The HLC accreditation process is designed to ensure quality throughout the institution
and compliance with federal and state regulations. Accreditation is required for federal
funding and transferability of curriculum, from degrees, certificates and licenses,
through to individual courses. A critical part of the accreditation process involves
the College establishing that it meets the standards of quality by which HLC determines
whether an institution merits accreditation or reaffirmation of accreditation; the
standards of quality are known as the criteria for accreditation. The process culminates
with an evaluation team site visit.
Accreditation Criteria
The Higher Learning Commission (HLC) requires Terra State Community College to meet
established criteria and follow the ten-year Open Pathways accreditation cycle. To
be fully accredited, Terra State will provide evidence that we meet the five HLC criteria
and each criterion’s subcomponents.
Criterion 1 – Mission
The institution’s mission is clear and articulated publicly; it guides the institution’s
operations. The Core Components are:
1.A. The institution’s mission is broadly understood within the institution and guides
its operations.
1.B. The mission is articulated publicly.
1.C. The institution understands the relationship between its mission and the diversity
of society.
1.D. The institution’s mission demonstrates commitment to the public good.
Criterion 2 – Integrity: Ethical and Responsible Conduct
The institution acts with integrity; its conduct is ethical and responsible. The Core
Components are:
2.A. The institution operates with integrity in its financial, academic, personnel
and auxiliary functions; it establishes and follows policies and processes for fair
and ethical behavior on the part of its governing board, administration, faculty and
staff.
2.B. The institution presents itself clearly and completely to its students and to
the public with regard to its programs, requirements, faculty and staff, costs to
students, control and accreditation relationships.
2.C. The governing board of the institution is sufficiently autonomous to make decisions
in the best interest of the institution and to assure its integrity.
2.D. The institution is committed to freedom of expression and the pursuit of truth
in teaching and learning.
2.E. The institution’s policies and procedures call for responsible acquisition, discovery
and application of knowledge by its faculty, students and staff.
Criterion 3 – Teaching and Learning: Quality, Resources and Support
The institution provides high quality education, wherever and however its offerings
are delivered. The Core Components are:
3.A. The institution’s degree programs are appropriate to higher education.
3.B. The institution demonstrates that the exercise of intellectual inquiry and the
acquisition, application and integration of broad learning and skills are integral
to its educational programs.
3.C. The institution has the faculty and staff needed for effective, high-quality
programs and student services.
3.D. The institution provides support for student learning and effective teaching.
3.E. The institution fulfills the claims it makes for an enriched educational environment.
Criterion 4 – Teaching and Learning: Evaluation and Improvement
The institution demonstrates responsibility for the quality of its educational programs,
learning environments and support services, and it evaluates their effectiveness for
student learning through processes designed to promote continuous improvement. The
Core Components are:
4.A. The institution demonstrates responsibility for the quality of its educational
programs.
4.B. The institution demonstrates a commitment to educational achievement and improvement
through ongoing assessment of student learning.
4.C. The institution demonstrates a commitment to educational improvement through
ongoing attention to retention, persistence and completion rates in its degree and
certificate programs.
Criterion 5 – Resources, Planning and Institutional Effectiveness
The institution’s resources, structures and processes are sufficient to fulfill its
mission, improve the quality of its educational offerings and respond to future challenges
and opportunities. The institution plans for the future. The Core Components are:
5.A. The institution’s resource base supports its current educational programs and
its plans for maintaining and strengthening their quality in the future.
5.B. The institution’s governance and administrative structures promote effective
leadership and support collaborative processes that enable the institution to fulfill
its mission.
5.C. The institution engages in systematic and integrated planning.
5.D. The institution works systematically to improve its performance.
The Open Pathway is one of three options institutions have for maintaining their accreditation
for the HLC. It follows a 10-year cycle and, like all pathways, is focused on quality
assurance and institutional improvement.
Years 1 through 3
Institution may contribute documents to Evidence File
Year 4
Institution submits Assurance Filing (Assurance and Evidence File)
Assurance Review conducted by peer evaluators -- no site visit
HLC accepts or requests additional action on Assurance Review
Years 5 through 7
Institution may contribute documents to Evidence File
Submit Quality Initiative (QI) Proposal or commit to Assessment Academy or other alternative
to QI proposal. Terra State has committed to the Assessment Academy
Quality Initiative Proposal or alternative reviewed and accepted by peer evaluators
and implemented
TSCC's project focused on ensuring all academic programs with full-time faculty have
relevant and measurable learning outcomes and establish assessing co-curricular activities
such as tutoring and advising services.
Years 7 through 9
Institution may contribute documents to Evidence File
