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CERTIFICATE OF AUTHORITY APPLICATION -TO GRANT DEGREES IN THE STATE OF TEXAS

Texas Higher Education Coordinating BoardDivision of Academic Quality and Workforce

CERTIFICATE OF AUTHORITY INSTRUCTIONS

AND APPLICATION

Revised November 2016

PURPOSE

It is the policy and purpose of the State of Texas to prevent deception of the public resulting from the conferring and use of fraudulent or substandard college and university degrees; it is also the purpose of this subchapter to regulate the use of academic terminology in naming or otherwise designating educational institutions, the advertising, solicitation or representation by educational institutions or their agents, and the maintenance and preservation of essential academic records. Because degrees and equivalent indicators of educational attainment are used by employers in judging the training of prospective employees, by public and private professional groups in determining qualifications for admission to and continuance of practice, and by the general public in assessing the competence of persons engaged in a wide range of activities necessary to the general welfare, regulation by law of the evidences of college and university educational attainment is in the public interest. To the same end the protection of legitimate institutions and of those holding degrees from them is also in the public interest. Texas Education Code, Chapter 61, Subchapter G

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INTRODUCTION TO THE APPLICATION PROCESS

AND INSTRUCTIONS FOR APPLYING(Effective November 23, 2016)

This is the application information packet to be used to create an application for a Certificate of Authority to grant degrees in the state of Texas.

The following Texas Higher Education Coordinating Board (THECB) rules should be consulted to ensure the applicant institution is addressing and meeting current requirements:

Rule 7.4 Standards for Operation of Institutions Rule 7.8 Institutions Not Accredited by a Board Recognized Accreditor

An application must include: One hard copy of the application and appendices;

o The hard copy must be bound, spiral bound, or placed in a ringed binder;

One electronic copy of the application and appendices;o The electronic copy may be submitted as one or more PDFs on a USB

drive or other removable data storage; and The current application fee;

o Actual site visit expenses, which will be invoiced after incurred and must be paid before an application and site team report is considered by the Certification Advisory Council;

o Based on the number of degree programs and levels proposed, THECB staff will determine the number of site team members necessary. A minimum of three team members is required. Applicants are encouraged to discuss the proposed degree programs and levels with staff prior to submitting an application.

o Currently, site team expenses are estimated at $650.00 per team member.

An application template is included with this packet.

Certificate of Authority process summary: Applicant submits application, appendices, and fee; THECB staff reviews submitted documents to ensure minimum requirements

are met; THECB contracts with site review team leader; Site review team leader does desk review to determine if application is

foundationally complete and ready for site team visit. o A foundationally incomplete application is one where the Standards for

Operation of Institutions have not been met to such a degree that the institution is unlikely to be sustainable or operational.

o To be foundationally complete, the applicant must provide detailed evidence or documentation of how it meets each of the Standards for Operation. It is not sufficient to make a general statement that a Standard will be met.

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o An applicant that does not have previous operational history must demonstrate it is able to meet all Standards for Operation through documentation and/or possession of adequate resources. Such demonstration includes, but is not limited to:

Executed agreements with all administration and faculty identified in the application;

Complete curriculum, assessment, and learning tools for each proposed degree;

Possession of all listed facilities and resources; Sufficient financial resources to meet surety instrument

requirements and the applicant’s expected operating budget. Site review team leader, in consultation with THECB staff, makes one of three

recommendations:1. Application is foundationally incomplete and not ready for submission.

A foundationally incomplete application is one where the Standards for Operation of Institutions have not been met to such a degree that the institution is unlikely to be sustainable or operational.

i. A portion of the application fee, if not expended during the desk review, may be returned.

ii. Another application may not be submitted for one year from the date of rejection of the foundationally incomplete application.

2. Application may be resubmitted after incorporating revisions or additions suggested by site team review leader. The revisions or additions suggested must be of a degree that they can be readily incorporated into the revised application and would demonstrate the applicant institution is sustainable and operational.

i. If revisions or additions make application foundationally complete, a site review visit will be scheduled.

3. Application is foundationally complete and ready for a site review visit. A site review is scheduled with a minimum of three site team members and a

THECB staff member. Applicant is invoiced for site team expenses. The invoice must be paid before

the application and site team report are scheduled for review and recommendation by the Certification Advisory Council.

Within two-three weeks after the visit, the site review team submits a written report of findings made at the time of the site visit.

Within 30 days after receiving the site visit report, the applicant submits a written response to the site team report which addresses any issues identified by the site team and provides any additional documentation in support of the applicant’s response.

Application is scheduled for consideration at the next quarterly meeting of the Certification Advisory Council (CAC) after the site team expenses invoice has been paid.

CAC reviews the site team report, applicant’s response, and may ask for additional verbal information from the applicant and site team leader. No additional information will be considered by the CAC. The CAC may make one of two recommendations, or alternatively, postpone the recommendation until more information is provided:

1. Recommend approval of the application for a Certificate of Authority; 2. Recommend denial of the application for a Certificate of Authority; or

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3. If the CAC believes it needs more information to make a recommendation, the CAC may postpone the application until Applicant provides additional information at a future CAC quarterly meeting.

The CAC recommendation to approve or deny the application goes to the THECB Commissioner and is scheduled for a future Coordinating Board committee and quarterly meeting;

o If the applicant has no previous operational history, the CAC shall make recommendations for additional conditions, restrictions, or reporting requirements during the first two years of operation under a Certificate of Authority;

o If the applicant has previous operational history, the CAC may make recommendations for additional conditions, restrictions, or reporting requirements during the first two years of operation under a Certificate of Authority;

o THECB Commissioner may make a separate recommendation for approval or denial;

The Commissioner may make recommendations for additional conditions, restrictions, or reporting requirements for the time the applicant is operating under a Certificate of Authority;

Application for a Certificate of Authority is approved or denied at a future quarterly meeting of the full board.

o If applicable, the Certificate of Authority will be issued with any written, specific conditions, restrictions, or additional reporting requirements placed upon the applicant and approved by the Board.

o If denied, an applicant with previous operational history may not reapply for a period of 180 days from date of denial;

o If denied, an applicant with no previous operational history may not reapply for a period of one year from date of denial.

Certificate of Authority validity and renewal time periods:The Certificate of Authority to grant degrees is valid for a period of two (2) years from the date of issuance. Each subsequent application must be complete and not merely an update of a previous application. It should clearly show the improvements made in response to previous evaluations and conditions imposed by the Board as well as progress toward accreditation. An applicant may be granted consecutive Certificates of Authority for no longer than eight (8) years. Absent sufficient cause, at the end of the eight (8) years, the applicant must be accredited by a THECB-recognized accrediting agency.

If the institution is applying for its final two-year Certificate of Authority and it is not likely that it will obtain THECB-recognized accreditation by the end of the final Certificate of Authority, the institution should include a teach-out plan for the institution’s students.

Applicants with Certificates of Authority are subject to reporting requirements found in Texas Administrative Code Rule 7.8. All institutions operating under a Certificate of Authority must:

Furnish a list of their agents to THECB;

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Maintain records of students enrolled, credits awarded, and degrees awarded, in a manner specified by THECB; and report any substantive change, including changes in administrative personnel, faculty, or facilities.

Institutions with no previous operational history, must also report, at the end of the first year of the initial Certificate of Authority:

Documentary evidence of continued exemption or approval from the Texas Workforce Commission pursuant to Texas Education Code, Chapter 132;

Current audited financial statements, including a balance sheet, income statement, statement of changes in net worth, and statement of cash flow, updated since issuance of the initial Certificate of Authority;

Documentation of continued validity of any required financial surety instrument;

Current enrollment, retention, and graduation numbers for students in all approved degree programs; and

An updated accreditation plan, including any progress made toward obtaining Board-recognized accreditation identified in the initial application or a change in plans to apply for accreditation with another Board-recognized accreditation agency.

Prohibitions for Certificates of Authority: The Coordinating Board may not approve authorizations to award a

professional degree or to represent that credits earned in Texas are applicable toward a degree if the applicant is chartered in a foreign country or has its principal office or primary educational program in a foreign country. A professional degree includes a Doctor of Medicine (M.D.), Doctor of Osteopathy (D.O.), Doctor of Dental Surgery (D.D.S.), Doctor of Veterinary Medicine (D.V.M.), Juris Doctor (J.D.), and Bachelor of Laws (LL.B.) and their equivalents and foreign cognates

An applicant that does not meet previous operational history conditions may not apply for a graduate degree or for more than one area of study as part of its initial application for a Certificate of Authority.

Amendments, Renewals and Revocations: Please refer to Texas Administrative Code Rule 7.8 regarding amendment

restrictions, renewals and revocations.

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FEES AND EXPENSES

The Board has set the application fee, found in §7.8(3) of the certification rules, at $5,000. The application fee must be paid in order for any review of the application to proceed.

o The application fee covers THECB staff’s time taken to ensure the applicant has responded to all required application sections; attending the site visit; and in working with applicant, site team members, and the Certification Advisory Council. The application fee also covers site team stipends for application review and site team activities. This fee is in addition to the site team expenses.

The Board has authorized collection of expenses incurred in connection with the required site visit. The incurred expenses must be paid in order for the application to be considered by the Certification Advisory Council.

Template and format of application:The application template follows this page. The template must be used to create the actual application for a Certificate of Authority.

The term “applicant institution” is used within the template to indicate the institution for which this application is being made. It is understood that an applicant may be an entity applying to begin offering degree programs as a separate postsecondary educational institution. Therefore, if a distinction between an applicant and the postsecondary educational institution for which it is applying to operate should be made, please provide an explanation within the application.

In order to be valid, the application must contain complete information on all items and include all requested supplementary documents. Any item which is not applicable to the applicant should identified and clearly marked NOT APPLICABLE along with the explanation of why it is not applicable.

The text used in the application template should be copied into the application and expanded into complete statements by providing the information requested in the instructions enclosed [in brackets].

ALL CAPS indicates “either/or” language or the type of information to be provided. Please provide the applicable information.

Text in italics is explanatory and should not be copied into the application. Areas of information that reviewers may consider when reviewing the application or conducting the site visit are marked with an asterisk (*).

Each subsection in the application should be identified with consecutive identifying letters. If a section is not needed, indicate “Not Applicable” after the subsection heading.

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Each appendix should be identified with consecutive identifying letters. Within the application, please replace [X] with the proper corresponding letter. The appendix must be included at the end of the document and tabbed with the correct identifying letters. It may be bound into the one hard copy document or put in a separate ringed binder. PDF files must either be clearly named or bookmarked.

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APPLICATION FOR A CERTIFICATE OF AUTHORITYTO OFFER DEGREES IN TEXAS

To the Texas Higher Education Coordinating Board P. O. Box 12788 Austin, Texas 78711-2788

Date: [INSERT DATE]

We, the legally constituted officials of [NAME OF APPLICANT] located at [STREET ADDRESS, CITY, STATE, AND ZIP CODE], [TELEPHONE NUMBER] hereby make application to the Texas Higher Education Coordinating Board (THECB) for a Certificate of Authority to grant the following degree(s):

Degree awarded: [DEGREE NAME] Example: Bachelor of ArtsMajor or program of study: [MAJOR OR PROGRAM] Example: EnglishCIP Code: [CIP CODE NUMBER] Example: 23.0101

Repeat above Degree, Major, and CIP Code listings for all applied-for degrees.

If the institution does not meet previous operational history conditions, applicant certifies it is not applying for a graduate degree or for more than one area of study as part of its initial application for a Certificate of Authority.

We certify that the information provided in this application, including the attachments, is accurate to the best of our knowledge and belief.

Signature Title Date

Signature Title Date

The application should be signed by the chair of the governing board of the applicant, or authorized board member, and the chief executive officer of the applicant.

