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It outlines how Criterion Statements and Core Components support continual improvement, and defines evaluative thresholds for meeting or not meeting Core Components and Criteria, including outcomes such as granting, continuing, denying, or withdrawing accreditation.",{"@graph":14,"@context":76},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-new-criteria-for-accreditation-an-overview/431061/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-new-criteria-for-accreditation-an-overview/431061.png","ImageObject",300,407,{"name":42,"@type":43},"Muffet","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-16","2026-09-29",true,{"@type":52,"interactionType":53,"userInteractionCount":22},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68,72],{"name":59,"@type":60,"acceptedAnswer":61},"Why does the Commission use the term “criteria” instead of “standards”?","Question",{"text":62,"@type":63},"The Commission seeks a culture of aspiration and continual improvement rather than satisfaction of minimum requirements, and it aims to acknowledge the diversity of member institutions.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What are Core Components and how does an institution use evidence for them?",{"text":67,"@type":63},"Core Components identify focused areas within each Criterion. Institutions provide evidence for applicable sub-components and may also document topics related to a Core Component beyond specified sub-components.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the Commission decide whether a Core Component or a Criterion is met?",{"text":71,"@type":63},"A Core Component or Criterion is met without concerns if the institution meets or exceeds expectations, and met with concerns if improvements are needed in relation to some aspects or Core Components. 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The final versions appear in this booklet. The Commission is grateful for the significant participation of its members and others in this revision process.  \n1  \nThe New Criteria: An Overview  \nIn its review of institutions, the Higher Learning Commission seeks a culture of aspiration and continual improvement rather than satisfaction of minimum requirements. It also seeks to acknowledge the great diversity of its member institutions. For these reasons it uses the term “criteria” rather than“standards.”  \nPrior to admission to candidacy for accreditation and again in applying for initial accreditation, an institution demonstrates that it meets the Commission’s Eligibility Requirements.  \nFINAL VERSION Inside this Edition  \n1 The New Criteria: Overview........1  \n2 The Criteria: Core Values ............3  \n3 The Criteria for Accreditation ......4  \n4 The Assumed Practices ................8  \n5 Obligations of Affiliation ........... 11  \nGlossary and Timeline....................12  \nThe Eligibility Requirements and process for seeking status are available ina separate document.  \nThe accreditation process is governed by the Criteria for Accreditation. Within the Criteria there are Criterion Statements and Core Components that ensure institutional effectiveness. Underlying the Criteria and Core Components is a set of assumptions shared by the community of practice within higher education and made explicit in the section on Assumed  \nPractices.  \nFinally, the Commission articulates Obligations of Affiliation, which are behavioral requirements for its member and candidate institutions, including the requirement that they abide by Commission policies.  \nGuiding Values  \nThe Criteria for Accreditation reflect a set of guiding values for institutional accreditation. The Commission articulates these guiding values so as to offer a better understanding of the Criteria and the intentions that underlie them. Institutions are not expected to address these values: they are offered as explanation.  \nThe Criteria for Accreditation and Core Components  \nThe Criteria are designed to seek evidence of continual improvement and aspiration on the part of member institutions rather than to define minimum qualifications. Each Criterion begins with a broad statement of Commission expectations related to the Criterion. The Core Components identify areas of particular  \nfocus within the Criterion. Some of these Core Components are further elaborated or explicated in sub-components. The sub-components are not comprehensive: they elaborate certain aspects of the Core Component that the Commission seeks to ensure are not overlooked, but they do not fully constitute the Component. Some of the Core Components do not have sub-components because such elaboration has not appeared necessary. An institution provides evidence with regard to those sub-components of the Core Components that apply to the institution. An institution has the opportunity in its documentation anda team has the option in its review to identify topics or issues related toa Core Component other than those specified in the sub-components.  \nIn preparation for accreditation andreaffirmation of accreditation, an institution provides evidence that it meets all the Criteria and all the Core Components. The distinctiveness of an institution’s mission may condition the strategies it adopts and the evidence it provides that it meets the Criteria.  \nThe Commission reviews the institution against the Core Components and Criteria through its evaluation processes according to the following evaluative framework.  \nThe Core Components The institution meets the Core Component if the Core Component:  \na) is met without concerns, that is the institution meets or exceeds the expectations embodied in the Component;","cbCaibpM5u5fKVwJ","https://ap.wps.com/l/cbCaibpM5u5fKVwJ","pdf",655660,12,"English","# The New Criteria: An Overview\n## Guiding Values\n## The Criteria for Accreditation and Core Components\n## The Criteria for Accreditation\n## The Assumed Practices","[{\"question\":\"Why does the Commission use the term “criteria” instead of “standards”?\",\"answer\":\"The Commission seeks a culture of aspiration and continual improvement rather than satisfaction of minimum requirements, and it aims to acknowledge the diversity of member institutions.\"},{\"question\":\"What are Core Components and how does an institution use evidence for them?\",\"answer\":\"Core Components identify focused areas within each Criterion. Institutions provide evidence for applicable sub-components and may also document topics related to a Core Component beyond specified sub-components.\"},{\"question\":\"How does the Commission decide whether a Core Component or a Criterion is met?\",\"answer\":\"A Core Component or Criterion is met without concerns if the institution meets or exceeds expectations, and met with concerns if improvements are needed in relation to some aspects or Core Components. It is not met if it fails entirely or is deficient enough that it is judged not to be met.\"},{\"question\":\"What role do the Assumed Practices play in accreditation?\",\"answer\":\"Assumed Practices are foundational to the Criteria for Accreditation, reflecting shared higher-education practices tested over time, and accreditation relies on the assumption that institutions follow them.\"}]","The New Criteria for Accreditation - An Overview | PDF",1790654392]