GUIDELINES

Evidence Expectations by Standard Guidelines

Aligned with the Standards for Accreditation and Requirements of Affiliation, Fourteenth Edition
Effective Date: July 1, 2023

Contents
I. Purpose
II. Emphasis on Data and Evidence-Based Decision-Making
III. Analyzing Data Within the Context of Institutional Mission and Goals
IV. Incorporating Commission Policies and Procedures and Applicable Federal
Regulatory Requirements
V. Using the Evidence Inventory to Document Compliance
VI. Maintaining Data Privacy
VII. List of Required Evidence by Standard

I. Purpose
The Mid-Atlantic Region Commission on Higher Education (MARCHE), doing business as the
Middle States Commission on Higher Education (MSCHE or the Commission), is committed to
data-based decision making, consistency, and transparency in the assessment of institutional
compliance with its standards for accreditation, requirements of affiliation, policies and
procedures, and applicable federal regulatory requirements. The purpose of this document is to
provide a list of minimum expectations for the types of evidence that an institution must collect,
analyze, and submit as part of the self-reflective accreditation review process. This document is
not designed to replace the self-reflection and analysis that is a critical component of the
accreditation process. Importantly, the list of evidence is based on an analysis of actual institutional
submissions and reflects the evidence that institutions and peer evaluators have found most
relevant and useful during accreditation activities. This document is a companion document to the
Standards for Accreditation and Requirements of Affiliation Fourteenth Edition.

II. Emphasis on Data and Evidence-Based Decision-Making

The Standards for Accreditation and Requirements of Affiliation Fourteenth Edition reflect a
commitment to data and evidence-based decision-making. As part of accreditation activities,
institutions must collect evidence as part of the overall periodic and systematic evaluation and
assessment process. Evidence should be analyzed and used to support the narrative in written
reports. Together, the evidence and written report document the institution’s compliance with the
Commission’s standards for accreditation, requirements of affiliation, policies and procedures, and
applicable federal regulatory requirements. Most importantly, institutions should leverage data
throughout the self-reflective accreditation process to demonstrate how it is meeting its mission
and serving constituents effectively.

Evidence is comprised of a wide variety of document types, including but not limited to written
documentation or approvals, sample materials, publications or communications, policy and
procedures, quantitative data tables or charts, written reports, trend data reports, or qualitative data
reports or surveys.
When sample materials, publications, or communications are required, institutions should select a
representative sample from across a four-year period. If written documentation or approvals are
required, the institution should provide examples from across the four-year period. For example,
if an institution conducts an evaluation of the governing body every two years, then provide the
two examples from the four-year period of time. When using policies and procedures as evidence,
the institution will also discuss in the written report its assessment of the implementation of the
policy or procedure as well as its effectiveness. Evidence requiring multi-year or trend analysis or
comparisons should use a minimum of four years unless otherwise indicated.

The list of evidence is designed to support the self-reflective accreditation process. Institutions
must analyze and disaggregate a range of data to ensure students are appropriately served and
institutional mission, goals, and priorities are met. Institutions will break down data into more
detailed sub-categories to reveal trends and patterns. Each institution will select relevant levels of
disaggregation that are appropriate and useful to assessing the institution’s progress in meeting its
mission and goals. In all cases, institutions will provide necessary context for the data both in the
attachments and in the narrative in written reports. The institution will identify the source of the
data or evidence, as well as any time frames and methodology associated with it.

III. Analyzing Data Within the Context of Institutional Mission and Goals
The Commission continues to recognize that evidence is mission specific and the individual
mission and goals of each institution remain the context within which our accreditation standards
are applied. Our standards intentionally emphasize functions rather than specific structures in
recognition of the many different models for educational and operational excellence.

The Commission utilizes data from the Integrated Postsecondary Education Data System (IPEDS)
in the Annual Institutional Update (AIU) because the vast majority of MSCHE institutions report
to IPEDS. The Evidence Expectations document aligns with the AIU and extends the attention
placed on analyzing consistent data indicators and metrics across a variety of accreditation
activities. Therefore, the Commission has identified a variety of IPEDS surveys, data elements,
and definitions in the Evidence Expectations document. In this way, there is some level of
consistency in the way rates are calculated as well as consistency in the evidence used to evaluate
institutions.

The Commission continues to recognize that there will be exceptions for institutions that do not
report to IPEDS or for which certain required evidence is not applicable. Non-IPEDS institutions
will select alternate data indicators and metrics that are most appropriate to their mission, are
reasonably valid and reliable, and consonant with higher education expectations. When the
required evidence is not applicable to mission, the institution should explain in the narrative of the
written report why certain data points are not applicable, describe which data points are more
appropriate to tell the story, and demonstrate with evidence how the institution is meeting its
mission and serving constituents effectively. The institution should identify the source of the data
or evidence, as well as any time frames and methodology associated with it.

The list of evidence is not limiting, and an institution should feel free to provide additional
evidence, beyond the scope of this list, to support the analysis and narrative in written reports.

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 IV. Incorporating Commission Policies and Procedures and Applicable Federal
Regulatory Requirements
As part of the accreditation process, institutions must demonstrate compliance with standards of
accreditation, requirements of affiliation, policies and procedures, and applicable federal
regulatory requirements. Under the appropriate standard, you will find that the list of required
evidence now incorporates the requirements related to demonstrating compliance with
Commission policy and procedures. If evidence relates to Commission policies and procedures,
the name of the policy and procedures will be called out in parentheses.

The Commission continues to require that institutions demonstrate compliance with accreditation-
relevant federal regulations. The list of required evidence incorporates the previously separate
process for documenting compliance with applicable federal regulatory requirements (Verification
of Compliance with Accreditation-Relevant Federal Regulations). In the list of required evidence
under the appropriate standard, the applicable federal regulatory requirements and the citation to
the federal regulation are also called out in parentheses.

V. Using the Evidence Inventory to Document Compliance

The Evidence Inventory is a tool in the secure MSCHE portal to compile evidence that documents
compliance with the Commission’s standards for accreditation, requirements of affiliation, policies
and procedures, and applicable federal regulatory requirements. The Evidence Inventory organizes
documents by standard, criterion, and requirement and provides this evidence in one readily
accessible place for an institution’s designated contacts, peer evaluators, and the Commission.
Designated key contacts from the institution will upload the appropriate evidence under each
criterion under each standard. The Commission continues to request that institutions make the
relevance of each piece of evidence clear in the self-study narrative or may provide an optional
brief explanation (2,000 characters or less) in the text box provided on the upload screen. The
Evidence Inventory allows institutions to cross reference or assign uploaded data to more than one
standard. This means that you do not have to repeatedly upload evidence as it can be assigned to
multiple criteria within the standards.

