Institutions must maintain official transcripts for credentials that qualify faculty members to teach their assigned courses and for those credentials that are listed in the catalog. All these credentials shall be on file in the administrative offices at the campus location nearest to where the faculty member is primarily employed. An official transcript is one sent from the registrar’s office at the institution where study was completed directly to an employing institution or downloaded electronically from a link provided to the employing institution from the institution where study was completed. Transcripts received electronically must bear an indication that it is an “official transcript” and the link provided must have information on how to verify the authenticity of the transcript. A transcript bearing the notation “issued to student” is not an official transcript for employment purposes

3-1-513 (a). Program Development

For independent study courses, institutions are required to develop a learning contract signed by the student and institution that outlines the course objectives and procedures unique to this form of instruction.

Independent Study
Independent study involves a high level of independence and self-direction on the part of the student to read, conduct research, and complete written examinations, reports, research papers, and similar assignments designed to measure the student’s grasp of the subject matter. Under the supervision of a faculty member, a learning contract signed by the student and institution shall be developed which outlines specific learning objectives, texts, supplemental readings, course requirements, evaluative criteria, and examination dates. Because independent study classes are the exception and not the rule, the number of courses that a student will be allowed to take independently should be limited

The measurement of direct and indirect learning outcomes with assessments that specify what students will know, be able to do, or demonstrate as a result of specific, planned education experience. Student learning outcomes are expressed as measurable knowledge, skills, abilities or attitudes.

Direct Assessment.
The use of tools or instruments which provide for the direct examination or observation of student knowledge or skills against measurable learning outcome. Techniques which measure what students know and/or can do and provide strong evidence of student learning. Examples of “direct assessment” measures are as follows: acceptable scores on industry-recognized licensure or certification examinations; standardized tests; pre- and post-tests; examinations and quizzes; research projects; case study analysis; criterion-based rating scale or rubric scores; course-embedded questions; observation of clinical experience, internships, or field work; and capstone projects, theses, exhibits, or performances.

Indirect Assessment.
Tools or instruments which provide for an evaluation of attitudes and/or inferences of whether student learning has occurred. Examples of indirect measures are as follows: course evaluations; hours spent in classes or on out-of-class educational activities; graduate or employer satisfaction surveys; graduate placement rates; student retention rates; and student perception surveys.)

(c) The use of community resources shall be varied in each program and shall be utilized to enhance student enrichment and potential career opportunities.

Community Resources.
A variety of individuals, organizations, or businesses that provide information, guidance, or support to a specific program of study or career opportunity, such as professional and trade associations, employers, and guest speakers.

The CEP shall identify how a campus plans to assess and continuously improve its overall educational operations and how it plans to meet the educational and occupational objectives of its programs, taking into consideration its review of all critical organizational functions such as admissions, recruitment, financial aid, and student services.

7 Elements

1. Retention rates.
2. Placement rates.
Student retention and graduate placement rates reported on the Campus Accountability Report (CAR) shall be included in the CEP for the most recent three years, or, if less than three years’ worth of CAR data is available, data for at least one reporting period. The data and information reported for retention and placement rates must demonstrate that the campus is maintaining or improving performance each year or, if that is not the case, then the campus must provide an explanation of mitigating circumstances affecting improved outcomes.

3. Graduation Rates
Graduation rates are based on scheduled to graduate cohort for each program offered at a campus. The graduation rates reported on the Campus Accountability Report (CAR) shall be included in the CEP for the most recent three years, or, if less than three years’ worth of CAR data is available, data for at least one reporting period.

4. Current student satisfaction.
5. Graduate satisfaction.
6. Employer satisfaction.
The level of satisfaction for each of the three elements identified above shall be determined and reported at least twice a year. For each of these three elements, the CEP must identify and describe what types of data were used to determine the level of satisfaction, how they were collected, and the target group’s response rate. Graduate satisfaction should be evaluated no sooner than 30 days following and within 6 months after graduation and include both placed and non-placed graduates.

7. Student learning outcomes (SLOs).
Measuring and evaluating achievement of the SLOs are among the most important activities available to validate and confirm overall program and campus effectiveness. The assessments used to measure SLOs should be appropriately selected, with a rationale, to reflect the nature of the academic programs offered and must include direct assessments but may also include indirect measurements (see Glossary definitions of Direct Assessment and Indirect Assessment). For campuses that offer programs for which licensure or certification is required to practice in the specific career field, pass rates shall be evaluated as a required student learning outcome.

3-1-111. Development of the Campus Effectiveness Plan.
The effectiveness plan for each campus shall be described in a written CEP document that complies with Appendix K, Requirements and Guidelines for the Campus Effectiveness Plan (CEP).

Each institution shall have a chief executive officer. Moreover, each institution also shall have a qualified on-site administrator at the main campus and at all branches. This person must be made known to ACICS and shall be responsible for the implementation of the stated mission as determined by the institution’s governing body. The staff continuously shall evaluate the programs of study, student activity program, guidance services, financial aid services, instructional procedures and resources, and other aspects of the educational program of the institution. The chief executive officer shall seek to improve the educational program as a result of such evaluation. A current copy of the Accreditation Criteria shall be maintained by each main and branch location and shall be available to faculty and staff.

