The Higher Learning Commission provides a set of ten guiding principles which serve as a guide to understanding the connection between criteria and the intentions which underlie those criteria. These guiding values tells us that quality assurance rests upon us as an institution while spelling out expectations from our accreditor that it is our responsibility to provide evidence which supports our quality.  Click Guiding Principles  link for details related to each of the ten guiding values.

1. Focus on student learning
2. Education as a public purpose
3. Education for a diverse, technological, globally connected world
4. A culture of continuous improvement
5. Evidence-based institutional learning and self-presentation
6. Integrity, transparency, and ethical behavior or practice
7. Governance for the well-being of the institution
8. Planning and management of resources to ensure institutional sustainability
9. Mission-centered evaluation
10. Accreditation through peer review
    
    

A set of practices shared across all higher education institutions. Assumed Practices are typically are not matters necessitating professional judgement because they are determined as facts nor are they expected to vary by institutional mission or context. Every institution is expected to be in compliance with all Assumed Practices at all times. One may think of assumed practices as practices which lay the foundation for which criteria and core components are built upon.

The following four assumed practices demonstrate expectations required of any institution operating in the United States. Additional details about each can be found under Assumed Practices.

1. Integrity: Ethical and Responsible Conduct
2. Teaching and Learning: Quality, Resources, and Support
3. Teaching and Learning: Evaluation and Improvement
4. Resources, Planning, and Institutional Effectiveness
   
   

The Higher Learning Commission evaluates institutions according to five criteria for accreditation:

1. Mission: The institution’s mission is clear and articulated publicly; it guides the institution’s operations.
2. Integrity: Ethical and Responsible Conduct: The institution acts with integrity; its conduct is ethical and responsible.
3. Teaching and Learning: Quality, Resources, and Support: The institution provides quality education, wherever and however its offerings are delivered.
4. Teaching and Learning: Evaluation and Improvement: The institution demonstrates responsibility for the quality of its educational programs, learning environments, and support services, and it evaluates their effectiveness for student learning through processes designed to promote continuous improvement.
5. Resources, Planning, and Institutional Effectiveness: The institution’s resources, structures, and processes are sufficient to fulfill its mission, improve the quality of its educational offerings, and respond to future challenges and opportunities.

Each criterion includes core components, which identify areas of focus within the criterion. Sub-components further elaborate some core components. Navigate to Criterion for Accreditation  to view the core components for each criteria.

Per its obligations to the Department of Education as a federally recognized accreditor, the HLC is required to assure the federal government that meets its Title IV program responsibilities. HLC Federal Compliance.
 
SIPI must provide evidence for its compliance with regulations:

• Credits, program length, and tuition
• Transfer policies
• Student complaints
• Verification of student identity
• Title IV program and related responsibilities
• Institutional disclosures and advertising recruitment materials
• Relationships with other accrediting agencies and with state regulatory bodies