The Accreditation Council for International Universities & Institutes

Accreditation Criteria

INTRODUCTION

This section of the Accreditation Criteria comprises the most heavily weighted part of the accrediting process. Chapter 1 states and explains the minimum operational and educational practices expected of all institutions, whatever methodology and mode of educational delivery is used and wherever the institution provides educational activities. Inasmuch as these are minimum expectations, extreme deviation from them is not permitted. The Board, while encouraging innovation at institutions and attempting to be somewhat flexible in its interpretation of these standards, does not grant waivers on criteria pertaining to good educational practice.

Chapters

2-6 contain additional criteria which are applicable to institutions offering non-degree programs and programs culminating in occupational associate's, academic associate's, bachelor's, and master's degrees. The Board recognizes that some requirements of these standards may not be appropriate for entities, and it may waive specific standards on a case-by-case basis.

3-1-100- MISSION: Purpose and Objectives

Every institution must have a mission which is its specific purpose for existing. This mission, together with a set of objectives to accomplish it, must be summarized in a mission statement. The objectives should be devoted substantially to career-related education and should be reasonable for the program of instruction, mode of delivery, and facilities of the institution.

Institutions may exhibit a variety of missions, ranging from those which have a singleness of purpose to those which are multi-purpose.

3-1-101. Disclosure.

The mission statement of the institution, its purpose, and its supporting objectives must be stated in the catalog and in other publications readily available to the public. The mission statement must be expressed in terms readily understandable by a prospective student, parents, the public, and other educational institutions.

3-1-102. Implementation.

The institution is measured both in terms of its stated purpose and in terms of its conscientious endeavor to fulfill this purpose. The faculty, financial resources, physical plant, administration, management, and educational activities shall be appropriate and committed to successful implementation of the stated mission of the institution.

3-1-110- INSTITUTIONAL EFFECTIVENESS

An important indication of the overall effectiveness of an ACIUI-accredited institution is the degree to which it meets its own predetermined educational outcomes. Each ACIUI-accredited institution, consistent with its mission, shall develop and implement an Institutional Effectiveness Plan that identifies how it plans to assess and continuously improve its educational programs and processes, and that addresses its ability to meet the educational and occupational objectives of its programs. In this document, each institution should attempt to incorporate short-term objectives to be accomplished in order to achieve the mission of the institution and its future goals.

3-1-111. Institutional Effectiveness Plan.

Each institution shall have on file an Institutional Effectiveness Plan (IEP) that describes the characteristics of the programs offered and of the student population, describes what types of data will be used for assessment, identifies outcomes, and states how continuous improvement will be made to improve or enhance outcomes.

At a minimum, the following five elements will be evaluated for institutional effectiveness:

(a) student retention rates;

(b) student placement rates;

(d) level of employer satisfaction; and

(e) student learning outcomes.

In compiling the data needed to assess the level of graduate satisfaction and the level of employer satisfaction, each institution shall identify and describe how the data were collected, the rationale for using each type of data, a summary and analysis of the data collected, and how the data have been used to improve educational processes.

Each institution shall publish placement rate and retention rate goals for the next academic year. In formulating these goals, each institution shall take into account the retention and placement rates from the previous three Annual Institutional Reports and the specific activities that will be undertaken to meet those goals.

Institutions are encouraged to include additional information in their plans which is relevant to improving their overall
effectiveness.

3-1-112. Implementation and Monitoring of the Institutional Effectiveness Plan.

Institutions shall document that the specific activities listed in the plan are carried out and that periodic progress reports are completed to ensure that the plan's activities are implemented. Appropriate individuals should be assigned responsibility for implementing and monitoring the Institutional Effectiveness Plan.

3-1-113. Evaluation of the Institutional Effectiveness Plan .

Institutions shall evaluate the plan, its goals, and activities at least annually. Evaluation requires the determination of initial baseline rates and a measurement of results after planned activities have occurred. Institutions shall maintain documentation of historical outcomes and show evidence of how this documentation is used to achieve expected goals. Institutions should adjust their goals accordingly as a result of an evaluation of the Institutional Effectiveness Plan.

3-1-114. Evaluation of Retention and Placement Rates.

Institutions are expected to evidence annual retention and placement rates which are in keeping with their mission and the expectations of ACIUI. Each institution's retention and placement rates will be evaluated using the following elements:

(a) the institution's stated retention and placement goals as identified in its Institutional Effectiveness Plan;

(b) the average rates calculated from data collected on the Annual Institutional Report for comparable institutions;

(d) the characteristics of the program offering (s) as described in the Institutional Effectiveness Plan; and

(e) the characteristics of the student population as described in the Institutional Effectiveness Plan.

3-1-200- ORGANIZATION

Each institution should have an organizational structure designed to promote among all staff and faculty a spirit of
understanding, cooperation, and responsibility. Performance standards and monitoring controls need to be employed to insure adequate administrative functioning. The annual budget expenditures should be adequate to properly carry out the stated educational objectives of the institution.

3-1-201. Disclosure.

The governance, control, and corporate organization of the institution shall be stated in appropriate publications, including the catalog, together with the names of the trustees, directors, administrators, and officers.

