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 the 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
the established criteria outlined below and select either the Open or Standard Pathway
for the next Reaffirmation of Accreditation visit set for 2033-2034. TSCC must provide
evidence that demonstrates it meets each Criterion to be fully accredited.
Criterion 1 – Mission
The institution’s mission is clear and articulated publicly; it guides the institution’s
operations.
1.A. Mission Alignment The institution’s educational programs, enrollment profile and scope of operations
align with its publicly articulated mission.
1.B. Mission and Public Good The institution’s operation of the academic enterprise demonstrates its commitment
to serving the public good.
1.C. Mission and Diversity of Society The institution provides opportunities for civic engagement in a diverse, multicultural
society and globally connected world, as appropriate within its mission and for the
constituencies it serves.
Criterion 2 – Integrity: Ethical and Responsible Conduct
In fulfilling its mission, the institution acts with integrity; its conduct is ethical
and responsible.
2.A. Integrity Actions taken by the institution’s governing board, administration, faculty, and staff
demonstrate adherence to established policies and procedures.
2.B. Transparency The institution presents itself accurately and completely to students and the public
with respect to its educational programs and any claims it makes related to the educational
experience.
2.C. Board Governance In discharging its fiduciary duties, the institution’s governing board is free from
undue external influence and empowered to act in the best interests of the institution,
including the students it serves.
2.D. Academic Freedom and Freedom of Expression The institution supports academic
freedom and freedom of expression in the pursuit of knowledge as integral to high-quality
teaching, learning, and research.
2.E. Knowledge Acquisition, Discovery, and Application The institution adheres to policies and procedures that ensure responsible acquisition,
discovery, and application of knowledge.
Criterion 3 – Teaching and Learning for Student Success
The institution demonstrates responsibility for the quality of its educational programs,
learning environments, and support services, and it evaluates their effectiveness
in fulfilling its mission. The rigor and quality of each educational program are consistent
regardless of modality, location, or other differentiating factors.
3.A. Educational Programs The institution maintains learning goals and outcomes that reflect a level of rigor
commensurate with college-level work, including by program level and the content of
each of its educational programs.
3.B. Exercise of Intellectual Inquiry The institution’s educational programs engage students in collecting, analyzing, and
communicating information; in practicing modes of intellectual inquiry or creative
work; and in developing skills adaptable to changing environments.
3.C. Sufficiency of Faculty and Staff The institution has the faculty and staff needed for effective, high-quality programs
and student services.
3.D. Support for Student Learning and Resources for Teaching The institution provides student support services that address the needs of its student
populations, as well as the teaching resources and infrastructure necessary for student
success.
3.E. Assessment of Student Learning The institution improves the quality of educational programs based on its assessment
of student learning.
3.F. Program Review The institution improves its curriculum based on periodic program review.
3.G. Student Success Outcomes The institution’s student success outcomes demonstrate continuous improvement, taking
into account the student populations it serves and benchmarks that reference peer
institutions.
Criterion 4 – Sustainability: Institutional Effectiveness, Resources and Planning
The institution’s resources, structures, policies, procedures, and planning enable
it to fulfill its mission, improve the quality of its educational programs, and respond
to future challenges and opportunities.
4.A. Effective Administrative Structures The institution’s administrative structures are effective and facilitate collaborative
processes, such as shared governance, data-informed decision-making, and engagement
with internal and external constituencies, as appropriate.
4.B. Resource Base and Sustainability The institution’s financial and personnel resources effectively support its current
operations. The institution’s financial management balances short-term needs with
long-term commitments and ensures its ongoing sustainability.
4.C. Planning for Quality Improvement The institution engages in systematic strategic planning for quality improvement.
It relies on data, integrating its insights from enrollment forecasts, financial capacity,
student learning assessment, institutional operations and the external environment.
There are two primary pathways for Reaffirmation of Accreditation: Standard and Open.
Terra State follows the ten-year Open Pathway accreditation cycle.
Years 1–4: Assurance Review or Student Success Quality Initiative
When an institution selects its accreditation Pathway for the next cycle, it may be
eligible to complete a Student Success Quality Initiative instead of the traditional
mid-cycle Year 4 Assurance Review.
Institutions that are not eligible for the Student Success Quality Initiative will
move forward with the mid-cycle Assurance Review, where peer reviewers evaluate the
institution based on HLC’s Criteria for Accreditation and other key requirements.
Years 5–9: Open Quality Initiative (OQI)
During this phase, all institutions are required to design and implement a project
that focuses on improving an aspect of their organization or advancing a strategic
initiative.
A project proposal is submitted between Years 5 and 7.
An outcomes report is submitted between Years 7 and 9.
Peer reviewers evaluate both the proposal and the final report.
The project topic is chosen by the institution—hence the name “Open” Quality Initiative.
Institutions participating in an HLC Academy for their OQI will have their Academy
application serve as the project proposal, and their outcomes report will be reviewed
through a separate evaluation process.
Year 10: Comprehensive Evaluation for Reaffirmation of Accreditation
At the end of the 10-year cycle, the institution undergoes a Comprehensive Evaluation
to determine whether accreditation should be reaffirmed.
During this process, peer reviewers:
Evaluate institutional materials and evidence,
Conduct a campus visit, and
Gather feedback from students and community members.
The team also reviews the institution’s compliance with federal requirements to ensure
continued eligibility for accreditation.
Federal Compliance
HLC will review Terra State’s compliance with federal compliance in the following areas listed below as part of the reaffirmation accreditation process:
Assignment of credits, program length and tuition
Institutional records of student complaints
Publication of transfer policies
Practices for verification of student identity (online)
Publication of student outcomes data
Standing with state and other accrediting agencies
