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| Handbook of Accreditation and Policy Manual: Part III |
|
Part III - Commission Policies Testimonial Policies Principles of Good Practice in Overseas International Education Programs for Non-U.S. Nationals Principles of Good Practice for Electronically Delivered Academic Degree and Certificate Programs Contractual Relationships with Non-Regionally Accredited Organizations Policy Statement on the Role and Value of Accreditation Policy Statement on Accreditation and Authorization of Distance Learning Through Telecommunications Policy Statement on Considerations When Closing a Postsecondary Educational Institution Joint Policy Statement on Transfer and Award of Academic Credit Relationship Between General and Specialized Agencies Coordinating Guidelines for the WASC Postsecondary Accrediting Commissions Code of Commission Good Practice in Relations with Member Institutions Ethical Responsibilities of Commission Members Accreditation of Institutions and Systems Student and Public Complaints Against Institutions Commission Actions on Institutions Disclosure and Confidentiality of Information Policy Regarding Matters Under Litigation Relations with Government Agencies The Federally-Mandated Unannounced Inspection Commission Membership and Appointment Procedure Testimonial Policies Credit
for Prior Experimental Learning in Undergraduate Programs 1. Before credit for prior experiential learning becomes
part of the student's permanent record, the student completes, at
the credit-granting institution, a sufficient number of units to
establish evidence of a satisfactory learning pattern. 2. Portfolio-based credit for prior experiential learning
is awarded for no more than 30 semester units, or the equivalent,
toward the Associate Degree. Credit is awarded only for documented
learning which ties the prior experience to the theories and data
of the relevant academic field. 3. Credit is awarded only in areas which fall within
the regular curricular offerings of the institution and are part
of the instructional program the student completes. 4. Institutions using documentation and interviews
in lieu of examinations demonstrate that the documentation provides
academic assurances of equivalency to credit earned by traditional
means. 5. No assurances are made in advance regarding the
number of credits to be awarded. 6. Credit is awarded only by faculty holding regular
appointments in the appropriate discipline. The awarding of credit,
and the determination of the amount of such credit, is made by qualified
faculty members. The faculty ensures that assessment procedures
are appropriate for the credit awarded. 7. Only college level learning is creditable, consistent
with the academic standards of the institution. 8. Credit is awarded only to matriculated students
and is identified on the student's transcript as "credit for
prior experiential learning." The institution is prepared,
on request from another institution, to furnish full documentation
showing how such learning was evaluated and the basis on which such
credit was awarded. 9. Steps are taken to ensure that credit for prior
experiential learning does not duplicate credit already awarded
or remaining courses planned for the student's academic program.
10. Policies and procedures for awarding experiential
learning credit are adopted, described in appropriate institutional
publications, and reviewed at regular intervals. 11. Fees charged are realistically related to the cost of the program. Adequate precautions are provided to ensure that payment of fees does not influence the award of credit. Principles
of Good Practice In Overseas International Education Programs For
Non-U.S. Nationals Principles of Good Practice Institutional Mission
2. The faculty, administration, and governing board
of the US institution understand the relationship of the international
program to the institution's stated mission and purposes. 3. The international program has received all appropriate
internal approvals where required, including system administration,
government bodies, and accrediting associations. 4. The international program has received all appropriate
external approvals where required, including system administration,
government bodies, and accrediting associations. 5. The US institution documents the accepted legal
basis for its operations in the host country. 6. The US institution specifies the educational needs
to be met by its international program. 7. The content of the international educational program
is subject to review by the US institution's faculty. 8. The international education program reflects the
educational emphasis of the US institution, including a commitment
to general education when appropriate. 9. The educational program is taught by faculty with
appropriate academic preparation and language proficiencies whose
credentials have been reviewed by the US institution. 10. The standard of student achievement in the international
program is equivalent to the standard of student achievement on
the US campus. 11. The international educational program, where possible
and appropriate, is adapted to the culture of the host country.
12. The institution currently uses and assures the
continuing use of adequate physical facilities for its international
educational program, including classrooms, offices, libraries, and
laboratories, and provides access to computer facilities where appropriate.
13. The US institution has demonstrated its financial
capacity to underwrite the international program without diminishing
its financial support of the US campus. Financing of the international
program is incorporated into the regular budgeting and auditing
process. 14. International students admitted abroad meet admissions
requirements similar to those used for international students admitted
to the US campus, including appropriate language proficiencies.
15. The US institution exercises control over recruitment
and admission of students in the international program. 16. All international students admitted to the US
program are recognized as students of the US institution. 18. The US institution maintains official records
of academic credit earned in its international program. 19. The official transcript of record issued by the
US institution follows the institution's practices in identifying
by site, or through course numbering, the credits earned in its
off-campus programs. 20. The US institution assures that its institutional
program provides a supportive environment for student development,
consistent with the culture and mores of the international setting.