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GENERAL INFORMATION

A. Purpose and Mission of the Institution

[Write a complete statement(s) as to the purpose and mission of the institution, including the educational objectives of the institution. Explain how the institution will or does benefit Texas students and how the institution will or has added educational value which was not provided by other institutions.]

*Reviewers may consider if the purpose and mission are appropriate for the type of degree programs proposed; if the institution has shown it will benefit Texas students or add an educational program currently not available.

B. Incorporation Status

The applicant intends to operate a postsecondary degree-granting institution under the name, [PROPOSED NAME OF INSTITUTION] as a/an [TYPE OF BUSINESS ENTITY, E.G., NON-PROFIT/FOR-PROFIT LIMITED LIABILITY COMPANY, CORPORATION, ETC.]. The postsecondary degree-granting institution is referred to within this application as the “applicant institution.”

If applicable:The applicant was incorporated in [STATE] on [DATE OF INCORPORATION] as a/an [TYPE OF BUSINESS ENTITY, E.G., NON-PROFIT/FOR-PROFIT LIMITED LIABILITY COMPANY, CORPORATION, ETC.]. The applicant operates under the name, [NAME OF APPLICANT].

If incorporated in another state, include that state's incorporation history here, along with incorporation history in Texas.

Applicant is not authorized to use certain protected terms, such as “college” or “university” in its name until it has obtained authority from THECB to operate as a degree-granting institution. Applicant may be required to set up its operations under another name until such authority is given.

Note: The Board may not issue a Certificate of Authority for a private postsecondary institution to grant a professional degree or to represent that credits earned in Texas are applicable toward a degree if the institution is chartered in a foreign country or has its principal office or primary educational program in a foreign country. If the applicant believes the institution falls within this prohibition, please contact THECB staff before proceeding with the application.

C. Articles of Incorporation

The Articles of Incorporation for the applicant are included in Appendix [X].

Include a copy of the articles of incorporation of the controlling entity. Normally, this will be the applicant; in cases where the applicant is included under another entity's incorporation, that entity's articles of incorporation should be supplied.

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D. Bylaws or Constitution

The current applicant bylaws or constitution is included in Appendix [X].

E. Identification of Owners or Sponsors

The owners or sponsors of the applicant institution are: [NAME, ADDRESS, BUSINESS OR PROFESSIONAL TITLE OF EACH OWNER OR SPONSOR OR REPRESENTATIVE OF THE CONTROLLING ENTITY]

F. Single Point of Contact

The Single Point of Contact for the applicant institution, who is designated and authorized as the person responsible for receiving and conveying information between an applicant and the Board or Board staff is: [NAME, ADDRESS, EMAIL, PHONE NUMBER.]

G. Operations in Texas

Operations in Texas were begun on [DATE]. Documents offered as evidence of this date are included in Appendix [C].

H. Applicant Status

The applicant meets the following condition [Check correct statement]:

___ Has been legally operating, enrolling students, and conducting classes in Texas and has complied with state law as either a non-degree-granting institution or an exempt institution only offering degrees in religious disciplines for a minimum of two (2) years;

___ Has been legally operating, enrolling students, and conducting classes in Texas and has complied with state law as a degree-granting institution and seeks to open a new campus;

___ Has been legally operating as a degree-granting institution in another state for a minimum of four (4) years and can verify compliance with all applicable laws and rules in that state;

___ Does not meet one of the three previous operational history conditions, but agrees to additional application and review requirements for its initial application, and agrees to meet additional conditions, restrictions, or reporting requirements during its first two years of operation under a Certificate of Authority. The applicant understands the Certificate of Authority will be issued with written, specific conditions, restrictions, or reporting requirements placed upon the institution.

I. Number of Students

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The current headcount of all students is [NUMBER]. The current full time student equivalent (FTSE) is [NUMBER THROUGH FIRST DECIMAL PLACE].

Full-Time Student Equivalent (FTSE): The Texas guideline for credit students uses a standard student credit hour load that would allow a student to graduate in a minimum number of 15-week semesters for their degree program.

To compute the annual average FTSE enrollment of credit-hour students, determine the total yearly number of credit hours (including summer sessions) and apply the following conversion factors as applicable:

o 1 annual undergraduate FTSE student = 30 undergraduate semester credit hours

o 1 annual master’s FTSE student = 24 master’s semester credit hours o 1 annual first-professional FTSE student = 24 first-professional

semester credit hours, except Optometry which is 34 o 1 annual doctoral FTSE student = 18 doctoral semester credit hours

To compute a semester average FTSE enrollment of credit-hour students, use a fall or spring term of credit hours and apply the following conversion factors as applicable:

o 1 semester undergraduate FTSE student = 15 undergraduate semester credit hours

o 1 semester master’s FTSE student = 12 master’s semester credit hours o 1 semester first-professional FTSE student = 12 first-professional

semester credit hours o 1 semester first-professional FTSE Optometry student = 17 semester

credit hours o 1 semester doctoral FTSE student = 9 doctoral semester credit hours

To determine an annual FTSE enrollment for medical and dental students use the unduplicated fall enrollment at the health-related institution.

If your institution calculates the FTSE differently, please provide an explanation of how full time students are defined and reference course sequence sheets [which will be attached under Standard 14] that demonstrate how credit hours are allocated each semester so that students may complete the degree program within a set period of time. For example, show how an associate degree may be completed in two years or a bachelor’s degree can be completed in four years.

If the institution has not yet been authorized to enroll students or has not begun operations, please indicate the number of all students and FTSE students expected to enroll in the first two years of operation.

*Reviewers may consider if the institution has the capability to handle the number of students it is enrolling or anticipates enrolling.

J. Accreditation by Non-recognized Accrediting Agencies

Note: Accreditation by entities which are not recognized by the Board does not allow an institution to offer a degree or courses leading to a degree without a Certificate of Authority to offer such degree or courses.

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The applicant institution is accredited by the following accrediting agencies which are not recognized by the Texas Higher Education Coordinating Board: [LIST ACCREDITORS or INDICATE “NOT APPLICABLE”].

If applicable: Accrediting agency reports, findings, and the institution’s responses to such reports and findings for ten years immediately preceding this application for a Certificate of Authority are attached as Appendix [X].

K. Application with Board-recognized Accrediting Agencies

The applicant institution’s written accreditation plan is attached as Appendix [X].

The written accreditation plan includes:1. Identification of the Board-recognized accrediting agency with which the

institution intends to apply or has applied for institutional accreditation;2. The planned timeline for application with and approval by the Board-

recognized accrediting agency;3. Any contacts already made with the Board-recognized accrediting agency,

including supporting documents. The supporting documents include, but are not limited to accrediting agency reports or findings and responses from the institution to the reports or findings.

4. Any additional information which the Board has requested to-date regarding the institution’s actions taken to obtain Board-recognized accreditation.

The accreditation plan should include a summary of the contacts made with the Board-recognized accreditor. Unless the Board makes a specific request, the supporting documentation should provide evidence of the status of the applicant institution in the accreditation process. Copies of the entire application to the accrediting agency may not be needed if it is duplicative of the Certificate of Authority application.

*Reviewers may consider if the applicant institution is making progress toward recognized accreditation.

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Standard 1. LEGAL COMPLIANCE. The institution shall be maintained and operated in compliance with all applicable ordinances and laws, including the rules and regulations adopted to administer those ordinances and laws. Postsecondary educational institutions shall demonstrate compliance with Texas Education Code, Chapter 132 by supplying either a copy of a Certificate of Approval to operate a career school or college or a Letter of Exemption from the Texas Workforce Commission.

A. Status with Texas Workforce Commission

The applicant institution believes it [IS/IS NOT] in compliance with Texas Education Code, Chapter 132. As proof of compliance, a copy of the following document is attached as Appendix [X] (check correct statement):__ Certificate of Approval issued by the Texas Workforce Commission; or__ Letter of Exemption issued by the Texas Workforce Commission.

B. Compliance with Other Governing Entities or Agencies

The applicant institution believes it [IS/IS NOT] currently in compliance with all governmental entities.

Report and explain if the applicant institution, or any facility or item of equipment of applicant, has ever been cited by a government agency for being out of compliance with any law or for being unsafe, inadequate, or inappropriate.

The applicant institution believes it [IS/IS NOT] currently in compliance with all accrediting agencies under which it is currently approved.

Reference may be made to accreditation documents already attached in Appendices.

*Reviewers may consider the applicant institution’s ability to remain in compliance with all governmental or accrediting agencies.

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Standard 2. QUALIFICATION OF INSTITUTIONAL OFFICERS. (A) The character, education, and experience in higher education of governing board administrators, supervisors, counselors, agents, representatives, and other institutional officers shall reasonably ensure that the institution can maintain the standards of the Board and progress to accreditation within the time limits set by the Board. (B) The chief academic officer shall hold an earned advanced degree appropriate for the mission of the institution, preferably, an earned doctorate awarded by an institution accredited by a recognized accrediting agency, and shall demonstrate sound aptitude for and experience with curriculum development and assessment; accreditation standards and processes as well as all relevant state regulations; leadership and development of faculty, including the promotion of scholarship, research, service, academic freedom and responsibility, and tenure (where applicable); and the promotion of student success. (C) In the case of a renewal of a Certificate of Authority, the institutional officers also shall demonstrate a record of effective leadership in administering the institution.

A. Qualifications of Chief Executive Officer

The chief executive officer of the applicant institution is [NAME].

List job title if not identified as CEO or if person has additional titles or roles.

The chief executive officer is qualified for his/her position based on [DESCRIBE EDUCATIONAL ACHIEVEMENT (INCLUDING NAME OF INSTITUTION GRANTING DEGREE, DEGREE AWARDED, AND MAJOR AREA OF STUDY); DESCRIBE EXPERIENCE IN EDUCATIONAL ADMINISTRATION.]

*Reviewers may consider evidence that the CEO has educational and administrative background to effectively lead the applicant institution.

B. Qualifications of Chief Academic Officer

The chief academic officer of the applicant institution is [NAME].

List job title if not identified as CAO or if person has additional titles or roles.

The chief academic officer is qualified for his/her position based on [DESCRIBE EDUCATIONAL ACHIEVEMENT (INCLUDING NAME OF INSTITUTION GRANTING DEGREE, DEGREE AWARDED, AND MAJOR AREA OF STUDY); DESCRIBE EXPERIENCE IN EDUCATIONAL ADMINISTRATION.]

*Reviewers may consider evidence as to whether the CAO has educational and administrative background to effectively manage curriculum development and assessment; accreditation standards and processes as well as all relevant state regulations; leadership and development of faculty, including the promotion of scholarship, research, service, academic freedom and responsibility, and tenure (where applicable); and the promotion of student success.

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C. Qualifications of Other Institutional Officers

The remaining applicant institutional officers are [LIST THE NAME, TITLE, AND DESCRIPTION OF QUALIFICATIONS TO DO THE TASK ASSIGNED (EITHER EDUCATIONAL ACHIEVEMENT INCLUDING NAME OF INSTITUTION GRANTING DEGREE, DEGREE AWARDED, AND MAJOR AREA OF STUDY OR EXPERIENCE, OR BOTH OF EACH OFFICER.]

*Reviewers may consider evidence as to whether the other applicant institutional officers have educational and administrative background to effectively perform their job duties.

*Reviewers may consider, for all applicant institutional officers, evidence of appropriate education and/or experience to provide adequate control and direction to the institution; and anything in a person’s background which may disqualify him/her from their position.

*If this is a renewal application, reviewers may consider if officers demonstrate a record of effective leadership and administration.

