Terminology in the Revised Criteria for Accreditation and Assumed Practices

The following definitions provide additional guidance on terms in the revised Criteria and Assumed Practices. HLC’s intent is not to prescribe how institutions must use a particular word or phrase locally, but rather to offer a means to ensure a consistent reading of the meaning and expectations of HLC requirements. This glossary is not part of policy and will be updated as needed to respond to questions and feedback from institutions and peer reviewers.

academic credential (Assumed Practices B.1, B.2)
The degree, certificate, diploma or other validated recognition earned at the conclusion of an educational program.

academic freedom (2.D.)
The ability to engage differences of opinion, evaluate evidence and form one’s own grounded judgments about the relative value of competing perspectives. This definition implies not just freedom from constraint but also freedom for faculty, staff and students to work within a scholarly community to advance knowledge.

assessment of student learning (3.E.)
For student learning, a commitment to assessment means assessment at the program level that proceeds from clear goals, involves faculty during the process, and analyzes the assessment results; it also means that the institution improves its programs or ancillary services or other operations on the basis of those analyses as appropriate. Institutions committed to improvement review their programs regularly and seek external judgment, advice or benchmarks in their assessments. (From HLC’s Guiding Values.)

benchmarks (3.G.)
Measures of success by which an institution assesses its performance. Benchmarks for student success outcomes are based upon the performance of peer institutions as informed by mission, student body, and associated factors.

civic engagement (1.C.)
Community service or any number of other efforts (by individuals or groups) intended to address issues of public or community concern.

continuous improvement (3.G.)
Continuous improvement is the state of having an ongoing, systematic aspiration for improving quality. Institutions engaged in continuous improvement strive to improve by actively collecting performance data and acting on that information to enhance organizational performance.

program (3.A.)
Synonymous with HLC’s use of the term “educational program.” (See HLC Glossary.)

public (1.A., 2.B)
In phrases such as “publicly articulated mission” or “presents itself accurately and completely to students and the public,” this refers to people in general, including current and potential students. In phrases such as “the public good,” the Criteria refer to public, as opposed to private, good. 

reference peer institutions (3.G.)
Institutions identify colleges and universities that have similar missions, student bodies, or other characteristics, such that they provide meaningful comparisons by which the institution may judge its performance.

student success outcomes (3.G.)
Measures demonstrating the rate at which an institution’s students achieve or mark progress toward completion, educational intent or other goals that are relevant to the institution’s mission. This information must include, at a minimum, retention, completion, required state licensure exam pass data, and data about the institution’s students after transfer or graduation (such as continuing education, job placement, and earnings). Institutions may also identify other outcomes relevant to their mission, such as outcomes related to student intent, civic engagement, quality of life or other topics.

undue external influence (2.C.)
Overreach by others, intrusions into, or improper influence over the institution’s governing board that could result in board activity that is not in the best interests of the institution as stated in its mission.