VI. Maintaining Data Privacy

The institution must always compile accreditation materials in a secure and confidential manner
in accordance with applicable laws and regulations (Communication in the Accreditation Process
Policy and Procedures). Institutions should always honor FERPA as well as other privacy laws
when submitting evidence to the Commission and should redact personally identifiable
information. Institutions should use best practices in data analytics related to sample size, small
numbers standards, and level of disaggregation to protect individual identities. The level and
variables for disaggregation will be determined by the institution, as appropriate to its mission and
goals. Materials collected by the Commission continue to be considered confidential; however, we
recognize that institutions may be subject to a variety of public disclosure laws and regulations.

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VII. List of Required Evidence by Standard

STANDARD I: MISSION AND GOALS

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

1. Clearly defined mission and goals that: • Mission statement

o date of last revision
a. are developed through appropriate o list of mission review committee members and
collaborative participation by all who evidence of their involvement in mission review
facilitate or are otherwise responsible for and revision
institutional development and o evidence of participation and approval by
improvement; governing body

b. address external as well as internal • Sample communications or publications of the

contexts and constituencies; mission statement and/or notification of changes to
the mission to the institution’s internal and external
c. are approved and supported by the constituencies (select a sample from across a four-
governing body; year period)

d. Guide faculty, administration, staff, and • Evidence of alignment between elements of mission
governing structures in making decisions and institutional goals and unit-and institution-level
related to planning, resource allocation, planning, resource allocation, program and curriculum
program and curricular development, and development and the definition of institutional and
the definition of institutional and educational outcomes
educational outcomes;
• Sample budget requests or other documentation
e. Include support of scholarly inquiry and
demonstrating alignment between budget allocations
creative activity, at levels and of the type
and mission and institutional goals (select a sample
appropriate to the institution;
from across a four-year period)
f. Are publicized and widely known by the
institution’s internal stakeholders;
2. Institutional goals that are realistic, • Most recent institutional strategic plan or institutional
appropriate to higher education, and effectiveness plan, or other documentation of strategic
consistent with mission planning or goal-setting
o Date of last update
o Goals with evidence of their relationship to
mission (e.g., crosswalk, etc.)
3. Goals that focus on student learning • Evidence that the institution has set goals that address
outcomes and student achievement that: student learning outcomes, and attainment can be
measured using student achievement data including
a. include retention, graduation, transfer, and Graduation rates, Retention rates, Transfer rates, Job
placement rates; placement rates

b. consider diversity, equity, and inclusion • Evidence and trend analysis of the institution’s
principles; progress at meeting the established student
achievement goals using at least four years of student
c. are supported by administrative, achievement data - as appropriate to institutional
educational, and student support programs mission and disaggregated by relevant populations:
and services; and o Retention Rates (Available in IPEDS and
collected in the AIU)
d. prioritize institutional improvement o Graduation Rates (100%, 150%, 200%)
(Available in IPEDS and collected in the AIU)

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 o Transfer Rates (Available in IPEDS and collected
in the AIU)
o Placement rates, and/or

• Alternative completion measures including but not

limited to:
o Student Achievement Measure (SAM)
o Outcomes Measures (OM) (Available in IPEDS)
o Degrees Awarded, by credential level annually
(Available in IPEDS)
o Pass Rates on standardized examinations
o Data on Earnings (e.g. College Scorecard)

• Evidence that the institution has set goals that

consider diversity, equity and inclusion principles

• Evidence of alignment between mission, strategic

goals, and diversity, equity, and inclusion principles

• Student Headcount Data, disaggregated by relevant

populations (Available in IPEDS and collected in the
AIU)
o Fall Enrollment
o 12 Month Enrollment
o Graduate enrollment if applicable

• Human Resources Data, disaggregated by relevant

populations (Available in IPEDS)
o Faculty headcount
o Administrative and staff headcount

• Evidence of budgetary support, allocation of

resources, and implementation of programs to support
student learning outcomes and student achievement

• Expense Analysis of related expenses (four-years), as

applicable
4. Periodic assessment of mission and goals to • Evidence of strategic plan and mission development
ensure they are relevant and achievable processes

• Evidence of regular evaluation of mission statement

and institutional goals

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STANDARD II: ETHICS AND INTEGRITY
Ethics and integrity are central, indispensable, and defining hallmarks of effective higher education
institutions. In all activities, whether internal or external, an institution must be faithful to its mission, honor
its contracts and commitments, adhere to its policies, and represent itself truthfully.

1. A commitment to academic freedom, • Policies and procedures on:

intellectual freedom, freedom of expression, and o academic and intellectual freedom
respect for intellectual property rights o freedom of expression
o intellectual property rights
o copyright
2. A climate that fosters respect among students, • Regular and systematic campus climate
faculty, staff, and administration from a variety of assessments or surveys of a variety of stakeholder
backgrounds, ideas, and perspectives groups

• Student Headcount Data, disaggregated by

relevant populations (Available in IPEDS data and
collected in the AIU)
o Fall Enrollment
o 12 Month Enrollment
o Graduate Enrollment, if applicable

• Human Resources Data, disaggregated by relevant

populations (Available in IPEDS)
o Faculty or Instructional Staff headcount
o Administrative and staff headcount

• Sample communication or publication of results of

campus climate assessments or surveys

• Examples of assessment of campus climate,

consideration of results, follow up, or changes
made, including changes to mission or strategic
priorities

3. A grievance policy that is documented and • Policies and procedures for faculty or staff
disseminated to address complaints or grievances complaints or grievances including the URL and
raised by student, faculty or staff. The institution’s any other location where faculty and staff can
policies are fair and impartial and assure that access these documents (Complaints Involving
grievances are addressed promptly, appropriately, and Applicant and Member Institutions Policy and
equitably; Procedures)

• Policies and procedures for student complaints or

grievances, including the URL and any other
location where students and the public can access
these documents (Verification of Compliance -
Record of Student Complaints and federal
regulation 34 CFR § 668.43; Complaints
Involving Applicant and Member Institutions
Policy and Procedures)

• Documentation including the URL for the contact

information that the institution provides enrolled
and prospective students for filing complaints with
the institution’s accreditor and with its State
approval or licensing entity and any other relevant

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 State official or agency that would appropriately
handle a student’s complaint (Verification of
Compliance - Record of Student Complaints and
federal regulation 34 CFR § 668.43(b),
Complaints Involving Applicant and Member
Institutions Policy and Procedures)

• Institutional record of student complaints and

resolution, four-year time period (Complaints
Involving Applicant and Member Institutions
Policy and Procedures; Verification of
Compliance - Record of Student Complaints and
federal regulation 34 CFR § 602.16(a)(1)(ix))

• Institutional record of faculty or staff complaints

and resolution (Complaints Involving Applicant
and Member Institutions Policy and Procedures)
4. the avoidance of conflict of interest or the • Policies and procedures for conflicts of interest
appearance of such conflict in all activities and among
all constituents; • Documentation or sample of disclosure or
reporting of conflicts of interest or recusals (e.g.
forms or meeting minutes), if applicable
5. fair and impartial employment practices, • Policies and procedures:
including all phases of hiring, evaluation, promotion, o Hiring
and separation, with appropriate attention to diversity; o Evaluation
o Promotion
o Separation

