AQIP Pathway History
Launched in July 1999 with a generous grant from the Pew Charitable Trusts, the Commission's Academic Quality Improvement Program infuses the principles and benefits of continuous improvement into the culture of colleges and universities by providing an alternative process through which an already-accredited institution can maintain its accreditation. An institution in AQIP demonstrates how it meets accreditation standards and expectations through a sequence of events that align with the ongoing activities of an institution striving to improve its performance.
Blackhawk Technical College was accepted into the Academic Quality Improvement Program on December 15, 2005.
The AQIP Pathway
The Academic Quality Improvement Program (AQIP) is one of several pathways leading to reaffirmation of accreditation with the Higher Learning Commission. AQIP differs from the other pathways in that it is premised on principles of continuous quality improvement, and its various processes and requirements are designed to assist institutions in achieving quality improvement, along with reaffirming the institution’s accredited status with the Commission once every AQIP cycle. Many institutions have reported transforming their quality cultures since embarking on the AQIP Pathway.
The Six AQIP Pathway Categories provide a framework that institutions can use to examine their key processes and allow institutions to analyze, understand, and explore opportunities for improvement.
Category One: Helping Students Learn
Category Two: Meeting Student and Other Key Stakeholder Needs
Category Three: Valuing Employees
Category Four: Planning and Leading
Category Five: Knowledge Management and Resource Stewardship
Category Six: Quality Overview
The Criteria for Accreditation
The Criteria for Accreditation are the standards of quality by which the Commission determines whether an institution merits accreditation or reaffirmation of accreditation. They are as follows:
Criterion One: Mission
Criterion Two: Integrity: Ethical and Responsible Conduct
Criterion Three: Teaching and Learning: Quality, Resources, and Support
Criterion Four: Teaching and Learning: Evaluation and Improvement
Criterion Five: Resources, Planning, and Institutional Effectiveness