3-1-202. Integrity.

The integrity of an institution is manifested by the professional competence, experience, personal responsibility, and ethical practices demonstrated by all individuals comprising the ownership, control, or management.

An institution must assume full responsibility for the actions, statements, and conduct of its representatives and must, therefore, select each of them with the utmost care, provide them with adequate training, and arrange for constant and proper supervision and evaluation of their work. The Board considers the following to be important:

(a)Emphasis shall be placed upon the efficiency and effectiveness of the overall administration of the institution.
Attention shall be given to educational activities, admissions, student financial aid, financial operations, plant and equipment, student services, and compliance with applicable local, state, and federal laws. The degree of institutional compliance with the criteria in these areas is a measure of the administrative capability of the chief on-site executive officer.

(b)The institution must maintain written evidence that faculty and staff members clearly understand their duties and responsibilities, know the person to whom they report, and understand the standards by which the success of their work is measured. A copy of the document describing these terms and conditions shall be given to the faculty and staff member and a copy maintained by the institution.

(c)In the administrative organization of the institution, the professional integrity of the faculty and staff shall be respected. Administrative decisions shall not inhibit the academic freedom of the faculty. The institution shall adopt a policy assuring academic freedom and communicate the policy to all faculty.

(d) An institution shall establish, publish, and implement appropriate grievance policies and procedures for considering complaints received from students, employees, and other interested parties. The grievance procedure for students shall be published in the institutional catalog or student handbook and shall include the name and address of ACIUI.

3-1-203. Financial Stability.

The financial well-being of an institution requires constant oversight by competent managers.

he institution shall have adequate revenues and assets to meet its responsibilities, to ensure continuity of service, and to accomplish its mission. Budgetary practices should reflect a balanced application of resources to operations; the amount of expenses and debt must not burden the educational objectives of the institution; the proportion of the budget allocated to instructional programs must be adequate; and the financial profile of the institution must support the intent of its objectives.

3-1-300- ADMINISTRATION

Each institution must coordinate its administrative functions to best serve its educational mission. All staff should be well trained to carry out administrative functions. Detailed record keeping enhances the management of the institution.

3-1-301. Management .

Each institution shall have a chief executive officer. Moreover, each institution also shall have a qualified on-site administrator at the main campus and at all branches. This person must be made known to ACIUI and shall be responsible for the implementation of the stated mission as determined by the institution's governing body. The staff continuously shall evaluate the programs of study, student activity program, guidance services, financial aid services, instructional procedures and resources, and other aspects of the educational program of the institution. The chief executive officer shall seek to improve the educational program as a result of such evaluation. A current copy of the Accreditation Criteria. shall be maintained by each main and branch location and shall be available to faculty and staff.

3-1-302. Evidence of Degrees .

Institutions listing degrees of staff members in the catalog shall have on file appropriate evidence of the degrees. Copies of either transcripts or diplomas are acceptable.

3-1-303. Records .

Careful record keeping is crucial to the smooth day-to-day operation of an institution. The data from these records are important to the institution for future planning, to students for informational purposes, and to evaluation teams during school visits. All such records should be maintained at each institutional site or shall be available at each site during evaluation visits. The Board expects at least the following:

Adequate records shall be kept by each institution relative to administrative operations. These include financial aid activities, admissions, curriculum, accreditation and licensure, guidance, instructional resources, supplies and equipment, school plant, faculty and staff, student activities, and student personnel.

(b) For all students admitted under an ability-to-benefit determination, the institution shall maintain records of the validated test scores, initial and periodic academic and career advising, and any other factors used by the institution to support its admissions determination.

(c) For institutions admitting students under an ability-to-benefit determination, documentation shall be maintained to evidence the relationship between test cut-off scores on whatever test the institution uses and successful academic or employment outcomes.

Such records could include such data as admissions rate (acceptances versus rejections), completion rate of those enrolled, general placement rate, or specific career placement rate.

For students tested and enrolled based on a test's validity to predict aptitude, the test score should predict successful completion of the program. It is instructive for institutions to develop longitudinal data comparing the test cut-off score(s) utilized for acceptance with the eventual success of students.

An institution admitting a high percentage of applicants based on testing and losing a comparably high percentage of those students before completion (even allowing for factors other than ability) may not be using the appropriate test to measure aptitude, or the cut-off score for admission is too low, or both.

For high school graduates or those with high school equivalency, the institution shall have on file evidence that the student has received a high school diploma or its equivalent. A signed statement by the student is acceptable documentation. The student's record also may include personal background information, evidence of other educational experiences (including certificates, diplomas, or degrees earned), or information about the ability of the student to benefit from the education offered, including any aptitude testing information or recommendations from other sources.

A permanent academic record (transcript) of the student's progress shall be maintained. Compatible with the institution's mission, the transcript shall indicate student accomplishment in terms of clock hours, units of credit, or some other recognized system. The grading system used shall be fully explained on the transcript.

