Â鶹ÊÓƵ has been accredited by the Higher Learning Commission since 1915.
While the responsibility of assuring the quality of an institution rests first with the institution itself, institutional accreditation assesses the capacity of an institution to assure its own quality and expects it to produce evidence that it does so.
Institutional accreditation is granted by institutional or national agencies such as Â鶹ÊÓƵ's accreditor, the . These agencies are recognized by the U.S. Department of Education to accredit degree granting colleges and universities. Institutional accreditation validates the quality of an institution and evaluates multiple aspects of an institution ranging from its academic offerings, governance and administration, mission, finances, and resources. Institutional accreditation encompasses the institution as a whole, including all academic programs, all degree levels and both onsite and online course delivery. In addition to our institutional accreditation, many of our academic programs maintain specialized or programmatic accreditation through various agencies. View a full listing of Â鶹ÊÓƵ programs that hold specialized accreditation.
The accreditation process is based on a system of peer review. Educators and administrators from higher ed institutions serve as peer reviewers that conduct accreditation evaluations of member institutions of that accrediting body. Peer reviewers also serve on decision-making committees in the accreditation process. Institutions that HLC accredits are evaluated against the HLC Criteria for Accreditation, a set of standards that institutions must meet to receive and/or maintain accredited status. Find additional information concerning Â鶹ÊÓƵ's accreditation process the HLC Open Pathway.
Accreditation ensures that institutions of higher education or in some cases, specific academic programs achieve and maintain a level of performance, integrity, and quality that entitles them to the confidence of the educational community and public they serve. Although accreditation is basically a private, voluntary process, accrediting decisions are used as a consideration in many formal actions by governmental funding agencies, scholarship commissions, foundations, employers, counselors, and potential students. Accrediting bodies have come to be viewed as quasi-public entities with important responsibilities to the many groups who interact with the educational community. Nevertheless, all institutions or academic programs have undertaken accreditation activities primarily to ensure that the students attending an institution or the members of the profession have received the highest level of educational preparation possible.
