Commission on Accreditation Manual

Commission on Accreditation Manual 2017 Biblical Deep and rigorous engagement with the Bible that produces a coherent worldview for thinking and living Transformational Life-changing growth that flows from authentic encounters with Christ, His Word, godly faculty, and student peers Experiential Discovery and development of gifts, passions and sense of calling through hands-on ministry, service learning and intercultural study opportunities Missional Passionate participation in God s global mission and Kingdom priorities 5850 T.G. Lee Blvd., Ste 130 Orlando, FL 32822 407.207.0808 coa@abhe.org www.abhe.org/accreditation

ABHE Commission on Accreditation Manual Table of Contents Introduction Biblical Higher Education... 7 Recognition... 8 Institutional Accreditation... 8 Programmatic Accreditation... 9 Affiliation with ABHE Association... 9 Philosophy of Accreditation... 11 Principle for Accreditation... 11 Institutional Accreditation Standards Conditions of Eligibility... 13 Institutional Accreditation Standards... 15 (1) Mission, Goals, and Objectives... 15 (2) Student Learning, Institutional Effectiveness, and Planning... 16 (3) Institutional Integrity... 18 (4) Authority and Governance... 19 (5) Administration... 20 (6) Institutional Resources... 21 (7) Enrollment Management... 23 (8) Student Services... 25 (9) Faculty... 26 (10) Library and Other Learning Resources... 28 (11) Academic Programs... 29 Programmatic Accreditation Standards Conditions of Eligibility... 33 Programmatic Accreditation Standards... 35 (1) Objectives... 35 (2) Assessment of Student Learning and Planning... 35 (3) Integrity... 36 (4) Authority and Governance... 36 (5) Administration... 36 (6) Program Resources... 37 (7) Enrollment Management... 37 (8) Student Services... 38 (9) Faculty... 38 (10) Library and Other Learning Resources... 39 (11) Academics... 39 Rev. 2017-07-28 2

Policies Relating to Commission on Accreditation Procedures Policy on Biblical and Theological Studies (Undergraduate)... 45 Policy on Independent Accreditation Status... 47 Policy on Alternative Academic Patterns... 49 Best Practices in Online Distance Education (WCET)... 57 Policy on Canadian Institution Degree Programs (Undergraduate)... 66 Policy on Adult Degree Completion Programs (Undergraduate)... 68 Policy on General Studies (Undergraduate)... 71 Policy on International Education Programs... 72 Policy on Two-Year Programs... 74 Policy on Transfer and the Award of Academic Credit... 75 Policy on Validating Credits Earned at Unaccredited Institutions... 78 Policy on Institutional Advertising, Student Recruitment, and Representation of Accredited Status. 79 Policy on Academic Quality as Related to Institutional Mission... 83 Policies Relating to ABHE Procedures Policy and Procedures for Institutional Accreditation... 85 Policy and Procedures for Programmatic Accreditation... 90 Policy on Institutions Where the Primary Instructional Language is Other Than English... 92 Policy on the Assignment of Primary and Secondary Readers... 93 Policy on Commission on Accreditation Records Management... 94 Policy on Commission on Accreditation Budget Development... 95 Policy on Changes to the Commission on Accreditation s Policies, Procedures, and Standards... 97 Policy on Complaints Against the Commission on Accreditation... 99 Policy on Complaints Against an Institution or Accredited Program... 102 Policy on Compliance with U.S. Department of Education Regulations... 107 Policy on Composition of Evaluation Teams... 110 Policy on Falsification of Data... 114 Policy on Institutional Compliance with Title IV... 115 Policy and Procedures for Reviews and Appeals... 116 Policy on Public Notification of Comprehensive Evaluation Visit... 122 Policy on the Commission on Accreditation Nominating Committee... 123 Policy on Public Representatives... 126 Policy on Communication of Accreditation Decisions... 128 Policy on Reinstatement (Institutional Accreditation Only)... 135 Policy on Conflicts of Interest... 137 Policy on Review of Standards... 139 Policy on the Spirit of Accreditation... 140 Policy on Substantive Change... 141 Policy on Competency-Based Education and Direct Assessment... 149 Policy and Procedures for Additional Locations... 152 Policy on Confidentiality... 155 Policy on Public Disclosure... 156 Policy on Teach-Out Plans... 158 Policy on Dealing with Conflicting Requirements of Oversight Bodies... 160 Policy and Procedures for Monitoring Annual Report Data... 161 Policy on Use of Accreditation Consultants... 164 3

