Definitions of Higher Education and Accreditation Terms
Ability to Benefit
One of the criteria used to establish a student’s eligibility to receive Federal Title IV financial aid
is that a student must have earned a high school diploma or its equivalent. Students who are not
high school graduates or who have not earned a General Education Development (GED) high
school equivalency certificate, can demonstrate they have the “ability to benefit” from a college
education by passing a Federally approved Ability to Benefit test.
Academic Calendar
A period of time designated by a college or university that includes dates for registration,
additions and deletions to students’ class schedules, beginning and ending of semesters/terms,
mid-term and final exams, application for graduation, and other key activities.
Academic Credit
Credit earned by students for successful completion of college-level courses and applicable toward
degrees.
Academic Program
An instructional program leading toward an associate’s, bachelor’s, master’s, or doctor’s degree,
resulting in credits that can be applied to one of these degrees. Source: IPEDS.
Academic Year
A period of time that colleges use to measure a quantity of study. A typical academic year may
consist of two semesters (fall and spring) of approximately 15 weeks each or three quarters of
approximately 10 weeks each. Academic years can vary from college to college or from program
to program within the same college or university. For the purposes of federal student financial
assistance programs, an academic year has a minimum of 30 weeks of instructional time for a
course of study that measures its program length in credit hours or a minimum of 26 weeks of
instructional time for a course of study that measures its program length in clock hours. A fulltime student in an undergraduate course of study is expected to complete at least 24 semester
credit hours or 36 quarter credit hours in a course of study that measures its program length in
credit hours, or at least 900 clock hours in a course of study that measures its program length in
clock hours. Source: 20 USC 1088.
An academic year in a direct assessment program is a period of instructional time that consists of a
minimum of 30 weeks of instructional time during which, for an undergraduate educational
program, a full-time student is expected to complete the equivalent of at least 24 semester credit
hours, 36 quarter credit hours, or 900 clock hours. Source: 34 CFR 668.10.
Accelerated Program
Completion of a college program of study in fewer than the usual number of years, most often by
attending summer sessions and carrying extra courses during the regular academic term. Source:
IPEDS.
Accept
The Commission “accepts” a letter or report when its quality, thoroughness, and clarity are
sufficient to respond to all of the Commission’s concerns, without requiring additional information
in order to assess the institution’s status. Another definition of the word involves students. A
student is “accepted” or receives his/her “acceptance” letter, when an institution of higher
education agrees that the student meets its admission requirements and makes a formal offer of
admission (opportunity to enroll) to the student.
Accreditation
A process of peer review that the educational community has adopted for self-regulation since
early in the 20th century. It is a voluntary process intended to strengthen and sustain the quality
and integrity of higher education, making it worthy of public confidence. Institutions choose to
apply for accredited status, and once accredited, they agree to abide by the standards of their
accrediting organization and to regulate themselves by taking responsibility for their own
improvement.
Accreditation Commission
The Middle States Commission on Higher Education is one of seven regional accreditors
throughout the United States. MSCHE is responsible for colleges and universities in Delaware, the
District of Columbia, Maryland, New Jersey, New York, Pennsylvania, Puerto Rico, the U.S.
Virgin Islands, and selected institutions abroad. Because MSCHE is an accrediting body that is
recognized by the United States Department of Education, students at MSCHE-accredited
institutions are eligible under Title IV to receive federal student financial assistance.
Accreditation Liaison Officer (ALO)
An individual designated by an institution as the key point of contact with MSCHE on
accreditation matters.
Accreditation Status
MSCHE can grant accreditation to an institution, reaffirm accreditation, or take a number of other
actions, ranging from follow-up visits and monitoring reports, to probation, show cause, or
removal of accreditation. A Statement of Accreditation Status (SAS) for each MSCHE member
institution is posted on this website under Institutions.
Acronyms Commonly Used in Higher Education
AACRAO- American Association of Collegiate Registrars and Admissions
Officers
ACE- American Council on Education
ALO- Accreditation Liaison Officer
AA- Associate of Arts degree
AAS- Associate of Applied Science degree
AFA- Associate of Fine Arts degree
AS- Associate of Science degree
BA- Bachelor of Arts degree
BFA- Bachelor of Fine Arts degree
BS- Bachelor of Science degree
BSN- Bachelor of Science in Nursing degree
CAEL- Council for Adult and Experiential Learning
CEU- Continuing Education Unit
CHEA- Council for Higher Education Accreditation
CLEP- College Level Examination Program
C-RAC- Council of Regional Accreditation Commissions
Ed.D.- Doctor of Education degree
FAFSA- Free Application for Federal Student Aid
FASB- Financial Accounting Standards Board
FTE- Full-time Equivalent student
GED- General Education Development high school equivalency certificate
GMAT- Graduate Management Admission Test
GPA- Grade Point Average
GRE- Graduate Record Exam
HEOA- Higher Education Opportunity Act
INQAAHE- International Network for Quality Assurance Agencies in Higher Education
IPEDS- Integrated Postsecondary Education Data System
IP- Institutional Profile
LSAT- Law School Admission Test
MA- Master of Arts degree
MBA- Master of Business Administration degree
MD- Medical Doctor degree
MFA- Master of Fine Arts degree
MS- Master of Science degree
MSCHE- Middle States Commission on Higher Education
MSN- Master of Science in Nursing degree
MSW- Master of Social Work degree
NACIQI- National Advisory Center for Institutional Quality and Integrity
NACUBO- National Association of College and University Business Officers
NAFSA- National Association of Foreign Student Affairs
NCHEMS- National Center for Higher Education Management Systems
PDS- Public Disclosure Statement
Ph.D.- Doctor of Philosophy degree
PRR- Periodic Review Report
SAS- Statement of Accreditation Status
SAT- Scholastic Aptitude Test
TOEFL- Test of English as a Foreign Language
USDOE/USED- United States Department of Education
USNEI- United States Network for Education Information
Additional Location
A location, other than a branch campus, that is geographically apart from the main campus and at
which the institution offers at least 50 percent of an educational program. Additional locations
may be domestic or international. Institutions are required to inform MSCHE about additional
locations under the Substantive Change policy.