All basic records and reports pertaining to students shall be safely protected. Acceptable methods of protecting records from theft, fire, water damage, or other possible loss include appropriately fire-rated file cabinets (that can be and are locked when not being used); a central location such as a vault, the entirety of which is protected; and microfilmed records, computer disk, backup tape, printout records, or other hard copies of records protectively stored off the premises.

Certain basic records shall be maintained by the institution for a specified period of time. Transcripts should be kept indefinitely, and admissions data and other records should be kept for at least five years from the last day of attendance. Financial aid records shall be maintained according to the guidelines established by the funding source.

3-1-400- RELATIONS WITH STUDENTS

Each institution should strive to ensure that its relations with students always reflect the highest ethical standards and conform to all applicable laws and regulations. Each institution also is required to develop a program of student services that is consistent with its stated mission, including services provided for students attending branch campuses and learning sites. Such services should support the educational program and reflect the institution's concern for the welfare of the student. In reviewing an institution's compliance with the Accreditation Criteria , the Board will consider the guidelines in assessing pre-matriculation practices.

3-1-410- ADMISSIONS AND RECRUITMENT

It is up to an institution to establish its own admissions criteria. It is the responsibility of ACIUI to ensure that all who are enrolled are accorded equal educational opportunity.

The ultimate responsibility for the activities of an institution's employees or agents in the referral, recruiting, evaluation, and admissions processes always remains with the owner of the institution. It cannot be delegated or ignored. An owner may not delegate without supervision these activities to an employee whose economic incentives are to recruit prospects through means that are unethical or subject to public criticism or to admit ill-prepared applicants. The owner may not contract, directly or indirectly, with third parties who are generally unfamiliar with the institution and have only an economic interest in recruiting students. "Non-employees" are independent contractors who are not considered "employees" under the Internal Revenue Code.

3-1-411. Admissions.

The admissions policy shall conform to the institution's mission, shall be publicly stated, and shall be administered as written. The following minimums apply:

The requirements for students admitted to programs leading to a certificate, diploma, or degree shall include graduation from high school or its equivalent, or demonstration of the ability to benefit from the training offered. Such ability-to-benefit determination shall include, at a minimum, the administration of a validated test and academic and career advising.

It is the responsibility of the institution to maintain student records which reflect the requirements for admission of all students.

Institutions are not precluded from admitting, under different requirements, students who are beyond the age of compulsory school attendance or who may be otherwise specially circumstanced, such as:

having financial sponsorship through contractual arrange-ments with public or private organizations;
having identifiable needs requiring remedial instruction as a supplement to the regular curriculums;
participating in innovative postsecondary programs spec-ially described to ACIUI; or being enrolled in individual courses not leading to an academic credential.

3-1-412. Recruitment.

Recruiting shall be ethical and compatible with the educational objectives of the institution. The allocation of an institution's financial resources for purposes of recruitment shall be consistent with the stated mission of the institution. The following minimums apply:

An institution shall ensure that each of its representatives is communicating current and accurate information regarding courses and programs, services, tuition, terms, and operating policies.

No prospective student names obtained as a result of a survey, canvass, promise of future employment or income while a student, or other marketing activity by an institution may be used for recruitment purposes unless the name of that institution is clearly identified and purposes of such activity are communicated to the respondent. This does not preclude the use of surveys or other studies to determine the employment needs and the educational desires of the local community.

An institution shall conform to the laws and regulations of each of the Country in which it operates and shall ensure that each of its representatives is properly licensed or registered as required by the laws of that Country.

Representatives of an institution shall use only those titles which accurately reflect their actual duties and responsibilities. Recruitment and enrollment personnel may not be designated as counselors or advisors and may not make final decisions regarding financial aid eligibility, packaging, awarding, and disbursement.

No third party or non-employee may be involved in the surveying/canvassing, recruiting, or admitting process, except that third parties or non-employees may be paid on a non-commissioned basis for distributing appropriately worded leaflets and other information to prospective students or for preparing advertising and other marketing materials, and except as provided in (f) below.

Referrals are permitted by students, alumni, and employees, and the referrer may be paid a greater than token fee. Referrals are permitted by third parties, and the referrer may be paid a greater than token fee so long as the referrer provides full disclosure and does not misrepresent the purposes of soliciting a prospective referral.

Institutions are permitted to use non-employees to recruit students outside of the United States . These recruiters must be supervised by the institution's administration to ensure that their activities are in compliance with all applicable standards.

413. Transfer of Credit.

An institution shall evaluate and consider awarding proper academic credit for credits earned at ACIUI-accredited institutions. Further, institutions are encouraged to examine credits earned at other accredited institutions. The institution shall establish and adhere to a systematic method for evaluating and awarding academic credit for those courses that satisfy current program course requirements. Written policies and procedures must clearly outline the process by which transfer of academic credit is awarded.

3-1-420- STANDARDS OF SATISFACTORY PROGRESS

Each institution shall establish and administer measures of satisfactory academic progress for all students. A reference table for satisfactory progress is included as Appendix E.

3-1-421. Applicability .

These standards of satisfactory academic progress apply to all students, not just to those receiving financial aid. Students must meet the minimum standards set forth below, or they shall be deemed not to be making satisfactory progress.

