The Higher Learning Commission has developed educational materials for administrators and peer reviewers to help them in their role as part of the accreditation process.
The Commission has a number of institutional policies that affect the affiliation of colleges and universities with the Commission. The policy book is updated throughout the year.
The Commission adheres to the following Bylaws which were approved in 2010.
Commission Statement on Accreditation of High Schools
The Commission provides guidance for institutions and peer reviewers in its Statement on Peer Reviewers Serving as Independent Consultants or on Mock Teams to Institutions that are Accredited by or Seeking Accreditation with the Commission.
Commission resource document on Student Learning, Assessment, and Accreditation
Submitting Required Materials
Prior to accreditation-related reviews, the institution provides the peer reviewers and the Commission with a set of required materials. Beginning in Fall 2011, these materials must be submitted electronically in PDF format for the majority of evaluations.
Required Materials and Submission Procedures: PEAQ Comprehensive Visit
Required Materials and Submission Procedures: PEAQ and AQIP Change Visit
Required Materials and Submission Procedures: Focused Visit
A Collection of Papers on Quality in Higher Education
The Commission publishes an annual Collection of Papers based on the presentations from the Annual Conference. The 2014 Collection is available online.
Guidelines and Principles of Good Practice
The Commission has developed information on good practice throughout the accreditation process. The following tools should provide guidance on improving quality education.
Commission Endorses Guidelines on Assessment
The Higher Learning Commission has endorsed guidelines, Committing to Quality: Guidelines for Assessment and Accountability, published by the New Leadership Alliance for Student Learning and Accountability in 2012. The guidelines help colleges and universities in improving the quality of a college degree by asking them to set clear goals for student achievement, regularly gather and use evidence that measures performance against those goals, report evidence of student learning, and continuously work to improve results.
Guidelines for the Evaluation of Distance Education (On-line Learning)
This document was developed in 2009 by the Council of Regional Accrediting Commissions (C-RAC). The Higher Learning Commission (HLC) is a member of C-RAC. HLC provides these guidelines as a resource for its affiliated institutions and its Peer Review Corps.
Report of the Task Force on the Professional Doctorate
The Commission developed a Task Force on the Professional Doctorate and called on it to study the current trends and growth in creation of professional doctorates and to develop recommendations. The recommendations are organized into three overarching issues: institutional context, program content, and shared quality assurance.