state licensing agencies or authorizing agency, and the appropriate accrediting agencies and, upon request, the public. Accreditation Lapses: If an institution decides not to renew its accreditation, the Commission will provide written notice and post it on its website within 30 days of the date on which the institution s accreditation lapses to the U.S. Secretary of Education, appropriate state licensing agencies or authorizing agency, and the appropriate accrediting agencies and, upon request, the public. 1/14 1

D.3. Notification and Information Sharing DETC Accreditation Handbook - 2014 The Commission will submit to the U.S. Secretary of Education the name of any institution it accredits which the Commission has reason to believe is engaging in fraud and abuse, along with the Commission s reasons for concern about the institution s activities and where DETC has found significant or systemic deficiencies in the assignment of credit hours by an institution or program. The Commission will also inform the U.S. Secretary of Education whenever it has found significant or systemic deficiencies in the assignment of credit hours by an institution. Scope of Public Information The Commission will make available to the public and may publish in official DETC publications, including its website and/or Directory of Accredited Institutions, the following information: 1. The name, address, phone number, and website address of an accredited institution 2. The month and year accredited and month and year accreditation expires 3. A summary list of programs offered by the institution 4. A summary of information pertaining to an adverse action as defined in D.1. 5. A summary of information pertaining to an action subject to appeal; and 6. The date of an institution s voluntary withdrawal of accreditation. Confidentiality of Records: Information pertaining to the Commission s actions is confidential and is not shared with third parties, other DETC institutions, the media, or the public, except as authorized by an institution or as required by government regulation, judicial or administrative process, and other legal requirements. Sharing Information with Government Entities and Other Accrediting Agencies DETC will grant all reasonable special requests for accreditation information made by other accrediting agencies and government entities. Requests for information from such entities must be writing, submitted to the Executive Director of DETC, and state the name and address of the institution for which the information is sought, the nature of the information requested, and the purposes for which the information is to be used. A decision to deny such a request is not subject to appeal. Institutions accredited by or seeking accreditation from DETC provide a release as part of its Application for Accreditation for purposes of eliciting information from state licensing agencies and governmental entities, as well as an acknowledgment of the fact that accreditation information may, at the discretion of the Commission, be shared with other accrediting agencies and government entities. Authorized Disclosure of Information If an institution wishes specific accreditation information that is otherwise to be treated as confidential to be released to third parties, the CEO of the institution or an institution-designated official must provide a written release on official letterhead to the Executive Director of DETC stating the precise information sought to be released and the party or parties to whom the information is to be released. Also see C.22. Policy on Information Provided the U.S. Department of Education. 2 1/14

DETC Accreditation Handbook 2014 D.3. Notification and Information Sharing Public Disclosure of Accreditation Status DETC specifies how an accredited institution may refer to its accreditation status. DETC Business Standard I.B.1. states: An institution may refer to its accredited status as, Accredited by the Accrediting Commission of the Distance Education and Training Council Accredited by the DETC Accrediting Commission, accredited member of DETC or DETC Accredited. An institution may use the term accredited programs, accredited courses, and/or nationally accredited when referring to its individual programs, courses, and/or institution. Also DETC Business Standard IB.6. states, An accredited institution must state its accredited status in its catalog and on its website. DETC s name, address, and telephone number must be published in the institution s catalog, along with a link to DETC s website (www.detc.org). DETC Business Standards I.A.1. requires that All advertisements, website copy or promotional literature with respect to the institution, its personnel, its courses and services, or the occupational opportunities for its graduates are accurate, clear, and readily accessible to the public and clearly indicates that training or education is being offered at a distance. This applies to properly disclosing in all its advertisements, promotional literature, and catalogs the specific academic or instructional programs covered by an institution s accredited status. DETC does not have a preaccreditation or candidacy status. An applicant institution may not refer to its accreditation status in any manner. In doing so, it could potentially mislead the public about the institution s affiliation with DETC. When an institution applies for initial accreditation, it must certify on its Application for Accreditation that it agrees to not make any promotional use of its application for accreditation status prior to receiving DETC accreditation. If DETC is informed that an applicant institution is telling the public it is preaccredited, or will be accredited, the Executive Director will notify the institution immediately and tell them to cease and desist. If the institution continues, it is counseled that it may not proceed with the accreditation process. Accredited institutions found to be in violation will the DETC Business Standards may be required to undergo a full accreditation review. Correction of Misleading or Inaccurate Information DETC requires that an accredited institution must correct any misleading or inaccurate information it releases. DETC Business Standards I.B.9. states, An institution must publicly correct any misleading or inaccurate information it releases on its accreditation status, contents of reports of the examining committee from accreditation-related visits, and/or actions taken by the Accrediting Commission with respect to the institution. DETC will notify the institution of the misleading or inaccurate information, and request that the institution immediately make the correction, post a notice of the correction, and document to DETC that that correction has been made. Failure to do so within 10 days may result in an order of a Special Visit (see C.16. Policy on Special Visits). Revised June 2012 # # # 1/14 3

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DETC Accreditation Handbook 2014 D.4. Retention of Commission Files and Records 4. Retention of Commission Files and Records Procedures for the Retention of Accrediting Commission Files and Records The Accrediting Commission of the Distance Education and Training maintains in electronic form complete and accurate records of: 1. Its last full accreditation reviews of each institution, including the application, on-site evaluation team reports, the institution s responses to on-site reports, periodic review reports, any reports of special reviews conducted between regular reviews, and a copy of the institution s most recent Self-Evaluation Report; 2. All decisions made throughout affiliations with DETC regarding its accreditation and any substantive change, including all correspondence that is significantly related to those decisions; and 3. Minutes of all Accrediting Commission meetings. All records are maintained at the DETC office in Washington, D.C. # # # Revised June 2012 1/14 1

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DETC Accreditation Handbook 2014 D.5. Reviewing, Adopting, and Circulating Standards and Policies 5. Reviewing, Adopting, and Circulating Standards, Policies, and Procedures Procedure for Reviewing, Adopting and Circulating Accrediting Commission Standards, Policies, and Procedures The Accrediting Commission has the power and responsibility to review, establish, and circulate its standards, policies, and procedures for the evaluation and accreditation of distance education institutions. Origin of Standards, Policies, and Procedures When reviewing its standards, policies, and procedures, the Accrediting Commission considers recommendations from any source and in any manner or form. The following is a list of some sources of recommendations for new or amended standards, policies, and procedures: 1. Commission: the Commission reviews its standards, policies, and procedures and any comments received at every meeting; 2. Commission staff: if the staff notices areas of the standards, policies, and procedures that need to be strengthened, he or she may make suggestions and recommendations to the Commission; 3. DETC Committees: the Research and Educational Standards Committee and the Business Standards Committee continuously work to refine and revise the standards and make recommendations to the Commission; 4. DETC Evaluators and Subject Specialists: These reviewers are surveyed after each on-site visit and asked to give suggestions on how to strengthen DETC standards; 5. State Regulators: An observer from the state that the institution is located in is invited to observe each on-site visit and asked to provide feedback on standards or the process; 6. Government agencies: Input from governmental agencies such as the U.S. Department of Education and the Council for Higher Education Accreditation often leads to changes in DETC standards, policies, and procedures; 7. Educators, faculty and administrators: DETC s institutions often employ deans, professors, faculty, administrators, and other educators who work for or have worked at other higher education institutions; 8. Consumer groups: DETC surveys the consumer protection agencies (i.e., Better Business Bureaus, Chamber of Commerce, etc.) for their input; 9. Accredited or applicant institutions: each institution is encouraged throughout the process to give feedback on the process and DETC s standards, policies, and procedures; 10. Third-Party review: As part of its review process, DETC periodically retains and independent organization to review its standards and conduct rigorous validity and reliability surveys; 1/14 1

D.5. Reviewing, Adopting, and Circulating Standards and Policies DETC Accreditation Handbook - 2014 11. Students and the general public: DETC surveys students as part of the accreditation process and their input is solicited. Student complaints and correspondence received by the DETC staff are also used in the review process; and 12. Industry representatives and employers: Employers of students who have graduated from DETC institutions are surveyed. Systematic Program Review As described above, DETC collects information from several sources and seeks input from its communities of interest, including internal and external constituencies. DETC gathers information from these communities regarding whether the standards should be changed before drafting changes to the standards. DETC performs a systematic review of its standards, policies, and procedures through the use of reviews involving its different constituencies, such as third-party, students and employers, evaluators, subject specialists, DETC committees, and the Commissioners. Elements of the review process are: Every five years, DETC engages an independent third party organization to survey accredited institutions, DETC evaluators (many of who are faculty at traditional institutions), subject specialists, and students (drops, active and graduates) on the validity and reliability of DETC s Standards and policies. These surveys focus on the adequacy and relevance of the standards in terms of enabling DETC to evaluate the quality of education. The third-party reviewer evaluates DETC standards individually and as a whole. DETC Subcommittees collect information from its members and other interested people as part of the review process, and establishes special Task Forces to handle the evaluation of the information to determine whether the standards need to be changed. The Subcommittees, Research and Educational Standards Committee and the Business Standards Committee, meet twice a year (at DETC s Annual Conferences and Fall Workshops). DETC staff compiles comments from the surveys conducted of the on-site evaluators and subject specialist and presents them to the Commission at each of its meetings (typically in January and June). DETC staff may suggest revisions or additions to standards, policies, and procedures when called for to remain in compliance for recognition from the U.S. Secretary of Education and/or the Council for Higher Education Accreditation. This is done on an ongoing basis. DETC routinely conducts a survey of graduates of degree programs and their employers and publishes the results. The results of these surveys aid the Commission in identifying any modifications to standards, policies, or procedures needed. This is typically done every 4 to 5 years. Interested persons, institutions, and organizations are encouraged to submit comments on existing standards, policies and procedures and make suggestions for additions or revisions. Comments and suggestions are sent to the Executive Director of the Accrediting Commission. This is done on an ongoing basis. 2 1/14

DETC Accreditation Handbook 2014 D.5. Reviewing, Adopting, and Circulating Standards and Policies Process and Procedure for Adoption As recommendations for changes to DETC standards, policies, and procedures are collected by DETC staff from the various sources, they are submitted to the appropriate DETC Standing committee. The Research and Educational Standards Committee works on revising language and/or develops new educational and administrative standards, policies, and procedures. The Business Standards Committee handles revisions to the Business Standards. Once approved by the Committees, the recommendations are sent to the Commission. The Commission reviews and considers the recommendations and either approves them as written or makes changes to them and then approves them. Not all changes come through the Committees. If there are circumstances where the Commission itself believes changes are appropriate and called for, such as coming into compliance with Federal laws, the Commissioners work directly with the DETC staff to develop or revise the appropriate documents. Once the Commission approves the new or revised standards, policies, and procedures, they are sent to the public and stakeholders and other interested parties for comment. Copies of the Proposed Changes are sent to people on DETC s mailing list (member and nonmember institutions, government agencies, other accrediting agencies, and other interested parties) via DETC publications (see below) and comments are solicited by a certain date (at least 30 days). A notice is also posted on DETC s website so that everyone, including the general public, has a chance to review them and comment. DETC encourages its communities of interest (internal and external), including those that have made their interest known, to comment on any proposed changes. Typically, the Commission receives the suggested changes or additions to standards, policies, and procedures and any comments received at least 30 days before it meets to allow time for the Commissioners to adequately review all comments before formally adopting the proposed changes as final. The Commission reviews and carefully considers all comments before making a final decision. Whenever the Commission determines that exigent circumstances exist that necessitate that a material change in the Commission s standards, policies or procedures become final and effective immediately, it shall publish the change in final form without regard to the notice and comment procedures set forth in Procedure D.1. Interested parties will be afforded an opportunity to comment on the change as soon as practicable after it is published. All such comments will be considered by the Accrediting Commission. The Commission can adopt standards, policies, and procedures as proposed, adopt with changes or modifications, defer action until further study and consideration is given, or reject the proposed new standards or changes outright. When the final standards, policies, and procedures are adopted, the Commission sets the date they will become effective, providing a reasonable time for compliance by the institutions. The entire process typically takes around six months. The Commission must make the necessary changes within 12 months after determining that, as a result of the review process, changes to standards, policies, and procedures are needed. Circulation of Accreditation Standards, Policies, and Procedures Once final adoption is given by the Commission, the Executive Director announces to the public and relevant stakeholders any new or revised standards, policies, and procedures and takes the action necessary for their implementation. The effective date of the standards, policies, and procedures for implementation, if required, are included in the announcement, in addition to the date institutions must come into full compliance. 1. Information on new or revised standards, policies, and procedures are posted on DETC s website and published in DETC publications that are sent to the sources for recommendations listed above. 1/14 3

D.5. Reviewing, Adopting, and Circulating Standards and Policies DETC Accreditation Handbook - 2014 2. The relevant publications of the Accrediting Commission are revised to include the new standards, policies, and procedures (see below). 3. The DETC Accreditation Handbook is revised and updated every January. A copy is sent to each DETC member institution and made available for sale to the public and relevant stakeholders. An Update Sheet is also provided noting changes made from the previous edition. 4. DETC provides and makes available on its website to its evaluators and subject specialists an update sheet noting any changes to its standards, policies, and procedures. 5. DETC routinely conducts webinars, seminars or workshop sessions, and issues guidance through Bulletins or e- mails on how to interpret and apply any new standards. 6. DETC includes the new standards in the content of its online training manuals and courses. 7. DETC staff reviews with members of the on-site examining committee s changes to standards, policies, and procedures before each on-site visit. Publications In addition to DETC s website, changes and updates to the DETC standards, policies, and procedures, as well as a list of institutions that are to be considered for initial or reaccreditation are published in the following publications: DETC Bulletins (as needed) DETC News (bi-annually) News Releases DETC has several mailing lists, which include: DETC institutions, key people at the Department of Education and CHEA, other accrediting agencies, applicants, governmental agencies, veterans approving agencies and veterans affairs, other associations, editors and publishers, non-members institutions, universities, consumer protection agencies, Better Business Bureaus, businesses, employers, students, and the general public. Any one may request through DETC s website to be put on DETC s mailing lists. # # # Revised June 2012 4 1/14

DETC Accreditation Handbook 2014 D.6. Undergoing an On-Site Visit 6. Undergoing an On-Site Visit Procedures and Guidelines for an On-Site Visit When planning for the on-site visit, a mutually convenient date is coordinated by the Commission staff and with the institution. The Commission staff then selects the members of the examining committee and prepares an Examination Schedule. The Examination Schedule lists the names, addresses, and biographies of the examiners and observers, the date of the examination, the name and address of the hotel where the Committee will be staying, the time of the Committee s breakfast meeting, and the approximate time when the Committee will be arriving at the institution. The Examination Schedule is sent to the institution along with a statement for required visitation fees. These fees must be paid by the date shown on the statement before the visit can take place. The purpose of the on-site visit is for the Examining Committee to verify the information in the Self-Evaluation Report (SER) and to gather any additional facts for the Accrediting Commission. (NOTE: Initial applicants must undergo a Readiness Assessment before a full on-site visit will be conducted.) Before the Visit An accreditation examination presumes that the applicant institution has a permanent physical office or location where an accrediting Committee can physically visit to conduct its examination of executives, staff, appropriate faculty, and also view curricula, records, and technology used to teach and service students. Where space is at a premium, please coordinate with the DETC staff on possible options. Key personnel of the institution must be present and available to be interviewed by members of the Examining Committee throughout the day of the on-site visit. All chief executives, operating officers, managers, and an appropriate representation of instructional faculty must be present on the day of the visit. Outside accountants and others not in attendance must be briefed on the events of the visit and be available by telephone to talk with examiners during the course of the on-site visit. It is very important to have a sufficiently representative number of faculty who provide academic counseling/services present during the visit. Prepare name badges for all school personnel to wear on the day of the visit. Failure to have key personnel present at the time of the scheduled visit is grounds for terminating the visit. The successful conduct of an accrediting on-site review rests on the performance and cooperation of the institution being visited. A successful visit can be ensured when the institution has not only provided the visiting Committee in-person access to key personnel during the visit, but also makes it easy for the Committee members to access all relevant business and academic records that are required by DETC accrediting standards and policies, i.e., C. 21. Policy on Institutional Documents. Easy access to all student records is a top priority for every Committee. Demonstrations of online learning platforms or other computer-based learning offerings should be arranged for in advance of the visit and such demonstrations can made available to the Committee on a schedule that they determine. Arrange to have a private meeting room or conference area for the Examining Committee to use during the onsite visit. One complete set of each course/program, including tools, kits, equipment, advertising materials, and examinations, should be on display in the meeting room. A complete copy of the institution s Self-Evaluation Report with all exhibits should also be in the room. 1/14 1

D.6. Undergoing an On-Site Visit DETC Accreditation Handbook - 2014 Arrange for coffee, tea, and water to be available to the Committee members throughout the day. Read and review any subject specialist reports and student surveys sent to you by the Commission s staff. If there were any not met findings, you must respond in writing explaining your changes to correct the deficiencies (see D.7). Your responses should be included in the Welcome Kit. Be ready to discuss any concerns with the onsite examining committee. Create a Welcome Kit for each evaluator, which includes: 1) a copy of your organizational chart 2) a layout of your facilities (with offices marked with names and titles) 3) key phone numbers 4) schedule for interviews (if you have people available only during certain times) 5) a list of exhibits showing who is responsible for information for each Standard 6) a sampling of active students (with names, city and state, and the course/program they are enrolled) who evaluators may want to call and interview 7) copies of responses to the off-site subject specialists reports (also send these to DETC) 8) supporting documents for any changes you might have made since the SER was shipped, and 9) the menus for the Committee s lunch During the Visit Greet the Committee members when they arrive and immediately show them to the private meeting room so that they can leave any materials they brought with them. Give them each a Welcome Kit. The CEO/President should make brief introductions of key staff members. The Chair of the Committee will introduce the examiners (who will all be wearing name badges prepared by DETC s staff). The CEO/President should give a brief statement (10-15 minutes) about the institution s philosophy and purpose, describe the institution s organization and types of programs offered, and give an overview of the layout and locations of the facilities. Ask the Committee members to place their orders for lunch. Ask them to write down their orders, including what they want to drink. Give a brief tour of the facilities. The tour should take no more than 20 minutes and end back at the meeting room. The examiners will note where key officials and/or staff are located so that they can interview them later. The Committee members are trained to not ask questions during the tour. It is helpful to have extra copies of the office layout (including names) that were supplied in the institution s SER available for the Committee members. After the tour, the Committee will meet in the meeting room to review any additional materials the institution did not provided with its SER. They will divide up to work in their own areas of expertise. Each examiner has his or her individual duties to perform. Most interviews are conducted on a one-on-one basis. However, in large institutions, an examiner may on occasion interview small groups. During the visit, the Committee members work from documents, take notes, examine files, review records, verify data, and assemble relevant information to aid in preparing their reports. School personnel should be properly briefed and be able and willing to answer appropriate questions from the Committee members. Staff should also cooperate when asked for additional reports or documentation. All key personnel should be available during the visit. 2 1/14

DETC Accreditation Handbook 2014 D.6. Undergoing an On-Site Visit Lunch should be ready and delivered to the meeting room at noon. The Committee will return to the meeting room for an executive session as they work through lunch. The lunch is typically one-half hour, and then the examiners continue their interviews. School personnel should also be finished with their lunches and ready to answer questions at the same time the Committee is finished. The Committee usually estimates at lunch time how much longer they will need to complete their examination, and a time is set to meet back at the meeting room. When the Committee is ready to leave, the Chair meets briefly with the CEO/President. At this time the Chair will ask for any additional information which the Committee may need for their reports and informs the CEO of an approximate date when he or she may expect to receive a copy of the Chair s Report. The Chair thanks the CEO for the cooperation and hospitality received. Because judgment regarding accreditation rests solely with the Accrediting Commission, neither the Chair nor any member of the Committee is authorized to say anything that implies acceptance or rejection of the institution by the Commission. Do not give the evaluators any types of gifts, favors, or services. This is not allowed. After the Visit After the visit, the institution will receive an acknowledgment letter from the Commission thanking them for their hospitality and inviting them to make comments prior to the receipt of the Chair s Report. As soon as the Commission staff receives a copy of the Chair s Report, it is forwarded to the institution s CEO/President for comment. The CEO/President is given 30 days to respond to the comments and statements in the Chair s Report. Allow evaluators to be able to get into your courses through the user name and password you provided for at least two weeks after the on-site visit. If additional information was requested during the on-site visit, provide the information to Nan Ridgeway at DETC. She will send it to the proper evaluators. After the Accrediting Commission meets (normally in January or June), the institution will receive a letter setting forth the Commission s decision. The institution may appeal of the Commission decision. If the institution is denied accreditation or if accreditation is withdrawn, the institution must wait one year from the date of the Commission s decision before applying application for accreditation again. All accrediting decisions of the Accrediting Commission are final. They are not subject to review or veto by the DETC members or officers. If you have any additional questions or need assistance as you prepare for your on-site visit, please feel free to call the Commission s staff at 202-234-5100. Revised October 2011 1/14 3

D.6. Undergoing an On-Site Visit DETC Accreditation Handbook - 2014 Checklist for the On-Site Visit Before Visit Pay visitation fees. During Visit Contact key personnel and ask them to be present and available on the day of the visit. Coordinate interview schedule with DETC for those personnel who will only be available during limited times. Be certain to include faculty members. Brief key personnel on what will happen on the day of the visit. Have CEO/President prepare a 10-15 minute briefing on the institution s philosophy and purpose, describe the institution s organization and types of programs offered, and give an overview of the layout and locations of the facilities. Prepare name badges for school personnel (the DETC team will have their own badges). Make arrangements for a private meeting room for the Committee to use while at the institution. Have on display in the meeting room one complete set of each course, including tools, kits, equipment, advertising materials, and examinations. Have a complete copy of the institution s Self-Evaluation Report and all the exhibits in the meeting. Include a contact person for each Standard in the Welcome Kit. Prepare extra copies of the organization chart and the office layout (including names) supplied in the SER and put in the Welcome Kit. Have a list of key interoffice telephone numbers in the Committee meeting room. Provide a sampling of the names and contact information of active students for evaluators to interview Have coffee, tea, and water in the meeting room. Get menus so Committee members will be able to order their meals on the day of the visit. Review any student surveys and subject specialist reports received and have copies of the institution s responses to any not met or partial met findings. Also send these to DETC. Make certain school personnel are wearing name badges. Greet Committee members and show them to the prearranged meeting room. Do introductions and provide each member with a Welcome Kit. Take lunch orders from the Committee members. Have the CEO/President give a 10-15 minute briefing on institution. Give Committee members a tour of institution. Have school personnel present and available for interviews by Committee members. Have lunch delivered and ready in the meeting room by noon. Assure that school personnel finish their lunches by 12:30 p.m. and are available for interviews. Have the CEO/President available for short meeting with Chair at the end of the visit. Supply any additional information requested by Committee members and provide access to online courses for at least 2 weeks after the visit. Get an approximate date to receive a copy of the Chair s Report and say good-bye to the examiners. After Visit Send DETC any comments concerning the visit prior to receipt of Chair s Report. Receive Chair s Report and send response to Commission by date requested. Receive letter on Commission decision. 4 1/14

DETC Accreditation Handbook 2014 D.7. Responding to Course/Program Reviews 7. Responding to Course/Program Reviews Procedure for Responding to any Partially Meets or Does Not Meet Findings on Subject Specialist Reports Course/program materials are required to be submitted as part of the accreditation process. C.5. Policy on Course/Program Approval describes what courses, programs, and materials must be submitted for review. Curriculum materials are sent to subject matter experts, who are also called subject specialists. The responsibility of a subject specialist is to ascertain whether the Curriculum materials offered by a distance study institution are complete, accurate, and up-to-date in light of the stated objectives. In essence, they are asked to make a judgment on whether a course/program is of good quality and meets the published standards of the DETC Accrediting Commission. As the subject specialist reviews the curriculum materials, he/she is asked to answer the questions on the worksheet Rating Form for Off-Site Vocational Subject Specialists or Rating Form for Off-Site Degree Subject Specialists to help him/her determine if a standard is met. His/her comments must address the issue of whether or not the course meets the minimum standards. He/she is asked to rate each standard by using the following: Options Meets Standard = Yes, the course/program meets the intent of the standard overall. Partially Meets Standard = Yes, the course/program meets some of the elements of the standard, but not all. The institution should take specific actions to correct the matter and implement the required action(s) to enhance the course/program. Does Not Meet Standard = No, course/program does not meet the standard and overall course approval cannot be extended at this time. Approval cannot be extended at this time. NA = Not applicable or not known from materials received. Initial or Reaccreditation If an institution is undergoing its initial or re-accreditation examination and it receives a not met finding on a course/program review, the institution may exercise of the following options: 1. Make Changes and Respond to Not Met Findings Prior to the on-site visit: It is highly advisable that the institution respond to comments of the subject specialist on any Partially Meets or Does Not Meet findings prior to the on-site visit. The response should be sent to DETC at least two weeks prior to the on-site visit. The response will be forwarded to on-site team. 1/14 1

D.7. Responding to Course/Program Reviews Accreditation Handbook 2014 2. Make Changes and Respond to Not Met Findings During the on-site visit: If the institution has limited time to respond to comments of the subject specialist on any Partially Meets or Does Not Meet findings prior to the on-site visit, the institution may provide a response on-site. It should produce evidence during the on-site visit that the subject specialist s concerns have been addressed. The on-site subject specialist will review this information. The institution also needs to send its response to the Subject Specialists Reports to DETC (Lissette@detc.org). New or Revised If an institution receives any not met findings as part of a new or revised course/program review, the institution may exercise one of the following options: 1. Make Changes and Respond to Not Met Findings: Respond to comments of the subject specialist on any Partially Meets or Does Not Meet findings and resubmit all necessary supporting documentation. The response will be forwarded to the same subject specialist for review (see E.1. for applicable fee). The institution must respond within three months from the date the subject specialist report is received. If the response is not received within three months, the course/program will have to be re-submitted for a new review. 2. Request New Reviewer: Request a completely new reviewer and have the course/program reviewed again. This requires the institution submit the entire course/program (i.e., required report, textbooks, supporting documentation, etc.) in for a second review by a different reviewer. Please note: Degree granting institutions, may be required to submit an additional 50% of the courses. A fee will be incurred for this a new review (see E.1. Fees). 3. Withdraw Course: Withdraw the course or program from consideration. Revised January 2014 2 1/14

