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DETC ACCREDITATION HANDBOOK Policies, Procedures, Standards and Guides of the Accrediting Commission of the Distance Education and Training Council January 2012 STANDARDS POLICIES PROCEDURES GUIDES

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DETC ACCREDITATION HANDBOOK

Policies, Procedures, Standards and Guides of the Accrediting Commission of the Distance Education and Training CouncilJanuary 2012

STANDARDS

POLICIES

PROCEDURES

GUIDES

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Accreditation Handbook

January 2012 19th Edition

Policies, Procedures, and Standards of the Accrediting Commission of the

Distance Education and Training Council

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DETC Accreditation Handbook Copyright ©2012 by the Distance Education and Training Council. All rights reserved. Price: $50 (U.S. Funds) Published by the: DETC Accrediting Commission 1601 18th Street, N.W., Suite 2 Washington, D.C. 20009-2529 202-234-5100; fax: 202-332-1386 Website: www.detc.org

Downloadable pdf files of these documents may be found on DETC’s website. The pdf files are DETC’s

official policies and procedures, and they take precedence over information in this printed edition.

Please refer to the Update Sheet. Special templates for the SER and other forms may be downloaded

from the website in Microsoft Word by selecting “Member Services” and then “Templates” or

“Evaluator’s Documents.” The username and password is “guest.”

First Edition: January 1990 19th Edition: January 2012

Since 1995, the DETC Accreditation Handbook has been updated annually (January).

Accredited institutions must be in full compliance by January 1, 2012 with any revisions or additions to

the 2012 DETC Accreditation Handbook.

Please note: You should always check the website at www.detc.org (select the Publications tab) for the most

up-to-date versions of these documents. The website copy takes precedence over the information in this print

version.

The independent Accrediting Commission of the Distance Education and Training Council is listed by the United States Department of Education as a “nationally recognized accrediting agency.” The Accrediting Commission is also a recognized member of the Council for Higher Education Accreditation (CHEA). The U.S. Department of Education and CHEA recognition is for postsecondary program purposes only.

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DETC Accreditation Handbook – 2012 Contents

Accrediting Commission of the Distance Education and Training Council, 1601 18th Street, Suite 2, NW, Washington, DC 20009

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Contents

Evaluators’ Rating Forms, Guides, Critical Documents, and ........................... 1 Miscellaneous

Preface

What Distance Education Accreditation Means ....................................................... 3

The Accrediting Commission ................................................................................... 4

Purpose of the Accreditation Handbook ................................................................... 4

Introduction

Brief History of the DETC and Its Accrediting Commission ................................... 5

Accreditation

Why Become Accredited?......................................................................................... 6

What is DETC Accreditation? .................................................................................. 7

What is Distance Education? .................................................................................... 7

What are the Benefits of Accreditation? ................................................................... 8

The Accrediting Commission

Members of the Accrediting Commission ................................................................ 10

The Staff .................................................................................................................... 11

Powers and Responsibilities of the Commission ...................................................... 12

Commission’s Scope and Mission ............................................................................ 12

Eligibility Requirements ........................................................................................... 13

Third-Party Comments .............................................................................................. 14

Unethical Behavior.................................................................................................... 15

Grants of Initial Accreditation .................................................................................. 15

Communicating with the Commission ...................................................................... 15

The Process of Accreditation

Steps in the Accreditation Process ............................................................................ 16

The On-Site Visit ...................................................................................................... 22

After the Visit ............................................................................................................ 23

Right to Appeal ......................................................................................................... 23

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Contents. DETC Accreditation Handbook – 2012

Accrediting Commission of the Distance Education and Training Council, 1601 18th Street, Suite 2, NW, Washington, DC 20009

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Arbitration ................................................................................................................. 23

Maintaining Accreditation ......................................................................................... 23

Obligations of Accreditation ..................................................................................... 23

Failure to Meet Obligations ....................................................................................... 25

Sharing Information with Other Agencies ................................................................ 25

Decisions of Other Agencies ..................................................................................... 25

Review of Standards ................................................................................................. 26

Functions of the Evaluating Committee Members .................................................... 27

Eight Steps to Accreditation ...................................................................................... 28

Introduction to Standards, Guides, Policies, and Procedures ......................................... 29

Policy and Procedure Indexes ............................................................................................ 29

Policy Index .......................................................................................................................... 30

Procedure Index ................................................................................................................... 30

Timelines for Accrediting Process (Initial Applicant) ......................................................... 31

Timelines for Accrediting Process (Reaccreditation) .......................................................... 32

Appendices (Tabs)

A. Standards

1. Accreditation Standards

2. Business Standards

B. Guides

1. Guide to Self-Evaluation Report

C. Policies

1. Policy on Substantive Change and Notification

2. Policy on Change of Mission, Goals, and Objectives

3. Policy on Change of Ownership/Management

4. Policy on Change of Location or New Administrative Site

5. Policy on Course/Program Approval

6. Policy on Combination Distance Study-Resident Programs or Training Sites

7. Policy on Approval of New Combination Distance Study-Resident Programs or Training Sites

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DETC Accreditation Handbook – 2012 Contents.

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(C. Policies continued)

8. Policy on Bankruptcy

9. Policy on Degree Programs

10. Policy on Financial Statements

11. Policy on Change of Marketing Approach

12. Policy on a Readiness Assessment

13. Policy on Re-Accreditation Review

14. Policy on Student Achievement and Satisfaction

15. Policy on Institutions Participating in Title IV Programs

16. Policy on Special Visits

17. Policy on International Activities

18. Policy on Annual Reports

19. Policy on Non-Private Institutions

20. Policy on Complaints

21. Policy on Required Institutional Documents

22. Policy on Information Provided to the U.S. Department of Education

23. Policy on Credit Hour

24. Policy on Non-U.S. Institutions

25. Policy on Change of Name

26. Policy on Pilot Programs

27. Policy on Teach-Out Plans

28. Policy on Petition and Waivers

29. Policy on Contracting for Educational Delivery

30. Policy on High School Programs

D. Procedures

1. Providing the Chair’s Report, Institution’s Response and Advising the Institution of Commission’s Decision

1.1. Actions Available to the Commission Pursuant of D.1.

2. Appealing Commission’s Adverse Decision

3. Notification and Information Sharing

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Contents. DETC Accreditation Handbook – 2012

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(D. Procedures, continued)

4. Retention of Commission Files and Records

5. Reviewing, Adopting, and Circulating Standards, Policies, and Procedures

6. Undergoing an On-Site Visit

7. Responding to Course/Program Reviews

8. Conflict of Interest Policy

8.1.Conflict of Interest Disclosure Form

9. Code of Conduct for On-Site Evaluators

10. Selection and Training of Commissioners

11. Selection and Training of Evaluators

12. Selection and Training of Appeals Panel Members

13. Third-Party Comments

E. Fees, Forms, Checklists, and Glossary

1. Fees

2. Application for Accreditation

3. Application for Appeal

4. Application for Certification as an Eligible Institution in FSA Title IV Programs

5. Application for Doctoral Degree Program

6. 2011 Annual Report & Outcomes Assessment Data Form

7. 2011 Annual Report with Title IV & Outcomes Assessment Data Form

8. Teach-Out Commitment (Non-Corporate Entities)

9. Teach-Out Commitment (Corporate Entities)

10. Computation for Dues and Fees Form

11. Accreditation Standards Checklist

12. Business Standards Checklist

13. Application for Arbitration

14. Application for Change of Ownership

15. Application for Change of Location or New Administrative Site

16. Application for New Combination Programs/Training Sites

17. Glossary

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DETC Accreditation Handbook – 2012 Examiner’s Rating Forms, Guides, Critical Documents, and Misc.

Accrediting Commission of the Distance Education and Training Council, 1601 18th Street, Suite 2, NW, Washington, DC 20009

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Evaluators’ Rating Forms, Guides, Critical Documents, and Miscellaneous The following documents are located on DETC’s website. These forms are for use by DETC Evaluators when conducting on-site or off-site evaluations. To view these documents, go to DETC’s website at www.detc.org and select “Membership Services” tab and “Evaluators Documents.” Sign in using “guest” for your user name and password. The templates for writing reports are found under “Templates.” If you’re having problems with the forms, please contact Lissette Hubbard at [email protected] or 202-234-5100 ext. 105.

A. Rating Forms

1. Rating Form for All Institutions 2. Rating Form for Off-Site Vocational Subject Specialists 3. Rating Form for Off-Site Degree Subject Specialists 4. Rating Form for On-Site Subject Specialists 5. Rating Form for Change of Location or New Administrative Site 6. Rating Form for Combination Distance Study-Resident Programs 7. Rating Form for Non-U.S. Institutions 8. Rating Form for Title IV Institutions 9. Rating Form for Doctoral Degree Programs 10. Rating Form for International Activities

B. Guides

1. Guide to Writing a Chair’s Report 2. Guide to Writing an Evaluator’s Report 3. Guide to Writing a Readiness Assessment Report 4. Guide to Writing an On-Site Subject Specialist Report 5. Guide to Writing an Off-Site Subject Specialist Report 6. Guide to Standard V. for On-Site Reviews 7. Guide to Subject Specialists on Determining Credit Hours

C. Critical Documents

1. Catalog 2. Contracts 3. Course Development Manual 4. Faculty Handbook/Manual 5. Institutional Improvement Plan 6. Outcomes Assessment Plan 7. Student Handbook 8. Study Guide 9. Succession Plan 10. Transcripts 11. Website Checklist 12. Financial Statement Analysis 13. Determining Credit Hours

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Examiner’s Rating Forms, Guides, Critical Documents, and Misc. DETC Accreditation Handbook – 2012

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D. Miscellaneous

1. Survey of On-Site Examiners 2. Tips for Accrediting Commission Evaluators 3. A Special Message to Evaluators on Confidentiality 4. Chair’s Agenda for On-Site Visit 5. Statement of Expenses for School Examinations 6. Student Survey Form 7. Q & A on Standard V – Outcomes Assessment

E. Sample Reports

1. Chair’s Report 2. Educational Standards Evaluator’s Report 3. Business Standards Evaluator’s Report 4. On-Site Subject Specialist Report 5. Off-Site Vocational Subject Specialist Report 6. Off-Site Degree Subject Specialist 7. Readiness Assessment Report 8. Course/Program Report for Degree Program 9. Course/Program Report for Vocational Program 10. Standards Listings

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DETC Accreditation Handbook – 2012 Preface

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Preface What Distance Education Accreditation Means Since 1926, the Distance Education and Training Council has been the leading global standard-setting agency for distance education institutions in the United States. The DETC has progressively raised its standards over the past eight decades. Its accrediting program employs standards and procedures similar to those of other recognized educational accrediting agencies. Each accredited institution must voluntarily meet all of the standards and policies for accreditation. There are 51 accreditation standards (A.1. Standards of Accreditation) and 56 Business Standards (A.2. Business Standards). These standards are organized into topics, which state that an institution must:

• have a clearly defined and stated mission, goals, and objectives;

• have reasonably attainable and clearly stated educational objectives, and educationally sound and up-to-date curricula that are supported by quality instructional materials and appropriate technology;

• provide satisfactory educational services;

• offer adequate student support services;

• have demonstrated ample student success and satisfaction through an outcomes assessment plan;

• have qualified faculty and competent administrators and staff;

• have fair admission policies and adequate enrollment agreements;

• advertise its courses/programs truthfully;

• be financially able to deliver high quality educational services;

• have fair and equitable tuition and refund policies;

• have adequate facilities, equipment, supplies, and record protection; and

• conduct continuous research and self-improvement studies.

To become accredited, each institution must have made an intensive study of its own operations, opened its doors to a thorough inspection by an outside examining committee, supplied all information required by the Accrediting Commission, and submitted its instructional materials for a thorough review by competent subject matter specialists. Initial accreditation is granted for no more than three years, after which the process is repeated every five years.

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Preface DETC Accreditation Handbook – 2012

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The Accrediting Commission The Accrediting Commission establishes educational and ethical business standards. It examines and evaluates distance education institutions in terms of these standards. It accredits those that meet the standards. Its scope of accreditation requires a full institutional review and is based upon a method of education as opposed to grade levels, subject matter, or geographic location. In other words, DETC accreditation is an institutional source of accreditation for distance education institutions in the U.S.

DETC is recognized by the U.S. Secretary of Education as an authority on the quality of the education and training offered by the institutions it accredits, and has been so recognized since 1959. As the Secretary’s authority is statutorily limited to postsecondary institutions in the United States, this federal recognition encompasses only DETC accreditation in this area. Although essentially the same processes and standards are used in accrediting elementary and secondary schools and foreign institutions, by U.S. federal law, the Secretarial recognition of DETC accreditation does not include these institutions. The U.S. Department of Education provides a database on its website of regional, specialized, and national accrediting agencies. For more information on the U.S. Department of Education list of recognized accrediting agencies, please visit: www.ope.ed.gov/accreditation/. DETC is also recognized for its activity in the field of academic degree accreditation by the Council for Higher Education Accreditation (CHEA). For more information about CHEA, please visit www.chea.org.

Purpose of the Accreditation Handbook The Accrediting Commission has prepared this Accreditation Handbook as a compilation of its policies, procedures, and standards. It is intended to assist institutions in understanding and preparing for evaluation by the Commission. Institutions should use it as they organize and conduct their self-evaluations, as they evaluate their readiness to meet the rigors inherent in voluntary accreditation, and as they work to maintain the standards of the Commission. Finally, this Handbook offers guidance to newly established distance education institutions seeking to build or refine their policies and practices, whether or not they apply for DETC accreditation. Please note that the Evaluator’s Rating Forms, Guides and Miscellaneous are now found only on DETC’s website at www.detc.org (select “Member Services” tab and “Evaluators Documents” and Evaluator’s Rating Forms, Guides, Critical Documents and Miscellaneous – sign in using “guest” for your user name and password). If you need the documents sent to you, please contact Lissette Hubbard at Lissette@ detc.org or call 202-234-5100 ext. 105.

Please note: You should always check the website at www.detc.org (select the Publications tab) for the most

up-to-date versions of these documents. The website copy takes precedence over the information in this print

version.

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DETC Accreditation Handbook – 2012 Introduction

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Introduction Accreditation in education began over a century ago. The movement started as a public reaction to the extreme differences between educational institutions that initially appeared to be similar. Accrediting bodies were voluntarily organized by educators to develop and implement common policies and standards to measure educational quality. From its inception, accreditation has been a non-governmental, completely voluntary, peer group method of identifying educational institutions or programs which meet published standards of quality. A variety of regional and professional accrediting groups came into being in the early 1900s in response to the public’s demand for reliable indicators of institutional quality.

Brief History of DETC and Its Accrediting Commission The Distance Education and Training Council (DETC) was founded in 1926 under the name “National Home Study Council.” As a voluntary association of distance education institutions, DETC is dedicated to fostering quality assurance, protection of the rights of the students and institutional self-improvement through voluntary accreditation via peer evaluation. DETC accreditation aims to instill public confidence in DETC institutions’ missions, goals, performances, and resources through rigorous application and peer-developed accreditation standards. In 1952, the Council decided further improvements should be made in the procedures used to examine and approve distance study institutions for membership. A system of voluntary accreditation seemed to be the best solution. As the planning progressed, individuals in the then U.S. Office of Education, the National Commission on Accrediting, and other recognized accrediting agencies assisted in creating the Council. The Council’s independent Accrediting Commission was officially established in 1955. Four years later, the Commission was listed by the U.S. Commissioner (now Secretary) of Education as a “nationally recognized accrediting agency” under the terms of Public Law. Like other nationally recognized accrediting agencies, the Accrediting Commission is reviewed periodically by the U.S. Department of Education to make certain that it meets the criteria for federal recognition as published in Title 34 of the Code of Federal Regulations. Since 1959, the U.S. Secretary of Education has continuously recognized the Accrediting Commission, and its recognition was last renewed in 2006. Its next review is scheduled for 2012. The procedures and standards of the Commission have been continuously refined and improved over the past six decades. In 1973, the Accrediting Commission received the recognition of the National Commission on Accrediting, thus becoming the first agency accrediting private schools—at that time, most of them proprietary—to receive such recognition. In 1975, the Accrediting Commission became a charter member of the Council on Postsecondary Accreditation (COPA), a non-governmental body recognizing and coordinating the activities of accrediting agencies throughout the United States. In 1993, COPA was dissolved and the Commission on Recognition of Postsecondary Accreditation (CORPA) was formed. DETC was also a charter member of that organization. In 1994, the National Home Study Council changed its name to the Distance Education and Training Council. CORPA was dissolved on in 1996 and its successor, the Council for Higher Education Accreditation (CHEA), was formed. DETC became a charter member of CHEA. The Commission’s CHEA recognition was last renewed in January 2001. Its next review is in 2012.

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Accreditation DETC Accreditation Handbook – 2012

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Today, the Accrediting Commission is recognized by CHEA and the Secretary of Education as the national institutional accrediting body postsecondary institutions offering programs primarily by the distance education method up through the Professional Doctoral degree level. DETC’s federal scope of recognition enables DETC degree-awarding institutions to establish eligibility to participate in the various federal programs, i.e., Title IV federal student loans or Pell Grants, and the American Opportunity Tax Credit. Recognition of the Commission from the U.S. Secretary of Education and from the Council for Higher Education Accreditation is for postsecondary purposes only, and these recognitions do not apply to elementary or secondary schools (this is due to changes in the federal law). However, the DETC Accrediting Commission has been examining, evaluating, and granting accreditation status to elementary and secondary schools since 1955.

Accreditation

Why Become Accredited?

What does accreditation mean to you, the CEO, administrator or faculty member of a distance education institution? Is it an opportunity to improve the educational quality of your institution? Is it a means of evaluating and comparing your courses/programs, facilities, and procedures with those of others? Or, is it a process whereby an accrediting body grants public recognition to an institution as having met certain standards? Accreditation is all of these. However, the greatest value of accreditation is to be found in undergoing the process itself; a process of self-evaluation in which an institution voluntarily monitors and controls its own behavior to ensure that its “programs and policies embody standards of good practice.” Currently, accreditation may be said to: • assure students that an institution delivers on its promises;

• foster excellence in education through the development of standards for assessing educational effectiveness;

• encourage improvement through continual self-evaluation and planning;

• demonstrate comparability between degree programs offered at regionally accredited institutions with DETC-accredited degree programs; and

• assure the educational community, students, state and federal authorities, the general public, and other interested agencies and/or organizations that an institution has clearly defined and appropriate objectives; maintains conditions under which their achievement can be reasonably expected; is accomplishing them; and can be expected to continue to do so.

The word “accreditation” has acquired many shades of meaning over the years. Distance education accreditation is certification by a recognized body that a distance education institution has voluntarily undergone a comprehensive study and peer examination which has demonstrated that the institution does in fact meet the established standards. The institution must perform the functions that it claims: that it has set educational goals for students who enroll; offers formal, organized learning experiences and services that enable students to meet these stated goals; and can, in fact, show that students and graduates have benefited from the learning experiences provided. DETC accreditation is founded on these philosophic principles:

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DETC Accreditation Handbook – 2012 Accreditation

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• Accreditation is purely voluntary. The applicant institution voluntarily elects to apply for accreditation and it voluntarily agrees to comply with all standards and policies of the Commission.

• Accreditation is a non-governmental peer review process in which the integrity and good faith of an institution and its officers are essential.

• The burden of proof in demonstrating compliance with standards always rests with the institution, not with the Accrediting Commission. The institution, whether it is an applicant seeking initial accreditation or an already accredited institution undergoing an on-site evaluation or responding to other Commission-directed inquiries of any kind, has the burden of proof in making a showing to the Accrediting Commission that it meets or exceeds the standards.

• The Accrediting Commission considers information about an applicant institution from any source in reaching its conclusion.

• Accreditation is by its nature a formal, but nonetheless, collegial process. It works best when there is a common agreement that the chief purpose for seeking accreditation is the identification of soundness, honesty, and quality in the practice of distance education. It was never intended to be an adversarial procedure whereby legal professionals employ courtroom procedures to attain accredited status.

What is DETC Accreditation? Distance study accreditation is an institution-wide source of nationally recognized accreditation that covers all distance study activities of the institution. It is unique in American accreditation because it is based upon a method of delivering instruction rather than on geographical location, educational level, or subject matter discipline. It covers all programs, courses, and distance study endeavors of an institution, including degree, non-degree, vocational, and avocational programs. The Accrediting Commission of the DETC provides distance study institutions with a single source of nationally recognized accreditation, all the way from kindergarten through the doctorate degree levels.

What is Distance Education? Distance education, also called online education, home study, correspondence study or Internet-based learning, is designed for learners who live at a distance from educational providers and/or institutions. It is the formal enrollment and study with an educational institution that provides organized, formal learning opportunities for students. Presented in a sequential and logical order, the instruction is offered wholly or primarily by distance study, through virtually any media. Historically, its predominant medium of instruction has been printed materials, however today it may incorporate or make use of videotapes, CD or DVD ROM’s, audio recordings, audio-conferencing, telephone communications, e-mail, and Web-based delivery systems through the Internet. The student completes each lesson or segment and submits it for correction, grading, comment, and guidance by a qualified instructor. To determine eligibility to participate in Title IV programs, the federal government defines distance education as education that uses one or more of the following technologies to deliver instruction to students who are separated from the instructor and to support regular and substantive interaction between the students and the instructor, either synchronously or asynchronously: Internet; one-way and two-way transmissions through open broadcast, closed circuit, cable, microwave, broadband lines, fiber optics, satellite, or wireless communications devices; audio-conferencing; or video cassettes, DVDs, and CD-ROMs, if the cassettes, DVDs, or CD-ROMs are used in a course in conjunction with any of the former technologies.

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Accreditation DETC Accreditation Handbook – 2012

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Institutions are not eligible to participate in federal student aid if its courses/programs are offered through correspondence study, which is defined as education provided through one or more courses by an institution under which the institution provides instructional materials, by mail or electronic transmission, including examinations on the materials, to students who are separated from the instruction. Interaction between the instructor and the student is limited, is not regular and substantive, and is primarily initiated by the student. Correspondence courses are typically self-paced, and they are not considered the same as distance education courses for purposes of the Department of Education’s regulations under Title IV of the Higher Education Act.

DETC limits eligibility to Title IV programs to degree-granting distance education institutions only. DETC’s scope of

accreditation covers both correspondence and distance education. For the purposes of this Handbook, the term “distance education” also encompasses correspondence study, except for Title IV purposes.

What are the Benefits of Accreditation? For more than a century, DETC institutions have been leaders in the field of distance education. Accreditation: • provides a reliable indicator of institution quality for counselors, employers, educators, governmental officials, and the public;

• is an expression of confidence in the educational program, the policies, and the procedures of the institution by its peers—a lasting source of pride to the institution;

• is an external source of stimulation to improve services, programs, and staff through periodic self-studies and evaluations by an outside agency;

• is an assurance of high standards and educational quality through the institution’s adherence to established criteria, policies, and standards;

• brings the institution recognition through the extension of special status by several states under their legislation and regulations, as well as recognition given by federal, state, and local agencies in referring students to accredited institutions;

• allows an institution and its courses to be listed in DETC’s searchable database and in the DETC Directory of

Accredited Institutions on DETC’s website;

• enables the institution to qualify to participate in the voluntary education tuition assistance program administered by the Defense Activity on Non-Traditional Education Support (DANTES) for most of the U.S. military services;

• by federal law, provides eligibility for certain federal programs. For example, only accredited distance education institutions are eligible to participate in the G.I. Bill and military tuition assistance program. DETC degree-awarding institutions are eligible to apply to the U.S. Department of Education to participate in the Title IV federal student aid programs;

• permits an institution to be listed in the directory the American Council on Education’s directory, Accredited Institutions of Postsecondary Education;

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DETC Accreditation Handbook – 2012 Accreditation

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• permits an institution to be listed on the institution databases of the Council for Higher Education Accreditation (CHEA) and the U.S. Department of Education’s websites;

• authorizes an institution to obtain the coveted “.edu” e-mail and website addresses; • allows the use of the DETC seal and reference to accreditation by the Accrediting Commission of the Distance Education and Training Council;

• allows students to qualify for tuition reimbursement under certain state, industry, corporate, or union-sponsored tuition assistance plans requiring enrollment with an accredited institution;

• brings eligibility for participation in the academic credit evaluation procedure conducted by the American Council on Education’s College Credit Recommendation Service (CREDIT);

• helps facilitate, but does not guarantee, acceptance of credits and degrees by other academic institutions; and • provides a unique professional development opportunity for the institution’s staff members to serve on accrediting examining committees visiting other institutions.

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The Accrediting Commission DETC Accreditation Handbook – 2012

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The Accrediting Commission Members of the Accrediting Commission The DETC Accrediting Commission is a constituted accrediting body that operates within the incorporated association of the Distance Education and Training Council. The Commission has complete autonomy to make accrediting decisions. The Accrediting Commission has nine members, and its makeup includes persons possessing either academic or administrative expertise or both. Four of the Commissioners are from outside the field and are considered in every sense to be representatives of the public, and five Commissioners are from the distance education field. For more information on the qualifications and training of the Commissioners, see D.10. Selection and Training of Commissioners. The DETC Accrediting Commission is comprised of nine (9) members: five (5) members from DETC-accredited institutions elected by the Council and four (4) members appointed by the Commission to represent the public. At least two members of the Commission must be “academics,” defined by DETC as a person who works full time at an educational institution who, possibly in addition to other duties, actively teaches, delivers educational content to learners, or engages in educational research related to the institution’s mission. At least two members of the Commission must be an “administrator” defined by DETC as a person currently or recently directly engaged in a significant manner in the administration of an institution. Institution Commissioners: The five Institution Commissioners are selected from DETC accredited institutions and are individuals who are currently active academic or administrative personnel who do not have a representative currently serving on the Accrediting Commission. Institution Commissioners may serve for a maximum of two three-year terms. The Commissioners are selected so that they are representative of the variety of institutions in the Distance Education and Training Council and the distance education field insofar as possible. Public Commissioners: The four Public Commissioners are from outside the distance education field and are selected for their overall interest in education and their competence in business, industry, education, government, and related fields. Public Commissioners may serve for a maximum of three three-year terms. Public Commissioners have been appointed to serve on the Commission because of the great interest they have demonstrated in the cause of high standards for institutions, their willingness to become involved and committed to the accrediting program for distance education, their demonstrated objectivity and sound judgment, and the outstanding competencies they bring to the Commission from their respective backgrounds. A Public Commissioner may not be (1) an employee, member of the governing board, owner, or shareholder of, or consultant to, an institution that either is accredited by DETC or has applied for such accreditation; (2) a member of any organization that transacts business with or receives funding or payments from; and (3) a spouse, parent, child, or sibling of an individual identified in (1) or (2) above. Officers of the Commission: The officers of the Commission are a Chair, Vice Chair, Treasurer, and the Executive Secretary who is also the Executive Director. The Chair and Vice Chair are members of the Accrediting Commission elected to office by vote of the Commissioners. It is customary for a Public Commissioner to serve as the Commission Chair.

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DETC Accreditation Handbook – 2012 The Accrediting Commission

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For the academic and professional qualifications, and employment and organizational affiliations of the Commissioners, see DETC’s website at www.detc.org and select “About Us.”

Current Members of the Accrediting Commission: The following individuals are the current members of the Accrediting Commission—

• Timothy Mott, Chair, Director, Off-Campus Programs at Cincinnati State Technical and Community College*

• Mary Adams, Vice Chair, President, American Sentinel University

• Josette P. Katz, Professor, Atlantic Cape Community College*

• Patrick O’Malley, Assurance Partner, PricewaterhouseCoopers LLP (retired)*

• Robert G. Mayes, Jr., President, Columbia Southern University

• Jack Nill, Provost, Global University

• Carol S. Osborn, Deputy Director, DANTES (retired)*

• Ann Rohr, President, Weston Distance Learning

• Judith A. Turner, Vice President and Director of Education, Art Instruction Schools

*Public Commissioners

The Staff Equally valuable in this process is the Commission’s staff, which assists the Commission in carrying out its mission. The staff provides counsel to applicants seeking accreditation and accredited institutions, training for Commissioners, evaluators, subject specialists, Appeals Panel members, and continuous communication with states, including the U.S. Department of Education, CHEA, and other relevant agencies. Accrediting Commission staff members serve as observers on Examining Committees; appoint Examining Committee members; arrange logistics for visits and Commission meetings; and serve as the central communications link between the public, applicants, other accrediting associations, and the Accrediting Commission. The Executive Director is the day-to-day administrator of the Commission and the staff, and he manages and supervises the accreditation process. The Executive Director is responsible for liaison between and among the Commissioners, the Examining Committees, and the institutions participating in the accrediting process.

Current Staff Members: The current staff members and the year each started service are—

• Michael P. Lambert, Executive Director, 1972

• Sally R. Welch, Associate Director, 1974

• Nan Bayster Ridgeway, Director of Accreditation, 2005

• Robert S. Chalifoux, Director of Media and Events, 2005

• Lissette D. Hubbard, Accreditation Associate, 2007

• Brianna L. Bates, Information and Accounts Specialist, 2009

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For the academic and professional qualifications of the DETC Staff, please visit the website at www.detc.org and select “About Us.”

Powers and Responsibilities of the Commission The powers and responsibilities of the Commission are to: • establish and circulate criteria for the evaluation and accreditation of distance education and organizations; • establish its operating budget and provide for a schedule of reasonable fees which will assure the financial stability of the Commission;

• receive applications from institutions desiring accreditation; • appoint qualified evaluators and subject specialists and provide for a comprehensive evaluation procedure; • review the Chair’s reports and all other pertinent material and accredit or withhold accreditation from applicant institutions;

• issue a directory of accredited organizations (DETC Directory of Accredited Institutions—available on DETC’s website) and maintain a website in which institutions will be identified in a manner which indicates their program offerings;

• make available to the public current information covering the criteria for accreditation and the operation of the Commission;

• re-evaluate at reasonable intervals the accredited organizations’ programs, organization, and courses of study; and • exercise such other powers as are necessary to carry out the functions of a reputable, nationally recognized accrediting association.

Commission’s Scope and Mission The DETC Accrediting Commission’s scope of recognition comes from two sources: The U.S. Secretary of Education and the Council for Higher Education Accreditation: Department of Education’s Scope of Recognition: “The accreditation of postsecondary institutions in the United States that offer degree programs primarily by the distance education method up to and including the professional doctoral degree, and are specifically certified by the agency as accredited for Title IV purposes; and the accreditation of postsecondary institutions in the United States not participating in Title IV that offer programs primarily by the distance education method up through the professional doctoral degrees.”

CHEA’s Scope of Recognition: “The accreditation of higher learning institutions in the United States and international locations that offer programs of study that are delivered primarily by distance (51% or more) and award credentials at the associate, baccalaureate, master’s, first professional, and professional doctoral degree level.”

DETC defines “professional doctoral degree” to mean a post-master’s graduate level degree that prepares individuals through internships, practical application of training, and/or specialized certifications, for professional practice (such

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as the Doctor of Business Administration), as opposed to research methodologies that are associated with academic doctorate degrees (such as the Doctor of Philosophy). Its mission is to promote, by means of standard-setting, evaluation, and consultation processes, the development and maintenance of high educational and ethical standards for education and training programs delivered through distance learning. The DETC Accrediting Commission identifies and accredits distance education institutions and training providers that have attained and maintained the standards deemed necessary to operate at a minimum level of quality. The Commission applies its standards and policies in a manner that respects the mission of an institution, including those with faith-based or religious missions, in ensuring that the educational programs are of sufficient quality to achieve the stated objectives and mission. The Accrediting Commission’s scope of activity includes the accreditation of both correspondence education institutions and distance education institutions as defined above.

Eligibility Requirements Before the Commission will officially accept an institution’s initial “Application for Accreditation,” the institution has the burden of proof in demonstrating that it meets the following eligibility criteria:

• The institution must be a “bona fide” distance education institution and/or training provider, which is defined by the Accrediting Commission as “an educational institution or organization whose primary purpose is providing education or training which (1) formally enrolls students and maintains student records; (2) retains a qualified faculty to service students; (3) provides educationally sound and up-to-date curricula that are supported by quality instructional materials and appropriate technology; (4) provides continuous two-way communication on student work, e.g., evaluating students’ examinations, projects, and/or answering queries, with prompt feedback given to students; and (5) offers courses of instruction which must be studied predominantly at a distance (51% or more) from the institution or organization.” That is, distance education should be the primary method of study for the majority of students, and distance education courses should comprise the majority of curricula offerings of the institution.

• The institution must be properly licensed, authorized, exempted, or approved by the applicable state educational institutional authority (or its equivalent for non-U.S. institutions). The institution must also be in compliance with all applicable local, state, and federal requirements. Exemptions from state law must be supported with State-issued documentation.

• At the time of the initial application, the institution must have been enrolling students in the current programs for two consecutive years and under the present ownership (no new programs may be added during the two year period).

• The applicant institution must be able to document—via an audited or reviewed comparative financial statement that covers its two most recent fiscal years—that it is financially sound and that it can meet its financial obligations to provide instruction and service to its students.

• The applicant must show that the name being used by the institution is free from any association with any activity that could damage the standing of the Commission or of the accrediting process, such as illegal actions, unethical conduct, or abuse of consumers.

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• The institution, the institution’s owners, governing board members, officials, and administrators possess sound reputations and show a record of integrity and ethical conduct in their professional activities, business operations, and relations. The owners, board members and executive staff must have records free from any association with any misfeasance, including, but not limited to, owning, managing or controlling any educational institutions that have entered bankruptcy or have closed with students having been disadvantaged as a result.

• The institution agrees that as part of the application process, its owners, officers and managers may be subject to a background check by DETC, which may include, but not be limited to, DETC surveys of State educational oversight agencies, Federal departments and agencies, consumer protection agencies, checks on the credit history, prior bankruptcy, criminal background, debarment from Federal Student Aid Programs, the closing of educational institutions in which they were owners, managers or principals, or the loss of accreditation or state approval to operate an educational institution. The costs of such background checks will be borne by the Applicant.

• The institution’s “Application for Accreditation” must be complete in all respects. The institution has the burden of proof in showing that its curricula are within the Accrediting Commission’s recognized scope of authority. The Accrediting Commission reserves the right to limit its reviews to the kinds of institutions and types of programs that fall within its recognized scope and decline to consider institutions and programs for accreditation which fall outside the Accrediting Commission’s scope, competence, or where it is felt that there is a lack of adequate standards to permit a meaningful evaluation. As stated in C.24. Policy on Non-U.S. Institutions, if a distance education institution located outside the United States wishes to apply for accreditation, it must petition the DETC Accrediting Commission and request that its application be accepted. Applications will be reviewed on a case-by-case basis. The Commission also requires that all distance education courses, programs, divisions, and/or affiliates of the ownership undergo the accreditation process. The failure of one distance education program and/or division to apply for or achieve accreditation within a time frame set by the Commission renders all distance education programs or

divisions ineligible for accreditation. In addition, if one distance education course, program, division, and/or affiliate of the ownership is ineligible to apply for accreditation, including ineligibility due to the limits on DETC’s scope of activity, then all “divisions” of that ownership will be deemed to be ineligible to apply for accreditation.

Third-Party Comments As part of the accreditation process, the Commission gives its relevant internal and external constituencies the opportunity to comment on any institution applying for accreditation or reaccreditation (see D.13. Third-Party Comments). DETC posts the names of applicants on its website and several of its publications (DETC News, DETC

Bulletins, and Washington Memo) typically 2-3 months before the next regularly schedule Commission meeting. Constituencies are invited to provide information by a given date. In addition, as part of the review process, DETC also surveys students, Better Business Bureaus, and consumer protection agencies, as well as the Department of Veterans Affairs, the Federal Trade Commission, and state and departments of education.

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Unethical Behavior If, for any reason, the Commission suspects any type of unethical behavior, including fraud and abuse, by an applicant or accredited institution, the Commission reserves the right to investigate the allegations. The Commission is obligated under Federal regulations [CF 602.27(a)(6)] to report to the Secretary of Education any institution it has reason to believe is failing to meet its Title IV program responsibilities or is engaged in fraud and abuse.

Grants of Initial Accreditation The Commission will extend a grant of accreditation to initial applicants for a maximum of three years, with the condition that a new Self-Evaluation Report be submitted and an examining committee visits the institution to verify the SER and gather additional information. The normal five year reaccreditation review procedures will be applied for this three year renewal of accreditation (with the exception of curricula reviews).

Communicating with the Commission Individuals seeking further information about the Accrediting Commission may consult:

• in person, by appointment

• by mail to: DETC, 1601 18th Street, NW, Suite 2, Washington, D.C. 20009-2529

• by telephone at (202) 234-5100 or fax at (202) 332-1386

• by e-mail at [email protected]

• by viewing DETC’s home page at “www.detc.org”

Receipt of all mailed communications is assumed to be received by the addressees by the fifth calendar day after being post marked.

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The Process of Accreditation

Steps in the Accreditation Process Since accreditation is a voluntary process, each institution must make its own choice on whether or not to seek accreditation. Institutions desiring accredited status are expected to take the initiative in going through a series of steps outlined below. Institutions seeking accreditation or reaccreditation assume the burden of proof in presenting themselves as meeting the established standards. The steps in the accreditation process are:

1. Obtain the DETC Accreditation Handbook, Complete DETC Course, Review Application, and Begin

Writing SER

Institution receives the DETC Accreditation Handbook and reviews it carefully: The Accrediting Commission’s comprehensive publication on accreditation, the DETC Accreditation Handbook, is sold for $50 (U.S.). It is available from DETC’s website at no charge (www.detc.org, select “Publications” and “Accreditation Handbook”). The Handbook is updated every January, however, changes may occur throughout the year. Institutions should check DETC’s website for the most up-to-date version of the documents. For institutions undergoing the reaccreditation process, information is sent to them in the preceding year advising them of their upcoming reaccreditation review.

Enroll and Complete Course: A key person must enroll in and complete the DETC’s Course on Preparing for

Accreditation to qualify as a Compliance Officer. The course is available online or in print (for no charge) from DETC’s website at www.detc.org, “Member Services” tab (use the word “guest” for the user name and password) and select “Publications.” This course must be completed before submitting the Application for Accreditation and before writing the SER. DETC will not accept an application without proof that someone has completed this course.

Review Application: The CEO/President must review the “Application for Accreditation” (Appendix E.2.) to make certain the institution meets the eligibility requirements and understands all that is required in the accreditation process.

Begin Writing the SER: The Compliance Officer and staff begin writing the institution’s Self-Evaluation Report (SER). The SER is prepared in accordance with the provisions of the “Guide to Self-Evaluation” found in Appendix B. The SER provides data on all areas of an institution’s operation, history, course offerings, student services, finances, etc. The self-evaluation includes a wide gathering and analysis of pertinent data on all aspects of the institution and its work. It should, above all else, be a truly self-analytical document that identifies an institution’s particular strengths and challenges. It should reveal the philosophy, organization, specific practices and procedures (documented wherever possible), the success of different operations, and the outcomes of the educational process including the degree to which the institution is accomplishing its stated objectives. Data should not be amassed routinely, but in a constant search for new meanings, new methods and procedures, new hypotheses, and new ideas for improvement.

Even though the Compliance Officers is the key person who oversees the writing of the SER, it is recommended that as many key personnel/stakeholders as possible help to write the SER. Preparing the SER is a great learning experience for everyone. When writing the SER, the name of a contact person should be assigned to each standard. This helps the evaluators to determine whom to interview during the on-site visit.

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Preparing the Self-Evaluation Report may take only a few months for a small institution to as many as nine months for a large institution. Institutions are instructed to allow sufficient time for writing, editing, and revising the Self-Evaluation Report. This is a key document in the institution’s quest for accreditation!

2. Submit Application and Other Required Information Institution submits application with application fee: To initiate the accreditation process, the Application for Accreditation (found in Appendix E.2.), and the $3,000 accreditation fee (or $1,000 reaccreditation fee), must be submitted to the Commission. Initial applicants must submit the required financial statements (see C.10. Policy on Financial Statements) with their application. Initial application must also submit their SER no later than 60 days after submitting their Application. The Accrediting Commission accepts applications from “eligible” institutions (see page 17) that have been operating as a bona fide distance education institution or organization and enrolling students for at least two years under the present ownership and with the present programs. The CEO must sign the “Certification of Application” in the Application. In doing so, the CEO agrees that at least one key person has completed the course, DETC Course on Preparing for Accreditation. Upon receipt of the Application, the Commission staff consults with the institution as needed. Receiving the Application begins the formal process. The steps obligated in the accreditation process must be taken within 12 months after application is made.

Institutions submits students names, catalogs, and copy of state licensure: The names and addresses (mailing and e-mail addresses) of the first 100 students consecutively enrolled with the institution beginning on the first day of the 18th month preceding the date of the application must be submitted on self-adhesive mailing labels or e-mail addresses. If you have fewer than 100 students, submit all the names and addresses. Insofar as possible, the number of students must reflect the same proportion of the enrollments for each of the institution’s major course offerings. For example, if you have 100 students enrolled in two separate courses, then approximately one-half of the students on the mailing labels or e-mail addresses should be from each respective course. Institutions must also enclose a copy of its catalog(s) and a copy of its state license.

DETC posts names of applicants for accreditation on its website and publications: The name of the institution applying for reaccreditation is published in DETC publications (DETC News, DETC Bulletin, Washington Memo, etc.) and website (www.detc.org), and the public is requested to send any comments they may have to the Accrediting Commission by a given date. The name of an initial applicant will not be published in DETC’s publications or posted on DETC’s website until after it has been notified of a successful Readiness Assessment.

3. Undergo Readiness Assessment (Initial Applicants Only)

Initial applicants must submit two copies of its SER (no later than 60 days from the date of application). Once DETC receives these documents, the Director of Accreditation (Nan Ridgeway) will coordinate a review by an evaluator for a Readiness Assessment (see C.12.). The evaluator reviews the SER and writes a report stating if the institution is deemed “ready” to undergo a full on-site visit. Then the institution proceeds to the next step. If the institution is not deemed “ready,” then it must correct the areas of concern and submit an updated SER to be reviewed again before proceeding with the accreditation process.

4. Submit Course Materials, DETC Schedules On-Site Visit and Surveys Students

Institution submits courses materials for review: C.5. Policy on Course/Program Approvals provides the details on what course materials are required to be submitted as part of the accreditation process.

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An institution undergoing reaccreditation must also follow the directions in C.5. Submissions also include advertisements, catalog, enrollment agreement(s), examinations and examination solutions, and all tools, kits, and equipment provided with the course(s). Course materials submitted as part of an institution’s application for accreditation are not returned to the institution; they are consumed in the review process.

Subject matter experts, who are also called “subject specialists,” are selected to review and report on the institution’s course materials. All Subject Specialists go through a training program and sign DETC’s D.8. Conflict of Interest Policy and D.8.1. Conflict of Interest Disclosure Form before reviewing courses/programs. Typically, these reviews take place in the subject specialists’ home or office. However, if an institution offers a combination distance study-resident program, offers a degree program, or has an extremely large number of courses (e.g., a military institute), then one or more subject specialists are appointed to visit the institution for an on-site review during the full on-site visit. Each subject specialist submits to the Accrediting Commission written report on the courses reviewed.

Date of Visit is Set: A mutually convenient on-site examination date is coordinated with the institution. Since a

majority of the review process is completed before the on-site visit, most on-site visits are one to two days, depending upon the size of the institution. In cases where resident training is provided as a required or as an optional part of a distance education course, the training facilities are examined to make sure that outcomes of resident training contribute to the total course objectives.

Students Surveyed: The students are asked to complete a survey form (either electronically or paper-based) which contains questions about enrollment practices, lessons, student services, and student satisfaction with the course(s) and the institution. In addition, the Commission staff also surveys Better Business Bureaus, Chambers of Commerce, various consumer protection agencies, accrediting associations, and federal and state regulatory agencies, such as the Department of Veterans Affairs, the Federal Trade Commission, and the U.S. Department of Education, for information on the educational services, business ethics, and general reputation of all applicant institutions.

5. Submit SER, Receive Subject Specialist Reports, and Respond to Comments

Institution Submits SER: The Compliance Officer completes and sends the institution’s SER. This is done at least 4 to 6 weeks before the on-site visit. If an applicant institution is deemed ready for a full on-site review, it must revise its SER by incorporating the improvements made since the Readiness Assessment. As instructed by the Director of Accreditation, the institution must send the Self-Evaluation Report. In addition, the institution must provide the appropriate instructions and passwords for full access to the institution’s website and/or online courses. This allows members of the examining committee to review the appropriate items/content before the on-site visit. See B.1. Guide to Self-Evaluation Report for instructions on writing and sending the SER.

Examining Committee is Selected: The Examining Committee is not limited in size, but usually includes a Chair, an Educational Standards Examiner, a Business Standards Examiner, Subject Specialists for each subject area (who may or may not visit the institution), and an Observer for the Accrediting Commission. An Examining Committee is appointed to visit the institution for the purpose of verifying the information in the Self-Evaluation Report, and to gather additional facts for the Accrediting Commission. Once the examiners are selected, their names are submitted to the institution. The institution may object, with an adequate reason, to a specific examiner and request that another examiner be chosen.

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Examiners (also called evaluators) are selected from among educators, executives, and practitioners in business, technical, and service fields. To become a qualified examiner, one must complete the distance education course entitled “DETC Evaluators Training Program” and receive a certificate of completion. The Commission develops and maintains a record of the qualifications of people who have been trained as examiners. All evaluators must read, agree to, and sign DETC’s D.8. Conflict of Interest Policy, D.8.1. Conflict of Interest Disclosure Form, and D.9. Code of Conduct for On-Site Evaluators. The Commission strongly stresses to each examiner the need for confidentiality before, during, and after the on-site visit. Evaluators with a conflict of interest with an applicant institution are not appointed to serve on the applicant’s examining committee.

State Observers are Invited: Representatives from state licensing bodies and from federal agencies are notified of forthcoming visits and are invited to participate as observers in the process. They are encouraged (but not required) to submit written reports to the Chair at the conclusion of the visit.

DETC Sends Subject Specialist Reports and Student Surveys to the Institution: The DETC provides the Subject Specialist Reports and Student Surveys received to the institution prior to the Examining Committee’s visit so that institutional representatives can prepare for questions from the visiting committee.

Institution addresses any not met findings from subject specialists: If the institution receives any “Partially Meets” or “Does Not Meet” findings for a standard from the subject specialists, it must submit a written response. The institution’s response should be sent to DETC at least two weeks prior to the on-site visit. The written responses are given to the Educational Standards Evaluator and subject specialist(s) before the on-site visit. They review the responses to determine whether the courses deficiencies have been corrected and whether the course is now approved. Examiners Receive and Review SER, Subject Specialist Reports, and Student Surveys: An electronic copy of the SER is sent to each evaluator by the institution. For initial applicants, the evaluators also get a copy of the institution’s Readiness Assessment Report. DETC sends the Subject Specialist Reports, the response to the subject specialist reports, and Student Surveys to the on-site team prior to the on-site visit. When special examinations are ordered, SERs are also required before the on-site visits. While on-site visits are required for all institutions seeking accreditation or reaccreditation, they may or may not be required for institutions submitting interim progress reports. Whenever possible, the SER is sent by the institution to each examiner 4 to 6 weeks prior to the on-site visit. Each examiner reads the SER carefully and uses the “Rating Form for All Institutions” to consider the institution’s responses to each question and any appropriate policy. The examiners make notes of any questions not answered in the SER or areas in which they may have concerns. The examiners use their notes to form questions to be asked or items to be checked during the on-site visit. The examiners are not limited to the questions on the rating form, and they are encouraged to ask their own questions as they confirm an institution’s compliance with the standards. Complaint Summary is Prepared: The Accrediting Commission has a formal procedure for handling complaints lodged against an institution (see C.20). A summary of any complaints received on an institution that is undergoing accreditation or reaccreditation is compiled and presented at the executive breakfast meeting on the day of the on-site visit.

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6. Institution Undergoes On-Site Visit and Examiners Write Reports

Institution undergoes the on-site visit: During the visit, the questions asked by the examiners and the methods of inquiry help safeguard impartial judgment. Each examiner develops a comprehensive picture of the institution’s operations before the visit by doing a thorough review of the SER. Information provided in the report is verified at the time of the visit. The Examiner’s Rating Form directs Examining Committee members in their inquiries. Also, the presence of an Accrediting Commission observer helps ensure objectivity, impartiality, uniformity, and adherence to established procedures. At the time of the on-site visit, it is vital that all key staff members are present or available, including faculty, principal managers, outside accountants, and instructors. Members of the Examining Committee will want to interview many of the key staff members during the on-site visit. School representatives and the Educational Standards Evaluator (and possibly the Chair) will want to discuss the Subject Specialist Reports and student survey results (if previously forwarded) during the on-site visit. Evaluators test and verify information in the SER: Below are details for the on-site visit. The Committee members will work in their area of expertise during the examination. They will interview administrators, officials, staff, students, and examine files, review records, verify data, and assemble relevant information to aid in preparing their individual reports. Chair informs the institution when to expect the Chair’s Report: At the end of the visit, the Chair will meet with the CEO/President and tell him/her when s/he may expect to receive the Chair’s Report (approximately one month after the visit).

Evaluators write reports and send them to the Chair: Each examiner completes the appropriate sections of the “Examiner’s Rating Form for All Institutions” and writes a report using the templates provided. Each report is a narrative stating his/her findings and recommendations and expanding on or explaining any “not met” ratings. Once again, the examiners are not limited by the questions on the rating form. They are encouraged to explore any related characteristics and activities that help to determine whether the institution meets each of the standards.

Observer’s and CEO’s comments are solicited: Any observers/representatives from state licensing bodies and/or federal agencies are strongly encouraged to send their comments to the Commission and the Chair. Their comments should address any issues concerning the institution’s compliance with state or federal regulations or the accrediting process itself. The CEO’s comments are solicited immediately following the on-site visit and prior to the receipt of the Chair’s Report.

Commission surveys on-site evaluators: After the on-site visit, the Commission surveys the examiners for any comments they may have on the institution’s SER, the on-site visit, and the accreditation process. If a state observer went on the on-site visit, the Commission may send the observer a copy of the Chair’s Report and the institution’s response to the Chair’s Report if requested.

7. Chair Writes & Submits Report and Institution Responds

Chair writes report and sends it to DETC: Once the Chair receives all of the examiners’ reports, s/he prepares a Chair’s Report. The purpose of the Chair’s Report is to present to the Accrediting Commission a thorough, succinct, and accurate statement of the findings of the Examining Committee. It presents a composite view of the findings of Committee members and subject specialists on the policies, conditions, and practices of the institution as measured against the published standards for accredited institutions. The Chair’s Report also summarizes the findings and recommendations of the Subject Specialist reports.

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In the Chair’s Report, the strengths and the deficiencies of the institution are noted. The Report lists Committee findings and presents Committee recommendations on how an institution might take action to bring existing policies, practices, materials, or services into accord with specific standards and policies. The Chair’s Report does not, however, make a recommendation to the Accrediting Commission as to the overall approval or disapproval of the institution’s application for accreditation. The Chair sends his/her report to the Director of Accreditation. The Director of Accreditation does not edit or make changes to the Chair’s Report.

DETC sends the Chair’s Report to the institution for comment: A copy of the Chair’s Report is forwarded, approximately four to five weeks after the on-site visit, to the CEO of the applicant institution for comment and response before the Accrediting Commission takes action. This procedure provides the institution with the opportunity to respond to Committee findings as well as to report on any corrective actions taken subsequent to the visit. The institution has 30 days from the receipt of the Report to comment on the Report to provide comments and to submit additional material if appropriate.

8. Commission Reviews, Takes Action and Announces Decision

Commission reviews surveys, Chair’s Report, and the Institution’s Response to the Chair’s Report: The Accrediting Commission usually meets twice a year, in January and in June, to take action on the institutions’ applications for accreditation. At its meeting, the Commission reviews information and documentation on the various applications for initial accreditation or reaccreditation. The Commission looks at the SER; the Chair’s Report; the Institution’s Response; subject specialists reports, student surveys; any complaints from the public; information gathered from other interested parties and any responses to the public notices; institution’s advertisements and catalog; any communications between the institution and the Accrediting Commission; and other relevant documentation.

Commission makes decision and informs institution: As described in Appendix D.1.1., the Commission may take one of four courses of action:

1. accredit a new applicant institution, or continue an institution’s accredited status (the maximum grant of accreditation for new applicants is three years). Reports of institutional enhancements of programs and services may be required.

2. defer a decision for a period not to exceed a maximum of 12 months (unless the Commission decides the time period should be extended for “good cause”), pending receipt of a Progress Report, or submission of additional information and, possibly, a follow-up on-site visit;

3. direct the institution to Show Cause; or

4. deny accreditation to an applicant, or withdraw accreditation from an accredited institution (this action is appealable).

The Commission will notify the institution within 30 days of its decision. If the Commission votes to deny or withdraw accreditation, the institution is sent a statement of the reasons for denial and the institution may appeal of the decision of the Commission. As described in Appendix D.2. Appealing Commission’s Adverse Decision, a special appeals panel will hear the appeal at the earliest practical time. If an institution is denied accreditation or if accreditation is withdrawn, and the action becomes final, the institution must wait one year from the date of the Commission’s final decision before making application for accreditation again.

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All judgments of the Accrediting Commission are final. They are not subject to review or veto by DETC members.

Commission announces decision: After a final decision is made, the Accrediting Commission notifies other appropriate recognized accrediting agencies, state and federal agencies, and the public about accreditation status of institutions and any adverse actions taken or a show cause decision as described in Appendix D.3. Notification and Information Sharing. Announcements of accreditation, reaccreditation, denial, and/or withdrawal of accreditation or a show cause directive are made in DETC publications (DETC News, DETC Bulletin, Washington Memo, etc.) and the website. After the final decision is announced, the Commission purges its files and keeps only the reports and information specified in its file retention policy (D.4. Retention of Commission Files and Records).

The On-Site Visit

The following briefly describes the procedures for the on-site examination: • Executive Meeting: Prior to arrival at the institution, the Committee members meet at an executive meeting, which is held at the hotel where the examiners are staying. The group discusses and reviews the SER, subject specialists’ reports, the institution’s response, any complaints received from the public and/or students, and the student surveys received. During this meeting, the Committee develops a schedule of activities for the day. The Chair reviews specific responsibilities of the each Committee member and any updates or changes to standards, policies and/or procedures.

• Tour of Institution: Upon arrival at the institution, the Committee meets with the head of the institution and others on the faculty and administrative staff. The purposes of this meeting are to provide for mutual acquaintances, to agree upon a schedule and plan of procedure, to have the CEO state the institution’s philosophy and purpose, and to describe the institution’s organization and office layout. The Committee members are shown to a private room that will serve as their “headquarters” while on the visit. A brief tour of the facilities is conducted. The Committee members note where key officials or staff are located so that they may interview them later. The Committee members do not ask questions during the tour.

• Examiners Interview Staff: The Committee members visit various departments to conduct interviews with the institution’s staff/administrators. Each Committee member works in his or her own area of expertise during the examination and meets with the entire Examining Committee periodically during the review. Committee members may work alone or together depending upon the size and complexity of the institution. Most interviewing is conducted using one-on-one interviews. However, in larger institutions, a Committee member may meet with small groups of officials. Committee members work from the documents, take notes, examine files, review records, verify data, and assemble relevant information to aid in preparing their individual reports. Committee members will also want to interview instructors at the institution or by telephone, and/or students.

• Working Luncheon: A working, “executive session” lunch for the Committee members is arranged to afford examiners an opportunity to consolidate their notes, assess their progress, and discuss among themselves any changes in the visitation schedule which appear to be necessary. The lunch is made available in the Committee’s meeting room and is provided by the institution.

• Summary Meeting: After the interviews are finished, the Committee meets back at their headquarters at the end of the visit to consolidate notes and to ensure that all areas have been reviewed and the appropriate people interviewed.

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• Exit: There is no “exit interview” with the CEO of the institution. The visit ends with a brief meeting between the Chair and the CEO. The Chair may ask for further information that the Committee will need for its report and informs the CEO of an approximate date when he or she may expect to receive a copy of the Chair’s report. The Chair thanks the CEO for the cooperation and hospitality received. Because this meeting takes place before the examiners have had an opportunity to reflect on all information gained and conditions observed and before they have had time to prepare their reports, the Chair does not discuss the findings of the Committee. Because judgment regarding accreditation rests solely with the Accrediting Commission, neither the Chair nor any member of the Committee is authorized to say anything that implies acceptance or rejection of the institution by the Commission. The fact that the institution knows it will be receiving a written report of Committee findings prior to Commission action mitigates any need for an “exit interview” or need for Committee members to indicate “how they feel” about the institution.

Right to Appeal The institution may appeal an action of the Commission to deny or terminate accreditation. A statement of the procedure for appeals may be found in Appendix D.2. Appealing Commission’s Adverse Decisions. The “Application for Appeal” is found in Appendix E.3.

Arbitration Institutions applying for accreditation from DETC, as well as accredited institutions, agree to observe DETC’s post-appeal hearing arbitration procedures as outlined in Appendix D.2. Appealing Commission’s Adverse Decision.

Maintaining Accreditation In order for an institution to maintain its eligibility for accreditation on an ongoing basis, it must be in continuous compliance with all accrediting standards, policies, and eligibility requirements. This means, among other things, that an institution must: be in continuous operation in terms of educating or training bona fide students in accordance with its primary objectives; fulfill all DETC reporting requirements in a timely manner; maintain any applicable state license or approval in its state of domicile; maintain compliance with all applicable local, state, and federal requirements; and pay all DETC dues and fees, as well as on-site evaluation fees as required, on a timely basis. The burden of proof in demonstrating compliance with standards rests with the institution, not with the Accrediting Commission. Should an accredited institution lose its required state licensure in its state of domicile for whatever reason, DETC accreditation terminates as of the date of the loss of state licensure.

Obligations of Accreditation Accreditation brings with it a number of obligations for the institution. An accredited institution must continue to meet all Accreditation Standards and Business Standards, and it must continually strive to improve itself. Having been recognized by the Commission, the institution must continue to justify the confidence placed in it and modify itself in areas that may have been identified as weak. Accredited institutions are obligated to:

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• File an Annual Report: Each accredited institution is required to file an Annual Report form (see Appendix E.6. or 7.) to the Accrediting Commission. The institution also has the continuing obligation to advise the Commission of significant changes to what it had originally represented upon its initial accreditation or reaccreditation (see Appendix C.1. Policy on Substantive Change and Notification. As part of the Annual Report, the institution must report its data on its course completion and program graduation rates. It must also submit data on students’ satisfaction as demonstrated by the percent of students who answer “yes” to the three mandatory questions as described in C.14. Policy on Student Achievement and Satisfaction.

• Pay Annual Dues and Accreditation Fees: An accredited institution is charged an annual Accreditation Fee to help sustain the accreditation process (see Appendix E.1.). As a member of DETC, each member institution is charged annual Dues. These Dues support the research and professional activities of the Council. The Dues and Fees are based on annual tuition receipts. An institution must submit a completed “Computation for Dues and Fees Form” (see Appendix E.10.). A statement is sent to the institution indicating the amount of Dues and Accreditation Fees owed. Dues and Fees not paid in full by April 30th are charged a late fee. Accredited institutions failing to meet their financial obligations to the Accrediting Commission and the Council by the end of the fifth month of DETC’s fiscal year (August 31st) will be directed to undergo a special accrediting review if the obligations are not met by the end of the sixth month (September 30th). • Teach-Out Commitment: The institution should also be mindful of its formal commitment to “teach out” all students who enroll in its distance study programs irrespective of changes in the institution’s accreditation status (see Appendices E.8. and E.9.). The institution should update the Teach-Out Commitment and send it to the Accrediting Commission when there are changes in the institution’s ownership, management, or location. Institutions must also submit a Teach-Out Plan if required (see Appendix C.27. Policy on Teach-Out Plans). • New and Revised Courses: The institution must inform the Commission whenever it adds or revises a course/program. C.5. Policy on Course/Program Approval gives detailed information on what must be submitted to fulfill the institution’s obligation.

• Correct any Incorrect or Misleading Information: As stated in Business Standard I.B.9., an accredited institution is required to issue public correction to all incorrect or misleading information knowingly or unknowingly released in reference to its accreditation status, the contents of reports of the examining committee from accreditation-related visits, and/or any actions taken by the Accrediting Commission with respect to the institution. • Maintain being properly licensed, authorized or approved: As stated in the Business Standards, no accredited institution may retain accreditation if it is not properly licensed, authorized or approved by the applicable state educational institution authority. Institutions must conform to all the provisions of applicable laws and regulations.

• Advise Commission in a Timely Way: An accredited institution must promptly inform the Commission of any actions it plans to take itself or actions taken against it by other agencies if those actions could affect its good status in the eyes of the Commission or the public, and resolve complaints in a forthright, prompt, amicable, and equitable manner. Members should make periodic contact with the staff of the Commission apprising them of governmental and media actions which may affect their institutions or the Commission. • Advise Commission of Substantive Changes: It is the duty of the Accrediting Commission to make certain that any substantive change an accredited institution makes does not adversely affect its capacity to continue to meet DETC’s standards of accreditation. Institutions must obtain the Commission’s approval before the change in the institution’s scope of accreditation is granted. C.1. Policy on Substantive Change and Notification defines what is considered to be a “substantive change.”

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• Participate in Evaluations: One way an institution’s staff can continue to learn, improve, and also contribute to the DETC is by actively participating in the evaluation of other institutions which are being considered for accreditation. The Commission conducts training sessions through its online course entitled “DETC Evaluators Training Program,” where school officials are instructed in how to be an effective evaluator. • Renew Accreditation: An accredited institution must take the steps necessary to renew its accreditation at least every five years (three years for initial accreditation). After this time, without affirmative action by the Accrediting Commission to continue or renew the institution’s accreditation, the accreditation expires as of the date determined by the Commission. The Commission staff will send the institution a reminder to make application for reaccreditation and to submit the “Application for Accreditation” form (see Appendix E.2 or E.3.) by the date specified. Once the institution is re-accredited, the staff will issue a reaccreditation certificate citing the original date of accreditation and the reaccreditation date.

Failure to Meet Obligations

If at any time an institution fails to meet its obligations of accreditation in a timely manner, including failure to pay its financial obligations to DETC, the Accrediting Commission may order a special visit. Details are provided in Appendix C.16. Policy on Special Visits.

Sharing Information with Other Agencies

The Accrediting Commission routinely notifies, as required by federal regulations, other appropriate recognized accrediting agencies and state and federal agencies about the status of an institution and any adverse actions.

Decisions of Other Agencies The Accrediting Commission will promptly review the accreditation of an institution that is accredited by another recognized accrediting agency upon notification that another recognized accrediting agency has taken an adverse action with respect to the institution or placed the institution on probation or an equivalent status. The Accrediting Commission will review the institution’s accreditation to determine if it should also take adverse action against the institution. The Accrediting Commission will not grant initial or reaccreditation to an institution if it has been notified or has reasonable cause to know, that the institution is the subject of:

1. A pending or final action brought by a state agency to suspend, revoke, withdraw, or terminate the institution’s legal authority to provide postsecondary education in the state;

2. A decision by a recognized agency to deny accreditation;

3. A pending or final action brought by a recognized accrediting agency to suspend, revoke, withdraw, or terminate the institution’s accreditation; or

4. Probation or an equivalent status imposed by a recognized agency.

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If the Accrediting Commission determines, after review, that the action of the other body does not preclude the Accrediting Commission’s grant of accreditation, it will provide to the Secretary of Education, within 30 days of its action, a thorough and reasonable explanation, consistent with its standards why the action of the other body does not preclude the Accrediting Commission’s grant of accreditation.

Review of Standards The Accrediting Commission engages in a continuous review of its standards, policies, and procedures. Annually, the DETC’s Standards Committee performs a formal review of the adequacy, currency, validity, and reliability of the standards and makes appropriate recommendations (see Appendix D.5.). The Commission invites suggestions for changes to the standards from all interested parties. Periodically, the Commission conducts a Validity and Reliability Survey of higher education officials, DETC members, and other interested parties.

# # #

Revised December 2011

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Functions of the Evaluating Committee Members

Chair

• coordinates visit • assures examiners complete their tasks during visit • sets date for submission of reports • prepares Chair’s report and submits it to the Director of Accreditation

Educational Standards Evaluator

• evaluates institution using standards, policies, and rating forms

• submits report to Chair and Director of Accreditation

• verifies special areas through documentation and interviews:

- institutional mission, goals, objectives, curricula, and instructional materials

- educational services - student support services - student achievement and satisfaction - qualifications of board members, administrators, faculty, officials, staff, and owners

- admission requirements - research, self-improvement, and planning

• reviews comments from subject specialists • handles special concern by reviewing: - student surveys and/or complaints - curricula and online systems - student records and tracking progression - course/program completions - examinations and other assessments - faculty interaction - outcomes assessment plan and data - student and faculty files - minutes of board, advisory boards, faculty meetings, curriculum committees, etc.

- strategic plan and other research - succession plan

Degree Program Evaluator

• evaluates using standards, policies, and rating forms

• submits report to Chair and DETC

• handles special concerns: - reviews program objectives, curriculum, and courses - interviews faculty and reviews qualifications - reviews student/teacher ratios - reviews credit hour policy and verifies data

• reviews comments from subject specialists

Business Standards Evaluator

• evaluates institution using standards, policies and rating forms

• submits report to Chair and DETC

• verifies special areas through documentation and interviews:

- admission practices and enrollment agreements - advertising and promotional literature - control of recruitment personnel - financial responsibility - compliance with DETC standards on federal student Title IV aid - tuition policies, collection procedures, and refunds - facilities, equipment, supplies, and record

protection - research, self-improvement, and planning

• handles special concerns by reviewing: - financial statements - enrollment agreements - refund policies - catalog, advertisements and website - facilities, equipment, supplies and record

protection

Visiting Subject Specialists

• reviews course materials, student assignments/examinations, interaction between students and instructors, etc.

• evaluates institution using standards, policies, and rating forms • submit reports to Chair and DETC • interviews faculty and instructors

Staff Member

• coordinates schedules and logistics • answers questions concerning DETC standards, policies and procedures

State Agency Observer

• participates as a full member of the committee • provides pertinent information from state files • observes institution’s evaluation and process • files comments to Commission (optional)

Readiness Evaluator

• reviews Self-Evaluation Report, writes Readiness Assessment Report and determines if the institution is

ready for an on-site visit

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8 Steps in the Accrediting Process

1. Obtain DETC Handbook, Complete DETC Course, Review Application, and Begin Writing SER

• Institution receives the DETC Accreditation Handbook and reviews it carefully

• Key person enrolls and completes the DETC Course on Preparing for Accreditation to qualify as a Compliance Officer

• CEO/President reviews application for accreditation

• Compliance Officer and Staff begin writing Self-Evaluation Report (SER)

2. Submit Application and Other Required Information

• Institution submits application with application fee and financial statements

• Institution submits student names, catalogs, and copy of state licensure

• DETC posts names of applicants for reaccreditation on website

3. Undergo Readiness Assessment (Initial Applications Only)

• Institution submits the SER within 60 days of submitting application

• Institution undergoes Readiness Assessment

• If deemed “ready,” institution proceeds to next step and DETC posts name of applicant on website

4. Submit Course Materials, DETC Schedules On-Site Visit and Surveys Students

• Institution submits course materials for review (DETC sends courses to subject specialists)

• DETC schedules date for on-site visit

• DETC surveys students and agencies

5. Sends SER, Receive Subject Specialist Reports, and Respond to Comments

• Institution sends SER

• DETC selects evaluators for the examining committee and invites State Observer

• DETC sends subject specialists reports to the institution, along with any student surveys received

• Institution addresses any “not met” findings from subject specialists and sends response to DETC

• Examiners receive and review SER, subject specialists reports, Readiness Assessment Report, and student surveys

• DETC prepares complaint summary

6. Institution Undergoes On-Site Visit and Examiners Write Reports

• Institution undergoes on-site visit

• Evaluators test and verify information in SER

• Chair informs institution when to expect Chair’s Report

• Evaluators write reports and send them to the Chair

• Observer’s and CEO’s comments are solicited

• Commission surveys on-site evaluators

7. Chair Writes and Submits Report and Institution Responds

• Chair writes report and sends it to DETC

• DETC sends Chair’s report to institution for comments

• Institution responds to Chair’s report

8. Commission Reviews, Takes Action, and Announces Decision

• Commission reviews Chair’s report, and the institution’s response to Chair’s report, and other documents

• Commission makes decision and informs institution

• Commission announces decision

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Introduction to Standards, Guides, Policies, and Procedures

In order to implement the process of accreditation, the Accrediting Commission has approved and published “Standards of Accreditation,” which include the Accreditation Standards and the Business Standards. It is these Standards by which the Commission measures the educational quality, financial responsibility, administrative competency, and general worthiness of an institution for accreditation. They are the true core of the DETC accreditation process, the stated criteria signifying excellence in education or training. In addition, there are several policies that supplement the standards and contain required actions and information.

Appendices are: Standards: Appendix A: Accreditation Standards and Business Standards; Guides: Appendix B: the Guide to Self-Evaluation;

Policies: Appendix C: Policies that supplement the standards and contain required actions and information; Procedures: Appendix D: Procedures for handling various functions of Commission; and Forms: Appendix E: Fees, Forms, Checklists, and Glossary.

There are other documents on DETC’s website to help DETC Evaluators (rating forms, guides, sample reports, and other forms) and institutions (critical documents). To view these documents, go to DETC’s website at www.detc.org and select “Membership Services” tab and “Evaluators Documents.” Sign in using “guest” for your user name and password. The templates for writing reports are found under “Templates” under the “Membership Services” tab. If you’re having problems with the forms, please contact Lissette Hubbard at [email protected] or 202-234-5100 ext. 105.

Policy and Procedure Indexes DETC policies (Appendix C) and procedures (Appendix D) expand on the accreditation standards. Institutions must meet the Accreditation Standards and the Business Standards inclusive of the requirements listed in the policies and procedures. There are additional tools that are used when preparing reports to the Commission. The tables on the following page are indexes that will assist institutions in referring to information on special circumstances.

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Policy Index Procedure Index

Circumstance Procedure

Providing Chair’s Report to Institution

D.1.

Advising the Institution of Commission’s Decision

D.1.

Appealing Commission’s Decision D.2.

Notifying Agencies of Commission’s Decision

D.3.

Notifying the Public of Commission’s Decision

D.3.

Retention of Commission Files and Records

D.4.

Reviewing Standards, Policies and Procedures

D.5.

Circulating Standards, Policies and Procedures

D.5.

Undergoing an On-Site Visit D.6.

Responding to Comments on Course/Program Reviews

D.7.

Conflict of Interest D.8. & D.8.1.

Code of Conduct for Evaluators D.9.

Selection and Training of Commissioners

D.10.

Selection and Training of Evaluators D.11.

Selection and Training of Appeals Panel Members

D.12.

Third-Party Comments D.13.

Circumstance Policy

Annual Reports C.18.

Bankruptcy C.8.

Change in Location C.4.

Change in Marketing C.11.

Change in Mission, Goals and Objectives

C.2.

Change in Name C.25.

Change of Ownership/Management

C.3.

Combination Program (Distance Study-Resident)

C.6.

Complaints C.20.

Contracting for Educational Delivery

C.29.

Contracting with Non-U.S. Institutions

C.17.

Credit Hours C.23.

Degree Programs C.5. & C.9.

Doctoral Degrees C.5. & C.9.

Financial Statements C.10.

First Professional Degrees C.5. & C.9.

Five Year Reaccreditation C.13.

High Schools C.30.

Information Provided to U.S. Department of Education

C.22.

Initial Visit C.5.

International Activities C.17.

New Combination Program C.7.

New or Revised Courses/Programs

C.5.

New Training site C.7.

Non-Private Institutions C.19.

Non-U.S. Institutions C.24.

Not Meeting Obligations C.16.

Outcomes Assessment C.14.

Petitions to Commission C.28

Pilot Programs C.26

Readiness Assessment C.12.

Required Institutional Documents

C.21.

Selection and Training of Evaluators

C.23.

Special Ordered Visit C.16.

Substantive Change and Notification

C.1.

Teach-Out Plans C.27.

Title IV C.15.

Waivers C.28

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Timeline for Accrediting Process

(Initial Applicant)

Steps Activity Time to Complete Date

ONE Review DETC Handbook and Application 6 to 9 months

Key person enrolls and completes DETC Course

on Preparing for Accreditation

Begin writing the SER

TWO Submit Application and Required Documents Begins accreditation process

THREE Submit the SER Within 60 days of submitting Application

Undergo Readiness Assessment and receive Report

90 days of receipt of SER

FOUR If “ready”* submit course materials Immediately after receiving Readiness Assessment Report

Schedule on-site visit Once curriculum is received

Submit/send final SER 4-6 weeks before visit

FIVE Receive Subject Specialists Reports 3 months from date of institution’s submission of curriculum

Respond to comments from Subject Specialists Within 30 days of receipt of reports

SIX Have on-site visit Spring or Fall

SEVEN Receive Chair’s Report 30-40 days from date of site visit

Respond to Chair’s Report 30 days after receipt

EIGHT Commission decision January/June each year

Spring visits must take place before April 1st to be considered at the June AC Meeting. Fall visits must take place before November 1st to be considered at the January AC Meeting. *If Readiness Assessment Report states that an institution is not ready for a full on-site visit, the process stops until the institution documents to the satisfaction of the assessing evaluator that it has remedied the areas of concern in the Assessment Report before the courses will be reviewed and a full on-site visit scheduled (see C.12. Policy on Readiness Assessment).

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Timeline for Accrediting Process (Reaccreditation)

Steps Activity Time to Complete Date

ONE Review DETC Handbook and Application 6 to 9 months

Key person enrolls and completes DETC Course

on Preparing for Accreditation

Begin writing SER

TWO Submit Application and Required Documents Due November 1 or March 1

THREE Submit course work Two months after application is submitted

FOUR Schedule on-site visit Spring or Fall

Submit/send final SER 4-6 weeks before visit

FIVE Receive Subject Specialists Reports 3 months from date of institution’s submission of curriculum

Respond to comments from Subject Specialists 2 weeks after receiving

SIX Have on-site visit Spring or Fall

SEVEN Receive Chair’s Report 30-40 days from date of site visit

Respond to Chair’s Report 30 days after receipt

EIGHT Commission decides to accredit or not January/June each year

Spring visits must take place before April 1st to be considered at the June AC Meeting. Fall visits must take place before November 1st to be considered at the January AC Meeting.

If you are to be considered at the June AC meeting (Spring), your application is due November 1st the year before. If you are to be considered at the January AC meeting (Fall), your application is due March 1st of the preceding year.

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A. Standards

1. Accreditation Standards

2. Business Standards

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Accreditation Standards

The DETC Accrediting Commission has adopted the language below as “Standards” (as noted by 51 capital letters),

which provide a benchmark of minimum acceptable policy and practice for the evaluators and Commissioners as

they evaluate an institution as part of the accrediting program. The Standards are organized into 12 topical areas as

indicated by the Roman numerals and Preambles. Also incorporated with the Standards are the 56 DETC Business

Standards (see Appendix A.2.). and the appropriate policies. Degree-granting institutions must also be in compliance

with C.9. Policy on Degree Programs. For clarification of terms, please refer to E.17. Glossary. The dates of revisions

or additions adopted in 2011 are in parentheses. Institutions must be in full compliance with all of these Standards by

January 1, 2012.

I. Institution Mission, Goals, and Objectives

Preamble: The institution has a stated mission that is supported by separately (or specific) clearly defined

goals and objectives appropriate to the level of study provided, including an institutional commitment to

providing quality distance education programs.

I. A. Description of the Mission, Goals, and Objectives

The institution has a mission statement that includes its general purpose and is supported by

specific, clearly defined goals and objectives appropriate to the level of study provided, including

an institutional commitment to providing quality distance education programs. (Rev 8/11)

I. B. Review and Publication of the Mission Statement

The instructors/faculty, administration, governing board, and institutional advisory committees, if

the institution has a governing board and advisory committee(s), regularly review the mission

statement, goals, and objectives. The current mission statement, goals, and objectives are widely

promulgated and readily accessible to students, faculty, staff, and other stakeholders.

I. C. Implementation of the Mission, Goals, and Objectives

The institution can demonstrate that it is effectively carrying out its mission, is attaining its goals

and objectives, and is sharing appropriate information on its attainments with relevant groups. The

institution identifies the key indicators it uses in determining how it is meeting its stated mission,

goals, and objectives. (Rev 10/11)

II. Educational Program Objectives, Curricula, and Materials

Preamble: The institution has clearly stated and reasonably attainable educational program objectives and

student learning outcomes and offers educationally sound and up-to-date curricula that are supported by

quality instructional materials and appropriate technology.

II. A. Description of Program Objectives

Educational program objectives are clearly defined and simply stated. They indicate the benefits for

reasonably diligent students. The character, nature, quality, value, source of the instruction, and

educational services that are used to help students achieve the objectives are set forth in language

understood by the types of students enrolled. If a program prepares for an occupation, field of

occupations, or vocation, the objectives clearly state the types of occupations for which preparation

is given.

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II. B. Appropriate Programs Objectives

The program objectives must be reasonably attainable through electronically delivered, online, or

other methods of distance study. Appropriate objectives include the development of skills,

providing job-related training, the imparting of knowledge and information, the training in the

application of knowledge and skills, and the development of desirable habits and attitudes.

Evaluation of the program is based on the announced objectives and the success with which students

achieve the objectives.

II. C. Comprehensive Curriculum

The curriculum is sufficiently comprehensive for students to achieve the stated program objectives

and its content is supported by sound research and practice. An institution has policies and

procedures for determining credit hours as defined in C.9. Policy on Degree Programs and/or clock

hours it awards for its courses and/or programs. (Rev 10/11)

II. D. Up-to-Date Curriculum

The curriculum/curricula reflect(s) current knowledge and practice. Effective procedures are used

continuously to keep it/them up-to-date. Internal course/program reviews are conducted on a

periodic basis.

II. E. Comprehensive and Up-to-Date Instructional Materials

Instructional materials are sufficiently comprehensive to enable students to achieve the announced

program objectives. The instructional materials are accurate and reflect current knowledge and

practice and are regularly reviewed and revised.

II. F. Examinations and Other Assessment

Examinations and other assessment techniques are adequate evidence of the achievement of the

stated learning objectives and outcomes. The institution must publish its academic grading policies,

assignment marking system, course extension policy, and information on issuance and completion

of incomplete grades, and apply them with fairness and consistency. (Rev 8/11)

II. G. Authorship

Qualified persons competent in distance study techniques and in their subjects or fields develop the

curriculum content and prepare instructional materials.

II. H. Organization of Instructional Materials

The organization and presentation of the instructional materials are in accord with sound principles

of learning and grounded in sound instructional design principles

II. I. Curriculum Delivery

Online and written instructional materials are appropriately presented. Online materials fit the

content and are delivered using readily available, reliable technology. Institutional prepared

materials must be keyed to the reading competence of the students in the program and be legibly

reproduced.

II. J. Study Instructions

Instructions and suggestions on how to study and how to use the instructional materials are made

available to assist students to learn effectively and efficiently.

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II. K. Educational Media and Learning Resources

Learning resources for faculty and students must be available and appropriate to the level and scope

of program offerings. Program designers and/or faculty/instructors make effective use of

appropriate teaching aids and learning resources, including educational media and supplemental

instructional aids in creating programs and in teaching students. The institution makes effective

provisions for students to access learning resources and libraries that are appropriate for the

attainment of program learning outcomes.

II. L. Student Privacy, Integrity and Identity

The institution has clear, specific, published policies related to student privacy, integrity, and

academic honesty. The institution has a student identity verification process that ensures that

students who earn the credit or completion credentials are the same students who did the course

assignments and assessments. (Rev 10/11)

III. Educational Services

Preamble: The institution provides educational services that meet the needs of students, including student

inquiries and submissions, individual differences, handling of unsatisfactory student program,

encouragement of students, evaluation of courses/programs by students, appropriate technology, and, if

applicable, resident training.

III. A. Student Inquiries and Submissions

Relevant student inquiries are welcome and are answered promptly and thoroughly. Accurate

assessment, correction services, and counseling by instructors/faculty are provided for

assignments/lessons and examinations. The institution has a process for maintaining and protecting

the confidentiality of student records, e.g., grades, test results, etc. (Rev 8/11)

III. B. Individual Differences

Provisions are made to be responsive and flexible to meet the individual differences of students with

diverse backgrounds, prior achievements, employment, and other relevant circumstances.

Counseling and guidance are provided, as required, to assist students to satisfy institutional and

program requirements, to achieve required program objectives and individual course learning

outcomes, and to achieve their educational goals.

III. C. Handling Unsatisfactory Student Progress

Students who are unable to make satisfactory progress through the program are encouraged to

continue until they either show inability to make satisfactory progress or demonstrate satisfactory

progress.

III. D. Encouragement of Students

An active program designed to optimize interaction between the institution and the student is

followed to encourage students to start, continue, and finish the program in which they have

enrolled, if continuing and finishing are the student’s goals.

III. E. Student Evaluation of Courses

Opinions of students are systematically sought as one basis for evaluating and improving

instructional materials, the delivery of instruction, and educational services.

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III. F. Appropriate Technology

The institution uses appropriate and readily accessible technology to optimize interaction between

the institution and the learner and enhance instructional and educational services.

III. G. Resident Training

Resident training or face-to-face learning sessions must supplement the electronically delivered,

online, or other distance study method whenever it is necessary to attain the stated institutional and

program objectives and intended student learning outcomes.

IV. Student Support Services

Preamble: The institution provides support services that include grading policies, accurate student

records, guidance and counseling services, and student complaint policies and procedures. The institution

maintains essential student records and has a policy and procedures for handling student complaints.(Rev

8/11)

IV. A. Assessment Services

Student assessment services are guided by published grading policies and a marking system that

includes prompt return of accurately, fairly, and consistently graded assessments as well as

necessary academic counseling by the instructor/faculty or qualified staff member.

IV. B. Student Records

Essential, accurate student records are adequately and securely maintained and readily accessible.

(Rev 8/11)

IV. C. Student Support Services

The institution provides support services relevant to the students enrolled, such as financial aid

guidance, counseling services, employment assistance and/or alumni services. (10/11)

IV. D. Student Complaints

The institution has policy and procedures for the purposes of responding to, addressing, and

readdressing, as appropriate, a complaint made by a student (see C.20. Policy on Complaints),

including one who has good reason to believe that the institution is not in compliance with DETC

standards and policies. (10/11)

V. Student Achievement and Satisfaction

Preamble: The institution verifies/demonstrates student mastery of established learning outcomes, success

and satisfaction using valid and reliable assessment techniques that are administered regularly and

comprehensively.

V. A. Achievement of Student Learning Outcomes and Benefits

The institution articulates student learning outcomes has a systematic and ongoing process for

assessing student learning, provides documented evidence that show that the results are used to

improve programs, curricula, instruction, faculty development, and services, and the results meet

appropriate benchmarked standards. (Rev 8/11)

V. B. Student Satisfaction

The institution regularly collects evidence that students are satisfied with the instructional and

educational services provided. (Rev 8/11)

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V. C. Progress Through the Course/Program

The institution documents that students complete their studies at rates that compare favorably1 to

those of courses/programs offered by similar DETC-accredited institutions.

1 “compare favorably” means each program’s graduation rate falls within 15 points of the mean for

courses/programs at similar DETC institutions.

VI. Qualifications and Duties of Owners, Governing Board Members, Officials, Administrators,

Instructors/Faculty, and Staff and Reputation of Institution

Preamble: The institution has competent and qualified owners, governing board members, officials,

administrators, instructors/faculty, and staff. The institution and its owners, governing board members,

officials, administrators, instructors/faculty and staff possess sound reputations. The institution encourages

professional growth of its faculty and staff, and has a succession plan.

VI. A. Owners, Governing Board Members, Officials, and Administrators

The Owners, Governing Board Members, officials, and administrators possess appropriate

qualifications and experience for their positions and roles and have demonstrated the ability to

oversee institutional operations. The governing board members are knowledgeable and experienced

in one or more aspects of educational administration, finance, teaching/learning, and distance study.

