Requirements of Affiliation
Evidence of Institutional Ability to Meet the Expectations of the Requirements of Affiliation of the Middle States Commission on Higher Education
To be completed in conjunction with Standard II
Ethics and Integrity
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Requirement of Affiliation |
| 1. The institution is authorized or licensed to operate as a postsecondary educational institution and to award postsecondary degrees; it provides written documentation demonstrating both. Authorization or licensure is from an appropriate governmental organization or agency within the Middle States region (Delaware, the District of Columbia, Maryland, New Jersey, New York, Pennsylvania, Puerto Rico, and the U.S. Virgin Islands), as well as by other agencies as required by each of the jurisdictions, regions, or countries in which the institution operates. |
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| 2. The institution is operational, with students actively pursuing its degree programs. |
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| 3. For institutions pursuing Candidacy or Initial Accreditation, the institution will graduate at least one class before the evaluation team visit for initial accreditation takes place (Step 7 of the initial accreditation process), unless the institution can demonstrate to the satisfaction of the Commission that the lack of graduates does not compromise its ability to demonstrate appropriate learning outcomes. |
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| 4. The institution’s representatives communicate with the Commission in English, both orally and in writing. |
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| 5. The institution complies with all applicable government (usually Federal and state) policies, regulations, and requirements. |
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| 6. The institution complies with applicable Commission, interregional, and inter-institutional policies. These policies can be viewed on the Commission website, www.msche.org. |
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| Commission website, www.msche.org |
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| 7. The institution has a statement of mission and goals, approved by its governing body that defines its purpose within the context of higher education. |
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| 8. The institution systematically evaluates its educational and other programs and makes public how well and in what ways it is accomplishing its purposes. |
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| 9. The institution’s student learning programs and opportunities are characterized by rigor, coherence, and appropriate assessment of student achievement throughout the educational offerings, regardless of certificate or degree level or delivery and instructional modality. |
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| 10. Institutional planning integrates goals for academic and institutional effectiveness and improvement, student achievement of educational goals, student learning, and the results of academic and institutional assessments. |
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| 11. The institution has documented financial resources, funding base, and plans for financial development, including those from any related entities (including without limitation systems, religious sponsorship, and corporate ownership) adequate to support its educational purposes and programs and to ensure financial stability. The institution demonstrates a record of responsible fiscal management, has a prepared budget for the current year, and undergoes an external financial audit on an annual basis. |
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| 12. The institution fully discloses its legally constituted governance structure(s) including any related entities (including without limitation systems, religious sponsorship, and corporate ownership). The institution’s governing body is responsible for the quality and integrity of the institution and for ensuring that the institution’s mission is being carried out. |
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| 13. A majority of the institution’s governing body’s members have no employment, family, ownership, or other personal financial interest in the institution. The governing body adheres to a conflict of interest policy that assures that those interests are disclosed and that they do not interfere with the impartiality of governing body members or outweigh the greater duty to secure and ensure the academic and fiscal integrity of the institution. The institution’s district/system or other chief executive officer shall not serve as the chair of the governing body. |
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| 14. The institution and its governing body/bodies will make freely available to the Commission accurate, fair, and complete information on all aspects of the institution and its operations. The governing body/bodies ensure that the institution describes itself in comparable and consistent terms to all of its accrediting and regulatory agencies, communicates any changes in accredited status, and agrees to disclose information (including levels of governing body compensation, if any) required by the Commission to carry out its accrediting responsibilities. |
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| 15. The institution has a core of faculty (full-time or part-time) and/or other appropriate professionals with sufficient responsibility to the institution to assure the continuity and coherence of the institution’s educational programs. |
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Documents, Processes, and Procedures
Evidence of Institutional Ability to Meet the Expectations of the Standards for Accreditation of the Middle States Commission on Higher Education
STANDARD I: Mission and Goals
The institution’s mission defines its purpose within the context of higher education, the students it serves, and what it intends to accomplish. The institution’s stated goals are clearly linked to its mission and specify how the institution fulfills its mission.
This Standard includes the following Criteria, which explicate the Standard and specify particular characteristics or qualities that are incorporated in the Standard. The Criteria are not a simple checklist. When an institution does not demonstrate evidence of a particular Criterion, it may demonstrate through alternative information that it meets the Standard.