DETC Accreditation Handbook 2014 D.8. Conflict of Interest Policy 8. Conflict of Interest Policy It is in the best interest of the Distance Education and Training Council (DETC) to be aware of and properly manage all conflicts of interest and appearances of a conflict of interest. This conflict of interest policy is designed to help Accrediting Commissioners, Evaluators, Subject Specialists, Consultants, Administrative Staff, Appeals Panel Members, and employees of the DETC to identify situations that present potential conflicts of interest and to provide DETC with a procedure to appropriately manage conflicts and ensure that its accrediting activities are conducted in an environment free of bias, in accordance with legal requirements and the goals of accountability and transparency in DETC s operations. 1. Conflict of Interest Defined For purposes of this policy, a person with a conflict of interest is referred to as an interested person. The following circumstances shall be deemed to create a Conflict of Interest: Ownership of some or all of an institution, its assets or the stock of the company that owns or operates the institution; The holding of mortgages, liens, or other debt instruments or interest upon an institution or its assets; Having been employed, or currently employed, at the institution; Currently employed with a DETC institution that competes with the institution; Having served, or currently serving, as a consultant to the institution; Having served, or currently serving, on a Board, Advisory Council, or Committee of the institution; Having attended the institution as a student; Having financial interest (including holding stocks, etc.) in the institution or a business or enterprise that competes with DETC; Having a close personal friend or family member at the institution; or Having accepted gifts, entertainment or other favors from individuals or entities (see below). Other situations may create the appearance of a conflict, or present a duality of interests in connection with a person who has influence over the activities or finances of the DETC. All such circumstances should be disclosed to the DETC Executive Director, as appropriate, and a decision made as to what course of action the organization or individuals should take so that the best interests of the DETC are not compromised by the personal interests of stakeholders in the DETC. Gifts, Gratuities and Entertainment. Accepting gifts, entertainment or other favors from individuals or entities can also result in a conflict or duality of interest when the party providing the gift/entertainment/favor does so under circumstances where it might be inferred that such action was intended to influence or possibly would influence the interested person in the performance of his or her duties. Souvenirs (typically available to the public) are permissible, but should be restricted to inexpensive items representing the institution. 2. Definitions In this policy, the following terms are defined as: a. A Conflict of Interest is any circumstance described in Part 1 of this policy. b. An Interested Person is any person serving as Commissioner, Evaluator, Subject Specialist, Consultant, 1/14 1

D.8. Conflict of Interest Policy DETC Accreditation Handbook - 2014 Administrative Staff, Appeals Panel Member, or employee of DETC or anyone else who is in a position of control over DETC who has a personal interest that is in conflict with the interests of DETC. c. A Family Member is a spouse, parent, child or spouse of a child, brother, sister, or spouse of a brother or sister, of an interested person. d. A Material Financial Interest in an entity is a financial interest of any kind, which, in view of all the circumstances, is substantial enough that it would, or reasonably could, affect an Interested Person s or Family Member s judgment with respect to transactions to which the entity is a party. Where the potential for pecuniary gain or the appearance of it is involved, as in reporting on or evaluating a current or potential direct competitor or partner or an institution in which the participant has a financial interest, the participant has a conflict of interest. e. An appearance of a conflict means there is an appearance of partiality involved, as in a situation where the person who has a Conflict of Interest has a relationship with an institution or its principals is such that evaluations or decisions may appear to be unduly influenced by that relationship. f. A duality of interests means when a person has divided loyalties or when a person has a personal interest that conflicts with the interest of DETC. 3. Procedures The procedures for addressing a conflict or interest, an appearance of a conflict, or duality of interests are as follows: a. Prior to a Commission meeting, an on-site evaluation, a course/program review, an appeals panel hearing, a consultation, or any action on an institution involving a Conflict of Interest, the person having a Conflict of Interest shall disclose to the DETC Executive Director all facts material to the Conflict of Interest. If any Interested Persons are aware that staff or other persons have a conflict of interest, relevant facts should be disclosed by the interested person him/herself to the Executive Director for purposes of disclosure. b. Where the appearance of partiality is involved, as in a situation where the person who has a Conflict of Interest has a relationship with an institution or its principals is such that evaluations or decisions may appear to be unduly influenced by that relationship, the person with the Conflict of Interest must advise the next higher person in the process and must recuse him/herself. Guidance should be sought from the DETC Executive Director in questionable cases. c. A person who has a Conflict of Interest shall not participate in or be permitted to hear any discussion of or vote on any matter being considered. Such person shall not attempt to exert his or her personal influence with respect to the matter, either at or outside the meeting. d. In the event it is not entirely clear that a Conflict of Interest exists, the individual with the potential conflict shall disclose the circumstances to the DETC staff member/executive Director, who shall determine whether a Conflict of Interest exists that is subject to this policy. 4. Confidentiality Protecting confidentiality is an important part of the accreditation process. Interested persons are reminded of the following: a. Each Accrediting Commissioner, Evaluator, Subject Specialist, Consultant, Administrative Staff, Appeals Panel Member, or employee shall exercise care not to disclose confidential information acquired in connection with disclosures of conflicts of interest or potential conflicts, which might be adverse to the 2 1/14

DETC Accreditation Handbook 2014 D.8. Conflict of Interest Policy interests of DETC. b. Accrediting Commissioners, Evaluators, Subject Specialists, Consultants, Administrative Staff, Appeals Panel Members, and employees will not discuss any confidential aspect of an application for DETC accreditation with the applicant, an institution accredited by DETC, a direct competitor of the applicant, or any other third party except as required in order to discharge the responsibilities of the participant in the accreditation review. DETC will communicate the results of the Commission s decision to the applicant and the public as provided in D.1.1. Actions Available to the Commission. c. Furthermore, Accrediting Commissioners, Evaluators, Subject Specialists, Consultants, Administrative Staff, Appeals Panel Members, and employees shall not disclose or use information relating to the business of DETC for their personal profit or advantage or the personal profit or advantage of their family member(s). 5. Review of Policy The following describes the review process for this policy: a. Each Accrediting Commissioner, Evaluator, Subject Specialist, Consultant, Administrative Staff, Appeals Panel Member, or employee shall be provided with and asked to review a copy of this policy and to acknowledge in writing that he or she has done so. b. Each Accrediting Commissioner, Evaluator, Subject Specialist, Consultant, Administrative Staff, Appeals Panel Member, or employee shall complete a Conflict of Interest Disclosure Form (D.8.1.) identifying any relationships, positions or circumstances in which s/he is involved that s/he believes could present a Conflict of Interest. c. Any such information regarding the business interests of an Accrediting Commissioner, Evaluator, Subject Specialist, Consultant, Administrative Staff, Appeals Panel Member, or DETC employee, or a family member thereof, shall be treated as confidential and shall generally be made available only to the Executive Director, and any committee appointed to address Conflicts of Interest, except to the extent additional disclosure is necessary in connection with the implementation of this policy. d. This policy shall be reviewed annually by each member of the Accrediting Commission. Any changes to the policy shall be communicated to all staff and interested persons. e. On-Site Evaluators must annually read and agree to the conditions of the DETC Code of Conduct for On-Site Evaluators (D.9.) in addition to this policy. I agree to complete the Conflict of Interest Disclosure Form for all institutions I review. I have read and received a copy of this DETC s Conflict of Interest Policy (must be signed annually): Name: Signature: (please print) Title: E-mail: Your Institution/Company: Today s Date: 1/14 3

D.8. Conflict of Interest Policy DETC Accreditation Handbook - 2014 (Please Note: This page was left blank on purpose.) 4 1/14

DETC Accreditation Handbook 2014 D.8.1. Conflict of Interest Disclosure Form 8.1. Conflict of Interest Disclosure Form Name: E-mail: Institution(s) being reviewed: Date of Visit/Review/Meeting: (Name) Your Position (Commissioner/Evaluator/Subject Specialist/Consultant/Appeals Panel Member/Administrative Staff/Employee): Please note that a separate form must be completed for each occasion. For multiple institutions a list or agenda may be attached to this document. Conflict of Interest: As described in D.8. Conflict of Interest Policy, possible Conflicts of Interest are Ownership of some or all of an institution, its assets or the stock of the company that owns or operates the institution; The holding of mortgages, liens, or other debt instruments or interest upon an institution or its assets; Having been employed, or currently employed, at the institution; Currently employed with a DETC institution that competes with the institution; Having served, or currently serving, as a consultant to the institution; Having served, or currently serving, on a Board, Advisory Council, or Committee of the institution; Having attended the institution as a student; Having financial interest (including holding stocks, etc.) in the institution or a business or enterprise that competes with DETC; Having a close personal friend or family member at the institution; or Having accepted gifts, entertainment or other favors from individuals or entities. I do not have a conflict of interest with this/these institution(s) I do have a conflict of interest to report (please describe on revise side of this form) Other situations may create the appearance of a conflict, or present a duality of interests in connection with a person who has influence over the activities or finances of the DETC. All such circumstances should be disclosed to the DETC Executive Director, as appropriate, and a decision made as to what course of action the organization or individuals should take so that the best interests of the DETC are not compromised by the personal interests of stakeholders in the DETC. I hereby certify that the information set forth above is true and complete to the best of my knowledge. I have reviewed, and agree to abide by DETC s D.8. Conflict of Interest Policy. Signature: Today s Date: (revised June 2012) 1/14 1

D.8.1. Conflict of Interest Disclosure Form DETC Accreditation Handbook 2014 Description of possible conflict of interest: 2 1/14

DETC Accreditation Handbook 2014 D.9. Code of Conduct for On-Site Evaluators 9. Code of Conduct for On-Site Evaluators High standards of honesty, integrity, and impartiality by on-site evaluators are essential for the proper performance of the DETC Accrediting Commission s business and the maintenance of confidence by institutions in the accreditation process. This confidence is influenced not only by the way an on-site evaluator conducts him/herself, but also in the way he/she conducts him/herself in the eyes of other accredited institutions and the public. To help on-site evaluators avoid any misconduct and conflicts of interest and to ensure that DETC s accreditation activities are conducted in an environment free of bias, DETC has adopted the following code of conduct. As an On-Site Evaluator, I agree to: 1. conduct myself in a manner which seeks to avoid a conflict of interest or any appearance of conflict of interest; 2. read, sign, and abide by DETC s D.8. Conflict of Interest Policy and D.8.1. Conflict of Interest Disclosure Form and; 3. not engage in outside employment or other outside activity not compatible with the full and proper discharge of the responsibilities of a member of the DETC Examining Committee; 4. not recruit any staff or offer my services, nor shall I take any information or materials for personal interest or gain during the on-site evaluation; 5. not state any opinion or make any prediction concerning possible action by the Commission that may result from the on-site evaluation; 6. direct any inquiries I may have, or request for additional information after the on-site visit, to the DETC staff; 7. treat all information obtained through the institution s participation in the accreditation process as confidential, and not disclose such information to parties other than members of the examining committee, the Commission, and the DETC staff except pursuant to valid governmental regulation or judicial procedure; 8. not participate in litigation or other legal proceedings involving institutions that are or may seek to become accredited by DETC without consulting with DETC s counsel and the Executive Director; 9. not discuss accreditation matters on behalf of the Appeals Panel or Commission with members of the media, referring any media inquiries to the Executive Director; 10. not discuss legal matters involving the institution evaluated or to be evaluated with counsel for the institution or any third party; 11. exercise due diligence in becoming familiar with, and authority on, DETC accreditation standards and policies; 1/14 1

D.9. Code of Conduct for On-Site Evaluators DETC Accreditation Handbook - 2014 12. participate in a training program prior to my participation in on-site evaluations that include training on DETC s Conflict of Interest Policy, and exercise due diligence in preparing for the institution s on-site evaluation, and come to the on-site evaluation familiar with all assigned materials and prepared to fully participate in the process; 13. participate fully in the process and otherwise conduct myself during the on-site visit in a manner consistent with my best, impartial and unfettered judgment, and in furtherance of the Commission s purpose; 14. conduct myself professionally, impartially, and courteously during the on-site evaluation; and 15. report any alleged violations of the Code of Conduct immediately to the DETC Executive Director. I have read and agree to the conditions, and received a copy of the DETC Code of Conduct for On-Site Evaluators (must be signed annually): Name: (please print) Signature: Today s Date: If the DETC staff member or Commission member should determine that an on-site evaluator has violated the DETC Code of Conduct, he/she may sanction the offending on-site evaluator through an oral or written reprimand or prohibit that individual from being a member of any DETC evaluation team in the future. Adopted October 2011 2 1/14

DETC Accreditation Handbook 2014 D.10. Selection and Training of Commissioners 10. Selection and Training of Commissioners Procedure for the Selection and Training DETC Commissioners The process of selecting and vetting a person to serve on the DETC Accrediting Commission begins with the DETC s Nominating Committee. As prescribed by DETC s Constitution and Bylaws, the Nominating Committee is charged with nominating individuals to be elected or appointed to the Accrediting Commission. Institution members of the Commission are elected by members of the Council, and public members of the Commission are appointed by the Accrediting Commission. The Nominating Committee is comprised of three individuals from the Council membership not currently serving on the Commission. Nominations come from interested persons, the general public, and Council members. Using the qualifications described below, the Executive Director first interviews the nominees to see if they are willing to perform the responsibilities required of Commissioners, including completing the training, time commitments, meeting dates, etc., and to make certain to identify any conflict of interests. For institution commissioners, the Nominating Committee reviews and vets the nominees resumes. Once a decision is made by the Nominating Committee, the nominations for institution members are published for a period not less than 30 days prior to the Annual Business Meeting of the DETC. Nominations may also be made from the floor by members of the DETC at its Annual Business Meeting. Following the closing of nominations, the members of the Council vote for the nominations. The nominations for the public commissioners are presented to the members of the Commission, who make the final appointment. Commissioners have the opportunity to interact with nominees as public commissioner candidates are invited to observe an Accrediting Commission meeting before the Commission votes on appointments. Size and Make-up of the Commission The selection criteria used for the Accrediting Commission are prescribed by the DETC Constitution and Bylaws Article 6.3. It states the Commission shall be:... comprised of ten (10) members: five (5) members from DETCaccredited institutions elected by the Council and five (5) members appointed by the Commission to represent the public. At least two members of the Commission must be academics, defined by DETC as a person who works full time at an educational institution who, possibly in addition to other duties, actively teaches, delivers educational content to learners, or engages in educational research related to the institution s mission. At least two members of the Commission must be administrators defined by DETC as a person currently or recently directly engaged in a significant manner in the administration of an institution. At its Annual Business Meeting, the DETC members elect Commissioners from the ranks of accredited members to replace those whose terms of office expire that year. Public members are appointed by the Accrediting Commission to replace public members of the Commission whose terms expire. When an unexpected vacancy occurs by reason of resignation or otherwise, or when a Commission member from an accredited institution is no longer currently active in academic or administrative functions, the Chair of the Commission will declare the position vacant and the Chair will appoint a qualified individual to fill the position, who will thereby start his/her own first term upon taking his/her seat on the Commission. By custom, the Chair of the Commission is a public Commissioner who has at least two years of service remaining on his or her term. Normally, a Chair does not serve more than three years as the Chair. Also by custom, the Vice 1/14 1

D.10. Selection and Training of Commissioners DETC Accreditation Handbook - 2014 Chair has at least two years of service remaining on his or her term. Normally, a Vice Chair does not serve more than three years as the Vice Chair. Qualifications of Commissioners Public: Public Commissioners are selected from diversified fields and backgrounds to include, insofar as possible, representatives from government, industry, business, finance, and education. In seeking individuals to be recommended for appointment to the Commission, the DETC Nominating Committee considers persons whose qualifications and experience will bring expertise that would best help the Commission deal with special areas of institution evaluation (i.e., finance, administration, management, curriculum, etc.). In addition to the above, the following informal guidelines will be considered in appointing Public Commissioners from outside the distance study field: 1. The personal qualities of leadership, integrity, ability, and personal reputation; and 2. Formal education holding one or more appropriately accredited academic degrees. A Public Commissioner may not be (1) an employee, member of the governing board, owner, or shareholder of, or consultant to, an institution that either is accredited by DETC or has applied for such accreditation; (2) a member of any organization that transacts business with or receives any funding or payments from DETC; or (3) a spouse, parent, child, or sibling of an individual identified in (1) or (2) above. Institution: Institution Commissioners are selected from DETC accredited institutions and are individuals who are currently active academic or administrative personnel who do not have a representative currently serving on the Accrediting Commission. The Commissioners are selected so that they are representative of the variety of institutions in the Distance Education and Training Council and the distance education field insofar as possible. In addition to the above, the following informal guidelines are considered in appointing Commissioners from the distance study institution field: 1. The personal qualities of leadership, integrity, ability, and personal reputation; 2. Formal education holding one or more appropriately accredited academic degrees; 3. Experience in the distance study field with a contemporary knowledge of the field; 4. Demonstrated supportiveness of the accrediting program; 5. Experience as a member of Accrediting Examining Committees; and 6. Interest in and support of the Distance Education and Training Council as evidenced by regular attendance at Council functions and personal as well as institutional participation on Council Committees and Council workshops, conferences, and other events. All Commissioners must have an interest and willingness to serve and should be able to devote the time to do the necessary reading and background preparation and attend all Commission meetings so that they can serve effectively. Responsibilities of Commissioners 2 1/14

DETC Accreditation Handbook 2014 D.10. Selection and Training of Commissioners The Commissioners have the following responsibilities consistent with the DETC Constitution and Bylaws. The Commission s responsibilities are: 1. Establish, implement and promulgate standards and policies reflecting the qualities of sound and reputable distance education and training institutions, and determine effective procedures and administrative guidelines for evaluating distance education and training institutions seeking DETC accreditation. 2. Receive and act upon applications for accreditation and re-accreditation from distance education institutions, evaluate new programs submitted for approval, decide the merits of any petitions from institutions and oversee an ongoing program that ensures all standards are policies are effective, current and compliant with existing requirements for a recognized accrediting association. 3. Conduct an institutional accreditation program that is compliant with extant Federal and CHEA-adopted recognition criteria for nationally recognized accrediting associations. 4. Review the reports of evaluation committees and all other pertinent materials, including the Self-Evaluation Report, and, acting as a joint body of decision-makers, accredit, deny or withdraw accreditation from accredited institutions or order a Show Cause. In cases where accreditation is withdrawn or denied, the institution will be given the reasons for the adverse decision and will be given the opportunity of appealing the adverse decision before it becomes final. 5. Re-evaluate, at reasonable intervals, accredited institutions. 6. Exercise such other powers and duties as are necessary to carry out the functions of a nationally-recognized accrediting association. Training of Commissioners Commissioners must successfully complete DETC s online course entitled, DETC Evaluator s Training Program, before attending their first Commission meeting. In addition to the online training course, DETC s staff provides an annual Training Seminar. All Commissioners are required to attend this Seminar. Items covered at this Seminar include the Mission and Goals of DETC; The History, Traditions and Culture of the Commission; The Accreditation Process and How Accrediting Commission Meetings are Conducted; How Applications are Processed, From Start to Finish; Duties and Obligations of Commission Members; How the Commission Makes Decisions; Enforcement of Timelines; Ethics, Conflicts of Interest, Confidentiality of the Process and Legal Issues, Appeals Panel Role and Function, and How to Execute Commissioners Duties and Stay Current. Recusals are addressed in the Conflicts of Interest session. All Commissioners are also required to participate in an on-site evaluation as an Observer from time to time. DETC provides additional training through its workshops and webinars, which the Commissioners routinely participate in or attend. Commissioners also keep current on any changes to DETC s standards, policies, or procedures through information provided in DETC s numerous publications and through its website postings. 1/14 3

D.10. Selection and Training of Commissioners DETC Accreditation Handbook - 2014 Conflict of Interest Each Commissioner is required to review, sign and abide by the DETC Conflict of Interest Policy (D.8.) each January. Each Commission must also review, sign, and abide by DETC s Conflict of Interest Disclosure Form (D.8.1.) before each Commission meeting. These forms are kept on file or stored electronically at the DETC offices. Revised June 2013 4 1/14

DETC Accreditation Handbook 2014 D.11. Selection and Training of Evaluators 11. Selection and Training of Evaluators Procedure for Selecting and Training DETC Evaluators The DETC Accrediting Commission prides itself on being able to attract competent and knowledgeable individuals to serve as on-site evaluators and subject specialists. The selection of evaluators and subject specialist reviewers is based upon the judgment of the Director of Accreditation acting under the established guidelines of this policy. Each on-site committee will have an academic and administrative personnel represented. On-Site Evaluators The Commission trains and uses top executives and other staff from accredited institutions as on-site Evaluators, as well as highly qualified academic experts from other accredited higher education institutions and from other sectors of society. In the vast majority of cases, the CEOs or senior executive officers of accredited institutions comprise the members of each examining committee, thus ensuring an authentic peer review from the ranks of the most highly respected practitioners in the field. Evaluators are also selected from among accredited public and private institution educators, executives, and practitioners in business, technical, and service fields. Evaluation teams are made up of a mix of educators and practitioners. Some of the Evaluators are retired persons who have otherwise remained active in their field of expertise. As an added safeguard to insure against potential or perceived conflicts in the selection of visiting evaluators, applicant institutions receive an Examination Schedule containing the names and affiliations of visiting evaluators, and short biographies on each evaluator. The institutions then have an opportunity to discuss any specific objections they may have to a particular evaluator. In the case where an expressed objection is found to be valid, the Executive Director will appoint another evaluator to take the place of the evaluator who had been questioned. To become a qualified examiner one must complete an online or paper-based training program entitled DETC Evaluator Training Program and receive a certificate of completion. The Accrediting Commission maintains a record of the qualifications of people who have been trained as on-site evaluators through this training program. Before new evaluators are asked to serve on an on-site Examining Committee, they must: 1. Have demonstrated expertise, ability, and accomplishment in the area they are selected to examine; 2. Read, agree to abide by and sign the DETC Code of Conduct for On-Site Evaluators (D.9.), which includes reading, agreeing to abide by and signing DETC s Conflict of Interest Policy (D.8.), and Conflict of Interest and Disclosure Form (D.8.1.) (see below); and 3. Have completed the training program, DETC Evaluator Training Program. In selecting evaluators for visits, the Director of Accreditation considers the nature of the institution being visited, the methods of operation unique to the institution, the nature of the program(s) offered, and the expertise and past examining experience of the evaluator. For visits to degree-granting institutions, a subject specialist is always included. These evaluators must possess an academic degree that is in a similar field and one higher than the degrees being offered by the institution, or the relevant terminal degree. 1/14 1

D.11. Selection and Training of Evaluators DETC Accreditation Handbook 2014 For doctoral degrees program evaluations, the evaluator must have the appropriate doctoral degree and have practiced in the field for several years before he or she would be considered for the Degree Subject Specialist Evaluator position. Each evaluator has a copy of the appropriate rating forms needed to aid the evaluators with their reviews. These forms are sent to the evaluators in their on-site examination materials. In addition to the rating forms, the following Commission documents are included in the package for guidance (depending on the position in which they are serving on the committee): 1. Examination Schedule 2. Memo from the Director of Accreditation 3. Completed Student Surveys with Summary Sheet (or access to the online survey results) 4. Any Subject Specialists Report received 5. Letter on Completion and Graduation Rates 6. Copies of any complaints received Each evaluator must use the appropriate rating form(s), depending on the purpose of the visit (i.e., degree program, doctoral degree program, change of location, combination distance-study resident programs, non-u.s. institutions, and institutions participating in Title IV, etc.). Each on-site evaluator (and subject specialist) must submit a copy of his or her resume or curriculum vitae. The Director of Accreditation maintains these resumes on file, along with a database record listing a history of visits conducted by each evaluator and the latest edition of the DETC Accreditation Handbook that they have received. Subject Specialists Special care is given to select professionals for subject specialists who are current and knowledgeable in their area of expertise (i.e., evaluation of curriculum content that reflects up-to-date technologies and skills). The vast majority of subject matter experts come to the Commission from regionally accredited institutions of higher learning, often by personal recommendation of the executive officers of higher education associations, e.g., the American Council on Education or any of the regional accrediting associations. A rich source of potential qualified subject specialist evaluators is the various specialized accrediting associations. DETC makes effective use of its working relationships with the various accrediting bodies to obtain and build an extensive roster of highly qualified experts. To be selected as a subject specialist, the Commission asks that the person evidence no bias against the distance education method or no conflict of interest with the institution. For vocational courses, special care is given in selecting current practitioners who are working in the field of study. As discussed above, for degree programs, the subject specialists must have the appropriate academic degrees from an institution accredited by an agency recognized by the U.S. Secretary of Education and/or the Council for Higher Education Accreditation. Typically, the subject specialist must have a degree that is one higher than the degree being evaluated or the appropriate terminal degree. The degrees must be constructive to the degrees being evaluated. For doctorate degrees, the evaluator must have the same doctorate degree and have practiced in the field for several years before he or she would be considered for the evaluation. To become a qualified subject specialist, one must complete the training program entitled DETC Evaluator Training Program and receive a certificate of completion. The Accrediting Commission maintains a record of the qualifications of people who have been trained as subject specialists through this training program. The duty of a subject specialist is to determine if curriculum materials offered by the institution are complete, 2 1/14

