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DRAFT B & CURRENT STANDARDS KEY

This key identifies where in the proposed standards Draft B (in red) you can find concepts from the current standards.

STANDARD ONE:  INSTITUTIONAL MISSION

The institution has a statement of mission that defines the institution, its educational purposes, its students, and its place in the higher education community.  IA

1.   The institution has a statement of mission, adopted by the governing board, which identifies the broad-based educational purposes it seeks to achieve.  IA; IA2

2.   The mission statement defines the students the institution intends to serve as well as the parameters under which programs can be offered and resources allocated.  IA

3.   Institutional planning and decision making are guided by the mission statement.  IA4

4.   The institution evaluates and revises its mission statement on a regular basis.  IA3

STANDARD TWO:  INSTITUTIONAL INTEGRITY

 The institution subscribes to, advocates, and demonstrates honesty and truthfulness in representations to its constituencies and the public; in pursuit of truth and the dissemination of knowledge; in its treatment of and respect for administration, faculty, staff, and students; in the management of its affairs and in relationships with its accreditation association and other external agencies.  IVA4

1. The institution represents itself clearly, accurately, and consistently to its constituencies, the public, and prospective students through its catalogues, publications, and statements, including those presented in electronic formats. IIA6; IIA6c  Precise, accurate, and current information is provided in the catalog concerning IIB2 (a) educational purposes; (b) degrees, curricular offerings, educational resources, and course offerings IIB2a; (c) student fees and other financial obligations IIB2b, student financial aid IIB2a, and fee refund policies IIB2c; (d) requirements for admission and for achievement of degrees IIB2b, including the academic calendar and information regarding program length; and (e) the names of administrators, faculty, and governing board. IIB2a

2. The institution has a readily available governing board-adopted policy protecting academic freedom and responsibility which states the institutional commitment to the free pursuit and dissemination of knowledge and fosters the integrity of the teaching-learning process.  IIA7

3.   Faculty and other college staff distinguish between personal conviction and proven conclusions and present relevant data fairly and objectively to students and others.  IIA7a

4.  Institutions which strive to instill specific beliefs or world views or to require codes of conduct of faculty, administrative and support staff, or students give clear prior notice of such policies.  IIA7; IIA7c

5.   The institution provides faculty and students with clear expectations concerning the principles of academic honesty and the sanctions for violation.  IIA7; IIA7b

6.   The institution demonstrates through policies and practices an appropriate understanding of and concern for issues of equity and diversityII; IIB4d

7.   The institution demonstrates honesty and integrity in its athletic programs. IIA1 (all programs)

8.   The institution demonstrates honesty and integrity in its relationships with the Commission and agrees to comply with Commission standards, policies, guidelines, public disclosure, and self study requirements.  IVA5

9.   The institution regularly evaluates and revises institutional policies, practices, and publications to ensure integrity in all representations about its mission, programs, and services.  IIA6c

 STANDARD THREE:  INSTITUTIONAL EFFECTIVENESS

The institution, appropriate to its mission and purposes as a higher education institution, develops and implements a broad-based and integrated system of research, evaluation, and planning to assess institutional effectiveness and uses the results for institutional improvement.  The institution identifies institutional outcomes which can be validated by objective evidence.  IB; IB1

A.     Institutional Research and Evaluation

A.1   Institutional research is integrated with and supportive of institutional planning and evaluation.  IB1

A.2   The institution provides the necessary resources for effective research and evaluation

A.3   The institution has developed and implemented the means for evaluating how well, and in what ways, it accomplishes its mission and purposes.  IB2

A.4  The institution provides evidence that its program evaluations lead to improvement of programs and services.  IIA; IIA2e; IIB; IIB4; IIC; IIC2

B.        Institutional Planning

B.1  The institution defines and publishes its planning processes and involves appropriate segments of the college community in the development of institutional plans.  IB; IB1; IB2; IB3

B.2  The institution defines and integrates its evaluation and planning processes to identify priorities for improvement.  IB; IB1

B.3  The institution engages in systematic and integrated educational, financial, physical, and human resources planning and implements changes to improve programs and services.  IB1; IIIA; IIIA6; IIIB; IIIB2b; IIID; IIID1a

C.  Institutional Outcomes Assessment

C.1  The institution specifies intended institutional outcomes and has clear documentation of their achievement.  IB; IB1

C.2  The institution uses information from its evaluation and planning activities to communicate matters of 
quality assurance to the public. 
IIA2e

C.3  The institution systematically reviews and modifies, as appropriate, its institutional research efforts, evaluation processes, institutional plans, and planning processes to determine their ongoing utility for assessing institutional effectiveness.  IB5; IIA9; IIB5; IIC3