3-1-422. Disclosure .

Standards of satisfactory academic progress must be published in the institutional catalog.

3-1-423. Elements .

Acceptable standards of satisfactory academic progress shall include the following elements:

A maximum time in which a student is permitted to complete an educational objective, degree, or certificate. The maximum time for completion of the program is limited to one of the following: a period equal to 1.5 times the standard program length for normally progressing students of the same enrollment status (e.g., full-time, part-time); or a period of time during which a student attempts 1.5 times the number of clock or credit hours required in order to complete the program. For purposes of this standard, credit hours or clock hours attempted shall mean any such hours for which a student has incurred a financial obligation.

Evaluation points in the academic program. At a minimum, the evaluations shall be conducted at least once each academic year and when the student has reached the 25% and 50% points of the maximum time frame as described in Appendix E. When these points occur during a term, the evaluation should be conducted at the end of the prior term. Students who fail to meet the minimum academic achievement and successful course completion standards at the 25% point must be placed on academic probation. Students who fail to meet the minimum academic achievement and successful course completion standards at the 50% point are not eligible for financial aid, may not be placed on probation, and must be dismissed unless they are placed in an extended enrollment status as outlined in Section 3-1-423(g).

Institutions are encouraged to evaluate satisfactory progress more frequently, particularly if they intend to place students on probation prior to the required evaluation points when students must meet the minimum standards or be dismissed.

The following minimum expectations at these evaluation points apply:

(i) Specific minimum academic achievement standards at all required evaluation points. These standards must equal or exceed the minimum GPA standards as provided in Appendix E. Institutions may establish stricter standards. Generally the minimum standards at each evaluation point become progressively higher as the student proceeds in the academic program so that the student is able to attain at least a 2.0 GPA at the two-year point in the program or at graduation, whichever is earlier. Grades, work projects completed, or comparable factors must be used which are measurable against a norm. For programs longer than two years, the GPA must be a "C" or the equivalent (2.0 on a 4.0 scale) or academic standing must be consistent with the institution's graduation requirements at the end of the second academic year. The minimum GPA relates to a 4.0 scale. If other grading scales are used, proportional averages relative to a 4.0 scale should be adopted.

(ii) Minimum successful course completion standards at all required evaluation points. These standards must equal or exceed the minimum successful completion standards as provided in Appendix E for each of the required evaluation points. Institutions may establish stricter standards. The percentage of successful course completion is based on the number of credit hours or clock hours attempted at the evaluation point. An institution may calculate this percentage by dividing the total number of credits or clock hours successfully completed (as defined by the institution) by the total number of credits or clock hours attempted (those for which a student has incurred a full or partial financial obligation). The purpose of the successful course completion standards at each evaluation point is to ensure that students can successfully complete the academic program in the maximum allowable time period.

(c)Specific procedures for providing an academic probation status. The Board requires institutions to provide an academic probation status (see Glossary). The probation policy must define the conditions of probation, including how long a student may remain on probation and the requirements for being removed from probation.

(d)Evidence of the consistent application of standards to all students within categories of student (e.g., full-time, part-time, undergraduate, graduate).

(e)Specific policies defining the effect on satisfactory academic progress of course incompletes, withdrawals, repetitions, pass/fail grades, leaves of absence, and noncredit remedial courses. Policies must be defined for all applicable areas.

(f)Specific procedures for students to appeal a determination that they are not making satisfactory progress, including procedures for addressing mitigating or special circumstances.

(g)Specific policies for continuation at the institution in a period of extended enrollment after the student is determined not to be making satisfactory progress, if applicable. An institution may continue students in an extended enrollment status after they have been determined not to be making satisfactory progress at the evaluation points described above for an unlimited period of time provided the following disclosures have been discussed with each student and agreed to in writing:

(i)The student is not eligible for additional student aid at the institution while in an extended enrollment status and is responsible for all financial arrangements with the institution. Students who fail to meet satisfactory progress standards are not enrolled in an eligible program for the purpose of student aid eligibility. The institution may charge the student tuition and fees during this period of extended enrollment, but it is not required to do so.

(ii)While in an extended enrollment status, students must seek to correct academic deficiencies by taking remedial courses, retaking courses they have failed, or practicing previously learned skills in order to reestablish satisfactory progress. However, in no case can a student exceed one and one-half times the standard time frame either as a regular student or in an extended enrollment status and receive the original academic credential for which he or she enrolled. Students exceeding the maximum time frame may receive a certificate of completion.

Institutions are reminded that when a student is dismissed or placed in an extended enrollment status for failure to make satisfactory progress, a refund may be due. Any change in student status must be communicated to the financial aid lender, if applicable.

(h) Specific policies for reestablishing satisfactory progress, if applicable. A student may reestablish satisfactory progress after failing to maintain the minimum standards outlined in Appendix E if the student meets criteria established by the institution, including the following requirements:

(i) The student must successfully retake courses previously failed or upgrade the skills applicable to the student's educational objective so that the recalculated GPA and successful completion percentage meet or exceed the minimum requirements.