The institution has policies that clearly delineate the duties and responsibilities of governing board

members, officials, and administrators. Individuals in leadership and managerial roles are qualified

by education and experience. (Rev 10/11)

VI. B. Chief Academic Officer and/or Department Heads

A qualified2 person serves as the chief academic officer or educational director. This person has

overall administrative responsibilities for the educational program(s), faculty/instructors, and a

policy-making voice in advertising, sales, and collections. In institutions that use department heads

or persons with similar titles are delegated educational, editorial, and research responsibilities

within the departmental subject fields. (Rev 10/11)

2 qualifications for degree-granting institutions are described in C.9. Policy on Degree Programs.

VI. C. Instructors/Faculty/Staff

The institution has a sufficient number of qualified instructors/faculty3 to give individualized

instructional service to each student. The institution maintains files containing the resumes and

official transcripts of its instructors/faculty. Faculty are carefully screened for appointment, and are

properly and continuously trained with respect to institution policies, learner needs, instructional

approaches and techniques, and the use of appropriate instructional technology. The institution has

clear, consistent procedures to evaluate faculty performance. (Rev 8/11 & 10/11)

3 qualifications for degree-granting institutions are described in C.9. Policy on Degree Programs.

VI. D. Reputation of Institution, Owners, Governing Board, Officials, and Administrators

The institution and its owners, governing board members, officials, and administrators possess

sound reputations and possess a record of integrity and ethical conduct in their professional

activities, business operations, and relations. (Rev 10/11)

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VI. E. Professional Growth

An institution demonstrates its interest in improving instruction through upgrading faculty and staff.

Faculty and staff are encouraged to become members of professional organizations, to review and

apply relevant research, to pursue continuing education or training in their respective fields, and to

enhance their skills in developing and using electronically delivered, online, or other forms of

distance study.

VI. F. Succession Plan

The institution has a written plan that outlines the process by which the leadership and management

succession would be approached and realized. Identify specific people, committees, or boards that

would be responsible to carry on with the operation of the institution. The plan should be reviewed

and revised on an annual basis. (Rev 8/11)

VII. Admissions Practices and Enrollment Agreements

Preamble: The institution’s admission practices and enrollment agreements conform to DETC Business

Standards and C.9. Policy on Degree Programs.

VII. A. Admission Practices

The admissions policies, requirements, and practices of the institution fully conform to DETC

Business Standard II. B. and C.9. Policy on Degree Programs.

VII. B. Enrollment Agreement (Contracts)

The written enrollment agreement and/or other written enrollment documents specify clearly the

nature and scope of the course or program, the services and obligations of the institution, and the

responsibilities, obligations, financial and otherwise, of the student. Any changes in tuition, fees,

and course or program policies and procedures must be made applicable to all future enrollees, not

those currently enrolled. The institution must use a written enrollment agreement/contract that

conforms to the provisions of DETC Business Standards II. A. and II. B. Students must be given

copies of these written agreements/contracts and/or other written documents. (Rev 12/11)

VIII. Advertising, Promotional Literature, and Recruitment Personnel

Preamble: The institution advertises its programs truthfully and has adequate control of its sales or

recruiting personnel.

VIII. A. Advertising and Promotion

All advertising, promotional, and recruitment activities of the institution fully conform to DETC

Business Standard I.A. and B. and to this accreditation standard.

VIII. B. Control of Student Recruitment Personnel

The institution’s policies and practices in the hiring, training, monitoring, managing, and evaluating

of all sales or recruiting personnel fully conform to DETC Business Standard II.C. and to this

accreditation standard.

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IX.

Financial Responsibility

Preamble: The institution can document that it is financially responsible and can meet its obligations to

students. It can document two years’ of continuous, sound and ethical operations. It has qualified and

capable persons controlling its financial matters. The institution can demonstrate that it will continue to

operate as a going concern for the benefit of students, is not exposed to undue risk, and is capable of

producing accurate and timely financial information. It can prove that its name is reputable and free of

taint.

IX. A. Financial Practices

The institution shows, by complete, comparative financial statements covering its two most recent

fiscal years, that it is financially responsible and that it can meet its financial obligations to provide

quality instruction and service to its students. (Financial statements must be prepared “in conformity

with generally accepted accounting principles.”) The institution has budgeting processes that

demonstrate the current and future budgets are sufficient to allow the institution to accomplish its

mission and goals. (Rev 10/11)

IX. B. Financial Management

Individuals who oversee the fiscal and budgeting processes are qualified by education and

experience. The institution must have adequate administrative staff for effectively operating, and at

least one person who is qualified and able to prepare accurate financial reports in a timely manner.

Internal auditing trails and controls are in place to ensure finances are properly managed, monitored,

and protected. Adequate safeguards are in place to prevent unauthorized access to online and on-

site financial information. (Rev 10/11)

IX. C. Financial Sustainability and Stability

The institution can demonstrate that it maintains adequate administrative staff and other resources

to operate effectively as a going concern and is not exposed to undue or insurmountable risk. Any

risk that exists is adequately monitored, manageable, and insured. (Rev 10/11)

IX. D. Financial Reporting

Financial statements are prepared in accordance with DETC Standards and Policies including C.10.

Policy on Financial Statements. An independent CPA’s audit or review report accompanies these

statements, and a written plan is provided that documents how the institution can resolve any

challenges or anomalies identified in the CPA’s report.

IX. E. Demonstrated Operations

In all respects, accredited institutions must document continuous sound and ethical operations, as

well as the necessary resources to accommodate demand and to ensure all learners receive a quality

educational experience. Applicant institutions must document two continuous years of sound and

ethical operation under the present ownership and with the current programs offered as a bona fide

electronically delivered, online, or other delivery method of distance study. This documentation

shall show that the name being used by the institution is free from any association with activity that

could damage the reputation of the DETC accrediting process, such as illegal actions, fraud,

unethical conduct, or abuse of consumers. (Rev 10/11)

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X.

Tuition Policies, Collection Procedures, and Cancellations/Refunds

Preamble: The institution has fair and equitable tuition, collection, and cancellations/refund policies.

X. A. Tuition Policies

Tuition policies are in keeping with the provisions of the DETC Business Standards Section

III.A.

X. B. Tuition Collection Procedures

Tuition collection practices and procedures are fair. They encourage the progress of students and

seek to retain their good will. The institution exercises its right to protect its finances through

collection practices in keeping with sound and ethical business standards. Such practices take into

account the comparable rights and interests of the student. Collection procedures also conform to

DETC Business Standard Section III.D.

X. C. Tuition Cancellation/Refund Policies

The institution recognizes that there are legitimate reasons why enrolled students may not be able to

complete their programs with benefit to themselves. Accordingly, the institution has a policy for

equitable tuition adjustments or refunds in such cases that conform to DETC Business Standards

Section III.B. and III. C. Records are maintained on tuition refunds and enrollment cancellations to

provide a reference source for management analysis.

XI. Facilities, Equipment, Supplies, and Record Protection

Preamble: The institution has adequate facilities, equipment, supplies, and record protection.

XI. A. Facilities, Equipment and Supplies

The institution maintains sufficient facilities, equipment, and supplies to achieve its mission and

goals and support its programs and future growth. A written plan exists to maintain and upgrade

facilities, equipment, and supplies The plan states the resources that will be budgeted to support its

goals. Buildings, workspace, and equipment comply with local fire, building, health, and safety

regulations and are adequately equipped to handle the educational program(s) of the institution.

(Rev 10/11)

XI. B. Record Protection

Institutional financial and administrative records and students’ educational records are maintained in

a reasonably accessible place and are adequately protected as long as they are likely to be needed.

Protection may be by: (1) an active fire suppression system, or (2) passive protection using two-

hour rated files or vaults for hard copy files/records, or (3) using off-site back-up files for electronic

files/records. Other records are maintained in accordance with current educational, administrative,

business, and legal practices. (Rev 12/11)

XII. Research and Self-Improvement

Preamble: The institution conducts continuous planning, evaluation, research, and self-improvement

studies and appropriately applies their results.

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XII. A. Planning and Evaluation

An accredited institution has a written plan that is designed to identify internal and external trends

and patterns, optimize opportunities, address challenges, reflect on achievements, and maintain

quality. The planning enables the institution to improve services to students, ensure the professional

growth of its instructors/faculty and staff, and provide for the long-term quality and growth of the

institution. The institution collects and analyzes data on a systematic, consistent basis to monitor

the status and effectiveness of the plan and evaluates its full range of services. (Rev 8/11)

XII. B. Research and Self-Improvement

An accredited institution shows evidence of continuous progress and self-initiated efforts to

improve operations and educational offerings and services. Sound research procedures and

techniques are used to measure how effectively the stated institutional mission, goals, and objectives

are being met.

Revised October 2011

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DETC Business Standards Business Standards are a part of the Accrediting Commission’s overall standards for accredited institutions. The policies, procedures, practices, and activities of an accredited institution must be in compliance with these Standards. In reviewing an accredited institution, the Examining Committee members will determine institutional compliance with the Business Standards. The Business Standards prescribe the minimum policies accredited institutions must observe in all aspects of their operations. The dates of revisions or additions adopted in 2011 are in parentheses. Institutions must be in full compliance with all of these Standards by January 1, 2012. No institution, whether an initial applicant for accreditation or an applicant for re-accreditation, can receive or retain accreditation if it is not properly licensed, authorized or approved by the applicable state educational institution authority. All institutions, including institutions seeking initial accreditation, must also conform to all of the provisions of applicable laws and regulations, and these governmental regulations take precedence if there is a variance with the Business Standards when they are more favorable to students. The Accrediting Commission will not accredit a distance education institution with a franchise, distributorship, or similar sales arrangement.

I. Institution and Course Promotion

A. Advertising and Promotion (Standard VIII.A.)

1. All advertisements, website copy or promotional literature with respect to the institution, its personnel, its courses and services, or the occupational opportunities for its graduates are accurate, clear, and readily accessible to the public and clearly indicate that training or education is being offered at a distance. (Rev 10/11)

2. The institution’s name and full address must appear in catalogs, enrollment agreements, published promotional literature, websites, and official DETC listings (P.O. Box numbers are not considered physical addresses). At a minimum, all advertisements must include the city and state of the institution and/or the institution’s website URL or destination.

3. The word “guarantee” is not used in advertisements. The word “free” is not used to describe any item, service, or materials regularly included as part of the institution’s curricula offerings (see III.A).

4. Testimonials and endorsements are truthful and current (less than 4 years old, except for those historical in nature). Signed student consent forms are kept on file.

5. Advertisements do not imply that employment is being offered and are placed in the appropriate place in media, e.g., under sections identified for education, training, or instruction.

6. Institution’s website must make available information on program requirements, course descriptions, tuition and related costs, schedules, course delivery formats, and its catalog prior to the collection of personal contact information. (Rev 8/11 and 10/11)

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7. The institution must disclose in its catalog and on its website information which accurately describes the institution and its programs. At a minimum, the institution must disclose to prospective students, prior to enrollment, the admission policies, description of its programs, grading policies, appropriate technology requirements, statement of all fees and tuition, refund policy, and contact information including hours of operation and holiday schedules. Degree-granting institutions must include items listed in C.9. Policy on Degree Programs. (Rev 12/11)

8. 9.

The institution must disclose on its website, its enrollment forms, and in its catalog that the acceptance for transfer of its academic credits is determined by the receiving institution. Institutions routinely provide reliable, current and accurate information to the public on their website on their performance, including student achievement, as determined by the institution. (8/11)

10. Institutions may not provide the names of other institutions as triggers for their own sponsored links on Internet search engines.

11. Incentives offered to prospective students to enroll must not exceed a nominal value ($100). (Rev 6/11)

I. B. Institution and Course Recognition (Standard VIII.A.)

1. An institution may refer to its accredited status as, “Accredited by the Accrediting Commission of the Distance Education and Training Council” “Accredited by the DETC Accrediting Commission,” “accredited member of DETC” or “DETC Accredited.” An institution may use the term “accredited programs,” “accredited courses,” and/or “nationally accredited” when referring to its individual programs, courses, and/or institution. (Rev 10/11)

2. The word “accredited” may not be used in conjunction with certification programs.

3. The institution may use the official accreditation logo and statement of accreditation in its advertisements, promotional literature, letterheads, and website.

4. Courses and programs must be approved by DETC before an institution may advertise them or enroll students. (8/11)

5. An institution may use the term “College” or “University” in its name only if it offers academic degree programs.

6. An institution must state its accredited status in its catalog and on its website. DETC’s name, address, and telephone number must be published in the institution’s catalog, along with a link to DETC’s website (www.detc.org). (Rev 10/11)

7. The institution may only refer to DETC’s recognition by the U.S. Department of Education as, “The Accrediting Commission of the Distance Education and Training Council is listed by the U.S. Department of Education as a nationally recognized accrediting agency.”

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8. The institution may only refer to DETC’s recognition by the Council for Higher Education Accreditation as, “The Accrediting Commission of the Distance Education and Training Council is a recognized member of the Council for Higher Education Accreditation.”

9. An institution publicly corrects any misleading or inaccurate information it releases on its

accreditation status, contents of reports of the examining committee from accreditation-related visits, and/or actions taken by the Accrediting Commission with respect to the institution. (10/11)

II. Student Enrollment

A. Enrollment Agreements (Contracts) (Standard VII.B.)

1. The institution must ensure that each applicant is fully informed of the rights, responsibilities,

and obligations of both the student and the institution as listed in the enrollment agreement before it is signed by the applicant. (6/11)

2. The enrollment agreement must be written in the same language as the language of the promotional presentation.

3. The institution provides the student with ready access to and a copy of the institution’s tuition refund policy. It also determines with reasonable certainty that the student has been informed of the policy prior to enrolling.

4. The terms of the refund policy must be clearly disclosed in the institution’s enrollment agreement, catalog, and website.

5. 6.

If a termination date is used on contracts, the date is, at a minimum, one and one half the projected time to complete the course(s) or the projected completion time plus 12 months, whichever is less. No enrollment agreement is binding until it has been submitted by the student and accepted by the institution. A copy of the accepted enrollment agreement is made available to the student

within 10 days of acceptance and maintained as part of the student’s record. (6/11)

II. B. Admission Practices and Referrals (Standards VII.A. & B.)

1. The institution must not discriminate in its admissions because of race, sex, color, creed, age, or national origin in admitting students.

2. The institution must disclose in writing the scope and nature of its courses/programs, and its educational and training objectives, and how the institution protects student privacy. (Rev 6/11)

3. The institution must establish qualifications that an applicant must possess to successfully assimilate the educational materials. The institution must also determine with reasonable certainty, prior to acceptance of the applicant, that the applicant has been informed of and has proper qualifications to enroll in the course/program. The applicant has been informed that he/she has been accepted into the program and that official transcripts or required

documentation must be received by the institution within one enrollment period not to exceed 12 semester credits, or the student will not be accepted into the program. (6/11)

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4. If an institution enrolls an applicant under the compulsory school age, it must obtain permission

from the appropriate, responsible parties that pursuit of the course/program will not be detrimental to any compulsory schooling.

5. If the institution enrolls a person not meeting established qualifications for admission, a record must be kept showing the reasons for acceptance of that person.

6. If an institution provides incentives for making referrals, the incentive must not exceed a nominal value (no greater than $100 per year). (6/11)

II. C. Control and Monitoring of Student Recruitment Personnel* (Standard VIII.B.) *Any personnel, including employees or contractors, who enroll prospective students (e.g.,

telemarketers, enrollment advisors, etc.)

1. The institution has full responsibility for the actions, statements and conduct of its student recruitment personnel, including any required licensures or registrations. The institution maintains appropriate and current records on its student recruitment personnel.

2. The institution adequately trains its student recruitment personnel (including providing them with a sales manual or materials covering applicable procedures, policies and presentations) and provides them with accurate information concerning employment, remuneration, and a signed written agreement. Signed copies of the DETC Code of Ethics for recruitment personnel are kept on file.

3. The institution routinely monitors for compliance with standards its student recruitment personnel, including any independent organizations providing prospective applicants names to the institution. (6/11)

4. Student recruitment personnel (including telemarketing staff):

a. must conform to applicable federal and state laws, including any industry guides issued by the FTC;

b. may not use any title that indicates special qualifications for career guidance, counseling, or registration; and

c. may not place advertisements without the appropriate written authorization from the institution.

III. Tuition, Cancellations, Refunds, and Collections

A.

Tuition Policies (Standard X.A.)

1. Institutions must use Total Course Price in preparing enrollment agreements, calculating refund amounts and collecting student accounts. Total course price includes charges for tuition, registration, educational services and instruction. Total Course Price also includes earned

financial charges, and any fees that are charged to all students for required services, such as proctoring, technology access, and library services. Costs expended for normal shipping and handling are not subject to refund (after the expiration of the 5 calendar day cooling-off period).

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2. The costs expended for optional or special services, such as expedited shipment of materials, experiential portfolio assessment, or other optional services such as dissertation binding, must be disclosed effectively to prospective students and are not subject to refund (after the expiration of the 5 calendar day cooling-off period).

3. High Schools and degree-granting institutions employing an admissions review process may charge a one-time non-refundable fee not to exceed $75.

4. If the institution requires or permits students to purchase textbooks or other required materials separately, the institution must make available to the student on its website, catalog, or enrollment agreement “a best effort estimate” of the costs of the textbooks and materials needed for successful completion of course/program. If an institution is participating in Title IV programs, it must disclose accurate course material information, including ISBN and retail

prices. The institution’s textbook pricing policy for new or used textbooks must be fair to students. (Rev 6/11)

5. The total course price for any program must be the same for all persons, with the exception of discounts for well-defined groups.

6. Any variation in Total Course Price must be bona fide. This applies to scholarships, limited time institution aid grants, discount offers, special prices, or announcements of price increases, all of which must occur during a specified period and must state a specific date of execution or termination. The Total Course Price may be varied, and special discounts or payment plans be offered, as long as the Total Course Price remains the same for all enrollees during a specific period of time.

7. The institution must disclose to students on the enrollment agreement any additional charges to the student associated with verifying student identity. (6/11)

III. B. Cancellations (Standard X.C.)

1. A student’s notification of cancellation may be conveyed to the institution in any manner.

2. Students who elect to cancel within 5 calendar days of enrolling must receive a refund of all money paid, regardless if any assignments have been submitted. The 5 calendar days begins when the student signs the enrollment form.

3. Upon cancellation, a student whose tuition is paid in full is entitled to receive all materials, including kits and equipment.

4. In case of a student illness or accident, death in family, and other circumstances beyond the control of the student, the institution should give special consideration to the student’s request for cancellation beyond the minimum DETC refund policy.

5. Correspondence regarding cancellation between the student and the institution, banks, collection agencies, lawyers, or any third party must clearly acknowledge the existence of the cancellation policy of the institution.

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6. If promissory notes or enrollment agreements are sold to third parties, the institution ensures that it and any third parties comply with DETC cancellation policies.

7. If an institution believes that any part of the DETC minimum cancellation policy should be waived, and/or is inappropriate to the institution’s particular operations, it must seek and obtain a waiver from the Accrediting Commission and an approval for the use of an alternate proposed cancellation policy. Institutions, in requesting a waiver of the cancellation policy, as described above, and approval of an alternate policy, must submit a request in writing to the Accrediting Commission, along with a copy of the proposed alternate policy and an analysis of how enrolling students will be afforded fair protection for all monies paid under the proposed policy.

III. C. Tuition Refund Policies (Standard X.C.)

1. 2.

Any money due the student must be refunded within 30 days of a cancellation request, regardless if materials have been returned. To offset its administrative costs, the institution may designate a percentage of the course/program tuition as a non-refundable fee (often termed “registration fee”) that it may retain if the student cancels after 5 calendar days. This fee may be either $75 or 20% of the tuition charge, not to exceed $200.

Degree-granting institutions: A student withdrawing from a degree program or dropping a course may only be assessed a one-time “registration fee” of either $75 or 20% of the tuition charge per course (not to exceed $200 per degree program).

3. Minimum Refund Policy: (The term “course” means each course within a degree program, e.g., English 101 or an entire vocational program, e.g., Medical Billing.) After the 5 day cooling off period, where the student cancels after completing at least one lesson assignment but less than 50 percent of course assignments, the institution may retain the non-refundable fee (registration fee) plus a percentage of tuition which shall not exceed the following:

a. Up to and including 10 percent of the course, 10 percent of the refundable tuition (tuition charges remaining after subtracting the non-refundable fee already retained).

b. Between 10 percent and 25 percent of the course, 25 percent of the refundable tuition.

c. Between 25 percent and 50 percent of the course, 50 percent of the refundable tuition.

d. After the student completes more than half the course, the institution shall be entitled to retain the entire total course tuition.

The amount of the course completed shall be the ratio of completed required lesson assignments

received by the institution for evaluation to the total lesson assignments required to complete the course.

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Degree-granting institutions: The refund policy above must be applied to individual lessons within a course (not courses within a program).When an institution enrolls a student in an entire degree program, it must refund 100% of tuition for courses the student never started when he/she cancels. (Rev 10/11)

4. Optional Refund Policy for Academic Credit-Bearing Courses using Time-Based Terms:

Institutions offering academic degree courses and programs, which have a published duration stating specific dates for student starting and completing, have the option of using the refund table below. Courses cannot exceed 16 weeks in duration. The time-based refund policy also applies to certificate courses that the institution accepts for academic credit into its degree program(s). The table below sets out the percentage of tuition that will be refunded to students who complete only part of a course, normally defined as an academic learning unit ranging from one to four semester credit hours, as defined in DETC C.9. Policy on Degree Programs. If the student contracts for a program of study, defined as a learning unit that includes two or more courses, each course must be treated separately for the purposes of calculating any refund to the student. For example, a student who contracts with an institution for three distinct three-credit courses, but completes only part of one course, is entitled to a full refund when he/she cancels on the remaining two uncompleted courses.

*Refundable tuition is the total course tuition minus the registration fee.

Published Length

of Course

*Refundable Tuition

Due Student AFTER-

1-6 weeks 1st week = 70% 2nd week = 40% 3rd week = 20% 4th week = 0%

7-10 weeks 1st week = 80% 2nd week = 60% 3rd week = 40% 4th week = 20% 5th week = 0%

Published Length

of Course *Refundable Tuition

Due Student AFTER-

11-16 weeks 1st week = 80% 2nd week = 70% 3rd week = 60% 4th week = 50% 5th week = 40% 6th week = 30% 7th week = 20% 8th week = 10% 9th week = 0%

5. Refund Policy for Resident Courses/Programs: For a course/program that includes mandatory resident training, the tuition price for the distance study portion and the tuition price for the resident portion must be separately stated on the enrollment agreement. The total of the two is the Total Course Price. The distance study portion of the combination course/program must use the refund policy stated in III.C.3. or 4 above. If the mandatory resident portion of the course/program is more than 6 weeks, the institution may use the time-based refund policy in III.C.4. above. If the resident portion is less than 6 weeks, the institution may use the following policy:

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After the student attends the first resident class session, if the student requests cancellation, the

institution shall be entitled to retain a tuition charge which shall not exceed the following:

- up to and including completion of the first 10 percent of the resident training, 10 percent of the tuition;

- after completing more than 10 percent of resident training and up to and including completion of 25 percent of the resident training, 25 percent of the tuition.

- after completing more than 25 percent of the resident training and up to and including completion of 50 percent of the resident training, 50 percent of the tuition.

- If the student completes more than half of the resident training, the full tuition.

The amount of resident training completed shall be the number of days the students attends resident training as compared to the total days of the resident training program.

Courses with optional resident training, seminars, and other training sessions are subject to the refund policy above.

III. D. Collections (Standard X.B.)

Collection procedures used by the institution or third parties must reflect ethical business practices.

# # #

Revised October 2011

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Code of Ethics

for Student Recruitment Personnel

of

Accredited Distance Education Institutions As a student recruitment representative* of an accredited distance education institution, I recognize that I have

certain responsibilities toward students, the public, and my institution. To fulfill these responsibilities, I pledge adherence to this Code of Ethics. I will observe fully the standards, rules, policies, and guidelines established by my institution, the Accrediting

Commission of the Distance Education and Training Council, the State Education Agency, and other legally authorized agencies.

* * *

I will adhere to high ethical standards in the conduct of my work, and to the best of my ability, will: 1. Observe fully the rights of all applicants and commit no action that would be detrimental to any applicant’s

opportunity to enroll because of race, sex, color, creed, or national origin. 2. Never knowingly make any false or misleading representation to any applicant nor use any coercive practices

in presenting information. 3. Enroll applicants only in the course or courses in which they have expressed their interest, provided they

meet the qualifications and standards established by my institution for enrollment. 4. Provide applicants only with information authorized by my institution regarding the occupational

opportunities for graduates, and never make claims guaranteeing employment, job promotion prospects or income increases to an applicant. (Rev 6/11)

5. State accurately and clearly to prospective students the approvals, accreditation, business and employer

recognition, and course acceptance accorded to my institution. (6/11) 6. Provide only full and accurate information on the transferability of academic credits and acceptance of

degrees or credentials by other educational institutions, and disclose affirmatively the fact that the acceptance of credits and degrees is entirely the prerogative of the receiving institution and acceptance

cannot be guaranteed. (6/11) 7. Provide prospective applicants only complete and accurate information on the total financial obligation they

will be incurring prior to accepting their enrollment application. (6/11) 8. Provide students prior to enrolling complete and accurate information about financing options for students

and answer any questions. (6/11)

9. Never use tuition assistance available from a governmental agency or other source as the primary inducement

for enrollment. 10. Refrain at all times from making any statement or inference that might falsely impugn the integrity or value

of any other institution, method of training, or profession.

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11. Discharge faithfully, and to the best of my ability, all of the duties and obligations and procedures established by my institution for my position and know all of my obligations and obligations as an institutional representative.

12. Reflect at all times the highest credit upon myself, my institution, and the field of distance education and

always strive to enhance the reputation of my profession through my conduct as an institutional representative.

*A recruitment representative is someone who enrolls prospective students, including but not limited to telephone marketers, enrollment advisors, and admissions representatives. Revised June 2011

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DETC Accreditation Handbook – 2012 B. – Guide

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B. Guide

1. Guide to Self-Evaluation Report

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(Please Note: This page was left blank on purpose.)

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Guide to Self-Evaluation Report Introduction This Guide was developed to assist institutions seeking initial accreditation in preparing their Self-Evaluation Report (SER). Please keep in mind that it is just a guide; additional information may be needed to explain how your institution meets and/or exceeds the standards, policies, and procedures of the Accrediting Commission of the Distance Education and Training Council.

At least one key person from the applicant institution must complete the DETC Course on Preparing for Accreditation prior to preparing the institution’s SER. Completing this course qualifies a person to be a “Compliance Officer.” The Compliance Officer is responsible for overseeing the writing of the SER. We also recommend that others take the course as well as the DETC Business Standards Course (online).

The Self-Evaluation Report (SER) When the Accrediting Commission asks institutions to prepare an SER, two purposes are served: (1) institutions are given a rationale for conducting a critical self-evaluation; and (2) information is gathered in one place, which the visiting Examining Committee will need during the visit, and which the Accrediting Commission needs for its background study of the institution. The SER serves as a document that tells a story about your institution, including how the institution originated, what your institution offers, how it is managed, how it complies with accreditation standards and requirements, and what the institution’s plans are for future improvement and growth. It also presents insightful analyses into trends and patterns within the institution and discusses candidly the larger issues and challenges confronting it. An SER is, fundamentally, a road map for institutions in developing a truly self-analytical and honestly introspective picture of whom they are and where they are going. The institution must address each of the accreditation standards (including Business Standards) in a logical sequence. The institution must also address other requirements in the appropriate policy, for example, degree-granting institutions must also include items required in C.9. Policy on Degree Programs. The report should be completed in all aspects, and leave no room for speculation or misinterpretation by the reader. When reading each statement, if the term “procedure” or “process” is mentioned, please give a detailed description; in other words, walk the evaluators through the “procedure” and/or “process” step-by-step. Also, please feel free to cross-reference responses if a particular response sounds redundant. If a particular statement does not apply to your institution, explain why. The SER should include summaries of data, records, and statistics, and a careful, “full disclosure” analysis of the institution’s “problem areas.” The report should always analyze as well as describe; it should seek to tell readers the “why” of their methods, not just the “what” and “how.” It should identify current challenges facing the institution and report on what actions are planned to address these challenges. A high level of reliance is placed upon information, data, and statements provided to the Accrediting Commission by the institution. It is therefore important that the information the institution provides in its SER be truthful and accurate. There are several “critical documents” available on DETC’s website to help you with your exhibits, such as Faculty Handbook, Course Development Handbook, study guide, catalog, determining credit hours, outcomes assessment plan, institutional improvement plan, and succession plan, just to name a few. A content list for each of these items

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may be found on DETC’s website under “Member Services” and “Evaluators’ Documents” (sign in using “guest” for your user name and password). Preparing Your SER

When writing your SER, please remember that there are special policies (see tab “C” in the DETC Accreditation Handbook) used for institutions offering academic degrees, combination distance study-resident training programs, institutions with international contracts, and institutions located outside the United States. For instructions on what courses must be submitted, please see C.5. Policy on Course/Program Approval. All institutions should refer to C.10. Policy on Financial Statements, C.17. Policy on International Activities, and degree-granting institutions should also refer to C.9. Policy on Degree Programs.

General Guidelines Writing for the SER

A template for writing a Self-Evaluation Report (in Microsoft Word 7.0) may be downloaded from DETC’s website at www.detc.org. Select “Member Services” tab, use “guest” for your user name and password, and select “Templates.” A list of templates is page 4 of the DETC Accreditation Handbook. Beginning January 1, 2012, institutions are required to submit all primary documents created during the accreditation review process (i.e., Self-Evaluation Report, Institutional Response, and Progress Report) on a Flash drive. The following guidelines are provided to help ensure accuracy and accessibility: Logistical Guidelines

1. Institutions must submit its SER and all supporting documentation and exhibits in an electronic format (a paper

copy is no longer required, except when submitting an SER during the Readiness Assessment process). However, institutions should have a hard copy of the SER and all supporting documents and exhibits available during the on-site visit for the evaluators. Institutions should also maintain copies of all documents and materials included in the SER should any problems develop with the electronic versions. (Please note: An institution undergoing Readiness Assessment must also submit two paper copies of the SER.)

2. The institution must submit a complete SER with supporting documentation and exhibits via e-mail or Internet

option. DETC will not accept “piecemeal” submissions. If materials from websites serve as documentation within the SER, information from the website should be embedded within the document (e.g., screen shot of website, linked saved file) rather than provided through an external link. If any changes occur between when the SER is submitted and the on-site visit, supplements or an “Update Sheet” should be prepared and given to the examiners in their Welcome Kits when they arrive.

3. The SER should be able to be read on all computers and platforms. If necessary, versions of the SER in multiple formats should be provided. The institution must submit the SER in a pdf format AND in a Microsoft WORD document.

4. Each Flash drive should be clearly labeled with the institution’s name and the date the report was created.

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Formatting Guidelines

1. Key formatting requirements are to make navigation through the SER clear and easy for reviewers.

Evaluators do not always progress through a SER in a linear fashion as they often return to different sections, standards, and documents as they complete the full review. For this reason, the following considerations can be helpful:

• Provide clear and concise instructions to evaluators on how to open and navigate through the SER.

• Provide any needed passwords for protected information.

• Include a Table of Contents with ready links to the different parts of the SER.

• Establish links that enable evaluators to easily transition back and forth through the sections and documentation in the SER.

• Provide direct links to all evidence/documentation provided for each Standard.

• Ensure that links to supporting documents open the documents in their own window.

• Create a shortcut to return to the Table of Contents from any point in the SER.

• Avoid using complex, colorful background patterns and images that can obstruct the readability of text on a page.

• When providing Tables and other data, make certain it will print on an 8.5 x 11 page.

2. Use the template located on DETC’s website (described above). Revise the headers and footers with the institution’s information. The pages should be numbered consecutively with the institution’s name and date of report at the top or bottom of each page.

3. When an EXHIBIT is requested, include the number of the Exhibit in your response to the statement.

4. In the response to the SER questions, rather than state verbatim that which is provided in the supporting exhibits, the institution should summarize what is in the exhibits.

5. Scanned documents should be saved as PDF or easily accessed image files rather than text files.

Report Contents

Use the template found on DETC’s website. As shown, an institution’s SER should contain the following:

1. Cover page: The cover page should include:

• the name of the institution, address, phone number, and website URL;

• the following sentence: The data submitted herewith are certified correct to the best of my knowledge and belief. I understand that electronically typing my name in this document is considered to be the same legally-binding effect as signing my signature using pen and paper. This should be followed by the name, title of the CEO;

• the date the report is prepared and the date the Flash drive was created; and

• the software version(s) used to create the SER.

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2. Table of Contents: This should include the page number for each Standard.

3. Table of Exhibits: This table should contain an index to all the exhibits (see following sample). Please note

that the exhibit numbers may be changed to correspond with what the institution provides.

4. Institutional Profile: The profile gives a history and overview of the institution.

5. Standards with Statements. Each Standard should be repeated and then the institution should provide its response. If the statement does not apply to the institution, explain why. The standards are already included in the template. Answer each statement thoroughly and provide any exhibits that are required. Also provide a contact person for each Standard topic. This will help the evaluators to determine whom to interview

during the on-site visit.

6. Exhibits. Should follow the body of the SER. Exhibits should be properly numbered, labeled, and

referenced. Please feel free to add other exhibits in addition to those suggested.

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Sample of EXHIBITS

Exh#/Tab Standard Page #

Ref

Content

1. Inst. Prof. #2. A.

7 Organizational Chart

2. Inst. Prof. #4. A.

8 Evidence of state license

3. Inst. Prof. #4. B.

8 Evidence of degree approvals

4. Inst. Prof. #5

8 Table with course data

5. Inst. Prof. #6

8 Program data for degree programs

6. II.A.1. 10 Program objectives for 5 most popular courses/programs

7. II.C.1. 12 Course Development Guide/Manual

8. II.C.5. 12 Policy for determining credit/clock hours

9. II.C.4. 12 Comparison of degree programs

10. II.D.3. 13 Internal course/program reviews

11. II.F.1. 13 Samples of examinations and other evaluation tools

12. II.F.5. 14 Grading Policies, marking systems, course extension policy, and other

13. II.F.7. 14 Instructions for proctors

14. II.G.1. 14 List of textbooks, with titles, authors, publishers, ISBN, copyright dates

15. II.G.3. 14 Sample of a study guide

16. II.I.1. 15 Samples of lessons

17. III.A.1. 16 Examples of responses to student inquiries

18. III.A.4. 17 Examples of student submissions of assignments/lessons

19. III.A.6. 17 Examples of where academic grade policies are published

20. III.D.1. 18 Samples of motivational commentaries on students lessons/examinations

21. III.D.3. 18 Samples of letters, telephone calls, e-mails, etc. to encourage students to complete assignments/lessons

22. III.E.2. 18 Examples of student evaluations of courses

23. III.E.3. 18 Examples of end-of-course surveys

24. IV.A.1. 19 Copies of grading policies and system, including grading rubrics

25. IV.A.2. 19 Samples of graded assignments/lessons and exams

26. IV.A.12. 20 Evidence of training for students and faculty on any technology used

27. IV.B.1. 20 Samples of formal student records

28. IV.B.2. 20 Sample or records tracking examinations/lessons/projects, etc.

29. IV.B.4. 20 Sample of a transcript (both sides)

30. IV.B.5. 20 Samples of completion certificates, diplomas, or degrees

31. IV.C.3. 21 Sample of alumni newsletter and other instruments

32. IV.D.1. 21 Policy on Student Complaints and summary of complaints

33. V.A.1. 22 Copy of institution’s outcomes assessment plan

34. V.A.2. 22 Samples of surveys

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Exhibit Standard Page#

Ref

Item

35. V.A.5. 22 Evidence of employment opportunities

36. V.A.6. 22 Tables showing areas assessed and methods used

37. V.B.1. 22 Student satisfaction data

38. V.B.3. 22 Evidence of employer and third party surveys

39. V.B.4. 22 End of course/program student surveys

40. V.B.6. 23 Data on Commission-mandated 3 questions

41. V.C.1. 24 Completion and Graduation Rates

42. VI.B.1. 24 Resume of CAO or Department Heads

43. VI.C.1. 25 Resumes of Faculty/Instructors

44. VI.C.2. 25 Table of Instructors/Faculty and Qualifications

45. VI.C.3. 25 Table for instructor/faculty work week

46. VI.C.5. 25 Policies and criteria for employment of faculty/instructors (Faculty Handbook)

47. VI.C.6. 25 Sample evaluation of faculty

48. VI.C.7. 25 Policy Manual for Faculty Handbook

49. VI.C.10. 25 Sample contracts or individual groups

50. VI.F.1. 27 Succession Plan

51. VII.B.1. 29 Copies of Enrollment Agreements

52. VII.B.2. 29 Copies of affirmation forms, telephone scripts, etc.

53. VIII.A.4. 32 Evidence supporting advertised employment opportunities

54. VIII.A.6. 32 Copies of advertising and promotional literature

55. VIII.A.7 33 Copies of sales letters, printed materials, and catalogs

56. VIII.B.2. 33 Copies of current manuals and letters and bulletins provided for guidance with recruiting

57. VIII.B.10. 34 Copies of recruiting personnel records

58. VIII.B.12. 34 Samples of written agreements with recruiting personnel

59. IX.A.1. 35 Comparative financial statements for two years

60. IX.A.2. 35 Copy of Letter of Financial Statement Validation

61. IX.A.3. 35 Copy of Teach-Out Commitment

62. IX.D.2. 36 Opinion Letter

63. X.B.2. 39 Sample of notices and collection procedures

64. X.B.4. 39 Sample of written ethical standards to collection agencies

65. X.B.5. 39 Sample of notices, letters, telephone scripts, etc. used by collection agencies

66. X.C.1. 39 Documentation of refunds

67. X.C.6. 39 Table of refunds

68. XI.A.4. 41 Floor plan

69. XII.A.1. 41 Copy of institution’s Strategic Plan

(Please Note: You may re-number the Exhibits to correspond with what you provide.)

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The Self-Evaluation Report Institutional Profile 1. Institutional History

A. Trace the history of the institution to show the founding date, why the institution was founded, changes of name, creation of new divisions, new training sites, and any major changes in ownership and management. Give a general description of the types of courses/programs offered.

B. Describe the history of major changes (for reaccreditation, since the last DETC review) in the institution with

respect to the addition of student services, changes in admission standards, the addition of new personnel, online offerings, changes in marketing procedures, etc. Explain why each change came about.

C. Degrees: Describe the history of all degree program(s) offered and why they were developed. Give a brief

summary of the programs (how many, number of credits needed, time to complete each unit, cost, etc.). D. For Re-Accreditation, provide a list of items that were reported in the last Progress Report to the

Commission (if applicable). Give an update of how the institution has addressed and resolved each of these issues since its last review.

2. Institutional Organization

A. Supply an organizational chart of the institution in EXHIBIT 1 showing the relationships among its component parts. Include names and titles of employees shown on the chart.

B. Describe other institutions affiliated in any way with your institution or under the same organizational

structure, management, or ownership. Include cooperative training programs or formal affiliations that exist with colleges, vocational schools, businesses, or other distance education institutions.

C. If external centers, enrollment offices, or training sites exist, describe in full and give their locations. D. Describe any international distance study activities, affiliates, or divisions. Explain how and where exam

services are rendered for these students. State how many foreign students are enrolled annually, and indicate how many of them are taking courses online (if applicable).

3. Legal Form and Governance

A. Describe the legal form of the institution and the ownership of the institution. B. Provide the names and addresses, terms of office, and occupations of any governing board members.

Describe the role of the Board, list their duties, and explain how they contribute to the institution’s achievement of its mission. If there are multiple boards, describe each.

C. Explain the authority of any agency, other than the governing board, which has power to initiate, review, or

reverse actions of the institution’s management.

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D. If the institution is a stock corporation, list the names and addresses of any persons or organizations owning 10% or more of the voting stock.

4. Approvals and Accreditations

A. Supply the names of any local, state, or other government or non-government agencies by which the institution is licensed, approved, or accredited. Document that the institution is properly licensed. Give dates of license and/or first approval and subsequent re-approvals (provide documentation in EXHIBIT 2).

B. Degrees: Describe how the institution has the proper charter, license, or formal authority from the

appropriate governmental body to award degrees by distance education. Give dates of license and/or first approval and subsequent re-approvals (provide documentation in EXHIBIT 3).

C. If the institution or any of its programs were ever denied approval or accreditation or had approval or

accreditation withdrawn by any accrediting agency (including the DETC Accrediting Commission), give name of the agency, the dates of the action, and details.

5. Passwords

Provide the URL, links, passwords, etc. so that the evaluators may review the course materials and examinations.

6. Course Data

Using institutional records, construct a table in EXHIBIT 4 that provides the data below for each distance education course offered by your institution in the last year (calendar or fiscal). The term “course” means one course within a degree program (e.g. English 101) or a vocational program (e.g. Medical Billing). See the sample below on page 43:

a. Title = title of course (e.g. English 101 or Medical Billing) b. 1st Enroll = date (month, year) first student enrolled. c. Lst. Revised = date course was last revised. d. New Stu. = number of new students enrolled in the last full calendar/fiscal year. e. Active Stu. = of students tracked, how many are presently actively studying (i.e., submitted an assignment

within the last 6 months)? f. Graded = number of school-evaluated assignments, lessons, or examinations per course. g. Hrs. = total hours typical enrollee must spend to complete the course. Explain in a footnote the method used

to determine the hours. Typically, 1 credit equals 45 hours. h. Max. to Comp. = maximum number of months students are allowed for completing the course. i. Comp. Doc./Crs. = Type of completion documents (e.g., diploma, certificate) or credits awarded. j. Price = total course price (tuition, fees, books, equipment, etc.). Indicate if books are included in the price.

Please insert a legend to identify the columns mentioned above. (You can copy the information above and insert it under each table.) Please total columns d and e.

7. Program Data (For Degree Programs Only)

In addition to the table above, please provide a table in EXHIBIT 5 for each degree program (see sample below on page 44.)

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Guide to Self-Evaluation Report

I. INSTITUTION MISSION, GOALS, AND OBJECTIVES

Preamble: The institution has a stated mission that is supported by separately (or specific) clearly defined goals

and objectives appropriate to the level of study provided, including an institutional commitment to providing

quality distance education programs.

I. A. Description of the Mission, Goals, and Objectives: The institution has a mission statement that includes its

general purpose and is supported by specific, clearly defined goals and objectives appropriate to the level of

study provided (8/11) including an institutional commitment to providing quality distance education programs.

1. Present the institution’s overall mission statement, goals, and objectives, and the institution’s commitment

to providing quality educational programs. 2. Explain how the goals and objectives are attained and how they are appropriate to the level of study

provided. I. B. Review and Publication of the Mission Statement: The instructors/faculty, administration, governing

board, and institutional advisory committees, if the institution has a governing board and advisory

committee(s), regularly review the mission statement, goals, and objectives. The current mission statement,

goals, and objectives are widely promulgated and readily accessible to students, faculty, staff, and other

stakeholders.

1. Explain how the institution’s instructors/faculty, administration, governing board, and institutional advisory

committee regularly review and revise, as necessary, its mission statement, institutional goals, and objectives, institutional policies, and practices to ensure consistency and integrity in all of its representations about its mission, goals, objectives, programs, and services.

2. Explain the process for circulating and ensuring that the institution’s current mission statement, goals, and

objectives are accessible to students, faculty, staff, and other stakeholders. Include the person(s) responsible for assuring the institution’s current mission statement, goals, and objectives are consistently used in institutional publicity and state where these are published.

3. Degree Programs: Provide details on the institution’s Advisory Council(s) and explain how the institution meets the requirement in C.9. Policy on Degree Programs (Standard I). Provide documentation to verify each item.

I. C. Implementation of the Mission, Goals, and Objectives: The institution can demonstrate that it is effectively carrying out its mission, is attaining its goals and objectives, and is sharing appropriate information

on its attainments with relevant groups. The institution identifies the key indicators it uses in determining how it

is meeting its stated mission, goals, and objectives. (8/11)

1. Explain the measures and/or processes the institution uses to determine whether it is meeting its stated mission, goals, and objectives. Include how the governing board, instructors/faculty, staff, administrators, and managers responsible for institutional planning, instructional planning and delivery, educational services, financial resources, and physical facilities, contribute to successful implementation and attainment

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of the stated mission and objectives. Also, explain how the mission is integrated into the work of each department or how academic and administrative units align their duties with the mission.

2. Explain how the institutional mission statement, goals, and objectives are used to guide strategic planning.

3. Explain the ways in which the governing board, instructors/faculty, administration, and staff interact with relevant communities of interest to keep the goals and objectives current.

4. Provide examples of how the results of surveys of students, outside evaluations by experts, comments from

students and employers, and evaluations by institution administrators, instructors/faculty, and staff are used to evaluate the success of the institution in meeting its goals and objectives. Explain how the results are shared with relevant groups.

5. Identify the key indicators that the institution uses in determining how it is meeting its stated mission,

goals, and objectives.

II. EDUCATIONAL PROGRAM OBJECTIVES, CURRICULA, AND MATERIALS

Preamble: The institution has clearly stated and reasonably attainable educational program objectives and

student learning outcomes and offers educationally sound and up-to-date curricula that are supported by

quality instructional materials and appropriate technology.

II. A. Description of Program Objectives: Educational program objectives are clearly defined and simply stated.

They indicate the benefits for reasonably diligent students. The character, nature, quality, value, source of the

instruction, and educational services that are used to help students achieve the objectives are set forth in

language understood by the types of students enrolled. If a program prepares for an occupation, field of

occupations, or vocation, the objectives clearly state the types of occupations for which preparation is given.

1. Provide samples of the educational objective(s) in EXHIBIT 6 for your five most popular (highest enrollments) programs. For degree-granting institutions, these five programs should include one program from each level (associate, bachelors, master’s, first professional, and/or doctorate). Explain how the objectives help the potential student decide if the program is appropriate for him or her.

2. Explain how the institution’s advertising and promotional literature, both print and electronic, are in consonance with program objectives.

3. Describe the occupation, occupational field, vocation, profession, or job area for which the program or degree prepares students as referenced in the Dictionary of Occupational Titles (DOT – www.occupational info.org) of the U.S. Department of Labor or O*NET OnLine (http://online.onetcenter.org), or other similar references.

4. State how the program objectives relate to the kind of education or training offered and identify the expected student learning outcomes in terms of skills, knowledge, licenses, degrees, or other credentials that graduates/completers will attain.

5. Describe how the institution ensures that its program objectives are current and relevant through research and the use of consultants, subject experts, or advisory boards.

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6. Degree Programs: Provide evidence that the program being offered is in a profession or subject area in which the institution has demonstrated strength, such as the number of alumni accepted by appropriately accredited graduate and professional schools or hired in the profession for subject-related jobs. (C.9.)

7. Provide evidence that the other degree programs of the institution are recognized and generally accepted by the higher education and/or relevant professional communities. (C.9.)

II. B. Appropriate Program Objectives: The program objectives must be reasonably attainable through

electronically delivered, online, or other methods of distance study. Appropriate objectives include the

development of skills, providing job-related training, the imparting of knowledge and information, the training

in the application of knowledge and skills, and the development of desirable habits and attitudes. Evaluation of

the program is based on the announced objectives and the success with which students achieve the objectives.

1. Describe the process by which the program objectives are determined and revised, and identify relevant communities of interest that play a role (e.g., Advisory Committees, employer groups, etc.).

2. Describe how program objectives are appropriate for the subjects/degrees taught and explain how the objectives include the development of skills, providing job-related training, the imparting of knowledge and information, the training in the application of knowledge and skills, and the development of desirable habits and attitudes.

3. Explain how program objectives for each program or degree relate to the employment needs of prospective students and the requirements of employers who might hire them.

4. Describe how program objectives are attainable through the distance study method.

5. Explain how the data from the evaluation of objectives are used for quality control and improvement of programs and educational services.

6. Explain how the evaluation of the program is based on the announced objectives and the success with which students achieve those objectives.

7. Describe how program objectives are comparable to those program objectives offered in traditional and/or resident institutions or other appropriately accredited institutions. 1

Accrediting agency is recognized by the

Council for Higher Education Accreditation (CHEA) and/or the U.S. Department of Education.

8. For combination distance study/resident programs, describe how the predominant form of instruction is distance study.

9. For combination distance study/resident programs, describe the extent to which residential and/or external independent study is/are used to supplement the overall distance study method.

10. Degree Programs: Explain how the institution is meeting all the requirements in C.9. Policy on Degree Programs, Program Objectives.

II. C. Comprehensive Curriculum

(“Curriculum” is the program of instruction): The curriculum is sufficiently comprehensive for students to achieve the stated program objectives, and its content is supported by sound

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research and practice. An institution has policies and procedures for determining credit hours as defined in C.9.

Policy on Degree Programs and/or clock hours it awards for its courses and/or programs. (8/11)

1. Describe how curriculum development is guided by a plan that is usually implemented by a team that

includes members with expertise in curriculum development, subject matter/content, instructional design, editing, media applications (if appropriate), and distance study. Provide a copy of your course development manual in EXHIBIT 7.

2. Explain how the subject matter/content of the curriculum being developed is supported by sound research

and practice (what learning principles are used?)

3. Describe the ways in which the program instructors/faculty and administrators have determined that the curriculum/curricula is sufficiently comprehensive for students to achieve the stated program objectives.

4. Non-degree granting institutions: Explain and document in EXHIBIT 8 the policy and procedures for determining the number of clock hours assigned to each program. Provide a copy of the institution’s policy for determining clock hours. Provide documentation of the institution’s evaluation and verification of students’ work in establishing the appropriate clock hours.

Degree Program(s)

5. Explain and document how each degree program is clearly at its specific postsecondary level (i.e.,

associate, bachelor’s, master’s, first professional or doctorate) by comparing curricula from other appropriately accredited institutions in EXHIBIT 9 (see sample on page 46). When making the comparison, include the following information for each institution, including your own; program objectives, number of credits required, core courses and electives, general education courses required, and course descriptions.

6. Explain how the institution’s policy and procedures for determining credits hour meets DETC’s

requirements as stated in C.23. Policy on Credit Hour. Provide a copy of the institution’s credit hour policy in EXHIBIT 8. Also explain and provide documentation justifying that the amount of academic credit assigned to each course and degree program is appropriate and accurate. Describe what formulas, procedures, and internal audits of degree credit assignments are conducted.

7. Identify and describe the analytical, communicative, and quantitative skills which graduates from each

degree program are required to achieve.

8. Explain how the institution is meeting the requirements in C.9. Policy on Degree Programs, Standard II., Curriculum.

9. Explain how the institution is meeting the requirements in C.9. Policy on Degree Programs, Standard II.,

Degree Requirements. II. D. Up-to-Date Curriculum (“curriculum” is the program of instruction): The curriculum/curricula reflect(s)

current knowledge and practice. Effective procedures are used continuously to keep it/them up-to-date. Internal

course/program reviews are conducted on a periodic basis.

1. Explain the procedures for assuring that the curriculum/curricula reflect current knowledge and practice

appropriate to the subject matter.

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2. Explain what procedures are in place to keep the program curriculum current. Provide the schedule used to

initiate these procedures. 3. Document that internal course/program reviews are conducted on a periodic basis and provide a sample of

the last course/program review in EXHIBIT 10.

II. E. Comprehensive and Up-to-Date Instructional Materials (“instructional materials” are the components that make up the curriculum or program of instruction): Instructional materials are sufficiently comprehensive to enable students to achieve the announced program objectives. The instructional materials are accurate and

reflect current knowledge and practice and are regularly reviewed and revised.

1. Describe the ways in which the program instructors/faculty and administrators determine that instructional

materials are sufficiently comprehensive and have sufficient depth and breadth to meet program objectives. 2. Explain how the instructional materials prepare students to meet any employment opportunities and/or

profession stated or implied in the institution’s advertisements, catalogs, websites, and/or program objectives.

3. Describe the schedules and procedures for monitoring, reviewing, and revising, if necessary, instructional

materials. 4. Describe the procedures for correcting content errors in instructional materials between regularly scheduled

reviews and revisions. 5. Describe how instructional materials reflect current knowledge and practice.

II. F. Examinations and Other Assessments: Examinations and other assessment techniques are adequate

evidence of the achievement of the stated learning objectives and outcomes. The institution must publish its academic grading policies, assignment marking system, course extension policy, and information on issuance

and completion of incomplete grades, and apply them with fairness and consistency. (8/11 – moved from III.A.)

1. Describe what types of examinations and other evaluative techniques are used. Provide documentation in

EXHIBIT 11. 2. Explain how the number and length of examinations are determined. 3. Explain how examinations, assignments, and other evaluation tools measure the achievement and mastery

of announced course/program objectives and outcomes.

4. Describe how required assignments and examinations measure the student’s ability to master and apply skills or knowledge that is stated as outcomes for the course/program.

5. Provide the institution’s academic grading policies, assignment marking system, course extension policy,

and information on issuance and completion of incomplete grades in EXHIBIT 12.

6. Explain the procedures for assuring that grades are applied with fairness and consistency.

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Degree Program(s)

7. Describe the procedures for proctoring examinations. Explain how the institution is meeting the

requirements stated in C.9. Policy on Degree Programs, Standard II., Proctored Examinations. Provide instructions to proctors in EXHIBIT 13.

8. Explain how the institution is meeting the requirements in C.9. Policy on Degree Programs, Examinations and Other Assessments.

9. Discuss the procedures used to ensure that degree candidates have met all graduation requirements.

II. G. Authorship: Qualified persons competent in distance study techniques and in their subjects or fields develop

the curriculum content and prepare instructional materials.

1. If commercially produced textbooks are used, provide in a table in EXHIBIT 14, a list of titles, authors,

publishers, ISBN, and copyright dates/editions. Describe any customization rights accorded the institution by outside publishers. Explain how the instructional material is approved for electronic delivery (if applicable).

2. Describe how qualified people develop the curriculum content and instructional materials. 3. Describe how study guides are prepared for use with standard texts. Provide a sample of a study guide in

EXHIBIT 15. 4. If outside authors prepare instructional materials specifically for the program (other than textbooks),

provide their qualifications for preparing them for distance study. 5. List the outside educational consultants, if any, who have been retained to assist in writing instructional

materials, describe their roles, and give their qualifications.

6. Explain how subject matter experts and/or instructors/faculty are involved in writing and revising instructional materials.

II. H. Organization of Instructional Materials: The organization and presentation of the instructional materials

are in accord with sound principles of learning and grounded in sound instructional design principles.

1. Explain how the organization and presentation of the subject matter/content are in accord with sound

principles learning and grounded in instructional design principles. 2. State if students are required to submit every assignment in prescribed sequence in order to graduate and if a

minimum grade is required for each assignment (or for each part or segment of the program). Describe any exceptions made to the order in which students may proceed through the program.

II. I. Curriculum Delivery: Online and written instructional materials are appropriately presented. Online

materials fit the content and are delivered using readily available, reliable technology. Institutional prepared

materials must be keyed to the reading competence of the students in the program and be legibly reproduced.

1. Describe how online and written instructional materials are appropriately presented. Provide samples of

typical assignment/lesson pages in EXHIBIT 16.

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2. For electronically delivered programs, describe how the materials fit the content and are delivered using readily available, reliable technology.

3. Explain how the program uses printed instructional materials to complement its online courses. 4. Describe the procedures in place to maintain overall quality of the printing, binding, and packaging process

for instructional materials. 5. Explain how institutionally prepared materials are keyed to the reading competence of the students.

II. J. Study Instructions: Instructions and suggestions on how to study and how to use the instructional materials

are made available to assist students to learn effectively and efficiently.

1. Provide examples of instructions and suggestions to students on how to proceed through the program and to

learn effectively. 2. Describe how the institution and/or program give(s) guidance or remediation on learning techniques to

students as they proceed through the program. 3. Explain how the students are informed on how to access instructions, chat rooms, bulletin boards, and other

appropriate resources for an online program.

II. K. Educational Media and Learning Resources: Learning resources for faculty and students must be

available and appropriate to the level and scope of program offerings. Program designers and/or

faculty/instructors make effective use of appropriate teaching aids and learning resources, including

educational media and supplemental instructional aids in creating programs and in teaching students. The

institution makes effective provisions for students to access learning resources and libraries that are

appropriate for the attainment of program learning outcomes.

1. Describe how learning resources for faculty and students are available and appropriate to the level and scope of the program offerings.

2. Describe how program designers and/or faculty/instructors make effective use of appropriate teaching aids

and learning resources, including educational media and supplemental instructional aids in creating programs and in teaching students.

Degree Programs:

3. Describe how the institution makes effective provisions for students to access learning resources and

libraries that are appropriate for the attainment of program learning outcomes. 4. Give the name, position, and qualifications of the person(s) who provide or facilitate library services,

including media services. 5. Explain how the instructors/faculty and staff of the institution and program systematically and regularly

evaluate(s) library services to ensure that they are meeting the needs of its users and contributing to the attainment of institutional and program objectives. Verify how the institution is meeting the requirements in C.9. Policy on Degree Programs, Standard II., Educational Media and Learning Resources.

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6. Explain how the faculty and instructional supervisory personnel are involved in the selection of resources. II. L. Student Privacy, Integrity and Identity: The institution has clear, specific, published policies related to

student privacy, integrity, and academic honesty. The institution has a student identity verification process that

ensures that students who earn the credit or completion credentials are the same students who did the course

assignments and assessments. (Rev 10/11)

1. Describe the institution’s clear, specific academic policies related to student privacy, integrity and academic honesty.

2. Explain and document where these policies are published.

3. Explain how the policy has been implemented or enforced. Provide examples. 4. Describe the institution’s student identity verification process and explain how it ensures that the student

who earned the credit or completion document is the same student who completed the course assignments and assessments.

III. EDUCATIONAL SERVICES

Preamble: The institution provides educational services that meet the needs of students, including student

inquiries and submissions, individual differences, handling of unsatisfactory student progress, encouragement

of students, evaluation of courses/programs by students, appropriate technology, and, if applicable, resident

training.(Rev 10/11)

III. A. Student Inquiries and Submissions: Relevant student inquiries are welcome and are answered promptly

and thoroughly. Accurate assessment, correction services, and counseling by instructors/faculty are provided

for assignments/lessons and examinations. The institution has a process for maintaining and protecting the confidentiality of student records, e.g., grades, test results, etc. (10/11)

1. Describe the process for handling student inquiries (written, electronic, and oral) related to program content and requirements. Provide samples of responses to students in EXHIBIT 17.

2. State the average time (in days or hours) it takes to respond to a student’s inquiry concerning program content and requirements.

3. Discuss the process for responding to administrative requests and give the average response time to these requests.

4. Describe the process for instructors/faculty in receiving, handling, correcting, and assessing assignments/lessons/submissions/examinations and for returning the results to students. Provide examples of student submissions in EXHIBIT 86.

5. Describe how instructors/faculty provide counseling and answer student questions. Include what metrics or performance standards are used to measure these tasks.

6. Describe the process for maintaining and protecting the confidentiality of student records, e.g., grades, test results, etc. Provide a sample of where the institution publishes its grading policies in EXHIBIT 19.

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III. B. Individual Differences: Provisions are made to be responsive and flexible to meet the individual differences of students with diverse backgrounds, prior achievements, employment, and other relevant circumstances.

Counseling and guidance are provided, as required, to assist students to satisfy institutional and program

requirements, to achieve required program objectives and individual course learning outcomes, and to achieve

their educational goals.

1. Explain what services are available to meet the individual differences of students with diverse backgrounds, prior achievements, employment, and other relevant circumstances.

2. Explain what counseling and guidance services are provided, as required, to assist students to satisfy institutional and program requirements, to achieve required program objectives and individual course learning outcomes, and to achieve their educational goals.

3. Explain what advisory services are available for students having difficulty satisfying program requirements.

4. Explain what advisory services are available for student having difficulty with administrative and logistical issues.

III. C. Handling Unsatisfactory Student Progress: Students who are unable to make satisfactory progress

through the program are encouraged to continue until they either show inability to make satisfactory progress

or demonstrate satisfactory progress.

1. Explain the process for handling students who are unable to do satisfactory work and describe the

procedure for students to resubmit assignments/lessons/projects. Describe how grades are assigned for repeating an assignment/lesson/project.

2. State the institution’s policy on student failure of a program and academic dismissal, and where it is published.

3. Provide the number of students dismissed for academic failure in the most recent year and the number of those who were disenrolled for other reasons. Indicate the reason(s) for disenrollment such as non-payment of tuition/fees, failure to submit exams, etc.

III. D. Encouragement of Students: An active program designed to optimize interaction between the institution

and the student is followed to encourage students to start, continue, and finish the program in which they have

enrolled, if continuing and finishing are the student’s goals.

1. State the institution’s policy and procedure for monitoring student progress and for encouraging students to start, continue, and finish the program in which they have enrolled, if continuing and finishing are their goals. Provide samples of motivational commentaries in EXHIBIT 20 on student assignments/lessons, examinations, and other submissions.

2. Identify who has responsibility for checking the students’ records for progress, indicate how frequently the

records are checked, and whether an automated tracking system is used. 3. If letters, telephone calls, or electronic media are used to encourage submission of assignments/lessons,

provide samples and explain the sequences and scheduling of their use. Provide samples in EXHIBIT 21.

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4. Explain how efforts to encourage academic progress are separate from efforts for the collection of delinquent tuition or other financial obligations.

III. E. Student Evaluation of Courses: Opinions of students are systematically sought as one basis for evaluating and improving instructional materials, the delivery of instruction, and educational services.

1. Describe the ways in which reactions of students are sought as one basis for evaluating and improving instructional materials and educational services.

2. Give examples in EXHIBIT 22 of the methods students can use to evaluate the availability of content, help, and encouragement to continue studying and to evaluate the quality of instructional materials, their level of difficulty, and the pace of the course.

3. If end-of-course surveys are used, describe how they differ from regular, periodic course evaluation. Provide examples in EXHIBIT 23.

4. Provide information on the institution’s “revision of course” file and describe how it is used to ensure that instructional materials or information are/is current and accurate. Describe the process used to report content errors that might be used in making revisions.

III. F. Appropriate Technology: The institution uses appropriate and readily accessible technology to optimize

interaction between the institution and the learner and enhance instructional and educational services.

1. Describe and give examples of how the institution uses appropriate and readily accessible technology to

optimize interaction between the institution and the learner and enhance instruction and educational services. (When appropriate, provide access and passwords to examiners to view online courses.)

2. Discuss the institution’s overall plans in adopting new technology. 3. Identify any equipment or technology that might be used to improve student services and instruction, and

explain why such technologies have not been adopted.

III. G. Resident Training: Resident training or face-to-face learning sessions must supplement the electronically

delivered, online, or other distance study method whenever it is necessary to attain the stated institutional

and program objectives and intended student learning outcomes. Note: See also the questions in the

Appendix C.6. Policy on Combination Distance Study-Resident Program or Training Sites.

1. List the objectives of the resident portion of the program and describe at what point a student must enter the resident program.

2. State what percentage of the total instruction the resident program constitutes, and list the tuition charged for each portion. State the capacity (in number of students taught per year) of the resident program included with each combination program offered.

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IV. STUDENT SUPPORT SERVICES

Preamble: The institution provides support services that include grading policies, accurate student records,

guidance and counseling services, and student complaint policies and procedures. The institution maintains

essential student records and has a policy and procedures for handling student complaints. (Rev 8/11)

IV. A. Assessment Services: Student assessment services are guided by published grading policies and a marking

system that includes prompt return of accurately, fairly, and consistently graded assessments as well as

necessary academic counseling by the instructor/faculty or qualified staff member.

1. Explain how student assessment services are guided by published grading policies and a marking system that includes prompt return of accurately, fairly, and consistently graded assessments as well as necessary academic counseling by the instructor/faculty or qualified staff member. Provide copies of the grading policies and rubrics in EXHIBIT 24.

2. Describe how the instructor/faculty or qualified staff member scores, corrects, and grades submitted assignments/lessons/projects and examinations. Provide samples in EXHIBIT 25.

3. Explain what controls are in place to ensure the accuracy, fairness, and consistency of scoring, correction, grading, and other assessment services.

4. Explain what provisions exist for safeguarding examination answers, including those delivered online.

5. Describe methods used for submission of assignments/lessons/projects and examinations (i.e., tele-test, exam scan cards, e-mail, online auto-grading, etc.) and state how long (in days or hours) it takes to return graded examinations, assignments/lessons/projects, etc. to students.

6. Describe the institution’s system for controlling the distribution, receipt, and tracking of examinations and ensuring the prompt return of the results to the student.

7. Describe the type of assistance provided to students who fail to complete assignments/lessons/ projects/examinations successfully and in a timely manner.

8. Explain how students’ questions on assignments/lessons/projects/examinations are referred to instructors/faculty or staff members qualified in the subject or field for review and comments.

Degree Programs:

9. Describe how students are informed of their academic progress and standing in the program on an ongoing basis.

10. Discuss the procedures used to ensure that degree candidates have met all graduation requirements.

11. Describe how the institution provides students with opportunities to achieve the stated learning outcomes in manners other than face-to-face communication with a student’s faculty advisor or major professor. As stated in C.9. Standard IV., such opportunities may include telephonic discussions, seminars, professional meetings, library resources including virtual library services, and online bulletin boards/chat rooms for communications with fellow students and faculty.

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12. Describe how the institution provides training and support to both students and faculty in the use of that technology. (C.9.)

13. Advanced Degrees: Describe how the appropriate support staff is available that is experienced in serving and/or has been trained to serve First Professional and Professional Doctoral degree program. (C.9.)

14. For students in Professional Doctoral programs, describe how a dissertation or project manual is provided. Explain how it contains guidelines that pertain to the preparation for and writing of the dissertation, for conducting a project, and for reporting of results. In addition, the program includes a provision for a pattern of scheduled student interactions with faculty and other resource persons throughout the program. (C.9.)

IV. B. Student Records: Essential, accurate student records are adequately and securely maintained and readily

accessible.

1. State what formal academic records are maintained and for how long on students and graduates. Provide

samples of these records in EXHIBIT 27.

2. Describe how the institution keeps a record of receipt, grading, recordings of the results, and return of examinations. Provide samples of relevant records in EXHIBIT 28.

3. Describe what procedures and computer systems are used for the security, maintenance, and protection of student records, and explain how they are readily accessible to authorized staff.

4. Describe transcript services, and attach a sample of a transcript (with student name deleted) in EXHIBIT

29.

5. Provide samples in EXHIBIT 30 of completion certificates, diplomas, or degrees awarded, and explain under what authority (e.g., board, charter, state authority, trade association, etc.) each one is issued.

6. Degree Programs: Explain the policies and procedures the institution has for keeping records on students’ academic progress (achievement of course and program learning objectives and outcomes, examination results, etc.). Verify that the policies and procedures are maintained in accordance with applicable professional requirements and state laws. (C.9.)

IV. C. Student Support Services: The institution provides support services relevant to the students enrolled, such

as financial aid guidance, counseling services, employment assistance and/or alumni services. (10/11)

1. Describe how the institution provides support services relevant to the students enrolled, such as financial aid guidance, counseling services, employment assistance and/or alumni services.

2. For programs that are vocationally oriented, submit information on the number of alumni working in

occupations related to the training they received.

Degree Programs:

3. Describe in detail the services for alumni, such as alumni newsletters, honor societies, associations, clubs, user groups, etc. Provide samples in EXHIBIT 31.

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4. Submit any other information available on the number of school alumni working in occupations related to the training provided. Document any employment in alumni services must be offered as claimed.

5. Describe how appropriate academic counseling services are available upon request.

6. If the institution offers first professional or professional doctoral programs, explain how it is meeting the requirements stated in C.9. Policy on Degree Programs, Program Administration.

IV. D. Student Complaints: The institution has policies and procedures for the purposes of responding to,

addressing, and readdressing, as appropriate, a complaint made by a student (see C.20. Policy on Complaints),

including one who has good reason to believe that the institution is not in compliance with DETC standards and

policies. (10/11)

1. Describe the institution’s policy and procedure for responding to, addressing, and readdressing, as

appropriate, a complaint made by a student. Provide a copy of the policy and summary of complaints in

EXHIBIT 32. 2. Explain how the institution’s complaint policy meets DETC requirements as stated in C.20. Policy on

Complaints. 3. Explain how the institution provides students the information on how and where they may file complaints

with DETC and other appropriate agencies.

4. Summarize and describe the nature of complaints from students received in the past 3 or 5 years (since your last DETC review), and how the institution has been able to resolve them.

V. STUDENT ACHIEVEMENT AND SATISFACTION

Preamble: The institution verifies/demonstrates student mastery of established learning outcomes, success and

satisfaction using valid and reliable assessment techniques that are administered regularly and

comprehensively.

V. A. Achievement of Student Learning Outcomes and Benefits: The institution articulates student learning

outcomes has a systematic and ongoing process for assessing student learning, provides documented evidence

that show that the results are used to improve programs, curricula, instruction, faculty development, and

services, and the results meet appropriate benchmarked standards. (Rev 8/11)

1. Provide evidence of an institution’s formal written plan for regularly conducting student learning outcomes assessment for all programs on an annual basis. Provide a copy of any outcomes assessment guides or plans in EXHIBIT 33.

2. Provide data for the institution’s outcomes assessments that demonstrate that the institution is fulfilling its

stated mission. Also provide specimen copies of any surveys the institution uses as part of its outcomes assessments in EXHIBIT 34.

3. Provide evidence that the results from the institution’s outcomes assessment meet appropriate benchmarked

standards, including DETC’s, as described in C.14. Policy on Student Achievement and Satisfaction.

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4. For programs for which the institution—or its representatives—have promised specific career or other benefits, give the percentage of students/graduates who have been successful in achieving the promised benefits, and explain how the data were gathered.

5. Provide evidence in EXHIBIT 35 supporting any advertised employment opportunities that will be

available for students/graduates for each program, and provide data and information on the employer acceptance of graduates of the institution’s program(s).

6. Provide tables in EXHIBIT 36 that describe the different areas assessed and the methods of assessments

and when they are used, and the various methods of assessment and how the institution interprets and uses the results. (See Policy C.14.)

7. Provide other data or cross-reference other sections of this SER that demonstrates that the institution

delivers to student the intended learning outcomes and benefits.

V. B. Student Satisfaction: The institution regularly collects evidence that students are satisfied with the

instructional and educational services provided.

1. Provide evidence of students’ ratings of the institution’s instructional and educational services and opinions

resulting from any satisfaction surveys. Include summaries of relevant survey results in EXHIBIT 37. 2. Describe how the student satisfaction data gathered above are used for quality control and improvement of

the program content, instruction, and educational services. 3. For vocational programs, provide evidence and data in EXHIBIT 38 from the student’s employer and third

party surveys and other instruments used to gather opinions on student performance. Include summaries and an analysis of the data.

4. Provide samples in EXHIBIT 39 of other institutional surveys of students taken during and/or upon

completion of individual courses/programs. Describe how survey results have been acted upon for program improvement.

5. Provide in EXHIBIT 40 the data requested and collected on the three required questions by the institution

as instructed in the “Policy on Student Achievement and Satisfaction” in Appendix C.14. in the DETC Accreditation Handbook.

6. Degree Programs: Describe how the institution has in place an on-going program to assess student achievement with respect to the stated degree program outcomes and must demonstrate how this on-going program has been used to enhance degree offerings and services. (C.9.)

(Note: As part of the institution’s application for accreditation, the Commission surveys 100 students from each

division within the institution. The Commission and on-site evaluators will review the student surveys to help

determine if the institution meets Standard V.B. The survey results from the Commission will be compared to the

institutional-administered surveys to establish the validity of the survey results.)

VI. C. Progress Through the Course/Program: The institution documents that students complete their studies at rates that compare favorably1 to those of similar courses/programs offered by similar DETC-accredited institutions.

1 “Compare favorably” means each course/program’s completion/graduation rate is within 15 points of the mean for courses/programs at similar DETC institutions. (Also refer to the “C.14. Policy on Student Achievement and Satisfaction.”)

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1. Provide data in EXHIBIT 41 on the institution’s completion/graduation rates of each course/program it

offers. Instructions on how to do this may be found in the C.14. Policy on Student Achievement and Satisfaction.

2. Describe any follow-up studies done on a continuing basis concerning student course completions and

program graduation rates. 3. Describe how these studies have been used to improve completion/graduation rates.

4. Degree Programs: Explain how the institution conducts measurement of graduation rates, professional

placement, career satisfaction, and other outcome measures on an ongoing basis and the results of these measurements must be readily available to interested parties in the institution’s research and data files. (C.9.)

VII. QUALIFICATIONS AND DUTIES OF OWNERS, GOVERNING BOARD MEMBERS, OFFICIALS,

ADMINISTRATORS, INSTRUCTORS/FACULTY, AND STAFF, AND REPUTATION OF

INSTITUTION

Preamble: The institution has competent and qualified owners, governing board members, officials,

administrators, instructors/faculty, and staff. The institution and its owners, governing board members, officials,

administrators, instructors/faculty and staff possess sound reputations. The institution encourages professional

growth of its faculty and staff, and has a succession plan. (Rev 10/11)

VI. A. Owners, Governing Board Members, Officials, and Administrators: The Owners, Governing Board

Members, officials, and administrators possess appropriate qualifications and experience for their positions and

roles and have demonstrated the ability to oversee institutional operations. The governing board members are

knowledgeable and experienced in one or more aspects of educational administration, finance,

teaching/learning, and distance study. The institution has policies that clearly delineate the duties and responsibilities of governing board members, officials, and administrators. Individuals in leadership and

managerial roles are qualified by education and experience. (Rev 10/11)

1. Give the name, position, and qualifications of the owner(s), governing board members, chief executive

officer (CEO), and top institution administrators, and explain how they are qualified to oversee or direct the institution’s operations. List their qualifications.

2. Explain how the governing board members are knowledge and experienced in one or more aspects of

educational administration, finance, teaching/learning, and distance study. 3. Provide the institution’s policies that clearly delineate the duties and responsibilities of governing board

members, officials, and administrators. 4. Document that individuals in leadership and managerial roles are qualified by education and experience. 5. Explain what experiences the CEO and top administrators have had in distance education administration

and methodology and any previous educational administrative positions. Explain how those positions helped prepare them for their current positions.

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VI. B. Chief Academic Officer and/or Department Heads: A qualified2 person serves as the chief academic officer or educational director. This person has overall administrative responsibilities for the educational

program(s), faculty/instructors, and a policy-making voice in advertising, sales, and collections. In large institutions, qualified department heads or persons with similar titles are delegated educational, editorial, and

research responsibilities within departmental subject fields.(rev 10/11)

2 qualifications for degree-granting institutions are described in C.9. Policy on Degree Programs.

1. List the qualifications in EXHIBIT 42 of the chief academic officer or educational director, and list the

previous positions he or she has held that are relevant for this position. Explain how the experiences of these prior positions have contributed to qualifying for this position.

2. Describe how the CAO and/or educational director has overall administrative responsibilities for the educational program(s), faculty/instructors, and a policy-making voice in advertising, sales, and collections.

3. In large institutions, describe how qualified department heads/deans or persons with similar titles are delegated educational, editorial, and research responsibilities within departmental subject fields.

4. Degree Programs: Explain how the institution has on its full-time staff, prior to enrolling students (a) a qualified Academic Dean, Department Chair, or Chief Learning Officer specifically for the doctoral degree program; and (b) qualified faculty members representing at least one-fourth of the total proposed degree program course offerings.

VI. C. Instructors/Faculty/Staff: The institution has a sufficient number of qualified instructors/faculty3 to give

individualized instructional service to each student. The institution maintains files containing the resumes and

official transcripts of its instructors/faculty. Faculty are carefully screened for appointment, and are properly

and continuously trained with respect to institution policies, learner needs, instructional approaches and

techniques, and the use of appropriate instructional technology. The institution has clear, consistent procedures

to evaluate faculty performance.

3qualifications for degree-granting institutions are described in C.9. Policy on Degree Programs.

1. Provide evidence that the institution has a sufficient number of qualified instructors/faculty to give individualized instructional service to each student. Provide the faculty-to-student ratios for each course. Provide resumes in EXHIBIT 43 (see sample on page 46).

2. Provide in a Table in EXHIBIT 44 (see sample on page 46) with the names and qualifications of each

instructor/faculty member (an academic/educational degree that is at least one higher than the degree awarded by the program in which he/she teaches and/or the appropriate specialized credentials). List the courses taught by each instructor/faculty, the hours they work per week, other professional experiences that qualify him/her for the position, any special training they have received in distance learning, and any activity in research, publishing, and/or involvement with the appropriate professional associations.

3. For each instructor/faculty, indicate in EXHIBIT 45 the:

a. Weekly = weekly hours of service rendered b. Educ. = extent of formal education c. Spec. Trng. = type of special training d. Exper. = experience qualifying him or her for the position e. Active = activity in trade and professional associations, unions, and professional writing

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4. Explain how the institution maintains files containing the individual credentials of instructors/faculty and how the institution validates individual resumes and transcripts. As a minimum, the institution must have an original transcript in its files for the person’s highest level degree earned.

5. Describe how faculty are carefully screened for appointment, and are properly and continuously trained with respect to institution policies, learner needs, distance learning andragogy, instructional approaches and techniques, and the use of appropriate instructional technology. Attach the stated policies and criteria in EXHIBIT 46 for instructor/faculty employment.

6. Demonstrate that the institution has clear, consistent procedures to evaluate faculty performance. Provide sample evaluations in EXHIBIT 47.

7. Provide copies of policy manuals or faculty handbook in EXHIBIT 48 that have been prepared for the guidance of instructional personnel. Explain any training programs provided the faculty/instructors.

8. If outside instructors/faculty, consultants, technical advisors, researchers, subject matter specialists, or other such individuals are used, explain the criteria for hiring them, identify who supervises them, and how they are supervised.

9. Explain how instructors/faculty assists in developing and updating instructional materials, especially course

content, and how instructors/faculty are used in the distance study portion of the course, i.e., in assignment/lesson and exam grading, telephone consultation with students, academic counseling, online instruction, course revision, development of study guides, etc.

10. Describe the contractual arrangements with the above individuals/groups, amount and type of service rendered by each one, and the method of compensation used for each one. Provide samples of contracts for such individuals/groups in EXHIBIT 49.

11. Describe the institution’s organizational guides for instructors/faculty and any tuition assistance and development programs for faculty.

12. Describe any professional development plan for the instructors and faculty.

13. Provide data on instructor/faculty turnover for the last three years and explain why this turnover occurred.

Degree Programs:

14. Provide evidence that each faculty member possesses an academic/educational degree that is one higher than the degree awarded by the program in which he/she teaches. In judging competence of faculty, consideration shall be given to the academic preparation and experience of each instructor and the faculty’s comparability to faculty of other appropriately accredited resident institutions. (C.9.)

15. Explain how the institution is meeting the requirement in C.9. Policy on Degree Programs, Standard VI: Qualifications of Instructors/Faculty.

16. Explain any exceptions that were made and documented for professionals whose experience and reputation qualified them for appointment as part-time or adjunct faculty members.

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17. Describe the policies and procedures for preventing and/or resolving faculty conflicts of interests and state where they are published and made available to all students. (C.9.)

VI. D. Reputation of Institution, Owners, Governing Board, Officials, and Administrators: The institution and its owners, governing board members, officials, and administrators possess sound reputations and possess a record of integrity and ethical conduct in their professional activities, business operations, and relations. (Rev 10/11)

1 Explain how the institution and its owners, governing board members, officials, and administrators possess a sound reputation and shows a record of integrity and ethical conduct in their professional activities, business operations, and relations. Has any individual above ever been debarred by federal or state authorities from participating in any funding programs?

2 State how the institution is free from any association with activity that could damage the standing of the

accrediting process, such as illegal actions, unethical conduct, or abuse of consumers. VI. E. Professional Growth: An institution demonstrates its interest in improving instruction through upgrading

faculty and staff. Faculty and staff are encouraged to become members of professional organizations, to review

and apply relevant research, to pursue continuing education or training in their respective fields, and to

enhance their skills in developing and using electronically delivered, online, or other forms of distance study.

1. Identify professional organizations with which the instructors/faculty and staff are affiliated, and explain their involvement with each.

2. List the names of instructors/faculty and staff and the relevant professional meetings they have attended during the past two years.

3. Explain how the staff is active in DETC activities. List any meetings attended, courses completed, etc.

4. State what training and self-development efforts are sponsored or are encouraged by institution’s management for the professional development of instructors/faculty and staff.

5. Describe any in-house training programs for instructors/faculty and staff. VI. F. Succession Plan: The institution has a written plan that outlines the process by which the leadership and management succession would be approached and realized. Identify specific people, committees, or boards that

would be responsible to carry on with the operation of the institution. The plan should be reviewed and revised on an

annual basis. (Rev 8/11) (moved from XII.C.)

1. Provide a copy of the management’s plan for succession in EXHIBIT 50. Outline the process by which the leadership and management succession would be executed.

2. Identify specific people, committees, or boards that would be responsible to carry on with the operation of

the institution. 3. Explain how the plan is reviewed and revised on an annual basis.

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VII. ADMISSION PRACTICES AND ENROLLMENT AGREEMENTS

Preamble: The institution’s admission practices and enrollment agreements conform to DETC Business

Standards and C.9. Policy on Degree Programs.

VII. A. Admission Practices: The admissions policies, requirements, and practices of the institution fully conform to

DETC Business Standard II.B. and C.9. Policy on Degree Programs.

1. Provide the institution and program admission requirements. Explain and document how the institution

discloses in writing the scope and nature of its courses/programs, and its educational and training objectives, and how the institution protects student privacy.

2. Document where the institution states that it does not discriminate in its admissions because of race, sex, color, creed, age, religion, or national origin n admitting students.

3. Explain the process for establishing the program admissions policies. Explain how the institution

establishes the qualifications that an applicant must possess to successfully assimilate the educational materials.

4. Describe how the institution takes reasonable measures to assure that the student has no physical limitation

that will prevent success in the program contemplated. Such measures may be: 1) the publication of a clear description of physical handicaps or disabilities which could prevent successful completion; 2) the inclusion of an appropriate question or questions on the admission application which will alert the institution to a potential problem and which would trigger further action by the institution; and 3) the requirement of a doctor’s statement in questionable cases. (C.9.)

5. Describe any evidence that shows that students who meet the minimum admission standards can achieve the announced objectives of the course/program. Explain how the institution determines with reasonable certainty, prior to acceptance of the applicant, that the applicant has been informed of and has proper qualifications to enroll in the course/program.

6. Explain the institution’s policy on admitting students still in high school or students within compulsory

school age, and document how the institution obtains permission from the appropriate, responsible parties that pursuit of the course/program will not be detrimental to any compulsory schooling.

7. Document how the institution makes certain that the applicant was informed that he/she had been accepted

into the program and that the official transcripts or required documentation must be received by the institution within one enrollment period not to exceed 12 semester credits, or the student will not be accepted into the program.

8. Explain what controls ensure that the admissions policy, requirements, and practices are consistently and

uniformly applied. If the institution enrolls a person not meeting established qualifications for admission, explain and document how it is keeping a record showing the reasons for acceptance of that person.

9. If a specific education level is required for institutional and/or program admission, explain how it is

determined, if any exceptions are made, and the basis for these exceptions.

10. Describe how educational requirements for admission are documented (e.g., diploma or transcript).

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11. Describe any policies and procedures used in evaluating previous education obtained through school enrollment.

12. Describe any policies and procedures that permit students to receive credit for prior non-school learning.

Provide a copy of the policy(ies) and procedure(s). 13. Identify the position of the person who makes acceptance decisions, including those in marginal cases, and

explain the criteria used in making these decisions. 14. Identify the principal reasons why students are denied admission by the institution or program. 15. Explain the policies and procedures for informing prospective students of any requirements for

governmental or other licensing, certification, or registration procedures, which apply directly or indirectly to the particular areas served by the institution’s programs.