STANDARD FOUR: EDUCATIONAL PROGRAMS

The institution offers collegiate level programs in recognized fields of study that culminate in identified student competencies leading to degrees and certificates.  The provisions of this standard are broadly applicable to all educational activities offered in the name of the institution, regardless of where or how presented, or by whom taughtIIA

A.   General Provisions

A.1      The institution seeks to meet the varied educational needs of its students through programs consistent with its institutional mission and purposes and the demographics and economics of its community.  IIA1a

A.2       Programs and courses leading to degrees are offered in a manner which provides students the opportunity to complete the program as announced, within a reasonable time.  IIA2c; IIA6c

A.3       When programs are eliminated or program requirements are significantly changed, the institution makes appropriate arrangements so that enrolled students may complete their education in a timely manner with a minimum of disruption.  IIA6b

A.4       The institution provides sufficient human, financial, and physical (including technological) resources to support its educational programs and to facilitate achievement of the goals and objectives of those programs regardless of the service location or instructional delivery method.  IB1; IIC1; III; IIIA2, IIIB; IIIB1, IIIB1a; IIIB1b; IIIC; IIIC1c; IIID

A.5      The institution designs and maintains academic advising programs to meet student needs for information and advice and adequately informs and prepares faculty and other personnel responsible for the advising function.  IIB3c

B.     Degree and Certificate Programs

B.1       The institution demonstrates that its degrees and programs, wherever and however offered, support the mission of the institution.  Degree and certificate programs have a coherent design and are characterized by appropriate length, breadth, depth, sequencing of courses, synthesis of learning, and use of information and learning resources. IIA1 (all educational programs); IIA2c; IIA3c

B.2       The institution identifies its degrees and certificates in ways which are consistent with the program content, degree objectives, and student mastery of knowledge and skills including, where appropriate, career preparation and competenciesIIA6

B.3        The institution identifies and makes public expected learning outcomes for its degree and certificate programs.  Students completing programs demonstrate achievement of those stated learning outcomes.  IIA2a; IIA2e; IIA2h

B.4        All degree programs are designed to provide students a significant introduction to the broad areas of knowledge, their theories and methods of inquiry, and focused study in at least one area of inquiry or established interdisciplinary core.  IIA3a; IIA4

B.5    Students completing degree programs demonstrate competence in the use of language and computation.  IIA3b

B.6        The institution documents the technical and professional competence of students completing its vocational and occupational programs.  IIA5

C.     General Education

C.1       The institution requires of all degree programs a component of general education that is published in clear and complete terms in its general catalog.  IIA3

C.2       The general education component is based on a philosophy and rationale that are clearly stated.  Criteria are provided by which the appropriateness of each course in the general education component is determined.  IIA3

C.3       The general education program introduces the content and methodology of the major areas of knowledge:  the humanities and fine arts, the natural sciences, and the social sciences.  The general education program provides the opportunity for students to develop the intellectual skills, information technology facility, affective and creative capabilities, social attitudes, and an appreciation for cultural diversity that will make them effective learners and citizens.  IIA3a; IIA3b; IIA3c

C.4       Students completing the institution's general education program demonstrate competence in oral and written communication, scientific and quantitative reasoning, and critical analysis/logical thinking. IIA3a

D.     Curriculum and Instruction

D.1      The institution has clearly defined processes for establishing and evaluating all of its educational programs.  These processes recognize the central role of faculty in developing, implementing, and evaluating the educational programs.   Program evaluations are integrated into overall institutional evaluation and planning and are conducted on a regular basis.  IB1; IIA; IIA2a

D.2       The institution ensures the quality of instruction, academic rigor, and educational effectiveness of all of its courses and programs regardless of service location or instructional delivery method.  IIA; IIA2c

D.3      The evaluation of student learning and the award of credit are based upon clearly stated and published criteria.  Credit awarded is consistent with student learning and is based upon generally accepted norms or equivalencies.  IIA2g

D.4       The institution has clearly stated transfer of credit policies.  In accepting transfer credits to fulfill degree requirements, the institution certifies that the credits accepted, including those for general education, achieve educational objectives comparable to its own courses.  Where patterns of transfer between institutions are established, efforts are undertaken to formulate articulation agreements.  IIA6; IIA6a

D.5       The institution utilizes a range of delivery systems and modes of instruction compatible with the objectives of the curriculum and appropriate to the needs of its students. IIA1b

D.6       The institution provides evidence that all courses and programs, both credit and non-credit, whether conducted on or off-campus by traditional or non-traditional delivery systems, are designed, approved, administered, and periodically evaluated under established institutional procedures.  This provision applies to continuing and community education, contract and other special programs conducted in the name of the institution. IIA2; IIA2a

