DEAC – 2015
F.1. – Rating Form for All Institutions
Rating Form for All Institutions
☐ Initial
☐ 5-year
Name of Institution: Click here to enter text.
Date of Visit: Click here to enter text.
Name of Evaluator: Click here to enter text.
Position on Committee: Click here to enter text.
Examining Committee Chair: Click here to enter text.
text.
Date Report Due to Chair: Click here to enter
The questions on this Examiner’s Rating Form will assist you in determining if the institution meets each of the
Standards for Accreditation. This rating form is for your use only. You do not send it into DEAC. You must decide if
the institution meets, partially meets or does not meet each standard overall. Any Partially Meets or Does Not Meet
ratings in “Meets Standard overall,” you must provide “Required Actions” in your accompanying Evaluator’s
Report. Evaluators are not limited by the questions on this form. You are encouraged to explore any related
characteristics and activities.
Certain sections of the standards are of special importance to each individual evaluator:
1. Educational Standards Evaluator should use Sections I through VII.A. and Section XII.
2. Business Standards Evaluator should use Section VII.B. through XII.A.
These documents may be downloaded from the DEAC website at http://www.DEAC.org. (Volunteers tab,
Evaluator’s Documents)
Rating Forms: In the F. Section, there is a WORD version of this Rating Form.
Guides: In the G. Section, there are guides for writing a Chair’s Report, Evaluator’s Report, On-Site Subject
Specialist Report, etc.
Critical documents: In the H. section, there are several helpful documents that may help you when reviewing items
such as catalogs, contracts, course development manuals, student handbooks, study guides, succession plans,
financial statements, etc.
Miscellaneous: In the I. section, there’s the survey of on-site examiners, tips for accrediting commission evaluators,
chair’s agenda for an on-site visit; DEAC Expense Report, etc.
Templates: The fill-in templates are on DEAC’s website. Go to www.deac.org and select the Volunteers tab and
then Evaluators Documents.
Please submit one copy of your Evaluator’s Report to the Chair of the Committee and one copy to the Director of
Accreditation (Nan Ridgeway). If you have any questions, please contact Nan Ridgeway at 202-234-5100 Ext. 103 or
Nan.Ridgeway@DEAC.org.
Please note that this rating form is used for both initial and reaccreditation examinations.
Distance Education Accrediting Commission, 1101 17th Street, NW, Suite 808, Washington, DC 20036
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F.1. – Rating Form for All Institutions
DEAC – 2015
I. INSTITUTION MISSION, GOALS, AND OBJECTIVES
I.A. Description of the Mission, Goals, and Objectives
The institution has a mission statement that includes its general purpose and is supported by specific, clearly defined
goals and objectives appropriate to the level of study provided, including an institutional commitment to providing
quality distance education programs.
1.
2.
Yes
No
NA
Is the institution’s mission statement identifiable with the institution?
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Does the institution’s mission statement, goals and objectives include an institutional commitment to
providing quality distance education programs?
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Does the institution’s mission statement reflect a dedication and a belief in the goals of the institution?
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Are the institution’s goals and objectives reasonably attainable?
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Are the institutional goals and objectives appropriate to the level of study provided?
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Meets Standard I.A. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
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I.B. Review and Publication of the Mission Statement
Standard: The instructors/faculty, administration, governing board, and/or institutional advisory committees (if
applicable) regularly review the mission statement, goals, and objectives. The current mission statement, goals, and
objectives are widely promulgated and readily accessible to students, faculty, staff, and other stakeholders.
1.
2.
3.
Yes
No
NA
Is the process used to periodically review and affirm the mission statement, goals, and objectives
appropriate and adequate?
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Does the institution regularly evaluate and revise its policies, practices, Web pages, and publications to
ensure integrity in all of its representations about its mission, programs, and services?
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Is the process for circulating and ensuring that the institution’s current mission statement, goals, and
objectives are accessible to students, faculty, staff, and other stakeholders adequate?
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Did the institution include the name of the person(s) responsible for assuring the institution’s current
mission statement, goals, and objectives are consistently used in institutional publicity and state where
these are published.
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Degree-granting: Does the institution have an advisory council as required by C.9. Policy on Degree
Programs, Standard I?
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Did the institution provide the date(s) of the advisory council’s meetings and summary highlights?
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Meets Standard I.B. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
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F.1. – Rating Form for All Institutions
I.C. Implementation of the Mission, Goals, and Objectives
Standard: The institution can demonstrate that it is effectively carrying out its mission, is attaining its goals and
objectives, and is sharing appropriate information on its attainments with relevant groups. The institution identifies
the key indicators it uses in determining how it is meeting its stated mission, goals, and objectives.
Yes
No
NA
Does the institution effectively measure itself in terms of fulfilling its stated mission, goals, and
objectives?
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Are the governing board, instructors/faculty, staff, financial resources, administration, management, and
educational activities appropriate and committed to successfully implement the institution’s stated
mission?
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Is the mission integrated into the work of each department or how academic and administrative units
align their duties with the mission?
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Are the institutional mission, goals, and objectives used to properly guide any strategic planning.
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Does the governing board, instructors/faculty, administration and staff interact with relevant
communities of interest to keep the institution’s goals and objectives current?
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Does the institution adequately accomplish, document and disclose to the public its attainments of
mission, goals and objectives with relevant groups?
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Did the institution identify the key indicators that it uses in determining how it is meeting its stated
mission, goals, and objectives?
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Meets Standard I.C. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
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II. EDUCATIONAL PROGRAM OBJECTIVES, CURRICULA, AND MATERIALS
II.A. Description of Program Objectives
Standard: Educational program objectives are clearly defined and simply stated. They indicate the benefits for
reasonably diligent students. The character, nature, quality, value, source of the instruction, and educational
services that are used to help students achieve the objectives are set forth in language understood by the types of
students enrolled. If a program prepares for an occupation, field of occupations, or vocation, the objectives clearly
state the types of occupations for which preparation is given.
Yes
No
NA
Are the educational objectives of each program offered by the institution (what the educational program
can do for reasonably diligent students) simply stated and understandable to the institution’s enrollees?
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Do the objectives help the potential student decide if the program is appropriate for him or her?
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Are the institution’s advertisements and promotional literature (both print and electronic) consistent with
program objectives?
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Is the occupation for which the program prepares students referenced in the Dictionary of Occupational
Titles of the U.S. Department of Labor or other similar references?
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4.
Do the program objectives indicate the kind of education or training offered and the expected outcomes,
in terms of skills, knowledge, licenses, or degrees, which graduates will possess?
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Does the institution ensure that its program objectives are current and relevant through research and the
use of consultants, subject experts, or advisory councils?
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Did the institution provide evidence that the program(s) being offered is/are in a profession or subject
area in which the institution has demonstrated strength?
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Degree-granting: Did the institution provide evidence that its degree programs are recognized and
generally accepted by the higher education and/or relevant professional communities?
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Title IV: Did the institution provide evidence that the degree program(s) being offered meet the Federal
minimum length of time requirements?
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9.
Doctoral Degrees: Are the learning objectives for the program and learning outcomes for the courses,
research projects, dissertation and all other required academic or professional activities clearly stated?
(The learning objectives should indicate the outcomes and competencies a graduate of the doctoral
degree program will attain upon successful completion of the program, including expected skills,
knowledge, attitudes, and insights characteristic of doctoral degree holders.)
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10. Doctoral Degrees: Are the learning outcomes advanced, focused, and scholarly, and do they provide the
breadth and depth of learning required for doctoral degree programs? (Material and topics in the
curricula should clearly be at the frontiers of knowledge and contribute to competence in the subject area
or profession at an advanced level.)
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11. Doctoral Degrees: Are the learning outcomes comparable to those of doctoral-awarding resident and/or
education programs at appropriately accredited institutions?
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12. Doctoral Degrees: Does the program require the student to work with a supervisory/dissertation
committee that is knowledgeable in methods of graduate level study and research as well as the subject
area concerned?
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13. Doctoral Degrees: Does the program require qualifying and comprehensive examinations (which can be
administered before any coursework or after the equivalent of one term of coursework at the doctoral
level) as well as an appropriate basic, clinical or applied research project or dissertation?
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14. Doctoral Degrees: Does the program of study include coverage of the history and development of the
field of study and its foundational theoretical principles?
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16. Doctoral Degrees: Does the program of study require the graduate to demonstrate the ability to evaluate
and incorporate emerging relevant technologies applicable to the profession? (It must require the
graduate to demonstrate the skills necessary to advance the body of knowledge and practice in the
profession or the field of study and to analyze and evaluate current trends in them.)
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17. Doctoral Degrees: Does the institution require that the doctoral degree program be completed in no
fewer than two years from the date of initial enrollment or no more than ten years from the date of initial
enrollment?
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15. Doctoral Degrees: Does the program of study require the graduate to demonstrate the ability to conduct
appropriate research in the field of study and to interpret and apply the results of this research?
Meets Standard II.A. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
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F.1. – Rating Form for All Institutions
II.B. Appropriate Program Objectives
Standard: The program objectives must be reasonably attainable through electronically delivered, online, or other
methods of distance study. Appropriate objectives include the development of skills, providing job-related training,
the imparting of knowledge and information, the training in the application of knowledge and skills, and the
development of desirable habits and attitudes. Evaluation of the program is based on the announced objectives and
the success with which students achieve the objectives.
Yes
No
NA
Is the process adequate by which the program objectives are determined or revised?
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Did the institution identify relevant communities of interest that play a role in determining and revising
program objectives?
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Are the program objectives appropriate for the subjects/degrees taught?
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Do the objectives include the development skills, providing job-related training, the imparting of
knowledge and information, the training in the application of knowledge and skills, and the development
of desirable habits and attitudes?
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Do the program objectives meet the employment needs of prospective students and the requirements of
employers who might hire him/her?
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Are program objectives achievable through the distance study method?
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Does the institution use the data from the evaluation of objectives for quality control and improvement
of programs and educational services?
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Is the evaluation of the program(s) based on the announced objectives and the success with which
students achieve those objectives?
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Are the program objectives comparable to those programs objectives offered in traditional and/or
resident institutions or other appropriately accredited institutions?
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For combination distance study/resident programs, is distance education the predominate form of
instruction?
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For combination distance study/resident programs, is the extent to which the residential and/or external
independent study used to supplement the overall distance study portion adequate?
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10. Degree-granting: Does the institution meet all of the requirements in C.9. Policy on Degree Programs
under “Program Objectives?” and “Resident Degree Comparability”?
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Meets Standard II.B. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
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II.C. Comprehensive Curriculum (“Curriculum” is the program of instruction)
Standard: The curriculum is sufficiently comprehensive for students to achieve the stated program objectives and its
content is supported by sound research and practice. An institution has policies and procedures for determining
credit hours as defined in C.9. Policy on Degree Programs and/or clock hours it awards for its courses and/or
programs.
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II.C. Comprehensive Curriculum, continued
Yes
No
NA
1.
Is the curriculum development guided by a plan that is usually implemented by a team that includes
members with expertise in curriculum development, subject matter/content, instructional design, editing,
media applications (if appropriate) and distance study?
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Did the institution provide its course development guide?
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Is the subject matter/content of the curriculum that is developed supported by sound research and
practice?
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Is the process adequate in which the program instructors/faculty and administrators determine that the
curriculum has sufficient depth and breadth to meet the programs objectives?
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If the institution offers CEU’s, did it describe the policy on measuring, determining, and assigning
CEUs?
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Non-degree: Does the institution’s policy and procedures for determining the number of clock hours
assigned to each program adequate and appropriate?
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Did the institution provide documentation of its evaluation and verification of students’ work in
establishing the appropriate clock hours?
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Degree-granting: Is each degree program clearly on its specific postsecondary level (i.e., associate,
bachelor’s master’s, First Professional and Doctoral)?
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Are the credit hours required comparable to degrees offered by accredited resident institutions?
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Degree-granting: Degree Programs (s): Does the institution’s policy and procedures for determining
credits hour meet DEAC’s requirements as stated in C.23. Policy on Credit Hour.
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Did the institute provide a copy of its credit hour policy?
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Did the institution explain and provide documentation justifying that the amount of academic credit
assigned to each course and degree program is appropriate and accurate?
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Did the institution describe what formulas, procedures, and internal audits of degree credit assignments
are conducted?
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Did the institution provide evidence that it is adhering to its formulas, procedures and internal audits of
degree credit assignments?