Policies Providing General Institutional Guidance Policy on Closing an Institution... 167 Policy on Conferral of Honorary Doctoral Degrees... 171 Policy on Ethical Practices... 172 Policy on Semi-Autonomous Institutions... 176 Policy on Notification of Lapse or Withdrawal of Accreditation or Candidacy... 178 Guidelines for Sharing Online Courses... 179 Guidelines for Ensuring Integrity in Distance Education and Correspondence Studies... 182 Guidelines for Doctoral Programs... 183 Constitution, Bylaws, and Glossary Constitution... 186 Bylaws... 192 Glossary... 208 4

Alphabetical Listing of Policies Policy on Academic Quality as Related to Institutional Mission... 83 Policy and Procedures for Additional Locations... 152 Policy on Adult Degree Completion Programs (Undergraduate)... 68 Policy on Alternative Academic Patterns... 49 Best Practices in Online Distance Education (WCET)... 57 Policy on the Assignment of Primary and Secondary Readers... 93 Policy on Biblical and Theological Studies (Undergraduate)... 45 Policy on Canadian Institution Degree Programs (Undergraduate)... 66 Policy on Changes to the Commission on Accreditation s Policies, Procedures, and Standards... 97 Policy on Closing an Institution... 167 Policy on Commission on Accreditation Budget Development... 95 Policy on the Commission on Accreditation Nominating Committee... 123 Policy on Commission on Accreditation Records Management... 94 Policy on Communication of Accreditation Decisions... 128 Policy on Competency-Based Education and Direct Assessment... 149 Policy on Complaints Against an Institution or Accredited Program... 102 Policy on Complaints Against the Commission on Accreditation... 99 Policy on Compliance with U.S. Department of Education Regulations... 106 Policy on Composition of Evaluation Teams... 110 Policy on Conferral of Honorary Doctoral Degrees... 171 Policy on Confidentiality... 155 Policy on Conflicts of Interest... 137 Policy on Dealing with Conflicting Requirements of Oversight Bodies... 160 Policy on Ethical Practices... 172 Policy on Falsification of Data... 114 Policy on General Studies (Undergraduate)... 71 Policy on Independent Accreditation Status... 47 Policy on Institutional Advertising, Student Recruitment, Representation of Accredited Status... 79 Policy and Procedures for Institutional Accreditation... 85 Policy on Institutional Compliance with Title IV... 115 Policy on Institutions Where the Primary Instructional Language is Other Than English... 92 Policy on International Education Programs... 72 Policy and Procedures for Monitoring Annual Report Data... 161 Policy on Notification of Lapse or Withdrawal of Accreditation or Candidacy... 178 Policy and Procedures for Programmatic Accreditation... 90 Policy on Public Disclosure... 156 Policy on Public Notification of Comprehensive Evaluation Visit... 122 Policy on Public Representatives... 126 Policy on Reinstatement (Institutional Accreditation Only)... 135 Policy on Review of Standards... 139 Policy and Procedures for Reviews and Appeals... 116 Policy on Semi-Autonomous Institutions... 176 Policy on the Spirit of Accreditation... 140 Policy on Substantive Change... 141 Policy on Teach-Out Plans... 158 Policy on Transfer and the Award of Academic Credit... 75 5

Policy on Two-Year Programs... 74 Policy on Use of Accreditation Consultants... 164 Policy on Validating Credits Earned at Unaccredited Institutions... 78 Guidelines for Doctoral Programs... 183 Guidelines for Ensuring Integrity in Distance Education and Correspondence Studies... 182 Guidelines for Sharing Online Courses... 179 6