D.7      Institutions offering curricula through electronic delivery systems operate in conformity with applicable Commission policies and statements on Principles of Good Practice in Distance Education.  IIA; IIA1b; IIB1; IIC; IIC1

D.8       Institutions offering curricula in foreign locations to students other than U.S. nationals operate in conformity with applicable Commission policies and guidelines.  IIA8

STANDARD FIVE:  STUDENT  SUPPORT AND DEVELOPMENT 

The institution recruits and admits students appropriate to its programs.  It identifies and serves the diverse needs of its students with educational programs and learning support services, and it fosters a supportive learning environment.  The entire student pathway through the institutional experience is characterized by a concern for student access, progress, and success.  IIB

1.   The institution publishes admissions policies consistent with its mission and appropriate to its programs and follows practices that are consistent with those policies.  IIA6c; IIB1; IIB2

2.   The institution provides to all prospective and currently enrolled students current and accurate information about its programs, admissions policies and graduation requirements, social and academic policies, refund policies, student conduct standards, and complaint and grievance procedures.  IIB2

3.   The institution identifies the educational support needs of its student population and provides appropriate services and programs to address those needs.  IIB3 

4.   The institution involves students, as appropriate, in planning and evaluating student support and development services.  IVA2; IVA2a

5.   Admissions and assessment instruments and placement practices are designed to minimize test and other bias and are regularly evaluated to assure effectiveness.  IIB3e

6.   The institution provides appropriate, comprehensive, reliable, and accessible services to its students regardless of service location or delivery method. IIB3a

7.   The institution, in keeping with its mission, creates and maintains a campus climate which serves and supports its diverse student population.  II; IIB; IIB3d

8.   The institution supports a co-curricular environment that fosters intellectual, ethical, and personal development for all of its students and encourages personal and civic responsibility. IIB3b

9.   Student records are maintained permanently, securely, and confidentially, with provision for secure backup of all files, regardless of the form in which those files are maintained.  IIB3f

10. The institution systematically evaluates the appropriateness, adequacy, and effectiveness of its student services and uses the results of the evaluation as a basis for improvement.   IIB4

STANDARD SIX:  INFORMATION AND LEARNING RESOURCES

Information and learning resources and services are sufficient in quality, depth, diversity, and currentness to support the institution’s intellectual and cultural activities and programs in whatever format and wherever they are offered.   The institution provides training so that information and learning resources may be used effectively and efficiently.  IIC

1.   Information and learning resources, and any equipment needed to access the holdings of libraries, media centers, computer centers, databases and other repositories are sufficient to support the courses, programs, and degrees wherever offered.  IIC1

2.   Appropriate educational equipment and materials are selected, acquired, organized, and maintained to help fulfill the institution’s purposes and support the educational program.  Institutional policies and procedures ensure faculty involvement.  IIC1a

3.   Information and learning resources are readily accessible to students, faculty, and administrators. IIC1; IIC1c

4.   The institution has professionally qualified staff to provide appropriate support to users of information and learning resources, including training in the effective application of information technology to student learning.  IIIA; IIIA1; IIIA2; IIIC1a; IIIC1b

5.   The institution provides sufficient and consistent financial support for the effective maintenance, security, and improvement of its information and learning resources.  IB1; IIC; IIC1; IIC1d; IIIB1b; IIIC1a; IIIC1c; IIID1a

6.   When the institution relies on other institutions or other sources for information and learning resources to support its educational programs, it documents that formal agreements exist and that such resources and services are adequate, easily accessible, and utilized.  IIC1e

7.   The institution plans for and systematically evaluates the adequacy and effectiveness of its learning and information resources and services and makes appropriate changes as necessary.  IIC2

STANDARD SEVEN:  FACULTY AND STAFF

The institution has sufficient qualified full-time and part-time faculty and staff to support its educational programs and services wherever offered and by whatever means delivered.  Consistent with its mission, the institution demonstrates its commitment to the significant educational role played by persons of diverse ethnic, social, and economic backgrounds by making positive efforts to foster such diversity.  IIIA

A.       Qualifications and Selection 

A.1       The institution has sufficient faculty and staff who are qualified by appropriate education, training, and experience to support its programs and services.  IIIA1; IIIA2

A.2      Criteria, qualifications, and procedures for selecting all personnel are clearly stated, public, directly related to institutional objectives, and accurately reflect job responsibilities.  IIIA1a

A.3       Criteria for selecting faculty include knowledge of the subject matter or service to be performed, effective teaching, and potential to contribute to the mission of the institution.IIIA1a