If applicable:D. Applicant institution does not have operational history. Executed agreements

with all of applicant institution’s officers are included as Appendix [X]

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Standard 3. GOVERNANCE.The institution shall have a system of governance that facilitates the accomplishment of the institution's mission and purposes, supports institutional effectiveness and integrity, and protects the interests of its constituents, including students, faculty and staff. If the institution has a governing board consisting of at least three (3) members, and that board focuses on the accomplishment of the institution's mission and purposes, supports institutional effectiveness and integrity, and protects the interests of its constituents, this standard will be considered as met. In the absence of such a governing board, the burden to establish appropriate safeguards within its system of governance and to demonstrate their effectiveness falls upon the institution. A. Composition of Governing Board

The governing board is comprised of the following people: [LIST THE NAME, ADDRESS, BUSINESS OR PROFESSIONAL TITLE, AND RELATIONSHIP TO THE OWNERS OR SPONSORS OF THE APPLICANT, IF ANY, OF EACH GOVERNING BOARD MEMBER. STATE WHICH BOARD MEMBERS, IF ANY, RECEIVE FINANCIAL GAIN FROM THE APPLICANT AND THE NATURE OF THE GAIN.]

B. Governing Board System of Governance

The governing board focuses on the accomplishment of the applicant institution’s mission and purposes by [Describe how the board accomplishes the applicant institution’s mission and purposes.]

The governing board supports institutional effectiveness and integrity by [Describe how the board supports institutional effectiveness and integrity.]

The governing board protects the interests of its constituents, including students, faculty, and staff, by [Describe how the board protects the interests of the institution’s constituencies of faculty, students, and supporters.]

*Reviewers may consider if the by-laws or other instruments of governance in the appendix adequately govern the applicant institution, address the mission and purposes of the applicant institution, support institutional effectiveness and integrity and protect the interests of students, faculty, and staff.

*Reviewers may consider if the by-laws or other instruments of governance are followed by the governing board; if the governing board is an active policy-making body that properly exercises its authority; if the governing board does not consist of at least three members, if there are appropriate safeguards in place for governance.

*Reviewers may interview governing board members to determine if the board oversees a long and short-term planning process that sets the direction of the applicant institution and results in measureable outcomes; if board members are free from conflicts of interest by business, financial or personal factors; if the board

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gains financial benefit from the applicant; if there are policies in place to avoid conflicts of interest in the operation of the applicant institution and its associated facilities.

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Standard 4. DISTINCTION OF ROLES. The institution shall define the powers, duties and responsibilities of the governing body and the executive officers. There shall be a clear distinction in the roles and personnel of the chief business officer and the chief academic officer.

A. Roles and Responsibilities Within the Institution

The powers, duties, and responsibilities of the governing board are [List or describe the board’s powers, duties, and responsibilities.]

The powers, duties, and responsibilities of each executive officer is [List or describe the powers, duties, and responsibilities for each executive officer.]

The relationships, responsibilities, and chain of command among the governing board, administration, and faculty is [Describe the relationships, responsibilities, and chain of command among the governing board, administration, and faculty and how the delineated relationships, responsibilities, and chain of command are communicated.]

An organizational chart may be helpful in explaining the chain of command and divisions of powers, duties, and responsibilities.

The roles and personnel for the Chief Business/Executive Officer and the Chief Academic Officer are distinct from each other by: [Include an explanation of how the roles and personnel for the chief business/executive officer and the chief academic officer positions are distinct. If there is overlap in personnel for any executive officer positions, explain how conflict of interests are prevented.]

B. Appointments and Hiring of Personnel

New governing board members are chosen by [Include a description of the process for choosing new governing board members, including any qualifications, term lengths, any staggered terms, interviews, who selects new members, etc.]

The Chief Executive Officer is hired by [Include a description of the process for HIRING, including any qualifications, interviews, who hires, etc.]

The Chief Academic Officer is hired by [Include a description of the process for HIRING, including any qualifications, interviews, who hires, etc.]

Faculty are hired by [Include a description of the process for HIRING, including any qualifications, interviews, who hires, etc.]

Other administrative staff are hired by [Include a description of the process for HIRING, including any qualifications, interviews, who hires, etc.]

*Reviewers may interview governing board members, executive officers, faculty and other personnel to determine what each person regards as their powers, duties, and responsibilities.

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*Reviewers may consider if the governing board appears to defer unduly to the chief executive officer on policy matters; provide proper policy direction to the chief executive officer at regularly scheduled or reasonably frequent meetings; intervene in administrative matters normally considered within the province of the chief executive officer.

*Reviewers may consider if the CEO is a voting member of the board; interferes or unduly influences the administrative staff in the performance of their duties; is responsible for duties beyond his/her expertise; interferes with the responsibilities usually associated with the faculty.

*Reviewers may consider if other administrative staff are responsible for duties beyond their expertise; there is excessive turnover or long-standing vacancies in the leadership of the school.

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Standard 5. FINANCIAL RESOURCES AND STABILITY. The institution shall have adequate financial resources and financial stability to provide education of good quality and to be able to fulfill its commitments to students. The institution shall have sufficient reserves, line of credit, or surety instrument so that, together with tuition and fees, it would be able to complete its educational obligations to currently enrolled students if it were unable to admit any new students.

A. Financial Reserve

The financial reserve of the applicant institution is $[AMOUNT]. The financial reserve is in the form of the following surety instrument: [SURETY BOND; ASSIGNMENT OF A SAVINGS OR ESCROW ACCOUNT; CERTIFICATE OF DEPOSIT, IRREVOCABLE LETTER OF CREDIT; PROPERLY EXECUTED PARTICIPATION CONTRACT WITH A PRIVATE ASSOCIATION, PARTNERSHIP, CORPORATION, OR OTHER ENTITY WHOSE MEMBERSHIP IS COMPRISED OF POSTSECONDARY INSTITUTIONS].

Documentation providing details of the surety instrument amount calculation is included in Appendix [X]. The documentation includes an Excel spreadsheet showing calculation of the surety instrument amount and an explanation of the method used for computing the amount of the surety instrument.

The documentation also includes a letter, signed by an authorized representative of the applicant institution, certifying the surety instrument meets the following requirements:

a. The surety instrument is equal to or greater than the cost of providing a refund, including administrative costs associated with processing claims, for the maximum prepaid, unearned tuition and fees of the school for a period or term during the applicable school year for which programs of instruction are offered, including, but not limited to, on a semester, quarter, monthly, or class basis. The period or term of greatest duration and expense was utilized for this computation where a school’s year consists of one or more such periods or terms.

b. The surety instrument is conditioned to provide indemnification to any student or enrollee of the school or his/her parent or guardian determined by the Board to have suffered loss of prepaid tuition or any fees as a result of violation of any minimum standard or as a result of a holder of a Certificate of Authority ceasing operation, and provides evidence satisfactory to the Board of its financial ability to provide such indemnification and lists the amount of surety liability the guaranteeing entity will assume; and

c. The surety instrument is held in Travis County, Texas, and conditioned to allow only the Board to withdraw funds for the benefit of persons identified in subparagraph (ii) of this paragraph.

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Both an Excel spreadsheet template for calculation of the surety instrument amount and the letter certifying that the surety instrument meets the above requirements must be included in the Appendix.

B. Projected Three-year Budget

A projected three-year budget for the applicant institution is included in Appendix [X]. The projected budget covers the time period from [DATE OF APPLICATION] to [THREE YEARS FROM APPLICATION.] The projected budget includes all expected income and expenses during the three year period, and projected student enrollment.

A detailed budget must be included as an appendix. An explanation of how the budget has been determined, source of funds, and ability to fund and handle expected student enrollment should be included.

*Reviewers may consider whether current resources are adequate to provide an education of good quality; if the financial reserves of the applicant institution are adequate, factoring in tuition at the current rate, to cover the currently enrolled students through the end of their program should the applicant institution not be able to admit new students; if the applicant institution should close, whether there are provisions in place to ensure the Coordinating Board would be able to either directly access adequate funds to refund unearned tuition or require the applicant institution to restrict use of adequate funds to refund unearned tuition.

*Reviewers may consider whether the salaries of staff and faculty are appropriate to the responsibilities held; if expanding to degree granting authority appears to be needed to sustain the applicant institution financially; if the applicant institution operates under strict budget controls; the approvals needed for fund transfers; if the applicant institution has a good credit rating with private lending agencies.

*Reviewers may consider if the applicant institution can comply with the requirements of all the standards with its existing financial resources; if applicable, whether reliance on self-financing compromises the educational mission of the applicant institution or causes it to enroll more students that its total resources can accommodate.

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Standard 6. FINANCIAL RECORDS. Financial records and reports of the institution shall be kept and made separate and distinct from those of any affiliated or sponsoring person or entity. Financial records and reports at a not-for-profit institution shall be kept in accordance with the guidelines of the National Association of College and University Business Officers as set forth in College and University Business Administration (Sixth Edition), or such later editions as may be published. An annual independent audit of all fiscal accounts of the educational institution shall be authorized by the governing board and shall be performed by a properly authorized certified public accountant.

A. Financial Guidelines Used

The financial records of the applicant institution [ARE/ARE NOT] kept in accordance with the guidelines in the current edition of College and University Business Administration.

If not using College and University Business Administration guidelines at a not-for-profit institution, explain why not and if applicable, when the applicant institution will be in compliance. If other guidelines are used, identify the guidelines, such as Generally Accepted Accounting Principles (GAAP), reasons for choosing the guidelines, and evidence of compliance with such guidelines.

B. Annual Independent Audit

The independent audit for the last fiscal year of the applicant institution, performed by a certified public accountant, is included in Appendix [H].

If applicable, the independent audit should address how financial records and reports for the applicant institution are kept and made separate and distinct from those of any affiliated or sponsoring person or entity. For example, separate records should be maintained between the applicant institution and any owners, governing board members, or other sponsoring entities.

*Reviewers may consider if there is a record of annual audits; whether a lack of an audited report due to lack of operational history impacts the ability to assess financial viability; if the independent auditor is currently licensed as a Certified Public Accountant; if the audit was conducted according to the guidelines in “College and University Business Administration”; if the audit is truly independent, in that the auditors do not have any connection with the applicant institution which may raise questions about their objectivity [For example, auditor is enrolled as student at the institution or a member of an organization which sponsors the audited institution].

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Standard 7. INSTITUTIONAL ASSESSMENT. Continual and effective assessment, planning, and evaluation of all aspects of the institution shall be conducted to advance and improve the institution. These aspects include, but are not limited to, the academic program of teaching, research, and public service; administration; financial planning and control; student services; facilities and equipment, and auxiliary enterprises.

A. Institutional Assessment Process and Procedures

The applicant institution has developed tools for institutional assessment, planning and evaluation. The tools include [Describe the process and procedures for assessing, planning, and evaluating the effectiveness of the various aspects of the applicant institution, including, but not limited to, the academic program of teaching, research, and public service; administration; financial planning and control; student services; facilities and equipment, and auxiliary enterprises.]

Copies of all institutional assessment tools are provided in Appendix [X].

If applicable:

The applicant institution [OFFERS/WILL OFFER] online learning. The applicant institution agrees to comply with Council of Regional Accrediting Commissions (C-RAC) provisions applicable to all institutions offering distance education. This application includes information providing evidence of compliance with the following provisions:(A) Online learning is appropriate to the institution’s mission and purposes;(B) The institution’s plans for developing, sustaining, and, if appropriate, expanding online learning offerings are integrated into its regular planning and evaluation processes;(C) Online learning is incorporated into the institution’s systems of governance and academic oversight;(D) Curricula for the institution’s online learning offerings are coherent, cohesive, and comparable in academic rigor to programs offered in traditional instructional formats;(E) The institution evaluates the effectiveness of its online learning offerings, including the extent to which the online learning goals are achieved, and uses the results of its evaluations to enhance the attainment of the goals;(F) Faculty responsible for delivering the online learning curricula and evaluating the students’ success in achieving the online learning goals are appropriately qualified and effectively supported;(G) The institution provides effective student and academic services to support students enrolled in online learning offerings;(H) The institution provides sufficient resources to support and, if appropriate, expand its online learning offerings; and(I) The institution assures the integrity of its online offerings.

