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The Higher Learning Commission (HLC) offers two pathways to Reaffirmation of Accreditation: Standard and Open. Through the Open Pathway, ºìÐÓÊÓƵ engages in a 10-year evaluation cycle to reaffirm compliance with HLC requirements and pursue institutional improvement. Since 2019, after HLC sunsetted the AQIP Pathway, ºìÐÓÊÓƵ has been on the Open Pathway. It is through these Open Pathway milestones that HLC expects ºìÐÓÊÓƵ to produce evidence that it is meeting the Criteria for Accreditation.

At any point, institutions may undergo additional reviews as needed related to: Substantive Change applications, routine or special monitoring, or notice/sanction. 

HLC Accreditation Criteria

The are the standards of quality by which HLC determines whether an institution merits accreditation or reaffirmation of accreditation. There are five Criteria for Accreditation and eighteen Core Components. An institution must meet all Criterion Core Components to meet each Criterion.

Criterion 1: Mission 

ºìÐÓÊÓƵ’s mission is clear and articulated publicly; it guides ºìÐÓÊÓƵ’s operations.

1.A. Mission Alignment

ºìÐÓÊÓƵ’s educational programs, enrollment profile and scope of operations align with its publicly articulated mission.

1.B. Mission and Public Good

ºìÐÓÊÓƵ’s operation of the academic enterprise demonstrates its commitment to serving the public good.

1.C. Mission and Diversity of Society

ºìÐÓÊÓƵ provides opportunities for civic engagement in a diverse, multicultural society and globally connected world, as appropriate within its mission and for the constituencies it serves.

Criterion 2: Integrity: Ethical and Responsible Conduct 

In fulfilling its mission, ºìÐÓÊÓƵ acts with integrity; its conduct is ethical and responsible.

As noted above in Institutional Mission, ºìÐÓÊÓƵ’s distinctive mission will inform how it demonstrates that it meets the following Core Components of Criterion 2.

2.A. Integrity

Actions taken by ºìÐÓÊÓƵ’s governing board, administration, faculty and staff demonstrate adherence to established policies and procedures.

2.B. Transparency

ºìÐÓÊÓƵ presents itself accurately and completely to students and the public with respect to its educational programs and any claims it makes related to the educational experience.

2.C. Board Governance

In discharging its fiduciary duties, ºìÐÓÊÓƵ’s governing board is free from undue external influence and empowered to act in the best interests of ºìÐÓÊÓƵ, including the students it serves.

2.D. Academic Freedom and Freedom of Expression

ºìÐÓÊÓƵ supports academic freedom and freedom of expression in the pursuit of knowledge as integral to high-quality teaching, learning and research.

2.E. Knowledge Acquisition, Discovery and Application

ºìÐÓÊÓƵ adheres to policies and procedures that ensure responsible acquisition, discovery and application of knowledge.

Criterion 3: Teaching and Learning for Student Success

ºìÐÓÊÓƵ demonstrates responsibility for the quality of its educational programs, learning environments and support services, and it evaluates their effectiveness in fulfilling its mission. The rigor and quality of each educational program is consistent regardless of modality, location or other differentiating factors.

As noted above in Institutional Mission, an institution’s distinctive mission will inform how it demonstrates that it meets the following Core Components of Criterion 3.

3.A. Educational Programs

ºìÐÓÊÓƵ maintains learning goals and outcomes that reflect a level of rigor commensurate with college-level work, including by program level and the content of each of its educational programs.

3.B. Exercise of Intellectual Inquiry

ºìÐÓÊÓƵ’s educational programs engage students in collecting, analyzing and communicating information; in practicing modes of intellectual inquiry or creative work; and in developing skills adaptable to changing environments.

3.C. Sufficiency of Faculty and Staff

ºìÐÓÊÓƵ has the faculty and staff needed for effective, high-quality programs and student services.

3.D. Support for Student Learning and Resources for Teaching

ºìÐÓÊÓƵ provides student support services that address the needs of its student populations, as well as the teaching resources and infrastructure necessary for student success.

3.E. Assessment of Student Learning

ºìÐÓÊÓƵ improves the quality of educational programs based on its assessment of student learning.

3.F. Program Review

ºìÐÓÊÓƵ improves its curriculum based on periodic program review.

3.G. Student Success Outcomes

ºìÐÓÊÓƵ’s student success outcomes demonstrate continuous improvement, taking into account the student populations it serves and benchmarks that reference peer institutions.

Criterion 4. Sustainability: Institutional Effectiveness, Resources and Planning

ºìÐÓÊÓƵ’s resources, structures, policies, procedures and planning enable it to fulfill its mission, improve the quality of its educational programs, and respond to future challenges and opportunities.

As noted above in Institutional Mission, an institution’s distinctive mission will inform how it demonstrates that it meets the following Core Components of Criterion 4.

4.A. Effective Administrative Structures

ºìÐÓÊÓƵ’s administrative structures are effective and facilitate collaborative processes such as shared governance; data-informed decision making; and engagement with internal and external constituencies as appropriate.

4.B. Resource Base and Sustainability

ºìÐÓÊÓƵ’s financial and personnel resources effectively support its current operations. ºìÐÓÊÓƵ’s financial management balances short-term needs with long-term commitments and ensures its ongoing sustainability.

4.C. Planning for Quality Improvement

ºìÐÓÊÓƵ engages in systematic strategic planning for quality improvement. It relies on data, integrating its insights from enrollment forecasts, financial capacity, student learning assessment, institutional operations and the external environment.