• Analysis of data on hiring and promotion,

disaggregated by relevant populations
6. honesty and truthfulness in public relations • Sample marketing, admissions, and recruiting
announcements, advertisements, recruiting and materials
admissions materials and practices, as well as internal
communications; • Sample internal communications

• Expense Analysis of related expenses (four years),

as applicable
o Percent of budget $ / % Marketing,
advertising
o $ / % Recruitment services
7. As appropriate to its mission, has policies, • Policies and procedures that support a climate of
services or programs in place to: respect

a. promote diversity, equity and inclusion; • Policies and procedures related to accessibility and
affordability, including the URL for where
b. promote affordability and accessibility; students and the public can find these documents
(Verification of Compliance – Required
c. enable students to understand funding sources Information for Students and federal regulation 34
and options, value received for cost, and CFR § 668.43(a)(1-4)), such as:
methods to make informed decisions about o Availability of student financial
incurring debt. assistance for those who qualify and the
process for disbursements, repayment,
and refunds
o Withdrawal policies
o Student refund policies

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 • Documentation including URL where students and
the public can find information on the cost of
attendance and student financial aid data, such as:
o Net price Calculator (URL)
o Cohort default rate (3 year)
o (%) students with loans (Institution)
o Average student loan indebtedness
(Institution)
8. compliance with all applicable government • Documentation, including URL of the public
laws and regulations and Commission policies and disclosure of required policies and procedures
procedures, including but not limited to: (Verification of Compliance – Required
Information for the Public and federal regulation
a. required information for students and the 34 CFR § 668.43, Public Disclosures Policy and
public; Procedures)

b. representation of accreditation status; • Documentation including the URL of the public

disclosure of required information for students and
c. full disclosure of information on institution- the public (Verification of Compliance - Required
wide assessments, graduation, retention, Information for Students and federal regulation 34
certification and licensure or licensing board CFR § 668.43 and § 668.45, Public Disclosures
pass rates; Policy and Procedures)

d. institution’s compliance with the • Documentation including the URL of accurate

Commission’s Requirements of Affiliation; representation of MSCHE accreditation status
(Communication in the Accreditation Process
e. verification of student identity in distance and Policy and Procedures; Public Disclosures Policy
correspondence education; and Procedures; Verification of Compliance -
Standing with State or Other Accrediting Agencies
f. substantive changes affecting institutional and federal regulations 34 CFR § 668. 43 and §
mission, goals, programs, operations, sites, and 602.23(d))
other material issues which must be disclosed
in a timely and accurate fashion; • Documentation of valid degree granting authority
(DGA) and licensing (Verification of Compliance
Standing with State or Other Accrediting Agencies
and federal regulation 34 CFR § 668.43)
o Valid legal charter, statute, constitutional
provision, or other action from an appropriate
organization or agency, or documentation of
any exemption, and
o a proper license to operate from each
jurisdiction in which the institution operates

• Documentation of standing with other accrediting

agencies including a list of USDE recognized
accreditors with name of the accreditor,
accreditation status, programs it accredited, year
of next review, reports and documentation of the
accreditor’s most recent accreditation action
including relevant correspondence (Verification of
Compliance Standing with State or Other
Accrediting Agencies and federal regulation 34
CFR § 668.43)

• Policies and/or procedures used to ensure student

identity verification in distance or correspondence
education courses (Verification of Compliance -
Verification of Student Identity and federal
regulation 34 CFR § 602.17(g))
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 • Policies and/or procedure(s) regarding the
protection of privacy (i.e., FERPA) for students
enrolled in distance education and correspondence
courses (Verification of Compliance - Verification
of Student Identity and federal regulation 34 CFR
§ 602.17(h))

• Procedure(s) for notifying students at the time of

registration or enrollment about any projected
additional charges associated with student identity
verification including any required travel to
campus (Verification of Compliance -Verification
of Student Identity and federal regulation 34 CFR
§ 602.17(h))

• Documentation including the URL where the

institution publicly discloses its scope of
accreditation (credential levels, locations) and
substantive changes (Public Disclosures Policy
and Procedures)
o Statement of Accreditation Status (SAS)
(PDF format)
o Eligibility and Certification Approval Report
(ECAR) (to verify scope of accreditation with
Title IV certification) if applicable

• Student headcount data at each branch campus,

additional location, and other instructional site

• For all additional locations and branch campuses,

evidence that student learning, student support and
academic services are comparable to those at other
sites
9. Periodic assessment of ethics and integrity as • Documentation of the policy development and
evidence in institutional policies, processes, practices, revision process (e.g., internal control office,
and the manner in which these are implemented. “policy on policies,” etc.), with evidence of
periodic evaluation of institutional policies and
their implementation, and revision, where
warranted

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STANDARD III: DESIGN AND DELIVERY OF THE STUDENT LEARNING
EXPERIENCE

An institution provides students with learning experiences that are characterized by rigor and coherence at
all program, certificate, and degree levels, regardless of instructional modality. All learning experiences,
regardless of modality, program pace/schedule, level, and setting are consistent with higher education
expectations.

1. Certificate, undergraduate, graduate, and/or • Policy, procedures, and/or methodologies employed

professional programs leading to a degree or other for assignment of credit hour for all types of
recognized higher education credential: courses, disciplines, programs, credential levels,
formats, and modalities (Credit Hour Policy and
a. designed to foster a coherent student learning Procedures)
experience and to promote synthesis of
learning; • Course or program review procedures and sample
approval documentation (including but not limited
b. assigned a reasonably approximate number of to syllabi or course content), as they relate to the
credit hours (or other value) for the amount of credit hour
work completed by a student; and include
sufficient course content and program length • Documentation of the evaluation process the
appropriate to the objectives of the degree or institution utilizes to verify length of academic
other credential; period and compliance with credit hour
requirements

• Evidence and analyses demonstrating that these

policies and procedures are consistently applied
across programs, course locations, regardless of
delivery mode or teaching/learning format

• Documentation including the URL and any other

source of information where students and the public
can access the policy and procedures with evidence
that such information is regularly evaluated to
ensure accuracy (Verification of Compliance –
Assignment of Credit Hours and federal regulation
34 CFR 668.8(k) and (l))
2. Student learning experiences that are • Faculty/Staff Handbook(s)
designed, delivered, and assessed by faculty (full-
time or part-time) and/or other appropriate • Policies and procedures related to faculty
qualifications
a. professionals who are: rigorous and effective
in teaching, assessment of student learning, • Human Resources Data, disaggregated by relevant
scholarly inquiry, and service, as appropriate populations (Available in IPEDS)
to the institution’s mission, goals, and o Faculty or Instructional Staff headcount
policies; o Administrative and staff headcount

b. qualified for the positions they hold and the • Faculty/Instructional Staff Qualifications, as
work they do; aligned with institutional policy and procedures,
such as:
c. sufficient in number with a core of faculty o Titles, most advanced degree, field of
(full- or part-time) and/or other appropriate experience, and current teaching load (in
professionals with sufficient responsibility to credits per semester or quarter, and in hours
the institution to assure the continuity and per week) of full-time instructional staff
coherence of the institution’s educational o Percentage of faculty with terminal degrees
programs; o Other