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Are the procedures for periodic review of credit hour assignments adequate to ensure that they are
accurate and reliable (for example, through program review, new course approval process, periodic
audits)?
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Degree-granting: Are the analytical, communicative, and quantitative skills (and levels of achievement)
defined and adequately measured?
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9.
Degree-granting: Does the institution meet the requirements in C.9. Policy on Degree Programs under
“Curriculum”?
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10. Degree-granting: Does the institution meet the requirements in C.9. Policy on Degree Programs under
“Degree Requirements” and “General Education Requirements”?
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Meets Standard II.C. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
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F.1. – Rating Form for All Institutions
II.D. Up-to-Date Curriculum (“curriculum” is the program of instruction)
Standard: The curriculum/curricula reflect(s) current knowledge and practice. Effective procedures are used
continuously to keep it/them up-to-date. Internal course/program reviews are conducted on a periodic basis.
Yes
No
NA
1.
Are the procedures for assuring that the curriculum/curricula reflect current knowledge and practice
appropriate to the subject matter?
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Did the institution adequately demonstrate that the curriculum is up-to-date in terms of content and
practice?
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Did the institution provide the schedule used to initiate the procedures to keep programs current?
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Are internal course/program reviews conducted on a periodic basis?
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Did the institution provide samples of the last course/program review?
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Meets Standard II.D. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
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Comprehensive and Up-to-Date Instructional Materials (“Instructional Materials” are the components
that make up the curriculum or program of instruction)
Standard: Instructional materials are sufficiently comprehensive to enable students to achieve the announced
program objectives. The instructional materials are accurate and reflect current knowledge and practice and are
regularly reviewed and revised.
Yes
No
NA
1.
Are the instructional materials sufficiently comprehensive to enable students to achieve the announced
program objectives?
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Do the instructional materials prepare students to meet any employment opportunities and/or profession
stated or implied in the institution’s advertisements, catalogs, websites, and/or program objectives?
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Are the schedules and procedures for monitoring, reviewing, and revising, if necessary, instructional
materials adequate?
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Are the procedures for correcting content errors in instructional material between regularly scheduled
reviews and revision adequate?
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Do the instructional materials reflect current knowledge and practice?
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Meets Standard II.E. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
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II. F. Examinations and Other Assessments
Standard: Examinations and other assessment techniques are adequate evidence of the achievement of the stated
learning objectives and outcomes. The institution must publish its academic grading policies, assignment marking
system, course extension policy, and information on issuance and completion of incomplete grades, and apply them
with fairness and consistency.
Yes
No
NA
1.
Are the types of examinations and evaluative techniques used appropriate for the subjects taught?
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Are the number and length of the examinations adequate to determine if sufficient student mastery of
course/program objectives has taken place?
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Do the exams and assignments adequately measure student achievement of announced course/program
objectives and outcomes?
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Do the required learning activities/assignments measure the student’s ability to master and apply skills or
knowledge that are stated as outcomes for the course/program?
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Did the institution provide its academic grading policies, assignment marketing system, course extension
policy, and information on issuance and completion of incomplete grades?
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Do the institution’s procedures ensure that grades are applied with fairness and consistency?
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Degree-granting: Does the institution appropriately proctor its programs?
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Are the instructions for proctors adequate and appropriate?
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Degree-granting: Does the institution meet the requirements in C.9. Policy on Degree Programs,
Standard II. “Examinations and Other Assessments”?
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Degree-granting: Are the procedures used to ensure that each degree candidate has met the
course/program requirements before he/she graduates adequate? (i.e., what are the procedures to verify
that the student has completed all required courses?)
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Meets Standard II.F. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
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II.G. Authorship
Standard: Qualified persons competent in distance study techniques and in their subjects or fields develop the
curriculum content and prepare instructional materials.
1.
2.
Yes
No
NA
If standard textbooks are used, did the institution list titles, authors, publishers, ISBN, and copyright
dates in their SER?
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Did the institution explain how the instructional material is approved for electronic delivery (if
applicable) and is it adequate and appropriate?
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Did qualified persons competent in distance study techniques and in their subject or fields develop the
curriculum content and prepare instructional materials?
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F.1. – Rating Form for All Institutions
3.
Were study guides (print and non-print) appropriately prepared for use with standard texts?
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If outside authors prepared materials specifically for the institution, are they qualified to do so?
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Are the qualifications of any outside educational consultants adequate?
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Are subject matter experts and faculty adequately involved in writing or revising learning materials?
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Meets Standard II.G. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
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II. H. Organization of Instructional Materials
Standard: The organization and presentation of the instructional materials are in accord with sound principles of
learning and grounded in sound instructional design principles.
Yes
No
NA
1.
Are the organization and presentation of the instructional materials in accord with sound principles of
learning and grounded in sound instructional design principles?
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Are students required instructed on how to proceed through the course/program in order to successfully
complete?
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If the institution makes any exceptions to the above, is its reasonable and documented?
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Meets Standard II.H. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
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II.I. Curriculum Delivery
Standard: Online and/or written instructional materials are appropriately presented. Online materials fit the content
and are delivered using readily available, reliable technology. Institutional prepared materials must be keyed to the
reading competence of the students in the program and be legibly reproduced.
Yes
No
NA
Are online and/or written instructional materials appropriately presented?
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Did the institutions provide samples of typical assignment/lessons?
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Do the online materials fit the content?
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Are online materials delivered using readily available, reliable technology?
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3.
Are adequate efforts made to maintain overall quality of the printing, binding, and packaging of program
materials?
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4.
Are institutional prepared materials keyed to the reading competence of the students?
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1.
2.
Meets Standard II.I. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
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II.J. Study Instructions
Standard: Instructions and suggestions on how to study and how to use the instructional materials are made
available to assist students to learn effectively and efficiently.
Yes
No
NA
1.
Are instructions to students on how to proceed and how to study the course/program adequate, clearly
written, and easy to understand?
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Is the institution-initiated guidance or remediation given to students proceeding through the
course/program sufficient?
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Are students adequately informed on how to access instructions, chat rooms, bulletin boards, and other
appropriate resources for online programs?
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Are students properly referred to a variety of relevant resources that will help them to study?
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Meets Standard II.J. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
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II.K. Educational Media and Learning Resources
Standard: Learning resources for faculty and students must be available and appropriate to the level and scope of
program offerings. Program designers and/or faculty/instructors make effective use of appropriate teaching aids and
learning resources, including educational media and supplemental instructional aids in creating programs and in
teaching students. The institution makes effective provisions for students to access learning resources and libraries
that are appropriate for the attainment of program learning outcomes.
Yes
No
NA
Are learning resources for faculty and students available and appropriate to the level and scope of the
programs offered?
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Are there necessary learning and training devices used to enhance instruction and student motivation?
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Do program designers and/or faculty/instructors make effective use of appropriate teaching aids and
learning resources, including educational media and supplemental instructional aids in creating programs
and in teaching students?
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Are the teaching aids and learning resources properly integrated with texts and lesson assignments?
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3.
Does the institution make effective provisions for students to access learning resources and libraries that
are appropriate for the attainment of program learning outcomes?
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4.
Degree-granting: Are the people who provide for facilitating library services adequately qualified?
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5.
Degree-granting: Are the library services adequately evaluated to ensure that they are meeting the
needs of the users and contributing to the attainment of institutional and program objectives?
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Does the institution meet the requirements in C.9. Policy on Degree Programs “Educational Media and
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2.
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Learning Resources”?
6.
Degree-granting: Are the faculty and instructional supervisory personnel involved in the selection of
resources?
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7.
Doctoral Degrees: Do students enrolled in the doctoral degree program have access to library resources
sufficient for completing the requirements for the doctoral degree program?
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Meets Standard II.K. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
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here to enter text.
II.L. Student Privacy, Integrity, and Identity
Standard: The institution has clear, specific, published policies related to student privacy, integrity, and academic
honesty. The institution has a student identity verification process that ensures that students who earn the credit or
completion credentials are the same students who did the course assignments and assessments.
Yes
No
NA
1.
Does the institution have clear, specific, academic policies related to student privacy, integrity and
academic honesty?
☐
☐
☐
2.
Does the institution publish such policies in the appropriate places?
☐
☐
☐
3.
Does the institution implement and enforce its policies on student integrity and academic honesty?
☐
☐
☐
4.
Does the institution have a student identity verification process and is it adequate?
☐
☐
☐
Meets Standard II.L. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
Choose an
item.
NOTES: Click here to enter text.
III. EDUCATIONAL SERVICES
III.A. Student Inquiries and Submissions
Standard: Relevant student inquiries are welcome and are answered promptly and thoroughly. Accurate assessment,
correction services, and counseling by instructors/faculty are provided for assignments/lessons and examinations.
The institution has a process for maintaining and protecting the confidentiality of student records, e.g., grades, test
results, etc.
1.
2.
Yes
No
NA
Is the process adequate for promptly and thoroughly handling student inquiries (written, electronic, and
oral)?
☐
☐
☐
Did the institution provide samples of responses to students?
☐
☐
☐
Is the average time it takes to respond to a student’s inquiry concerning course/program content
adequate?
☐
☐
☐
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3.
Does a review of student files indicate prompt and effective responses to student queries concerning
administrative requests?
☐
☐
☐
4.
Is the process for receiving, handling, correcting, and assessing required assignments/submissions
adequate?
☐
☐
☐
5.
Do the instructors/faculty adequate provide counseling and answer to students questions?
☐
☐
☐
Did the institution provide the metrics or performance standards it uses to measure how the
instructors/faculty provides counseling and answer student questions?
☐
☐
☐
6.
Is the institution’s process for maintaining and protecting the confidentiality of student records, e.g.,
grades, test results, etc. adequate and appropriate?
☐
☐
☐
7.
Title IV: Did the institution describe and provide examples of how it ensures that every Title IV
recipient is required and actually does engage in a substantive interaction of an academic nature with
qualified faculty at least once every 7 days?
☐
☐
☐
8.
Doctoral Degrees: Is a dissertation requiring basic, original or applied research—or a research project—
required of all students? Was the topic of any dissertation or research project approved by a dissertation
committee appointed by the institution?
☐
☐
☐
9.
Doctoral Degrees: Is an oral defense of doctoral candidates’ final project or dissertation with a
dissertation committee required?
☐
☐
☐
10. Doctoral Degrees: Does the majority of the dissertation committee approve the dissertation or final
project before the institution awards a doctoral degree?
☐
☐
☐
11. Doctoral Degrees: Does the institution assist students in disseminating and publishing the outcomes of
their research or project?
☐
☐
☐
Meets Standard III.A. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
NOTES:
Choose an
item.
Click here to enter text.
III.B. Individual Differences
Standard: Provisions are made to be responsive and flexible to meet the individual differences of students with
diverse backgrounds, prior achievements, employment, and other relevant circumstances. Counseling and guidance
are provided, as required, to assist students to satisfy institutional and program requirements, to achieve required
program objectives and individual course learning outcomes, and to achieve their educational goals.
Yes
No
NA
1.
Is the institution responsive and flexible in making provisions to meet the individual differences of
students with diverse backgrounds, prior achievements, employment, and other relevant circumstances?
☐
☐
☐
2.
Does the institution adequately provide counseling and guidance services, as required, to assist students
to satisfy institutional and program requirements, to achieve required program objectives and individual
course learning outcomes, and to achieve their educational goals?
☐
☐
☐
3.
Does the institution provide an adequate advisory service for students having difficulty with their
studies?
☐
☐
☐
4.
Does the institution provide an adequate advisory service for students having difficulty with
administrative or logistical issues?
☐
☐
☐
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Meets Standard III.B. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
NOTES:
Choose an
item.
Click here to enter text.
III.C. Handling Unsatisfactory Student Progress
Standard: Students who are unable to make satisfactory progress through the program are encouraged to continue
until they either show inability to make satisfactory progress or demonstrate satisfactory progress.
Yes
No
NA
Does the institution have a process for handling students who fail to do satisfactory work?
☐
☐
☐
Is there a procedure for students to resubmit failed assignments?
☐
☐
☐
Are the procedures for assigning grades for repeating an assignment/lesson/project appropriate?
☐
☐
☐
2.
Does the institution have an appropriate written policy on handling student failure of a course/program
and academic dismissal?
☐
☐
☐
3.
In the most recent year, were the number of students disenrolled or dismissed for academic or other
reasons consistent with the nature of the courses/programs and the size of the institution?
☐
☐
☐
4.
