Standard 3: Students
Standard 3.A – Purpose and Organization
Student programs and services support the achievement of the institution’s
mission and goals by contributing to the educational development
of its students. Student programs and services are consistent with
the educational philosophy of the institution. The institution provides
essential support services for students, regardless of where or
how enrolled and by whatever means educational programs are offered.
3.A.1
The organization of student services is effective
in providing adequate services consistent with the mission and goals
of the institution.
3.A.2
Student services and programs are staffed by qualified
individuals whose academic preparation and/or experience are appropriate
to their assignments. Assignments are clearly defined and published.
The performance of personnel is regularly evaluated.
3.A.3
Appropriate policies and procedures for student
development programs and services are established. The objectives
of each operating component are compatible and support the goals
of student services.
3.A.4
Human, physical, and financial resources for student
services and programs are allocated on the basis of identified needs
and are adequate to support the services and programs offered.
Standard 3.B – General Responsibilities
The institution provides student services and programs based upon
an assessment of student needs, provides adequate support for the
services offered to achieve established goals, and adopts, publishes,
and makes available policies that are accurate and current.
3.B.1
The institution systematically identifies the characteristics
of its student population and students’ learning and special
needs. The institution makes provision for meeting those identified
needs, emphasizing students’ achievement of their educational
goals.
3.B.2
The institution provides opportunities for students
to participate in institutional governance. Faculty are involved
in the development of policies for student programs and services.
3.B.3
Policies on students’ rights and responsibilities,
including those related to academic honesty and procedural rights,
are clearly stated, well publicized, readily available, and implemented
in a fair and consistent manner.
3.B.4
The institution makes adequate provision for the
safety and security of its students and their property. Information
concerning student safety is published and widely distributed.
3.B.5
The institution publishes and makes available to
both prospective and enrolled students a catalog or bulletin that
describes: its mission, admission requirements and procedures, students’
rights and responsibilities, academic regulations, degree-completion
requirements, credit courses and descriptions, tuition, fees and
other charges, refund policy, and other items relative to attending
the institution or withdrawing from it. In addition, a student handbook
or its equivalent is published and distributed. A student handbook
normally will include information on student conduct, a grievance
policy, academic honesty, student government, student organizations
and services, and athletics. The student handbook may be combined
with the institution’s catalog.
3.B.6
The institution periodically and systematically
evaluates the appropriateness, adequacy, and utilization of student
services and programs and uses the results of the evaluation as
a basis for change.
Standard 3.C - Academic Credit and Records
Evaluation of student learning or achievement, and the award of
credit, are based upon clearly stated and distinguishable criteria.
Academic records are accurate, secure, and comprehensive.
3.C.1
Evaluation of student learning or achievement, and
the award of credit, are based upon clearly stated and distinguishable
criteria. Academic records are accurate, secure, and comprehensive.
Credit is defined and awarded consonant with the Glossary definition.
3.C.2
Criteria used for evaluating student performance
and achievement including those for theses, dissertations, and portfolios,
are appropriate to the degree level, clearly stated and implemented.
3.C.3
Clear and well-publicized distinctions are made
between degree and non-degree credit. Institutional publications
and oral representations explicitly indicate if credit will not
be recognized toward a degree, or if special conditions exist before
such credit will be recognized. Any use of such terms as extension
credit, X credit, continuing education credit, is accompanied by
clear statements regarding the acceptability of such credit toward
degrees offered by that institution. Student transcripts clearly
note when any credit awarded is non-degree credit. Whenever institutions
grant non-degree credit other than the Continuing Education Unit
(CEU), some summary evaluation of student performance beyond mere
attendance is available.
3.C.4
Transfer credit is accepted from accredited institutions
or from other institutions under procedures which provide adequate
safeguards to ensure high academic quality and relevance to the
students’ programs. Implementation of transfer credit policies
is consistent with 2.C.4 as well as Policy 2.5 Transfer and Award
of Academic Credit. The final judgment for determining acceptable
credit for transfer is the responsibility of the receiving institution.
