In order to qualify for, obtain, and retain accreditation from the International Commission of Higher Education Accreditation, an institution must demonstrate full compliance with all the following Requirements of Affiliation. Continuous compliance is expected and will be regularly verified, typically through institutional self-assessments and other evaluations of compliance. Following confirmation of eligibility, the institution must continue to demonstrate compliance with the Standards for Accreditation.

The institution has a documented license or authorization proving both its right to operate as a higher educational institution and provide postsecondary degrees. 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 other agencies as required by each of the jurisdictions, regions, or nations in which the institution operates provide authorization or licensure.

The Middle States Commission on Higher Education does not accredit institutions that only provide postsecondary certificates, degrees, or licenses.

The institution is open and accepting new students into its degree programs.

Unless the institution can prove to the Commission's satisfaction that the absence of graduates compromises its ability to show that students have achieved appropriate learning outcomes, the institution pursuing Candidacy or Initial Accreditation must graduate at least one class prior to the evaluation team visit for initial accreditation.

The English language is used by the institution's representatives to correspond with the Commission verbally and in writing.

The institution complies with all applicable laws and rules of the government (often federal and state).

The institution abides with the Commission's, interregional, and institutional policies that are relevant. The Commission's policies are available to view at www.icohea.org.

The institution has a mission statement and related goals that outline its objectives in relation to higher education and have been authorized by its governing board.

The institution regularly assesses the effectiveness of its educational and other initiatives, making available the results of these evaluations.

Regardless of certificate or degree level, level of delivery, or mode of instruction, the institution's student learning programs and opportunities are distinguished by rigor, coherence, and proper assessment of student achievement throughout the educational offerings.

The goals for academic and institutional performance and improvement, student learning, and the findings of academic and institutional assessments are all incorporated into institutional planning.

The institution has financial resources, a funding base, and plans for financial growth that are sufficient to support its educational goals and programs and to guarantee financial stability, including those from any related entities (including without limitation systems, religious sponsorship, and corporate ownership). The institution has a track record of good financial management, has a current-year budget created, and goes through an annual external financial audit.

The institution fully discloses any linked entities as well as its legally structured governance structure(s) (including without limitation systems, religious sponsorship, and corporate ownership). The governing body of the institution is in charge of upholding the institution's standards of excellence and moral character as well as its mission.

The majority of the members of the institution's governing board have no financial, familial, or other personal ties to the institution. The governing body abides by a conflict of interest policy that ensures that those interests are disclosed, that they don't affect the members' ability to act impartially, and that they don't take precedence over the institution's greater obligation to protect and ensure its academic and financial integrity. The district/system or other top executive officer of the institution may not also serve as chair of the governing body.

The institution and its governing body(ies) make accurate, fair, and thorough information about the institution and its operations openly available to the Commission. In addition to communicating any changes to the institution's accreditation status and agreeing to disclose information (including levels of governing body compensation, if any), the governing body or bodies make sure that the institution describes itself in terms that are comparable and consistent to all of its accrediting and regulatory agencies.

The institution has a core group of faculty members who are either full-time or part-time and who have sufficient responsibility for the institution in order to ensure the continuity and coherence of the institution's educational programs.

The mission of the organization outlines its goals, the students it serves, and its function within the framework of higher education. The institution's stated objectives clearly relate to its mission and outline how it plans to carry them out.

Criteria

The following characteristics or actions are present in and are demonstrated by an approved institution:

1. A mission and goals that are clearly stated that:

a. are created by everyone who facilitates or is otherwise in charge of institutional development and improvement participating appropriately in a collaborative manner;

b. take into account both internal and external circumstances and constituents;

c. have the support and approval of the ruling authority;

d. aid in decision-making regarding planning, resource allocation, the development of programs and curricula, and the identification of institutional and educational goals by faculty, administration, staff, and governing structures;

e. encourage scholarly research and artistic endeavors at levels and in manners proper to the institution;

f. are publicly known and widely advertised by internal stakeholders of the organisation;

g. undergo regular evaluations;

2. objectives for the institution that are reasonable, pertinent to higher education, and consistent with mission;

3. objectives that are aligned with the institution's mission, are supported by administrative, educational, and student support programs and services, and are centered on student learning and related outcomes as well as institutional progress;

4. Regular evaluation of the mission and goals to guarantee their applicability and attainability.

Effective higher education institutions are defined by their core values of ethics and integrity. An institution must be true to its mission, uphold its pledges, follow its policies, and represent itself honestly in all operations, internal and external.

