Accreditation

Standards Showcase Section 13: Financial and Physical Resources

Layne Bryant — Wed, 18 Mar 2026 01:20:29 +0000

Section 13 of The Principles of Accreditation describes the university’s responsibility for effectively using its financial resources and providing safe and appropriate facilities appropriate for its mission. During the On-Site Review, the Committee will confirm MTSU’s compliance with the following standards from this section:

The member institution provides the following financial statements:

a. an annual budget that is preceded by sound planning, is subject to sound fiscal procedures, and is approved by the governing board. (Financial documents)

b. an institutional audit (or Standard Review Report issued in accordance with Statements on Standards for Accounting and Review Services issued by the AICPA for those institutions audited as part of a system wide or statewide audit) for the most recent fiscal year prepared by an independent certified public accountant and/or an appropriate governmental auditing agency employing the appropriate audit (or Standard Review Report) guide.

c. a statement of financial position of unrestricted net assets (without donor restrictions), exclusive of plant assets and plant-related debt, which represents the change in unrestricted net assets attributable to operations for the most recent year.

Core Requirement

How does MTSU demonstrate compliance with this standard?

MTSU uses sound financial planning and procedures, with budgets approved by the board. The University follows a July 1–June 30 fiscal year and undergoes annual audits in accordance with U.S. generally accepted auditing standards and Government Auditing Standards. Financial statements are prepared in conformity with generally accepted accounting principles (GAAP) applicable to governmental colleges and universities as established by the Governmental Accounting Standards Board (GASB). Audits are conducted by the �ֲ��ý�� Comptroller of the Treasury as required by state law. Audit reports are submitted to both the �ֲ��ý�� General Assembly and the University’s Board of Trustees. MTSU provided recent audited financial statements for FY2021 through FY2024, with no materials weaknesses noted in internal controls over financial reporting. The FY2025 audit was not yet available at the time of submission of the Compliance Certification Report and provided in the Focused Report together with explanations of methodological changes and an updated UNAEP table.

The university’s audited financial statements do not include a Statement of Unrestricted Net Position. A statement for fiscal years 2020 through 2024 was provided illustrating the change in unrestricted net position attributable to operations exclusive of plant assets and plant-related debt. Over the five-year period, UNAEP increased from $107.9 million to $130.1 million, reflecting a 20% growth in spendable unrestricted resources. The updated UNAEP table shows a net increase in UNAEP from $107,940,060.66 to $117,628,411.37, an 8.98% increase from 2020 to 2025.

The budget process is governed by formal policies and includes three submissions each year: a proposed budget, a revised budget, and a spring estimated budget. After internal review, budgets are presented to the Board of Trustees through the Finance and Personnel Committee. The committee approves budgets at its May and November meetings, with final approval by the full Board at the June and December meetings. Recent approvals for fiscal years 2023–24 through 2025–26 were provided in the Compliance Certification Report. In addition, the �ֲ��ý�� Higher Education Commission sets guiding and binding tuition and fee ranges, within which the Board approves any increases.

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

Are audited financial statements (or standard review reports prepared for public institutions as part of a systemwide or statewide audit) prepared in accordance with generally accepted accounting principles and the appropriate audit guide?
Did the most recent audited financial statements bear an unmodified opinion?
Will final audited statements be received in time for due dates of SACSCOC reports? (If not, you might check with your institution’s assigned SACSCOC vice president for possible options.)
Are the independent auditor’s report and the report on compliance and on internal control over financial reporting included (if issued with the audit)?
Has a schedule of UNAEP been provided based on audited numbers? (This schedule can be placed in the audited statements, in the audit footnotes, as a table or chart in the institutional narrative or as a separate schedule in institutional materials. It is important that its location be clearly indicated.)
Is the schedule of UNAEP multiyear, indicating the change in the balance of UNAEP? (Must be at least two years, more may make a better case; it’s up to the institution.)
What is the process for preparing the budget? (Often a flowchart or timeline outlines budget activities. Be sure to indicate offices/individuals involved.)
Are underlying budget assumptions reasonable (e.g., enrollment, fundraising, state appropriations if applicable)? How do these budget assumptions compare to actual audited results?
Is the budget balanced? Are there allowances for contingencies? Is there an amendment process? (Generally the SACSCOC board expects budgets to be reduced if budgeted revenues do not materialize.)
How is the institution’s budget approved? (Often institutions provide excerpts from board minutes along with narrative describing the approval process.)