Did the institution explain how it monitors satisfactory academic progress in accordance with its policy?
☐
☐
☐
5.
Title IV: Did the institution provide evidence that the institution provides for regular and substantive
interaction between students and instructors, synchronously or asynchronously.
☐
☐
☐
Did the institution explain how the instructional contacts between faculty and students scheduled (and
documented) to take place at least once per week?
☐
☐
☐
Did the institution explain how the contacts between faculty and students are substantive, academic in
nature and robust?
☐
☐
☐
6.
Title IV: Did the institution explain how instruction is offered through use of one or a combination of
technologies, including the Internet; one-way and two-way transmissions through open broadcast, closed
circuit, cable, microwave, broadband lines, fiber optics, satellite or wireless communication devices;
audio conferencing; or video cassettes or discs?
☐
☐
☐
7.
Title IV: Did the institution provide evidence of a published schedule of study activities so that students
cannot proceed at their own pace?
☐
☐
☐
Did the institution explain how there are cohorts of students studying together?
☐
☐
☐
Title IV: Did the institution provide evidence that the institution publishes and makes available to all
students receiving Federal assistance, the faculty, and any involved participants, a policy that defines
“satisfactory academic progress”? At a minimum, the published policy complies with all Federal student
assistance requirements as stated in current Federal regulations.
☐
☐
☐
1.
8.
Meets Standard III.C. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
NOTES:
Choose an
item.
Click here to enter text.
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III.D. Encouragement of Students
Standard: An active program designed to optimize interaction between the institution and the student is followed to
encourage students to start, continue, and finish the program in which he/she has enrolled, if continuing and
finishing are the student’s goals.
Yes
No
NA
Does the institution have and use a program designed to optimize interaction between the institution and
the student, which encourages students to start, continue, and finish the courses/programs in which they
are enrolled?
☐
☐
☐
Did the institution provide samples of motivational commentaries or lesson/exams, assignments, and
other submissions?
☐
☐
☐
Did the institution identify who is responsible for checking the students’ records for progress and how
often?
☐
☐
☐
If an automated tracking system used? If so, does it adequately track the student?
☐
☐
☐
3.
Is there evidence that telephone calls, letters, electronic media and/or other actions used to encourage
students?
☐
☐
☐
4.
Are efforts to encourage academic progress separate from efforts for the collection of delinquent tuition?
☐
☐
☐
1.
2.
Meets Standard III.D. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
NOTES:
Choose an
item.
Click here to enter text.
III.E. Student Evaluation of Courses
Standard: Opinions of students are systematically sought as one basis for evaluating and improving instructional
materials, the delivery of instruction, and educational services.
Yes
No
NA
1.
Are there adequate ways in which reactions of students are sought as a basis for evaluating and
improving instructional materials and services?
☐
☐
☐
2.
Are students adequately asked about the availability of academic help, the encouragement to continue
studying, the quality of educational materials, the level of difficulty, and the pace of the course/program?
☐
☐
☐
3.
Are end-of-course critique forms used adequately?
☐
☐
☐
4.
Is there any provision for using student comments for course/program revisions?
☐
☐
☐
Are revision files adequately maintained to ensure currency of educational materials or accuracy of
information?
☐
☐
☐
Meets Standard III.E. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
NOTES:
Choose an
item.
Click here to enter text.
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III.F. Appropriate Technology
Standard: The institution uses appropriate and readily accessible technology to optimize interaction between the
institution and the learner and enhance instructional and educational services.
Yes
No
NA
1.
Does the institution use appropriate and readily accessible technology to optimize interaction between
the institution and the learner in order to enhance educational services?
☐
☐
☐
2.
Does the institution use appropriate and readily accessible technology to enhance educational services?
☐
☐
☐
Did the institution provide its plan for adopting new technology? Is it appropriate and adequate?
☐
☐
☐
3.
Does the institution acknowledge—and have plans to overcome—any weaknesses in its use of
appropriate technology?
☐
☐
☐
4.
Title IV: Did the institution provide evidence that when technology is used for any part of a degree
program, the institution provides adequate training and support in the use of that technology to students,
faculty, and involved participants?
☐
☐
☐
Meets Standard III.F. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
NOTES:
Choose an
item.
Click here to enter text.
III.G. Resident Training
Standard: Resident training or face-to-face learning sessions must supplement the electronically delivered, online,
or other distance study method whenever it is necessary to attain the stated institutional and program objectives and
intended student learning outcomes.
Note: If you provide resident training as a supplement to correspondence/distance education, also answer questions in the “C.6.
Policy for Combination Distance Study-Resident Programs,” in the DEAC Accreditation Handbook.
1.
2.
3.
Yes
No
NA
Are the objectives of the resident program appropriate?
☐
☐
☐
Is the point where the student enters the resident program appropriate?
☐
☐
☐
Does the resident program constitute the appropriate percentage of the total program?
☐
☐
☐
Are there enough resident programs to adequately service the students?
☐
☐
☐
Degree-granting: Did the institution explain how it meets the requirement in C.9. Policy on Degree
Programs, Standard II., Resident Study?
☐
☐
☐
Meets Standard III.G. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
NOTES:
Choose an
item.
Click here to enter text.
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IV. STUDENT SUPPORT SERVICES
IV. A. Assessment Services
Standard: Student assessment services are guided by published grading policies and a marking system that includes
prompt return of accurately, fairly, and consistently graded assessments as well as necessary academic counseling
by the instructor/faculty or qualified staff member.
Yes
No
NA
Are the student’s assessments services guided by published grading policies and a marking system that
includes prompt return of accurately, fairly, and consistently graded assessments as well as necessary
academic counseling by the instructor/faculty or qualified staff member?
☐
☐
☐
Did the institution provide copies of the grading policies and rubrics?
☐
☐
☐
Did the institution describe how the instructor/faculty or qualified staff member scores, corrects, and
grades submitted assignments/lessons/projects and examinations?
☐
☐
☐
Did the institution provide samples of its grading policies?
☐
☐
☐
3.
Are the controls in place adequate that ensure the accuracy, fairness, and consistency of scoring,
correction, and grading, and other assessment services?
☐
☐
☐
4.
Are there proper safeguards for protecting test answers?
☐
☐
☐
5.
Are the methods used for submission of examinations appropriate, and is the amount of time it takes (in
days) to grade and return exams reasonable for the examinations and projects graded?
☐
☐
☐
6.
Is the institution’s system adequate for controlling the receipt and tracking of exams and for assuring
their prompt return to the student?
☐
☐
☐
7.
Is there proper assistance provided to students who fail to complete assignments/lessons/projects/
examinations or do poorly on tests?
☐
☐
☐
8.
Do the people who score, correct and grade submitted assignments/lessons and examinations have the
proper qualifications?
☐
☐
☐
9.
Degree-granting: Are students adequately informed of their academic progress and standing in the
program on an ongoing basis?
☐
☐
☐
10. Degree-granting: Does the institution provide students with opportunities to achieve the stated learning
outcomes in manners other than face-to-face communication with a student’s faculty advisor or major
professor. As stated in C.9., such opportunities may include telephonic discussions, seminars,
professional meetings, library resources including virtual library services, and online bulletin boards/chat
rooms for communications with fellow students and faculty.
☐
☐
☐
11. Degree-granting: Does the institution adequately provide training and support to both students and
faculty in the use of that technology as described in C.9. Policy on Degree Programs, Standard II,
Curriculum Delivery?
☐
☐
☐
12. First Professional/Doctoral degrees: Are there appropriate support staff available that is experienced in
serving and/or has been trained to serve First Professional and Professional Doctoral degree program as
required in C.9. Policy on Degree Programs, Standard IV. Assessment Service?
☐
☐
☐
13. Doctoral Degrees: For students in Professional Doctoral programs, is a dissertation or project manual
provided?
☐
☐
☐
☐
☐
☐
1.
2.
Does the manual contain guidelines that pertain to the preparation for and writing of the dissertation, for
conducting a project, and for reporting of results?
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Does the program include a provision for a pattern of scheduled student interactions with faculty and
other resource persons throughout the program? (C.9.)
☐
☐
☐
14. Doctoral Degrees: Does the institution provide students with opportunities to achieve the stated learning
outcomes in manners other than face-to-face communication with a student’s faculty advisor or major
professor? (Such opportunities may include telephonic discussions, seminars, professional meetings,
library resources including virtual library services, and online bulletin boards/chat rooms for
communications with fellow students and faculty.)
☐
☐
☐
15. Doctoral Degrees: Does the doctoral program include provision for a pattern of scheduled student
interactions with faculty and other resource persons throughout the program?
☐
☐
☐
16. Doctoral Degrees: When technology is used to deliver any part of the program, is training and support
in the use of that technology provided for both students and faculty?
☐
☐
☐
Choose an
item.
Meets Standard IV.A. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
NOTES:
Click here to enter text.
IV. B. Student Records
Standard: Essential, accurate student records are adequately and securely maintained and readily accessible.
1.
2.
3.
4.
5.
6.
Yes
No
NA
Are accurate formal records kept on students and graduates and are they maintained for a sufficient
period of time?
☐
☐
☐
Did the institution provide samples of the student records?
☐
☐
☐
Does the institution keep accurate records of receipt, grading, and return of exams?
☐
☐
☐
Did the institution provide samples of relevant records?
☐
☐
☐
Does the institution have adequate procedures for the security, maintenance and protection of student
records?
☐
☐
☐
Are the student records readily accessible?
☐
☐
☐
Are transcript services, design, and format for transcripts adequate?
☐
☐
☐
Did the institution provide a sample of a transcript (both sides?)
☐
☐
☐
Did the institution explain under what authority it issues its completion certificates, diplomas, or
degrees?
☐
☐
☐
Do the institution’s transcripts contain similar information found on a traditional institution’s
transcripts?
☐
☐
☐
Degree-granting: Did the institution explain the policies and procedures it has for keeping records on
students’ academic progress (achievement of course and program learning objectives and outcomes,
examination results, etc.) as described in C.9. Policy on Degree Programs, Standard IV, Student
Records?
☐
☐
☐
Did the institution verify that the policies and procedures are maintained in accordance with applicable
☐
☐
☐
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professional requirements and state laws? (C.9.)
7.
Doctoral Degrees: Does the institution maintain records of the students’ academic results?
Meets Standard IV.B. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
NOTES:
☐
☐
☐
Choose an
item.
Click here to enter text.
IV.C. Student Support Services
Standard: The institution provides support services relevant to the students enrolled, such as financial aid guidance,
counseling services, employment assistance and/or alumni services.
Yes
No
NA
1.
Does the institution provide adequate and appropriate support services relevant to the students enrolled,
such as financial aid guidance, counseling services, employment assistance and/or alumni services?
☐
☐
☐
2.
Do the majority of students find jobs working in occupations related to the training provided?
☐
☐
☐
3.
Degree-granting: Does the institution offer adequate services for their alumni?
☐
☐
☐
4.
Degree-granting: Did the institution provide information available on the number of school alumni
working in occupations related to the training provided?
☐
☐
☐
5.
Degree-granting: Are appropriate academic counseling services available upon request as required by
C.9. Policy on Degree Programs, Standard IV?
☐
☐
☐
6.
Doctoral Degrees: If the institution offers first professional or professional doctoral programs, is it
meeting the requirements in C.9. Policy on Degree Programs, Standard IV, “Program Administration”?
☐
☐
☐
7.
Title IV: Did the institution explain how for each degree program offered, it provides students with
complete and accurate information regarding the skills, knowledge, and abilities that the program
provides to its students?
☐
☐
☐
8.
Title IV: Does the institution adequately make available to students, upon request, career counseling
related to their program of study?
☐
☐
☐
9.
Title IV: Does the institution adequately make available financial aid counseling available to all
students in need of financial assistance, students that are applying for financial assistance, and other
persons seeking additional information regarding the process for applying and receiving Title IV
financial assistance? Such counseling may take place via a variety of media sources and
communications methods.
☐
☐
☐
10. Title IV: Does the institution provide adequate personal assistance on questions related to the
application and delivery of financial aid upon the request of the student?
☐
☐
☐
11. Title IV: Does the institution, through the financial aid office and the use of available media,
adequately encourage repayment of any Title IV Federal student loan funds that were obtained for
payment of the tuition and other costs associated with the student’s attendance and enrollment in the
institution’s academic programs?
☐
☐
☐
12. Title IV: Does the institution conduct adequate entrance and exit loan counseling that encourages Title
IV Federal student loan repayment?