21. Students in the international program are fully
informed as to services that will or will not be provided. 22. The international program is controlled by the
US institution. 23. The teaching and administrative staff abroad responsible
for the educational quality of the international program are accountable
to a resident administrator of the US institution. 24. The US institution formally and regularly reviews
all faculty and staff associated with its international program.
25. The US institution assesses its international
program on a regular basis in light of institutional goals and incorporates
these outcomes into its regular planning process. 26. The US institution can provide to its accrediting
agencies upon request a full accounting of the financing of its
international program, including an accounting of funds designated
for third parties within any contractual relationship. 27. The US institution assures that all media presentations
about the international program are factual, fair, and accurate.
28. The US institution's primary catalog describes
its international program. 29. The US institution does not sell or franchise
the rights to its name or its accreditation. 30. The US institution assures that all references
to transfer of academic credit reflects the reality of US practice.
31. The US institution assures that if US accreditation
is mentioned in materials related to the international program,
the role and purpose of US accreditation is fairly and accurately
explained within these materials. 32. The official contract is in English and the primary
language of the contracting institution. 33. The contract specifically provides that the US
institution controls the international program in conformity with
these guidelines and the requirements of the US institution's accreditations.
34. The US institution confirms that the foreign party
to the contract is legally qualified to enter into the contract.
35. The contract clearly states the legal jurisdiction
under which its provisions will be interpreted will be that of the
US institution. 36. Conditions for program termination specified in
the contract include appropriate protection for enrolled students.
37. All contractual arrangements must be consistent
with the regional commissions' document, "Contractual Relationships
With Non-Regionally Accredited Organizations." Adopted February 12, 1990 by the Executive Directors
of the Regional Institutional Accrediting Bodies: Commission on Higher Education, Middle States Association
of Colleges and Schools Commission Institutions of Higher Education, New England
Association of Schools and Colleges Commission on Vocational, Technical, and Career Institutions,
New England Association of Schools and Colleges Commission on Institutions of Higher Education, North
Central Association of Colleges and Schools Commission on Colleges, Northwest Association of Schools
and Colleges Commission on Colleges, Southern Association of Colleges
and Schools Commission on Occupational Education Institutions,
Southern Association of Colleges and Schools Accrediting Commission for Community and Junior Colleges,
Western Association of Schools and Colleges Accrediting Commission for Senior Colleges and Universities,
Western Association of Schools and Colleges Adopted June 1, 1990 by the Accrediting Commission for Community and Junior Colleges
Application of the Principles Curriculum and Instruction
Institutional Context and Commitment Role and Mission
Faculty Support
Resources for Learning
Students and Student Services
Commitment to Support
Evaluation and Assessment
Background of the Principles Document These Principles
are the product of a Western Cooperative for Educational Telecommunications
project, "Balancing Quality and Access: Reducing State Policy
Barriers to Electronically Delivered Higher Education Programs."
The three-year project, supported by the US Department of Education's
Fund for the Improvement of Postsecondary Education, was designed
to foster an interstate environment that encourages the electronic
delivery of higher education programs across state lines. The Principles
were developed by a group representing the Western states' higher
education regulating agencies, higher education institutions, and
the regional accrediting community. Recognizing that the context for learning in our society
is undergoing profound changes, those charged with developing the
Principles tried not to tie them to or compare them to campus structures.
The Principles were also designed to be sufficiently flexible that
institutions offering a range of programs - from graduate degrees
to certificates - will find them useful. Several assumptions form the basis for these Principles:
"Principles of Good Practice" was approved
by the Accrediting Commission for Community and Junior Colleges
on June 11, 1996. 1. The primary purpose of offering such a course or
program is educational. (Although the primary purpose of the offering
must be educational, what ancillary purposes also provide the foundation
for the program or course such as auxiliary services, anticipated
income, and public relations?) 2. Any course offered must be consistent with the
institution's educational purpose and objectives as they were at
the time of the last evaluation. If the institution alters its purpose
and objectives, the regional commission must be notified and the
policy on substantive change applied. (How does the institution
define the specific relationship between the primary and ancillary
purposes and the contracted service and how does it demonstrate
its capability to attain these purposes?) 3. Courses to be offered and the value and level of
their credit must be determined in accordance with established institutional
procedures and under the usual mechanisms of review. (What evidence
exists that established institutional procedures have been followed?)
4. Courses offered for credit must remain under the
sole and direct control of the sponsoring accredited institution
which exercises ultimate and continuing responsibility for the performance
of these functions as reflected in the contract, with provisions
to assure that conduct of the courses meets the standards of its
regular programs as disclosed fully in the institution's publications,
especially as these pertain to: a. Recruitment and counseling of students. b. Admission of students to courses and/or to the
sponsoring institution where credit programs are pursued. Instruction in the courses. d. Evaluation of student progress. e. Record keeping. f. Tuition and/or fees charged, receipt and disbursement
of funds, and refund policy. g. Appointment and validation of credentials of faculty
teaching the course. h. Nature and location of courses. Instructional resources, such as the library. Additional data needed would include course outlines,
syllabi, copies of exams, records of students, and evidence of equivalencies
with established programs. In establishing contractual arrangements with non-regionally
accredited organizations, institutions are expected to utilize the
following guidelines. The not-for-profit institution should establish
that its tax-exempt status, as governed by state or federal regulations,
will not be affected by such contractual arrangements with a for-profit
organization. The Contract 2. Should establish a definite understanding between
the institution and contractor regarding the work to be performed,
the period of the agreement, and the conditions under which any
possible renewal or renegotiation of the contract would take place.