The institution (a) is in compliance with its program responsibilities under Title IV of the most recent Higher Education Act as amended and (b) audits financial aid programs as required by federal and state regulations. In reviewing the institution’s compliance with these program responsibilities under Title IV, SACSCOC relies on documentation forwarded to it by the U. S. Department of Education. (Federal and state responsibilities)

U.S. Department of Education Requirement

How does MTSU demonstrate compliance with this standard?

MTSU complies with its program responsibilities under Title IV of the most recent Higher Education Act as amended and audits financial aid programs as required by state and federal regulations. The University maintains consistently low cohort default rates, which exempt it from certain federal loan disbursement restrictions, and recent state and institutional audits have reported no findings related to financial aid. MTSU provides clear information about Title IV programs and costs through its financial aid website and standardized College Financing Plan. During the 2023–2024 award year, the University administered more than $208 million in educational assistance to nearly 19,000 students, supported by in‑person and virtual advising services. Financial aid operations are supported by integrated technologies that automate awarding, documentation, reporting, and compliance monitoring while protecting student confidentiality. MTSU maintains a positive compliance record with no complaints, sanctions, or financial liabilities related to Title IV funding and has taken proactive steps to support former borrowers in repayment outreach efforts.

The university’s financial aid programs are audited regularly in accordance with federal and state regulations and meet all Title IV requirements under its Program Participation Agreement with the U.S. Department of Education. State audits conducted by the �ֲ��ý�� Comptroller of the Treasury, including Financial and Compliance Audits and Single Audits, have consistently reported no findings related to financial aid. Auditors review student files for accuracy in verification, satisfactory academic progress, award calculations, return-to-Title-IV procedures, and over-awards, as well as institutional reporting and fund reconciliation. The University provides requested documentation through secure systems and participates fully in on-site audits and exit conferences. Additional oversight is provided through periodic audits by the �ֲ��ý�� Student Assistance Corporation, most recently in 2023, with no findings. MTSU’s Department of Internal Audit also conducts reviews in accordance with state and professional standards, with no findings in the most recent relevant audit.

Consistent with federal regulations, educational programs offered in whole or in part through distance education are included in the institution’s Eligibility and Certification Approval Report because the University has been approved to offer distance learning by SACSCOC. The current report notes four approved off-campus instructional sites which are no longer approved for certification given SACSCOC approved MTSU’s teach-out plans in Summer 2024.

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

What issues exist with Title IV programs for the institution, if any?
- Has the institution been placed on the reimbursement method?
- Has the institution been required to obtain a letter of credit on behalf of the Department of Education? If so, what is the status of that letter of credit?
- Are there findings in the independent audit of the institution’s federal financial aid programs?
- Are these findings significant, material, repeated, or indicative of administrative capability issues?
- Are questioned costs significant?
- Are there significant impending litigation issues with respect to financial aid activities?
- Are there significant unpaid dollar amounts due back to the Department of Education?
- Has adverse communication been received from the Department of Education? If so, what was the institution’s response?
- What is the institution’s student loan default rate? Is there a finding in the audit of federal awards regarding student loan default rates?
- Is the institution aware of infractions to regulations that would jeopardize Title IV funding?
Did the most recent audit of Title IV federal funds bear an unmodified opinion?
For public institutions, how often are financial aid audits required by the federal government? If not annually, explain. SACSCOC standards require an audit of federal Title IV financial aid for member institutions.
For public institutions, if the institution is included in a group of institutions for federal awards compliance review (such as a state or system audit), is it clearly indicated by name that your institution has been reviewed? Are findings clearly delineated by institution?