Biblical Higher Education In the late nineteenth century, a movement began that has had a profound influence on evangelical Protestantism. Its impact has been felt in every part of the world, producing a large percentage of North American evangelical missionaries and serving as a primary educational enterprise for local church development. This religious development was the Bible institute movement, which later evolved into the Bible college movement. From the humble beginnings of the Missionary Training Institute (Nyack College) in New York City in 1882 to the launching of such schools as Moody Bible Institute in 1886 and Toronto Bible School (Tyndale University College & Seminary) in 1894, the Bible college movement has proliferated throughout North America. More than 120 years after the first Bible school was started, there are more than 1200 Bible schools and colleges in the United States and Canada. Approximately 200 of these institutions have a relationship with the Association for Biblical Higher Education, either through accreditation or affiliation. Many of these institutions still bear a resemblance to their forbears. For example, the current curriculum of undergraduate institutions accredited by ABHE still includes a core of biblical and theological studies, along with general studies (liberal arts) and professional studies. Course work is supplemented with ministry field education and service learning opportunities through which students apply what they have learned in the classroom. Furthermore, the ethos of these institutions can still be described as academically respectable, evangelical, disciplined, and focused on spiritual and ministry formation. Most institutions of biblical higher education offer programs in biblical studies, pastoral ministry, Christian education, cross-cultural missions, and music. Many also provide programs in elementary and perhaps secondary education, youth ministries, urban ministries, and business administration. Others offer specialized programs in such areas as deaf ministries, social work, aviation, and other technologyoriented fields. Increasing numbers of biblical higher education institutions offer curricula across a broad spectrum of academic and professional disciplines. Institutions out of the Bible college tradition continue to earn additional forms of accreditation or (in Canada) provincial university-recognition. Many of the longer-standing institutions now hold membership with the Association for Biblical Higher Education, as well as one of the six U.S. regional accrediting associations. A growing number of these institutions have also established their own seminaries and graduate divisions. Their library holdings have expanded. Their administrators and faculty have earned appropriate graduate degrees, engaged in research and writing, and participate in professional associations in their designated fields. In short, institutions of biblical higher education have achieved widespread and growing credibility and currency within the larger academic community. One of the most significant developments in the growth of the Bible college movement was the founding of the Accrediting Association of Bible Institutes and Bible Colleges in 1947. The name was shortened in 1957 to the Accrediting Association of Bible Colleges. It was changed in 1973 to the American Association of Bible Colleges before being changed back to the Accrediting Association of Bible Colleges in 1994 to more accurately represent the geographic purview of the Association that included institutions in Canada, the United States and related territories. In 2004, the name was changed to the Association for Biblical Higher Education in order to reflect its expansion of scope with graduate education accreditation and programmatic accreditation and in order to address its expansion of services to include 7

affiliate institutions. Adoption of a new Constitution and Bylaws in 2009 designates the organization s present name as: The Association for Biblical Higher Education in Canada and the United States. Recognition The Association for Biblical Higher Education s Commission on Accreditation is recognized as a national, faith-related accrediting agency by the Council for Higher Education Accreditation (CHEA), the successor of the Council on Postsecondary Education (COPA), and subsequently the Commission on Recognition of Postsecondary accreditation (CORPA). The agency s official scope of CHEA recognition is as follows: Institutions and programs in the United States, Canada, and related territories that offer certificates, diplomas, associate, baccalaureate or graduate degrees aimed at preparing students for Christian ministries through Biblical, church-vocational and general studies. The ABHE Commission on Accreditation is also recognized by the United States Department of Education (USDE) as a national, specialized, institutional accrediting agency. ABHE was among the first institutions to receive recognition when USDE began recognizing accrediting agencies in 1952. The agency s official scope of USDE recognition (primarily for the purpose of participation in U.S. Title IV financial aid programs) is as follows: The accreditation and preaccreditation ( Candidate for Accreditation ) of Bible colleges and institutes in the United States offering undergraduate programs through both campus-based instruction and distance education. USDE recognition extends as well to ABHE s candidate (preaccredited) institutions. The Commission on Accreditation s accredited and preaccredited member institutions are recognized by the Department of Justice, the Veteran s Administration, and other relevant federal agencies in the United States. ABHE is also a sponsoring member of the International Council for Evangelical Theological Education (ICETE), the official theological education partner entity of the World Evangelical Alliance. ICETE is a global community comprising nine continental/regional networks of theological schools. Incorporated in the State of Illinois as a not-for-profit corporation, the Association is exempt from income tax under the provisions of section 501(c)(3) of the Internal Revenue Code of 1954. ABHE is governed by its member institutions through a delegate assembly which elects members of both a Board of Directors and a Commission on Accreditation at an annual business meeting. Accrediting decisions are made by the Commission on Accreditation. The Association s public accountability is underscored by the requirement that both the Board of Directors and the Commission on Accreditation must include public representatives among its members. The Commission on Accreditation is administered by a full-time Director with the support of additional Association and Commission on Accreditation professional and support staff. Institutional Accreditation The ABHE Commission on Accreditation s process of accreditation involves three stages whereby institutions proceed from applicant to candidate and finally to accredited status. Applicant Status is a pre-membership status granted to those institutions that meet the Commission on Accreditation s Conditions of Eligibility and that possess such qualities as might provide a basis for achieving candidate status within a maximum of five years. Applicant institutions are required to submit annual reports demonstrating progress toward candidate status. During year four, an institutional self- 8