• Data related to faculty/instructor workload such as:

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 d. provided with and utilize sufficient o Enrollment data by class /class size
opportunities, resources, and support for o Average academic credit hours taught per
professional growth and innovation; faculty member
o Other
e. reviewed regularly and equitably based on
written, disseminated, clear, and fair criteria, • Student to staff ratio
expectations, policies, and procedures;
• Student to faculty ratio

• Policies and procedures for evaluating the teaching

of students

• Evidence of the regular assessment and evaluation

of the effectiveness of these policies and
procedures, consideration of results and follow-up
on any findings

• Sample instrument(s) for course evaluations,

teaching observations, etc. and four-year trend
analysis of collected data

• Evidence of the regular review of academic

programs (representative sample of program and
unit reviews conducted during the four-year
timeframe)
o Specialized accreditation reports
o Annual reports and other approaches
o Analysis of results and follow-up on any
findings

• Expense Analysis of related expenses (four-years),

as applicable
o $ / % core expenditure for instruction
o $ / % core expenditure for research
o $ / % core expenditure for public service

• Instructional expense per student FTE

• Promotion and tenure guidelines

• Evidence of faculty training in curriculum

development, instruction, and course design; course
and programmatic assessment
3. academic programs of study that are clearly and • Academic catalog including URL with description
accurately described in official publications of the of degree requirements and expected time to
institution in a way that students are able to completion
understand and follow degree and program
requirements and expected time to completion • List of all educational programs with enrollments
(enrollment is greater than twenty students),
undergraduate or graduate

• Trend analysis of data on the academic progress of

all student populations, by credential level at both
institution and program levels, such as:
o Average time to degree (time elapsed from
enrollment to completion and/or time actively
enrolled by semester)
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 o Average number of credits per program
o Average credits upon graduation (all credits
completed or credits toward degree)
o Other

• Description of other educational offerings and trend

analysis of data on participation, disaggregated by
relevant populations as applicable
o Dual Enrollment
o Prison Education Programs (PEP)
o Career and Technical Education
o Non-credit programs
o English as a Second Language (ESL) programs
o Other

4. sufficient learning experiences and resources • Advising or degree program sheets for all programs
to support both the institution’s programs of study
and the academic progress of all student populations • Sample syllabi

• Master syllabus

• Description of the nature and breadth of

library/learning resources available on-site, at
branch campuses, additional locations, and other
instructional sites, and electronically, with
documentation that resources take into account all
instructional locations and formats

• Total library FTE staff (Available in IPEDS)

• Data on Library Holdings

o Total physical library collections (Available in
IPEDS-Academic Libraries Survey)
o Total electronic library collections

• Policies and procedures for how the institution

provides for access to and utilization of a broad
range of library/learning and other information
resources to support its academic programs,
learners, and faculty

• Evidence of regular assessment of the

implementation of policies and procedures, with
consideration of results and appropriate follow-up

• Description of the nature and scope of

bibliographic instruction, information literacy, and
other programs for educating students and faculty
in the use of information resources

• Copies of formal agreements with other institutions

for the use of their information resources and/or
reference services

• Distance Education - Policies and Procedures

related to:
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 o Faculty qualification requirements for teaching
distance education courses or programs
o Ensuring student identify verification in
distance or correspondence education courses
o Ensuring quality in online programs
o Ensuring comparability of distance education
programs to programs in other modalities
o Ensuring student access to faculty and regular
and substantive interaction between
instructional staff and students
o Ensuring student access to academic and
technology support services

• Distance Education - Faculty Qualifications

o Number and percentage of faculty qualified to
teach online
o Number of instructional design staff

• Distance Education – Student Headcount

(Available in IPEDS)
o Number of distance education courses and
programs
o Number and % students enrolled in distance
education courses

• Distance Education – Description of Support

Services
o Description of courses and programs
offered online
o Description of delivery of programs or
courses (Learning Management System,
etc.)
o Description of support services that are
being provided for students, including
academic and technology support
o Description about how students will access
educational resources

• Distance Education – Data on Support Services

Provided to Students

• Distance Education - Evidence of the assessment of

effectiveness of instructional design and
information technology support

• Expense Analysis of related expenses (four-years),

as applicable:
o $ / % core expenditure, instruction
o $ / % core expenditure, research
o $ / % core expenditure, public service
5. At institutions that offer undergraduate • Documentation of curriculum maps, catalog
education, a general education program, free standing descriptions of coherence of courses with general
or integrated into academic disciplines, that: education learning outcomes

a. offers a sufficient scope to draw students into • Documentation of the evaluation of institution or
new areas of intellectual experience, general education student learning outcomes with
expanding their cultural and global awareness evidence of appropriate levels of rigor and
and cultural sensitivity, and preparing them to
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 make well-reasoned judgments outside as coherence and the regular consideration of results
well as within their academic field; and follow-up on any findings

b. offers a curriculum designed so that students • Description of the process for assigning educational
acquire and demonstrate essential skills experiences to the general education curriculum
including at least oral and written
communication, scientific and quantitative • Description and date of last revision of general
reasoning, critical analysis and reasoning, education program
technological competency, and information
literacy. Consistent with mission, the general • List of new courses taught within the general
education program also includes the study of education program during the most recent four-year
values, ethics, and diverse perspectives; period

c. in non-US institutions that do not include

general education, provides evidence that
students can demonstrate general education
skills;

6. in institutions that offer graduate professional • If applicable, graduate-level student learning

education, opportunities for the development of outcomes relating to research/scholarship/creative
research, scholarship, and independent thinking, activity and independent thinking
provided by faculty and/or other professionals with
credentials appropriate to graduate-level • Policy and procedures related to independent
curricula research, thesis, master’s paper, dissertation,
fieldwork or internship
o Policies and procedures on Graduate
Assistantships

• Faculty/Instructional Staff Qualifications, as

aligned with institutional policy and procedures,
such as:
o (%) faculty with terminal degrees, appropriate
to discipline (for faculty teaching graduate
courses)

• Expense Analysis of related expenses (four-years),

as applicable
o $ / % core expenditures in research
7. adequate and appropriate institutional review and • Policies, procedures, or guidance for the process of
approval on any student learning opportunities development and approval of third-party providers
designed, delivered, or assessed by third-party that will deliver student learning opportunities or
providers portions of educational programs.