The institution ensures adequate physical facilities and resources, both on and off campus, that appropriately serve the needs of the institution’s educational programs, support services, and other mission-related activities. (Physical Resources)

U.S. Department of Education Requirement

How does MTSU demonstrate compliance with this standard?

The Campus and Campus Facilities

The MTSU campus landscape consists of an academic and administrative core, with residential, athletic, recreation, and support areas located at or adjacent to the core’s perimeter; and a small parcel of University property directly to the west, the Miller Education Center, which provides additional University office space and is home to the Songwriting Center. Satellite properties owned or leased by the University support academic programs, such as School of Agriculture farms and Department of Aerospace buildings at the municipal airport.

The University has approximately 507 classrooms and 18,095 seats in more than 542,815 square feet of instructional space. There are 241 general-purpose classrooms, including 63 with access to student laptops or fixed desktop computers. In addition, 376 classrooms come standard with automated recording, streaming, and unified communications systems using Panopto, Microsoft Teams, and Zoom Workplace. Each classroom features laptop docking (USB-C) for instructors. Fixed, smart technology is included in 368 classrooms. Most fixed, smart classroom audiovisual systems include a control system so that each classroom has similar configurations and equipment to facilitate student and faculty use. Several classrooms have multiple projection screens and in-ceiling document cameras, as well as discipline-specific technology and other software necessary for academic programs.

More than 209 classrooms are discipline-specific in design to accommodate the need for art studios, practice spaces and performance halls, engineering and mechatronics labs, audio production and recording control rooms, electronic media digital labs, science labs, simulators, and physical education instruction and human performance labs.

The Office of Campus Planning is responsible for planning, design, and implementation of the University’s long-range facility plans, initiatives, and all associated capital projects. The Office oversees the decennial process to develop the University’s Campus Master Plan, which analyzes the University’s real property, buildings, landscape, infrastructure and transportation systems, and other physical resources to set priorities for site and infrastructure projects that support academic instruction, research, innovation, creative activities, and public service.

Capital Outlay (Improvement) (over $10M) and Capital Maintenance (over $1M) project funding requests are completed annually as part of the MTSU Capital Budget Request to the State of �ֲ��ý��. Projects included in the budget request require approval by the MTSU Board of Trustees. After MTSU Board approval, the Capital Budget Request is sent to THEC and the �ֲ��ý�� Department of Finance and Administration for review and consideration.

The process for determining and approving capital project priorities begins with the recommendations and approvals by the University’s President and the Vice President for Business and Finance, regardless of funding source. These projects, including new construction and space renovation, are then reviewed and approved by the MTSU Board of Trustees. For Capital Maintenance projects over $1 million, capital improvement projects, or any project utilizing any funding sources other than University plant funds, a project approval request and subsequent approval must be granted by the State Building Commission of �ֲ��ý�� prior to commencing the project. Per State Building Commission policy, capital projects over $10 million or that utilize �ֲ��ý�� State School Bond Authority (TSSBA) bonds must be disclosed to the �ֲ��ý�� Higher Education Commission (THEC).

MTSU ensures adequate facilities for on-campus and off-campus educational programs by following institutional policies and guidelines based on best practices, guidelines issued by the �ֲ��ý�� Higher Education Commission (THEC), and regular consultation between Campus Planning and Facilities Services staff and the Manager for Academic Space Planning, who reports to the University Provost. Additionally, the Information Technology Division (ITD) collaborates with these individuals and the Academic Space Planning analyst on the technology infrastructure for instruction, in particular the implementation of instructional technologies funded by student Technology Access Fees (TAF). Additional measure for ensuring adequacye include Guidelines for Instructional Spaces, the University Technology Plan, the Graduating Senior Survey, and academic program and programmatic accreditation reviews. MTSU Campus Planning ensures adequate research facilities by integrating research spaces into annual capital outlay project submittals to build new or renovate existing academic buildings, such as the new Applied Engineering Building and renovation of Kirksey Old Main.