3. Should clearly vest the ultimate responsibility
for the performance of the necessary control functions for the educational
offering with the accredited institution granting credit for the
offering. Such performance responsibility by the credit-granting
institution would minimally consist of adequate provision for review
and approval of work performed in each functional area by the contractor.
a. Indirect costs b. Approval of salaries c. Equipment d. Subcontracts and travel e. Property ownership and accountability f. Inventions and patents g. Publications and copyrights h. Accounting records and audits i. Security j. Termination costs k. Tuition refund l. Student records m. Faculty facilities n. Safety regulations o. Insurance coverage Enrollment Agreement 1. The enrollment agreement should clearly outline
the obligations of both the institution and the student, and a copy
of the enrollment agreement should be furnished to the student before
any payment is made. 2. The institution should determine that each applicant
is fully informed as to the nature of the obligation being entered
into and the applicant's responsibilities and rights under the enrollment
agreement before the applicant signs it. 3. No enrollment agreement should be binding until
it has been accepted by the authorities of the institution vested
with this responsibility. Tuition Policies Rates a. The total tuition for any specific course given
should be the same for all persons at any given time. Group training
contracts showing lower individual rates may be negotiated with
business, industrial, or governmental agencies. b. Tuition charges in courses should be bona fide,
effective on specific dates, and applicable to all who enroll thereafter
or are presently in school, provided the enrollment agreement so
stipulates. c. All extra charges and costs incidental to training
should be revealed to the prospective student before enrollment.
d. The institution should show that the total tuition
charges for each of its courses is reasonable in the light of the
service to be rendered, the equipment to be furnished, and its operating
costs. 2. Refunds and Cancellations a. The institution should have a fair and equitable
tuition refund and cancellation policy. b. The institution should publish its tuition refund
and cancellation policy in its catalog or other appropriate literature.
3. Collection Practices a. Methods used by an institution in requesting or
demanding payment should follow sound ethical business practices.
b. If promissory notes or contracts for tuition are
sold or discounted to third parties by the institution, enrollees
or their financial sponsors should be aware of this action. Student Recruitment 1. Advertising and Promotional Literature a. All advertisements and promotional literature used
should be truthful and avoid leaving any false, misleading, or exaggerated
impressions with respect to the school, its personnel, its courses
and services, or the occupational opportunities for its graduates.
b. All advertising and promotional literature used
should clearly indicate that education, and not employment, is being
offered. c. All advertising and promotional literature should
include the correct name of the school. So-called "blind"
advertisements are considered misleading and unethical. 2. Field Agents a. An institution is responsible to its current and
prospective students for the representations made by its field representatives
(including agencies and other authorized persons or firms soliciting
students), and therefore should select each of them with the utmost
care, provide them with adequate training, and arrange for proper
supervision of their work. b. It is the responsibility of an institution to conform
to the laws and regulations of each of the areas in which it operates
or solicits students, and in particular to see that each of its
field representatives is properly licensed or registered as required
by the laws of the state or other entity. c. If field representatives are authorized to prepare
and/or run advertising or to use promotional materials, the institution
should accept full responsibility for the materials used and should
approve any such in advance of their use. d. When field representatives are authorized to collect
money from an applicant for enrollment, they should leave with the
applicant a receipt for the money collected and a copy of the enrollment
agreement. e. No field representative should use any title, such
as "counselor," "advisor," or "registrar,"
that tends to indicate that his duties and responsibilities are
other than they actually are. No field agent should violate orally any of the standards
applicable to advertising and promotional material. How an institution deals with diversity is an important
indicator of its integrity and effectiveness. Institutions accredited
by the Commission consider diversity issues in a thorough and professional
manner. Every institution affiliated with the Commission is expected
to provide and sustain an environment in which all persons in the
college community can interact on a basis of accepting differences,
respecting each individual, and valuing diversity. Each institution
is responsible for assessing the quality and diversity of its campus
environment and for demonstrating how diversity is served by the
goals and mission of the college and district. In addition, institutions
must identify the processes that actively promote diversity in the
everyday environment and the academic programs of the college. Accreditation
teams will evaluate the condition of institutional diversity during
the site visits and include findings and recommendations in written
reports to the Accrediting Commission. The Commission "Statement on Diversity"
is designed to guide institutions and evaluation teams in the self
study and site visit process and to indicate how institution-wide
reviews of issues of diversity should be documented in the self
study and visiting team reports. The Accrediting Commission, taking
into account the mission of the institution and the entirety of
the self study and peer review processes, will evaluate the institution's
effectiveness in addressing issues of diversity. All boards act on behalf of their owners. Owners may
be remote and have a limited range of concerns, or they may have
a more immediate presence and establish rather detailed expectations.