(ii) Some form of academic evaluation must be conducted by the institution to determine that the student has the desire and the academic ability to progress satisfactorily in the program.

i. The student must be placed on academic probation for a predetermined period of time after reestablishing satisfactory progress.

3-1-430- FINANCIAL RELATIONS

3-1-431. Scholarships, Institutional Grants, Institutional Loans, and Financial Aid.

The Council recognizes that most accredited institutions offer or administer programs of financial assistance to students. Institutions must meet appropriate guidelines for such programs in order to ensure their legitimacy. Participation in ethical institutional grant (See Appendix F, "Guidelines for Institutional Grant Programs"), institutional loan, and scholarship programs requires adherence to the following:

(a) The application of these programs must fall within the publicly accepted meaning of the terms "scholarship," "grant," and "loan."

(b) Institutional scholarship and grant program information must be printed in the current catalog of the institution with full disclosure of the terms, conditions, application procedures, deadline dates, basis for selection, and range of award amounts. This information must be presented in such a manner that avoids leaving any false, misleading, or exaggerated impressions of the scholarship(s) or grants(s) offered. Institutions are reminded that the primary basis for awarding a scholarship is the student's performance (or potential performance) in an educational program. Institutional grants are awarded primarily on financial need (see Glossary definitions for additional information).

(c) The availability of institutional loans, terms, and conditions must be disclosed in the current catalog. The amount of the loan will vary according to the individual financial need of each student receiving the assistance. The collection of institutional loans must be pursued in an aggressive and systematic manner, based on sound business practices, for all student borrowers.

(d) Financial aid (grants, loans, and work-study programs supported by outside sources such as private organizations or state and federal governments and supervised by an institution) may be offered so long as the aid is administered within the guidelines established by the funding source. It is the responsibility of the institution to make clear in all of its publications and by all of its actions the meanings of the terms scholarship, grant, loan, and financial aid.

3-1-432. Tuition and Charges.

Institutions may charge varying amounts of tuition and fees for different programs. All charges should be consistent for students enrolling at the same time and in the same programs, however, and detailed financial records should indicate at all times the financial obligation of the student to the institution. The following are minimum expectations:

(a)The tuition and other charges, including the period for which the student is financially obligated, shall be clearly stated in the catalog of the institution. The existence of any separate or comparable publication containing tuition rates must be referenced specifically in the catalog. The schedule of charges must be uniformly administered to all categories of students.

(b) The financial records of the students shall clearly show the charges and dates for the posting of tuition, fees, and other charges; the payments and dates of payment; and the balance after each transaction.

(c) The enrollment agreement or catalog used by an institution must clearly outline the financial obligations of both the institution and the student. When an enrollment agreement is used, the student must receive a copy.

(d)The tuition for any program offered by an institution shall be the same for all similarly circumstanced persons who were enrolled under the same published tuition agreement.

e. Announcements of changes in tuition or fees must state the effective date of the change and be uniformly administered.

(f) Terms of payment may be varied by the institution so long as the tuition charges are uniformly administered.

3-1-433. Refund Policy.

The institution must have a fair and equitable refund policy that is applicable to all students and that is published in the institution's catalog. Specific federal or state policies may apply.

3-1-434. Administration of Student Financial Aid.

Participation in state or federal student financial aid programs requires serious administrative responsibility. The Council expects all institutions participating in such programs to be knowledgeable of and in compliance with applicable laws and regulations. The following requirements govern how such activities are evaluated by ACIUI:

(a) An institution participating in student financial aid programs shall designate at least one competent person at the site to administer student financial aid. The extent of this activity and the personnel needed shall be governed by the size and classification of the institution. The person who determines the amount of student awards cannot be responsible for disbursing those awards.

(b) The person or persons assigned to administer student financial aid programs must in all cases be a part of the administration. Administrative personnel involved in student recruitment as their major activity shall not have the final decision-making authority in the approval or awarding of student financial aid.

(c) There shall be professional awareness on the part of the financial aid administrator as shown by membership and participation in state, regional, or national financial aid associations and by other educational activities designed to keep the administrator up to date on procedures and changes in the field.

3-1-435. Cash Discounts.

Any institution providing discounts for cash received in advance of the normal payment schedule must have a written policy. That policy must be approved in advance by the Board and be provided in writing to all student applicants prior to enrollment.

In order to be approved by the Board, the institution must demonstrate that the policy:

(a) is available to all students at the institution; and

(b) bases the size of the discount on the financial benefit the institution receives from the payment of cash earlier than otherwise would be required under the institution's normal tuition payment schedule or applicable retail installment contract.

3-1-440- STUDENT SERVICES

3-1-441. Counseling and Guidance .

Each institution shall designate at least one person on staff experienced in counseling students on personal or academic problems and employment opportunities. The extent of such activity, and the personnel assigned to it, shall be determined by the size, classification, and admissions standards of the institution, the characteristics and location of students, and the means of communication with them. Orientation activities shall assist new students in adapting to the institution. The following are minimum expectations:

(a) A system of educational, occupational, and personal advising shall be available to students and shall be provided on a periodic basis to ability-to-benefit students enrolled pursuant to Section 3-1-303(b).