Complete the following table
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Standard I Criteria |
1. Clearly defined mission and goals that :
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Standard I Criteria |
| 2. Institutional goals are realistic, appropriate to higher education and consistent with mission. |
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Standard I Criteria |
| 3. Institutional goals focus on student learning and related outcomes and on institutional improvement; are supported by administrative, educational, and student support programs and services; and are consistent with institutional mission. |
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Standard I Criteria |
| 4. Periodic assessment of mission and goals to ensure that they are relevant and achievable. |
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STANDARD II: Ethics and Integrity
Ethics and integrity are central, indispensable, and defining hallmarks of effective higher education institutions. In all activities, whether internal or external, an institution must be faithful to its mission, honor its contracts and commitments, adhere to its policies, and represent itself truthfully.
This Standard includes the following Criteria, which explicate the Standard and specify particular characteristics or qualities that are incorporated in the Standard. The Criteria are not a simple checklist. When an institution does not demonstrate evidence of a particular Criterion, it may demonstrate through alternative information that it meets the Standard.
Complete the following table
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Requirement of Affiliation |
| 1. Commitment to academic freedom, intellectual freedom, freedom of expression, and respect for intellectual property rights. |
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| 2. A climate that fosters respect among students, faculty, staff, and administration from a range of diverse backgrounds, ideas, and perspectives. |
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| 3. A grievance policy that is documented and disseminated to address complaints or grievances raised by students, faculty, or staff. The institution’s policies and procedures are fair and impartial, and assure that grievances are addressed promptly, appropriately, and equitably. |
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| 4. The avoidance of conflict of interest or the appearance of such conflict in all activities and among all constituents. |
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| 5. Fair and impartial practices in the hiring, evaluation, promotion, discipline and separation of employees. |
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| 6. Honesty and truthfulness in public relations announcements, advertisements, recruiting and admissions materials and practices, as well as in internal communications. |
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7. As appropriate to mission, services or programs in place: a.To promote affordability and accessibility, and; b.To enable students to understand funding sources and options, value received for cost, and methods to make informed decisions about incurring debt. |
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8. Compliance with all applicable federal, state, and Commission reporting policies, regulations, and requirements to include reporting regarding: a. The full disclosure of information on institution-wide assessments, graduation, retention, certification and licensure or licensing board pass rates; b. The institution’s compliance with the Commission’s Requirements of Affiliation; c. Substantive changes affecting institutional mission, goals, programs, operations, sites, and other material issues which must be disclosed in a timely and accurate fashion; d. The institution’s compliance with the Commission’s policies. |
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| 9. Periodic assessment of ethics and integrity as evidenced in institutional policies, processes, practices, and the manner in which these are implemented. |
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STANDARD III: Design and Delivery of the Student Learning Experience
An institution provides students with learning experiences that are characterized by rigor and coherence of all program, certificate, and degree levels, regardless of instructional modality. All learning experiences, regardless of modality, program pace/schedule, level, and setting are consistent with higher education expectations.
This Standard includes the following Criteria, which explicate the Standard and specify particular characteristics or qualities that are incorporated in the Standard. The Criteria are not a simple checklist. When an institution does not demonstrate evidence of a particular Criterion, it may demonstrate through alternative information that it meets the Standard.