Adjunct Faculty
Part-time instructors at colleges and universities. Many adjuncts work full-time in particular career
fields and then bring their practical, real-world experiences to the classroom.
Admission Policy
The criteria by which an institution determines which applicants will be admitted.
Adverse Accrediting Action
The withdrawal of accreditation or candidate status, or denial of an applicant for accreditation, by
a recognized accreditation commission. A complete description of potential MSCHE adverse
actions can be found in the policy, Standardized Language for Commission Actions on
Accreditation.
Advisory Board/Advisory Committee
In higher education, an advisory board or advisory committee typically consists of knowledgeable
and experienced representatives from business, industry, academia, and the general community,
and has the primary task to advise a college, university, or department on current job trends,
training needs, and relevance of particular programs to the local or regional job market.
Recommendations by these groups are used to develop, modify, analyze, and/or support academic
programs.
Affirming Actions
In the event that an institution meets the Commission’s standards for accreditation and there is no
question or concern regarding the institution’s continued compliance, the Commission may act to
reaffirm accreditation.
Appeal
A petition submitted by a member or candidate institution requesting reconsideration of an adverse
decision by MSCHE, following the due process procedures described in Procedures for Appeals
from Adverse Accrediting Actions.
Approval
An official act by a state department of education or higher education, or another agency having
official authority, certifying that a particular institution or specialized program within that
institution, complies with the minimum legal requirements for such units within that jurisdiction.
Official approval granted by a government agency is different from accreditation, which is granted
by an accrediting agency and involves much more stringent guidelines.
Articulation
Also known as Transfer Articulation, this process involves cooperation between two or more
higher education institutions to match courses and facilitate the transfer of students’ credits from
one college or university to another.
Assessment of Institutional Effectiveness
A process whereby a college or university has developed and implemented steps to evaluate its
overall effectiveness in achieving its mission and goals, and its compliance with Middle States
accreditation standards.
Assessment of Student Learning
A process which demonstrates that, at graduation or other appropriate points, an institution’s
students have knowledge, skills, and competencies that are consistent with institutional and
appropriate higher education goals.
Asynchronous Learning
A type of distance learning in which there is no requirement for the instructor and students to
interact in “real” time.
Bologna Process
A European model being created to improve comparability of degrees and to ease the transfer of
credits between institutions in various countries.
Branch Campus
As defined by MSCHE, a branch campus is a location of an institution that is geographically apart
and independent of the main campus of the institution. Branch campuses may be domestic or
international. The location is considered independent if it offers courses in educational programs
leading to a degree, certificate, or other recognized educational credential; has its own faculty and
administrative or supervisory organization; and has its own budgetary and hiring authority.
MSCHE member institutions must notify the Commission if they plan to establish a branch
campus, and must submit a business plan for the branch campus. For details see the policy on
Substantive Change.
Candidate for Accreditation
This is a pre-accreditation status following a specified process for application, institutional selfstudy, and application. For details, see the MSCHE publication, Becoming Accredited.
Carnegie Classification
Derived from empirical data on colleges and universities, the Carnegie Classification System has
been used for more than three decades as the leading framework for describing institutional
diversity in U.S. higher education. It has been widely used in the study of higher education, both
as a way to represent and control institutional differences, and in the design of research studies, to
ensure adequate representation of sampled institutions, students, and faculty. For further details,
visit http://www.carnegiefoundation.org/classifications/
Certificate
A formal award certifying the satisfactory completion of a postsecondary education program.
IPEDS defines several types of certificates: A Postsecondary Award, Certificate or Diploma is an
award that requires completion of an organized program of study at the postsecondary level
(below the baccalaureate level). A Post-Baccalaureate Certificate is an award that requires
completion of an organized program of study equivalent to 18 semester credit hours beyond the
bachelor’s degree. It is designed for persons who have completed a baccalaureate degree, but does
not meet the requirements of a master’s degree. A Post-Master’s Certificate is an award that
requires completion of an organized program of study equivalent to 24 semester credit hours
beyond the master’s degree, but does not meet the requirements of academic degrees at the
doctorate level.
Certification
An institution that is seeking initial accreditation or reaffirmation of accreditation must affirm that
it meets or continues to meet established MSCHE requirements of affiliation and federal
requirements relating to Title IV program participation. To do so, the institution’s designated
representative must complete the MSCHE Certification Statement form.
Change in Legal Status
A merger, consolidation with another institution, sale of a proprietary institution, or the beginning
or ending of public sponsorship and control, are all examples of a change in legal status. An
institution that expects to undergo such a change must notify MSCHE as soon as it is aware of the
potential change.
College
This is a generic term that refers to any postsecondary educational institution that is eligible for
accreditation or is already accredited by MSCHE. It is a synonym for “institution.”
Commission
The Middle States Commission on Higher Education.
Complaints
MSCHE’s complaint procedures were created to address non-compliance with the Commission’s
or the institution’s standards, policies, or procedures. They are not intended to be used to involve
the Commission in disputes between individuals and affiliated institutions, or to cause the
Commission to interpose itself as a reviewing authority in individual matters of admission, grades,
granting or transferability of credits, application of academic policies, fees or other financial
matters, disciplinary matters, contractual rights and obligations, personnel decisions, or similar
matters. See the MSCHE policy on Complaints Involving Member and Candidate Institutions.