(b) Institutions shall emphasize retention and program completion for all students through activities that take into account their academic and socioeconomic characteristics.

(c) Institutions shall provide employment assistance and document activity. An institution shall not guarantee employment or the starting salary of its graduates. Follow-up studies on graduates and employer satisfaction shall be conducted by all institutions at specific measuring points following placement of the graduate. All institutions that use placement percentages or salary projections as part of their recruiting activities shall maintain data on all graduates, including the percentage receiving jobs and the percentage receiving jobs in the career field for which they were trained. Institutions also should keep data on students who do not graduate but who become employed on their own or with the institution's assistance.

An institution is encouraged to provide placement assistance, when requested, to graduates of other ACIUI-accredited institutions who are relocating to a new community.

(d) Institutions shall document that students are counseled concerning their student loan repayment obligations.

3-1-442. Extracurricular Activities .

Institutions which sponsor or conduct programs of extracurricular activities shall base such programs on well-defined purposes. These programs shall be designed primarily to serve the educational needs of the students, and the institution shall provide guidance and supervision for them.

3-1-500- EDUCATIONAL ACTIVITIES

The major index of an institution's quality is the effectiveness of its educational program. The educational program must be consistent with the stated mission, be adequate in breadth and context to achieve it, and produce measurable results. Its educational activities, whether residential or otherwise and whether group or individually oriented, shall include definable instruction, interaction, and evaluation.

Another index of an institution's quality is the competence of its faculty. The effectiveness of any institution depends upon good teaching and upon the ability and commitment of its faculty. The selection, orientation, guidance, stimulation, and evaluation of the teaching staff is one of the most significant responsibilities of the administration. The faculty should actively participate in developing the total educational program of the institution. A third index of institutional quality is the resources available to instructors and students.

For institutions offering programs in which state certification, licensing, or registration is mandatory in order to become employed in a specific career field, curriculums must contain the necessary course work to afford students the opportunity to obtain the minimum skills and competencies in order to become certified, licensed, or registered in that career field.

3-1-510- PROGRAM ADMINISTRATION, PLANNING, DEVELOPMENT, AND EVALUATION

3-1-511. Program Administration .

The administration of the academic programs shall be assigned to individuals whose academic or experiential qualifications are related to the programs of study. The amount of time devoted to the administration of the program(s) must be commensurate with the size and scope of the institution and its program offerings.

3-1-512. Program Planning .

Educational activities shall be consistent with the institution's mission. The credibility and integrity of an institution shall be reflected by the manner in which its mission correlates with the educational opportunities made available to students.

The Council recognizes the legitimacy of various modes of educational delivery. An institution using various modes of delivery should demonstrate overall effectiveness and quality consistent with the criteria (See Glossary definitions for distance learning, independent study, and self-paced instruction; see also Appendix J, Principles and Guidelines for Distance Education and other forms of Nontraditional Education). The following standards apply:

(a) The formation of policies and design of educational programs should involve students, graduates, administrators, faculty, and other interested parties such as advisory committees. This practice also should serve as an evaluation process to determine effectiveness and relevance when the institution relies upon curricula, courses, courseware, or coursework that is designed, leased, or owned by another entity or provided by or through a network of entities.

(b) Flexibility in organization and administration shall be provided to serve varying groups and situations. Provisions shall be made for individual differences among students in the learning applications, learning environments, and modes of instructional delivery available to students.

(d) Resources available through extended electronic communities and networks may be utilized by the institution to further enrich the program.

3-1-513. Program Development.

The educational programs shall evidence a well-organized sequence of appropriate subjects leading to an occupational objective, an academic credential, or both. The following apply:

(a) The curricula shall be published in the institution's catalog and shall state objectives specific to each curriculum. Additionally, there shall be a detailed syllabus on file for each course in each curriculum that is made available to each student enrolled in the class. For independent study courses, institutions are required to develop a learning contract that outlines the objectives and procedures unique to this form of instruction. For practica, externships, and internships, institutions are required to develop a written agreement that outlines the arrangement between the institution and the practicum site, including specific learning objectives, course requirements, and evaluation criteria. The Boardl's expectations for detailed syllabi, independent study, practice, externships, and internships are outlined in the Glossary.

(b) The courses offered shall be available when needed by the student in the normal pursuit of a program of study. Prerequisites must be indicated. The prerequisite system must assure proper qualifications of students in any given class, recognize and grant credit or exemption for subject matter previously mastered, and provide an increasing level of difficulty as the student progresses.

Institutions may record student progress in clock hours or credit hours as defined in the Glossary. Further, special consideration should be given to remediation and English as a Second Language programs. (For additional information, see Appendix G, Guidelines for English as a Second Language).

3-1-514. Program Evaluation .

The faculty shall participate in a systematic process of continuous curriculum evaluation and revision. Institutions are encouraged to consider curriculum changes designed to serve students' needs that may be determined by community surveys or other fact-finding procedures relating to educational or employer needs.

3-1-515. Course and Program Measurement.