Complete the following table
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Standard III Criteria |
| 1. Certificate, undergraduate, graduate and/or professional programs leading to a degree or other recognized higher education credential, designed to foster a coherent student learning experience and to promote synthesis of learning. |
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Standard III Criteria |
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2. Student learning experiences that are: a. designed, delivered, and assessed by faculty (full-time or part-time) and /or other appropriate professionals who are rigorous and effective in teaching, assessment of student learning, scholarly inquiry, and service, as appropriate to the institution’s mission, goals, and policies; b. designed, delivered, and assessed by faculty (full-time or part-time) and /or other appropriate professionals who are qualified for the positions they hold and the work they do; c. designed, delivered, and assessed by faculty (full-time or part-time) and /or other appropriate professionals who are sufficient in number; d. designed, delivered, and assessed by faculty(full-time or part-time) and /or other appropriate professionals who are provided with and utilize sufficient opportunities, resources, and support for professional growth and innovation; e. designed, delivered, and assessed by faculty (full-time or part-time) and /or other appropriate professionals who are reviewed regularly and equitably based on written, disseminated, clear, and fair criteria, expectations, policies, and procedures. |
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Standard III Criteria |
| 3. Academic programs of study that are clearly and accurately described in official publications of the institution in a way that students are able to understand and follow degree and program requirements and expected time to completion. |
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Standard III Criteria |
| 4. Sufficient learning opportunities and resources to support both the institution’s programs of study and students’ academic progress. |
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Standard III Criteria |
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5. At institutions that offer undergraduate education: A general education program, free standing or integrated into academic disciplines, that: a. Offers a sufficient scope to draw students into new areas of intellectual experience, expanding their cultural and global awareness and cultural sensitivity, and preparing them to make well-reasoned judgments outside as well as within their academic field; b. Offers a curriculum designed so that students acquire and demonstrate essential skills including at least oral and written communication, scientific and quantitative reasoning, critical analysis and reasoning, technological competency, and information literacy. Consistent with mission, the general education program also includes the study of values, ethics, and diverse perspectives; c. In non-US institutions that do not include general education, provides evidence that students can demonstrate general education skills. |
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Standard III Criteria |
| 6. In institutions that offer graduate and professional education, opportunities for the development of research, scholarship, and independent thinking, provided by faculty and/or other professionals with credentials appropriate to graduate-level curricula. |
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Standard III Criteria |
| 7. Adequate and appropriate institutional review and approval on any student learning opportunities designed, delivered, or assessed by third party providers. |
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Standard III Criteria |
| 8. Periodic assessment of the programs providing student learning opportunities. |
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STANDARD IV: Support of the Student Experience
Across all educational experiences, settings, levels, and instructional modalities, the institution recruits and admits students whose interests, abilities, experiences, and goals are congruent with its mission and educational offerings. The institution commits to student retention, persistence, completion, and success through a coherent and effective support system sustained by qualified professionals, which enhances the quality of the learning environment, contributes to the educational experience, and fosters student success.
This Standard includes the following Criteria, which explicate the Standard and specify particular characteristics or qualities that are incorporated in the Standard. The Criteria are not a simple checklist. When an institution does not demonstrate evidence of a particular Criterion, it may demonstrate through alternative information that it meets the Standard.
Complete the following table
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Standard IV Criteria |
1. Clearly stated, ethical policies and processes to admit, retain, and facilitate the success of students whose interests, abilities, experiences, and goals provide a reasonable expectation for success and are compatible with institutional mission, including:
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Standard IV Criteria |
| 2. Policies and procedures regarding evaluation and acceptance of transfer credits, and credits awarded through experiential learning, prior non-academic learning, competency-based assessment, and other alternative learning approaches. |
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Standard IV Criteria |
| 3. Policies and procedures for the safe and secure maintenance and appropriate release of student information and records. |
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Standard IV Criteria |
| 4. If offered, athletic, student life, and other extracurricular activities that are regulated by the same academic, fiscal, and administrative principles and procedures that govern all other programs. |
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Standard IV Criteria |
| 6. If applicable, adequate and appropriate institutional review and approval of student support services, designed, delivered, or assessed by third-party providers. |
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Standard IV Criteria |
| 7. Periodic assessment of the effectiveness of programs supporting the student experience. |
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STANDARD V: Educational Effectiveness Assessment
Assessment of student learning demonstrates that the institution’s students have accomplished educational goals consistent with their programs of study, degree level, the institution’s mission, and appropriate expectations for institutions of higher education.
This Standard includes the following Criteria, which explicate the Standard and specify particular characteristics or qualities that are incorporated in the Standard. The Criteria are not a simple checklist. When an institution does not demonstrate evidence of a particular Criterion, it may demonstrate through alternative information that it meets the Standard.