• Complete list of current third-party providers

delivering education-related services and/or a
portion of an educational program, including name
of program, percent of program, and list of services
offered by the third-party, as applicable
(Substantive Change Policy and Procedures and
federal regulation 34 CFR § 602.22(a)(3)(J))

• Sample of current written agreements and/or

contracts with third-party providers for the delivery
of education-related services and/or portions of an
educational program, as applicable (Contracts by
Accredited and Candidate Institutions for

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 Education-related Services; Third-Party Providers
Guidelines)

• Documentation including the URL of required

disclosure of educational programs when a portion
is delivered by a third-party provider, as applicable
(Public Disclosures Policy and Procedures and
federal regulation 34 CFR § 668.43(a)(12)(i-iv))

• Evidence of evaluation of third-party providers, the

consideration of results, and follow-up when
warranted
8. periodic assessment of the effectiveness of student • Evidence of the regular evaluation and assessment
learning experiences for all student populations. of student learning experiences (assessment
instrument and collected data), the consideration of
results, and follow-up when warranted

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STANDARD IV: SUPPORT OF THE STUDENT EXPERIENCE
Across all educational experiences, settings, levels, and instructional modalities, the institution
recruits and admits students whose interests, abilities, experiences, and goals are congruent with its
mission and educational offerings. The institution commits to student retention, persistence,
completion, and success through a coherent and effective support system sustained by qualified
professionals, which enhances the quality of the learning environment, contributes to the
educational experience, and fosters student success.

1. clearly stated, ethical policies, practices, • Admissions Philosophy and Practices: Documents
and processes to recruit, admit, retain, and and policy statements (in addition to the catalog)
facilitate the success of students whose on the institution’s admissions philosophy and
interests, abilities, experiences, and goals practice
provide a reasonable expectation for
success and are compatible with • Admissions Profile using multiple data points such
institutional mission, including: as: Number of inquiries, applications, admits,
yield rates, deposit-payers, and newly enrolled
degree-seeking students, disaggregated by relevant
populations, as appropriate to mission
o Admissions and Test Scores survey
(Available in IPEDS)

• Policies and procedures which ensure ethical

recruiting practices

• Policies and procedures which ensure ethical

marketing practices

• Evidence of regular evaluation of admissions

practices, and the effectiveness of policies, and
procedures, consideration of results by key
stakeholders, and corrective action when
warranted

• Sample enrollment agreements, as applicable

• Sample marketing materials

• Student Handbook

• Enrollment projections including clear parameters

and assumptions on which they are based

• Retention Rates (Available in IPEDS and

collected in the AIU)

• Graduation Rates (100%, 150%, 200%) (Available

in IPEDS and collected in the AIU)
a. accurate and comprehensive information • Financial Aid Profile
regarding expenses, financial aid, scholarships, o Undergraduate (Available in IPEDS Student
grants, loans, repayment, and refunds; Financial Aid survey)
o Graduate students, as applicable

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 • Brochures and other publications on financial aid
(Public Disclosures Policy and Procedures)

• Documentation including the URL where students

and the public can find information on the cost of
attendance and student financial aid data, such as:
o Cost of attendance, including tuition, fees,
and expenses
o Net price
o Net price Calculator (URL)
o (%) students with loans (undergraduate)
o Discount rate
o Other

• Data on debt and repayment such as:

o Student loan cohort default rates, 3 year (e.g.
College Scorecard)
o Tuition and fees per student FTE (Available
in IPEDS Student Financial Aid survey
(undergraduate))
o Average student loan indebtedness
(undergraduate)
o Students with Pell grants (Available in
IPEDS- Student Financial Aid survey)
o Average Pell grant (Available in IPEDS –
Student Financial Aid survey)

• Trend analysis of attendance and completion of

financial aid counseling sessions or other services
designed to educate students
b. a process by which students who are not • Policies and procedures for placement for
adequately prepared for study at the level for incoming or current students into:
which they have been admitted are identified, o Preparation programs or courses
placed, and supported in attaining appropriate o Basic Skills
educational outcomes; o Developmental Education
o Other

• Basic Skills/ Developmental Education Data, as

applicable, including the following:
o (%) of first-time students enrolled in DevEd
during the Fall
o (%) Basic skills placement
o (%) Basic skills mathematics and writing
course pass rates;
o (%) first-year retention for students placed in
one or more basic skills courses
c. orientation, advisement, and counseling • Policies and procedures for orientation,
programs to enhance retention and guide advisement, and counseling programs and services
students throughout their educational
experience; • Trend analysis of data on attendance,
participation, and completion of orientation and/or
other services

• Expense analysis of related expenses (four years),

as applicable
o $ / % Core expenditures, student support
o $ / % Core expenditures, academic support

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 o $ / % Core expenditures, institutional support
d. processes designed to enhance student • Evidence of processes, programs, and services
achievement including certificate and degree designed to enhance student achievement
completion, transfer to other institutions, and
post-completion placement; • Completions by program when enrollment is over
ten students (to protect student identity)
o (Available in IPEDS-Completions
survey)
e. processes to disaggregate and analyze student • Current Student Enrollment Profile, disaggregated
achievement data to inform and implement by relevant populations
strategies that improve outcomes for all
student populations; • International Student Enrollment Data,
disaggregated by relevant populations, as
applicable
o Number of foreign/international students
enrolled in degree programs
o Number of foreign/international students
enrolled in non-degree programs

• Trend analysis of student achievement data - as

appropriate to institutional mission and
disaggregated by relevant populations, such as the
following:
o Retention Rates (Available in IPEDS and
collected in the AIU)
o Graduation Rates (100%, 150%, 200%)
(Available in IPEDS and collected in the
AIU)
o Transfer Rates (Available in IPEDS and
collected in the AIU)
o Post-Completion Placement rates, as
applicable and/or

• Alternative completion measures including but not

limited to:
o Student Achievement Measure (SAM)
o Outcomes Measures (OM) (Available in
IPEDS)
o Degrees Awarded, by credential level
annually (Available in IPEDS)
o Pass Rates on standardized examinations
o Data on Earnings (e.g. College
Scorecard for some institutions)
o Other
2. fair and transparent policies and procedures • Policies and procedures for making decisions
regarding evaluation and acceptance of transfer about the transfer of credits earned at other
credits, credits awarded through experiential institutions (regardless of modality) (Transfer of
learning, prior non-academic learning, Credit, Prior Learning, and Articulation
competency- based assessment, and other Agreements Policy and Procedures and federal
alternative learning approaches; regulation 34 CFR § 602.24(e) and 668.43(a)(11))

• Policies and procedures for awarding credits for

experiential learning, prior non-academic learning,
competency-based assessment, and other
alternative learning approaches

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 • Documentation, including URL, catalog, or other
public location of public disclosure of transfer of
credit policies and procedures (Verification of
Compliance-Transfer of Credit Policies and
Articulation Agreements and federal regulation §
602.24(e))

• Transfer data (Available in IPEDS)

• Documentation of public disclosure including

URL and other public locations of the list of
institutions with which the institution has
established an articulation agreement (e.g. high
schools, other colleges), with evidence of regular
updates (Transfer of Credit, Prior Learning, and
Articulation Agreements Policy and Procedures
and federal regulation 34 CFR 668.43(a)(11)(ii))