DETC Accreditation Handbook 2014 D.11. Selection and Training of Evaluators accurate, and up-to-date in light of the stated objectives of the course. The subject specialist must judge whether the course is of good quality and whether it meets the published standards of the Accrediting Commission. For creditbearing courses, the subject specialists must be able to judge the comparability of curricula to resident programs. Subject Specialists are used for evaluating courses off-site and on-site. The Commission s Guide for Subject Specialist Evaluators on DETC s website describes the responsibilities for both types of reviewers. Each subject specialist is given the appropriate rating forms. For visits to degree-granting institutions, a subject specialist is always appointed to the on-site committee visiting the institution. When a subject specialist accompanies an Examining Committee to the institution, he/she is able to follow-up on questions related to the course materials by examining the institution s procedures for offering its educational programs. DETC staff is available to answer any questions from subject specialists concerning the accreditation standards, policies, and procedures. Conflict of Interest Policy Every evaluator and subject specialist must read, sign and abide by DETC s Conflict of Interest Policy (D.8.) and the Conflict of Interest Disclosure Form (D.8.1.) before reviewing any institution and its program as part of the accreditation process. In addition, On-Site evaluators and subject specialist must also read, sign and abide by DETC s Code of Conduct for On-Site Evaluators (D.9.). Evaluator s Documents Please visit DETC s website at www.detc.org and select Volunteers tab and Evaluator Documents. F. Rating Forms 1. Rating Form for All Institutions 2. Rating Form for Off-Site Vocational Subject Specialists 3. Rating Form for Off-Site Degree Subject Specialists 4. Rating Form for On-Site Subject Specialists 5. Rating Form for Change of Location or New Administrative Site 6. Rating Form for Combination Distance Study-Resident Programs 7. Rating Form for Non-U.S. Institutions 8. Rating Form for Title IV Institutions 9. Rating Form for International Activities G. Guides 1. Guide to Writing a Chair s Report 2. Guide to Writing an Evaluator s Report 3. Guide to Writing a Readiness Assessment Report 4. Guide to Writing an On-Site Subject Specialist Report 5. Guide for Writing an Off-Site Subject Specialist Report 6. Guide to Standard V. for On-Site Reviews 7. Guide to Subject Specialist on Determining Credit Hours 1/14 3

D.11. Selection and Training of Evaluators DETC Accreditation Handbook 2014 H. Critical Documents 1. Catalog 2. Contracts 3. Course Development Manual 4. Faculty Handbook/Manual 5. Institutional Improvement Plan 6. Outcomes Assessment Plan 7. Student Handbook 8. Study Guide 9. Succession Plan 10. Transcripts 11. Website Checklist 12. Financial Statement Analysis 13. Determining Credit Hours 14. Facilities, Equipment, and Supplies Maintenance Plan 15. Emergency Action Plan I. Miscellaneous 1. Survey of On-Site Examiners 2. Tips for Accrediting Commission Evaluators 3. A Special Message to Evaluators on Confidentiality 4. Chair s Agenda for On-Site Visit 5. DETC Expense Report 6. Travel Reimbursement Policy for Evaluators 7. Student Survey Form J. Sample Reports 1. Chair s Report 2. Educational Standards Evaluator s Report 3 Business Standards Evaluator s Report 4. On-Site Subject Specialist Report 5. Off-Site Vocational Subject Specialist Report 6. Off-Site Degree Subject Specialist 7. Readiness Assessment Report 8. Course/Program Report for Degree Program 9. Course/Program Report for Vocational Program 10. Standards Listings 4 1/14

DETC Accreditation Handbook 2014 D.12. Selection and Training of Appeals Panel Members 12. Selection and Training of Appeals Panel Members Procedure for Selecting and Training DETC Appeals Panel Members DETC s D.2. Appealing Commission s Adverse Decision states that an institution may appeal a decision by the Accrediting Commission to deny or withdraw accreditation. This policy details the process of selecting the members of the Appeals Panel, their responsibilities, and training. Appeals Process An institution s appeal is heard by an independent appeals panel that is separate from the Commission and serves as an additional level of due process for the institution. The Appeals Panel has no authority concerning the reasonableness or appropriateness of eligibility criteria, policies, procedures, or accreditation standards. The Panel is not empowered to overrule the Commission by imposing its own determinations on what the Panel believes should constitute adequate procedures, institution response times or other administrative policies promulgated by the Commission. It can only affirm, amend, remand or reverse a prior decision of the Commission as set forth below. Its role is to determine whether the Commission's adverse action was not supported by the record or was clearly erroneous. The institution, both initial applicants and accredited institutions, always have the burden of proof in demonstrating that an adverse action of the Commission was not supported by the record or was otherwise erroneous. Process for Selection of an Appeals Panel Member The process of selecting and vetting a person to serve on the Appeals Panel begins with the Commission selecting from a pool of candidates meeting the criteria below. The Appeals Panel will consist of three people appointed by the Accrediting Commission. One will represent the public interest, one will represent academic/education interests, and one will be a distance education institution administrator/executive. Potential members of Appeals Panels will be selected from the ranks of former members of the Accrediting Commission, the corps of Commission evaluators, and active staff of DETC accredited institutions who have completed the DETC evaluator training program. All panelists are subject to the provisions in D.8. Conflict of Interest Policy and are vetted to ensure that they are free from any subject matter bias before being selected for a particular appeal. The Commission selects three people to serve on the appeals panel: a public member, an academic and an administrator. Once the Commission appoints the three people and they accept, the Executive Director submits the names and qualifications of the Appeals Panel members to the institution in advance. An institution has 10 days from the receipt of the panel members names to object on the basis of possible conflict of interest as described in DETC s D.8. Conflict of Interest Policy. If the Commission determines that a conflict exists, the panelist is replaced. No panel member may serve if he/she participated, in any respect, in the underlying decision by the Accrediting Commission to deny or withdraw the accreditation of the institution. Training of Appeals Panel Members Once the Appeals Panel members are chosen, DETC works with the institution and the panel members to set a date for the Appeal Hearing. In preparation for the hearing the institution s appeal, the panel members are sent the documentation needed to perform their tasks. The panel members are briefed by DETC s Executive Director and Legal Counsel on their responsibilities and duties. An outside mediator may or may not be brought in to conduct the 1/14 1

D.12. Selection and Training of Appeals Panel Members DETC Accreditation Handbook - 2014 Appeals Hearing. The consideration of the appeal is based upon the Commission s written findings and reasons related to the action, the institution s written response detailing grounds for appeal, and relevant supportive documents. The Appeals Panel members are told the date, time and place of the Appeals Hearing. They are also provided an Agenda of the meeting, which contains of the names and titles of the people attending the hearing. DETC staff works with panel members to arrange for transportation and hotel accommodations, which DETC pays for. The institution must set forth the specific grounds for its appeal and state the reasons the institution believes the adverse decision should be set aside or revised. In making its appeal, the institution has the burden to show that the Commission s decision resulted from errors or omissions in the execution of Commission policies and procedures, or that the decision was arbitrary or capricious and was not based on substantial evidence on the record. No new materials may be presented for the Appeals Panel s consideration on appeal. Decisions Available to the Appeals Panel As part of the training for the Appeals Panel members, they are briefed on what possible decisions they may make. As stated in D.2. Appealing Commission s Adverse Decision, the Appeals Panel may elect to affirm, remand, amend or reverse the Commission s decision: 1. Affirm If the Appeals Panel determines that the institution has failed to meet its burden of proof in showing that the Commission s action was not supported by the record or was clearly erroneous, it must affirm the decision of the Commission. In certain instances, the Commission s decision may be based on multiple violations of DETC policies or procedures. A showing by the institution that there is no support in the record only as to some of the violations is not by itself sufficient to meet the institution s burden of proof. The institution must show that, in light of the entire record, the decision is not supported by the record or is clearly erroneous. 2. Remand The Appeals Panel may remand a decision to the Commission when it finds that the Commission failed to consider a material fact before it in reaching its decision. A remand is a directive to the Commission that it must reconsider its action in light of all relevant facts that were before the Commission at the time of its decision, including the specific material fact or facts that are the basis for the remand. The Appeals Panel must identify those material facts that it finds the Commission failed to consider. 3. Amend If the Appeals Panel determines that although there is evidence to support it, the Commission s decision is nevertheless clearly in error, the Appeals Panel may amend the decision. A decision to amend an adverse action will set forth the specific grounds for the decision and will direct the Commission to modify its decision in accordance with the specific direction of the Appeals Panel. The Appeals Panel may in its discretion amend a decision to deny accreditation by directing the Commission to grant accreditation while directing the Commission to consider the proper length of the grant consistent with the direction of the panel, the practices of the Commission, or in accordance with other guidance from the Appeals Panel. 2 1/14

DETC Accreditation Handbook 2014 D.12. Selection and Training of Appeals Panel Members 4. Reverse The Appeals Panel may reverse a decision of the Commission if it finds that the Commission s decision, in light of the entire record, was not supported by the record or was clearly erroneous. A decision to reverse an action of the Commission will state the specific bases for the decision to reverse. A decision to reverse a withdrawal of accreditation will direct the Commission to set aside its decision to withdraw and to reinstate the accreditation of the institution as it was before the withdrawal decision. A decision to reverse an action to deny accreditation directs the Commission to award a specific grant of accreditation for a term determined by the Appeals Panel. Responsibility and Duties of the Appeals Panel Members The Appeals Panel members shall have the following responsibilities, consistent with DETC policies and procedures: - when appointed to the appeals panel, s/he must read, sign and abide by DETC s Conflict of Interest Policy and sign the Conflict of Interest Disclosure Form. These forms must to be submitted to DETC within 10 days after agreeing to serve on an appeals panel; - exercise due diligence in becoming familiar with, and authority on, DETC standards, policies, and procedures and participate in all training sessions conducted by DETC s staff; - agree to review all documentation pertinent to the institution s appeal; - treat all information obtained through the institution s participation in the appeal process as confidential, and not disclose such information to parties other than the DETC staff and legal counsel; - direct any inquiries s/he may have, or request for additional information after the appeal hearing to the DETC Executive Director; - not state any opinion or make an predication concerning possible actions the Commission may take as a result of the appeal hearing; and - exercise such powers and duties as are necessary to carry out the functions of a DETC Appeals Panel. Hearing Procedure The Commission shall have at least one representative present at the hearing. The Commission representative and representatives of the institution will have the opportunity to make opening and closing statements to the appeals panel. Such oral statements may not exceed 30 minutes in length. The institution must provide information relevant to the specific grounds for the appeal. The names and affiliations of those appearing to make the oral presentation will be listed on the Agenda for the meeting. The institution is entitled to be represented by counsel during the appeal hearing. The DETC does not consider the Appeals hearing to be adversarial in nature. Accordingly, the institution will not have the right to examine the Commission Representative. The appeal hearing may be recorded by stenographic or electronic means if requested by the institution. Recording and transcripts thereof shall be at the institution s expense, and a copy will be timely provided to the institution following the appeal hearing. The Commission s indemnification provisions extend to the appeals panel. Commission Receipt and Implementation of Appeals Panel Decisions 1/14 3

D.12. Selection and Training of Appeals Panel Members DETC Accreditation Handbook - 2014 The written decision of the Appeals Panel will be provided to the Commission within 30 days. The Commission will implement the decision of the Appeals Panel to affirm, amend, or reverse the prior Commission decision within 30 days of receipt of the written decision by the Appeal Panel. The Commission will notify the institution of the decision within 30 days of implementation. The Commission will notify Federal, State, accrediting agencies and the public of its decision according to D.3. Notification and Information Sharing. # # # Adopted October 2011 4 1/14

DETC Accreditation Handbook 2014 D.13. Third-Party Comments 13. Third-Party Comments Procedure for Requesting, Reviewing, and Acting on Third-Party Comments As part of the accreditation process, the names of applicants for initial or reaccreditation are circulated for comment. This procedure details the steps for requesting, reviewing, and acting on third-party comments. If a Third-Party Comment is considered to be a complaint as defined by DETC s C.20 Policy on Complaints, the comment will be processed according to the procedures detailed in that policy. Applicant for Initial Accreditation: When an institution makes initial application for accreditation it must go through a Readiness Assessment as described in C.12. Policy on Readiness Assessment. As stated in this policy, The name of an initial applicant will not be published in DETC s publications or posted on DETC s website until after it has completed a successful Readiness Assessment. A successful Readiness Assessment is when the evaluator deems that the institution is ready to proceed to an on-site visit. Applicant for Reaccreditation: When an institution makes application for reaccreditation as described in C.13. Policy on Re-Accreditation Review, its name is published on DETC s website and in DETC s publications. DETC also publishes the month and year that an institution was first accredited and the month and year the accreditation expires in its DETC Directory of Accredited Institutions and on its website s searchable institutional database. This informs the public of the institution s next scheduled review. Requesting Third-Party Comments The Commission routinely, and in a timely manner, publishes the list of applicant institutions (initial and reaccreditation) in its bi-annual Report from the Accrediting Commission, which is published in the DETC News, the Washington Memo, and posted on DETC s website. Once an initial applicant has completed the Readiness Assessment phase of the accreditation process, its name, city and state are posted on DETC s website. A link from the homepage (Initial Applicants) provides the public with a current list of applicants. The website states: Accredited institutions, governmental and non-governmental agencies, industry members, the general public and other interested parties are invited to submit written comments pertaining to any institution included on the Commission s list. Comments should include information that will assist the Commission in making a decision regarding the accreditation action pending for an institution. Any comments received will be forwarded to the institution, which will then have an opportunity to submit a response to those comments. Comments are welcomed at any time. The Commission meets in January and June of each year to consider any applicants. Comments concerning the applicants for initial or reaccreditation should be submitted to the Commission by December 1 st for the January meeting or May 1 st for the June meeting. On the rare occasion that the Commission holds additional meetings, a due date for comments is indicated, which is always at least 30 days after the announcements of any proposed changes are made. The website further states, DETC s application procedure involves submitting an application for accreditation to start the accreditation process. The DETC does not have a candidacy status. In fact, DETC counsels institutions not to publicize the fact that they have applied for DETC accreditation because it may mislead students to enroll based on the impression that the institution will surely become accredited. DETC s process of accreditation takes one to two years to complete. If you have any comments concerning these institutions, please contact the Director of Accreditation, Nan Bayster Ridgeway at nan@detc.org or 202-234-5100 Ext. 103. 1/14 1

D.13. Third Party Comments DETC Accreditation Handbook - 2014 In addition to soliciting comments through its website and publications, DETC also surveys students and other organizations such as Better Business Bureaus, Consumer protection agencies, accrediting associations, and federal and state regulatory agencies. Processing and Reviewing Third-Party Comments When a written comment (that is not a complaint) is received by the Director of Accreditation, it is acknowledged and saved to be provided to the Accrediting Commission prior to the next Accrediting Commission meeting when the institution s application is considered. Typically, a third-party comment would be a comment from a state agency concerning an applicant s status or information on past violations or areas of concerns, such as bankruptcy or closure. DETC will not accredit an institution that is subject to a threatened action, an interim action, or an action taken by another accrediting agency or state agency, whereby the end result could lead or has led to probation, suspension, revocation, or termination of the institution s license or accredited status, without providing to government authorities a thorough and reasonable information for doing so within 30 days. DETC will not accredit, nor permit an accredited institution to remain accredited, if the institution has lost its state authorization or any required governmental authority to provide education in its state of domicile. Accredited status ceases when the date of a state action to terminate required licensure in the institution s state of domicile is final. Should DETC learn that an applicant institution is subject to an adverse action by a state agency or another recognized accrediting agency, or has been placed on probation or an equivalent status by another recognized agency, it will promptly review the status of the applicant to determine if DETC should also take an adverse action or issue a show cause order to the institution. Acting on Third-Party Comments Any comments received from third parties are given to the members of the Examining Committee for their follow-up during the on-site visit, if appropriate, along with the institution s response. The Commissioners review and discuss all third-party comments and the institution s response, along with other documents of record provided when it considers an institution for initial or re-accreditation. Please refer to DETC s D.3. Notification and Information Sharing provides for details on the decisions available to the Commission and the procedures for notification and sharing information. # # # Adopted October 2011 2 1/14

DETC Accreditation Handbook 2014 E. Fees, Other Forms, and Glossary E. Fees, Other Forms, and Glossary FEES 1. Fees FORMS 2. Application for Accreditation 3. Application for Appeal 4. Application for Certification as an Eligible Institution in FSA Title IV Programs 5. Application for Course/Program Approval 6. 2013 Annual Report 7. 2013 Annual Report with Title IV 8. Teach-Out Commitment (Non-Corporate Entities) 9. Teach-Out Commitment (Corporate Entities) 10. Computation for Dues and Fees Form Other 11. Accreditation Standards Checklist 12. Business Standards Checklist 13. Application for Arbitration 14. Application for Change of Ownership/Control/Legal Status 15. Application for Change of Location and New Administrative Site 16. Application for Review of International Contract(s) (new) 17. Glossary 1/14 i

E. Fees, Other Forms, and Glossary DETC Accreditation Handbook 2014 (Please Note: This page was left blank on purpose.) ii 1/14

DETC Accreditation Handbook 2014 E.1. Fees Fees Application, Readiness Assessment, Visitation, Curriculum Reviews, Training Site Approval, Title IV Certification, Appeals, Arbitration, International Contract Reviews, Change of Ownership/Management, Annual Dues, Fees, Listing Fees, Title IV, Late Payment, Refunds, and Other Fees As part of its accreditation process, the DETC Accrediting Commission applies fees for the various procedures outlined below. This policy covers which fees are required for initial and reaccreditation applicants; curriculum reviews; annual dues and fees (applies to all accredited institutions), and several others. All fees must be paid in U.S. dollars. The Accrediting Commission will not give favorable consideration to an institution unless its account is paid in full. Accreditation Fees, including application fees are not refundable. I. Application, Assessment, Visitation, & Curriculum Review Fees A. Application Fee An Application Fee of $3,000 will be charged institutions seeking initial accreditation. A $1,000 Application fee will be charged for institutions seeking reaccreditation. The Application Fee must accompany the Application for Accreditation. B. Readiness Assessment Fee A Readiness Assessment Fee of $3,000 will be charged for the Readiness Assessment done by an independent DETC-appointed evaluator to assist an applicant institution in preparing for a full on-site evaluation. The Readiness Assessment Fee should be sent with the SER. If the institution is found not ready for a full on-site visit, it may request another review for $3,000. If, after receiving the Readiness Assessment Report, the institution wants to request a consultation with DETC, the consultation fee is $1,000. If an institution is found not ready after the second Readiness Assessment, the institution must have a Readiness Visit. A Readiness Visit is an on-site visit with one evaluator and a DETC Staff member. The fee for the Readiness Visit is the same as the Visitation Fee (see C. below) or $2,000 for each committee member or $4,000. C. Visitation Fee A Visitation Fee will be charged for the visit of the Examining Committee to the institution at the rate of $2,000 per committee member per day ($3,000 for doctoral degree). The size of the institution and the number of courses offered will determine the size of the Examining Committee. Subject Specialist Evaluators visiting the institution, the Accrediting Commission Observer, and the Staff Observer will be considered members of the Examining Committee. A statement for the Visitation Fee will be sent to the institution, and payment is due at least two weeks before the visit takes place. D. Curriculum Review Fees DETC Staff will invoice the institution for each course/program review. Please do not send checks prior to receiving an invoice, and do not send checks without identifying information. Please include a copy of the invoice or a brief memo stating for the curriculum review the fee is associated. 1/14 1

E.1. Fees DETC Accreditation Handbook 2014 1. Degree a. Adding a New Degree Program (in similar area): $800 base fee plus $100 for each course submitted (minimum of 3 courses) b. Adding a New Degree Program( in new area): $800 base fee plus $100 for each course submitted (minimum of 50% of courses) c. Adding a New Degree Program at Different Level: $800 base fee plus $100 for each course submitted (minimum of 50% of courses) d. Adding a Professional Doctoral Degree: $1,000 base fee plus $100 for each course submitted (50% of courses) e. Adding a New Concentration to an Already Approved Degree Program: $800 base fee plus $100 for each course submitted (minimum of 50% of courses) f. Adding a New Degree Course: $600 g. Adding Combination Distance-Study Resident Program: $800 base fee plus $100 for each course submitted (minimum of 3 courses) PLUS Training Site Approval fee $500 (invoiced separately) PLUS on-site visit fee h. Adding a Degree Certificate Program (containing courses not already approved): $800 base fee plus $100 for each course submitted (minimum of 50% of courses) i. Adding a New High School Division: $600 base fee plus $100 for each course submitted j. Adding a New High School Course: $600 k. Changing Course/Program Title: No charge l. Revising a Degree Program: $800 base fee plus $100 for each course submitted (minimum of 3 courses) m. Revising a Doctoral Program: $1,000 base fee plus $100 for each course submitted (minimum of 3 courses) n. Revising a Degree Course: $600 (per course) o. Changing Method of Delivery: Varies at minimum a fee equivalent to Adding a New Degree Program (in similar area) will be assessed p. Acquiring Courses/Programs: See Adding a New Degree Program and Adding a New Degree Course q. Reaccreditation: Degree Program: $800 base fee plus $100 for each course submitted (minimum of 3 courses); Doctoral Program: $1,000 base fee plus $100 for each course submitted (minimum of 3 courses) r. Initial Accreditation: Degree Program: $800 base fee plus $100 for each course submitted (minimum of 50% of courses); Doctoral Program: $1,000 base fee plus $100 for each course submitted (minimum of 50% of courses) 2. Non-Degree a. Adding a New Vocational, Avocational, Diploma or Certificate Program (in similar area): $800 b. Adding a New Vocational, Avocational, Diploma or Certificate Program (in new area): $800 c. Adding New High School Division: $600 base fee plus $100 for each course submitted d. Adding a New High School Course: $600 2 1/14

DETC Accreditation Handbook 2014 E.1. Fees e. Adding New Combination Distance-Study Resident Program: $800 PLUS Training Site Approval fee $500 (invoiced separately) PLUS on-site visit fee f. Revising Vocational, Avocational, Diploma or Certificate Program: $800 g. Changing Program Title: No Charge h. Changing Method of Delivery: Varies at minimum a fee equivalent to Adding a New Vocational, Avocational, Diploma, or Certificate Program will be assessed i. Acquiring Courses/Programs: See Adding a New Vocational, Avocational, Diploma, or Certificate Program j. Reaccreditation: Vocational, Avocational, Diploma or Certificate Program: $800 k. Initial Accreditation: Vocational, Avocational, Diploma or Certificate Program: $800 E. Courses Receiving Not Met Findings (this includes partially meets and does not meet standards) If a course being reviewed by a Subject Specialist receives any not met findings, the institution must pay the appropriate fees for the following options: 1. Respond to Subject Specialist Report: a. Vocational, Avocational, Diploma or Certificate Program (new & revised): $300 b. Degree Program or Degree Certificate Program (new & revised): $500 c. Degree Course: $300 d. Doctorate Degree Program: $800 e. High School Division: $500 2. Request New Reviewer: Original Curriculum Review Fee (see above) 3. Withdraw Course: No Charge F. Change of Ownership/Control An Application for Change of Ownership/Control (E.14.) and a $1,500 processing fee must accompany an institution s Change of Ownership/Control Notification Report 30 days prior to the change is proposed to take place. A visit is also required, and a visitation fee will also be charged. See C.3. Policy on Change of Ownership/Control for further details. G. Change of Location or New Administrative Site An Application for Change of Location or New Administrative Site (E.15.) and a $500 processing fee must be submitted at least 30 days before the change or new location takes place. The institution must also submit a Change of Location or New Administrative Site Report. A visit is also required, and a visitation fee will also be charged. See C.4. Policy on Change of Location or New Administrative Site for further details. 1/14 3

E.1. Fees DETC Accreditation Handbook 2014 H. Title IV Certification Fees A Certification Visitation Fee will be charged for the visit of the Examining Committee to an institution at the rate of $2,000 per committee member per day. A statement for the Title IV On-Site Certification Fee will be sent to the institution, and payment is due at least two weeks before the visit takes place. An application fee of $500 will be charged institutions who are seeking participation in the Federal Student Aid Title IV programs. Application is made by submitting form E.4.A. Application for Certification for Participation in FSA Title IV Programs. An institution wanting to become a Title IV eligible institution and NOT participate in any Title IV programs must submit E.4. Application for Certification as a Deferment Institution with an application fee of $500 and undergo an on-site visit. I. Appeals Fee When an institution appeals a negative decision on accreditation under the procedures set forth in DETC Accreditation Handbook, an Appeals Fee of $25,000 and the Application for Appeal (see E.3.) must be sent to the Executive Director within 10 days of receipt of the Commission s letter advising the institution of the decision to deny or withdraw accreditation. The institution s failure to submit the application and fees within 10 days will be deemed a waiver of its right to appeal and cause the Accrediting Commission s action to become final. J. Arbitration Fee An institution challenging a final adverse decision on accreditation must submit to binding arbitration pursuant to Section 12.2. of the DETC Constitution and Bylaws. The Application for Arbitration (E.13.) must be submitted with the Arbitration fee of $25,000 to the DETC Commission within 5 business days of receipt of the Commission s written statement advising the institution of the final adverse decision to deny or withdraw accreditation (see D.2. Appealing Commission s Adverse Decision). K. International Activity Contract Review Fee An Application for Review of International Contact(s) (E.16.) and a fee of $750 must accompany each request for the required review per DETC C.17. Policy on International Activities of any proposed contract between a DETC institution and a non-u.s. institution. An additional fee of $250 will be charged for any necessary follow-up reviews. II. Annual Dues and Fees A. Dues DETC Dues are the following: Annual dues shall be eighty-six hundredths of one percent (.86% or.0086) of school cash collections up to $3,500,000, but in no case shall an organization pay dues of less than $1,000. For school cash collections exceeding $3,500,000, the organization shall pay $600 per million or part thereof. Subsequent changes in dues shall be based on the.86 percent amount and shall be stated as a percentage of organizational cash collections. B. Fees Each institution will pay an annual Accreditation Fee based on the total annual cash collections from distance study enrollments received by the institution during the preceding calendar year. This annual fee is separate from and in addition to the annual dues for membership in the Distance Education and Training Council. 4 1/14