Comprehensive Self Study
Every 10 years, as part of the MSCHE decennial review process, member institutions must
conduct a comprehensive self study. In this self study, the institution carefully considers its
educational programs and services, with particular attention to student learning and achievement,
and it determines how well these programs and services accomplish the institution’s goals, fulfill
its mission, and meet the Commission’s standards. Under the leadership of a steering committee
appointed by the institution, working groups or subcommittees examine existing data and
evaluative reports, gather new information, and prepare analytical reports on their assigned topics.
The steering committee edits the reports of the various working groups, produces a final draft for
discussion, and disseminates the final self study document. A broad cross-section of the campus
community is expected to participate in the self-study process at each stage.
Concurrent or Dual Degrees
In these programs, often referred to as joint degrees, two separate degrees are pursued
concurrently and seamlessly by the student. The degrees may be conferred by one or more
institutions. For example: a dual J.D./M.B.A. program in which the transcript and diploma for the
J.D. bear the name of the law school’s parent institution, while the transcript and diploma for the
M.B.A. bear the name of the business school’s parent institution.
Confidentiality of Information
Much information that a member institution and the Commission share with each other is
considered confidential and is not normally released to the public. Particularly involving the
comprehensive self study, the institution is able to engage in an honest assessment of its strengths
and weakness and propose steps to correct weaknesses, without such aspects of its operations
being seen by third parties. Institutions are unable to release to the general public or specific third
parties any detailed information about their students due to stringent federal privacy laws. In
particular, the Family Rights and Privacy Act (FERPA) prohibits the release of most student
information without the student’s written permission.
Conflict of Interest
The MSCHE Conflict of Interest policies are designed to maintain the integrity, credibility, and
codes of good conduct in accreditation and policy making processes and to avoid actual conflicts,
potential conflicts, or even the appearance of conflicts of interest in the Commission’s decisions.
Individuals covered by these policies include Commissioners, team chairs, team members,
Substantive Change Committee members, Periodic Review Report reviewers, Finance associates,
Candidate Institution consultants, and members of the MSCHE staff. The Commission will not
assign an individual as a chair, team member, reader, or reviewer if the individual’s home
institution is part of the same system; he/she has been a candidate for employment in the evaluated
institution within the past year; he/she has been employed by the institution within the past five
years; he/she belongs to the governing body of the institution; he/she has a personal, business,
consultative, or other interest in or relationship to the institution under review and consideration
that could affect his/her objectivity; he/she has a material interest in a positive accreditation
outcome based on a significant business or other fiduciary agreement (excluding routine
articulation or similar inter-institutional agreements); he/she has a family member who is an
employee, board member, candidate for employment, or student at the institution; he/she has
expressed personal opinions bearing upon the accreditability of the institution; he/she is an
alumnus of the institution; he/she or his/her immediate family hold shares of stock (excluding
shares held indirectly through mutual funds, insurance policies or blind trusts) in an applicant,
candidate, or accredited institution, or their respective parent company or affiliated entity. For
complete details on these policies, visit the Policies section of this website.
Consultant
A person who provides professional and/or technical advice to an institution. Consultants may be
paid or unpaid. To avoid the appearance of a possible conflict of interest, no member of a Middle
States visiting team may serve as a paid consultant in any area related to accreditation to the
institution being visited for a period of one year following the official accreditation action.
Contact Hour/Clock Hour
A unit of measure that represents an hour of scheduled instruction given to students.
Source: IPEDS.
Continuing Education Unit (CEU)
A measurement of participation in non-credit professional development activities.
Contractual Agreements
Certain agreements (contracts) with an institution or organization not accredited by a federally
recognized agency to provide any portion of a postsecondary educational program that leads to an
academic or professional degree, certificate, or other recognized educational credential on behalf
of the accredited institution, are subject to review by MSCHE. For details, see the MSCHE policy,
Contracts by Accredited and Candidate Institutions for Education-Related Services.
Cooperative Education
An educational process under which students are able to earn credits toward graduation by
working in positions directly related to their academic major. Cooperative Education typically
includes the establishment of learning objectives and the measurement of their achievement. This
is done jointly by a Cooperative Education faculty advisor, the student, and the immediate
supervisor in the student’s workplace. See the definition of Experiential Learning to see how that
differs from Cooperative Education.
Core Values
MSCHE is guided by 10 Core Values in its daily operations. These include voluntary membership;
self-regulation and peer review; a continuous and seamless relationship with member institutions
to promote continuous self-evaluation and institutional improvement; respect for the unique
mission of each institution and evaluation within that context; student learning and effective
teaching; transparency about the accreditation processes and the status held by each member
institution; commitment to the principles of cooperation, flexibility, and openness; responsiveness
to the needs of the higher education community and societal changes; consideration of societal and
institutional needs through attention to and emphasis on both improvement and compliance; and
responsiveness to a diverse, dynamic, global higher education community that is continually
evolving.
Council for Higher Education Accreditation (CHEA)
A national advocate and institutional voice for self-regulation of academic quality through
accreditation, CHEA is an association of 3,000 degree-granting colleges and universities and
recognizes 60 institutional and programmatic accrediting organizations.
Council of Regional Accrediting Commissions (C-RAC)
A council of the seven regional accrediting organizations in the United States, including MSCHE,
the Commission on Institutions of Higher Education of the New England Association of Colleges
and Schools, the Higher Learning Commission of the North Central Association of Colleges and
Schools, the Northwest Commission on Colleges and Universities, the Commission on Colleges of
the Southern Association of Colleges and Schools, the Western Association of College and
Schools: Accrediting Commission for Community and Junior Colleges, and the Western
Association of Colleges and Schools: The Senior Commission.