*Reviewers may consider if the application provides adequate evidence of compliance with the above C-RAC provisions.

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B. Results of Institutional Assessments

The results of institutional assessments for at least the last two years are provided in Appendix [X]. As a result of these institutional assessments, the institution has made institutional improvements or advancements by [Describe improvements/advancements made and any results.]

-OR-

The applicant institution has not completed any institutional assessments. It is expected these assessments will be completed by [DATE] and any improvements or advancements implemented by [DATE].

For applicant institutions with previous operational history, provide results of assessments for at least the last two years. For applicants with no previous operational history, provide a timeline for institutional assessment and when initial assessment results are expected.

*Reviewers may consider the specific measures taken to evaluate the curriculum; data collected and used to determine the extent to which educational objectives are met; follow-up measures taken to ensure that areas of weakness in the curriculum are corrected; whether the results of curriculum evaluations are published for wide consumption? Or if they are withheld.

*Reviewers may consider if and how faculty members are involved in the curriculum evaluation; whether there is a faculty committee dealing with curriculum; if the faculty committee makes a real contribution or is merely ceremonial;

*Reviewers may consider if there is a system for the evaluation of faculty persons and for the periodic counseling of each; whether and how the system involves student participation; whether the applicant institution has follow-up measures to ensure that areas of weakness in faculty performance are corrected.

*Reviewers may consider whether the applicant institution engages in research or public service; whether the institution is progressing toward accreditation with an accreditor recognized by the Texas Higher Education Coordinating Board; what steps, if any, have been taken to gain accreditation; whether the institution has a formal process to collect and use information from students and alumni to assess the quality of the school, curriculum, facilities, faculty, administration, financial planning and control, student services, facilities, equipment, and auxiliary enterprises.

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Standard 8. PROGRAM EVALUATION.(A) The institution shall establish adequate procedures for planning and evaluation, define in measurable terms its expected educational results, and describe how those results will be achieved. (B) For all associate degree programs, the evaluation criteria shall include the following: mission, labor market need, curriculum, enrollment, graduates, student placement, follow-up results, ability to finance each program of study, facilities and equipment, instructional practices, student services, public and private linkages, qualifications of faculty and administrative personnel, and success of its students. (C) For applied associate degree programs relating to occupations where state or national licensure is required, graduates must pass the licensing examination at a rate acceptable to the related licensing agency.

A. Program Evaluation Process and Procedures

The applicant institution has developed tools for program evaluation and planning. The tools include [Describe the process and procedures for evaluation and planning of each program offered or proposed to be offered. include in measurable terms the epected results and how those results are achieved.]

Copies of all program evaluation tools are provided in Appendix [X].

B. Results of Program Evaluations

The results of each program evaluation for at least the last two years are provided in Appendix [X]. As a result of these program evaluations, the applicant institution has made program improvements by [Describe improvements made and any results.]

-OR-

The applicant institution has not completed any program evaluations. It is expected these evaluations will be completed by [DATE] and any improvements implemented by [DATE].

For applicant institutions with previous operational history, provide results of program evaluation and planning for at least the last two years. For applicant institutions with no previous operational history, provide a timeline for program evaluation and planning and when initial evaluation results are expected.

If applicable, include the below two sections:

C. Associate Degree Evaluation

For all associate degrees, evaluation criteria and any results for the following areas are found in Appendix [X] at the following locations:

1. Mission: Page(s) [X];

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2. Labor market need: Page(s) [X]; 3. Curriculum: Page(s) [X];4. Enrollment: Page(s) [X];5. Graduates: Page(s) [X]; 6. Student placement and follow-up results: Page(s) [X]; 7. Ability to finance each program of study: Page(s) [X];8. Facilities and equipment: Page(s) [X];9. Instructional practices: Page(s) [X];10. Student services: Page(s) [X];11. Public and private linkages: Page(s) [X]; 12. Qualifications of faculty and administrative personnel: Page(s) [X];13. Success of its students: Page(s) [X].

D. Applied Associate Degree Licensure

For each applied associate degree relating to an occupation where state or national licensure is required, the licensing agency has set an acceptable rate. The pass rate for the institution’s graduates for at least the past two years is listed.

Applied associate degree program: [NAME OF PROGRAM]Licensing Agency: [NAME OF LICENSING AGENCY] Acceptable pass rate: [RATE ACCEPTED FOR LICENSURE]Institution’s pass rate for last two years: [PASS RATE YEAR 1 AND YEAR 2]

Copy above for each applicable program. If no graduates have taken a licensing exam, indicate “Not Applicable.”

*Reviewers may consider whether degree program educational objectives are identified and quantifiable; how the institution measures effectiveness.

*If applicable, reviewers may consider what data exists for and how well the school performs on the following common measures of performance: student performance on national licensure exams; student performance on courses and field-based experiences; academic progress and program completion rates (1 year, 2 year); graduate surveys; employer surveys,

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Standard 9. ADMINISTRATIVE RESOURCES. The institution has the administrative capacity to meet the daily needs of the administration, faculty and students, including facilities, laboratories, equipment, technology and learning resources that support the institution's mission and programs.

A. Personnel Resources

The applicant institution is able to meet the daily needs of the administration, faculty and students by staffing the following administrative positions: [Describe the personnel resources available to meet the daily needs of the administration, faculty and students.]

B. Physical Resources

The applicant institution is able to meet the daily needs of the administration, faculty and students by providing the following physical resources: [Describe the facilities, laboratories, equipment, technology, and learning resources that support the institution’s mission and programs. If the applicant institution has executed contracts for physical resources, provide the contracts as an appendix.]

*Reviewers might consider whether the size of the administrative staff is appropriate for operating the applicant institution; whether sufficient resources have been committed to administration; whether there are adequate facilities, laboratories, equipment, technology and learning resources; whether faculty and students believe there are adequate resources.

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Standard 10. STUDENT ADMISSION AND REMEDIATION. (A) Upon the admission of a student to any undergraduate program, the institution shall document the student's level of preparation to undertake college level work by obtaining proof of the student's high school graduation or General Educational Development (GED) certification. If a GED is presented, to be valid, the score must be at or above the passing level set by the Texas Education Agency. The academic skills of each entering student may be assessed with an instrument of the institution's choice. The institution may provide an effective program of remediation for students diagnosed with deficiencies in their preparation for collegiate study. (B) Upon the admission of a student to any graduate program, the institution shall document that the student is prepared to undertake graduate-level work by obtaining proof that the student holds a baccalaureate degree from an institution accredited by a recognized accrediting agency, or an institution holding a Certificate of Authority to offer baccalaureate degrees under the provisions of this chapter, or a degree from a foreign institution equivalent to a baccalaureate degree from an accredited institution. The procedures used by the institution for establishing the equivalency of a foreign degree shall be consistent with the guidelines of the National Council on the Evaluation of Foreign Education Credentials or its successor.

If applicable, include all pertinent sections below.

A. Undergraduate Proof of Preparation for College Level Work

The applicant institution documents proof of preparation for college level work by requiring proof of [HIGH SCHOOL DIPLOMA/GENERAL EDUCATIONAL DEVELOPMENT (GED) CERTIFICATION]. If a GED is presented, to be valid, the score must be at or above the passing level set by the Texas Education Agency. The TEA has set the passing level score as [TEA MINIMUM GED SCORE.] The applicant institution’s procedures for documenting preparation for college level work are [Describe the procedures for documenting that the students have graduated from high school or have completed the GED at or above the passing score as determined by the Texas Education Agency.]

B. Undergraduate Academic Skills Assessment

The applicant institution [ASSESSES/DOES NOT ASSESS] the academic skills of each entering student.

The applicant institution uses the [NAME OF TOOL] to assess academic skills. [Describe the assessment program for determining student preparedness, including assessment instruments used, what constitutes passing these instruments, and when testing is conducted.]

C. Undergraduate Remediation Program

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The applicant institution [HAS/DOES NOT HAVE] a remediation program for students diagnosed with deficiencies in their preparation for collegiate study.

The remediation program is [Describe the program for remediating students who are not prepared to do college level work and the process for assessing the effectiveness of the remediation program.]

D. Graduate Proof of Preparation for Graduate Level Work

The applicant institution documents proof of preparation for graduate level work by obtaining proof that the student holds a baccalaureate degree from an institution accredited by a recognized accrediting agency, or an institution holding a Certificate of Authority to offer baccalaureate degrees under the provisions of this chapter, or a degree from a foreign institution equivalent to a baccalaureate degree from an accredited institution. The applicant institution’s procedures for documenting preparation for graduate level work are [Describe the procedures for documenting that the students hold a baccalaureate degree from an accredited institution, or an institution holding a Certificate of Authority, or a degree from a foreign institution equivalent to a baccalaureate degree from an accredited institution.]

E. Foreign Degree Equivalency

The applicant institution has procedures for establishing the equivalency of a foreign degree is consistent with the guidelines of the National Council on the Evaluation of Foreign Education Credentials or its successor. The applicant institution’s procedures for establishing equivalency are [Describe the procedures for documenting that a foreign degree is equivalent to a baccalaureate degree from an accredited institution in the US.]

*Reviewers may consider if the applicant institution has documented that all undergraduate students hold a high school graduation or GED certification, with a score at or above the passing level set by the Texas Education Agency; if the institution assesses academic skills, the instrument used for assessment and if it is successful; if the institution offers remediation, the remediation program used and if the remediation is successful;

*Reviewers may consider if there are any criteria, policies, and procedures in place to guide the selection of students; if the size of the entering class and student body is determined by the adequacy of critical resources (e.g. size of faculty, number and size of facilities); if the applicant institution’s catalog or other informational material explain the program’s criteria for admission.

*Reviewers may consider if the applicant institution has documented proof that an admitted graduate student holds a baccalaureate degree from an institution accredited by a recognized accrediting agency or an institution holding a Certificate of Authority to offer baccalaureate degrees or a degree from a foreign institution equivalent to a baccalaureate degree from an accredited institution; if the

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institution has documented that it follows the correct standard in assessing the credentials of students who graduated from foreign institutions.

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Standard 11: FACULTY QUALIFICATIONS. The character, education, and experience in higher education of the faculty shall be such as may reasonably ensure that the students will receive an education consistent with the objectives of the course or program of study. (A) Each faculty member, except as provided by subparagraph (E) of this paragraph, teaching in an academic associate, applied associate leading to required state or national licensure, or baccalaureate level degree program shall have at least a master's degree from an institution accredited by a recognized agency with at least eighteen (18) graduate semester credit hours in the discipline, or closely related discipline, being taught. (B) Each faculty member except, as provided by subparagraph (E) of this paragraph, teaching career and technical courses in an applied associate degree program, or career and technical courses that academic associate or baccalaureate students may choose to take, shall have at least an associate degree in the discipline being taught from an institution accredited by a recognized agency and or at least three (3) years of full-time direct or closely related experience in the discipline being taught. (C Each faculty member, except as provided by subparagraph (E) of this paragraph, teaching general education courses in an applied associate degree program shall have at least a master’s degree from an institution accredited by a recognized accrediting agency with at least eighteen (18) graduate semester credit hours in the discipline, or closely related discipline, being taught.(D) Except as provided by subparagraph (E) of this paragraph, graduate-level degree programs shall be taught by faculty holding doctorates, or other degrees generally recognized as the highest attainable in the discipline, or closely related discipline, awarded by institutions accredited by an agency recognized by the Board. (E) With the approval of a majority of the institution's governing board, an individual with exceptional experience in the field of appointment, which may include direct and relevant work experience, professional licensure and certification, honors and awards, continuous documented excellence in teaching, or other demonstrated competencies and achievements, may serve as a faculty member without the degree credentials specified in subparagraphs (A) - (D) of this paragraph. Such appointments shall be limited and the justification for each such appointment shall be fully documented. The Board may review the qualifications of the full complement of faculty providing instruction at the institution to verify that such appointments are justified.

