Standard 2: Student Success

In alignment with its mission, the institution delivers high-quality academic and learning support programs that engage and support students through their unique educational journeys. Academic and learning support programs promote success for all students, and the institution evaluates student learning and achievement data to inform improvements and advance successful outcomes. 

Standard 2.1

Academic programs at all locations and in all modes of delivery are offered in fields of study consistent with the institution’s mission and reflect appropriate breadth, depth, and expected learning outcomes. (ER 3, ER 9, ER 12) 

Standard 2.2

The institution, relying on faculty and other appropriate stakeholders, designs and delivers academic programs that reflect relevant discipline and industry standards and support attainment of learning outcomes  and achievement of educational goals for all students. (ER 3, ER 9, ER 11, ER 14) 

Standard 2.3

All degree programs include a general education framework to ensure the development of broad knowledge, skills, and competencies related to communication, quantitative reasoning, critical thinking, information literacy, civic responsibility, and the ability to engage with different viewpoints. (ER 12) 

Standard 2.4

The institution communicates clear, accurate, and accessible information regarding programs, services, and resources that foster success in students’ unique educational journeys. (ER 20) 

Standard 2.5

The institution holds itself accountable for students’ success by scheduling courses in a manner that ensures degree and certificate programs can be completed in the expected period of time. (ER 9) 

Standard 2.6

The institution uses delivery modes and teaching methodologies that meet student and curricular needs and promote learning and achievement for all students. 

Standard 2.7

The institution designs and delivers effective services and programs that support students in their unique educational journeys, address academic and non-academic needs, and maximize their potential for success. Such services include library and learning resources, academic counseling and support, and other services the institution identifies as appropriate for its mission and student needs. (ER 15, ER 17) 

Standard 2.8

The institution fosters a sense of belonging and community with its students by providing multiple opportunities for engagement with the institution, programs, and peers. Such opportunities reflect the varied needs of the student population and effectively support students’ unique educational journeys. (ER 15) 

Standard 2.9

The institution conducts systematic review and assessment to ensure the quality of its academic, learning support, and student services programs and implement improvements and innovations in support of achievement for all students. (ER 11, ER 14) 

Required Documentation - Student Success

Required Item Documentation

i. Documentation that the institution’s practices for awarding credit reflect generally accepted following norms in higher education, including:

  • Commonly accepted minimum program lengths for certificates, associate degrees, and baccalaureate degrees
  • Written policies for determining credit hours that are consistently applied to all courses, programs, and modalities
  • Adherence to the Department of Education’s standards for clock-to-credit hour conversions, if applicable
  • Methodology to reasonably equate the direct assessment program to credit or clock hours, if applicable

ii. Documentation that the institution’s transfer of credit policies include the following:

  • Any established criteria the institution uses regarding the transfer of credit earned at another institution
  • Any types of institutions or sources from which the institution will not accept credits
  • A list of institutions with which the institution has established an articulation agreement
  • Written criteria used to evaluate and award credit for prior learning experience including, but not limited to, service in the armed forces, paid or unpaid employment, or other demonstrated competency or learning

iii. Documentation of the institution’s advertising and recruitment policies, demonstrating alignment with the Policy on Institutional Advertising and Student Recruitment (ER 16)

iv. Documentation of clear policies and procedures for handling student complaints, including

  • Evidence that these policies/procedures are accessible to students in the catalog and online 
  • Evidence that that institution provides contact information for filing complaints with associations, agencies and governmental bodies that accredit, approve, or license the institution and any of its programs

v. Verification that the institution maintains files of formal student complaints received throughout the current accreditation cycle (i.e., since the last site visit), demonstrating

  • Accurate and consistent implementation of complaint policies and procedures
  • No issues indicative of noncompliance with Standards
 No link required; to be verified by the team during in-person site visit

vi. Verification that student records are stored permanently, securely, and confidentially, with provision for secure backup

 No link required; to be verified by the team during in-person site visit

vii. Documentation of the institution’s policies and/or practices for the release of student records

viii. Documentation that the institution’s policies and procedures for program discontinuance provide enrolled students with opportunities for timely completion in the event of program elimination

ix. Official college catalog contains required elements (ER 20)

  • Findings from any audits and program/other review activities by the U.S. Department of Education (ED)
  • Evidence of timely corrective action taken in response to any Title IV audits or program reviews
 DoE Final Program Review Determination

 

For Institutes with Distance Education and/or Correspondence Education:

x. Documentation of institution’s:

  • Procedures for verifying that the student who registers in a course offered via distance education or correspondence education is the same person who participates in the course and receives academic credit
  • Policies and/or procedures for notifying students of any charges associated with verification of student identity (if applicable)
  • Policies regarding protection of student privacy

 

Required only if applicable:

xi. Documentation demonstrating how the institution distinguishes its pre-collegiate curriculum from its college-level curriculum
xii. Documentation of policies and/or procedures for awarding credit for prior learning and/or competency-based credit
xiii. Documentation of agreements with other external parties regarding the provision of student and/or learning support services
xiv. Policies and/or other documentation related to institutional expectations of conformity with any specific worldviews or beliefs