(a) Adequate records shall be kept by each institution relative to administrative operations. These include financial aid activities, admissions, curriculum, accreditation and licensure, guidance, instructional resources, supplies and equipment, school plant, faculty and staff, student activities, and student personnel.

(b) For all students admitted under an ability-to-benefit determination, the institution shall maintain records of the validated test scores, initial and periodic academic and career advising, and any other factors used by the institution to support its admissions determination.

Such records could include such data as admissions rate (acceptances versus rejections), completion rate of those enrolled, general placement rate, or specific career placement rate. The test score should predict the successful completion of the program. Institutions must develop longitudinal data comparing the test cut-off score(s) utilized for acceptance with the eventual success of students. An institution admitting a high percentage of applicants based on testing and losing a comparably high percentage of those students before completion (even allowing for factors other than ability) may not be using the appropriate test to measure aptitude, or the cut-off score for admission is too low, or both. The use of the minimum cut-off scores determined by the U.S. Department of Education will not, in and of itself, satisfy the requirements of this section.

(d) For high school graduates or those with high school equivalency, the institution shall have on file evidence that the student has received a high school diploma or its equivalent. The student’s record also may include personal background information, evidence of other educational experiences (including certificates, diplomas, or degrees earned), or information about the ability of the student to benefit from the education offered, including any aptitude testing information or recommendations from other sources.

(e) A permanent academic record (transcript) of the student’s progress shall be maintained. Compatible with the institution’s mission, the transcript shall indicate student accomplishment in terms of clock hours, units of credit, or some other recognized system. The grading system used shall be fully explained on the transcript and must be consistent with that appearing in the institutional catalog.

(f) All records pertaining to students shall be safely protected. Records shall be stored consistently in a manner that provides protection against misuse, misplacement, damage, destruction, or theft. Acceptable methods of protecting records from theft, fire, water damage, or other possible loss include electronic records management systems and software appropriately fire-rated file cabinets (that can be and are locked when not being used); a central location such as a vault, the entirety of which is protected; and printout records or other hard copies of records protectively stored off the premises.

(g) Certain records shall be maintained by the institution for a specified period of time. The institution shall adopt and publish a policy on the responsibility and authority of the institution to properly maintain and retain such records. At a minimum, the policy should address the following document retention requirements:

(i) Academic records shall be maintained permanently (see Glossary definition of Record, Permanent Academic);

(ii) Admissions and advisement records shall be kept for at least five years from graduation or the last date of attendance (see Glossary definition of Record, Admissions and Advisement); and

(iii) Financial aid records shall be maintained according to the record retention policies and guidelines established by the funding source (see Glossary definition of Record, Financial Aid).

The institution shall comply with its published policy on records maintenance and retention.

Recruiting shall be ethical and compatible with the educational objectives of the institution. The allocation of an institution’s financial resources for purposes of recruitment shall be consistent with the stated mission of the institution. The following minimums apply:

(a) An institution shall ensure that any person or entity engaged in admissions or recruitment activities on its behalf is communicating current and accurate information regarding courses and programs, student achievement disclosures (see Section 3-1-704), services, tuition, terms, and operating policies. The institution must maintain documentation that demonstrates that it systematically monitors its recruitment activities.

(b) No prospective student names obtained as a result of a survey, canvass, promise of future employment or income while a student, or other marketing activity by an institution may be used for recruitment purposes unless the name of that institution is clearly identified and purposes of such activity are communicated to the respondent. This does not preclude the use of surveys or other studies to determine the employment needs and the educational desires of the local community.

(c) An institution shall conform to the laws and regulations of each of the states in which it operates and shall ensure that each of its representatives is properly licensed or registered as required by the laws of that state.

(d) Representatives of an institution shall use only those titles which accurately reflect their actual duties and responsibilities. Recruitment and enrollment personnel may not be designated as counselors or advisors and may not make final decisions regarding financial aid eligibility, packaging, awarding, and disbursement.

(e) Referrals are permitted, and the referrer may be paid a fee so long as the referrer provides full disclosure and does not misrepresent the purposes of soliciting a prospective referral and such payments do not violate state or federal laws.

(f) All recruiters must be supervised by the institution’s administration to ensure that their activities are in compliance with all applicable standards.

Any institution providing discounts for cash received in advance of the normal payment schedule must have a written policy. That policy must be provided in writing to all student applicants prior to enrollment.
The institution must demonstrate that the policy: (a) is available to all students at the institution; and (b) bases the size of the discount on the financial benefit the institution receives from the payment of cash earlier than otherwise would be required under the institution’s normal tuition payment schedule or applicable retail installment contract.