☐
☐
☐
13. Title IV: Did the institution provide evidence that it has an adequate default management plan that
☐
☐
☐
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addresses areas such as the student loan information (borrower’s rights and responsibilities,
information regarding repayment and consolidation of student loan debt, communications with lenders
and loan servicing agents, and the consequences of default), advising and monitoring, cooperation with
lenders, and collection information to facilitate location of borrowers?
14. Title IV: Did the institution adequately document implementation of the default management program
and regularly conducts an evaluation of the effectiveness of its efforts as part of its self-study program?
Meets Standard IV.C. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
NOTES:
☐
☐
☐
Choose an
item.
Click here to enter text.
IV. D. Student Complaints: The institution has policy and procedures for the purposes of responding to,
addressing, and readdressing, as appropriate, a complaint made by a student (see C.20. Policy on Complaints),
including one who has good reason to believe that the institution is not in compliance with DEAC standards and
policies.
Yes
No
NA
Is the institution’s policy and procedure adequate and appropriate for responding to, addressing, and
readdressing, as appropriate, a complaint made by a student?
☐
☐
☐
Did the institution provide a copy of the policy and summary of any complaints?
☐
☐
☐
2.
Does the institution’s complaint policy meet DEAC requirements as stated in C.20. Policy on
Complaints?
☐
☐
☐
3.
Does the institution adequately provide students the information on how and where they may file
complaints with DEAC and other appropriate agencies?
☐
☐
☐
4.
Did the institution describe the nature of complaints from students received in the past 3 to 5 years?
☐
☐
☐
Did the institution explain how it resolved the complaints? Was it sufficient and appropriate?
☐
☐
☐
1.
Meets Standard IV.C. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
NOTES:
Choose an
item.
Click here to enter text.
V. STUDENT ACHIEVEMENT AND SATISFACTION
V.A. Achievement of Student Learning Outcomes and Benefits
Standard: The institution articulates student learning outcomes has a systematic and ongoing process for assessing
student learning, provides documented evidence that show that the results are used to improve programs, curricula,
instruction, faculty development, and services, and the results meet appropriate benchmarked standards.
1.
Yes
No
NA
Did the institution provide a copy of its outcomes assessment plan?
☐
☐
☐
Is the institution’s ongoing procedure for assessing outcomes of graduates adequate?
☐
☐
☐
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Did the institution provide data that its outcomes assessments and demonstrate how it has been used to
enhance its programs and services?
☐
☐
☐
Did it provide specimen copies of any surveys it uses?
☐
☐
☐
Did the institution provide evidence that the results from its outcomes assessment meets appropriate
benchmarked standards, including DEAC’s, as described in C.14. Policy on Student Achievement and
Satisfaction?
☐
☐
☐
Did the institution provide a copy of DEAC’s letter(s) since its last accreditation review stating if it met
or did not meet the benchmarks, and did the institution meet the benchmarks?
☐
☐
☐
4.
Can the institution document satisfactorily that it delivers on its promises made to students?
☐
☐
☐
5.
Did the institution provide evidence supporting any advertised employment opportunities that will be
available for students/graduates for each program, and did it provide data and information on the
employer acceptance of graduates of the institution’s programs?
☐
☐
☐
6.
Did the institution provide tables that describe the different areas assessed and the methods of
assessments and when they are used, and the various methods of assessment and how the institution
interprets and uses the results? (See Policy C.14.)
☐
☐
☐
7.
Did the institution provide other data or cross-reference other sections in their SER that demonstrates
that it delivers to students the intended learning outcomes and benefits?
☐
☐
☐
8.
Title IV: Did the institution provide evidence that it can demonstrate that graduates of its degree
programs have attained the require skills, knowledge, and abilities in the educational program objectives
for the program?
☐
☐
☐
2.
3.
Meets Standard V.A. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
NOTES:
Choose an
item.
Click here to enter text.
V.B. Student Satisfaction
Standard: The institution regularly collects evidence that students are satisfied with the instructional and educational
services provided as described in C.14. Policy on Student Achievement and Satisfaction.
Yes
No
NA
Does the institution routinely measure student success and satisfaction and the outcomes of its
course/program offerings?
☐
☐
☐
Did the institution provide summaries of relevant survey results?
☐
☐
☐
2.
Does the institution gather student satisfaction data and use it for quality control and improvement of the
program content, instruction, and educational services?
☐
☐
☐
3.
For vocational programs, did the institution provide evidence and data from the student’s employer and
third party surveys and other instruments used to gather opinions on student performance?
☐
☐
☐
Did the institution include summaries and an analysis of the data?
☐
☐
☐
Is the analysis adequate and appropriate?
☐
☐
☐
Did the institution provide samples of other institutional surveys of students taken during and/or upon
☐
☐
☐
1.
4.
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completion of individual courses/programs?
Did the institution explain how the results are used for program improvement?
☐
☐
☐
Did the institution provide the data requested and collected on the three required questions by the
institution as instructed in the C.14. Policy on Student Achievement and Satisfaction”?
☐
☐
☐
Did the result of the institution’s survey of students document that 75% of responders answered “yes” to
each of the three Commission-mandated survey questions?
☐
☐
☐
6.
Degree Programs: Did the institution describe how it has in place an adequate on-going program to
assess student achievement with respect to the stated degree program outcomes and must demonstrate
how this on-going program has been used to enhance degree offerings and services? (C.9.)
☐
☐
☐
7.
Degree Programs: Has the institution demonstrated how this on-going program has been used to
enhance program offerings and services?
☐
☐
☐
8.
Degree Programs: Has the institution demonstrated that graduates of its programs have attained the
required skills, knowledge, and abilities specified in the educational program objectives for the degree
program?
☐
☐
☐
5.
Meets Standard V.B. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
NOTES: Click
Choose an
item.
here to enter text.
V.C. Progress Through the Course/Program
Standard: The institution documents that students complete their studies at rates that compare favorably to those of
similar courses/programs offered by similar DEAC-accredited institutions. The factors considered by the
Commission in making this determination and any reporting requirements are outlined in C.14. Policy on Student
Achievement and Satisfaction.
Yes
No
NA
1.
Are the graduation rates satisfactory (i.e., are they within 15 percentage points of the mean) in light of
the nature of the course, the student body, and similar DEAC accredited distance education programs?
☐
☐
☐
2.
Have studies on student course completions been established on a continuing basis?
☐
☐
☐
3.
Have these studies been used effectively to improve courses/programs and graduation rates?
☐
☐
☐
4.
Degree-granting: Does the institution conduct measurement of graduation rates, professional
placement, career satisfaction, and other outcome measures on an ongoing basis?
☐
☐
☐
Are the results of these measurements made readily available to interested parties in the institution’s
research and data files?
☐
☐
☐
Meets Standard V.C. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
NOTES:
VI.
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item.
Click here to enter text.
QUALIFICATIONS OF INSTITUTION, OWNERS, GOVERNING BOARD MEMBERS,
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ADMINISTRATORS, INSTRUCTORS/FACULTY, AND STAFF
VI.A. Owners, Governing Board Members, Officials, and Administrators
Standard: The Owners, Governing Board Members, officials, and administrators possess appropriate qualifications
and experience for their positions and roles and have demonstrated the ability to oversee institutional operations.
The governing board members are knowledgeable and experienced in one or more aspects of educational
administration, finance, teaching/learning, and distance study. The institution has policies that clearly delineate the
duties and responsibilities of governing board members, officials, and administrators. Individuals in leadership and
managerial roles are qualified by education and experience.
Yes
No
NA
Are the institution’s owners, governing board members, CEO, and top institution administrators
qualified to oversee or direct the institution’s operations?
☐
☐
☐
Did the institution provide the qualifications of the owners, governing board members, CEO, and top
institution administrators?
☐
☐
☐
2.
Are the governing board members knowledge and experience in one or more aspects of educational
administration, finance, teaching/learning, and distance study?
☐
☐
☐
3.
Did the institution provide its policies that clearly delineate the duties and responsibilities of governing
board members, officials, and administrators?
☐
☐
☐
4.
Did the institution document that the individuals in leadership and managerial roles are qualified by
education and experience?
☐
☐
☐
5.
Do the CEO and top administrators have experience in distance education administration and
methodology and any previous educational administrative positions?
☐
☐
☐
Did the institution explain how those positions helped prepare them for their current positions?
☐
☐
☐
6.
Title IV: Did the institution provide a statement attesting that the names of the institution, institution’s
owners, governing board members, and principal administrators do not appear on the Federal
government’s list of individuals debarred or suspended from participation in Federal student assistance
programs?
☐
☐
☐
7.
Title IV: Did the institution explain and provide evidence that it employs a capable individual(s) to be
responsible for administering all Federal student assistance programs in which it participates, and for
coordinating those programs with the institution’s other financial assistance programs?
☐
☐
☐
8.
Title IV: Did the institution explain and provide evidence that the institution employs other individuals,
as needed, to assist in the administration of the Title IV programs.?
☐
☐
☐
9.
Title IV: Did the institution provide evidence that at least one institution staff member must attend
DEAC-sponsored workshops on Title IV Aid Administration when they are offered and is certified by
DEAC prior to the institution’s participation in any Title IV program?
☐
☐
☐
10. Title IV: Did the institution provide evidence that its personnel involved in the recruitment of students
as their principal activity do not have final decision-making authority in the approval or awarding of
Federal student financial assistance?
☐
☐
☐
1.
Meets Standard VI.A. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
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item.
Click here to enter text.
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VI.B. Chief Academic Officer and/or Department Heads
Standard: A qualified1 person serves as the chief academic officer or educational director. This person has overall
administrative responsibilities for the educational program(s), faculty/instructors, and a policy-making voice in
advertising, sales, and collections. In institutions that use department heads or persons with similar titles are
delegated educational, editorial, and research responsibilities within the departmental subject fields.
1Qualifications
for degree-granting institutions are described in C.9. Policy on Degree Programs.
VI. B. Chief Academic Officer and/or Department Heads
Yes
No
NA
1.
Does the educational director or CAO have appropriate educational qualifications and experience?
☐
☐
☐
2.
Does the CAO and/or educational director have adequate responsibilities for the educational program,
including the preparation of curriculum and review and revision of the program?
☐
☐
☐
3.
Did the institution describe how qualified department heads or persons with similar titles are delegated
educational, editorial, and research responsibilities within departmental subject fields?
☐
☐
☐
4.
Doctorate Degree: Did the institution explain how it has on its full-time staff, prior to enrolling students
Dean or other academic officer with credentials that are appropriate to the degree(s) being offered as
required by C.9. Policy on Degree Programs, Standard VI. Qualifications of Faculty?
☐
☐
☐
Meets Standard VI.B. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
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item.
Click here to enter text.
VI.C. Instructors/Faculty and Staff
Standard: The institution has a sufficient number of qualified instructors1/faculty2 to give individualized
instructional service to each student. The institution maintains files containing the resumes and official transcripts
of its instructors/faculty. Instructors/faculty are carefully screened for appointment, and are properly and
continuously trained with respect to institution policies, learner needs, instructional approaches and techniques,
and the use of appropriate instructional technology. The institution has clear, consistent procedures to evaluate
instructors/faculty performance.
1 Instructors teaching technically- or practice-oriented courses must have practical experience in the field and hold current licenses and/or
certifications, as applicable.
2 qualifications
1.
for degree-granting institutions are described in C.9. Policy on Degree Programs.
Yes
No
NA
Did the institution provide evidence that it has a sufficient number of qualified instructors/faculty to give
individualized instructional service to each student?
☐
☐
☐
Did the institution provide the instructors/faculty-to-student ratios for each course? Are they
appropriate?
☐
☐
☐
Did the institution provide resumes for its instructors/faculty?
☐
☐
☐
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Are the instructors/faculty qualified for the courses they are teaching?
☐
☐
☐
Did the institution provide the table required in Exhibit 46 and 47?
☐
☐
☐
Did the institution explain how it maintains files containing the individual credentials of
instructors/faculty?
☐
☐
☐
Does the institution properly validate individual resumes and official transcripts?
Degree-granting: Does the institution have an original transcript in its files for the person’s highest
level degree earned?
☐
☐
☐
Does the institution carefully screen instructors/faculty for appointment, and are they properly and
continuously trained with respect to institution policies, learner needs, distance learning andragogy,
instructional approaches and techniques, and the use of appropriate instructional technology?