In every case, however, there is a delegation of authority from
owners to trustees, with the clear understanding that trustees may
act on behalf of owners to direct the affairs of the college without
compromising legitimate ownership interests. Boards of public institutions may be elected or appointed
and subject to laws and regulations of the political entity that
owns the institution. The practice in private institutions is ordinarily
appointment of trustees by a self-perpetuating board, appointment
by owners/sponsors, or a combination. The duty of the board is to
make policy, while administration - the day-to-day management of
the institution is the duty of the chief executive officer and staff.
This traditional dividing line is an oversimplification, in that
faculty in many institutions play significant roles in policymaking,
and administrative authority is, in many cases, delegated to others
than the president's staff. In his paper, "Policy and Administration,"
published by the Association of Governing Boards, Charles A. Nelson
defines policy as "a general rule of principle, or a statement
of intent or direction, which provides guidance to administrators
in reaching decisions with respect to the particular matters entrusted
to their care." Institutions in public systems are guided and
directed by laws and regulations that establish basic rights and
responsibilities of their governing boards. Boards that serve private
institutions frequently rely on associations such as the Association
of Governing Boards or institutional associations of private institutions
to offer guidance as to good practice. A board needs to establish the level of policy at
which it will operate, thus determining the levels of policy at
which the administration will operate. Where policy responsibility
is formally shared, as it may with faculties on academic issues,
the board sets boundaries for itself by formal delegation to others.
Size and complexity, and public or private control, will influence
the level of policy at which a board operates. Boards need rules, for themselves as well as for the
institution. Bylaws or policies that establish regular meeting times,
structuring of agendas, decision-making, and codes of ethics, including
prohibitions on conflicts of interest, help to not only make the
board effective but also to build trust in the integrity of the
board. Oversight responsibility - the obligation to ensure
that the mission of the institution is being appropriately served
and that its established goals are faithfully pursued is a major
duty of a board. The board asks questions about achievement of intended
outcomes, as part of its acting on behalf of the owners of the institution.
The board protects the institution from external pressures and is
an advocate for the best interests of the institution. The board must be concerned about its own effectiveness,
as well as that of the executive and the institution. Boards systematically
evaluate the executive and evaluate their own effectiveness. Board
effectiveness may be substantially enhanced by participation in
programs of board education offered by organizations such as the
Association of Governing Boards, the Association of Community College
Trustees, and the Community College League of California. Note: The Council on Postsecondary Accreditation (COPA)
referred to in several policies dissolved in December 1993. The
Commission on Recognition of Postsecondary Accreditation (CORPA)
was incorporated in January 1994 to continue the recognition process
for accrediting agencies. The Council for Higher Education Accreditation
was incorporated in July 1996 to recognize accrediting bodies, coordinate
accreditation functions, foster innovation in accreditation, assist
in resolving disputes, and serve as a national voice for self-regulation
through accreditation. I. Accreditation is a status granted to an educational
institution or a program that has been found to meet or exceed stated
criteria of educational quality. In the United States accreditation
is voluntarily sought by institutions and programs and is conferred
by nongovernmental bodies. Accreditation has two fundamental purposes: to assure
the quality of the institution or program, and to assist in the
improvement of the institution or program. Accreditation, which
applies to institutions or programs, is to be distinguished from
certification and licensure, which apply to individuals. The bodies conducting institutional accreditation
are national or regional in scope and comprise the institutions
that have achieved and maintain accreditation. A specialized body
conducting accreditation of a program preparing students for a profession
or occupation is often closely associated with professional associations
in the field. Both institutional and specialized bodies conduct
the accreditation process using a common pattern. The pattern requires
integral self study of the institution or program, followed by an
on-site visit by an evaluation team and a subsequent review and
decision by a central governing group. Within this general pattern
the various accrediting bodies have developed a variety of individual
procedures adapted to their own circumstances. Increasingly, attention
has been given to educational outcomes as a basis for evaluation.
Members of the Council on Postsecondary Accreditation
have been found by COPA to meet specific criteria of procedure and
organization regarded as necessary for the effective conduct of
the accrediting process. A COPA-recognized accrediting body can
be regarded as qualified to conduct evaluations of institutions
and/or programs seeking accreditation, and accreditation by such
bodies is generally recognized and accepted in higher education.