Course
An instructional subject taught in a designated period of time and commonly described with a
formal number and title, expected student learning outcomes, and number of credits awarded for
successful completion.
Credentials
Credentials typically refer to the degree or certificate a student has earned for successful
completion of a program along with appropriate experiences, written testimonials, and other
documentation.
Credit/Credit Hour
Credits are units earned by students for the successful completion of coursework. Although many
college courses carry three or four credits for successful completion, some courses may result in
fewer or greater credits awarded, depending on course complexity, length, and other factors.
IPEDS defines Credit/Credit Hour as A unit of measure representing the equivalent of an hour
(50 minutes) of instruction per week over the entire term. It is applied toward the total number of
credit hours needed for completing the requirements of a degree, diploma, certificate or other
award.
Decennial Review
The decennial review is a mandatory process under which MSCHE accredited institutions must
undergo a comprehensive self study and an on-site peer review every 10 years.
Default
Failure to repay a federally guaranteed student loan according to the terms agreed to when a
student/parent/guardian signed a promissory note.
Degrees
There are four degree levels within higher education: Associate, Baccalaureate (also known as
Bachelor’s), Master’s, and Doctorate. Most Associate degrees require between 60 and 64 credits
of college study, representing at least two years but less than four years of full-time equivalent
enrollment. The Associate of Arts (A.A) involves a more liberal arts education orientation, while
the Associate of Science (A.S.) involves more applied educational orientation toward a specific
field, and the Associate of Applied Science (A.A.S.) and Associate of Fine Arts (A.F.A.) imply
significant emphasis on a particular field. Baccalaureate degrees typically require approximately
120 credits of college study, representing at least four years but not more than five years of fulltime equivalent enrollment. The Bachelor of Arts (B.A.) implies a more liberal arts educational
orientation, while the Bachelor of Science (B.S.) and Bachelor of Fine Arts (B.F.A.) imply a more
applied educational orientation toward a specific field. A Master’s degree is an award that
requires the successful completion of a program of study of generally one or two full-time
equivalent years of work beyond the bachelor’s degree. Some Master’s degrees, such as those in
Theology that had previously been classified as “First Professional,” may require more than two
full-time equivalent years of academic study. Master of Arts (M.A.) and Master of Science (M.S.)
degrees require approximately one year of full-time equivalent enrollment or about 30-36 credits.
Many M.A. and M.S. programs are continuations of undergraduate work, but at a higher level and
without a basic change in their character. Some specialized Master’s degrees emphasize practical
application of knowledge in specific fields. These include the Master of Business Administration
(M.B.A.), Master of Social Work (M.S.W.), and others. The Doctor’s degree is the highest award
a student can earn for graduate study. At the Doctoral level there are various degrees, each
requiring various lengths of study. The Doctor of Philosophy (Ph.D.) and Doctor of Education
(Ed.D.) are commonly found among higher education administrators and faculty. The Ph.D. is a
research-oriented degree that indicates the recipient has done and is prepared to do original
research in a major discipline. The Ph.D. and Ed.D. usually require at least three years of
coursework including an original research thesis or project. Highly specialized doctorates include
the Medical Doctor (M.D.), Doctor of Jurisprudence (J.D.), Doctor of Dental Surgery (D.D.S.),
Doctor of Veterinary Medicine (D.V.M.) and others. Note: the degrees described here represent a
sampling, not a comprehensive list of all Associate, Baccalaureate, Master’s, and Doctor’s
degrees.
Diploma
A formal document certifying the successful completion of a prescribed program of studies.
Source: IPEDS.
Distance Education/Distance Learning
An educational process in which all or the majority of the instruction occurs with the instructor
and student in different locations. Instruction may be synchronous (in real time; simultaneous) or
asynchronous. While distance education for many years took the form of correspondence study or
classes delivered via television or pre-recorded video, in recent years much of distance education
has moved to the Internet. MSCHE requires that a member institution obtain prior approval,
through the Substantive Change process, before offering 50 percent or more of a degree or
certificate program through distance education. The 50 percent standard includes only programs
offered in their entirety via distance education, not programs utilizing mixed delivery methods.
The Commission requires that the first two programs for which 50 percent or more is offered via
distance education be submitted for Commission review and approval. In special circumstances
further programs may require formal Commission review and action. The Higher Education
Opportunity Act of 2008 contains new requirements that require accreditors to more closely
examine distance education programs. For current MSCHE guidelines on distance education, read
the policy on Substantive Change.
Doctor’s Degree-Other
A Doctor’s degree that does not meet the definition of a Doctor’s degree-Research/Scholarship or
Doctor’s degree-Professional Practice.
Doctor’s Degree- Professional Practice
A Doctor’s degree that is conferred upon completion of a program providing the knowledge and
skills for the recognition, credential, or license required for professional practice. The degree is
awarded for a period of study such that the total time to degree, including both pre-professional
and professional preparation, equals at least six full-time equivalent academic years. Some of
these degrees were formerly classified as “First Professional,” and may include Chiropractic (D.C.
or D.C.M.), Dentistry (D.D.M. or D.M.D.), Law (L.L.B. or J.D.), Medicine (M.D.), Optometry
(O.D.), Osteopathic Medicine (D.O.), Pharmacy (Pharm.D.), Podiatry (D.P.M., Pod.D., or D.P.),
Veterinary Medicine (D.V.M.), or others as may be designated by the awarding institution.
Source: IPEDS.
Doctor’s Degree-Research/Scholarship
A Ph.D. or other Doctor’s degree that requires advanced work beyond the Master’s level including
the preparation and defense of a dissertation based on original research, or the planning and
execution of an original project demonstrating substantial artistic or scholarly achievement. Some
examples of this type of degree include the Ph.D., Ed.D., D.M.A., D.B.A., D.Sc., D.A., D.M., and
others as designated by the awarding institution. Source: IPEDS.