DETC Accreditation Handbook 2014 E.1. Fees The Accreditation Fee schedule is: Total Cash Collections Fee $0 to $100,000... $300 $100,000 to $249,999... $500 $250,000 to $499,999... $1,000 $500,000 to $749,999... $1,500 $750,000 to $999,999... $2,000 $1,000,000 to $1,999,999... $3,000 $2,000,000 to $2,999,999... $4,000 $3,000,000 and over... $5,000 Military Institutions... $3,000 An accredited institution with no tuition income will be charged an Annual Accreditation Fee, up to $4,000. C. Listing Fees The name of each accredited institution and the name of each of its separately advertised divisions or courses must appear alphabetically in the Accrediting Commission s list of accredited institutions (Directory of Accredited Institutions). The Annual Accreditation Fee covers one institution listing. A fee of either one half of the institution s Annual Accreditation Fee or $1,500, whichever is less, will be charged for each additional listing. D. Title IV Fees Each Title IV participating institution will pay a special Title IV Fee based on the total annual cash of collections from net Title IV revenues received by the institution during the preceding calendar year. Net Title IV is the total amount of Title IV cash received by an institution minus any return of Title IV funds and any Title IV credit balances sent to students. This annual fee is separate from and in addition to the annual accreditation fees and the annual dues for membership in the Distance Education and Training Council. DETC Title IV Participant Fee shall be.05% or.005 of an institution s total net cash collections from Title IV revenues up to $7 million, but in no case shall an organization pay less than $1,000 for this fee annually. For cash collections from Title IV revenues exceeding $7 million, the institution shall pay $1,000 for each $1 million or part thereof. E. Late Payment of Dues and Fees If Dues and Fees are not paid in full by April 30th, an interest charge of 1½% per month (18% per year) will be charged on the outstanding Dues and Fees balance. If a Dues and Fees balance remains as of September 30th, the institution will be subject to a special accreditation examination. F. Refund Policy for Dues The Accrediting Commission has adopted the following refund policy on Dues for DETC schools: If a school involuntarily loses its accreditation during the first Quarter of a fiscal year (April 1 June 30), it will be refunded 75% of its dues. If a school loses its accreditation the second Quarter of a fiscal year (July 1 September 30), it will be refunded 50% of its dues. If a school loses its accreditation after the second 1/14 5

E.1. Fees DETC Accreditation Handbook 2014 Quarter of a fiscal year (October 1 March 31), the school will not receive a refund. If a school withdraws from membership or accreditation, or threatens or is in litigation with the Accrediting Commission, no refunds will be made. Annual Accreditation and Listing Fees are not refundable. III. Other Fees A. Oral Presentation Transcript Fee An institution electing to make an appearance before an Appeals or Arbitration Panel to make an oral presentation under the procedures set forth in DETC Accreditation Handbook, Appendix D. 2., and that wishes to have a transcript made of such oral presentation, will be charged the actual cost of any transcript of the oral presentation which it may elect to have made (including one copy of the transcript for the Accrediting Commission). B. Non-U.S. Institutions The institution will pay the actual cost of the review including travel expenses of the visiting committee, fees for course reviews, and the appropriate honoraria plus a 15 percent administrative fee. The applicant will be sent an estimated fee that must be paid (in U.S. funds drawn from a U.S. Bank) prior to the visit. Adjustments will be made following the visit. C. Late Fees on Annual Reports An institution is required to submit its Annual Report by January 31 st of the following year. If the institution s Annual Report, or significant components of the Annual Report, are not received by DETC by the second Friday following January 31st, the institution will be assessed a $500 late fee. # # # (adopted January 2011, revised January 2014) 6 1/14

DETC Accreditation Handbook 2014 E.2. Application for Accreditation Application for Accreditation Name of Institution: Date: Address of Institution: (Street Address) (City, State) (ZIP) Telephone No.: Fax No.: (Area Code) (Area Code) Web Site Address: Contact Information Name of President/CEO: E-Mail Address: Telephone No.: Extension: (Area Code) Name of Compliance Officer: Title E-Mail Address: Telephone No.: Extension: (Area Code) Institution Information Year institution was established: # Number of years under present ownership Type of Institution: Government Non-Profit Private, Non-Profit Private, For-Profit; Date of first distance education student enrollment: Active distance education students: Combination course resident students: Number of new enrollments in the last calendar year: Total students: Is the institution a Title IV eligible or participant? Yes No. If yes, list the agency designated for the distribution of Title IV Funds. Are there any pending legal action by or against the institution? Yes No. If yes, please include an explanation. Former Institution Name Academic Program Information Type(s) of programs offered: High School Avocational Vocational Degree Certificates Degrees; Applicants must include a list of all courses and programs with their application. The list must include the following: the name of the program, type of program, courses (HS and degree), and date of first enrollment or last accreditation. (see sample chart at the end of this application) Initial applicants may not add additional programs during the application process. Are all of the institution s programs offered online? Yes No 1/14 1

E.2. Application for Accreditation DETC Accreditation Handbook 20143 What percent of the programs are online? What percent of the programs are correspondence? Does the institution offer Continuing Education Units (CEU) credits? Yes No If yes, who approves the CEU s? Other Accrediting Agencies List any other accrediting agencies that accredit your institution, the corresponding date of original accreditation, and the most recent action of the accrediting agency. Accrediting Agency: Date of action: Action Has the institution ever been denied accreditation, had its accreditation terminated, or voluntarily resigned its accreditation from any agency, including DETC? Yes No. If yes, please list the agency, date of action, and include an explanation of the action made by the accrediting agency. Accrediting Agency: Date of action: Action Does the institution have any pending accrediting action by any accrediting agency? Yes No. If yes, please include an explanation. Resident Training Site(s) List the location of additional training sites: Address City, State, and Zip Code Telephone No.: Administrative Site(s) List the location(s) of additional administrative sites: Address City, State, and Zip Code Telephone No.: License and/or Approvals List the state and/or country in which the institution is located and is licensed, approved, or exempt to operate as an educational provider:. Attach a copy of all state license and/or country license. If the institution is exempt by the state and/or country, the applicant must include supporting state/country-issued documentation with its application. State Authorization Provide a narrative describing your progress to obtain appropriate state authorization with states where required. 2 1/14

DETC Accreditation Handbook 2014 E.2. Application for Accreditation International Activity Does the institution perform any of the following activities outside of the United States: training sites, recruiting, instruction, marketing, or business function? Yes No. If yes, please list the countries and/or locations, and activities conducted. Does the institution operate any branch campuses or coordinating offices outside of the United States? Yes No. If yes, please list the countries and/or locations Does the institution contract with any agents or educational entities outside of the United States? If yes, what countries and/or locations? If you have answered yes to any of the previous three questions, the applicant must submit in writing a complete description of the international activity conducted along with a copy of each contractual agreement for DETC s review (see C.17. Policy on International Activities, Guide for International Contract Reviews, F.9. Rating Form for International Activities/Contracts, and E.1. Fees) Certification of Application This application is submitted by the institution s President/CEO for which accreditation or re-accreditation is being sought, and that official hereby attests to the following: 1. The institution is a bona fide distance education institution as defined by the DETC Accrediting Commission as an educational institution which: Formally enrolls students and maintains student records; Retains a qualified faculty to service students; Transmits to students organized instructional materials; Provides continuous two-way communication on student work, e.g., evaluating students examinations, projects, and/or answering queries, with prompt feedback given to students; Offers courses of instruction which must be studied predominantly at a distance from the institution or organization; and Is properly licensed, authorized, or approved by the applicable state educational institutional authority. 2. The institution has had at least two continuous years of successful operation as a bona fide distance education institution under the current ownership and with the current programs. 3. The institution has a permanent physical business office at a fixed geographic location (not a P.O. Box) for which it is appropriately licensed or authorized as required by local and state regulatory authorities. (6/13) 4. The institution can document via an audited or reviewed comparative financial statement that covers its two most recent fiscal years that it is financially sound and that it can meet its financial obligations to provide instruction and service to its students. Please submit audited or reviewed financial statements as described in C.10. Policy on Financial Statements. 5. The institution can show that the name being used by the institution is free from any association with any activity that could damage the standing of the Commission or of the accrediting process, such as illegal actions, unethical conduct, or abuse of consumers. 1/14 3

E.2. Application for Accreditation DETC Accreditation Handbook 20143 6. The institution, institution s owners, governing board members, and administrators possess sound reputations and show a record of integrity and ethical conduct in their professional activities, business operations, and relations. The owners, board members and executive staff have records free from any association with any misfeasance, including, but not limited to, owning, managing or controlling any educational institutions that have entered bankruptcy or have closed with students having been disadvantaged as a result. 7. The institution agrees that as part of the application process for initial or re-accreditation, its owners, officers and managers may be subject to a background check by DETC, which may include, but not be limited to: DETC surveys of State educational oversight agencies, Federal departments and agencies, consumer protecting agencies, checks on the credit history, prior bankruptcy, criminal background, debarment from Federal Student Aid Programs, the closing of other organizations in which they were owners, managers or principals, or the loss of accreditation or state approval to operate an educational institution. The costs of such background checks will be borne by the applicant. 8. Institution is free from any pending or final action brought by a state agency or recognized accrediting agency to suspend, revoke, withdraw, or terminate the institution s legal authority to operate or to deny accreditation or reaccreditation. 9. The institution understands that the Commission requires that all distance education courses, programs, divisions, and/or affiliates of the ownership undergo the accreditation process. The failure of one distance education program and/or division to apply for or achieve accreditation within a time frame set by the Commission renders all distance education programs or divisions ineligible for accreditation. In addition, if one distance education course, program, division, and/or affiliate of the ownership is ineligible to apply for accreditation, including ineligibility due to the limits on DETC s scope of activity, then all divisions of that ownership will be deemed to be ineligible to apply for accreditation. 10. The institution is voluntarily seeking accreditation or re-accreditation by the Accrediting Commission of DETC, recognizing that such accreditation may not be specifically required for state licensure, eligibility for government funding, or other purposes external to DETC. 11. Institution official has reviewed the Standards for Accreditation and supporting materials of the Accrediting Commission. 12. Institution official fully accepts and supports the concept of accreditation as a voluntary, non-governmental process involving peer review and a necessary degree of confidentiality in decision-making and record keeping. 13. Institution official of a non-accredited institution agrees that the institution will not make any reference to its application for accreditation in its promotional materials. 14. Institution official verifies that the appropriate key person (Name: [attach copy of Certificate]) has completed the Preparing for DETC Accreditation and therefore qualifies as a Compliance Officer. (Please Note: DETC will NOT accept this application without proof that a person has completed this course.) 15. Institution official understands that, in applying for accreditation, the institution: a) Voluntarily submits itself to a review and decision by the Accrediting Commission as to the institution s qualifications; b) Has the opportunity, as part of the accrediting process, to present itself as meeting each of the Standards for 4 1/14

DETC Accreditation Handbook 2014 E.2. Application for Accreditation Accreditation, and assumes the burden of proof in documenting compliance with the Standards; c) Assumes the obligation to be forthcoming, complete, and accurate in presenting information to, and answering questions of, the Accrediting Commission and its designated evaluators; d) May exercise the right to appeal the denial or withdrawal of accreditation by the Accrediting Commission, thereby assuring due process for itself; e) Voluntarily accepts responsibility to comply with the Standards for Accreditation and fulfill all obligations which accredited institutions assume (2014 DETC Accreditation Handbook, p. 20-21); and f) Agrees to remain in compliance with all of the requirements set forth in the DETC Bylaws, April 2014 edition, which constitutes a contract between the Council and its member institutions. 16. The institution official understands, in submitting this application, that the accreditation process includes surveys of and inquiries to students, recruiting personnel, state and federal consumer and regulatory agencies, employers of graduates, and other individuals, agencies, or groups which may have an opinion about the institution, its programs, and its services. It agrees to such surveys and inquiries and will upon request assist the Accrediting Commission in conducting them. It also acknowledges that accreditation information may be shared with other accrediting agencies and government entities. I certify that all of the information herein and attached is true and correct. Institution s President or CEO: Name Signature: Date: Once the Application for Accreditation is received, the Director of Accreditation will notify you of the appropriate due dates for submitting your course materials and the Self-Evaluation Report. For initial applicants, its application for accreditation is valid for one year from the date of acceptance; with the condition that a copy of their Self-Evaluation Report is received by Commission within 60 days from the date this application is accepted by the Commission. If the Commission does not receive the institution s SER within 60 days of acceptance of this application, the application will automatically expire. The name of an initial applicant will not be published in DETC s publications or posted on DETC s website until after it has completed a successful Readiness Assessment For institutions undergoing re-accreditation, its application is valid for one year (or the next two full accrediting periods) from the date it is received by the Commission. In addition to mailing this application form with your check, please send an electronic copy to Brenda@detc.org. Title Submit this form to: Brenda Amaya, Accreditation Assistant DETC Accrediting Commission 1601 18th Street, NW, Suite 2 Washington, DC 20009-2529 1/14 5

E.2. Application for Accreditation DETC Accreditation Handbook 20143 Sample Chart for Program List: Application Checklist Submit an electronic copy of the Application for Accreditation and supporting documents to brenda@detc.org. Include audited or reviewed financial statements as described in C.10. Policy on Financial Statements. Enclose copies of all institution s current state(s) licenses. If the institution is exempt by the state and/or county, the applicant must include supporting state/country issued documentation. Include copies of the certificate of course completion for the Preparing for DETC Accreditation course. In order to qualify as the Compliance Officer, the individual must complete the course. Include an excel table with the names and addresses (mailing and e-mail addresses) of no more than the first 100 students consecutively enrolled with each division of the institution beginning the first day of the 18 th month preceding the date of this application. Insofar as possible, the number of the students reflects the same proportion of the enrollments for each of our institution s major course/program offerings. If the institution has less than 100 students, please submit the information for all of the students enrolled. Only institutions that are 100% correspondence must submit the names and addresses of students on selfadhesive mailing labels (e-mail to Brenda Amaya at Brenda@detc.org). Include an excel table with a complete list of courses and programs. The list must include the following: the name of the program, type of program, courses (High School and degree programs), and the date of first enrollment. The list must include the following: the name of the program, type of program, courses (if applicable), and date of first enrollment or last accreditation. (see sample chart at the end of this application) Include State Authorization narrative Initial Accreditation Applicants: Include an application fee of $3,000 Reaccreditation Applicants: Include an application fee of $1,000 If applicable, enclose all international contracts and fees for the review (see C.17. Policy on International Activities, Guide for International Contract Reviews, F.9. Rating Form for International Activities/Contracts, and E.1. Fees). The fee for an initial international contract review is $700 (per contract) and $250 for a resubmission (per contract). Initial Accreditation Applicants: The applicant will mail a flash drive copy of the Self-Evaluation Report within 60 days from the date this application is accepted by DETC with the Readiness Assessment fee of $3,000 (see C.12. Policy on Readiness Assessment) Re-accreditation Applicants: The institution will send each evaluator and DETC a flash drive copy of the Self-Evaluation Report at least 4 to 6 weeks prior to the on-site visit scheduled with the director of accreditation. *All fees are non-refundable **All fees must be provided in U.S. currency and made payable to the Distance Education and Training Council XYZ Institution 6 1/14

DETC Accreditation Handbook 2014 E.2. Application for Accreditation Name of Program: Type of Program: Associate of Arts in XYZ High School, Avocational, Vocational, Degree Certificate, or Degree. Courses (High School and degree programs): Number Name 101 English 102 Math Date of First Enrollment or last accreditation: MM/DD/YYYY 1/14 7

E.2. Application for Accreditation DETC Accreditation Handbook 20143 (Note: This page was left blank on purpose.) 8 1/14

DETC Accreditation Handbook 2014 E.3. Application for Appeal Application for Appeal Application for Appeal of an Adverse Commission Decision Name of Institution: Address of Institution: (Street Address) (City, State) (ZIP) Telephone: Fax: Today s Date: (Area Code) (Area Code) Appeal Procedures 1. The institution submits this Application for Appeal to the Executive Director of the Accrediting Commission within 10 days of the receipt of the Commission s written statement advising the institution of an adverse decision to deny or withdraw accreditation. The appeal fee must accompany this Application. 2. The institution submits a written statement of the grounds for its request for an appeal within 30 days of receipt of the Commission s written statement advising of its action. 3. The institution s accounts, including hearing and transcript fees, with the Distance Education and Training Council must be paid in full at least 10 days before the date of the hearing, or the appeal hearing will be cancelled and the adverse decision announced. 4. The Commission will schedule the hearing and will designate the time and place the hearing will be held. 5. The institution has the opportunity to make an oral presentation at the hearing. The oral presentation may not exceed 20 minutes. If applicable, please list below those who will be attending the hearing on behalf of the institution: (Name) (Title) (Affiliation) (Name) (Title) (Affiliation) Name) (Title) (Affiliation) 6. The institution, at its option and its expense, shall have the right to the presence of its own legal counsel at, and a transcript of, its oral presentation at the hearing. 1/14 1

E.3. Application for Appeal DETC Accreditation Handbook 2014 I would like a transcript ($1,000 deposit) Our Legal Counsel will be attending the hearing: Name of Counsel: Firm: Phone No.: Fax: E-mail: Address: 7. The institution may submit written material pertaining to the appeal up to 30 days prior to the hearing date. New documents or materials may not be presented for the Commission s consideration at the time of the institution s oral presentation at the hearing. 8. Within 30 days following the conclusion of the appeal hearing, the Commission shall send the institution a written statement advising of the action and the basis for that action on the appeal. I certify that all of the information on this application is true and correct: Institution s President or CEO: Signature: Application Checklist Fee attached ($25,000) Optional fee for transcript deposit ($1,000) Written grounds for appeal will be submitted within 30 days of the receipt of the adverse decision letter. Names of those attending appeal hearing are provided above. Submit this form to: Executive Director (address below). 2 1/14

DETC Accreditation Handbook 2014 E.4. Application for Certification as an Eligible Institution Application for Certification as an Eligible Institution in FSA Title IV Programs Requesting Eligibility as a (check one): Deferment Institution Participant Institution Name of Institution: Address of Institution: (Street Address) (City, State) (ZIP) Telephone No.: Fax No.: (Area Code) (Area Code) E-Mail: Website: Today s Date: President/CEO: E-Mail: Certification for Seeking Title IV Eligibility This application is submitted by the institution s President/CEO for which Certification for Eligibility in FSA Title IV Programs is being sought, and that official hereby agrees that: 1. All of the distance learning programs offered by the institutions have been reviewed and approved by DETC s Accrediting Commission. All of the courses or programs are certificate programs or credit-bearing. 2. He/she has read, understands and will abide by the applicable conditions and requirements discussed in DETC s C.15. Policy on Institutions Participating in Title IV Programs. 3. The institution meets all Federal eligibility requirements, including the requirements for being a distance education program as set forth in the law and regulations for Federal student assistance program eligibility. 4. All course or program length requirements and regular and substantive interaction requirements between faculty and students as established by Federal regulations are met. 5. The institution agrees to submit a copy of a Certification Report for Title IV (template on DETC s website) providing responses and documentation that address each statement found in C.15. Policy on Institutions Participating in Title IV Programs. 6. The institution agrees to not to submit an application to the Department of Education for eligibility status until DETC has verified and confirmed that the institution is eligible to apply. 7. The institution agrees to undergo an on-site visit to verify and validate the information presented in its Certification Report for Title IV. 1/14 1

DETC Accreditation Handbook 2014 E.4. Application for Certification as an Eligible Institution I certify that all of the information herein and attached is true and correct. Institution s President or CEO: Name Signature: Date: Title Check List We plan to submit our Certification Report for Title IV (see Policy C.15.) on: (date) We are enclosing an application fee of $500 (check made payable to DETC ). We understand that DETC will evaluate our Certification Report for Title IV for compliance. We will not apply to the Department of Education until and unless we are approved to do so by DETC. We understand that we will need to undergo an on-site visit with a Title IV Evaluator appointed by DETC as part of our evaluation for Title IV eligibility. We understand that one person must complete DETC s course Realities and Regulations of the Title IV Aid Programs and submit a copy of his or her certificate of completion with this application. Revised March 2014 2 1/14

DETC Accreditation Handbook 2014 E.5. Application for Course/Program Reviews Application for Course/Program Reviews This application form is to be used by currently accredited institutions that want to add a new course/program or revise an already approved course/program. Submit this form to DETC Staff via e-mail (Lissette@detc.org) at least 15 days prior to proposed submission date. Make certain that the course/program titles on this application match what will be submitted to DETC. Also, the titles as they appear on this application form will be used in the Commission s approval letter. Please submit one form for each course or program. Name of Institution: Contact for Course/Program Reviews: E-Mail: Today s Date: Proposed Submission Date: Complete all applicable areas. DEGREE LEVEL Title of Degree Course: Number of Credits Required: Check the appropriate box: New Revised: (specify revision) Acquired or Contracted Core General Education Elective Change in Method of Delivery Other: Title of Certificate Program (credit-bearing): List all of the courses within certificate program. Designate the representative courses by an asterisk (*): Number of Credits Required: Check the appropriate box: New certificate program (w/courses not already approved) Revised certificate program Other: 1/14 1

DETC Accreditation Handbook 2014 E.5. Application for Course/Program Reviews Title of Degree Program: List all of the courses within degree program. Designate the representative courses by an asterisk (*): Number of Credits Required: Check the appropriate box: New program in similar area New program in new area New program at different level New program concentration/emphasis/track Revised program: (specify revision) Acquired or Contracted Change in Method of Delivery Other: VOCATIONAL, AVOCATIONAL, DIPLOMA, CERTIFICATE LEVEL Title of Vocational/Avocational Program Proposed: Check the appropriate box: New program Revised program: (specify revision) Change in Method of Delivery Other: HIGH SCHOOL LEVEL Title of High School Course: Check the appropriate box: New course Revised course: (specify revision) Acquired or contracted Change in Method of Delivery Other: 2 1/14

DETC Accreditation Handbook 2014 E.5. Application for Course/Program Reviews Title of High School Program: New program Revised program: (specify revision) Change in Method of Delivery Other: I agree that once we received a confirmation from the DETC staff that this Application form has been received, we will mail the appropriate curricula materials packaged as indicated in the instructions outlined in C.5. Policy on Course/Program Approval. We will submit payment upon receipt of DETC invoice. If the institution fails to submit its courses, this application expires in 30 days. Revised January 2014 1/14 3

DETC Accreditation Handbook 2014 E.5. Application for Course/Program Reviews (Note: This page was left blank on purposed.) 4 1/14

DETC Accreditation Handbook 2014 E.6. 2013 Annual Report 2013 Annual Report Name of Institution: Address: (Street Address) (City, State) (ZIP) Telephone: Fax: E-Mail: Website: Is your institution: Private, For-Profit? Private, Non-Profit? Government? This Annual Report covers the institution s activities from January 1 December 31, 2013. Please list programs on forms at the end of this document (please note, you do not have to list the individual courses within the degree programs). I. Courses and Programs Offered # of Vocational/Avocational programs = : # New students: Total # of Students: # of Degree Programs = : # New students: Total # of Students: # of Certificate Programs = : # New students: Total # of Students: # High School Program: : # New students: Total # of Students: TOTALS: New Students in 2013: Total # of Students # of foreign students (non-u.s. students, not including military) Please list each program and enrollments using the appropriate form(s) (Degrees, Certificates, Vocational) at the end of this document. II. Certification of Compliance with Commission Requirements To certify that your institution has complied with existing and new Accrediting Commission standards, policies, and procedures, PLEASE INITIAL each space below. For areas where it is not possible to certify compliance, please provide an explanation and corrected information as may be required. Specific policies are noted where appropriate. I certify that this institution has: Your Initials Formal written plans for regularly conducting student learning outcomes assessments and institution selfimprovements (see C.14.) 1/14 1

E.6. 2013 Annual Report DETC Accreditation Handbook 2014 Your Initials Collected data that demonstrates that students are achieving learning outcomes that are appropriate to the institution s mission and to the rigor and depth of the degrees, diplomas, or certificates offered (see C.14.) When specific benefits for a course or program are identified, collected evidence that documents that graduates have attained the benefits. Reported significant changes to mission, goals, and objectives (see C.2.) Reported changes of ownership/control or legal status (see C.3.) Submitted significant changes to courses/programs (see C.5.) Reported changes in location (including training sites) (see C.4.) Reported significant changes in financial condition (see C.18.) Reported significant growth or decline in the number of new enrollments (see C.18.) Reported significant growth or decline in the number of programs (see C.18.) Complied with all required governmental licenses and approvals, and the CEO/President is unaware of any action to revoke or withdraw any such licenses or approvals Developed accounting procedures to take into account or reserve prepaid tuition of students due future services Reviewed enrollment agreements including tuition refund language for compliance with the DETC Business Standards Reported significant changes in marketing tactics and promotional efforts (see C.11.) Continuously monitored (and corrected when necessary) telephonic sales interactions with prospective students to ensure there exists only ethical conduct on the part of all recruiting personnel Reported all lawsuits, investigations, audits, actions, or other formal inquiries by governmental bodies or legal authorities Submitted for Accrediting Commission review all new courses/programs or courses/programs undergoing revisions and arranged for review of all new training sites (see C.5.) Reviewed all advertising literature and promotional efforts, to include any significant changes in the practices of any third party advertising, marketing or lead generation firms for compliance with DETC s Business Standards Ensured that all telemarketing activities comply with FTC guides on telemarketing, including do not call restrictions for consumers Ensured that tuition refund policies are in accord with the DETC Business Standards and paid all tuition refunds due within 30 days of the students requests Reviewed and agreed to all the requirements set forth in DETC s Constitution and Bylaws, April 2012 edition Failure to initial any of the items above may be cause for a review by the Accrediting Commission and follow-up action. 2 1/14