The Board recognizes that institutions must provide for their students a learning environment in which achievement is encouraged. It further recognizes the legitimacy of both traditional (e.g., lecture/laboratory/practicum) and nontraditional (e.g., distance education, collaborative learning, or skill-building) educational delivery methods. A framework for transfer of credit and consistent application of academic credit awards should apply to all of these varied forms of educational delivery.

Institutions, therefore, must demonstrate a knowledge of appropriate academic course and program measurement and correct application of the measurement.

Traditional Delivery

Credit in traditionally delivered programs measured in credit hours must be calculated based on one of the following attribution formulas:

(a) One quarter credit hour equals, at a minimum, 10 classroom hours of lecture, 20 hours of laboratory, and 30 hours of practicum. The formula for calculating the number of quarter credit hours for each course is:

(hours of lecture/10) + (hours of lab/20) + (hours of practicum/30); or

( (b)One semester credit hour equals, at a minimum, 15 classroom hours of lecture, 30 hours of laboratory, and 45 hours of practicum. The formula for calculating the number of semester credit hours for each course is:

( hours of lecture/15) + (hours of lab/30) + (hours of practicum/45).

Many courses are a combination of lecture, lab, and practicum. Therefore, the institution should be very careful in allocating the number of hours of each in a particular course.

The definition of a "clock (contact) hour" states that the minimum instructional time is 50 minutes of supervised or directed instruction and appropriate break(s). Therefore, when calculating conversions from clock to credit hours or allocating credit for courses, institutions must take great care to ensure that scheduled breaks are educationally appropriate. Long periods of instruction with unusually short or no breaks are not acceptable. The institution has the burden of convincing the Board that the breaks are sufficiently long and frequent for the program being taught. Thus, it is rare for an institution to be able to divide by 50 in calculating the credit-hour equivalent of contact hours; usually, the denominator should be 60 or something between 50 and 60.

N ontraditional Delivery

Credit award rationales for nontraditional delivery of courses or programs (e.g., distance education, collaborative learning, or independent study) generally do not use the above lecture/laboratory/practicum formulas for credit calculation. The rationale used must be submitted to the Board for pre-approval of the credit calculation. As a part of the approval application, an institution must demonstrate that the clock or credit hours awarded are appropriate for the degrees and credentials offered using a thoroughly developed rationale. The institution may accomplish this by demonstrating that students completing these programs or courses have acquired equivalent levels of knowledge, skills, or competencies to those acquired in traditional formats.

Courses offered in nontraditional formats must be structured to ensure that students have sufficient opportunity for preparation, reflection, and analysis concerning learned subject matter. Institutions should be aware that federal law requires a minimum number of weeks per academic year for Title IV eligibility purposes. The Department of Education uses eligibility criteria and definitions for Title IV disbursements that may be different from these in the Accreditation Criteria.

3-1-516. Course Scheduling.

Courses must be scheduled daily and weekly in such a way as to be educationally appropriate for the academic background of the students served and the type of the coursework involved. The Board will review the number of uninterrupted minutes of instruction provided, the appropriateness of the length of the breaks between classes, the number of classroom hours per week, the expectation of outside preparation, and the educational needs of the students.

3-1-520- CREDENTIALS CONFERRED

3-1-521. Conferring of Credentials.

The conferring of certificates, diplomas, or degrees by an institution shall be consistent with its objectives and in compliance with applicable state laws.

3-1-522. Branch Campus Credentials .

A branch campus may not confer a credential of greater magnitude than that offered at the main campus.

3-1-530- INSTRUCTION

3-1-531. Instructional Tools. Institutions shall:

(a) provide appropriate facilities, instructional equipment, resources, support for modes of instructional delivery, and personnel;

(b) ensure academic freedom and other conditions favorable for effective classroom instruction;

(c) ensure that the quantity and type of instructional material and equipment is proportionate to the size of the institution and the nature of the program; and

(d) comply with applicable copyright laws in the use of instructional materials.

3-1-532. Instructional Components .

Required instructional components shall include:

(a) systematic planning;

(b) well-defined instructional objectives;

(d) appropriate modes of instructional delivery;

(e) the use of appropriate assessment strategies; and

(f) the use of appropriate experiences.

3-1-540- FACULTY

3-1-541. Faculty Preparation .

Preparation of faculty members shall be academically and experientially appropriate to the subject matter they teach. Faculty members shall be competent to teach the subject matter offered and shall have reasonable latitude in their choice of teaching methods.

3-1-542. Verification of Credentials .

Institutions must maintain evidence of the credentials that qualify faculty members to teach their assigned courses. Official transcripts for all degrees held by all faculty members shall be on file in the administrative offices at the campus location nearest to where the faculty member is primarily employed. An official transcript is one sent from the registrar's office at the institution where study was completed directly to an employing institution. A transcript bearing the notation "issued to student" is not an official transcript for employment purposes.

54 Faculty Development.

Institutions are required to establish faculty development plans including in-service and/or professional growth activities to enhance faculty expertise. There shall be documented evidence on an annual basis of these development plans and their implementation. For those faculty who are trained in teaching methodology on the postsecondary level and who possess limited related outside employment, the plan should concentrate on content update, e.g., new software, equipment, techniques, etc. For those faculty who are practitioners trained in content rather than teaching methodology, the plan should concentrate on curriculum concepts, new theories and techniques of instruction, and new educational media. Institutions are responsible for demonstrating that these plans are appropriate given each faculty members' training, education, and related work experience and that they provide the proper mix of in-service training and/or professional growth based on the academic and experiential background of the faculty.