Documents Receipt Of…
The Commission “Documents Receipt Of…” a letter or report when it addresses the
Commission’s concerns only partially because the letter or report had limited institutional
responses to requested information, did not present evidence and analysis conducive to
Commission review, were of insufficient quality, or necessitated extraordinary effort by the
Commission’s representatives and staff performing the review. Relevant reasons for not
“accepting” the letter or report are noted in the action. The Commission may or may not require
additional information in order to assess the institution’s status.
Dual or Concurrent Degrees
In these programs, often referred to as joint degrees, two separate degrees are pursued
concurrently and seamlessly by the student. The degrees may be conferred by one or more
institutions. For example: a dual J.D./M.B.A. program in which the transcript and diploma for the
J.D. bear the name of the law school’s parent institution, while the transcript and diploma for the
M.B.A. bear the name of the business school’s parent institution.
Evaluation
A process through which MSCHE and member institutions periodically and jointly conduct a
review of the institution’s adherence to the Commission’s 14 standards.
Evaluation Committee
A committee of MSCHE commissioners, staff members, and peer evaluators that reviews reports
from evaluation teams and makes recommendations to the full Commission.
Evaluation Team
The group of peer evaluators that reviews an institution’s self study, visits the campus to verify the
contents of the self study, and makes recommendations to the Commission for reaffirmation of
accreditation, corrective action, or other steps.
Evaluator
A volunteer from a peer institution who serves on an Evaluation Team or in other roles, such as a
reviewer of Periodic Review Reports, a member of a Monitoring Team, or a reviewer of
Substantive Change requests.
Experiential Learning
Knowledge gained through practical work experience for which an institution, through a
formalized process, may analyze and award related academic credit to a student. See the definition
of Cooperative Education, to see how that differs from Experiential Learning.
Faculty
The instructional staff of a college or university. At some institutions certain academic support
personnel, including librarians and counselors, are also classified as faculty.
Family Rights and Privacy Act (FERPA)
The primary federal law that regulates student records and what limited information may be
released without a student’s permission. For further details visit
www.ed.gov/policy/gen/guid/fpco/ferpa/index.html.
Financial Aid
Assistance that is provided to a student to help him/her pay tuition and fees, purchase books, or
cover other college-related costs, such as transportation to classes, and room and board. Financial
aid may take the form of grants, scholarships, or loans from federal, state, local, and private
sources.
Full-time Student
A full-time student is one who is enrolled for 12 or more semester hours, 12 or more quarter
credits, or 24 or more contact hours per week each term. A full-time graduate student is enrolled
for 9 or more semester credits, 9 or more quarter credits, or is involved in thesis or dissertation
preparation that the institution considers as full-time.
General Education
A core group of courses that are typically required of all Associate and Baccalaureate degree-level
students, regardless of their major. As defined in MSCHE’s Standard 12, institutions should
identify and provide a recognizable core of general education that expresses the educational
philosophy of the institution for each undergraduate degree program or cluster of degree
programs; incorporates essential knowledge, cognitive abilities, and an understanding of values
and ethics; enhances students’ intellectual growth; and draws students into new areas of
intellectual experience, expanding their cultural and global awareness and sensitivity, and
preparing them to make enlightened judgments outside as well as within their academic specialty.
General Education Development (GED)
A battery of high school equivalency tests that generates an equivalency certificate upon
successful completion. Though the tests are normally used to measure the extent to which a nonhigh school graduate has attained knowledge and skills ordinarily acquired in a high school
setting, some students opt to enroll in GED preparation courses before taking the tests.
Higher Education
Postsecondary education that focuses primarily on the earning of degrees, certificates, or
credentials. Higher education is typically available to individuals who have successfully
completed high school or who have earned a General Education Development (GED) high school
equivalency certificate.
Higher Education Opportunity Act
Enacted by Congress on August 14, 2008, the HEOA sets guidelines for colleges and universities,
accreditation agencies, and others involved in U.S. higher education. The law also established
rules on student loans, grants to institutions, and other issues. For details, visit the U.S.
Department of Education website, www.ed.gov/policy/highered/leg/hea08/index.html.
Independent College/University
An institution of higher learning that receives little or no tax support and whose board is not
publicly chosen or appointed. Also commonly known as private colleges/universities.
Independent Study Credit Hour
One independent study hour (including thesis or dissertation research) is calculated similarly to
practice credit hours (see MSCHE Degree and Credit Guidelines for further details). According to
federal regulations, for the purposes of direct assessment programs independent study occurs when
a student follows a course of study with predefined objectives but works with a faculty member to
decide how the student is going to meet those objectives. The student and faculty member agree
on what the student will do (required readings, research, and work to be produced), how the
student’s work will be evaluated, and on what the relative timeframe will be for the completion of
the work. The student must interact with the faculty member on a regular and substantive basis to
assure progress within the course or program. Source: 34 CFR 668.10.
Jointly Conferred Degree
A single degree jointly conferred by two institutions, such as a B.S. in Environmental Science
jointly conferred by both. The transcript and diploma bear the names of both institutions.
Licensure
The process by which a state or federal government agency grants permission for people who have
earned certain credentials and met pre-determined qualifications, to work in a designated field and
use designated titles. Under certain conditions, institutions of higher learning can also be licensed
to perform designated functions.
Mission and Goals
The words that identify an institution’s specific purpose(s) and aims. An institution’s mission
statement describes its philosophy and serves as a guide for all that it does. The mission and its
supporting Goals provide points of reference for decisions on student admission, course and
program offerings, community outreach, financial matters, and more.