DETC Accreditation Handbook 2014 E.6. 2013 Annual Report State Authorization: Please provide a narrative describing your progress with working with states to obtain authorization where required. (1/14) III. Report on Educational and Student Services Since last year: 1. Report and explain the reason for any significant changes to the faculty at the supervisor/management level. Provide brief descriptions of the qualifications of any new faculty. Report other significant changes to faculty assignments, workload, in-house training conducted, etc. 2. Report and explain the reason for any significant growth or decline in enrollments and programs (see C.18. Policy on Annual Reports for definition). Explain in detail the reason(s) for the growth and what additional staff, faculty, administrators, educational and student support services, and financial resources and marketing plans have been employed to meet the needs for the new level of students to be served. Also specify which programs had the most growth (indicating the percent of growth since last year), the reasons for the growth, and how the institution is accommodating the growth. If the institution is showing a significant decline in enrollments (a drop of 25% or more), explain the reason(s) for the decline and the impact it has had on staff, faculty, administrators, educational and student support services, and financial resources and marketing plans. 3. Report and explain the reason for any significant growth or decline in the number of programs offered (see C.18. Policy on Annual Reports for definition). Explain in detail what additional administrators, faculty, educational and student support services, and financial resources and marketing plans it has employed to meet the needs for the new level of programs to be served. If an institution reports a significant decline in the number of programs, it must explain in detail the reasons for the decline and the impact it has had on staff, faculty, administrators, educational and student support services, other course/programs offerings, and financial resources and marketing plans. 4. Report and explain the reason for any significant changes to tuition levels, payment options, collection techniques, or refund policies. 5. Report and explain the reason for any significant changes to course/program admissions policies made since the last Annual Report. What requirements have been added or dropped? Provide the rationale for any changes listed. 6. Report on any activities outside of the U.S., including any contractual relationships with non-u.s. institutions or agencies. IV. Report on Student Satisfaction 1. On the DETC Outcomes Assessment Data Form (at the end of this document), provide the data you collected from your student surveys on satisfaction of your 10 most popular courses as described in the C.14. Policy on Student Achievement and Satisfaction. 1/14 3

E.6. 2013 Annual Report DETC Accreditation Handbook 2014 2. Also include a sample of your survey. (Military and international institutions and K-12 schools are exempted from annual reporting, but not from five year self-evaluation reporting.) V. Report on Progress Through the Programs 1. On the DETC Outcomes Assessment Data Form (at the end of this document), provide the data on all of your degree programs and your completions for all of your vocational programs and as described in the C.14. Policy on Student Achievement and Satisfaction. If you have more than one division, e.g., vocational and/or degreegranting, you must report the data for each division. (Military and international institutions and K-12 schools are exempted.) 2. As stated in C.14., an institution must document its activities or improvements that were made during 2013 based directly on the results of its outcomes assessment efforts. Please provide a short narrative on any changes or improvements (major or minor) made as a result of the data collected and analyzed as part of your outcomes assessment efforts. Attach any documentation to the end of this report. VI. Report on Financial Condition Institutions are required to report and explain the reason for any significant changes in financial conditions. Provide the following summarized financial highlights for your distance education operations for the most recent two fiscal year periods. Complete the chart below (DO NOT just say See Attached financial documents ). If your institution shows a negative amount on lines 2, 4, or 5 for 2013, please submit the appropriate audited or reviewed financial statements no later than 90 days after the submission of the Annual Report. (Please refer to C. 8. Policy on Annual Reports and C.10. Policy on Financial Statements.) 1. Revenues Fiscal Year Ended: 2013 2012 2. Net Income (Loss) ** 3. Total Assets 4. Working Capital (Deficit)* 5. Total Equity/Fund Balance (Deficit) ** ** * Current Assets minus Current Liabilities ** An audited or reviewed financial statement is required to be submitted no later than 90 days after the submission of the Annual Report if amount is negative. PLEASE NOTE: For every accredited institution, the Accrediting Commission reserves the right to require the submission of complete, audited financial statements as it deems necessary. 4 1/14

DETC Accreditation Handbook 2014 E.6. 2013 Annual Report VII. Report on Institution s Future Plans Note: The reporting below does not constitution compliance with the various DETC policies that require notice and report submission prior to an event. Please review C.1. Policy on Substantive Change and Notification to make certain you have properly notified the Commission of any substantive change before implementing. Please provide a brief summary of your plans for the coming year. Do you plan to: 1. Add new courses or programs? List new courses/programs you are preparing or considering and the estimated date of submission to the Accrediting Commission for review (see C.5. Policy on Course/Program Approval for instructions of submitting courses/programs). 2. Change in Location or Administrative Sites? Indicate any plans for changes in location of the institution or administrative site (see C.4. Policy on Change of Location or Administrative Site), or for any new training sites (see C.7. Policy on New Combination Programs/Training Sites). 3. Changes in Marketing? Indicate plans for any changes to your marketing approach and/or promotional tactics or procedures (see C.11. Policy on Change of Marketing Approach). 4. Changes in international activities? Indicate and describe any plans for new marketing or instructional activities conducted outside of the U.S. (see C.17. Policy on International Activities). 5. Changes in ownership, control, legal status, top management, or key staff? Indicate any plans for changes in any of these (see C.3. Policy on Change of Ownership/Control). Date Signature of Chief Executive Officer Print Name Print this document, sign this page, scan it and save as a pdf. Please send the following files as separate files: 1. Pdf of your Annual Report (up to and including this page) 2. Pdf of financials (if required and available send as a separate pdf) 3. WORD document of the Outcomes Assessment Data Form 4. Pdf of a sample survey 5. Pdf of the computation of dues and fees form E-mail these files to sally@detc.org (type Annual Report in the subject line). If you do not get a confirmation that your e-mail and documents were received, please submit again. Please note that there is a $500 late fee for reports not received by January 31, 2014. 1/14 5

E.6. 2013 Annual Report DETC Accreditation Handbook 2014 Enrollments by Program Name of Institution: Program Level: Name: Total New Enrollments for 2013: Total Active Students as of 12/31/2013 Example of Program Level = High School, Vocational, Associate, Bachelor, Masters, First Professional, Doctoral Example of Name = High School program or Medical Billing or Associate in Criminal Justice 6 1/14

DETC Accreditation Handbook 2014 E.6. 2013 Annual Report DETC Outcomes Assessment Data Form to be used with the 2013 Annual Report Name of Institution: Contact Person: Date: Phone: E-mail: Please delete these instructions (down to IV. Student Surveys ) and submit your outcomes assessment data using the tables below. Please reduce the size of your type to fit the data into the tables. IV. Student Satisfaction Surveys (first table): Please deduct any N/A s from your # of students surveyed and # of Surveys Received before calculating percentages. Please calculate the average for the top 10 courses/programs for each question for 2013. If you have more than one division, e.g., vocational and/or degree granting, you must report on the top 10 courses in your degree program and the top 10 vocational programs (see tables below). V. Progress through the Program: When selecting your sample dates, you should allow enough time so that the last person who enrolled in that program has had sufficient time to complete it. Therefore, you should not use a calendar year. See C.14. Policy on Student Achievement and Satisfaction for instructions. Send a copy of this form as a WORD document with your 2013 Annual Report form. Please e-mail it to Sally Welch at sally@detc.org. Also, please include a sample of your survey (as a pdf) with your Annual Report. 1/14 7

E.6. 2013 Annual Report DETC Accreditation Handbook 2014 IV. Student Satisfaction Surveys Institution: Degree Programs Ten Most Popular Courses Time Frame of Survey: 1/1/2013 12/31/2013 Name of Course # of students surveyed # of Surveys Received Yes to Q1 #/% Yes to Q2 #/% Yes to Q3 #/% AVERAGES???? Vocational Programs Ten Most Popular Programs Time Frame of Survey: 1/1/2013 12/31/2013 Name of Vocational Program # of students surveyed # of Surveys Received Yes to Q1 #/% Yes to Q2 #/% Yes to Q3 #/% AVERAGES?????? 8 1/14

DETC Accreditation Handbook 2014 E.6. 2013 Annual Report V. Progress Through the Program Institution: Degree-Granting Program Graduation Rates (Associate Degree Programs) Name of Degree Program Years to Complete Date of Sample # of Students in sample # of Exclusions # of Active students in sample # of students graduating Graduation Rate #/% AVERAGE RATE?? Degree-Granting Program Graduation Rates (Bachelor Degree Programs) Name of Degree Program Years to Complete Date of Sample # of Students in sample # of Exclusions # of Active students in sample # of students graduating Graduation Rate #/% AVERAGE RATE?? Degree-Granting Program Graduation Rates (Master s Degree Programs) Name of Degree Program Years to Complete Date of Sample # of Students in sample # of Exclusions # of Active students in sample # of students graduating Graduation Rate #/% 1/14 9

E.6. 2013 Annual Report DETC Accreditation Handbook 2014 AVERAGE RATE?? Degree-Granting Program Graduation Rates (First Professional Degree Programs) Name of Degree Program Years to Complete Date of Sample # of Students in sample # of Exclusions # of Active students in sample # of students graduating Graduation Rate #/% AVERAGE RATE?? Degree-Granting Program Graduation Rates (Doctorate Degree Programs) Name of Degree Program Years to Complete Date of Sample # of Students in sample # of Exclusions # of Active students in sample # of students graduating Graduation Rate #/% AVERAGE RATE?? 10 1/14

DETC Accreditation Handbook 2014 E.6. 2013 Annual Report V. Progress Through the Course Institution: Vocational Programs Completion Rates (All Programs) Name of Program Years to Complete Date of Sample # of Students in sample # of Exclusions # of Active students in sample # of students graduating Graduation Rate #/% AVERAGE RATE?? Please save your Outcomes Assessment Data in a WORD file and e-mail it to Sally@detc.org, along with a sample of your survey and your 2013 Annual Report. 1/14 11

E.6. 2013 Annual Report DETC Accreditation Handbook 2014 (Please Note: This page was left blank on purpose.) 12 1/14

DETC Accreditation Handbook 2014 E.7. 2013 Annual Report with Title IV 2013 Annual Report (with Title IV) Name of Institution: Address: (Street Address) (City, State) (ZIP) Telephone: Fax: E-Mail: Website: Is your institution: Private, For-Profit? Private, Non-Profit? Government? This Annual Report covers the institution s activities from January 1-December 31, 2013. Please list programs on the forms at the end of this document (please note, you do not have to list the individual courses within the degree programs). I. Courses and Programs Offered # of Vocational/Avocational programs = : # New students: Total # of Students: # of Degree Programs = : # New students: Total # of Students: # of Certificate Programs = : # New students: Total # of Students: (credit-bearing) # High School Program: : # New students: Total # of Students: TOTALS: New Students in 2013: Total # of Students #New students w/title IV #total # of students w/title IV # of foreign students included in numbers above (non-u.s. students, not including military) Please list each program and enrollments using the appropriate form(s) (Degrees, Certificates, Vocational) at the end of this document. II. Certification of Compliance with Commission Requirements To certify that your institution has complied with existing and new Accrediting Commission standards, policies, and procedures, PLEASE INITIAL each space below. For areas where it is not possible to certify compliance, please provide an explanation and corrected information as may be required. Specific policies are noted where appropriate. I certify that this institution has: Your Initials Formal written plans for regularly conducting student learning outcomes assessments and institution selfimprovements (see C.14.) Your Initials 1/14 1

E.7. 2013 Annual Report with Title IV DETC Accreditation Handbook 2014 Collected data that demonstrates that students are achieving learning outcomes that are appropriate to the institution s mission and to the rigor and depth of the degrees, diplomas, or certificates offered (see C.14.) When specific benefits for a course or program are identified, that you collected evidence that documents that graduates have attained the benefits. Reported significant changes to mission, goals, and objectives (see C.2.) Reported changes of ownership/control or management (see C.3. or C.31?) Submitted significant changes to courses/programs (see C.5.) Reported changes in location (including training sites) (see C.4.) Reported significant changes in financial condition (see C.18.) Reported significant growth or decline in the number of new enrollments (see C.18.) Reported significant growth or decline in the number of programs (see C.18.) Complied with all required governmental licenses and approvals, and the CEO/President is unaware of any action to revoke or withdraw any such licenses or approvals Developed accounting procedures to take into account or reserve prepaid tuition of students due future services Reviewed enrollment agreements including tuition refund language for compliance with the DETC Business Standards. Reported significant changes in marketing tactics and promotional efforts (see C.11.) Continuously monitored (and corrected when necessary) telephonic sales interactions with prospective students to ensure there exists only ethical conduct on the part of all recruiting personnel Reported all lawsuits, investigations, audits, actions, or other formal inquiries by governmental bodies or legal authorities Submitted for Accrediting Commission review all new courses/programs or courses/programs undergoing revisions and arranged for review of all new training sites (see C.5.) Reviewed all advertising literature and promotional efforts, to include any significant changes in the practices of any third party advertising, marketing or lead generation firms for compliance with DETC s Business Standards Ensured that all telemarketing activities comply with FTC guides on telemarketing, including do not call restrictions for consumers Ensured that tuition refund policies are in accord with the DETC Business Standards and paid all tuition refunds due within 30 days of the students requests Reviewed and agreed to all the requirements set forth in DETC s Constitution and Bylaws, April 2012 edition Failure to initial any of the items above may be cause for a review by the Accrediting Commission and follow-up action. State Authorization: 2 1/14

DETC Accreditation Handbook 2014 E.7. 2013 Annual Report with Title IV Please provide a narrative describing the institution s progress with working with states to obtain authorization where required. III. Report on Education and Student Services Since last year: 1. Report and explain the reason for any significant changes to the faculty at the supervisor/management level. Provide brief descriptions of the qualifications of any new faculty. Report other significant changes to faculty assignments, workload, in-house training conducted, etc. 2. Report and explain the reason for any significant growth or decline in enrollments and programs (see C.18. Policy on Annual Reports for definition). Explain in detail the reason(s) for the growth what additional staff, faculty, administrators, educational and student support services, and financial resources and marketing plans have been employed to meet the needs for the new level of students to be served. Also specify which programs had the most growth (indicating the percent of growth since last year), the reasons for the growth in those programs, and how the institution is accommodating the growth. If the institution is showing a significant decline in enrollments (a drop of 25% or more), explain the reason(s) for the decline and the impact it has had on staff, faculty, administrators, educational and student support services, and financial resources and marketing plans. 3. Report and explain the reason for any significant growth or decline in the number of programs offered (see C.18. Policy on Annual Reports for definition). Explain in detail what additional administrators, faculty, educational and student support services, and financial resources and marketing plans it has employed to meet the needs for the new level of programs to be served. If an institution reports a significant decline in the number of programs, it must explain in detail the reasons for the decline and the impact it has had on staff, faculty, administrators, educational and student support services, other course/programs offerings, and financial resources and marketing plans. 4. Report and explain the reason for any significant changes to tuition levels, payment options, collection techniques, or refund policies. 5. Report and explain the reason for any significant changes to course/program admissions policies made since the last Annual Report. What requirements have been added or dropped? Provide the rationale for any changes listed. 6. Report on any activities outside of the U.S., including any contractual relationships with non-u.s. institutions or agencies. Report the number of foreign students (non-u.s. students, not counting military). IV. Report on Student Satisfaction 1. On the DETC Outcomes Assessment Data Form (at the end of this document), provide the data you collected from your student surveys on satisfaction of your 10 most popular courses as described in the C.14. Policy on Student Achievement and Satisfaction. 2. Also include a sample of your survey. (Military and international institutions and K-12 schools are exempted from annual reporting, but not from five year self-evaluation reporting.) 1/14 3

E.7. 2013 Annual Report with Title IV DETC Accreditation Handbook 2014 V. Report on Progress Through the Courses/Programs 1. On the DETC Outcomes Assessment Data Form (at the end of this document), provide the data on all of your degree programs and your completions for all of your vocational programs and as described in the C.14. Policy on Student Achievement and Satisfaction. If you have more than one division, e.g., vocational and/or degreegranting, you must report the data for each division. (Military and international institutions and K-12 schools are exempted.) 2. As stated in C.14., an institution must document its activities or improvements that were made during 2013 based directly on the results of its outcomes assessment efforts. Please provide a short narrative on any changes or improvements (major or minor) made as a result of the data collected and analyzed as part of your outcomes assessment efforts. Attach any documentation to the end of this report. VI. Title IV Participation (to be completed only if the institution participates in the Title IV programs) What accrediting agency is designated as your primary agency by the U.S. Department of Education for distribution of Title IV funds? Please provide a copy of your most recent ECAR (Eligibility and Certification Approval Report). You may obtain this by going to http://eligcert.ed.gov/eapp/owa/ppaecar and use your OPE number and EIN. List each program offered by your institution that the U.S. Department of Education (USDE) has determined to be a Title IV eligible program (use additional sheets if necessary). Check each Title IV program in which the institution participates, and provide the total amount of Title IV funds the institution received for tuition, books, services, etc. [not the total amount of funds awarded to the student] for that program for the award year. Program Amount of Title IV Funds for the most recent fiscal year* Pell Federal Direct Loans Federal Direct PLUS Federal Perkins Loans PLUS FSEOG FWS Other *What is your institution s fiscal year? To certify that your institution meets its program responsibilities under Title IV, PLEASE INITIAL each space 4 1/14

DETC Accreditation Handbook 2014 E.7. 2013 Annual Report with Title IV below. For areas where it is not possible to certify compliance, please provide an explanation, and be aware that corrected information may be required. I certify that: Your Initials Our institution filed all required financial statements and compliance audits and other information and reports required by USDE on time. Our institution has or has not experienced more than a 50% increase in student enrollment. Our institution has or has not experience a 50% increase in total tuition revenues in the past 12 months. Our institution has not exceeded 50% of the revenue from Title IV in its first year in the program, nor 75% of revenue in any subsequent year. Our institution s published cohort default rate for 2011 is %. If our institution received a published default rate greater than 20%, it has implemented and adhered to a default reduction plan that specifically outlines the means by which we will provide services and contacts to the borrowers in an attempt to reduce the cohort default rate. Our institution paid all student refunds and returns of Title IV on a timely basis. Our institution is not required to post a letter of credit in order to participate in Title IV programs. Our institution did not file an LOC for a late return. Our institution was not subject to any limitation, suspension, or termination action by USDE in the past fiscal year. VII. Report on Financial Condition Institutions are required to report and explain the reason for any significant changes in financial conditions. Provide the following summarized financial highlights for your distance education operations for the most recent two fiscal year periods. Complete the chart below (DO NOT just say See Attached financial documents ). Since your institution participates in Title IV programs, please submit the most recent fiscal year end audited financial statements. (Please refer to C.8. Policy on Annual Reports and C.10. Policy on Financial Statements.) Fiscal Year Ended: 2013 2012 1. Revenues 2. Net Income (Loss) 3. Total Assets 4. Working Capital (Deficit)* 5. Total Equity/Fund Balance (Deficit) * Current Assets minus Current Liabilities What percent of total Annual Revenue for 2013 comes from Title IV Sources? % Did your institution have any program reviews, inspections, or other reviews concerning your participation in Title IV by the U.S. Department of Education? Yes No. 1/14 5

E.7. 2013 Annual Report with Title IV DETC Accreditation Handbook 2014 If yes, did you notify DETC in writing with 10 days? Yes No Did you provide DETC a copy of the findings? Yes No. PLEASE NOTE: For every accredited institution, the Accrediting Commission reserves the right to require the submission of complete financial statements as it deems necessary. VIII. Report on Institution s Future Plans Note: The reporting below does not constitution compliance with the various DETC policies that require notice and report submission prior to an event. Please review C.1. Policy on Substantive Change and Notification to make certain you have properly notified the Commission of any substantive change before implementing. Please provide a brief summary of your plans for the coming year. Do you plan to: 1. Add new courses or programs? List new courses/programs you are preparing or considering and the estimated date of submission to the Accrediting Commission for review (see C.5. Policy on Course/Program Approval for instructions of submitting courses/programs). 2. Change in Location or Administrative Sites? Indicate any plans for changes in location of the institution or administrative site (see C.4. Policy on Change of Location or Administrative Site), or for any new training sites (see C.7. Policy on New Combination Programs/Training Sites). 3. Changes in Marketing? Indicate plans for any changes to your marketing approach and/or promotional tactics or procedures (see C.11. Policy on Change of Marketing Approach). 4. Changes in international activities? Indicate and describe any plans for new marketing or instructional activities conducted outside of the U.S. (see C.17. Policy on International Activities). 5. Changes in ownership, control, legal status, top management, or key staff? Indicate any plans for changes in any of these (see C.3. Policy on Change of Ownership/Control). Date Signature of Chief Executive Officer Print Name Print this document, sign this page, scan it and save as a pdf. Please send the following files as separate files: 1. Pdf of your Annual Report (up to and including this page) 2. Pdf of financials 3. Pdf of your ECAR 4. WORD document of the Outcomes Assessment Data Form 5. Pdf of a sample survey 6 1/14

DETC Accreditation Handbook 2014 E.7. 2013 Annual Report with Title IV 6. Pdf of the computation of dues and fees form E-mail both files to sally@detc.org (type Annual Report in the subject line). If you do not get a confirmation that your e-mail and documents were received, please submit again. Please note that there is a $500 late fee for reports not received by January 31, 2014. 1/14 7

E.7. 2013 Annual Report with Title IV DETC Accreditation Handbook 2014 Enrollments by Program Name of Institution: Program Level: Name: Total New Enrollments for 2013: Total Active Students as of 12/31/2013 Example of Program Level = High School, Vocational, Associate, Bachelor, Masters, First Professional, Doctoral Example of Name = High School program or Medical Billing or Associate in Criminal Justice 8 1/14

DETC Accreditation Handbook 2014 E.7. 2013 Annual Report with Title IV DETC Outcomes Assessment Data Form to be used with the 2013 Annual Report Name of Institution: Contact Person: Date: Phone: E-mail: IV. Student Satisfaction Surveys (first table): Please deduct any N/A s from your # of students surveyed and # of Surveys Received before calculating percentages. Please calculate the average for the top 10 courses/programs for each question for 2013. If you have more than one division, e.g., vocational and/or degree granting, you must report on the top 10 courses in your degree program and the top 10 vocational programs (see tables below). V. Progress through the Program: When selecting your sample dates, you should allow enough time so that the last person who enrolled in that program has had sufficient time to complete it. Therefore, you should not use a calendar year. See C.14. Policy on Student Achievement and Satisfaction for instructions. Send a copy of this form as a WORD document with your 2013 Annual Report form. Please e-mail it to Sally Welch at sally@detc.org. Also, please include a sample of your survey (as a pdf) with your Annual Report. 1/14 9

E.7. 2013 Annual Report with Title IV DETC Accreditation Handbook 2014 IV. Student Satisfaction Surveys Institution: Degree Programs Ten Most Popular Courses Time Frame of Survey: 1/1/2013 12/31/2013 Name of Course # of students surveyed # of Surveys Received Yes to Q1 #/% Yes to Q2 #/% Yes to Q3 #/% AVERAGES???? Vocational Programs Ten Most Popular Programs Time Frame of Survey: 1/1/2013 12/31/2013 Name of Vocational Program # of students surveyed # of Surveys Received Yes to Q1 #/% Yes to Q2 #/% Yes to Q3 #/% AVERAGES?????? 10 1/14

DETC Accreditation Handbook 2014 E.7. 2013 Annual Report with Title IV V. Progress Through the Program Institution: Degree-Granting Program Graduation Rates (Associate Degree Programs) Name of Degree Program Years to Complete Date of Sample # of Students in sample # of Exclusions # of Active students in sample # of students graduating Graduation Rate #/% AVERAGE RATE?? Degree-Granting Program Graduation Rates (Bachelor Degree Programs) Name of Degree Program Years to Complete Date of Sample # of Students in sample # of Exclusions # of Active students in sample # of students graduating Graduation Rate #/% AVERAGE RATE?? Degree-Granting Program Graduation Rates (Master s Degree Programs) Name of Degree Program Years to Complete Date of Sample # of Students in sample # of Exclusions # of Active students in sample # of students graduating Graduation Rate #/% 1/14 11

E.7. 2013 Annual Report with Title IV DETC Accreditation Handbook 2014 AVERAGE RATE?? Degree-Granting Program Graduation Rates (First Professional Degree Programs) Name of Degree Program Years to Complete Date of Sample # of Students in sample # of Exclusions # of Active students in sample # of students graduating Graduation Rate #/% AVERAGE RATE?? Degree-Granting Program Graduation Rates (Doctorate Degree Programs) Name of Degree Program Years to Complete Date of Sample # of Students in sample # of Exclusions # of Active students in sample # of students graduating Graduation Rate #/% AVERAGE RATE?? 12 1/14

DETC Accreditation Handbook 2014 E.7. 2013 Annual Report with Title IV V. Progress Through the Course Institution: Vocational Programs Completion Rates (All Programs) Name of Program Years to Complete Date of Sample # of Students in sample # of Exclusions # of Active students in sample # of students graduating Graduation Rate #/% AVERAGE RATE?? Please save your Outcomes Assessment Data in a WORD file and e-mail it to Sally@detc.org, along with a sample of your survey and your 2013 Annual Report. 1/14 13

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DETC Accreditation Handbook 2014 E.8. Teach-Out Commitment (Non-Corporate Entities) Teach-Out Commitment (Non-Corporate Entities) Commitment to the Accrediting Commission of the Distance Education and Training Council to Teach-Out Students WHEREAS, of (Institution Name) (Address) applied to the Accrediting Commission of the Distance Education and Training Council for accreditation, and achieved such accreditation, WHEREAS, said accreditation applies to every distance education course, division, and activity, including the residential component of any combination distance study-resident courses, NOW, THEREFORE, be it is RESOLVED and COMMITTED that: The undersigned commit(s) that all students who enroll in this organization's programs will receive all of the training under the terms of their contracts, including receiving all learning materials on a timely basis, any subsequent change in this organization s accredited status or any other circumstances notwithstanding; and, With the understanding that the intent of this Commitment is to assure that all students enrolled by this organization before and during its period of accreditation will have the opportunity to complete their programs regardless of future circumstances, it is firmly resolved that the letter and spirit of this Commitment will be fulfilled. I (we), the undersigned, certify that I (we) own the majority interest in and pledge that I (we) have adopted and will fulfill the terms of the foregoing Commitment. Given under my hand and the seal of the organization in the City or County of, State of, this day of, 20. Signature Impress Organization Seal Here Print Name Title 1/14 1