16. Explain the procedure for students being admitted and registering online. Describe what documentation the

institution requires for online enrollment.

17. Explain if the institution provides incentives for making referrals. Document that any incentive does not exceed a nominal value (no greater than $100 per year). (6/11)

Degree Program(s)

18. Describe the admissions policies, procedures, requirements, and prerequisites.

19. Describe how the institution meets the requirements stated in C.9. Policy on Degree Programs, Standard VII: Admission Practices, including exceptional cases.

20. Describe how the institution’s admissions standards and process require that applicant students whose first language is not English (per C.9. Policy on Degree Programs, under Standard VII: Admission Practices). Explain how students must pass the TOEFL test with the minimum TOEFL scores for degree programs that are offered in English OR any of the other options as detailed in Policy C.9. Show how admissions records for degree program applicants’ accommodate the recording of the applicant’s TOEFL score or other scores.

21. Describe how any non-U.S. institution transcripts of degree seeking applicants that are not presented in

English are either evaluated by (a) an appropriate, competent third party service; or (2) are translated into English by a trained, qualified transcript evaluator fluent in the original language on the transcript. In either case, the evaluator or the service must have expertise in the educational practices of the country of origin. They must include an English translation, along with the original transcript. Both documents must be on file at the institution.

22. State the institution’s policies for transfer credits and explain how they are validated. Verify that the

institution is meeting the requirements in C.9. Standards VII. Admission Practices, Maximum Allowable Transfer Credit and Transfer Credit Policies.

23. Give the number of students in the last calendar/fiscal year who were awarded transfer credit into your

institution and the average number of credits awarded.

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24. State the institution’s policies and describe the validating procedures for credit for experiential learning and other non-school prior learning. Verify that it is meeting the requirements in C.9. Policy on Degree Programs, Standard VII: Admission Practices, Experiential Equivalent Credit.

25. Explain how the person who evaluates academic transcripts or portfolios of experiential learning are

properly qualified and trained for his/her assignments. 26. Give the number of students in the last calendar/fiscal year who were awarded credit for experiential

learning and other non-school prior learning and the average number of credits awarded.

VII. B. Enrollment Agreements (Contracts): The written enrollment agreement and/or other written enrollment

documents specify clearly the nature and scope of the course or program, the services and obligations of the

institution, and the responsibilities, obligations, financial and otherwise, of the student. Any changes in tuition,

fees, and course or program policies and procedures must be made applicable to all future enrollees, not those

currently enrolled. The institution must use a written enrollment agreement/contract that conforms to the

provisions of DETC Business Standards II. A. and II. B. Students must be given copies of these written

agreements/contracts and/or other written documents.

1. Provide sample copies of enrollment agreements/contracts in EXHIBIT 51 and show where the

cancellation and refund policy is printed. 2. Submit copies of any affirmation forms, telephone verification scripts, or other forms used to process

student applications, enrollment agreements, or contracts in EXHIBIT 52.

3. Describe the procedures for transmitting a copy of an enrollment agreement or contract to a student and for

handling any down payment. 4. Describe how sales representatives or recruiting personnel handle any registration or tuition receipts, and

describe procedures used to monitor such practices.

5. For online enrollments, describe how prospective students are presented the policy prior to submitting their application.

6. Describe how the shipping and handling charges are shown on the enrollment agreement or contract if separately charged.

7. Provide evidence that the institution is meeting Business Standards II.A. Provide the person(s) name who is responsible for ensuring compliance and reference any appropriate Exhibits:

The institution ensures that each applicant is fully informed of the rights, responsibilities, and

obligations of both the student and the institution listed in enrollment agreement before it is signed

by the applicant. (6/11)

The enrollment agreement is written in the same language as the language of the promotional presentation.

The institution provides the student with ready access to and a copy of the institution’s tuition refund policy. It also determines with reasonable certainty that the student has been informed of the policy prior to enrolling.

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The terms of the refund policy are clearly disclosed in the institution’s enrollment agreement, catalog, and website.

If a termination date is used on contracts, the date is, at a minimum, one and one half the projected time to complete the course(s) or the projected completion time plus 12 months, whichever is less.

The enrollment agreement is signed by the student and accepted by the institution. A copy of the

accepted enrollment agreement is made available to the student within 10 days of acceptance and

maintained as part of the student’s record. (6/11)

8. Degree Programs: Explain how the institution provides a clear statement concerning tuition and fee payments and the schedule for paying them must be included on the enrollment and admission forms. The statement also includes the projected maximum cost of the program where a student continues to the statute of limitations at the current tuition rate, but allows for acceptable tuition increases. (C.9.)

9. First Professional/Professional Doctoral Degrees: The enrollment form or agreement is unique for the First Professional degree program OR the Professional Doctoral Degree program. It includes a clear statement concerning tuition and fee payments and the applicable refund policy, and the schedule for paying them must be included on the enrollment and/or admission forms. (C.9.)

VIII. ADVERTISING, PROMOTIONAL LITERATURE, AND RECRUITMENT PERSONNEL

Preamble: The institution advertises its programs truthfully and has adequate control of its sales or recruiting

personnel

VIII. A. Advertising and Promotion: All advertising, promotional, and recruitment activities of the institution

fully conform to DETC Business Standard I.A. and B. and to this accreditation standard.

1. Describe the advertising and promotion programs of the institution, and explain who is responsible for the

philosophy and techniques used in the preparation of these programs.

2. Provide evidence that the institution is meeting Business Standards I.A. and I.B. Provide the person(s) name who is responsible for ensuring compliance and reference any appropriate Exhibits:

Business Standards I.A.

All advertisements, website copy or promotional literature with respect to the institution, its personnel, its courses and services, or the occupational opportunities for its graduates are accurate, clear, and readily accessible to the public and clearly indicate that training or education is being offered at a distance.

The institution’s name and street address must appear in catalogs, enrollment agreements, published promotional literature, websites, and official DETC listings (P.O. Box numbers are not considered physical addresses). At a minimum, all advertisements must include the city and state of the institution and/or the institution’s website URL or destination.

The word “guarantee” is not used in advertisements. The word “free” is not used to describe any item, service, or materials regularly included as part of the institution’s curricula offerings (see III.A).

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Testimonials and endorsements are truthful and current (less than 4 years old, except for those historical in nature). Signed student consent forms are kept on file.

Advertisements do not imply that employment is being offered and are placed in the appropriate place in media, e.g., under sections identified for education, training, or instruction.

Institution’s website makes available information on program requirements, course descriptions, tuition

and related costs, schedules, course delivery formats, and its catalog, prior to the collection of personal

contact information. (Rev 8/11)

The institution must disclose in its catalog and on its website information which accurately describes the institution and its programs. At a minimum, the institution must disclose to prospective students, prior to enrollment, the admission policies, description of its programs, grading policies, appropriate technology requirements, statement of all fees and tuition, refund policy, and contact information including hours of operation and holiday schedules. Degree-granting institutions must include items listed in C.9. Policy on Degree Programs.

Institution discloses on its website, its enrollment forms, and in its catalog that the acceptance for transfer of its academic credits is determined by the receiving institution.

The institution routinely provides reliable, current and accurate information to the public on their

website on its performance, including student achievement, as determined by the institution. (8/11)

The institution does not provide the names of other institutions as triggers for their own sponsored links on Internet search engines.

Any incentives offered to prospective students to enroll do not exceed a nominal value of $100.

Business Standards I.B.

The institution refers to its accredited status as, “Accredited by the Accrediting Commission of the Distance Education and Training Council” “Accredited by the DETC Accrediting Commission,” “accredited member of DETC” or “DETC Accredited.” An institution may use the term “accredited programs,” “accredited courses,” and/or “nationally accredited” when referring to its individual programs, courses, and/or institution. (Rev 10/11)

The word “accredited” is not be used in conjunction with certification programs.

Courses and programs are approved by DETC before the institution advertises them or enrolls students. (8/11)

The institution states its accredited status in its catalog and on its website. DETC’s name, address, and telephone number is published in the institution’s catalog, along with a link to DETC’s website (www.detc.org). (Rev 10/11)

The institution only refers to DETC’s recognition by the U.S. Department of Education as, “The Accrediting Commission of the Distance Education and Training Council is listed by the U.S.

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Department of Education as a nationally recognized accrediting agency.”

The institution only refers to DETC’s recognition by the Council for Higher Education Accreditation as, “The Accrediting Commission of the Distance Education and Training Council is a recognized member of the Council for Higher Education Accreditation.”

The institution publicly corrects any misleading or inaccurate information it releases on its

accreditation status, contents of reports of the examining committee from accreditation-related visits,

and/or actions taken by the Accrediting Commission with respect to the institution. (10/11)

3. Explain any discounts, premiums, or cash awards made to individuals who refer other prospective students.

4. Provide evidence in EXHIBIT 53 supporting any advertised employment opportunities that have been or are available for graduates/completers of each program. Demonstrate how advertisements do not imply that employment is being offered and are placed in the appropriate place in media, e.g., under sections identified for education, training, or instruction.

5. If outside advertising agencies are retained, explain how the advertising copy is reviewed and controlled by the

institution. Describe procedures in place to ensure that any third party lead providers or referral companies comply with DETC Business Standards.

6. Supply copies in EXHIBIT 54 of all advertising and promotional literature; telephone, radio, and TV sales scripts; Web site information; and mailing pieces used within the last 12 months to invite inquiries from prospective students or to inform of institutional programs. (These items should also be on display and available for viewing during the on-site visit. Website URLs must also be presented, and if special user I.D. or passwords are required, please provide them for members of the DETC Examining Committee.)

7. Supply copies in EXHIBIT 55 of all sales letters, printed materials, and catalogs mailed or delivered to individuals on a direct mail basis or in response to inquiries from prospective students. (To ensure conformity with the DETC Business Standards, refer to Appendix A of the DETC Accreditation Handbook.)

8. Describe how advertising and promotional budgets are established for any given fiscal period, and tell what percent of the institution’s total operating budget is used for advertising and promotional purposes.

9. Degree Programs: State whether the institution’s catalog contains all of the required elements per C.9. Policy on Degree Programs, Standard VIII: Advertising Requirements.

10. Describe how the institution permanently archives its catalogs. (C.9.)

11. Verify that no direct or implied promise is given that it is easy to earn the degree or that it is easy to earn in a short period of time. (C.9.)

VIII. B. Control and Monitoring of Student Recruitment Personnel*: The institution’s policies and practices

in the hiring, training, monitoring, managing, and evaluating of all recruiting or sales personnel fully

conform to DETC Business Standard II.C. and to this accreditation standard.

(*Any personnel, including employees or contractors, who enroll prospective students (e.g., telemarketers, enrollment advisors, etc.)

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1. Describe the selection criteria and procedures used in screening, recruiting, and hiring recruiting personnel.

2. Explain how the institution has full responsibility for the actions, statements, and conduct of its student recruitment personnel, including any required licensures or registrations.

3. Explain and document how the institution adequately trains its student recruitment personnel (including

providing them with a sales manual or materials covering applicable procedures, policies and presentations) and provides them with accurate information concerning employment, remuneration, and a signed written agreement. Supply in EXHIBIT 56 copies of current manuals and letters and bulletins provided for guidance with recruiting. Include copies of all training manuals, scripts, or guidelines used.

4. Describe how the institution maintains appropriate and current records on its student recruitment personnel.

5. Describe how the institution routinely monitors for compliance with standards its student recruitment personnel,

including any independent organizations providing prospective applicants names to the institution. (6/11) 6. Describe how recruiting personnel are supervised, monitored, and evaluated. Show evidence that each recruiter

clearly understands and takes seriously the “Code of Ethics for Student Recruitment Personnel of the DETC” as stated in the DETC Business Standards, and that copies of the signed “Code of Ethics” are kept in the appropriate files.

7. Describe the selection criteria and the training, supervision, and monitoring process of any other outside agencies

or persons (other than the institution’s sales personnel) used to solicit prospective students.

8. Describe any direct mail, telemarketing, or other marketing methods used by recruiting personnel and other outside agencies or persons.

9. If sales recruitment personnel are employed, answer the following:

- Number of sales personnel; - Number that are full-time; i.e., the institution provides the sole source of income; - The title used to designate sales personnel; and - Average length of service.

10. Provide copies in EXHIBIT 57 of any studies and/or records of institutional trends in compensation levels,

turnover, supervisory ratio, and number of complaints about sales recruitment personnel. Provide a complete description of all the sales recruitment personnel compensation plans used. Provide the percent of turnover for the institution’s sales force for the last two years, and state what the average length of service is for sales recruitment personnel and sales supervisors, if any.

11. Document how student recruitment personnel (including telemarketing staff) comply with applicable federal and state laws, including any industry guides issued by the FTC, and how the institution checks to make certain they do not: (1) use any title that indicates special qualifications for career guidance, counseling, or registration; and (2) place advertisements without the appropriate written authorization from the institution.

12. Explain how the student recruitment personnel’s written agreement with the institution spells out the

responsibilities, rights, and provisions of both the institution and the student recruitment personnel. Supply copies of sample written agreements/contracts with student recruitment personnel in EXHIBIT 58.

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13. Describe the policies and procedures used to license and bond student recruitment personnel in the various states.

14. Explain how student recruitment personnel are informed of and kept up-to-date on changing relevant federal and

state laws. 15. If recruitment supervisors are used, report the number of such supervisors, criteria used to select and evaluate

them, and the number of persons whom they supervise. 16. If the sales organization is large, describe what policies and procedures are used to ensure the ethical conduct of

sales recruitment personnel and sales supervisors, if any. 17. If the institution has a sales organization, give the following information for each office in the sales organization:

a. Name of office e. Amount of salary or compensation b. Address of office f. Added incentives c. Name of supervisor g. Territory covered d. Dates of employment h. Number of sales recruitment personnel

IX. FINANCIAL RESPONSIBILITY

Preamble: The institution can document that it is financially responsible and can meet its obligations to

students. It can document two years’ of continuous, sound and ethical operations. It has qualified and capable

persons controlling its financial matters. The institution can demonstrate that it will continue to operate as a

going concern for the benefit of students, is not exposed to undue risk, and is capable of producing accurate and

timely financial information. It can prove that its name is reputable and free of taint.

IX. A. Financial Practices: The institution shows, by complete, comparative financial statements covering its two most recent fiscal years, that it is financially responsible and that it can meet its financial obligations to provide

quality instruction and service to its students. (Financial statements must be prepared “in conformity with

generally accepted accounting principles.”) The institution has budgeting processes that demonstrate the current and future budgets are sufficient to allow the institution to accomplish its mission and goals. (Rev 10/11)

1. Submit copies in EXHIBIT 59 of the institution’s, or in the case of corporate-owned institutions the

parent’s, comparative annual financial statements for the last two fiscal years, including a Balance Sheet, Income Statement, Statement of Cash Flow, and Explanatory Notes. Financial statements must be prepared “in conformity with generally accepted accounting principles.” This includes the use of the accrual method of accounting. (See the “Policy Financial Statement” in C.10. Policy on Financial Statements in the DETC Accreditation Handbook.) If the parent’s financial statements do not include operating statements for the institution itself, separate institution statements should also be included.

2. Submit a copy of the “Letter of Financial Statement Validation” in EXHIBIT 60 per C.10. Policy on

Financial Statements. 3. Submit a copy of the Teach-Out Commitment in EXHIBIT 61 using the appropriate form in Appendix E in

the DETC Accreditation Handbook (3 or 4) completed and signed by the ultimate owner or corporate entity accepting all obligations for the fulfillment of agreements made with students.

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4. Describe the budget-making process used by the institution and document how budgets are sufficient to allow the institution to accomplish its mission and goals successfully.

5. Describe how current assets are sufficient to meet the current liabilities, and describe any cost

control/analysis systems used. Demonstrate that there are sufficient current assets to handle a teach-out of students?

6. State if the institution or any corporate owners ever declared bankruptcy. If the institution is a small

corporation (less than $10 million), sole proprietorship, or partnership, then the institution must state if the individual owners, officers, directors, or governing board members have ever declared bankruptcy for any educational institution or business in which they were a principal.

7. Describe what reserves are kept for honoring future service obligations, bad debts, and refunds. 8. Explain how the accounts payable (numbers, amounts, and age) reflect sound financial responsibility and

management. 9. Describe how inventories of instructional materials for programs are adequate for current and future

servicing requirements. 10. Describe the extent and allocation of insurance coverage. Explain if there have been any significant claims

made in the past 3 to 5 years. 11. For an institution with resident training program(s), explain what liability coverage is available for students

at resident training sites.

IX. B. Financial Management: Individuals who oversee the fiscal and budgeting processes are qualified by

education and experience. The institution must have adequate administrative staff for effectively operating, and at least one person who is qualified and able to prepare accurate financial reports in a timely manner. Internal

auditing trails and controls are in place to ensure finances are properly managed, monitored, and protected. Adequate safeguards are in place to prevent unauthorized access to online and on-site financial information.

(Rev 10/11)

1. Identify and provide the appropriate qualifications of the person(s) that demonstrate that he/she is qualified by

education and experience to prepare accurate financial reports in a timely manner. Explain if these people are bonded if required by state law. List any bonding or insurance retained to insure against fraudulent conduct.

2. Describe the institution’s internal audit trails and controls that are in place to ensure finances are properly

managed, monitored, and protected.

3. Describe what financial polices and procedure the institution has in place to ensure that its finances and financial data are properly managed, monitored and protected, including the prevention of unauthorized access to online and on-site financial information.

IX. C. Financial Sustainability and Stability: The institution can demonstrate that it maintains adequate

administrative staff and other resources to operate effectively as a going concern and is not exposed to undue or

insurmountable risk. Any risk that exists is adequately monitored, manageable, and insured. (Rev 10/11)

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1. Describe how the institution maintains adequate administrative staff and other resources to operate effectively, including the ability to continue to operate in the event of a nature disaster and/or financial calamity.

2. Explain how the institution is not exposed to and is protected from any undue or insurmountable risk. 3. If any risk exists, describe them and explain how it is monitored, managed, and insured against. 4. Describe what safeguards are in place to prevent unauthorized access to online and on-site financial

information. Explain what security systems are in place to deter theft, sabotage or other threats. IX. D. Financial Reporting: Financial statements are prepared in accordance with DETC Standards and Policies

including C.10. Policy on Financial Statements. An independent CPA’s audit or review report accompanies

these statements, and a written plan is provided that documents how the institution can resolve any challenges

or anomalies identified in the CPA’s report.

1. Describe the qualifications and experience of the institution’s independent auditing firm. 2. Include copies of the auditor opinion letters that accompany the institution’s financial statements in

EXHIBIT 62. 3. Describe any deviations from DETC C.10. Policy on Financial Statements or GAAP principles that the

independent auditor felt had to be taken in conducting the institution’s audit. 4. For any challenges, anomalies or threats facing the institution and which have been identified by the

independent audit firm, describe how the institution is addressing and resolving them, and include the institution’s written plan.

5. Degree Programs: The institution documents with its financial statements that it has sufficient liquid

assets to provide for a staff and faculty of unqualified merit that characterizes a quality-focused degree-awarding college or university. There are adequate funds readily available for attracting superior faculty, in-service training, a high level faculty to learner interactivity, faculty research, continuous improvement of curricula and services. (C.9.)

IX. E. Demonstrated Operations: In all respects, accredited institutions must document continuous sound and

ethical operations, as well as the necessary resources to accommodate demand and to ensure all learners

receive a quality educational experience. Applicant institutions must document two continuous years of sound

and ethical operation under the present ownership and with the current programs offered as a bona fide

electronically delivered, online, or other delivery method of distance study. This documentation shall show that

the name being used by the institution is free from any association with activity that could damage the

reputation of the DETC accrediting process, such as illegal actions, fraud, unethical conduct, or abuse of

consumers. (Rev 10/11)

1. Document that the institution has had at least two continuous years of experience/operation as a distance study institution under the current ownership and with the current programs. Provide evidence that the institution offers instruction predominately at a distance.

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2. Describe how the institution has achieved two years of sound and ethical operation for its most recent operating period. State that the name of institution is free from any association with activity that could damage the standing of the accreditation process.

3. Describe how the institution’s inventories of texts, kits, and other instructional materials are maintained,

and discuss how inventory levels are kept current.

4. Demonstrate that the institution has the allocation of resources to the advanced degree program does not detract from the other offerings of the institution. (C.9.)

X. TUITION POLICIES, COLLECTION PROCEDURES, AND REFUNDS

Preamble: The institution has fair and equitable tuition, collection, and cancellations/refund policies.

X. A. Tuition Policies (An institution that does not charge tuition need not complete this section.): Tuition policies are in keeping with the provisions of the DETC Business Standards Section III.A.

1. Describe how the following is verified: Institutions must use Total Course Price in preparing enrollment

agreements, calculating refund amounts and collecting student accounts. Total course price includes charges for tuition, registration, educational services and instruction. Total Course Price also includes earned financial charges, and any fees that are charged to all students for required services, such as proctoring, technology access, and library services. Costs expended for normal shipping and handling are not subject to refund (after the expiration of the 5 calendar day cooling-off period).

2. Provide evidence that the institution is meeting Business Standards III.A. Provide the person(s) name who is responsible for ensuring compliance and reference the appropriate Exhibits:

The costs expended for optional or special services, such as expedited shipment of materials, experiential portfolio assessment, or other optional services such as dissertation binding, must be disclosed effectively to prospective students and are not subject to refund (after the expiration of the 5 calendar day cooling-off period).

High Schools and degree-granting institutions employing an admissions review process may charge a one-time non-refundable fee not to exceed $75.

If the institution requires or permits students to purchase textbooks or other required materials separately, the institution must make available to the student on its website, catalog, or enrollment agreement “a best effort estimate” of the costs of the textbooks and materials needed for successful

completion of course/program. If an institution is participating in Title IV programs, it must disclose

accurate course material information, including ISBN and retail prices. The institution’s textbook

pricing policy for new or used textbooks must be fair to students. (Rev 6/11)

The total course price for any program must be the same for all persons, with the exception of discounts for well-defined groups.

Any variation in Total Course Price must be bona fide. This applies to scholarships, limited time institution aid grants, discount offers, special prices, or announcements of price increases, all of which must occur during a specified period and must state a specific date of execution or termination. The

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Total Course Price may be varied, and special discounts or payment plans be offered, as long as the Total Course Price remains the same for all enrollees during a specific period of time.

The institution must disclose to students on the enrollment agreement any additional charges to the student associated with verifying student identity.

3. State whether the total program/course price is the same for all students at a given time (except for allowable discounts). Provide samples of discounts used in the last 12 months.

4. State if price discounts have a published termination date.

5. Explain how any aptitude tests and student contests are administered and how the results are used and related to price discounts.

6. Describe any scholarship programs, indicate the sources of funds for them, identify who selects the

recipients, and list the criteria used in selection. X. B. Tuition Collection Procedures: Tuition collection practices and procedures are fair. They encourage the

progress of students and seek to retain their good will. The institution exercises its right to protect its finances

through collection practices in keeping with sound and ethical business standards. Such practices take into

account the comparable rights and interests of the student. Collection procedures also conform to DETC

Business Standard Section III.D.

1. Describe in detail the policies and procedures for the institution’s collection of tuition. 2. Supply a complete set of all sample notices and collection letters used by the institution in EXHIBIT 63.

3. If outside collection agencies are used, provide the name and address of each agency used, and provide

copies of the signed contract(s) with each agency and collection procedures used by it. 4. Provide in EXHIBIT 64 a sample of the written ethical standards furnished by the institution to any outside

collection agencies. 5. Demonstrate that collection notices, letters, forms, and telephone scripts used by collection agencies

conform to ethical business practices. Include samples used by each agency in EXHIBIT 65. 6. If outside collection agencies are used, state the percentage of accounts that are turned over to such

agencies. 7. Explain how the institution monitors each outside agency’s adherence to its collection policies and

procedures in conformance with DETC Business Standards and these accreditation standards. 8. Explain how collection policies and practices encourage the student to continue with the program of study.

X. C. Tuition Refund Policies: The institution recognizes that there are legitimate reasons why enrolled students may not be able to complete their programs with benefit to themselves. Accordingly, the institution has a policy

for equitable tuition adjustments or refunds in such cases that conform to DETC Business Standards Section

III.B. and III. C. Records are maintained on tuition refunds and enrollment cancellations to provide a reference

source for management analysis.

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1. Describe the policies and procedures used in the settlement of students’ accounts in cases where there are legitimate reasons why the enrolled students may not be able to complete the program with benefit to them. Provide documentation of refunds and how they are calculated in EXHIBIT 66. Include a copy of the refund template used.

2. Explain how refunds to students are made within 30 days after date of request and identify where it is stated

that a student may cancel “in any manner.” 3. Explain the procedure used by the institution for a student who has paid in full but no longer wants to

submit assignments/lessons for grading but wants to receive all of the instructional materials. 4. Describe any institutional or program policies relating to the release of kits to students and the students’

return of equipment, including any tuition payment policies that apply to the kits or equipment. Include examples of how students are informed of these policies.

5. If students are permitted to acquire published textbooks separately, state the policy that applies to this

procedure. 6. For the 12-month period covered by enrollments and completions represented in the institution’s profile

(Institutional Summary Profile), compile a table in EXHIBIT 67 listing these statistics for each program/course of study:

a. Name of Course/Program = Name of each course or program b. Ref. Req. = Number of students who requested refunds c. Ref. Appr. = Number of refund requests approved by the institution d. Ref. Denied = Number of refund requests denied by the institution e. Days to Appr/Deny = Average number of days to approve or deny refund requests f. Days to Remit = Average number of days to remit refund after request was made g. # of Ref. = Total number of refunds remitted to students

Sample Table for Refunds

Name of Course/Program

Ref. Req.

Ref. Appr. Ref. Denied

Days to Appr/Deny

Days to Remit

# of Ref.

7. Show the institution’s refund schedule and how refunds are calculated. For example, what would be the refund due a student who had just completed the third assignment/lesson in a 12-assignment/lesson course? What about four assignments/lessons or five or six or none?

8. Refer to the exhibit and highlight where the refund policy is stated on the enrollment agreement/contract.

9. List all legal actions or other formal investigations initiated against the institution by students during the last two years because of refund or other financial issues, and indicate briefly the current status and/or disposition of each. Also list any legal actions initiated against students by the institution.

10. List any local, state, and/or federal government agency (such as the Federal Trade Commission) or consumer agency investigations and/or actions taken against the institution in the past five years. Include complaints received from non-government bodies such as CHEA, Better Business Bureaus, Chambers of Commerce, etc.

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11. State if the institution operates under any local, state, or federal government consent decrees and/or orders and/or voluntary assurances of compliance. Describe fully.

XI. FACILITIES, EQUIPMENT, SUPPLIES, AND RECORD PROTECTION

Preamble: The institution has adequate facility, equipment, supplies, and record protection.

XI. A. Facilities, Equipment, and Supplies: The institution maintains sufficient facilities, equipment, and supplies

to achieve its mission and goals and support its programs and future growth. A written plan exists to maintain

and upgrade facilities, equipment, and supplies. The plan states the resources that will be budgeted to support

its goals. Buildings, workspace, and equipment comply with local fire, building, health, and safety regulations

and are adequately equipped to handle the educational program(s) of the institution. (Rev 10/11)

1. Explain and document how the institution maintains sufficient facilities, equipment, and supplies to achieve its mission and goals and support its programs and future growth.

2. Provide a copy of the institution’s written plan to maintain and upgrade facilities, equipment, and supplies, and explain what resources are budgeted to support the plan’s goals.

3. Document that the buildings, workspace, and equipment comply with local fire, building, health, and safety

regulations and are adequately equipped to handle the educational program(s) of the institution.

4. Provide a basic floor plan in EXHIBIT 68 indicating the occupant/activity in each area, and explain how workspace is functional, hygienic, safe and satisfactory.

5. Describe any special purpose equipment, first aid equipment, computers, record systems, or other

technologies used, and indicate which equipment is owned or leased.

6. Describe any disaster recovery plans developed by the institution.

XI. B. Record Protection: Institutional financial and administrative records and students’ educational records are maintained in a reasonably accessible place and are adequately protected as long as they are likely to be

needed. Protection may be by: (1) an active fire suppression system, or (2) passive protection using two-hour

rated files or vaults for hard copy files/records, or (3) using off-site back up files for electronic files/records.

Other records are maintained in accordance with current educational, administrative, business, and legal

practices.

1. Describe the organization and management of the administrative office(s) responsible for maintaining financial, administrative, and student records. Explain how financial, administrative, and student records are maintained, stored, and retained.

2. Describe how long student educational records are kept and how they are kept legible and accessible. If electronic records are used, explain how the systems are back-up and adequately protected.

3. Describe the type of equipment or other means used to protect financial, administrative, and student records from vandalism, theft, damage, or fire. Describe how paper files are protected in fire-proof filing cabinets or a fire suppression system; and how the electronic files are back up off-site.

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XII. RESEARCH AND SELF-IMPROVEMENT

Preamble: The institution conducts continuous planning, evaluation, research, and self-improvement studies

and appropriately applies their results.

XII. A. Planning and Evaluation: An accredited institution has a written plan that is designed to identify internal

and external trends and patterns, optimize opportunities, address challenges, reflect on achievements, and

maintain quality. The planning enables the institution to improve services to students, ensure the professional

growth of its instructors/faculty and staff, and provide for the long-term quality and growth of the institution. The institution collects and analyzes data on a systematic, consistent basis to monitor the status and

effectiveness of the plan and evaluates its full range of services.(Rev 8/11)

1. Describe how the institution has a written plan that is designed to identify internal and external trends and patterns, optimize opportunities, address challenges, reflect on achievements, and maintain quality. Provide a copy of the institution’s written plan in EXHIBIT 69.

2. Explain how the planning enables the institution to improve services to students, ensure the professional

growth of its instructors/faculty and staff, and provide for the long-term quality and growth of the institution.

3. Describe how the institution collects and analyzes data on a systematic, consistent basis to monitor the status and effectiveness of the plan and evaluates its full range of services. In particularly discuss how results of the institution’s outcomes assessments have been incorporated into the plans for self-improvement.

4. Explain how the institutional improvement plans the institution has or will undertake for its long-term development, improvement, or expansion of its curriculum and services for its students, instructors/faculty, and staff.

5. Explain how the plan contributes to improving institutional quality and provides adequate and realistic

growth of the institution and the personnel needed to support the growth, as well as the finances needed.

6. Identify and briefly describe the major strengths and weaknesses of the institution.

7. As candidly as possible, describe the significant challenges currently facing the institution. State how the process of DETC self-evaluation has helped to clarify/identify these challenges as well as other major issues or problems. Describe what plans have been developed to meet these challenges and solve these problems and the process(es) for implementing solutions.

8. List, in order of importance, those activities or innovations undertaken in the past five years/most recent

strategic planning cycle considered particularly worthy of notice by the Examining Committee.

9. State what institutional problems, actions, or policies should be emphasized to the Examining Committee as examples of significant institutional achievements in quality distance study.

10. Discuss the ways in which the institution has contributed to the overall advancement and enhancement of the

field of distance study in the past five years.

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XII. B. Research and Self-Improvement: An accredited institution shows evidence of continuous progress and self-

initiated efforts to improve operations and educational offerings and services. Sound research procedures and

techniques are used to measure how effectively the stated institutional mission, goals, and objectives are being

met.

1. Identify who is responsible for conducting and/or overseeing research activities.

2. If appropriate for the institution, identify what basic/scholarly/pure research studies have been done or are being done by instructors/faculty and staff and explain the benefits or intended benefits for the researchers’ fields of study and/or the institution.

3. Describe any systematic research, evaluation, and quality controls carried on for institutional improvement.

4. Explain how the institution evaluates its programs and services.

5. Describe any analytical studies in terms of their characteristics, background, progress, etc.

6. Submit any other material or data giving evidence of present efforts to extend and/or improve the institution.

7. Degree Programs: Explain how the institution demonstrates improvement and upgrading by membership and active participation in professional associations; application of recent research results in both the academic and clinical/practical portions of the program; and continuing study and practical experience in the profession, related subject areas, adult education, and distance education.

Share any comments on the process of self-evaluation or accreditation the institution would care to offer, and list any suggestions for improvement of the process. Also, list any additional questions for the “Guide to Self-Evaluation Report” that would help present the merits of the institution, and list/identify those questions that could be modified or deleted in the “Guide.”

# # #

Revised November 2011

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Sample for Course Data for EXHIBIT 4

Price

$3

50

*

Com

p.

Doc/Crs

3

Max. to

Com

p

3 m

os.

Hrs/

Credit

Hou

rs

13

5

Grade

d

4

Act. S

tu.

30

0

New

Stu.

25

0

Lst. Revised

20

02

1st E

nroll

Oct

Title

Accountin

Legend to Table with

Course Data (EXHIBIT 4)

Title = title of course.

1st Enroll = date (month, year) first student enrolled.

Lst. Revised = date course was last revised.

New Stu. = number of new students enrolled in the last full calendar/fiscal year.

Act. Stu. = number of students presently actively studying.

Graded = number of school-evaluated assignments, lessons, or examinations per course.

C Hrs. = total hours or credit hours typical enrollee must spend to complete the course. Explain in a footnote the method used to determine hours.

Max. to Comp. = maximum number of months students are allowed for completing the course.

Comp. Doc./Crs. = type of completion documents (e.g., diploma, certificate) or credits awarded. Typically, 1 credit equals 45 hours.

Price = total course price (tuition, fees, books, equipment, etc.). Indicate if books are included in the price.

*Price does not include books.

Please total #new students and

#active students’ columns.

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SAMPLE TABLE FOR EXHIBIT 5

• Title = Title of degree program.

• Credits = Number of credits required to earn the degree.

• Gen. Ed. = Number of General Education credits required for degree.

• Avg. Yrs. = Average number of years it takes to complete the degree.

• Date 1st enroll = Date the 1st student was enrolled in the degree program.

• Deg. Awd = Number of degrees awarded since the beginning of program.

• # Enroll = Number of students enrolled in the program since it began.

• # Act. = Number of students actively studying.

• Price = Cost of the full degree program.

Sample of Table for Degree Programs

Title Credits Gen.

Ed.

Avg.

Yrs.

Date

1st

enroll

Deg.

Awd

#

Enroll

# Act. Price

Bachelor of Science in Computer Technology

126 60 6 1986 2,526 5,000 450 $18,000

TOTAL Please total # Enroll & # Active Students

Legend:

Title = Title of degree program

Credits = Number of credits required to earn the degree

Gen. Ed. = General Education credits required to complete the degree

Avg. Yrs. = Average number of years it takes to complete the degree

Date 1st enroll = Date the 1st student was enrolled in the degree program

Deg. Awd = Number of degrees awarded since beginning of program

# Enroll = Number of students enrolled in the program since it began

# Act. = Number of students actively studying

Price = Price for the full degree program

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SAMPLE EXHIBIT 9

Associate of Science in Computer Technology Your Institution ACT Institute

(DETC)

EXY

University

(Nationally)

University

of State

(Regional)

University of

ZXY

(Regional)

Program Objectives Describe your program here

Number of Credits for degree 60 60 62 60 60

Core Courses 36

General Education 15

Electives 9

Course titles:

-Information systems Mgt Required Required Required

-Info Systems Analysis and Design

Required Required Required

Etc.

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Sample of Table for Courses and

Faculty (Exhibit 43)

Sample of Qualifications of Faculty/Instructors (Exhibit 44)

Activity in

research,

publishing or

professional

associations

Pu

bli

shed

bo

ok

,

The

Organizational

Mind and DE

Special training in

distance learn

ing

Cer

tifi

cate

in

On

lin

e T

each

ing

and

Lea

rnin

g,

Un

iver

sity

of

Wis

con

sin

-

Ex

ten

sio

n

Other

Professional

Experience

Qualifying

him

/her for

position

Pre

sid

ent

of

CP

A f

irm

Ad

jun

ct

Pro

fess

or,

Un

iver

sity

of

To

ron

to

Weekly

hours

32

(P

T)

40

(F

)

Courses

Taught

BA

M 1

05

Intr

o t

o

Bu

sin

ess

BA

M 1

10

Intr

o t

o

Acc

ou

nti

ng

BA

M 2

23

Pri

nci

ple

s o

f

Eco

no

mic

s

PS

Y 1

02

Intr

o t

o P

SY

PS

Y 1

50

Hea

lth

PS

Y

Justification

for any

exceptions

made for lack

of required

degree

Form

al

Education

(institution &

earn

ed degrees)

B.S

. in

Bu

sin

ess

Ad

min

istr

atio

n,

Bo

sto

n

Un

iver

sity

M.B

.A.,

Un

iver

sity

of

Mar

yla

nd

B.A

. in

Psy

cho

log

y,

Un

iver

sity

of

Mai

ne

M.A

. S

oci

olo

gy

,

Mic

hig

an S

tate

Un

iver

sity

Ph

.D.

Psy

cho

log

y,

Instru

ctor/

facu

lty

Name

Mr.

Jo

hn

Do

e

Dr.

Mar

y

Sm

ith

Ratio of

Students to

Instructors

1:8

5

1:3

0

Number of

Active

Students

340

150

Instructors/Faculty

Mr.

Joh

n D

oe

Mr.

Fra

nk

Wri

gh

t

Mr.

To

m S

mit

h

Mr.

Wil

liam

Bob

Mr.

Joh

n D

oe

Dr.

Sal

ly R

oth

Dr.

Won

g H

ung

Name of Course

BA

M 1

05 –

Intr

od

uct

ion t

o B

usi

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DETC Accreditation Handbook – 2012 C. – Policies

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C. DETC Policies

Content

Policy Index

1. Policy on Substantive Change and Notification

2. Policy on Change of Mission, Goals, and Objectives

3. Policy on Change of Ownership/Management

4. Policy on Change of Location or Administrative Site

5. Policy on Course/Program Approval

6. Policy on Combination Distance Study-Resident Programs

7. Policy on New Combination Programs/Training Sites

8. Policy on Bankruptcy

9. Policy on Degree Programs

10. Policy on Financial Statements

11. Policy on Change of Marketing Approach

12. Policy on a Readiness Assessment

13. Policy on Re-Accreditation

14. Policy on Student Achievement and Satisfaction

15. Policy on Institutions Participating in Title IV Programs

16. Policy on Special Visits

17. Policy on International Activities

18. Policy on Annual Reports

19. Policy on Non-Private Institutions

20. Policy on Complaints

21. Policy on Required Institutional Documents

22. Policy on Information Provided to the U.S. Department of Education

23. Policy on Credit Hours

24. Policy on Non-U.S. Institutions

25. Policy on Change of Name

26. Policy on Pilot Programs

27. Policy on Teach-Out Plans

28. Policy on Petitions and Waivers

29. Policy on Contracting for Educational Delivery

30. Policy on High School Programs

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Policy Index

Circumstance Policy

Adding or Revising Degree Program(s) C.5.

Adding or Revising Vocational Program(s) C.5.

Adding or Revising High School Program C.5.

Annual Reports C.18.

Bankruptcy C.8.

Change in Location C.4.

Change in Marketing C.11.

Changing Method of Delivery C.5.

Change in Mission, Goals and Objectives C.2.

Change in Name C.25.

Change of Ownership/Management C.3.

Combination Program (Distance Study-Resident) C.6. & C.7.

Complaints C.20.

Contracting for Educational Delivery C.29.

Contracting with Non-U.S. Institutions C.17.

Credit Hour C.23.

Degree Programs C.5. & C.9.

Doctoral Degrees C.5, C.9

Financial Statements C.10.

First Professional Degrees C.5. & C.9.

High Schools C.30

Information Provided to U.S. Department of Education C.22.

Initial Visit C.5.

International Activities C.17.

New Combination Program C.7.

New or Revised Courses/Programs C.5.

New Training site C.7.

Non-Private Institutions C.19.

Non-U.S. Institutions C.24.

Not Meeting Obligations C.16.

Outcomes Assessment C.14.

Petitions C.29

Pilot Programs C.26

Reaccreditation C.13.

Readiness Assessment C.12.

Required Institutional Documents C.21.

Revising courses or programs C.5.

Special Visits C.16.

Substantive Changes and Notifications C.1.

Teach-Out Plans C.27

Title IV C.15.

Waivers C.28.

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DETC Accreditation Handbook – 2012 C.1. – Policy on Substantive Change and Notification

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1. Policy on Substantive Change and Notifications

It is the duty of DETC Accrediting Commission to make certain that any substantive change undertaken by an

accredited institution does not adversely affect its capacity to continue to meet DETC’s Accreditation Standards. All

“substantive changes” must be reported to the Commission. An institution must obtain the Commission’s approval

before the change in the institution’s scope of accreditation will be granted. The Commission will consider approving

requests based on evidence that the proposed change does not adversely affect the capacity of the institution to

continue to meet the DETC’s standards, policies, and procedures.

The individual policy (as indicated in parentheses) provides detailed information on the actions required by the

institution to properly notify the Commission.

The Accrediting Commission’s definition of “substantive change” includes the following types of changes:

1. Any significant change in the established mission, goals, and objectives of the institution; (C.2.)

2. Any change in the legal status, form of control, or ownership/management of the institution; (C.3.)

3. Any change in location or new administrative site(s); (C.4.)

4. The addition of courses or programs that represent a significant departure from existing offerings of educational

programs from those that were offered when the institution was last evaluated; (C.5.)

5. The addition of courses or programs of study at a degree or credential level different from that which the

institution was offering when it was accredited or re-accredited; (C.5.)

6. A change or variation of credit hours; (C.5.)

7. Change in method of delivery since the last evaluation of the institution (C.5.);

8. An increase or decrease in the number of credit hours awarded for successful completion of a course or program;

(C.5. see under “Revisions”) (10/11)

9. Any additional location (training site) geographically apart from the institution’s main facility; (C.7.)

10. Any change or addition of a training site; (C.7.)

11. Any significant changes in marketing activities, e.g., using sales representative for the first time; (C.11.)

12. An intention to seek to establish eligibility to participate in Federal student financial assistance programs; (C.15)

13. Any contract where an institution certified to participate in Title IV enters into a contract with another institution

or organization not certified to participate in the Title IV programs wherein it offers more than 25 percent of one

or more of the accredited institution’s educational program. (C.15.) (10/11)

14. Any changes in international activities, including recruiting or partnerships with institutions undertaken outside

the U.S. by an institution headquartered in the U.S. (C.17). (10/11)

15. Any significant changes in the institution’s financial condition; (C.18.)

16. Any significant growth or decline in enrollments and/or programs; (C.18.) (10/11)

17. Any change in the institution’s name; (C.25.) (10/11)

18. A plan to close the institution; (C.27.) (10/11)

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Action

Substantive changes in an institution that would cause an institution to be required to undergo a special visit (see

C.16. Policy on Special Visits) or a new comprehensive accreditation review would include, but not be limited to,

any proposed or actual change that the Commission judges to:

• diminish the capacity of the institution to comply with the Standards of Accreditation

• have a deteriorating impact on the quality of curriculum, services or faculty

• be a significant departure from the institution’s current mission and goals when it was last accredited

• be a significant negative impact on an institution’s financial stability

• negatively impact the reputation of the institution or the Commission

• represent a violation of state or federal laws

• result in a deleterious effect on students

• other likely impacts the Commission may judge serious enough to warrant a special visit or a new

comprehensive review of the institution.

The Commission monitors an institution’s enrollment and program growth or decline through the use of the

institution’s Annual Report (as described in C.18. Policy on Annual Reports). If an institution reports “significant

growth or decline” in its enrollments and/or programs over the past year, it will be reported to the Commission. The

Commission will take appropriate action to assess the institution’s ability to maintain compliance with any of the

Standards for Accreditation. (10/11)

When the Commission determines that any of the “substantive changes” listed above may diminish the capacity of

the institution to comply with the Standards of Accreditation, the Commission will take appropriate action, including,

but not limited to, requiring the institution to undergo a comprehensive evaluation. Refer to the appropriate policies

(as indicated in parentheses) as to the reporting requirements, timelines, visit requirements, and other notifications.

In addition, proposed changes to an institution may be so substantial that the Commission may consider that the

institution to which it granted accreditation has effectively closed and a new institution is proposed to open. After

affording the institution the opportunity to provide information about the changes and whether sufficient continuity

of the accredited institution will be maintained, the Commission may act to require a total re-evaluation of the

institution or to withdraw the accreditation and require the institution to re-apply for accreditation. (12/11)

The Commission allows for due process as noted in the individual policies by providing reasonable time for

institutions to comply with its request for information and documentation. In all cases, the Commission will allow the

institution sufficient time to respond to any findings before any final decision regarding the institution’s accredited

status is made. (10/11)

Notifications

The institution must inform the Commission immediately of any actions it plans to take itself—or actions taken

against it by other agencies—if those actions have the capacity to affect the reputation of the Commission, the

institution’s good standing with the Commission and/or its acceptance by the public. This includes the institution’s

satisfactory (to the Commission) resolution of any complaints in a forthright, prompt, amicable, and equitable

manner. In instances where prior approval of a substantive change is granted, an effective date will be indicated. The

effective date will not be retroactive, and it must be within 30 days of the Commission’s final decision of the

requested substantive change (except for changes in ownership). See C.2. Policy on Change of Ownership for details.

DETC member institutions should make periodic contact with the DETC staff to apprise them of governmental and

media actions which may affect their institution or the Commission.

Revised December 2011

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DETC Accreditation Handbook – 2012 C.2. – Policy on Change of Mission, Goals, and Objectives

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2. Policy on Change of Mission, Goals, and Objectives

As stated in C.1. Policy on Substantive Change and Notification, any significant change in the mission, goals, or

objectives of an institution is considered a “substantive change” and prior approval is required before the change may

be included in the institution’s grant of accreditation.

The Commission requires each institution to review its institutional mission, goals, and objectives and to modify

these as necessary for the effective delivery of the institution’s educational programs. If an institution determines that

a substantive change to its mission, goals, or objectives is necessary, it must demonstrate its ability to support the

proposed change.

A significant alteration in the institution’s established mission, goals, or objectives may signal a change throughout

the institution as it relates to its efforts to increase student enrollments and the consequent need to increase staff and

facilities. It may signal a change in course/program objectives, course/program content, admission criteria, and other

significant areas of operation in order to attract a greater number of students.

Examples of a substantive change of an institution’s mission, goals, or objectives is where a non-degree institution

decides to become a degree-awarding institution, or where an institution decides to offer curricula or programs in a

totally new discipline (e.g., adding business training to an art school), or where an institution wishes to offer instruc-

tion to new markets.

Because the institution’s accreditation is predicated upon the institutional mission, goals, and objectives reported at

the time of its accreditation, the Commission wants to determine if the changes being considered will have an adverse

affect on the institution’s capacity to continue to meet the Standards of Accreditation.

Action

When a significant change in institution’s mission, goals, and objectives is undertaken, a Change of

Mission/Goals/Objectives Report must be prepared and submitted to the Accrediting Commission within 30 days of

the final adoption. In the report, particular attention should be given to how the changes affect the institution’s ability

to meet each of the Accreditation Standards.

The Change of Mission/Goals/Objectives Report must include the following: (10/11)

- Approval from the state (or applicable regulatory agency). If the state does not require approval,

documentation from the agency to that effect must be submitted.

- A comprehensive and detailed description of the change of mission, goals, and objectives including

assessment of the need to change its mission, goals and/or objectives.

- A description of the impact of the change on the current courses/programs of the institution to include a

description of the underlying capacity to support curricular change and the institution’s ability to remain in

continuous compliance with accrediting standards.

- Revised institutional assessment plan and/or strategic plan which describe the institution’s strategies and

timelines for implementing the change of mission/goals/objectives. Minutes from meetings of the board of

directors or other governing body in which the changes were discussed and adopted must be included.

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- Detailed narrative and plan regarding changes to the capacity and infrastructure and financial resources that

have been implemented or secured to support the new mission/goals/objectives and/or program offerings.

- Detailed timeline for any new program(s) being developed as a result of the change of

mission/goals/objectives and the plan for implementation.

The Commission will review the report, and it may require a revised Self-Evaluation Report, an on-site visit, or both.

If the Commission deems that an on-site visit is necessary to verify that the institution continues to meet the

standards, the visit must take place within six months of the initial change. The Commission may grant a time

extension when it deems it is for a “good cause” (see E.17. Glossary for definition). (10/11)

The Accrediting Commission reserves the right to order a comprehensive review of an institution at any time it has

concerns that the institution is not in compliance with the DETC’s standards, policies, and/or procedures. (10/11)

In all cases, the Commission will allow the institution sufficient time to respond to any findings before any final

decision regarding the institution’s accredited status is made. (10/11)

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Revised October 2011

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DETC Accreditation Handbook – 2012 C.3. – Policy on Change of Ownership/Management

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3. Policy on Change of Ownership/Management

As stated in C.1. Policy on Substantive Change and Notification, any change in the legal status, form of control, or ownership/management of an institution is considered a “substantive change” and prior approval is required before the change may be included in the institution’s grant of accreditation. (10/11)

Accreditation does not automatically follow the institution when all or a majority share of its interests are sold, or when an institution undergoes major management changes. If the new ownership wishes to continue the institution’s accreditation, it must advise the Commission before the change is made, and the proposed new ownership must be approved by DETC, and it must undergo a comprehensive on-site review as an institution operating within the changes that a new owner or management might initiate.

Definitions A “change in legal status” is defined as a change in the legal definition of the company or corporation, which is typically defined by the state or U.S. government, such as changing from a for-profit to a non-profit. “Control” is the ability to direct or cause the direction of the actions of an institution. Examples of change of “form of control” are: the sale of all or majority interest of the institution’s assets; sale or assignment of the controlling interest of the voting stock of a corporation that owns the institution or that controls the institution through one or more subsidiaries; merger or consolidation of the institution with other institutions; or an independent corporation owning an institution that becomes a subsidiary of another corporation with a different ownership. A “change of ownership” is defined is any transaction or combination of transactions that would result in a change in the control of an accredited institution. A “change of management” is defined as the replacement, since the last accreditation examination, of the senior level executive of the institution, e.g., President or CEO. (10/11) To ensure a successful transfer of accreditation through a change of ownership, the institution’s proposed new owners, governing board members, and administrators must possess sound reputations and show a record of integrity and ethical conduct in their professional activities, business operations, and relations. The proposed new owners, board members, officials, and executive staff must have records free from any association with any misfeasance, including, but not limited to, owning, managing or controlling any educational institutions that have entered bankruptcy or have closed with students having been disadvantaged as a result.

Action Changes of Ownerships Notification Prior to the Sale or Change: A minimum of 30 days before the change is proposed to take place; an institution seeking to change ownership must submit E.14. Application for a Change of Ownership, and include the application fee and the Change of Ownership Notification Report (see below). Upon review of the Application and the Change of Ownership Notification Report, the Commission may take one of the following actions: 1. Approve the transfer of ownership and order a follow-up on-site visit within six months; (Rev 12/11) 2. Defer the matter for further consideration; 3. Withdraw the accreditation under the new ownership; or (6/11)

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4. Take any other action deemed appropriate pursuant to Commission policies and standards. Failure to obtain prior Commission approval of the transfer of ownership as required will result in the expiration of accredited status of the institution as of the date that the change of ownership occurs. When a sale is contemplated, the new owner must take immediate steps to obtain DETC approval. Failure to do so will result in loss of accreditation status. Following the initial approval of change of ownership, the Commission will order that a Change of Ownership Report and a site visit as a condition of the initial approval. The on-site visit must take place within six months of the Commission’s approval. For the purposes of continuing the accredited status of an institution, the effective date of a change of ownership is the date that the Commission makes its initial approval decision on the ownership change. (10/11 and 12/11) In the case where an institution is authorized and is participating in Title IV Federal student aid programs, where continuation of Federal eligibility is contingent upon uninterrupted accreditation, advance notice is required. The institution assumes the responsibility of ensuring timely notification and timely submission of reports to DETC in order to facilitate a seamless transfer of ownership and continuation of institutional eligibility. Please note that the U.S. Department of Education has very time-sensitive regulations regarding change of ownership for institution’s participating in Federal student aid programs. (10/11)

The Accrediting Commission will not accredit a distance study institution with a franchise, distributorship, or simi-lar sales arrangement. While “independent contractors” may be used by institutions on an individual basis in con-formity with all of the DETC Business Standards, the use of a separate layer of management organization such as a franchise or distributorship does not meet the intent of the standards. Any distance education institutions or programs owned or offered by the acquiring owner are subject to the “all or none rule.” All accredited distance education activities of an ownership must become accredited, or none may be. If a new owner owns or operates other distance education institutions, those institutions must receive accreditation within two years of the change of ownership or accreditation may be withdrawn. (10/11)

The institution must be properly licensed, authorized or approved by the applicable state educational institution authority. The institution must conform to all provisions of applicable laws and regulations. The Accrediting Commission reserves the right to order a comprehensive review of the institutions at any time it has concerns that the institution is not in compliance with the DETC’s standards, policies, and/or procedures. Change of Ownership Notification Report: The institution must submit include the following in its Change of Ownership Notification Report:

- Curriculum Vitas or resumes of the principals and senior managers of the acquiring entity.

- Description of any felony convictions for any of the principals or senior managers of the acquiring entity.

- Complete description of how the change will be executed and the financial details involved (e.g., share transactions, payments, etc.).

- Current financial statements of the acquiring entity, which must include an audit or reviewed statement prepared by an independent CPA in accordance with GAAP.

- Full description of any other educational institutions with which the principals of the acquiring organization have been involved, including full details on the accredited status and the operating history of such institutions.

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- Full discussion of any of the acquiring institutions’ or their principals’ involvement with any institutional closures, bankruptcies or loss of accreditation or state license or loss of Federal Student Financial Aid eligibility.

The institution must provide sufficient information to allow an assessment of its projected financial stability and responsibility under the proposed new ownership and by explaining the financing of the proposed transaction. The proposed new ownership will be evaluated on these factors (among other information the Commission may receive):

• Do the institution’s proposed new owners, governing board members, and administrators possess sound reputations and show a record of integrity and ethical conduct in their professional activities, business operations, and relations?

• Do the proposed new owners, board members and executive staff have records free from any association with any misfeasance, including, but not limited to, owning, managing or controlling any educational institutions that have entered bankruptcy or have closed with students having been disadvantaged as a result?

*“New owners” include the names of the acquiring organization, institution, corporation, venture capital firm and the names of their principals, chief executives and chief operating officers of all the above.

• The results of a background check of the acquiring organization’s owners, officers, which may include, but not be limited to, DETC surveys of State educational oversight agencies, Federal departments and agencies, consumer protection agencies, checks on the credit history, prior bankruptcy, criminal background, debarment from Federal Student Aid Programs, the closing of educational institutions in which they were owners, managers or principals, or the loss of accreditation or state approval to operate an educational institution? (The costs of such background checks will be borne by the acquiring organization.)

Additional consideration may be required if the background of the proposed owners or managers raises questions concerning compliance with DETC Standard VI.A. as to their qualifications, the proposed ownership change raises concerns as to the soundness of the financial structure of the institution or other concerns arise regarding the institution’s compliance with accrediting standards. A proposed transfer of ownership will be approved only if it is determined by the Commission that the proposed new owners and managers have records of integrity and the capability to own and operate a DETC accredited institution in accordance with DETC Standards VI.A. and VI.D. that under the new ownership the financial condition of the institution will remain sound with sufficient resources for the operation of the institution and discharge of obligations to students, and that the institution will otherwise remain in continuous compliance with all accrediting standards.

Post-Change of Ownership Examination

After a proposed change of ownership has been approved by DETC, and the transaction has been made final, the institution must submit a Change of Ownership Report and undergo an on-site within six months of the date of the sale or change closing.

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Change of Ownership Report: The institution must include the following in its Change of Ownership Report:

- Updates of the information provided in the Change of Ownership Notification Report;

- Provide documentation that the institution is properly licensed, authorized, or approved by the applicable state educational authority.

- Provide any changes that have occurred due to the change of ownership in the institution’s previously submitted Self-Evaluation Report. For example, in addressing Standard I.A. Description of the Mission, Goals, and Objectives, the institution should explain whether the institution’s mission and objectives have or will change. In addition to reflecting the impact of a change of ownership the institution should pay special attention to the following sections:

I. Mission, Goals, and Objectives: Are any changes being made to the institution’s mission, goals, and objectives as a result of the change of ownership? If so, what are they and how are they being instituted? Discuss how the revised mission, goals, and objectives are widely circulated and readily access to students, faculty, staff and other stakeholders. (10/11)

VI. Qualifications and Duties of Owners, Governing Board Members, Officials, Administrators,

Instructors/Faculty, and Staff: Give particular emphasis on qualifications of the educational director and the chief administrator. Discuss any new courses/programs that may be added and the addition of any new instructors/faculty and staff.

VII. Admission Practices and Enrollment Agreements: What changes are being made to admissions standards? Supply copies of new enrollment forms.

VIII. Advertising, Promotional Literature, and Recruitment Personnel: Will there be a change in marketing approach? If so, explain fully. How will sales representatives/recruitment personnel, if any, be controlled? What is the background of the head of marketing?

IX. Financial Responsibility: What is the financial impact of the change of ownership or change of management? What future impact is anticipated? State if any of the new corporate owners ever declared bankruptcy. If the institution is a small corporation (current assets of less than $100,000), sole proprietorship, or partnership, then the institution must state whether the individual owners, officers, or directors have ever declared bankruptcy for any school or business they owned. Discuss any conditions of the sale or change of ownership/management that may have a financial impact on the institution.

XI. Facilities, Equipment, Supplies, and Record Protection: State if and how the new owners/management plan to expand, and show how facilities, equipment, and supplies are adequate to accommodate this expansion.

XII. Research and Self-Improvement: Discuss the new owners/management’s long-range plans for the institution respective to courses, facilities, technology, and number of enrollees. Provide a revised Strategic Plan.

The Commission will review the institution’s Change of Ownership Report, the Chair’s Report on Change of Ownership, and the institution’s response to the Chair’s Report and make one of the following decisions: 1) continue the institution’s accreditation under the new ownership; 2) defer the matter for further consideration; 3) withdraw the accreditation under the new ownership, or 4) take any other action deemed appropriate pursuant to

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Commission policies and standards. The Commission will notify the institution within 30 days of its final decision. (10/11)

Change of Management Notification (10/11)

When an institution makes a change in management, as defined as the replacement of the senior level executive of the institution, e.g., President or CEO, since the last accreditation examination, it must notify the Commission as soon as possible prior to the change. The institution must provide a full explanation as to when the change in management is being made, why it is being made, and how the change will affect the institution’s capacity to continue to meet all of DETC Standards of Accreditation, specifically Standards VI.A. and VI. D.: Standard VI.A. The Owners, Governing Board Members, Officials and Administrators: The Owners, Governing Board Members, officials and administrators possess appropriate qualifications and experience for their positions and roles and have demonstrated the ability to direct institutional operations and evidence overall stability of institutional operations. The governing board members are knowledgeable and experienced in one or more aspects of educational administration, finance, teaching/learning, and distance study. The institution has policies that clearly delineate the duties and responsibilities of governing board members, officials, and administrators. Individuals in leadership and managerial roles are qualified by education and experience.

Standard VI.D. Reputation of Institution, Owners, Governing Board, Officials, and Administrators The institution and its owners, governing board members, officials, and administrators possess sound reputations and possess a record of integrity and ethical conduct in their professional activities, business operations, and relations. The institution must provide documentation on the qualifications of the new management and a summary of his/her job description. Upon review of the Notification the Commission may approve the change of management; defer the matter for further consideration; or take any other action that it deems appropriate, including requesting a comprehensive review of the institution. The Commission will notify the institution within 30 days of its final decision.

Change of Legal Status Notification (10/11)

When an institution changes its legal status as defined as a change in the legal definition of the company or corpo-ration, which is typically defined by the state or U.S. government, such as changing from a for-profit to a non-profit, or from an S Corporation to a LLC, it must notify the Commission within 30 days prior to the change. The institution must provide a full explanation as to when the change of legal status is being made, why it is being made, and how the change will affect the institution’s capacity to continue to meet all of the DETC Standards of Accreditation. For example, if the institution is changing from a for-profit to a non-profit status, what impact will this change have on management, students, programs, marketing, financial stability, etc. The institution must provide sufficient information to allow an assessment of its projected financial stability and responsibility under the proposed new legal entity and explain the financing of the proposed transaction.

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Upon review of the notification the Commission may approve the transaction, defer the matter for further consideration; or take any other action that it deems appropriate, including requesting comprehensive review of the institution. The Commission will notify the institution within 30 days of its final decision.

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Revised October 2011

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4. Policy on Change of Location or New Administrative Site

As stated in C.1. Policy on Substantive Change and Notification, any change in the location or addition of a new administrative site is considered a “substantive change” and prior approval is required before the change may be included in the institution’s grant of accreditation. (10/11) When an institution decides to move to a new location, however close to the original site, or add a new Administrative Site, it is necessary for an Examining Committee member to visit the new site and for the Accrediting Commission to approve the new site. This policy applies when any previously approved location (headquarters or administrative offices) is affected or a new Administrative Site is added. (When a training site is moved, refer to C.7. Policy on New Combination Distance Study—Resident Programs.) Action An institution must notify the Executive Director by submitting an Application for Change of Location or New Administrative Site (E.15.) and $500 processing fee at least 30 days before the change or new location takes place. Before accreditation can be affirmed for the new location, the institution must prepare a Change of Location or New Administrative Site Report, undergo an on-site visit, and receive approval from the Commission. (10/11) An on-site visit must take place within six months of the change of location or addition of a new administrative site. The Accrediting Commission will review and give careful consideration to the institution’s Change of Location or New Administrative Site Report and the Examining Committee’s Report on the site visit. If the Committee’s Report is favorable, the Commission may grant its approval. The Commission will provide written notification within 30 days of its decision. (10/11)

The Commission may require the institution to make changes that are recommended in the Examining Committee’s Report. The institution will be provided a copy of the Examining Committee’s Report on the change of location on-site visit, and an opportunity to respond affirmatively to any required actions that may be listed in the Report prior to the Commission’s consideration of the Report.

The Accrediting Commission reserves the right to order a comprehensive review of an institution at any time it has concerns that the institution is not in compliance with the DETC’s standards, policies, and/or procedures. (10/11) Change of Location or New Administrative Site Report

When the new site is established or the move is completed, the institution must submit an electronic Change of Location or New Administrative Site Report. The Report must address the following Standards:

II. Educational Program Objectives, Curricula and Materials III. Educational Services IV. Student Support Services VI. C. Faculty/Instructors/Staff VIII. A. Advertising and Promotion IX.C. Financial Sustainability and Stability

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IX.E. Demonstrated Operation XI. A. Facilities, Equipment, and Supplies XI. B. Record Protection

The Change of Location or New Administrative Site Report must be signed and dated by the institution’s President. The Report must include a narrative and supporting documentation when appropriate on the following: 1. Background on the institution (structure of the institution, date founded by whom, date first accredited, former

address, what programs are offered, number of students, number of staff members, etc.). 2. The date and reason(s) for the relocation or new administrative site.

3. Name, address, and telephone number of the new site. II. Educational Program Objectives, Curricula, and Materials

4. A description of any changes in courses/programs resulting from the relocation or establishing a new

Administrative Site. III. Educational Services

5. Provide information on any significant changes to educational services resulting from the relocation or

establishing a new administrative site. IV. Student Support Services

6. Provide information on any significant changes in student support services resulting from the relocation or

establishing a new administrative site. VI. C. Instructors/Faculty and Staff

7. A report on changes that have been made to the institution’s staff and faculty (provide resumes of new faculty

and state what courses they are teaching). VIII. A. Advertising and Promotion

8. Provide information on changes to any advertising and promotional materials (including website) showing the

new address, phone numbers, etc. IX.C. Financial Sustainability and Stability

9. Evidence that the institution is maintaining adequate administrative staff and other resources to operate effectively as a going concern and is not exposed to undue or insurmountable risk. Any risk that exists is adequately monitored, manageable, and insured. (10/11)

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IX.D. Demonstrated Operation.

10. Evidence that the institution is or continues to be properly licensed, authorized, or approved by the applicable

state educational institutional agency.

11. Provide an updated DETC Teach-Out Agreement form (E.8. or E.9), which includes the institution’s new address.

XI. A. Facilities, Equipment and Supplies

12. Evidence that the institution is maintaining sufficient facilities, equipment, and supplies to achieve its mission

and goals and support its programs and future growth. (10/11) 13. A description of the new location that should include a picture, diagram, and floor plan of the facilities. 14. A copy of the lease or deed for the site.

15. Evidence of professional liability, property, and general liability for the institution. Provide a copy of the

“Certificate of Liability Insurance.” 16. Full information on the office equipment and record keeping storage system showing that the new location is

capable of handling the administrative requirements and the educational program of the institution.

17. A copy of a certificate of occupancy permit or any other documents required by local officials for operating the institution at the new location.

18. A description of any relevant documentation evidence of compliance with fire codes. Provide a copy of the fire

inspection report.

19. Provide documentation of the fire exit plan, fire suppression plan, and first aid equipment in use at the location. Describe other emergency procedures in place for the protection and safety of employees.

XI.B. Record Protection

20. Information on how records are maintained, protected, stored, and retained at the new location. Describe fully the hardware and software capabilities, and explain how vital records are protected from theft, fire, flood, earthquakes or other natural disasters.

21. Provide information on how long student records are kept, and if they are legible and accessible.

22. Explain how the institution is meeting DETC’s requirements for keeping official documents as described in C.21. Policy on Required Institutional Documents. (Any document that contains a signature, seal, certification, or any other image or mark required to validate the authenticity of its information must be maintained in its original hard copy or in an imaged media format. An institution may maintain a record in an imaged media format only if the format is capable of reproducing an accurate, legible, and complete copy of the original document. When printed, the copy must be approximately the same size as the original document.)

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23. If applicable, detail how the institution is maintaining documents electronically. Provide evidence that the institution documents the procedures and provides audit trails to serve as the record that the images were created properly and validated.

24. If applicable, describe the migration plan may needed to ensure that the information in the images can be

accessed through the retention period of the records. Revised October 2011

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C.5. Policy on Course/Program Approval

As part of its accreditation process the DETC Accrediting Commission conducts evaluations of course/program

materials in accordance with the procedures outlined below. This policy covers which programs need to be submitted

for initial and reaccreditation; what the institution must submit when adding, revising or changing a program

(including changing the method of delivery), and acquiring courses/programs; how programs should be submitted,

and the approval process. All course/program materials will be expended in the review and will not be returned to the

institution.

Accrediting Commission fees will be assessed per subject specialist for course/program reviews (see E.1. Fees). All

fees must be paid prior to Accrediting Commission consideration. DETC will send an invoice for each review. Please

do not send payment in curricula shipment boxes.

Curriculum reviews can take a minimum of six weeks to complete. Based on the initial comments and findings of the

subject specialist, the report may be sent to the institution for its response, and back to the subject specialist for a

follow-up review. The subject specialist report and any other follow-up reviews will be sent to the Commission for

review at its next meeting. The Accrediting Commission meets four times per year to approve new courses/programs.

The Accrediting Commission reserves the right to request additional information from the institution at the time of its

meeting before considering approval of a course or program. (10/11)

Please Note: The Commission will not consider any course/program approvals when an institution is under a Show

Cause or when the Commission’s actions have been deferred, unless the proposed submission is necessary in order

for the institution to come into compliance with the specific directive of the Commission. (10/11)

Courses/programs must be approved before they can be offered. An institution is prohibited from advertising or

posting on its website information regarding the course/program before it has received approval.

Subsequent to approval, the Accrediting Commission may suspend approval of any program and require the

institution to demonstrate compliance with accreditation standards and policies within a specific timeframe. The

Commission also reserves the right to order a comprehensive review of an institution at any time it has concerns that

the institution is not in compliance with DETC’s standards, policies, and/or procedures.

There are Templates for all the course/program reports on DETC’s website (www.detc.org). Select the “Member

Services” tab and “Templates” (sign in using the word “guest” for both your user name and password).

For institutions adding degree programs, please also see DETC C.9. Policy on Degree Programs.

Section A: Degree Granting Institutions

1. Institutions Seeking Initial Accreditation

Once the institution is “deemed ready” to move ahead in the process, it must submit at a minimum half (50%) of the

curriculum (courses) for each degree program offered after it is “deemed ready” to move forward in the process. In

selecting the curriculum materials to be submitted to DETC, the representative courses should be:

1. broadly and fairly representative of the curriculum for the entire degree program;

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2. selected from each level (i.e., 100, 200, 300, or 400) of the degree program; and

3. in different subject areas that fairly represent the complete program (i.e., general education, electives, core

courses, etc.).

In addition, for each degree program offered, the institution must send a Degree Program Report (template on

DETC’s website).

2. Institutions Seeking Re-accreditation

For degree-awarding institutions, if an institution offers 15 or fewer degree programs, it must submit five of its

programs. If there are fewer than five degree programs, all must be submitted.

For institutions offering more than 15 degree programs, the institution must submit a minimum of one-third of its

total number of degree programs offered. In selecting the curriculum materials to be submitted to DETC, the

representative degree programs should:

1. be broadly representative of all of the institution’s offerings

2. be in different fields of study

In addition, for each degree program submitted, the institution must send a Degree Program Report (template on

DETC’s website). The institution must also send a minimum of three complete courses that specifically cover

subject matter directly related to the degree program’s primary objectives (including required textbooks, quizzes,

examinations, assignments, projects, etc.). The courses selected for submission must be representative of the subject

matter/discipline in the degree area—courses in the actual discipline not general education and/or orientation courses.

3. Accredited Institutions (degree)

Additions:

• Adding a New Degree Program (in similar areas): Accredited institutions that already have degree-awarding

approval at the same degree level and/or in similar program areas may request an approval of a new degree program

by submitting: 1) A Degree Program Report (template on DETC’s website); and 2) A minimum of three complete

core courses (not general education or orientation courses) that have been specifically developed for the proposed

degree program (including required textbooks, quizzes, examinations, assignments, projects, etc.).

• Adding New Degree Program (in new area): Adding a new degree program that represents a significant

departure from existing offerings of educational programs from those that were offered when the institution was last

evaluated is considered a “substantive change.” When adding a new degree program in a new area, the institution

must submit: 1) Degree Program Report (template on DETC’s website) and all required documentation, and 2) a

minimum of half (50%) of the complete courses within the program. In selecting the curriculum materials, follow

instructions under number 1 above. The institution must also undergo a follow-up on-site visit by an examining

committee within one year of the first enrollment to verify that the institution meets the requirements stated in C.9.

Policy on Degree Programs. In preparation for the on-site review the institution must submit a streamlined and

updated Self-Evaluation Report, which addresses the following Standards as they specifically apply to the new

degree program(s): Institutional Profile; I, II, III, IV, VI, VII, and VIII.

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• Adding New Degree Program at Different Level: Adding a new degree program at a level above or below the

programs presently being offered is considered a “substantive change.” The institution must have approval before

students may be enrolled. For example, if an institution currently offers degrees in criminal justice, and now would

like to add a degree program in health management or currently offers Master’s programs and would like to now

offer Bachelor’s, or vice versa. The institution must submit: 1) Degree Program Report (template on DETC’s

website) and all required documentation, and 2) a minimum of half (50%) of the complete courses within the

program. In selecting the curriculum materials, follow instructions under number 1 above. The institution must also

undergo a follow-up on-site visit by an examining committee within one year of the first enrollment to verify that the

institution meets the requirements stated in C.9. Policy on Degree Programs. In preparation for the on-site review the

institution must submit a streamlined and updated Self-Evaluation Report, which addresses the following Standards

as they specifically apply to the new degree program(s): Institutional Profile; I, II, III, IV, VI, VII, and VIII.

• Adding a Professional Doctoral Degree: The institution must submit E.5. Application for Doctoral Degree

Programs, plus one set of curricula materials (including all texts, study guides, and all virtual or printed instructional

materials) for a minimum of 30 semester hour credits or one-half of the total required semester credits for the degree

program. The course materials selected must be representative of the entire program and of the full range of delivery

media used. The institution must also submit the full curriculum outline/program of instruction for the entire degree

program(s), including a scope description for each course and a list of the principal learning outcomes/educational

objectives for each course in the program. Institutions should consult C.9. Policy on Degree Programs when working

on this submission. The institution must also undergo an on-site visit by an examining committee within one year of

the first enrollment to verify that the institution meets the requirements stated in C.9. Policy on Degree Programs. In

preparation for the on-site review the institution must submit a streamlined and updated Self-Evaluation Report,

which addresses the following Standards as they specifically apply to the new degree program(s): Institutional

Profile; I., II, III, IV, VI, VII, and VIII.

• Adding a New Concentration to an Already Approved Degree Program: An institution proposing to offer a

new concentration in a pre-existing degree program (i.e., adding a Homeland Security concentration to an existing

MBA program) must submit: 1) A Degree Program Report (template on DETC’s website); and 2) at a minimum

one-half (50%) of the curriculum for the new concentration (e.g., plan to offer 10 new homeland security courses,

must submit 5 for review).

• Adding a New Degree Course: Please note a “course” is defined as units of learning activities that result in the

award of academic credit when completed. This would include general education courses, electives, and core

courses. An example of a “course” would be English 101, PSY 310 Advanced Psychology, or Finance 350 in a

degree program. The institution must submit the Degree Course Report (template on DETC’s website); and all the

required documentation (e.g. textbooks, examinations, study guide, etc.).

• Adding New Combination Distance-Study Resident Program: Accredited institutions that already have

degree-awarding approval at the same degree level and/or in similar program areas may request an approval of a new

degree combination distance-study resident program by submitting: 1) A Degree Program Report (template on

DETC’s website); and 2) A minimum of three complete core courses (not general education or orientation courses)

that have been specifically developed for the proposed degree program (including required textbooks, quizzes,

examinations, assignments, projects, etc.). In addition, a Training Site Report and on-site visit is required (see C.7.).

• Adding a Degree Certificate Program (containing courses already approved): Typically, certificate

programs contain a collection of credit-bearing courses configured to equip students with specialized knowledge in a

subject with content that is less extensive than what is provided in an entire degree program. If the courses are exactly

the same (e.g., require proctored exams, the same assignments, the same exam, etc.) as those offered in an already

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approved degree program, students may be allowed to transfer the credits into the degree program. Note: the

approved courses cannot be changed in anyway. Before offering the certificate program, the institution must submit

the New Degree Certificate Report for approval (template on DETC’s website), and have program reviewed by a

DETC Subject Specialist.

• Adding a Degree Certificate Program (containing courses not already approved): If an accredited institution

has been approved by DETC to offer degree programs, it may also request to offer certificate programs. The

institution must submit: 1) a New Degree Certificate Report (template on DETC’s website); 2) and 50% of the

curriculum (see instructions for number 1 on page 1 of this document).

Certificate Disclaimer: The certificate program must have a disclaimer to prospective students that it is not a

“degree” program, but a “certificate” program. The program should be restricted to the appropriate degree level, e.g.,

Baccalaureate, Master’s, etc. depending on which courses make up the certificate program. Also, as stated in DETC

Business Standards I.B.2, the word “accredited” may not be used in conjunction with certification programs, which

are different from “certificate” programs described above.

• Adding New High School Program: If an institution has not had a high school program approved by DETC,

adding a new high school program to its current offerings is considered a “substantive change.” An institution

proposing to add a new high school diploma program must list the program separately on its website, catalog, and

other promotional literature. The institution must clearly indicate that it is offering a “high school diploma program,”

and no academic credit is assign. It must submit: 1) New High School Report (template on DETC’s website) and all

the required documentation; and 2) 50% of the curriculum for the high school program (half of the completed

courses). The institution must also undergo a follow-up on-site visit by an examining committee within one year of

the first enrollment to verify that the institution meets the requirements. In preparation for the on-site review the

institution must submit a streamlined and updated Self-Evaluation Report, which addresses the following Standards

as they specifically apply to the new high school program: Institutional Profile; I, II, III, IV, VI, VII, and VIII.

Disclaimer: DETC institutions may not offer a GED, however they may offer a preparation course. A GED is not a

high school diploma, but a recognized equivalent to one (see Glossary for definition).

Revisions

• Changing Course/Program Title: If an institution would like to request to change the name/title or course code

of a degree course within a previously approved program, the institution must submit a letter to the Director of

Accreditation outlining the change and the reason for the change. For example, CJ500 Advanced Criminal Justice

changed to CJ520 Criminal Justice or CIS500 Management of Information Systems to CIS500 Information Systems

Management. This assumes that no other changes to the course have been made and does not include any substantive

changes.

• Revising a Degree Program: If an institution decides to revise or make substantive changes to an already

approved degree program, it must submit a report. Substantive changes would include revisions of curricula such as

replacing courses within a degree program, changing the general education requirements, changing the degree type

(e.g., AS to AAS), changing the number of credit hours required to complete the program, changing the number of

credits assigned each course, eliminating a major thesis requirement, change in the method of delivery (see below)

and similar revisions. The institution must submit a Revised Degree Program Report (template on DETC’s website)

outlining the specific changes. At the discretion of DETC or the Subject Specialist, additional information may be

requested including, but not limited to the following: 1) a Revised Degree Program Report and the required

documentation; which will be sent to a subject specialist for review; and 2) Three or more complete core courses (not

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general education or orientation courses) that have been specifically developed for the proposed degree program

(including required textbooks, quizzes, examinations, assignments, projects, et al.).

• Revising a Degree Course: Previously approved degree courses undergoing routine revisions or updating need

not be submitted for review. However, if there is substantive change to a course, the institution must submit Revised

Degree Course Report and the required documentation. Examples of substantive changes are: a variation of the

number of credit hours assigned to each course (changing from 3 credits to 4 credits), a change in method of delivery

(see below), addition or deletion of considerable amounts of instructional material, major changes in course

objectives, eliminating proctoring. The Revised Degree Course Report will be sent to a subject specialist for review.

If after the review of the Report, and at the discretion of DETC or the Subject Specialist, the institution may have to

submit the entire course for review (see Adding New Degree Course above).

Other

• Changing Method of Delivery: A change in the method of delivery since the institution’s last evaluation is

considered a “substantive change.” When an institution decides to change the format for delivering its courses (i.e.,

going from correspondence study to online instruction), it must submit: 1) a Change in Method of Delivery Report

(template on DETC’s website) and all the required documentation; and 2) access to a sampling of courses/programs

on the new platform. Contact the Director of Accreditation to discussion the sample size.

• Acquiring Courses/Programs: An accredited institution may acquire courses/programs from another accredited

institution or from a curricula publisher and offer those under its own accredited status. However, any such acquired

courses/programs must follow the same review process as “Adding a New Course/Program.”

Section B: Non-Degree, Military and/or High School

1. Institutions Seeking Initial Accreditation

Vocational, avocational, military, and/or high school diploma-awarding institutions undergoing initial accreditation,

must be “deemed ready” to proceed in the process, and then it must submit one complete copy of each program

offering.

2. Institutions Seeking Re-accreditation

An institution undergoing a re-accreditation examination will submit the following number of programs:

• For high school diploma-awarding institutions, a minimum of three complete programs must be

submitted.

• For vocational/avocational institutions or military institutions, if an institution offers fewer than five

programs, all must be submitted. If an institution offers 10 or fewer programs, it must submit five of its

programs. If an institution offers more than 10 courses, it must submit a minimum of one-third of its total

number of course offerings. The programs should be broadly representative of all of the institution’s

offerings and in different fields of study.

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3. Accredited Institutions (non-degree)

Additions

• Adding a New Vocational, Avocational, Diploma or Certificate Program (in similar area): The term

“program” is referring to learning activities that result in the award of a diploma or certificate when completed. An

example would be a Medical Billing or Real Estate Appraisal program that contains a set number of modules or

lessons in which a student earns a certificate or diploma when completing the program. Accredited institutions

developing new programs in the same area must submit: 1) a Vocational/Avocational Program Report (template on

DETC’s website) and the required documentation; and 2) the entire program.

• Adding New Vocational, Avocational, Diploma or Certificate Program (in new area): Adding a new

program that represents a significant departure from existing offerings of educational programs from those that were

offered when the institution was last evaluated is considered a “substantive change.” When adding a new program in

a new area, the institution must then submit: 1) Vocational/Avocational Program Report (template on DETC’s

website) and all required documentation, which will be sent to a subject specialist for review, and 2) the entire

program.

• Adding New High School Program: If an institution has not had a high school program approved by DETC,

adding a new high school program to its current offerings is considered a “substantive change.” An institution

proposing to add a new high school diploma program must list the program separately on its website, catalog, and

other promotional literature. The institution must clearly indicate that it is offering a “high school diploma program,”

and no academic credit is assign. It must submit: 1) New High School Report (template on DETC’s website) and all

the required documentation; and 2) 50% of the curriculum for the high school program (half of the completed

courses). The institution must also undergo a follow-up on-site visit by an examining committee within one year of

the first enrollment to verify that the institution meets the requirements. In preparation for the on-site review the

institution must submit a streamlined and updated Self-Evaluation Report, which addresses the following Standards

as they specifically apply to the new high school program: Institutional Profile; I, II, III, IV, VI, VII, and VIII.

Disclaimer: DETC institutions may not offer a GED, however they may offer a preparation course. A GED is not a

high school diploma, but a recognized equivalent to one (see Glossary for definition).

• Adding New Combination Distance-Study Resident Program: Accredited institutions developing a new

distance-study resident program must submit: 1) a Vocational/Avocational Program Report (template on DETC’s

website) and the required documentation; and 2) the entire program. In addition, a Training Site Report and on-site

visit is required (see C.7. Policy on Approval of New Combination Distance Study-Resident Programs or Training

Sites).

Disclaimer: As stated in DETC Business Standards I.B.2, the word “accredited” may not be used in conjunction with

certification programs, which are different from “certificate” programs described above.

Revisions

• Revising Vocational, Avocational, Diploma or Certificate Program: Previously approved programs

undergoing routine revisions or updating need not be submitted for review. However, if there are substantive

changes to a program, the institution must submit Revised Vocational/Avocational Report and the required

documentation. Examples of substantive changes are: a change in method of delivery (see below), addition or

deletion of considerable amounts of instructional material, major changes in program objectives. The Revised

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Vocational/Avocational Report will be sent to a subject specialist for review. If after the review of the Report, and at

the discretion of DETC or the Subject Specialist, the institution may have to submit the entire course for review (see

Adding New Program above).

• Changing Program Title: If an institution would like to request to change the name/title of a previously

approved vocational/avocational program, the institution must submit a letter to the Director of Accreditation

outlining the changes and the reason for the changes. An example of such would be changing the name of the

Certificate in Medical Billing to the Medial Billing Certificate. This assumes that no other change to the course have

been made and does not include any substantive changes.

Other

• Changing Method of Delivery: A change in the method of delivery since the institution’s last evaluation is

considered a “substantive change.” When an institution decides to change the format for delivering its courses (i.e.,

going from correspondence study to online instruction), it must submit: 1) a Change in Method of Delivery Report

(template on DETC’s website) and all the required documentation; and 2) access to a sampling of courses/programs

on the new platform. Contact the Director of Accreditation to discussion the sample size.

• Acquiring Courses/Programs: An accredited institution may acquire programs from another accredited

institution or from a curricula publisher and offer those under its own accredited status. However, any such acquired

programs must follow the same review process as “Adding a New Vocational, Avocational, Diploma or Certificate

Program” above.

If you have any questions, please contact Nan Bayster Ridgeway, Director of Accreditation, at 202-234-5100 ext.

103 or [email protected].

Section C: Submission Requirements for all programs and courses

Please do not submit curriculum without prior notification to DETC. Prior to any submission, the institution must

submit the name of the course or program (and representative courses if applicable) to DETC staff (via e-mail to

[email protected]). Please consult the “Sample E-mail” on DETC’s website to ensure that you include all of the

necessary information.

All course/program materials must be submitted in accordance with the following procedures:

• A Course/Program Report: See Templates on DETC’s website (sign in using the word “guest” for both your user

name and password) for the appropriate report (in Microsoft® Word): Degree Course Report, Degree Program

Report, New Degree Certificate Program Report, Revised Degree Program Report, Revised Degree Course

Program Report, Vocational/Avocational Program Report, Revised Vocational/Avocational Program Report,

Change in Method of Delivery Report, New High School Report.