• Documentation of training for faculty or other

appropriate professionals to properly advise both
incoming and outgoing transfer students (Transfer
of Credit, Prior Learning, and Articulation
Agreements Policy and Procedures)
3. Policy and procedures for the safe and secure • Policies and procedures for the maintenance and
maintenance and appropriate release of student retention of student records
information and records
• Policies and procedures regarding the protection
of privacy for students (i.e. FERPA; data privacy;
data security) (Verification of Compliance-Student
Identity Verification in Distance and
Correspondence Education)
4. if offered, athletic, student life, and other • Policies and Procedures for athletics, such as:
extracurricular activities that are regulated by the o Mission Statement
same academic, fiscal, and administrative principles o Guiding Principles
and procedures that govern all other programs o Statement of Purpose
o Branding and Marketing
o Academic Standards
o Sportsmanship and Ethical Content
o Other

• Student-Athlete Handbook

• Student Headcount by sport or activity,

disaggregated by relevant populations

• Data on student-athlete scholarships

• Average GPA of students by sport or activity

5. If applicable, adequate and appropriate • Policies, procedures, or guidance for the process
institutional review and approval student support of development and approval of third-party
services designed, delivered, or assessed by third- providers that will deliver student learning
party providers opportunities or portions of educational programs.

• Complete list of current third-party providers

delivering student support services (Contracts by
Accredited and Candidate Institutions for
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 Education-related Services; Third-Party
Providers Guidelines)

• Sample of current agreements and/or contracts

with third party providers of student support
services, where appropriate. (Contracts by
Accredited and Candidate Institutions for
Education-related Services; Third-Party
Providers Guidelines)

• Analysis of Services offered by Online Program

Managers (OPMs)
o List of educational programs delivered by
OPM(s)
o (%) of educational program offered by
OPM(s)
o Agreements and/or contracts with OPM(s),
noting any new contracts or changes to terms
and conditions of existing contracts
o Description of services offered by OPM (e.g.
delivery of instruction, recruiting and
marketing services, support services, faculty
training /qualifications/ compensation,
instructional design)

• Evidence of periodic assessment of third-party

providers, consideration of results, and follow-up
when warranted
6. periodic assessment of the effectiveness of student • Documentation (assessment instrument and
support services for all student populations with analysis of collected data) of the regular
appropriate metrics and evaluation evaluation and assessment of student support
services, the consideration of results, and follow-
up when warranted

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STANDARD V: EDUCATIONAL EFFECTIVENESS ASSESSMENT
Assessment of student learning and achievement demonstrates that the institution’s students have
accomplished educational goals consistent with their program of study, degree level, the
institution’s mission, and appropriate expectations for institutions of higher education.

1. Clearly stated student learning outcomes at the • Student learning outcomes both institution-wide
institution and degree/program levels, which are (e.g., general education) and for individual
interrelated with one another, with relevant programs and matrix showing their relationship to
educational experiences, and with the institution’s each other
mission;
• Documentation of curriculum maps by
degree/program levels
2. Organized and systematic assessments, • Documentation of an implemented, systematic,
conducted by faculty and/or appropriate professionals, and sustained process to assess student learning
evaluating the extent of student achievement of outcomes at all levels
institutional and degree/program goals. Institutions
should: • Documentation of institutional and programmatic
student learning goals and objectives
a. define student learning outcomes that are
appropriate to higher education with defensible • Data on student completion of educational goals
standards for assessing whether students are
achieving those outcomes;
• Documentation of communication of results of
b. articulate how they prepare students in a assessment to stakeholders.
manner consistent with their mission for
successful careers, meaningful lives, and,
where appropriate, further education. They
collect and provide data on the extent to which
they are meeting these goals;

c. support and sustain assessment of student

learning outcomes and communicate the results
of this assessment to stakeholders;
3. Consideration and use of disaggregated • Analysis of student learning assessment results
assessment results for all student populations for the appropriate for all programs at institutional and
improvement of student learning outcomes, student unit levels for programs with more than twenty
achievement, and institutional and program-level students enrolled (to protect student identity)
educational effectiveness;
• List of assessment approaches used in educational
effectiveness assessment by program and student
learning outcome (or appropriate samples)

• Analysis of four years of student achievement

data, disaggregated by relevant populations, to
help interpret educational effectiveness
assessment results/summaries

• Where applicable, post-completion job placement

rates, disaggregated by program

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4. If applicable, adequate and appropriate • Policies, procedures, or guidance for the process
institutional review and approval of assessment services of development and approval of third-party
designed, delivered, or assessed by third-party providers that will assess student learning
providers; and
• List of agreements and/or contracts with third-
party providers offering assessment services, as
applicable

• Sample agreements and/or contracts with third

party providers offering assessment services, as
applicable. (Contracts by Accredited and
Candidate Institutions for Education-related
Services; Third-Party Providers Guidelines)

• Evidence (assessment instrument and analysis of

collected data) of periodic assessment of third-
party providers
5. Periodic assessment of the effectiveness of • Evidence of the periodic assessment of
assessment policies and processes utilized by the assessment policies and procedures, the
institution for the improvement of educational consideration of results, and follow-up when
effectiveness. warranted

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STANDARD VI: PLANNING, RESOURCES, AND INSTITUTIONAL
IMPROVEMENT
The institution’s planning processes, resources, and structures are aligned with each other and are
sufficient to fulfill its mission and goals, to continuously assess and improve its programs and
services, and to respond effectively to opportunities and challenges.

1. institutional and unit goals that are clearly • Organizational charts for institution and all
stated, assessed appropriately, linked to divisions and units
mission and goal achievement, reflect
conclusions drawn from assessment results, • Organization charts for senate, councils, and
and are used for planning and resource committees
allocation;
• Division/ unit goals and objectives

• Summaries or cross-walks of division/unit goals

and objectives with key assessment results

• Documentation of an implemented, systematic, and

sustained institutional assessment process linking
the assessment and evaluation process to
budgeting, planning and resource allocation
2. clearly documented and communicated • Documentation of planning and assessment
planning and improvement processes that provide processes used to make improvements
for inclusive constituent participation;
• Evidence of consideration and use of appropriate
assessment by key institutional and unit
stakeholders for identifying opportunities for
innovation and/or the improvement of educational
effectiveness at division/unit levels
3. planning that integrates goals for institutional • Most recent institutional strategic plan or
effectiveness and improvement, including a focus institutional effectiveness plan, or other
on student achievement, educational outcomes, documentation of strategic planning or institutional
overall institutional improvement, and the results of effectiveness planning
institutional assessments;
• Evidence of integrated planning processes that
include student achievement and institutional
improvement goals in the development and
implementation of the institution’s strategic plan
and resource allocation

• Evidence of regular reporting on institutional

performance on key performance indicators (KPIs)

