AAHEA DOCUMENT – U.S.A.T.

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AMERICAN ASSOCIATION for HIGHER

EDUCATION and ACCREDITATION

GENERAL DOCUMENTATION

&

MEMBER SEARCH

University of Science, Arts & Technology

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American Association for Higher Education & Accreditation

American Association for Higher Education & Accreditation, Inc (Formerly AAHE),

is the oldest association in the United States dedicated to the advancement of higher

education.

Thank you for visiting our website. As an educational / accreditation organization, we

want to give you the opportunity to stay in touch with us and our educational

information.

We at AAHEA are very proud of our long and prestigious, rich history. The fact that we

have literally set the standards in higher education in this country for 140 years through

our research, publications, conferences, and partnerships makes us the leader in this

effort. We look forward to the next 100 years to the improvement of higher education

which has come a long way, but has a long way to go.

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About Us

Our Vision

The American Association for Higher Education and Accreditation (AAHEA) based in

Washington, DC, with locations in several states, is the oldest association in the United

States dedicated to the advancement of higher education. We aspire to be the

organization that best enables all individuals, institutions, and stakeholders in higher

education to learn, organize for learning, and contribute to the common good.

We provide accreditation to more than 20 disciplines for the common good of higher

education. To bring the standards of education to a new high, to help all of mankind to

be greater than once thought possible.

AAHEA is an independent, membership-based, non-profit organization dedicated to

building human capital for higher education. AAHEA is the source of choice for

information about higher education on issues that matter in a democratic multi-racial

society; and AAHEA promotes and disseminates examples of effective educational

practice to address those issues. AAHEA members are an international talent pool

willing and ready to share their expertise with colleagues in higher education,

policymakers, media professionals, and the public at large.

Our unique service has established our place in this field. This allows us to make a

distinctive and substantial impact on education.

Organizational Background / Description

Administrators, students, trustees, faculty, public officials, and interested individuals

from all segments of post secondary education. AAHEA seeks to clarify and resolve

critical issues in post secondary education through conferences, publications, and

special projects.

AAHEA provides programmatic and intellectual leadership in higher education. Its

members are faculty, administrators, and students who step beyond their own academic

specialties to develop programs and practices that are most effective at improving

teaching and learning. Through its members, AAHEA promotes effective change at the

campus, state, and national level.

Information Literacy Goals, Areas of Interest, Publications, Standards, etc.

Publication:

AAHEA Bulletin

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History of the Institute

AAHEA HAS A VERY OLD AND DISTIGUSHED PAST

American Association for Higher Education (AAHEA) is the oldest non-profit

association in the United States dedicated to the advancement of higher education.

The AAHEA history began in 1870 when the National Education Association

established a department of higher education. The department was disbanded in 1924,

then reactivated in 1945 and in 1958 was renamed the Association for Higher

Education. In 1968, the NEA voted to move into collective bargaining and the higher

education department in turn voted to become an "NEA associated organization." In

February 1969 the NEA Board voted not to support the new associated organization and

in March 1969 a group of 300 members of the department pledged to take out life

memberships to raise funds so the department could continue as an independent

organization. AAHE was incorporated as a self-governing, non-profit organization in

the District of Columbia in March 1969.

In May of 2005, the president, who was hired a few years earlier to turn around the

organization, which was going through a temporary slump, as all non-profits do from

time to time. She decided it could not continue on as it was, only taking in 7.5 million

and so she and the board of directors simply walked away. Yes, this is true. The

organization laid idle for a short time and was reinvigorated by a new team headed up

by a few of AAHE members who were not interested in receiving money to operate the

organization but recognized that the organization was an entity unto itself with a very

rich history and could not allow such a grand old organization that had produced

hundreds of leading books and thousands of publications over the years, that have

become the best source for colleges and universities in many cases, as well as being the

leader in education and accreditation fields, to lay dormant or worse just cease to exist,

so they swung into action as the call went out.

You see under the corporate law in DC and the by-laws of AAHE, you must ask for and

receive a majority vote from the voting members of the non-profit membership

organization in order to close it. This was too much bother for the president at the time

so she and the board of directors just walked away. This left almost 10,000 paid

members holding the bag, some of which of course felt cheated. This turned out to be a

very good law as it allowed the people who cared about the organization, its voting

members, who legally in fact make up the organization, to step in and operate the

organization.