☐
☐
☐
Did the institution provide its policies and criteria for employing instructors/faculty?
☐
☐
☐
5.
Did the institution demonstrate that it has clear, consistent procedures to evaluate instructors/faculty
performance? Did it provide sample evaluations?
☐
☐
☐
6.
Did the institution provide copies of policy manuals or faculty handbook that have been prepared for the
guidance of instructional personnel?
☐
☐
☐
Did the institution explain any training programs it provides the instructors/faculty?
☐
☐
☐
7.
If outside instructors/faculty, consultants, technical advisors, researchers, subject matter specialists, or
other such individuals are used, did the institution explain the criteria for hiring them, identify who
supervises them, and how they are supervised?
☐
☐
☐
8.
Did the institution explain how instructors/faculty assists in developing and updating instructional
materials, especially course content, and how instructors/faculty are used in the distance study portion of
the course, i.e., in assignment/lesson and exam grading, telephone consultation with students, academic
counseling, online instruction, course revision, development of study guides, etc.?
☐
☐
☐
9.
Are the contractual arrangements with the above individuals/groups, amount and type of service
rendered by each one, and the method of compensation used for each one appropriate?
☐
☐
☐
Did the institution provide samples of contracts for such individuals/groups?
☐
☐
☐
10. Did the institution describe its organizational guides for instructors/faculty and any tuition assistance and
development programs for instructors/faculty?
☐
☐
☐
11. Does the institution have any professional development plan for the instructors/faculty?
☐
☐
☐
12. Did the institution provide data on instructor/faculty turnover for the last three years and explain why
this turnover occurred?
☐
☐
☐
13. Degree-granting: Did the institution provide evidence that each faculty member possesses an
academic/educational degree that is one higher than the degree awarded by the program in which he/she
teaches? In judging competence of faculty, consideration shall be given to the academic preparation and
experience of each instructor and the faculty’s comparability to faculty of other appropriately accredited
resident institutions as required by C.9. Policy on Degree Programs, Standard VI. Qualification of
Faculty?
☐
☐
☐
14. Degree-granting: Is the institution meeting the requirement in C.9. Policy on Degree Programs,
Standard VI: Qualifications of Instructors/Faculty?
☐
☐
☐
15. Degree-granting: Are any exceptions that were made and documented for professionals whose
experience and reputation qualified them for appointment as part-time or adjunct faculty members
☐
☐
☐
2.
3.
4.
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reasonable, as required by C.9. Policy on Degree Programs, Standard VI. Qualification of Faculty.?
☐
☐
☐
☐
☐
☐
17. Doctoral Degrees: Do all teaching faculty involved with doctoral students have doctoral/terminal
degrees from other appropriately accredited institutions?
☐
☐
☐
18. Doctoral Degrees: Does the dissertation committee consist of at least three members, and do all
committee members demonstrated appropriate scholarship, experience or practice in the subject area? (In
lieu of a dissertation, doctoral degree programs may require a project where such a project is consistent
with accepted practice at other appropriately accredited institutions.)
☐
☐
☐
19. Doctoral Degrees: Does the dissertation committee include at least two members who earned their
doctoral degrees from appropriately accredited institutions other than the awarding institution, and are
the committee members qualified in the subject area of the student’s dissertation or project? (At least one
member of the dissertation committee must be a member of the awarding institution’s faculty.)
☐
☐
☐
20. Doctoral Degrees: At the point of the dissertation, do students have the option of nominating their
dissertation members or major professors, and does the institution make the final decisions?
☐
☐
☐
21. Doctoral Degrees: Are policies and procedures for preventing and or resolving complaints against
faculty are published?
☐
☐
☐
16. Degree-granting: Are the institution’s policies and procedures for preventing and/or resolving
complaints against faculty adequate?
Did the institution explain where these policies and procedures are published and are they made
available to all students?
Meets Standard VI.C. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
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item.
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VI. D. Reputation of Institution, Owners, Governing Board, Officials, and Administrators
Standard: The institution and its owners, governing board members, officials, and administrators possess sound
reputations and possess a record of integrity and ethical conduct in their professional activities, business operations,
and relations.
1.
2.
Yes
No
NA
Does the institution and its owners, governing board members, officials, and administrators possess a
sound reputation and shows a record of integrity and ethical conduct in their professional activities,
business operations, and relations?
☐
☐
☐
Did the institution state if any individual above ever been debarred by federal or state authorities from
participating in any funding programs?
☐
☐
☐
State how the institution is free from any association with activity that could damage the standing of the
accrediting process, such as illegal actions, unethical conduct, or abuse of consumers.
☐
☐
☐
Meets Standard VI.D. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
NOTES:
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item.
Click here to enter text.
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VI.E. Professional Growth
Standard: The institution demonstrates its interest in improving instruction through upgrading faculty and staff.
Faculty and staff are encouraged to become members of professional organizations, to review and apply relevant
research, to pursue continuing education or training in their respective fields, and to enhance their skills in
developing and using electronically delivered, online, or other forms of distance study.
Yes
No
NA
1.
Did the institution identify professional organizations with which the instructors/faculty and staff are
affiliated, and explain their involvement with each?
☐
☐
☐
2.
Did the institution list the names of instructors/faculty and staff and the relevant professional meetings
they have attended during the past two years?
☐
☐
☐
3.
Is the institution’s staff active with the Distance Education Accrediting Commission?
☐
☐
☐
4.
Does management encourage staff to receive special training and self-development?
☐
☐
☐
5.
Does the institution provide any in-house training programs for staff?
☐
☐
☐
Meets Standard VI.E. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
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item.
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VI.F. Succession Plan
Standard: The institution has a written plan that outlines the process by which the leadership and management
succession would be approached and realized. Identify specific people, committees, or boards that would be
responsible to carry on with the operation of the institution. The plan should be reviewed and revised on an annual
basis.
Yes
No
NA
Does the institution have a written plan for leadership/management succession?
☐
☐
☐
Did the institution provide a copy of its succession plan?
☐
☐
☐
2.
Did the plan identify specific people, committees, or boards that would be responsible to carry on with
the operation of the institution?
☐
☐
☐
3.
Is the plan reviewed and revised on an annual basis?
☐
☐
☐
1.
Meets Standard XII.C. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
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item.
Click here to enter text.
VII. ADMISSION PRACTICES AND ENROLLMENT AGREEMENTS
VII.A. Admission Practices
Standard: The admissions policies, requirements, and practices of the institution fully conform to DEAC Business
Standard II.B.
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Yes
No
NA
1.
Does the institution disclose in writing the scope and nature of its courses/programs, and its educational
and training objectives, and how the institution protects student privacy, and are they appropriate?
☐
☐
☐
2.
Did the institution document where the institution states that it does not discriminate in its admissions
because of race, sex, color, creed, age, religion, or national origin n admitting students?
☐
☐
☐
3.
Is the process for establishing the program admissions policies adequate and appropriate?
☐
☐
☐
Was how the institution establishes the qualifications that an applicant must possess to successfully
assimilate the educational materials appropriate for the educational programs offered?
☐
☐
☐
4.
Does the institution takes reasonable measures to assure that the student has no physical limitation that
will prevent success in the program contemplated? Such measures may be: 1) the publication of a clear
description of physical handicaps or disabilities which could prevent successful completion; 2) the
inclusion of an appropriate question or questions on the admission application which will alert the
institution to a potential problem and which would trigger further action by the institution; and 3) the
requirement of a doctor’s statement in questionable cases. (See C.9. Policy on Degree Programs,
Standard VII. Admission Practices.)
☐
☐
☐
5.
Did the institution describe any evidence that shows that students who meet the minimum admission
standards can achieve the announced objectives of the course/program, and is the evidence appropriate?
☐
☐
☐
Is the manner in which the institution determines with reasonable certainty, prior to acceptance of the
applicant, that the applicant has been informed of and has proper qualifications to enroll in the
course/program appropriate and adequate?
☐
☐
☐
Is the institution’s admissions policy for students still in high school or students within compulsory
school age appropriate?
☐
☐
☐
Did the institution document (if applicable) how it obtains permission from the appropriate, responsible
parties that pursuit of the course/program will not be detrimental to any compulsory schooling?
☐
☐
☐
7.
Did the institution adequately document how the institution makes certain that the applicant was
informed that he/she had been accepted into the program and that the official transcripts or required
documentation must be received by the institution within one enrollment period not to exceed 12
semester credits, or the student will not be accepted into the program?
☐
☐
☐
8.
Are the controls used to assure that the admission policy, requirements, and practices are consistently
and uniformly applied?
☐
☐
☐
If the institution enrolls a person not meeting established qualifications for admission, does the
institution document how it is keeping a record showing the reasons for acceptance of that person and is
it appropriate?
☐
☐
☐
Does the institution explain how it determines its policy requiring a specific education level and how it
handles exceptions to this policy?
☐
☐
☐
10. Are educational qualifications properly documented with a diploma or transcript?
☐
☐
☐
11. Are the institution’s policies and procedures used in evaluating previous education obtained adequate?
☐
☐
☐
12. Do the policies permit students to receive credit for previous studies or work experience?
☐
☐
☐
☐
☐
☐
6.
9.
Did the institution provide a copy of its policies and procedures for evaluating previous non-school
learning?
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13. Is the procedure for who determines the acceptance standards and final acceptance in marginal cases
adequate? Did the institution identify the person who makes acceptance decisions?
☐
☐
☐
14. Are the principal reasons why student are denied admission by the institution documented and
appropriate?
☐
☐
☐
15. Does the institution have adequate policies and procedures for informing prospective students of any
requirements for governmental or other licensing procedures that are directly or indirectly applicable?
☐
☐
☐
16. Is the institution’s procedure for permitting students to register online adequate?
☐
☐
☐
Is the documentation the institution requires for enrolling online appropriate, adequate and accessible?
☐
☐
☐
17. If the institution provides incentives for making referrals, do the incentives not exceed a value of $100
per year?
☐
☐
☐
18. Degree-granting: Are the institution’s admission policies, procedures, requirements and prerequisites
appropriate for the degree programs it offers?
☐
☐
☐
Are applicants checked to assure that they have the appropriate prior education and other qualifications
to enroll (i.e., high school diploma, etc.)?
☐
☐
☐
19. Degree-granting: Does the institution’s admission policies meet the requirements stated in C.9. Policy
on Degree Programs, Standard VII: Admission Practices, Qualifications for Admission, including
exceptional cases?
☐
☐
☐
20. Degree-granting: Are the institution’s admission standards and process required for students whose first
language is not English to pass TOEFL test or other scores as stated in Policy C.9.?
☐
☐
☐
21. Degree-granting: Is the process the institution uses for any non-U.S. institution transcripts of degree
seeking applicants that are not presented in English either evaluated by (a) an appropriate,
competent third party service; or (2) are translated into English by a trained, qualified transcript
evaluator fluent in the original language on the transcript?
☐
☐
☐
In either case, does the evaluator or the service must have expertise in the educational practices of the
country of origin?
☐
☐
☐
Do the transcripts include an English translation, along with the original transcript? Are both documents
available on file at the institution?
☐
☐
☐
22. Degree-granting: Are the institution’s policies for transfer credits adequate and appropriate? Did the
institution explain how they are validated and is it appropriate and adequate?
☐
☐
☐
Is the institution meeting the requirements in C.9. Standards VII. Admission Practices, Maximum
Allowable Transfer Credit and Transfer Credit Policies?
☐
☐
☐
23. Degree-granting: Are the number of students in the last calendar/fiscal year who were awarded transfer
credit into your institution and the average number of credits awarded reasonable?
☐
☐
☐
24. Degree-granting: Are the institution’s policies and procedures for validating credit for experiential
learning and other non-school prior learning appropriate and adequate?
☐
☐
☐
Does the institution meet the requirements in C.9. Policy on Degree Programs, Standard VII: Admission
Practices, Experiential Equivalent Credit (including the requirements for PLA)?
☐
☐
☐
Is the experiential learning relevant to the particular degree program toward which credit is sought?
☐
☐
☐
Is the institution’s transfer of credit in line with the Accrediting Commission’s maximum levels?
☐
☐
☐
Do(es) the diploma(s) issued clearly state the title of the degree(s) awarded?
☐
☐
☐
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25. Degree-granting: Is the person who evaluates academic transcripts or portfolios of experiential learning
are properly qualified and trained for his/her assignments?
☐
☐
☐
26. Degree-granting: Are the numbers of students in the last calendar/fiscal year who were awarded credit
for experiential learning and other non-school prior learning and the average number of credits awarded
reasonable?
