ESSENTIAL ELEMENTS
Relative to this standard, an accredited program is characterized by . . .

1. A written, comprehensive assessment plan that describes the systematic and ongoing collection of evidence demonstrating fulfillment of student learning outcomes at the program level.
2. Clearly defined and measurable learning outcomes for academic programs that align with institutional mission.
3. Student learning outcomes (including for general studies and Bible/theology cores of undergraduate degree programs) appropriate to the credential awarded and accompanied by multiple measures that effectively assess the extent to which students are achieving the program’s stated outcomes.
4. Implementation of the assessment plan evidenced by documented analysis of assessment data and use of results by appropriate constituencies for the purpose of improvement and planning.
5. Learning outcomes data disaggregated in missionally-relevant ways and used to demonstrate a commitment to the success of all students in attaining intended learning outcomes.
6. The ongoing provision of reliable and current information to the public including program retention and completion rates, employment rates for professional programs, and licensure pass rates for programs where licensure is expected. Required outcomes data are available via the institutions’ website through an easily identified link on the homepage.
7. Written program improvement plans informed by stakeholder input and assessment results, aligned with realistic resource projections, and accompanied by consistent reporting on plan achievement.

Standard 3 is not applicable to programmatic accreditation review.

ESSENTIAL ELEMENTS
Relative to this standard, an accredited program is characterized by . . .

1. A sufficient number of qualified personnel to provide program services to all stakeholders.
2. A clearly documented organizational structure appropriate to the size and scope of the program in the context of the institution as a whole.
3. Mission-driven values and practices that encourage job satisfaction and employee engagement.
4. Complete, accurate, and securely maintained administrative records of decision-making.

Faculty
Specific to faculty, an accredited program is characterized by…

1. Committed Christian faculty members who engage in the academic, spiritual, and vocational development of students.
2. Faculty members who possess earned and appropriately documented degrees from institutions accredited by agencies recognized by the Council for Higher Education
3. Accreditation (CHEA), the U. S. Department of Education, or the appropriate provincial government.
4. Undergraduate faculty members who have earned a minimum of a master’s degree and teach in an area of documented expertise. Graduate faculty members who have earned a terminal or doctoral degree and teach in an area of documented expertise. Faculty credentials based on factors other than degrees earned are justified by appropriate documentation.
5. A faculty of sufficient size and expertise to ensure the quality of curriculum, achievement of intended program outcomes, and effective program leadership.
6. Systems for evaluating and improving instructional effectiveness to support student learning.

ESSENTIAL ELEMENTS
Relative to this standard, an accredited program is characterized by . . .

1. A budgeting process, informed by program planning, that serves as an effective instrument of financial oversight.
2. Adequate resources including financial resources, facilities, equipment, supplies, and technology to support institutional mission, achieve intended program outcomes, and ensure continuity of offerings.
3. Reliable technology platforms, training and support, and related policies and procedures that support institutional mission and ensure accurate and secure institutional and program data.

ESSENTIAL ELEMENTS
Relative to this standard, an accredited program is characterized by . . .

1. Recruitment strategies that are directed toward students whose spiritual commitments, educational goals, and interests are consistent with the intended outcomes of the program.
2. Program admission requirements that are clearly communicated to prospective students.
3. Evaluation procedures and/or programs that reasonably ensure admitted students have attained the requisite educational level, possess the ability to achieve their educational goals successfully, and are adequately prepared for their desired level of study and instructional modality.
4. Accurate and fair descriptions of the institution’s admissions policies, transfer credit and prior learning policies and criteria, articulation agreements, and effectiveness claims in institutional publications (print and electronic), statements, and advertising

ESSENTIAL ELEMENTS
Relative to this standard, an accredited program is characterized by . . .