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

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

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

Institutional Accreditation Standards Revised February 2017 Institutions have two years to comply with newly adopted Standards for Accreditation. 12

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

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

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

Institutional Accreditation Standards STANDARD 2 STUDENT LEARNING, INSTITUTIONAL EFFECTIVENESS, AND PLANNING The institution demonstrates that it is accomplishing and can continue to accomplish its mission, goals and program objectives and improve performance through a regular, comprehensive, and sustainable system of assessment and planning. Central to this plan is the systematic and specific assessment of student learning and development through a strategy that measures the student s knowledge, skills and competencies against institutional and programmatic goals. 2a. ASSESSMENT OF STUDENT LEARNING AND PLANNING ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by... 1. The identification of appropriate integrated student outcomes in the context of institutional goals, program-specific objectives and course objectives. 2. A shared commitment on the part of students, faculty, staff, administration, and governing board to achieve these stated outcomes. 3. A written plan of ongoing outcomes assessment that articulates multiple means to validate expected learning outcomes and that is subjected to a periodic review process. 4. Criteria appropriate to the higher education credential to be awarded for evaluating success with respect to student achievement and to the level of education. 5. Validation, as a result of using the outcomes assessment plan, that students are achieving the stated outcomes relative to institutional goals, program-specific objectives and course objectives. 6. A process whereby these outcome measurements lead to the improvement of teaching and learning. 7. The ongoing provision of reliable information to the public regarding student achievement, including graduation and employment rates. 2b. ASSESSMENT OF INSTITUTIONAL EFFECTIVENESS AND PLANNING ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by... 1. A written comprehensive assessment document that describes how the institution measures its effectiveness in an ongoing and structured way. 2. Meaningful analysis of assessment data and use of results by appropriate constituencies for the purpose of improvement. 3. Substantial documentation issuing from its assessment processes that the institution is effective in fulfilling its mission and achieving its goals and objectives. 4. A planning process that is comprehensive, involves representatives of the various institutional constituencies, and is subject to a periodic review process. 16

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

Institutional Accreditation Standards STANDARD 3 INSTITUTIONAL INTEGRITY The institution demonstrates Christian integrity in all of its practices and relationships, with strict adherence to ethical standards and its own stated policies. ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by... 1. Institutional publications (including the catalog, see Condition of Eligibility 6), websites and other web presence, statements, and advertising that describe accurately and fairly the institution, its academic programs, its admissions requirements, its transfer credit policies and criteria, its articulation agreements, and its effectiveness claims. 2. Handbooks that describe and govern various institutional relationships with students, faculty, staff, and board, including appropriate policies, processes, and grievance procedures. 3. An institutional culture that fosters respect for diverse backgrounds and perspectives. 4. Equitable and consistent treatment of employees and students consistent with appropriate published policies. 5. Honest and open communication regarding compliance with agencies such as accrediting, licensing, and governing bodies. 6. Fulfillment of all applicable standards, policies, and requirements of the ABHE Commission on Accreditation. 7. Integrity in financial matters and in compliance with applicable legal and governmental regulations. [Applicable Policies: Policy on the Conferral of Honorary Doctoral Degrees; Policy on Ethical Practices; Policy on Falsification of Data; Policy on Institutional Advertising, Student Recruitment, and Representation of Accredited Status] 18

