1. are developed through appropriate collaborative participation by all who facilitate or are otherwise responsible for institutional development and improvement;
2. address external as well as internal contexts and constituencies;
3. are approved and supported by the governing body;
4. guide faculty, administration, staff, and governing structures in making decisions related to planning, resource allocation, program and curricular development, and the definition of institutional and educational outcomes;
5. include support of scholarly inquiry and creative activity, at levels and of the type appropriate to the institution;
6. are publicized and widely known by the institution’s internal stakeholders;
7. are periodically evaluated;

institutional goals that are realistic, appropriate to higher education, and consistent with mission;

goals that focus on student learning and related outcomes and on institutional improvement; are supported by administrative, educational, and student support programs and services; and are consistent with institutional mission;

periodic assessment of mission and goals to ensure they are relevant and achievable.

certificate, undergraduate, graduate, and/or professional programs leading to a degree or other recognized higher education credential, of a length appropriate to the objectives of the degree or other credential, designed to foster a coherent student learning experience and to promote synthesis of learning;

student learning experiences that are designed, delivered, and assessed by faculty (full-time or part-time) and/or other appropriate professionals who are:

1. rigorous and effective in teaching, assessment of student learning, scholarly inquiry, and service, as appropriate to the institution’s mission, goals, and policies;
2. qualified for the positions they hold and the work they do;
3. sufficient in number;
4. provided with and utilize sufficient opportunities, resources, and support for professional growth and innovation;
5. reviewed regularly and equitably based on written, disseminated, clear, and fair criteria, expectations, policies, and procedures;

academic programs of study that are clearly and accurately described in official publications of the institution in a way that students are able to understand and follow degree and program requirements and expected time to completion;

sufficient learning opportunities and resources to support both the institution’s programs of study and students’ academic progress;

at institutions that offer undergraduate education, a general education program, free standing or integrated into academic disciplines, that:

1. offers a sufficient scope to draw students into new areas of intellectual experience, expanding their cultural and global awareness and cultural sensitivity, and preparing them to make well-reasoned judgments outside as well as within their academic field;
2. offers a curriculum designed so that students acquire and demonstrate essential skills including at least oral and written communication, scientific and quantitative reasoning, critical analysis and reasoning, technological competency, and information literacy. Consistent with mission, the general education program also includes the study of values, ethics, and diverse perspectives; and
3. in non-US institutions that do not include general education, provides evidence that students can demonstrate general education skills;

in institutions that offer graduate and professional education, opportunities for the development of research, scholarship, and independent thinking, provided by faculty and/or other professionals with credentials appropriate to graduate-level curricula;

adequate and appropriate institutional review and approval on any student learning opportunities designed, delivered, or assessed by third-party providers;

periodic assessment of the effectiveness of programs providing student learning opportunities.

Clearly stated educational goals at the institution and degree/program levels, which are interrelated with one another, with relevant educational experiences, and with the institution’s mission;

Organized and systematic assessments, conducted by faculty and/or appropriate professionals, evaluating the extent of student achievement of institutional and degree/program goals. Institutions should:

1. define meaningful curricular goals with defensible standards for evaluating whether students are achieving those goals;
2. articulate how they prepare students in a manner consistent with their mission for successful careers, meaningful lives, and, where appropriate, further education. They should collect and provide data on the extent to which they are meeting these goals;
3. support and sustain assessment of student achievement and communicate the results of this assessment to stakeholders;

Consideration and use of assessment results for the improvement of educational effectiveness. Consistent with the institution’s mission, such uses include some combination of the following:

1. assisting students in improving their learning;
2. improving pedagogy and curriculum;
3. reviewing and revising academic programs and support services;
4. planning, conducting, and supporting a range of professional development activities;
5. planning and budgeting for the provision of academic programs and services;
6. informing appropriate constituents about the institution and its programs;
7. improving key indicators of student success, such as retention, graduation, transfer, and placement rates;
8. implementing other processes and procedures designed to improve educational programs and services;

If applicable, adequate and appropriate institutional review and approval of assessment services designed, delivered, or assessed by third-party providers;

Periodic assessment of the effectiveness of assessment processes utilized by the institution for the improvement of educational effectiveness.

clearly articulated and transparent governance structure that outlines roles, responsibilities, and accountability for decision making by each constituency, including governing body, administration, faculty, staff and students;

a legally constituted governing body that:

1. serves the public interest, ensures that the institution clearly states and fulfills its mission and goals, has fiduciary responsibility for the institution, and is ultimately accountable for the academic quality, planning, and fiscal well-being of the institution;
2. has sufficient independence and expertise to ensure the integrity of the institution. Members must have primary responsibility to the accredited institution and not allow political, financial, or other influences to interfere with their governing responsibilities;
3. ensures that neither the governing body nor its individual members interferes in the day-to-day operations of the institution;
4. oversees at the policy level the quality of teaching and learning, the approval of degree programs and the awarding of degrees, the establishment of personnel policies and procedures, the approval of policies and by-laws, and the assurance of strong fiscal management;
5. plays a basic policy-making role in financial affairs to ensure integrity and strong financial management. This may include a timely review of audited financial statements and/or other documents related to the fiscal viability of the institution;
6. appoints and regularly evaluates the performance of the Chief Executive Officer;
7. is informed in all its operations by principles of good practice in board governance;
8. establishes and complies with a written conflict of interest policy designed to ensure the impartiality of the governing body by addressing matters such as payment for services, contractual relationships, employment, and family, financial or other interests that could pose or be perceived as conflicts of interest;
9. supports the Chief Executive Officer in maintaining the autonomy of the institution;

a Chief Executive Officer who:

1. is appointed by, evaluated by, and reports to the governing body and shall not chair the governing body;
2. has appropriate credentials and professional experience consistent with the mission of the organization;
3. has the authority and autonomy required to fulfill the responsibilities of the position, including developing and implementing institutional plans, staffing the organization, identifying and allocating resources, and directing the institution toward attaining the goals and objectives set forth in its mission;
4. has the assistance of qualified administrators, sufficient in number, to enable the Chief Executive Officer to discharge his/her duties effectively; and is responsible for establishing procedures for assessing the organization’s efficiency and effectiveness;

an administration possessing or demonstrating:

1. an organizational structure that is clearly documented and that clearly defines reporting relationships;
2. an appropriate size and with relevant experience to assist the Chief Executive Officer in fulfilling his/her roles and responsibilities;
3. members with credentials and professional experience consistent with the mission of the organization and their functional roles;
4. skills, time, assistance, technology, and information systems expertise required to perform their duties;
5. regular engagement with faculty and students in advancing the institution’s goals and objectives;
6. systematic procedures for evaluating administrative units and for using assessment data to enhance operations.

periodic assessment of the effectiveness of governance, leadership, and administration.