• Each course and program that is submitted must be accompanied by a complete set of tools, kits, equipment,

aids, textbooks, etc that are provided to students as a part of the course/program. Please keep in mind that these

items will be exhausted during the review process and will not be returned to the institution.

• DETC will not accept piecemealed submissions. Please wait until all of the appropriate information and

materials have been gathered before submitting any course or program to DETC for review. For institutions

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shipping textbooks for e-mailed submissions, please do not send more them than 5 days in advance or without

prior notification.

• Please note that changes cannot be made to a submission once it has been submitted to DETC. Documents and

other materials on any online platform should not be removed, added, or altered in any manner after it has been

submitted for review.

• Please ensure that all links and login information are accurate and in working order. Incorrect information will

cause a considerable delay in the review process.

• CD, Flash Drive, and E-mail submissions should contain a document that provides clear, concise instructions on

how to open and navigate through embedded links.

Curriculum materials may be sent to DETC using one of the following methods:

• Paper Submission: The course/program report and all required supporting documents should be organized in a

tabbed, 3-ring binder (i.e., syllabi, faculty resumes, exams & solutions, etc.).

For vocational and avocational offerings, individual programs must be packaged separately with the outside of the

shipping carton clearly labeled with the name of the institution and title of the program For example, if an institution

is submitting two new programs—Medical Billing and Computer Technician diploma—the institution should

package those programs separately.

For degree offerings, two or more courses that are representative of the degree program may be shipped in one box.

For example, if an institution is submitting an MBA program with four representative courses, curriculum materials

for two courses can be packaged in one box and two courses in another box. The shipping carton should be clearly

labeled with the name of the institution and title of the program.

Groups of degree courses that may go to the same Subject Specialist in a specialized area (i.e., general education

courses, technology courses, nutrition courses, etc.) may be shipped in the same box, as long as it meets the weight

restriction (below). Please confer with DETC staff prior to creating these groupings. The shipping carton should be

clearly labeled with the name of the institution and title of the program.

Each submission should include a complete set of textbooks, kits, etc. Submissions missing critical documents or

complete set of textbooks will be returned to the institution for repackaging at the institution’s expense.

Plain (non-descriptive) cartons should be used (boxes that identify with a particular shipping company cannot be

reused by DETC). In addition, the boxes should be secure and durable and it a condition to be re-shipped to the

subject specialist without repackaging.

In all cases, each box should not weigh more than 30 pounds. Boxes exceeding 30 pounds may be shipped back to

the institution for repackaging at the institution’s expense.

• Electronic Submission: Institutions who wish to submit curriculum for review electronically have the following

options:

1. CD or Flash Drive: The course/program report and all required supporting documents can be contained on a CD

or Flash Drive. Documents on the CD or flash drive should be clearly and descriptively titled (“Faculty

Resumes,” “Exams & Solutions,” etc.). For vocational/ avocational programs, the information should be

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organized according to each individual program. For degree programs, the information should be organized

according to each individual program and subsequently each representative course.

If multiple CDs or flash drives are being submitted with one course or program, please clearly label with course

or program title and a brief description of the contents (i.e., individual vocational program: CD1-“Faculty

Resumes” and “Course Developers,” CD 2-“ Exams & Solutions;” individual degree programs: CD 1 “Info for

Core course,” CD2- Info for Gen Ed Courses;” etc).

Items, such as textbooks, that are not included on the CD or Flash Drive should be organized and shipped to

DETC in plain (non-descriptive) cartons (boxes that identify with a particular shipping company cannot be

reused by DETC). In addition, the boxes should be secure and durable and in a condition to be re-shipped to the

subject specialist without repackaging.

In all cases, each box should not weigh more than 30 pounds. Boxes exceeding 30 pounds may be shipped back

to the institution for repackaging at the institution’s expense.

Some institutions have found it helpful to include a cover letter with each submission (see template “Cover

Letter” for an example).

2. E-mail: The course/program report and all required supporting documents should be organized in a zip-file and

e-mailed to DETC Staff (via [email protected]). E-mails with several “loose” attachments will not be accepted.

Documents in the zip-file should be clearly and descriptively titled (“Faculty Resumes,” “Exams & Solutions,”

etc.). For vocational/ avocational programs, the information should be organized according to each individual

program. For degree programs, the information should be organized according to each individual program and

subsequently each representative course.

For institutions submitting more than one program or course at a time via this method, they should send separate

e-mails for each submission.

For items such as textbooks that cannot be sent via e-mail please follow the instruction in #1 above.

3. Interactive Links: An institution can e-mail the appropriate course/program report that includes an interactive

link to each of the highlighted areas. Links should be embedded into the report so that the subject specialist can

click on it to retrieve the associated information.

For items such as textbooks that cannot be sent via e-mail please follow the instruction in #1 above.

If you have any questions, please contact Lissette Hubbard, Accreditation Associate, at 202-234-5100 ext. 105 or

[email protected].

Section D: Approval Process

As stated in the introduction of this policy, courses must be approved before they can be offered. The Accrediting

Commission meets four times per year to approve new courses/programs. No staff or interim approval is given. In

addition, an institution is prohibited from advertising or posting on its website information regarding the

course/program before it has received approval. Also, the Commission will not consider any course/program

approvals when an institution is under a Show Cause Directive or when the Commission’s actions have been

deferred.

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• For initial and reaccreditation applicants: Subject specialists normally perform their evaluation of

course/program materials prior to the on-site visit. These subject specialists report are considered by the Accrediting

Commission when it reviews all the reports and documentation when making its decision to accredit or re-accredit.

As a general rule, subject specials accompany visiting teams if the course/program includes mandatory resident

training for students, optional resident training, a degree program, or if the institution offers extensive or highly

technical programs. The approval of the courses/program is combined with the accreditation or reaccreditation of the

institutions (see D.1.1. Actions Available to the Commission).

• For new course/programs: When an institution is requesting approval of a new course/program as detailed

above, the appropriate courses/program are sent to subject specialist for review. Once the Commission staff receives

the subject specialist report, the report is sent to the institution. If the subject specialist determines that there are areas

that “partially meets” or “does not meet” DETC standards, s/he must provide details on what “required actions”

should be implemented to bring the areas into compliance with DETC standards. As stated in D.7. Responding to

Course/Program Reviews, the institution may exercise one of the following options:

1. Make changes and respond to the not met findings: This report will be sent back to the original subject

specialist for a follow-up review. A follow-up review fee will be incurred (see E.1. Fees).

2. Request new reviewer: This requires the institution submit the entire course/program in for a second review

including all textbooks, and other related materials. Please note: Degree granting institutions, must submit an

additional 50% of the courses. A fee will be incurred for this review (see E.1. Fees).

3. Withdraw course/program: No further action required.

The Subject Specialist Report and the institution’s Response to the Subject Specialist Report are presented to the

Accrediting Commission for approval. The Commission then notifies the institution that its course/programs have

been approved.

The approval by the Commission for an institution to offer new courses/programs as “accredited” is contingent upon

the institution receiving any required authorizations from the applicable state authorities (or its equivalent for non-

U.S. institutions).

• Revisions: In instances where a subject specialist reviews a Report, such as when revising a course/program, and

makes a recommendation that the course/program be “approved” as is, the subject specialist’s final report is be

presented to the Accrediting Commission for its approval. If the subject specialists determines after reviewing the

report that the institution needs to submit additional materials, the Commission staff requests the materials from the

institution and sends the materials to the subject specialist. The procedure than follows “for new course/program”

process above.

Revised October 2011

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Summary of Course/Program Approvals:

Degree Granting Institutions

*Disclaimer: This chart is a reference only. Please consult the appropriate section in the policy for specific details.

Institution/Courses/Programs For review

Initial Accreditation Minimum of half (50%) of curriculum and Degree Program Report

Re-accreditation Degree Program Report

Less than 5 programs = all must be submitted

Less than 15 programs = must submit 5 programs

More than 15 programs = 1/3 of the total number of programs must be

submitted

Adding a New Degree Program Degree Program Report and a minimum of 3 complete core courses

Adding a New Degree Program in a New Area Degree Program Report, minimum of 50% of complete courses within

program and follow-up on-site visit within a year (updated SER submission

prior to on-site visit)

Adding New Degree Program at Different Level Degree Program Report, minimum of 50% of complete courses within

program and follow-up on-site visit within a year (updated SER submission

prior to on-site visit)

Adding a Professional Doctoral Degree E.5. Application, one full set of curricula materials (30 semester hours or

½), full curricula outline and on-site visit within a year (updated SER

submission prior to on-site visit)

Adding a New Concentration to an Already

Approved Degree Program

Degree Program Report and minimum of 50% of curriculum in new

concentration

Adding a New Degree Course Degree Course Report with documentation (see template online)

Adding New Combination Distance-Study

Resident Program

Degree Program Report and minimum of 3 complete courses, and Training

Site Report (on-site visit required – see C.7)

Adding a Degree Certificate Program (containing

courses already approved)

New Degree Certificate Report and review completed by a Subject

Specialist

Adding a Degree Certificate Program (containing

courses not already approved)

New Degree Certificate Report and 50% of the curriculum

Changing Course/Program Title Submission of a letter to the Director of Accreditation

Revising a Degree Program Revised Degree Program Report with documentation (see template online)

and (potentially) 3+ complete core courses

Revising a Degree Course Revised Degree Course Report and (potentially) the entire course

Changing Method of Delivery Change in Method of Delivery Report with documentation (see template

online) and access to a sampling of course/programs

Adding a new High School Program New High School Report, minimum of 50% of complete courses within the

high school program and follow-up visit within a year (updated SER

submission prior to on-site visit)

Acquiring Courses/Programs See “Adding New Degree Course” or “Adding New Degree Program” above

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Non-Degree, Military and/or High School

*Disclaimer: This chart is a reference only. Please consult the appropriate section in the policy for specific details.

Institution/Courses/Programs For review

Initial Accreditation One copy of each program

Re-accreditation Vocational/Avocational Program Report

High School Diploma-Awarding Institution: Minimum of 3 complete

programs

Vocational/Avocational Institutions or Military Institutions:

Less than 5 programs = all programs must be submitted

Less than 10 programs = 5 programs must be submitted

More than 10 programs = 1/3 of totally courses must be submitted

Adding a New Vocational, Avocational, Diploma

or Certificate Program (in similar area)

Vocational/Avocational Program Report with documentation (see template

online) and the entire program

Adding a New Vocational/Avocational Diploma

or Certificate Program (new area)

Vocational/Avocational Program Report with documentation (see template

online), entire program, and follow-up site visit within a year (updated SER

submission prior to on-site visit)

Adding a New High School Program New High School Report with documentation (see template online), 50% of

curriculum and on-site visit within a year (updated SER submission prior

to on-site visit)

Adding New Combination Distance-Study

Resident Program

Vocational/Avocational Program Report with documentation (see template

online). The entire program and on-site visit within a year (updated SER

submission prior to on-site visit)

Revising Vocational, Avocational, Diploma or

Certificate Program

Revised Vocational/Avocational Report with documentation (see template

online) and (potentially) complete course

Changing Program Title Submission of a letter to the Director of Accreditation

Changing Method of Delivery Change in Method of Delivery Report with documentation (see template

online) and access to a sampling of courses/programs

Acquiring Courses/Programs See “Adding a New Vocational, Avocational, Diploma or Certificate

Program” above

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6. Policy on Combination Distance Study-Resident Programs

This policy addresses the procedures that an institution must follow during its initial accreditation if it uses blended

learning courses or programs that require students to complete both a distance study and an on-site or resident study

component for successful course completion.

When the fulfillment of the objectives of a course/program calls for the learning of certain manual skills, familiarity

with specialized equipment or the application of certain techniques under professional supervision, the Accrediting

Commission may require the institution to provide such learning experiences as a mandatory part of the

course/program.

The Accrediting Commission will accept an application from an institution offering combination distance study-

resident training programs (blended learning) if the predominant component (i.e., 51% or more of the total program

as measured by the time the “average student” takes to complete) of the course/program is offered by distance

learning instruction and if the following conditions are met. These conditions do not apply to programs where

resident training courses or sessions are offered as an option.

Accredited institutions adding new combination distance study-resident programs must use C.17. Policy on Approval

of New Combination Distance Study-Resident Programs or Training Sites.

Action

When an institution requires resident training as part of a program, the institution must use the following questions to

supplement the statements found in B.1. Guide to Self-Evaluation Report when preparing for the on-site visit:

II. Educational Program Objectives, Curricula, and Materials

1. Describe the provisions made to ensure that students understand that mandatory completion of a resident training

phase is necessary for successful completion of a course/program. At what point in their studies do students

report for resident training?

2. Describe how the distance study phase of the training constitutes the predominant part of the program. It

normally precedes the resident phase and provides meaningful information, the learning of which is necessary for

the accomplishment of the course/program objective. The student must be offered the opportunity to attend

resident training within 60 days after having completed the prerequisite distance study phase of the training,

unless the date for the resident training is specified in the enrollment contract.

3. Describe how the distance study phase includes a course/program of instruction that constitutes a significant,

valid, and structured portion of the overall training. At a minimum, written, printed, or recorded study units must

be sent to the student, the student must complete examinations or assignments which are submitted to the

institution for evaluation and comment, and the institution must return these to the student in time for him or her

to benefit from the evaluation and comment as he or she pursues his or her studies.

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4. Describe how the resident training phase is adjunctive or supplemental to the distance study training. It should

not duplicate the distance study training but should make it necessary for the student to draw from the knowledge

learned in the distance study phase if he or she is to complete successfully the program. Resident instructors

should be familiar with the distance study program and present instruction in such a way as to make both phases

an integrated unit.

5. Resident instructors should make effective use of the student’s experiences in the distance study component. The

resident instruction should not duplicate material covered in the distance study lessons.

6. Class lesson plans should be substantive and comprehensive enough to meet the objectives set forth in the

program of instruction and actually used by the instructors.

III. Educational Services

1. Describe what provisions are made to familiarize resident instructors with distance study lesson coverage.

2. Describe how resident instructors and counselors use distance study records or materials. Are students permitted

to complete distance study assignments during their resident training? Why, and under what circumstances?

3. Describe how the distance education portion of a student’s record is available to resident faculty members and

should be used as a teaching and counseling resource.

4. Study areas or reference libraries should be available to the students on-site.

5. Academic counseling should be available and appropriate for students in the resident portion of their

combination program.

6. Provide data to complete this table: location of training site; names and qualifications of staff and faculty at each

site; average number of students trained at site each year; length of training program; special equipment used at

each site for training; and outline of the resident program of instruction at training site.

IV. Student Support Services

1. Describe how the institution’s placement assistance program demonstrates a satisfactory placement rate. It should

keep records, based on follow-up, of employment obtained.

2. Describe how the institution has housing arrangements for resident students that are safe, accessible to the

institution, and appropriate for the kind of student enrolled. Food services should also be readily available. Other

student services such as break areas, student lounges, and dining facilities should be clean and comfortable.

3. Explain how personal counseling is available and appropriate for students in the resident portion of the

combination program.

4. Explain how records of the students’ academic progress are maintained for both the distance study and resident

phases of the program.

5. Describe any counseling or employment assistance provided to resident students.

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VI. Qualifications and Duties of Owners, Governing Board Members, Officials, Administrators,

Instructors/Faculty, and Staff

1. Describe how the institution has educational standards and qualifications for the hiring of resident training

instructors.

2. Provide evidence that site directors and resident instructors are qualified for their positions.

VII. Admission Practices and Enrollment Agreements

1. Describe the criteria (tuition payment, academic achievements, etc.) that must be fulfilled before students are

permitted to attend resident training.

2. Describe how the tuition for distance study and resident training are separately stated on the enrollment contract.

3. Describe how the student must sign an agreement to enroll that includes both the distance study and resident

training. Explain how the student is informed, prior to enrollment, of the nature, special costs, location,

availability, and pertinent conditions for attendance of the resident training phase.

VIII. Advertising, Promotional Literature, and Recruitment Personnel

1. Explain how the institution’s advertising and promotional activities makes clear to prospective students that the

program is a combination course/program including both distance study and resident training and the completion

of both phases is required for successful completion of the course/program.

2. Provide copies of all promotional material, catalogs, and contracts describing resident training to students.

3. The institution’s policies and practices in the hiring, training, monitoring, evaluating, and managing of sales

personnel must fully conform to the DETC Business Standard II.C.

XI. Financial Responsibility

Provide a copy of any state educational authority approval document.

X. Tuition Policies, Collection Procedures, and Refunds

1. Describe tuition policies, student fund disbursements, refund policies, and methods of compensating students for

travel or lodging relating to residency. Explain how the division of tuition payments between distance study and

residential components was derived.

2. Describe how tuition charges are fairly distributed for each portion of a combination distance study-resident

course/program. “Front end loading” of tuition in which a disproportionately large share of tuition is allocated to

the distance study component works to the disadvantage of the vast majority of students, who, without resident

training, have little to show for the debt they incur. The Commission does not approve tuition rates for

institutions, but it does look to see that tuition is allocated fairly between distance study and resident components.

3. Describe what happens when students fail to report to resident training, and how the refund is applied.

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XI. Facilities, Equipment, Supplies, and Record Protection

1. Describe the facilities and provisions for student housing and explain what procedures are used for continuous

monitoring, supervising and inspecting student housing. Explain any contracts for motels/housing facilities and

student transportation to and from the training site.

2. Describe how the classrooms, buildings, and other physical facilities are in compliance with all local, city, and

state fire codes. The state educational authority document must be available and current at the time of the visit.

3. Explain how the sanitary facilities of the institution are adequate for both male and female students and are in

compliance with local, city, and state regulations.

4. Describe how the institution has adequate equipment and procedures to provide for safety actions with regard to

fire, injury to students, and handling of hazardous products.

5. Document that first aid materials and supplies are sufficient and adequate. On-site staff must be trained in first

aid and CPR procedures.

6. Describe and document how the institution maintains adequate levels of liability, accident, and other insurance

for protection of its students in resident training.

7. Provide copies of proof of ownership documents (leases and/or deeds) for equipment and property. All of the

necessary equipment for training should be available at the time of the examination visit.

8. Describe appropriate fire evacuation plans and where exit signs are posted conspicuously in classrooms and

student areas.

9. Describe how educational records of all students are maintained and adequately protected.

# # #

Revised October 2011

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7. Policy on Approval of New Combination Distance Study-Resident Programs or Training Sites

As stated in C.1. Policy on Substantive Change and Notification, any change or addition of a training site is considered a “substantive change” and prior approval is required before the change may be included in the institution’s grant of accreditation.

New Combination Distance Study-Resident Programs This policy addresses the use of blended learning courses or programs which require a student to complete both a distance study and an on-site or resident study component for successful course completion. This is sometimes referred to as a “hybrid program.” The approval process has two steps, distance study portion and training site. The institution must document that it is properly authorized by the applicable state authority (or its equivalent for non-U.S. institutions) to offer the new Combination Distance Study-Resident Program. Students may not be enrolled in the course until approval for the distance study course has been extended. The Accrediting Commission reserves the right to order a comprehensive review of an institution at any time it has concerns that the institution is not in compliance with the DETC’s standards, policies, and/or procedures. Approval by DETC of Distance Study The distance study portion of the course/program must be evaluated and approved before students may be enrolled. The institution must submit E.16. Application for New Combination Programs/Training Sites along with the $500 processing fee to the Executive Director. Once acknowledged, the institution must submit one complete set of the program (in accordance with C.5. Policy on Course/Program Approval) and an electronic copy of its Proposed Training Site Report (PTSR). The Proposed Training Site Report (PTSR) must include the following:

1. Address of the training site.

2. Statement about: (1) why the new site is being opened; (2) the expected impact on the institution’s overall mission (how the site will support the mission); (3) how management of, and communications with, the site will be handled; and (4) the rationale for the location of the site.

3. Documentation demonstrating the institution has sufficient financial and administrative resources to operate an additional site.

4. Documentation that the institution is authorized by the applicable state authority to offer and operate the new resident training site.

5. Projected date for start of first resident class.

6. Estimate of months the average enrollee should take to complete the distance education course/program.

7. Estimate of time the average enrollee should take to complete the resident portion.

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8. Statement of the learning goals for both distance education and resident portions of the course/program.

9. Program of instruction (class schedule) that outlines titles of class sessions, anticipated class loads, student/instructor ratios, and an hour-by-hour descriptive schedule of activities.

10. Proposed enrollment agreement, catalog, and advertising copy.

11. Proposed marketing strategy and methods.

12. Proposed admission requirements.

13. Proposed organizational chart for resident site. List full- and part-time personnel at the site, including resumes outlining qualifications, time spent at the site each week, and job descriptions.

14. Proposed faculty (full- and part-time) and their qualifications (include resumes). Include estimated class size.

15. General description of proposed resident facility, including estimates of space requirements, floor plan, classroom and site layout, etc.

16. A description and list of student housing facilities (or arrangements), food service, sanitation, parking, and other student support services.

17. List of audio-visual teaching equipment, hardware and software, and any instructional materials that will serve the needs of the residential program.

18. Explanation of plans for retention of student records.

19. Description of counseling services to be available to students at the site.

20. Description of placement services to be available to students at the site.

The institution will receive a copy of the subject specialist’s report, and it will have a chance to respond to any “not met” findings before the Commission reviews the documents. The Commission will review the Subject Specialist’s Report, the institution’s PTSR, and the institution’s response to the Subject Specialist’s Report before giving approval to the distance study portion and allowing enrollment in the resident portion. The institution will be notified in writing within 30 days of the Commission’s actions. Approval of the Training Site Within 30 days of when students begin attending the resident training site, the institution must submit an electronic copy of its Revised Training Site Report (RTSR) to the Executive Director. Upon receipt of the RTSR, the Executive Director will schedule a visit to the training site to take place within 90 days. A visitation fee will be charged for the on-site visit (see E.1. Fees). After the on-site visit to the new training site, the institution will receive a copy of the Chair’s Report of the Examining Committee and will be given the opportunity to comment on its factual elements in accordance with normal Commission procedures. The established procedure for the training site approval is: (1) receipt of Chair’s Report in the Commission’s office; (2) transmittal of Chair’s Report to institution; (3) the institution’s response to the Chair’s Report; (4) the Commission reviews the RTSR, Subject Specialist Report, Chair’s Report and the institution’s response to the Chair’s Report and gives final approval or defers action until appropriate changes are made, documented and verified, and (5) a formal letter stating the Commission’s actions is sent to the institution.

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Revised Training Site Report (RTSR): The institution should revise its Proposed Training Site Report by updating each of the 20 items listed above. In addition, it must include the following items in the Proposed Training Site

Report:

1. Copy of lease. 2. Name, model number, and brief description of all training equipment and the number of students and length

of time each student will train with each piece of equipment during the session. 3. Copies of proof of ownership or lease agreements for training equipment. 4. Copies of maintenance procedures, schedules, and contracts for equipment. 5. Evidence of insurance coverage, safety equipment, first aid availability, etc., at the site.

Additional New Training Site If an institution has an approved combination distance study-resident program, and it wishes to add a new training site, it must submit the Application (E.16.) along with a Proposed Training Site Report (PTSR) as described above. Within 30 days of when students begin attending the new resident training site, the institution must submit an electronic copy of its Revised Training Site Report (RTSR). Upon receipt of the RTSR, a visit to the training site will be scheduled to take place within 90 days. A visitation fee will be charged for the on-site visit (see E.1. Fees). All new sites must be visited and individually approved by the Accrediting Commission. Failure by the accredited institution to notify the Commission in a timely way of a new training site may bring a full review of the entire institution. After the on-site visit to the new training site, the institution will receive a copy of the Chair’s Report of the Examining Committee and will be given the opportunity to comment on its factual elements in accordance with normal Commission procedures. The established procedure for the training site approval is: (1) receipt of Chair’s Report in the Commission’s office; (2) transmittal of Chair’s Report to institution; (3) the institution’s response to the Chair’s Report; (4) the Commission reviews the RTSR, Subject Specialist Report, Chair’s Report and the institution’s response to the Chair’s Report and gives final approval or defers action until appropriate changes are made, documented and verified, and (5) a formal letter stating the Commission’s actions will sent in 30 days of its final action. Failure to Pay Fees or Submit Report All fees must be paid prior to the on-site visit. If an institution fails to submit its RTSR or pay the visitation fee, enrollments in the course/program (including the on-site training portion) will be suspended, and the institution must refund all money received from students within 30 days. If the resident training site is subsequently approved, previously enrolled distance study students will be afforded the opportunity to resume and complete their distance

study courses and must be afforded the opportunity to attend resident training, within 60 days of completing their distance study training, free of charge. All training sites must be revisited as part of an institution’s reaccreditation process.

# # #

Revised December 2011

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8. Policy on Bankruptcy of Institutions

As stated in C.1. Policy on Substantive Change and Notification, any significant changes in the institution’s financial

condition is considered a “substantive change” and must be reported to the Commission.

An accredited institution, which involuntarily or voluntarily enters bankruptcy, is in immediate violation of the

Accrediting Commission’s financial responsibility standard. This violation results in the institution’s automatic

termination of accreditation.

The institution will, however, be expected to abide by all requirements of the “Teach-Out Commitment,” which

it signed guaranteeing to teach-out all of its students.

Action

An institution must notify the Commission immediately in writing if it enters bankruptcy. (12/11)

The institution must submit in a timely manner for Commission approval a comprehensive, written plan for the

teach-out of its enrolled students when it enters bankruptcy (see C.27. Policy on Teach-Out Plans). (12/11)

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9. Policy on Degree Programs

The Policy on Degree Programs sets forth the Commission’s policies for the accreditation of distance study

institutions offering degree programs. In addition, the Policy expands on the Accreditation Standards (see

Appendices A) for distance study institutions offering degree programs. Institutions offering degree programs must

meet the Accreditation Standards inclusive of the requirements listed in this Policy. It also may be appropriate to

use these standards during a joint accreditation visit with a specialized accrediting body whose scope includes the

same degree programs.

Scope of Activity

The Accrediting Commission reviews only programs which have generally accepted and understood objectives and

which are offered entirely or primarily through distance study instruction. The scope of the Commission’s

accrediting activity recognized by the U.S. Department of Education includes undergraduate and graduate degrees

offered by private and non-private distance education institutions. These include associate, bachelor’s, master’s,

first professional1, and professional doctoral degrees.

All degree programs offered by the institution, as well as all other non-degree distance study programs, must be

reviewed and approved by the Accrediting Commission. All of the distance study divisions, courses, and

subsidiaries of the institution offering distance study instruction must be accredited.

List of Professional Doctoral Degrees Acceptable for DETC Accreditation The DETC wishes to exercise its scope of activity in the area of professional doctoral degree accreditation in a

responsible manner. It also believes that certain professional doctoral degrees are not within its scope of activity. It

therefore reserves the right to limit its scope of activity in reviewing professional doctoral degrees to the kinds of

institutions and the types of programs for which it feels adequate public acceptance exists, appropriate distance

education standards have been developed, and which it believes it has the competence to evaluate properly.

DETC defines “professional doctoral degree” to mean a post-master’s graduate level degree that prepares

individuals through internships, practical application of training, and/or specialized certifications, for professional

practice (such as the Doctor of Business Administration), as opposed to research methodologies that are associated

with academic doctoral degrees (such as the Doctor of Philosophy).

The Accrediting Commission will accept applications for only the following professional doctoral degrees for

DETC accreditation:

1. Doctor of Business Administration (DBA)

2. Doctor of Education (Ed.D.)

3. Doctor of Physical Therapy (DPT)

4. Doctor of Occupational Therapy (DOT)

5. Doctor of Arts (specified fields) (DA)

6. Doctor of Science (specified fields) (DSc)

7. Doctor of Ministry (D.Min.)

8. Doctor of Public Administration (DPA)

1 In 2011, the IPEDS survey discontinued the use of the term “First Professional” degrees in favor of “Doctor’s

degree—professional practice.”

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An institution may petition the Accrediting Commission to request special waivers for consideration of any other

professional doctoral degrees not listed above (see C.29. Policy on Petitions and Waivers). (10/11)

Accreditation of All Programs

The institution must apply to the DETC Accrediting Commission for accreditation of the institution and for all of

its distance education programs (degree and non-degree).

To qualify for accreditation, each distance study institution that offers programs leading to the award of degrees

must be found to be in compliance with the standards for accredited institutions as well as the requirements set forth

in this statement policy.

The Accrediting Commission reserves the right to order a comprehensive review of an institution at any time it has

concerns that the institution is not in compliance with the DETC’s standards, policies, and/or procedures. (10/11)

Licensure

The institution must have a charter, license, or formal authority from the appropriate governmental body to award

the relevant degrees by distance study instruction if such authority is available or required.

Standard I: Institutional Mission, Goals, and Objectives

The degree program must be appropriate to the institution’s mission, goals, and objectives. The Commission

applies its standards and policies in a manner that respects the mission of the institutions, including those with faith-

based or religious missions, in ensuring that the educational programs are of sufficient quality to achieve the stated

objectives and mission. (10/11)

For each major group of programs or major subject matter disciplines that it offers, the institution (1) establishes an

Advisory Council, consisting of practitioners in the field for which the program prepares students, (2) that convenes

at least annually and (3) provides the institution with advice on the current level of skills, knowledge, and abilities

individuals need for entry into the occupation, (4) as well as the adequacy of the institution’s educational program

objectives, its curriculum, and its course materials. (10/11)

Standard II: Educational Program Objectives, Curricula, and Materials

There is evidence that the learning outcomes of the degree program are comparable to those of similar degree

programs offered by appropriately accredited1 institutions.

1Hereafter, the term “appropriately accredited” shall be used in lieu of “accredited by an agency recognized

by the United States Secretary of Education and/or the Council for Higher Education Accreditation

(CHEA), or an accepted foreign equivalent that is listed in the International Handbook of Universities.*”

There is evidence that the program being offered is in a profession or subject area in which the institution has

demonstrated strength, such as the number of alumni accepted by appropriately accredited graduate and

professional schools or hired in the profession for subject-related jobs.

* http://www.iau-aiu.net/content/international-handbook-universities-%E2%80%93-2012

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There is evidence that the other degree programs of the institution are recognized and generally accepted by the

higher education and/or relevant professional communities.

There are specific policies, procedures, and practices for the degree program.

• Program Objectives

Learning objectives for the degree program and learning outcomes for the courses, research projects, supervised

clinical practice or fieldwork, applied research exercises, thesis, dissertation, and any other required academic

or professional activities must be clearly stated.

The learning objectives will indicate the outcomes and competencies a graduate of the degree program will

attain upon successful completion of the program, including expected skills, knowledge, attitudes and insights

characteristic of degree holders of similar nature and level at comparable, appropriately accredited institutions.

The program may require a capstone project if the project is consistent with the accepted academic and

professional standards of appropriately accredited institutions or programs and the relevant professional body.

Learning outcomes for the project must be clearly stated.

Advanced Degrees: For advanced degrees (i.e., First Professional and Professional Doctoral) the learning

objectives and outcomes must be advanced, focused, and scholarly, providing the breadth and depth of learning

required for advanced degrees. Material and topics in the curricula shall clearly be at the frontiers of knowledge

and contribute to competence in the subject areas or profession at an advanced level.

In addition, advanced degree programs’ learning activities should include, where feasible and appropriate,

seminars, professional meetings, discussions with colleagues, participation in sustained synchronous or

asynchronous online conferences at predetermined points throughout the program, access to library services,

and access to online chat rooms with fellow students, faculty, and relevant professionals.

Finally, the Professional Doctoral program must require the student to work with a supervisory dissertation

committee that is knowledgeable in methods of graduate-level study and research as well as the subject area

concerned. The program of study must include coverage of the history and development of the field of study

and its foundational theoretical principles.

• Curriculum

The curriculum for the degree programs must be comprehensive and comparable to the curriculum offered for

similar degrees by other appropriately accredited institutions.

The institution has policies and procedures for determining credit hours (as defined below) it awards for its

courses and programs, and how it applies its policies and procedures to its programs and coursework. Its

assignment of credit hours conforms to commonly accepted practice in higher education as determined by

showing a comparison with other appropriately accredited institutions. (10/11)

The curriculum shall quantitatively and qualitatively approximate the standards in effect at other accredited

postsecondary institutions offering a similar degree with due allowance for special objectives of the degree

offered on the customs and constraints imposed by the state or nation of domicile.

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Instructional procedures, texts, and materials shall be appropriate to the purposes, curricula, and standards of

accredited postsecondary degree-awarding institutions offering similar programs.

The institution must have a policy on intellectual property rights (see Glossary).

Advanced Degrees: The program of study must require the graduate to demonstrate the ability to conduct

appropriate research in the field of study and to interpret and apply the results of this research.

For first-professional or doctoral degree programs degrees, the institution must demonstrate interaction between

faculty members and dissertation advisors and/or practitioners, as appropriate.

The student’s faculty advisor or the faculty advisor in consultation with other faculty or practitioners involved

in the program must approve the topics of applied research and/or supervised clinical practice or fieldwork, if

required.

In addition, the institution must require prior formal review and approval for all research involving humans.

• Curriculum Delivery

When technology is used for any part of the program, training and support in the use of that technology must be

provided for students, faculty, and involved practitioners.

• Resident Degree Comparability

Graduates of distance education degree programs must exhibit skill and knowledge attainment through the

demonstrated achievement of educational objectives and outcomes comparable to those of accredited resident

degree programs that are similar in nature and level. Where an accredited residence degree typically includes

required clinical, classroom or resident experiences as part of the degree program, the institution’s program

must also include comparable experiences or training.

• Resident Study

The degree must be of such a nature that it can be achieved through distance education or a combination of

distance education and residential study. Mandatory residential instruction must supplement the distance

education program whenever it is necessary to attain the stated program objectives and learning outcomes. In

such cases, the institution must disclose to the prospective student that the program is a combination of distance

education and residential instruction and that completion of both is a requirement for the award of the degree.

The residential component of any degree program must not comprise more than half of the total credit hours

required.

• Certificate Programs

Typically, certificate programs contain a collection of credit-bearing courses configured to equip students with

specialized knowledge in a subject with content that is less extensive than what is provided in an entire degree

program. If the courses are exactly the same (i.e., require proctored exams, the same assignments, the same

exam, etc.) as those offered in an already approved degree program, students may be allowed to transfer the

credits into the degree program. Note: the approved courses cannot be changed in anyway.

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The certificate program must have a disclaimer to prospective students that it is not a “degree” program, but a

“certificate” program. The program should be restricted to the appropriate degree level, e.g., Baccalaureate,

Master’s, etc. depending on which courses make up the certificate program.

As stated in DETC Business Standards I.B.2, the word “accredited” may not be used in conjunction with

certification programs, which are different from “certificate” programs described above. (10/11)

• Examinations and Other Assessments

Examinations and learning assessments must be comparable to those employed for similar degree programs at

other appropriately accredited institutions. Assessments may address academic requirements as well as other

relevant factors, including, but not limited to, attitudes, interpersonal behavior, ethics, and clinic skills.

Advanced Degrees: The program must require qualifying and comprehensive examinations. The qualifying

examination must be given by the end of the equivalent of one year of full-time enrollment in the program. The

comprehensive examination must be given when all coursework is completed and prior to commencing work

on the dissertation or final research project. Students must pass these examinations to continue in the program.

• Proctored Examinations

Adequate steps must be taken by the institution to assure that the degree candidate has personally fulfilled the

degree requirements stipulated by the institution. The student’s achievement shall be assessed by an appropriate

number of proctored examinations appropriately spaced throughout the program of study.

The proctor shall be the institution or a reputable third party. The process for conducting proctored

examinations shall be clear and completely stated by the institution. The process shall assure that the student

who takes the proctored examination is the same person who enrolled in the prescribed program and that

examination results will reflect the student’s own knowledge and competence in accordance with stated

educational objectives and learning outcomes. Proctors shall use valid government-issued photo identification

to confirm the student’s identity.

• Transcript Evaluators

Staff assigned to evaluate academic transcripts or portfolios of experiential learning are properly qualified and

trained for their assignments. Their evaluations must reflect appropriate and fair decisions, and transfer credits

must be accepted and assigned in accord with generally accepted credit evaluation practices at other accredited

institutions.

• Credit Hour Defined (See C.23. Policy on Credit Hour)

Semester and quarter hours shall be equivalent to the commonly accepted and traditionally defined units of

academic measurement in accredited institutions. Academic degree or academic credit-bearing distance

learning courses are measured by the learning outcomes normally achieved through 45 hours of student work

for one semester credit1 or 30 hours of student work for one quarter credit.

2 This formula is typically referred

to as a Carnegie unit and is used by the American Council on Education in its Credit Recommendation

Evaluative Criteria. (10/11)

1one credit/semester hour is 15 hours of academic engagement and 30 hours of preparation 2one quarter hour credit is 10 hours of academic engagement and 20 hours of preparation

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Student work includes direct or indirect faculty instruction. Academic engagement may include, but not limited

to, submitting an academic assignment, listening to class lectures or webinars (synchronous or asynchronous),

taking an exam, an interactive tutorial, or computer-assisted instruction; attending a study group that is assigned

by the institution; contributing to an academic online discussion; initiating contact with a faculty member to ask

a question about the academic subject studied in the course and laboratory work, externship or internship.

Preparation is typically homework, such as reading and study time, and completing assignments and projects.

Therefore, a 3 credit hour course would require 135 hours (45 hours of academic engagement and 90 hours of

preparation). (10/11)

• General Education Defined

General education courses include those that address English, human communications (including, but not

limited to, foreign languages and speech), mathematics, natural sciences, social sciences, and the arts and

humanities. Courses that are classified as general education may be included in the core requirements of degree

programs as appropriate.

• Degree Requirements

Associate Degrees: For an Associate Degree, there shall be demonstrated learning outcomes comparable to

those achieved during a minimum of 60 semester hours or 90 quarter hours. Of these learning outcomes (total

credits) required for an associate’s degree, a minimum of one-fourth of the credit hours shall be general

education.

Baccalaureate Degrees: For the Baccalaureate Degree, there shall be demonstrated learning outcomes

comparable to those achieved during a minimum of 120 semester hours or 180 quarter hours. Of these total

credit hours, a minimum of one-fourth shall be general education.

Master’s Degrees: For the Master’s Degree, there shall be demonstrated learning outcomes comparable to

those achieved during a minimum of 36 semester hours or 54 quarter hours, or their equivalent, beyond the

Baccalaureate degree. Institutions must determine if the courses in a degree program require any prerequisite or

foundation courses. The institution must also determine if courses should be offered in a prescribed sequence so

as to maximize the student’s achievement of the program’s educational objectives. Any deviations from the

prescribed minimum learning outcomes required for credit hours must be justified by evidence from

comparable appropriately accredited degree programs and approved by the Accrediting Commission.

First Professional Degrees: The First Professional Degree signifies both completion of the academic

requirement for beginning practice in a given profession and a level of professional skills beyond what is

normally required for a Bachelor’s degree. This degree usually is based on a program requiring at least two

academic years of work before entrance and a total of at least six academic years of work to complete the

degree program, including both prior required college work and the professional program itself. Graduates

should be competent in their basic discipline and be able to develop and evaluate new therapies and carry out

research. Generally no major research project is required. Typically, there shall be demonstrated learning

outcomes comparable to those achieved during a minimum of 50 semester hours or their equivalent beyond the

Baccalaureate degree.

Institutions must determine if the courses in a degree program require any prerequisite or foundation courses.

The institution must also determine if courses should be offered in a prescribed sequence so as to maximize the

student’s achievement of the program’s educational objectives.

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Professional Doctoral Degrees: The Professional Doctoral Degree is a practice-oriented degree that signifies

completion of advanced academic requirements in a given field comparable to those required at other

appropriately accredited institutions offering similar degrees. Typically, there shall be demonstrated learning

outcomes comparable to those achieved during a minimum of 60 graduate-level semester hours or their

equivalent beyond the Master’s degree, of which a maximum of 15 credit hours may be earned for the

dissertation or final project.

If an institution’s entrance requirement is a first professional degree in the same discipline, the number of

graduate-level semester credit hours may be reduced to conform to standard practice in the discipline, but may

not be less than 90 total graduate semester hours after the baccalaureate degree.

Institutions must determine if the courses in a degree program require any prerequisite or foundation courses.

The institution must also determine if courses should be offered in a prescribed sequence so as to maximize the

student’s achievement of the program’s educational objectives.

A dissertation requiring basic, original, or applied research—or a research project—must be required of all

students. The topic of any dissertation shall be approved by a dissertation committee appointed by the

institution.

An oral defense of the doctoral candidate’s final project or dissertation with the dissertation committee is

required. This may be conducted in person or at a distance. No degree shall be awarded by an institution unless

a majority of the dissertation committee approves the dissertation or final project.

A professional doctoral degree program must be completed in no fewer than two years from the date of initial

enrollment and no more than ten years from the date of initial enrollment.

• Educational Media and Learning Resources

The institution shall make provisions for the students and faculty to have access to educational media and

learning resources, including library services that are appropriate to meeting the objectives of the degree

programs. Such access may be provided at a distance, through arrangements with local institutions, or through

personalized guidance to individual students. Any institution-provided resources must be systematically and

regularly evaluated to ensure they continue to meet the needs of students and to support the programs and

objectives of the institution.

Access to a collection of professional educational materials should be provided for faculty and administrators to

keep abreast of trends, developments, techniques, research, and experimentation. A variety of educational

materials must be selected, acquired, organized, and maintained to help fulfill the institution’s mission and

support its educational program(s). The collection should support all the programs offered at the institution and

should include reference works, periodicals, manuals, and other publications to facilitate the achievement the

educational mission of the institution.

Faculty and instructional supervisory personnel must be involved in the selection of resources.

New course offerings and increases in student enrollment should be reflected in added allocations of resources

for ensuring student access to educational media and learning resources, as appropriate.

Advanced Degrees: Students enrolled in a first-professional or doctoral degree program must have access to

library resources sufficient for the completion of the requirements for that degree program. The institution must

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provide library services at a distance or through arrangement with local institutions. Additionally, any research

and laboratory facilities needed to complete the requirements for the advanced degree program and to

encourage use of these facilities for professional study and achievement must be provided by the institution or

by arrangement with a local institution.

Standard III: See Accreditation Standards.

Standard IV: Student Support Services

The institution shall provide students with opportunities to achieve the stated learning outcomes in manners other

than face-to-face communication with a student’s faculty advisor or major professor. Such opportunities may

include telephonic discussions, seminars, professional meetings, library resources including virtual library services,

and online bulletin boards/chat rooms for communications with fellow students and faculty.

When technology is used to deliver any part of the program, training and support in the use of that technology must

be provided for both students and faculty.

• Assessment Services

Students must be informed of their academic progress and standing in the program on an ongoing basis.

Advanced Degrees: The availability of appropriate support staff that is experienced in serving and/or has been

trained to serve First Professional and Professional Doctoral degree program students is required.

For students in Professional Doctoral programs, a dissertation or project manual is required. It must contain

guidelines that pertain to the preparation for and writing of the dissertation, for conducting a project, and for

reporting of results. In addition, the program must include provision for a pattern of scheduled student

interactions with faculty and other resource persons throughout the program.

• Student Records

Policies and procedures for keeping records on students’ academic progress (achievement of course and

program learning objectives and outcomes, examination results, etc.) are required; these policies and

procedures must also be maintained in accordance with applicable professional requirements and state laws.

Records of the students’ academic results must be maintained permanently. These records may be in printed or

electronic form.

• Counseling, Employment, and Alumni Services

Appropriate academic counseling services are available upon request. Any employment in alumni services must

be offered as claimed.

• Program Administration (First Professional and Professional Doctoral)

An administrator must be appointed for the First Professional and Professional Doctoral degree programs. This

person’s title shall be consistent with titles currently in use in comparable programs.

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The administrator must have had experience in administering programs at this academic level and possess skills

and knowledge of distance learning.

For the First Professional degree, the administrator must hold the First Professional degree or a higher degree in

a subject area relevant to the degree program that is being offered. The degree must be from an appropriately

accredited institution.

For the Professional Doctoral degree, the institution must have on staff a sufficient number of student services

staff qualified to support doctoral level students.

For the Professional Doctoral degree, a supervisory dissertation committee of at least three faculty members

must be formed for each student. All committee members must have demonstrated appropriate scholarship,

experience, or practice in the subject area. In lieu of a dissertation, doctoral degree programs may require a

project if the type of project is consistent with accepted practice at other appropriately accredited institutions.

The dissertation committee must include at least two members who earned their doctoral degrees from

appropriately accredited institutions other than the awarding institution. The committee members must be

qualified in the subject area of the student’s dissertation or project. At least one member of the dissertation

committee must be a member of the awarding institution’s faculty. When students reach the point of

dissertation, students may have the option of nominating their dissertation members or major professors.

However, the institution will make the final decisions.

Standard V: Student Achievement and Satisfaction

• Achievement of Learning Outcomes and Benefits

Institutions must have in place an on-going program to assess student achievement with respect to the stated

degree program outcomes and must demonstrate how this on-going program has been used to enhance degree

offerings and services.

• Progress Through the Course/Programs

Measurement of graduation rates, professional placement, career satisfaction, and other outcome measures must

be done on an ongoing basis and the results of these measurements must be readily available to interested

parties in the institution’s research and data files.

Standard VI: Qualifications and Duties of Owners, Governing Board Members, Officials, Administrators, Instructors/Faculty, and Staff, and Reputation of Institution

• Qualifications of Instructors/Faculty

For this standard, faculty members are considered to be those who provide instruction, prepare instructional

material, evaluate assignments and other assessments, and counsel students in academic selection and progress.

Faculty members are assumed to have full responsibility for the content of the academic program and for

determining student achievement.

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The educational director as well as all members of the instructional staff must possess academic qualifications

of unquestionable merit. There should be on staff a sufficient number of instructors/faculty proportionate to the

level of student enrollment to give the degree program(s) long-term stability and academic credibility.

In judging competence of faculty, consideration shall be given to the academic preparation and experience of

each instructor and the faculty’s comparability to faculty of other appropriately accredited resident institutions.

The minimum degrees that faculty members must possess (as listed below for teaching of the following degree

programs) must have been awarded by institutions accredited by agencies that are recognized by the United

States Secretary of Education and/or the Council for Higher Education Accreditation (CHEA) or, for non-U.S.

institutions, an accepted foreign equivalent that is listed in the International Handbook of Universities (18th ed.)

ISBN: 1-403-906-882, IAU: 92-9002-175-6, London: International Association of Universities; New York: Stockton

Press, September 2005. Palgrave Macmillan Ltd, Houndmills, Basingstoke, Hampshire, RG21 6XS, England,

http://www.palgrave.com.)

Degrees in Specialized Fields: Faculty teaching courses that are part of a degree in a specialized field must

possess the appropriate credential and degree in the subject being taught and demonstrate expertise in the

subject field.

Undergraduate Degrees: Faculty teaching courses that are part of an undergraduate degree program must

possess, at a minimum, a degree at least one level above that of the program that they are teaching and

demonstrate expertise in the subject field of the discipline. Faculty teaching general education courses at the

undergraduate level must possess a Master’s degree in the assigned general education subject field or have a

Master’s degree and 18 semester hours in the general education subject field.

Master’s Degree: The size of the faculty shall be appropriate for the level of enrollment. All Master’s program

faculty must have a graduate degree relevant to the program being offered. The majority of the faculty must

possess a relevant terminal degree. Instructors shall be assigned responsibilities in terms of their areas of

expertise.

First Professional Degree: All teaching faculty and involved practitioners must hold the First Professional or

higher degree, in a subject area relevant to the program that is being offered, earned at an appropriately

accredited institution, and must have demonstrated specialized knowledge and skills in the subject area(s).

Faculty and involved practitioners must have experience in the First Professional degree program or in

graduate-level distance education in a related subject area and in teaching adult students.

The institution shall have a policy and procedure for pairing a student with a faculty advisor.

The institution must demonstrate that it has a sufficient number of qualified faculty members and practitioners

to meet the academic and, if necessary, the clinical needs and requirements of the program.

Professional Doctoral Degrees: All teaching faculty who instruct doctoral students must have terminal

degrees in relevant field of study from other appropriately accredited institutions, either a professional

doctoral or a doctor of philosophy.

The institution must have on its full-time staff, prior to enrolling students (a) a qualified Academic Dean,

Department Chair, or Chief Learning Officer specifically for the doctoral degree program; and (b) qualified

faculty members representing at least one-fourth of the total proposed degree program course offerings.

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• Exceptional Cases

In exceptional cases, outstanding professional experience and demonstrated contributions to the teaching

discipline may be presented in lieu of formal academic preparation. The institution on an individual basis must

justify such cases. The institution must document and justify the academic and professional preparation of

faculty members teaching in their programs.

• Resolving Conflicts

Policies and procedures for preventing and/or resolving faculty conflicts of interests must be published and

made available to all students.

Standard VII: Admission Practices

• Qualifications for Admission

The institution should take reasonable measures to assure that the student has no physical limitation that will

prevent success in the program contemplated. Such measures may be: 1) the publication of a clear description

of physical handicaps or disabilities which could prevent successful completion; 2) the inclusion of an

appropriate question or questions on the admission application which will alert the institution to a potential

problem and which would trigger further action by the institution; and 3) the requirement of a doctor’s

statement in questionable cases.

The institution admits/enrolls only those students who can be expected to complete the degree program and

benefit from it.

Undergraduate Degree Programs: The admissions policy must conform to the institution’s mission, must be

publicly stated, and must be administered as written. A student accepted for enrollment in a degree program

must be in possession of a high school diploma or its equivalent1, or must have successfully completed 12

college-level semester credits and must have attained a “C” or higher for each course at an appropriately

accredited postsecondary institution. For applicants using 12 college-level semester credits to satisfy the

admission requirements, an official transcript must be on file to document the earned credits. Students may be

admitted on a provisional basis pending receipt of an official college or high school transcript, but in no case

may they continue in the institution’s program beyond one enrollment period (not to exceed 12 semester

credits) without an official transcript of high school completion or earned postsecondary credits on file at the

institution. (6/11)

International or homeschooled students must provide an appropriately authenticated program completion

document issued by a governmental authority or school supervisor that attests to the successful completion of

a program considered to be equivalent to an accredited high school diploma or GED certificate (also, see

“When Applicant’s Native Language is other than English”). (6/11)

Institutions must maintain (electronically or in print) an official high school transcript of the secondary school

diploma or its equivalent to verify the student’s qualification for admission to the program. Electronic

documents must be maintained according to C.21. Policy on Required Institutional Documents.

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Exceptional Cases: If an institution allows for “exceptional cases” for admissions, it must have policies and

procedures for reviewing and documenting these cases. The Chief Academic Officer or Educational Director

may make allowances when appropriate documentation is not available. In exceptional cases, such as natural

disasters, where a student cannot obtain an official high school diploma, a student may be admitted

provisionally for a stated amount of credit hours that must be successfully completed before he/she is officially

admitted into the program. (6/11)

1Equivalent may be: General Education Development (GED) tests or the military DD Form 214 indicating that the

applicant has completed high school.

Master’s Degree Programs: A threshold

admission requirement to a Master’s program is based on the

possession of a Baccalaureate Degree from an appropriately accredited institution. Exceptions to this

requirement are at the institution’s discretion and only if the institution can document with reasonable

assurance that the applicant will successfully complete the Master’s program.

The institution must have a policy that defines exceptions (e.g., appropriate GMAT or GRE scores, 7-10 years

of experience in the related area, etc.). The number of students enrolled into a Master’s program without a

Bachelor’s degree may not exceed five percent of the active enrollments for that program.

Institutions must maintain (electronically or in print) an official transcript from the college or university from

which the student earned his/her Baccalaureate degree or its equivalent to verify the student’s qualification for

admission to the program. Electronic documents must be maintained according to C.21. Policy on Required

Institutional Documents.

First Professional Degrees: Applicants for admission must possess at a minimum a baccalaureate degree, but

preferably both baccalaureate and master’s degrees, from an appropriately accredited institution. The institution

shall maintain (electronically or in print) the official transcript from the college or university from which the

student earned his/her Baccalaureate or Master’s degree to verify the student’s qualification for admission to

the program. Electronic documents must be maintained according to C.21. Policy on Required Institutional

Documents. Applicants must have successfully completed subject area/course prerequisites at an appropriately

accredited institution.

Minimum cumulative grade point measures are required; minimum grades for subject area/course prerequisites

may also be required. In countries whose institutions do not use these measures, students must be informed

regularly about their progress on meeting degree requirements, using the country’s usual means for

communicating that information. The institution’s admission policy meets the requirements of the applicable

profession/industry and of applicable state law.

Professional Doctoral Degrees: Applicant students must document relevant academic experience for the

doctoral program of study and, if in a professional field, relevant experience prior to being admitted.

A Baccalaureate or Master’s degree earned at an appropriately accredited institution must be required for

admission to a doctoral degree program. The institution shall maintain (electronically or in print) the official

transcript from the college or university from which the student earned his/her Baccalaureate or Master’s

degree to verify the student’s qualification for admission to the program. Electronic documents must be

maintained according to C.21. Policy on Required Institutional Documents. At a minimum, applicants must

have completed 30 graduate-level hours before admission to the Professional Doctoral program.

Appropriate time periods for the length of each component of the doctoral degree programs have been

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established by the institution and are clearly communicated to potential students and applicants prior to and

during the admission process.

When Applicant’s Native Language is other than English

Applicants whose native language is not English and who have not earned a degree from an appropriately

accredited institution where English is the principal language of instruction must demonstrate college-level

proficiency in English through one of the following:

• Undergraduate: A minimum score of 500 on the paper-based Test of English as a Foreign Language

(TOEFL PBT), or 61 on the Internet Based Test (iBT), a 6.0 on the International English Language

Test (IELTS) or 44 on the PTE** Academic Score Report. Master’s Degree: A minimum score of 530

on the paper-based Test of English as a Foreign Language (TOEFL PBT) or 71 on the Internet Based

Test (iBT), 6.5 on the International English Language Test (IELTS) or 50 on the PTE Academic Score

Report; First Professional Degree or Professional Doctoral Degree: a minimum score of 550 on the

paper-based Test of English as a Foreign Language (TOEFL PBT), or 80 on the Internet Based Test

(iBT), a 6.5 on the International English Language Test (IELTS), or 58 on the PTE Academic Score

Report.

• A minimum grade of Level 3 on the ACT COMPASS’s English as a Second Language Placement

Test;

• A minimum grade of Pre-1 on the Eiken English Proficiency Exam;

• A transcript indicating completion of at least 30 semester hours of credit with an average grade of “C”

or higher at an appropriately accredited* accredited college or university where the language of

instruction was English; “B” or higher for Master’s, First Professional Degree or Professional Doctoral

Degree.

• A transcript indicating a grade of “C” or higher in an English composition course from an appropriately

accredited* college or university; “B” or higher for Master’s, First Professional Degree or Professional

Doctoral Degree; or

• Undergraduate only: A high school diploma completed at an appropriately accredited/recognized

high school (where the medium of instruction is English).

Transcripts not in English must be evaluated by an appropriate third party and translated into English or

evaluated by a trained transcript evaluator fluent in the language on the transcript. In this case, the evaluator

must have expertise in the educational practices of the country of origin and include an English translation of

the review.

*accredited by an agency recognized by the United States Secretary of Education and/or the Council for Higher

Education Accreditation (CHEA), or an accepted foreign equivalent that is listed in the International Handbook of

Universities.

** Pearson Test of English Academic (PTE Academic). For more information on this test, visit www.pearsonpte.com.

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• Maximum Allowable Transfer Credits

Note: When considering transfer credits, an institution must conform to its state regulatory agency’s

requirements on the amount of transfer credit allowed.

Undergraduate Degrees: A maximum of three-fourths of the credits required may be awarded for transfer

credit or a combination of transfer credit and experiential or equivalent credit (including challenge/test-out

credits). For no student, however, may the credit given for experiential or equivalent learning (including

challenge/test out credits) exceed one-fourth of the credits required for a degree.

Master’s Degrees: A maximum of one-half of the credits required for master’s degrees may be given through

transfer credit or a combination of transfer credit and experiential or equivalent credit (including challenge/test

out credits). For no student, however, may the credit given for experiential or equivalent learning (including

challenge/test out credits) exceed one-fourth of the credits required for a degree.

First Professional Degrees: Transfer and experiential credits awarded by the institution must not exceed the

maximum limits in common use at comparable accredited First Professional degree programs and in no case

may it exceed 50% of the required credits.

Professional Doctoral Degrees: Awarding degree credit for experiential learning is not permitted. Transfer

credit is limited to 15% (or 9 credits for a 60 credit degree) of the total doctoral credits required to complete the degree. The courses must be relevant to the student’s program of study and equivalent in both content and

degree level of graduate courses.

• Experiential Equivalent Credit

Credit may also be given for adequately documented and validated experiential equivalent learning of a

postsecondary nature. Examples include credit for learning acquired through business experience, college level

equivalent tests, achievement in a related profession, military training, or other postsecondary level equivalent

experience. The process of documenting and validating experiential equivalent learning should systematically

and regularly be evaluated to ensure it is meeting the needs of its users and supporting the programs and

objectives of the institution.

For equivalent credit purposes, adequate validating procedures must be clearly stated and published and the

institution must consistently apply these procedures.

The institution should give special attention to and consider awarding appropriate amounts of academic credit

for credits earned by applicants at institutions accredited by the Accrediting Commission of the Distance

Education and Training Council. For all transfer and equivalent credit decisions, official documentation,

including original transcripts, must be maintained.

• Transfer Credit Policies

Institutions must establish and implement a fair and equitable policy regarding transfer credit. The policy must

be written, published in the catalog and other relevant publications, and disseminated to all students and

prospective transfer students.

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At a minimum, the policy for accepting transfer credit should contain clear and accurate information about the

following:

1. Minimal acceptable grades and/or grade point average.

2. Credit transfer may not be denied solely on the source of accreditation of the sending institution.

3. Types of course that will be considered, including any courses offered outside of an institutional setting,

such as those offered by the military, in the workplace, through apprenticeship and/or training programs, or

other such programs recognized by the American Council on Education’s Center for Adult Learning and

Education Credentials programs.

4. Any options for earning credit through examinations such as the ACT Proficiency Examination Program

(PEP), the College Board’s Advanced Placement (AP) program and College-Level Examination Program

(CLEP), the Defense Activity for Non-Traditional Education Support (DANTES) Subject Standardized

Testing (DSST), widely accepted industry certification, or institution-developed tests.

5. Transcripts from non-U.S. institutions must be evaluated by an appropriate third party and translated into

English.

6. Any limits on the number of courses or credits hours that can be accepted for transfer and limits on how

“old” the credits may be earned, e.g., within the most recent 7 years or fewer.

7. Any requirements for comparability of program content to the program in which the student will enroll.

8. Documentation that is required, e.g., transcript, catalog, syllabi, or course outlines.

9. Procedures to be followed when requesting transfer of credit.

10. Procedures to be followed when appealing transfer of credit decisions.

11. Methods by which tuition and fees are adjusted.

12. A description of potential ramifications for financial aid.

13. A description of any fees assessed for testing, evaluation, or granting transfer of credit.

Transfer credit toward a degree may be awarded for postsecondary courses completed by the student at other

institutions if such courses are found to meet the standards of the accepting institution and the requirements of

the specific program. Transfer credit must be from an appropriately accredited institution.

The institution should also include a list of the institutions with which the institution has established articulation

agreements, as well as contracts with other educational providers or consortia agreements. (10/11)

• Enrollment Agreements

A clear statement concerning tuition and fee payments and the schedule for paying them must be included on

the enrollment and admission forms. The statement also must include the projected maximum cost of the

program where a student continues to the statute of limitations at the current tuition rate, but allows for

acceptable tuition increases.

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First Professional Degrees: The enrollment form or agreement must be unique for the First Professional

degree program. It must include a clear statement concerning tuition and fee payments and the applicable

refund policy, and the schedule for paying them must be included on the enrollment and/or admission forms.

Professional Doctoral Degrees: An enrollment agreement must be provided that is unique to professional

doctoral degree programs. It must include a clear statement concerning tuition and fee payments and the

applicable refund policy, and the schedule for paying them must be included on the enrollment and/or

admission forms.

Standard VIII: Advertising, Promotional Literature, and Recruitment Personnel

• Advertising Requirements

The institution must clearly indicate and affirmatively disclose in its advertisements, promotional materials,

enrollment forms, descriptive literature, and other media, that the degree program being offered is based solely

or primarily on distance study instruction. Advertising must be ethical in every respect and follow DETC’s

Business Standard I.A.

The institution must have a catalog readily available to students, prospective students, and other members of the

interested public in printed or online format (pdf). The catalog must contain and accurately depict, at a

minimum, the following:

1. The institutional mission, goals, and objectives.

2. Names and titles of administrators of the institution.

3. The legal control, names of trustees, directors, and/or officers of the corporation.

4. A general statement of accredited status and governmental approvals (including DETC’s address,

phone number and website address)

5. Hours of operation, including holiday schedule, and faculty/instructor’s availability.

6. List of full-time and part-time faculty, each listed separately, with degrees held and conferring

institutions, and the area of teaching specialization.

7. Academic calendar for combination programs or any programs that operate on a fixed calendar.

8. Institution’s admission policy for each specific degree offered, i.e., Associate, Baccalaureate, Master’s,

First Professional, or Professional Doctoral degree.

9. Statement of curricula offered including curriculum objective, courses included, total credits required,

required prerequisites, requirements for certification, and licensing as appropriate.

10. Expectations for maintaining satisfactory academic progress.

11. Explanation of grading policies, transfer of credits, and equivalent.

12. Assessment and proctoring procedures.

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13. Student code of conduct and academic and non-academic dismissal policies.

14. Student complaint or grievance policies and procedures, including DETC contact information.

15. Student identity verification procedures.

16. Student Financial Aid program policy disclosures, as required by federal regulations, if participating in

Federal Student Aid.

17. If residence training is required, facilities and/or equipment available to support courses or programs;

18. Graduation requirements, including minimum passing grades.

19. Statement of fees, tuition, and all regular and special charges for each program.

20. Statement of refund policy and cancellations that conforms to the DETC Business Standards.

21. Description of counseling and/or placement services available to students, if any.

22. The institution should include on the front cover or title page of the catalog (or the online equivalent)

the year or years for which the catalog is effective.

An institution must permanently archive its catalogs.

Advanced Degrees: No direct or implied promise shall be given that it is easy to earn the degree or that it is

easy to earn in a short period of time.

Standard IX: Financial Responsibility

• Financial Reporting

The institution must document with its financial statements that it has sufficient liquid assets to provide for a

staff and faculty of unqualified merit that characterizes a quality-focused degree-awarding college or university.

There must be adequate funds readily available for attracting superior faculty, in-service training, a high level

faculty to learner interactivity, faculty research, continuous improvement of curricula and services.

• Demonstrated Operation

Institution must have a completely developed curriculum with at least one academic degree program in which

students have been enrolled for a minimum of two consecutive years under the present ownership.

Advanced Degrees: The institution must demonstrate that the allocation of resources to the advanced degree

program does not detract from the other offerings of the institution.

Standard X: Tuition Policies, Collection Procedures, and Refunds

Refer to Accreditation Standard X.

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Standard XI: Facilities, Equipment, Supplies, and Record Protection

Refer to Accreditation Standard XI.

Standard XII: Research and Self-Improvement

The institution uses sound research and evaluation procedures and techniques to determine whether program

objectives and learning outcomes are being met.

The institution provides evidence of effort and progress in improving operating efficiency and service to students.

Policies and procedures for improving instruction and upgrading faculty, practitioners, and staff are required.

Improvement and upgrading can be demonstrated by membership and active participation in professional

associations; application of recent research results in both the academic and clinical/practical portions of the

program; and continuing study and practical experience in the profession, related subject areas, adult education, and

distance education.

# # #

Revised October 2011

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DETC Accreditation Handbook – 2012 C.10. – Policy on Financial Statement

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Accrediting Commission of the Distance Education and Training Council, 1601 18th Street, NW, Suite 2, Washington, DC 20009

10. Policy on Financial Statements

In submitting financial statements to the Accrediting Commission, the financial statement must be prepared “in

conformity with generally accepted accounting principles,” often referred to as “GAAP.” This includes the use

of accrual method of accounting. The institution has the option of submitting one of these two types of financial

statements, unless the Commission has directed that an audited statement must be submitted:

1. An audited financial statement containing a report by an outside, independent, certified public accountant in

accordance with standards established by the American Institute of Certified Public Accountants.

2. A reviewed financial statement containing a report by an outside independent certified public accountant in

accordance with standards established by the American Institute of Certified Public Accountants. A “reviewed

financial statement” consists of inquiries of institutional management by an outside, independent, certified public

accountant and includes analytical procedures applied to financial data. It is smaller in scope than an audited

statement and does not have an “opinion” regarding the financial statements. However, the accountant must state

that he or she is not aware of any material modifications that would need to be made to the statements in order

for them to be in conformity with standards established by the AICPA.

All financial statements should cover the activities of the legal entity that has the responsibility for operating the

accredited distance education institution. A “Letter of Financial Statement Validation” must accompany the

institution’s financial statements (see next page). (Please see C.12. Financial Statement Analysis on DETC’s website

(Select “Member Services” tab and “Evaluators Documents” and C.12. Critical Documents).

Minimum Acceptable Financial Statements

At a minimum, the financial statements (audited or reviewed) must be comprised of:

A. A Comparative Statement, which displays the most recent two fiscal years of financial data, preferably in side-

by-side columns.

B. Balance Sheet, reflecting assets, liabilities, equity, and retained earnings;

C. Income Statement, reflecting revenues, expenses, and profits and losses;

D. Statement of Cash Flows, reflecting the sources and uses of working capital;

E. Statement of Changes in Shareholders’ Equity or Net Worth, showing activity in Shareholders’ Equity or

Net Worth for the periods presented; and

F. Explanatory Notes, which reflect all of the disclosures or footnotes required by generally accepted accounting

principles.

These statements must be as of the date of the institution’s most recently ended fiscal year or a date otherwise

specified by the Accrediting Commission.

(continued)

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Letter of Financial Statement Validation

This letter must accompany an institution’s financial statements when submitted as an exhibit with a Self-Evaluation

Report, or anytime when the Accrediting Commission calls for a financial statement from an institution, or when an

institution’s Annual Report submission requires a financial statement (e.g., when there’s a loss reported).

December 30, 2012

Mr. Michael P. Lambert

Executive Director

Distance Education and Training Council

1601 18th Street, NW

Washington, DC 20009

Dear Mr. Lambert:

As a certifying officer, I acknowledge my responsibilities for establishing and maintaining

controls and procedures that ensure that I am aware of material information relating to [name of

institution]. The attached report discloses (a) all material weaknesses in internal controls that

came to the attention of certifying officers, (b) any fraud involving management or employees

with significant responsibilities, and (c) any significant changes in internal controls, including

actions to correct material weaknesses, during the period covered by this report.

I have reviewed this report. Based on my knowledge:

(1) This report contains all the facts needed to prevent it from being misleading and it contains

no untrue statements;

(2) Financial statements and other information fairly present the financial condition, results of

operations, and cash flow.

Certified by:

Chief Executive Officer: _____________________________________

Chief Financial Officer:________________________________________

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DETC Accreditation Handbook – 2012 C.11. – Policy on Change of Marketing Approach

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11. Policy on Change of Marketing Approach

As stated in C.1. Policy on Substantive Change and Notification, any change in the marketing activities is

considered a “substantive change” and prior approval is required before the change may be included in the

institution’s grant of accreditation. (10/11)

A significant alteration in the institution’s marketing practices, such as deciding to use sales representatives to make

face-to-face contact and enroll students, may signal changes throughout the institution. It may signal a change in

financing plan options, admission criteria, and other significant areas of operation in order to attract a greater number

of students. It may change numerous operating practices and typically affects advertising and promotion as well as

control of recruiting personnel, if used. (Rev 10/11)

Changes in marketing approaches include major changes in any of the following:

• Direct advertising in newspapers, magazines, yellow pages, mail, etc. Leads from these sources are then

approached by phone or mail.

• Poster advertising. Posters include “take one” cards that are completed by prospects. Leads are contacted by mail

or phone with enrollment usually being made by a sales representative.

• Telemarketing efforts in which inquiring prospects are called on the phone.

• Television advertising. TV ads may or may not use toll-free numbers so prospects can easily express interest.

Follow-up is usually made through telemarketing.

• Website and social media promotional efforts maintained by the institution.

• Internet advertising on various other websites and portals.

• Partnering with non-U.S. sales organizations and/or educational institutions for marketing and/or student support

services. (10/11)

• Other approaches or a combination of those listed above.

Action

Any changes to marketing approaches as mentioned above must be reported in the institution’s Annual Report due

January 31st. The institution should address how the proposed change will affect each of the Accreditation Standards.

The institution should address how the proposed change will affect each of the Accreditation Standards and how it

remains in compliance with Business Standards I.A. Advertising and Promotions.

The Accrediting Commission reserves the right to order a comprehensive review of an institution at any time it has

concerns that the institution is not in compliance with the DETC’s standards, policies, and/or procedures. (10/11)

# # #

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DETC Accreditation Handbook – 2012 C.12. – Policy on Readiness Assessment

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12. Policy on Readiness Assessment

First time applicants for accreditation are required to undergo a Readiness Assessment by an independent DETC-appointed evaluator to assist the applicant in preparing for a full on-site examination. The first purpose of the assessment is to provide a mechanism for DETC to ascertain if the applicant’s Self-Evaluation Report provides sufficient evidence and information for a successful on-site committee review. Another purpose is to provide the applicant with guidance on what actions to take to get the institution ready for an accreditation review. The third purpose is to ensure that the applicant meets a minimum level of eligibility qualification for DETC accreditation that would justify the commitment of Commission resources in carrying out a full accreditation examination. Readiness Assessment Report The tone of the Readiness Assessment Report is intended to be informal, consultative, collegial, and interactive. The applicant will be provided ample opportunity to seek advice from DETC on how best to prepare for a visit.

In the Readiness Assessment Report, an applicant will be advised whether or not it has met the minimum threshold eligibility requirements and is ready for an on-site visit by a full examining committee. The name of an initial applicant will not be published in DETC’s publications or posted on DETC’s website until after it has completed a successful Readiness Assessment. A copy of the Readiness Report will be sent to the visiting team members before the on-site visit.

Action An institution should start writing its Self-Evaluation Report (SER) before it submits its Application for Accreditation. Before beginning to write the Self-Evaluation Report (SER), at least one key staff member must complete the DETC Course on Preparing for Accreditation. Completing this online course qualifies the person as a “Compliance Officer.” This must be complete by the time of application. The Compliance Officer should consult with the Executive Director and/or Director of Accreditation to discuss the accrediting process, purposes, and procedures. At this point, the Compliance Officer should be fully aware of what and when materials are required to complete all the steps in the accreditation process. The applicant must first submit two paper copies and an electronic copy of a Self-Evaluation Report (SER) within 60 days of the date the Application for Accreditation is received by DETC. The SER should be as close to the final version as possible, and should include all of the exhibits. The institution must use the Guide to Self-Evaluation Report in Appendix B when writing its SER. The fee for the Readiness Assessment is $3,000 (E.1. Accreditation Fees). The Readiness Assessment will not be scheduled the SER and the check for $3,000 is received by DETC.

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Once the Director of Accreditation receives the SER, she will send it to an evaluator. The evaluator will review the SER thoroughly and prepare a written report as to the “readiness” of the institution to proceed. The evaluator and a DETC staff member will also make notations in the SER to indicate where changes should be made. The report and the marked-up SER will be forwarded to the institution. The report will recommend whether the institution is “ready” or is “not ready” for a visit by a full examining committee. If the institution is deemed “ready,” the institution should make the appropriate changes to its SER and start organizing for a full on-site visit. The institution should work with the Director of Accreditation to establish a date for submitting its course materials and final SER. The Director of Accreditation will send the courses to be reviewed by outside subject specialists. The Director of Accreditation will also work with the institution to establish a date for the on-site visit. When an institution is “ready” its name will be posted on DETC’s website as an applicant. If the institution is deemed “not ready” for a full on-site visit, it may not proceed to a full on-site review until it has documented to the satisfaction of the assessing evaluator that it has remedied the areas of concern in the Assessment Report. The institution must correct the areas of concern and submit a revised SER before it can move forward in the process. The resubmission fee is $2,000. At this time, the institution may request an in-person consultation at the DETC office. The consultation fee is $1,000. It is the institution’s responsibility to cover any of its travel and lodging expenses. If the institution believes that the assessment evaluator has made an incorrect assessment, the institution has the option to request another evaluation of its SER by a different evaluator. The fee for another review by a different evaluator is $3,000. If an institution is found “not ready” after its second Readiness Assessment, it must undergo an on-site Readiness Visit or withdraw its Application for Accreditation and wait one year before resubmitting it. The Readiness Visit has one evaluator and a DETC staff member. The cost is $2,000 per person or $4,000 total. If after the Readiness Visit the institution is found “not ready” it must withdraw its Application and wait one year before resubmitting it. The Readiness Assessment Report that is produced will be provided to the Examining Committee. Course/curriculum reviews will not be done before the Readiness Assessment is successfully concluded. However, if the institution is deemed “ready” for a full on-site visit, the Report will be provided to the on-site evaluators.

# # #

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DETC Accreditation Handbook – 2012 C.13. – Policy on Re-Accreditation Review

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13. Policy on Re-Accreditation Review

Initial accreditation is for 3 years, after which it is 5 years*. When an institution is first accredited, it receives an

approval letter stating when its accreditation expires. An institution must renew its accreditation before it expires.

DETC publishes the expiration date in its DETC Directory of Accredited Institutions and on its website institutional

database. This means having an on-site visit and course reviews prior to the Commission’s January or June meeting.

An institution will be advised at least one year before its review will be conducted.

Institutions undergoing their 5-year review (or 3-year initial accreditation) should use the “Guide Self-Evaluation

Report in Appendix B. The SER for renewal should concentrate on the progress made and changes undertaken since

the last accreditation review. It should devote emphasis to those issues where it has in the past been vulnerable to

weakness, as well as initiatives launched to correct previously cited deficiencies.

An institution must also renew its compliance with Title IV programs as part of its reaccreditation. The institution

must readdress the statements in C.15. Policy on Institutions Participating in Title IV in its Self-Evaluation Report.

During the on-site visit, a Title IV evaluator will use A.8. Rating Form for Title IV Institutions to verify the

information provided in the SER.

The SER should also demonstrate how the institution complies with standards for marketing, advertising, student

enrollment contracts, and refunds. In writing an SER for re-accreditation, there should be a strong emphasis

throughout the SER documenting how the institution has improved since the last review.

Action

If an institution is to be considered at the June Commission meeting (Spring), its application is due November 1st the

year before. If an institution is to be considered at the January Commission meeting (Fall), its application is due

March 1st of the preceding year.

A key person at the institution undergoing its reaccreditation review must complete the DETC Course on Preparing

for Accreditation before he/she begins writing the institution’s SER.

Instructions on how to enroll in the course may be found on DETC’s website at www.detc.org, select “Member

Services” and “Publications” – sign in using the word “guest” for your user name and password. The course is also

available in a printed copy for no charge. Additional training may be required. Please check with the DETC staff.

Institutions must submit the appropriate number of courses/programs for review (see C.5. Policy on Course/Program

Approval).

# # #

Revised October 2011

*The Accrediting Commission reserves the right to order a comprehensive review of an institution at any time it has concerns

that the institution is not in compliance with the DETC’s standards, policies, and/or procedures. (10/11)

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DETC Accreditation Handbook – 2012 C.14. – Policy on Student Achievement and Satisfaction

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14. Policy on Student Achievement and Satisfaction

This Policy sets forth the Accrediting Commission’s definitions, interpretations, and expectations of what constitutes

compliance with Standard V. Student Achievement and Satisfaction. This Policy provides a general overview on how

the Accrediting Commission and its on-site evaluators will apply and judge evidence presented by postsecondary

institutions to demonstrate “acceptable student achievement and satisfaction.”

Institutions are expected to have in place a formal written and actively executed plan for conducting student

achievement and satisfaction studies in order to show compliance with Standard V.

Each institution is required to submit data that demonstrate acceptable student achievement and satisfaction,

including data from student surveys, completion/graduation rates, placement rates, and/or licensure exam pass

rates—where appropriate—in its Self-Evaluation Report and its Annual Report to the Accrediting Commission.

The Commission expects each institution to demonstrate acceptable student achievement and satisfaction based on

valid and reliable assessment techniques, when possible. To this end, the institution will collect and analyze relevant

data and use them to demonstrate compliance with Standard V. The evidence that must be provided by the institution

to the Commission is described below. For addition information, please see D.7. Q&A on Standard V – Outcomes

Assessment found on DETC’s website (Member Services and Evaluator’s Documents).

The Background of and Reasons for the Policy

Public and government concerns with the “outcomes” of education in recent years have led to increased emphasis on

ways that institutions can demonstrate accountability.

For many years, DETC required that institutions have an ongoing procedure to demonstrate that a satisfactory

percentage of students have (1) attained the required learning outcomes, and (2) been successful in achieving the

benefits established for a course or program. Institutions have had to show that a high proportion of students are

satisfied with the educational services provided, and that a satisfactory percentage of enrolled students finish the

course.

With the increased interest in outcomes and accountability, the Accrediting Commission determined that it needed to

have a sharper focus on this issue. It wanted to use more specificity for what constituted “satisfactory” and

“acceptable” ratings used to measure its long established outcomes standards. The Commission launched a process to

evaluate what had to be done to refine and strengthen its approach to outcomes assessment in this era of

accountability.

This process has resulted in three major additions to the current standards for student achievement and satisfaction. A

priority sequence for outcomes measurement has been established, which ranks in descending order three different

ways of measuring learner achievement.

The Priority Sequence

Here, in descending order of importance, is the sequence for demonstrating outcomes attainment:

1. Outside independent assessments. When these are available, they constitute clear targets for the educational

process and form the major part of any measure of student achievement. The classic example is a course designed to

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prepare the student to pass a licensing examination. The “pass rate” of students provides an ideal measure of the

effectiveness of such a course.

In any case where the outcome of a course is demonstrable through performance on outside assessments, such as

those required for employment in a profession for which the program trains graduates, institutions will be expected to

provide any data available to them that shows this outcome. In these cases, student performance on independent

assessments will be a primary focus in assessing achievement of the course objectives and learning outcomes. (10/11)

The graduates’ success in passing outside independent assessments must be reasonably equivalent to other

appropriately accredited education providers that are similar in nature and level. (10/11)

By “reasonably equivalent” success in passing assessments, the Commission interprets this to mean that an

institution’s graduates’ performance on any required independent examination or assessment will be within 15

percentage points of the mean passing rate for all examinees from all other appropriately accredited education

providers for that examination for any particular year that the examination or assessment was taken. In cases where

such data is unavailable from assessment administrators, the institution will have the burden of showing that its

graduates who take such assessments pass it at a rate that is within 15 percentage points of the mean pass rate of all

other DETC accredited institutions whose graduates have taken the same examination or assessment for the most

recent year for which data are available. (10/11)

There are other, less formal indicators that still have the credibility of an outside assessment. Successful completion

of an educational course can lead to promotions within the field or occupation, favorable comments from supervisors,

or successful performance of new tasks. Clearly, indicators like these are not as persuasive as performance on

specific third-party tests, but since they are not controlled by the institution or student, they will have particularly

strong credibility with the Commission.

2. Professed student satisfaction. Although outside assessments are the most preferable indicator of the

achievement of outcomes, many programs are offered for which these assessments are simply not available. In these

cases, the standards must rely on an element within the educational process. In light of the maturity of distance

education students and the reasons they give for enrollment, and drawing on the experience of the past half-century,

the Commission will use the overall assessments made by the students taking the course as the primary indicator of

student success and satisfaction.

A standard part of DETC accreditation has been an evaluation of student responses to survey questions designed by

the Commission. Students in DETC-accredited institutions fit a profile, and most are older and perform roles other

than that of student. They are the best judges of whether the program delivered what it promised, and their verdict

will play a major role where outside, third-party assessments are not available.

The new focus builds on the former procedure in two ways. First, questions designed to elicit the measure of

satisfaction will be asked of some students every year, rather than only at five-year scheduled reaccreditation

reviews. Second, a baseline has been established. The Commission has developed three questions to be asked of

randomly selected students. For each course or program offered by an institution, three of every four students

responding to a random survey must answer positively about their experiences.

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In cases where the portion of the responding students reporting satisfaction with the experience is less than 3/4th (or

75%), the institution must then provide an explanation for the deviation. If the Commission’s analysis does not show

that the institution’s data compare favorably with those of similar DETC-accredited institutions, the institution must

provide a written explanation, and the Commission will review the institution’s explanation and take whatever

follow-up action it deems appropriate. Such action may include (1) accepting the institution’s explanations and

taking no further action; (2) determining that the institution may no longer offer the course/program in its present

form, and/or (3) ordering the institution to undergo a full accreditation review if the institution does not make the

appropriate changes.

3. Completion rates. These numbers show how many students were able to complete a course of study and pass all

assignments and assessments required by the institution. Although these rates have long been included in DETC

accreditation decisions, the nature of distance education and its students make them a less useful indicator of course

outcomes than they may be in traditional education. Where adult students are responsible for their educational

choices, they may decide that their personal goals have been reached before completing the course. Open

enrollments, and “study anytime” opportunities result in noticeably lower completion rates for distance education.

Institutions offering identical courses in both resident and distance modes report consistently lower graduation rates

from the distance education offerings, and over the years many fine institutions of unquestioned effectiveness have

demonstrated that high student success can exist alongside low course/program completion/graduation rates.

For these reasons, completion/graduation rates will be examined as part of the general review of the institution rather

than as a primary indicator of outcomes. These rates will now have benchmarks designed to identify areas in need of

Commission attention. DETC members will be assigned to one of several peer groups, dependent upon whether the

courses are educational, vocational, or avocational, the level of degree or credential offered, and other factors. A

benchmark completion rate representing the average completion rate of all programs in the peer group will be

determined for each peer group. Courses with completion rates within 15 percentage points of the mean for the group

will be considered in compliance with the standard.

If the Commission’s analysis does not show that the institution’s data compare favorably with those of similar

DETC-accredited institutions, the institution must provide a written explanation, and the Commission will review the

institution’s explanation and take whatever follow-up action it deems appropriate. Such action may include (1)

accepting the institution’s explanations and taking no further action; (2) determining that the institution may no

longer offer the course/program in its present form, and/or (3) ordering the institution to undergo a full accreditation

review if the institution does not make the appropriate changes.

The Standards for Student Achievement and Satisfaction

Accrediting Standard V addresses three specific areas:

A. Achievement of Student Learning Outcomes and Benefits: The institution articulates student learning

outcomes independent of delivery method, has a systematic and ongoing process for assessing student learning, and

provides documented evidence that shows that the results are used to improve programs, curricula, instruction,

faculty development, and services.

B. Student Satisfaction: The institution documents that students are satisfied with the instructional and educational

services provided.

C. Progress Through the Course/Program: The institution documents that students complete their studies at rates

that compare favorably1 to those of courses/programs offered by similar DETC accredited institutions.

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1 “Compare favorably” means each course/program completion/graduation rate is within 15 points of the mean for

courses/programs at similar DETC institutions (see further discussion below).

The Commission defines “outcome” as a specified knowledge, skill, ability, or attitude that a student has achieved as

a result of taking a course or program. A “student learning outcome” is a particular/specified level of knowledge,

skill, and ability that a student has achieved as a result of his/her engagement in a particular/specific instructional

experience or set of instructional experiences.

Please note that the term “completion” refers to completing a course, and the term “graduation” refers to

completing an entire program consisting of several courses, such as an academic degree, e.g., Associate’s,

Bachelor’s, Master’s, or First Professional degree. A “course” is defined as units of learning activities that result in

the award of a diploma, certificate, or academic credit when completed.