☐
☐
☐
27. Doctoral Degrees: Do applying students document relevant academic experience for the doctoral
program of study and, if in a professional field, relevant experience prior to be admitted?
☐
☐
☐
28. Doctoral Degrees: Does the doctoral program require a minimum of 60 doctoral-level semester credit
hours to be successfully completed beyond a master’s degree, of which a maximum of 15 credit hours
may be earned for the dissertation? (If an institution’s entrance requirement is a first professional degree
in the same discipline, the number of doctoral-level semester credit hours may be reduced to conform to
standard practice in the discipline, but may not be less than 90 total graduate semester hours after the
baccalaureate degree.)
☐
☐
☐
29. Doctoral Degrees: Are appropriate time periods for the length of each component of the doctoral degree
programs been established by the institution and are they clearly communicated to potential students and
applicants prior to and during the admission process?
☐
☐
☐
30. Title IV: Did the institution adequately demonstrate that it is aware of and complies with, all U.S.
Department of Education regulations and restrictions on methods of compensation that pertain directly
or indirectly to the success in student recruiting or admissions activities or in making financial aid
decisions?
☐
☐
☐
31. Title IV: Does the institution adequately make available, or provides as required, the student consumer
information as required by Federal statute and regulations.?
☐
☐
☐
Meets Standard VII.A. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
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item.
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VII.B. Enrollment Agreements (Contracts)
Standard: The written enrollment agreement and/or other written enrollment documents specify clearly the nature
and scope of the course or program, the services and obligations of the institution, and the responsibilities,
obligations, financial and otherwise, of the student. Any changes in tuition, fees, and course or program policies and
procedures must be made applicable to all future enrollees, not those currently enrolled. The institution must use a
written enrollment agreement/contract that conforms to the provisions of DEAC Business Standards II. A. and II. B.
Students must be given copies of these written agreements/contracts and/or other written documents.
VII.B. Enrollment Agreements (Contracts), continued
Yes
No
NA
1.
Does the institution use an enrollment agreement (contract) that clearly outlines the obligations of both
the institution and the student?
☐
☐
☐
Did the institution provide copies of its enrollment agreements?
☐
☐
☐
2.
Are affirmation forms, telephone verification scripts, or other forms used to process student applications
or contracts appropriate?
☐
☐
☐
3.
Are the procedures for transmitting a copy of a contract to a student and for handling any down
payments adequate?
☐
☐
☐
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4.
When a recruiting person obtains an enrollment, is a receipt for money collected left with the applicant?
☐
☐
☐
5.
For online enrollments, are prospective students presented with the refund policy prior to submitting
their application? Can this be documented?
☐
☐
☐
6.
If shipping and handling charges are shown separately on the enrollment form:
☐
☐
☐
a.
Are the charges reasonable and related only to fees actually expended?
☐
☐
☐
b.
Do refunds to students include a fair portion of any pre-paid shipping and handling charges?
☐
☐
☐
7.
Does the institution meet Business Standards II.A.?
☐
☐
☐
8.
Degree-granting: Does the institution provide a clear statement concerning tuition and fee payments
and the schedule for paying them must be included on the enrollment and admission forms?
☐
☐
☐
Does the statement also include the projected maximum cost of the program where a student continues to
the statute of limitations at the current tuition rate, but allows for acceptable tuition increases?
☐
☐
☐
Doctoral Degrees: Is the enrollment form or agreement unique for the First Professional degree program
or the Professional Doctoral degree program?
☐
☐
☐
Does it include a clear statement concerning tuition and fee payments and the applicable refund policy,
and the schedule for paying them must be included on the enrollment and/or admission forms?
☐
☐
☐
9.
Meets Standard VII.B. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
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item.
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VIII. ADVERTISING, PROMOTIONAL LITERATURE, AND RECRUITMENT PERSONNEL
VIII.A. Advertising and Promotion
Standard: All advertising, promotional and recruitment activities of the institution fully conform to DEAC Business
Standard I.A. and to this accreditation standard.
VIII.A. Advertising and Promotion, continued
Yes
No
NA
1.
Do all literature and all presentations preclude giving any false, misleading, or exaggerated impression
with respect to the institution, its personnel, its courses and services, or the occupational opportunities
for its graduates?
☐
☐
☐
2.
Does the institution’s advertising meet Business Standards I.A. and I.B.?
☐
☐
☐
3.
Are discounts, premiums, or cash awards made to individuals who refer other prospective students
consistent with the DEAC Business Standards?
☐
☐
☐
4.
Did the institution provide evidence supporting any advertised employment opportunities that have been
or are available for graduates/completers of each program and is it appropriate?
☐
☐
☐
Does the institution appropriately verify that advertisements do not imply that employment is being
offered and are placed in the appropriate place in media, e.g., under sections identified for education,
training, or instruction.
☐
☐
☐
If outside advertising agencies are retained, does the institution adequately review and control the
advertising copy?
☐
☐
☐
5.
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Are the institution’s procedures for ensuring that any third party lead providers or referral companies
comply with DEAC Business Standards adequate?
☐
☐
☐
6.
Did the institution provide copies of all advertising and promotional literature; telephone, radio, and TV
sales scripts; Web site information; and mailing pieces used within the last 12 months to invite inquiries
from prospective students or to inform of institutional programs?
☐
☐
☐
7.
Did the institution provide copies of all sales letters, printed materials, and catalogs mailed or delivered
to individuals on a direct mail basis or in response to inquiries from prospective students? Are they
appropriate and do they meet DEAC Business Standards?
☐
☐
☐
8.
Is the advertising budget appropriate in light of the institution’s mission?
☐
☐
☐
9.
Degree-granting: Does the institution’s catalog contain all the required elements per C.9. Policy on
Degree Programs, Standards VIII: Advertising Requirements?
☐
☐
☐
10. Degree-granting: Does the institution permanently archive its catalogs?
☐
☐
☐
11. Degree-granting: Does the institution not make any direct or implied promise that it is easy to earn a
degree, or it can be earned in a short period?
☐
☐
☐
Does the institution disclose on its website that acceptance of transfer of credits is determined by the
receiving institution?
☐
☐
☐
12. Title IV: Did the institution adequately document that any statements the institution makes in any
advertising, promotional literature, or other materials are complete and accurate about (1) its eligibility
or participation in Title IV programs, (2) its efforts to become certified to participate in such programs,
and/or (3) the availability of Federal student financial assistance to students who enroll at the institution?
☐
☐
☐
13. Title IV: Did the institution provide evidence that it does not use the availability of Federal financial
assistance to students as the primary inducement or rationale for students to enroll in a program?
☐
☐
☐
14. Title IV: Did the institution provide evidence that any promotional literature, catalogs, websites, or
other materials that describe the financial assistance available to students, including any Federal student
financial assistance that might be available, state that the assistance is available only to those students
who qualify, and include the Federal and institutional requirements students must meet in order to
qualify for and maintain eligibility for such assistance?
☐
☐
☐
Meets Standard VIII.A. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
Notes:
Choose an
item.
Click here to enter text.
VIII.B. Control of Student Recruitment Personnel*
Standard: The institution’s policies and practices in the hiring, training, monitoring, managing, and evaluating of
all sales or recruiting personnel fully conform to DEAC Business Standard II. C. and to this accreditation standard.
(*any personnel, including employees or contractors, who enrolled prospective students (e.g., telemarketers,
enrollment advisors, etc.)
1.
Are the selection criteria and procedures used in screening, recruiting, and hiring recruiting personnel
adequate and appropriate?
Yes
No
NA
☐
☐
☐
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2.
Does the institution have full responsibility for the actions, statements, and conduct of its student
recruitment personnel, including any required licensures or registrations?
☐
☐
☐
3.
Does the institution adequately train its student recruitment personnel (including providing them with a
sales manual or materials covering applicable procedures, policies and presentations)?
☐
☐
☐
Does the institution provide student recruitment personnel with accurate information concerning
employment, remuneration, and a signed written agreement?
☐
☐
☐
Did the institution supply copies of current manuals and letters and bulletins provided for guidance with
recruiting. Include copies of all training manuals, scripts, or guidelines used.
☐
☐
☐
4.
Are complete and accurate records kept on the sales recruitment personnel?
☐
☐
☐
5.
Does the institution adequately and routinely monitor for compliance with standards its student
recruitment personnel, including any independent organizations providing prospective applicants names
to the institution?
☐
☐
☐
6.
Are recruiting personnel supervised, monitored, and evaluated adequately?
☐
☐
☐
Did the institution show evidence that each recruiter clearly understands and takes seriously the “Code
of Ethics for Student Recruitment Personnel of the DEAC” as stated in the DEAC Business Standards,
and that copies of the signed “Code of Ethics” are kept in the appropriate files?
☐
☐
☐
7.
Is the selection criteria and the training, supervision, and monitoring process of any other outside
agencies or persons (other than the institution’s sales personnel) used to solicit prospective students
adequate?
☐
☐
☐
8.
Are any direct mail, telemarketing, or other marketing methods used by recruiting personnel and other
outside agencies or persons appropriate?
☐
☐
☐
9.
Did the institution provide the number of recruiting personnel, number of full or part-time and average
length of service, and the title used to designate recruiting personnel?
☐
☐
☐
☐
☐
☐
Did the institution provide copies of any studies and/or records of institutional trends in compensation
levels, turnover, supervisory ratio, and number of complaints about sales recruitment personnel?
☐
☐
☐
Did the institution provide a complete description of all the sales recruitment personnel compensation
plans used?
☐
☐
☐
Did the institution provide the percent of turnover for the institution’s sales force for the last two years,
and state what the average length of service is for sales recruitment personnel and sales supervisors, if
any? Is it appropriate?
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
Did the institution supply copies of sample written agreements/contracts with student recruitment
personnel?
☐
☐
☐
13. Are the policies and procedures used to license and bond student recruitment personnel in the various
☐
☐
☐
10. Are all the structures of compensation carefully explained to the prospective job applicant?
11. Do student recruitment personnel (including telemarketing staff) comply with applicable federal and
state laws, including any industry guides issued by the FTC?
Is how the institution checks to make certain they do not: (1) use any title that indicates special
qualifications for career guidance, counseling, or registration; and (2) place advertisements without the
appropriate written authorization from the institution adequate?
12. Does the student recruitment personnel’s written agreement with the institution spell out the
responsibilities, rights, and provisions of both the institution and the student recruitment personnel?
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states adequate and appropriate?
14. Are student recruitment personnel adequately informed of and kept up-to-date on changing relevant
federal and state laws?
☐
☐
☐
15. If recruitment supervisors are used, did the institution report the number of such supervisors, criteria
used to select and evaluate them, and the number of persons whom they supervise, and are they
adequate?
☐
☐
☐
16. If the sales organization is large, are the policies and procedures used to ensure the ethical conduct of
sales recruitment personnel and sales supervisors adequate and appropriate?
☐
☐
☐
17. Did the institution provide the required information for each office in the sales organization?
☐
☐
☐
Meets Standard VIII.B. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
Choose an
item.
NOTES: Click here to enter text.
IX. FINANCIAL RESPONSIBILITY
IX.A. Financial Practices
The institution shows, by complete, comparative financial statements covering its two most recent fiscal years, that it
is financially responsible and that it has sufficient resources to enable it to meet its financial obligations to provide
quality instruction and service to its students. (Financial statements must be audited or reviewed and prepared “in
conformity with generally accepted accounting principles.”) The institution has budgeting processes that allows the
institution to demonstrate that current and future budgeted operating results will be sufficient to allow the institution
to accomplish its mission and goals. (6/14)
1.
2.
Do the institution’s financial statements demonstrate overall financial responsibility or does the parent
company guarantee financial stability?
Yes
No
NA
☐
☐
☐
a.
Are the statements either “reviewed” or “audited”?
☐
☐
☐
b.
Are the financial statements complete for the two most recent fiscal years?
☐
☐
☐
c.
Are all notes and supplementary schedules to statements included?
☐
☐
☐
d.
Do the statements include an income statement, balance sheet, statement of cash flows, a statement
of changes in shareholders’ equity or net worth, and explanatory notes?
☐
☐
☐
e.
Did the institution provide detailed operating statements for institution divisions?
☐
☐
☐
f.
Are the statements prepared using the accrual method of accounting?
☐
☐
☐
g. Was the CPA’s report unqualified (i.e. did not include a reference to the institution’s ability to
continue as a going concern)?
