Institutional Self Evaluation Report
Standards of the Accrediting Commission for Community and Junior Colleges (ACCJC)
Click on any of the blue links below to view the separate chapters of the four main
categories.
Introduction
History of LTCC, Student Data, Description of the Service Area, LTCC Scorecard and
Institution Set Standards, Locations, Programmatic Accreditation, and Organizational
Charts
Required Elements
Organization of the Self-Evaluation Process, Accreditation Oversight Committee, Writing
Teams, Eligibility Requirements, and Checklist for Evaluating Compliance with Federal
Regulations and Commission Policies
Standard I: Mission, Academic Quality and Institutional Effectiveness, and Integrity
The institution demonstrates strong commitment to a mission that emphasizes student
learning and student achievement. Using analysis of quantitative and qualitative data,
the institution continuously and systematically evaluates, plans, implements, and
improves the quality of its educational programs and services. The institution demonstrates
integrity in all policies, actions, and communication. The administration, faculty,
staff, and governing board members act honestly, ethically, and fairly in the performance
of their duties.
I.A. Mission
I.B. Assuring Academic Quality and Institutional Effectiveness
I.C. Institutional Integrity
Standard II: Student Learning Programs and Support Services
The institution offers instructional programs, library and learning support services,
and student support services aligned with its mission. The institution’s programs
are conducted at levels of quality and rigor appropriate for higher education. The
institution assesses its educational quality through methods accepted in higher education,
makes the results of its assessments available to the public, and uses the results
to improve educational quality and institutional effectiveness. The institution defines
and incorporates into all of its degree programs a substantial component of general
education designed to ensure breadth of knowledge and to promote intellectual inquiry.
The provisions of this standard are broadly applicable to all instructional programs
and student learning support services offered in the name of the institution.
II.A. Instructional Programs
II.B. Library and Learning Support Service
II.C. Student Support Services
Standard III: Resources
The institution effectively uses its human, physical, technology, and financial resources
to achieve its mission and to improve academic quality and institutional effectiveness.
Accredited Colleges in multi-College systems may be organized so that responsibility
for resources, allocations of resources, and planning rests with the district/system.
In such cases, the district/system is responsible for meeting the Standards, and an
evaluation of its performance is reflected in the accredited status of the institution(s).
III.A. Human Resources
III.B. Physical Resources
III.C. Technology Resources
III.D. Financial Resources
Standard IV: Leadership and Governance
The institution recognizes and uses the contributions of leadership throughout the
organization for promoting student success, sustaining academic quality, integrity,
fiscal stability, and continuous improvement of the institution. Governance roles
are defined in policy and are designed to facilitate decisions that support student
learning programs and services and improve institutional effectiveness, while acknowledging
the designated responsibilities of the governing board and the chief executive officer.
Through established governance structures, processes, and practices, the governing
board, administrators, faculty, staff, and students work together for the good of
the institution. In multi-College districts or systems, the roles within the district/system
are clearly delineated. The multi-College district or system has policies for allocation
of resources to adequately support and sustain the Colleges.
IV.A. Decision-Making Process
IV.B. Chief Executive Officer
IV.C. Governing Board