A. Achievement of Student Learning Outcomes and Benefits

Outcomes Assessment Plan: When an institution undergoes its initial or re-accreditation examination, it must

provide in its Self-Evaluation Report both a formal written plan for regularly conducting student learning outcomes

assessment for all of its courses/programs and documentation that it follows the plan. Each accredited institution

must confirm that it meets this requirement by initialing the appropriate statements in “Section II. Certification of

Compliance with Commission Requirements” in its Annual Report to the Commission.

The institution must demonstrate and document in its SER that students achieve learning outcomes that are

appropriate to its mission and to the rigor and depth of the degrees or certificates offered. The institution must also

describe how its outcomes assessment plan has contributed to the improvement of the institution over time and

explain how the plan demonstrates that the institution is fulfilling its stated mission.

“Assessment” is an ongoing process aimed at understanding and improving student learning. When developing an

outcomes assessment plan, an institution should consider: 1) what it wants students to be able to do or know, 2) how

it knows they can do it or know it, and 3) how it will use the information received to improve teaching and learning.

The plan should begin with a solid set of learning goals and outcomes that are quantifiable, realistic, and measurable.

Student Learning Outcomes

When specific learning outcomes are published for a course or program, the institution must provide evidence

documenting that its graduates have achieved those outcomes.

A “student learning outcome” is a particular/specified level of knowledge, skill, or ability that a student has achieved

as a result of his/her engagement in a particular/specific instructional experience or set of instructional experiences.

An effective assessment plan should specify the targeted audience (i.e., students, graduates, and stakeholders), define

and identify the learning goals and outcomes, and be anonymous and formative.

The institution’s formal written plan should describe the different areas assessed, the methods of assessment and

when they are used, and how it interprets and uses the results. The Tables on page 9 and 10 of this document are

provided to suggest some possible resources for methods of assessment and when they can be used. Institutions

should tailor the data shown in the sample tables to fit their method of assessment and interpretations for their

institution’s courses and/or programs.

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When specific benefits for a course or program are explicitly promised, the institution must provide evidence

documenting that the graduates attain the benefits. “Benefits” are anything that contributes to an improvement of a

condition. Benefits resulting from enrolling and/or completing a course/program could be obtaining a job, changing a

career, getting a promotion or raise, improving job skills, obtaining credentials, qualifying for professional license, or

providing personal satisfaction.

Evidence of any benefits promised for taking a course or program may be in the form of institution-administered

surveys of students, graduates, employers, registrars at other institutions, and other groups with direct knowledge of

the students’ abilities or skills. If a benefit is promised for a course or program, such as “earn a job promotion,” the

institution must present evidence that a satisfactory percentage, i.e., a majority, of graduates have attained the

promised benefits. The institution must describe how its outcomes assessment plan has contributed to the

improvement of the institution over time and explain how the plan demonstrates that the institution is fulfilling its

stated mission.

Attainment of Benefits

When specific benefits for a course or program are promised to prospective students, the institution must document

that a satisfactory percentage of graduates actually attain the benefits. Evidence of the attainment of any benefits

promised for taking a course or program may be in the form of institution-administered surveys of graduates,

employers, registrars at other institutions, and other groups with direct knowledge of the students’ abilities or skills.

If a specific career-related benefit is promised for a course or program, such as “get a job” or “earn a promotion” or

“launch a new career,” then the institution must present evidence that a satisfactory percentage of graduates have

attained that promised benefit. The Commission interprets “satisfactory percentage” to mean that an institution can

document its graduates have an attainment rate at the same or higher level as compared to a statistically valid sample

of other appropriately accredited education providers that offer programs that are similar in nature and level, or other

metrics tracked for the specific licensure, certification, exam, placement rate, etc. The institution is responsible for

showing that it has met this benchmark requirement. In addition, the percentage of graduates that actually attain each

promised benefit must be prominently displayed on the institution website.

The graduates’ success in passing outside independent assessments must be equivalent to other appropriately

accredited education providers that are similar in nature and level.

B. Student Satisfaction

The Commission defines “student satisfaction” as evidence presented by an institution that shows that the students

and graduates of the institution have expressed their overall satisfaction with the courses and services as they have

experienced them.

Student satisfaction can range from whether the course materials were current and comprehensive to whether grading

services were prompt and fair and if faculty members have performed adequately. Student expressions of satisfaction

are normally attained through institution surveys, but an institution can also gather and present data such as

unsolicited testimonials, referrals of other students, and repeat enrollments in new or subsequent courses.

The students’ expression of their own satisfaction is another form of evidence used to document outcome

achievement. The institution must provide evidence that demonstrates that students are satisfied with the instructional

and educational services provided. It must provide evidence in its Annual Report by reporting the following data. In

addition, an institution undergoing initial or re-accreditation must also provide evidence in its Self-Evaluation

Report.

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To measure student satisfaction, the institution must survey the students in each of its courses. When reporting

information to the Commission in its Annual Report, an institution will be asked to report the number and percentage

of “Yes” responses to the three questions below from 10 of its most popular courses (as defined by number of

enrollments). If an institution has more than one division, e.g., vocational and/or degree granting, it must choose 10

courses from each division.

A “course” is defined as units of learning that result with the award of a diploma, certificate, or academic credit

when completed. Examples of course titles are, “Jewelry Design,” “American History,” or “Business Management.”

The institution must include in its surveys the following three questions and use the “Yes-No” response. The

questions are worded so that they apply to students who have dropped out, are still studying, or who have completed

the course/program:

1. Did you achieve, or will you have achieved upon completing your studies, the goals you had when you started

this course or program?

2. Would you recommend these studies to a friend?

3. All things considered, were you satisfied with your studies with us?

The minimum acceptable “Yes” response rate is that three of four responders (or 75%) must answer “Yes” to each of

the three mandatory questions.

The institution may determine the time frame for collecting the survey data. The institution will be asked annually to

provide a sample of the surveys used and a description of how they were conducted. The description should include

the name of all 10 courses, the time frame used to collect the data, and the number and percentage of “Yes” answers

to questions 1, 2, and 3 above.

Example of Survey Data

An institution offers a course in Business Management. During the calendar year 2002, the institution sends a survey

that includes the three mandatory questions to the 700 students who enrolled in the course that year including those

students who dropped out (110), those who complete the course (400), and those still studying (190). The institution

received 10 surveys stamped as undeliverable, which makes the Survey Sampling 690 (110 + 400 + 190 = 700 – 10 =

690). The institution received 210 completed surveys, which makes the Return Rate 42% (210 divided by 690 = .304

or 30%). Of the 210 completed surveys received, 200 answered “Yes” to question 1; 189 answered “yes” to question

2; and 205 answered “yes” to question 3. Along with a sample of the survey, and a description of the survey method,

the institution would send the following information to the Commission in its Annual Report:

Name of Course: Business Management

Time Frame of Survey Sample: 1 year (2002) # and % Answering “Yes” to question 1: 200 or 95%

Survey Sampling: 690 # and % Answering “Yes” to question 2: 189 or 90%

Number of Completed Surveys Received: 210 # and % Answering “Yes” to question 3: 205 or 98%

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If the percentages of those answering “Yes” to any of these questions are below 75%, the institution must provide a

written explanation, and the Commission will review the institution’s explanation and take whatever follow-up action

it deems appropriate. Such action may include (1) accepting the institution’s explanations and taking no further

action; (2) determining that the institution may no longer offer the course/program in its present form, and/or (3)

ordering the institution to undergo a full accreditation review.

C. Progress Through the Course/Program

The institution must demonstrate that students complete their studies at rates that compare favorably to the rates of

students enrolled in similar courses/programs offered by similar DETC-accredited institutions. The Commission

defines “compare favorably” as meaning completion or graduation rates that do not fall below 15 percentage points

of the mean completion or graduation rate for similar courses or programs at similar DETC institutions. The

Commission will collect, analyze and compare the data from the institution’s Annual Report or Self-Evaluation

Report, and notify the institution if it falls below the 15 point limit.

For an institution undergoing initial or re-accreditation, the Commission staff will provide the on-site evaluators with

the data from similar courses/programs offered by similar DETC-accredited institutions in order to help them

determine if it meets Standard V.C. The evaluators will also consider the data provided in the institution’s Self-

Evaluation Report when making their determination.

For the purposes of calculating the completion and graduation rates, the term “completion” indicates that a student

completed an individual course or semester, while the term “graduation” means that a student completed the entire

degree program. A “course” is defined as units of learning activities that result in the award of a diploma, certificate

or academic credit when completed.

The institution must collect completion data on each course and graduation data on each degree program. When

reporting information to the Commission in its Annual Report, an institution will be asked to report completion data

on 10 of its most popular courses (as defined by number of enrollments). If an institution has more than one division,

e.g., vocational and/or degree granting, it must choose 10 courses from each division. If the institution offers degrees,

it must also supply graduation data for each degree program (see below).

Completion Data for Courses or Semester:

The institution must collect and report the following data for the courses or semester specified above:

Name of Course(s)

Unit of Measurement

Date of Sample

Number of Students in Sample

Number of Cancellations (see below for definition)

Number of Active Students in Sample

Students Completing

Completion Rate

To determine the “Unit of Measurement,” an institution should consider how a student enrolls in a course or

program. The unit of measurement should be based on the segment of curricula a student is contracted to pay for

(what he or she signed up for and are financially committed to according to the contract). If it is by semester in a

degree program, then the institution should use a semester (specify the number of credits, usually 15) as the unit of

measurement to determine the completion rate.

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The institution should select a random sample of names of people who started the course/semester, i.e., submitted at

least one lesson, and track them for a determined time. The institution should select enough names so that it ends up

with at least 100 randomly selected people who completed the course/semester. To determine the time frame, the

institution should allow enough time so that the last student who enrolled in that course/semester has had enough

time to complete it. For example, if it normally takes a student one year to complete the course/semester, then go

back one year and select randomly 100 names prior to that date.

To calculate the “Completion Rate,” take the number of students who completed the course/semester and divide it by

the number of people who enrolled (do not include those who dropped during the 5-day cancellation period, those

who never submitted any required assignments/examinations, those who were cancelled by the institution for non-

payment, or those who never provided the required information to be enrolled in the course such as not providing

official transcripts. To report the “Number of Cancellations,” count those people who dropped during the 5-day (or

the amount of time specified) cancellation period, those who never submitted any required assignments/

examinations, and those who were cancelled by the institution for non-payment and/or non-compliance.

Example for Course/Semester Completion Rates

An institution offers a course in “Computer Technology.” It normally takes a student 12 months to complete this

course. If today’s date were January 2002, the institution would select the first 150 people who enrolled in the course

before January 2001. Tracking the 150 people selected showed that 10 people dropped the course during the 5-day

cancellation period, 15 people never submitted any assignments or examinations (non-starts), 20 people were

cancelled for not paying, and 5 people were disenrolled for never providing the institution with an official transcript.

This leaves 100 active students. Of the 100 actives students, 30 are still enrolled but not active and 70 completed the

course. An Active Student is an enrolled student who has submitted at least once examination to an institution for

servicing during the institution’s designated period of time established as the criteria for making satisfactory

progress, or one who has affirmed in writing his/her intent to continue studying. To calculate the completion rate,

take the number of student who completed the course (70) and divide it by the number of enrolled students (100),

which gives you a completion rate of 70%.

People who enrolled: 150

People who cancelled before 5-days*: - 10

People who never submitted exams*: - 15

People who institution cancelled for non-payment*: - 20

People who were in non-compliance*: - 5

Students granted extensions**: 0

Final Sample: 100

Students who completed course: 70

Divided by 100 (active students) = 70%

*All of these equal “cancellations.”

** Extension may be for stop out, leave of absence, active duty, etc.

For this course, the institution would provide the following information:

Name of course: Computer Technology *Number of Cancellations: 50

Unit of Measurement: 24 months Number in Final Sample: 100

Date of Sample: January 1, 2000 – January 2002 Students Completing: 70

Number of Students in Sample: 150 Completion Rate: 70%

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Completion Data for Degree Programs:

Each institution must collect and report the following data for its academic degree programs:

Name of Degree

Years to Complete

Years in Sample

Number of Students in Sample

Number of Active Students in Sample

Students Graduating

Graduation Rate

Depending on the number of students enrolled in each degree program, the institution should select a random

sampling. The sampling should include enough students to give a true picture of the graduation rate for the program.

The institution should select, randomly, sample names of people who started the degree program, i.e., submitted at

least one lesson/course, and can be tracked for a determined time. The institution should randomly select an

appropriate number of students (at least 25%, not to exceed 100) who completed the program. To determine the time

frame, the institution should allow enough time so that the last student who enrolled in that program has had enough

time to complete it. For example, the 2010 DETC Survey of its accredited degree-granting institutions showed

that the average time it took for students to complete an Associate degree was 4 years, a Bachelor’s 4 years, a

Master’s 3 years, a first professional 4 years; and professional doctorate 4 years.

To calculate the “Completion Rate,” take the number of students who completed the program and divide it by the

number of people who enrolled (do not include those who dropped during the 5-day cancellation period, those who

never submitted any required assignments/examinations, those who were cancelled by the institution for not paying,

and those who never supplied the appropriate information to be properly enrolled or fully accepted in the program.)

Example of Graduation Rate for a Degree Program

An institution has had 80 enrollments in its MBA program since it began 5 years ago. Since it normally takes three

years to complete a Master’s degree, the institution randomly selects 25% of those enrolled in the entire program or

20 students who enrolled at least 3 years ago. For this example, the institution selects a date of January 1998.

Tracking 20 randomly selected students from the time they enrolled until January 2001, the institution determines

that 1 student cancelled within 5 days, 2 students never submitted any work and 2 students were dropped due to lack

of payments. This leaves 15 active students. During this time, 12 students graduated with MBA degrees. To calculate

the graduation rate, take the number of students who completed the entire program (12) and divide it by the number

of actives students (15), which gives you a graduation rate of 80%.

For the example, this is how the number of active students was determined:

People who enrolled in degree program: 20

People who cancelled before 5-days: -1

People who never submitted exams: -2

People who were cancelled for non-payment: -2

Students granted extensions: 0

Final Sample: 15

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The institution would provide the following information:

Name of Degree: MBA Program Number in Final Sample: 15

Average Time to Complete Program: 3 years Students Graduating: 12

Date of Sample: January 1, 1998 – January 2001 Graduation Rate: 80%

Number of Students in Sample: 20

Other Information Considered

In determining whether an institution undergoing its initial or re-accreditation meets Standard V, the Commission

also considers the direct evidence of the results of its own mail survey of students using the “DETC Student Survey

Form.” An institution must submit 100 names/labels with their application form. If an institution has more than one

division, e.g., vocational programs and academic degrees, it must submit 100 names for each division.

The on-site evaluators and the Commission will review the student surveys to evaluate the institution’s performance.

The survey results from the Commission-administered student survey will be compared to those of institution-

administered surveys to establish the validity of the institution’s survey results.

The Commission will also consider evidence from: (1) analysis of student complaints received about the institution,

(2) information solicited in a survey that the Commission sends to state and federal agencies, consumer agencies, and

Better Business Bureaus, and (3) any other data or information it encounters about the institution, regardless of its

source.

If an institution feels that it cannot adequately and fairly fulfill the reporting requirements as described in this Guide,

it may suggest other ways of providing evidence that it meets Standard V. The Commission will make a

determination on a case-by-case basis if the institution’s methods of providing evidence are acceptable for meeting

Standard V.

For institutions undergoing initial or re-accreditation, the Commission will also consider the results of the

Commission-mailed survey of students using the “DETC Student Survey Form” (see Appendix G.1.) when

determining whether an institution meets Standard V. The on-site evaluators and the Commission will review the

student surveys to evaluate the institution’s performance. The survey results from the Commission-administered

student survey will be compared to institution-administered surveys to establish the validity of the institution’s

survey results.

The Commission will also consider evidence from: (1) analysis of student complaints received about the institution,

(2) information solicited in a survey that the Commission sends to state and federal agencies, consumer agencies, and

Better Business Bureaus, and (3) any other data or information it encounters about the institution, regardless of its

source.

Commission’s Review

The Commission will review the data supplied in the institution’s Annual Report and will compare the completion

and graduation rates with similar institutions offering similar courses/programs. To make the comparison, the

Commission staff will determine which institutions and programs are similar. For institutions undergoing initial or

re-accreditation, the on-site evaluators and subject specialists will review the information in the Self-Evaluation

Report and make the comparison with Commission-supplied data.

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To be considered a “favorable comparison,” a course or program must not fall below 15 points of the mean

completion rate for similar course or program at a similar DETC institution.

The graduation rates for degree programs will be compared to the mean graduation rate of the similar

courses/programs offered by the group.

If the Commission’s analysis does not show that the institution’s data compare favorably with those of similar

DETC-accredited institutions, the institution must provide a written explanation of its data and how they were

gathered and the Commission will review the institution’s explanation and take whatever follow-up action it deems

appropriate. Such action may include (1) accepting the institution’s explanations and taking no further action; (2)

determining that the institution may no longer offer the course/program in its present form, and/or (3) ordering the

institution to undergo a full reaccreditation review if the institution does not make the appropriate changes.

Conclusion

The Accrediting Commission will judge the acceptability of the case an institution makes for meeting Standard V by

looking at all of the evidence and the thoroughness, clarity, and adequacy of the documentation presented in the Self-

Evaluation Report and Annual Report.

When an institution is undergoing its initial accreditation or re-accreditation review, the on-site evaluators will

review and evaluate the information provided by the Commission and by the institution against the minimum levels

of acceptance described above. They will also determine if there are any extenuating circumstances that should be

considered in the case of an institution whose performance falls below minimum acceptable levels.

If the Commission’s analysis shows that the institution’s outcomes data do not meet the prescribed minimum

acceptable levels, the institution must provide a written explanation and the Commission will review the institution’s

explanation and take whatever follow-up action it deems appropriate. Such action may include (1) accepting the

institution’s explanations and taking no further action; (2) determining that the institution may no longer offer the

course/program in its present form, and/or (3) ordering the institution to undergo a full accreditation review if the

institution does not make the appropriate changes.

Evidence provided by the institution must be relevant, verifiable, representative, and cumulative. It may not be

modified to produce a desired outcome. Hence, the burden of proof is always on the institution to show how its

evidence meets Standard V.

When an institution believes that it operates under conditions where assessing outcomes can be achieved more

accurately by using standards other than those listed in this Policy, it may petition the Commission for a variance.

Where the Commission believes that any such variance or reinforcement of the established standard will improve the

assessment of objectives and outcomes, it will grant a variance.

Revised October 2011

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Sample Contents of an Outcomes Assessment Plan. Item Elements

Overview Why the plan is written; what it seeks to accomplish or its purpose; who

is responsible for implementing plan; principles of learning assessment;

implementation timeline; review of plan

Assessing Student Achievement

Introduction Overview

Identifying Program and Course Objectives Define and identify the learning goals and outcomes; identify what the

students will be able to do or know; and identify how this is determined

Outcomes Measurement Tools Lesson exam grades, final exam grades, final course grades, GPA,

written projects, projects, internships, transfer of credits; third-party

administered test scores; certifications

Review of Student Achievement Results Data that demonstrates that students are achieving learning outcomes that

are appropriate to the institution’s mission; data demonstrates as to the

rigor and depth of the degrees, diplomas, or certificates offered

Reporting Student Achievement Results to

DETC

Report any third-party assessment results, such as test scores on industry

examinations or certifications as compared to national average scores,

etc.

Using Student Achievement Results to Improve

the Institution

Revise as needed to improve outcomes.

Assessing Student Satisfaction

Introduction Overview

Student Satisfaction Measurement Tools Student surveys, unsolicited testimonials; referrals; repeat enrollments;

few student complaints; end of course evaluation; graduation survey

Review of Student Satisfaction Results How often tools are reviewed; who is responsible; what are the

benchmarks?

Reporting Student Satisfaction to DETC and

Other Agencies

Surveys of 3 mandatory questions must be reported to DETC in Annual

Report each year due January 31st

Using Student Satisfaction Results to Improve

the Institution

What happens when the percentage of “yes” to the 3 questions falls

below 75%?

Assessing Progress Through the Course/Program

Introduction Overview

Collecting Data Related to Progress through the

Course/Program

Course completion data, program graduation data, time to complete a

course, credentialing

Review of Progress Data What happens when a completion rates falls below a certain percent?

Reporting Data to DETC Report completion and graduation rates to DETC in Annual Report each

year due January 31st

Using Progress Data to Improve Institution Revise or terminate courses with low completion rates.

Improving the Institution through Outcomes

Assessment

How will the institution use this information to improve teaching and

learning, as well as student services, etc.?

Instructional and Educational Support Services Review and revise as needed.

Program Objectives and Curriculum Review and revise as needed.

Course Objectives, Content, Instructional

Materials, and Assessments

Review and revise as needed.

Institutional Policies and Procedures Review and revise as needed.

Institutional Mission, Goals, and Objectives Review and revise as needed.

Attachments:

Areas Assessed and Methods of Assessment

and When it is used

See sample of Table A below.

Methods of Assessment and How Institution

Interprets and Uses Results

See sample of Table B below.

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Table A – Areas Assessed and Methods of Assessment and When It is Used (Suggested Approach)

Areas Assessed: Method of Assessment and When It is Used:

Basic Skills (reading, writing, math

computing) standardized tests; pre- and post-test; passing a course; portfolio at end of course;

thesis; examinations

Competencies (critical thinking, oral

communication, quantitative reasoning,

problem-solving, etc.)

completion of course/program; “C” or better in required courses; standardized tests;

comprehensive examinations; thesis; skill check list; survey of graduates; employer

surveys; internships; capstone projects; portfolio; critiques

Disciplinary Knowledge completion of course/program; standardized examinations; final research paper;

evaluation by instructors; capstone project; final project; portfolio, thesis; employer

survey; grad school admissions; performance or national, state-mandated,

comprehensive, standardized, and/or graduate examinations.

Technical/Professional Skills national licensure or board examinations; exhibitions or performances; completion of

course requirements; practica, internships; skills check list; capstone project;

portfolios; written evaluations at end of each course; comprehensive examination;

survey of graduates; survey of employers; final grades

General Education course completion; test at end of courses; pre- and post-test; portfolio; review of

student input form; survey of graduates; capstone project; student survey; course

embedded assessment

Interdisciplinary Knowledge course completion; grades in courses; competency examinations; papers, tests,

seminars; portfolios; capstone project; projects; thesis; critiques at end of each course;

graduate school admission; evaluation of performance; faculty assessment

Values required courses; alumni survey; assessed within context of internship; end-of-course

survey; capstone project; ethics-intensive courses; portfolio; final thesis; student

development outcomes survey

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Table B – Methods of Assessment and How Institution Interprets and Uses Results (Suggested

Approach)

Method of Assessment: How Institution Interprets and Uses Results:

Standardized Tests results used for admittance into programs; placement in appropriate course level; results

used to test out of required subject

Professional Certification Exams used to award certification by third-party; results used for job attainment or advancement;

program evaluation; curriculum improvement

Surveys (students, graduates,

employers)

determine satisfaction; determine baseline indicators; determine relationship between

workplace demands and “class” learning; sometimes used in institutional planning; not

shared widely

State/National Licensure Exams results used to improve curriculum; to compare performance to program objectives and

learning outcomes; results shared with faculty and reported to Accrediting Commission

Portfolios results used to chart student progress; to adjust the curriculum; to certify competencies for

professional expectations; results are shared with department

Course Completion number of students completing course; results reported to Accrediting Commission

Capstone Courses/Projects student performance is compared to expected levels of performance by the Instructors;

determine if required/expected learning outcomes have been achieved; results are not shared

Internships/Field Experiences field-sponsors’ comments improve program as results are shared with faculty

Projects/Theses used to specify students’ strengths and weaknesses; results discussed in Department; help

determine if learning goals and outcomes can be applied

Examinations used to assess achievement of learning outcomes; used for competency based assessment;

used to revise curriculum; results reported to faculty

Grades used to inform students of performance in courses; used to establish GPA and determine

membership in honor society; used to award honors at graduation; used for transfer of

credits; results shared with faculty and students

Classroom Assessment Techniques used to evaluate and enforce learning on day-to-day basis

Student Evaluations used by individual faculty member to revise pedagogy; results reported to Accrediting

Commission

Transfer of Credits used to admit student into program; used to place student in appropriate grade level; used to

assess knowledge

Job Attainment, Promotions or

Salary Increases

used to evaluate acceptance and application of knowledge and skills learned

Standards set by Accrediting Body

or National Advisory Board

results used to compare against similar accredited institutions; results are shared with faculty

to revise curricula

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15. Policy on Institutions Participating in Title IV Programs

This policy sets forth the Accrediting Commission’s procedures for the institutions to seek to establish eligibility to

participate in, Federal student financial assistance programs administered by the U.S. Department of Education under

Title IV of the Higher Education Act of 1965, as amended (“Title IV programs”). In addition, the policy expands on

and supplements the basic Accreditation Standards for DETC accredited institutions. Institutions that participate in,

or seek to establish eligibility to participate in, Title IV programs must meet all of the basic Accreditation Standards

in addition to the requirements listed in this Policy.

Overview

To provide direction and to protect future distance education students and their respective institutions as they seek to

participate in Federal student aid assistance programs, the Commission believes it is prudent to provide additional

policies, standards, and guidance for its member institutions in connection with the published Federal guidelines and

requirements for participation in Federal Student Assistance (FSA) Title IV programs.

These include percentage of revenue received from Federal student assistance programs in the first year of authorized

participation, the adoption of FSA Appendix D default reduction methods at inception, and additional required

controls over student loan default levels for any institution that in any published cohort year has a default rate greater

than 20%. The position of the Commission regarding these additional areas of oversight provides a level of

preventative action where the process review is more stringent than the published Federal policies and provides the

Commission with additional control over institutions it accredits that elect to participate in FSA Title IV programs.

It is the Commission’s expectation that any DETC-accredited institution electing to participate in Federal student

assistance programs will meet all of its Federal program responsibilities under Title IV of the Higher Education Act,

as amended, without exception. In cases where DETC standards and Federal law and regulations should differ, the

more stringent rules (and conversely, the more liberal to students) will apply.

For each institution that participates in Federal student assistance programs, the Commission will examine the record

of the institution’s compliance with its Federal program responsibilities under Title IV, based on the most recent

“official cohort default rates” published by the U.S. Department of Education; the results of its audited financial

statements; and its compliance audits, any program reviews conducted, and any other information that the

Department of Education may provide to DETC. The Commission will take action, as appropriate, when any of the

information suggests that the institution may be failing to meet DETC’s standards.

Institutions found by either DETC or the appropriate Federal authorities to be in significant non-compliance with its

Title IV program responsibilities or requirements will jeopardize the institution’s accredited status with DETC.

Scope of Activity

The Accrediting Commission reviews only those institutions that offer programs that have generally accepted and

understood objectives, course learning outcomes, and which are offered primarily through distance study instruction.

The Commission’s scope of recognition granted by the U.S. Secretary of Education extends through the Professional

Doctoral degree level.

All of the distance learning programs offered by the institution must be reviewed and approved by the Accrediting

Commission. All of the distance study divisions, courses, and/or subsidiaries of the institution offering distance study

instruction must be accredited by DETC and must be included in the scope of DETC accreditation extended to the

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institution. The institution may elect to become a Title IV eligible institution and not participate in any Title IV

programs, or it may elect to have selected degree-granting programs made eligible for Title IV. Any programs

selected for Title IV participation must be able to meet the Federal minimum requirements for program eligibility as

well as the requirements of this Policy.

(Note: the U.S. Department of Education considers an eligible institution to be the “sum of its eligible programs.”)

Eligibility

The institution that uses, or seeks to use, accreditation by DETC to establish eligibility to participate in Federal

student assistance programs must first offer “distance education” courses defined under the formal definition

established by the U.S. Department of Education.

For the purposes of qualifying institutions to participate in the Federal student assistance programs, any DETC

institution that intends to apply must meet all eligibility requirements, including the minimum program length

requirements, expressed in weeks and academic credits, as set forth in the law and regulations for Federal student

assistance program participation.

Any course or program length requirements, or minimum instructional schedule requirements, established by Federal

regulation must also be met. Any programs selected by the institution to be Title IV eligible must have existed in

substantially the same length and subject matter as the institution provided during the 24 months prior to the date it

applies for eligibility with the Department of Education.

The predominant mode (i.e., more than half of the instructional program) of delivering instruction must be via

distance education.

For proprietary or for-profit institutions, only those offering degree programs at the Associate’s, Bachelor’s,

Master’s, first professional degree level, or professional doctoral degree level will be eligible to apply for

participation in FSA Title IV programs by virtue of the institution being accredited by the Commission. Certificate

programs are not included.

Licensure

The institution that uses, or seeks to use, accreditation by DETC to establish eligibility to participate in Federal

student assistance programs must have a charter, license, or formal authority from the appropriate governmental

bodies to offer all of the programs or courses it offers, when such authority is available or required. The loss of state

licensure or required authority to operate will result in the contemporaneous loss of DETC accreditation and Federal

aid eligibility.

First Year Limit on Participation and Significant Growth Triggers

Revenue from all Title IV Federal student assistance programs by eligible institutions may not comprise more than

50% of an institution’s total revenue during its first 12 months of eligibility for Federal student aid program

participation, and not more than 75% of its revenue for the second 12 months and subsequent years of participation.

“Revenue” is defined as total receipts from all of the institution’s distance education students—regardless of whether

they received Federal student assistance Title IV program funds—for tuition, books, fees, and all institutional

charges, excluding refunds made.

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Students who enrolled in an institution’s programs prior to the date in which Title IV eligibility is granted and who

subsequently elect to receive Title IV aid will not be included in the institution’s Title IV revenues.

An institution that, due to its participation in the Title IV programs, experiences annual growth of more than a 50%

increase in student enrollments, and/or has more than a 50% increase in annual tuition receipts in any calendar year

may, at the discretion of the Commission, be directed to undergo an accreditation examination.

Reaccreditation

Since the length of the Title IV certification extends only through the institution’s current term of accreditation, not

to exceed five years; the institution must renew its compliance with Title IV programs as part of its reaccreditation.

The institution must readdress the statements in C.15. Policy on Institutions Participating in Title IV in its Self-

Evaluation Report. During the on-site visit, a Title IV evaluator will use A.8. Rating Form for Title IV Institutions to

verify the information provided in the SER. (12/11)

Action

Certification of the Institution by DETC

Those institutions that have, or seek to have, their accreditation with the Commission as a basis to establish eligibility

for FSA Title IV programs must apply to the Commission for approval of all the distance education programs offered

by the institution.

Only programs leading to the award of an accredited degree will be eligible for participation in FSA Title IV

programs.

Prior to an accredited institution filing an application to the Department of Education to be either a participating

institution or a deferment institution in Title IV programs, it must inform DETC of its intention to be evaluated and

“certified” by DETC for compliance with the provisions of this policy, and must be found in compliance with the

requirements set forth within this policy. The institution must submit the Application for Certification as an Eligible

Institution in FSA Title IV Programs (E.4.). Someone from the institution must also successfully complete DETC

course entitled, Realities and Regulations of the Title IV Aid Programs and submit a copy of his/her “certificate of

completion” with the application.

An accredited DETC institution may not participate in any Title IV FSA funding program, nor may it seek to be a

“deferment” institution, until and unless it is certified by DETC. An on-site visit to the institution is required in all

cases to be “certified” by DETC.

Although institutions accredited by other accrediting agencies are free to apply to the Department of Education for

Title IV status directly, without first being certified by the agency, the Department of Education has held DETC to

the highest standards in enforcing the certification policy DETC has adopted. Violation of any provisions of this

policy including applying to the Department of Education without first seeking and receiving DETC certification,

may subject an institution to corrective action, a special visit, or loss of accreditation.

Certification Report for Title IV

As stated earlier, a DETC institution may not participate in any Title IV FSA funding program or seek to be a

“deferment” institution unless it is certified by DETC. An on-site visit is required. Prior to the on-site visit, the

institution must submit an electronic copy of the Certification Report for Title IV documenting that it is in

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compliance with all the requirements as stated in this Policy. The institution must address the following statements

and provide documentation as evidence:

Standard I. Institutional Mission, Goals, and Objectives

1. The institution offers at least one academic degree program accredited by DETC.

2. The learning outcomes/objectives of any degree programs offered by the institution are comparable to those of

similar programs offered by institutions accredited by an agency recognized by the U.S. Secretary of Education

and/or the Council for Higher Education Accreditation (CHEA), or an accepted foreign equivalent that is listed in

the International Handbook of Universities (hereafter referred to as “appropriately accredited institutions”).

3. There is evidence that any degree program offered by the institution is in a subject area/field in which the

institution has demonstrated its competence and strength.

4. The institution has at least one program that meets the Department of Education’s definition of “distance

education” and that program is substantively the same length and subject matter as the program that the

institution has offered for at least 24 months.

Standard II. Educational Program Objectives, Curricula, and Materials

1. The educational objectives for any degree program the institution offers address the skills, knowledge, and

abilities a student is expected to acquire by completing the program, and are comparable to those of similar

degree programs offered by appropriately accredited institutions.

2. The curriculum of any degree program approved and offered by the institution is sufficiently comprehensive for

students to acquire the appropriate skills, knowledge, and abilities that reflect the level of the degree or program

offered.

3. For each degree program or group of similar programs that it offers, the institution (1) establishes an Advisory

Council, consisting of practitioners in the field for which the program prepares students, (2) that meets at least

annually and (3) provides the institution with advice on the current level of skills, knowledge, and abilities

individuals need for entry into the occupation, (4) as well as the adequacy of the institution’s educational

program objectives, its curriculum, and its course materials.

4. The “length” of any degree program offered by the institution is measured in semester or quarter credit hours (see

C.9 – Policy on Degree Programs for a definition of credit hour).

5. The length of the degree program is comparable to the length in credit hours of similar programs offered by

appropriately accredited institutions.

6. The degree programs meet Federal minimum length of time requirements.

7. The institution’s assessment of the acquisition of the appropriate skills, knowledge, and abilities by students

enrolled in any program offered by the institution is (1) formal, continuous and (2) includes graded examinations

and other academic assignments, as well as any other assessment techniques appropriate to the subject matter

being taught.

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8. An adequate number of proctored examinations are administered at the appropriate points throughout the degree

program.

9. The institution report as a substantive change per C.1. any contract where it entered into with another institution

or organization not certified to participate in the Title IV programs wherein it offers more than 25 percent of one

or more of the accredited institution’s educational program. (10/11)

Standard III. Educational Services

1. When technology is used for any part of a degree program, the institution provides adequate training and support

in the use of that technology to students, faculty, and involved participants.

2. The institution publishes and makes available to all students receiving Federal assistance, the faculty, and any

involved participants, a policy that defines “satisfactory academic progress.” At a minimum, the published policy

complies with all Federal student assistance requirements as stated in current Federal regulations.

3. The institution monitors satisfactory academic progress in accordance with its policy.

4. The institution has established procedures that effectively ensure that the person who is awarded a degree from

the institution is in fact the same person who enrolled in the program. (See Policy C.9.)

5. The institution provides for regular and substantive interaction between students and instructors, synchronously

or asynchronously.

Standard IV. Student Support Services

1. For each degree program offered, the institution provides students with complete and accurate information

regarding the skills, knowledge, and abilities that the program provides to its students.

2. The institution makes available to students, upon request, career counseling related to their program of study.

3. The institution makes available financial aid counseling available to all students in need of financial assistance,

students that are applying for financial assistance, and other persons seeking additional information regarding the

process for applying and receiving Title IV financial assistance. Such counseling may take place via a variety of

media sources and communications methods.

4. Upon the request of the student, the institution will provide personal assistance on questions related to the

application and delivery of financial aid.

5. The institution, through the financial aid office and the use of available media, encourages repayment of any

Title IV Federal student loan funds that were obtained for payment of the tuition and other costs associated with

the student’s attendance and enrollment in the institution’s academic programs.

6. The institution conducts entrance and exit loan counseling that encourages Title IV Federal student loan

repayment.

7. The institution has a default management plan that addresses areas such as the student loan information

(borrower’s rights and responsibilities, information regarding repayment and consolidation of student loan debt,

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communications with lenders and loan servicing agents, and the consequences of default), advising and

monitoring, cooperation with lenders, and collection information to facilitate location of borrowers.

8. The institution documents implementation of the default management program and regularly conducts an

evaluation of the effectiveness of its efforts as part of its self-study program.

Standard V. Student Achievement and Satisfaction

1. The institution has in place an on-going program to assess student achievement with respect to the stated degree

program objectives.

2. The institution demonstrates how this on-going program has been used to enhance program offerings and

services.

3. The institution demonstrates that graduates of its degree programs have attained the required skills, knowledge,

and abilities specified in the educational program objectives for the program.

Standard VI. Qualifications and Duties of Owners, Governing Board Members, Officials, Administrators, Instructors/Faculty, and Staff and Reputation of Institution 1. The names of the institution, institution’s owners, governing board members, and principal administrators do not

appear on the Federal government’s list of individuals debarred or suspended from participation in Federal

student assistance programs.

2. The institution’s owners, governing board members, officials, and principal administrators should not have been

previously affiliated with an institution that has lost or been denied accreditation, entered into bankruptcy, or

closed.

3. The institution employs a capable individual(s) to be responsible for administering all Federal student assistance

programs in which it participates, and for coordinating those programs with the institution’s other financial

assistance programs.

4. The institution employs other individuals, as needed, to assist in the administration of the Title IV programs.

5. At least one institution staff member must attend DETC-sponsored workshops on Title IV Aid Administration

when they are offered and is certified by DETC prior to the institution’s participation in any Title IV program.

6. Institutional personnel involved in the recruitment of students as their principal activity do not have final

decision-making authority in the approval or awarding of Federal student financial assistance.

Standard VII. Admissions Practices and Enrollment Agreements

1. The institution has a formal, written, and fairly administered admissions policy. The institution determines, with

reasonable certainty, prior to the acceptance of the applicant, that the applicant has the appropriate prior

education and program prerequisites required to succeed in the degree program.

2. If programs have prerequisites, they conform to the institution’s degree requirements, program objectives and

course learning outcomes.

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3. Students accepted for enrollment in degree programs must posses a high school diploma or its equivalent.

4. For each student enrolled in an undergraduate degree program, the institution maintains an official high school

transcript or its high school diploma equivalent.

5. For graduate degree-seeking students, the institution maintains an official transcript and evidence of any required

academic degrees for admission to graduate level programs and any other documentation needed to verify the

student’s qualifications for admission.

6. As part of its admissions policy, the institution takes reasonable measures to address and resolve any limitations

that prospective students may have that would hinder or prevent them for successfully completing the intended

program of study. Such measures may be: 1) the publication of a clear description of any physical handicaps or

disabilities that might prevent successful completion, 2) the inclusion of an appropriate question or questions on

the admissions application that would alert the institution to a potential problem and would trigger further action

by the institution, and 3) the requirement of a doctor’s statement in questionable cases. The institution’s

assessments will normally be conducted at a distance as a regular part of the institution’s admissions procedures.

7. An institution that participates in Federal student assistance programs is aware of, and complies with, all U.S.

Department of Education regulations and restrictions on methods of compensation that pertain directly or

indirectly to the success in student recruiting or admissions activities or in making financial aid decisions.

8. The institution makes available, or provides as required, the student consumer information as required by Federal

statute and regulations.

Standard VIII. Advertising, Promotional Literature, and Recruitment

1. Any statements the institution makes in any advertising, promotional literature, or other materials are complete

and accurate about (1) its eligibility or participation in Title IV programs, (2) its efforts to become certified to

participate in such programs, and/or (3) the availability of Federal student financial assistance to students who

enroll at the institution.

2. The institution will not use the availability of Federal financial assistance to students as the primary inducement

or rationale for students to enroll in a program.

3. The institution describes and discloses itself consistently to each accrediting agency, state agency, and Federal

agency with regard to identity, mission, purpose, governance, educational programs, credentials awarded,

personnel, finances, and constituents served. It also keeps each agency apprised of any changes in its status.

4. Any promotional literature, catalogs, websites, or other materials that describe the financial assistance available

to students, including any Federal student financial assistance that might be available, state that the assistance is

available only to those students who qualify, and include the Federal and institutional requirements students must

meet in order to qualify for and maintain eligibility for such assistance.

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Standard IX. Financial Responsibility 1. The institution must submit to DETC a copy of its annual, comparative (covering two most recent fiscal years)

independently audited Financial Statement and its Federal compliance audit for its most recent fiscal year within

10 days of these audits being submitted to the U.S. Department of Education.

2. The comparative Financial Statements covering each of the institution’s two most recent fiscal years must be

audited by an independent, certified public accountant.

3. The covering “Opinion Letter” for the audited statement must not contain language from the institution’s

independent CPA expressing any doubt about the institution’s ability to continue as a “going concern.”

4. The statements must be accompanied by a signed “Letter of Financial Statement Validation” certifying that the

CEO and CFO believe, to the best of their knowledge, that the financial statements are accurate. (See C.10.

Policy on Financial Statements.)

5. For each year of its Federal financial assistance participation, the institution meets each of the financial

performance tests and other qualitative measures mandated by the U.S. Department of Education for participation

in and maintaining eligibility in Federal student assistance programs.

6. An institution that files for Federal bankruptcy protection contemporaneously and immediately forfeits its DETC

accredited status and Federal student aid eligibility.

7. The published cohort rate for the institution for any cohort year—where 30 or more borrowers enter repayment—

cannot exceed the allowable rate as prescribed by the U.S. Department of Education. Institutions that receive a

published rate greater than 25% are required to implement and adhere to a default reduction plan that specifically

outlines the means by which the institution will provide services and contacts to the borrowers in an attempt to

reduce the cohort default rate.

8. The institution notifies DETC in writing within 10 days of having undergone any program reviews, inspections,

or other reviews of its participation in Title IV by the U.S. Department of Education. The institution also

provides complete copies of any reports (both preliminary and final) of these reviews, and provides any available

compliance audits, within 10 days of its receipt of these documents.

9. The institution meets the financial responsibility and administrative capability rules for Federal financial aid

participation required by Federal statute and regulation.

Standard X. Tuition Policies, Collection Procedures, and Refunds

1. The institution has and applies a tuition refund policy that meets all relevant state and Federal requirements and

which conforms to the DETC minimum refund policy found in III.C.3. of the DETC Business Standards.

2. At a minimum, the institution’s policy states (1) how refunds will be calculated, (2) the date from which refunds

will be calculated (i.e., the date of determination of withdrawal or termination), and (3) the time frame during

which refunds will be made.

3. The refund policy states how a student withdraws and what office/person he/she contacts.

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4. The refund policy is clearly stated on the institution’s enrollment agreement and its catalog and web site. For

online enrollees, the institution must demonstrate that prospective students have been exposed to the refund

policy.

5. The institution will also comply with the Return of Title IV Aid requirements when a student withdraws from a

school and is a Federal student financial aid recipient.

6. The institution pays all refunds within 30 days of the determination of the student’s withdrawal date.

Standard XI. Facilities, Equipment, Supplies, and Record Protection

1. The institution keeps accurate and complete academic and administrative records in accordance with Federal

requirements.

2. Student records are useable in electronic media.

Standard XII. Research and Self-Improvement

As an on-going part of its self-study, strategic planning, and outcomes assessment programs, the institution regularly

examines all aspects of its performance in Federal student assistance programs to determine if any changes are

needed to improve its compliance with its program responsibilities.

# # #

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16. Policy on Special Visits

A special visit is one ordered by the Accrediting Commission because of unusual circumstances or failure by the

institution to meets its obligations to the Commission. The Commission’s requirement for a special visit may be

precipitated because of (1) a serious or an unusually large number of student or other complaints e.g., “whistle-

blower” complaints; (2) state or Federal investigations or legal action taken against an institution, (3) an

institution’s failure to comply with a condition of accreditation, (4) reported conditions on negative financial events,

(5) a show cause order issued by the Commission, (6) governmental complaints against the institution, or (7) similar

serious concerns. (Rev 10/11)

If an institution refuses to agree to undergo a special visit, pay the fees for the visit in a timely manner, or observe the

timelines specified by the Commission for executing the special visit as directed, it will be reported to the

Commission for action, including withdrawing accreditation.

When the Accrediting Commission orders a special visit, it will be conducted in a timely fashion. In no case will the

time frame for reporting and conducting the visit extend beyond 12 months from the date the Commission is first

made aware of any condition requiring a special visit.

The Commission may grant an extension of time when it deems it is for a “good cause” as defined in D.1.1. Actions

Available to the Commission. (10/11)

An institution preparing for a special visit should follow the spirit and direction of the Guide to Self-Evaluation in

Appendix B, giving special attention to the areas of concern that have given rise to undergoing the special visit.

Because the institution will be informed of the reason(s) for the special visit, it will know the specific areas of the

Self-Evaluation Report (SER) that should be given particular emphasis. By following the Guide to Self-Evaluation,

the institution should be able to anticipate and accommodate the material needed in the SER.

Meeting Obligations of Accreditation

An institution’s failure to meet its obligations of accreditation may also result in requiring a special visit. An

accredited institution’s obligations are:

• File an Annual Report (due January 31st each year);

• Submit course/program completion data and summary of student surveys with Annual Report;

• Pay its Dues and Fees (by April 30th);

• Notifying the Commission of any “substantive change” as defined by C.1. Policy on Substantive Change and

Notification prior to the event; (10/11)

• File a Teach-Out Commitment (revised when ownership changes);

• Submit all new courses/programs for review prior to student enrollment;

• Correct any incorrect or misleading information; and

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• Promptly and satisfactorily resolve any complaints brought to the institution’s attention by DETC.

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17. Policy on International Activities

As stated in C.1. Policy on Substantive Change and Notification, any changes in international activities, including recruiting or partnerships with institutions undertaken outside the U.S. by an institution headquartered in the U.S. is considered a “substantive change” and prior approval is required. (10/11)

The policy below sets forth the Accrediting Commission’s expectations of DETC approved programs that are offered to students outside of the United States of America in concert with partners in other countries. Both currently accredited institutions and applicants for DETC accreditation must observe the provisions below. Applicant or accredited institutions must seek DETC review and approval of any international activities covered by this Policy as a part of their initial application procedure. Accredited status has always carried with it the expectation that the DETC institution will be held accountable for meeting all accreditation standards, whether programs are offered nationally or internationally. The Commission

considers any decision to operate overseas to be a “substantive change.” (Rev 10/11)

The Accrediting Commission understands that an institution’s international operations may take many forms. There is no need for separate DETC approval when international students enroll directly into a DETC-accredited institution in the United States, when all instruction originates in the U.S., and when marketing and recruitment are conducted by employees stationed in the U.S. and with whom the institution has direct contact. Action Whenever any major function (training sites, recruiting, instruction, marketing, recruitment, business functions) is performed outside the United States, or when branch campuses or coordinating offices are opened in another country, or when the institution contracts with foreign agents or educational entities, including formal articulation agreements, the DETC institution must submit to the Commission in writing a complete description of the international program and activities and submit its contracts for review (see page 6). Significant expansion of an institution’s activities overseas may trigger a comprehensive examination of an institution. (Rev 10/11)

The Accrediting Commission reserves the right to order a comprehensive review of an institution at any time it has

concerns that the institution is not in compliance with the DETC’s standards, policies, and/or procedures. (10/11)

At a minimum, when a DETC institution offers its programs outside of the U.S. using non-U.S. partners to market, service or otherwise facilitate the programs for non-U.S. students, the institution must comply with the following:

1. All standards for accredited institutions as set forth in the DETC Accreditation Handbook apply wherever programs are offered outside of the U.S. The DETC institution offering the program and issuing transcripts, certificates and degrees is fully responsible for ensuring that all DETC standards are met.

2. The institution will include information from its international programs, including the number of enrollments, on its Annual Report to DETC.

3. The institution must ensure that any international partner, agent or employee is held to the same standard of ethical practice and academic excellence as that followed in programs offered in the U.S. International students must also have access to services and resources of a type and at a level equivalent to those available to U.S. students.

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4. The institution must exhibit appropriate due diligence before entering into any international partnership or

employment agreements. The partner, if not a member of the same corporate/ecclesiastical structure as the DETC institution, must be licensed by or have received the necessary approval or accreditation from the country’s higher education oversight organization.

5. The nature of the arrangement and the duties and responsibilities of each party will be set out clearly for the Accrediting Commission and the public, with special attention being given to activities that are within the scope of DETC accreditation such as advertising, recruitment, instruction, assessment of learning, student services, assignment of grades, record keeping and other tasks that are the normal purview of accreditation standards. If a non-U.S. partner is involved in any overseas activities, or if local recruiters, instructors, marketers or other personnel are hired, then the institution must submit copies of specimen contracts to the Commission for review before the program is launched.

6. Any contracts with non-U.S. partners or agents must include language clearly indicating that all parties agree

to comply with DETC accreditation standards and policies, and that if such compliance does not occur, it is cause for immediate termination of the contract. If termination occurs, provisions will be made for fulfilling obligations to students already admitted to the program. The DETC institution’s contractual agreements must be submitted to the Commission for review and approval in advance of their implementation. If the Accrediting Commission approves the agreement, the approval will be for a fixed period, and thereafter will be periodically reviewed by the Commission on a schedule it chooses. A contract fee of $500, set forth in DETC’s E.1. Fees, will be charged each time there is a DETC contract review, including any follow-up reviews.

7. Programs offered outside the U.S. must be presented in English, or in the original language of instruction presented to the Accrediting Commission when the program received initial approval. At its election, institutions may offer tutorial or supplemental instruction in a local language to assist student comprehension. In no case will examinations be offered in a language other than English. Faith-based institutions offering religious programs abroad are exempt from this requirement.

8. If English is not the prospective student’s native language, and s/he has not earned a degree from an

appropriately accredited* institution where English is the principal language of instruction s/he must demonstrate college-level proficiency in English as prescribed in C.9. Policy on Degree Programs.

*accredited by an agency recognized by the United States Secretary of Education and/or the Council for Higher Education Accreditation (CHEA), or an accepted foreign equivalent that is listed in the International Handbook of Universities.

9. As required by DETC C.9. Policy on Degree Programs, transcripts not in English must be translated into English and evaluated by an appropriate third party or a trained transcript evaluator fluent in the language of the transcript. In this case, the evaluator must have expertise in the educational practices of the country of origin and include an English translation of the review.

10. If any marketing or promotion of the program is conducted in a language other than English, the institution must retain locally someone who reports directly to the U.S.-based office and who is fluent in both English and the local language to supervise all business and marketing transactions. This person will serve as the director or coordinator or quality control manager for the program and ensure that all functions performed are compliant with DETC standards and policies as well as internal institutional policies. The institution must maintain an accurate translation into English of all ads, flyers, brochures, commercials side-by-side with these materials in the original language and available at any time for review.

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11. The institution must maintain for its non-U.S. partners a set of current operating procedures and policies that

indicate not only how DETC accreditation standards will be met, but also identify how the local partner, campus, or employee will be evaluated for compliance with the policies. These policies and procedures should be enumerated in a printed operations manual that covers all areas. A copy of the manual should be given to each person directly involved with the program.

12. The institution must provide training for any non-U.S. instructors, finance, recruiting and marketing personnel to ensure that they understand and will abide by DETC standards. All non-U.S. personnel should sign written statements with the institution to indicate their understanding of and their agreement to comply with all DETC standards. All recruitment personnel must also sign the DETC Code of Ethics for Student

Recruitment Personnel.

13. The U.S. home office for the institution must keep complete personnel files on all its non-U.S. employees or agents, including original academic transcripts for faculty.

14. Representatives from the home office should periodically visit the international campus or office and during these visits meet with students and any local employees.

15. The institution is encouraged to develop appropriate academic security practices that provide additional safeguards to prevent student cheating and fraudulent recruiting/marketing practices in their international programs. This may require additional elements for monitoring and additional requirements for proctoring examinations as well as additional training and monitoring of faculty and recruitment personnel. Even if the DETC institution has a contract with another entity, it cannot delegate responsibility for these functions to a local entity.

16. The Accrediting Commission reserves the right to conduct an on-site evaluation of international operations at any time, including as a part of an reaccreditation review. As a part of the re-accreditation review, institutions must include in their Self-Evaluation Reports a full description and comprehensive data for all international activity.

17. The institution must have in place measures, resources, plans, and procedures that will ensure that all

students will continue to receive the education and training they were promised under the contractual arrangement, even if the business arrangements between the DETC institution and the non-U.S. institution are subsequently terminated.

# # #

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18. Policy on Annual Reports In an effort to ensure that there is consistent and continuous compliance with its standards, policies, and procedures, the DETC Accrediting Commission rigorously monitors the activities of each institution during the period of its accreditation. While DETC accreditation for U.S. institutions is on a five-year cycle (except for initial accredited institutions, which are reviewed again in three years), and while institutions must submit for DETC subject matter specialist evaluation any new programs developed between three/five-year reviews, the Commission’s continuous monitoring of institutions is also a key component of the overall culture of “trust but verify” that characterizes effective voluntary accreditation today. In addition to a three/five-year cycle of accrediting reviews and subject specialists’ evaluations of every new program, continuing Commission monitoring occurs on a three-part basis. First, institutions are required to advise the Commission whenever significant changes occur in their operations. Second, they must report any governmental investigations, lawsuits, or major change in financial condition. Third, Commission monitoring and oversight is exercised through submission of Annual Reports by institutions and their subsequent analysis by the Accrediting Commission. (10/11)

Due on January 31st, these Annual Reports follow the format set out in Appendix E.6. of the DETC Accreditation

Handbook. Institutions report on six different areas concerning current operations: (1) courses and programs offered; (2) certification of compliance with Commission requirements; (3) changes in educational and student services; (4) student satisfaction, as shown by responses to Commission-mandated survey questions; (5) completion and graduation rates; (6) financial condition, and (7) future plans. For future plans, institutions report on planned changes in the areas of course offerings, marketing, management, overseas activities, or location. (10/11) Annual Reports are due on January 31st each year. The institution will be charged a $500 late fee (see E.1. III. C.) if its complete and fully executed Annual Report is not received by DETC no later than the second Friday following January 31st. Failure to submit an Annual Report on a timely basis will also be cause for a special accreditation examination being directed (see C.16. Policy on Special Visits). If an institution is “certified” by DETC to be eligible for participation in Title IV Federal Student Aid programs, it must annually file E.7. Annual Report with Title IV. In addition to the items listed above, the institution must complete section VI on Title IV Participation. Action (10/11)

• Significant Growth or Decline in Enrollments: Institutions are required to report and explain the reasons for any significant growth or decline in enrollments (Section III. 2. of the Annual Report form). DETC identifies significant growth in enrollments to be the following:

If in a calendar year an institution reports:

- fewer than 300 new students, more than 100% increase; - between 300-1,000 new students, more than 75% increase; - between 1,000-9,000 new students, more than 50% increase; and - more than 9,000 new students, more than 25% increase.

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If an institution reports “significant growth in enrollments,” it must explain in detail in its Annual Report the reason(s) for the growth and what additional staff, faculty, administrators, educational and student support services, and financial resources and marketing plans have been employed to meet the needs for the new level of students to be served. The institution must also specify which programs had the most growth (indicating the percent of growth since last year), the reasons for the growth in those programs, and how the institution is accommodating the growth. DETC identifies a “significant decline in enrollments” to be when an institution’s new enrollments drop 25 percent or more in one year. If this happens, the institution must explain the reason(s) for the decline and the impact it has had on staff, faculty, administrators, educational and student support services, and financial resources and marketing plans.

• Significant Growth or Decline in the Number of Programs: Institutions are required to report and explain the reason for any significant growth or decline in the number of programs offered (Section III. 3. of the Annual Report form). DETC identifies significant growth in the number of programs as the following:

If in one calendar year an institution has—

- 1-3 programs; it adds more than 2 new programs - 4-10 programs; it adds more than 3 new programs - 11-20 programs; it adds more than 4 new programs - 21-and above programs; it adds more than 6 new programs

A “program” is a vocational or certificate program (non-degree), such as medical billing and coding, OR a degree program, such as an Associate of Science in Criminal Justice. Concentrations or specializations within programs, such as a Master of Business Administration with concentrations in Human Resource Management, Management, Marketing, Health Care Management, etc. count as one “program.” For degree certificate courses, if the courses are the same as what is offered in a degree program, they do not count.

Please note: all institutions must follow the instructions in C.5. Policy on Course/Program Approval whenever adding, revising, or changing any program.

If an institution reports “significant growth in the number of programs,” it must explain in detail the reason(s) for the growth and what additional administrators, faculty, educational and student support services, and financial resources and marketing plans it has employed to meet the needs for the new level of programs to be served.

DETC identifies a “significant decline in the number of programs” to be the same as defined above for significant growth except instead of “adds” it “drops” programs. If an institution reports a “significant decline in the number of programs,” it must explain in detail the reason for the decline and the impact it has had on staff, faculty, administrators, educational and student support services, other course/programs offerings, and financial resources and marketing plans.

• Analyzing Financial Information: Institutions are required to report and explain the reason for any significant changes in financial conditions (Section VI. of the Annual Report). If an institution shows a loss in its Net Income, Working Capital or Total Equity/Fund Balance under Section VI. Report on Financial Condition on its Annual Report form, it must submit the appropriate financial statement (see C.10. Policy on Financial Statement). The Commission will review the financial statements and make a judgment as to whether further reporting is required or take other appropriate action.

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• Title IV Institutions: Institutions participating in Title IV programs must report addition information describing their participation in Title IV aid programs in E.7. – 2011 Annual Report – with Title IV.

Commission Review and Follow-Up Action The DETC Staff will acknowledge receipt of each Annual Report and request any follow-up information needed within 30 days of January 31st. All Reports will be reviewed and summarized, and any substantive/significant changes that are reported will be noted, such as significant growth or changes in financial status as mentioned above, and presented to the Commission. Annually, at its mid-year meeting, the Commission will consider any significant, salient items that were reported by institutions and initiate any further follow-up actions that may be necessary. If after reviewing reports on significant growth in enrollments or growth in specific programs, or significant growth in the number of new programs, the Commission may place limits on future growth if it has going concerns regarding compliance with accreditation requirements. If an institution reports significant declines in these areas additional reporting may be required. (10/11)

Staff will also notify institutions of their compliance with Standard V on Student Achievement and Satisfaction. If the student satisfaction rate falls below 75%, or if course completion and program graduation rates are not within 15 percentage points of the mean rate for those in the institution’s assigned cohort group, an explanation must be provided and any corrective action described (see C.14. Policy on Student Achievement and Satisfaction). The institution’s response will be reviewed by the Commission and the institution will be notified if further action is required. (10/11)

Information provided by Title IV institutions will be reviewed for compliance with C.15. Policy on Institutions Participating in Title IV Programs. The Commission will examine the record of the institution’s compliance with its Federal program responsibilities under Title IV, based on the most recent “official cohort default rates” published by the U.S. Department of Education; the results of its audited financial statements; and its compliance audits, any program reviews conducted, and any other information that the Department of Education or others may provide to DETC. The Commission will take action, as appropriate, when any of the information suggests that the institution may be failing to meet DETC’s standards and reserves the right to investigate the allegations. The Commission is obligated under Federal regulations [CF 602.27(a)(6)] to report to the Secretary of Education any institution it has reason to believe is failing to meet its Title IV program responsibilities or is engaged in fraud and abuse. Institutions must be in compliance with C.1. Policy on Substantive Change and Notification. The Accrediting Commission reserves the right to order a comprehensive review of the institutions at any time it has concerns that the institution is not in compliance with the DETC’s standards, policies, and/or procedures. (10/11)

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19. Policy on Non-Private Institutions

This Policy is intended to help military, federal, and other non-private distance learning educators interpret selected

questions found in the Guide to Self-Evaluation as they prepare their SER for submission to the DETC Accrediting

Commission. It also suggests useful exhibits that should accompany the SER.

The questions in the Guide to SER were written primarily for private institutions. Some of the questions are therefore

not applicable to a non-private setting. However, some statements that appear not to be applicable can in fact be

interpreted in a way to make them render a useful response.

The institution must address each statement in the Guide to Self-Evaluation in Appendix B. The following statements

may help to interpret certain Standards from the point of view of the non-private institution:

Institutional Profile

#2. Institutional Organization. Supply the organization chart for the institution and a chart showing where it “fits”

in higher commands. List names, titles, and commercial phone numbers of the key persons in the institution’s

chain of command, including those in superior command organizations.

List any courses/programs with American Council on Education (ACE) credit recommendations and the amount

of credit suggested. Have the reports of the ACE evaluators available on site.

Describe any OJT/dual track training systems, and outline a typical example of how it works in the field.

Describe any distributed training or combination distance study-resident courses/programs.

With which other educational institutions—civilian or military—do you cooperate? Describe how

course/program offerings are developed to meet MOS needs and how the school works with other military

entities in developing courses/programs.

Standards for Accreditation

II. Educational Program Objectives, Curricula, and Materials

D. Up-to-Date Curriculum. Explain how educational materials are kept up-to-date and reflect current knowledge.

Describe the procedures and schedules for revising courses/programs.

III. Educational Services

A. Student Inquiries and Submissions. Describe how student inquiries may be handled at the student’s location.

How has the institution created a “learning system” which encourages inquiry and interchange and personalized

attention? Describe how assignments and examinations are graded.

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IV. Student Support Services

A. Assessment Services. Provide examples of how examination service is personalized. Show sample letters to

students, describe any telephone contact with students, or describe “on the job” personalization by a student’s

supervisor. How has the institution been able to overcome the impersonal nature of the large organization?

C. Counseling, Employment, and Alumni Services. Supply copy of student newsletter or other publications for

students.

V. Student Achievement and Satisfaction

A. Achievement of Student Learning Outcomes and Benefits. Provide test analysis data that support achievement

of performance outcomes. Provide supervisory survey data or graduate assessment data if available. Explain how

examinations and other evaluative techniques adequately measure the mastery of the stated learning objectives.

B. Student Satisfaction. Describe the institution’s system for collecting student evaluations. The institution may

need to modify the three mandatory questions to fit its operational context and mission. Provide information on the

three questions or other data showing student satisfaction.

C. Progress Through the Course/Program. Give an example of how course/program completion can lead to job

promotion. Describe any interfaces with promotion policies or any regulations that encourage course/program

enrollment. What evidence is there that course/program completion leads to career enhancement? Give examples of

promotion patterns.

VI. Qualifications and Duties of Owners, Governing Board Members, Officials, Administrators,

Instructors/Faculty, and Staff

A. Owners, Governing Board Members, Officials, and Administrators. Describe who reports to whom, and what

are their qualifications and responsibilities.

B. Chief Academic Officer and/or Department Heads (or equivalent position). Provide qualifications of personnel

who oversee curriculum decisions and compliance with academic standards.

C. Instructors/Faculty and Staff. Supply numerical figures of authorized and on-hand civilian and military

personnel, by department. Discuss any staffing priorities or difficulties through civilian staffing policies. What

evidence exists of higher command support—both fiscal and philosophical—of the future of the institution?

VII. Admissions Practices and Enrollments

A. Admissions Practices. Describe what is required for admission into courses.

B. Enrollment Agreement. N/A

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VIII. Advertising, Promotional Literature, and Recruitment Personnel

A. Advertising and Promotion. Describe the system in place for making the institution’s services known to

prospective students. Supply copies of regulations, posters, and newsletters that announce course availability. Are

recruiters, base education personnel, or training officers informed and a part of the institution’s network?

IX. Financial Responsibility

Supply a copy of the institution’s operating budget for the most recent two years. How is the budget formulated and

by whom? Who in higher commands has authority to approve budgets? What percentage of the budget is devoted to

course/program development?

XII. Research and Self-Improvement

B. Research and Self-Improvement. Describe how public relations efforts, attendance at DETC meetings,

preparation of distance study research, etc., have helped enhance the institution’s image and the credibility of the

service. How has the institution improved the distance study method?

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20. Policy on Complaints

This policy covers DETC requirements for institutions to establish complaint policies and procedures, and

complaints against accredited institutions, active applicants, DETC Evaluators, Commissioners and Staff.

The Accrediting Commission reserves the right to order a comprehensive review of an institution at any time it has

concerns that the institution is not in compliance with the DETC’s standards, policies, and/or procedures. (10/11)

Institutional Complaint Policies (10/11)

DETC requires applicants and accredited institutions to have written complaint policies and procedures for the

purposes of receiving, responding to, addressing, and resolving as appropriate, complaints made by students, faculty,

administrators, or any party, including one who has good reason to believe that an institution is not in compliance

with DETC standards and policies.

DETC’s Standard IV.D. addresses student complaints. At a minimum, the institution’s policy must instruct students

where and how to file a complaint or grievance, and the maximum time for resolution. The institution’s complaint

policy and procedure must be made available to all students. The institution must define what it considers to be a

student complaint. Student complaints typically are about items such as administrative issues, financial issues,

technical issues, faculty performance, grading, program content, program effectiveness/expectations, library services,

misrepresentation of career or placement services for institutions that offer such services.

The institution must review in a timely, fair, and equitable manner any complaint it receives from students. When the

complaint concerns a faculty member or administrator, the institution may not complete its review and make a final

decision regarding a complaint unless, and in accordance with its published procedures, it ensures that the faculty

member or administrator has sufficient opportunity to provide a response to the complaint. The institution must take

any follow-up action, as necessary, including enforcement action, if necessary, based on results of its review.

The institution’s complaint policy must also include how it notifies students as to where and how they may file

complaints with state agencies and its accrediting agencie(s), as appropriate.

As part of DETC’s review of Standard IV.D., it will address the quality and reputation of an institution by taking into

account the institutions record of student complaints. DETC Evaluators will be asked to review and assess the

institution’s complaint policies and procedures to make certain the institution is monitoring its quality of education

and services.

DETC Complaints

This section covers complaints against accredited institutions, active applicants, and DETC Evaluators, the

Commissioners and Staff. This policy is designed to permit a fair and timely investigation of complaints that

reasonably allege instances of non-compliance with the standards and policies of DETC. If someone has a complaint

against a non-accredited institution, DETC will try to give guidance as to whom the complainant should direct the

matter.

DETC has an “Online Complaint System” that enables individuals to file a complaint directly from the DETC

website. The complaint form may be found at www.detc.org (select “Contact Us” and select the link in the left hand

column). All complaints should be submitted using this form. For those who cannot access the Internet, written

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complaints will be accepted provided they include the complainant’s name and contact information and a release

from the complainant(s) authorizing the Commission to forward a copy of the complaint, including identification of

the complainant(s) to the institution. Where circumstances warrant, the complainant may remain anonymous to the

institution, but all identifying information must be given to DETC.

Written complaints must contain the following: the basis of any allegation of noncompliance with DETC standards

and policies; all relevant names and dates and a brief description of the actions forming the basis of the complaint;

copies of any available documents or materials that support the allegations; a release authorizing the Commission to

forward a copy of the complaint, including identification of the complaint(s) to the institution. In cases of anonymous

complaints or where the complainant requests for his/her name to be kept confidential, the Commission considers

how to proceed and whether the anonymous complaint sets forth reasonable and credible information that an

institution may be in violation of the Commission’s standards and whether the complainant’s identify is not

necessary to investigate. (10/11)

Definition of Complaint

A complaint is defined as notification to DETC by any person or entity (including, but not limited to, any student,

any faculty or staff of an accredited institution, any member of the general public, any representative of a Federal,

State, or local government, and any member of any other institution or organization) that sets forth reasonable and

credible information that (1) an accredited institution; (2) an applicant institution; or (3) the Evaluators, Accrediting

Commissioners or staff of the DETC are not in compliance with one or more DETC’s standards or policies.

Where issues of educational services, student services, or tuition are concerned, a student complainant must have

exhausted all efforts to resolve his/her complaint with the institution before considering filing a complaint with

DETC. Where issues of educational quality or compliance with DETC standards or policies are not central to the

complaint, the DETC will refer the complaint and/or the complainant to the appropriate federal or state agency or

private entity with jurisdiction over the subject matter of the complaint and may provide a copy to the institution.

(10/11)

The Commission will not intervene on behalf of individuals in cases of a personnel action, nor will it review an

institution’s internal administrative decisions in such matters as admissions decisions, academic honesty, assignment

of grades and similar matters unless the context of an allegation suggests that there may be a violation of DETC

standards or policies, or if the context of an allegation suggests that unethical or unprofessional conduct or action

may have occurred that might call into question the institution’s compliance with a DETC standard or policy.

Further, the Commission will not intervene on behalf of individuals in cases where the situation giving rise to the

complaint had occurred so long ago that investigating and ascertaining the facts might prove to be problematic. The

Executive Director will exercise professional judgment in determining which cases meet these criteria.

In addition, if, for any reason, the Commission suspects any type of unethical behavior, including fraud and abuse, by

an applicant or accredited institution, the Commission reserves the right to investigate the allegations. The

Commission is obligated under Federal regulations [CF 602.27(a)(6)] to report to the Secretary of Education any

institution it has reason to believe is failing to meet its Title IV program responsibilities or is engaged in fraud and

abuse. (10/11)

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Records of Complaints

The DETC maintains records of all complaints. Complaints received against accredited institutions and the manner of

their resolution is kept for two accreditation cycles (8-10 years). Complaints received against initial applicants are

kept for a period of three years. The DETC provides summaries of these files to visiting examining committees when

they conduct on-site visits. The Accrediting Commission also considers these summary files when it acts on an

institution’s application for initial or re-accreditation. The complaints are analyzed according to how the institution

handles them or how they were resolved. (10/11)

In addition, all other complaint files are tabulated and summarized and presented at each meeting of the Accrediting

Commission. The summary provides an analysis of any complaints unresolved, categories of complaints by nature

and source, and any other information the Commission desires regarding the record of complaints received by the

DETC.

1. Complaints Against Accredited Institutions

When the Accrediting Commission of the DETC (hereafter DETC) accredits an institution, it expects that institution

to remain in compliance with all of the DETC standards for accreditation throughout the accreditation period granted.

Therefore, one of the principal concerns of the DETC when it receives a complaint about an accredited institution is

whether the institution is in compliance with the published standards and policies. The burden of proof rests with the

institution to prove that it is meeting DETC’s published standards and policies, at all times, including proving

compliance after accreditation is awarded.

Another concern of the DETC is the methods, policies, philosophy, and procedures of the institution for handling

complaints on an ongoing basis. The DETC expects its accredited institutions to have operational procedures in place

for fairly and promptly resolving complaints so that they do not become a matter for concern by outside agencies.

DETC will consider a complaint even if the institution is involved in litigation with the Commission or other third

parties. Therefore, in investigating a specific complaint against an accredited institution, the DETC also examines

whether or not the institution has effective methods for handling student problems on a routine basis. In so doing, the

DETC looks to see if the institution’s procedures are equitable, consistently applied, and effective in resolving

problems. (10/11)

Finally, the DETC is concerned about the frequency and pattern of complaints about an accredited institution. DETC

expects the institution to monitor all complaints it receives, and expects the institution to take steps to ensure that

similar complaints do not become repetitive or routine.

Action

When DETC receives a complaint against an applicant or accredited institution, the DETC’s procedure for handling

the complaint consists of the following steps:

1. After receipt of the complaint, the Commission staff will send a letter or e-mail to the complainant

acknowledging receipt of the complaint and explaining the process the DETC will follow in investigating the

complaint.

2. DETC staff will conduct an initial review of the complaint to determine whether the complaint sets forth

information or allegations that reasonably suggest that an institution may not be in compliance with DETC’s

standards, policies, and procedures. If additional information or clarification is required, the Executive Director

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(acting on behalf of the Commission) will send a request to the complainant. If the requested information is not

received within 15 days, the complaint may be considered abandoned and may not be investigated by DETC.

(10/11)

3. If the Executive Director determines after the initial review of the complaint that the information or allegations

do not reasonably demonstrate that an institution is out of compliance with DETC standards, policies, or

procedures, the complaint may be considered closed and not investigated by DETC. (10/11)

4. If the Executive Director determines after the initial review of the complaint that the information or allegations

reasonably suggest that an institution may not be in compliance with DETC standards, policies and procedures,

the Executive Director will notify the institution that a complaint has been filed. The notice will summarize the

allegations, identify the DETC standards, policies, or procedures that were allegedly violated, and provide a copy

of the original complaint to the institution. The institution will be given 30 days to provide a response, except for:

(10/11)

� In cases of advertising violations, Commission staff forwards a copy of the advertisement to the

institution, citing the standard that may have been violated. The institution is required a response within

15 days.

� If a news article or media broadcast carries a negative report on a DETC accredited institution, the

institution is required to respond to the statement(s) within 15 days.

� In cases when the complaints are from students concerning administrative services, student services,

educational services, or tuition, the institution will be required to respond directly to the student within

15 days to address his/her concerns.

5. The Executive Director will review the complaint and the institution’s response for compliance with the

accrediting standards, policies, and procedures.

6. If the Executive Director concludes that the allegations do not establish there has been a violation of standards,

policies, or procedure, he/she will consider the complaint closed, and no further action is required.

7. If the Executive Director concludes that the allegations may establish a violation of DETC standards, policies

and/or procedures, he/she may take one of the following actions: (10/11)

� Postpone final action on the complaint for a period not to exceed 60 days if there is evidence that the

institution is making progress in rectifying the situation. In the case of postponement of action, the

complainant will be kept informed of the status of the complaint and its final action. NOTE: The failure of

the institution to rectify the situation by the end of the 60 day period and will be referred to the Accrediting

Commission for consideration and action.

� Notify the institution that, on the basis of the information provided, the DETC has determined that the

institution is failing to meet the DETC standards and that the DETC is taking appropriate action. Such action

may include requiring the institution to take specific corrective action and report back to the Accrediting

Commission and/or conducting a Special Visit to the institution on an announced or unannounced basis. If

circumstances warrant, the Accrediting Commission may initiate action, including a show cause proceeding,

that may result in the termination of the institution’s accreditation. If appropriate, it may also include

referring the matter to Federal, State, or local agencies for review and possible action.

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8. In all instances, the Executive Director will send a letter to the complainant and the institution regarding the final

disposition of the complaint, and a record of the complaint will be kept on file at the DETC office subject to the

Commission’s document retention policies. (10/11)

NOTE: The failure of the institution to provide either a response to the complaint or any additional information

as requested by the Executive Director within the specified time frames will be considered a violation of the

DETC’s policy on complaints and will be referred to the Accrediting Commission for consideration and action.

An adverse action against an institution arising from a complaint will not be taken until the institution has had an

opportunity to respond to the complaint within the time frames set forth by the Commission.

2. Complaints About Applicant Institutions

The Commission posts on its website and publishes a list of applicant institutions and encourages third-party

comments. DETC’s D.13. Third-Party Comments addresses receiving, processing, reviewing, and acting on third-

party comments. (10/11)

If a complaint (as defined above) is received about an applicant institution, the procedures followed for handling the

complaint are the same as for handling a complaint about an accredited institution (see above). (10/11)

3. Complaints About DETC Evaluators, Accrediting Commissioners, and Staff

The DETC promptly reviews any complaint it receives against the DETC Evaluators, Accrediting Commissioners,

and/or its staff. Because of the seriousness with which it regards complaints of this type, the DETC requests that such

complaints be in writing and filed through DETC’s Online Complaint form on its website (see above). If a complaint

is received orally, the complainant will be asked to submit the complaint in writing. Anonymity will be honored only

for good cause and at DETC’s discretion in these cases. The person against whom the complaint is lodged will not

participate in making the final decision. As described below, the Chair or Vice Chair of the Commission or the

Executive Committee will review in a fair and equitable manner, and apply unbiased judgment to, any complaint

against itself and take follow-up action, as appropriate, based on the results of the review. (Rev 10/11)

Action

The procedures for handling complaints against DETC Evaluators, an Accrediting Commissioner, and/or its staff for

alleged violations of DETC’s standards, policies, or code of conduct are as follows:

1. After the receipt of the complaint by DETC, all materials related to the complaint are forwarded to the Chair of

the Accrediting Commission (unless the complaint is about him or her). If the complaint is about the Chair, the

complaint and all materials are forwarded to the Vice Chair. (10/11)

2. After the receipt of the complaint, the Chair or Vice Chair sends a letter to the complainant acknowledging

receipt of the complaint and explaining the process the DETC will follow in investigating the complaint. (10/11)

3. Also after the receipt of the complaint, the Chair or Vice Chair reviews the complaint and decides whether any

additional information is needed from the complainant, the DETC Evaluator, Commissioner, and/or DETC staff

before the complaint can be considered. If so, the Chair or Vice Chair requests that the information be provided

to the Chair within 30 days. If the requested information is not received within the specified timeframe, the

complaint may be considered abandoned and may not investigated by DETC. (10/11)

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4. Within 30 days of receipt of all the information pertaining to the complaint, including the original complaint and

any additional information, the Chair or Vice Chair convenes a conference call of the Executive Committee of

the Commission to review the complaint. The Executive Committee will not complete its review and make a

decision regarding the complaint unless it ensures that the Evaluator, Commissioner or staff member has had

sufficient opportunity to provide a response to the complaint. (10/11)

5. After review of the complaint and the response by the person named in the complaint, the Executive Committee

summarizes its findings and presents those to the full Commission at its next regularly scheduled meeting, at

which time the Commission reviews the matter and reaches a final decision. If, however, the Executive

Committee determines that the matter is of such urgency that it must be discussed and decided immediately

rather than await the next Commission meeting, the Chair will schedule a conference call of the full Commission

as soon as possible so that the Commission can review the matter and reach a final decision. (10/11)

6. The Commission can make a decision using its best judgment on what action it wishes to take in cases where it

has determined that there has been a violation of DETC standards, policies or code of conduct. The action may

include personal admonishment, letter of reprimand, or termination.

7. The Chair or Vice Chair notifies the person to whom the complaint was about of the Commission’s final decision

within 30 days of the close of the Commission meeting (or conference call) and if any follow-up is required.

(10/11)

8. The Chair or Vice Chair notifies the complainant in writing of the Commission’s decision within 30 days of the

close of the Commission meeting (or conference call) during which the complaint was reviewed.

A record of the complaint and all documenting materials, and the action letter is kept on file at the DETC offices in

accordance with document retention policies and procedures. (10/11)

# # #

Revised October 2011

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21. Policy on Required Institutional Documents This policy is to give guidance to DETC accredited institutions on what documents they should maintain. Institutions

should check with their legal counsel and their state laws to make certain they are in compliance.

Essential Documents

The following items should be maintained electronically, in print or by other means at all times:

1. A master copy of each course or program;

2. Copies of each current catalog, bulletin, or brochure, promotional material, and advertisement;

3. Each student’s permanent record showing admission date(s), transcript of academic progress from other sources,

tuition payments, financial aid, termination, or completion;

4. Each student’s application for admission and/or enrollment contract showing name, address, age, date enrolled,

and other pertinent information with documents supporting accomplishment of prerequisites established for each

course/program; and

5. A copy of the academic record/transcript of credits for each student completing a course or program from the

institution.*

* must be maintained indefinitely.

Any document that contains a signature, seal, certification, or any other image or mark required to validate the

authenticity of its information must be maintained in its original hard copy or in an imaged media format. An

institution may maintain a record in an imaged media format only if the format is capable of reproducing an accurate,

legible, and complete copy of the original document. When printed, the copy must be approximately the same size as

the original document.

When maintaining documents electronically, the institution must document the procedures and provide audit trails to

serve as the record that the images were created properly and validated. A migration plan may also be needed to

ensure that the information in the images can be accessed through the retention period of the records.

If an institution accepts digitally signed transcripts or verified data that is electronically transferred from an outside

source, the institution must document that the outside source uses a system that provides registration and verification

of participants, protocols for securely sending and receiving files, logging of file transmissions, and electronic

notification. The outside source must also comply with all applicable laws and regulations governing the activities

and services provided, including FERPA and other laws concerning the privacy and confidentiality of information

and records.

Useful Information

As helpful guidance to institutions, students should have access to the following information:

(Degree-granting institutions should also see Standard VIII. Advertising, Promotional Literature, and Recruitment

Personnel in C.9. Policy on Degree Programs.)

1. The institutional mission, goals, and objectives.

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2. Names and titles of administrators of the institution.

3. The legal control, names of trustees, directors, and/or officers of the corporation.

4. A general statement of accredited status and governmental approvals (including DETC’s address, phone

number and website address)

5. Hours of operation, including holiday schedule, and faculty/instructor’s availability.

6. List of full-time and part-time faculty, each listed separately, with degrees held and conferring

institutions, and the area of teaching specialization.

7. Academic calendar for combination programs or any programs that operate on a fixed calendar.

8. Institution’s admission policy for each specific degree offered, i.e., Associate, Baccalaureate, Master’s,

First Professional, or Professional Doctoral degree.

9. Statement of curricula offered including curriculum objective, courses included, total credits required,

required prerequisites, requirements for certification, and licensing as appropriate.

10. Expectations for maintaining satisfactory academic progress.

11. Explanation of grading policies, transfer of credits, and equivalent.

12. Assessment and proctoring procedures.

13. Student code of conduct and academic and non-academic dismissal policies.

14. Student complaint or grievance policies and procedures, including DETC contact information.

15. Student identity verification procedures.

16. Student Financial Aid program policy disclosures, as required by federal regulations, if participating in

Federal Student Aid.

17. If residence training is required, facilities and/or equipment available to support courses or programs;

18. Graduation requirements, including minimum passing grades.

19. Statement of fees, tuition, and all regular and special charges for each program.

20. Statement of refund policy and cancellations that conforms to the DETC Business Standards.

21. Description of counseling and/or placement services available to students, if any.

22. The institution should include on the front cover or title page of the catalog (or the online equivalent) the

year or years for which the catalog is effective.

When prepared for use in a brochure or website, the above may be in abbreviated form.

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22. Policy on Information Provided to the U.S. Department of Education

It is DETC’s policy to submit the following information to the U.S. Department of Education:

• A copy of any annual report it prepares;

• A copy, updated annually, of DETC’s directory of accredited institutions;

• A summary of DETC’s major accrediting activities during the previous year (an annual data summary), if

requested by the Secretary;

• Any proposed change in DETC’s policies, procedures, or accreditation standards that might alter its—

(1) Scope of recognition; or

(2) Compliance with the federal criteria for recognition;

• Any actions described in D.1.1. Actions Available to the Commission; (10/11)

• The name of any institution which DETC accredits that has been “certified” by DETC as being “Title IV

Program Eligible” under DETC Policy C.15.

• The name of any institution DETC accredits that DETC has reason to believe is failing to meet its Title IV

program responsibilities or is engaged in fraud or abuse, along with DETC’s reasons for concern about the

institution; and

• If the Secretary requests, information that may bear upon an accredited institution’s compliance with its Title IV

program responsibilities, including the eligibility of the institution to participate in Title IV programs or a

significant or systematic non-compliance in the assignment of credit hours. The Secretary may ask for this

information to assist the Department in resolving problems with the institution’s participation in the Title IV

programs. (10/11)

DETC will review on a case-by-case basis its contact with or information or materials provided to the U.S.

Department of Education and the circumstances surrounding them and will determine whether they should be

considered confidential. DETC will treat a contact or request from the U.S. Department of Education for information

concerning an institution as being confidential, upon the specific request of the Department. (10/11)

# # #

Revised October 2011

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23. Policy on Credit Hour

The purpose of this policy is to provide guidance to DETC accredited institutions and applicant institutions as to the

Commission’s requirements for credit hour policies and procedures. This policy provides the definition and

requirements for establishing and documenting credit hours. Institutions may define their programs in terms of credit

hours and thereby adopt a common classification system which is understood and recognized by the higher education

community.

Institutions are responsible and accountable for demonstrating that each course and each program has the appropriate

amount of student work for students to achieve the level of competency (i.e., learning outcomes) defined by

institutionally established course/program objectives.

For Title IV purposes, DETC is required to review an institution’s policies and procedures for determining the credit

hours as defined in 34 CFR 600. DETC must evaluate an institution’s awards for courses and programs and the

application of the institution’s policies and procedures to its programs and coursework and make a reasonable

determination of whether the institution’s assignment of credit hours conforms to commonly accepted practice in

higher education

DETC does not review its member institution’s non-degree programs for purposes of reviewing outside preparation

since DETC does not permit non-degree programs to be Title IV eligible.

