Students
Standard 3.A – Purpose and Organization
Student programs and services support the achievement
of the institution’s mission and goals by
contributing to the educational development of its
students. Student programs and services are consistent
with the educational philosophy of the institution. The
institution provides essential support services for
students, regardless of where or how enrolled and by
whatever means educational programs are offered.
3.A.1 The organization of student services is
effective in providing adequate services consistent
with the mission and goals of the institution.
3.A.2 Student services and programs are staffed
by qualified individuals whose academic preparation
and/or experience are appropriate to their assignments.
Assignments are clearly defined and published. The
performance of personnel is regularly evaluated.
3.A.3 Appropriate policies and procedures for
student development programs and services are
established. The objectives of each operating component
are compatible and support the goals of student
services.
3.A.4 Human, physical, and financial resources
for student services and programs are allocated on the
basis of identified needs and are adequate to support
the services and programs offered.
Standard 3.B – General Responsibilities
The institution provides student services and programs
based upon an assessment of student needs, provides
adequate support for the services offered to achieve
established goals, and adopts, publishes, and makes
available policies that are accurate and current.
3.B.1 The institution systematically identifies
the characteristics of its student population and
students’ learning and special needs. The
institution makes provision for meeting those
identified needs, emphasizing students’
achievement of their educational goals.
3.B.2 The institution provides opportunities for
students to participate in institutional governance.
Faculty are involved in the development of policies for
student programs and services.
3.B.3 Policies on students’ rights and
responsibilities, including those related to academic
honesty and procedural rights, are clearly stated, well
publicized, readily available, and implemented in a
fair and consistent manner.
3.B.4 The institution makes adequate provision
for the safety and security of its students and their
property. Information concerning student safety is
published and widely distributed.
3.B.5 The institution publishes and makes
available to both prospective and enrolled students a
catalog or bulletin that describes: its mission,
admission requirements and procedures, students’
rights and responsibilities, academic regulations,
degree-completion requirements, credit courses and
descriptions, tuition, fees and other charges, refund
policy, and other items relative to attending the
institution or withdrawing from it. In addition, a
student handbook or its equivalent is published and
distributed. A student handbook normally will include
information on student conduct, a grievance policy,
academic honesty, student government, student
organizations and services, and athletics. The student
handbook may be combined with the institution’s
catalog.
3.B.6 The institution periodically and
systematically evaluates the appropriateness, adequacy,
and utilization of student services and programs and
uses the results of the evaluation as a basis for
change.
Standard 3.C - Academic Credit and Records
Evaluation of student learning or achievement, and the
award of credit, are based upon clearly stated and
distinguishable criteria. Academic records are
accurate, secure, and comprehensive.
3.C.1 Evaluation of student learning or
achievement, and the award of credit, are based upon
clearly stated and distinguishable criteria. Academic
records are accurate, secure, and comprehensive. Credit
is defined and awarded consonant with the Glossary
definition.
3.C.2 Criteria used for evaluating student
performance and achievement including those for theses,
dissertations, and portfolios, are appropriate to the
degree level, clearly stated and implemented.
3.C.3 Clear and well-publicized distinctions are
made between degree and non-degree credit.
Institutional publications and oral representations
explicitly indicate if credit will not be recognized
toward a degree, or if special conditions exist before
such credit will be recognized. Any use of such terms
as extension credit, X credit, continuing education
credit, is accompanied by clear statements regarding
the acceptability of such credit toward degrees offered
by that institution. Student transcripts clearly note
when any credit awarded is non-degree credit. Whenever
institutions grant non-degree credit other than the
Continuing Education Unit (CEU), some summary
evaluation of student performance beyond mere
attendance is available.
3.C.4 Transfer credit is accepted from accredited
institutions or from other institutions under
procedures which provide adequate safeguards to ensure
high academic quality and relevance to the
students’ programs. Implementation of transfer
credit policies is consistent with 2.C.4 as well as
Policy 2.5 Transfer and Award of Academic Credit. The
final judgment for determining acceptable credit for
transfer is the responsibility of the receiving
institution.
3.C.5 The institution makes provision for the
security of student records of admission and progress.
Student records, including transcripts, are private,
accurate, complete, and permanent. They are protected
by fire-proof and otherwise safe storage and are backed
by duplicate files. Data and records maintained in
computing systems have adequate security and provision
for recovery in the event of disaster. The
information-release policy respects the right of
individual privacy and ensures the confidentiality of
records and files.
Standard 3.D – Student Services
The institution recruits and admits students qualified
to complete its programs. It fosters a supportive
learning environment and provides services to support
students’ achievement of their educational
goals.
3.D.1 The institution adopts student admission
policies consistent with its mission. It specifies
qualifications for admission to the institution and its
programs, and it adheres to those policies in its
admission practices.
3.D.2 The institution, in keeping with its
mission and admission policy, gives attention to the
needs and characteristics of its student body with
conscious attention to such factors as ethnic,
socioeconomic, and religious diversity while
demonstrating regard for students’ rights and
responsibilities.