Complete the following table
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Standard V Criteria |
| 1. Clearly stated student learning outcomes, at the institution and degree/program levels, which are interrelated with one another, with relevant educational experiences, and with the institution’s mission. |
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Standard V Criteria |
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2. Organized and systematic assessments, conducted by faculty and/or appropriate professionals, evaluating the extent of student achievement of institutional and degree/program goals. Institutions should: a. define meaningful curricular goals with defensible standards for evaluating whether students are achieving those goals; b. articulate how they prepare students in a manner consistent with their missions for successful careers, meaningful lives, and, where appropriate, further education. They should collect and provide data on the extent to which they are meeting these goals; and, c. support and sustain assessment of student achievement and communicate the results of this assessment to stakeholders. |
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Standard V Criteria |
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Consideration and use of assessment results for the improvement of educational effectiveness. Consistent with the institution’s mission, such uses include some combination of the following: a. assisting students in improving their learning; b. improving pedagogy and curriculum; c. reviewing and revising academic programs and support services; d. planning, conducting, and supporting a range of professional development activities; e. planning and budgeting for the provision of academic programs and services; f. informing appropriate constituents about the institution and its programs; g. improving key indicators of student success, such as retention, graduation, transfer, and placement rates; *and, h. implementing other processes and procedures designed to improve educational programs and services. |
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Standard V Criteria |
| 4. If applicable, adequate and appropriate institutional review and approval of assessment services designed, delivered, or assessed by third party providers. |
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Standard V Criteria |
| 5. Periodic evaluation of the assessment processes utilized by the institution for the improvement of educational effectiveness. |
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STANDARD VI: Planning, Resources, and Institutional Improvement
The institution’s planning processes, resources, and structures are aligned with each other and are sufficient to fulfill its mission and goals, to continuously assess and improve its programs and services, and to respond effectively to opportunities and challenges.
This Standard includes the following Criteria, which explicate the Standard and specify particular characteristics or qualities that are incorporated in the Standard. The Criteria are not a simple checklist. When an institution does not demonstrate evidence of a particular Criterion, it may demonstrate through alternative information that it meets the Standard.
Complete the following table
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Standard VI Criteria |
| 1. Institutional objectives, both institution-wide and for individual units, that are clearly stated, assessed appropriately, linked to mission and goal achievement, reflect conclusions drawn from assessment results, and are used for planning and resource allocation. |
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Standard VI Criteria |
| 2. Clearly documented and communicated planning and improvement processes that provide for constituent participation and incorporate the use of assessment results. |
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Standard VI Criteria |
| 3. A financial planning and budgeting process that is aligned with the institution’s mission and goals, evidence-based, and clearly linked to the institution’s and units’ strategic plans/objectives. |
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Standard VI Criteria |
| 4. Fiscal and human resources as well as the physical and technical infrastructure are adequate to support the institution’s operations wherever and however programs are delivered. |
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Standard VI Criteria |
| 5. Clear assignment of responsibility and accountability. |
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Standard VI Criteria |
| 6. Comprehensive planning for facilities, infrastructure, and technology that includes consideration of sustainability and deferred maintenance and is linked to the institution’s strategic and financial planning processes. |
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Standard VI Criteria |
| 7. An annual independent audit confirming financial viability with evidence of follow-up on any concerns cited in the audit’s accompanying management letter. |
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Standard VI Criteria |
| 8. Strategies to measure and assess the adequacy and efficient utilization of institutional resources required to support the institution’s mission and goals. |
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Standard VI Criteria |
| 9. Periodic assessment of the effectiveness of planning, resource allocation, institutional renewal processes, and availability of resources. |
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STANDARD VII: Governance, Leadership, and Administration
The institution is governed and administered in a manner that allows it to realize its stated mission and goals in a way that effectively benefits the institution, its students, and the other constituencies it serves. Even when supported by or affiliated with governmental, corporate, religious, educational system, or other unaccredited organizations, the institution has education as its primary purposed, and it operates as an academic institution with appropriate autonomy.
This Standard includes the following Criteria, which explicate the Standard and specify particular characteristics or qualities that are incorporated in the Standard. The Criteria are not a simple checklist. When an institution does not demonstrate evidence of a particular Criterion, it may demonstrate through alternative information that it meets the Standard.
Complete the following table
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Standard VII Criteria |
| 1. A clearly articulated and transparent governance structure that outlines its roles, responsibilities and accountability for decision making by each constituency, including governing body, administration, faculty, staff, and students. |
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Standard VII Criteria |
2. A legally constituted governing body that:
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Standard VII Criteria |
3. A Chief Executive Officer who:
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Standard VII Criteria |
4. An administration possessing or demonstrating:
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Standard VII Criteria |
| 5. Periodic assessment of the effectiveness of governance, leadership, and administration. |
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Please click here to access the Felician University Strategic Plan.