Criteria

The following characteristics or actions are present in and are demonstrated by an approved institution:

1. dedication to intellectual freedom, academic freedom, free speech, and respect for intellectual property rights;

2. a setting that promotes tolerance for individuals with different experiences, opinions, and viewpoints among students, instructors, staff, and administration;

3. a recorded and well publicized grievance procedure for handling issues brought up by faculty, staff, or students. The institution's policies and procedures are unbiased and fair, and they guarantee that complaints are handled quickly, suitably, and fairly;

4. avoiding conflicts of interest or making them appear to exist between all parties and their constituents in all actions;

5. using fair and unbiased procedures when selecting, assessing, promoting, punishing, and terminating employees;

6. sincerity and candor in internal communications as well as in press releases, advertisements, recruiting and admissions materials and processes;

7. in accordance with its mission, available services, or ongoing programs:

a. to encourage accessibility and affordability;

b. to help students comprehend funding sources and available options, the value received for money spent, and ways to make judgments about taking on debt that are well-informed;

8. compliance with all applicable reporting policies, rules, and requirements of the Commission as well as the federal, state, and local governments, including reporting on:

a. full disclosure of data on exams used across the institution, retention rates, certification and licensure rates, or licensing board pass rates;

b. the institution's adherence to the Commission's affiliation requirements;

c. significant adjustments to the institution's mission, objectives, plans, programs, sites, and other important matters that must be notified promptly and accurately;

d. the establishment's adherence to the Commission's rules; and

d. the establishment's adherence to the Commission's rules; and

9. Regular evaluation of ethics and integrity as shown by institutional rules, procedures, practices, and how these are carried out

An institution provides students with learning experiences that are characterized by rigor and coherence at 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.

Criteria

An accredited institution possesses and demonstrates the following attributes or activities:

1. certificate, undergraduate, graduate, and/or professional programs leading to a degree or other recognized higher education credential, of a length appropriate to the objectives of the degree or other credential, designed to foster a coherent student learning experience and to promote synthesis of learning;

2. student learning experiences that are designed, delivered, and assessed by faculty (full-time or part-time) and/or other appropriate professionals who are:

a. rigorous and effective in teaching, assessment of student learning, scholarly inquiry, and service, as appropriate to the institution’s mission, goals, and policies;

b. qualified for the positions they hold and the work they do;

c. sufficient in number;

d. provided with and utilize sufficient opportunities, resources, and support for professional growth and innovation;

e. reviewed regularly and equitably based on written, disseminated, clear, and fair criteria, expectations, policies, and procedures;

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;

4. sufficient learning opportunities and resources to support both the institution’s programs of study and students’ academic progress;

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 its mission, the general education program also includes the study of values, ethics, and diverse perspectives; and

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; and

c. in non-US institutions that do not include general education, provides evidence that students can demonstrate general education skills;

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;

7. adequate and appropriate institutional review and approval on any student learning opportunities designed, delivered, or assessed by third-party providers; and

8. periodic assessment of the effectiveness of programs providing student learning opportunities.

The school seeks out and accepts students whose interests, skills, experiences, and ambitions align with its mission and educational offerings across all educational experiences, venues, levels, and instructional modalities. Through a coordinated and efficient support system maintained by competent experts, the institution pledges to support student retention, perseverance, completion, and success. This improves the learning environment, adds to the educational experience, and promotes student success.

Criteria

The following characteristics or actions are present in and are demonstrated by an approved institution:

1. Clearly stated, moral admissions, retention, and success-promoting procedures for students whose interests, skills, experiences, and ambitions offer a realistic expectation of success and are consistent with institutional aims, such as:

a. precise and thorough information on costs, financial aid, scholarships, grants, loans, repayment plans, and refunds;

b. a system for identifying, placing, and assisting students who are not equipped to study at the level for which they have been admitted in order to pursue appropriate educational objectives;

c. programs for orientation, advice, and counseling to improve retention and direct students throughout their academic experience;

d. procedures intended to facilitate students' effective completion of their educational objectives, such as completion of certificates and degrees, transfer to other schools, and post-completion placement;

2. the criteria and procedures for evaluating and accepting transfer credits, as well as credits granted for past non-academic experience, competency-based testing, and other non-traditional learning methods;

3. regulations and guidelines for the secure storage and appropriate disclosure of student data and records;

4. extracurricular activities that are governed by the same academic, financial, and administrative policies as all other programs, such as athletics, student life, and other extracurricular activities, if they are offered;

5. if relevant, proper institutional assessment and approval of student support services developed, provided, or evaluated by third parties; and

6. Regular evaluation of the programs supporting the student experience's efficacy

The evaluation of student learning and achievement shows that students at the institution have met educational objectives in line with their course of study, degree level, institutional mission, and reasonable expectations for higher education institutions.