3.C.5
The institution makes provision for the security
of student records of admission and progress. Student records, including
transcripts, are private, accurate, complete, and permanent. They
are protected by fire-proof and otherwise safe storage and are backed
by duplicate files. Data and records maintained in computing systems
have adequate security and provision for recovery in the event of
disaster. The information-release policy respects the right of individual
privacy and ensures the confidentiality of records and files.
Standard 3.D – Student Services
The institution recruits and admits students qualified to complete
its programs. It fosters a supportive learning environment and provides
services to support students’ achievement of their educational
goals.
3.D.1
The institution adopts student admission policies
consistent with its mission. It specifies qualifications for admission
to the institution and its programs, and it adheres to those policies
in its admission practices.
3.D.2
The institution, in keeping with its mission and
admission policy, gives attention to the needs and characteristics
of its student body with conscious attention to such factors as
ethnic, socioeconomic, and religious diversity while demonstrating
regard for students’ rights and responsibilities.
3.D.3
Appropriate policies and procedures guide the placement
of students in courses and programs based upon their academic and
technical skills. Such placement ensures a reasonable probability
of success at a level commensurate with the institution’s
expectations. Special provisions are made for “ability to
benefit” students. (see Glossary)
3.D.4
The institution specifies and publishes requirements
for continuation in, or termination from, its educational programs,
and it maintains an appeals process. The policy for readmission
of students who have been suspended or terminated is clearly defined.
3.D.5
Institutional and program graduation requirements
are stated clearly in appropriate publications and are consistently
applied in both the certificate and degree verification process.
Appropriate reference to the Student Right-to-Know Act is included
in required publications.
3.D.6
The institution provides an effective program of
financial aid consistent with its mission and goals, the needs of
its students, and institutional resources. There is provision for
institutional accountability for all financial aid awards.
3.D.7
Information regarding the categories of financial
assistance (scholarships and grants) is published and made available
to both prospective and enrolled students.
3.D.8
The institution regularly monitors its student
loan programs and the institutional loan default rate. Informational
sessions which give attention to loan repayment obligations are
conducted for financial aid recipients.
3.D.9
The institution provides for the orientation of
new students, including special populations, at both undergraduate
and graduate levels.
3.D.10
A systematic program of academic and other educational
program advisement is provided. Advisors help students make appropriate
decisions concerning academic choices and career paths. Specific
advisor responsibilities are defined, published, and made available
to students (Standards Two and Four, Standard Indicators 2.C.5 and
4.A.2).
3.D.11
Career counseling and placement services are consistent
with student needs and institutional mission.
3.D.12
Professional health care, including psychological
health and relevant health education, is readily available to residential
students and to other students, as appropriate.
3.D.13
Student housing, if provided, is designed and operated
to enhance the learning environment. It meets recognized standards
of health and safety; it is competently staffed.
3.D.14
Appropriate food services are provided for both
resident and nonresident students. These services are supervised
by professionally trained food service staff and meet recognized
nutritional and mandated health and safety standards.
3.D.15
Co-curricular activities and programs are offered
that foster the intellectual and personal development of students
consistent with the institution’s mission. The institution
adheres to the spirit and intent of equal opportunity for participation.
It ensures that appropriate services and facilities are accessible
to students in its programs. Co-curricular activities and programs
include adaptation for traditionally under-represented students,
such as physically disabled, older, evening, part-time, commuter,
and, where applicable, those at off-campus sites.
3.D.16
The co-curricular program includes policies and
procedures that determine the relationship of the institution with
its student activities; identifying the needs, evaluating the effectiveness,
and providing appropriate governance of the program are joint responsibilities
of students and the institution.
3.D.17
If appropriate to its mission and goals, the institution
provides adequate opportunities and facilities for student recreational
and athletic needs apart from intercollegiate athletics.
3.D.18
If the institution operates a bookstore, it supports
the educational program and contributes to the intellectual climate
of the campus community. Students, faculty, and staff have the opportunity
to participate in the development and monitoring of bookstore policies
and procedures.
3.D.19
When student media exist, the institution provides
for a clearly defined and published policy of the institution’s
relationship to student publications and other media.