(a) The curricula shall be published in the institution’s catalog and shall state objectives specific to each curriculum. Additionally, there shall be a detailed syllabus on file for each course in each curriculum that is made available to each student enrolled in the class. For independent study courses, institutions are required to develop a learning contract signed by the student and institution that outlines the course objectives and procedures unique to this form of instruction. For externships, institutions are required to develop a written and mutually signed agreement that outlines the arrangement between the institution
and the site, including specific learning objectives, course requirements, and evaluation criteria. The
Council’s expectations for detailed syllabi, independent study, and externships are outlined in the Glossary.
(b) The courses offered shall be available when needed by the student in the normal pursuit of a program of study. Prerequisites must be indicated. The prerequisite system must assure proper qualifications of students in any given class and provide an increasing level of difficulty as the student progresses.

The syllabus for each course must provide appropriate content and out-of-class learning activities to support the academic credit awarded for the course. Many courses are a combination of lecture, lab, and practicum. Therefore, the institution should be very careful in allocating the number of hours of each in a particular course.

Glossary

Syllabus. A description of how the course will be taught with a planned arrangement of materials and activities. The minimum requirements for a course syllabus consist of the title and course description, course number, course prerequisites and/or corequisites, instructional contact hours/credits, learning objectives, instructional materials and references, topical outline of the course, instructional methods, out-of-class learning activities and assignments, assessment criteria, method of evaluating students, and the date the syllabus was last reviewed. A course syllabus should be reviewed to ensure that it reflects the most recent trends, developments, and instructional materials for the specific subject areas. A current syllabus prepared and utilized by instructors in guiding and directing the learning experience of the students is necessary to ensure the quality of instruction.

Courses must be scheduled in such a way as to be educationally appropriate for the academic background of the students served, the type of the coursework involved, and the method of educational delivery. The Council will review the number of minutes of instruction provided, the appropriateness of the length of the breaks between classes, the number of classroom hours per week, the expectation of outside preparation, and the educational needs of the students.

The administration of the graduate program shall be performed by a qualified individual with appropriate administrative and educational background and experience for the direction of a graduate program. The duties of this individual may be full- or part-time with adequate staff support.

3-7-302. Program Administration for the Doctoral Program

. The administration of the doctoral degree program shall be the responsibility of a qualified individual with appropriate administrative and educational background and experience related to a doctoral degree program. These qualifications must include a doctoral/terminal professional degree in a related subject area. The duties of this individual should be full-time with adequate staff support. The program must require students to work with a well-qualified and credentialed committee knowledgeable in methods of research and in the subject matter, chaired by an appropriately credentialed individual with expertise in the program area.

During any academic term, a faculty member shall not be assigned to teach in more than three fields of instruction and preferably in not more than two fields. The size of the faculty shall be appropriate for the total student enrollment.
Instructors teaching general education shall hold a minimum of a master’s degree. Instructors at a minimum shall have earned 18 semester or equivalent hours of coursework in the area of their teaching discipline. At internationally based institutions, transcripts in languages other than English for general education instructors must be translated into English.
Instructors teaching courses other than general education shall hold bachelor’s degrees at a minimum and shall be assigned based on their major and minor academic preparation and/or related experience. However, exceptions to the bachelor’s degree requirement may be justified for instructors who have demonstrable current exceptional professional level experience in the assigned field, such as documented coursework in the field; professional certification(s); letters of recommendation or attestations from previous employer(s); letters attesting to this expertise from professional peers not connected to the college; real examples of previous success in the field such as published work, juried exhibits, and shows; evidence of a professional portfolio accepted by the college and available for review; and other significant documented experience relevant to the courses to be taught. Minor or related degrees could be considered but will not be the sole determining factor. Duration of time associated with this alternative justification is dependent on the quality and significance of the work experience. The institution must be able to justify the assignment of any instructor who does not hold a bachelor’s degree in the assigned teaching field.

In addition to the degree requirements outlined above, at least one-half of all lower-division courses and all upperdivision courses, including those core courses common to nonacademic degree or nondegree programs, shall be taught by faculty members holding graduate degrees, professional degrees such as JD or MD, or bachelor’s degrees plus professional certification. This calculation does not apply, however, to courses in fields in which graduate degrees, professional degrees, or professional certifications are not generally available.

Instructors shall be assigned in terms of their major and minor areas of academic preparation and related experience. The size of the faculty shall be appropriate for the graduate enrollment. All master’s program faculty should have appropriate graduate degrees, and the number with terminal degrees should be appropriate for the graduate enrollment. At least one-half of the graduate-level courses are to be taught by faculty possessing terminal degrees. Professional certification is not a substitute for a terminal degree. The institution also should encourage graduate faculty members to engage in scholarly research and to publish in professional journals.
Faculty who do not possess appropriate graduate degrees may be assigned to teach in master’s degree programs if they have exceptional practical or professional experience in the assigned field or if the assigned field is one in which graduate degrees are not widely available. In either case, the burden is on the institution to demonstrate and justify the qualifications of the faculty to teach their assigned courses. Faculty assigned under this exception are not considered to have the equivalent of a terminal degree.

An annual library budget, appropriate to the size and scope of the institution and the programs offered, shall be established, may be centralized, and the allocation expended, for the purchase of books, periodicals, library equipment, and other resource and reference materials.

Library acquisitions are the joint responsibility of the faculty and library staff, with the greater amount emanating from the faculty