The reinvigorated team consisting of a group of very distinguished individuals

including; MD's, PhD's, a dean of a very distinguished college, teachers, professors and

business leaders, all working in concert to make this great old prestigious organization

that millions of people have come to rely upon for so long, even better.

In February 2007, the name was changed to AAHEA, The American Association For

Higher Education and Accreditation, to better reflect its mission.

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Many great new things are happening each year, including educator of the year awards,

adding several new disciplines and departments including: Law Enforcement,

Alternative Health, Mental Health, and a Department of Health, an interactive web site,

a book store, a new building of our own to hold conventions, (this will give us locations

in three states), last and certainly not least, doing accreditation which will be approved

by the US Government.

NOTE: We have had a couple of people over the last few years, people who are

attempting to spread untruths and who have personal agendas, such as a bitter former

board member, a competitor and a blogger who is a friend of the competitor who is

looking to make a reputation for himself, say that the organization went bankrupt,

closed and went out of business or what have you in 2005. Of course they provide only

lip service. This could not be further from the truth as this is the same organization,

corporation, non-profit 501-C3 federal tax exempt number and all. The only

changes were the people at the top who were only interested in taking home fat pay

checks like the $250,000 being paid to the president at the time to save the organization.

Now for the past 4 years no salaries have been paid, that’s right not a single dime in

payroll. Now it is a work of love, by a group of 18 very dedicated, highly educated

people. These very dedicated people care passionately about one thing and that is to

have AAHEA the primary source of information on education and accreditation and the

number one organization of its kind in the world with the ability to do accreditation

across the board and all while enjoying an impeccable reputation for all non-profits to

follow.

We invite you to join with us and our thousands of dedicated colleges, universities and

their staff, our members, and this prestigious 140-year-old organization. Join and

become a voting member, have a voice, as you see here, you too can make a difference!

AAHEA DOCUMENT – U.S.A.T.

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Accreditation

Accreditation Procedure

NOTE: The University of Berkeley located in Pennsylvania then Michigan now

Chicago, IL. is not accredited by us nor have they ever been, never the less they have

illegally posted our logo on their web site to deceive people and give them

creditability.They were a member of AAHEA for a short time but they were terminated

for violating AAHEA rules and regulations governing conduct.This so called school is

nothing more then a diploma mill and and has a very bad reputation. It uses the good

name and works of others to deceive hard working unsuspecting people who

unknowingly enroll and throw their money away on a useless document they call a

diploma. They have had charges filed against them in Pennsylvania and as a result they

had to move and post a sentence on their web site that they can not sell to anyone in that

state.

We accredit all legitimate educational organizations. This includes colleges and

universities, privately owned schools and online and certificate granting schools. We are

operating within the US Governments minimum two year window before full

recognition. We are listed by the US Department of Education, EROD web site Ed.gov

under unique ID # 7510 as well as The Higher Learning Commission and AACSB Int.

http://www.aacsb.edu/resource_centers/assessment/links.asp. Click here for a complete

listing of all references.

Introduction

The following is the basic criteria for evaluation in receiving and maintaining

accreditation. This is necessary in order to lead to US Government approval of your

education. We may accept some deviation from these practices, if it can be justified to

be in the best interest of good educational practices, but it is recommended that you

follow these guidelines as closely as possible in order to obtain and maintain

accreditation from this accrediting body. You will need to complete a detailed

application with a non refundable application fee and include all copies of licenses

education and other documents. You will need to agree to an on site inspection of your

facilities unless you are an on line school / organization, in that case we will require a

personal financial statement of each and every officer and or directors if in business less

than 3 years.

Once accredited with us you will be assured you have the very best accreditation

possible. Our team of experts will guide you through the entire process making the

journey much more enjoyable.

Every organization seeking accreditation must have a clearly stated mission with

measurable objectives which guide daily working of the organization. These must be

embedded in a business plan that shows growth and development for future operation of

the organization. The mission statement or link must also be clearly posted near the

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front door where everyone entering the facility can easily see it. In the case of web-

based learning facilities the mission statement must be posted on the front page or a

clearly defined link of bold text no smaller than 14pt linking it to a page of the web site.

In addition to these postings the mission statement must also be clearly stated in the

beginning pages of any printed materials such as student handbooks (recommended)

and catalogues. All criteria for accreditation will be tied back to the fulfillment of said

mission statement in implementation of all daily running of the facility from Janitorial

to instructional and beyond.