A. Full-time Faculty Qualifications

A roster of full-time faculty employed by the applicant institution is provided in Appendix [X].

A roster form is included at the end of the application template. Separate rosters should be used for full-time faculty; part-time or adjunct faculty; and future faculty.

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This form is used to determine if the faculty member is qualified to teach in the areas listed.

B. Part-time and Adjunct Faculty Qualifications

A roster of part-time and adjunct faculty employed by the applicant institution is provided in Appendix [X].

A roster form is included at the end of the application template. Separate rosters should be used for full-time faculty; part-time or adjunct faculty; and future faculty. This form is used to determine if the faculty member is qualified to teach in the areas listed.

C. Rationale for Employing any Faculty Member Not Meeting Minimum Educational Requirements

A majority of the applicant institution's governing board has determined that the following faculty members has exceptional experience in the field of appointment: [LIST FACULTY NAMES].

Appendix [X] contains documentation of all relevant experience which qualifies these faculty members to teach, including direct and relevant work experience, professional licensure and certification, honors and awards, continuous documented excellence in teaching, or other demonstrated competencies and achievements.

If applicable because applicant institution has no previous operational history and faculty members have not yet begun duties or applicant institution will expand faculty after approval of Certificate of Authority:

D. Agreements with Future Faculty Members

The applicant institution [HAS NO PREVIOUS OPERATIONAL HISTORY AND/OR WILL EXPAND ITS FACULTY UPON CERTIFICATE OF AUTHORITY APPROVAL].

A roster of future faculty to be employed by the applicant institution is provided in Appendix [X].

A roster form is included at the end of the application template. Separate rosters should be used for full-time faculty; part-time or adjunct faculty; and future faculty. This form is used to determine if the faculty member is qualified to teach in the areas listed.

Executed agreements with all future faculty members are included as Appendix [X].

*Reviewers may consider whether the applicant institution shows a commitment toward ensuring adequate full-time, part-time/adjunct, or future faculty members based on education and experience; if the number of faculty considered to be qualified based on exceptional experience in the field is reasonable.

E. Documentation of Faculty Qualifications

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A complete set of transcripts for each identified faculty member, current or future, is included as Appendix [X]. If a degree was obtained from a foreign educational institution, a copy of the foreign credential evaluation is included with the corresponding transcript. If the faculty member is employed due to exceptional experience, documentation of the qualifying experience is included.

*Reviewers may consider whether the documentation supports a faculty member’s qualifications to teach in the areas he/she is teaching. All foreign credentials must be documented. All exceptional experience must be documented. During the onsite visit, reviewers will need to review official/original transcripts and foreign credential evaluations.

*Reviewers may also interview faculty members. Reviewers may consider if a faculty member’s character or past background disqualify them from being faculty members; if they show the capability and continued commitment to be effective teachers; if faculty demonstrate achievements commensurate with their academic rank; if faculty show a commitment to scholarship, including published works listed on their vitae; if any faculty lack the degree credentials required in this standard, whether this number of faculty is limited and justified, including documentation.

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Standard 12. Faculty Size. There shall be a sufficient number of faculty holding full-time teaching appointments that are accessible to the students to ensure continuity and stability of the education program, adequate educational association between students and faculty and among the faculty members, and adequate opportunity for proper preparation for instruction and professional growth by faculty members. At the associate and baccalaureate levels, there shall be at least one (1) full-time faculty member in each program. At the graduate level, there shall be at least two (2) full-time faculty members in each program.

A. Full-time Faculty Size

The applicant institution has assigned the following full-time faculty members in each degree program:

Program Name:Degree:Number of full-time faculty members:Accessibility to students: [Provide information on accessibility, such as office hours, etc.]

Duplicate for each degree program.

*Reviewers may consider sufficiency of number of faculty members and their accessibility. At the associate and baccalaureate levels, there shall be at least one full-time faculty member in each program. At the graduate level, there shall be at least two full-time faculty members in each program.

*Reviewers may consider whether the applicant institution shows a commitment toward ensuring adequate faculty members based on size of faculty; whether there are adequate full-time faculty for the size of the student body and the requirements of the curriculum; if the faculty teaching load is appropriate; considering the total student headcount and the student FTE to faculty FTE ratio, if there are sufficient full-time faculty to accomplish the requirements of the standard, and if not, how many full-time faculty is appropriate.

B. Educational Association

The applicant institution provides opportunities for educational association between faculty and students and among faculty members through [Describe opportunities for educational association between faculty and students and among faculty members.]

*Reviewers may consider whether educational association is promoted; if a high faculty turnover rate creates problems in continuity; if faculty is adequately represented in administrative and academic decisions affecting the quality of the curriculum and the progression of students through the program.

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C. Faculty Professional Growth

The applicant institution provides opportunities and programs to promote professional growth by faculty members by [Describe opportunities and programs to promote professional growth.]

*Reviewers may consider whether faculty members have adequate professional development or growth opportunities; if salary schedules and various employment benefits are conducive to the retention of faculty; if faculty have adequate educational support including availability of institutional aids, office space, secretarial help, and publications acquisition; to what extent administrative duties are assigned to the teaching faculty; if faculty members receive regular feedback on their academic performance; if faculty can demonstrate that their knowledge is current in their discipline; if all or only some faculty have the opportunity to enhance teaching and assessment skills.

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Standard 13. ACADEMIC FREEDOM & FACULTY SECURITY. The institution shall adopt, adhere to, and distribute to all members of the faculty a statement of academic freedom assuring freedom in teaching, research, and publication. All policies and procedures concerning promotion, tenure, and non-renewal or termination of appointments, including for cause, shall be clearly stated and published in a faculty handbook, adhered to by the institution, and supplied to all faculty. The specific terms and conditions of employment of each faculty member shall be clearly described in a written document to be given to that faculty member, with a copy to be retained by the institution.

Note: The American Association of University Professors (AAUP) includes its 1940 Statement of Principles on Academic Freedom and Tenure, with 1970 Interpretive Comments, on its website (Link to AAUP Academic Freedom Statement). Applicant Institution should review this statement prior to developing its academic freedom policy.

A. Academic Freedom

The applicant institution's policy on academic freedom is as follows: [LIST POLICY].

The academic freedom policy is available to faculty members through [Describe all methods of distributing the policy to faculty].

*Reviewers may consider if there is an adequate statement of academic freedom; if the statement has been distributed to all faculty members.

B. Faculty Handbook

The faculty handbook is included in Appendix [X].

The faculty handbook is available to faculty members through [Describe all methods of distributing the faculty handbook]. Policies and procedures required by this standard are found here:Promotion: [PAGE OR LOCATION IN HANDBOOK]Tenure: [PAGE OR LOCATION IN HANDBOOK]Non-renewal or termination of appointments, including for cause: [PAGE OR LOCATION IN HANDBOOK]

*Reviewers may consider if the faculty handbook contains the required policies and procedures; if the faculty handbook policies are clearly stated and published; if policies are adhered to by the applicant institution; if the handbook is supplied to all faculty.

C. Specific Terms and Conditions of Employment

The applicant institution documents the specific terms and conditions of employment of each faculty member in a written document by [Describe the

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https://www.aaup.org/report/1940-statement-principles-academic-freedom-and-tenure


method of documenting the terms and conditions. For example, individual contracts, in the faculty handbook, etc.]. A copy of the written document is retained by the institution in [Describe where written document is retained by applicant institution].

*Onsite reviewers may request to review copies of employment contracts kept in individual employment files.

*Reviewers may consider, if the applicant institution has faculty contracts, whether the contracts are signed by both the appropriate institutional officer and the faculty member; whether the contracts are on file for each faculty member.

*Reviewers may consider if there are written and distributed policies in place that explain faculty appointment, renewal of appointment, promotion, and dismissal; if there are written and distributed policies in place that address conflict of interest issues relating to the private interests of faculty and their instructional responsibilities.

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Standard 14. CURRICULUM. (A) The quality, content, and sequence of each course, curriculum, or program of instruction, training, or study shall be appropriate to the purpose of the institution and shall be such that the institution may reasonably and adequately achieve the stated objectives of the course or program. Each program shall adequately cover the breadth of knowledge of the discipline taught and coursework must build on the knowledge of previous courses to increase the rigor of instruction and the learning of students in the discipline. A majority of the courses in the areas of specialization required for each degree program shall be offered in organized classes by the institution. An institution may offer for-credit coursework that does not directly relate to approved programs, provided that it does not exceed twenty-five (25) percent of all courses. (B) Academic associate degrees must consist of at least sixty (60) semester credit hours and not more than sixty-six (66) semester credit hours or ninety (90) quarter credit hours and not more than ninety-nine (99) quarter credit hours. Applied associate degrees must consist of at least sixty (60) semester credit hours and not more than seventy-two (72) semester credit hours or ninety (90) quarter credit hours and not more than one hundred eight (108) quarter hours. A baccalaureate degree must consist of at least one hundred twenty (120) semester credit hours or one hundred eighty (180) quarter credit hours. A master's degree must consist of at least thirty (30) semester credit hours and not more than thirty-six (36) semester credit hours or forty-five (45) quarter credit hours and not more than fifty-four (54) quarter credit hours of graduate level work past the baccalaureate degree. (C) Courses designed to correct deficiencies, remedial courses for associate and baccalaureate programs, and leveling courses for graduate programs, shall not count toward requirements for completion of the degree. (D) The degree level, degree designation, and the designation of the major course of study shall be appropriate to the curriculum offered and shall be accurately listed on the student's diploma and transcript.

A. Degree Plans

The degree plan and course sequence for each proposed degree are listed below. Course descriptions and syllabi for each course are included as Appendix [X].

[Include a full description of each degree, the sequence of courses, including the credits for each course, and the total credits in the degree plan.]

The Appendix should include, at a minimum, the course syllabi, including course name, credits, and learning objectives of each course in the degree plan, including elective courses or courses in identified tracks or concentrations. Identify which courses, if any, are offered by any method other than organized classes. The Appendix may include a course catalog, but additional documentation may be needed if the course catalog does not contain all requested information.

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*Reviewers may consider if the mission of the school is reflected in the curriculum; if there are specific objectives stated for each course; if the objectives are clearly defined and sufficient in scope; if the curriculum has an orderly and identifiable sequence of courses; if the curriculum covers the breadth of knowledge of the discipline; if the coursework builds on previous courses to increase the rigor of instruction and learning of students; if the proposed courses and curriculum structure are appropriate.

*Reviewers may consider during onsite interviews if the faculty is largely responsible for making curricular changes and if there is a faculty committee dealing with curriculum; if the faculty defines and are active in the articulation and evaluation of objectives; the objectives of the program; if those objectives serve as a guide for establishing the curriculum content and for evaluating the program’s effectiveness; if the objectives of the program are stated in outcome-based terms and if they allow assessment of student progress in developing competencies; if faculty have sufficient knowledge in the subject matter to provide effective instruction and have a clear understanding of the objectives of the educational experience and the assessment methods used to determine achievement of those objectives.

*Reviewers may consider if course syllabi have been prepared for each course, and, if so, are they adequate; if a permanent file of syllabi is maintained for student reference;

*If applicable, reviewers may consider if there a system in place to specify and monitor the types of internship conditions that students encounter; who controls the instruction at the internship site; if the program has a formal feedback mechanism in a course or internship which would allow students sufficient time for remediation; if the student assessment includes a narrative description of the student’s performance.