Credit Hour Policy

As part of its review of an institution for initial accreditation or renewal of accreditation, DETC conducts an effective

review and evaluation of the reliability and accuracy of an institution’s assignment of academic credit hours.

DETC reviews an institution’s policies and procedures for determining the credit hours it awards for its courses and

programs and how the institution applies its policies and procedures to its programs and coursework. DETC also

makes a reasonable determination of whether the institution’s assignment of credit hours conforms to commonly

accepted practice in higher education.

In its review and evaluation, DETC will:

(1) Make a reasonable determination of whether the institution’s assignment of credit hours conforms to

commonly accepted practice in higher education as determined by showing a comparison with other

appropriately accredited institutions;

(2) Make use of its subject matter evaluators’ reports or other methods as warranted to verify the institution’s

assignment of credit hours; and

(3) Take such actions that it deems appropriate to address any deficiencies. DETC will consider all relevant

factors to determine whether an institution’s assignment of credit hours conforms with commonly accepted

practices.

All standards for measuring satisfactory academic progress must include qualitative and quantitative standards by

which student progress is evaluated. Action must be taken by the institution if students fail to meet the institution’s

minimum standards of progress. Please reference C.14. Policy on Student Achievement and Satisfaction for

additional standards for measuring student progress.

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Credit Hour Defined

DETC’s definition of credit hour assigned to academic programs is:

Semester and quarter hours shall be equivalent to the commonly accepted and traditionally defined units of

academic measurement in accredited institutions. Academic degree or academic credit-bearing distance learning

courses are measured by the learning outcomes normally achieved through 45 hours of student work for one

semester credit1 or 30 hours of student work for one quarter credit.

2 This formula is typically referred to as a

Carnegie unit and is used by the American Council on Education in its Credit Recommendation Evaluative

Criteria.

1one credit/semester hour is 15 hours of academic engagement and 30 hours of preparation

2one quarter hour credit is 10 hours of academic engagement and 20 hours of preparation

Student work includes direct or indirect faculty instruction. Academic engagement may include, but is not limited to,

submitting an academic assignment, listening to class lectures or webinars (synchronous or asynchronous), taking an

exam, an interactive tutorial, or computer-assisted instruction; attending a study group that is assigned by the

institution; contributing to an academic online discussion; initiating contact with a faculty member to ask a question

about the academic subject studied in the course and laboratory work, externship or internship. Preparation is

typically homework, such as reading and study time, and completing assignments and projects. Therefore, a 3 credit

hour course would require 135 semester hours (45 hours of academic engagement and 90 hours of preparation).

All student work must be documented in the curriculum materials and syllabi, including a reasonable approximation

of time required for the student to complete the assignments. Evaluation of a student’s work must be identified as a

grading criterion and weighted appropriately in the determination of a final grade for a course.

In addition to an institution’s determination and documentation of assigned credit hours, DETC requires its subject

matter specialists to verify that courses are assigned appropriate credit. DETC’s B.7. Guide to Subject Specialists on

Determining Credit Hours (found on DETC’s website) provides additional guidance. The following statement is

included in DETC’s A.1. Examiner’s Rating Form for All Institutions; A.3. Rating Form for Off-Site Degree Subject

Specialists, A.4. Rating Form for On-Site Subject Specialists, and the cover letter to the Subject Specialist:

Is each course assigned the appropriate “semester” and “quarter” equivalent to the commonly-accepted

and traditionally defined units of academic measurement in an appropriately accredited institution? (1

credit/semester hour requires 15 hours of academic engagement plus 30 hours of preparation OR 1 quarter

hour/unit requires 10 hours of academic engagement plus 20 hours of preparation or equivalent).

(Please note: for Title IV purposes, DETC institutions must comply with Federal requirements for credit hour or

clock-to-credit hour conversions which may be different from those required by DETC for academic purposes.)

For additional guidance, read DETC’s Critical Document (C.13. Determining Credit Hours) found on DETC’s

website. Go to www.detc.org, select the “Member Services” tab, select “Evaluators Documents” (enter “guest” for

both your user name and password) and C.13.

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Changing from Clock Hours to Credit Hours

DETC does not authorize clock hour-to-credit hour conversions, since under DETC policies only degree-awarding

institutions are eligible for Title IV funding. Degree-awarding institutions must use credit hours as described above.

Institutions must display both credits hours and clock hours if clock hour designations are required by the state.

Self-Paced Programs

Institutions with non-online or self-paced credit bearing programs must have a reliable method of ascertaining how

much time students spend engaged in their studies, and provide a full explanation of how the method is used to make

credit determinations, along with supporting data.

Action

An institution must have written policies and procedures for determining its credit hours and for applying the policies

and procedures to its programs and coursework. The institution must document that the amount of credit awarded for

student work is in accordance with DETC’s credit hour definition. In determining the amount of work the

institution’s learning outcomes require, the institution must measure and document its various methods for collecting

this information.

Institutions may assign credit hours for an amount of work represented by verifiable student achievement of

institutionally established learning outcomes. Credits may be awarded on the basis of documentation of the amount

of work a typical student is expected to complete within a specified amount of academically engaged time, or on the

basis of documented student learning calibrated to the amount of academically engaged time for a typical student.

Typically, determining the credit hours for a course is done during the course development stage. Learning outcomes

are established and stated in the course objectives. An institution must measure and document the amount of time it

takes the average student to achieve learning outcomes, and specify the academic engagement and preparation time.

In reviewing and evaluating an institution’s policies and procedures for determining credit hour assignments, DETC

may use sampling or other methods in the evaluation.

If during an institution’s initial or reaccreditation review, it is determined that an institution’s credit hour policies,

and procedures are found to be deficient, the deficiencies will be reported in the Chair’s or Subject Specialist’s

Report, and the institution will have an opportunity to make the appropriate change/revision to bring its credit hour

policies and procedures into compliance.

If, following the institutional review process, DETC continues to find systemic non-compliance with its policies or

significant non-compliance regarding one or more programs at the institution, DETC is required to promptly notify

the Secretary of Education.

In all cases, the Commission will allow the institution sufficient time to respond to any findings before any final

decision regarding the institution’s accredited status is made.

# # #

Adopted August 2011 – revised October 2011

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24. Policy for Non-U.S. Institutions

If a distance education institution located outside the United States wishes to apply for accreditation, it must petition

the DETC Accrediting Commission and request that its application be accepted. Applications will be reviewed on a

case-by-case basis. (8/11)

In its petition, the institution should:

� describe how accreditation by the Accrediting Commission of the DETC will be of benefit to the institution and

to its students;

� explain how accreditation will be used; and

� commit that the institution head and/or key personnel will actively participate in Council affairs if the school is

accredited.

A large proportion of the institution’s courses/programs and materials must be in English to give the English

speaking examiners and the Accrediting Commission a comprehensive understanding of the institution and its

programs. Waivers to this Policy may sometimes be granted upon written petition to the Commission.

Extensive pre-application and visitation contacts between the institution and the DETC staff are required to assure a

full understanding of standards and procedures and to avoid misunderstandings and disappointments. Such contacts

should be made through exchanges of correspondence, telephone conversations, and in face-to-face meetings, which

may include a Readiness Assessment (see C.12.). The institution will pay reasonable expenses for such contacts.

The institution will be evaluated using the standards of the Accrediting Commission. The DETC Business Standards

will be applied on an item-by-item basis with due regard to the national laws, regulations, and cultural environment

applicable to the applicant. The Commission may approve the tuition refund policy used by a non-U.S. government-

owned institution if it is found to be “fair and equitable” to students.

Action

If the Commission agrees to accept the institution’s application, the institution must follow the 8 steps in the

accreditation process (see pages 16-22 of the DETC Accreditation Handbook). It must submit a completed

Application for Accreditation (see Appendix E.2) and a copy of its Self-Evaluation Report within 60 days of

submitting the application. A Readiness Assessment will be conducted to determine if the institution is ready to

undergo an on-site visit. (8/11)

In addition, the Commission reserves the right to not accept an application from an institution, otherwise qualified, if

travel conditions or security concerns in that country are perceived by the Commission to be unsafe. This decision

would not be appealable under DETC’s D.2. Appealing Commission’s Adverse Decision.

The specified number of copies of a full Self-Evaluation Report must be provided to the Director of Accreditation at

least three months prior to the date set for the on-site visit.

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The visiting committee will consist of at least three evaluators and the Accrediting Commission Observer. The

normal course review policy will be followed. In certain cases, a subject specialist will accompany the visiting

committee. When possible, an educator from the institution’s geographic area will be included on the visiting

committee.

When possible, an individual from the appropriate national government regulatory body will be invited to observe the

accreditation process. The process must remain independent of any government review procedures, however, and the

voluntary, non-governmental nature of accreditation must be preserved.

The institution will pay the actual cost of the review, including travel expenses of the visiting committee, fees for

course/program reviews, and honoraria plus a 15 percent administrative fee. U.S. Evaluators will be authorized to

travel via “Business Class” when flying, and the applicant agrees to pay such airfare expense. The institution will be

sent an estimated fee that must be paid (in U.S. funds) prior to the visit. Adjustments will be made following the

visit.

Where a government affiliated or supported non-U.S. institution does not enroll a significant number of U.S.

students, the Commission may permit a ten-year cycle for full accreditation reviews. In addition to submitting an

Annual Report, such an institution will be asked to submit an Interim Report at the five-year point of its

accreditation. The Commission may order a staff visit to follow-up on any items noted in the Interim Report.

An institution accredited on the basis of successful operation outside of the United States may operate in the U.S.

only after receiving approval from the Accrediting Commission. To obtain this approval, the institution must first

undergo a Readiness Assessment (see C.12. Policy on Readiness Assessment). This assessment will assess the ability

of the institution to operate in an American academic environment, including whether the materials and pedagogy are

appropriate for U.S. students. It will also examine whether the institution has sufficient support, academically and

financially, to maintain itself in the U.S. market.

This Readiness Assessment can result in a finding that the institution is ready to commence U.S. operations, that

some operations should await the completion of a full visit, or that the institution is not yet prepared for U.S.

operations. Should the visit conclude that the institution is not yet ready, a re-application for U.S. operations may be

made after one year. Students enrolled by the institution will be surveyed using the established survey procedure.

# # #

Revised August 31, 2011

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DETC Accreditation Handbook – 2012 C.25. – Policy on Change of Name

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25. Policy on Change of Name

As stated in C.1. Policy on Substantive Change and Notification, the Accrediting Commission considers a change of

name of an institution to be a “substantive change” and prior approval is required before the change may be included

in the institution’s grant of accreditation. (10/11)

Action

Prior Approval: When an institution proposes to change its name, it must submit to the Commission a Change of

Name Report at least 30 days prior to making the change. The Change of Name Report must include the following:

- Proposed new name;

- A comprehensive and detailed description as to why the institution is seeking to change its name;

- A description as to how the new name is appropriate to the institution’s missions, goals, and objectives;

- A description and supporting documentation of what research was done to make certain the new name is not

being used by another institution and that the new name is free of any negative connotations;

- Documentation of what research was done on a new domain name (if applicable);

- Proposed date when the new name will be used; and

- Any prior approval from the state (or applicable regulatory agency). If the state does not require approval,

documentation from the agency to that effect must be submitted.

Note: If the institution is seeking to use “university” or “college” in the name, it must first be approved by DETC as a

degree-granting institution.

The Commission will review the Change of Name Report and approve it or not approve it for good cause.

At least 30 days after the institution implements the name change, it must submit the following:

- Copy of the institution’s state license and/or approval letter displaying the new name;

- Copy of the institution’s revised catalog and enrollment agreement using the new name;

- Copy of any advertising using the new name; and

- Copy of DETC’s Teach-Out Commitment (E.8. or E.9.) using the new name.

In all cases, the Commission will allow the institution sufficient time to respond to any findings before any final

decision regarding the institution’s accredited status is made.

# # #

Revised October 2011

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DETC Accreditation Handbook – 2012 C.26. – Policy on Pilot Programs

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26. Policy on Pilot Programs

The DETC Accrediting Commission will consider suspension of certain policies and grant approval to a limited

number of applicants which propose innovative pilot programs that contribute to strengthen the institution, its

education and training, and benefit its students. The Commission may use the experience gained from such pilot

projects to adjust and improve its accrediting programs.

Eligibility: An applicant for a pilot program must be accredited by the DETC Accrediting Commission. An applicant

for a pilot program must be an institution in good standing with DETC, and its proposed pilot program must also be

in compliance with federal, state, and local law.

Application: The Commission will consider an application for a pilot program in accordance with the educational

significance of the proposal and the potential for contribution to the development of education and training and of

accrediting standards. A determination by the Commission not to accept an application for a pilot program will be

without prejudice to its resubmission at a later time or to the institution’s current accredited status.

Action

Documents for Submission: An applicant for a pilot program must submit the following:

1. A narrative statement demonstrating the applicant’s eligibility and describing the pilot program in detail, and

setting forth the accreditation standards for which a waiver is requested. The narrative should include a

description of the specific objectives sought to be accomplished and an explanation of how the pilot program

will strengthen the institution, contribute to the development of its education and training, and benefit

students.

2. A statement of the length of time necessary to implement the pilot program proposal and to assess its

effectiveness. This statement should explain the basis of the institution’s projections.

3. A demonstration that the faculty, instructional material, equipment, and facilities that will be used in

conjunction with the pilot program are sufficient to meet the objectives of the proposal. This demonstration

must include Staff and Faculty Personnel Reports for all persons who will act in an instructional or

administrative capacity in the pilot program and a detailed description of the instructional materials,

equipment, and facilities that may be used.

4. A projection of the number of students expected to enroll and complete the training; and the basis for the

applicant’s projections.

5. An explanation of how the applicant will recruit and admit students, ensure that students are fully and

accurately informed about the training to be provided, and determined that students have the capability to

benefit from and succeed at the training. The institution must demonstrate that students’ health, safety, and

welfare will be protected.

6. A financial showing that describes the funding for the pilot program and demonstrates that the applicant is

able to support and complete the pilot program.

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7. A certification statement, signed by the applicant that the information included in the application for a pilot

program is true and correct.

Evaluation: Upon the receipt of the above information, the Commission will require an on-site visit to verify the

information supplied and to develop a further understanding of the pilot program. The findings of the evaluator(s)

will be set forth in a report that will be provided to the applicant and the Commission. The applicant will have the

opportunity to respond to the report.

Commission Review: Upon consideration of the information provided, the findings and assessment described in

“Evaluation.” above, and the applicant’s response to the findings, the Commission may grant approval for the

proposed pilot program if it finds that the program can be reasonably expected to strengthen the institution, its

education and training, and benefit its students. The Commission reserves the right to limit the duration of the pilot

program and the number of students who will be allowed to participate. The Commission may establish such other

terms and conditions upon any approval granted under the pilot program as it deems appropriate. The Commission

will establish an appropriate fee to cover the costs associated with each pilot program.

# # #

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DETC Accreditation Handbook – 2012 C.27. – Policy on Teach-Out Plans

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27. Policy on Teach-Out Plans

Institutions must submit in a timely manner for Commission approval a comprehensive, written plan for the teach-out

of its enrolled students when any of the following events takes place:

- The Department of Education has notified the Commission of an action against the institution pursuant to Federal

Regulations, Section 487 (f) [20 USC 1099 b];

- The Commission has withdrawn accreditation from an institution;

- The Commission has directed the institution to Show Cause as to why its accreditation should not be withdrawn;

- A State licensing or authorizing agency notifies DETC that an institution’s license or legal authorization has been

or will be revoked;

- The institution has notified the Commission that it intends to cease operations; or

- The Commission has made a determination that an institution appears to lack sufficient resources to sustain

effective operation in meeting is obligations to students or enters bankruptcy.

Teach-Out Plan: At a minimum, the proposed teach-out plan must ensure that all students who enrolled in the institution receive all of the training or education under the terms of their contracts, to include receiving all learning

materials and student services on a timely basis.

A teach-out plan must address and/or provide:

- The institution’s plan to teach-out its own students; or,

- An executed teach-out agreement with one or more appropriately accredited institutions currently offering

programs similar to those offered at the closing institution;

- A listing, by name and student number, of all students in each program and their estimated

completion/graduation dates, the status of unearned tuition, all current refunds due and account balances;

- Arrangements for disposition of all student records, including educational, accounting, and financial aid records,

in an accessible location and in accordance with applicable legal requirements in the event the institution closes;

- Instructions on how curricula and learning management software may be accessed to conduct a teach-out;

- An explanation, accompanied by appropriate supporting documentation and timelines, of how the closing

institution will notify students in the event of closure and, if applicable, how the closing institution will notify

the students of the teach-out;

- A statement which evidences that state regulations regarding any student protection funds and/or bonds are

followed, if applicable;

- A statement that describes any additional charges/fees and notification to students about the charges/fees; and

(10/11)

- A description of what financial resources will be used to make student refunds or fund the teach-out.

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The Accrediting Commission will review any teach-out plan that includes a program that is accredited by another

recognized accrediting agency. It will notify that accrediting agency of any approval or rejection.

Teach-Out Agreement: The DETC Accrediting Commission will approve a teach-out agreement only if the

agreement is consistent with DETC standards and the criteria listed below and provides for the equitable treatment of

students. The teach-out institution must have the necessary experience, resources, and support services to provide an

educational program of acceptable quality and that is reasonably similar in content and structure to that provided by

the institution that is ceasing operations. The teach-out institution must also be able to remain stable, carry out its

mission, and meet all obligations to existing students. (10/11)

When a DETC institution enters into a teach-out agreement voluntarily or at the Commission’s direction, the

agreement must be approved by DETC prior to implementation. In such cases, the institution must provide

documentation to demonstrate that the educational programs provided by the teach-out institution are of acceptable

quality.

The following elements will be considered in approving the agreement:

1. The agreement is with one or more institutions accredited by an agency that is recognized by the U.S.

Department of Education and/or the Council for Higher Education Accreditation. The institution is state

licensed, and the institution currently offers programs similar to those at the closing institution.

2. The agreement states that the student will be provided access to all the program of instruction, without

additional cost, for which the student originally contracted and paid, but did not receive due to the [pending]

closure of the institution.

3. The agreement clarifies the financial responsibilities of all parties, including the assumption of any liabilities

for tuition refunds and appropriate notification to students in a timely manner of additional charges/fees, if

any. (10/11)

4. The agreement states whether, upon completion of the program, the student will receive a diploma,

certificate or degree from the teach-out institution, or whether the diploma or certificate will be awarded by

the closing institution.

5. The agreement indicates whether students who have already enrolled, but who had not yet started their

program of study at the closing institution, or who are on a leave of absence from the closing institution will

be entitled to begin training or re-enroll at the teach-out institution.

6. The agreement states that the closing institution will provide the teach-out institution with copies of the

following records for the students being taught out:

- Enrollment agreements

- Financial aid transcripts

- Study/progress records

- Academic transcripts

- Student account records

- Any relevant curricula materials

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7. The agreement requires that the teach-out institution maintain records and documents for the students being

taught out, and that the teach-out institution will report back to DETC on a periodic basis the status of the

teach-out.

8. The agreement provides for appropriate notification to the DETC Accrediting Commission and federal and

state authorities.

9. The agreement complies with applicable federal and state laws.

Closure without Teach-Out Plan/Agreement: If an DETC accredited institution closes without a teach-out

plan/agreement or an institution refuses to provide a Teach-Out Plan, DETC will work with the U.S. Department of

Education and the appropriate state agency, to the extent feasible, to assist students in finding reasonable

opportunities to complete their education without additional charges.

# # #

Revised October 2011

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28. Policy on Petitions and Waivers When an applicant or accredited institution believes that a particular DETC standard or policy may be inappropriate

for their institution, or when they want the Commission to provide an alternative interpretation, from the existing

one, they have the option to petition the Commission for a waiver, exception, or special interpretation.

Such petitions should not be undertaken simply because an institution does not like a standard or does not care to be

subject to it. They should only be undertaken for a significantly serious reason, as set out below.

The Commission may choose to grant a petition for a waiver of its standards, policies, or procedures where an

institution is able to demonstrate through a well-documented petition that:

1. Extenuating circumstances are present such that the normal application of the standard, policy, or

procedure will create an undue hardship on the institution or its students; or

2. The waiver will meet the underlying purposes and intent of the standard, policy, or procedure.

Action

The institution must submit the following with its written Petition:

1. A reference to and restatement of the specific sections(s) of the DETC Standards, policies, or procedures

for accreditation for which the waiver request is being submitted, the circumstances requiring the request,

the grounds on which the request is based, and an explanation as to why the institution believes that the

Commission should grant the institution’s request;

2. An explanation as to how the request is consistent with the goals, objectives, and mission of the institution;

3. An attestation that the institution is in good standing with all accrediting and regulatory agencies (including

DETC) and not subject to any sanction, heightened monitoring, or limitation of any kind. If the institution

cannot make such an attestation, it must submit a detailed explanation of the circumstances and the

reason(s) why the institution believes that the Commission should grant the waiver notwithstanding these

circumstances; and

4. As applicable to the institution’s request, a detailed description, with supporting documentation, regarding

the institution’s capacity in the following areas:

a) An explanation as to how the institution’s financial position is sufficiently sound as necessary to

implement and sustain the request;

b) An explanation as to how the institution has, or will have, sufficient management and administrative

capacity as necessary to implement and sustain the request; and

c) An explanation as to how the institution has, or will have, sufficient facilities and educational resources

as necessary to implement and sustain the request.

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The petition should be signed by the CEO of the institution. He or she should attest to the following:

“I certify that the information herein and attached hereto is correct and that the institution has not implemented any

activities relative to this request until such time, if any, Commission approval is received.”

The institution must submit its petition at least 60 days prior to the next Accrediting Commission meeting (check

with staff on the exact dates).

The Commission will review the institution’s petition and any documentation, and vote to either approve or deny

the petition. If a petition has been denied, the institution may not resubmit a petition for the same request. Petitions

are granted for a period of one year for initial applicants and one accreditation cycle for accredited institution.

The Commission will notify the institution of its decision within 30 days.

# # #

Adopted October 2011

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DETC Accreditation Handbook – 2012 C.29. — Policy on Contracting for Educational Delivery

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29. Policy on Contracting for Educational Delivery Institutions seeking to improve or expand the ways in which they provide education to their students may find the

need to contract with other institutions or organizations to provide certain components of the educational

experience.

The following policy applies to DETC institutions with another educational institution or other organization for the

educational delivery of its programs and/or delivers training for another educational institution or other

organizations under a contractual arrangement or agreement.

Any institution accredited by DETC is held responsible for all activities carried out under its name. The DETC’s

standards, policies, and procedures apply to any contractual arrangements as well as to the member institution’s

regular activities. This includes policies regarding outcomes assessment, advertising, and recruitment.

Contracting with a Third Party

If a DETC institution contracts with a third party to deliver an educational program, the agreement must be with an

institution accredited by DETC or by another recognized accrediting agency (recognized by the U.S. Secretary of

Education and/or the Council for Higher Education Accreditation). If the third party organization is not an

accredited educational institution, such as a training company, its curricula, instructors, student services must be

reviewed and approved by the DETC under DETC standards. Such review by DETC will not constitute the award

of accreditation of the third party organization, which is a status solely reserved for the DETC accredited

educational institution. Accreditation cannot be transferred to the third party organization.

Institutions may only contract up to 25% of its total educational offerings.

Information Required

The DETC institution contracting for educational delivery with a non-DETC institution must seek DETC approval.

In addition, the DETC institution must provide the following information to the DETC staff up to 60 days prior to

the implementation of the contract, along with any fees required.

1. A statement describing the percentage of the educational program to be provided by the other party, the

name and background of the third party, and the reason for entering in the contract;

2. A copy of the contract between the DETC accredited institution and the other party, which clearly spells out

the obligations of both parties including a description of all fees and financial obligations between the other

party and the institution and the educational courses/programs and services included in the contract. The

DETC institution is responsible for informing the non-DETC party that the contract does not imply or

extend any accredited status to that entity;

3. The contract should be executed by designated officers of the institution and their counterparts within the

contracting institution. The contract clearly establishes or defines:

• The nature of the services to be performed by each party;

• The period of the agreement, and the conditions under which any possible renewal, renegotiation, or

termination of the contract could take place;

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• Appropriate protection and contingency plans for enrolled students in the event that a contract is

terminated or renegotiated or the other party fails to meet the contract obligations;

• The procedures for grievance regarding any aspect of the offerings;

• Appropriate avenue(s) for addressing perceived breaches of the contract;

• The contract explicitly defines the institution(s) awarding the credit, educational course(s), programs(s),

and services included in the contract; how outcomes assessment will be conducted and reported to

DETC; how student support services necessary to the courses/program(s) will be assured; and how

student access to the learning resources required for the courses/program(s) will be assured; and

• The contract explicitly states financial arrangements that specify the compensation and other

considerations for the services provided by each of the parties; the mechanism used to account for the

services provided by each of the parties; and (if appropriate) that the institution meets all legal

requirements for federal and state student aid programs that might be used by students or the

contracting entities.

4. The DETC accredited institution will submit the courses/programs for review by DETC per C.5. Policy on

Course/Program Approval. Courses to be offered and the level of their credit must be determined by the

DETC institution in accordance with established institutional procedures and C.23. Policy on Credit Hour.

5. Draft language for the publication of the catalog and enrollment agreement that will be issued to students

enrolling in course/program(s), including the facilities, specific information about the course/program(s)

and the services to be offered by the other party along with all tuition and fees. Such documents must also

explicitly state the grievance policy to be used by students. The accrediting agency listed in the grievance

policy shall be the accrediting body of the school providing the majority of the student instruction/support.

If the third-party organization is not an accredited educational institution, the enrollment agreement, catalog

and grievance policy will conform to DETC standards.”

6. A copy of the state license, exemption letter or other legal documents authorizing the third party to conduct

business; and

7. An attestation signed by the CEO that the DETC institution will include all training delivered by the third

party contractor in reports submitted to DETC such as the annual reporting of financials, enrollments, and

completions/graduations.

All other applicable DETC standards, policies and procedures continue to apply to the institution, the program(s),

and student services.

Providing Educational Delivery Under a Contract

If a DETC institution delivers training for another educational institution or other organization under a contractual

agreement, the DETC institution will include a full description of all training delivered under the contract(s) in its

Annual Reports submitted to DETC, and include such contracted training activity in the annual reporting of

enrollments and financial information to DETC.

# # #

Adopted December 2011

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DETC Accreditation Handbook – 2012 C.30. – Policy on a High School Programs

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30. Policy on High School Programs The Policy on High School Programs sets forth the Commission’s policies for the accreditation of distance study

institutions offering degree programs. In addition, the Policy expands on the Accreditation Standards (see

Appendices A) for distance study institutions offering high school programs. Institutions offering high school

programs must meet the Accreditation Standards inclusive of the requirements listed in this Policy.

All high school programs offered by the institution must be reviewed and approved by the Accrediting Commission

before institutions may advertise the program or students may enroll.

Whenever a DETC-accredited institution considers adding a new high school diploma program, the high school

program must be separately listed on its website, catalog, and other promotional literature. The institution must

clearly indicate that it is offering a “high school” diploma program and that no college credit is assigned. The name

given to the program should clearly suggest the “secondary level nature” of the program.

The institution must document that it is properly authorized by the appropriate state regulatory authority (if

applicable) to offer the new high school diploma program.

DETC institutions may not offer a GED certificate. However, they may offer a GED preparation course. A GED is

not a high school diploma, but a recognized equivalent to one.

A maximum of three-fourths of the total semester credits required for a high school diploma may be awarded for

transfer credit.

Action

As stated in C.5. Policy on Course/Program Approval: “If an institution has not had a high school program

previously approved by DETC, adding a new high school program to its current offerings is considered a

“substantive change.” An institution proposing to add a new high school diploma program must list it separately on

its website, catalog, and other promotional literature. The institution must clearly indicate that it is offering a “high

school diploma program,” and no college credit is assigned. It must submit: 1) New High School Report (template

on DETC’s website) and all the required documentation; and 2) 50% of the curriculum for the high school program

(half of the completed courses).” For details on how and when to submit the course materials, please refer to DETC

Policy C.5.

The institution must also undergo a follow-up on-site visit by an examining committee within one year of the first

enrollment to verify that the institution meets the administrative requirements found in the Standards. In preparation

for the on-site review the institution must submit a streamlined and updated Self-Evaluation Report, which must be

submitted to DETC one month before a scheduled on-site visit. The revised SER must address all of the

Accreditation Standards and Business Standards as they specifically apply to the new high school program

Institutional Profile: Update the organizational chart to reflect the new high school program. Update the chart

under Course Data to include all the courses in the new high school program.

I. Institution Mission, Goals, and Objectives: Describe how the institution’s mission, goals, and objectives have

been revised to include the new high school program. Provided information on the review and implementation of

the revised mission, goals, and objectives.

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II.A. Program Objectives: The learning objectives will indicate the outcomes and competencies a graduate of the

high school program will attain upon successful completion of the program, including expected skills, knowledge,

attitudes and insights characteristic of other high school diploma holders of similar nature and level at comparable,

appropriately accredited or approved institutions.

II.B. Appropriate Program Objectives: Describe in detail each option available to students earning a high school

diploma, such as a “healthcare” track or a “technology” track. List the number of semester credits required for each

subject, such as 4 English, 3 Math, 3 Science, 3 Social Studies. Describe how the institution identifies the courses

and other educational experiences the student needs to progress along the career pathway and achieve

postsecondary goals.

II.C. Comprehensive Curriculum: List the required courses and the electives for each option. Provide

documentation that the curriculum is comparable to other traditional high schools. Describe how the instructional

procedures, texts, and material appropriate to other high school programs.

II.D. Up-to-Date Curriculum: Describe your procedures and schedules for keeping the courses and the high

school program curriculum up-to-date and adequate. Document that the curriculum is up-to-date in terms of content

and practice.

II.E. Comprehensive and Up-to-Date Instructional Materials (“Instructional Materials” are the components that

make up the program of instruction.) Provide evidence that the instructional materials are sufficiently

comprehensive and have sufficient depth and breadth to meet course objectives.

II. F. Examinations and Other Assessments: Document that the types and numbers of tests and assessments are

appropriate for the subject and level taught. Describe the method used for submitting examinations. Describe how

the exams and assignments are used to measure the objectives and learning outcomes for each course. Describe

how subjective exams/projects are used to measure the student’s ability to apply skills that are taught in the courses.

II.G. Authorship: Describe how the textbooks/curricula used in the courses are suitable for distance study.

Document that the textbooks/curricula are similar to the ones used at traditional high schools.

II.H. Organization of Instructional Materials: Describe how the content of each course in the high school

diploma program is organized in such a way that students understand why and when they are taking the course(s).

II.I. Curriculum Delivery: Describe how school-prepared lesson booklets/curricula are used and keyed to the

reading competence of the students in the program.

II.J. Study Instructions: Describe how the instructions on how to proceed through each course are adequate and

clearly written. For online courses, document that the instructions are adequate on how to access chat rooms,

bulletin boards, and other appropriate resources.

II.K. Educational Media and Learning Resources: Describe how the learning resources for faculty and students

are available and that they are appropriate to the high school level and scope of the course offerings. Provide details

on library media available to students.

II.L. Student Integrity, Privacy, and Identify: Document that the institution has clear, specific, academic policies

related to student integrity, student privacy, and academic honesty. Explain the student identity verification process.

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III. Educational Services: Provide information on any significant changes to educational services resulting from

the addition on the new high school program.

IV. Student Support Services: Provide information on any significant changes to student support services

resulting from the addition on the new high school program.

V. Student Achievement and Satisfaction: Describe how decisions regarding parameters for evaluating student

achievement can be described within an accountability framework, which is defined by federal and state

requirements, including the Elementary and Secondary Education Act (ESEA), Individuals with Disabilities

Education Act (IDEA), and state policies. Each set of requirements includes significant considerations.

The Elementary and Secondary Education Act (ESEA) establishes:

• The requirement of a core curriculum

• The measurement of student achievement within that curriculum

• A method for evaluating a school’s ability to help students learn the curriculum

• An expectation that evidence-based practice be applied in the classroom

The Individuals with Disabilities Education Act (IDEA) establishes:

• That students with disabilities must be assured access to, support for achievement in, and be assessed

against the same standards as all other students.

• Provisions and assurances that students with disabilities are not held to a separate standard.

• An expectation that evidence-based practice be applied in the classroom.

While federal legislation establishes basic parameters, it leaves to states the authority and flexibility to define the

core curriculum and how achievement in that curriculum is measured. Provide details on the institution’s state of

domicile’s requirement, if applicable.

Describe any analysis of the student’s current and past levels of performance, including student strengths and

weaknesses (e.g., transcript and formal and informal assessment data).

Describe how the high school program will be incorporated into the institution’s outcomes plan.

VI. Qualifications and Duties of Administrators and Faculty: Provide evidence that the faculty members are

qualified and appropriately credentialed to teach the subject and level he/she is teaching.

VII. Admissions: Describe how the institution’s admission practices and enrollment agreements conform to DETC

Business Standards II.A and B. Verify that no more than the maximum number of semester credits (75%) may be

awarded as transfer credits.

VIII. Advertising, Promotional Literature and Recruitment Personnel: Provide proposed copies of any

advertisements for the high school program. Demonstrate and describe how the institution is conforming to DETC

Business Standards I.A. and B., and II.C.

IX. Financial Responsibility: Describe how the institution has budgeting process that demonstrates that the current

and future budgets are sufficient to allow the institution to accomplish its mission and goals while implementing the

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high school program. Demonstrate that the institution maintains adequate administrative staff, faculty, and other

resources to support the high school program. Provide projections of how many students will be enrolled in the high

school program for it to be self-staining.

X. Tuition Policies, Collection Procedures and Cancellations/Refunds: Demonstrate that the institution’s tuition

policies for the high school program are keeping with the provisions of DETC Business Standards III.A.

XI. Facilities, Equipment, Supplies, and Record Protection: Demonstrate that the institution maintains sufficient

facilities, equipment, and supplies to achieve its mission and goals and support its programs and future growth.

Document that financial, administrative, and student records are adequately maintained and protected.

XII. Research and Self-Improvement: Demonstrate that the institution collects and analyzes data from its high

school program to consistently monitor the status and effectiveness of its services.

# # #

Adopted December 2011

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D. Procedures

1. Providing the Chair’s Report, Institution’s Response and

Advising the Institution of Commission’s Decision

1.1. Actions Available to the Commission Pursuant to D.1.

2. Appealing Commission’s Adverse Decision

3. Notification and Information Sharing

4. Retention of Commission Files and Records

5. Reviewing, Adopting, and Circulating Standards, Policies, and Procedures

6. Undergoing an On-Site Visit

7. Responding to Course/Program Reviews

8. Conflict of Interest Policy

8.1. Conflict of Interest Disclosure Form

9. Code of Conduct for On-Site Evaluators

10. Selection and Training of Commissioners

11. Selection and Training of Evaluators

12. Selection and Training of Appeals Panel Members

13. Third-Party Comments

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1. Providing the Chair’s Report, Institution’s Response, and Advising the Institution of Commission’s Decision

Procedure for providing the Institution with the Examining Committee Chair’s Report, allowing the institution to respond to the Chair’s Report, and notifying the institution of the Commission’s Decision

Following the visit of the Examining Committee to the institution, the Chair of the Examining Committee shall

prepare a Chair’s Report that will be submitted to the DETC Executive Director. The Executive Director will send

the Chair’s Report to the institution prior to its submission to the Accrediting Commission. This Chair’s Report

(hereafter called Report) will describe the findings of the Examining Committee and comment upon the institution’s

demonstrated compliance with, or failure to demonstrate compliance with, the standards and policies of the

Commission.

The institution shall have 30 days from the receipt of the Report to respond. In its response, the institution may add

new or supporting information or correct any incorrect statements made in the Report. Regardless of its accredited

status, all applicant institutions are obligated to keep the Commission informed of any changes in management,

enrollments, etc., which occur subsequent to the date of the on-site visit. (10/11)

The Commission will consider the Application for Accreditation (initial or renewal), Self-Evaluation Report, Student

Surveys, any comments from third parties or outside agencies, the Chair’s Report and the institution’s response to the

Chair’s Report to make its decision (see D.1.1. Actions Available to the Commission). (10/11)

The Executive Director shall advise the chief executive officer of the institution within 30 days of the decision of the

Commission. The notification will include a detailed written statement that identifies any deficiencies in the

institution’s compliance with the DETC’s standards, policies, or conditions for initial or continued accreditation. The

notification will also advise the institution of its right to appeal an adverse decision of the Commission. (10/11)

When the Commission withdraws the accreditation of an institution, the action shall not be made public by the

Commission either until the period for requesting an appeal has expired or the appeal itself is denied (see D.3.

Notifications and Information Sharing).

# # #

Revised October 2011

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1. 1. Actions Available to the Commission Pursuant to D.1.

The Accrediting Commission may take one of four courses of actions:

1. accredit a new applicant institution for up to three years, or continue an institution’s accredited status for up to

five years. Reports of institutional enhancements of programs and services may be required.

2. defer a decision pending receipt of a Progress Report, submission of additional information and/or the results of a

follow-up on-site visit. The maximum deferral period is 12 months (unless the Commission extends the period

for “good cause” as defined below); (10/11)

3. direct the institution to show cause as to why its accreditation should not be withdrawn (see below); or (10/11)

4. deny accreditation to an applicant, or withdraw accreditation from an accredited institution (these actions are

appealable – see D.2. Appealing the Commission’s Decision).

Prior to any final adverse action by the Commission that is based solely upon a failure to meet DETC Standard IX.

Financial Responsibility, the institution has the right, for a single occasion, to provide the Commission significant

financial information that was not available to the institution prior to the determination of the adverse action, so long

as the information bears materially on any financial deficiencies cited by the Commission. The Commission shall

determine if the financial information submitted by the institution is significant and material, and if it is found to be

so, it will consider the new information prior to taking any final action. Any determination made with respect to the

significance or materiality of the new financial information submitted as set forth above, will not be subject to a

separate appeal by the institution.

Good Cause (10/11)

The maximum time period for achieving compliance with the Commission’s standards and policies is 12 months.

The Commission may extend this 12 month period for good cause shown. “Good cause” in this context is defined as

a sufficient reason for the Commission to allow additional time for the institution to show that it has made substantial

progress but additional time is needed to more fully document experience in attaining full compliance, additional

resources are shortly to become available, or there are exigent circumstances, such as illness or accident, that justify

an extension of time. When a “good cause” extension is granted by the Commission, the time allowed for

institutional compliance may possibly exceed the permissible compliance times published in Federal Regulations.

The Commission will notify the U.S. Secretary of Education if an extension is granted for “good cause.”

The Commission will consider the following criteria when granting an extension for a good cause:

o The length of time requested for the extension;

o Rationale for granting or denying the extension;

o Common sense matters such as near-term future availability of reports or data;

o The anticipated impact of an extension on students enrolled with the institution;

o Limitations on a further extension to an existing extension, limits on the frequency and use of “good

cause.”

After reviewing the above considerations, the Commission will decide to grant or deny an institution’s request for an

extension for good cause. The Commission decision is not appealable.

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The Commission may also elect to monitor the progress of an institution that has received an extension for a good

cause by requesting documentation on a periodic basis as to the institution’s progress toward compliance with the

Commission’s standards or policies.

Show Cause Directive

In cases where the Commission has reason to believe that an institution is not in compliance with accreditation

standards and other requirements, the Commission may direct the institution to Show Cause as to why its

accreditation should not be withdrawn. An institution that receives a Show Cause Directive will be required to

demonstrate corrective action and compliance with accrediting standards, policies, or procedures. Because the

issuance of a show cause directive is not an adverse action, it is not appealable. However, the burden of proof rests

with the institution to demonstrate that it is meeting DETC’s published standards and policies. (10/11)

Notices: When a Show Cause Directive is issued, a written notice will be sent to the institution within 30 days of the

Commission’s decision which:

1. States the reasons why the Show Cause Directive was issued;

2. Identifies the standard and other accreditation requirements that the institution is believed not be in

compliance;

3. Explains the reasons and recite the evidence indicating that the institution may not be in compliance with

accreditation requirements; and

4. Advises the institution of its obligations under the Show Cause Directive and the deadline for its response.

Notice of the Show Cause Directive will be provided to the U.S. Secretary of Education, the appropriate state

agencies or authorizing agency, and the appropriate accrediting agencies at the same time it notifies the institution of

the Show Cause Directive. The Commission will also post a notice on its website within 24 hours of notifying the

institution.

Decision on Show Cause Directive: Upon expiration of the time limits for submission of the Response to the Show

Cause Directive or any progress report or additional requirements placed on the institution in relation to the Show

Cause Directive, a decision will be made on the institution’s compliance with the accreditation standards or

requirements noted in the directive. The Commission may:

1. Vacate the show cause directive, if it is determined that the response gives evidence that such removal is

warranted or if the response shows compliance with the cited accreditation standards and requirements;

2. Continue the show cause directive, pending the receipt of additional information or further reports from the

institution;

3. Order a special visit in accordance with C.16. Policy on Special Visits; or

4. Withdraw accreditation, which would be subject to an appeal by the institution.

The Commission will notify the institution of its decision concerning its Response to the Show Cause Directive

within 30 days.

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The Commission will not consider substantive changes (as listed in Policy C.1. Policy on Substantive Change and

Notification) or approve any new courses or programs when an institution is under a Show Cause Directive or when

the Commission’s has deferred action on an application for reaccreditation.

In all cases, the Commission will allow the institution sufficient time to respond to any findings before any final

decision regarding the institution’s accredited status is made.

# # #

Last Revised October 2011

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2. Appealing Commission’s Adverse Decision Procedure for Appealing a Negative Commission Decision on Accreditation and Post-Hearing Arbitration

Request for Appeal

The institution may appeal a decision by the Accrediting Commission to deny or withdraw accreditation. The request

for appeal must be made using the Application for Appeal. (E.3.). The application must be sent with the required fees

(see E.1.) to the Executive Director of the Accrediting Commission within 10 days of the receipt of the

Commission’s letter advising the institution of the decision to deny or withdraw accreditation. The institution’s

failure to submit the application and fees within 10 days will be deemed a waiver of its right to appeal and cause the

Accrediting Commission’s action to become final.

The institution shall file a written statement of the grounds for its request for appeal within 30 days of receipt of the

notification of the Commission’s action. The institution’s decision to appeal is limited to appealing the factual record

that was before the Commission and to the decision which the Commission made in executing its policies and

procedures.

If the institution’s appeal request is not successful, where the decision to deny or withdraw accreditation is upheld

and becomes final, the institution is not eligible to re-apply for accreditation for a period of one year from the date of

the final action.

Appeals Panel

In the appeal process, the institution’s appeal will be heard by an independent appeals panel that is separate from the

Commission and serves as an additional level of due process for the institution. The Appeals Panel has no authority

concerning the reasonableness of eligibility criteria, policies, procedures, or accreditation standards. It can affirm,

amend, remand or reverse the prior decision of the Commission as set forth below. Its role is to determine whether

the Commission’s action was not supported by the record or was clearly erroneous. The institution has the burden of

proof in demonstrating that the action of the Commission was not supported by the record or was otherwise

erroneous.

The Appeals Panel shall consist of three people appointed by the Accrediting Commission: a public member, an

academic and an administrator. Potential members of an Appeals Panel will be selected from the ranks of former

members of the Accrediting Commission, the corps of Commission evaluators, and active staff of DETC accredited

institutions who have completed DETC’s evaluator training program. All Panelists will be given a training session on

appeals procedures and will be subject to the provisions in D.8. Conflict of Interest Policy. (10/11)

The Appeals Panel members will possess knowledge of accreditation purposes, standards, and procedures and will be

constituted to meet the panel composition requirements set forth above. The candidates cannot include any current

member of the Commission and cannot have a conflict of interest. The Executive Director will submit a list of

proposed Appeal Panel members to the institution in advance. An institution may ask in writing within 10 calendar

days of receipt of the proposed panel that any person or persons be removed from the list on the basis of potential

conflict of interests as defined in D.8. If the Commission determines that a conflict exists, the panelist will be

replaced. No panel member may serve if he/she participated, in any respect, in the underlying decision by the

Accrediting Commission to deny or withdraw accreditation.

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Consideration and Decision of the Appeal The consideration of the appeal will be based upon the Commission’s written findings and reasons related to the

action, the institution’s written response detailing grounds for appeal, and relevant supportive documents. The

Appeals Panel has no authority regarding the reasonableness of the accreditation standards, policies, or procedures.

Its role is to determine whether the Commission’s action was not supported by the record or was clearly erroneous.

The institution must set forth the specific grounds for its appeal in writing in the time specified above and state the

reasons the institution believes the adverse decision should be set aside or revised. In making its appeal, the

institution has the burden to show that the Commission’s decision resulted from errors or omissions in the execution

of Commission policies and procedures, or that the decision was arbitrary or capricious and was not based on

substantial evidence on the record. No new materials may be presented for the Appeals Panel’s consideration on

appeal.

The Appeals Panel will consider the grounds for the appeal, the institution’s oral presentation, and the record that

was before the Commission when it made the decision to deny accreditation or withdraw accreditation.

Decisions Available to the Appeals Panel

The Appeals Panel may elect to affirm, remand, amend or reverse the Commission’s decision.

1. Affirm

If the Appeals Panel determines that the institution has failed to meet its burden of proof in showing that the

Commission’s action was not supported by the record or was clearly erroneous, it must affirm the decision of the

Commission. In certain instances, the Commission’s decision may be based on multiple violations of DETC Policies

or Procedures. A showing by the institution that there is no support in the record only as to some of the violations is

not by itself sufficient to meet the institution’s burden of proof. The institution must show that, in light of the entire

record, the decision is not supported by the record or is clearly erroneous.

2. Remand

The Appeals Panel may remand a decision to the Commission when it finds that the Commission failed to consider a

material fact before it in reaching its decision. A remand is a directive to the Commission that it must reconsider its

action in light of all relevant facts that were before the Commission at the time of its decision, including the specific

material fact or facts that are the basis for the remand. The Appeals Panel must identify those material facts that it

finds the Commission failed to consider.

3. Amend

If the Appeals Panel determines that although there is evidence to support it, the Commission’s decision is

nevertheless clearly in error, the Appeals Panel may amend the decision. A decision to amend an adverse action will

set forth the specific grounds for the decision and will direct the Commission to modify its decision in accordance

with the specific direction of the Appeal Panel. The Appeal Panel may in its discretion amend a decision to deny

accreditation by directing the Commission to grant accreditation while directing the Commission to consider the

proper length of the grant consistent with the direction of the panel, the practices of the Commission, or in

accordance with other guidance from the Appeals Panel.

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4. Reverse

The Appeals Panel may reverse a decision of the Commission if it finds that the Commission’s decision, in light of

the entire record, was not supported by the record or was clearly erroneous. A decision to reverse an action of the

Commission will state the specific bases for the decision to reverse. A decision to reverse a withdrawal of

accreditation will direct the Commission to set aside its decision to withdraw and to reinstate the accreditation of the

institution as it was before the withdrawal decision. A decision to reverse an action to deny accreditation directs the

Commission to award a specific grant of accreditation for a term determined by the Appeals Panel.

Hearing Procedure

The Commission shall have at least one representative present at the hearing. The Commission Representative and

representatives of the institution will have the opportunity to make opening and closing statements to the appeal

panel. Such oral statements may not exceed twenty minutes in length. The institution must provide information

relevant to the specific grounds for the appeal. If the institution intends to make an oral presentation, the chief

executive officer of the institution should make the request in writing to the Executive Director of the Accrediting

Commission not less than 30 days prior to the date of the hearing. The names and affiliations of those appearing to

make the oral presentation must be included with the request. The institution is entitled to be represented by counsel

during the appeal hearing. The DETC does not consider the Appeal hearing to be adversarial in nature. Accordingly,

the institution will not have the right to examine the Commission Representative.

The appeal hearing may be recorded by stenographic or electronic means if requested by the institution. Recording

and transcripts thereof shall be at the institution’s expense, and a copy will be timely provided to the institution

following the appeal hearing.

Commission Receipt and Implementation of Appeals Panel Decisions

The written decision of the Appeals Panel will be provided to the Commission within 30 days. The Commission will

implement the decision of the Appeals Panel to affirm, amend, or reverse the prior Commission decision within 30

days of receipt of the written decision by the Appeals Panel. The Commission will notify the institution of the

decision within 30 days of implementation.

Notification

The Commission will notify Federal, State, accrediting agencies and the public of its decision according to D.3.

Notifying Agencies and the Public of Commission’s Decision.

Arbitrating Post-Hearing Decisions

The DETC Constitution and Bylaws, under Section 12.2. provide that:

Section 12.2 - Interpretation and Appeal

An institution challenging a final adverse decision on accreditation must submit to binding arbitration

pursuant to the appropriate Commission policy in the DETC Accreditation Handbook. An institution which

seeks to overturn an adverse arbitration decision, or filing suit for any other reason, must bring the suit in

the Federal District Court for the District of Columbia. The institution must escrow sufficient funds to

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guarantee that the Commission will recover its legal fees in defending the suit if the institution does not

prevail. Should the institution prevail over the Commission, the escrow will be returned.

In promulgating and interpreting the above DETC Bylaws Section 12.2., it is the Commission’s intent that should the

Commission elect to waive any one requirement in Section 12.2., or if any provision of Section 12.2. is or becomes

illegal, invalid or unenforceable in any jurisdiction, this will not affect:

1. the validity or enforceability in that jurisdiction of any other provision of Bylaws Section 12.2.; or

2. the validity or enforceability in other jurisdictions of that or any other provision of Section 12.2.

Below are the procedures adopted by the Commission for institutions electing to seek binding arbitration on a final

adverse accrediting decision:

1. Upon being notified that its appeal did not change an adverse Accrediting Commission decision, an

institution will have five business days to request arbitration, during which no public notification of the

Commission action will be made, and no new students may be enrolled. When the institution remits an

arbitration fee (using E.13. Application for Arbitration) established by the Commission, an arbitrator will be

selected by the Accrediting Commission from candidates recommended by the American Arbitration

Association. Early resolution of such disputes being in the public good, the parties shall make every effort to

expedite the arbitration. (10/11)

2. The analytic framework used for the arbitration will be that developed by the Federal Courts, particularly the

Circuit Courts, and selected excerpts are cited in an appendix to this procedure. Courts have described their

role as not one of making a de novo review, but of determining whether the accrediting association’s

decision was arbitrary or capricious. In like manner, the arbitration should make this determination, assessing

whether the association confined its action to the contours of due process and fundamental principles of

fairness, while recognizing the special nature of accreditation and according deference to the rules and

processes of accrediting associations.

3. The arbitrator will be provided with all of the information available to the Accrediting Commission when it

made the adverse decision, and the procedures used to reach the decision. Along with the presentation by the

parties, this will allow for a through consideration of whether the association’s decision was arbitrary or

capricious, or reached in an unfair manner. Additional discovery activity and witnesses should not be

required. In an exceptional circumstance, where the arbitrator finds that additional information is essential to

reaching a fair decision, limited discovery may be authorized.

4. Both parties may appear before the arbitrator with legal counsel to present their position, and each may file a

written brief, subject to the fifteen-page limit used by the Department of Education’s appeals division, and up

to five exhibits.

5. The arbitrator’s decision will be admissible in any subsequent proceeding where it is relevant.

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3. Notification and Information Sharing

Procedure for Notifying Federal, State, Accrediting Agencies, and Public of the Commission’s Decisions and Information Sharing

Pursuant to Federal Regulations regarding the recognition of other accrediting agencies, the Accrediting Commission

will observe this policy in keeping interested and appropriate groups informed of the accrediting actions taken by the

Commission.

• Initial or Reaccreditation: The Commission will provide written notice to the U.S. Secretary of Education, the

appropriate state licensing or authorizing agencies, and the appropriate accrediting agencies, at the same time it

notifies the institution of the decision, but no later than 30 days after the Commission makes its decision to

accredit or reaccredit an institution. (10/11)

• Deny or Withdraw Accreditation: The Commission will provide written notice to the U.S. Secretary of

Education, the appropriate state licensing or authorizing agencies, and the appropriate accrediting agencies, at the

same time it notifies the institution of the decision, but no later than 30 days after the Commission makes a final

decision to deny or withdraw accreditation. A final decision to deny or withdraw accreditation is one reached

after an institution has exhausted the appeals process provided for in D.2. (10/11)

• Show Cause Directive: The Commission will provide written notice to the U.S. Secretary of Education, the

appropriate state licensing or authorizing agencies, and the appropriate accrediting agencies, at the same time it

notifies the institution of the decision, but no later than 30 days after the Commission makes a decision to place

an institution on Show Cause. (10/11)

The Commission will provide written notice to the public of any of the decisions listed above within 24 hours of its

notice to the institution.

For any decisions to deny or withdraw accreditation, the Commission will make available to the U.S. Secretary of

Education, the appropriate state licensing agencies, and the appropriate accrediting agencies, and the public, no later

than 60 days after the final decision, a brief statement summarizing the reasons for the Commission’s decision and

the official comments, if any, that the affected institution may wish to make regarding the Commission’s decision. If

no official comments by the institution are provided within 14 days of notification, the Commission will document

that the affected institution was offered the opportunity to provide an official comment. (10/11)

Resigning or Voluntarily Withdrawing Accreditation: Upon receiving notification from an institution to resign or

voluntarily withdraw from accreditation, the Commission will provide written notice and post it on its website within

30 days to the U.S. Secretary of Education, appropriate state licensing agencies or authorizing agency, and the

appropriate accrediting agencies and, upon request, the public. (10/11)

Accreditation Lapses: If an institution decides not to renew its accreditation, the Commission will provide written

notice and post it on its website within 30 days of the date on which the institution’s accreditation lapses to the U.S.

Secretary of Education, appropriate state licensing agencies or authorizing agency, and the appropriate accrediting

agencies and, upon request, the public. (10/11)

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The Commission will submit to the U.S. Secretary of Education the name of any institution it accredits which the

Commission has reason to believe is engaging in fraud and abuse, along with the Commission’s reasons for concern

about the institution’s activities and where DETC has found significant or systemic deficiencies in the assignment of

credit hours by an institution or program. The Commission will also inform the U.S. Secretary of Education

whenever it has found significant or systemic deficiencies in the assignment of credit hours by an institution.

Scope of Public Information (10/11)

The Commission will make available to the public and may publish in official DETC publications, including its

website and/or Directory of Accredited Institutions, the following information:

1. The name, address, phone number, and website address of an accredited institution

2. The month and year accredited and month and year accreditation expires

3. A summary list of programs offered by the institution

4. A summary of information pertaining to an adverse action as defined in D.1.

5. A summary of information pertaining to an action subject to appeal; and

6. The date of an institution’s voluntary withdrawal of accreditation.

Confidentiality of Records: Information pertaining to the Commission’s actions is confidential and is not shared

with third parties, other DETC institutions, the media, or the public, except as authorized by an institution or as

required by government regulation, judicial or administrative process, and other legal requirements.

Sharing Information with Government Entities and Other Accrediting Agencies (10/11)

DETC will grant all reasonable special requests for accreditation information made by other accrediting agencies and

government entities. Requests for information from such entities must be writing, submitted to the Executive

Director of DETC, and state the name and address of the institution for which the information is sought, the nature of

the information requested, and the purposes for which the information is to be used. A decision to deny such a

request is not subject to appeal.

Institutions accredited by or seeking accreditation from DETC provide a release as part of its Application for

Accreditation for purposes of eliciting information from state licensing agencies and governmental entities, as well as

an acknowledgment of the fact that accreditation information may, at the discretion of the Commission, be shared

with other accrediting agencies and government entities.

Authorized Disclosure of Information (10/11)

If an institution wishes specific accreditation information that is otherwise to be treated as confidential to be released

to third parties, the CEO of the institution or an institution-designated official must provide a written release on

official letterhead to the Executive Director of DETC stating the precise information sought to be released and the

party or parties to whom the information is to be released.

Also see C.22. Policy on Information Provided the U.S. Department of Education.

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Public Disclosure of Accreditation Status (10/11)

DETC specifies how an accredited institution may refer to its accreditation status. DETC Business Standard I.B.1.

states: An institution may refer to its accredited status as, “Accredited by the Accrediting Commission of the

Distance Education and Training Council” “Accredited by the DETC Accrediting Commission,” “accredited member

of DETC” or “DETC Accredited.” An institution may use the term “accredited programs,” “accredited courses,”

and/or “nationally accredited” when referring to its individual programs, courses, and/or institution.

Also DETC Business Standard IB.6. states, “An accredited institution must state its accredited status in its catalog

and on its website. DETC’s name, address, and telephone number must be published in the institution’s catalog,

along with a link to DETC’s website (www.detc.org).”

DETC Business Standards I.A.1. requires that “All advertisements, website copy or promotional literature with

respect to the institution, its personnel, its courses and services, or the occupational opportunities for its graduates are

accurate, clear, and readily accessible to the public and clearly indicates that training or education is being offered at

a distance.” This applies to properly disclosing in all its advertisements, promotional literature, and catalogs the

specific academic or instructional programs covered by an institution’s accredited status.

DETC does not have a preaccreditation or candidacy status. An applicant institution may not refer to its accreditation

status in any manner. In doing so, it could potentially mislead the public about the institution’s affiliation with

DETC. When an institution applies for initial accreditation, it must certify on its Application for Accreditation that it

“agrees to not make any promotional use of its application for accreditation status prior to receiving DETC

accreditation.”

If DETC is informed that an applicant institution is telling the public it is “preaccredited,” or “will be accredited,” the

Executive Director will notify the institution immediately and tell them to cease and desist. If the institution

continues, it is counseled that it may not proceed with the accreditation process.

Accredited institutions found to be in violation will the DETC Business Standards may be required to undergo a full

accreditation review.

Correction of Misleading or Inaccurate Information (10/11)

DETC requires that an accredited institution must correct any misleading or inaccurate information it releases. DETC

Business Standards I.B.9. states, “An institution must publicly correct any misleading or inaccurate information it

releases on its accreditation status, contents of reports of the examining committee from accreditation-related visits,

and/or actions taken by the Accrediting Commission with respect to the institution.”

DETC will notify the institution of the misleading or inaccurate information, and request that the institution

immediately make the correction, post a notice of the correction, and document to DETC that that correction has

been made. Failure to do so within 10 days may result in an order of a Special Visit (see C.16. Policy on Special

Visits).

# # #

Last Revised October 2011

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D.3. – Notification and Information Sharing DETC Accreditation Handbook - 2012

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DETC Accreditation Handbook – 2012 D.4. – Retention of Commission Files and Records

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4. Retention of Commission Files and Records

Procedures for the Retention of Accrediting Commission Files and Records

The Accrediting Commission of the Distance Education and Training maintains complete and accurate records of:

1. Its last full accreditation reviews of each institution, including the application, on-site evaluation team

reports, the institution’s responses to on-site reports, periodic review reports, any reports of special reviews

conducted between regular reviews, and a copy of the institution’s most recent Self-Evaluation Report;

2. All decisions made throughout affiliations with DETC regarding its accreditation and any substantive

change, including all correspondence that is significantly related to those decisions; and

3. Minutes of all Accrediting Commission meetings.

All records are maintained at the DETC office in Washington, D.C.

# # #

Revised August 31, 2011

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5. Reviewing, Adopting, and Circulating Standards, Policies, and Procedures

Procedure for Reviewing, Adopting and Circulating Accrediting Commission Standards, Policies, and Procedures

The Accrediting Commission has the power and responsibility to review, establish, and circulate its standards,

policies, and procedures for the evaluation and accreditation of distance education institutions.

Origin of Standards, Policies, and Procedures (10/11)

When reviewing its standards, policies, and procedures, the Accrediting Commission considers recommendations

from any source and in any manner or form. The following is a list of some sources of recommendations for new or

amended standards, policies, and procedures:

1. Commission: the Commission reviews its standards, policies, and procedures and any comments received at

every meeting;

2. Commission staff: if the staff notices areas of the standards, policies, and procedures that need to be

strengthened, he or she may make suggestions and recommendations to the Commission;

3. DETC Committees: the Research and Educational Standards Committee and the Business Standards

Committee continuously work to refine and revise the standards and make recommendations to the

Commission;

4. DETC Evaluators and Subject Specialists: These reviewers are surveyed after each on-site visit and asked to

give suggestions on how to strengthen DETC standards;

5. State Regulators: An observer from the state that the institution is located in is invited to observe each on-site

visit and asked to provide feedback on standards or the process;

6. Government agencies: Input from governmental agencies such as the U.S. Department of Education and the

Council for Higher Education Accreditation often leads to changes in DETC standards, policies, and

procedures;

7. Educators, faculty and administrators: DETC’s institutions often employ deans, professors, faculty,

administrators, and other educators who work for or have worked at other higher education institutions;

8. Consumer groups: DETC surveys the consumer protection agencies (i.e., Better Business Bureaus, Chamber

of Commerce, etc.) for their input;

9. Accredited or applicant institutions: each institution is encouraged throughout the process to give feedback

on the process and DETC’s standards, policies, and procedures;

10. Third-Party review: As part of its review process, DETC periodically retains and independent organization to

review its standards and conduct rigorous validity and reliability surveys;

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11. Students and the general public: DETC surveys students as part of the accreditation process and their input is

solicited. Student complaints and correspondence received by the DETC staff are also used in the review

process; and

12. Industry representatives and employers: Employers of students who have graduated from DETC institutions

are surveyed.

Systematic Program Review (10/11)

As described above, DETC collects information from several sources and seeks input from its communities of

interest, including internal and external constituencies. DETC gathers information from these communities

regarding whether the standards should be changed before drafting changes to the standards. DETC performs a

systematic review of its standards, policies, and procedures through the use of reviews involving its different

constituencies, such as third-party, students and employers, evaluators, subject specialists, DETC committees, and

the Commissioners. Elements of the review process are:

• Every five years, DETC engages an independent third party organization to survey accredited institutions,

DETC evaluators (many of who are faculty at traditional institutions), subject specialists, and students

(drops, active and graduates) on the validity and reliability of DETC’s Standards and policies. These

surveys focus on the adequacy and relevance of the standards in terms of enabling DETC to evaluate the

quality of education. The third-party reviewer evaluates DETC standards individually and as a whole.

• DETC Subcommittees collect information from its members and other interested people as part of the

review process, and establishes special Task Forces to handle the evaluation of the information to

determine whether the standards need to be changed. The Subcommittees, Research and Educational

Standards Committee and the Business Standards Committee, meet twice a year (at DETC’s Annual

Conferences and Fall Workshops).

• DETC staff compiles comments from the surveys conducted of the on-site evaluators and subject specialist

and presents them to the Commission at each of its meetings (typically in January and June).

• DETC staff may suggest revisions or additions to standards, policies, and procedures when called for to

remain in compliance for recognition from the U.S. Secretary of Education and/or the Council for Higher

Education Accreditation. This is done on an ongoing basis.

• DETC routinely conducts a survey of graduates of degree programs and their employers and publishes the

results. The results of these surveys aid the Commission in identifying any modifications to standards,

policies, or procedures needed. This is typically done every 4 to 5 years.

• Interested persons, institutions, and organizations are encouraged to submit comments on existing

standards, policies and procedures and make suggestions for additions or revisions. Comments and

suggestions are sent to the Executive Director of the Accrediting Commission. This is done on an ongoing

basis.

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Process and Procedure for Adoption (10/11)

As recommendations for changes to DETC standards, policies, and procedures are collected by DETC staff from

the various sources, they are submitted to the appropriate DETC Standing committee. The Research and

Educational Standards Committee works on revising language and/or develops new educational and administrative

standards, policies, and procedures. The Business Standards Committee handles revisions to the Business

Standards. Once approved by the Committees, the recommendations are sent to the Commission. The Commission

reviews and considers the recommendations and either approves them as written or makes changes to them and then

approves them. Not all changes come through the Committees. If there are circumstances where the Commission

itself believes changes are appropriate and called for, such as coming into compliance with Federal laws, the

Commissioners work directly with the DETC staff to develop or revise the appropriate documents.

Once the Commission approves the new or revised standards, policies, and procedures, they are sent to the public

and stakeholders and other interested parties for comment. Copies of the “Proposed Changes” are sent to people on

DETC’s mailing list (member and nonmember institutions, government agencies, other accrediting agencies, and

other interested parties) via DETC publications (see below) and comments are solicited by a certain date (at least 30

days). A notice is also posted on DETC’s website so that everyone, including the general public, has a chance to

review them and comment. DETC encourages its communities of interest (internal and external), including those

that have made their interest known, to comment on any proposed changes.

Typically, the Commission receives the suggested changes or additions to standards, policies, and procedures and

any comments received at least 30 days before it meets to allow time for the Commissioners to adequately review

all comments before formally adopting the proposed changes as final. The Commission reviews and carefully

considers all comments before making a final decision.

The Commission can adopt standards, policies, and procedures as proposed, adopt with changes or modifications,

defer action until further study and consideration is given, or reject the proposed new standards or changes outright.

When the final standards, policies, and procedures are adopted, the Commission sets the date they will become

effective, providing a reasonable time for compliance by the institutions. The entire process typically takes around

six months.

The Commission must make the necessary changes within 12 months after determining that, as a result of the

review process, changes to standards, policies, and procedures are needed.

Circulation of Accreditation Standards, Policies, and Procedures (10/11)

Once final adoption is given by the Commission, the Executive Director announces to the public and relevant

stakeholders any new or revised standards, policies, and procedures and takes the action necessary for their

implementation. The effective date of the standards, policies, and procedures for implementation, if required, are

included in the announcement, in addition to the date institutions must come into full compliance.

1. Information on new or revised standards, policies, and procedures are posted on DETC’s website and published

in DETC publications that are sent to the sources for recommendations listed above.

2. The relevant publications of the Accrediting Commission are revised to include the new standards, policies, and

procedures (see below).

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3. The DETC Accreditation Handbook is revised and updated every January. A copy is sent to each DETC

member institution and made available for sale to the public and relevant stakeholders. An “Update Sheet” is

also provided noting changes made from the previous edition.

4. DETC provides and makes available on its website to its evaluators and subject specialists an update sheet

noting any changes to its standards, policies, and procedures.

5. DETC routinely conducts webinars, seminars or workshop sessions, and issues guidance through Bulletins or e-

mails on how to interpret and apply any new standards.

6. DETC includes the new standards in the content of its online training manuals and courses.

7. DETC staff reviews with members of the on-site examining committee’s changes to standards, policies, and

procedures before each on-site visit.

Publications (10/11)

In addition to DETC’s website, changes and updates to the DETC standards, policies, and procedures, as well as a

list of institutions that are to be considered for initial or reaccreditation are published in the following publications:

• DETC Bulletins (as needed)

• DETC News (bi-annually)

• Washington Memo (monthly)

DETC has several mailing lists, which include:

DETC institutions, key people at the Department of Education and CHEA, other accrediting agencies,

applicants, governmental agencies, veterans approving agencies and veterans affairs, other associations, editors

and publishers, non-members institutions, universities, consumer protection agencies, Better Business Bureaus,

businesses, employers, students, and the general public.

Any one may request through DETC’s website to be put on DETC’s mailing lists.

# # #

Revised October 2011

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DETC Accreditation Handbook – 2012 D.6. – Undergoing an On-Site Visit

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Procedures and Guidelines for an On-Site Visit

When planning for the on-site visit, a mutually convenient date is coordinated by the Commission staff and with the

institution. The Commission staff then selects the members of the examining committee and prepares an Examination

Schedule. The Examination Schedule lists the names, addresses, and biographies of the examiners and observers, the

date of the examination, the name and address of the hotel where the Committee will be staying, the time of the

Committee’s breakfast meeting, and the approximate time when the Committee will be arriving at the institution. The

Examination Schedule is sent to the institution along with a statement for required visitation fees. These fees must be

paid by the date shown on the statement before the visit can take place.

The purpose of the on-site visit is for the Examining Committee to verify the information in the Self-Evaluation

Report (SER) and to gather any additional facts for the Accrediting Commission.

(NOTE: Initial applicants must undergo a Readiness Assessment before a full on-site visit will be conducted.)

Before the Visit

• An accreditation examination presumes that the applicant institution has a permanent physical office or location

where an accrediting Committee can physically visit to conduct its examination of executives, staff, appropriate

faculty, and also view curricula, records, and technology used to teach and service students. Where space is at a

premium, please coordinate with the DETC staff on possible options.

• Have key personnel of the institution present and available to be interviewed by members of the Examining

Committee throughout the day of the on-site visit. All chief executives, operating officers, managers, and an

appropriate representation of instructional faculty must be present on the day of the visit. Outside accountants

and others not in attendance must be briefed on the events of the visit and be available by telephone to talk with

examiners during the course of the on-site visit. It is very important to have a sufficiently representative number

of faculty who provide academic counseling/services present during the visit. Prepare name badges for all school

personnel to wear on the day of the visit. Failure to have key personnel present at the time of the scheduled visit

is grounds for terminating the visit.

• The successful conduct of an accrediting on-site review rests on the performance and cooperation of the

institution being visited. A successful visit can be ensured when the institution has not only provided the visiting

Committee in-person access to key personnel during the visit, but also makes it easy for the Committee members

to access all relevant business and academic records that are required by DETC accrediting standards and

policies, i.e., C. 21. Policy on Institutional Documents. Easy access to all student records is a top priority for

every Committee.

• Demonstrations of online learning platforms or other computer-based learning offerings should be arranged for in

advance of the visit and such demonstrations can made available to the Committee on a schedule that they

determine.

• Arrange to have a private meeting room or conference area for the Examining Committee to use during the on-

site visit. One complete set of each course/program, including tools, kits, equipment, advertising materials, and

examinations, should be on display in the meeting room. A complete copy of the institution’s Self-Evaluation

Report should also be in the room.

6. Undergoing an On-Site Visit

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• Arrange for coffee, tea, and water to be available to the Committee members throughout the day.

• Read and review any subject specialist reports and student surveys sent to you by the Commission’s staff. If there

were any not met findings, you must respond in writing explaining your changes to correct the deficiencies. Your

responses should be included in the “Welcome Kit.” Be ready to discuss any concerns with the on-site examining

committee.

• Create a “Welcome Kit” for each evaluator, which includes:

1) a copy of your organizational chart

2) a layout of your facilities (with offices marked with names and titles)

3) key phone numbers,

4) schedule for interviews (if you have people available only during certain times)

5) a list of exhibits showing who is responsible for information for each Standard

6) a sampling of active students (with names, city and state, and the course/program they are enrolled) who

evaluators may want to call and interview

7) copies of responses to the off-site subject specialists reports

8) supporting documents for any changes you might have made since the SER was shipped, and

9) the menus for the Committee’s lunch

During the Visit

• Greet the Committee members when they arrive and immediately show them to the private meeting room so that

they can leave any materials they brought with them. Give them each a Welcome Kit.

• The CEO/President should make brief introductions of key staff members. The Chair of the Committee will

introduce the examiners (who will all be wearing name badges prepared by DETC’s staff). The CEO/President

should give a brief statement (10-15 minutes) about the institution’s philosophy and purpose, describe the

institution’s organization and types of programs offered, and give an overview of the layout and locations of the

facilities.

• Ask the Committee members to place their orders for lunch. Ask them to write down their orders, including what

they want to drink.

• Give a brief tour of the facilities. The tour should take no more than 20 minutes and end back at the meeting room.

The examiners will note where key officials and/or staff are located so that they can interview them later. The

Committee members are trained to not ask questions during the tour. It is helpful to have extra copies of the office

layout (including names) that were supplied in the institution’s SER available for the Committee members.

• After the tour, the Committee will meet in the meeting room to review any additional materials the institution did

not provided with its SER. They will divide up to work in their own areas of expertise. Each examiner has his or

her individual duties to perform. Most interviews are conducted on a one-on-one basis. However, in large

institutions, an examiner may on occasion interview small groups.

• During the visit, the Committee members work from documents, take notes, examine files, review records, verify

data, and assemble relevant information to aid in preparing their reports. School personnel should be properly

briefed and be able and willing to answer appropriate questions from the Committee members. Staff should also

cooperate when asked for additional reports or documentation. All key personnel should be available during the

visit.

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• Lunch should be ready and delivered to the meeting room at noon. The Committee will return to the meeting room

for an executive session as they work through lunch. The lunch is typically one hour, and then the examiners

continue their interviews. School personnel should also be finished with their lunches and ready to answer

questions at the same time the Committee is finished.

• The Committee usually estimates at lunch time how much longer they will need to complete their examination, and

a time is set to meet back at the meeting room. When the Committee is ready to leave, the Chair meets briefly with

the CEO/President. At this time the Chair will ask for any additional information which the Committee may need

for their reports and informs the CEO of an approximate date when he or she may expect to receive a copy of the

Chair’s Report. The Chair thanks the CEO for the cooperation and hospitality received. Because judgment

regarding accreditation rests solely with the Accrediting Commission, neither the Chair nor any member of the

Committee is authorized to say anything that implies acceptance or rejection of the institution by the Commission.

• Do not give the evaluators any types of gifts, favors, or services. This is not allowed.

After the Visit

• After the visit, the institution will receive an acknowledgment letter from the Commission thanking them for their

hospitality and inviting them to make comments prior to the receipt of the Chair’s Report. As soon as the

Commission staff receives a copy of the Chair’s Report, it is forwarded to the institution’s CEO/President for

comment. The CEO/President is given 30 days to respond to the comments and statements in the Chair’s Report.

(10/11)

• Allow evaluators to be able to get into your courses through the user name and password you provided for at least

two weeks after the on-site visit. (10/11)

• If additional information was requested during the on-site visit, provide the information to Nan Ridgeway at

DETC. She will send it to the proper evaluators. (10/11)

• After the Accrediting Commission meets (normally in January or June), the institution will receive a letter setting

forth the Commission’s decision. The institution may appeal of the Commission decision. If the institution is

denied accreditation or if accreditation is withdrawn, the institution must wait one year from the date of the

Commission’s decision before applying application for accreditation again.

All accrediting decisions of the Accrediting Commission are final. They are not subject to review or veto by the

DETC members or officers.

If you have any additional questions or need assistance as you prepare for your on-site visit, please feel free to call

the Commission’s staff at 202-234-5100.

Revised October 2011

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Checklist for the On-Site Visit

Before Visit

___ Pay visitation fees.

___ Contact key personnel and ask them to be present and available on the day of the visit.

___ Coordinate interview schedule with DETC for those personnel who will only be available during limited times. Be

certain to include faculty members.

___ Brief key personnel on what will happen on the day of the visit.

___ Have CEO/President prepare a 10-15 minute briefing on the institution’s philosophy and purpose, describe the

institution’s organization and types of programs offered, and give an overview of the layout and locations of the

facilities.

___ Prepare name badges for school personnel.

___ Make arrangements for a private meeting room for the Committee to use while at the institution.

___ Have on display in the meeting room one complete set of each course, including tools, kits, equipment, advertising

materials, and examinations.

___ Have a complete copy of the institution’s Self-Evaluation Report and all the exhibits in the meeting. Include a contact

person for each Standard in the “Welcome Kit.”

___ Prepare extra copies of the organization chart and the office layout (including names) supplied in the SER and put in the

“Welcome Kit.” Have a list of key interoffice telephone numbers in the Committee meeting room.

___ Provide a sampling of the names and contact information of active students for evaluators to interview

___ Have coffee, tea, and water in the meeting room.

___ Get menus so Committee members will be able to order their meals on the day of the visit.

___ Review any student surveys and subject specialist reports received and have copies of the institution’s responses to any

“not met” or “partial met” findings.

During Visit

___ Make certain school personnel are wearing name badges.

___ Greet Committee members and show them to the prearranged meeting room.

___ Do introductions and provide each member with a “Welcome Kit.”

___ Take lunch orders from the Committee members.

___ Have the CEO/President give a 10-15 minute briefing on institution.

___ Give Committee members a tour of institution.

___ Have school personnel present and available for interviews by Committee members.

___ Have lunch delivered and ready in the meeting room by noon.

___ Assure that school personnel finish their lunches by 12:30 p.m. and are available for interviews.

___ Have the CEO/President available for short meeting with Chair at the end of the visit.

___ Supply any additional information requested by Committee members and provide access to online courses for at least 2

weeks after the visit.

___ Get an approximate date to receive a copy of the Chair’s Report and say good-bye to the examiners.

After Visit

___ Send DETC any comments concerning the visit prior to receipt of Chair’s Report.

___ Receive Chair’s Report and send response to Commission by date requested.

___ Receive letter on Commission decision.

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7. Responding to Course/Program Reviews Procedure for Responding to any “Partially Meets” or “Does Not Meet” Findings on Subject Specialist Course Reviews

Course materials are required to be submitted as part of the accreditation process. C.5. Policy on Course/Program

Approval describes what courses, programs, and materials must be submitted for review.

Course materials are sent to subject matter experts, who are also called “subject specialists.” The responsibility of a

Subject Specialist Evaluator is to ascertain whether the course materials offered by a distance study institution are

complete, accurate, and up-to-date in light of the stated course objectives. In essence, they are asked to make a

judgment on whether a course is of good quality and meets the published standards of the DETC Accrediting

Commission.

As the Subject Specialist reviews the course materials, he/she is asked to answer the questions on the worksheet

“Rating Form for Off-Site Vocational Subject Specialists” or “Rating Form for Off-Site Degree Subject Specialists”

to help him/her determine if a standard is being met. His/her comments must address the issue of whether or not the

course meets the minimum standards.

He/she is asked to rate each standard by using the following:

Meets Standard = Yes, the course/program meets the intent of the standard overall.

Partially Meets Standard = Yes, the course/program meets some of the elements of the standard, but not all.

The institution should take specific actions to correct the matter and implement the required action(s) to

enhance the course/program.

Does Not Meet Standard = No, course/program does not meet the standard and overall course approval cannot

be extended at this time. Approval cannot be extended at this time.

NA = Not applicable or not known from materials received.

Options

If an institution is undergoing its initial or re-accreditation examination receives a not met findings on a

course/program it may be resolved if the institution produces evidence during the on-site examination that the

Subject Specialist’s concerns have been addressed to the Committee’s satisfaction.

If an institution receives any not met findings as part of a new or revised course review, the institution may exercise

one of the following options:

1. Make Changes and Respond to Not Met Findings:

Respond to comments of the evaluator on any “Partially Meets” or “Does Not Meet” findings and re-submit the

course/program. The response will be forwarded to the same evaluator for review (see E.1. for applicable fee).

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2. Request New Reviewer:

Request a completely new reviewer and have the course reviewed again (see E.1. for the applicable fee).

3. Withdraw Course:

Withdraw the course from consideration.

Revised October 2011

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DETC Accreditation Handbook – 2012 D.8. – Conflict of Interest Policy

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8. Conflict of Interest Policy It is in the best interest of the Distance Education and Training Council (DETC) to be aware of and properly manage

all conflicts of interest and appearances of a conflict of interest. This conflict of interest policy is designed to help

Accrediting Commissioners, Evaluators, Subject Specialists, Consultants, Administrative Staff, Appeals Panel

Members, and employees of the DETC to identify situations that present potential conflicts of interest and to provide

DETC with a procedure to appropriately manage conflicts and ensure that its accrediting activities are conducted in

an environment free of bias, in accordance with legal requirements and the goals of accountability and transparency

in DETC’s operations.

1. Conflict of Interest Defined

For purposes of this policy, a person with a conflict of interest is referred to as an “interested person.” The

following circumstances shall be deemed to create a Conflict of Interest:

• Ownership of some or all of an institution, its assets or the stock of the company that owns or operates

the institution;

• The holding of mortgages, liens, or other debt instruments or interest upon an institution or its assets;

• Having been employed, or currently employed, at the institution;

• Currently employed with a DETC institution that competes with the institution;

• Having served, or currently serving, as a consultant to the institution;

• Having served, or currently serving, on a Board, Advisory Council, or Committee of the institution;

• Having attended the institution as a student;

• Having financial interest (including holding stocks, etc.) in the institution or a business or enterprise that

competes with DETC;

• Having a close personal friend or relative at the institution; or

• Having accepted gifts, entertainment or other favors from individuals or entities (see below).

Other situations may create the appearance of a conflict, or present a duality of interests in connection with a person

who has influence over the activities or finances of the DETC.

All such circumstances should be disclosed to the DETC Executive Director, as appropriate, and a decision made as

to what course of action the organization or individuals should take so that the best interests of the DETC are not

compromised by the personal interests of stakeholders in the DETC.

Gifts, Gratuities and Entertainment. Accepting gifts, entertainment or other favors from individuals or entities can

also result in a conflict or duality of interest when the party providing the gift/entertainment/favor does so under

circumstances where it might be inferred that such action was intended to influence or possibly would influence the

interested person in the performance of his or her duties. Souvenirs (typically available to the public) are permissible,

but should be restricted to inexpensive items representing the institution.

2. Definitions

In this policy, the following terms are defined as:

a. A “Conflict of Interest” is any circumstance described in Part 1 of this policy.

b. An “Interested Person” is any person serving as Commissioner, Evaluator, Subject Specialist, Consultant,

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Administrative Staff, Appeals Panel Member, or employee of DETC or anyone else who is in a position of

control over DETC who has a personal interest that is in conflict with the interests of DETC.

c. A “Family Member” is a spouse, parent, child or spouse of a child, brother, sister, or spouse of a brother or

sister, of an interested person.

d. A “Material Financial Interest” in an entity is a financial interest of any kind, which, in view of all the

circumstances, is substantial enough that it would, or reasonably could, affect an Interested Person’s or

Family Member’s judgment with respect to transactions to which the entity is a party. Where the potential for

pecuniary gain or the appearance of it is involved, as in reporting on or evaluating a current or potential

direct competitor or partner or an institution in which the participant has a financial interest, the participant

has a conflict of interest.

e. An “appearance of a conflict” means there is an appearance of partiality involved, as in a situation where the

person who has a Conflict of Interest has a relationship with an institution or its principals is such that

evaluations or decisions may appear to be unduly influenced by that relationship.

f. A “duality of interests” means when a person has divided loyalties or when a person has a personal interest

that conflicts with the interest of DETC.

3. Procedures

The procedures for addressing a conflict or interest, an appearance of a conflict, or duality of interests are as

follows:

a. Prior to a Commission meeting, an on-site evaluation, a course/program review, an appeals panel hearing, a

consultation, or any action on an institution involving a Conflict of Interest, the person having a Conflict of

Interest shall disclose to the DETC Executive Director all facts material to the Conflict of Interest. If any

Interested Persons are aware that staff or other persons have a conflict of interest, relevant facts should be

disclosed by the interested person him/herself to the Executive Director for purposes of disclosure.

b. Where the appearance of partiality is involved, as in a situation where the person who has a Conflict of

Interest has a relationship with an institution or its principals is such that evaluations or decisions may appear

to be unduly influenced by that relationship, the person with the Conflict of Interest must advise the next

higher person in the process and must recuse him/herself. Guidance should be sought from the DETC

Executive Director in questionable cases.

c. A person who has a Conflict of Interest shall not participate in or be permitted to hear any discussion of or

vote on any matter being considered. Such person shall not attempt to exert his or her personal influence with

respect to the matter, either at or outside the meeting.

d. In the event it is not entirely clear that a Conflict of Interest exists, the individual with the potential conflict

shall disclose the circumstances to the DETC staff member/Executive Director, who shall determine whether

a Conflict of Interest exists that is subject to this policy.

4. Confidentiality

Protecting confidentiality is an important part of the accreditation process. Interested persons are reminded of the

following:

a. Each Accrediting Commissioner, Evaluator, Subject Specialist, Consultant, Administrative Staff, Appeals

Panel Member, or employee shall exercise care not to disclose confidential information acquired in

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connection with disclosures of conflicts of interest or potential conflicts, which might be adverse to the

interests of DETC.

b. Accrediting Commissioners, Evaluators, Subject Specialists, Consultants, Administrative Staff, Appeals

Panel Members, and employees will not discuss any confidential aspect of an application for DETC

accreditation with the applicant, an institution accredited by DETC, a direct competitor of the applicant, or

any other third party except as required in order to discharge the responsibilities of the participant in the

accreditation review. DETC will communicate the results of the Commission’s decision to the applicant and

the public as provided in D.1.1. Actions Available to the Commission.

c. Furthermore, Accrediting Commissioners, Evaluators, Subject Specialists, Consultants, Administrative Staff,

Appeals Panel Members, and employees shall not disclose or use information relating to the business of

DETC for their personal profit or advantage or the personal profit or advantage of their family member(s).