Monitoring Report
Monitoring reports are requested by MSCHE when, during an accreditation team visit or during
the review of an institution’s Periodic Review Report, the Commission becomes concerned about
the potential for future non-compliance with one or more standards of accreditation. Issues may
have been identified that are more complex, numerous, or require a substantive, detailed response
from the institution. Requests for monitoring reports include a deadline for receipt.
Non-Compliance Actions
A non-compliance action indicates that the Commission has identified one or more areas in which
the institution does not meet the Commission’s standards for accreditation. These areas are
identified as requirements in a team, reviewers’ or other report, and they are specifically stated in
the Commission’s action.
Other Instructional Sites
MSCHE defines an instructional site/other instructional site as a location, other than a branch
campus or additional location, at which the institution offers one or more courses for credit. Other
instructional sites should be noted on the annual Institutional Profile (IP). Commission approval is
not required for an instructional site to be included within the scope of accreditation. However, if
an instructional site changes over time and meets the definition of an Additional Location or
Branch Campus, further reporting and a Substantive Change review are required. Sites established
outside the U.S. for the sole purpose of offering courses through the study abroad experience are
not considered to be instructional sites. If 50 percent or more of a program is offered, the site will
meet the definition of an Additional Location and must be reviewed and approved accordingly.
See the policy on Substantive Change for details.
Part-time Student
A student who is typically enrolled for fewer than 12 credits per semester and does not attend a
college on a full-time basis.
Peer Evaluator
An individual who has been trained by MSCHE to serve on a visiting team or as a reader/reviewer
of institutional self studies, Periodic Review Reports, monitoring reports, or other documents
requested by MSCHE. Peer evaluators typically are employed by peer institutions as presidents,
provosts, deans, directors, or faculty.
Peer Review
The process by which representatives from similar institutions analyze an institution’s self study
or other written reports to determine the institution’s compliance with MSCHE accreditation
standards. Peer reviewers also participate as members of visitation teams during each institution’s
MSCHE decennial review. Peer reviewers include presidents, provosts, directors of assessment,
chief financial officers, faculty, and others from MSCHE member institutions.
Periodic Review Report (PRR)
The PRR, due five years after the decennial self study and reaffirmation of accreditation, is a
retrospective, current, and prospective analysis of the institution. As an essential phase of the
accreditation cycle, the PRR should demonstrate that the institution meets the standards by which
the Commission reaffirms or denies accredited status. For further details read MSCHE’s
Handbook for Periodic Review Reports.
Policies, Guidelines, and Procedures
MSCHE has developed policies, guidelines, and procedures that address the responsibilities of the
Commission and its member institutions. These documents, all available under the Policies section
of this website, include general accreditation policies as well as those that refer specifically to the
peer review process, the programs and services offered by member institutions, and administrative
procedures of the Commission.
Political Intervention
MSCHE policy prohibits direct intervention by elected or appointed officials, political parties, or
pressure groups in the selection of faculty, the determination of curricula, textbooks, course
content, or in admissions or retention policies. In addition, the tenure of an educational
administrator must not be subject to political partisanship, nor should appointments to the Board
of Trustees or the faculty be made only with regard to their political implications. Click here to
view the complete MSCHE policy on Political Intervention in Education.
Postsecondary Education
Education offered to individuals who have successfully completed high school or who have earned
a General Education Development (GED) high school equivalency certificate. Postsecondary
education focuses primarily on the earning of degrees, certificates, or credentials.
Prior Learning
Learning that has occurred outside the classroom and typically, before enrollment in college. In
many cases credit can be awarded for prior learning through various means of assessment. Policies
on credit for prior learning can vary between colleges, so consult the catalog of the institution in
which you plan to enroll.
Private College/University
An institution of higher learning that receives little or no tax support and whose board is not
publicly chosen or appointed. Also commonly known as independent colleges/universities.
Probation
The Commission places an institution on Probation when, in the Commission’s judgment, the
institution is not in compliance with one or more Commission standards and that the noncompliance is sufficiently serious, extensive, or acute that it raises concerns about one or more of
the following: the adequacy of the education provided by the institution; the institution’s capacity
to make appropriate improvements in a timely fashion; or the institution’s capacity to sustain itself
in the long term. Probation is often, but need not always be, preceded by an action of Warning or
Postponement. For details on the Commission’s complete range of actions, read the MSCHE
policy on Range of Commission Actions on Accreditation.
Program
A systematic grouping of courses that forms most or all of the requirements for a degree or other
academic credential.
Progress Letter
The Commission may direct the institution to describe in a Progress Letter its progress relative to
recommendations made by the visitation team or reviewer. The Commission also may require the
institution to address activities that were being planned or implemented at the time of the on-site
evaluation to enhance institutional effectiveness. For details on the Commission’s complete range
of actions, read the MSCHE policy on Range of Commission Actions on Accreditation.
Provost
The title given to the chief academic officer at many colleges and universities.
Public College/University
An institution of higher learning whose board is appointed by public officials or elected by
members of the public, and which receives funding support from public sources, such as tax
dollars.
Public Disclosure Statement (PDS)
When a Commission action involves Warning, Probation, or Show Cause, Commission staff will
develop a Public Disclosure Statement that is sent to the institution with the Commission’s action
letter and the Statement of Accreditation Status. The Public Disclosure Statement is also posted on
the Commission website along with the institution’s Statement of Accreditation Status.
Quarter
Some U.S. institutions use a quarter calendar, in which the academic year is divided into three
terms, called quarters, of 10-11 weeks’ duration plus a summer session (considered the fourth
quarter, but optional), a short winter term, and other calendar breaks. Source: USNEI
Quarter Credit Hour/Quarter Hour
Quarter credit hours represent proportionately less work than semester hours due to the shorter
terms, about two-thirds of a semester credit hour. Source: USNEI. A quarter hour must include at
least 20 hours of instruction. Source: 34 CFR 668.8.