The organization should engage in ongoing planning to achieve its mission and

objectives. It also should evaluate how well and in what ways, it is accomplishing its

mission and objectives and use the results for broad-based, continuous planning and

evaluation. Through its planning process, the organization should ask questions, seek

answers, analyze itself, and revise its objectives, policies, procedures and resource

allocation.

Mission & Objective

The organization's mission and objectives derive from, or are widely understood by the

stakeholders, should be adopted by the governing board, and should be periodically re-

examined.

Objectives should be determined consistent with the institution's mission and its

resources - human, physical, and financial.

The organization's mission and objectives should give direction to all its educational

activities, to its admission policies, selection of faculty, allocation of resources, and to

planning.

The institution should offer collegiate level programs that culminate in identified

student competencies and lead to degrees or certificates in recognized fields of study.

The achievement and maintenance of high quality programs is the primary

responsibility of an accredited institution; hence, the evaluation of educational programs

and their continuous improvement is an ongoing responsibility. As conditions and needs

change, the institution should continually redefine for itself the elements that result in

educational programs of high quality.

Measure of Institutional Effectiveness

The institution demonstrates its commitment to high standards of teaching and learning

by providing sufficient human, physical, and financial resources to support its

educational programs and to facilitate student achievement of program objectives

whenever and however they are offered.

The goals of the institution's educational programs, whenever and however offered,

including instructional policies, methods, and delivery systems, are compatible with the

institution's mission. They are developed, approved, and periodically evaluated under

established institutional policies and procedures through a clearly defined process.

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Degree and certificate programs demonstrate a logical design; are characterized by

appropriate breadth, depth, sequencing of courses, and synthesis of learning and the

assessment of learning outcomes; and require the use of library and other information

sources.

The institution provides evidence that students enrolled in programs offered in

concentrated or abbreviated time frames demonstrate mastery of program goals and

course objectives. This may be accomplished through an internship program.

The institution is able to equate its learning experiences with semester or quarter credit

hours using practices common to institutions of higher education, to justify the lengths

of its programs in comparison to similar programs found in regionally accredited

institutions of higher education, and to justify any program-specific tuition in terms of

program costs, program length, and program objectives.

Responsibility for design, approval, and implementation of the curriculum is vested in

designated institutional bodies with clearly established channels of communication and

control. The faculty has a major role and responsibility in the design, integrity and

implementation of the curriculum.

The institution's curriculum (programs and courses) is planned both for optimal learning

and accessible scheduling.

Policies, regulations and procedures for additions and deletions of courses or programs

are systematically and periodically reviewed.

In the event of program elimination or significant change in requirements, institutional

policy requires appropriate arrangements to be made for enrolled students to complete

their program in a timely manner and with a minimum of disruption.

Each institution must maintain a self-assessment process by which they show they are

meeting or exceeding their effectiveness goals, and creating opportunities for

institutional growth. Everyone working or attending the school should be included in

the assessment process. This assessment should include, but is not limited to, review in

the following areas:

Student Retention

Student Graduation/ Completion of program of study

Student placement in the field, or use of study

Employer/Customer satisfaction with students in the work environment

Student Assessment of their own learning expectations and outcomes

Instructor satisfaction with the inner workings of the institution

Retention

Anonymous interviews of students and employees to support institutional

reporting

The accreditation process involves a thorough scrutiny of all aspects of the courses and

organizations, and, once accredited, course providers are monitored in several ways, so

that a lapse in standards can be taken up by the AAHEA Standards Committee.

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Required

SUPPORTING DOCUMENTATION FOR - ORGANIZATIONAL MISSION,

OBJECTIVES, PLANNING, AND EFFECTIVENESS.

1. Official statement of the organizational mission: Indicate how and when it was

developed, approved, and communicated to the organization's constituencies.

2. Evidence that demonstrates the analysis and appraisal of institutional outcomes.

Examples may include:

Annual goals and assessment of success in their accomplishments;

Studies of alumni and former students;

Studies regarding effectiveness of programs and their graduates;

Studies that indicate degree of success in placing graduates;

Test comparisons that reveal beginning and ending competencies;

Surveys of satisfaction - students, alumni and employees.

Required Exhibits:

Institutional short term, strategic or long term plans. Includes system master plans when

applicable.

Suggested:

Planning studies, including enrollment history for the past five years, enrollment

projections, program need analyses, personnel availability data, development

possibilities and other products of institutional research.