A.4       Degrees held by faculty and administrators are listed in the institution's primary catalog.  All U.S. degrees are from institutions accredited by recognized accrediting agencies.  Degrees from non-U.S. institutions are recognized only if equivalence has been established. IIB2a; IIIA1a

B.  Evaluation

B.1       The evaluation of each category of staff is systematic and conducted at stated intervals.  The follow-up of evaluations is formal and timely.  IIIA1b

B.2      Evaluation processes seek to assess effectiveness and encourage improvement.  IIIA1b

B.3     Criteria for evaluation of faculty include teaching effectiveness, scholarship or other activities appropriate to the area of expertise, and participation in institutional service or other institutional responsibilities.  IIIA1b

C.  Staff Development

C.1       The institution provides appropriate opportunities to all categories of staff for continued professional development, consistent with the institutional mission.  IIIA5

C.2      Planning and evaluation of staff development programs include the participation of staff who participate in, or are affected by, the programs.  IIIA5a; IIIA5b

 D.  General Personnel Provisions

D.1       The institution has and adheres to written policies ensuring fairness in all employment procedures.  IIIA3a

D.2      The institution regularly assesses and reports its achievement of its employment equity objectives, consistent with the institutional mission.  IIIA4b

D.3       Personnel policies and procedures affecting all categories of staff are systematically developed, clear, equitably administered, and available for information and review.  IIIA3

D.4      The institution makes provision for the security and confidentiality of personnel records.  Personnel records are private, accurate, complete, and permanent.  IIIA3b

STANDARD EIGHT:  PHYSICAL RESOURCES

The institution has sufficient and appropriate physical resources to support its purposes and goals.  IIIB

1.   The institution ensures that adequate physical resources are provided to support its educational programs and services wherever and however they are offered.  IIIB1

2.   The management, maintenance, and operation of physical facilities ensure effective utilization and continuing quality necessary to support the programs and services of the institution.  IIIB1a

3.   Physical facilities at all site locations where courses, programs, and services are offered are constructed and maintained in accordance with the institution's obligation to ensure access, safety, security, and a healthful environment.  IIIB1b

4.   Selection, maintenance, inventory and replacement of equipment are conducted systematically to support the educational programs and services of the institution.  IIIB1a

5.      Physical resource planning and evaluation support institutional goals and are linked to other institutional planning and evaluation efforts, including district or system planning and utilization where appropriate. IIIB; IIIB2b

STANDARD NINE:  FINANCIAL RESOURCES

The institution has adequate financial resources to achieve, maintain, and enhance its programs and services.  The level of financial resources provides a reasonable expectation of financial viability and institutional improvement.  The institution manages its financial affairs with integrity, consistent with its educational objectives. IIIC

A.  Financial Planning

A.1      Financial planning supports institutional goals and is linked to other institutional planning efforts.  IIIC; IIIC1; IIIC1a

A.2       Annual and long-range financial planning reflects realistic assessments of resource availability and expenditure requirements.  IIIC1c  In those institutions which set tuition rates, and which receive a majority of funding from student fees and tuition, charges are reasonable in light of the operating costs, services to be rendered, equipment, and learning resources to be supplied. 

A.3       Annual and long-range capital plans support educational objectives and relate to the plan for physical facilities.   IIIB2a

A.4       Institutional guidelines and processes for financial planning and budget development are clearly defined and followed.  IIIC1d

A.5       Administrators, faculty, and support staff have appropriate opportunities to participate in the development of financial plans and budgets.  IIIC1d

B.  Financial Management

B.1       The financial management system creates appropriate control mechanisms and provides dependable and timely information for sound financial decision-making.  IIID2

B.2      Financial documents, including the budget and independent audit, reflect appropriate allocation and use of financial resources to support institutional programs and services.  Institutional responses to external audit findings are comprehensive and timely.  IIID2a

B.3       The institution practices effective oversight of finances, including management of financial aid, externally-funded programs, contractual relationships, auxiliary organizations or foundations, and institutional investments.  IIID2d

B.4      Auxiliary activities and fund raising efforts support the programs and services of the institution, are consistent with the mission and goals of the institution, and are conducted with integrity.  IIID2e

B.5      Contractual agreements with external entities are governed by institutional policies and contain appropriate provisions to maintain the integrity of the institution.  IIID2f

B.6      Financial management is regularly evaluated and the results are used to improve the financial management system.  IIID2g

C.  Financial Stability

C.1       Future obligations are clearly identified and plans exist for payment.  IIID1c

C.2       The institution has policies for appropriate risk management.  IIID2c

C.3       Cash flow arrangements or reserves are sufficient to maintain stability.  IIID2c