3.D.3 Appropriate policies and procedures guide
the placement of students in courses and programs based
upon their academic and technical skills. Such
placement ensures a reasonable probability of success
at a level commensurate with the institution’s
expectations. Special provisions are made for
“ability to benefit” students. (see
Glossary)
3.D.4 The institution specifies and publishes
requirements for continuation in, or termination from,
its educational programs, and it maintains an appeals
process. The policy for readmission of students who
have been suspended or terminated is clearly
defined.
3.D.5 Institutional and program graduation
requirements are stated clearly in appropriate
publications and are consistently applied in both the
certificate and degree verification process.
Appropriate reference to the Student Right-to-Know Act
is included in required publications.
3.D.6 The institution provides an effective
program of financial aid consistent with its mission
and goals, the needs of its students, and institutional
resources. There is provision for institutional
accountability for all financial aid awards.
3.D.7 Information regarding the categories of financial
assistance (scholarships and grants) is published and
made available to both prospective and enrolled
students.
3.D.8 The institution regularly monitors its
student loan programs and the institutional loan
default rate. Informational sessions which give
attention to loan repayment obligations are conducted
for financial aid recipients.
3.D.9 The institution provides for the
orientation of new students, including special
populations, at both undergraduate and graduate
levels.
3.D.10 A systematic program of academic and other
educational program advisement is provided.
Advisors help students make appropriate decisions
concerning academic choices and career paths. Specific
advisor responsibilities are defined, published,
and made available to students (Standards Two and
Four, Standard Indicators 2.C.5 and 4.A.2). 3.D.11
Career counseling and placement services are consistent
with student needs and institutional
mission.
3.D.11 Career counseling and placement services are
consistent with student needs and institutional
mission.
3.D.12 Professional health care, including
psychological health and relevant health education,
is readily available to residential students and
to other students, as appropriate.
3.D.13 Student housing, if provided, is designed and
operated to enhance the learning environment. It
meets recognized standards of health and safety; it is
competently staffed.
3.D.14 Appropriate food services are provided for both
resident and nonresident students. These services
are supervised by professionally trained food service
staff and meet recognized nutritional and
mandated health and safety standards.
3.D.15 Co-curricular activities and programs are
offered that foster the intellectual and personal
development of students consistent with the
institution’s mission. The institution adheres
to the spirit and intent of equal opportunity for
participation. It ensures that appropriate services and
facilities are accessible to students in its programs.
Co-curricular activities and programs include
adaptation for traditionally under-represented
students, such as physically disabled, older,
evening, part-time, commuter, and, where applicable,
those at off-campus sites.
3.D.16 The co-curricular program includes policies and
procedures that determine the relationship of the
institution with its student activities; identifying
the needs, evaluating the effectiveness, and
providing appropriate governance of the program are
joint responsibilities of students and the
institution.
3.D.17 If appropriate to its mission and goals, the
institution provides adequate opportunities and
facilities for student recreational and athletic needs
apart from intercollegiate athletics.
3.D.18 If the institution operates a bookstore, it
supports the educational program and contributes
to the intellectual climate of the campus community.
Students, faculty, and staff have the opportunity to
participate in the development and monitoring of
bookstore policies and procedures.
3.D.19 When student media exist, the institution
provides for a clearly defined and published
policy of the institution’s relationship to
student publications and other media.
Standard 3.E – Intercollegiate Athletics
If the institution participates in intercollegiate
athletics, these programs and financial operations are
consistent with the educational mission and goals of
the institution and are conducted with appropriate
oversight by the governing board, chief executive
officer, and faculty.
3.E.1 Institutional control is exercised through the
governing board’s periodic review of its
comprehensive statement of philosophy, goals, and
objectives for intercollegiate athletics. The program
is evaluated regularly and systematically to ensure
that it is an integral part of the education of
athletes and is in keeping with the educational mission
of the institution.
3.E.2 The goals and objectives of the intercollegiate
athletic program, as well as institutional expectations
of staff members, are provided in writing to candidates
for athletic staff positions. Policies and rules
concerning intercollegiate athletics are reviewed, at
least annually, by athletics administrators and all
head and assistant coaches. The duties and authority of
the director of athletics, faculty committee on
athletics, and others involved in athletics
policy-making and program management are stated
explicitly in writing.
3.E.3 Admission requirements and procedures, academic
standards and degree requirements, and financial aid
awards for student athletics are vested in the same
institutional agencies that handle these matters for
all students.
3.E.4 Athletic budget development is systematic; funds
raised for and expended on athletics by alumni,
foundations, and other groups shall be subject to the
approval of the administration and be accounted for
through the institution’s generally accepted
practices of documentation and audit.
3.E.5 The institution demonstrates its commitment to
fair and equitable treatment of both male and female
athletes in providing opportunities for participation,
financial aid, student-support services, equipment, and
access to facilities.
3.E.6 The institution publishes its policy concerning
the scheduling of intercollegiate practices and
competition for both men and women that avoids
conflicts with the instructional calendar, particularly
during end-of-term examinations.