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DETC Accreditation Handbook 2014 E.9. Teach-Out Commitment (Corporate Entities) Teach-Out Commitment (Corporate Entities) Commitment to the Accrediting Commission of the Distance Education and Training Council to Teach-Out Students WHEREAS, of (Institution Name) (Address) applied to the Accrediting Commission of the Distance Education and Training Council for accreditation, and achieved such accreditation, WHEREAS, said accreditation applies to every distance education course, division, and activity, including the residential component of any combination distance study-resident courses, NOW, THEREFORE, upon motion duly made and seconded and unanimously adopted, it is RESOLVED and COMMITTED that: One Two This organization commits that all students who enroll in this organization's programs will receive all of the training under the terms of their contracts, including receiving all learning materials on a timely basis, any subsequent change in this organization s accredited status or any other circumstances notwithstanding; and, With the understanding that the intent of this Commitment is to assure that all students enrolled by this organization before and during its period of accreditation will have the opportunity to complete their programs regardless of future circumstances, it is firmly resolved that the letter and spirit of this Commitment will be fulfilled. I certify that this Commitment was duly and legally adopted at a regular (special) meeting of, duly and regularly convened and held at on the day of, 20, at which a quorum of the Board of Directors was present and acting throughout; and that said Commitment will continue in full force and effect. Given under my hand and the seal of the organization in the City or County of, State of, this day of, 20. Signature Impress Organization Seal Here Print Name Title 1/14 1

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DETC Accreditation Handbook 2014 E.10. Computation of DETC Dues and Fees Form Report for Computation of DETC Dues, Fees, and Title IV FY 2014-2015 1. Name of Institution: 2. Total cash collections from distance education students (including corporate payments on behalf of students) in calendar year 2013*: $ (in U.S. Funds) Total cash collections from Title IV revenues [not the total amount of funds awarded to students] for calendar year 2013 (this should also be included in the number above): $ This figure should include the total, gross cash collections regardless of the type of fee from students enrolled in all distance study courses and combination distance study and resident courses. This figure should include registration fees, tuition fees, down payments retained by sales recruitment representatives, and collections from the sale of textbooks, kits, equipment and merchandise sold as a required part of the course. Receipts from the separate sale of required course/program textbooks must be included in this total. The figure should include all payments received from students: fees for proctoring, re-enrollment fees, earned finance charges, etc. 3. Number of new students enrolled in 2013: (Please enter total from below) Monthly new students enrolled for 2013: January: February: March: April: May: June: July: August: September: October: November: December: Total for 2013: Signature of Officer Making Report Date CONFIDENTIAL: For DETC Office Use Only Please return this form by no later than January 31, 2014 to Sally Welch at DETC 1/14 1

E.10. Report for Computation of DETC Dues and Fees DETC Accreditation Handbook 2014 (Please Note: This page was left blank on purpose.) 2 1/14

DETC Accreditation Handbook 2014 E.11. Accreditation Standards Checklist 11. Accreditation Standards Checklist The following Accreditation Standards Checklist gives you a quick way of evaluating your institution s compliance with the Standards (also see E.12. Business Standards Checklist) Degree-granting institutions must also follow the requirements found in C.9. Policy on Degree Programs. See B.1. Guide to Self-Evaluation Report for more details. I. Institution Mission, Goals, and Objectives I. A. Description of the Mission, Goals, and Objectives The institution has documented that it has a mission statement that includes its general purpose and is supported by specific, clearly defined goals and objectives appropriate to the level of study provided including an institutional commitment to providing quality distance education programs. I. B. Review and Publication of the Mission Statement The institution has documented that instructors/faculty, administration, governing board, and institutional advisory committees, (if applicable) regularly review the mission statement, goals, and objectives. The institution has documented that its current mission statement, goals, and objectives are widely promulgated and readily accessible to students, faculty, staff, and other stakeholders. I. C. Implementation of the Mission, Goals, and Objectives The institution has demonstrated that it is effectively carrying out its mission, is attaining its goals and objectives, and is sharing appropriate information on its attainments with relevant groups. The institution has documented that it identifies the key indicators it uses in determining how it is meeting its stated mission, goals, and objectives. II. Educational Program Objectives, Curricula, and Materials II. A. Description of Program Objectives The institution has documented that educational program objectives are clearly defined and simply stated. They indicate the benefits for reasonably diligent students. The character, nature, quality, value, source of the instruction, and educational services that are used to help students achieve the objectives are set forth in language understood by the types of students enrolled. If a program prepares for an occupation, field of occupations, or vocation, the objectives clearly state the types of occupations for which preparation is given. II. B. Appropriate Programs Objectives The institution has documented that the program objectives are reasonably attainable through electronically delivered, online, or other methods of distance study. Appropriate objectives include the development of skills, providing job-related training, the imparting of knowledge and information, the training in the application of knowledge and skills, and the development of desirable habits and attitudes. Evaluation of the program is based on the announced objectives and the success with which students achieve the objectives. 1/14 1

E.11. Accreditation Standards Checklist DETC Accreditation Handbook - 2014 II. C. Comprehensive Curriculum The institution has documented that the curriculum is sufficiently comprehensive for students to achieve the stated program objectives and its content is supported by sound research and practice. An institution has policies and procedures for determining credit hours as defined in C.9. Policy on Degree Programs and/or clock hours it awards for its courses and/or programs. II. D. Up-to-Date Curriculum The institution has documented that the curriculum/curricula reflect(s) current knowledge and practice. It also has documented that effective procedures are used continuously to keep it/them upto-date. Internal course/program reviews are conducted on a periodic basis. II. E. Comprehensive and Up-to-Date Instructional Materials The institution has documented that instructional materials are sufficiently comprehensive to enable students to achieve the announced program objectives. Also, that the instructional materials are accurate and reflect current knowledge and practice and are regularly reviewed and revised. II. F. Examinations and Other Assessment II. G. Authorship The institution has documented that examinations and other assessment techniques are adequate evidence of the achievement of the stated learning objectives and outcomes. The institution has documented that it has published its academic grading policies, assignment marking system, course extension policy, and information on issuance and completion of incomplete grades, and apply them with fairness and consistency. The institution has documented that qualified persons competent in distance study techniques and in their subjects or fields develop the curriculum content and prepare instructional materials. II. H. Organization of Instructional Materials The institution has documented that the organization and presentation of the instructional materials are in accord with sound principles of learning and grounded in sound instructional design principles II. I. Curriculum Delivery The institution has documented that online and written instructional materials are appropriately presented. The institution has documented that online materials fit the content and are delivered using readily available, reliable technology. Also, that institutional prepared material are keyed to the reading competence of the students in the program and be legibly reproduced. II. J. Study Instructions The institution has documented that instructions and suggestions on how to study and how to use the instructional materials are made available to assist students to learn effectively and efficiently. 2 1/14

DETC Accreditation Handbook 2014 E.11. Accreditation Standards Checklist II. K. Educational Media and Learning Resources The institution has documented that learning resources for faculty and students are available and appropriate to the level and scope of program offerings. Also, program designers and/or faculty/instructors make effective use of appropriate teaching aids and learning resources, including educational media and supplemental instructional aids in creating programs and in teaching students. The institution documented that it makes effective provisions for students to access learning resources and libraries that are appropriate for the attainment of program learning outcomes. II. L. Student Privacy, Integrity and Identity The institution has documented that it has clear, specific, published policies related to student privacy, integrity, and academic honesty. The institution documented that it has a student identity verification process that ensures that students who earn the credit or completion credentials are the same students who did the course assignments and assessments. III. Educational Services III. A. Student Inquiries and Submissions The institution documented that relevant student inquiries are welcome and answered promptly and thoroughly. The institution documented that accurate assessment, correction services, and counseling by instructors/faculty are provided for assignments/lessons and examinations. Also, the institution has a process for maintaining and protecting the confidentiality of student records, e.g., grades, test results, etc. III. B. Individual Differences The institution has documented that provisions are made to be responsive and flexible to meet the individual differences of students with diverse backgrounds, prior achievements, employment, and other relevant circumstances. Also, that counseling and guidance are provided, as required, to assist students to satisfy institutional and program requirements, to achieve required program objectives and individual course learning outcomes, and to achieve their educational goals. III. C. Handling Unsatisfactory Student Progress The institution has documented that students who are unable to make satisfactory progress through the program are encouraged to continue until they either show inability to make satisfactory progress or demonstrate satisfactory progress III. D. Encouragement of Students The institution has documented that an active program designed to optimize interaction between the institution and the student is followed to encourage students to start, continue, and finish the program in which they have enrolled, if continuing and finishing are the student s goals. III. E. Student Evaluation of Courses The institution has documented that opinions of students are systematically sought as one basis for evaluating and improving instructional materials, the delivery of instruction, and educational services. III. F. Appropriate Technology The institution has documented that it uses appropriate and readily accessible technology to optimize interaction between the institution and the learner and enhance instructional and educational services. 1/14 3

E.11. Accreditation Standards Checklist DETC Accreditation Handbook - 2014 III. G. Resident Training The institution has documented that resident training or face-to-face learning sessions must supplement the electronically delivered, online, or other distance study method whenever it is necessary to attain the stated institutional and program objectives and intended student learning outcomes. IV. Student Support Services IV. A. Assessment Services The institution has documented that student assessment services are guided by published grading policies and a marking system that includes prompt return of accurately, fairly, and consistently graded assessments as well as necessary academic counseling by the instructor/faculty or qualified staff member. IV. B. Student Records The institution has documented that essential, accurate student records are adequately and securely maintained and readily accessible. IV. C. Student Support Services The institution has documented that it provides support services relevant to the students enrolled, such as financial aid guidance, counseling services, employment assistance and/or alumni services. IV. D. Student Complaints The institution has documented that it has a policy and procedures for the purposes of responding to, addressing, and readdressing, as appropriate, a complaint made by a student (see C.20. Policy on Complaints), including one who has good reason to believe that the institution is not in compliance with DETC standards and policies. V. Student Achievement and Satisfaction V. A. Achievement of Student Learning Outcomes and Benefits The institution has documented that its articulates student learning outcomes and it has a systematic and ongoing process for assessing student learning, provides documented evidence that show that the results are used to improve programs, curricula, instruction, faculty development, and services, and the results meet appropriate benchmarked standards. V. B. Student Satisfaction The institution has documented that it regularly collects evidence that students are satisfied with the instructional and educational services provided as described in C.14. Policy on Student Achievement and Satisfaction. V. C. Progress Through the Course/Program The institution documents that students complete their studies at rates that compare favorably to those of courses/programs offered by programs offered by similar DETC-accredited institutions. The factors considered by the Commission in making this determination and any reporting requirements are outlined in C.14. Policy on Student Achievement and Satisfaction. 4 1/14

DETC Accreditation Handbook 2014 E.11. Accreditation Standards Checklist VI. Qualifications and Duties of Owners, Governing Board Members, Officials, Administrators, Instructors/Faculty, and Staff and Reputation of Institution VI. A. Owners, Governing Board Members, Officials, and Administrators The institution has documented that its owners, Governing Board Members, officials, and administrators possess appropriate qualifications and experience for their positions and roles and have demonstrated the ability to oversee institutional operations. The governing board members are knowledgeable and experienced in one or more aspects of educational administration, finance, teaching/learning, and distance study. The institution has policies that clearly delineate the duties and responsibilities of governing board members, officials, and administrators. Individuals in leadership and managerial roles are qualified by education and experience. VI. B. Chief Academic Officer and/or Department Heads The institution has documented that a qualified 1 person serves as the chief academic officer or educational director. This person has overall administrative responsibilities for the educational program(s), faculty/instructors, and a policy-making voice in advertising, sales, and collections. In institutions that use department heads or persons with similar titles are delegated educational, editorial, and research responsibilities within the departmental subject fields. 1 qualifications for degree-granting institutions are described in C.9. Policy on Degree Programs. VI. C. Instructors/Faculty/Staff The institution has documented that it has a sufficient number of qualified instructors 2 /faculty 3 to give individualized instructional service to each student. The institution maintains files containing the resumes and official transcripts of its instructors/faculty. Instructors/faculty are carefully screened for appointment, and are properly and continuously trained with respect to institution policies, learner needs, instructional approaches and techniques, and the use of appropriate instructional technology. The institution has clear, consistent procedures to evaluate instructors/faculty performance. 2 Instructors teaching technically- or practice-oriented courses must have practical experience in the field and hold current licenses and/or certifications, as applicable. (1/14) 3 qualifications for degree-granting institutions are described in C.9. Policy on Degree Programs. VI. D. Reputation of Institution, Owners, Governing Board, Officials, and Administrators The institution has documented that it and its owners, governing board members, officials, and administrators possess sound reputations and possess a record of integrity and ethical conduct in their professional activities, business operations, and relations. VI. E. Professional Growth An institution has demonstrated its interest in improving instruction through upgrading faculty and staff. Faculty and staff are encouraged to become members of professional organizations, to review and apply relevant research, to pursue continuing education or training in their respective fields, and to enhance their skills in developing and using electronically delivered, online, or other forms of distance study. VI. F. Succession Plan The institution has provided a written plan that outlines the process by which the leadership and management succession would be approached and realized. The institution has identified specific people, committees, or boards that would be responsible to carry on with the operation of the institution. The plan is reviewed and revised on an annual basis. 1/14 5

E.11. Accreditation Standards Checklist DETC Accreditation Handbook - 2014 VII. Admissions Practices and Enrollment Agreements VII. A. Admission Practices The institution has documented that its admissions policies, requirements, and practices of the institution fully conform to DETC Business Standard II. B. and C.9. Policy on Degree Programs. VII. B. Enrollment Agreement (Contracts) The written enrollment agreement and/or other written enrollment documents specify clearly the nature and scope of the course or program, the services and obligations of the institution, and the responsibilities, obligations, financial and otherwise, of the student. Any changes in tuition, fees, and course or program policies and procedures are made applicable to all future enrollees, not those currently enrolled. The institution also uses a written enrollment agreement/contract that conforms to the provisions of DETC Business Standards II. A. and II. B. Students are given copies of these written agreements/contracts and/or other written documents. VIII. Advertising, Promotional Literature, and Recruitment Personnel VIII. A. Advertising and Promotion The institution has documented that all of its advertising, promotional, and recruitment activities fully conform to DETC Business Standard I.A. and B. and to this accreditation standard. VIII. B. Control of Student Recruitment Personnel The institution has documented that its policies and practices in the hiring, training, monitoring, managing, and evaluating of all sales or recruiting personnel fully conform to DETC Business Standard II.C. and to this accreditation standard. IX. Financial Responsibility IX. A. Financial Practices The institution shows, by complete, comparative financial statements covering its two most recent fiscal years, that it is financially responsible and that it can meet its financial obligations to provide quality instruction and service to its students. (Financial statements must be audited or reviewed and prepared in conformity with generally accepted accounting principles. ) The institution has budgeting processes that demonstrate the current and future budgets are sufficient to allow the institution to accomplish its mission and goals. IX. B. Financial Management The institution has documented that individuals who oversee the fiscal and budgeting processes are qualified by education and experience. The institution has adequate administrative staff for effectively operating, and at least one person who is qualified and able to prepare accurate financial reports in a timely manner. Internal auditing trails and controls are in place to ensure finances are properly managed, monitored, and protected. Adequate safeguards are in place to prevent unauthorized access to online and on-site financial information. IX. C. Financial Sustainability and Stability The institution has demonstrated that it maintains adequate administrative staff and other resources to operate effectively as a going concern and is not exposed to undue or insurmountable risk. Any risk that exists is adequately monitored, manageable, and insured. 6 1/14

DETC Accreditation Handbook 2014 E.11. Accreditation Standards Checklist IX. D. Financial Reporting Financial statements are prepared in accordance with DETC Standards and Policies including C.10. Policy on Financial Statements. An independent CPA s audit or review report accompanies these statements, and a written plan is provided that documents how the institution can resolve any challenges or anomalies identified in the CPA s report. IX. E. Demonstrated Operations In all respects, the institution has documented continuous sound and ethical operations, as well as the necessary resources to accommodate demand and to ensure all learners receive a quality educational experience. Applicant institutions must document two continuous years of sound and ethical operation under the present ownership and with the current programs offered as a bona fide electronically delivered, online, or other delivery method of distance study. This documentation shall show that the name being used by the institution is free from any association with activity that could damage the reputation of the DETC accrediting process, such as illegal actions, fraud, unethical conduct, or abuse of consumers. X. Tuition Policies, Collection Procedures, and Cancellations/Refunds X. A. Tuition Policies The institution has documented that its tuition policies are in keeping with the provisions of the DETC Business Standards Section III.A. X. B. Tuition Collection Procedures The institution has documented that its tuition collection practices and procedures are fair. They encourage the progress of students and seek to retain their good will. The institution exercises its right to protect its finances through collection practices in keeping with sound and ethical business standards. Such practices take into account the comparable rights and interests of the student. Collection procedures also conform to DETC Business Standard Section III.D. X. C. Tuition Cancellation/Refund Policies The institution has documented that it recognizes that there are legitimate reasons why enrolled students may not be able to complete their programs with benefit to themselves. Accordingly, the institution has a policy for equitable tuition adjustments or refunds in such cases that conform to DETC Business Standards Section III.B. and III. C. Records are maintained on tuition refunds and enrollment cancellations to provide a reference source for management analysis. XI. Facilities, Equipment, Supplies, and Record Protection XI. A. Facilities, Equipment and Supplies The institution has documented that it maintains sufficient facilities, equipment, and supplies to achieve its mission and goals and support its programs and future growth. A written plan exists to maintain and upgrade facilities, equipment, and supplies The plan states the resources that will be budgeted to support its goals. Buildings, workspace, and equipment comply with local fire, building, health, and safety regulations and are adequately equipped to handle the educational program(s) of the institution. XI. B. Record Protection Institutional financial and administrative records and students educational records are maintained in a reasonably accessible place and are adequately protected as long as they are likely to be needed. Protection may be by: (1) an active fire suppression system, or (2) passive protection using twohour rated files or vaults for hard copy files/records or (3) using off-site back up files for electronic 1/14 7

E.11. Accreditation Standards Checklist DETC Accreditation Handbook - 2014 files/records. Other records are maintained in accordance with current educational, administrative, business, and legal practices. XII. Research and Self-Improvement XII. A. Planning and Evaluation The institution has provided a written plan that is designed to identify internal and external trends and patterns, optimize opportunities, address challenges, reflect on achievements, and maintain quality. The planning enables the institution to improve services to students, ensure the professional growth of its instructors/faculty and staff, and provide for the long-term quality and growth of the institution. The institution collects and analyzes data on a systematic, consistent basis to monitor the status and effectiveness of the plan and evaluates its full range of services. XII. B. Research and Self-Improvement The institution shows evidence of continuous progress and self-initiated efforts to improve operations and educational offerings and services. Sound research procedures and techniques are used to measure how effectively the stated institutional mission, goals, and objectives are being met. Revised January 2013 8 1/14

DETC Accreditation Handbook 2014 E.12. Business Standards Checklist 12. Business Standards Checklist The following Business Standards Checklist gives you a quick way of checking your institution s compliance with the Standards (see also, E.11. Accreditation Standards Checklist). Degree-granting institutions must also follow the requirements found in C.9. Policy on Degree Programs. I. Institution and Course Promotion I. A. Advertising and Promotion (Standard VIII.A.) (note advertisements include websites) 1 (a) All advertisements are accurate, clear, and readily accessible to the public. (b) All advertisements indicate training and education is offered at a distance. 2 (a) Institution s name and street address appears in catalogs, enrollment agreements, published promotional literature, websites, and official DETC listings. (b) Advertisements include the institution s name and at a minimum city and state of the institution and/or the institution s web URL or destination. 3 (a) The institution does not use the word guarantee in its advertisements. (b) The word free is not used to describe any item, service, or materials regularly included as part of the institution s curricula offering. 4 (a) Testimonials are truthful and current (less than 4 years except for those historical in nature) (b) A signed consent form is kept on file for each testimonial. 5 (a) Advertisements do not imply that employment is being offered. (b) Advertisements are placed in the appropriate place in media, e.g., under sections identified for education, training, or instruction. 6 (a) Institution s website must make available information on program requirements, course descriptions, tuition and related costs, schedules, course delivery formats, and its catalog prior to the collection of personal contact information. 7 (a) Institution discloses in its catalog and on its website information which accurately describes the institution and its programs. At a minimum, the institution discloses to prospective students, prior to enrollment, the admissions policies, description of its programs, grading policies, appropriate technology requirements, statement of all fees and tuition, refund policy, and contact information including hours of operation and holiday schedules. (b) Degree-granting institutions include required items in its catalog as listed in C.9. Policy on Degree Programs (see page 5 of this checklist). 8 Institution discloses on its website, its enrollment forms, and in its catalog that the acceptance for transfer of its academic credits is determined by the receiving institution. 9 Institutions routinely provide reliable, current and accurate information to the public on their website on their performance, including student achievement, as determined by the institution. 10 Institutions do not provide the names of other institutions as triggers for their own sponsored links on Internet search engines. 11 Incentives offered to prospective students to enroll does not exceed a nominal value ($100). I. B. Institution and Course Recognition (Standard VIII.A.) 1 Institution refers to its accreditation correctly. 2 Institution does not use the term accredited in conjunction with its certification programs. 3 Institution uses the official accreditation logo and statement in its advertisements and website. 4 Courses and programs must be approved by DETC before an institution may advertise or enroll students. 5 Institution does not use the term College or University in its name unless it offers academic degree programs. 1/14 1

E.12. Business Standards Checklist DETC Accreditation Handbook - 2014 6 (a) The institution publishes its accreditation status on its website and in its catalog. (b) DETC s name, address, and phone number is published in the institution s catalog, along with a link to DETC s website. 7 The institution refers to DETC s recognition by the U.S. Department of Education as: The Accrediting Commission of the Distance Education and Training Council is listed by the U.S. Department of Education as a nationally recognized accrediting agency. 8 The institution refers to DETC s recognition by CHEA as: The Accrediting Commission of the Distance Education and Training Council is a recognized member of the Council for Higher Education Accreditation. 9 An institution publicly corrects any misleading or inaccurate information it releases on its accreditation status, contents of reports of the examining committee from accreditation-related visits, and/or actions taken by the Accrediting Commission with respect to the institution. II. Student Enrollment II. A. Enrollment Agreements (Contracts) (Standard VII.B.) 1 The institution ensures that each applicant is fully informed of the rights, responsibilities, and obligations of both the student and the institution as listed in the enrollment agreement before it is signed. 2 (a) If the institution enrolls a student into a program, the enrollment agreement covers the obligations of both parties for the entire program. (b) If the institution enrolls a student into a single course then the enrollment agreement covers the obligations of both parties for the particular course in which the student is enrolling. (c)if the institution enrolls a student into one or more courses within a term, the enrollment agreement covers the obligations of both parties for the particular term in which the student is enrolling. 3 The enrollment agreement is written in the same language as the language of the promotional presentation. 4 (a) The institution provides the student with ready access to and a copy of the institution s tuition refund policy. (b) The institution determines with reasonable certainty that the student has been informed of the refund policy prior to enrolling. 5 The terms of the refund policy must be clearly disclosed in the enrollment agreement, catalog, and website. 6 If a termination date is used on contracts, the date is at a minimum one and one half the projected time to complete the course(s) or projected time plus 12 months, whichever is less. 7 No enrollment agreement is binding until it has been submitted by the student and accepted by the institution. A copy of the accepted enrollment agreement is made available to the student within 10 days of acceptance and maintained as part of the student s record. II. B. Admission Practices and Referrals (Standards VII.A. & B.) 1 The institution does not discriminate in admitting students. 2 (a) The institution discloses the scope and nature of its courses and educational and training objectives, and how it protects student privacy. (b) The institution discloses how it protects student privacy. 3 (a) The institution has established qualifications that an applicant must possess to successfully assimilate the educational materials. 2 1/14

DETC Accreditation Handbook 2014 E.12. Business Standards Checklist (b) The institution determines with reasonable certainty, prior to acceptance of the applicant, that the applicant has been informed of and has proper qualifications to enroll in the course/program. (c) The applicant has been informed that he/she has been accepted into the program and that official transcripts or required documentation must be receive by the institution within one enrollment period (not to exceeded 12 semester credits) or the student will not be accepted into the program. 4 The institution only enrolls applicants over 18 years old unless there is permission from the appropriate person. 5 If the institution enrolls a person not meeting established qualifications a record is kept showing the reasons. 6 If an institution provides incentives for making referrals, the incentive must not exceed a nominal value (no greater than $100 per year). II. C. Control and Monitoring of Student Recruitment Personnel (Standard VIII.B.) (any personnel, including employees or contractors, who enroll prospective students) 1 (a) The institution has full responsibility for the actions, statements, and conduct of its student recruitment personnel, including any required licensures or registration. (b) The institution maintains appropriate and current records on its student recruitment personnel. 2 (a) The institution adequately trains its student recruitment personnel (including providing them with a sales manual or materials covering applicable procedures, policies, and presentations). (b) The institution provides student recruitment personnel with accurate information concerning employment, remuneration, and a signed written agreement. (c) Signed copies of the DETC Code of Ethics for recruitment personnel are kept on file. 3 The institution routinely monitors for compliance with standards its student recruitment personnel, including any independent organizations providing prospective applicants names to the institutions. 4 (a) Student recruitment personnel conform to applicable federal and state laws, including any industry guides issued by the FTC. (b) Student recruitment personnel do not use any title that indicates special qualifications for career guidance, counseling, or registration. (c) Student recruitment personnel do not place advertisements without the appropriate written authorization from the institution. III. Tuition, Cancellation, Refunds, and Collection III. A. Tuition Policies (Standard X.A.) 1 Institution uses total course price in preparing enrollment agreements, calculating refund amounts, and collection student accounts. Total course price includes tuition, registration, educational services and instruction. Total course price also includes earned financial charges and any fees that are charged to all students for required services, such as proctoring, technology access, and library services. Costs expended for normal shipping and handling are not subject to refund after the expiration of the 5 days. 2 The costs expected for optional or special services such as expedited shipment of materials, experiential portfolio assessment, or other optional services such as dissertation binding, must be disclosed effectively to prospective students and are not subject to refund (after 5 days). 3 High Schools and degree-granting institutions employing an admissions review process may charge a onetime non-refundable fee not to exceed $75. 1/14 3