*Reviewers may consider if a majority of courses in the areas of specialization are offered in organized classes; if for-credit coursework that does not directly relate to approved program is limited to 25% of all courses.

B. Allowable Semester Credit Hours

The applicant institution affirms its degree programs contain semester credit hours allowed under this Standard.

As applicable:The applicant institution’s academic associate degrees are [AT LEAST SIXTY (60) SEMESTER CREDIT HOURS AND NOT MORE THAN SIXTY-SIX (66) SEMESTER CREDIT HOURS OR NINETY (90) QUARTER CREDIT HOURS AND NOT MORE THAN NINETY-NINE (99) QUARTER CREDIT HOURS].

The applicant institution’s applied associate degrees are [AT LEAST SIXTY (60) SEMESTER CREDIT HOURS AND NOT MORE THAN SEVENTY-TWO (72) SEMESTER

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CREDIT HOURS OR NINETY (90) QUARTER CREDIT HOURS AND NOT MORE THAN ONE HUNDRED EIGHT (108) QUARTER HOURS].

The applicant institution’s baccalaureate degrees are [AT LEAST ONE HUNDRED TWENTY (120) SEMESTER CREDIT HOURS OR ONE HUNDRED EIGHTY (180) QUARTER CREDIT HOURS].

The applicant institution’s master's degrees are [AT LEAST THIRTY (30) SEMESTER CREDIT HOURS AND NOT MORE THAN THIRTY-SIX (36) SEMESTER CREDIT HOURS OR FORTY-FIVE (45) QUARTER CREDIT HOURS AND NOT MORE THAN FIFTY-FOUR (54) QUARTER CREDIT HOURS OF GRADUATE LEVEL WORK PAST THE BACCALAUREATE DEGREE].

*Reviewers may consider if semester credit hours meet the standard for the appropriate degree.

C. Courses for Deficiencies, Remediation or Leveling

If the applicant institution does not offer such courses, please indicate “Not Applicable.”

The applicant institution provides the following courses designed to correct deficiencies, as remedial courses for associate and baccalaureate programs, and as leveling courses for graduate programs:[LIST COURSES, REASON FOR COURSE, AND APPLICABLE DEGREE-LEVEL]

The applicant institution affirms, as shown in degree plans, these courses do not count toward requirements for completion of the degree.

*Reviewers may consider if the school can verify remedial courses, courses designed to correct deficiencies, or leveling courses are not counted toward completion of the degree.

D. Diplomas and Transcripts

Sample diplomas and transcripts evidencing the degree level, degree designation and major course of study are included in Appendix [X].

*Reviewers may consider if the degree level, degree designation and major course of study are appropriate to the curriculum; and if this information is accurately listed on diplomas and transcripts.

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Standard 15. GENERAL EDUCATION. (A) Each academic associate degree program shall contain a general education component consisting of at least twenty (20) semester credit hours or thirty (30) quarter credit hours. Each applied associate degree program shall contain a general education component of at least fifteen (15) semester credit hours or twenty-three (23) quarter credit hours. Each baccalaureate degree program shall contain a general education component consisting of at least twenty-five (25) percent of the total hours required for graduation from the program. (B) This component shall be drawn from each of the following areas: Humanities and Fine Arts, Social and Behavioral Sciences, and Natural Sciences and Mathematics. It shall include courses to develop skills in written and oral communication and basic computer instruction. (C) The applicant institution may arrange to have all or part of the general education component taught by another institution, provided that: (i) the applicant institution's faculty shall design the general education requirement; (ii) there shall be a written agreement between the institutions specifying the applicant institution's general education requirements and the manner in which they will be met by the providing institution; and (iii) the providing institution shall be accredited by a Board-recognized accrediting agency or hold a Certificate of Authority.

A. General Education Semester Credit Hours

The applicant institution affirms its degree programs contain general education semester credit hours required under this Standard.

As applicable:The applicant institution’s academic associate degrees have [AT LEAST TWENTY (20) SEMESTER CREDIT HOURS OR THIRTY (30) QUARTER CREDIT HOURS] of general education courses.

The applicant institution’s applied associate degrees have [AT LEAST FIFTENN (15) SEMESTER CREDIT HOURS OR TWENTY-THREE (23) QUARTER CREDIT HOURS] of general education courses.

The applicant institution’s baccalaureate degrees have [AT LEAST TWENTY-FIVE (25) PERCENT OF THE TOTAL HOURS REQUIRED FOR GRADUATION FROM THE PROGRAM] of general education courses.

*Reviewers may consider if general education semester credit hours meet the standard for the appropriate degree.

B. General Education Subject Areas

For each degree, the general education courses are drawn from each of the following areas:

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Humanities and Fine Arts: [LIST COURSE NAME(S) AND SEMESTER CREDIT HOURS].

Social and Behavioral Sciences: [LIST COURSE NAME(S) AND SEMESTER CREDIT HOURS].

Natural Sciences and Mathematics: [LIST COURSE NAME(S) AND SEMESTER CREDIT HOURS].

Repeat for each degree program.

Of the above courses, the following courses also

Develop skills in written communication: [LIST COURSE NAMES(S)]

Develop skills in oral communication: [LIST COURSE NAME(S)]

Develop basic computer instruction: [LIST COURSE NAME(S)].

*Reviewers may consider if general education courses cover the breadth of required subject areas.

C. Agreement with Another Institution to Provide General Education

The applicant institution [HAS/HAS NOT] arranged to have all or part of the general education component of its degrees taught by another institution.

If applicable:

The applicant institution's faculty [HAS/HAS NOT] designed the general education requirement. There [IS/IS NOT] a written agreement between the institutions specifying the applicant institution's general education requirements and the manner in which they will be met by the providing institution. The providing institution [IS/IS NOT] accredited by a Board-recognized accrediting agency or holds a Certificate of Authority.

The written agreement between [NAME OF APPLICANT INSTITUTION] and [NAME OF PROVIDING INSTITUTION] to provide the general education component is included in Appendix [X].

The percentage of general education coursework offered under this agreement is [NUMBER]% of the total Semester Credit Hours. [NAME OF PROVIDING INSTITUTION] is accredited by the [NAME OF RECOGNIZED ACCREDITING ASSOCIATION].

*If applicable, reviewers may consider the terms of the agreement to provide general education; if there are stated procedures for documenting and accepting general education courses from the providing institution.

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Standard 16.CREDIT FOR WORK COMPLETED OUTSIDE A COLLEGIATE SETTING. (A) An institution awarding collegiate credit for work completed outside a collegiate setting (outside a degree-granting institution accredited by a recognized agency) shall establish and adhere to a systematic method for evaluating that work, shall award credit only in course content which falls within the authorized degree programs of the institution or, if by evaluative examination, falls within the standards for awarding credit by exam used by public universities in Texas, in an appropriate manner shall relate the credit to the student's current educational goals, and shall subject the institution's process and procedures for evaluating work completed outside a collegiate setting to ongoing review and evaluation by the institution's teaching faculty. To these ends, recognized evaluative examinations such as the Advanced Placement program (AP) or the College Level Examination Program (CLEP) may be used. (B) No more than one half of the credit applied toward a student's associate or baccalaureate degree program may be based on work completed outside a collegiate setting. Those credits must be validated in the manner set forth in subparagraph (A) of this paragraph. No more than fifteen (15) semester credit hours or twenty-three (23) quarter credit hours of that credit may be awarded by means other than recognized evaluative examinations. No graduate credit for work completed outside a collegiate setting may be awarded. In no instance may credit be awarded for life experience per se or merely for years of service in a position or job.

A. Method for Evaluation of Work Completed Outside a Collegiate Setting

The applicant institution [AWARDS/DOES NOT AWARD] collegiate credit for work completed outside a collegiate setting, including work outside a degree-granting institution accredited by a recognized agency.

If applicable:The applicant institution uses the following recognized evaluative examinations: [Advanced Placement program (AP), College Level Examination Program (CLEP), IDENTIFY OTHER EXAMS].

If applicable:

The applicant institution has established and adheres to the following systematic method for evaluating work completed outside a collegiate setting: [Describe system for evaluating work].

Institutional policies which address the following requirements are included in Attachment [X]:Award credit only in course content which falls within the authorized degree programs of the institution; if by evaluative examination, falls within the standards for awarding credit by exam used by public universities in Texas; in an appropriate manner, relates the credit to the student's current educational goals; and subjects the institution's process and procedures for evaluating work completed outside a

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collegiate setting to ongoing review and evaluation by the institution's teaching faculty.

*Reviewers may consider the policies and procedures for awarding work completed outside a collegiate setting, including if such policies and procedures adhere to the Standard. B. Amount of Semester Credit Hours Awarded for Work Completed Outside a

Collegiate Setting

If applicable: The applicant institution awards no more than [NUMBER OF SEMESTER CREDIT HOURS] toward a student's associate degree program based on work completed outside a collegiate setting.

If applicable:The applicant institution awards no more than [NUMBER OF SEMESTER CREDIT HOURS] toward a student's baccalaureate degree program based on work completed outside a collegiate setting.

An example of how those credits are validated is included in Appendix [X].

Institutional policies which address the following requirements are included in Attachment [X]:No more than fifteen (15) semester credit hours or twenty-three (23) quarter credit hours of that credit may be awarded by means other than recognized evaluative examinations; no graduate credit for work completed outside a collegiate setting may be awarded; in no instance may credit be awarded for life experience per se or merely for years of service in a position or job.

*Reviewers may consider how the applicant institution’s policies adhere to the Standard’s requirements; if any required policies are missing; if any policies are in place which do not follow the Standard; if graduate credit for work outside a collegiate setting is awarded; if life experience credit or years of service credit is awarded.

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Standard 17. LEARNING RESOURCES. The institution shall maintain and ensure that students have access to learning resources with a collection of books, educational material and publications, on-line materials and other resources and with staff, services, equipment, and facilities that are adequate and appropriate for the purposes and enrollment of the institution. Learning resources shall be current, well distributed among fields in which the institution offers instructions, cataloged, logically organized, and readily located. The institution shall maintain a continuous plan for learning resources development and support, including objectives and selections of materials. Current and formal written agreements with other institutions or with other entities may be used. Institutions offering graduate work shall provide access to learning resources that include basic reference and bibliographic works and major journals in each discipline in which the graduate program is offered. Applied associate degree programs shall provide adequate and appropriate resources for completion of course work.

A. Access to Adequate and Appropriate Learning Resources

Students have access to the following learning resources:

Collection of books: [Describe learning resources, including number and topic areas].

Educational material and publications: [Describe learning resources, including number and topic areas].

Online materials and other resources: [Describe learning resources, including number and topic areas].

Staff: [Describe staff positions, including qualifications, duties and availability to students].

Services: [Describe services available to students, such as tutoring, study aids, library tours, etc.]

Equipment, and facilities: [Describe equipment and facilities available to students].

*Reviewers may consider if learning resources are adequate and appropriate for the purposes and enrollment of the applicant institution; if learning resources are current, well distributed among fields of instruction; if learning resources are cataloged, logically organized, and locatable; if the size and configuration of the library is conducive to study and research; if there is adequate space, accessible to students, to hold the collection; if there is adequate workspace for library staff, including office space for the librarian; if there an appropriate balance between physical publications and online/Internet resources.

*Reviewers may consider if the librarian has a graduate degree in library science from an accredited institution (Note: the standard does not require the program to

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have accreditation from the American Library Association); if the librarian is employed for a sufficient amount of time (months of the year and days of the week) to adequately perform the responsibilities of the librarian including providing service to the students in a useful and convenient way; if the librarian is in control of the budget and acquisitions of the library.

B. Continuous Plan for Learning Resources Development and Support

The applicant institution’s plan for learning resources development and support, including objectives and selections of materials is included in Attachment [X].