• Evidence of analysis of KPIs tied to strategic or

institutional effectiveness planning

• Evidence of review of KPIs by institutional

stakeholders, including members of the board,
senior staff, and collegial governance organizations
4. planning for diversity, equity, and inclusion • Evidence of the application of diversity, equity, and
that is aligned with the institution’s mission and inclusion principles in the development and
goals, maintains sufficient resources, and leads to implementation of the institution’s strategic plan
institutional improvement; and resource allocation

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 • Student Headcount Data, disaggregated by relevant
populations
o Fall Enrollment (Available in IPEDS and
collected in the AIU)
o 12 Month Enrollment (Available in IPEDS
and collected in the AIU)
o Graduate Enrollment

• Human Resources Data, disaggregated by relevant

populations (Available in IPEDS)
o Faculty headcount
o Administrative and staff headcount
5. a financial planning and budgeting process • Evidence that the institution’s budgeting process is
that is aligned with the institution’s mission and aligned with the institution’s strategic or
goals, evidence-based, and clearly linked to the institutional effectiveness plan:
institution’s and units’ strategic plans/ objectives; o Current fiscal year institutional budget or
other comparable documentation
o Unit mission statements, as applicable
o Unit budgets, as applicable
o Budgeting policies and procedures
o Budget projections, including clear
parameters and assumptions on which
they are based

• Evidence that the institution’s enrollment

management planning process is aligned with the
institution’s strategic or institutional effectiveness
plan:
o Enrollment projections, including clear
parameters and assumptions on which
they are based
o [Strategic] enrollment management plan,
as applicable
o Analysis of enrollment trends

• Evidence that the institution’s long-term financial

planning reconciles the financial plan to the
institution’s financial capacity and assesses risk
factors:
o Financial planning policies and procedures
o Long-term financial plans, three-five year,
as applicable
o Underlying assumptions of the financial
plan and evidence of the viability of those
assumptions

• If applicable, a clear, well-founded plan to reduce

any deficits to yield a balance or surplus in a timely
fashion
6. fiscal and human resources as well as • Human Resources Data, disaggregated by relevant
physical and technical infrastructure adequate to populations (Available in IPEDS)
support its operations wherever and however o Faculty headcount
programs are delivered; o Administrative and staff headcount

• Evidence of adequate resourcing at all branch

campuses and additional locations
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 • Expense Analysis of related expenses (four-years),
as applicable
o $ / % core expenditures, instruction
o $ / % core expenditures, public service
o $ / % core expenditures, research
o $ / % core expenditures, academic support
o $ / % core expenditures, student support
7. documented financial resources, funding • Financial ratio analysis appropriate to institutional
base, and plans for financial development, including type:
those from any related entities adequate to support o Primary reserve ratio (expendable net assets /
its educational purposes and programs and to ensure total expenses)
financial stability; o Net Operating Revenue Ratio (net operating
income / total operating revenue)
o Return on Net Assets Ratio (change in net
assets / total net assets)
o Viability Ratio (expendable net assets / long-
term debt)

• Composite Financial Index (-4 to 10)

• Capitalization Ratio

• ($) Debt service, last four years

• Tuition discount rate

• Instructional expense per credit hour

• Where possible, SEC 10K filings or Form 990

• Documentation of funding streams from related

entities and analysis of the institution’s financial
independence from a related entity

• Analysis of state and local appropriations, as

applicable

• Bond Ratings, as available

8. a record of responsible fiscal management, • Annual financial audit for four most recent fiscal
including preparing a multi-year budget and an years, with management letters, where appropriate
annual independent audit confirming financial (Collected in the AIU)
viability and proper internal financial controls, with
evidence of corrective measures taken to address any
• Any appropriate supporting documentation to assist
material findings cited in the audit or an
with understanding financial statements, such as
accompanying management letter;
annual audit for related entities such as system
administration

• Evidence of follow-up on any findings or material

weaknesses, where warranted
9. well-defined, inclusive decision-making • Organizational charts for the institution, including
processes and clear assignment of responsibility and divisions and units
accountability for achieving institutional and unit
effectiveness; • Sample of agenda and decision-making meeting
minutes

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 • Expense Analysis of related expenses (four-years),
as applicable s
o $ / % core expenditures, institutional
support
10. comprehensive planning for facilities, • Comprehensive plans for facilities, equipment, and
infrastructure, and technology that includes supplies
consideration of sustainability and deferred o Description of physical facilities,
maintenance and is linked to the institution’s strategic including space for instruction, library,
and financial planning processes; student support services, and
administrative services
o Capital facilities master plan
o Information technology master plan

• Facilities condition analyses

• Deferred maintenance costs and plans

• Space utilization studies

• Capital budget and expenditures

• IT expenditure and replacement cycle

documentation

• Documentation regarding ownership (titles,

mortgages, liens), and rental and lease agreements
(contracts)

• Copies of insurance policies currently in force (fire,

casualty, and liability)

• Sample of agreements and/or contracts with third

party providers for key business functions

• Analysis of the level of outsourcing key business

functions

11. compliance with its program responsibilities • Program participation agreement (PPA), most
under existing federal Title IV and other state laws recent
and regulations, including any audits of financial aid
programs as required by federal and state • Statement of Accreditation Status (SAS) (PDF
regulations; Format) (dated)

• Eligibility and Certification Approval Report

(ECAR), most recent

• Heightened Cash Monitoring (HCM) Status, if

applicable

• Title IV Responsibilities (Verification of

Compliance - Title IV Responsibilities and federal
regulation 34 CFR 602.16(a)(1)(x))
o Three-year official cohort default rate (College
Scorecard or Institution)
o Financial responsibility composite score /
composite score index
26
 o Most recent Program Review Determination
Letter (Final Program Review Determination
Letter of Expedited -Determination Letter;
correspondence)
o Single Audit (OMB Circular A-128; OMB
Circular A-133, 2 CFR 200 Subpart F:
Uniform Guidance)
o USDE Correspondence and institutional
response related to limited, suspended,
terminated eligibility to participate in Title IV
o For Profit Institutions - 90/10 Rule –
percentage of revenue from federal funds
12. strategies to measure and assess the adequacy • Evidence of resource planning and analysis of
and efficient utilization of institutional resources resource utilization
required to support the institution’s mission and
goals; and • Documentation of an implemented, systematic, and
sustained institutional assessment process linking
planning, assessment and resource allocation
decisions
13. periodic assessment of the effectiveness of • Evidence of discussion and use of evidence noted
planning, resource allocation, institutional renewal above by governing body, chief executive officer,
processes, and availability of resources staff, and faculty in budgeting, planning, and
resource allocation

• Documentation of an implemented, systematic, and

sustained institutional assessment process linking
planning, assessment and resource allocation
decisions

• Consultant and taskforce reports, as applicable

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STANDARD VII: GOVERNANCE, LEADERSHIP, AND
ADMINISTRATION
The institution is governed and administered in a manner that allows it to realize its stated mission
and goals in a way that effectively benefits the institution, its students, and the other constituencies
it serves. Even when supported by or affiliated with a related entity, the institution has education as
its primary purpose, and it operates as an academic institution with appropriate autonomy.