E.12. Business Standards Checklist DETC Accreditation Handbook - 2014 4 (a) If institution requires or permits students to purchase textbooks or other materials required separately, the institution must make available to the student on its website, catalog, or enrollment agreement a best effort estimate of the costs of the textbooks and materials needed for successful completion of the course/program. If an institution is participating in Title IV programs, it must disclose accurate course material information, including ISBN and retail prices. (b) The institution textbook pricing policy for new or used books must be fair to students. 5 The total course price for an individual course or program must be the same for all persons, with the exception of discounts for well-defined groups. The total price for each course or program must be clearly identified and easily accessible on the institution s website, catalog, and enrollment agreement. 6 Any variation in Total Course Price must be documented. This applies to institutional-awarded scholarships, grants, discounts, special price offers, or announcements of price increases. 7 A non-discounted course or program price must be offered to the public for a reasonably substantial period of time during each calendar year, and it can be documented that students were enrolled at that price. 8 Variations from the Total Course Price with the exception of discounts for well-defined group must meet the following conditions: a. All discounts or special offers must be identified with a specific course or program price. b. All discounts and special offers must be presented in a format appropriate to an accredited educational institution. c. All discounts or special offers must contain a specific expiration date, which must be honored. Announced discounts or price offers may not be extended beyond the announced expiration date. d. All grants or scholarships must be documented with published criteria and processes used for awarding grants and scholarships. 9 The institution must disclose to students on the enrollment agreement any additional charges to the student associated with verifying student identify. III. B. Cancellations (Standard X.C.) 1 A student s notification of cancellation may be conveyed to the institution in any manner (except where state law requires it in writing). 2 Students who cancel within 5 days of enrolling receive a refund of all monies paid. 3 Upon cancellation, a student whose tuition is paid in full is entitled to receive all materials, including kits and equipment. 4 The institution gives special consideration to a student s request for cancellation beyond the minimum DETC refund policy in a case of student illness or accident, death in family, or other circumstances beyond the student s control. 5 Correspondence regarding cancellation between the student and the institution, banks, collection agencies, lawyers, or any third party must clearly acknowledge the existence of the cancellation policy of the institution. 6 If promissory notes or enrollment agreements are sold to third parties, the institution ensures that it and any third parties comply with DETC cancellation policies. 4 1/14

DETC Accreditation Handbook 2014 E.12. Business Standards Checklist 7 If an institution believes that any part of the DETC minimum cancellation policy should be waived it must seek a waivers from the Commission. III. C. Tuition Refund Policies (Standard X.C.) 1 Any money due the student must be refunded within 30 days of the cancellation request (regardless if materials have been returned). 2 (a) An institution may keep a non-refundable fee if the student cancels after 5 days. The fee may be either $75 or 20% of the tuition, not to exceeded $200 (b) When a student withdraws from a degree program or drops a course, he/she may only be assessed a one-time non-refundable fee of either $75 or 20% of the tuition not to exceed $200 per degree program. 3 When student cancels after completing one lesson but less than 50%, the institution may retain the non-refundable fee plus a percentage of tuition which shall not exceed the following - - up to and including 10% of refundable tuition (tuition charges remaining after subtracting the non-refundable fee already retained). - between 10 and 25%, 25% - between 25% and 50%, 50% - after 50%, the institution is entitled to the entire course tuition for the course. Degree-granting institutions: The refund policy must be applied to individual lessons within a course (not courses within a program). When an institution enrolls a student in an entire degree program, it must refund 100% of the tuition for courses the student never started. 4 Time-Based Refund Policy for academic credit-bearing courses: Institutions offering academic degree courses and programs, which have published duration stating specific dates for students starting and completing, may use the time-based refund policy if the courses are not longer than 16 weeks. The time-based refund policy also applies to certificate courses that the institution accepts for academic credit into its degree programs. Time-Based Refund Policy (does not include application and/or registration fees) Published Course Length: 1-6 weeks If a student cancels during the first week, the student receives 100% refund During 2 nd week: = 70% refund During 3 rd week: = 40% refund During 4 th week: = 20% refund During and after the 5 th week: = 0% refund 1/14 5

E.12. Business Standards Checklist DETC Accreditation Handbook - 2014 Published Course Length: 7-10 weeks If a student cancels during the first week, the student receives 100% refund During the 2 nd week: = 80% refund During the 3 rd week: = 60% refund During the 4 th week: = 40% refund During the 5 th week: = 20% refund During and after the 6 th week: = 0% refund Published Course Length: 11-16 weeks If a student cancels during the first week, the student receives 100% refund During the 2 nd week: = 80% refund During the 3 rd week: = 70% refund During the 4 th week: = 60% refund During the 5 th week: = 50% refund During the 6 th week: = 40% refund During the 7 th week: = 30% refund During the 8 th week: = 20% refund During the 9 th week: = 10% refund During and after the 10 th week: = 0% refund D 5 Minimum refund policy for mandatory resident training courses: (a) The tuition price for the distance education portion must be separately stated on the enrollment agreement. (b) Cancellation policy must follow III.C.3. above (c) After student attends the first resident class, if the student cancels, the institution may retain: (1) up to and including first 10%; 10% (2) 10% and up to and including 25%; 25% (3) 25% and up to and including 50%; 50% (4) more than 50%, full tuition (d) Courses with optional resident training, seminars, and other training sessions are subject to the refund policy above. Collections (Standard X.B.) Collection procedures used by the institution or third parties reflect ethical business practices. 6 1/14

DETC Accreditation Handbook 2014 E.12. Business Standards Checklist Checklist for Catalogs for degree-granting institutions: Standard VIII Advertising, Promotional Literature: Catalog must contain and accurately depict, at a minimum, the following: 1. The institutional mission, goals, and objectives. 2. Names and titles of administrators of the institution. 3. The legal control, names of trustees, directors, and/or officers of the corporation. 4. A general statement of accredited status and governmental approvals (including DETC s address, phone number and website). 5. Hours of operation, including holiday schedule, and faculty/instructor s availability. 6. List of full-time and part-time faculty, each listed separately, with degrees held and conferring institutions, and the area of teaching specialization. 7. Academic calendar for combination programs or any programs that operate on a fixed calendar. 8. Institution s admission policy for each specific degree offered, i.e., Associate, Baccalaureate, Master s, First Professional, or Professional Doctoral degree. 9. Statement of curricula offered including curriculum objective, courses included, total credits required, required prerequisites, requirements for certification, and licensing as appropriate. 10. Expectations for maintaining satisfactory academic progress. 11. Explanation of grading policies, transfer of credits, and equivalent. 12. Assessment and proctoring procedures. 13. Student code of conduct and academic and non-academic dismissal policies. 14. Complaint or grievance procedures, including DETC contact information. 15. Student identity verification procedures. 16. Statement of equal opportunity (non-discrimination clause). 17. Statement of technology requirements. 18. Statement on how institution protects student s privacy (FERPA). 19. Graduation requirements, including minimum passing grades. 20. Statement of fees, tuition, and all regular and special charges for each program. 21. Statement of refund policy that conforms to the DETC Business Standards. 22. Student Financial Aid program policy disclosures, as required by federal regulations, if participating in Federal Student Aid. 23. If residence training is required, facilities and/or equipment available to support courses or programs. 24. Description of counseling and/or placement services available to students, if any. 25. The institution should include on the front cover or title page of the catalog (or the online equivalent) the year or years for which the catalog is effective. 1/14 7

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DETC Accreditation Handbook 2014 E.13. Application for Arbitration Application for Arbitration Application for Arbitration of Post-Hearing Decisions Name of Institution: Address of Institution: (Street Address) (City, State) (ZIP) Telephone: Fax: Today s Date: (Area Code) (Area Code) (For more information, refer to the DETC Accreditation Handbook procedure D.2. Appealing Commission s Adverse Decisions, and the DETC Constitution and Bylaws April 16, 2013, Section 12.2.) Procedure for Seeking Arbitration 1. The institution submits form E.13. Application for Arbitration, to the Executive Director of the Accrediting Commission within 5 business days of the receipt of the Commission s written statement advising the institution of the final adverse decision to deny or withdraw accreditation. The arbitration fee must accompany this Application. When arbitration is requested, any public notification of the Commission s adverse action will be suspended pending the outcome of the arbitration, and the institution agrees to not enrolling any new students pending the outcome of the arbitration. 2. The institution submits a written statement of the grounds for its arbitration within 14 days of submitting its Application for Arbitration. 3. The institution s accounts, including hearing and transcript fees, with the Distance Education and Training Council and the Accrediting Commission must be paid in full for the application for arbitration to be honored. 4. An independent arbitrator will be selected by a recognized national arbitration organization. The Commission will select the arbitration firm. The Commission will coordinate with the arbitrator and the institution and will designate the time and place the hearing will be held. 5. The institution has the opportunity to make an oral presentation at the hearing. The oral presentation may not exceed 20 minutes. If applicable, please list below those who will be attending the hearing on behalf of the institution: (Name) (Title) (Affiliation) (Name) (Title) (Affiliation) Name) (Title) (Affiliation) 6. The institution, at its option and its expense, has the right to the presence of its own legal counsel at its oral presentation at the hearing. 1/14 1

E.13. Application for Arbitration DETC Accreditation Handbook 2014 Name of Counsel: Firm: Phone No.: Fax: E-mail: Address: 7. Both parties may appear before the arbitrator with legal counsel to present their position, and each may file a written brief, subject to the fifteen-page limit used by the Department of Education s appeals division, and up to five exhibits. The written brief and all materials must be received by DETC no later than 10 days prior to the arbitration hearing date. New documents or materials may not be presented for the arbitrator s consideration at the time of the hearing. 8. Additional discovery activity and witnesses should not be required. In an exceptional circumstance, where the arbitrator finds that additional information is essential to reaching a fair decision, limited discovery may be authorized 9. Within 30 days following the conclusion of the arbitration hearing, the Commission shall send the institution a written statement advising of the arbitrator s decision. I certify that all of the information on this application is true and correct: Institution s President or CEO: Signature: Application Checklist Arbitration Fee deposit ($25,000) Optional fee for transcript deposit ($1,000) Written brief will be filed by (date) Names of those attending appeal hearing Submit this form to: Executive Director (address below). 2 1/14

DETC Accreditation Handbook 2014 E.14. Application for Change of Ownership/Control Application for Change of Ownership/Control/Legal Status This Application is for: Change of Ownership Change of Control Change of Legal Status Name of Institution: Address of Institution: (Street Address) (City, State) (ZIP) Telephone: Fax: Today s Date: (Area Code) (Area Code) Name of Current Owner: E-Mail: Name of Proposed New Owner(s): Proposed Change of Control: Percent of ownership to be acquired: % Projected date of transaction Reason for Change of Legal Status: A minimum of 30 days before any proposed change in ownership or change in control or change of legal status is scheduled to take place, an institution seeking the approval must submit: 1) this Application; 2) a $1,500 processing fee, and 3) the Prior Approval Report (see C.3. Policy on Change of Ownership/Control/Legal Status for what is required in the Report). (1/14) After a proposed change of ownership/control/legal status has been approved by DETC, and the transaction has been made final, the institution must submit a Change of Ownership/Control/Legal Status Report and undergo an on-site visit within six months of the date of the sale or change in control (Note: a change of legal status may not require an on-site visit). The Change of Ownership/Control/Legal Status Report must be submitted along with the visitation fees at least four weeks before the on-site visit (see C.3. for what is required in the Change of Ownership/Control/Legal Status Report). In addition, a key person (under the new ownership/control) must complete Preparing for DETC Accreditation online tutorial. It is also recommended that the appropriate people complete DETC s Business Standards Tutorial (online). Visit DETC s website to enroll in these tutorials. The institution agrees that as part of this Application for a Change of Ownership/Control/Legal Status, the acquiring organization s owners, officers, and managers may be subject to a background check by DETC, which may include, but not be limited to, DETC surveys of state educational oversight agencies, Federal departments and agencies, consumer protection agencies, checks on the credit history, prior bankruptcy, criminal background, debarment from Federal Student Aid Programs, the closing of educational institutions in which they were owners, managers or principals, or the loss of accreditation or state approval to operate an educational institution. The costs of such background checks will be borne by the applicant organization. 1/14 1

E.14. Application for Change of Ownership/Control DETC Accreditation Handbook 2014 I certify that all of the information on this application is true and correct: Institution s President or CEO: Signature: 2 1/14

DETC Accreditation Handbook 2014 E.15. Application for Change of Location or New Administrative Site Application for Change of Location or New Administrative Site This Application is for: Change of Location Adding a New Administrative Site Name of Institution: Current Address of Institution: (Street Address) (City, State) (ZIP) Telephone: Fax: Today s Date: (Area Code) (Area Code) Address of New Location or Administrative Site: Proposed date that the new location or new administrative site will be operational: At least 30 days prior to the date of a move or adding a new Administrative Site is scheduled to take place, an institution seeking an approval of a change location or new administrative site must submit this Application and a $500 processing fee. The Change of Location or New Administrative Site Report as described in C.4. Policy on Change of Location or New Administrative Site is due 30 days before the on-site visit. An on-site visit must take place within six months of the change of location or addition of a new administrative site. The Accrediting Commission will review and give careful consideration to the institution s Change of Location or New Administrative Site Report and the Examining Committee s Report on the site visit. If the Committee s Report is favorable, the Commission may grant its approval. The Commission will provide written notification within 30 days of its decision. The Commission may require the institution to make changes that are recommended in the Examining Committee s Report. The institution will be provided a copy of the Examining Committee s Report on the change of location onsite visit, and an opportunity to respond affirmatively to any required actions that may be listed in the Report prior to the Commission s consideration of the Report. I certify that all of the information on this application is true and correct: Institution s President or CEO: Signature: Submit this application and report to: Executive Director (address below). 1/14 1

E.15. Application for Change of Location or New Administrative Site DETC Accreditation Handbook 2014 (Please Note: this page was left blank on purpose.) 2 1/14

DETC Accreditation Handbook 2014 E.16. Application for Review of an International Contract Application for Review of an International Contract Name of Institution: Address of Institution: (Street Address) (City, State) (ZIP) Telephone: Fax: E-mail: (Area Code) (Area Code) Non-U.S. Institution/Partner Information Name of Institution/Partner: Contact Name: Title: Address: (Street Address) (City, State) (ZIP) Telephone: Fax: E-mail: (Area Code) (Area Code) Contract Information Date of Contract: Date of Contract Expiration: Name of Higher Education oversight organization: Name of local designee: Address: (Street Address) (City, State) (ZIP) Telephone: Fax: E-mail: This application form is to be used to submit international contracts for review and approval by DETC. Initial applicants and institutions undergoing the re-accreditation process must submit their international contracts for review with their Application for Accreditation. Accredited members submitting their contracts for the first time must do so prior to the implementation of the agreement. An international contract must also be submitted for review if it has been altered. Please refer to C.17. Policy on International Activities, F.9. Rating Form for International Activities, and the Guide for the Review of International Contract(s) in preparation for submission of their contracts. Please submit one form for each international contract. 1/14 1

E.16. Application for Review of International Contracts DETC Accreditation Handbook 2014 Certification of Application This application is submitted by the institution s President/CEO for which an international contract review is being sought, and that official hereby attests to the following: 1. The institution official has reviewed C.17. Policy on International Activities and agrees to be in compliance. 2. The institution official understands that the Accrediting Commission reserves the right to conduct an on-site evaluation of international operations at any time, including as a part of a re-accreditation review. 3. The institution official agrees to submit any altered contracts for review and approval by the Accrediting Commission. I certify that all of the information herein and attached is true and correct. Name of Institution s President or CEO Signature Title Date Application Checklist Please submit all of the following to Brenda@detc.org Submit an electronic copy of the Application for Review of an International Contract (one for each contract). Include a copy of the institution s international contract with the Application. Include a complete description of the international program and activities conducted. Submit copies of all legally required licensures, approvals and/or accreditation documentation. Submit plan discussing the measures, resources, plans, and procedures in place that will ensure that all students will continue to receive the education and training agreed to in their contractual agreement. Samples of translated student transcripts. Resume of appointed transcript evaluator. Resume of local staff person or manager that ensures quality control of the program and reports directly to U.S. headquarters. Provide a sample of translation of ads, flyers, brochures, and commercials side-by-side with these materials in the original language. Submit a sampling of non-u.s. personnel signed agreements to comply with DETC standards. Include a sampling of non-u.s. signed DETC Code of Ethics for Recruitment Personnel Copies. Mail appropriate fee of $750 for an initial review (per contract) or $250 for a follow-up review (per contract) with a copy of the application to: Brenda Amaya Accreditation Assistant Distance Education and Training Council 1601 18 th Street NW, Suite 2 Washington, DC 20009 *All fees are non-refundable **All fees must be provided in U.S. currency and made payable to the Distance Education and Training Council 2 1/14

DETC Accreditation Handbook 2014 E.17. Glossary Glossary ABILITY TO BENEFIT: A phrase describing the means by which a student is judged to have the ability to complete successfully a course of postsecondary training. A student may use ability to benefit in lieu of having a high school diploma or its equivalent to satisfy the requirement to participate in federal student aid programs. ACADEMIC: Someone currently or recently directly engaged in a significant manner in postsecondary teaching and/or research. ACCREDITATION: The process whereby a non-governmental association recognizes an institution, college, university, or program of study as having voluntarily met established qualifications or standards as determined through initial and periodic evaluations by a peer group. ACTIVE STUDENT: An enrolled student who has submitted at least one examination to an institution for servicing during the institution s designated period of time established as the criteria for making satisfactory progress, or one who has affirmed in writing his/her intent to continue studying. ADMINISTRATOR: Someone currently or recently directly engaged in a significant manner in postsecondary program or institutional administration. ASSIGNMENT: A part of organized study material to be studied and/or performed by the student, according to required techniques and principles; a specific task to be performed by the student and submitted to the institution for evaluation and comment. ARTICULATION AGREEMENTS: Are formal agreements between educational institutions to accept credits toward satisfaction of degree requirements. (1/14) ASYNCHRONOUS COMMUNICATIONS: Communications that take place at different times (or non-simultaneously) by different participants. AVOCATIONAL: Courses or programs designed exclusively for personal enhancement or professional development. (1/13) BUSINESS STANDARDS: DETC Accrediting Commission standards applicable to the business practices and policies of a school referring to such areas as ethical practice in advertising and promotion, sales, tuition cancellation, and settlement policies. 1/14 1

E.17. Glossary DETC Accreditation Handbook 2014 BLENDED DELIVERY: Incorporation of both tradition in a classroom setting and distance learning within a course (sometimes called hybrid course) or program of study. CANCELLATION: The process of disenrolling a student, reducing the student s financial obligation in accordance with the institution s policy, and relieving the institution of further service obligation to the student. CAPSTONE PROJECT: A project, such as a thesis, case study, or significant learner-prepared presentation that demonstrates a learner s comprehensive mastery of the information, knowledge, skills in a prescribed program of study. Capstone projects document to an instructor that a learner has achieved the goals and objectives of a program by being able to apply the full range of skills and knowledge imparted by the instructional curriculum. CERTIFICATE: (1) A document issued by an institution as evidence that a student has successfully completed a prescribed course or program or portion thereof; or a legal document issued by a State authorizing a school to perform certain specific services in the field of education. CERTIFICATE PROGRAM: Degree: Typically, certificate programs contain a collection of credit-bearing courses configured to equip students with specialized knowledge in a subject area with content that is less extensive than what is provided in an entire degree program. It is not an academic degree program (see C.5. Policy on Course/Program Approval). Non-Degree: Certificate/diploma programs consist of modules or lessons that result in the award of a certificate or diploma at the completion of a course of study. COMBINATION COURSE: A course consisting of a distance study portion (more than 51%) and a residence portion. Normally, the distance study portion precedes the residence period. Residence training is offered to provide students instruction on the use of specialized equipment, learning of manual skills, or the application of certain techniques under supervision. COMPLETION RATE: When reporting completion rates to the Accrediting Commission, take the number of students who completed the course/semester and divide it by the number of people who enrolled (do not include those who dropped during the 5-day cancellation period, those who never submitted any required assignments/examinations, those who were cancelled by the institution for non-payment, or those who never provided the required information to be enrolled in the course such as not providing official transcripts). See B.10. Guide to Student Achievement and Satisfaction. Completion Rate for showing progression through a course is defined as the ratio of assignments completed to the total number of assignments contracted for in a fixed sample of students (Note: not the same as graduation rate). COMPLETION: For purposes of calculating the completion and graduation rates, the term completion indicates that a student completed an individual course or semester, while the term graduation means that a student completed the entire degree program (see C.14. Policy on Student Achievement and Satisfaction). 2 1/14

DETC Accreditation Handbook 2014 E.17. Glossary CONFLICT OF INTEREST A person with a conflict of interest is referred to as an interested person. The following circumstances shall be deemed to create a Conflict of Interest: Ownership of some or all of an institution, its assets or the stock of the company that owns or operates the institution; The holding of mortgages, liens, or other debt instruments or interest upon an institution or its assets; Having been employed at the institution in the past; Currently being employed at the institution; Having served, or currently serving, as a consultant to the institution; Having served on a Board or Committee of the institution; Having attended the institution as a student; Having material financial interest in a business or enterprise that competes with DETC; or Having a close personal friend or relative at the institution. (See D.8. Conflict of Interest Policy) CONTACT HOUR: A unit of measure that represents an hour of scheduled instruction given to students. Also referred to as clock hour (see C.23. Policy on Cred Hour). CONTINUING EDUCATION UNITS (CEU): A measure used in continuing education programs, particularly those required in a licensed profession in order for the professional to maintain the license. A CEU is a statistic that represents ten contact hours of participation in an organized educational experience under responsible sponsorship, capable direction, and qualified instruction. A decimal fraction of a unit may be awarded for participation of shorter duration. If a DETC institution is assigning CEU s to its courses/programs, it must have a policy and documentation as to how its CEU are measured and assigned. (1/13) CORRESPONDENCE EDUCATION: Education provided through one or more courses by an institution under which the institution provides instructional materials, by mail or electronic transmission, including examinations on the materials, to students who are separated from the instruction. Interaction between the instructor and the student is limited, is not regular and substantive, and is primarily initiated by the student. Correspondence courses are typically self-paced, and they are not considered the same as distance education courses for purposes of the Department of Education s regulations under Title IV of the Higher Education Act. Correspondence study institutions are not eligible to participate in Federal Student Aid. DETC s scope of accreditation covers both correspondence and distance education. COURSE: A course is defined as units of learning activities that result in the award of a diploma, certificate, or academic credit when completed. COURSE LEARNING OUTCOMES (CLOs): Course Learning Outcomes describe what learners should be able to know or do at the conclusion of a specific course (e.g., a 3-credit hour course). They include what the learner will not only be able to do, but also how well they can do it and under what conditions. CLOs support the mastery of PLOs. Outcomes are written in the active voice and use action verbs like plan, write, conduct, produce, rather than appreciate, understand or feel. Outcomes are precise, tangible, concrete, measurable, repeated over time, and can be validated. They provide measures of accountability for the instructional process. They answer the 1/14 3

E.17. Glossary DETC Accreditation Handbook 2014 questions, WHO is going to do WHAT, WHEN, WHY (what will be demonstrated or achieved), under what conditions and TO WHAT STANDARD. (1/13) COURSE OBJECTIVES: Course objectives can be topical and describe what is occurring within the course, more measureable than a CLO, an objective may assist student in how to perform or work within the course whereas outcomes may prepare for mastery of the next step in a sequence leading to program completion. CREDIT HOURS: Semester and quarter hours shall be equivalent to the commonly accepted and traditionally defined units of academic measurement in accredited institutions. Academic degree or academic credit-bearing distance learning courses are measured by the learning outcomes normally achieved through 45 hours of student work for one semester credit 1 or 30 hours of student work for one quarter credit. 2 This formula is typically referred to as a Carnegie unit and is used by the American Council on Education in its Credit Recommendation Evaluative Criteria (also see C.23. Policy on Credit Hour). 1 one credit/semester hour is 15 hours of academic engagement and 30 hours of preparation 2 one quarter hour credit is 10 hours of academic engagement and 20 hours of preparation CURRICULUM: The program of instruction, i.e., the overall set of courses or programs offered by an institution that comprises a specific area of study. DEGREE: An authorized recognition conferred by an approved educational institution acknowledging the satisfactory completion of a course of study or program. DIPLOMA: A document given by an educational institution certifying the completion of a course of study. This term is typically used by vocational/avocational institutions and high schools. DISTANCE EDUCATION: (As defined by the federal government to determine eligibility to participate in Title IV programs) Education that uses one or more of the following technologies to deliver instruction to students who are separated from the instructor and to support regular and substantive interaction between the students and the instructor, either synchronously or asynchronously: Internet; one-way and two-way transmissions through open broadcast, closed circuit, cable, microwave, broadband lines, fiber optics, satellite, or wireless communications devices; audio-conferencing; or video cassettes, DVDs, and CD-ROMs, if the cassettes, DVDs, or CD-ROMs are used in a course in conjunction with any of the former technologies. DISTANCE LEARNING: Is a system and a process that connects learners with providers via distributed learning resources. While distance learning take a wide variety of forms, all distance learning is characterized by: - Separation of place and/or time between instructor and learner, among learners, and/or between learners and learning resources. - Interaction between the learner and the instructor and/or interaction among learners conducted through one or more media; use of electronic media is not necessarily required. 4 1/14