Institutional or specialized accreditation cannot
guarantee the quality of individual graduates, or of individual
courses within an institution or program, but can give reasonable
assurance of the context and quality of the education offered. The criteria of an institutional accrediting body
are broad, as is demanded by the attention to an entire institution
and by the presence in the United States of postsecondary institutions
of widely different purposes and scopes. Such criteria also provide
encouragement to institutions to try innovative curricula and procedures
and to adopt them when they prove successful. The accreditation
of an institution by an institutional accrediting body certifies
to the general public that the institution: a. Has appropriate purposes. b. Has the resources needed to accomplish its purposes.
c. Can demonstrate that it is accomplishing its purposes.
d. Gives reason to believe that it will continue to
accomplish its purposes. Institutional improvement is encouraged by an institutional
accrediting body through the requirement that the accredited institution
conduct periodic self-evaluations seeking to identify what the institution
does well, determining the areas in which improvement is needed,
and developing plans to address needed improvements. While the certification of accreditation indicates
an acceptable level of institutional quality, an institution, however
excellent, is capable of improvement, which must come from its own
clear identification and understanding of its strengths and weaknesses.
Institutional improvement is also encouraged by the
institutional accrediting body through the advice and counsel provided
by the visiting team, which is comprised of experienced educators
drawn primarily from accredited institutions, and by the publications
of the accrediting body. In a number of fields (e.g., medicine, law, dentistry)
graduation from an accredited program in the field is a requirement
for receiving a license to practice in the field. Thus, specialized
accreditation is recognized as providing a basic assurance of the
scope and quality of professional or occupational preparation. This
focus of specialized accreditation leads to accreditation requirements
that are generally sharply directed to the nature of the program,
including specific requirements for resources needed to provide
a program satisfactory for professional preparation. Because of
this limitation of focus to a single program, many specialized accrediting
bodies require that the institution offering the program be institutionally
accredited before consideration can be given to program accreditation.
Specialized accreditation encourages program improvement
by application of specific accreditation requirements to measure
characteristics of a program and by making judgments about the overall
quality of the program. For a non-accredited program, the accreditation
requirements serve as specific goals to be achieved. In addition
to accrediting standards, assistance for program improvement is
provided through the counsel of the accreditation visiting team
members, which include practitioners of the profession and experienced
and successful faculty members and administrators in other institutions.
IV. Institutional and specialized accreditation are
complementary. The focus of an institutional accrediting body on
an institution as a total operating unit provides assurance that
the general characteristics of the institution have been examined
and found to be satisfactory. The focus of a specialized accrediting
body on a specific program provides assurance that the details of
that particular program meet the external accreditation standards.
Institutional accreditation, concerned with evaluating the institution
as a whole, does not seek to deal with any particular program in
great detail, although programs are reviewed as a part of the consideration
of the entire institution. Specialized accreditation, speaking to
a specific program, does not seek to deal significantly with the
general conditions of the institution, although certain general
conditions are considered in the context in which the accredited
program is offered. Occasionally there are institutions offering
but a single program ("free-standing" schools), which
may seek institutional and/or specialized accreditation. In such
cases, the certification of the accreditation is appropriate to
either institutional or specialized accreditation and does not imply
both certifications, although a specialized body accrediting such
an institution is expected to look at the whole institution, just
as the institutional body is expected to consider the single educational
program. To the public, the values of accreditation include:
a. An assurance of external evaluation of the institution
or program and a finding that there is conformity to general expectations
in higher education or the professional field. b. An identification of institutions and programs
which have voluntarily undertaken explicit activities directed at
improving the quality of the institution and its professional programs
and are carrying them out successfully. c. An improvement in the professional services available
to the public, as accredited programs modify their requirements
to reflect changes in knowledge and practice generally accepted
in the field. d. A decreased need for intervention by public agencies
in the operations of educational institutions, since their institutions
through accreditation are providing privately for the maintenance
and enhancement of educational quality. To students, accreditation provides: a. An assurance that the educational activities of
an accredited institution or program have been found to be satisfactory
and therefore meet the needs of students. b. Assistance in the transfer of credits between institutions,
or in the admission of students to advanced degrees through the
general acceptance of credits among accredited institutions when
the performance of the student has been satisfactory and the credits
to be transferred are appropriate to the receiving institution.
c. A prerequisite in many cases for entering a profession.
Institutions of higher education benefit from accreditation
through: a. The stimulus provided for self-evaluation and self-directed
institutional and program improvement. b. The strengthening of institutional and program
self-evaluation by the review and counsel provided through the accrediting
body. c. The application of criteria of accrediting bodies,
generally accepted throughout higher education, which help guard
against external encroachments harmful to institutional or program
quality by providing benchmarks independent of forces that might
impinge on individual institutions. d. The enhancing of the reputation of an accredited
institution or program because of public regard for accreditation.
e. The use of accreditation as one means by which
an institution can gain eligibility for the participation of itself
and its students in certain programs of governmental aid to postsecondary
education. Accreditation is also usually relied upon by private
foundations as a highly desirable indicator of institutional and
program quality. Accreditation serves the professions by: a. Providing a means for the participation of practitioners
in setting the requirements for preparation to enter the professions.
b. Contributing to the unity of the professions by
bringing together practitioners, teachers, and students in an activity
directed at improving professional preparation and professional
practice. Adopted by the COPA Board Preface Preconditions 1. That the institutions/programs and accrediting
bodies are partners in the system of voluntary nongovernmental evaluation.