Standard 3.E – Intercollegiate Athletics
If the institution participates in intercollegiate athletics, these
programs and financial operations are consistent with the educational
mission and goals of the institution and are conducted with appropriate
oversight by the governing board, chief executive officer, and faculty.
3.E.1
Institutional control is exercised through the
governing board’s periodic review of its comprehensive statement
of philosophy, goals, and objectives for intercollegiate athletics.
The program is evaluated regularly and systematically to ensure
that it is an integral part of the education of athletes and is
in keeping with the educational mission of the institution.
3.E.2
The goals and objectives of the intercollegiate
athletic program, as well as institutional expectations of staff
members, are provided in writing to candidates for athletic staff
positions. Policies and rules concerning intercollegiate athletics
are reviewed, at least annually, by athletics administrators and
all head and assistant coaches. The duties and authority of the
director of athletics, faculty committee on athletics, and others
involved in athletics policy-making and program management are stated
explicitly in writing.
3.E.3
Admission requirements and procedures, academic
standards and degree requirements, and financial aid awards for
student athletics are vested in the same institutional agencies
that handle these matters for all students.
3.E.4
Athletic budget development is systematic; funds
raised for and expended on athletics by alumni, foundations, and
other groups shall be subject to the approval of the administration
and be accounted for through the institution’s generally accepted
practices of documentation and audit.
3.E.5
The institution demonstrates its commitment to fair
and equitable treatment of both male and female athletes in providing
opportunities for participation, financial aid, student-support
services, equipment, and access to facilities.
3.E.6
The institution publishes its policy concerning
the scheduling of intercollegiate practices and competition for
both men and women that avoids conflicts with the instructional
calendar, particularly during end-of-term examinations.
Policy 3.1 Institutional Advertising, Student Recruitment, and
Representation of Accredited Status
All candidate and accredited institutions, or individuals acting
on their behalf, must exhibit ntegrity and responsibility in advertising,
student recruitment, and representation of accredited status. Responsible
self-regulation requires rigorous attention to principles of good
practice.
A. Advertising, Publications, Promotional Literature
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Educational programs and services offered should be the primary
emphasis of all advertisements, publications, promotional literature,
and recruitment activities.
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All statements and representations should be clear, factually
accurate, and current. Supporting information should be kept
on file and readily available for review.
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Catalogs and other official publications should be readily
available and accurately depict:
a. institutional mission and goals;
b. entrance requirements and procedures;
c. basic information on programs and courses,
with required sequences and frequency of course offerings
explicitly stated;
d. degree and program completion requirements,
including length of time required to obtain a degree or certification
of completion;
e. faculty (full-time and part-time listed
separately) with degrees held and the conferring institution;
f. institutional facilities readily available
for educational use;
g. rules and regulations for conduct;
h. tuition, fees, and other program costs;
i. opportunities and requirements for financial
aid;
j. policies and procedures for refunding
fees and charges to students who withdraw from enrollment;
and
k. academic calendar.
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In college catalogs and/or official publications describing
career opportunities, clear and accurate information should
be provided regarding:
a. national and/or state legal requirements
for eligibility for licensure or entry into an occupation
or profession for which education and training are offered;
b. any unique requirements for career paths,
or for employment and advancement opportunities in the profession
or occupation described.
B. Student Recruitment for Admissions
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Student recruitment should be conducted by well-qualified
admissions officers and trained volunteers whose credentials,
purposes, and position or affiliation with the institution are
clearly specified.
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Independent contractors or agents used by the institution
for recruiting purposes shall be governed by the same principles
as institutional admissions officers and volunteers.
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The following practices in student recruitment are to be scrupulously
avoided:
a. ensuring employment unless employment
arrangements have been made and can be verified;
b. misrepresenting job placement and employment
opportunities for graduates;
c. misrepresenting program costs;
d. misrepresenting abilities required to
complete intended program; and
e. offering to agencies or individual persons
money or inducements other than educational services of the
institution in exchange for student enrollment. (Except for
wards of privately endowed restricted funds, grants or scholarships
are to be offered only on the basis of specific criteria related
to merit or financial need.)