C.4       The institution has a plan for responding to financial emergencies or unforeseen occurrences.  IIID2c

STANDARD TEN:  GOVERNANCE AND ADMINISTRATION

The institution has a governing board responsible for the quality and integrity of the institution.  The institution has an administrative staff of appropriate size to enable the institution to achieve its goals and is organized to provide appropriate administrative services.  Governance structures and systems ensure appropriate roles for the board, administration, faculty, staff, and students, and facilitate effective communication among the institution’s constituencies.  IVA2; IVA3; IVB1; IVB2a

A.  Governing Board

A.1       The governing board is an independent policy-making board capable of reflecting the public interest in board activities and decisions.  It has a mechanism for providing for continuity of board membership and staggered terms of office.  IVB1; IVB1a; IVB1f

A.2       The governing board ensures that the educational program is of high quality, is responsible for overseeing the financial health and integrity of the institution, and confirms that institutional practices are consistent with the board-approved institutional mission statement and policies.  IVB1; IVB1b

A.3       The governing board establishes broad institutional policies and appropriately delegates responsibility to implement these policies.  The governing board regularly evaluates its policies and practices and revises them as necessary.  IVB1b; IVB1j

A.4       In keeping with its mission, the governing board selects and evaluates the chief executive officer and confirms the appointment of other major academic and administrative officers.  IVB1

A.5       The size, duties, responsibilities, ethical conduct requirements, structure and operating procedures, and processes for assessing the performance of the governing board are clearly defined and published in board policies or by-laws.  The board acts in a manner consistent with them.  IVB1d; IVB1e; IVB1g; IVB1h

A.6      The governing board has a program for new member orientation and governing board development.  IVB1f

A.7      The board is informed about and involved in the accreditation process.  IVB1i

B.        Institutional Administration and Governance

 B.1    The institutional chief executive officer provides effective leadership to define goals, develop plans, and establish priorities for the institution.  IVB2; IVB2b 

B.2       The institutional chief executive officer efficiently manages resources, implements priorities controlling budget and expenditures, and ensures the implementation of statutes, regulations, and board policies.  IVB2c; IVB2d

B.3        The institution is administratively organized and staffed to reflect the institution's purposes, size, and complexity.  The administration provides effective and efficient leadership and management which makes possible an effective teaching and learning environment.  IVB2a; IVB2b

B.4        Administrative officers are qualified by training and experience to perform their responsibilities and are evaluated systematically and regularly.  The duties and responsibilities of institutional administrators are clearly defined and published.  IIIA1; IIIIA1a; IIIA1b

B.5        Administration has a substantive and clearly-defined role in institutional governance.  IVA2; IVA2a; IVA2b

B.6       Faculty have a substantive and clearly-defined role in institutional governance, exercise a substantial voice in matters of educational program and faculty personnel, and other institutional polices which relate to their areas of responsibility and expertise.  IIA2b; IIIA1a; IIID1d; IVA2; IVA2a; IVA2b

B.7       Faculty have established an academic senate or other appropriate organization for providing input regarding institutional governance.  In the case of private colleges, the institution has a formal process for providing input regarding institutional governance.  IVA2a; IVA2b

B.8       The institution has written policy which identifies appropriate institutional support for faculty participation in governance and delineates the participation of faculty on appropriate policy, planning, and special purpose bodies.  IVA2

B.9        The institution clearly states and publicizes the role of staff in institutional governance.  IVA2

B.10     The institution clearly states and publicizes the role of students in institutional governance. IVA2

C.         Multi-College Districts and/or Systems

C.1       The district/system chief executive officer provides effective leadership to define goals, develop plans, and establish priorities for the institution.

C.2       The district/system chief executive officer efficiently manages resources, implements priorities controlling budget and expenditures, and ensures the implementation of statutes, regulations, and board policies.  IVB3c; IVB3d

C.3       The district/system has a statement which clearly delineates the operational responsibilities and functions of the district/system and those of the college.  IVB3; IVB3a

C.4       The district/system provides effective services that support the mission and functions of the college.  IVB3; IVB3b; IVB3c

C.5       The district/system and the college(s) have established and utilize effective methods of communication and exchange information in a timely and efficient manner.  IVB3f

C.6       The district/system has effective processes in place for the establishment and review of policy, planning, and financial management.  IVB3g


 
 

Feather River College is accredited by the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges (10 Commercial Blvd Suite 204, Novato, CA 94949, 415.506.0234 telephone, 415.506.0238 fax), an institutional accrediting body recognized by The Commission of Recognition of Post-Secondary Accreditation and the U.S. Department of Education.

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