2. That there is a mutual commitment among institutions/programs
and accrediting bodies to: a. Voluntary self-regulation b. Assessment and enhancement of educational quality c. Candor d. Cooperation e. Integrity f. Confidence and trust Given these preconditions, there are certain reciprocal
institutional/programmatic and accrediting body rights and responsibilities
that relate directly (1) to the development and promulgation of
accreditation standards and (2) to the various stages of the accrediting
process. A. Development and Promulgation of Standards Institutions/programs and accrediting bodies, in cooperation
with each other, have the responsibility to: 1. Involve broad participation of affected constituencies
in the development and acceptance of standards and policies. 2. Develop standards and policies which: a. Are consistent with the purposes of accreditation.
b. Are sufficiently flexible to allow diversity and
effective program development. c. Allow and encourage institutional/programmatic
freedom and autonomy. d. Allow the institution/program to exercise its rights
within a reasonable set of parameters relevant to the quality of
education and, in professional fields, to prepare individuals effectively
for practice in the profession. 3. Conduct periodic reviews of the standards. B. Five Stages of Accreditation Actions or Process
and Concomitant Statements of Rights and Responsibilities Stage 1: Basic Procedures b. The institution/program develops an effective mechanism
to ensure the internal coordination of accrediting activities. c. In corresponding with representatives on campus,
the accrediting body routinely provides copies to the chief executive
and, where appropriate, the chief academic officer and/or director
of the program. d. The accrediting body refrains from advertising
or soliciting applications for accreditation from institutions/programs.
Stage 2: Information Requested and Supplied (Including
the Self Study) a. The institution/program determines how it will
conduct its self study and the accrediting body specifies the items
to be addressed in the report. b. The accrediting body requires only information
that is relevant to accrediting standards and policies, and, whenever
possible, this information will be coordinated with information
requested by other accrediting bodies. c. The institution/program involves broad and appropriate
constituent groups in the preparation and process of self study.
d. The institution/program discloses to the accrediting
body that information which is required to carry out the accrediting
body's evaluation and accrediting functions (with due regard to
individual privacy). e. The accrediting body and institution/program respect
the confidentiality of information required and evaluated in the
accrediting process. Stage 3: The Site Visit and Review a. When requested by the institution/program, the
accrediting body (in consultation with the institution/program and
when feasible) conducts joint, concurrent, coordinated, consolidated,
or phased visits. b. The accrediting body, in consultation with the
institution/program, selects site visitors who are: 1. Competent by virtue of experience, training, and
orientation. 2. Sensitive to the uniqueness of the institution
and/or program. and 3. Impartial, objective, and without conflict of interest.
c. The accrediting body ensures that the composition,
team size, and length of the visit are: 1. Determined in consultation with the institution/program.
2. Determined with regard to the size and complexity
of the institution/program. Most appropriate to accomplish the objectives of the
visit. d. The institution/program provides maximum opportunity
for communication with all relevant constituencies. e. The accrediting body communicates its findings
derived from the site visit to the institution/program. f. The accrediting body ensures that the report identifies
and distinguishes clearly between statements directly related to
quality-assessment and those representing suggestions for quality-improvement.
g. The accrediting body provides the chief executive
officer of the institution (and the chief academic officer and/or
the director of the program) with an opportunity to comment on the
written report of the visiting team and to file supplemental materials
pertinent to the facts and conclusions therein before the accrediting
body takes action on the report. Stage 4: The Decision (Including the Following)
a. The accrediting body permits the withdrawal of
a request for any status of accreditation at any time prior to the
decision on that request. b. The accrediting body makes decisions solely on
the basis of published standards, policies, and procedures using
information available and made known to the institution/program.
c. The accrediting body avoids conflicts of interest
in the decision-making process. d. The accrediting body ensures the confidentiality
of those deliberations in which accrediting decisions are made,
but due process will be observed in all deliberations. e. The accrediting body notifies institutions and
programs promptly in writing of accrediting decisions, giving reasons
for the actions. f. The accrediting body ensures that the communication
of the final accrediting decision, i.e., the notification letter
and/or final report, identifies and clearly distinguishes between
statements directly related to quality-assessment and those representing
suggestions for quality-improvement. g. The institution/program has a right to appeal an
accrediting decision in accordance with the policies of the accrediting
body and to maintain its accredited status during the appeal. h. The accrediting body publishes accrediting decisions,
both affirmative and negative, except for initial denial which need
not be made public. i. The accrediting body maintains the confidentiality
of the final report, but it may request that corrective action be
taken if an institution/program releases information misrepresenting
or distorting any accreditation action taken by the body or the
status of affiliation with the accrediting body. If the institution/program
is not prompt in taking corrective action, the accrediting body
may further release a public statement providing the correct information.