1. Content and rigor characteristic of higher education and the knowledge and skills needed for lifelong learning commensurate with the level of education offered.
2. Program curricula designed to support development of a biblical worldview through Bible engagement and theological reflection.
3. Program curricula designed to prepare graduates for effective engagement in a variety of contexts in alignment with institutional mission.
4. Program curricula that progress from foundational to advanced studies appropriate to the degree and level of education offered.
5. Practical experiences and application of knowledge through practicums, internships, course-embedded experiential learning, or other appropriate means for ministry and professional programs.
6. A cycle of regular academic program review that supports program planning and improvement.
7. An academic advising system that guides the student from the point of program selection to graduation.
8. An academic calendar that meets state, provincial, and federal regulations and considers regional higher educational patterns. Clear, published policies govern any alternative patterns utilized.
9. Published policies for awarding academic credit commensurate with normative academic and/or governmental definitions, including credit awarded based on direct assessment of intended learning outcomes, if applicable.
10. A system of grading and associated policies and procedures that reflect integrity, ensure fairness and consistency, conform to higher education norms, and facilitate transferability of students’ academic credits.
11. Appropriate measures to ensure that the student receiving credit is the person completing the work, with notification in writing at the time of registration or enrollment of any additional charges associated with verification of student identity.
12. Policies ensuring that a minimum of 25% of semester hours required for an undergraduate degree and 33% of semester hours required for a graduate degree are earned through instruction offered by the institution awarding the degree.
13. A clear and publicized statement of faculty-adopted graduation requirements consistently applied to the certification of graduates.
14. A system of accurate and secure student record keeping consistent with state, provincial and/or federal regulations.

Relative to this standard, an accredited undergraduate program is characterized by…

1. The equivalent of a minimum of 120 semester hours for a baccalaureate degree and 60 semester hours for an associate degree.
2. A Bible/theology core equivalent to a minimum of 30 semester hours for a baccalaureate degree, 18 semester hours for a non-traditional degree completion program or for transfer students with 60 or more transfer credits toward a declared bachelor’s degree, and 12 semester hours for an associate degree or for a certificate or diploma program requiring the equivalent of up to 60 semester hours.
3. A general studies core equivalent to a minimum of 30 semester hours for a baccalaureate degree or 15 semester hours for an associate degree, with one or more courses drawn from each of the following four disciplines: communication, humanities/fine arts, natural science/mathematics, and social/behavioral sciences.
4. The equivalent of a minimum of 18 semester hours of professional and/or ministry studies for a baccalaureate degree.

Relative to this standard, an accredited graduate program is characterized by…

1. Advanced standing policies for master-level programs that ensure a minimum of 50% of semester hours applied to degree requirements are awarded from curricula designed for and delivered at the graduate level.
2. The equivalent of a minimum of 30 semester hours for a master’s degree, 72 semester hours for the Master of Divinity degree, and 30 semester hours beyond the master’s degree for a doctoral degree.
3. Appropriate prerequisite and/or curricular requirements to ensure that students are prepared to pursue graduate studies.
4. Cohesive curriculum designed to advance students’ academic knowledge, research skills, and professional expertise substantially beyond that required of undergraduate programs.
5. Curricular requirements that ensure students demonstrate significant ability to engage in biblical integration and theological reflection in relation to their academic or professional disciplines through prerequisites, curricular requirements, or program-level learning outcomes.
6. Doctoral-level programs that build upon and advance students beyond the levels of knowledge and competence required of master-level programs.
7. Doctoral-level programs that ensure doctoral students demonstrate comprehensive understanding and mastery of the knowledge and skills appropriate to the field of study.

ESSENTIAL ELEMENTS
Relative to this standard, an accredited program is characterized by . . .

1. A collection of learning resources appropriate to the program curriculum, co-curriculum, and course offerings with regard to content, format, usage, and currency.
2. Availability of reference, technical, circulation services, and other means of support to meet the research and information needs of the learning community.
3. Meaningful collaboration of library personnel and faculty in curriculum planning and learning resource development.
4. Curricular requirements, instruction, and reference services supporting development of information literacy skills.

ESSENTIAL ELEMENTS
Relative to this standard, an accredited institution is characterized by . . .

1. Services that demonstrate a commitment to the holistic development of students and are consistent with institutional mission.
2. Services that address a range of student needs and abilities regardless of location or instructional modality.
3. Services that address the needs of at-risk students and improve student achievement and retention.
4. Clear, timely, and ongoing communication with students regarding available support services.
5. A commitment to spiritual formation that fosters student personal faith and spiritual development.
6. Academic and/or co-curricular ministry preparation of all students to be effective witnesses, servants, and workers in the church and the world.
7. Systems that encourage student input for the purpose of programmatic decision-making. your work.