☐
☐
☐
h.
☐
☐
☐
☐
☐
☐
Were the notes to the financial statements free of going concern, liquidity or similar notes discussing
the institution’s ability to continue operations?
Did the institution provide a copy of the “Letter of Financial Statement Validation”?
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3.
Did the institution submit a properly executed copy of the appropriate Teach-Out Commitment form?
☐
☐
☐
4.
Does the institution use an adequate budget-making process?
☐
☐
☐
Did the institution document how budgets are sufficient to allow the institution to accomplish its mission
and goals successfully? Do budget assumptions used in preparing the budget appear reasonably
attainable and properly supported?
☐
☐
☐
5.
Is the institution profitable or, for not-for-profits, have an excess of revenues over costs? If not, how will
the institution achieve positive operating results sufficient to fund future operations?
Did the institution answer, “No” to the question, “Has the institution ever entered into bankruptcy?”
☐
☐
☐
6.
Did the institution demonstrate that there are sufficient current assets to handle a teach-out of students?
☐
☐
☐
7.
Did the institution answer, “No” to the question, “Has the institution ever entered into bankruptcy?”
☐
☐
☐
8.
Does the institution have a positive equity and tangible equity balance?
☐
☐
☐
9.
Do the accounts payable (numbers, amounts, and age) reflect sound financial responsibility and
management?
☐
☐
☐
10. Are inventories of course materials adequate for current and future servicing requirements?
☐
☐
☐
11. Does the institution have adequate insurance coverage, and is it properly allocated?
Did the institution explain if there had been any significant claims made in the past 3-5 years?
☐
☐
☐
12. For an institution with resident training program(s), is there adequate liability coverage for students at
resident training sites?
☐
☐
☐
Meets Standard IX.A. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
Choose an
item.
NOTES: Click here to enter text.
IX.B. Financial Management
Standard: Individuals who oversee the fiscal and budgeting processes are qualified by education and experience. The
institution must have adequate administrative staff for effectively operating, and at least one person who is qualified
and able to prepare accurate financial reports in a timely manner. Internal auditing trails and controls are in place
to ensure finances are properly managed, monitored, and protected. Adequate safeguards are in place to prevent
unauthorized access to online and on-site financial information.
IX.B. Financial Management, continued
Yes
No
NA
1.
Is the person(s) qualified by education and experience to prepare accurate financial reports in a timely
manner?
☐
☐
☐
Are these people bonded if required by state law?
☐
☐
☐
2.
Did the institution list any bonding or insurance retained to insure against fraudulent conduct?
☐
☐
☐
3.
If responsibility for financial statement preparation is outsourced to a third party such as a local CPA,
does the institution have a person who is qualified to review the statements and take responsibility for
their content?
☐
☐
☐
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4.
Do the institution’s internal audit trails and controls that are in place ensure finances are properly
managed, monitored, and protected?
☐
☐
☐
5.
Are the institution’s financial policies and procedure it has in place to ensure that its finances and
financial data are properly managed, monitored and protected, including the prevention of unauthorized
access to online and on-site financial information adequate and appropriate?
☐
☐
☐
Meets Standard IX.B. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
Notes:
Choose an
item.
Click here to enter text.
IX. C. Financial Sustainability and Stability
Standard: The institution can demonstrate that it maintains adequate administrative staff and other resources to
operate effectively as a going concern and is not exposed to undue or insurmountable risk. Any risk that exists is
adequately monitored, manageable, and insured.
Yes
No
NA
1.
Does the institution maintain adequate administrative staff and other resources to operate effectively,
including the ability to continue to operate in the event of a nature disaster and/or financial calamity?
☐
☐
☐
2.
Is the institution not exposed to undue or insurmountable risk?
☐
☐
☐
3.
If any risk exists, did the institution explain how it is monitored, managed, and insured against? Are
these adequate?
☐
☐
☐
4.
Are the safeguards in place to prevent unauthorized access to online and on-site financial information
adequate? Are the security systems in place to deter theft, sabotage or other threats adequate?
☐
☐
☐
5.
Title IV: Did the institution describe how for each year of its Federal financial assistance participation,
it adequately meets each of the financial performance tests and other qualitative measures mandated by
the U.S. Department of Education for participation in and maintaining eligibility in Federal student
assistance programs?
☐
☐
☐
Meets Standard IX.C. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
Notes:
Choose an
item.
Click here to enter text.
IX.D. Financial Reporting
Standard: Financial statements are prepared in accordance with DEAC Standards and Policies including C.10.
Policy on Financial Statements. An independent CPA’s audit or review report accompanies these statements, and a
written plan is provided that documents how the institution can resolve any challenges or anomalies identified in the
CPA’s report.
Yes
No
NA
1.
Are the qualifications and experience of the institution’s independent auditing firm adequate?
☐
☐
☐
2.
Did the institution include copies of the auditor opinion letters that accompany the institution’s financial
statements?
☐
☐
☐
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3.
Where there any deviations from DEAC C.10. Policy on Financial Statements or GAAP principles that
the independent auditor felt had to be taken in conducting the institution’s audit?
☐
☐
☐
4.
For any challenges, anomalies or threats facing the institution and which have been identified by the
independent audit firm, did the institution describe how it addressed and resolved them?
If the institution received a going concern or liquidity footnote, how will the institution continue
operations?
If continued shareholder support is described by the institution as the resolution, did the CPA provide an
explanation for why the shareholder’s support did not resolve the going concern
☐
☐
☐
Did the institution provide its written plan for the above?
☐
☐
☐
Degree-granting: Does the institution document with its financial statements that it has sufficient liquid
assets to provide for a staff and faculty of unqualified merit that characterizes a quality-focused degreeawarding college or university?
☐
☐
☐
Are there adequate funds readily available for attracting superior faculty, in-service training, a high level
faculty to learner interactivity, faculty research, continuous improvement of curricula and services?
☐
☐
☐
6.
Title IV: Did the institution provide evidence that the published cohort rate for the institution for any
cohort year—where 30 or more borrowers enter repayment—cannot exceed the allowable rate as
prescribed by the U.S. Department of Education?
Did the institutions that receive a published rate greater than 25%? If so, it is required to implement and
adhere to a default reduction plan that specifically outlines the means by which the institution will
provide services and contacts to the borrowers in an attempt to reduce the cohort default rate.
☐
☐
☐
7.
Title IV: Did the institution attest that it notified DEAC in writing within 10 days of having undergone
any program reviews, inspections, or other reviews of its participation in Title IV by the U.S.
Department of Education?
Did the institution also provide complete copies of any reports (both preliminary and final) of these
reviews, and provides any available compliance audits, within 10 days of its receipt of these documents?
☐
☐
☐
5.
Meets Standard IX.C. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
NOTES:
Choose an
item.
Click here to enter text.
IX.E. Demonstrated Operations
Standard: In all respects, accredited institutions must document continuous sound financial and ethical operations,
as well as the necessary resources to accommodate demand and to ensure all learners receive a quality educational
experience. Applicant institutions must document two continuous years of sound and ethical operation under the
present ownership and with the current programs offered as a bona fide electronically delivered, online, or other
delivery method of distance study. This documentation shall show that the name being used by the institution is free
from any association with activity that could damage the reputation of the DEAC accrediting process, such as illegal
actions, fraud, unethical conduct, or abuse of consumers. (6/14)
Yes
No
NA
1.
Has the institution documented at least two continuous years of experience as a distance education
institution under the current ownership and with the current programs?
☐
☐
☐
2.
Has the institution achieved two years of sound and ethical operation for its most recent operating
period?
☐
☐
☐
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3.
4.
F.1. – Rating Form for All Institutions
Did the institution state that the name of institution is free from any association with activity that could
damage the standing of the accreditation process?
☐
☐
☐
Are the institution’s inventories of texts, kits, and other instructional materials maintained?
☐
☐
☐
Are the institution’s inventory levels kept current?
☐
☐
☐
First Professional/Doctoral Degrees: Does the institution have appropriate resources to support its
advanced degree programs?
☐
☐
☐
Meets Standard IX.D. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
NOTES:
Choose an
item.
Click here to enter text.
X. REQUIRED DISCLOSURES FOR CANCELLATIONS, REFUNDS, AND DISCOUNTS (1/15)
X.A. Tuition Policies (An institution that does not charge tuition need not complete this section.)
Standard: Tuition policies are in keeping with the provisions of the DEAC Business Standards Section III.A. and
III.D.
Yes
No
NA
1.
Verify that all costs relative to the education provided by the institution are disclosed to the prospective
student [on an enrollment agreement or similar contractual document] before enrollment. Do the costs
include tuition, educational services, textbooks, and instructional materials and any specific fees
associated with enrollment such as application and registration fees, and fees for required services such
as student authentication, proctoring, technology access, and library services?
☐
☐
☐
2.
Do the costs include tuition, educational services, textbooks, and instructional materials and any specific
fees associated with enrollment such as application and registration fees, and fees for required services
such as student authentication, proctoring, technology access, and library services?
☐
☐
☐
3.
Are the costs for optional services, such as expedited shipment of materials, experiential portfolio
assessment, or other special services such as dissertation binding clearly disclosed to prospective
students as not being subject to refund after the five (5) calendar day student-right-to-cancel enrollment?
☐
☐
☐
4.
Is a scholarship disclosed as a bona fide financial grant to a qualified student?
☐
☐
☐
5.
Is a scholarship awarded for a recognized purpose that includes specific criteria that must be met in order
for a student to receive the scholarship?
☐
☐
☐
6.
Does the institution’s disclosure of its refund policy include a sample refund calculation that describes
the calculation methodology using clear and conspicuous language?
☐
☐
☐
7.
Is the student’s acknowledgement of the refund policy obtained and documented on the enrollment
agreement or similar contractual document prior to enrollment?
☐
☐
☐
Meets Standard X.A. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
Notes:
Choose an
item.
Click here to enter text.
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X.B. Tuition Collection Procedures
Standard: Tuition collection practices and procedures are fair. They encourage the progress of students and seek to
retain their good will. The institution exercises its right to protect its finances through collection practices in keeping
with sound and ethical business standards. Such practices take into account the comparable rights and interests of
the student. Collection procedures also conform to DEAC Business Standards Section III.E.
Yes
No
NA
1.
Are tuition collection procedures fair and in keeping with sound, ethical practice?
☐
☐
☐
2.
Do the collection notices, forms, and telephone scripts used by outside collection agencies conform to
ethical business practices?
☐
☐
☐
3.
Do collection practices encourage the student to proceed with the course?
☐
☐
☐
4.
Did the institution provide a set of all statements and collection letters used by the institution?
☐
☐
☐
5.
Do the collection notices, letters, forms, and telephone scripts used by collection agencies conform to
ethical business practices?
☐
☐
☐
6.
If outside collection agencies are used, is the percentage of accounts turned over to such agencies
reasonable?
☐
☐
☐
7.
Does the institution properly monitor the outside agency’s adherence to these standards?
☐
☐
☐
8.
Do the collection policies and practices encourage students to continue with the program of study?
☐
☐
☐
Meets Standard X.B. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
NOTES:
Choose an
item.
Click here to enter text.
X.C. Tuition Refund Policies
Standard: The institution recognizes that there are legitimate reasons why enrolled students may not be able to
complete their programs with benefit to themselves. Accordingly, the institution has a policy for equitable tuition
adjustments or refunds in such cases that conform to DEAC Business Standards Section III.B and C. Records are
maintained on tuition refunds and enrollment cancellations to provide a reference source for management analysis.
1.
2.
Yes
No
NA
Are the policies and procedures used in the settlement of students’ accounts in cases where there are
legitimate reasons why the enrolled students may not be able to complete the program with benefit to
them adequate?
☐
☐
☐
Cancellations: Did the institution provide documentation of refunds and how they are calculated?
Are they calculated correctly?
☐
☐
☐
Did the institution provide a copy of the refund template that it uses?
☐
☐
☐
Did the institution provide evidence of the following:
☐
Student notification of cancellation may be conveyed to the institution in any manner.
☐
A student has five (5) calendar days after signing an enrollment agreement or similar
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contractual document to cancel enrollment and receive a full refund of all monies paid to
the institution.
☐
A student requesting cancellation more than five (5) calendar days after signing an
enrollment agreement put prior to beginning a course or program is entitled to a refund of
all monies paid minus:
a.
b.