Institutional Accreditation Standards STANDARD 4 AUTHORITY AND GOVERNANCE The institution is legally constituted as a nonprofit organization authorized by its state or province to operate as an educational institution and grant all degrees and/or offer credentials. The institution has a governing board with legal and fiduciary responsibility to exercise appropriate oversight over institutional integrity, policies, resource development, and ongoing operations. ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by... 1. Enabling documents that establish the institution as a legal entity in its state or province; protect its mission/purpose, tenets of faith, and control; and provide a basis for governance and administration. 2. Evidence that the institution is authorized to award the credentials that it offers in all of the jurisdictions in which it operates. 3. A governing board that exercises legal power for the operation of the institution. 4. Board membership that excludes all employees except the chief executive officer. 5. A governing board with officers that do not include the chief executive officer. 6. A governing board that assists in generating resources needed to sustain and improve the institution. 7. A conflict of interest policy for board members that addresses issues such as financial interests, contracts, employment, family, or other personal interests in the institution. 8. A governing board appropriate in size to operate efficiently and sufficiently diverse in ethnicity, gender (where theologically appropriate), and professional competencies to represent the constituency. 9. A governing board that is sufficiently autonomous to protect the integrity of the institution. 10. Evidence for the ongoing assessment of the effectiveness of the board and its members. 11. A process for orienting new board members and developing existing board members. 12. A process for providing updates for board members on issues relative to institutional mission, finances, and programs. 13. A chief executive officer appointed by, reporting to, and evaluated on a regular basis by the board, to provide administrative leadership for the institution. 14. Board policies and practices that clearly distinguish board and staff roles and that define the authority of the board and its limitations. 15. An effective board succession plan that ensures stability and new membership. 19

Institutional Accreditation Standards STANDARD 5 ADMINISTRATION The institution has a core of administrators that brings together its various resources and allocates them to accomplish institutional goals by implementing policies and structures in collaboration with appropriate constituencies. ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by... 1. A chief executive officer whose primary employment/vocational responsibility is to the institution and who is responsible to the board in leading the institution toward the accomplishment of its mission. 2. A chief executive officer with the combination of academic background and professional experience appropriate to the institution s mission. 3. A clearly documented organizational structure appropriate to the size and scope of the institution that encompasses all units and roles. 4. Administrative leaders with education, experiences, and competencies appropriate to the discharge of their duties and to the level of education offered. 5. Complete, accurate, and securely maintained administrative records. 6. A procedure and practice for ongoing review and enhancement of the performance of administrators. 20

Institutional Accreditation Standards STANDARD 6 INSTITUTIONAL RESOURCES The institution has the human, financial, physical, and technological resources needed to achieve its mission and has implemented policies and procedures to manage these resources effectively. 6a. HUMAN RESOURCES ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by... 1. An adequate number of qualified personnel to provide basic services to students, faculty, and administration. 2. Written policies and procedures for hiring, evaluating, promoting, and dismissing personnel based on principles of fairness and respect for individual rights. 3. Demonstrated commitment to provide adequate resources for employee welfare including professional development. 4. Policies and practices that support employee diversity appropriate to the institution s theological and cultural context. 5. An organizational climate that encourages job satisfaction, collegiality, and respect among personnel. 6. Published and accessible descriptions of organizational structures, job responsibilities, and employee policies. 7. Appropriate provisions for the protection of personnel from threat of harm or loss, including emergency and crisis response measures. 6b. FINANCIAL RESOURCES ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by... 1. Evidence of financial stability documented by independent, opinioned audits, prepared by a licensed accounting professional, approved by the board, and made available to the public. 2. A budgeting process that serves as an effective instrument of financial oversight and planning. 3. The cultivation of adequate revenue streams sufficient to realize institutional goals. 4. Risk management policies and procedures sufficient to safeguard assets. 5. Appropriate board oversight of financial management to meet public accountability obligations. 6. Sufficient financial reserves to enable effective response to unforeseen financial circumstances and enrollment fluctuations. 7. Adequate internal controls to safeguard assets and protect personnel from accusations of wrongdoing. 8. Evidence that institutional planning informs the budgeting process. 21