If applicable:Current and formal written agreements with [NAME OF OTHER INSTITUTION OR ENTITY] for use of learning resources are included as Appendix [X]. [NAME OF OTHER INSTITUITON OR ENTITY] is located [DISTANCE] from the applicant institution’s campus.

The applicant institution’s faculty [HAS/HAS NOT] evaluated [ABOVE-NAMED INSTITUTION OR ENTITY] library and other learning resources. The result of this evaluation is included in Appendix [X].

A record of students’ usage of [NAME OF OTHER INSTITUTION OR ENTITY]’s learning resources is included in Appendix [X].

*Reviewers may consider if students are able to adequately use the learning resources provided; if a providing institution or entity is located close enough to be accessible; if an agreement with another institution or entity provides a proper level of learning resources.

C. Required Learning Resources for Degrees

If applicable:

The applicant institution offers graduate degrees. The applicant institution [PROVIDES/DOES NOT PROVIDE] access to learning resources that include basic reference and bibliographic works and major journals in each discipline in which the graduate program is offered. Learning resources specifically provided for graduate degrees are noted in Appendix [X].

If applicable:

The applicant institution offers applied associate degree programs. The applicant institution [PROVIDES/DOES NOT PROVIDE] adequate and appropriate resources for completion of applied associate degree course work. Learning resources specifically provided for applied associate degrees are noted in Appendix [X].

*Reviewers may consider if learning resources specific to graduate or associate degrees are adequate

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Standard 18. FACILITIES. The institution shall have adequate space, equipment, and instructional materials to provide education of good quality. Student housing owned, maintained, or approved by the institution, if any, shall be appropriate, safe, adequate, and in compliance with applicable state and local requirements.

A. Buildings

The applicant institution’s physical location includes [Describe the facilities (excluding dormitories or other student housing). Include the number of buildings, total square footage of each, number and type of classrooms and square footage of each, and number of offices and other space and square footage of each. Include information on any internship or other field-based learning sites utilized by the applicant institution.]

*Reviewers may consider if classrooms are crowded during instruction; if scheduling additional classes would relieve the problem or if new construction is indicated; if the buildings are in good condition; if there are sufficient security officers in-place to provide proper security for the students and faculty; if any internship sites affiliated with the school provide evidence of the breadth and quality of resources for field-based instruction.

B. Equipment

The applicant institution has equipment which is used for educational purposes. The equipment includes [Describe the equipment, how it is used for educational purposes and for which programs it is used. If online or distance education is provided, include software, platforms, and other resources used in the provision of education via online or other distance education.]

*Reviewers may consider if the equipment provides education of good quality, including if the equipment is up-to-date, well-maintained, and readily available to students.

C. Instructional Materials

The applicant institution provides instructional materials to faculty and students. The instructional materials include [Provide a summary of instructional materials.] A list of instructional materials by program is included in Appendix [X].

*Reviewers may consider if the instructional materials provide education of good quality, including if the materials are up-to-date and readily available to students.

D. Student Housing

The applicant institution [PROVIDES/DOES NOT PROVIDE] student housing.

If applicable:

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The applicant institution’s student housing includes [Describe the student housing owned, maintained, or approved by the applicant institution. Include the total number of buildings, the total square footage, capacity, and actual occupancy of each building; number of rooms, including their capacity and square footage, and any auxiliary rooms and their square footage.]

*Reviewers may consider if student housing is appropriate, safe, adequate, and in compliance with state and local requirements.

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Standard 19. ACADEMIC RECORDS. Adequate records of each student's academic performance shall be securely and permanently maintained by the institution. (A) The records for each student shall contain: (i) student contact and identification information, including address and telephone number; (ii) records of admission documents, such as high school diploma or GED (if undergraduate) or undergraduate degree (if graduate); (iii) records of all courses attempted, including grade; completion status of the student, including the diploma, degree or award conferred to the student; and (iv) any other information typically contained in academic records. (B) Two copies of said records shall be maintained in separate secure places. (C) Transcripts shall be provided upon request by a student, subject to the institution's obligation, if any, to cooperate with the rules and regulations governing state and federally guaranteed student loans.

A. Maintenance and Security of Student Academic Records

The applicant institution ensures student academic records are securely maintained by [Describe any policies and procedures used to secure and maintain academic records, including any policy on length of time records are maintained.]

The applicant institution [MAINTAINS/DOES NOT MAINTAIN] copies of student academic records in separate secure places. The records are maintained in the following locations and formats: [Describe the locations of records and formats in each location, e.g., digital or hardcopy.]

*Reviewers may ask to review student records and locations of such records.

*Reviewers may consider if there are complete records of all students who have attended the applicant institution; if the records are secured by appropriate means from tampering and from destruction, including locks and fireproof storage facilities; if there are multiple copies of the records; if at least one set of records is stored off site.

B. Contents of and Access to Student Academic Records

The applicant institution’s policies and procedures for requesting transcripts are [Describe any policies and procedures for requesting and obtaining student transcripts, including limitations on copies, fees, access after graduation, and any outside entities which are contracted to provide such records.]

A sample, anonymized copy of a student record, including an academic transcript, is included in Appendix [X].

*Reviewers may consider if the student records contain all the information required by the Standard; if there is any other information one would expect to document

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based on the type of programs offered at the applicant institution, i.e., immunizations or documentation of fitness to participate in the program.

*Reviewers may consider if the transcripts include standard information, such as student’s name and identification, all courses taken by course designation and title, professor of record, grade, grade point average, cumulative grade point average, degree awarded (if any), signature of the registrar, and markings (such as a college seal) to assure legitimacy; if student-issued transcripts are marked “unofficial.”

*Reviewers may consider if there are fair policies for issuing transcripts to students; if there is a record of these policies being followed, based on student interviews or documentation in student files.

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Standard 20. ACCURATE AND FAIR REPRESENTATION IN PUBLICATIONS, ADVERTISING, AND PROMOTION. (A) Neither the institution nor its agents or other representatives shall engage in advertising, recruiting, sales, collection, financial credit, or other practices of any type which are false, deceptive, misleading, or unfair. Likewise, all publications, by any medium, shall accurately and fairly represent the institution, its programs, available resources, tuition and fees, and requirements. (B) The institution shall provide students, prospective students prior to enrollment, and other interested persons with a printed or electronically published catalog. Institutions relying on electronic catalogs must ensure the availability of archived editions in order to serve the needs of alumni and returning students. The catalog must contain, at minimum, the following information: (i) the institution's mission; (ii) a statement of admissions policies; (iii) information describing the purpose, length, and objectives of the program or programs offered by the institution; (iv) the schedule of tuition, fees, and all other charges and expenses necessary for completion of the course of study; (v) cancellation and refund policies; (vi) a definition of the unit of credit as it applies at the institution; (vii) an explanation of satisfactory progress as it applies at the institution, including an explanation of the grading or marking system; (viii) the institution's calendar, including the beginning and ending dates for each instructional term, holidays, and registration dates; (ix) a complete listing of each regularly employed faculty member showing name, area of assignment, rank, and each earned degree held, including degree level, degree designation, and institution that awarded the degree; (x) a complete listing of each administrator showing name, title, area of assignment, and each earned degree held, including degree level, degree designation, and institution that awarded the degree; (xi) a statement of legal control with the names of the trustees, directors, and officers of the corporation; (xii) a complete listing of all scholarships offered, if any; (xiii) a statement describing the nature and extent of available student services; (xiv) complete and clearly stated information about the transferability of credit to other postsecondary institutions including two-year and four-year colleges and universities; (xv) any such other material facts concerning the institution and the program or course of instruction as are reasonably likely to affect the decision of the student to enroll therein; and

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(xvi) any disclosures specified by the Board or defined in Board rules. (C) The institution shall adopt, publish, and adhere to a fair and equitable cancellation and refund policy. (D) The institution shall provide to each prospective student, newly-enrolled student, and returning student, complete and clearly presented information indicating the institution's current graduation rate by program and, if required by the Board, job placement rate by program for applied associate degree programs. (E) Any special requirements or limitations of program offerings for the students at the Texas location must be made explicit in writing. This may be accomplished by either a separate section in the catalog or a brochure separate from the catalog. However, if a brochure is produced, the student must also be given the regular catalog. (F) Upon satisfactory completion of the program of study, the student shall be given appropriate educational credentials indicating the degree level, degree designation, and the designation of the major course of study, and a transcript accurately listing the information typically found on such a document, subject to the institution's obligation, if any, to enforce with the rules and regulations governing state, and federally guaranteed student loans by temporarily withholding such credentials.

A. Advertising and Promotion

The applicant institution’s policy or procedures regarding advertising and promotion are [Describe the advertising and promotion policies.] The applicant institution ensures institutional personnel, including agents or other representatives which engage in advertising, recruiting, admissions, sales, collection, or arranging financial credit, do not engage in advertising or promotion of the institution which is false, deceptive, misleading, or unfair by [Describe policies, procedures, oversight, or training which ensures the institution is maintaining control of the truthfulness of all advertising or promotion. Report and explain if your institution, or any officer of your institution, has ever been cited by a government agency for false, deceptive, misleading, or unfair practices of any type. If so, describe the status of that citation and what actions the institution took to remedy the practice.]

The applicant institution recruits students through [Describe recruiting process, e.g. via telephone, in-person, internet, mailers, etc.] A copy of all materials used to recruit students within the last twelve months and/or planned to be used to recruit students within the next twelve months is included in Appendix [X].

*Reviewers may consider if there are sufficient policies and procedures in place to prevent false, deceptive, misleading, or unfair advertising or promotion; if the institution or any officer has been cited for false, deceptive, misleading, or unfair practices, how the institution handled the citation and took steps to remedy the issue.

*Reviewers may consider if all publications, by any medium, accurately and fairly represent the applicant institution, its programs, available resources, tuition and

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fees, and requirements; if there are samples of advertisements (TV, newspaper, other print media, digital) available which solicit students for the institution; if advertisements about the institution are consistent with the legal status of the institution and contents of the catalog.

*Reviewers may interview students regarding whether there are significant discrepancies between what they had been led to expect about the applicant institution before they enrolled and what they actually found as students.

B. Student Catalog

The applicant institution’s student catalog is included in Appendix [X]. The applicant institution [DOES/DOES NOT] provide the catalog to students and prospective students prior to enrollment. Student catalogs may be obtained by [Describe ways in which a person might obtain a student catalog, e.g., request to admissions personnel or registrar, download or viewing online, etc.]. The institution maintains prior student catalogs dated [DATES OF CATALOGS]. Hardcopies of student catalogs may be accessed [Describe how to access hardcopies]. Digital copies of student catalogs may be accessed [Describe how to access digital copies.]

Information required by the Standard to be included in the student catalog is located at the following pages [Refer to student catalog included in Appendix [X]:(i) the institution's mission: [PAGE(S)] (ii) a statement of admissions policies: [PAGE(S)] (iii) information describing the purpose, length, and objectives of the program or programs offered by the institution: [PAGE(S)](iv) the schedule of tuition, fees, and all other charges and expenses necessary for completion of the course of study: [PAGE(S)](v) cancellation and refund policies: [PAGE(S)](vi) a definition of the unit of credit as it applies at the institution: [PAGE(S)] (vii) an explanation of satisfactory progress as it applies at the institution, including an explanation of the grading or marking system: [PAGE(S)] (viii) the institution's calendar, including the beginning and ending dates for each instructional term, holidays, and registration dates: [PAGE(S)] (ix) a complete listing of each regularly employed faculty member showing name, area of assignment, rank, and each earned degree held, including degree level, degree designation, and institution that awarded the degree: [PAGE(S)](x) a complete listing of each administrator showing name, title, area of assignment, and each earned degree held, including degree level, degree designation, and institution that awarded the degree: [PAGE(S)](xi) a statement of legal control with the names of the trustees, directors, and officers of the corporation: [PAGE(S)] (xii) a complete listing of all scholarships offered, if any: [PAGE(S)] (xiii) a statement describing the nature and extent of available student services:

[PAGE(S)] (xiv) complete and clearly stated information about the transferability of credit to other postsecondary institutions including two-year and four-year colleges and universities: [PAGE(S)]

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(xv) any such other material facts concerning the institution and the program or course of instruction as are reasonably likely to affect the decision of the student to enroll therein: [PAGE(S)] (xvi) any disclosures specified by the Board or defined in Board rules: [PAGE(S) OR NOT APPLICABLE - This is applicable only for applications for renewal of a Certificate of Authority.]