Rapid Growth
The Commission may, at its discretion, conduct visits to additional locations, to ensure that
accredited and pre-accredited institutions that experience rapid growth in the number of additional
locations maintain educational quality. Institutions contemplating rapid growth (or uncertain
whether planned changes fall under this category) should be in contact with the institution’s
designated staff liaison prior to submitting comprehensive information to the Commission. For
further details about rapid growth, read MSCHE’s policy on Substantive Change.
Reaffirm Accreditation
When the Commission determines an institution is in full compliance with all 14 accreditation
standards, it “reaffirms” or renews an institution’s accreditation for a designated period of time.
For details on the Commission’s complete range of actions, read the MSCHE policy on Range of
Commission Actions on Accreditation.
Reaffirmation
When the Commission determines an institution is in full compliance with all 14 accreditation
standards, it “reaffirms” or renews an institution’s accreditation for a designated period of time.
For details on the Commission’s complete range of actions, read the MSCHE policy on Range of
Commission Actions on Accreditation.
Regional Accreditors
MSCHE is one of seven regional accreditors throughout the United States, each with a designated
geographic region. Each of the accreditors applies its accreditation standards to member
institutions within its region. The regional accreditors are recognized by the U.S. Department of
Education as “gatekeepers” for federal Title IV funds, meaning an institution’s students can
receive federal financial aid only if that institution is accredited by a USDOE-recognized regional
accreditor.
Reject
The Commission “rejects” a letter or report when its quality or substance is insufficient for the
Commission to respond appropriately to the Commission’s concerns. The Commission requires
the institution to resubmit the report and may, at its discretion, request a visit.
Remove Accreditation
The Commission may remove an institution’s accreditation if it deems the institution to be in
continued non-compliance despite previous Probationary or Show Cause status. No later than 30
days after each Commission meeting, the Commission provides written notice of final decisions to
terminate candidacy or accreditation to the U.S. Secretary of Education, the appropriate state or
other licensing or authorizing agency, and the appropriate accrediting agencies. For institutions
that have appealed an adverse Commission action, the final action is distributed to these agencies
only after the appeals process has been completed. For details on the Commission’s complete
range of actions, read the MSCHE policy on Range of Commission Actions on Accreditation.
Requirements of Affiliation
Effective March 1, 2009 and following a vote by member institutions, MSCHE replaced its 22
Eligibility Requirements with 10 streamlined Requirements of Affiliation. To be eligible for
Candidacy status, Initial Accreditation, or Reaffirmation of Accreditation, an institution must
demonstrate that it meets or continues to meet these 10 requirements in addition to the 14
Standards of Accreditation. The new Requirements of Affiliation and the 14 Standards can be
found in the new Characteristics of Excellence (2009 Online Edition) .
Self Study
The decennial evaluation of each MSCHE member institution consists of an extensive institutional
self study process that produces a written self study report. This report and the Commission’s
accreditation standards serve as the basis for an on-site evaluation by a team of peer evaluators.
During self study, the institution carefully considers its educational programs and services, with
particular attention to student learning and achievement, and it determines how well these
programs and services accomplish the institution’s goals, fulfill its mission, and meet the
Commission’s standards. For further details, read the MSCHE publication, Self Study: Creating a
Useful Process and Report.
Semester
Most U.S. higher education institutions operate on an academic year divided into two equal
semesters of 15-16 weeks’ duration, with a winter break of 2-3 weeks and a summer session of 1012 weeks, plus additional shorter breaks. Normal full-time registration is usually 15 credit hours
per semester or 30 per academic year (shortfalls can be made up in summer sessions or
independent study). Source: USNEI
Semester Credit Hour/Semester Hour
A semester hour must include at least 30 clock hours of instruction. Source: 34 CFR 668.8. For a
more complete description of the actual amount of academic work that goes into a single semester
credit hour and how it is calculated, see MSCHE’s Degree and Credit Guidelines.
Separately Accreditable Institutions
An educational site located in a region other than that of the home campus of the accredited
institution must seek separate accreditation in the region where it exists if it functions independent
of operational control of the home campus of the college or university. An educational site located
within the Middle States region also must seek separate accreditation if it is operationally
independent of the home campus of the college or university. An educational site will be deemed
operationally independent and accreditable by the host region when it meets such criteria as: (1) It
has, under governing body policy, substantial financial and administrative independence from the
home institution, including matters related to personnel; (2) It has a full-time chief administrative
officer; (3) It is empowered, under governing body policy, to initiate and sustain its own academic
programs; and (4) It has degree-granting authority in the state or jurisdiction where it is located.
For further details, read the MSCHE policy on Separately Accreditable Institutions.
Show Cause
An action by the Commission that directs an institution to inform the Commission why the
institution’s accreditation should not be removed. For Show Cause, the Commission may require a
substantive report and/or an on-site evaluation. For details on the Commission’s complete range of
actions, read the MSCHE policy on Range of Commission Actions on Accreditation.
Site Visits
Visits to an institution by one or more peer evaluators appointed by the Commission.
Specialized Accreditors
In addition to the seven regional accreditors in the U.S., there are specialized accrediting
organizations that focus on distinct fields (examples include Nursing, Engineering, Business, etc.).
Standards for Accreditation
The 14 Middle States Standards of Accreditation appear in Characteristics of Excellence,
available for free download. The standards address student outcomes assessment, institutional
effectiveness, financial planning, student services, and other areas.