C. Representation of Accredited Status
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The term “accreditation” is to be used only when
accredited status is conferred by an accrediting body recognized
by the Council for Higher Education Accreditation and/or the
Secretary of the U.S. Department of Education.
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No statement should be made about possible future accreditation
status or qualification not yet conferred by any accrediting
body. Statements like the following are not permissible:
a. (Institution) has applied for candidacy
with (accrediting body).
b. (Institution) is a Candidate for Accreditation
with (accrediting body) and full accreditation is anticipated.
c. The (Program) is being evaluated by (accrediting
body) and accreditation is expected in the near future.
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Any reference to state approval should be limited to a brief
statement concerning the actual charter, incorporation, license,
or registration given.
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The phrase “fully accredited” is to be avoided,
since partial accreditation is not possible.
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When accredited status is affirmed in institutional catalogs
and other official publications, it should be stated accurately
and fully in a comprehensive statement, including:
a. identifying the accrediting body as follows:
Northwest Commission on Colleges and Universities
8060 165th Avenue NE, Suite 100
Redmond, Washington 98052-3981
b. indicating the scope of accreditation as:
1) institutional (regional or national);
Example: The University of Enterprise is accredited by the
Northwest Commission on Colleges and Universities, an institutional
accrediting body recognized by the Council for Higher Education
Accreditation and/or the Secretary of the U.S. Department
of Education.
2) specialized (curriculum or unit accredited
must be specified):
Example 1: Programs in (Civil Engineering
and Aeronautical Engineering) are accredited by the Accrediting
Board for Engineering and Technology, a specialized accrediting
board recognized by the Council for Higher Education Accreditation
and/or the Secretary of the U.S. Department of Education.
Example 2: The Department of Music is accredited
by the National Association of Schools of Music, a specialized
accrediting body recognized by the Council for Higher Education
Accreditation and/or the Secretary of the U.S. Department
of Education.
Example 3: Programs for the preparation
of elementary, secondary, and special education teachers at
the bachelor’s and master’s level, for the preparation
of guidance counselors at the master’s and specialist
degree level, and for school superintendents at the specialist
and doctoral degree level are accredited by the National Council
for Accreditation of Teacher Education, a specialized accrediting
body recognized by the Council for Higher Education Accreditation
and/or the Secretary of the U.S. Department of Education.
6. The accreditation status of a program should not be misrepresented
by implying that institutional accreditation extends to accreditation
of individual programs by that accrediting body. Accreditation
granted by an institutional accrediting body references the institution
as a whole. Institutional accreditation does not extend to accreditation
of any particular program in the institution. Thus, statements
like “this program is accredited by” or “this
degree is accredited by” are incorrect and misleading when
referencing an institutional accrediting body.
Adopted 1983/Revised 1996, 2002
Supporting Documentation for Standard Three
Required Documentation
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Organization chart for student services.
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Student handbook where applicable.
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Summaries of student characteristics that will provide a composite
of the nature of the student body.
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Student retention and rate of graduate data for the last three
years. NCAA Division I Schools are to include the most recent
NCAA graduation rate report.
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Completed Table #1, Admissions Report.
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Completed Table #2, Student Affairs Staff Profile.
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Description of procedures for policy development including
the involvement of students.
Required Exhibits
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Policies and procedures on: student conduct, rights, and responsibilities;
student grievance process; academic honesty; athletics; student
fees; tuition refunds.
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Statistics on student financial aid such as types and amounts
available, number, gender of students assisted in each of last
three years, default rate on loans, etc.
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Most recent financial aid reviews conducted by state and federal
agencies.
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NCAA Division I Schools are to include the most recent graduation
rate report.
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A copy of the mission and goals of each unit.
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Evidence of goal attainment of each unit.
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Evidence of the impact of student services on students.
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Institutional publications required by the Campus Security
Act, Drug Free Schools and Colleges Act, the Drug Free Workplace
Act, and the Student Right-to-Know Act.
Suggested Materials
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List of recognized student organizations.
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Strategic plan for student services.
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Constitution for student government.
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Sample copies of student publications.
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Brief resumes of the professional staff in student services.
Standards are reproduced from www.nwccu.org,
© 2003 Northwest Commission on Colleges and Universities. |