5. Review of Policy

The following describes the review process for this policy:

a. Each Accrediting Commissioner, Evaluator, Subject Specialist, Consultant, Administrative Staff, Appeals

Panel Member, or employee shall be provided with and asked to review a copy of this policy and to

acknowledge in writing that he or she has done so.

b. Each Accrediting Commissioner, Evaluator, Subject Specialist, Consultant, Administrative Staff, Appeals

Panel Member, or employee shall complete a Conflict of Interest Disclosure Form (D.8.1.) identifying any

relationships, positions or circumstances in which s/he is involved that s/he believes could present a Conflict

of Interest.

c. Any such information regarding the business interests of an Accrediting Commissioner, Evaluator, Subject

Specialist, Consultant, Administrative Staff, Appeals Panel Member, or DETC employee, or a family

member thereof, shall be treated as confidential and shall generally be made available only to the Executive

Director, and any committee appointed to address Conflicts of Interest, except to the extent additional

disclosure is necessary in connection with the implementation of this policy.

d. This policy shall be reviewed annually by each member of the Accrediting Commission. Any changes to the

policy shall be communicated to all staff and interested persons.

e. On-Site Evaluators must annually read and agree to the conditions of the DETC Code of Conduct for On-Site

Evaluators (D.9.) in addition to this policy.

I agree to complete the Conflict of Interest Disclosure Form for all institutions I review.

I have read and received a copy of this DETC’s Conflict of Interest Policy (must be signed annually):

Name: _______________________________________ Signature: ______________________________________ (please print) Title:_____________________________________________________ E-mail: ____________________________

Your Institution/Company:______________________________________ Today’s Date: ____________________

Adopted October 2011

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(Please Note: This page was left blank on purpose.)

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8.1. Conflict of Interest Disclosure Form

Name: __________________________________________________ E-mail: ______________________

Institution(s) being reviewed: ___________________________ Date of Visit/Review/Meeting: ________ (Name)

Your Position (Commissioner/Evaluator/Subject Specialist/Consultant/Appeals Panel Member/Administrative Staff/Employee):__________________________________________________________________________

Please note that a separate form must be completed for each occasion. For multiple institutions a list or

agenda may be attached to this document.

Conflict of Interest: As described in D.8. Conflict of Interest Policy, possible Conflicts of Interest are—

• Ownership of some or all of an institution, its assets or the stock of the company that owns or operates the

institution;

• The holding of mortgages, liens, or other debt instruments or interest upon an institution or its assets;

• Having been employed, or currently employed, at the institution;

• Currently employed with a DETC institution that competes with the institution;

• Having served, or currently serving, as a consultant to the institution;

• Having served, or currently serving, on a Board, Advisory Council, or Committee of the institution;

• Having attended the institution as a student;

• Having financial interest (including holding stocks, etc.) in the institution or a business or enterprise that

competes with DETC;

• Having a close personal friend or relative at the institution; or

• Having accepted gifts, entertainment or other favors from individuals or entities.

_____ I do not have a conflict of interest with this/these institution(s)

_____ I do have a conflict of interest to report (please describe on revise side of this form)

Other situations may create the appearance of a conflict, or present a duality of interests in connection with a person

who has influence over the activities or finances of the DETC. All such circumstances should be disclosed to the

DETC Executive Director, as appropriate, and a decision made as to what course of action the organization or

individuals should take so that the best interests of the DETC are not compromised by the personal interests of

stakeholders in the DETC.

I hereby certify that the information set forth above is true and complete to the best of my knowledge. I have

reviewed, and agree to abide by DETC’s D.8. Conflict of Interest Policy.

Signature: ___________________________________________Today’s Date:_____________________

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Description of possible conflict of interest:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

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9. Code of Conduct for On-Site Evaluators

High standards of honesty, integrity, and impartiality by on-site evaluators are essential for the proper

performance of the DETC Accrediting Commission’s business and the maintenance of confidence by

institutions in the accreditation process. This confidence is influenced not only by the way an on-site evaluator

conducts him/herself, but also in the way he/she conducts him/herself in the eyes of other accredited institutions

and the public. To help on-site evaluators avoid any misconduct and conflicts of interest and to ensure that

DETC’s accreditation activities are conducted in an environment free of bias, DETC has adopted the following

code of conduct.

As an On-Site Evaluator, I agree to:

1. conduct myself in a manner which seeks to avoid a conflict of interest or any appearance of conflict of

interest;

2. read, sign, and abide by DETC’s D.8. Conflict of Interest Policy and D.8.1. Conflict of Interest

Disclosure Form and;

3. not engage in outside employment or other outside activity not compatible with the full and proper

discharge of the responsibilities of a member of the DETC Examining Committee;

4. not recruit any staff or offer my services, nor shall I take any information or materials for personal

interest or gain during the on-site evaluation;

5. not state any opinion or make any prediction concerning possible action by the Commission that may

result from the on-site evaluation;

6. direct any inquiries I may have, or request for additional information after the on-site visit, to the DETC

staff;

7. treat all information obtained through the institution’s participation in the accreditation process as

confidential, and not disclose such information to parties other than members of the examining

committee, the Commission, and the DETC staff except pursuant to valid governmental regulation or

judicial procedure;

8. not participate in litigation or other legal proceedings involving institutions that are or may seek to

become accredited by DETC without consulting with DETC’s counsel and the Executive Director;

9. not discuss accreditation matters on behalf of the Appeals Panel or Commission with members of the

media, referring any media inquiries to the Executive Director;

10. not discuss legal matters involving the institution evaluated or to be evaluated with counsel for the

institution or any third party;

11. exercise due diligence in becoming familiar with, and authority on, DETC accreditation standards and

policies;

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12. participate in a training program prior to my participation in on-site evaluations that include training on

DETC’s Conflict of Interest Policy, and exercise due diligence in preparing for the institution’s on-site

evaluation, and come to the on-site evaluation familiar with all assigned materials and prepared to fully

participate in the process;

13. participate fully in the process and otherwise conduct myself during the on-site visit in a manner

consistent with my best, impartial and unfettered judgment, and in furtherance of the Commission’s

purpose;

14. conduct myself professionally, impartially, and courteously during the on-site evaluation; and

15. report any alleged violations of the Code of Conduct immediately to the DETC Executive Director.

I have read and agree to the conditions, and received a copy of the DETC Code of Conduct for On-Site

Evaluators (must be signed annually):

Name: (please print)________________________________________________________

Signature: ________________________________________________________________

Today’s Date: _______________________

If the DETC staff member or Commission member should determine that an on-site evaluator has violated the

DETC Code of Conduct, he/she may sanction the offending on-site evaluator through an oral or written

reprimand or prohibit that individual from being a member of any DETC evaluation team in the future.

Adopted October 2011

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10. Selection and Training of Commissioners

Procedure for the Selection and Training DETC Commissioners

The process of selecting and vetting a person to serve on the DETC Accrediting Commission begins with the

DETC’s Nominating Committee. As prescribed by DETC’s Constitution and Bylaws, the Nominating Committee is

charged with nominating individuals to be elected or appointed to the Accrediting Commission. Institution members

of the Commission are elected by members of the Council, and public members of the Commission are appointed by

the Accrediting Commission. The Nominating Committee is comprised of three individuals from the Council

membership not currently serving on the Commission. (10/11)

Nominations come from interested persons, the general public, and Council members. Using the qualifications

described below, the Nominating Committee reviews and vets the nominees’ resumes. Once a decision is made by

the Nominating Committee, the nominations for institution members are published for a period not less than 30 days

prior to the Annual Business Meeting of the DETC. Nominations may also be made from the floor by members of

the DETC at its Annual Business Meeting. Following the closing of nominations, the members of the Council vote

for the nominations. The nominations for the public commissioners are presented to the members of the Commission,

who make the final appointment. (10/11)

Size and Make-up of the Commission

The selection criteria used for the Accrediting Commission are prescribed by the DETC Constitution and Bylaws

Article 6.3. It states the Commission shall be: “ . . . comprised of nine (9) members: five (5) members from DETC-

accredited institutions elected by the Council and four (4) members appointed by the Commission to represent the

public. At least two members of the Commission must be ‘academics,’ defined by DETC as a person who works full

time at an educational institution who, possibly in addition to other duties, actively teaches, delivers educational

content to learners, or engages in educational research related to the institution’s mission. At least two members of

the Commission must be ‘administrators’ defined by DETC as a person currently or recently directly engaged in a

significant manner in the administration of an institution.”

At its Annual Business Meeting, the DETC members elect Commissioners from the ranks of accredited members to

replace those whose terms of office expire that year. Public members are appointed by the Accrediting Commission

to replace public members of the Commission whose terms expire.

When an unexpected vacancy occurs by reason of resignation or otherwise, or when a Commission member from an

accredited institution is no longer currently active in academic or administrative functions, the Chair of the

Commission will declare the position vacant and the Chair will appoint a qualified individual to fill the position, who

will thereby start his/her own first term upon taking his/her seat on the Commission.

By custom, the Chair of the Commission is a public Commissioner who has at least two years of service remaining

on his or her term. Normally, a Chair does not serve more than three years as the Chair.

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Qualifications of Commissioners

Public: Public Commissioners are selected from diversified fields and backgrounds to include, insofar as possible,

representatives from government, industry, business, finance, and education.

In seeking individuals to be recommended for appointment to the Commission, the DETC Nominating Committee

considers persons whose qualifications and experience will bring expertise that would best help the Commission deal

with special areas of institution evaluation (i.e., finance, administration, management, curriculum, etc.).

In addition to the above, the following informal guidelines will be considered in appointing Public Commissioners

from outside the distance study field:

1. The personal qualities of leadership, integrity, ability, and personal reputation; and

2. Formal education—holding one or more appropriately accredited academic degrees.

A Public Commissioner may not be (1) an employee, member of the governing board, owner, or shareholder of, or

consultant to, an institution that either is accredited by DETC or has applied for such accreditation; (2) a member of

any organization that transacts business with or receives any funding or payments from DETC; or (3) a spouse,

parent, child, or sibling of an individual identified in (1) or (2) above. (10/11)

Institution: Institution Commissioners are selected from DETC accredited institutions and are individuals who are

currently active academic or administrative personnel who do not have a representative currently serving on the

Accrediting Commission.

The Commissioners are selected so that they are representative of the variety of institutions in the Distance Education

and Training Council and the distance education field insofar as possible.

In addition to the above, the following informal guidelines are considered in appointing Commissioners from the

distance study institution field:

1. The personal qualities of leadership, integrity, ability, and personal reputation;

2. Formal education—holding one or more appropriately accredited academic degrees; (10/11)

3. Experience in the distance study field with a contemporary knowledge of the field;

4. Demonstrated supportiveness of the accrediting program;

5. Experience as a member of Accrediting Examining Committees; and

6. Interest in and support of the Distance Education and Training Council as evidenced by regular attendance at

Council functions and personal as well as institutional participation on Council Committees and Council

workshops, conferences, and other events. (10/11)

All Commissioners must have an interest and willingness to serve and should be able to devote the time to do the

necessary reading and background preparation and attend all Commission meetings so that they can serve effectively.

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Responsibilities of Commissioners

The Commissioners have the following responsibilities consistent with the DETC Constitution and Bylaws. The

Commission’s responsibilities are:

1. Establish, implement and promulgate standards and policies reflecting the qualities of sound and reputable

distance education and training institutions, and determine effective procedures and administrative guidelines

for evaluating distance education and training institutions seeking DETC accreditation.

2. Receive and act upon applications for accreditation and re-accreditation from distance education institutions,

evaluate new programs submitted for approval, decide the merits of any petitions from institutions and

oversee an ongoing program that ensures all standards are policies are effective, current and compliant with

existing requirements for a recognized accrediting association.

3. Conduct an institutional accreditation program that is compliant with extant Federal and CHEA-adopted

recognition criteria for nationally recognized accrediting associations.

4. Review the reports of evaluation committees and all other pertinent materials, including the Self-Evaluation

Report, and, acting as a joint body of decision-makers, accredit, deny or withdraw accreditation from

accredited institutions or order a Show Cause. In cases where accreditation is withdrawn or denied, the

institution will be given the reasons for the adverse decision and will be given the opportunity of appealing

the adverse decision before it becomes final.

5. Re-evaluate, at reasonable intervals, accredited institutions.

6. Exercise such other powers and duties as are necessary to carry out the functions of a nationally-recognized

accrediting association.

Training of Commissioners

Commissioners must successfully complete DETC’s online course entitled, “DETC Evaluator’s Training Program,”

before attending their first Commission meeting. In addition to the online training course, DETC’s staff provides an

annual Training Seminar. All Commissioners are required to attend this Seminar. Items covered at this Seminar

include the Mission and Goals of DETC; The History, Traditions and Culture of the Commission; The Accreditation

Process and How Accrediting Commission Meetings are Conducted; How Applications are Processed, From Start to

Finish; Duties and Obligations of Commission Members; How the Commission Makes Decisions; Enforcement of

Timelines; Ethics, Conflicts of Interest, Confidentiality of the Process and Legal Issues, Appeals Panel Role and

Function, and How to Execute Commissioners Duties and Stay Current. Recusals are addressed in the Conflicts of

Interest session.

All Commissioners are also required to participate in an on-site evaluation as an Observer from time to time. DETC

provides additional training through its workshops and webinars, which the Commissioners routinely participate in or

attend. Commissioners also keep current on any changes to DETC’s standards, policies, or procedures through

information provided in DETC’s numerous publications and through its website postings. (10/11)

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Conflict of Interest

Each Commissioner is required to review, sign and abide by the DETC Conflict of Interest Policy (D.8.) each

January. Each Commission must also review, sign, and abide by DETC’s Conflict of Interest Disclosure Form

(D.8.1.) before each Commission meeting. These forms are kept on file or stored electronically at the DETC offices.

(10/11)

Revised October 2011

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11. Selection and Training of Evaluators Procedure for Selecting and Training DETC Evaluators The DETC Accrediting Commission prides itself on being able to attract competent and knowledgeable individuals

to serve as on-site evaluators and subject specialists. The selection of evaluators and subject specialist reviewers is

based upon the judgment of the Director of Accreditation acting under the established guidelines of this policy. Each

on-site committee will have an academic and administrative personnel represented. (10/11)

On-Site Evaluators

The Commission trains and uses top executives and other staff from accredited institutions as on-site Evaluators, as

well as highly qualified academic experts from other accredited higher education institutions and from other sectors

of society. In the vast majority of cases, the CEOs or senior executive officers of accredited institutions comprise the

members of each examining committee, thus ensuring an authentic “peer review” from the ranks of the most highly

respected practitioners in the field.

Evaluators are also selected from among accredited public and private institution educators, executives, and

practitioners in business, technical, and service fields. Evaluation teams are made up of a mix of educators and

practitioners. Some of the Evaluators are retired persons who have otherwise remained active in their field of

expertise.

As an added safeguard to insure against potential or perceived conflicts in the selection of visiting evaluators,

applicant institutions receive an Examination Schedule containing the names and affiliations of visiting evaluators,

and short biographies on each evaluator. The institutions then have an opportunity to discuss any specific objections

they may have to a particular evaluator. In the case where an expressed objection is found to be valid, the Executive

Director will appoint another evaluator to take the place of the evaluator who had been questioned.

To become a qualified examiner s/he must complete an online or paper-based training program entitled “DETC

Evaluator Training Program” and receive a certificate of completion. The Accrediting Commission maintains a

record of the qualifications of people who have been trained as on-site evaluators through this training program.

Before new evaluators are asked to serve on an on-site Examining Committee, they must:

1. Have demonstrated expertise, ability, and accomplishment in the area they are selected to examine;

2. Read, agree to abide by and sign the DETC Code of Conduct for On-Site Evaluators (D.9.), which includes

reading, agreeing to abide by and signing DETC’s Conflict of Interest Policy (D.8.), and Conflict of Interest and

Disclosure Form (D.8.1.) (see below); and (10/11)

3. Have completed the training program, DETC Evaluators Training Program.

In selecting evaluators for visits, the Director of Accreditation considers the nature of the institution being visited, the

methods of operation unique to the institution, the nature of the program(s) offered, and the expertise and past

examining experience of the evaluator. For visits to degree-granting institutions, a subject specialist is always

included. These evaluators must possess an academic degree that is in a similar field and one higher than the degrees

being offered by the institution, or the relevant terminal degree.

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For doctoral degrees program evaluations, the evaluator must have the appropriate doctoral degree and have

practiced in the field for several years before he or she would be considered for the Degree Subject Specialist

Evaluator position.

Each evaluator has a copy of the appropriate rating forms needed to aid the evaluators with their reviews. These

forms are sent to the evaluators in their on-site examination materials. In addition to the rating forms, the following

Commission documents are included in the package for guidance (depending on the position in which they are

serving on the committee):

1. Examination Schedule

2. Memo from the Director of Accreditation

3. Completed Student Surveys with Summary Sheet (or access to the online survey results) (10/11)

4. Any Subject Specialists Report received

5. Letter on Completion and Graduation Rates

6. Copies of any complaints received

Each evaluator must use the appropriate rating form(s), depending on the purpose of the visit (i.e., degree program,

doctoral degree program, change of location, combination distance-study resident programs, non-U.S. institutions,

and institutions participating in Title IV, etc.).

Each on-site evaluator (and subject specialist) must submit a copy of his or her resume or curriculum vitae. The

Director of Accreditation maintains these “resumes” on file, along with a database record listing a history of visits

conducted by each evaluator and the latest edition of the DETC Accreditation Handbook that they have received.

Subject Specialists

Special care is given to select professionals for subject specialists who are current and knowledgeable in their area of

expertise (i.e., evaluation of curriculum content that reflects up-to-date technologies and skills). The vast majority of

subject matter experts come to the Commission from regionally accredited institutions of higher learning, often by

personal recommendation of the executive officers of higher education associations, e.g., the American Council on

Education or any of the regional accrediting associations. A rich source of potential qualified subject specialist

evaluators is the various specialized accrediting associations. DETC makes effective use of its working relationships

with the various accrediting bodies to obtain and build an extensive roster of highly qualified experts.

To be selected as a subject specialist, the Commission asks that the person evidence no bias against the distance

education method or no conflict of interest with the institution. For vocational courses, special care is given in

selecting current practitioners who are working in the field of study. As discussed above, for degree programs, the

subject specialists must have the appropriate academic degrees from an institution accredited by an agency

recognized by the U.S. Secretary of Education and/or the Council for Higher Education Accreditation. Typically, the

subject specialist must have a degree that is one higher than the degree being evaluated or the appropriate terminal

degree. The degrees must be constructive to the degrees being evaluated. For doctorate degrees, the evaluator must

have the same doctorate degree and have practiced in the field for several years before he or she would be considered

for the evaluation. (10/11)

To become a qualified subject specialist, one must complete the training program entitled “DETC Evaluator Training

Program” and receive a certificate of completion. The Accrediting Commission maintains a record of the

qualifications of people who have been trained as subject specialists through this training program.

The duty of a subject specialist is to determine if curriculum materials offered by the institution are complete,

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accurate, and up-to-date in light of the stated objectives of the course. The subject specialist must judge whether the

course is of good quality and whether it meets the published standards of the Accrediting Commission. For credit-

bearing courses, the subject specialists must be able to judge the comparability of curricula to resident programs.

Subject Specialists are used for evaluating courses off-site and on-site. The Commission’s Guide for Subject

Specialist Evaluators on DETC’s website describes the responsibilities for both types of reviewers. Each subject

specialist is given the appropriate rating forms.

For visits to degree-granting institutions, a subject specialist is always appointed to the on-site committee visiting the

institution. When a subject specialist accompanies an Examining Committee to the institution, he/she is able to

follow-up on questions related to the course materials by examining the institution’s procedures for offering its

educational programs.

DETC staff is available to answer any questions from subject specialists concerning the accreditation standards,

policies, and procedures.

Conflict of Interest Policy

Every evaluator and subject specialist must read, sign and abide by DETC’s Conflict of Interest Policy (D.8.) and the

Conflict of Interest Disclosure Form (D.8.1.) before reviewing any institution and its program as part of the

accreditation process. In addition, On-Site evaluators and subject specialist must also read, sign and abide by DETC’s

Code of Conduct for On-Site Evaluators (D.9.). (10/11)

Evaluator’s Documents

Please visit DETC’s website at www.detc.org and select “Member Services” tab and “Evaluator’s Documents.”

When asked to sign in, use the word “guest” for your user name and password. There are sample reports under this

section. The templates for writing report are found under “Templates” under the “Member Services” tab. Evaluators

should always use the forms found on DETC’s website, as these are the most current.

A. Rating Forms

1. Rating Form for All Institutions

2. Rating Form for Off-Site Vocational Subject Specialists

3. Rating Form for Off-Site Degree Subject Specialists

4. Rating Form for On-Site Subject Specialists

5. Rating Form for Change of Location or New Administrative Site

6. Rating Form for Combination Distance Study-Resident Programs

7. Rating Form for Non-U.S. Institutions

8. Rating Form for Institutions Participating in Title IV

9. Rating Form for Doctoral Degree Programs

B. Guides

1. Guide to Writing a Chair’s Report

2. Guide to Writing an Evaluator’s Report

3. Guide to Writing a Readiness Assessment Report

4. Guide to Writing an On-Site Subject Specialist Report

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5. Guide for Writing an Off-Site Subject Specialist Report

6. Guide to Standard V. for On-Site Reviews

7. Guide to Subject Specialist on Determining Credit Hours (10/11)

C. Critical Documents

1. Catalog

2. Contracts

3. Course Development Manual

4. Faculty Handbook/Manual

5. Institutional Improvement Plan

6. Outcomes Assessment Plan

7. Student Handbook

8. Study Guide

9. Succession Plan

10. Transcripts

11. Website Checklist

12. Financial Statement Analysis (10/11)

13. Determining Credit Hours (10/11)

D. Miscellaneous

1. Survey of On-Site Examiners

2. Tips for Accrediting Commission Evaluators

3. A Special Message to Evaluators of the Confidentiality of DETC Accreditation

4. Chair’s Agenda for On-Site Visit

5. Statement of Expenses for School Examinations

6. Student Survey Form

7. Q & A on Standard V – Outcomes Assessment

E. Sample Reports

1. Chair’s Report

2. Educational Standards Evaluator’s Report

3 Business Standards Evaluator’s Report

4. On-Site Subject Specialist Report

5. Off-Site Vocational Subject Specialist Report

6. Off-Site Degree Subject Specialist

7. Readiness Assessment Report

8. Course/Program Report for Degree Program

9. Course/Program Report for Vocational Program

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12. Selection and Training of Appeals Panel Members Procedure for Selecting and Training DETC Appeals Panel Members

DETC’s D.2. Appealing Commission’s Adverse Decision states that an institution may appeal a decision by the

Accrediting Commission to deny or withdraw accreditation. This policy details the process of selecting the members

of the Appeals Panel, their responsibilities, and training.

Appeals Process

An institution’s appeal is heard by an independent appeals panel that is separate from the Commission and serves as

an additional level of due process for the institution. The Appeals Panel has no authority concerning the

reasonableness or appropriateness of eligibility criteria, policies, procedures, or accreditation standards. The Panel is

not empowered to overrule the Commission by imposing its own determinations on what the Panel believes should

constitute adequate procedures, institution response times or other administrative policies promulgated by the

Commission. It can only affirm, amend, remand or reverse a prior decision of the Commission as set forth below. Its

role is to determine whether the Commission's adverse action was not supported by the record or was clearly

erroneous. The institution, both initial applicants and accredited institutions, always have the burden of proof in

demonstrating that an adverse action of the Commission was not supported by the record or was otherwise erroneous.

Process for Selection of an Appeals Panel Member

The process of selecting and vetting a person to serve on the Appeals Panel begins with the Commission selecting

from a pool of candidates meeting the criteria below.

The Appeals Panel will consist of three people appointed by the Accrediting Commission. One will represent the

public interest, one will represent academic/education interests, and one will be a distance education institution

administrator/executive. Potential members of Appeals Panels will be selected from the ranks of former members of

the Accrediting Commission, the corps of Commission evaluators, and active staff of DETC accredited institutions

who have completed the DETC evaluator training program. All panelists are subject to the provisions in D.8. Conflict

of Interest Policy and are vetted to ensure that they are free from any subject matter bias before being selected for a

particular appeal.

The Commission selects three people to serve on the appeals panel: a public member, an academic and an

administrator. Once the Commission appoints the three people and they accept, the Executive Director submits the

names and qualifications of the Appeals Panel members to the institution in advance. An institution has 10 days from

the receipt of the panel members’ names to object on the basis of possible conflict of interest as described in DETC’s

D.8. Conflict of Interest Policy. If the Commission determines that a conflict exists, the panelist is replaced. No panel

member may serve if he/she participated, in any respect, in the underlying decision by the Accrediting Commission

to deny or withdraw the accreditation of the institution.

Training of Appeals Panel Members

Once the Appeals Panel members are chosen, DETC works with the institution and the panel members to set a date

for the Appeal Hearing. In preparation for the hearing the institution’s appeal, the panel members are sent the

documentation needed to perform their tasks. The panel members are briefed by DETC’s Executive Director and

Legal Counsel on their responsibilities and duties. An outside mediator may or may not be brought in to conduct the

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Appeals Hearing. The consideration of the appeal is based upon the Commission’s written findings and reasons

related to the action, the institution’s written response detailing grounds for appeal, and relevant supportive

documents.

The Appeals Panel members are told the date, time and place of the Appeals Hearing. They are also provided an

Agenda of the meeting, which contains of the names and titles of the people attending the hearing. DETC staff works

with panel members to arrange for transportation and hotel accommodations, which DETC pays for.

The institution must set forth the specific grounds for its appeal and state the reasons the institution believes the

adverse decision should be set aside or revised. In making its appeal, the institution has the burden to show that the

Commission’s decision resulted from errors or omissions in the execution of Commission policies and procedures, or

that the decision was arbitrary or capricious and was not based on substantial evidence on the record. No new

materials may be presented for the Appeals Panel’s consideration on appeal.

Decisions Available to the Appeals Panel

As part of the training for the Appeals Panel members, they are briefed on what possible decisions they may make.

As stated in D.2. Appealing Commission’s Adverse Decision, the Appeals Panel may elect to affirm, remand, amend

or reverse the Commission’s decision:

1. Affirm

If the Appeals Panel determines that the institution has failed to meet its burden of proof in showing that the

Commission’s action was not supported by the record or was clearly erroneous, it must affirm the decision of the

Commission. In certain instances, the Commission’s decision may be based on multiple violations of DETC policies

or procedures. A showing by the institution that there is no support in the record only as to some of the violations is

not by itself sufficient to meet the institution’s burden of proof. The institution must show that, in light of the entire

record, the decision is not supported by the record or is clearly erroneous.

2. Remand

The Appeals Panel may remand a decision to the Commission when it finds that the Commission failed to consider a

material fact before it in reaching its decision. A remand is a directive to the Commission that it must reconsider its

action in light of all relevant facts that were before the Commission at the time of its decision, including the specific

material fact or facts that are the basis for the remand. The Appeals Panel must identify those material facts that it

finds the Commission failed to consider.

3. Amend

If the Appeals Panel determines that although there is evidence to support it, the Commission’s decision is

nevertheless clearly in error, the Appeals Panel may amend the decision. A decision to amend an adverse action will

set forth the specific grounds for the decision and will direct the Commission to modify its decision in accordance

with the specific direction of the Appeals Panel. The Appeals Panel may in its discretion amend a decision to deny

accreditation by directing the Commission to grant accreditation while directing the Commission to consider the

proper length of the grant consistent with the direction of the panel, the practices of the Commission, or in

accordance with other guidance from the Appeals Panel.

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4. Reverse

The Appeals Panel may reverse a decision of the Commission if it finds that the Commission’s decision, in light of

the entire record, was not supported by the record or was clearly erroneous. A decision to reverse an action of the

Commission will state the specific bases for the decision to reverse. A decision to reverse a withdrawal of

accreditation will direct the Commission to set aside its decision to withdraw and to reinstate the accreditation of the

institution as it was before the withdrawal decision. A decision to reverse an action to deny accreditation directs the

Commission to award a specific grant of accreditation for a term determined by the Appeals Panel.

Responsibility and Duties of the Appeals Panel Members

The Appeals Panel members shall have the following responsibilities, consistent with DETC policies and procedures:

- when appointed to the appeals panel, s/he must read, sign and abide by DETC’s Conflict of Interest Policy

and sign the Conflict of Interest Disclosure Form. These forms must to be submitted to DETC within 10 days

after agreeing to serve on an appeals panel;

- exercise due diligence in becoming familiar with, and authority on, DETC standards, policies, and

procedures and participate in all training sessions conducted by DETC’s staff;

- agree to review all documentation pertinent to the institution’s appeal;

- treat all information obtained through the institution’s participation in the appeal process as confidential, and

not disclose such information to parties other than the DETC staff and legal counsel;

- direct any inquiries s/he may have, or request for additional information after the appeal hearing to the DETC

Executive Director;

- not state any opinion or make an predication concerning possible actions the Commission may take as a

result of the appeal hearing; and

- exercise such powers and duties as are necessary to carry out the functions of a DETC Appeals Panel.

Hearing Procedure

The Commission shall have at least one representative present at the hearing. The Commission representative and

representatives of the institution will have the opportunity to make opening and closing statements to the appeals

panel. Such oral statements may not exceed 30 minutes in length. The institution must provide information relevant

to the specific grounds for the appeal. The names and affiliations of those appearing to make the oral presentation

will be listed on the Agenda for the meeting. The institution is entitled to be represented by counsel during the appeal

hearing. The DETC does not consider the Appeals hearing to be adversarial in nature. Accordingly, the institution

will not have the right to examine the Commission Representative.

The appeal hearing may be recorded by stenographic or electronic means if requested by the institution. Recording

and transcripts thereof shall be at the institution’s expense, and a copy will be timely provided to the institution

following the appeal hearing. The Commission’s indemnification provisions extend to the appeals panel.

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Commission Receipt and Implementation of Appeals Panel Decisions

The written decision of the Appeals Panel will be provided to the Commission within 30 days. The Commission will

implement the decision of the Appeals Panel to affirm, amend, or reverse the prior Commission decision within 30

days of receipt of the written decision by the Appeal Panel. The Commission will notify the institution of the

decision within 30 days of implementation. The Commission will notify Federal, State, accrediting agencies and the

public of its decision according to D.3. Notification and Information Sharing.

# # #

Adopted October 2011

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13. Third-Party Comments

Procedure for Requesting, Reviewing, and Acting on Third-Party Comments As part of the accreditation process, the names of applicants for initial or reaccreditation are circulated for comment.

This procedure details the steps for requesting, reviewing, and acting on third-party comments.

If a Third-Party Comment is considered to be a “complaint” as defined by DETC’s C.20 Policy on Complaints, the

comment will be processed according to the procedures detailed in that policy.

Applicant for Initial Accreditation: When an institution makes initial application for accreditation it must go

through a Readiness Assessment as described in C.12. Policy on Readiness Assessment. As stated in this policy,

“The name of an initial applicant will not be published in DETC’s publications or posted on DETC’s website until

after it has completed a successful Readiness Assessment.” A successful Readiness Assessment is when the evaluator

deems that the institution is “ready” to proceed to an on-site visit.

Applicant for Reaccreditation: When an institution makes application for reaccreditation as described in C.13.

Policy on Re-Accreditation Review, its name is published on DETC’s website and in DETC’s publications. DETC

also publishes the month and year that an institution was first accredited and the month and year the accreditation

expires in its DETC Directory of Accredited Institutions and on its website’s searchable institutional database. This

informs the public of the institution’s next scheduled review.

Requesting Third-Party Comments

The Commission routinely, and in a timely manner, publishes the list of applicant institutions (initial and re-

accreditation) in its bi-annual “Report from the Accrediting Commission,” which is published in the DETC News, the

Washington Memo, and posted on DETC’s website. Once an initial applicant has completed the Readiness

Assessment phase of the accreditation process, its name, city and state are posted on DETC’s website. A link from

the homepage (Initial Applicants) provides the public with a current list of applicants. The website states:

“Accredited institutions, governmental and non-governmental agencies, industry members, the general public and

other interested parties are invited to submit written comments pertaining to any institution included on the

Commission’s list. Comments should include information that will assist the Commission in making a decision

regarding the accreditation action pending for an institution. Any comments received will be forwarded to the

institution, which will then have an opportunity to submit a response to those comments.

“Comments are welcomed at any time. The Commission meets in January and June of each year to consider any

applicants. Comments concerning the applicants for initial or reaccreditation should be submitted to the Commission

by December 1st for the January meeting or May 1

st for the June meeting. To view the entire list of applicants, click

here.” The link directs people to the most current DETC Bulletin “Report from the Accrediting Commission,” which

lists all institutions to be considered initial and re-accreditation at the next Accrediting Commission meeting. On the

rare occasion that the Commission holds additional meetings, a due date for comments is indicated, which is always

at least 30 days after the announcements of any proposed changes are made.

The website further states, “DETC’s application procedure involves submitting an application for accreditation to

start the accreditation process. The DETC does not have a candidacy status. In fact, DETC counsels institutions not

to publicize the fact that they have applied for DETC accreditation because it may mislead students to enroll based on

the impression that the institution will surely become accredited. DETC’s process of accreditation takes one to two

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years to complete. If you have any comments concerning these institutions, please contact the Director of

Accreditation, Nan Bayster Ridgeway at [email protected] or 202-234-5100 Ext. 103.”

In addition to soliciting comments through its website and publications, DETC also surveys students and other

organizations such as Better Business Bureaus, Consumer protection agencies, accrediting associations, and federal

and state regulatory agencies.

Processing and Reviewing Third-Party Comments

When a written comment (that is not a complaint) is received by the Director of Accreditation, it is acknowledged

and saved to be provided to the Accrediting Commission prior to the next Accrediting Commission meeting when the

institution’s application is considered.

Typically, a third-party comment would be a comment from a state agency concerning an applicant’s status or

information on past violations or areas of concerns, such as bankruptcy or closure.

DETC will not accredit an institution that is subject to a threatened action, an interim action, or an action taken by

another accrediting agency or state agency, whereby the end result could lead or has led to probation, suspension,

revocation, or termination of the institution’s license or accredited status, without providing to government

authorities a thorough and reasonable information for doing so within 30 days.

DETC will not accredit, nor permit an accredited institution to remain accredited, if the institution has lost its state

authorization or any required governmental authority to provide education in its state of domicile. Accredited status

ceases when the date of a state action to terminate required licensure in the institution’s state of domicile is final.

Should DETC learn that an applicant institution is subject to an adverse action by a state agency or another

recognized accrediting agency, or has been placed on probation or an equivalent status by another recognized agency,

it will promptly review the status of the applicant to determine if DETC should also take an adverse action or issue a

show cause order to the institution.

Acting on Third-Party Comments Any comments received from third parties are given to the members of the Examining Committee for their follow-up

during the on-site visit, if appropriate, along with the institution’s response. The Commissioners review and discuss

all third-party comments and the institution’s response, along with other documents of record provided when it

considers an institution for initial or re-accreditation.

Please refer to DETC’s D.3. Notification and Information Sharing provides for details on the decisions available to

the Commission and the procedures for notification and sharing information.

# # #

Adopted October 2011

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E. Fees, Forms, Checklists, and Glossary

FEES1. Fees

FORMS

2. Application for Accreditation

3. Application for Appeal

4. Application for Certification as an Eligible Institution in FSA Title IV Programs

5. Application for Doctoral Degree Program

6. 2011 Annual Report

7. 2011 Annual Report with Title IV

8. Teach-Out Commitment (Non-Corporate Entities)

9. Teach-Out Commitment (Corporate Entities)

10. Computation for Dues and Fees Form

CHECKLISTS

11. Accreditation Standards Checklist

12. Business Standards Checklist

Other

13. Application for Arbitration

14. Application for Change of Ownership/Management

15. Application for Change of Location and New Administrative Site

16. Application for New Combination Programs/Training Sites

17. Glossary

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(Please Note: This page was left blank on purpose.)

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Fees

Application, Readiness Assessment, Visitation, Curriculum Reviews, Training Site Approval, Title IV Certification, Appeals, Arbitration, International Contract Reviews, Change of Ownership/Management, Annual Dues, Fees, Listing Fees, Title IV, Late Payment, Refunds, and Other Fees As part of its accreditation process, the DETC Accrediting Commission applies fees for the various procedures outlined below. This policy covers which fees are required for initial and reaccreditation applicants; curriculum reviews; annual dues and fees (applies to all accredited institutions), and several others. All fees must be paid in U.S. dollars. The Accrediting Commission will not give favorable consideration to an institution unless its account is paid in full. Accreditation Fees, including application fees are not refundable.

I. Application, Assessment, Visitation, & Curriculum Review Fees

A. Application Fee An Application Fee of $3,000 will be charged institutions seeking initial accreditation. A $1,000 Application fee will be charged for institutions seeking re-accreditation. The Application Fee must accompany the “Application for Accreditation.” B. Readiness Assessment Fee A Readiness Assessment Fee of $3,000 will be charged for the Readiness Assessment done by an independent DETC-appointed evaluator to assist an applicant institution in preparing for a full on-site evaluation. The Readiness Assessment Fee should be sent with the SER. If the institution is found “not ready” for a full on-site visit, it may request another review for $2,000 from the same evaluator. If they request a different evaluator, the fee is $3,000. If, after receiving the Readiness Assessment Report, the institution wants to request a consultation with DETC, the consultation fee is $1,000. If an institution is found “not ready” after the second Readiness Assessment, the institution must have a “Readiness Visit.” A “Readiness Visit” is an on-site visit with one evaluator and a DETC Staff member. The fee for the Readiness Visit is the same as the Visitation Fee (see C. below) or $2,000 for each committee member or $4,000. C. Visitation Fee A Visitation Fee will be charged for the visit of the Examining Committee to the institution at the rate of $2,000 per committee member per day. The size of the institution and the number of courses offered will determine the size of the Examining Committee. Subject Specialist Evaluators visiting the institution, the Accrediting Commission Observer, and the Staff Observer will be considered members of the Examining Committee. A statement for the Visitation Fee will be sent to the institution, and payment is due at least two weeks before the visit takes place. D. Curriculum Review Fees

DETC Staff will invoice the institution for each course/program review. Please do not send checks prior to receiving an invoice. Do not send checks without identifying information. Please include a copy of the invoice or a brief memo stating for the curriculum review the fee is associated.

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1. Degree

a. Adding a New Degree Program (in similar area): $800 base fee plus $100 for each course submitted (minimum of 3 courses)

b. Adding a New Degree Program( in new area): $800 base fee plus $100 for each course submitted (minimum of 50% of courses)

c. Adding a New Degree Program at Different Level: $800 base fee plus $100 for each course submitted (minimum of 50% of courses)

d. Adding a Professional Doctoral Degree: $1,000 base fee plus $100 for each course submitted (50% of courses)

e. Adding a New Concentration to an Already Approved Degree Program: $800 base fee plus $100 for each course submitted (minimum of 50% of courses)

f. Adding a New Degree Course: $600

g. Adding Combination Distance-Study Resident Program: $800 base fee plus $100 for each course submitted (minimum of 3 courses) PLUS Training Site Approval fee $500 (invoiced separately) PLUS On-Site visit fee

h. Adding a Degree Certificate Program (containing courses already approved): $500

i. Adding a Degree Certificate Program (containing courses not already approved): $800 base fee plus $100 for each course submitted (minimum of 50% of courses)

j. Adding a New High School Division: $600 base fee plus $100 for each course submitted

k. Adding a New High School Course: $600

l. Changing Course/Program Title: No charge

m. Revising a Degree Program: $800 base fee plus $100 for each course submitted (minimum of 3 courses)

n. Revising a Degree Course: $600 (per course)

o. Changing Method of Delivery: Varies—at minimum a fee equivalent to “Adding a New Degree Program (in similar area)” will be assessed

p. Acquiring Courses/Programs: See “Adding a New Degree Program” and “Adding a New Degree Course”

2. Non-Degree

a. Adding a New Vocational, Avocational, Diploma or Certificate Program (in similar area): $800

b. Adding a New Vocational, Avocational, Diploma or Certificate Program (in new area): $800

c. Adding New High School Division: $600 base fee plus $100 for each course submitted

d. Adding a New High School Course: $600

e. Adding New Combination Distance-Study Resident Program: $800 PLUS Training Site Approval fee $500 (invoiced separately) PLUS On-Site visit fee

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f. Revising Vocational, Avocational, Diploma or Certificate Program: $500

g. Changing Program Title: No Charge

h. Changing Method of Delivery: Varies—at minimum a fee equivalent to “Adding a New Vocational, Avocational, Diploma, or Certificate Program” will be assessed

i. Acquiring Courses/Programs: See “Adding a New Vocational, Avocational , Diploma, or Certificate Program”

E. Courses Receiving Not Met Findings (this includes partially meets and does not meet standards)

If a course being reviewed by a Subject Specialist receives any not met findings, the institution must pay the appropriate fees for the following options:

1. Respond to Subject Specialist Report:

a. Vocational, Avocational, Diploma or Certificate Program (new & revised): $300

b. Degree Program or Degree Certificate Program (new & revised): $500

c. Degree Course: $300

d. High School Division: $500

2. Request New Reviewer: Original Curriculum Review Fee (see above)

3. Withdraw Course: No Charge

F. Training Site Approval Fee

An Application for New Combination Programs/Training Sites (E.16.) and a $500 processing fee must accompany an institution’s Proposed Training Site Report (PTSR) in accordance with C.7. Policy on New Combination Distance Study-Resident Programs or Training Sites. An on-site visit is required, and an additional visitation fee will also be charged. See C.7. for further details.

G. Change of Ownership

An Application for Change of Ownership (E.14.) and a $500 processing fee must accompany an institution’s “Change of Ownership Notification Report” 30 days prior to the change is proposed to take place. A visit is also required, and a visitation fee will also be charged. See C.3. Policy on Change of Ownership for further details. H. Change of Location or New Administrative Site

An Application for Change of Location or New Administrative Site (E.15.) and a $500 processing fee must be submitted at least 30 days before the change or new location takes place. The institution must also must a “Change of Location or New Administrative Site Report.” A visit is also required, and a visitation fee will also be charged. See C.4. Policy on Change of Location or New Administrative Site for further details.

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I. Title IV Certification Fees

A Certification Visitation Fee will be charged for the visit of the Examining Committee to an institution at the rate of $2,000 per committee member per day. A statement for the Title IV On-Site Certification Fee will be sent to the institution, and payment is due at least two weeks before the visit takes place. An application fee of $500 will be charged institutions who are seeking participation in the Federal Student Aid Title IV programs. Application is made by submitting form E.4.A. Application for Certification for Participation in FSA Title IV Programs. An institution wanting to become a Title IV eligible institution and NOT participate in any Title IV programs must submit E.4.A. Application for Certification as a Deferment Institution with an application fee of $500 and undergo an on-site visit.

J. Appeals Fee When an institution appeals a negative decision on accreditation under the procedures set forth in DETC

Accreditation Handbook, an Appeals Fee of $25,000 and the Application for Appeal (see E.3.) must be sent to the Executive Director within 10 days of receipt of the Commission’s letter advising the institution of the decision to

deny or withdraw accreditation. The institution’s failure to submit the application and fees within 10 days will be deemed a waiver of its right to appeal and cause the Accrediting Commission’s action to become final. K. Arbitration Fee

An institution challenging a final adverse decision on accreditation must submit to binding arbitration pursuant to Section 12.2. of the DETC Constitution and Bylaws. The Application for Arbitration (E.13.) must be submitted with the Arbitration fee of $25,000 to the DETC Commission within 5 business days of receipt of the Commission’s written statement advising the institution of the final adverse decision to deny or withdraw accreditation (see D.2. Appealing Commission’s Adverse Decision). L. International Activity Contract Review Fee A fee of $500 must accompany each request for the required review per DETC C.17. Policy on International Activities of any proposed contract between a DETC institution and a non-U.S. institution. The fee will be charged for any initial reviews and any necessary follow-up reviews.

II. Annual Dues and Fees

A. Dues DETC Dues are the following: Annual dues shall be eighty-six hundredths of one percent (.86% or .0086) of school cash collections up to $3,500,000, but in no case shall an organization pay dues of less than $1,000. For school cash collections exceeding $3,500,000, the organization shall pay $600 per million or part thereof. Subsequent changes in dues shall be based on the .86 percent amount and shall be stated as a percentage of organizational cash collections.

B. Fees

Each institution will pay an annual Accreditation Fee based on the total annual cash collections from distance study enrollments received by the institution during the preceding calendar year. This annual fee is separate from and in addition to the annual dues for membership in the Distance Education and Training Council.

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The Accreditation Fee schedule is:

Total Cash Collections Fee

$0 to $100,000 ........................... $300 $100,000 to $249,999 ................ $500 $250,000 to $499,999 ................ $1,000 $500,000 to $749,999 ................ $1,500 $750,000 to $999,999 ................ $2,000 $1,000,000 to $1,999,999 .......... $3,000 $2,000,000 to $2,999,999 .......... $4,000 $3,000,000 and over .................. $5,000 Military Institutions ................... $3,000 An accredited institution with no tuition income will be charged an Annual Accreditation Fee, up to $4,000.

C. Listing Fees The name of each accredited institution and the name of each of its separately advertised divisions or courses must appear alphabetically in the Accrediting Commission’s list of accredited institutions (Directory of Accredited

Institutions). The Annual Accreditation Fee covers one institution listing. A fee of either one half of the institution’s Annual Accreditation Fee or $1,500, whichever is less, will be charged for each additional listing. D. Title IV Fees

Each Title IV participating institution will pay a special Title IV Fee based on the total annual cash of collections from net Title IV revenues received by the institution during the preceding calendar year. Net Title IV is the total amount of Title IV cash received by an institution minus any return of Title IV funds and any Title IV credit balances sent to students. This annual fee is separate from and in addition to the annual accreditation fees and the annual dues for membership in the Distance Education and Training Council.

DETC Title IV Participant Fee shall be .05% or .005 of an institution’s total net cash collections from Title IV revenues up to $7 million, but in no case shall an organization pay less than $1,000 for this fee annually. For cash collections from Title IV revenues exceeding $7 million, the institution shall pay $1,000 for each $1 million or part thereof.

E. Late Payment of Dues and Fees

If Dues and Fees are not paid in full by April 30th, an interest charge of 1½% per month (18% per year) will be charged on the outstanding Dues and Fees balance. If a Dues and Fees balance remains as of September 30th, the institution will be subject to a special accreditation examination.

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F. Refund Policy for Dues The Accrediting Commission has adopted the following refund policy on Dues for DETC schools:

• If a school involuntarily loses its accreditation during the first Quarter of a fiscal year (April 1—June 30), it will be refunded 75% of its dues. If a school loses its accreditation the second Quarter of a fiscal year (July 1—September 30), it will be refunded 50% of its dues. If a school loses its accreditation after the second Quarter of a fiscal year (October 1—March 31), the school will not receive a refund.

• If a school withdraws from membership or accreditation, or threatens or is in litigation with the Accrediting Commission, no refunds will be made. Annual Accreditation and Listing Fees are not refundable.

III. Other Fees

A. Oral Presentation Transcript Fee

An institution electing to make an appearance before an Appeals or Arbitration Panel to make an oral presentation under the procedures set forth in DETC Accreditation Handbook, Appendix D. 2., and that wishes to have a transcript made of such oral presentation, will be charged the actual cost of any transcript of the oral presentation which it may elect to have made (including one copy of the transcript for the Accrediting Commission).

B. Non-U.S. Institutions

The institution will pay the actual cost of the review including travel expenses of the visiting committee, fees for course reviews, and the appropriate honoraria plus a 15 percent administrative fee. The applicant will be sent an estimated fee that must be paid (in U.S. funds drawn from a U.S. Bank) prior to the visit. Adjustments will be made following the visit.

C. Late Fees on Annual Reports

An institution is required to submit its Annual Report by January 31st of the following year. If the institution’s Annual Report, or significant components of the Annual Report, are not received by DETC by the second Friday following January 31st, the institution will be assessed a $500 late fee.

# # #

(adopted January 2011, revised October and December 2011)

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Summary of Fees

Circumstance Amount

1. Application, Assessment, Visitation, and Curriculum

Review fees

1.A. Application – Initial $3,000

1.A. Application – Reaccreditation $1,000

1.B. Readiness Assessment $3,000

1.B. 2nd Readiness Assessment $2,000

1.B. Readiness Assessment Consultation $1,000

1.B. Readiness Visit – per examiner per day $2,000

1.C. Visitation Fee – per examiner per day $2,000

1.D.1. Curriculum Review – Degree varies

1.D.2. Curriculum Review- Non-Degree varies

1.E. Course Reviews with Not Met findings

• Voc/Avoc/diploma/certificate $300

• Degree program or degree certificate $500

• Degree course $300

• High School Division $500

Request new reviewer/degree (see 1.D. above) NC

Withdraw course NC

1.F. Training Site Approval $500 + visit fee

1.G. Change of Ownership $500 + visit fee

1.H. Change of Location or New Administrative Site $500 + visit fee

1.I. Title IV On-Site Certification – per examiner per day $2,000

1.I. Application Fee for Title IV & Application for Deferment $500 + visit fee

1.J. Appeals Fee $25,000

1.K. Arbitration Fee $25,000

1.L. International Contract Review $500

2. Annual Dues and Fees

2.A. Dues (.86% up to $3.5 million – then see scale)

2.B. Fees See fee schedule

2.C. Listing Fees 1/2 of accreditation fees up to $1,500

2.D. Title IV Fees .05% up to $7 million on net Title IV

2.E.. Late Fees on paid dues 18% per year not paid by April 31st

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Circumstance Amount

2.F. Refund Policy on Dues:

voluntarily resigns No refund

Lose accreditation 1st quarter = 75%; 2nd quarter = 50%; after = no refund

3. Other Fees

3. A. Oral Presentation Transcript actual cost

3.B. Non-U.S. Institution actual cost + 15%

3.C. Late Fee on Annual Report $500

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DETC Accreditation Handbook – 2012 E.2. – Application for Accreditation

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Application for Accreditation Name of Institution:______________________________________________________________________ Address of Institution:____________________________________________________________________ (Street Address) (City, State) (ZIP)

Telephone No.:________________________________ Fax No.:__________________________________ (Area Code) (Area Code)

E-Mail:_______________________ Web Site:____________________________ Today’s Date:________

President/CEO:_____________________________________ E-Mail:_____________________________

Accreditation Contact Person:__________________________ E-Mail:_____________________________

Please answer the following questions:

Year institution was established: ________; # of years under present ownership _______;

___ Private, For-Profit; ___ Private, Non-Profit; ___ Government

Date of enrollment of first distance education student: ______________

Active distance education students: _________________ Combination course resident students: _______________

Number of new enrollments in last calendar year:__________________

Are all of your programs offered online? __Yes; __ No. What % online? _____ What % correspondence? ____

Courses & Programs Offered: ___ vocational; ___avocational: __ degrees; __ certificates; __ high school (For Initial Applicants only) Please use the appropriate form at the end of this application to list all courses and programs.) Resident Training Sites:

Name: ______________________________ Address: ____________________________

Please note that no new programs may be added during the accreditation process.

List the state(s) and/or country in which the institution is licensed or approved:______________________. Attach a copy of all state(s) license and/or country license(s).

List other accrediting agencies that accredit your institution, with date of original accreditation and the most recent action.

___________________________________________________________ ______________________________________ Agency Dates

___________________________________________________________ ______________________________________ Agency Dates

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Has the institution ever resigned accreditation or had accreditation denied or terminated (including DETC)?

Yes_____ No _____ Please list agency and date: ________________________________________________________

Are student recruitment personnel employed? Yes _____ No _____ If yes, how many?______________________

List states/countries in which student recruitment personnel are active:______________________________________

Does the applicant employ student recruitment personnel or contract with any outside agents? Yes___ No ____ If, yes, explain.

Certification of Application

This application is submitted by the institution’s President/CEO for which accreditation or reaccreditation is being sought, and that official hereby attests to the following: 1. The institution is a “bona fide distance education institution” as defined by the DETC Accrediting Commission

as an educational institution which:

• formally enrolls students and maintains student records;

• retains a qualified faculty to service students;

• transmits to students organized instructional materials;

• provides continuous two-way communication on student work, e.g., evaluating students’ examinations, projects, and/or answering queries, with prompt feedback given to students;

• offers courses of instruction which must be studied predominantly at a distance from the institution or organization; and

• is properly licensed, authorized, or approved by the applicable state educational institutional authority.

2. The institution has had at least two continuous years of successful operation as a bona fide distance education institution under the current ownership and with the current programs.

3. The institution can document—via an audited or reviewed comparative financial statement that covers its two most recent fiscal years—that it is financially sound and that it can meet its financial obligations to provide instruction and service to its students. Please submit audited or reviewed financial statements as described in C.10. Policy on Financial Statements.

4. The institution can show that the name being used by the institution is free from any association with any activity

that could damage the standing of the Commission or of the accrediting process, such as illegal actions, unethical conduct, or abuse of consumers.

5. The institution, institution’s owners, governing board members, and administrators possess sound reputations and

show a record of integrity and ethical conduct in their professional activities, business operations, and relations. The owners, board members and executive staff have records free from any association with any misfeasance, including, but not limited to, owning, managing or controlling any educational institutions that have entered bankruptcy or have closed with students having been disadvantaged as a result.

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6. The institution agrees that as part of the application process for initial or re-accreditation, its owners, officers and managers may be subject to a background check by DETC, which may include, but not be limited to, DETC surveys of State educational oversight agencies, Federal departments and agencies, consumer protecting agencies, checks on the credit history, prior bankruptcy, criminal background, debarment from Federal Student Aid Programs, the closing of other organizations in which they were owners, managers or principals, or the loss of accreditation or state approval to operate an educational institution. The costs of such background checks will be borne by the Applicant.

7. Institution is free from any pending or final action brought by a state agency or recognized accrediting agency to suspend, revoke, withdraw, or terminate the institution’s legal authority to operate or to deny accreditation or reaccreditation.

8. The institution understands that the Commission requires that all distance education courses, programs,

divisions, and/or affiliates of the ownership undergo the accreditation process. The failure of one distance education program and/or division to apply for or achieve accreditation within a time frame set by the Commission renders all distance education programs or divisions ineligible for accreditation. In addition, if one distance education course, program, division, and/or affiliate of the ownership is ineligible to apply for accreditation, including ineligibility due to the limits on DETC’s scope of activity, then all “divisions” of that ownership will be deemed to be ineligible to apply for accreditation.

9. The institution is voluntarily seeking accreditation or reaccreditation by the Accrediting Commission of the

Distance Education and Training Council, recognizing that such accreditation may not be specifically required for state licensure, eligibility for government funding, or other purposes external to the Distance Education and Training Council.

10. Institution official has reviewed the Standards for Accreditation and supporting materials of the Accrediting Commission.

11. Institution official fully accepts and supports the concept of accreditation as a voluntary, non-governmental

process involving peer review and a necessary degree of confidentiality in decision-making and record keeping.

12. Institution official of a non-accredited institution agrees that the institution will not make any reference to its application for accreditation in its promotional materials.

13. Institution official verifies that the appropriate key person (Name: ___________________________ [attach copy

of Certificate]) has completed the DETC Course in Preparing for Accreditation. (Please Note: DETC will NOT accept this application without proof that someone has completed this course.)

14. Institution official understands that, in applying for accreditation, the institution:

a) voluntarily submits itself to a review and decision by the Accrediting Commission as to the institution’s

qualifications;

b) has the opportunity, as part of the accrediting process, to present itself as meeting each of the Standards for Accreditation, and assumes the “burden of proof” in documenting compliance with the Standards;

c) assumes the obligation to be forthcoming, complete, and accurate in presenting information to, and answering questions of, the Accrediting Commission and its designated evaluators;

d) may exercise the right to appeal the denial or withdrawal of accreditation by the Accrediting Commission, thereby assuring due process for itself;

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e) voluntarily accepts responsibility to comply with the Standards for Accreditation and fulfill all obligations which accredited institutions assume (2012 DETC Accreditation Handbook, p. 23-25); and

f) agrees to remain in compliance with all of the requirements set forth in the DETC Constitution and Bylaws, April 2009 edition, which constitutes a contract between the Council and its member institutions..

15. The institution official understands, in submitting this application, that the accreditation process includes surveys

of and inquiries to students, recruiting personnel, state and federal consumer and regulatory agencies, employers of graduates, and other individuals, agencies, or groups which may have an opinion about the institution, its programs, and its services. It agrees to such surveys and inquiries and will upon request assist the Accrediting Commission in conducting them. It also acknowledges that accreditation information may be shared with other accrediting agencies and government entities. (10/11)

I certify that all of the information herein and attached is true and correct. Institution’s President or CEO: _____________________________________ ___________________________ Name Title

Signature:_______________________________________________________ Date: ______________________

Once the Application for Accreditation is received, the Director of Accreditation will notify you of the

appropriate due dates for submitting your course materials and the Self-Evaluation Report.

For initial applicants, its application for accreditation is valid for one year from the date of submission; with the condition that a copy of their Self-Evaluation Report is received by Commission within 60 days from the date this application is received by the Commission. If the Commission does not receive the institution’s SER within 60 days, the application will automatically expire. For institutions undergoing reaccreditation, its application is valid for one year (or the next two full accrediting periods) from the date it was received by the Commission. The name of an initial applicant will not be published in DETC’s publications or posted on DETC’s web site until after it has completed a successful Readiness Assessment.

In addition to mailing this application form with your check, please send an electronic copy to [email protected].

Submit this form to the: Director of Accreditation DETC Accrediting Commission 1601 18th Street, N.W., Suite 2 Washington, DC 20009-2529 Contact Person:______________________________ E-mail address: __________________________________ Title: ______________________________________ Phone: ________________________________________ Signature: __________________________________

Revised October 2011

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Application Checklist

Yes

_____ Submit an electronic copy of the Application for Accreditation and supporting documents.

____ Submit audited or reviewed financial statements as described in C.10. Policy on Financial Statements.

____ Enclosed with this application is a check for $3,000 (for initial) or $1,000 (for reaccreditation) payable to the “Distance Education and Training Council.” Please send an electronic copy to [email protected].

_____ Enclosed are the names and addresses (on self-adhesive mailing labels) of no more than the first 100 students consecutively enrolled with each division of our institution beginning the first day of the 18th month preceding the date of this application. Insofar as possible, the number of the students reflects the same proportion of the enrollments for each of our institution’s major course/program offerings. (If you have less than 100 students, please submit all of their names and addresses.)

_____ E-mail an Excel table with the student’s name and e-mail address for those students whose mailing labels are furnished above (e-mail to Brianna Bates at [email protected]).

_____ Enclosed are copies of all institution’s current state(s) licenses.

_____ If appropriate, enclosed are international contracts and fees for the review (see DETC C.17. Policy on International Activities).

_____ The appropriate person has completed the DETC Course on Preparing for Accreditation.

_____ We will mail the appropriate number of Self-Evaluation Reports by the date set by the Director of Accreditation. For new applicants, a copy of the Self-Evaluation Report must be submitted

within 60 days from the date of this application.

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List of Vocational Programs Please provide this information with your Application for Accreditation. Name of Institution: _________________________________________________________________

Name of Program: ?? Date of 1st enrollment: June 1, 2007

Number of Lessons/Courses: 12 courses to earn certificate No. Current Active Students: 20

Length of program: 18 weeks No. Total Enrollments (since first offering): 320

Tuition: $900

Courses: Medical terminology

History 101

Etc.

Name of Program: (Repeat for each program) Date of 1st enrollment:

Number of Lessons/Courses: No. Current Active Students:

Length of program: No. Total Enrollments (since first offering):

Tuition:

Courses:

SAMPLE

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List of Degree Programs List Electives once (however, include the course number, for example, Understanding Computers 101). Name of Institution: __________________________________________________________

Degree Program: Associate of Arts in Business Date of 1st enrollment: June 1, 2007

Credits required for Degree: 60 (20 x 3 credit courses) No. Current Active Students: 20

Length of each course: 8 weeks No. Total Enrollments (since first offering): 320

Tuition per course/program: $250 or $5,000 for degree

SAMPLE

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List of Certificate Programs Please provide this information with your Application for Accreditation: Name of Institution: ______________________________________________________

Name of Certificate: Certificate in Business Management Date of 1st enrollment: June 1, 2007

Credits required for Certificate: 35 No. Current Active Students: 20

Length of each course: 8 weeks No. Total Enrollments (since first offering): 320

Tuition per course and certificate program:

$100

Courses: Business Management

Business Math

History

Etc.

Name of Certificate: REPEAT for each certificate program

Date of 1st enrollment:

No. Current Active Students:

No. Total Enrollments (since first offering):

SAMPLE

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High School Program(s) Please provide this information with your Application for Accreditation. Name of Institution: ______________________________________________________ Name Program: High School Diploma Date of 1st enrollment: June 1, 2007

# of Courses in Program: 35 No. Current Active Students: 20

Length of each course: 8 weeks No. Total Enrollments (since first offering): 320

Tuition per course: $100

Courses:

Grade 9: English I

Algebra 1

World Geography and Cultures

Biology

Spanish 1

Health/Life Skills

Grade 10: English II

etc

Grade 11:

Grade 12:

SAMPLE

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(Note: This page was left blank on purpose.)

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DETC Accreditation Handbook – 2012 E.3. – Application for Appeal

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Application for Appeal

Application for Appeal of an Adverse Commission Decision

Name of Institution:____________________________________________________________________ Address of Institution:___________________________________________________________________ (Street Address) (City, State) (ZIP)

Telephone: _________________________ Fax:___________________________ Today’s Date:________________ (Area Code) (Area Code)

Appeal Procedures 1. The institution submits this Application for Appeal to the Executive Director of the Accrediting Commission

within 10 days of the receipt of the Commission’s written statement advising the institution of an adverse decision to deny or withdraw accreditation. The appeal fee must accompany this Application.

2. The institution submits a written statement of the grounds for its request for an appeal within 30 days of receipt

of the Commission’s written statement advising of its action. 3. The institution’s accounts, including hearing and transcript fees, with the Distance Education and Training

Council must be paid in full at least 10 days before the date of the hearing, or the appeal hearing will be cancelled and the adverse decision announced.

4. The Commission will schedule the hearing and will designate the time and place the hearing will be held. 5. The institution has the opportunity to make an oral presentation at the hearing. The oral presentation may not

exceed 20 minutes. If applicable, please list below those who will be attending the hearing on behalf of the institution:

______________________________ _________________________________ _____________________________ (Name) (Title) (Affiliation)

_____________________________ _________________________________ ______________________________ (Name) (Title) (Affiliation)

______________________________ ________________________________ ______________________________ Name) (Title) (Affiliation)

6. The institution, at its option and its expense, shall have the right to the presence of its own legal counsel at, and a

transcript of, its oral presentation at the hearing.

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___ I would like a transcript ($1,000 deposit) ___ Our Legal Counsel will be attending the hearing: Name of Counsel: __________________________________________________________________ Firm: __________________________________________ Phone No.:_________________________ Fax: _______________________________________ E-mail: ________________________________ Address:___________________________________________________________________________

7. The institution may submit written material pertaining to the appeal up to 30 days prior to the hearing date. New

documents or materials may not be presented for the Commission’s consideration at the time of the institution’s oral presentation at the hearing.

8. Within 30 days following the conclusion of the appeal hearing, the Commission shall send the institution a

written statement advising of the action and the basis for that action on the appeal.

I certify that all of the information on this application is true and correct: Institution’s President or CEO:____________________________ Signature: ________________________________

Application Checklist

___ Fee attached ($25,000)

___ Optional fee for transcript deposit ($1,000)

___ Written grounds for appeal will be submitted within 30 days of the our receipt of the adverse decision letter.

___ Names of those attending appeal hearing are provided above.

Submit this form to: Executive Director (address below).

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DETC Accreditation Handbook – 2012 E.4. Application for Certification as an Eligible Institution

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Application for Certification as an Eligible Institution in FSA Title IV Programs Requesting Eligibility as a (check one): ___ Deferment Institution ___Participant Institution Name of Institution:______________________________________________________________________ Address of Institution:____________________________________________________________________ (Street Address) (City, State) (ZIP)

Telephone No.:________________________________ Fax No.:__________________________________ (Area Code) (Area Code)

E-Mail:_______________________ Website:____________________________ Today’s Date:________

President/CEO:_____________________________________ E-Mail:_____________________________

Certification for Seeking Title IV Eligibility

This application is submitted by the institution’s President/CEO for which Certification for Eligibility in FSA Title IV Programs is being sought, and that official hereby agrees that:

1. All of the distance learning programs offered by the institutions have been reviewed and approved by DETC’s Accrediting Commission. All of the courses or programs are credit-bearing and are a part of an academic degree program.

2. He/she has read, understands and will abide by the applicable conditions and requirements discussed in DETC’s C.15. Policy on Institutions Participating in Title IV Programs.

3. The institution meets all Federal eligibility requirements, including the requirements for being a distance education program as set forth in the law and regulations for Federal student assistance program eligibility.

4. All course or program length requirements and “regular and substantive interaction requirements between faculty and students” as established by Federal regulations are met.

5. Only those degree programs at the Associate’s, Bachelor’s, Master’s, first professional, and professional doctorate degree level are eligible. Certificate programs are not eligible.

6. The institution agrees to submit 3 copies of a “Certification Report for Title IV” (template on DETC’s web site) providing responses and documentation that address each statement found in C.15. Policy on Institutions Participating in Title IV Programs.

7. The institution agrees to not to submit an application to the Department of Education for eligibility status until DETC has verified and confirmed that the institution is eligible to apply.

8. The institution agrees to undergo an on-site visit to verify and validate the information presented in its “Certification Report for Title IV.”

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I certify that all of the information herein and attached is true and correct. Institution’s President or CEO: _____________________________________ ___________________________ Name Title

Signature:_______________________________________________________ Date: ______________________

Check List

□ We plan to submit our Certification Report for Title IV on Policy C.15. and Federal Regulation Compliance on:___________________(date)

□ We are enclosing an application fee of $500 (check made payable to “DETC”).

□ We understand that DETC will evaluate our Certification Report for Title IV for compliance.

□ We will not apply to the Department of Education until and unless we are approved to do so by DETC.

□ We understand that we will need to undergo an on-site visit with a Title IV Evaluator appointed by DETC as part of our evaluation for Title IV eligibility.

□ We understand that one person must complete DETC’s course Realities and Regulations of the Title IV Aid Programs and submit a copy of his or her “certificate of completion” with this application.

Revised October 2011

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DETC Accreditation Handbook – 2012 E.5. – Application for Doctoral Degree Program

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Application for Doctoral Degree Program (To be used by currently accredited institutions that want to add a doctoral degree program)

Name of Institution:______________________________________________________________________

Address of Institution:____________________________________________________________________ (Street Address) (City, State) (ZIP)

Telephone No.:________________________________ Fax No.:__________________________________ (Area Code) (Area Code)

E-Mail:_______________________ Website:____________________________ Today’s Date:________

President/CEO:_____________________________________ E-Mail:_____________________________

Please answer the following questions (attach additional sheets as necessary):

Title of Degree Proposed: ________________________________________________________________________

Number of Credits Required:_________ Academic Dean for Doctoral Program:______________________________

State Licensure Required for Doctoral Degree Programs? : ___ Yes ____ No

Status of State Licensure/Approval:_________________________________________________________________

Is this a “professional” doctoral degree program? ___ Yes ___No

Application Checklist

Yes

_____ Enclosed is one copy of the institution’s draft of its catalog and various promotional literature for the

proposed doctoral degree program(s) offered by our institution.

_____ Enclosed are copies of all institution’s current state(s) licenses.

_____ We will mail the appropriate curricula materials packaged as indicated in the instructions by the date

set by the Director of Accreditation.

_____ We will mail the appropriate number of Self-Evaluation Reports by the date set by the Director of

Accreditation.

Once the Application for Doctoral Degree Programs is received, the Director of Accreditation will notify you of the

appropriate due dates for submitting your course materials and the Self-Evaluation Report. An on-site review date will

normally be scheduled to take place within six to eight weeks of receipt of the SER.

Submit this form to the: Director of Accreditation, DETC Accrediting Commission, 1601 18th Street, N.W., Suite 2,

Washington, DC 20009-2529.

# # #

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DETC Accreditation Handbook – 2012 E.6. – 2011 Annual Report

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2011 Annual Report Name of Institution:____________________________________________________________________________ Address:_____________________________________________________________________________________ (Street Address) (City, State) (ZIP)

Telephone:_______________________________________ Fax:________________________________________

E-Mail:______________________________ Web Site:_______________________________________________ Is your institution: ___ Private, For-Profit? ____ Private, Non-Profit? ____ Government?

This Annual Report covers the institution’s activities from January 1—December 31, 2011. Please list programs in forms at the end of this document (please note, you do not have to list the individual courses).

I. Courses and Programs Offered # of Vocational/Avocational programs = ______ : # New students: _______ Total # of Students: ______ # of Degree Programs =______ : # New students: _______ Total # of Students: ______

# of Certificate Programs = ______ : # New students: _______ Total # of Students: ______

# High School Program: ______ : # New students: _______ Total # of Students: ______ TOTALS: _____New Students in 2011: _____Total # of Students Please list each program and enrollments using the appropriate form(s) (Degrees, Certificates, Vocational) at the end of this document. II. Certification of Compliance with Commission Requirements To certify that your institution has complied with existing and new Accrediting Commission standards, policies, and procedures, PLEASE INITIAL each space below. For areas where it is not possible to certify compliance, please provide an explanation and corrected information as may be required. Specific policies are noted where appropriate. I certify that this institution has:

Your Initials

_____ Formal written plans for regularly conducting student learning outcomes assessments and institution self-improvements (C.14.)

_____ Collected data that demonstrates that students are achieving learning outcomes that are appropriate to the institution’s mission and to the rigor and depth of the degrees, diplomas, or certificates offered (see C.14.)

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Your Initials _____ When specific benefits for a course or program are identified, collected evidence that documents that

graduates have attained the benefits. _____ Reported significant changes to mission, goals, and objectives (see C.2.) (10/11) _____ Reported changes of ownership, management, or control (see C.3.) _____ Submitted significant changes to courses/programs (see C.5.) _____ Reported changes in location (including training sites) (see C.4.) _____ Reported significant changes in financial condition (see C.18.) _____ Reported significant growth or decline in the number of new enrollments (see C.18.) (10/11) _____ Reported significant growth or decline in the number of programs (C.18.) (10/11) _____ Complied with all required governmental licenses and approvals, and the CEO/President is unaware of

any action to revoke or withdraw any such licenses or approvals. _____ Developed accounting procedures to take into account or reserve prepaid tuition of students due future

services. _____ Reviewed enrollment agreements—including tuition refund language—for compliance with the DETC

Business Standards. _____ Reported significant changes in marketing tactics and promotional efforts (see C.11.)

_____ Continuously monitored (and corrected when necessary) telephonic sales interactions with prospective students to ensure there exists only ethical conduct on the part of all recruiting personnel.

_____ Reported all lawsuits, investigations, audits, actions, or other formal inquiries by governmental bodies or legal authorities.

_____ Submitted for Accrediting Commission review all new courses/programs or courses/programs undergoing revisions and arranged for review of all new training sites (see C.5.)

_____ Reviewed all advertising literature and promotional efforts, to include any significant changes in the practices of any third party advertising, marketing or lead generation firms for compliance with DETC’s Business Standards.

_____ Ensured that all telemarketing activities comply with FTC guides on telemarketing, including “do not call” restrictions for consumers.

_____ Ensured that tuition refund policies are in accord with the DETC Business Standards and paid all tuition refunds due within 30 days of the students’ requests.

_____ Reviewed and agreed to all the requirements set forth in DETC’s Constitution and Bylaws, April 2009 edition.

Failure to initial any of the items above may be cause for a review by the Accrediting Commission and follow-up action.

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III. Report on Educational and Student Services Since last year: 1. Report—and explain the reason for—any significant changes to the faculty at the supervisor/management level.

Provide brief descriptions of the qualifications of any new faculty. Report other significant changes to faculty assignments, workload, in-house training conducted, etc.

2. Report—and explain the reason for—any significant growth or decline in enrollments and programs (see C.18.

Policy on Annual Reports for definition). Explain in detail the reason(s) for the growth and what additional staff, faculty, administrators, educational and student support services, and financial resources and marketing plans have been employed to meet the needs for the new level of students to be served. Also specify which programs had the most growth (indicating the percent of growth since last year), the reasons for the growth, and how the institution is accommodating the growth. (10/11)

If the institution is showing a significant decline in enrollments (a drop of 25% or more), explain the reason(s)

for the decline and the impact it has had on staff, faculty, administrators, educational and student support services, and financial resources and marketing plans. (10/11)

3. Report—and explain the reason for—any significant growth or decline in the number of programs offered (see

C.18. Policy on Annual Reports for definition). Explain in detail what additional administrators, faculty, educational and student support services, and financial resources and marketing plans it has employed to meet the needs for the new level of programs to be served. If an institution reports a “significant decline in the number of programs,” it must explain in detail the reasons for the decline and the impact it has had on staff, faculty, administrators, educational and student support services, other course/programs offerings, and financial resources and marketing plans. (10/11)

4. Report—and explain the reason for—any significant changes to tuition levels, payment options, collection

techniques, or refund policies. 5. Report—and explain the reason for—any significant changes to course/program admissions policies made since

the last Annual Report. What requirements have been added or dropped? Provide the rationale for any changes listed.

6. Report on any activities outside of the U.S., including any contractual relationships with non-U.S. institutions or

agencies. Report the number of foreign students (non-U.S. students, not counting military). (10/11) IV. Report on Student Satisfaction On the DETC Outcomes Assessment Data Form (at the end of this document or on DETC’s web site under “Member Services” and “Publications,” provide the data you collected from your student surveys on satisfaction of your 10 most popular courses as described in the “C.14. Policy on Student Achievement and Satisfaction.” Also include a sample of your survey. (Military and international institutions and K-12 schools are exempted from annual reporting, but not from five year self-evaluation reporting.)

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V. Report on Progress Through the Courses/Programs On the DETC Outcomes Assessment Data Form (at the end of this document or on DETC’s web site under “Member Services” and “Publications,” provide the data you collected on your course completions for your 10 most popular courses and all of your degree programs as described in the “C.14. Policy on Student Achievement and Satisfaction.” If you have more than one division, e.g., vocational and/or degree-granting, you must report the data for each division. (Military and international institutions and K-12 schools are exempted.) VI. Report on Financial Condition Institutions are required to report and explain the reason for any significant changes in financial conditions. Provide the following summarized financial highlights for your distance education operations for the most recent two fiscal year periods. Complete the chart below (DO NOT just say “See Attached financial documents”).

If your institution shows a negative amount on lines 2, 4, or 5 for 2011, please attach the appropriate financial statements. The financial statement must be current, and at a minimum, the report must cover 12-month periods for the institution’s most recent two fiscal years and must be prepared in conformity with “generally accepted accounting principles.” The statement must use the accrual method for recognizing income. (Please refer to C.8. Policy on Annual Reports and C.10. Policy on Financial Statements.) (10/11)

Fiscal Year Ended: 2011 2010

1. Revenues

2. Net Income (Loss) **

3. Total Assets

4. Working Capital (Deficit)* **

5. Total Equity/Fund Balance (Deficit) **

* Current Assets minus Current Liabilities ** Attach complete financial statement if entry is negative. PLEASE NOTE: For every accredited institution, the Accrediting Commission reserves the right to require the submission of complete, audited financial statements as it deems necessary. VII. Report on Institution’s Future Plans Note: The reporting below does not constitution compliance with the various DETC policies that require notice and report submission prior to an event. Please review C.1. Policy on Substantive Change and Notification to make certain you have properly notified the Commission of any “substantive change” before implementing.

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Please provide a brief summary of your plans for the coming year. Do you plan to: 1. Add new courses or programs? List new courses/programs you are preparing or considering and the estimated

date of submission to the Accrediting Commission for review (see C.5. Policy on Course/Program Approval for instructions of submitting courses/programs).

2. Change in Location or Administrative Sites? Indicate any plans for changes in location of the institution or

administrative site (see C.4. Policy on Change of Location or Administrative Site), or for any new training sites (see C.7. Policy on New Combination Programs/Training Sites).

3. Changes in Marketing? Indicate plans for any changes to your marketing approach and/or promotional tactics or

procedures (see C.11. Policy on Change of Marketing Approach). (10/11)

4. Changes in international activities? Indicate and describe any plans for new marketing or instructional activities conducted outside of the U.S. (see C.17. Policy on International Activities). (10/11)

5. Changes in ownership, top management, or key staff? Indicate any plans for changes in ownership, top

management, or key staff (see C.3. Policy on Change of Ownership/Management). (10/11) Date Signature of Chief Executive Officer ____________________________________ Print Name DETC must receive this report by January 31, 2012. PLEASE submit in 2 files:

1. Print this document and sign this page, scan it with supporting documents (with the exception of the Outcomes Assessment Data), and save as a pdf.

2. Complete the tables containing your Outcomes Assessment Data and save in a WORD document.

E-mail both files to [email protected] (type “Annual Report” in the subject line). If you do not get a confirmation that your e-mail and documents were received, please submit again. Please note that there is a $500 late fee for reports not received by the second Friday following January 31st. (10/11)

Revised October 2011

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Enrollments by Program Name of Institution: ________________________________________

Program Level: Name: Total New Enrollments for 2011:

Total Active Students as of 12/31/2011

Example of Program Level = High School, Vocational, Associate, Bachelor, Masters, First Professional, Doctoral Example of Name = High School program or Medical Billing or Associate in Criminal Justice

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DETC Outcomes Assessment Data Form to be used with the 2011 Annual Report

Name of Institution: Contact Person: Date: Phone: E-mail: Please delete these instructions (down to “IV. Student Surveys”) and submit your outcomes assessment data using the tables below. Please reduce the size of your type to fit the data into the tables. IV. Student Satisfaction Surveys (first table): Please deduct any N/A’s from your “# of students surveyed” and “# of Surveys Received” before calculating percentages. Please calculate the average for the 10 courses for each question for 2011. If you have more than one division, e.g., vocational and/or degree granting, it must choose 10 courses from each division. V. Progress through the Course: When selecting your sample dates, you should allow enough time so that the last person who enrolled in that course has had sufficient time to complete it. Therefore, you should not use a calendar year. Cancellations are people who: (1) cancelled before the 5-day refund period; (2) never submitted exams; (3) cancelled by institution for non-payment; and (4) not in compliance (never submitted required information to be admitted). Do not count people who decided to drop-out or who stopped studying under cancellations. However, you may deduct the number of any students still studying. If you properly selected the sample dates, there should not be any students still studying. If your institution grants degrees, do not include certificate programs in your 10 most popular courses. If you have more than one division, e.g., vocational and/or degree granting, you must choose 10 courses from each division. Please calculate the overall average for the 10 courses and your degree programs. For more detailed information, please read the C.14. Policy on Student Achievement and Satisfaction (found on DETC’s website under “Publications” and “Accreditation Handbook.”) Send a copy of this form with your 2011 Annual Report form. Save this form in WORD document and send e-mail it to Sally Welch at [email protected]. Please include a sample of your surveys with your Annual Report.

IV. Student Satisfaction Surveys

Ten Most Popular Courses Time Frame of Survey: 1/1/2011 – 12/31/2011

Name of Course # of students

surveyed # of Surveys Received

Yes to Q1 #/%

Yes to Q2 #/%

Yes to Q3 #/%

AVERAGES ?? ?? ??

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V. Progress Through the Course

Course Completion Rates Ten Most Popular Courses

Unit of Measurement: (#weeks, semester, etc. used in sample date)

Name of Course Date of Sample

# of Students

in sample

# of Cancellations

# of Active

students in sample

# of students

completing

Completion Rate #/%

AVERAGE RATE ??

Program Completion Rates All Degree Programs

Name of Degree Program Years to

Complete Date of Sample

# of Students

in sample

# of Cancel-lations

# of Active students in

sample

# of students

graduating

Gradu-ation Rate #/%

AVERAGE RATE ??

Please save your Outcomes Assessment Data in a WORD file and e-mail along with a sample of your survey and your 2011 Annual Report

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2011 Annual Report (with Title IV) Name of Institution:____________________________________________________________________________ Address:_____________________________________________________________________________________ (Street Address) (City, State) (ZIP)

Telephone:_______________________________________ Fax:________________________________________

E-Mail:______________________________ Web Site:_______________________________________________ Is your institution: ___ Private, For-Profit? ____ Private, Non-Profit? ____ Government?

This Annual Report covers the institution’s activities from January 1—December 31, 2011. Please attach any additional pages or documentation to this form.

I. Courses and Programs Offered # of Vocational/Avocational programs = ______ : # New students: _______ Total # of Students: ______ # of Degree Programs =______ : # New students: _______ Total # of Students: ______

# of Certificate Programs = ______ : # New students: _______ Total # of Students: ______

# High School Program: ______ : # New students: _______ Total # of Students: ______ TOTALS: _____New Students in 2011: ____ Total # of Students _____ #New students w/Title IV _____ #total # of students w/Title IV Please list each program and enrollments using the appropriate form(s) (Degrees, Certificates, Vocational) at the end of this document. II. Certification of Compliance with Commission Requirements To certify that your institution has complied with existing and new Accrediting Commission standards, policies and procedures, PLEASE INITIAL each space below. A list of changes to 2011 DETC Accreditation Handbook may be found at www.detc.org (select Publications tab and Accreditation Handbook). For areas where it is not possible to certify compliance, please provide an explanation and corrected information as may be required. I certify that this institution has:

Your Initials

_____ Formal written plans for regularly conducting student learning outcomes assessments and institution self-improvements.

_____ Collected data that demonstrates that students are achieving learning outcomes that are appropriate to the institution’s mission and to the rigor and depth of the degrees, diplomas, or certificates offered.

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Your Initials _____ When specific benefits for a course or program are identified, collected evidence that documents that

graduates have attained the benefits. _____ Reported significant changes to mission, goals, and objectives (see C.2.) _____ Reported changes of ownership, management, or control (see C.3.) _____ Submitted significant changes to courses/programs (see C.5.) _____ Reported changes in location (including training sites) (see C.4.) _____ Reported significant changes in financial condition (see C.18.) _____ Reported significant growth or decline in the number of new enrollments (see C.18.) (10/11) _____ Reported significant growth or decline in the number of programs (C.18.) (10/11) _____ Complied with all required governmental licenses and approvals, and the CEO/President is unaware of

any action to revoke or withdraw any such licenses or approvals. _____ Developed accounting procedures to take into account or reserve prepaid tuition of students due future

services. _____ Reviewed enrollment agreements—including tuition refund language—for compliance with the DETC

Business Standards. _____ Reported significant changes in marketing tactics and promotional efforts (see C.11.)

_____ Continuously monitored (and corrected when necessary) telephonic sales interactions with prospective students to ensure there exists only ethical conduct on the part of all recruiting personnel.

_____ Reported all lawsuits, investigations, audits, actions, or other formal inquiries by governmental bodies or legal authorities.

_____ Submitted for Accrediting Commission review all new courses/programs or courses/programs undergoing revisions and arranged for review of all new training sites (see C.5.)

_____ Reviewed all advertising literature and promotional efforts, to include any significant changes in the practices of any third party advertising, marketing or lead generation firms for compliance with DETC’s Business Standards.

_____ Ensured that all telemarketing activities comply with FTC guides on telemarketing, including “do not call” restrictions for consumers.

_____ Ensured that tuition refund policies are in accord with the DETC Business Standards and paid all tuition refunds due within 30 days of the students’ requests.