1. A clearly articulated and transparent • Organizational charts for institution and divisions
governance structure that outlines roles, and units, as applicable
responsibilities, and accountability for inclusive
decision making by each constituency, including the • Description of the legally constituted governance
institution’s legally constituted governing body, structure, including a diagram that clearly
administration, faculty, staff, and students, as well as conveys the governance structure of the
any related entities institution and clearly identifies any related
entities and all levels of ownership that are
legally responsible for the institution

• Information on all related entities, as applicable

(Related Entities Policy and Procedures)
o A listing of the legal name, jurisdiction, form
or organization of every entity that is part of
the legal constituted governance structure
(including related entities)
o The bylaws, founding or governance
documents must be provided for all related
entit(ies)
o Related Entities Required Disclosures
Certification Statement

• Governing Documents including bylaws,

certificate or articles of incorporation, operating
provisions or agreements, filings, and any other
founding documents
2. A legally constituted governing body that: • Documentation of the structure, authority, and
autonomy of governing body including any
a. Serves the public interest, ensures that the related entities
institution clearly states and fulfills its mission
and goals, has fiduciary responsibility for the • Policies and procedures manuals or compendium
institution, and is ultimately accountable for the
academic quality, integrity, planning, and fiscal • Board committee procedures
well-being of the institution;
• Description of how the governing board regularly
b. has sufficient diversity, independence, and reviews policies and bylaws
expertise to ensure the integrity of the
institution. Members must have primary • Sample of board and committee meeting minutes
responsibility to the accredited institution, meet o Documenting board review and approval
regularly, and not allow political, financial, of policy
relationship with a related entity, or other undue o Documenting review of annual financial
influences to interfere with their governing statements
responsibilities; o Documenting board decision-making
c. ensures that neither the governing body nor its
• Policy and procedures for board conflicts of
individual members interfere in the day-to-day
interest
operations of the institution

28
 d. oversees at the policy level the quality of • Documentation of regular or systematic
teaching and learning, the approval of degree disclosure or reporting of conflicts of interest
programs and the awarding of degrees, the and/or recusals (e.g. forms or meeting minutes)
establishment of personnel policies and
procedures, the approval of policies and by- • List of current governing body or board members
laws, and the assurance of strong fiscal o Disaggregated by relevant populations
management; o Affiliation and occupation of each member
o Identify those members of the governing
e. plays a basic policy-making role in financial board who are remunerated by the institution
affairs to ensure integrity and strong financial through salaries, wages or fees
management. This may include a timely review o Identify board members who are creditors of
of audited financial statements and/or other the institution, guarantors of institutional
documents related to the fiscal viability of the debt, or active members of businesses of
institution; which the institution is a customer
o Board member curriculum vitae (CVs) or
f. appoints and regularly evaluates the biographies
performance of the Chief Executive Officer;
• Documentation of regular and systematic board
g. is informed in all its operations by principles of self-evaluation with evidence of follow-up on any
good practice in board governance; concerns (available examples from a four- year
period)
h. is not chaired by an institutional or system
representative to avoid conflict of interests;

i. establishes and complies with a written conflict

of interest policy designed to ensure the
impartiality of the governing body by
addressing matters such as payment for
services, contractual relationships, employment,
and family, financial or other interests that
could pose or be perceived as conflicts of
interest. A majority of members have no
employment, family, ownership, or other
personal financial interest in the institution;

j. supports the Chief Executive Officer in

maintaining the autonomy of the institution;

k. makes freely available to the Commission

accurate, fair, and complete information on all
aspects of the institution and its operations and
ensures the institution describes itself in
comparable and consistent terms to all of its
accrediting and regulatory agencies.
3. Chief Executive Officer who: • Policies and procedures or by-law provisions
outlining search for and appointment of Chief
a. is appointed by, evaluated by, and reports to the Executive Officer (CEO)
governing body and shall not chair the
governing body; • Policies and procedures or by-law provisions
outlining evaluation of Chief Executive Officer
b. has appropriate credentials and professional (CEO)
experience consistent with the mission of the
organization; • Policies and procedures for continuity of
leadership or succession
c. has the authority and autonomy required to
fulfill the responsibilities of the position, • Qualifications of the Chief Executive Officer
including developing and implementing (CEO)
institutional plans, staffing the organization,
29
 identifying and allocating resources, and o Curriculum vitae (CV) or resume for the
directing the institution toward attaining the chief executive officer including the officer’s
goals and objectives set forth in its mission; name and title
o Evidence that the CEO was appointed by the
d. has the assistance of qualified administrators, governing board
sufficient in number, to enable the Chief o The appointment date of the CEO
Executive Officer to discharge his/her duties o Evidence that CEO is evaluated regularly
effectively and is responsible for establishing
procedures for assessing the organization’s
efficiency and effectiveness;

4. An administration possessing or • Organization chart

demonstrating:
• Administrative Staff Qualifications
a. an organizational structure that is clearly o Curriculum vitae (CVs) or resumes, as
documented and that clearly defines reporting applicable
relationships; o Analysis of credentials and professional
experience consistent with the mission of
b. an appropriate size and diverse representation the organization and their functional roles
with relevant experience to assist the Chief
Executive Officer in fulfilling his/her roles and • Human Resources Data, disaggregated by
responsibilities; relevant populations (Available in IPEDS)
o Faculty headcount
c. members with credentials and professional o Administrative and staff headcount
experience consistent with the mission of the
organization and their functional roles; • Institutional and Unit Leadership Data,
disaggregated by relevant populations
d. skills, time, assistance, technology, and o Analysis of skills, time, assistance,
information systems expertise required to technology, and information systems
perform their duties; expertise required to perform their duties
o Curriculum Vitae (CVs) or resumes
e. regular engagement with faculty and students in
advancing the institution’s goals and objectives; • Policies and procedures for the review of units,
with evidence of assessment and evaluation
f. systematic procedures for evaluating
administrative units and for using assessment
data to enhance operations; and • Evidence of regular evaluation of administration
assessing if they have the skills, time, assistance,
technology, and information systems expertise
required to perform their duties

• Surveys of Administration by other constituents

(survey instrument and analysis of collected
data), as applicable
o Student Survey of Administration
o Faculty Survey of Administration Staff
Survey of Administration
5. Periodic assessment of the effectiveness of • Documentation of an implemented, systematic,
governance, leadership, and administration and sustained process to assess the effectiveness
of governance, leadership, and administration

• Evidence (assessment instrument and analysis of

collected data) of periodic assessment of the
effectiveness of governance, leadership, and
administration

• Consultant and taskforce reports, as applicable

30
Please see the Standards for Accreditation and Requirements of Affiliation Fourteenth Edition for
more information.

31