3.
an application/transfer credit evaluation fee of up to $75 and
a one-time registration fee per program of no more than 20% of the tuition and not to
exceed $200.
☐
Upon cancellation, a student whose costs for education are paid in full but not eligible for a
refund is entitled to receive all materials, including kits and equipment.
☐
If promissory notes or enrollment agreements are sold to third parties, the institution ensures
that it and any third parties comply with DEAC cancellation policies.
Does the institution have a fair and equitable refund policy in compliance with state requirements, or in
the absence of such requirements, in accordance with DEAC’s refund policy below:
☐
☐
☐
Flexible Time Schedule Refund Policy:
a. Institutions that implement the Flexible Time Schedule Refund Policy must clearly disclose the
curriculum benchmarks in terms of assignments submitted for grading that indicate completion at
10%, 25% and 50% intervals.
b.
When a student cancels after completing at least one graded assignment but less than 50% of the
graded assignments, the institution may retain the application fee (not to exceed $75) and one-time
registration fee of no more than 20% of the tuition not to exceed $200, plus a percentage of tuition
paid by the student in accordance with the following schedule:
Percentage completed by
the student
Percentage of tuition returned to
the student minus the application
and/or registration fee
Percentage of tuition retained
by the institution
Up to 10%
90%
10%
>10% – 25%
75%
25%
>25% – 50%
50%
50%
>50% – 100%
0%
100%
Time-Based Term Refund Policy:
a. A Time-Based Term has beginning and ending dates for no more than 16 weeks in length.
b.
A Time-Based Term refund policy may be applied to any course, program or degree.
c.
Institutions that utilize the Time-Based Term Refund Policy must refund 100% of the tuition
for any courses never started.
d.
Institutions that implement the Time-Based Term Refund Policy must clearly disclose the
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time-based refund schedule on the enrollment agreement.
e.
When enrolling students in an academic program of study comprised of two or more courses
that award semester credit hours as defined in DEAC C.9. Policy on Degree Programs,
institutions must treat each course separately for the purposes of calculating the appropriate
amount of tuition refund owed to the student.
f.
When a student cancels enrollment the institution may retain the application fee (not to
exceed $75) and the one-time registration fee of no more than 20% of the tuition, plus a
percentage of tuition paid by the student in accordance with the following refund schedule:
Length of Term
1‒6 weeks
7‒10 weeks
11‒16 weeks
Percentage of tuition returned to the
student minus the application and/or
registration fee AFTER
1st week - 70%
2nd week - 40%
3rd week - 20%
4th week - 0%
1st week - 80%
2nd week - 60%
3rd week - 40%
4th week - 20%
5th week - 0%
1st week - 80%
2nd week - 70%
3rd week - 60%
4th week - 50%
5th week - 40%
6th week - 30%
7th week - 20%
8th week - 10%
9th week - 0%
Refund Policy for Resident Courses/Programs: For a course/program that includes mandatory
resident training, the costs for the distance study portion and the costs for the resident portion must
be separately stated on the enrollment agreement.
a.
The distance study portion of the combination course/program must use the refund policy
stated in III.C.3. or III.C.4. above. If the mandatory resident portion of the course/program
is more than six (6) weeks, the institution may use the time-based refund policy in III.C.4.
If the resident portion is less than six (6) weeks, the institution may use the flexible time
schedule refund policy in III.C.3.
b.
If a student requests cancellation after attending the first resident class session the
institution may retain the application fee (not to exceed $75) and one-time registration fee
of no more than 20% of the tuition (not to exceed $200), plus a percentage of tuition paid
by the student in accordance with the following refund schedule:
Percentage completed by
the student
Percentage of tuition returned
to the student minus the
application and/or registration
fee
Percentage of tuition
retained by the institution
Up to 10%
90%
10%
>10% – 25%
75%
25%
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F.1. – Rating Form for All Institutions
>25% – 50%
50%
50%
>50% – 100%
0%
100%
4.
Did the institution provide evidence that its refund policy is properly stated on its enrollment
agreement(s)?
☐
☐
☐
5.
Do student records contain the methods of how refund amounts are calculated, and are the refunds
calculated correctly?
☐
☐
☐
6.
Did the institution list all legal actions or other formal investigations against it by students during the last
2 years?
Did the institution list any legal actions initiated against students?
☐
☐
☐
7.
Is the refund policy made readily available to prospective students prior to enrollment?
☐
☐
☐
8.
Can the institute answer, “No” to the question, “Are there any Federal Trade Commission, state, or other
government actions taken against the institution?
☐
☐
☐
If so, did the institution provide the dates, course of action, and current disposition of each action?
☐
☐
☐
Does the institution operate under any federal or state consent decrees or orders or voluntary assurances
of compliance?
☐
☐
☐
☐
☐
☐
9.
10. Title IV: Did the institution provide evidence that it complies with the Return of Title IV Aid
requirements when a student withdraws from a school and is a Federal student financial aid recipient?
Meets Standard X.C. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
NOTES:
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item.
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XI. FACILITIES, EQUIPMENT, SUPPLIES, AND RECORD PROTECTION
XI.A. Facilities, Equipment, and Supplies
Standard: The institution maintains sufficient facilities, equipment, and supplies to achieve its mission and goals and
support its programs and future growth. A written plan exists to maintain and upgrade facilities, equipment, and
supplies. The plan states the resources that will be budgeted to support its goals. Buildings, workspace, and
equipment comply with local fire, building, health, and safety regulations and are adequately equipped to handle the
educational program(s) of the institution.
Yes
No
NA
1.
Does the institution maintain sufficient facilities, equipment, and supplies to achieve its mission and
goals and support its programs and future growth?
☐
☐
☐
2.
Did the institution provide a copy of the institution’s written plan to maintain and upgrade facilities,
equipment, and supplies?
☐
☐
☐
Did the institution explain what resources are budgeted to support the plan’s goals?
☐
☐
☐
Did the institution document that the buildings, workspace, and equipment comply with local fire,
building, health, and safety regulations and are adequately equipped to handle the institution’s
☐
☐
☐
3.
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educational program(s)?
4.
Did the institution provide a basic floor plan indicating the occupant/activity in each area, and explain
how workspace is functional, hygienic, safe and satisfactory?
☐
☐
☐
5.
Did the institution describe any special purpose equipment, first aid equipment, computers, record
systems, or other technologies used, and indicate which equipment is owned or leased.
☐
☐
☐
6.
Did the institution describe any disaster recovery plans developed by the institution and is it adequate?
☐
☐
☐
Meets Standard XI.A. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
NOTES:
Choose an
item.
Click here to enter text.
XI.B. Record Protection
Standard: Institutional financial and administrative records and students’ educational records are maintained in a
reasonably accessible place and are adequately protected as long as they are likely to be needed. Protection may be
by: (1) an active fire suppression system, or (2) with passive protection using two-hour rated files or vaults for hard
copy files/records, or (3) by using off-site back up files for electronic files/records. Other records are maintained in
accordance with current educational, administrative, business, and legal practices.
Yes
No
NA
1.
Is the organization and management of the administrative office adequate for maintaining financial,
administrative, and student records?
☐
☐
☐
2.
Are student educational records kept for as long as they are likely to be needed, and are they legible and
accessible?
☐
☐
☐
If electronic records are used, are the systems backed-up and adequately protected?
☐
☐
☐
Are records adequately protected from vandalism, theft, damage, or fire?
Did the institution describe how paper files are protected in fire-proof filing cabinets or a fire
suppression system?
☐
☐
☐
a.
Meets Standard XI.B. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
NOTES:
Choose an
item.
Click here to enter text.
XII. RESEARCH AND SELF-IMPROVEMENT
XII.A. Planning and Evaluation
Standard: An accredited institution has a written plan (institutional improvement plan) that is designed to identify
internal and external trends and patterns, optimize opportunities, address challenges, reflect on achievements, and
budgets, and maintain quality. The planning enables the institution to improve services to students, ensure the
professional growth of its instructors/faculty and staff, provide for the financial stability, long-term quality, and
growth of the institution. The institution collects and analyzes data on a systematic, consistent basis to monitor the
status and effectiveness of the plan and evaluates its full range of services. (6/14)
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Yes
No
NA
Does the institution have a long-term written improvement plan that is designed to identify internal and
external trends and patterns, optimize opportunities, address challenges, reflect on achievements, and
budgets, and maintain quality?
☐
☐
☐
Did the institution provide a copy of the plan?
☐
☐
☐
2.
Did the institution explain how planning enables the institution to improve services to students, ensure
the professional growth of its instructors/faculty and staff, provide for the financial stability, long-term
quality and growth of the institution?
☐
☐
☐
3.
Does the institution collect and analyze data on a systematic, consistent basis to monitor the status and
effectiveness of the plan and evaluates its full range of services?
☐
☐
☐
Have the institution’s outcomes assessments been incorporated into the plans for self-improvement?
☐
☐
☐
4.
Does the institution’s improvement plan include for its long-term development, improvement, or
expansion of its curriculum and services for its students, instructors/faculty, and staff?
☐
☐
☐
5.
Does the plan contribute to improving institutional quality and provide adequate and realistic growth of
the institution and the personnel needed to support the growth, as well as the finances needed?
☐
☐
☐
6.
Did the institution identify and briefly describe the major strengths and weaknesses of the institution?
☐
☐
☐
7.
Did the institution describe the significant challenges currently facing the institution?
☐
☐
☐
Did the institution state how the process of DEAC self-evaluation has helped to clarify/identify these
challenges as well as other major issues or problems?
☐
☐
☐
Did the institution describe what plans and budgets have been developed to meet these challenges and
solve these problems and the process(es) for implementing solutions?
☐
☐
☐
8.
Did the institution list, in order of importance, those activities or innovations undertaken in the past five
years/most recent strategic planning cycle considered particularly worthy of notice by the Examining
Committee?
☐
☐
☐
9.
Did the institution state what institutional problems, actions, or policies should be emphasized to the
Examining Committee as examples of significant institutional achievements in quality distance study?
☐
☐
☐
10. Did the institution discuss the ways in which the institution has contributed to the overall advancement
and enhancement of the field of distance study in the past five years?
☐
☐
☐
1.
Meets Standard XII.A. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
NOTES:
Choose an
item.
Click here to enter text.
XII.B. Research and Self-Improvement
Standard: An accredited institution shows evidence of continuous progress and self-initiated efforts to improve
operations and educational offerings and services. Sound research procedures and techniques are used to measure
how effectively the stated institutional mission, goals, and objectives are being met.
Yes
No
NA
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1.
Did the institution identify who is responsible for conducting and/or overseeing research activities?
☐
☐
☐
2.
If appropriate for the institution, did it identify what basic/scholarly/pure research studies have been
done or are being done by instructors/faculty and staff? Did it explain the benefits or intended benefits
for the researchers’ fields of study and/or the institution?
☐
☐
☐
3.
Did the institution describe any systematic research, evaluation, and quality controls carried on for
institutional improvement, and are they adequate?
☐
☐
☐
4.
Does the institution properly evaluate its programs and services?
☐
☐
☐
5.
Did the institution describe any analytical studies in terms of their characteristics, background, progress,
etc.?
☐
☐
☐
6.
Did the institution submit any other material or data giving evidence of present efforts to extend and/or
improve the institution?
☐
☐
☐
7.
Degree-granting: Did the institution explain how the institution demonstrates improvement and
upgrading by membership and active participation in professional associations; application of recent
research results in both the academic and clinical/practical portions of the program; and continuing study
and practical experience in the profession, related subject areas, adult education, and distance education?
☐
☐
☐
8.
Degree-granting: Did the institution describe the policies and procedures for improving instruction and
upgrading faculty, practitioners, and staff as required by C.9. Policy on Degree Programs, Standard XII.
Research and Self-Improvement.
☐
☐
☐
9.
Doctoral Degrees: Does the institution demonstrate that as an on-going part of its self-study, strategic
planning and outcomes assessment programs, it regularly examines all aspects of its performance of its
doctoral degree programs to determine if any changes are needed to improve its compliance with its
program responsibilities?
☐
☐
☐
Meets Standard XII.B. overall. Meets; Partially Meets; Does Not Meet; Not Applicable
NOTES:
Choose an
item.
Click here to enter text.
Send your Evaluator’s Report to Nan Ridgeway (nan.ridgeway@DEAC.org) and to the Chair of the on-site visit. DO
NOT SEND this rating form. Please use the appropriate template found on DEAC’s website to write your report.
# # #
(revised 1/15)
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