6c. PHYSICAL RESOURCES ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by... 1. Evidence that facilities, equipment, and supplies are adequate to support institutional mission, to achieve educational goals, and to ensure continuity of offerings. 2. Sufficient personnel and procedures to maintain physical resources adequately. 3. Evidence that physical resource needs are identified and addressed in the planning process. 4. Facilities and services compliant with applicable health, safety, and disability access codes. 5. Appropriate provisions for the protection of physical resources from threat of harm or loss, including crisis response measures. 6d. TECHNOLOGICAL RESOURCES ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by... 1. Appropriate technology to support the institution s educational and operational effectiveness. 2. Systematic allocation of resources to maintain current and support future technological capacity. 3. Ongoing training and support for technology personnel and users, including staff and students. 4. Clearly stated policies and procedures regarding technological resources, services, and security, including compliance with privacy regulations. [Applicable Policies: Policy on Semi-Autonomous Institutions] 22

Institutional Accreditation Standards STANDARD 7 ENROLLMENT MANAGEMENT The institution has developed and implemented an enrollment management plan that is consistent with its mission and addresses issues of recruitment, admissions, student financial services and retention. 7a. RECRUITMENT ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by... 1. Recruitment strategies that target students whose spiritual commitment, goals and interests are consistent with the institutional mission. 2. Accurate and sufficient recruitment information to enable prospective students to make informed decisions. 3. The allocation of resources and authority to support effective recruitment efforts. 4. Student recruitment policies and practices that encourage ethnic and gender diversity appropriate to the institution s theological and cultural context. [Applicable Policies: Policy on Institutional Advertising, Student Recruitment, and Representation of Accredited Status] 7b. ADMISSIONS ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by... 1. Admissions requirements and procedures that are clearly communicated to prospective students, applied consistently in the admissions process, and appropriate to the level of education. 2. Evaluation procedures that reasonably ensure admitted students have attained the requisite educational level and possess the ability to achieve their educational goals successfully. 3. Published policies and procedures related to transfer credit and prior learning, including public disclosure of criteria used to evaluate transfer credit and a list of institutions or programs with which the institution has established articulation agreements. 4. Systematic procedures for identifying applicants who are not adequately prepared for their desired level of study. [Applicable Policies: Policy on Transfer and the Award of Academic Credit; Policy on Validating Credits Earned at Unaccredited Institutions] 23

7c. STUDENT FINANCIAL SERVICES ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by... 1. Accurate financial aid information in regard to scholarships, grants, loans and refunds that is published and made available to prospective and enrolled students. 2. Evidence that financial aid practices meet regulatory and reporting requirements. 3. Financial counseling services provided to help students make decisions regarding alternatives for financing their education and to inform students who receive financial assistance of any repayment obligations. [Applicable Policies: Policy on Institutional Compliance with Title IV] 7d. RETENTION ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by... 1. Adequate resources and services to address the needs of at-risk students and improve student retention. 2. An assessment process that measures and improves student retention and completion. 24

Institutional Accreditation Standards STANDARD 8 STUDENT SERVICES The institution provides services that contribute to the holistic development and care of students and that are appropriate to the level of education and delivery system. ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by... 1. A commitment to the spiritual, physical, intellectual, emotional, and social development of students that is consistent with biblical higher education. 2. The organization and delivery of student services that are appropriately aligned with the institution s mission and culture, including services that meet the needs of students regardless of location or instructional delivery system. 3. Services that address diverse student needs, abilities, and cultures. 4. Appropriately qualified personnel who supervise and provide student services and programs. 5. Leadership development facilitated by curricular and/or co-curricular programs that are integrated with the educational objectives. 6. A regular system of assessing levels of student satisfaction and of acting to address issues identified in the assessment process. 7. Opportunities for students to provide input in institutional decision-making. 8. Published procedures for and records of addressing formal student complaints and grievances. 25