Policy 3.1 Institutional Advertising, Student Recruitment, and Representation of Accredited Status
All candidate and accredited institutions, or
individuals acting on their behalf, must exhibit
ntegrity and responsibility in advertising, student
recruitment, and representation of accredited status.
Responsible self-regulation requires rigorous attention
to principles of good practice.
Advertising, Publications, Promotional Literature
- Educational programs and services offered should be the primary emphasis of all advertisements, publications, promotional literature, and recruitment activities.
- All statements and representations should be clear, factually accurate, and current. Supporting information should be kept on file and readily available for review
- Catalogs and other official publications should be
readily available and accurately depict:
a. institutional mission and goals;
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;
i. opportunities and requirements for financial aid;
j. policies and procedures for refunding fees and charges to students who withdraw from enrollment; and
k. academic calendar. - In college catalogs and/or official publications
describing career opportunities, clear and accurate
information should be provided regarding:
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.
Student Recruitment for Admissions
- Student recruitment should be conducted by well-qualified admissions officers and trained volunteers whose credentials, purposes, and position or affiliation with the institution are clearly specified.
- Independent contractors or agents used by the institution for recruiting purposes shall be governed by the same principles as institutional admissions officers and volunteers.
- The following practices in student recruitment are
to be scrupulously avoided:
a. ensuring 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; and
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.)
Representation of Accredited Status
- The term “accreditation” is to be used only when accredited status is conferred by an accrediting body recognized by the Council for Higher Education Accreditation and/or the Secretary of the U.S. Department of Education.
- No statement should be made about possible future
accreditation status or qualification not yet conferred
by any accrediting body. Statements like the following
are not permissible:
a. (Institution) has applied for candidacy with (accrediting body).
b. (Institution) is a Candidate for Accreditation with (accrediting body) and full accreditation is anticipated.
c. The (Program) is being evaluated by (accrediting body) and accreditation is expected in the near future. - Any reference to state approval should be limited to a brief statement concerning the actual charter, incorporation, license, or registration given.
- The phrase “fully accredited” is to be avoided, since partial accreditation is not possible.
- 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 as follows:
Northwest Commission on Colleges and Universities
8060 165th Avenue NE, Suite 100
Redmond, Washington 98052-3981
b. indicating the scope of accreditation as:
1) institutional (regional or national);
Example:
The University of Enterprise is accredited by the Northwest Commission on Colleges and Universities, an institutional accrediting body recognized by the Council for Higher Education Accreditation and/or the Secretary of the U.S. Department of Education.
2) specialized (curriculum or unit accredited must be specified):
Example 1:
Programs in (Civil Engineering and Aeronautical Engineering) are accredited by the Accrediting Board for Engineering and Technology, a specialized accrediting board recognized by the Council for Higher Education Accreditation and/or the Secretary of the U.S. Department of Education.
Example 2:
The Department of Music is accredited by the National Association of Schools of Music, a specialized accrediting body recognized by the Council for Higher Education Accreditation and/or the Secretary of the U.S. Department of Education.
Example 3:
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 Council for Higher Education Accreditation and/or the Secretary of the U.S. Department of Education. - The accreditation status of a program should not be
misrepresented by implying that institutional
accreditation extends to accreditation of individual
programs by that accrediting body. Accreditation
granted by an institutional accrediting body references
the institution as a whole. Institutional accreditation
does not extend to accreditation of any particular
program in the institution. Thus, statements like
“this program is accredited by” or
“this degree is accredited by” are
incorrect and misleading when referencing an
institutional accrediting body.
Adopted 1983/Revised 1996, 2002
Supporting Documentation for Standard Three
Required Documentation:
- Organization chart for student services.
- Student handbook where applicable.
- Summaries of student characteristics that will provide a composite of the nature of the student body.
- Student retention and rate of graduate data for the last three years. NCAA Division I Schools are to include the most recent NCAA graduation rate report.
- Completed Table #1, Admissions Report.
- Completed Table #2, Student Affairs Staff Profile.
- Description of procedures for policy development including the involvement of students.
Required Exhibits:
- Policies and procedures on: student conduct, rights, and responsibilities; student grievance process; academic honesty; athletics; student fees; tuition refunds.
- Statistics on student financial aid such as types and amounts available, number, gender of students assisted in each of last three years, default rate on loans, etc.
- Most recent financial aid reviews conducted by state and federal agencies.
- NCAA Division I Schools are to include the most recent graduation rate report.
- A copy of the mission and goals of each unit.
- Evidence of goal attainment of each unit.
- Evidence of the impact of student services on students.
- Institutional publications required by the Campus Security Act, Drug Free Schools and Colleges Act, the Drug Free Workplace Act, and the Student Right-to-Know Act.
Suggested Materials:
- List of recognized student organizations.
- Strategic plan for student services.
- Constitution for student government.
- Sample copies of student publications.
- Brief resumes of the professional staff in student services.