3-1-544. Faculty Meetings .

Regularly scheduled faculty meetings or department meetings shall be held and the discussions recorded.

3-1-600- EDUCATIONAL FACILITIES

Each institution must provide an environment that is conducive to good instruction and learning and that supports the educational programs offered by the institution. The adequacy of the environment is assessed against the demands made upon it by the curricula, faculty, and students.

3-1-601. Plant and Equipment.

The buildings, classrooms, equipment, furniture, grounds, instructional tools, support systems, instructional facilities, machinery, and other physical requirements of the educational program shall be appropriate and shall contribute to the achievement of the institution's objectives. Equipment, instructional tools, and machinery must be properly installed and maintained.

3-1-602. Code Requirements.

The plant shall meet the general tests of safety, usefulness, cleanliness, maintenance, health, lighting, and compliance with any local or state laws governing physical facilities, particularly with respect to fire, safety, and sanitation.

3-1-700- PUBLICATIONS

It is important for institutions to recognize the value of "truth in advertising" when promoting their operations. Publications must be prepared and presented in a professional manner to reflect favorably upon the institution. Information published must be accurate and factual and reflect the current status of the institution. Only the Board can accept or reject an institution's catalog, and a final decision will not be made based on a draft.

3-1-701. Catalog .

Each institution shall publish and provide to each enrolled student a catalog.

3-1-702. Multiple-School Catalog .

All institutions utilizing a common catalog must be of common ownership. Photographs of the physical facilities of any of the institutions must be captioned to identify the particular institution or campus depicted. The faculty and staff of each institution and the members of the general administration exercising supervisory responsibility for the group of institutions must be clearly identified with respect to each institution and the overall administration. Any information contained in the catalog that is not common to all institutions in the group should be presented in such a manner that no confusion, misunderstanding, or misrepresentation is possible.

3-1-703. Advertising .

Literature used by an institution must be presented in such a manner as to be factual with respect to services offered or benefits promised.

If an institution publicly discloses incorrect or misleading information about its accredited status, the contents of an evaluation team report, or accreditation actions with respect to the institution, the institution must make a public disclosure of correction through the same media or means.

3-1-800- LIBRARY RESOURCES AND SERVICES

The adequate provision of library resources and information services, appropriate to the academic level and scope of an institution's programs, is essential to teaching and learning. It is incumbent upon all member institutions to assess the level of library resources needed in relation to their programs and to provide a range of support to meet these needs. The size of collections and the budget allowed for library resources and services do not ensure adequacy. The quality, relevance, accessibility, availability, and provision of support services ultimately will determine the adequacy of an institution's efforts. In assessing library resources and services, ACIUI requires that an institution, at a minimum, shall:

(a) develop an adequate base of library resources;

(b) ensure means to access these resources;

(d) provide adequate staff to support library development, collection organization, and accessibility;

(e) ensure that library services are provided to all learners, including those at nonmain campuses; and

(f) provide training and encouragement for students and faculty to utilize library resources as an integral part of the learning process.

Financial Stability Standards

I ACIUI expects that institutions evidence financial stability as required in Section 3-1-203 of the Accreditation Criteria . The Council's policy on financial stability for initial applicants for accreditation is described below.

Initial Review of Financial Stability Upon Receipt of Application

The institution must meet one of the following criteria before a resource visit will be scheduled.

1. Submit audited financial statements for the most recently completed fiscal year which demonstrate:

Positive net assets,

Current ratio above 1:1, and

Annual loss of no more than the net assets reported.

Required to Submit audited financial statements for the most recently completed fiscal year which meet the following alternative requirements:

Must have positive tangible net assets. Related-party loans may be considered as quasi-equity at this point.

Must have a current ratio of at least .8:1.

Must have an annual loss of less than the total net assets after adjusting for related party loans.

If the institution meets the alternative requirements, it must submit a Financial Improvement Plan which explains how it will meet the ACIUI requirements. An institution allowed to proceed under the alternative requirements is cautioned that it must improve its financial stability or it will not receive a grant of accreditation. The institution will be required to meet all of the standards outlined in Section 1 before an initial grant of accreditation will be awarded. In addition, the financial stability must be reflected in audited financial statements for the fiscal year immediately preceding the Board's consideration of the application. An institution that fails to meet either test will have its application fee returned and will be invited to reapply when the financial stability improves.

Final Review of Financial Stability for an Initial Grant

The institution must meet ACIUI requirements by submitting audited financial statements for the most recently

Completed fiscal year which demonstrate:

Positive net assets, and

Current ratio above 1:1.

Warning:

If the institution fails to meet the final requirements, its application will be deferred until such time as it can reasonably demonstrate through audited financial statements that it can meet these standards. If the financial condition of the institution does not improve after deferral, the application will be denied