Progress Reports

The institution seeking accreditation shall do yearly progress reports showing how their

goals are being met. These shall remain on file to show historical patterns of growth.

Educational program planning should be based on regular and continuous assessment of

programs in the light of the needs of the disciplines, the fields or occupations for which

programs prepare students, and other constituencies of the institution.

The institution should identify and publish the expected learning outcomes for each of

its training programs. Through regular and systematic assessment, it should demonstrate

that students who complete their programs, no matter where or how offered, have

achieved the desired outcomes.

The institution should provide evidence that its assessment activities lead to the

improvement of teaching and learning

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Integrity

An organization seeking accreditation must maintain a high level of integrity in their

practices. Including, but not limited to the following practices:

Full disclosure to prospective students

Fostering a harmonious working environment for all employees

Honesty in their practices

Background checks for all employees to ensure no felony charges

Instructors with an educational or experience level equivalent to a Master’s

Degree or beyond, should the actual degree be missing the institution must be

able to support their claim for experience.

The institution must maintain a physical location suitable for having the public,

zoned and maintained appropriately. They may not change said location more

frequently than every two years. NOTE: A pattern for continuous moving would

be a red flag to this accrediting body. Moving out of state would also be a red

flag as well and would warrant an investigation to determine cause, such as

avoiding the authorities.

Any student or instructor engaged in hands-on healing or the teaching of hands-

on healing must be a licensed medical professional, licensed massage therapist

or legally ordained minister, or other such license or authorization required by

the state or municipality you are in to allow hands-on.

All supporting documentation required by this accrediting body or the state must

be up to date and on file at all times, and available for audit without notice.

The institution must maintain financial stability and management of said

finances at all times clearly outlined and recorded open to audit by the

accrediting body at any time.

Records must be maintained on all students and employees in accordance with

federal and state mandated privacy laws.

Cost to students must be clearly stated in all written materials such as catalogues

and contracts. There may be no deceptive practices allowed. Student’s show

clearly in writing understand before signing onto a course of study the total cost

of that course of study including materials and other applicable elements. Any

financing and payment arrangement needs to be clearly defined including a truth

and lending statement.

There must be truth in all of the institutions advertising and publications.

It is understood that each entity Applying for accreditation will be subject to a

complete background check including all officers, directors and any and all

employees.

Students need to be clearly notified in writing if certifications / Degrees are

withheld until student has paid in full.

Course & Instructor Requirements

Instructors must have a background check on file that indicates they have no

felony convictions or any sex offences. Records of a felony nature may be

acceptable if 10 years or more time has passed with no more problems. NO SEX

offenders of any kind will be allowed regardless of time passed, no exceptions

allowed to this rule!

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Instructors must have educational or experience to be equivalent to a Master’s

Degree with accompanying documentation in their file.

Records must be maintained on all instructors, even after they leave the

institution.

Instructors must provide lesson plans with clearly defined objectives and

activities to support those objectives.

Instructors must be provided by the institution with the necessary materials to

complete the task of educating the students.

Instructors should have quarterly continuing education provided by the

institution.

Instructor teaching loads must not exceed 32 hours a week.

Assignments for students must be reasonable and easily completed in the

allotted time.

An evaluation of the course and the instructor must be administered to students

at the completion of each course.

Student Expectations

No students should be admitted to the school if they have any sex offence record

or felony conviction within the last 10 years. (See exception above)

Student expectations should be realistic.

Students should be licensed medical professionals, licensed massage therapist or

licensed ordained ministers prior to successful graduation of any hands-on-

healing degree / certification.

All expectations for students must be clearly stated in writing for all students.

This includes providing students with a syllabus at the beginning of each course.

Providing a catalogue that outlines the courses and the costs for each course,

including books and instructional time.

Students should have a clear idea about the expectations of courses and

instructors.

Students should be provided with a voice in their learning process and a student

advisor.

Students need to sign and be provided copies of the guarantee and a return /

refund policy.

Miscellaneous

The accrediting body will frequently check with the Better Business Bureau to

insure there have been no unanswered complaints or an unreasonable number of

complaints against the school or any instructors working at the school at any

case this will happen no less than once a year. Any and all complaints must be

answered. Any unanswered complaints may be a reason for loss of accreditation

or other disciplinary action, as the board of review may deem necessary or

appropriate.