Institutional Accreditation Standards STANDARD 9 FACULTY The institution maintains a faculty committed to its mission and qualified academically and spiritually to facilitate student learning within their disciplines and to contribute to the development of a biblical worldview. The institution fosters an academic climate that stimulates the exchange of ideas, encourages professional development, promotes the well-being of faculty, and supports the faculty s role in decision-making. 9a. FACULTY QUALIFICATIONS, DEVELOPMENT AND WELFARE ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by... 1. A spiritually mature faculty who engage in modeling and mentoring relationships with students. 2. Faculty members who possess earned degrees from institutions accredited by agencies recognized by either the Council for Higher Education Accreditation (CHEA) or the U. S. Department of Education or by the appropriate provincial government. (Exceptions to faculty credential requirements should be limited and validated by professional vitae.) 3. Undergraduate faculty who have earned a minimum of a master s degree and teach in an area of documented expertise. 4. Graduate faculty who have an earned terminal or appropriate professional doctoral degree and teach in an area of documented expertise. 5. Appropriate documentation of its faculty s academic preparation and professional expertise, including official transcripts, official documentation of professional experience, performance and technical competencies, published documents, and other certifications and qualifications. 6. A faculty handbook that delineates appropriate policies and procedures, including published criteria for the recruitment, appointment, teaching load, promotion, grievance processes, termination of faculty, and the safeguarding of intellectual property rights based on principles of fairness and regard for the rights of individuals. 7. Systems for evaluating and improving the instructional effectiveness of all faculty. 8. Evidence of faculty contribution to student learning, scholarship, institutional development, ministry, and community service. 9. Support for the professional advancement and development of its faculty including the pursuit of terminal degrees. 10. A published statement of academic freedom and adherence to its principles within the context of the institutional mission. 11. A faculty that is representative of the diversity of the constituency and consistent with institutional theological distinctives. 26

9b. FACULTY DECISION MAKING ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by... 1. A core faculty of sufficient size and expertise, committed to the fulfillment of the institutional mission, and responsible for the quality of its academic functions. 2. An academic structure organized in departments, divisions, or alternate approaches appropriate to the size and complexity of the institution and the level of education offered. 3. A process of faculty appointment that involves related academic and administrative personnel. 4. A clear and publicized statement of faculty-adopted requirements for graduation that is consistently applied to the certification of graduates. 5. A faculty that is involved in academic-related decision-making processes especially related to admissions criteria, curriculum, and student development. 27

Institutional Accreditation Standards STANDARD 10 LIBRARY AND OTHER LEARNING RESOURCES The institution ensures the availability of and access to learning resources and services of appropriate form, range, depth, and currency to support the curricular offerings and meet student and faculty needs, regardless of location or instructional delivery system. ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by... 1. A written learning resource purpose statement, consistent with the institutional mission and educational outcomes. 2. Appropriate written policies and procedures relating to the management of library and other learning resources. 3. Sufficient funding, staff, facilities, technology, and practices to procure and maintain needed learning resources and services for all instructional modalities used by the institution. 4. The availability of library services (reference, technical, and circulation) and other means of support to meet research and information needs of students and faculty. 5. Promotion to enhance student and faculty awareness of resources and services available. 6. Documentation of any participation in available library networks and/or cooperative arrangements that involve the use of other resources. 7. Joint participation of librarians and faculty in curriculum planning, the analysis of resource adequacy, the selection of resource materials, and the development of library policy. 8. Policies, procedures, and facilities that ensure access to and security of learning resources. 9. A collection of learning resources that is appropriate based on the curriculum, course offerings, age of resources, usage, and formats. 10. Effective leadership by a credentialed director who has faculty status and who normally reports to the chief academic officer. 11. Effective collaboration between the librarians and information technology personnel. 12. Evaluation of learning resource utilization by the learning community. 13. Curricular requirements, instruction, and reference services designed to teach information literacy skills to the learning community. 28