Criteria

The following characteristics or actions are present in and are demonstrated by an approved institution:

1. specific educational objectives that are interconnected with one another, with relevant educational experiences, and with the mission of the institution at the institution and degree/program levels;

2. Organized and systematic evaluations of the level of student achievement of institutional and degree/program goals, carried out by professors and/or qualified professionals Institutions ought to

a. establish justifiable rules for measuring whether pupils are accomplishing important curriculum goals;

b. explain how they equip students for fulfilling lives, prosperous occupations, and, when necessary, further education in a way that is compatible with their objective. They should gather information on how well they are accomplishing these objectives and communicate it;

c. encourage and maintain assessments of student achievement and share the findings with relevant parties;

3. taking into account and utilizing test results to enhance instructional efficacy. Such uses include a combination of the following in accordance with the mission of the institution:

a. supporting kids in their efforts to study better;

b. enhancing the curriculum and pedagogy;

c. examining and updating educational initiatives and assistance services;

d. organizing, carrying out, and assisting with a variety of professional development initiatives;

e. creating a plan and budget for the delivery of academic services and programs;

f. providing pertinent constituencies with information about the institution and its programs;

g. raising important metrics for gauging the success of students, like retention, graduation, transfer, and placement rates;

h. adopting additional procedures and processes aimed at enhancing educational services and programs;

4. if necessary, adequate and proper institutional review and approval of assessment services created, provided, or evaluated by third parties; and

5. evaluating on a regular basis how well the institution's assessment procedures are working to increase educational effectiveness.

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.

Criteria

An accredited institution possesses and demonstrates the following attributes or activities:

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;

2. clearly documented and communicated planning and improvement processes that provide for constituent participation and incorporate the use of assessment results;

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 and objectives;

4. fiscal and human resources, as well as the physical and technical infrastructure, are adequate to support its operations wherever and however programs are delivered;

5. well-defined decision-making processes and clear assignments of responsibility and accountability;

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;

7. an annual independent audit confirming financial viability with evidence of follow-up on any concerns cited in the audit's accompanying management letter;

8. strategies to measure and assess the adequacy and efficient utilization of institutional resources required to support the institution's mission and goals; and

9. periodic assessment of the effectiveness of planning, resource allocation, institutional renewal processes, and the availability of resources.

The institution is managed and run in a way that enables it to accomplish its declared mission and goals while also effectively advancing the interests of the institution, its students, and the other constituencies it serves. The institution works as an academic institution with the necessary autonomy, even when it receives funding from or has affiliations with unaccredited governmental, business, religious, educational, or other entities.

Criteria

The following characteristics or actions are present in and are demonstrated by an approved institution:

1. a transparent governance system with duties, responsibilities, and accountability for decisions by each stakeholder, such as the governing body, the administration, the faculty, the staff, and the students;

2. an authority that is formally established and that:

a. serves the public interest by ensuring that the institution's objectives and goals are clearly stated and met, has fiduciary responsibility for the institution, and is ultimately responsible for the academic standard, planning, and financial stability of the institution;

b. possesses the necessary independence and knowledge to protect the institution's integrity. Members must put the accredited institution first and refrain from letting political, financial, or other factors affect how they carry out their governing duties;

c. makes sure that neither the institution's governing body nor any of its individual members meddle with how things are done on a daily basis;

d. monitors the standard of instruction and learning, the approval of degree programs and the awarding of degrees, the design of personnel policies and processes, the approval of rules and bylaws, and the assurance of sound financial management at the policy level;

To ensure integrity and sound financial management, ICOHEA plays a fundamental policymaking role in financial affairs. This could involve conducting a timely assessment of the institution's audited financial statements and/or other relevant paperwork;

f. appoints the Chief Executive Officer and periodically assesses his or her performance;

g. bases all of its decisions on the best practices for board governance;

h. establishes and abides by a written conflict of interest policy that addresses issues like payment for services, contractual relationships, employment, and family, financial, or other interests that could pose or be perceived as conflicts of interest in order to ensure the impartiality of the governing body;

i. aids the institution's chief executive officer in preserving its independence;

3. an executive leader who:

a. does not serve as the chair of the governing body but is appointed by it, evaluated by it, and reports to it;

b. possesses the necessary credentials and professional experience in line with the organization's objectives;

c. possesses the power and independence necessary to carry out the duties of the position, which include making institutional plans and putting them into action, hiring staff, locating and allocating resources, and guiding the institution in achieving the goals and objectives outlined in its mission;

d. is in charge of creating methods for determining the organization's efficiency and effectiveness and has the help of qualified administrators who are numerous enough to allow the Chief Executive Officer to carry out his or her duties efficiently.

4. An administration that possesses or exhibits

a. a written organizational structure that clearly outlines reporting connections;

b. suitable in size and equipped with the necessary knowledge to help the chief executive officer carry out his or her duties;

c. members having qualifications and professional experience in line with the organization's mission and their respective functional tasks;

d. the knowledge of information systems, technology, and skills necessary to carry out their responsibilities;

e. consistent collaboration with staff and students to further the aims and purposes of the institution;

f. methodical techniques for rating administrative entities and for utilizing evaluation information to improve operations; and

5. regular evaluations of the efficiency of administration, leadership, and governance