Sole proprietors wishing to run teaching facilities / school must be able to meet

the minimum requirements outlined here on their own as well as attending a

special training of the accrediting body.

Sole proprietors must also have three written referrals from people who have

worked directly with them in the past, including at least one student referral. No

relatives or friends.

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The accreditation process and review with on-site visits will take place once a

year for the first three years, followed by a three year visit, and every five years

there after provided the facility is found to be in good working order and to the

standards as outlined above and is located in the same place. Any relocating will

constitute a new on site evaluation within 60 days at the schools expense.

AAHEA reserves the right for their representatives to attend accredited training courses

for audit and review purposes. The AAHEA reserves the right to withdraw accreditation

if the organization fails to comply with the audit procedures. AAHEA reserves the right

to withdraw accreditation if the organization is delivering courses below the required

standard. Accreditation will be withdrawn in the event of an organization failing to take

satisfactory remedial action within one month (30 days) of being notified by the

AAHEA Standards Committee of an unsatisfactory standard of training. AAHEA may

withdraw its accreditation upon learning there is excessive complaints or returns of

unhappy students.

Prior to accreditation, applicants are not authorized to advertise their intention to offer

AAHEA accredited training leading to Practitioner Certification. Breach of this rule

may lead to the rejection of the application. Applicants wishing to publish brochures,

whilst the application is under consideration, should consult the AAHEA to agree upon

the wording.

There is a lot more information on accreditation to be found at

www.aahea.org/forms.htm.

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Contact us

Please call us at 202-293-6440 or 1-888-276-1299 or fax us at 1-877-510-4240. Email

us for membership at membership@AAHEA.org or for accreditation@AAHEA.org or

administration at administration@AAHEA.org

You may write to us at The American Association for Higher Education and

Accreditation (AAHEA) 2020 Pennsylvania Ave NW #975 Washington, DC. 20006

Membership

Membership Application Procedure

You have several options to join our organization

1) You may call and request an application and fax it to 1-877-510-4240 or mail it back

with a check or with a credit card number on it.

2) You can fill out our secure application live on line at 'On line Membership

Application'

The fee is renewable annually. As a non-profit organization, 501-c-3, your membership

or donation should be 100% tax deductible.

Membership does include the ability to use our beautiful logo on your web site

which will say "Members of" right above it. You can also have it link back to us if

you like to establish your membership. Any person can look your membership up on

our web site. Membership entitles you to a substantial discount on over 200 publications

and access to our archives. You will also have free access to our conventions each year.

Not to mention you will be a member of the oldest non-profit educational organization

in the United States.

We do have several different levels of membership and for different amounts of time.

Example is a GOLD LIFETIME MEMBERSHIP, which includes free access to any

of our conventions or events.

For information on our member benefits and why you should join, please go to the

'Brochure' page

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Member Search

Results for: UNIVERSITY OF SCIENCE, ARTS & TECHNOLOGY

Orien L Tulp

University of Science Arts & Technology

Stephen Jones

BYU- College of Fine Arts & Communication

Joseph M. Ford

NY Institute of Technology

Reginetta Hoboucha

Fashion Institute of Technology

Julia M Williams

Rose-Hulman Institute of Technology

Thomas L. Thomas

Fashion Institute of Technology

Fil J. Arenas

Air University

Ted Olsen

Bastyr University

Chicago State University

Anthony Campbell

Rider University

Academic Affairs

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James V Maher

University of Pittsburg

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Northeastern University

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Miami International University

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Liberty University

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Linda M. Council

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International Open University

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University of Berkley

Robert F Olin

University of Alabama

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Tulane University

Uche Ohia

Florida A & M University

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William F Lynch

Drexel University

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Chicago State University

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Carol R Powell

Carolina University of Theology

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University of Colorado-Boulder

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University of Wisconsin-Milwaukee

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University of Toronto, Scarborough

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University of North Texas

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St. John's University

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Indiana University Northwest

Bernard Marley

Oakland City University

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Marilyn Sheerer

East Carolina University

Kaoru H. Tanida

Kwansei-Gakuin University

Maureen McGarnty

Holy Family University

Dr. Nancy A Edick

University of Nebraska at Omaha

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Oregon University System

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Loyola Marymount University

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Sarfraz Lloyd

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Southern CT State University

Marilyn Hopkins

California State University, Sacramento

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Georgian Court University

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New York University; College of Nursing

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