_____ Reviewed and agreed to all the requirements set forth in DETC’s Constitution and Bylaws, April 2009 edition.

Failure to initial any of the items above may be cause for a review by the Accrediting Commission and follow-up action.

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III. Report on Education and Student Services Since last year: 1. Report—and explain the reason for—any significant changes to the faculty at the supervisor/management level.

Provide brief descriptions of the qualifications of any new faculty. Report other significant changes to faculty assignments, workload, in-house training conducted, etc.

2. Report—and explain the reason for—any significant growth or decline in enrollments and programs (see C.18.

Policy on Annual Reports for definition). Explain in detail the reason(s) for the growth what additional staff, faculty, administrators, educational and student support services, and financial resources and marketing plans have been employed to meet the needs for the new level of students to be served. Also specify which programs had the most growth (indicating the percent of growth since last year), the reasons for the growth in those programs, and how the institution is accommodating the growth. (10/11)

If the institution is showing a significant decline in enrollments (a drop of 25% or more), explain the reason(s)

for the decline and the impact it has had on staff, faculty, administrators, educational and student support services, and financial resources and marketing plans.

3. Report—and explain the reason for—any significant growth or decline in the number of programs offered (see

C.18. Policy on Annual Reports for definition). Explain in detail what additional administrators, faculty, educational and student support services, and financial resources and marketing plans it has employed to meet the needs for the new level of programs to be served. If an institution reports a “significant decline in the number of programs,” it must explain in detail the reasons for the decline and the impact it has had on staff, faculty, administrators, educational and student support services, other course/programs offerings, and financial resources and marketing plans. (10/11)

4. Report—and explain the reason for—any significant changes to tuition levels, payment options, collection

techniques, or refund policies. 5. Report—and explain the reason for—any significant changes to course/program admissions policies made since

the last Annual Report. What requirements have been added or dropped? Provide the rationale for any changes listed.

6. Report on any activities outside of the U.S., including any contractual relationships with non-U.S. institutions or

agencies. Report the number of foreign students (non-U.S. students, not counting military). (10/11) IV. Report on Student Satisfaction On the DETC Outcomes Assessment Data Form (at the end of this form or on DETC’s web site under “Member Services” and “Publications,” provide the data you collected from your student surveys on satisfaction of your 10 most popular courses as described in the “C.14. Policy on Student Achievement and Satisfaction.” Also include a sample of your survey. (Military and international institutions and K-12 schools are exempted from annual reporting, but not from five year self-evaluation reporting.)

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V. Report on Progress Through the Courses/Programs

On the DETC Outcomes Assessment Data Form (at the end of this document or on DETC’s web site under “Member Services” and “Publications,” provide the data you collected on your course completions for your 10 most popular courses and all of your degree programs as described in the “C.14. Policy on Student Achievement and Satisfaction.” If you have more than one division, e.g., vocational and/or degree-granting, you must report the data for each division. (Military and international institutions and K-12 schools are exempted.) VI. Title IV Participation (to be completed only if the institution participates in the Title IV programs) What accrediting agency is designated as your primary agency by the U.S. Department of Education for distribution of Title IV funds?_______________________________________________________ Please provide a copy of your most recent ECAR (Eligibility and Certification Approval Report). You may obtain this by going to http://eligcert.ed.gov/eapp/owa/ppaecar and use your OPE number and PIN. (10/11) List all programs offered by your institution that the U.S. Department of Education (USDE) has determined to be Title IV eligible programs (use additional sheets if necessary).

_________________________ _______________________

_________________________ _______________________

Check each Title IV program in which the institution participates, and provide the total amount of Title IV funds the institution received for that program for the award year.

Program Amount of Title IV Funds for the Past Year ____ Pell __________________________________

____ Federal Direct Loans __________________________________

____ Federal Direct PLUS __________________________________

____Federal Perkins Loans __________________________________

____ PLUS __________________________________

____ FSEOG __________________________________

____ FWS __________________________________

____ Other __________________________________

List the state where your institution has been authorized:

______________________________ _______________________________ _____________________ To certify that your institution meets its program responsibilities under Title IV, PLEASE INITIAL each space below. For areas where it is not possible to certify compliance, please provide an explanation, and be aware that corrected information may be required.

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I certify that: Your Initials

_____ Our institution filed all required financial statements and compliance audits and other information and

reports required by USDE on time.

_____ Our institution has ____ or has not____ experienced more than a 50% increase in student enrollment.

_____ Our institution has ____ or has not ____ experience a 50% increase in total tuition revenues in the past 12 months.

_____ Our institution has not exceeded 50% of the revenue from Title IV in its first year in the program, nor 75% of revenue in any subsequent year.

_____ If our institution has received a published default rate greater than 15%, it has implemented and adhered to a default reduction plan that specifically outlines the means by which we will provide services and contacts to the borrowers in an attempt to reduce the cohort default rate. Our default rate for 2008 or later is ________.

_____ Our institution paid all student refunds and returns of Title IV on a timely basis.

_____ Our institution is not required to post a letter of credit in order to participate in Title IV programs.

_____ Our institution did not file an LOC for a late return.

_____ Our institution was not subject to any limitation, suspension, or termination action by USDE in the past fiscal year.

VI. Report on Financial Condition Institutions are required to report and explain the reason for any significant changes in financial conditions. Provide the following summarized financial highlights for your distance education operations for the most recent two fiscal year periods. Complete the chart below (DO NOT just say “See Attached financial documents”). If your institution shows a negative amount on lines 2, 4, or 5 for 2011, please attach the appropriate financial statements. The financial statement must be current, and at a minimum, the report must cover 12-month periods for the institution’s most recent two fiscal years and must be prepared in conformity with “generally accepted accounting principles.” The statement must use the accrual method for recognizing income. (Please refer to C.8. Policy on Annual Reports and C.10. Policy on Financial Statements.)

Fiscal Year Ended: 2011 2010 1. Revenues 2. Net Income (Loss) ** 3. Total Assets 4. Working Capital (Deficit)* ** 5. Total Equity/Fund Balance (Deficit)

**

* Current Assets minus Current Liabilities ** Attach complete financial statement if entry is negative. What percent of total Annual Revenue for 2011 comes from Title IV Sources? ____________________%

PLEASE NOTE: For every accredited institution, the Accrediting Commission reserves the right to require the submission of complete financial statements as it deems necessary.

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VII. Report on Institution’s Future Plans Note: The reporting below does not constitution compliance with the various DETC policies that require notice and report submission prior to an event. Please review C.1. Policy on Substantive Change and Notification to make certain you have properly notified the Commission of any “substantive change” before implementing. Please provide a brief summary of your plans for the coming year. Do you plan to: 1. Add new courses or programs? List new courses/programs you are preparing or considering and the estimated

date of submission to the Accrediting Commission for review (see C.5. Policy on Course/Program Approval for instructions of submitting courses/programs).

2. Change in Location or Administrative Sites? Indicate any plans for changes in location of the institution or

administrative site (see C.4. Policy on Change of Location or Administrative Site), or for any new training sites (see C.7. Policy on New Combination Programs/Training Sites).

3. Changes in Marketing? Indicate plans for any changes to your marketing approach and/or promotional tactics or

procedures (see C.11. Policy on Change of Marketing Approach). (10/11)

4. Changes in international activities? Indicate and describe any plans for new marketing or instructional activities conducted outside of the U.S. (see C.17. Policy on International Activities). (10/11)

5. Changes in ownership, top management, or key staff? Indicate any plans for changes in ownership, top

management, or key staff (see C.3. Policy on Change of Ownership/Management). (10/11) Date Signature of Chief Executive Officer _____________________________________ Print Name DETC must receive this report by January 31, 2012. PLEASE submit in 2 files:

1. Print this document and sign the signature page, scan it with supporting documents (with the exception of the Outcomes Assessment Data), and save as a pdf.

2. Complete the tables containing your Outcomes Assessment Data and save in a WORD document.

E-mail both files to [email protected] (type “Annual Report” in the subject line). If you do not get a confirmation that your e-mail and documents were received, please submit again. Please note that there is a $500 late fee for reports not received by the second Friday following January 31st. Revised October 2011

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Enrollments by Program Name of Institution: ________________________________________

Program Level: Name: Total New Enrollments for 2011:

Total Active Students as of 12/31/2011

Example of Program Level = High School, Vocational, Associate, Bachelor, Masters, First Professional, Doctoral Example of Name = High School program or Medical Billing or Associate in Criminal Justice

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DETC Outcomes Assessment Data Form to be used with the 2011 Annual Report

Name of Institution: Contact Person: Date: Phone: E-mail: Please delete these instructions (down to “IV. Student Surveys”) and submit your outcomes assessment data using the tables below. Please reduce the size of your type to fit the data into the tables. IV. Student Satisfaction Surveys (first table): Please deduct any N/A’s from your “# of students surveyed” and “# of Surveys Received” before calculating percentages. Please calculate the average for the 10 courses for each question for 2011. If you have more than one division, e.g., vocational and/or degree granting, it must choose 10 courses from each division. V. Progress through the Course: When selecting your sample dates, you should allow enough time so that the last person who enrolled in that course has had sufficient time to complete it. Therefore, you should not use a calendar year. Cancellations are people who: (1) cancelled before the 5-day refund period; (2) never submitted exams; (3) cancelled by institution for non-payment; and (4) not in compliance (never submitted required information to be admitted). Do not count people who decided to drop-out or who stopped studying under cancellations. However, you may deduct the number of any students still studying. If you properly selected the sample dates, there should not be any students still studying. If your institution grants degrees, do not include certificate programs in your 10 most popular courses. If you have more than one division, e.g., vocational and/or degree granting, you must choose 10 courses from each division. Please calculate the overall average for the 10 courses and your degree programs. For more detailed information, please read the C.14. Policy on Student Achievement and Satisfaction (found on DETC’s website under “Publications” and “Accreditation Handbook.”) Send a copy of this form with your 2011 Annual Report form. Save this form in WORD document and send e-mail it to Sally Welch at [email protected]. Please include a sample of your surveys with your Annual Report.

IV. Student Satisfaction Surveys

Ten Most Popular Courses Time Frame of Survey: 1/1/2011 – 12/31/2011

Name of Course # of students

surveyed # of Surveys Received

Yes to Q1 #/%

Yes to Q2 #/%

Yes to Q3 #/%

AVERAGES ?? ?? ??

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V. Progress Through the Course

Course Completion Rates Ten Most Popular Courses

Unit of Measurement: (weeks, semester, etc. used in sample date)

Name of Course Date of Sample

# of Students

in sample

# of Cancellations

# of Active

students in sample

# of students

completing

Completion Rate #/%

AVERAGE RATE ??

Program Completion Rates All Degree Program

Name of Your Institution Here (degree-granting)

Name of Degree Program Years to Complete

Date of Sample

# of Students

in sample

# of Cancel-lations

# of Active students in

sample

# of students

graduating

Gradu-ation Rate #/%

AVERAGE RATE ??

Please save your Outcomes Assessment Data in a WORD file and e-mail along with a sample of your survey and your 2011 Annual Report

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(Please Note: This page was left blank on purpose.)

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Teach-Out Commitment (Non-Corporate Entities)

Commitment to the Accrediting Commission of the Distance Education and Training

Council to Teach-Out Students “WHEREAS, ____________________________________of ____________________________________ (Institution Name) (Address)

applied to the Accrediting Commission of the Distance Education and Training Council for accreditation, and

achieved such accreditation,

“WHEREAS, said accreditation applies to every distance education course, division, and activity, including

the residential component of any combination distance study-resident courses,

“NOW, THEREFORE, be it is RESOLVED and COMMITTED that:

The undersigned commit(s) that all students who enroll in this organization's programs will receive all of the

training under the terms of their contracts, including receiving all learning materials on a timely basis, any

subsequent change in this organization’s accredited status or any other circumstances notwithstanding; and,

With the understanding that the intent of this Commitment is to assure that all students enrolled by this

organization before and during its period of accreditation will have the opportunity to complete their

programs regardless of future circumstances, it is firmly resolved that the letter and spirit of this

Commitment will be fulfilled.”

I (we), the undersigned, certify that I (we) own the majority interest in _________________________

and pledge that I (we) have adopted and will fulfill the terms of the foregoing Commitment.

Given under my hand and the seal of the organization in the City or County of __________________, State of

_________________________________, this________day of ________________, 20_____.

_______________________________

Signature

_______________________________

Impress Organization Seal Here Print Name

_______________________________

Title

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Teach-Out Commitment (Corporate Entities)

Commitment to the Accrediting Commission of the Distance Education and Training

Council to Teach-Out Students

“WHEREAS, _______________________________of ______________________________ (Institution Name) (Address)

applied to the Accrediting Commission of the Distance Education and Training Council for accreditation, and

achieved such accreditation,

“WHEREAS, said accreditation applies to every distance education course, division, and activity, including

the residential component of any combination distance study-resident courses,

“NOW, THEREFORE, upon motion duly made and seconded and unanimously adopted, it is

RESOLVED and COMMITTED that:

One This organization commits that all students who enroll in this organization's programs will receive all of the

training under the terms of their contracts, including receiving all learning materials on a timely basis, any

subsequent change in this organization’s accredited status or any other circumstances notwithstanding; and,

Two With the understanding that the intent of this Commitment is to assure that all students enrolled by this

organization before and during its period of accreditation will have the opportunity to complete their

programs regardless of future circumstances, it is firmly resolved that the letter and spirit of this

Commitment will be fulfilled.”

I certify that this Commitment was duly and legally adopted at a regular (special) meeting of ____________

___________________, duly and regularly convened and held at _____________________________ on the

_______ day of ____________, 20____, at which a quorum of the Board of Directors was present and acting

throughout; and that said Commitment will continue in full force and effect.

Given under my hand and the seal of the organization in the City or County of __________________, State of

_________________________________, this________day of ________________, 20_____.

_______________________________

Signature

_______________________________

Impress Organization Seal Here Print Name

_______________________________

Title

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Report for Computation of DETC Dues, Fees, and Title IV

FY 2012-2013

1. Name of Institution: ________________________________________________________________ 2. Total cash collections from distance education students (including corporate payments on behalf of students) in

calendar year 2011*: $_________________________ (in U.S. Funds)

Total cash collections from Title IV revenues for calendar year 2011 (this should also be included in the number above): $____________________

This figure should include the total, gross cash collections regardless of the type of fee from students enrolled in all distance study courses and combination distance study and resident courses. This figure should include registration fees, tuition fees, down payments retained by sales representatives, and collections from the sale of textbooks, kits, equipment and merchandise sold as a required part of the course. Receipts from the “separate” sale of required course/program textbooks must be included in this total. The figure should include all payments received from students: fees for proctoring, re-enrollment fees, earned finance charges, etc.

3. Number of new students enrolled in 2011: ____________________ (Please enter total from below) Monthly new students enrolled for 2011:

January: _____________

February: _____________

March: _____________

April: _____________

May: _____________

June: _____________

July: _____________

August: _____________

September: _____________

October: _____________

November: _____________

December: _____________ Total for 2011: _____________ __________________________________________ Signature of Officer Making Report

__________________________________________ Date

CONFIDENTIAL: For DETC Office Use Only

Please return this form by no later than January 31, 2012 to Sally Welch at DETC

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11. Accreditation Standards Checklist

The following Accreditation Standards Checklist gives you a quick way of evaluating your institution’s compliance

with the Standards (also see E.12. Business Standards Checklist) Degree-granting institutions must also follow the

requirements found in C.9. Policy on Degree Programs. See B.2. Guide to Self-Evaluation Report for more details.

I. Institution Mission, Goals, and Objectives

I. A. Description of the Mission, Goals, and Objectives

The institution has documented that it has a mission statement that includes its general purpose and

is supported by specific, clearly defined goals and objectives appropriate to the level of study

provided including an institutional commitment to providing quality distance education programs.

I. B. Review and Publication of the Mission Statement

The institution has documented that instructors/faculty, administration, governing board, and

institutional advisory committees, (if applicable) regularly review the mission statement, goals, and

objectives. The institution has documented that its current mission statement, goals, and objectives

are widely promulgated and readily accessible to students, faculty, staff, and other stakeholders.

I. C. Implementation of the Mission, Goals, and Objectives

The institution has demonstrated that it is effectively carrying out its mission, is attaining its goals

and objectives, and is sharing appropriate information on its attainments with relevant groups. The

institution has documented that it identifies the key indicators it uses in determining how it is

meeting its stated mission, goals, and objectives.

II. Educational Program Objectives, Curricula, and Materials

II. A. Description of Program Objectives

The institution has documented that educational program objectives are clearly defined and simply

stated. They indicate the benefits for reasonably diligent students. The character, nature, quality,

value, source of the instruction, and educational services that are used to help students achieve the

objectives are set forth in language understood by the types of students enrolled. If a program

prepares for an occupation, field of occupations, or vocation, the objectives clearly state the types of

occupations for which preparation is given.

II. B. Appropriate Programs Objectives

The institution has documented that the program objectives are reasonably attainable through

electronically delivered, online, or other methods of distance study. Appropriate objectives include

the development of skills, providing job-related training, the imparting of knowledge and

information, the training in the application of knowledge and skills, and the development of

desirable habits and attitudes. Evaluation of the program is based on the announced objectives and

the success with which students achieve the objectives.

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II. C. Comprehensive Curriculum

The institution has documented that the curriculum is sufficiently comprehensive for students to

achieve the stated program objectives and its content is supported by sound research and practice.

An institution has policies and procedures for determining credit hours as defined in C.9. Policy on

Degree Programs and/or clock hours it awards for its courses and/or programs.

II. D. Up-to-Date Curriculum

The institution has documented that the curriculum/curricula reflect(s) current knowledge and

practice. It also has documented that effective procedures are used continuously to keep it/them up-

to-date. Internal course/program reviews are conducted on a periodic basis.

II. E. Comprehensive and Up-to-Date Instructional Materials

The institution has documented that instructional materials are sufficiently comprehensive to enable

students to achieve the announced program objectives. Also, that the instructional materials are

accurate and reflect current knowledge and practice and are regularly reviewed and revised.

II. F. Examinations and Other Assessment

The institution has documented that examinations and other assessment techniques are adequate

evidence of the achievement of the stated learning objectives and outcomes. The institution has

documented that it has published its academic grading policies, assignment marking system, course

extension policy, and information on issuance and completion of incomplete grades, and apply them

with fairness and consistency.

II. G. Authorship

The institution has documented that qualified persons competent in distance study techniques and in

their subjects or fields develop the curriculum content and prepare instructional materials.

II. H. Organization of Instructional Materials

The institution has documented that the organization and presentation of the instructional materials

are in accord with sound principles of learning and grounded in sound instructional design

principles

II. I. Curriculum Delivery

The institution has documented that online and written instructional materials are appropriately

presented. The institution has documented that online materials fit the content and are delivered

using readily available, reliable technology. Also, that institutional prepared material are keyed to

the reading competence of the students in the program and be legibly reproduced.

II. J. Study Instructions

The institution has documented that instructions and suggestions on how to study and how to use

the instructional materials are made available to assist students to learn effectively and efficiently.

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II. K. Educational Media and Learning Resources

The institution has documented that learning resources for faculty and students are available and

appropriate to the level and scope of program offerings. Also, program designers and/or

faculty/instructors make effective use of appropriate teaching aids and learning resources, including

educational media and supplemental instructional aids in creating programs and in teaching

students. The institution documented that it makes effective provisions for students to access

learning resources and libraries that are appropriate for the attainment of program learning

outcomes.

II. L. Student Privacy, Integrity and Identity

The institution has documented that it has clear, specific, published policies related to student

privacy, integrity, and academic honesty. The institution documented that it has a student identity

verification process that ensures that students who earn the credit or completion credentials are the

same students who did the course assignments and assessments.

III. Educational Services

III. A. Student Inquiries and Submissions

The institution documented that relevant student inquiries are welcome and answered promptly and

thoroughly. The institution documented that accurate assessment, correction services, and

counseling by instructors/faculty are provided for assignments/lessons and examinations. Also, the

institution has a process for maintaining and protecting the confidentiality of student records, e.g.,

grades, test results, etc.

III. B. Individual Differences

The institution has documented that provisions are made to be responsive and flexible to meet the

individual differences of students with diverse backgrounds, prior achievements, employment, and

other relevant circumstances. Also, that counseling and guidance are provided, as required, to assist

students to satisfy institutional and program requirements, to achieve required program objectives

and individual course learning outcomes, and to achieve their educational goals.

III. C. Handling Unsatisfactory Student Progress

The institution has documented that students who are unable to make satisfactory progress through

the program are encouraged to continue until they either show inability to make satisfactory

progress or demonstrate satisfactory progress

III. D. Encouragement of Students

The institution has documented that an active program designed to optimize interaction between the

institution and the student is followed to encourage students to start, continue, and finish the

program in which they have enrolled, if continuing and finishing are the student’s goals.

III. E. Student Evaluation of Courses

The institution has documented that opinions of students are systematically sought as one basis for

evaluating and improving instructional materials, the delivery of instruction, and educational

services.

III. F. Appropriate Technology

The institution has documented that it uses appropriate and readily accessible technology to

optimize interaction between the institution and the learner and enhance instructional and

educational services.

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III. G. Resident Training

The institution has documented that resident training or face-to-face learning sessions must

supplement the electronically delivered, online, or other distance study method whenever it is

necessary to attain the stated institutional and program objectives and intended student learning

outcomes.

IV. Student Support Services

IV. A. Assessment Services

The institution has documented that student assessment services are guided by published grading

policies and a marking system that includes prompt return of accurately, fairly, and consistently

graded assessments as well as necessary academic counseling by the instructor/faculty or qualified

staff member.

IV. B. Student Records

The institution has documented that essential, accurate student records are adequately and securely

maintained and readily accessible.

IV. C. Student Support Services

The institution has documented that it provides support services relevant to the students enrolled,

such as financial aid guidance, counseling services, employment assistance and/or alumni services.

IV. D. Student Complaints

The institution has documented that it has a policy and procedures for the purposes of responding to,

addressing, and readdressing, as appropriate, a complaint made by a student (see C.20. Policy on

Complaints), including one who has good reason to believe that the institution is not in compliance

with DETC standards and policies.

V. Student Achievement and Satisfaction

V. A. Achievement of Student Learning Outcomes and Benefits

The institution has documented that its articulates student learning outcomes and it has a systematic

and ongoing process for assessing student learning, provides documented evidence that show that

the results are used to improve programs, curricula, instruction, faculty development, and services,

and the results meet appropriate benchmarked standards.

V. B. Student Satisfaction

The institution has documented that it regularly collects evidence that students are satisfied with the

instructional and educational services provided.

V. C. Progress Through the Course/Program

The institution documents that students complete their studies at rates that compare favorably1 to

those of courses/programs offered by programs offered by similar DETC-accredited institutions.

1 “compare favorably” means each program’s graduation rate falls within 15 points of the mean for

courses/programs at similar DETC institutions.

VI. Qualifications and Duties of Owners, Governing Board Members, Officials, Administrators,

Instructors/Faculty, and Staff and Reputation of Institution

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VI. A. Owners, Governing Board Members, Officials, and Administrators

The institution has documented that its owners, Governing Board Members, officials, and

administrators possess appropriate qualifications and experience for their positions and roles and

have demonstrated the ability to oversee institutional operations. The governing board members are

knowledgeable and experienced in one or more aspects of educational administration, finance,

teaching/learning, and distance study. The institution has policies that clearly delineate the duties

and responsibilities of governing board members, officials, and administrators. Individuals in

leadership and managerial roles are qualified by education and experience.

VI. B. Chief Academic Officer and/or Department Heads

The institution has documented that a qualified2 person serves as the chief academic officer or

educational director. This person has overall administrative responsibilities for the educational

program(s), faculty/instructors, and a policy-making voice in advertising, sales, and collections. In

institutions that use department heads or persons with similar titles are delegated educational,

editorial, and research responsibilities within the departmental subject fields.

2 qualifications for degree-granting institutions are described in C.9. Policy on Degree Programs.

VI. C. Instructors/Faculty/Staff

The institution has documented that it has a sufficient number of qualified instructors/faculty3 to

give individualized instructional service to each student. The institution maintains files containing

the resumes and official transcripts of its instructors/faculty. Faculty are carefully screened for

appointment, and are properly and continuously trained with respect to institution policies, learner

needs, instructional approaches and techniques, and the use of appropriate instructional technology.

The institution has clear, consistent procedures to evaluate faculty performance.

3 qualifications for degree-granting institutions are described in C.9. Policy on Degree Programs.

VI. D. Reputation of Institution, Owners, Governing Board, Officials, and Administrators

The institution has documented that it and its owners, governing board members, officials, and

administrators possess sound reputations and possess a record of integrity and ethical conduct in

their professional activities, business operations, and relations.

VI. E. Professional Growth

An institution has demonstrated its interest in improving instruction through upgrading faculty and

staff. Faculty and staff are encouraged to become members of professional organizations, to review

and apply relevant research, to pursue continuing education or training in their respective fields, and

to enhance their skills in developing and using electronically delivered, online, or other forms of

distance study.

VI. F. Succession Plan

The institution has provided a written plan that outlines the process by which the leadership and

management succession would be approached and realized. The institution has identified specific

people, committees, or boards that would be responsible to carry on with the operation of the

institution. The plan is reviewed and revised on an annual basis.

VII. Admissions Practices and Enrollment Agreements

VII. A. Admission Practices

The institution has documented that its admissions policies, requirements, and practices of the

institution fully conform to DETC Business Standard II. B. and C.9. Policy on Degree Programs.

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VII. B. Enrollment Agreement (Contracts)

The written enrollment agreement and/or other written enrollment documents specify clearly the

nature and scope of the course or program, the services and obligations of the institution, and the

responsibilities, obligations, financial and otherwise, of the student. Any changes in tuition, fees,

and course or program policies and procedures are made applicable to all future enrollees, not those

currently enrolled. The institution also uses a written enrollment agreement/contract that conforms

to the provisions of DETC Business Standards II. A. and II. B. Students are given copies of these

written agreements/contracts and/or other written documents.

VIII. Advertising, Promotional Literature, and Recruitment Personnel

VIII. A. Advertising and Promotion

The institution has documented that all of its advertising, promotional, and recruitment activities

fully conform to DETC Business Standard I.A. and B. and to this accreditation standard.

VIII. B. Control of Student Recruitment Personnel

The institution has documented that its policies and practices in the hiring, training, monitoring,

managing, and evaluating of all sales or recruiting personnel fully conform to DETC Business

Standard II.C. and to this accreditation standard.

IX. Financial Responsibility

IX. A. Financial Practices

The institution shows, by complete, comparative financial statements covering its two most recent

fiscal years, that it is financially responsible and that it can meet its financial obligations to provide

quality instruction and service to its students. (Financial statements must be prepared “in conformity

with generally accepted accounting principles.”) The institution has budgeting processes that

demonstrate the current and future budgets are sufficient to allow the institution to accomplish its

mission and goals.

IX. B. Financial Management

The institution has documented that individuals who oversee the fiscal and budgeting processes are

qualified by education and experience. The institution has adequate administrative staff for

effectively operating, and at least one person who is qualified and able to prepare accurate financial

reports in a timely manner. Internal auditing trails and controls are in place to ensure finances are

properly managed, monitored, and protected. Adequate safeguards are in place to prevent

unauthorized access to online and on-site financial information.

IX. C. Financial Sustainability and Stability

The institution has demonstrated that it maintains adequate administrative staff and other resources

to operate effectively as a going concern and is not exposed to undue or insurmountable risk. Any

risk that exists is adequately monitored, manageable, and insured.

IX. D. Financial Reporting

Financial statements are prepared in accordance with DETC Standards and Policies including C.10.

Policy on Financial Statements. An independent CPA’s audit or review report accompanies these

statements, and a written plan is provided that documents how the institution can resolve any

challenges or anomalies identified in the CPA’s report.

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IX. E. Demonstrated Operations

In all respects, the institution has documented continuous sound and ethical operations, as well as

the necessary resources to accommodate demand and to ensure all learners receive a quality

educational experience. Applicant institutions must document two continuous years of sound and

ethical operation under the present ownership and with the current programs offered as a bona fide

electronically delivered, online, or other delivery method of distance study. This documentation

shall show that the name being used by the institution is free from any association with activity that

could damage the reputation of the DETC accrediting process, such as illegal actions, fraud,

unethical conduct, or abuse of consumers.

X. Tuition Policies, Collection Procedures, and Cancellations/Refunds

X. A. Tuition Policies

The institution has documented that its tuition policies are in keeping with the provisions of the

DETC Business Standards Section III.A.

X. B. Tuition Collection Procedures

The institution has documented that its tuition collection practices and procedures are fair. They

encourage the progress of students and seek to retain their good will. The institution exercises its

right to protect its finances through collection practices in keeping with sound and ethical business

standards. Such practices take into account the comparable rights and interests of the student.

Collection procedures also conform to DETC Business Standard Section III.D.

X. C. Tuition Cancellation/Refund Policies

The institution has documented that it recognizes that there are legitimate reasons why enrolled

students may not be able to complete their programs with benefit to themselves. Accordingly, the

institution has a policy for equitable tuition adjustments or refunds in such cases that conform to

DETC Business Standards Section III.B. and III. C. Records are maintained on tuition refunds and

enrollment cancellations to provide a reference source for management analysis.

XI. Facilities, Equipment, Supplies, and Record Protection

XI. A. Facilities, Equipment and Supplies

The institution has documented that it maintains sufficient facilities, equipment, and supplies to

achieve its mission and goals and support its programs and future growth. A written plan exists to

maintain and upgrade facilities, equipment, and supplies The plan states the resources that will be

budgeted to support its goals. Buildings, workspace, and equipment comply with local fire,

building, health, and safety regulations and are adequately equipped to handle the educational

program(s) of the institution.

XI. B. Record Protection

Institutional financial and administrative records and students’ educational records are maintained in

a reasonably accessible place and are adequately protected as long as they are likely to be needed.

Protection may be by: (1) an active fire suppression system, or (2) passive protection using two-

hour rated files or vaults for hard copy files/records or (3) using off-site back up files for electronic

files/records. Other records are maintained in accordance with current educational, administrative,

business, and legal practices.

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XII. Research and Self-Improvement

XII. A. Planning and Evaluation

An institution has provided a written plan that is designed to identify internal and external trends

and patterns, optimize opportunities, address challenges, reflect on achievements, and maintain

quality. The planning enables the institution to improve services to students, ensure the professional

growth of its instructors/faculty and staff, and provide for the long-term quality and growth of the

institution. The institution collects and analyzes data on a systematic, consistent basis to monitor the

status and effectiveness of the plan and evaluates its full range of services.

XII. B. Research and Self-Improvement

An institution shows evidence of continuous progress and self-initiated efforts to improve

operations and educational offerings and services. Sound research procedures and techniques are

used to measure how effectively the stated institutional mission, goals, and objectives are being met.

Revised October 2011

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12. Business Standards Checklist The following Business Standards Checklist gives you a quick way of checking your institution’s compliance with the Standards (see also, E.11. Accreditation Standards Checklist). Degree-granting institutions must also follow the requirements found in C.9. Policy on Degree Programs.

I. Institution and Course Promotion

I. A. Advertising and Promotion (Standard VIII.A.)

1 (a) All advertisements are accurate, clear, and readily accessible to the public.

(b) All advertisements indicate training and education is offered at a distance.

2 (a) Institution’s name and street address appears in catalogs, enrollment agreements, published promotional literature, websites, and official DETC listings.

(b) Advertisements include the institution’s name and at a minimum city and state of the institution and/or the institution’s web URL or destination.

3 (a) The institution does not use the word “guarantee” in its advertisements.

(b) The word “free” is not used to describe any item, service, or materials regularly included as part of the institution’s curricula offering.

4 (a) Testimonials are truthful and current (less than 4 years except for those historical in nature)

(b) A signed consent form is kept on file for each testimonial.

5 (a) Advertisements do not imply that employment is being offered.

(b) Advertisements are placed in the appropriate place in media, e.g., under sections identified for education, training, or instruction.

6 (a) Institution’s website must make available information on program requirements, course descriptions, tuition and related costs, schedules, course delivery formats, and its catalog prior to the collection of personal contact information. (adopted August 2011)

7 (a) Institution discloses in its catalog and on its website information which accurately describes the institution and its programs. At a minimum, the institution discloses to prospective students, prior to enrollment, the admissions policies, description of its programs, grading policies, appropriate technology requirements, statement of all fees and tuition, refund policy, and contact information including hours of operation and holiday schedules.

(b) Degree-granting institutions include required items in its catalog as listed in C.9. Policy on Degree Programs (see page 5 of this checklist).

8 Institution discloses on its website, its enrollment forms, and in its catalog that the acceptance for transfer of its academic credits is determined by the receiving institution.

9 Institutions routinely provide reliable, current and accurate information to the public on their website on their performance, including student achievement, as determined by the institution. (adopted August 2011)

10 Institutions do not provide the names of other institutions as triggers for their own sponsored links on Internet search engines.

11 Incentives offered to prospective students to enroll does not exceed a nominal value ($100).

I. B. Institution and Course Recognition (Standard VIII.A.)

1 Institution refers to its accreditation correctly.

2 Institution does not use the term “accredited” in conjunction with its certification programs.

3 Institution uses the official accreditation logo and statement in its advertisements and website.

4 Courses and programs must be approved by DETC before an institution may advertise or enroll students. (adopted August 2011)

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5 Institution does not use the term “College” or “University” in its name unless it offers academic degree programs.

6 (a) The institution publishes its accreditation status on its website and in its catalog.

(b) DETC’s name, address, and phone number is published in the institution’s catalog, along with a link to DETC’s website.

7 The institution refers to DETC’s recognition by the U.S. Department of Education as: “The Accrediting Commission of the Distance Education and Training Council is listed by the U.S. Department of Education as a nationally recognized accrediting agency.”

8 The institution refers to DETC’s recognition by CHEA as: “The Accrediting Commission of the Distance Education and Training Council is a recognized member of the Council for Higher Education Accreditation.”

9 An institution publicly corrects any misleading or inaccurate information it releases on its accreditation status, contents of reports of the examining committee from accreditation-related visits, and/or actions taken by the Accrediting Commission with respect to the institution. (adopted October 2011)

II. Student Enrollment

II. A. Enrollment Agreements (Contracts) (Standard VII.B.)

1 The institution ensures that each applicant is fully informed of the rights, responsibilities, and obligations of both the student and the institution as listed in the enrollment agreement before it is signed. (adopted June 2011)

2 The enrollment agreement is written in the same language as the language of the promotional presentation.

3 (a) The institution provides the student with ready access to and a copy of the institution’s tuition refund policy.

(b) The institution determines with reasonable certainty that the student has been informed of the refund policy prior to enrolling.

4 The terms of the refund policy must be clearly disclosed in the enrollment agreement, catalog, and website.

5 If a termination date is used on contracts, the date is at a minimum one and one half the projected time to complete the course(s) or projected time plus 12 months, whichever is less.

6 No enrollment agreement is binding until it has been submitted by the student and accepted by the institution. A copy of the accepted enrollment agreement is made available to the student within 10 days of acceptance and maintained as part of the student’s record. (adopted June 2011)

II. B. Admission Practices and Referrals (Standards VII.A. & B.)

1 The institution does not discriminate in admitting students.

2 The institution discloses the scope and nature of its courses and educational and training objectives, and how it protects student privacy. (adopted June 2011)

3 (a) The institution has established qualifications that an applicant must possess to successfully assimilate the educational materials.

(b) The institution determines with reasonable certainty, prior to acceptance of the applicant, that the applicant has been informed of and has proper qualifications to enroll in the course/program.

(c) The applicant has been informed that he/she has been accepted into the program and that official transcripts or required documentation must be receive by the institution within one

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enrollment period (not to exceeded 12 semester credits) or the student will not be accepted into the program. (adopted June 2011)

4 The institution only enrolls applicants over 18 years old unless there is permission from the appropriate person.

5 If the institution enrolls a person not meeting established qualifications a record is kept showing the reasons.

6 If an institution provides incentives for making referrals, the incentive must not exceed a nominal value (no greater than $100 per year). (adopted June 2011)

II. C. Control and Monitoring of Student Recruitment Personnel (Standard VIII.B.)

(any personnel, including employees or contractors, who enroll prospective students)

1 (a) The institution has full responsibility for the actions, statements, and conduct of its student recruitment personnel, including any required licensures or registration.

(b) The institution maintains appropriate and current records on its student recruitment personnel.

2 (a) The institution adequately trains its student recruitment personnel (including providing them with a sales manual or materials covering applicable procedures, policies, and presentations).

(b) The institution provides student recruitment personnel with accurate information concerning employment, remuneration, and a signed written agreement.

(c) Signed copies of the DETC Code of Ethics for recruitment personnel are kept on file.

3 The institution routinely monitors for compliance with standards its student recruitment personnel, including any independent organizations providing prospective applicants names to the institutions. (adopted June 2011)

4 (a) Student recruitment personnel conform to applicable federal and state laws, including any industry guides issued by the FTC.

(b) Student recruitment personnel do not use any title that indicates special qualifications for career guidance, counseling, or registration.

(c) Student recruitment personnel do not place advertisements without the appropriate written authorization from the institution.

III. Tuition, Cancellation, Refunds, and Collection

III. A. Tuition Policies (Standard X.A.)

1 Institution uses total course price in preparing enrollment agreements, calculating refund amounts, and collection student accounts. Total course price includes tuition, registration, educational services and instruction. Total course price also includes earned financial charges and any fees that are charged to all students for required services, such as proctoring, technology access, and library services. Costs expended for normal shipping and handling are not subject to refund after the expiration of the 5 days.

2 The costs expected for optional or special services such as expedited shipment of materials, experiential portfolio assessment, or other optional services such as dissertation binding, must be disclosed effectively to prospective students and are not subject to refund (after 5 days).

3 High Schools and degree-granting institutions employing an admissions review process may charge a onetime non-refundable fee not to exceed $75.

4 (a) If institution requires or permits students to purchase textbooks or other materials required separately, the institution must make available to the student on its website, catalog, or enrollment agreement “a best effort estimate” of the costs of the textbooks and materials needed for successful completion of the course/program. If an institution is participating in Title IV programs, it must disclose accurate course material information, including ISBN and retail

prices. (revised June 2011)

(b) The institution textbook pricing policy for new or used books must be fair to students.

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5 The total course price for any program must be the same for all persons, with the exception of discounts for well-defined groups.

6 Scholarships or limited time offers, discounts, and special prices must be bona fide and for a stated specified period of time.

7 The institution must disclose to students on the enrollment agreement any additional charges to the student associated with verifying student identify.

III. B. Cancellations (Standard X.C.)

1 A student’s notification of cancellation may be conveyed to the institution in any manner (except where state law requires it in writing).

2 Students who cancel within 5 days of enrolling receive a refund of all monies paid.

3 Upon cancellation, a student whose tuition is paid in full is entitled to receive all materials, including kits and equipment.

4 The institution gives special consideration to a student’s request for cancellation beyond the minimum DETC refund policy in a case of student illness or accident, death in family, or other circumstances beyond the student’s control.

5 Correspondence regarding cancellation between the student and the institution, banks, collection agencies, lawyers, or any third party must clearly acknowledge the existence of the cancellation policy of the institution.

6 If promissory notes or enrollment agreements are sold to third parties, the institution ensures that it and any third parties comply with DETC cancellation policies.

7 If an institution believes that any part of the DETC minimum cancellation policy should be waived it must seek a waivers from the Commission.

III. C. Tuition Refund Policies (Standard X.C.)

1 Any money due the student must be refunded within 30 days of the cancellation request (regardless if materials have been returned).

2 (a) An institution may keep a non-refundable fee if the student cancels after 5 days. The fee may be either $75 or 20% of the tuition, not to exceeded $200

(b) When a student withdraws from a degree program or drops a course, he/she may only be assessed a one-time non-refundable fee of either $75 or 20% of the tuition not to exceed $200 per degree program.

3 When student cancels after completing one lesson but less than 50%, the institution may retain the non-refundable fee plus a percentage of tuition which shall not exceed the following -

- up to and including 10% of refundable tuition (tuition charges remaining after subtracting the non-refundable fee already retained).

- between 10 and 25%, 25%

- between 25% and 50%, 50%

- after 50%, the institution is entitled to the entire course tuition for the course.

Degree-granting institutions: The refund policy must be applied to individual lessons within a course (not courses within a program). When an institution enrolls a student in an entire degree program, it must refund 100% of the tuition for courses the student never started.

4 Time-Based Refund Policy for academic credit-bearing courses:

Institutions offering academic degree courses and programs, which have published duration stating specific dates for students starting and completing, may use the time-based refund policy if the courses are not longer than 16 weeks.

The time-based refund policy also applies to certificate courses that the institution accepts for academic credit into its degree programs.

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Time-Based Refund Policy (does not include application and/or registration fees) Published Course Length: 1-6 weeks

If a student cancels during the first week, the student receives 100% refund During 2nd week: = 70% refund During 3rd week: = 40% refund During 4th week: = 20% refund During and after the 5th week: = 0% refund Published Course Length: 7-10 weeks

If a student cancels during the first week, the student receives 100% refund During the 2nd week: = 80% refund During the 3rd week: = 60% refund During the 4th week: = 40% refund During the 5th week: = 20% refund During and after the 6th week: = 0% refund Published Course Length: 11-16 weeks

If a student cancels during the first week, the student receives 100% refund During the 2nd week: = 80% refund During the 3rd week: = 70% refund During the 4th week: = 60% refund During the 5th week: = 50% refund During the 6th week: = 40% refund During the 7th week: = 30% refund During the 8th week: = 20% refund During the 9th week: = 10% refund During and after the 10th week: = 0% refund

5 Minimum refund policy for mandatory resident training courses:

(a) The tuition price for the distance education portion must be separately stated on the enrollment agreement.

(b) Cancellation policy must follow III.C.3. above

(c) After student attends the first resident class, if the student cancels, the institution may retain:

(1) up to and including first 10%; 10%

(2) 10% and up to and including 25%; 25%

(3) 25% and up to and including 50%; 50%

(4) more than 50%, full tuition

(c) Courses with optional resident training, seminars, and other training sessions are subject to the refund policy above.

D Collections (Standard X.B.)

Collection procedures used by the institution or third parties reflect ethical business practices.

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Checklist for Catalogs for degree-granting institutions:

Standard VIII Advertising, Promotional Literature:

Catalog must contain and accurately depict, at a minimum, the following:

1. The institutional mission, goals, and objectives.

2. Names and titles of administrators of the institution.

3. The legal control, names of trustees, directors, and/or officers of the corporation.

4. A general statement of accredited status and governmental approvals.

5. Hours of operation, including holiday schedule, and faculty/instructor’s availability.

6. List of full-time and part-time faculty, each listed separately, with degrees held and conferring institutions, and the area of teaching specialization.

7. Academic calendar for combination programs or any programs that operate on a fixed calendar.

8. Institution’s admission policy for each specific degree offered, i.e., Associate, Baccalaureate, Master’s, First Professional, or Professional Doctoral degree.

9. Statement of curricula offered including curriculum objective, courses included, total credits required, required prerequisites, requirements for certification, and licensing as appropriate.

10. Expectations for maintaining satisfactory academic progress.

11. Explanation of grading policies, transfer of credits, and equivalent.

12. Assessment and proctoring procedures.

13. Student code of conduct and academic and non-academic dismissal policies.

14. Complaint or grievance procedures.

15. Student identity verification procedures.

16. Student Financial Aid program policy disclosures, as required by federal regulations, if participating in Federal Student Aid.

17. Graduation requirements, including minimum passing grades.

18. Statement of fees, tuition, and all regular and special charges for each program.

19. Statement of refund policy that conforms to the DETC Business Standards.

20. Description of counseling and/or placement services available to students, if any.

21. DETC’s name, address, telephone number and website address.

22. The institution should include on the front cover or title page of the catalog (or the online equivalent) the year or years for which the catalog is effective.

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Application for Arbitration

Application for Arbitration of Post-Hearing Decisions

Name of Institution:____________________________________________________________________ Address of Institution:___________________________________________________________________ (Street Address) (City, State) (ZIP)

Telephone: _________________________ Fax:___________________________ Today’s Date:________________ (Area Code) (Area Code)

(For more information, refer to the DETC Accreditation Handbook procedure D.2. Appealing Commission’s Adverse

Decisions, and the DETC Constitution and Bylaws, Section 12.2.) Procedure for Seeking Arbitration 1. The institution submits form E.13. Application for Arbitration, to the Executive Director of the Accrediting

Commission within 5 business days of the receipt of the Commission’s written statement advising the institution of the final adverse decision to deny or withdraw accreditation. The arbitration fee must accompany this Application. When arbitration is requested, any public notification of the Commission’s adverse action will be suspended pending the outcome of the arbitration, and the institution agrees to not enrolling any new students pending the outcome of the arbitration.

2. The institution submits a written statement of the grounds for its arbitration within 14 days of submitting its

Application for Arbitration. 3. The institution’s accounts, including hearing and transcript fees, with the Distance Education and Training

Council and the Accrediting Commission must be paid in full for the application for arbitration to be honored. 4. An independent arbitrator will be selected by a recognized national arbitration organization. The Commission

will select the arbitration firm. The Commission will coordinate with the arbitrator and the institution and will designate the time and place the hearing will be held.

5. The institution has the opportunity to make an oral presentation at the hearing. The oral presentation may not

exceed 20 minutes. If applicable, please list below those who will be attending the hearing on behalf of the institution:

______________________________ _________________________________ _____________________________ (Name) (Title) (Affiliation)

_____________________________ _________________________________ ______________________________ (Name) (Title) (Affiliation)

______________________________ ________________________________ ______________________________ Name) (Title) (Affiliation)

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6. The institution, at its option and its expense, has the right to the presence of its own legal counsel at its oral presentation at the hearing.

Name of Counsel: __________________________________________________________________ Firm: __________________________________________ Phone No.:_________________________ Fax: _______________________________________ E-mail: ________________________________ Address:___________________________________________________________________________

7. Both parties may appear before the arbitrator with legal counsel to present their position, and each may file a written brief, subject to the fifteen-page limit used by the Department of Education’s appeals division, and up to five exhibits. The written brief and all materials must be received by DETC no later than 10 days prior to the arbitration hearing date. New documents or materials may not be presented for the arbitrator’s consideration at the time of the hearing.

8. Additional discovery activity and witnesses should not be required. In an exceptional circumstance, where the arbitrator finds that additional information is essential to reaching a fair decision, limited discovery may be authorized

9. Within 30 days following the conclusion of the arbitration hearing, the Commission shall send the institution a written statement advising of the arbitrator’s decision.

I certify that all of the information on this application is true and correct: Institution’s President or CEO:____________________________ Signature: ________________________________

Application Checklist

� ___ Arbitration Fee deposit ($25,000) � ___ Optional fee for transcript deposit ($1,000) � ___ Written brief will be filed by ________________ (date) � ___ Names of those attending appeal hearing

Submit this form to: Executive Director (address below).

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DETC Accreditation Handbook – 2012 E.14. – Application for Change of Ownership

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Application for Change of Ownership

Name of Institution:____________________________________________________________________

Address of Institution:___________________________________________________________________ (Street Address) (City, State) (ZIP)

Telephone: _________________________ Fax:___________________________ Today’s Date:________________ (Area Code) (Area Code)

Name of Proposed New Owner(s)*: _________________________________________________________

Percent of ownership to be acquired: ______% Projected date of transaction _______________

A minimum of 30 days before any proposed change in ownership is scheduled to take place, an institution seeking an

approval of a change ownership must submit this Application for a Change of Ownership and a $500 processing fee,

and the Change of Ownership Notification Report.

The institution and/or the proposed new owners must provide DETC with sufficient, comprehensive and relevant

background information on the post-ownership change to allow the Commission to conduct an assessment of the

projected financial stability of the institution under the proposed new ownership and by explaining the financing of

the proposed transaction.

The acquiring ownership must also provide a comprehensive description of any contemplated future changes

planned for the institution, including changes in management, senior academic staff, programs, services, location or

any other significant areas of operation or institution mission. (12/11)

The institution agrees that as part of the E.14. Application for a Change of Ownership, the acquiring organization’s

owners, officers and managers may be subject to a background check by DETC, which may include, but not be

limited to, DETC surveys of state educational oversight agencies, Federal departments and agencies, consumer

protection agencies, checks on the credit history, prior bankruptcy, criminal background, debarment from Federal

Student Aid Programs, the closing of educational institutions in which they were owners, managers or principals, or

the loss of accreditation or state approval to operate an educational institution. The costs of such background checks

will be borne by the applicant organization.

See C.3. Policy on Change of Ownership/Management for the reporting requirements prior to and after the change of

ownership, and the options available to the Commission. The process for approval must occur prior to final closing of

any sale of an institution. The Commission will review all documentation and render a decision on the proposed sale,

which is subject to final confirmation by the Commission. The proposed sale may be consummated upon approval

notification by the DETC. (10/11)

I certify that all of the information on this application is true and correct:

Institution’s President or CEO:____________________________ Signature: ________________________________

Submit this form to: Executive Director (address below).

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Application for Change of Location or New Administrative Site

Name of Institution:____________________________________________________________________

Address of Institution:___________________________________________________________________ (Street Address) (City, State) (ZIP)

Telephone: _________________________ Fax:___________________________ Today’s Date:________________ (Area Code) (Area Code)

Address of New Location/Administrative Site: ________________________________________________

______________________________________________________________________________________

Proposed date that the new location/administrative site will be operational: _______________

At least 30 days prior to the date of a move or adding a new Administrative Site is scheduled to take place, an

institution seeking an approval of a change location or new administrative site must submit this Application and

a $500 processing fee, and the Change of Location or New Administrative Site Report as described in C.4.

Policy on Change of Location or New Administrative Site.

An on-site visit must take place within six months of the change of location or addition of a new administrative site.

The Accrediting Commission will review and give careful consideration to the institution’s Change of Location or

New Administrative Site Report and the Examining Committee’s Report on the site visit. If the Committee’s Report is

favorable, the Commission may grant its approval. The Commission will provide written notification within 30 days

of its decision.

The Commission may require the institution to make changes that are recommended in the Examining Committee’s

Report. The institution will be provided a copy of the Examining Committee’s Report on the change of location on-

site visit, and an opportunity to respond affirmatively to any required actions that may be listed in the Report prior to

the Commission’s consideration of the Report.

I certify that all of the information on this application is true and correct:

Institution’s President or CEO:____________________________ Signature: ________________________________

Submit this application and report to: Executive Director (address below).

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Application for New Combination Programs/Training Sites

Name of Institution:____________________________________________________________________

Address of Institution:___________________________________________________________________ (Street Address) (City, State) (ZIP)

Telephone: _________________________ Fax:___________________________ Today’s Date:________________ (Area Code) (Area Code)

Name of New Combination program: _______________________________________________________

Address of New Combination Program or Training Site: ________________________________________

______________________________________________________________________________________

Proposed date that the new combination program or training site will be operational: _______________

New Combination Distance Study-Resident Program – Distance Study portion: For an institution to receive

approval to begin enrolling students in the distance study portion of a new combination distance study-resident

program, it must submit this Application (per C.7. Policy on Approval of New Combination Distance Study-Resident

Programs or Training Sites) and a $500 processing fee. Once acknowledged, the institution must submit one

complete set of the program in accordance with C.5. Policy on Course/Program Approval and a Proposed Training

Site Report (PTSR) as described in C.7.

New Combination Distance Study-Resident Program – Resident Training portion: Within 30 days of when

students begin attending the new residence training site, the institution must submit Revised Training Site Report

(RTRS). Upon receipt of the RTSR, a site will be scheduled to take place within the next 90 days. Additional fees

will be charged for the on-site visit.

New Training Site: If an institution has a combination distance study-resident program already approve, and it

wishes to add a new training site, it must submit this Application (per C.7. Policy on Approval of New Combination

Distance Study-Resident Programs or Training Sites) and a $500 processing fee. Within 30 days of when students

begin attending the new residence training site, the institution must submit Revised Training Site Report (RTRS).

Upon receipt of the RTSR, a site will be scheduled to take place within the next 90 days. Additional fees will be

charged for the on-site visit.

All new sites must be visited and individually approved by the Accrediting Commission. Failure by the accredited

institution to notify the Commission in a timely way of a new training site may bring a full review of the entire

institution.

I certify that all of the information on this application is true and correct:

Institution’s President or CEO:____________________________ Signature: ________________________________

Submit this form to: Executive Director (address below).

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DETC Accreditation Handbook – 2012 E.17. – Glossary

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Glossary ABILITY TO BENEFIT:

A phrase describing the means by which a student is judged to have the ability to complete successfully a

course of postsecondary training. A student may use “ability to benefit” in lieu of having a high school

diploma or its equivalent to satisfy the requirement to participate in federal student aid programs.

ACADEMIC:

Someone currently or recently directly engaged in a significant manner in postsecondary teaching and/or

research. (10/11)

ACCREDITATION: The process whereby a non-governmental association recognizes an institution, college, university, or

program of study as having voluntarily met established qualifications or standards as determined through

initial and periodic evaluations by a peer group.

ACTIVE STUDENT: An enrolled student who has submitted at least one examination to an institution for servicing during the

institution’s designated period of time established as the criteria for making satisfactory progress, or one who

has affirmed in writing his/her intent to continue studying.

ADMINISTRATOR:

Someone currently or recently directly engaged in a significant manner in postsecondary program or

institutional administration. (10/11)

ASSIGNMENT: A part of organized study material to be studied and/or performed by the student, according to required

techniques and principles; a specific task to be performed by the student and submitted to the institution for

evaluation and comment.

ASYNCHRONOUS COMMUNICATIONS:

Communications that take place at different times (or non-simultaneously) by different participants.

BUSINESS STANDARDS: DETC Accrediting Commission standards applicable to the business practices and policies of a school

referring to such areas as ethical practice in advertising and promotion, sales, tuition cancellation, and

settlement policies.

CANCELLATION: The process of disenrolling a student, reducing the student’s financial obligation in accordance with the

institution’s policy, and relieving the institution of further service obligation to the student.

CAPSTONE PROJECT:

A project, such as a thesis, case study, or significant learner-prepared presentation that demonstrates a

learner’s comprehensive mastery of the information, knowledge, skills in a prescribed program of study.

Capstone projects document to an instructor that a learner has achieved the goals and objectives of a program

by being able to apply the full range of skills and knowledge imparted by the instructional curriculum.

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CERTIFICATE: (1) A document issued by an institution as evidence that a student has successfully completed a prescribed

course or program or portion thereof; or a legal document issued by a State authorizing a school to perform

certain specific services in the field of education.

CERTIFICATE PROGRAM:

Degree: Typically, certificate programs contain a collection of credit-bearing courses configured to equip

students with specialized knowledge in a subject area with content that is less extensive than what is

provided in an entire degree program. It is not an academic degree program (see C.5. Policy on

Course/Program Approval). Non-Degree: Certificate/diploma programs consist of modules or lessons that

result in the award of a “certificate” or “diploma” at the completion of a course of study.

COMBINATION COURSE: A course consisting of a distance study portion (more than 51%) and a residence portion. Normally, the

distance study portion precedes the residence period. Residence training is offered to provide students

instruction on the use of specialized equipment, learning of manual skills, or the application of certain

techniques under supervision.

COMPLETION RATE: When reporting completion rates to the Accrediting Commission, take the number of students who

completed the course/semester and divide it by the number of people who enrolled (do not include those who

dropped during the 5-day cancellation period, those who never submitted any required

assignments/examinations, those who were cancelled by the institution for non-payment, or those who never

provided the required information to be enrolled in the course such as not providing official transcripts). See

B.10. Guide to Student Achievement and Satisfaction. Completion Rate for showing progression through a

course is defined as the ratio of assignments completed to the total number of assignments contracted for in a

fixed sample of students (Note: not the same as graduation rate).

COMPLETION:

For purposes of calculating the completion and graduation rates, the term “completion” indicates that a

student completed an individual course or semester, while the term “graduation” means that a student

completed the entire degree program (see C.14. Policy on Student Achievement and Satisfaction).

CONFLICT OF INTEREST

A person with a conflict of interest is referred to as an “interested person.” The following circumstances

shall be deemed to create a Conflict of Interest:

• Ownership of some or all of an institution, its assets or the stock of the company that owns or operates

the institution;

• The holding of mortgages, liens, or other debt instruments or interest upon an institution or its assets;

• Having been employed at the institution in the past;

• Currently being employed at the institution;

• Having served, or currently serving, as a consultant to the institution;

• Having served on a Board or Committee of the institution;

• Having attended the institution as a student;

• Having material financial interest in a business or enterprise that competes with DETC; or

• Having a close personal friend or relative at the institution.

(See D.8. Conflict of Interest Policy) (10/11)

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CONTACT HOUR:

A unit of measure that represents an hour of scheduled instruction given to students. Also referred to as clock

hour (see C.23. Policy on Cred Hour). (10/11)

CONTINUING EDUCATION UNITS (CEU):

A statistic that represents ten contact hours of participation in an organized educational experience under

responsible sponsorship, capable direction, and qualified instruction. A decimal fraction of a unit may be

awarded for participation of shorter duration.

CORRESPONDENCE EDUCATION:

Education provided through one or more courses by an institution under which the institution provides

instructional materials, by mail or electronic transmission, including examinations on the materials, to

students who are separated from the instruction. Interaction between the instructor and the student is limited,

is not regular and substantive, and is primarily initiated by the student. Correspondence courses are typically

self-paced, and they are not considered the same as distance education courses for purposes of the

Department of Education’s regulations under Title IV of the Higher Education Act. Correspondence study

institutions are not eligible to participate in Federal Student Aid. DETC’s scope of accreditation covers both

correspondence and distance education. (10/11)

COURSE:

A “course” is defined as units of learning activities that result in the award of a diploma, certificate, or

academic credit when completed.

COURSE OBJECTIVES:

(See also Instructional Objectives) Objectives describe what learners should be able to know or do at the

conclusion of a prescribed program of study. They include what the learner will not only be able to do, but

also how well they can do it and under what conditions.

Objectives are written in the active voice, and use action verbs like “plan,” “write,” “conduct,” “produce”

rather than appreciate, understand, or feel. Objectives are precise, tangible, concrete, measurable, and can be

validated. They provide measures of accountability for the instructional process. They answer the questions

WHO is going to do WHAT, WHEN, WHY (what will be demonstrated or achieved), under what conditions

and TO WHAT STANDARD?

A common way to categorize learning is by the domain in which it occurs. The three domains are cognitive

(thought or knowledge “what the student is able to do”); affective (feelings or choices “how the student

chooses to act”) and psychomotor (physical skills “what the student can perform”). Based on Bloom’s

Taxonomy, a list of these verbs may be found under “Instructional Objectives.”

CREDIT HOURS: Semester and quarter hours shall be equivalent to the commonly accepted and traditionally defined units of

academic measurement in accredited institutions. Academic degree or academic credit-bearing distance

learning courses are measured by the learning outcomes normally achieved through 45 hours of student work

for one semester credit1 or 30 hours of student work for one quarter credit.

2 This formula is typically referred

to as a Carnegie unit and is used by the American Council on Education in its Credit Recommendation

Evaluative Criteria (also see C.23. Policy on Credit Hour). (10/11)

1one credit/semester hour is 15 hours of academic engagement and 30 hours of preparation 2one quarter hour credit is 10 hours of academic engagement and 20 hours of preparation

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CURRICULUM:

The program of instruction, i.e., the overall set of courses or programs offered by an institution that

comprises a specific area of study.

DEGREE: An authorized recognition conferred by an approved educational institution acknowledging the satisfactory

completion of a course of study or program.

DIPLOMA: A document given by an educational institution certifying the completion of a course of study. This term is

typically used by vocational/avocational institutions and high schools.

DISTANCE EDUCATION:

(As defined by the federal government to determine eligibility to participate in Title IV programs) Education

that uses one or more of the following technologies to deliver instruction to students who are separated from

the instructor and to support regular and substantive interaction between the students and the instructor,

either synchronously or asynchronously: Internet; one-way and two-way transmissions through open

broadcast, closed circuit, cable, microwave, broadband lines, fiber optics, satellite, or wireless

communications devices; audio-conferencing; or video cassettes, DVDs, and CD-ROMs, if the cassettes,

DVDs, or CD-ROMs are used in a course in conjunction with any of the former technologies. (10/11)

DISTANCE LEARNING:

Is a system and a process that connects learners with providers via distributed learning resources. While

distance learning take a wide variety of forms, all distance learning is characterized by:

- Separation of place and/or time between instructor and learner, among learners, and/or between learners

and learning resources.

- Interaction between the learner and the instructor and/or interaction among learners conducted through

one or more media; use of electronic media is not necessarily required.

DROP OUT A student who registers/enrolls in an institution’s course/program and elects to cancel his or her enrollment

(during or after the cooling-off period).

EDUCATIONAL RECORDS: Records and files maintained by an institution for each student’s educational activity, which include the

student’s name, address, basic education, date of enrollment, course, grades, current academic achievement,

enrollment agreements, and other relevant information.

EDUCATIONAL STANDARDS: DETC Accrediting Commission Standards applicable to the educational program of an institution, referring

to the level of learning expected from such areas as educational materials, educational services, student

services, qualifications of the faculty, and research.

ELECTRONIC SIGNATURE

An electronic signature is any electronic means that indicates that contents of an attached or logically

associated contract or other record is executed or adopted by a person with the intent to sign the record. For

DETC’s purposes, institutions may accept “electronic signatures” on contracts only if the institution can

document that a student was exposed to the institution’s refund policy before agreeing to the terms. For

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example, software that tracks the date and time of when the student submits the form stating: “I have read

and accept the terms and conditions of the institution’s refund policy.” OR a student types his/her name: “I

understand that electronically typing my name in this document is considered to be the same legally-binding

effect as signing my signature using pen and paper.” Institutions should also have a way of returning the

completed contract to the student, and track this in its recordkeeping system. (10/11)

ELIGIBLE (FOR DETC) INSTITUTION:

The Commission definition of a “bona fide” distance education/correspondence institution and/or training

provider eligible for DETC accreditation is “an educational institution or organization whose primary

purpose is providing education or training which (1) formally enrolls students and maintains student records;

(2) retains a qualified faculty to service students; (3) transmits to students organized instructional materials;

(4) provides continuous two-way communication on student work, e.g., evaluating students’ examinations,

projects, and/or answering queries, with prompt feedback given to students; and (5) offers courses of

instruction which must be studied predominantly at a distance (51% or more) from the institution or

organization. That is, distance/correspondence education should be the primary method of study for the

majority of students and distance education courses should comprise the majority of course offerings.”

ENROLLMENT AGREEMENT (APPLICATION, CONTRACT): A form containing the specific obligations of the institution and the student. Enrollment applications may or

may not become valid contracts before the institution accepts them at its main office.

ENROLLMENT PROCESS: The process whereby a person becomes enrolled as a student in a distance education course, generally

consisting of the following steps:

(1) Application for enrollment: Submission by a person of an enrollment application (or contract) to an

institution, requesting enrollment in a course.

(2) Registration and Acceptance: The review and approval by an institution of an enrollment/application

agreement, in which the institution agrees to accept the applicant as an enrollee/student and registers the

applicant. Registration is conditional to applicable affirmation and cooling-off provisions.

(3) Affirmation: In some instances students must affirm their enrollment by notifying an institution of their

intent to pursue a course. In these cases, students are usually required to wait a designated period of time

after submitting their enrollment application before they may affirm their enrollment. Students failing to

affirm are canceled from the course.

(4) Cooling-Off: Most states have laws that provide students’ periods ranging from 3 to 15 days in which

they may reconsider their application for enrollment. Students electing not to proceed with a course notify

the institution of their decision and are thus not considered as having enrolled in the course.

(5) Matriculation: A formal process, in which a student has applied for enrollment in a course, has been

accepted for enrollment by an institution, has been registered as a student, and has formally submitted at least

one required examination or lesson for servicing to the institution.

EXAMINING COMMITTEE: A committee appointed by the DETC Accrediting Commission for the purpose of visiting an institution to

gather data about the institution’s operation, such as its educational program and its business practices. Using

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these and other data, the Accrediting Commission decides whether or not the institution meets the published

standards for accredited institutions.

FACULTY:

Individuals who present instruction, prepare instructional material, evaluate assignments, and counsel

students in academic selection and progress. Faculties are assumed to have full responsibility for an

academic program and student progress.

FICE CODE: The six-digit institutional identifier that is assigned to each higher education (two-year and above) institution

by the Federal Interagency Committee on Education and is used in all Integrated Postsecondary Education

Data System (IPEDS) reports. The FICE was established by Executive Order in 1982 to “study and make

recommendations for assuring effective coordination of Federal programs, policies, and administrative

practices affecting education.”

FIRST PROFESSIONAL DEGREE: A degree that signifies both completion of the academic requirement for beginning practice in a given

profession and a level of professional skill beyond that normally required for a bachelor’s degree. This

degree usually is based on a program requiring at least two academic years of work before entrance and a

total of at least six academic years of work to complete the degree program, including both prior required

college work and the professional program itself. By the National Center for Education Statistics definition,

First Professional degrees are awarded in the fields of dentistry (D.D.S. or D.M.D.), medicine (M.D.),

optometry (O.D.), osteopathic medicine (D.O.), pharmacy (D.Phar.), pediatric medicine (D.P.M.), veterinary

medicine (D.V.M.), chiropractic (D.C. or D.C.M.), law (LL.B. or J.D.) and theological professionals (M.Div.

or M.H.L.).”

GED:

A trademarked acronym used for the General Educational Development Tests, a battery of examinations

administered by states and jurisdictions to measure the skills and knowledge similar to a high school course

of study. GED graduates earn a GED credential. The type of credential issued, diploma or certificate, varies

by state. The Tests of General Educational Development (GED Tests) are designed to measure the skills and

knowledge equivalent to a high school course of study. The GED Tests are developed, delivered, and

safeguarded by content specialists, researchers, psychometricians, and other staff of the General Educational

Development Testing Service™ (GEDTS), a non-profit program of the American Council on Education®.

The tests are owned by ACE. Each state provides a list of approved testing centers, which are typically high

schools, learning centers, or community colleges. DETC institutions may not offer a GED, however they

may offer a preparation course. A GED is not a high school diploma, but a recognized equivalent to one.

(10/11)

GOOD CAUSE:

A sufficient reason for the Commission to allow additional time for the institution to show that it has made

substantial progress but additional time is needed to more fully document experience in attaining full

compliance, additional resources are shortly to become available, or there are exigent circumstances, such as

illness or accident, that justify an extension of time. When a “good cause” extension is granted by the

Commission, the time allowed for institutional compliance may possibly exceed the permissible

compliance times published in Federal Regulations. The Commission will notify the U.S. Secretary of

Education if an extension is granted for “good cause.” (See D.1.1. Actions Available to the Commission)

(10/11)

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GRADING CRITERIA:

(See also Rubric) A set of criteria and standards linked to learning objectives that are used to assess a

student’s performance on papers, projects, essays, and other assignments. Rubrics are often used as a guide

by instructors to grade subjective assignments, e.g., essays.

GRADUATE: A person who has satisfied the prescribed requirements (e.g., assignments or examinations of an educational

course or program) and has been awarded a certificate, diploma, or degree affirming this.

GRADUATION:

For purposes of calculating the completion and graduation rates, the term “completion” indicates that a

student completed an individual course or semester, while the term “graduation” means that a student

completed the entire degree program (see C.14. Policy on Student Achievement and Satisfaction).

GRADUATION RATE:

When reporting graduation rates to the Accrediting Commission, take the number of students who completed

the degree program and divide it by the number of people who enrolled in the entire degree program (do not

include those who dropped during the 5-day cancellation period, those who never submitted any required

assignments/examinations, those who were cancelled by the institution for non-payment, or those who never

provided the required information to be enrolled in the course such as not providing official transcripts. See

B.10. Guide to Student Achievement and Satisfaction. Graduation rate is also the percentage of students in a

fixed sample of an institution’s course or courses that have satisfactorily completed all of the prescribed

requirements of a given course or program.

HYBRID COURSE:

A hybrid course is any program of instruction that blends face-to-face, in-class sessions with distance

learning, Web-based activities or virtual classes (see also “combination course”).

IELTS:

Stands for International English Language Test. Over 6,000 organizations and more than 1.5 million test

takers around the world recognize IELTS as a secure, valid and reliable indicator of true-to-life ability to

communicate in English for education, immigration and professional accreditation. IELTS is jointly owned

by the British Council, IDP: IELTS Australia and the University of Cambridge ESOL Examinations

(Cambridge ESOL) through more than 800 test centers and locations in more than 130 countries. For more

information visit their website at www.ielts.org. (10/11)

INTELLECTUAL PROPERTY RIGHTS:

Intellectual property rights are the rights given to persons over the creations of their minds. They usually give

the creator an exclusive right over the use of his/her creation for a certain period of time. There are four types

of intellectual property: Patents, Trademarks, Copyrights, and Trade Secrets. For DETC’s purposes,

institutions should have a policy on intellectual property rights as it relates to the creation of its

courses/programs (including lectures, audio and visual materials, and pictorial or graphic works), websites,

and software and databases. The institution’s published policy should resolve any questions about who owns

the copyright(s). The policy should be inclusive of faculty, staff and students.

INSTITUTIONAL GOALS:

Goals (sometimes referred to as Vision Statement) are broad, brief statements of intent that provide focus or

vision for planning. They are non-specific, non-measurable, and usually cannot be definitively attained.

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Goals are a desired state one is seeking to attain. Goals are always in the future. For example, XYZ

Institution will meet the educational needs of adult learners in the competitive field of healthcare.

INSTITUTIONAL OBJECTIVES:

Institutional Objectives are meant to be a realistic target for the institution. Institutional objectives present

measurable outcomes, which are sometimes referred to as Core Values. For example, an institutional

objective may be to provide accessibility, flexibility and the use of appropriate technology in the delivery of

its online programs and services. The institution could demonstrate that its online programs were accessible

by documenting the type of hardware, software, and Internet requirements are needed to access its learning

platform or student portal.

INSTRUCTIONAL MATERIALS: Those specialized resources which make up a curriculum of study, such as textbooks, workbooks, study

guides, computer software, CD ROMS, kits, supplies, etc. used in the instructional program as necessary

materials which may either be required or recommended.

INSTRUCTIONAL OBJECTIVES:

(See also Course Objectives) Statements used to show different levels of learning. The most used hierarchy

of learning was formulated by Bloom (known as Bloom’s Taxonomy). The hierarchy can be used to help

formulate objectives. The levels begin with knowledge (is knowing specific facts, principles, etc.) become

increasingly complex as you move up to comprehension (the ability to explain a point); application (using

previously known facts to solve a problem); analysis (the ability to break a product apart into its requisite

elements or logical components); synthesis (the ability to create something); and evaluation (the ability to

judge quality). Here is helpful list of words that are used for different types of objectives:

Knowledge Comprehension Application Analysis Synthesis Evaluation

define identify indicate know label list memorize name recall record relate repeat select underline

classify describe discuss explain express identify locate paraphrase recognize report restate review suggest summarize tell translate

apply compute construct demonstrate dramatize employ give examples illustrate interpret investigate operate organize practice predict schedule shop sketch translate use

analyze appraise calculate categorize compare contrast criticize debate determine diagram differentiate distinguish examine experiment inspect inventory question relate solve

arrange assemble collect compose construct create design formulate manage organize perform plan prepare produce propose set-up

appraise assess choose compare contrast decide estimate evaluate grade judge measure rate revise score select value

INTERNATIONAL HANDBOOK OF UNIVERSITIES: A handbook published by the International Association of Universities, which lists institutions that are

accepted as foreign equivalents to U.S. institutions accredited by agencies recognized by the U.S. Secretary

of Education and/or the Council for Higher Education Accreditation (See C.9. Policy on Degree Programs.)

(The International Handbook of Universities. 22nd ed. ISBN: 9780230223462. London: International

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Association of Universities; September 2010. Palgrave Macmillan Ltd, Houndmills, Basingstoke,

Hampshire, RG21 6XS, England, http://us.macmillian.com/theinternationalhandbookofuniversities-1.)

JOB PLACEMENT/EMPLOYED:

An alumni service performed on behalf of graduates by an institution in which a new career position is found

or recommended for the graduate. Placement is further defined to describe when a graduate obtains

employment as a direct result of the training, skills or education the graduate received from the institution.

The employment must be for a reasonable period of time, be based on program objectives, and is considered

sustainable (e.g., not a single day of employment). The employment must be directly related to the program

from which the individual graduated, aligns with a majority of the educational and training objectives of the

program completed, and is a paid position.

KIT: A collection of predominantly non-textual materials included in a distance study course/program to augment

or enhance instruction. These materials may consist of tools, equipment, instruments, audiovisual aids,

components, accessories, and so forth.

LEARNING OBJECTIVES:

(See also Course Objectives) Statements that tell the student at the beginning of a lesson or course what

he/she should be able to do as a result of completing the course or lesson materials. There are three parts to a

good objective: 1) the performance, or what you expect the learner to be able to do; 2) the condition (if any)

under which you expect the learning to take place; and 3) the criterion or standard of performance, indicated

either in terms of time or accuracy. A good objective does not have to contain all three parts. Typically,

learning objectives should contain action verbs so that the task or behavior can be measured. For example,

explain, develop, record, state, describe, summarize, etc. See list under “Instructional Objectives.”

LIBRARY RESOURCES:

A learner-accessible collection of texts, literary materials, reference books, manuscripts, magazines, video

and audio materials that are maintained or provided by an institution. The “library” can include both print

and non print materials, and generally make use of a variety of dispersed electronic digital data bases. The

accredited degree-awarding institution is expected to have—or to provide learners ready access to—a

reasonably rich array of supplemental information resources that are related to and enrich the content of the

subject matter that is offered to learners.

MISSION STATEMENT:

A mission statement is a formal short written statement of the overall purpose of the institution. It should

guide the actions of the institution, spell out its overall goals, provide a sense of direction, and guide

decision-making. In other words, it provides a framework or context within which the institution’s strategies

are formulated. It tells the world who you are and why you are here. The mission statement should contain

the purpose of your institution (for example, to provide affordable, flexible, quality distance education in the

healthcare fields) to whom (to adult learners), and how (through associate degree level online programs). For

example, XYZ institution’s mission is to provide affordable, flexible, quality distance education to adult

learners for employment in the healthcare fields. Through the completion of its associate degree programs,

graduates will acquire the knowledge needed to enable them to attain entry level position in healthcare-

related jobs.

NEEDS ASSESSMENT:

A process for determining and addressing needs, or “gaps” between current conditions and desired

conditions, often used for improvement in individuals, education/training, organizations, or communities

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(e.g. expected career or learning outcomes). An institution should do a “needs assessment” before developing

a new program. The Curriculum Development Team should research and compared similar resident and

distance education programs. It should also assess industry trends, knowledge and competencies required for

the field, professional organizations related to the field, obstacles to success in the field, the demand and pay

for the field, adaptability of the topic to distance education, and availability of job openings.

NON-START RATE: Percentage of enrolled/registered students in a fixed sample of an institution’s courses/programs who did not

submit any required examination or lesson assignment for grading or servicing. Non-starts are students who

are disenrolled in a course after registration and after the applicable cooling-off period but prior to

matriculation.

OBJECTIVE, EDUCATIONAL: A statement of what an education program can do for reasonably diligent students. For distance study

courses/programs, objectives are goals or aims attainable through the distance study method and provide a

description of skills to be acquired, information to be learned, training to be received, and attitudes and habits

to be developed.

OUTCOME: A specified knowledge, skill, ability, or attitude that a student has achieved as a result of taking a course or

program.

PROCTOR:

A person who administers or supervises the testing process. The proctor must verify that the person taking

the examination is who he/she says he/she is by reviewing the appropriate documentation (i.e., driver’s

license or government-issued identification with photo).

PROFESSIONAL DOCTORAL DEGREE:

DETC defines “professional doctoral degree” to mean a post-master’s graduate level degree that prepares

individuals through internships, practical application of training, and/or specialized certifications, for

professional practice (such as the Doctor of Business Administration), as opposed to research methodologies

that are associated with academic doctorate degrees (such as the Doctor of Philosophy).

PROGRAM GOAL:

A short, concise, general statement of the overall purpose of a program. A program goal should point

towards some long term effect, change, or purpose. It is usually not phrased in quantified terms. It should be

sufficiently “definite” that it points clearly to the ensuring program.

PROGRAM OBJECTIVE:

A specific—usually quantifiable—statement of the ultimate intended outcome of a prescribed learning

program. It is a statement of measurable outcomes which can be used to determine program progress towards

the program goal. Typically a program should have between five and 12 objectives, depending on the scope

of the program. Roughly there should be at least one objective for each major component or discrete segment

of the program. The objectives, when taken together, have the effect of achieving the overall program goals.

There should be cohesion among the objectives, and the objectives should reflect the overall nature and

balance of the program, and should address each of the program subsystems.

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QUARTER HOUR/UNIT:

One quarter hour/unit requires 10 hours of academic engagement plus 20 hours of preparation. (See C.9.

Policy on Degree Programs.)

READING LEVEL: The level of a person’s reading comprehension as assessed by a standardized test or that equivalent level at

which a program of study is written.

RECRUITING PERSONNEL: The personnel who enroll prospective students in a distance study course/program. They could be

telemarketers, enrollment advisors, etc.

REGISTRATION (REGISTERED STUDENT): A person who has made formal application for enrollment with an institution, has been found to meet stated

admissions and enrollment criteria or their equivalent, and has been accepted by the institution for a

designated course or program. (See also Enrollment Process)

REMEDIAL INSTRUCTION: Special instruction designed and delivered to alleviate deficiencies in basic skills (usually verbal and

computational) needed to complete a course.

RUBRIC:

A rubric is an internally developed and unique to each institution scoring tool used by qualified instructors to

guide them in evaluating and grading subjective-type assessments. It is a set of written criteria linked to

learning objectives that is used by the instructor to assess a student’s performance on papers, projects, essays,

and other subjective-level assignments. Rubrics allow a faculty to document that they employ standardized

evaluation processes according to specified criteria, making grading among a wide range of learners

consistent, fair, replicable and more transparent.

SALES REPRESENTATIVES, SALES AGENTS: The personnel who contact prospective students for the purpose of enrolling them in a distance study

course/program, plus the district sales managers, regional sales managers, and other salespeople. Also see

Recruiting Personnel.

SELF-EVALUATION REPORT (SER): A report prepared by an institution after a careful study of its operations. The Accrediting Commission of the

DETC outlines the major aspects of this self-study in the “Guide to Self-Evaluation Report.” This report

reveals the philosophy, organization, specific practices and procedures, the success of different operations,

the degree to which the school is accomplishing its stated objectives, and the degree to which it meets

accrediting standards.

SELF-STUDY COURSE: A series of texts and other materials designed for individualized study. Examination/evaluation services are

not offered by the publisher or institution providing the course/program.

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SHOW CAUSE:

The Commission may direct the institution to Show Cause as to why its accreditation should not be

withdrawn when substantive questions and concerns are raised regarding a DETC accredited institution’s

compliance with DETC’s standards, policies, or procedures. The issuance of a show cause directive is not an

adverse action, but a statement of serious concern by the Accrediting Commission. However, the burden of

proof rests with the institution to demonstrate that it is meeting DETC’s published standards and policies.

Notice of the Show Cause directive will be provided to federal and state agencies with jurisdiction over the

institution and to the public. (See D.1.1. Actions Available to the Commission.) (10/11)

SOUND PRINCIPLES OF LEARNING: Valid research focusing on the principles of learning and/or learner-centered psychological principles. The

principles may contain any model that helps to demonstrate the practical applications of research into

educational settings.

STUDENT INTEGRITY

Student integrity typically involves the enforcement of specific, published rules concerning academic

honesty (student cheating, plagiarism or dishonesty in any form) and personal conduct that is above reproach.

Student integrity is best promoted by the implementation of a published honor code or honor system, which

is a set of rules or principles governing an academic community based on a set of ideals that what constitutes

honorable behavior within that community. The use of an honor code depends on the idea that people (at

least within the community) can be trusted to act honorably. Those who are in violations of the honor code

can be subject to various sanctions, including academic dismissal and expulsion from the institution. Student

honor codes require all students to agree to them, and they often require students to report any violations of

the code of which they have personal knowledge. A DETC educational institution must promote an academic

environment suitable for a distance or online mode of delivery where students are encouraged to act with

professional, academic, and personal integrity. The institution must hold students personally accountable for

upholding the institution’s stated expectations for conduct.

STUDENT GUIDE (TRAINING GUIDE, INSTRUCTIONAL GUIDE): A written supplement to course materials designed to facilitate learning. It may include directions on how-to-

study, suggested readings, research topics, self-check tests, problems, and study projects, all of which are

keyed to the basic course texts.

STUDENT LEARNING OUTCOME:

A particular/specified level of knowledge, skill, and ability that a student has achieved as a result of his/her

engagement in a particular/specific instructional experience or set of instructional experiences.

STUDENT SATISFACTION: Evidence presented by an institution that shows that the students and graduates of the institution have

expressed their overall satisfaction with the courses and services as they have experienced them.

STUDENT SERVICES: Supplemental activities and resources provided for a student or group of students by an educational

institution. These services are designed to assist the student to perform to his/her potential, motivate a student

to study, or respond to student questions of a nonacademic nature.

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SUBJECT SPECIALIST EVALUATOR (SUBJECT MATTER SPECIALIST): A person whose background, education, training, experience, occupation, and/or profession qualifies him as

a reliable authority or expert on a given subject, and who is appointed by the Accrediting Commission of the

DETC to evaluate distance study courses/programs in terms of the published standards for accredited

institutions.

SYNCHRONOUS: Communication in which interaction between participants is simultaneous or in “real time.”

TARGET MARKET:

A description of who would be most likely to enroll in a specific course/program. Marketing research is

typically used to determine a target market. For example, John Doe Institute’s target audience for its

Associate of Applied Science Degree in Marketing and Business Management is between the ages of 25 and

54, typically in their 30s, and has obtained at least a high school diploma or GED. The typical student is

often female with at least one small child and most likely has a job, has been laid off, or needs to start

supplementing family income with a job.

TEACH-OUT: The formal, planned process whereby an educational institution: (1) ceases enrolling any new students and

(2) conducts, or arranges for, an orderly conduct of instruction for all active students. In a “teach-out mode,”

students receive all the services, materials, tutoring, etc., for which they had contracted. At the conclusion of

a teach-out, the institution normally ceases all operations.

TERMINAL DEGREE:

The highest academic degree in a given subject matter area or teaching discipline available to individuals

who desire to instruct courses and teach in the subject. Normally a doctoral-level degree, specialized fields

may only have a master’s degree available in certain disciplines.

TOEFL:

The Test of English as a Foreign Language (TOEFL) measures the ability of nonnative speakers of English

to use and understand North American English as it is used in college and university settings. Scores on the

test are required by more than 4,300 two- and four-year colleges and universities, professional schools, and

sponsoring institutions. The Educational Testing Service sponsors the TOEFL Testing Program. Please

check their web site at http://www.toefl.org or call 1-800-468-6335 for more information.

TOTAL COURSE PRICE:

Total Course Price includes tuition, fees, educational services and instruction, any other services (such as

proctored examinations or placement), any required books, kits, and equipment, any optional or required

resident training, and charges applied to all students such as application fees, registration fees, and finance

charges. Institutions will use Total Course Price in preparing enrollment agreements, calculating refund

amounts, and collecting student accounts.

TRANSCRIPT: An official copy of a student’s educational record at an educational institution; it usually lists all courses

taken, final grades received, and credits (and honors) earned.

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VOCATIONAL:

Postsecondary vocational institutions are defined by DETC as those which offer at least one program that is

designed to prepare students for gainful employment in a recognized occupation. These programs are

sufficiently comprehensive to train individuals for entry level employment in the new occupation. Many

institutions classified as vocational may also offer individual courses and/or shorter programs for avocational

purposes, in addition to their vocational program(s), and must include information, under the relevant standards,

on all courses and programs offered. (10/11)

# # #

Revised October 2011

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DETCDistance Education and Training Council1601 18th St. NW, Suite 2Washington, DC 20009202-234-5100www.detc.org