Stage 5: Follow-Up (Including Interim Reports and
Reapplication) a. The accrediting body can request periodic reports,
special reports, and consultative activities relevant to the institution's/program's
accreditation status. b. The accrediting body provides written notice to
the institution/program of the action taken in relation to a special
report or visit. c. The accrediting body may request the reevaluation
of an institution/program at any time for cause. d. The institution/program has an obligation to inform
the accrediting body of any substantive changes. e. The institution/program has a right to have pertinent
information provided concerning reapplication requirements for accreditation
under the terms and conditions specified by the accrediting body.
f. Separate from the accrediting process leading to
a decision on accredited status, the accrediting body assists and
stimulates improvement of the educational effectiveness of an institution/program,
and to this end makes provision for appropriate assistance. Adopted by the COPA Board April 19, 1985 Reviewed by ACCJC 1990, 1996 I. Advertising, Publications, Promotional Literature
1. Educational programs and services offered should
be the primary emphasis of all advertisements, publications, promotional
literature, and recruitment activities. 2. All statements and representations should be clear,
factually accurate, and current. Supporting information should be
kept on file and readily available for review. 3. Catalogs and other official publications should
be readily available and accurately depict: a. Institutional purposes and objectives. b. Entrance requirements and procedures. c. Basic information on programs and courses, with
required sequences and frequency of course offerings explicitly
stated. d. Degree and program completion requirements, including
length of time required to obtain a degree or certification of completion.
e. Faculty (full-time and part-time listed separately)
with degrees held and the conferring institution. f. Institutional facilities readily available for
educational use. g. Rules and regulations for conduct. h. Tuition, fees, and other program costs. Opportunities and requirements for financial aid.
j. Policies and procedures for refunding fees and
charges to students who withdraw from enrollment.(4)
4. In college catalogs and/or official publications
describing career opportunities, clear and accurate information
should be provided on: a. National and/or state legal requirements for eligibility
for licensure or entry into an occupation or profession for which
education and training are offered. b. Any unique requirements for career paths, or for
employment and advancement opportunities in the profession or occupation
described. II. Student Recruitment for Admissions (5)
2. Independent contractors or agents used by the institution
for recruiting purposes shall be governed by the same Principles
as institutional admissions officers and volunteers. 3. The following practices in student recruitment
are to be scrupulously avoided: a. Assuring employment unless employment arrangements
have been made and can be verified. b. Misrepresenting job placement and employment opportunities
for graduates. c. Misrepresenting program costs. d. Misrepresenting abilities required to complete
intended program. e. Offering to agencies or individual persons money
or inducements other than educational services of the institution
in exchange for student enrollment. (Except for awards of privately endowed restricted
funds, grants or scholarships are to be offered only on the basis
of specific criteria related to merit or financial need.) III. Representation of Accredited Status 1. The term "accreditation" is to be used
only when accredited status is conferred by an accrediting body
recognized by the Commission on Recognition of Postsecondary Accreditation
and/or the US Secretary of Education. 2. No statement should be made about possible future
accreditation status or qualification not yet conferred by the accrediting
body. Statements like the following are not permissible: "(Name
of institution) has applied for candidacy with the Commission on
Colleges of the _____________ Association;" "The _____________
program is being evaluated by the National Association of _____________
and it is anticipated that accreditation will be granted in the
near future." 3. Any reference to state approval should be limited
to a brief statement concerning the actual charter, incorporation,
license, or registration given. 4. The phrase "fully accredited" should
be avoided, since no partial accreditation is possible. 5. When accredited status is affirmed in institutional
catalogs and other official publications, it should be stated accurately
and fully in a comprehensive statement, including: a. Identifying the accrediting body by name. b. Indicating the scope of accreditation as: 1) Institutional (regional or national). Example: 2) Programmatic (curriculum or unit accredited must
be specified). Examples: The Department of Music at the University of Hiawatha
is accredited by the National Association of Schools of Music, a
specialized accrediting body recognized by the Commission on Recognition
of Postsecondary Accreditation (and/or the US Department of Education).
Programs for the preparation of elementary, secondary,
and special education teachers at the bachelor's and master's level,
for the preparation of guidance counselors at the master's and specialist
degree level, and for school superintendents at the specialist and
doctoral degree level, are accredited by the National Council for
Accreditation of Teacher Education, a specialized accrediting body
recognized by the Commission on Recognition of Postsecondary Accreditation
(and/or the US Department of Education). 6. The accredited status of a program should not be
misrepresented. a. The accreditation granted by an institutional accrediting
body has reference to the quality of the institution as a whole.
Since institutional accreditation does not imply specific accreditation
of any particular program in the institution, statements like "this
program is accredited," or "this degree is accredited,"
are incorrect and misleading. b. "Freestanding" institutions offering
programs in a single field, e.g., a school of art, engineering,
theology, granted accreditation by a regional or national institutional
accrediting body alone, should clearly state that this accreditation
does not imply specialized accreditation of the program offered.
Member agencies of CORPA should assume responsibility
for informing the CORPA office of improper or misleading advertising
or unethical practices which come to their attention, so that CORPA
may inform the appropriate accrediting association or associations.