Statement of Accreditation Status (SAS)
For each candidate or accredited institution in its membership, the Commission maintains an
official document of that institution’s current status and recent accreditation history. This
Statement of Accreditation Status (SAS) is developed by the Commission staff based on
Commission action and information provided by the institution through annual reporting. The
Commission shares the SAS with the general public after the institution has been given notice
regarding the Commission’s action. Each institution’s SAS is posted on this website under
Institutions.
Substantive Change
When an institution is accredited, or its accreditation is reaffirmed, that action applies to
conditions existing at the time of the Commission’s decision. The Commission requires that all
institutions be reevaluated periodically because institutions are in continual processes of change.
While the decision to modify an institution is an institutional prerogative and responsibility, the
Commission is obligated to determine the effect of any substantive change on the quality,
integrity, and effectiveness of the total institution. The general areas of Substantive Change
include significant changes in mission, goals, or objectives of an institution; distance learning,
including instruction constituting at least 50 percent of a degree or certificate program that
represents a significant departure, in terms of either the content or method of delivery, from those
assessed when the institution was most recently evaluated; the offering of a higher degree or
credential level; contractual agreements with an institution or organization not accredited by a
federally recognized agency to provide any portion of a postsecondary educational program that
leads to an academic or professional degree, certificate, or other recognized educational credential
on behalf of the accredited institution; non-credit offerings that affect the institution’s mission;
new sites or locations, including branch campuses, additional locations, and other instructional
sites; rapid growth; mergers and other changes in the legal status, form of control, or ownership of
the institution; site closure; institutional closure; or a change from clock hours to credit hours or a
substantial change in the number of clock or credit hours required to successfully complete a
program. For greater detail, read the MSCHE policy on Substantive Change.
Supplemental Information Report
In the event that the Commission has determined that there is insufficient information to
substantiate institutional compliance with one or more accreditation standards, the Commission
will request a Supplemental Information Report. Such reports are intended to allow the institution
to provide further information, not to give the institution time to formulate plans or initiate
remedial actions. For details on the Commission’s complete range of actions, read the MSCHE
policy on Range of Commission Actions on Accreditation.
Suspend Accreditation
The Commission may act to Suspend Accreditation if, after accreditation has been continued for
one year, it is not possible to conduct an appropriate review of the institution. This action is
considered to be a procedural action and would result in Removal of Accreditation if the visit
cannot be performed within the one year time frame. The institution maintains its status with the
Commission during this period. An action to Suspend Accreditation is followed by an Adverse
Action if the circumstances restricting the Commission’s review of the institution are not changed.
If circumstances change to allow the Commission’s review, the Commission may, at its discretion,
require resubmission or revision of any reports on which the review would be based. For details on
the Commission’s complete range of actions, read the MSCHE policy on Range of Commission
Actions on Accreditation.
Syllabus
A syllabus describes how a course will be taught, including the planned sequence of content,
materials, activities, and assignments. A syllabus typically will also include a description of
grading and attendance policies for the course.
Synchronous Learning
Often used in descriptions of distance education, this term can also be used to describe a
traditional classroom setting. In a Synchronous Learning environment, the instructor and students
interact in “real” time, whether in a classroom or via distance education through the Internet or
videoconferencing.
Teach-Out
A process whereby an institution which plans to close or which has had its accreditation removed
by Middle States develops a formal plan that enables currently enrolled students to complete their
degree requirements, either at the same or another institution.
Tenure
The employment status of a faculty or staff member whose employment is not subject to
termination except under specified circumstances.
Transfer
The moving of college credits from one institution to another. Most commonly, a student will
transfer after graduation from one institution into a program at another institution to earn a more
advanced degree.
Transfer Articulation
Also known as Articulation, this process involves cooperation between two or more higher
education institutions to match courses and facilitate the transfer of students’ credits from one
college or university to another.
Tuning Process
Developed as part of the experimental European “Bologna Process,” Tuning involves research of
faculty, students, and employers, along with consultations with business leaders and elected
officials, to determine precisely what a degree in a particular field stands for and what
competencies a student should have when he/she graduates. Under the Tuning process, in theory,
there will be consensus between institutions of exactly what learning objectives and skills will be
addressed in particular programs so that students and employers alike can be assured that students
will learn the same things in an academic major regardless of what institution they attend.
University
This is a generic term that refers to any postsecondary educational institution that is eligible for
accreditation or is already accredited by MSCHE. It is a synonym for “institution.”
Vision
The Vision Statement accompanies MSCHE’s Mission Statement, and describes what the
Commission aspires to be, serving as a guiding light for all of what the Commission does. The
MSCHE Vision Statement is as follows: The Middle States Commission on Higher Education
aspires to be the preeminent resource for institutions of higher education striving to achieve
excellence in fulfilling their missions. It also intends, through voluntary assessment and adherence
to high standards for student learning outcomes and operational behavior, to assure higher
education’s publics that its accredited institutions are fulfilling their stated purposes and
addressing the publics’ expectations.
Warning
The Commission acts to Warn an institution that its accreditation may be in jeopardy when the
institution is not in compliance with one or more of the Commission standards and a follow-up
report (the Monitoring Report) is required to demonstrate that the institution has made appropriate
improvements to bring itself into compliance. Warning indicates that the Commission believes
that, although the institution is out of compliance, the institution has the capacity to make
appropriate improvements within a reasonable period of time, and the institution has the capacity
to sustain itself. For details on the Commission’s complete range of actions, read the MSCHE
policy on Range of Commission Actions on Accreditation.
Week of Instructional Time
An institution provides one week of instructional time in an academic program during any
consecutive seven-day period that the institution provides at least one day of regularly scheduled
instruction or examinations, or, after the last scheduled day of classes for a term or payment
period, at least one day of study for final examinations. Instructional time does not include any
vacation periods, homework, or periods of orientation or counseling. Source: 34 CFR 668.8.
4/09; Updated 7/09 and 8/31/09