*Reviewers may consider if the catalog contains all information required by the Standard and if the information is accurate and not misleading, including if the catalog or other informational material accurately addresses the matter of accreditation, or absence thereof, as it pertains to this applicant institution.

C. Cancellation and Refund Policy

In addition to inclusion of the cancellation and refund policy in the student handbook, the applicant institution also provides the policy under the following circumstances: [Describe to whom the policy is given and under what circumstances.]

*Reviewers may consider if the cancellation and refund policy is fairly and timely distributed to all persons to whom it may apply.

D. Current Graduation Rate and Job Placement

The applicant institution’s current graduation rate by program is [Include graduation rates for each program. Indicate if the program is new and/or has no graduates.]

The applicant institution provides program graduation rates to [List persons who receive or can access graduation rates] through [Describe means by which persons can access graduation rates].

If applicable:

The applicant institution’s current job placement rate by applied associate degree program is [Include job placement rates for each applied associate degree program. Indicate if the program is new and/or has no job placements.]

The applicant institution provides applied associate degree program job placement rates to [List persons who receive or can access job placement rates] through [Describe means by which persons can access job placement rates].

*Reviewers may consider whether graduation rates and job placement rates are complete and clearly presented.

E. Special Requirements or Limitations on Programs in Texas

The applicant institution [HAS/DOES NOT HAVE] special requirements or limitations for at least one of its degree programs offered in Texas.

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If applicable: Duplicate the following paragraph for each applicable program:

The applicant institution has the following special requirements or limitations for its [IDENTIFY PROGRAM]: [Describe special requirements or limitations.] The applicant institution provides written documentation of these special requirements or limitations to [List persons who receive written documentation of special requirements or limitations] through [Describe the written documentation of special requirements or limitations].

*Reviewers may consider any special requirements or limitations for the programs. Such requirements may include prior knowledge or skills, minimum entrance exam test scores, etc; if these special requirements or limitations are fairly and consistently applied to all students or potential students.

F. Documentation of Academic Credentials

The diploma, or draft of a proposed diploma, which is given to a student upon completion of a degree program is included in Appendix [X]. The diploma indicates [LIST ALL APPLICABLE INFORMATION CONTAINED ON THE INSTITUTION’S DEGREE, INCLUDING THE DEGREE LEVEL, DEGREE DESIGNATION, AND THE DESIGNATION OF THE MAJOR COURSE OF STUDY.]

A student’s final transcript [DOES/DOES NOT] include designation of the degree level, degree designation and major course of study. The applicant institution [HAS/DOES NOT HAVE] a policy which allows it to withhold transcripts. [If the institution has a policy on withholding transcripts, include the policy.]

*Reviewers may consider if the diploma clearly state the information required by the Standard; if any policy for withholding transcripts is fairly enforced.

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Standard 21. ACADEMIC ADVISING & COUNSELING. The institution shall provide an effective program of academic advising for all students enrolled. The program shall include orientation to the academic program, academic counseling, career information and planning, placement assistance, and testing services.

A. Academic Advising and Counseling for Prospective Students

The applicant institution provides academic advising and counseling to prospective students by [Describe all academic advising and counseling services provided to prospective students. Include a description of what is provided in the areas of orientation, academic counseling, personal counseling, career planning, placement assistance, and testing services.]

B. Academic Advising and Counseling for Current Students

The applicant institution provides academic advising and counseling to current students by [Describe all academic advising and counseling services provided to current students. Include a description of what is provided in the areas of orientation, academic counseling, personal counseling, career planning, placement assistance, and testing services.]

C. Services for Graduates

The applicant institution provides continued services to graduates by [Describe all services provided to graduates. Include a description of what is provided in the areas of continued academic counseling, personal counseling, career planning, placement assistance, and testing services.]

*Reviewers may consider if there is evidence of an effective program of academic advising and counseling for prospective and current students and graduates; if staff is adequately prepared, by education and experience, to conduct an academic advising or counseling program; which staff are responsible for the advising program; if faculty are involved in the advising process; if faculty have regular assignments or is the counseling on an ad hoc basis and informal; the nature and efficacy of the orientation program.

*Reviewers may consider if the school has a system in place to assist students in evaluating career options and applying for licensure (if applicable); if the applicant institution continues to provide services to graduates for a certain time period; if students believe the job placement services are adequate and effective.

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Standard 22. STUDENT RIGHTS AND RESPONSIBILITIES The institution shall establish and adhere to a clear and fair policy regarding due process in disciplinary matters; outline the established grievance process of the institution, which shall indicate that students should follow this process and may contact the Board using the student complaint procedures established by Board rules Chapter 1, Subchapter H, §§1.110 - 1.120 of this title (relating to Student Complaint Procedure) and/or the Texas Attorney General to file a complaint about the institution if all other avenues have been exhausted, and publish these policies in a handbook, which shall include other rights and responsibilities of the students. This handbook shall be supplied in print or electronically to each student upon enrollment in the institution.

A. Student Handbook

The applicant institution [HAS/DOES NOT HAVE] a student handbook. [If no student handbook is provided, please describe how students are informed of their rights and responsibilities.]

If applicable:The student handbook is included in Appendix [X]. The student handbook is available in [HARD COPY OR DIGITAL FORM.]

*Reviewers may consider if a student handbook or other informational material regarding rights and responsibilities is supplied to all students upon enrollment; if the policies are clearly stated.

B. Student Discipline Policy

The applicant institution’s student discipline policy is [Include the student discipline policy]. Students are notified of the policy by [Describe how students are informed of the policy.]. Students [ARE/ARE NOT] required to acknowledge the student discipline policy. A sample acknowledgement is included in Appendix [X].

*Reviewers may consider if the policy is fair and equally enforced; if students are aware of the discipline policy.

C. Student Grievance Policy

The applicant institution’s student grievance policy is [Include the student grievance policy. Describe how the policy meets the Standard requirement regarding information on THECB student complaint procedures.] Students are notified of the policy by [Describe how students are informed of the policy.]. Students [ARE/ARE NOT] required to acknowledge the student grievance policy. A sample acknowledgement is included in Appendix [X].

*Reviewers may consider if the student grievance policy includes information on filing a complaint with the Texas Higher Education Coordinating Board or Texas Office of Attorney General upon exhaustion of the institutional grievance process

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and links to the THECB student complaint procedures; if the policy is fair and equally enforced.

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Standard 23. HEALTH AND SAFETY. The institution shall provide an effective program of health and safety education reflecting the needs of the students. The program shall include information on emergency and safety procedures at the institution, including appropriate responses to illness, accident, fire, and crime.

A. Health Programs

The applicant institution [PROVIDES/DOES NOT PROVIDE] health services to students. [Describe the program of health services and education provided to students. Include an explanation of the factors, such as the composition of the student body, which demonstrates the program is appropriate and effective.]

*Reviewers may consider if the health program(s) are appropriate and adequate for students based on the programs offered at the applicant institution or other pertinent factors, such as composition of the student body or health risks; if the institution makes health insurance available to each student and his or her dependents; if the institution follows guidelines for meeting immunization requirements.

B. Emergency and Safety Procedures

The applicant institution has implemented the following emergency and safety policies and procedures: [Describe the emergency and safety policies and procedures. Include responses to illness, accident, fire and crime.]

*Reviewers may consider if there are written procedures and/or orientation training for handling emergencies, such as accidents and injuries, fire and other catastrophes; if the institution’s policy addresses student exposure to infections and environmental hazards; if the policy addresses crime on or around the campus.

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Standard 24. LEARNING OUTCOMES (a) An institution must have an objective system of assessing learning outcomes in place for each part of the curriculum and the institution can demonstrate that appropriate learning outcomes are being achieved. (b) An institution may deviate, for a compelling academic reason, from Standard (12) relating to Faculty Size and Standard (16) relating to Credit for Work Completed Outside a Collegiate Setting, as long as academic objectives are fully met.

A. Learning Outcomes

The applicant institution’s objective system of assessing learning outcomes for each part of the curriculum in each program is included in Appendix [X]. Evidence that appropriate learning outcomes are being achieved is also included in Appendix [X].

If applicable:

The applicant institution has not yet [DEVELOPED/BEGUN] an objective system of assessing learning outcomes because [Describe reasons for not assessing learning outcomes.] The applicant institution has taken the following steps to achieve its assessment of learning outcomes: [Describe steps taken to develop/start assessing learning outcomes.] The applicant institution will have an objective system in place by [DATE], with results of learning outcomes achievement expected by [DATE].

*Reviewers may consider if the learning outcomes assessment is objective and effective; if the results indicate outcomes are being achieved; if an applicant institution which is not assessing learning outcomes is making progress toward objective assessment.

B. Compelling Academic Reasons for Deviation from Standards 12 and 16

The applicant institution [DEVIATES/DOES NOT DEVIATE] from Standards 12 and/or 16.

If applicable:

The applicant institution has deviated from Standard 12 regarding faculty size due to [Describe compelling academic reason]. Academic objectives continue to be fully met through [Describe how academic objectives are fully met despite deviation.]

*Reviewers may consider if the reason for deviation is a compelling academic reason; if academic objectives are fully met despite deviation.

The applicant institution has deviated from Standard 16 regarding credit for work completed outside a collegiate setting due to [Describe compelling academic

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reason]. Academic objectives continue to be fully met through [Describe how academic objectives are fully met despite deviation.]

*Reviewers may consider if the reason for deviation is a compelling academic reason; if academic objectives are fully met despite deviation.

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TABLE OF APPENDICESAppendix A [Description of document]Appendix B [Description of document]Appendix C [Description of document]

[Add appendices as necessary] [Appended documents should follow this page – tabbed, labeled, or bookmarked appropriately.]

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Appendix [X]

Use this form to complete separate rosters for:

Full-time faculty; Part-time and adjunct faculty; and

Future faculty

Faculty Roster FormQualifications of [Full-Time or Part-Time/Adjunct or Future] Faculty

NAME COURSES TAUGHTIncluding, as

applicable, Term; Course Number & Title; Credit Hours; Level Designation*

ACADEMIC DEGREES & COURSEWORK

Relevant to Courses Taught, Including Institution & Major

List specific graduate coursework, if needed

OTHER QUALIFICATIONS &

COMMENTSRelated to Courses

Taught**

Example:Joanne Doe

Fall semester:GOV 1305 American National Government: 3.0 credits; (A)

Spring semester:GOV 5340 Campaigns and Elections: 2.0 Credits; (D)

PhD. Political Science, Rice University

Taught similar classes in Government and Political Science at Harvard University 2000-2010

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*Level Designation Key [Indicate all categories that apply to a course]:

(A): Course is part of an academic associate, applied associate leading to required state or national licensure, or baccalaureate level degree program.

(B): Course is a career and technical course in an applied associate degree program, or career and technical courses that academic associate or baccalaureate students may choose to take.

(C): Course is a general education courses in an applied associate degree program.

(D): Course is part of a graduate-level degree program.

** (E): Indicate if applicant institution is claiming qualification through exceptional experience.

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CERTIFICATE OF AUTHORITY INSTRUCTIONS - … · Web viewActual site visit expenses, which will be...

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