Adopted by the COPA Board A series of task forces and advisory committees were
responsible for developing the components in the statement. During
their deliberations, each group affirmed the need to address the
quality of telecommunications instruction within the existing assessment
framework, which includes state authorization, non-government voluntary
accreditation, and institutional self-regulation. This belief is
reinforced in the principles and procedures which follow. The following
definition was used during the study: Telecommunications instruction is any course or series
of courses offered or sponsored by a postsecondary education institution,
consortium of institutions, or other organization, for which credit
is offered or awarded toward a certificate, diploma, or degree.
The course or courses must have, as the primary mode of delivery,
television, video cassette or disc, film, radio, computer, or other
supportive devices which build upon the audio-video format. In many
instances, the telecommunications course is supported by textbooks,
study guides, library resources, and other study aids, and may also
involve personal interaction with faculty, tutors, or other educational
personnel by telephone, mail, or in face-to-face meetings. The policies and procedures for assessing long distance
learning should not discourage the development and use of technology
for educational purposes. Specific requirements by state authorizing
agencies and accrediting bodies should accommodate constructive
innovation. C. The focus of states' authorization and of non-governmental
accreditation activity in long-distance learning by telecommunications
should be on postsecondary institutions and other organizations
which award credit that can be applied toward academic degrees,
or which provide other credentials that have credit bearing significance,
such as programs leading to certification of proficiency or licensure.
Authorization and accreditation requirements should not apply to
those institutions and organizations which are involved only in
the production of courses or support materials. State authorization activities are and should be the
initial step and a necessary prerequisite to accreditation in the
assessment of long-distance learning by telecommunications. E. The states have a responsibility in consumer protection
which should be reinforced as necessary. States without adequate
authorization legislation are urged to develop such legislation.
Institutions and other organizations involved in telecommunications
instruction, as in other instructional activities, should use and
further develop rigorous outcome measures to assess program effectiveness.
Accrediting bodies and state authorizing agencies should validate
and use such measures to the greatest possible extent in their evaluation
activities. G. The focus of the assessment activity for long-distance
learning by telecommunications conducted by educational institutions
should be accreditation, either institutional or professional, as
appropriate to the offerings. The interests of higher education and the general
public are best served when institutions voluntarily seek appropriate
approval, even in situations in which they may not be required to
do so. Toward this end, the accreditation and authorization of telecommunications-based
educational programs should be thorough and reasonable. If this
can be accomplished, then the institutional burden of seeking approval
will be a reasonable price to pay for increased public confidence.
The necessity of an institution's seeking state authorization
depends in large measure upon the institution's "physical presence"
in the state or states in which it wishes to operate. Although there
is yet no clear legal definition of "physical presence,"
the following guidelines have been developed: The act of transmitting an electronic signal into
another state without any other contact within that state does not,
under current laws, constitute physical presence. Similarly, the
use of an interstate interactive computer system to deliver educational
services - absent any other in-state contact would not necessarily
create jurisdiction over the out-of-state institution. The use of interstate mail and telephone services
to provide instructional and related services to students involves
protected interstate commerce and, therefore, generally cannot be
subjected to state regulation. The presence of an institutional recruiter (agent)
in a state may constitute sufficient physical presence of an institution
in that state to subject it to licensure. It may also subject the
institution to other legal constraints. Support services that include institutional representatives
in a state, such as tutors, counselors, or instructors, in most
instances establish physical presence sufficient to afford the state
jurisdiction through its approval mechanism. 1. With respect to the states: States should provide mechanisms to exchange information
with each other and with accrediting bodies concerning standards,
procedures, and actions relating to the authorization of institutions
to operate and grant degrees. State-authorizing agencies should seek more uniform
authorization requirements so that educational institutions eventually
can receive authorization in all jurisdictions through common assessment
procedures. The states have constitutional and statutory responsibility
to provide and supervise education. In those states where statutes
providing supervision of postsecondary institutions currently do
not exist, appropriate legislation should be sought, and the means
for reviewing and authorizing educational operations and institutions
should be established. Due consideration should be given to instruction
delivered by telecommunications. The State Higher Education Executive Officers Association
should continue to work closely with the states to attain these
objectives. 2. With respect to regional, national, and specialized
accrediting bodies: Accrediting bodies should continue to develop standards
and procedures for off-campus programs, including instruction delivered
by telecommunications, in harmony with the COPA policy statement
on off-campus operations and institutional and accrediting bodies'
agreements of understanding. Accrediting bodies, through COPA, should create better
mechanisms for the exchange of information with each other and with
all affected state agencies concerning standards, procedures, and
actions relating to the accreditation of institutions and programs
and their off-campus activities, including instruction delivered
by telecommunications. Accrediting bodies, as they do now for all other programs,
should require institutions involved in long-distance learning by
telecommunications to have the appropriate authorization to operate
in any state in which they wish to offer instruction. Accrediting bodies should require demonstration by an institution or, in the case of specialized accreditation, by the program under evaluation that its students achieve the educational objectives set for them. Currently-accepted criteria of accreditation can be applied to institutions and programs offering long-distance learning or using t |