DETC Accreditation Handbook 2014 E.17. Glossary DIVISION: A division of a DETC institution typically refers to any name used by an institution to advertise its various courses or programs. A division is owned and operated by the parent institution and is not a separate legal entity. For example, the XYZ Institution advertises its degree-granting programs under the name XYZ University and its vocational courses under XYZ Career Institute and its high school programs under XYZ High School. Another example is the company, ABC Company, offers several programs and advertising each program by a different name; such as ABC Career School or ABC Photography School. DETC requires that any separately advertised division be listed in the DETC Directory of Accredited Institutions. (1/14) DROP OUT A student who registers/enrolls in an institution s course/program and elects to cancel his or her enrollment (during or after the cooling-off period). EDUCATIONAL RECORDS: Records and files maintained by an institution for each student s educational activity, which include the student s name, address, basic education, date of enrollment, course, grades, current academic achievement, enrollment agreements, and other relevant information. EDUCATIONAL STANDARDS: DETC Accrediting Commission Standards applicable to the educational program of an institution, referring to the level of learning expected from such areas as educational materials, educational services, student services, qualifications of the faculty, and research. ELECTRONIC SIGNATURE An electronic signature is any electronic means that indicates that contents of an attached or logically associated contract or other record is executed or adopted by a person with the intent to sign the record. For DETC s purposes, institutions may accept electronic signatures on contracts only if the institution can document that a student was exposed to the institution s refund policy before agreeing to the terms. For example, software that tracks the date and time of when the student submits the form stating: I have read and accept the terms and conditions of the institution s refund policy. OR a student types his/her name: I understand that electronically typing my name in this document is considered to be the same legally-binding effect as signing my signature using pen and paper. Institutions should also have a way of returning the completed contract to the student, and track this in its recordkeeping system. ELIGIBLE (FOR DETC) INSTITUTION: The Commission definition of a bona fide distance education/correspondence institution and/or training provider eligible for DETC accreditation is an educational institution or organization whose primary purpose is providing education or training which (1) formally enrolls students and maintains student records; (2) retains a qualified faculty to service students; (3) transmits to students organized instructional materials; (4) provides continuous two-way communication on student work, e.g., evaluating students examinations, projects, and/or answering queries, with prompt feedback given to students; and (5) offers courses of instruction which must be studied predominantly at a distance (51% or more) from the institution or organization. That is, distance/correspondence education should be the primary method of study for the majority of students and distance education courses should comprise the majority of course offerings. ENROLLMENT AGREEMENT (APPLICATION, CONTRACT): A form containing the specific obligations of the institution and the student. Enrollment applications may or may not become valid contracts before the institution accepts them at its main office. 1/14 5

E.17. Glossary DETC Accreditation Handbook 2014 ENROLLMENT PROCESS: The process whereby a person becomes enrolled as a student in a distance education course, generally consisting of the following steps: (1) Application for enrollment: Submission by a person of an enrollment application (or contract) to an institution, requesting enrollment in a course. (2) Registration and Acceptance: The review and approval by an institution of an enrollment/application agreement, in which the institution agrees to accept the applicant as an enrollee/student and registers the applicant. Registration is conditional to applicable affirmation and cooling-off provisions. (3) Affirmation: In some instances students must affirm their enrollment by notifying an institution of their intent to pursue a course. In these cases, students are usually required to wait a designated period of time after submitting their enrollment application before they may affirm their enrollment. Students failing to affirm are canceled from the course. (4) Cooling-Off: Most states have laws that provide students periods ranging from 3 to 15 days in which they may reconsider their application for enrollment. Students electing not to proceed with a course notify the institution of their decision and are thus not considered as having enrolled in the course. (5) Matriculation: A formal process, in which a student has applied for enrollment in a course, has been accepted for enrollment by an institution, has been registered as a student, and has formally submitted at least one required examination or lesson for servicing to the institution. EXAMINING COMMITTEE: A committee appointed by the DETC Accrediting Commission for the purpose of visiting an institution to gather data about the institution s operation, such as its educational program and its business practices. Using these and other data, the Accrediting Commission decides whether or not the institution meets the published standards for accredited institutions. FACULTY: Individuals who present instruction, prepare instructional material, evaluate assignments, and counsel students in academic selection and progress. Faculties are assumed to have full responsibility for an academic program and student progress. FICE CODE: The six-digit institutional identifier that is assigned to each higher education (two-year and above) institution by the Federal Interagency Committee on Education and is used in all Integrated Postsecondary Education Data System (IPEDS) reports. The FICE was established by Executive Order in 1982 to study and make recommendations for assuring effective coordination of Federal programs, policies, and administrative practices affecting education. 6 1/14

DETC Accreditation Handbook 2014 E.17. Glossary FIRST PROFESSIONAL DEGREE: A degree that signifies both completion of the academic requirement for beginning practice in a given profession and a level of professional skill beyond that normally required for a bachelor s degree. This degree usually is based on a program requiring at least two academic years of work before entrance and a total of at least six academic years of work to complete the degree program, including both prior required college work and the professional program itself. By the National Center for Education Statistics definition, First Professional degrees are awarded in the fields of dentistry (D.D.S. or D.M.D.), medicine (M.D.), optometry (O.D.), osteopathic medicine (D.O.), pharmacy (D.Phar.), pediatric medicine (D.P.M.), veterinary medicine (D.V.M.), chiropractic (D.C. or D.C.M.), law (LL.B. or J.D.) and theological professionals (M.Div. or M.H.L.). GED: A trademarked acronym used for the General Educational Development Tests, a battery of examinations administered by states and jurisdictions to measure the skills and knowledge similar to a high school course of study. GED graduates earn a GED credential. The type of credential issued, diploma or certificate, varies by state. The Tests of General Educational Development (GED Tests) are designed to measure the skills and knowledge equivalent to a high school course of study. The GED Tests are developed, delivered, and safeguarded by content specialists, researchers, psychometricians, and other staff of the General Educational Development Testing Service (GEDTS), a non-profit program of the American Council on Education. The tests are owned by ACE. Each state provides a list of approved testing centers, which are typically high schools, learning centers, or community colleges. DETC institutions may not offer a GED, however they may offer a preparation course. A GED is not a high school diploma, but a recognized equivalent to one. GOOD CAUSE: A sufficient reason for the Commission to allow additional time for the institution to show that it has made substantial progress but additional time is needed to more fully document experience in attaining full compliance, additional resources are shortly to become available, or there are exigent circumstances, such as illness or accident, that justify an extension of time. When a good cause extension is granted by the Commission, the time allowed for institutional compliance may possibly exceed the permissible compliance times published in Federal Regulations. The Commission will notify the U.S. Secretary of Education if an extension is granted for good cause. (See D.1.1. Actions Available to the Commission) GRADING CRITERIA: (See also Rubric) A set of criteria and standards linked to learning objectives that are used to assess a student s performance on papers, projects, essays, and other assignments. Rubrics are often used as a guide by instructors to grade subjective assignments, e.g., essays. GRADUATE: A person who has satisfied the prescribed requirements (e.g., assignments or examinations of an educational course or program) and has been awarded a certificate, diploma, or degree affirming this. GRADUATION: For purposes of calculating the completion and graduation rates, the term completion indicates that a student completed an individual course or semester, while the term graduation means that a student completed the entire degree program (see C.14. Policy on Student Achievement and Satisfaction). GRADUATION RATE: 1/14 7

E.17. Glossary DETC Accreditation Handbook 2014 When reporting graduation rates to the Accrediting Commission, take the number of students who completed the degree program and divide it by the number of people who enrolled in the entire degree program (do not include those who dropped during the 5-day cancellation period, those who never submitted any required assignments/examinations, those who were cancelled by the institution for non-payment, or those who never provided the required information to be enrolled in the course such as not providing official transcripts. See B.10. Guide to Student Achievement and Satisfaction. Graduation rate is also the percentage of students in a fixed sample of an institution s course or courses that have satisfactorily completed all of the prescribed requirements of a given course or program. HYBRID COURSE: A hybrid course is any program of instruction that blends face-to-face, in-class sessions with distance learning, Web-based activities or virtual classes (see also combination course ). IELTS: Stands for International English Language Test. Over 6,000 organizations and more than 1.5 million test takers around the world recognize IELTS as a secure, valid and reliable indicator of true-to-life ability to communicate in English for education, immigration and professional accreditation. IELTS is jointly owned by the British Council, IDP: IELTS Australia and the University of Cambridge ESOL Examinations (Cambridge ESOL) through more than 800 test centers and locations in more than 130 countries. For more information visit their website at www.ielts.org. INTELLECTUAL PROPERTY RIGHTS: Intellectual property rights are the rights given to persons over the creations of their minds. They usually give the creator an exclusive right over the use of his/her creation for a certain period of time. There are four types of intellectual property: Patents, Trademarks, Copyrights, and Trade Secrets. For DETC s purposes, institutions should have a policy on intellectual property rights as it relates to the creation of its courses/programs (including lectures, audio and visual materials, and pictorial or graphic works), websites, and software and databases. The institution s published policy should resolve any questions about who owns the copyright(s). The policy should be inclusive of faculty, staff and students. INSTITUTIONAL EFFECTIVENESS: Is a set of ongoing and systematically planned practices that include the evaluation of programs and services, the identification and measurement of outcomes across all institutional units (educational, administrative and co-curricular), and the use of institutional research results to inform decision-making. All of these activities take place with the purpose of improving programs, student, student success, and institutional quality. (1/13) INSTITUTIONAL GOALS: Goals (sometimes referred to as Vision Statement) are broad, brief statements of intent that provide focus or vision for planning. They are non-specific, non-measurable, and usually cannot be definitively attained. Goals are a desired state one is seeking to attain. Goals are always in the future. For example, XYZ Institution will meet the educational needs of adult learners in the competitive field of healthcare. INSTITUTIONAL OBJECTIVES: Institutional Objectives are meant to be a realistic target for the overall institution. Institutional objectives present measurable outcomes, which are sometimes referred to as Core Values. For example, an institutional objective may be to provide accessibility, flexibility and the use of appropriate technology in the delivery of its online programs and services. The institution could demonstrate that its online programs were accessible 8 1/14

DETC Accreditation Handbook 2014 E.17. Glossary by documenting the type of hardware, software, and Internet requirements are needed to access its learning platform or student portal. INSTITUTIONAL LEARNING OUTCOMES (ILOs): Institutional Learning Outcomes are meant to be a realistic target for the institution s graduates. ILO s present measurable outcomes. (1/13) INSTITUTIONAL RESEARCH: Is the sum total of actions used to describe the educational, demographical, administrative and co-curricular activities of an institution. These descriptive metrics can be both quantitative and qualitative and are the data that drives the Institutional Effectiveness planning process. (1/13) INSTRUCTIONAL MATERIALS: Those specialized resources which make up a curriculum of study, such as textbooks, workbooks, study guides, computer software, CD ROMS, kits, supplies, etc. used in the instructional program as necessary materials which may either be required or recommended. INSTRUCTIONAL OBJECTIVES: (See also Course Objectives) Statements used to show different levels of learning. The most used hierarchy of learning was formulated by Bloom (known as Bloom s Taxonomy). The hierarchy can be used to help formulate objectives. The levels begin with knowledge (is knowing specific facts, principles, etc.) become increasingly complex as you move up to comprehension (the ability to explain a point); application (using previously known facts to solve a problem); analysis (the ability to break a product apart into its requisite elements or logical components); synthesis (the ability to create something); and evaluation (the ability to judge quality). Here is helpful list of words that are used for different types of objectives: Knowledge Comprehension Application Analysis Synthesis Evaluation Definition: Remember previously learned information. define identify indicate know label list memorize name recall record relate repeat select underline Definition: Demonstrate an understanding of the facts. classify describe discuss explain express identify locate paraphrase recognize report restate review suggest summarize tell translate Definition: Apply knowledge to actual situations. apply compute construct demonstrate dramatize employ give examples illustrate interpret investigate operate organize practice predict schedule shop sketch translate use Definition: Break Definition: down objects or Compile ideas into simpler component ideas parts and find into a new whole evidence to support or proposed generalizations. alternative solution. analyze appraise calculate categorize compare contrast criticize debate determine diagram differentiate distinguish examine experiment inspect inventory question relate solve arrange assemble collect compose construct create design formulate manage organize perform plan prepare produce propose set-up Definition: Make and defend judgments based on internal evidence or external criteria. appraise assess choose compare contrast decide estimate evaluate grade judge measure rate revise score select value 1/14 9

E.17. Glossary DETC Accreditation Handbook 2014 INTERNATIONAL CONTRACT: A formal agreement between a U.S. entity and a non-u.s. entity. For DETC purposes, whenever any major function of an institution (training sites, recruiting, instruction, marketing, recruitment, business functions) is performed outside the United States, or when branch campuses or coordinating offices are opened in another country, an institution must have a formal contract with the non-u.s. entity. Also, when the institution contracts with foreign agents or educational entities, including formal articulation agreements, the DETC institution must submit to the Commission in writing a complete description of the international program and activities and submit its contracts for review (C.17. Policy on International Activities/Contracts) (1/14). INTERNATIONAL HANDBOOK OF UNIVERSITIES: A handbook published by the International Association of Universities, which lists institutions that are accepted as foreign equivalents to U.S. institutions accredited by agencies recognized by the U.S. Secretary of Education and/or the Council for Higher Education Accreditation (See C.9. Policy on Degree Programs.) (The International Handbook of Universities. 22nd ed. ISBN: 9780230223462. London: International Association of Universities; September 2010. Palgrave Macmillan Ltd, Houndmills, Basingstoke, Hampshire, RG21 6XS, England, http://us.macmillian.com/theinternationalhandbookofuniversities-1.) JOB PLACEMENT/EMPLOYED: An alumni service performed on behalf of graduates by an institution in which a new career position is found or recommended for the graduate. Placement is further defined to describe when a graduate obtains employment as a direct result of the training, skills or education the graduate received from the institution. The employment must be for a reasonable period of time, be based on program objectives, and is considered sustainable (e.g., not a single day of employment). The employment must be directly related to the program from which the individual graduated, aligns with a majority of the educational and training objectives of the program completed, and is a paid position. KIT: A collection of predominantly non-textual materials included in a distance study course/program to augment or enhance instruction. These materials may consist of tools, equipment, instruments, audiovisual aids, components, accessories, and so forth. LEARNING MANAGEMENT SYSTEM (LMS): A platform or software application for the administration and management of online distance education courses, activities, and resources. LEARNING OBJECTIVES: (See also Course Objectives) Statements that tell the student at the beginning of a lesson or course what he/she should be able to do as a result of completing the course or lesson materials. There are three parts to a good objective: 1) the performance, or what you expect the learner to be able to do; 2) the condition (if any) under which you expect the learning to take place; and 3) the criterion or standard of performance, indicated either in terms of time or accuracy. A good objective does not have to contain all three parts. Typically, learning objectives should contain action verbs so that the task or behavior can be measured. For example, explain, develop, record, state, describe, summarize, etc. See list under Instructional Objectives. LIBRARY RESOURCES: A learner-accessible collection of texts, literary materials, reference books, manuscripts, magazines, video and audio materials that are maintained or provided by an institution. The library can include both print 10 1/14

DETC Accreditation Handbook 2014 E.17. Glossary and non print materials, and generally make use of a variety of dispersed electronic digital data bases. The accredited degree-awarding institution is expected to have or to provide learners ready access to a reasonably rich array of supplemental information resources that are related to and enrich the content of the subject matter that is offered to learners. MISSION STATEMENT: A mission statement is a formal short written statement of the overall purpose of the institution. It should guide the actions of the institution, spell out its overall goals, provide a sense of direction, and guide decision-making. In other words, it provides a framework or context within which the institution s strategies are formulated. It tells the world who you are and why you are here. The mission statement should contain the purpose of your institution (for example, to provide affordable, flexible, quality distance education in the healthcare fields) to whom (to adult learners), and how (through associate degree level online programs). For example, XYZ institution s mission is to provide affordable, flexible, quality distance education to adult learners for employment in the healthcare fields. Through the completion of its associate degree programs, graduates will acquire the knowledge needed to enable them to attain entry level position in healthcarerelated jobs. MEMORANDUM OF UNDERSTANDING (MOU): Is a bilateral or multilateral agreement between two or more parties? It expresses a convergence of will between the parties, indicating an intended common line of action. It is often used in cases where parties either do not imply a legal commitment or in situations where the parties cannot create a legally enforceable agreement. In private U.S. law, MOU is a common synonym for a letter of intent (1/14). NEEDS ASSESSMENT: A process for determining and addressing needs, or gaps between current conditions and desired conditions, often used for improvement in individuals, education/training, organizations, or communities (e.g. expected career or learning outcomes). An institution should do a needs assessment before developing a new program. The Curriculum Development Team should research and compared similar resident and distance education programs. It should also assess industry trends, knowledge and competencies required for the field, professional organizations related to the field, obstacles to success in the field, the demand and pay for the field, adaptability of the topic to distance education, and availability of job openings. NON-START RATE: Percentage of enrolled/registered students in a fixed sample of an institution s courses/programs who did not submit any required examination or lesson assignment for grading or servicing. Non-starts are students who are disenrolled in a course after registration and after the applicable cooling-off period but prior to matriculation. OBJECTIVE, EDUCATIONAL: A statement of what an education program can do for reasonably diligent students. For distance study courses/programs, objectives are goals or aims attainable through the distance study method and provide a description of skills to be acquired, information to be learned, training to be received, and attitudes and habits to be developed. OUTCOME: A specified knowledge, skill, ability, or attitude that a student has achieved as a result of taking a course or program. PROCTOR: 1/14 11

E.17. Glossary DETC Accreditation Handbook 2014 A person who administers or supervises the testing process. The proctor must verify that the person taking the examination is who he/she says he/she is by reviewing the appropriate documentation (i.e., driver s license or government-issued identification with photo). PROFESSIONAL DOCTORAL DEGREE: DETC defines professional doctoral degree to mean a post-master s graduate level degree that prepares individuals through internships, practical application of training, and/or specialized certifications, for professional practice (such as the Doctor of Business Administration), as opposed to research methodologies that are associated with academic doctorate degrees (such as the Doctor of Philosophy). PROGRAM GOAL: A short, concise, general statement of the overall purpose of a program. A program goal should point towards some long term effect, change, or purpose. It is usually not phrased in quantified terms. It should be sufficiently definite that it points clearly to the ensuring program. PROGRAM LEARNING OUTCOMES (PLOs): PLOs should answer the question, What will students know and be able to do after completing our program? Emphasis should be placed on what the graduates should be able to do in the field upon graduation. (1/13) PROGRAM OBJECTIVE: A specific usually quantifiable statement of the ultimate intended outcome of a prescribed learning program. It is a statement of measurable outcomes which can be used to determine program progress towards the program goal. Typically a program should have between five and 12 objectives, depending on the scope of the program. Roughly there should be at least one objective for each major component or discrete segment of the program. The objectives, when taken together, have the effect of achieving the overall program goals. There should be cohesion among the objectives, and the objectives should reflect the overall nature and balance of the program, and should address each of the program subsystems. QUARTER HOUR/UNIT: One quarter hour/unit requires 10 hours of academic engagement plus 20 hours of preparation. (See C.9. Policy on Degree Programs.) READING LEVEL: The level of a person s reading comprehension as assessed by a standardized test or that equivalent level at which a program of study is written. RECRUITING PERSONNEL: The personnel who enroll prospective students in a distance study course/program. They could be telemarketers, enrollment advisors, etc. 12 1/14

DETC Accreditation Handbook 2014 E.17. Glossary REGISTRATION (REGISTERED STUDENT): A person who has made formal application for enrollment with an institution, has been found to meet stated admissions and enrollment criteria or their equivalent, and has been accepted by the institution for a designated course or program. (See also Enrollment Process) REMEDIAL INSTRUCTION: Special instruction designed and delivered to alleviate deficiencies in basic skills (usually verbal and computational) needed to complete a course. RUBRIC: A rubric is an internally developed and unique to each institution scoring tool used by qualified instructors to guide them in evaluating and grading subjective-type assessments. It is a set of written criteria linked to learning objectives that is used by the instructor to assess a student s performance on papers, projects, essays, and other subjective-level assignments. Rubrics allow a faculty to document that they employ standardized evaluation processes according to specified criteria, making grading among a wide range of learners consistent, fair, replicable and more transparent. SALES REPRESENTATIVES, SALES AGENTS: The personnel who contact prospective students for the purpose of enrolling them in a distance study course/program, plus the district sales managers, regional sales managers, and other salespeople. Also see Recruiting Personnel. SELF-EVALUATION REPORT (SER): A report prepared by an institution after a careful study of its operations. The Accrediting Commission of the DETC outlines the major aspects of this self-study in the Guide to Self-Evaluation Report. This report reveals the philosophy, organization, specific practices and procedures, the success of different operations, the degree to which the school is accomplishing its stated objectives, and the degree to which it meets accrediting standards. SELF-STUDY COURSE: A series of texts and other materials designed for individualized study. Examination/evaluation services are not offered by the publisher or institution providing the course/program. SHOW CAUSE: The Commission may direct the institution to Show Cause as to why its accreditation should not be withdrawn when substantive questions and concerns are raised regarding a DETC accredited institution s compliance with DETC s standards, policies, or procedures. The issuance of a show cause directive is not an adverse action, but a statement of serious concern by the Accrediting Commission. However, the burden of proof rests with the institution to demonstrate that it is meeting DETC s published standards and policies. Notice of the Show Cause directive will be provided to federal and state agencies with jurisdiction over the institution and to the public. (See D.1.1. Actions Available to the Commission.) (10/11) SOUND PRINCIPLES OF LEARNING: Valid research focusing on the principles of learning and/or learner-centered psychological principles. The principles may contain any model that helps to demonstrate the practical applications of research into educational settings. STUDENT INTEGRITY 1/14 13

E.17. Glossary DETC Accreditation Handbook 2014 Student integrity typically involves the enforcement of specific, published rules concerning academic honesty (student cheating, plagiarism or dishonesty in any form) and personal conduct that is above reproach. Student integrity is best promoted by the implementation of a published honor code or honor system, which is a set of rules or principles governing an academic community based on a set of ideals that what constitutes honorable behavior within that community. The use of an honor code depends on the idea that people (at least within the community) can be trusted to act honorably. Those who are in violations of the honor code can be subject to various sanctions, including academic dismissal and expulsion from the institution. Student honor codes require all students to agree to them, and they often require students to report any violations of the code of which they have personal knowledge. A DETC educational institution must promote an academic environment suitable for a distance or online mode of delivery where students are encouraged to act with professional, academic, and personal integrity. The institution must hold students personally accountable for upholding the institution s stated expectations for conduct. STUDENT GUIDE (TRAINING GUIDE, INSTRUCTIONAL GUIDE): A written supplement to course materials designed to facilitate learning. It may include directions on how-tostudy, suggested readings, research topics, self-check tests, problems, and study projects, all of which are keyed to the basic course texts. STUDENT LEARNING OUTCOME: A particular/specified level of knowledge, skill, and ability that a student has achieved as a result of his/her engagement in a particular/specific instructional experience or set of instructional experiences. STUDENT SATISFACTION: Evidence presented by an institution that shows that the students and graduates of the institution have expressed their overall satisfaction with the courses and services as they have experienced them. STUDENT SERVICES: Supplemental activities and resources provided for a student or group of students by an educational institution. These services are designed to assist the student to perform to his/her potential, motivate a student to study, or respond to student questions of a nonacademic nature. SUBJECT SPECIALIST EVALUATOR (SUBJECT MATTER SPECIALIST): A person whose background, education, training, experience, occupation, and/or profession qualifies him as a reliable authority or expert on a given subject, and who is appointed by the Accrediting Commission of the DETC to evaluate distance study courses/programs in terms of the published standards for accredited institutions. SYNCHRONOUS: Communication in which interaction between participants is simultaneous or in real time. TARGET MARKET: A description of who would be most likely to enroll in a specific course/program. Marketing research is typically used to determine a target market. For example, John Doe Institute s target audience for its Associate of Applied Science Degree in Marketing and Business Management is between the ages of 25 and 54, typically in their 30s, and has obtained at least a high school diploma or GED. The typical student is often female with at least one small child and most likely has a job, has been laid off, or needs to start supplementing family income with a job. TEACH-OUT: 14 1/14

DETC Accreditation Handbook 2014 E.17. Glossary The formal, planned process whereby an educational institution: (1) ceases enrolling any new students and (2) conducts, or arranges for, an orderly conduct of instruction for all active students. In a teach-out mode, students receive all the services, materials, tutoring, etc., for which they had contracted. At the conclusion of a teach-out, the institution normally ceases all operations. TERMINAL DEGREE: The highest academic degree in a given subject matter area or teaching discipline available to individuals who desire to instruct courses and teach in the subject. Normally a doctoral-level degree, specialized fields may only have a master s degree available in certain disciplines. TOEFL: The Test of English as a Foreign Language (TOEFL) measures the ability of nonnative speakers of English to use and understand North American English as it is used in college and university settings. Scores on the test are required by more than 4,300 two- and four-year colleges and universities, professional schools, and sponsoring institutions. The Educational Testing Service sponsors the TOEFL Testing Program. Please check their web site at http://www.toefl.org or call 1-800-468-6335 for more information. TOTAL COURSE PRICE: Total Course Price includes tuition, fees, educational services and instruction, any other services (such as proctored examinations or placement), any required books, kits, and equipment, any optional or required resident training, and charges applied to all students such as application fees, registration fees, and finance charges. Institutions will use Total Course Price in preparing enrollment agreements, calculating refund amounts, and collecting student accounts. TRANSCRIPT: An official copy of a student s educational record at an educational institution; it usually lists all courses taken, final grades received, and credits (and honors) earned. VOCATIONAL: Postsecondary vocational institutions are defined by DETC as those which offer at least one program that is designed to prepare students for gainful employment in a recognized occupation. These programs are sufficiently comprehensive to train individuals for entry level employment in the new occupation. Many institutions classified as vocational may also offer individual courses and/or shorter programs for avocational purposes, in addition to their vocational program(s), and must include information, under the relevant standards, on all courses and programs offered. Revised January 2014 # # # 1/14 15

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