Physical resources for student support services are also part of the Campus Master Plan and capital outlay and capital maintenance projects. These include the student unions (Keathley Union Center, James Union Building, Student Union Building). Services such as the Disability and Access Center, Student Care and Conduct, and Veterans and Miliary Family Center are often housed in one of these building. The Recreation Center houses Student Health Services and the Campus Pharmacy. Housing facilities are managed by Housing and Residential Life, which is responsible for health and safety, student conduct, and student life as well as housing assignments.

Most athletics facilities are part of the Murphy Center Complex (Murphy Center) provides campus spaces for NCAA Division I sports training, competitions, and events. Murphy Center includes:

Charles M. Murphy Athletic Center
Alumni Memorial Gym (volleyball)
Johnny “Red” Floyd Stadium and Horace Jones Field (football)
Granville “Buck” Bouldin Tennis Center
Reese Smith Field and Stephen B. Smith Clubhouse and Indoor Training Facility (baseball)
MT Softball Complex
Dean A. Hayes Track and Soccer Stadium
Kennon Hall of Fame

The Jeff Hendrix Golf Performance Center is located off-campus.

The Department of Facilities Services (Facilities Services) manages MTSU’s utilities, maintenance services, and infrastructure operations to promote and ensure a safe and clean environment for students, faculty, staff, and visitors. Work units within Facilities Services provide functional support services for environment, health, and safety; cleaning; preventative or corrective maintenance; energy efficiency; fire safety; and grounds maintenance.

Continuous assessment of the University’s physical maintenance and operations also comes through input and feedback from work order requests, as well as through feedback and reviews by Facilities personnel regarding the performance history of MTSU’s infrastructure. Facilities Services staff continuously review and update MTSU information in the state’s Physical Facilities Inventory and Survey database (PFIS) for buildings other than residence halls, recording the date of construction, square feet (gross and assignable), condition score, and ratings for the structure and its suitability to the existing program. Data from the PFIS database is also utilized and maintained by the Department of Campus Planning and Construction Services to assess and determine capital maintenance project needs and priorities ahead of system failures or other risks to the functionality of University buildings and grounds.

Risk Management, Insurance, and Inventory

The �ֲ��ý�� Treasury Department provides insurance services for the State of �ֲ��ý�� and all state entities, including institutions of higher education. The Treasury Department administers the state’s self-insurance program through its Division of Claims and Risk Management. It pays for losses caused by damage and destruction to state-owned buildings and property out of the Risk Management Fund for claims between $25,000 and $7.5 million. Additional losses between $7.5 million and $750 million are paid out of the Risk Management Fund by contract with excess insurance carriers. As a participant in the state’s self-insurance program, the University’s Campus Planning Department provides building and property updates annually to the Division of Claims and Risk Management via a Property Value Report. The reports contain lists of the University’s buildings, square footage, construction materials, use type, contents, and replacement values to ensure appropriate levels of coverage through the state’s insurance carriers.

Procurement assesses its operations through an annual physical inventory. The results of the inventory not only provide an accounting of assets but they also serve as a baseline for discussion of best practices with various constituencies interfacing with procurement and logistic processes, including academic department chairs/directors, unit heads, i.e., Business and Finance personnel, Audit and Consulting Services, the �ֲ��ý�� Comptroller’s Office, Division of State Audit. MTSU has an internal audit department, Audit and Consulting Services, which is an integral part of the management control system and reports administratively to the President and functionally to the Board of Trustees through the Audit and Compliance Committee. The Division of State Audit of the Office of the �ֲ��ý�� Comptroller of the Treasury conducts an annual audit of the statement of net position; statement of revenue, expenses, and changes in net position; and statement of cash flows of �ֲ��ý��. The statement of net position includes net investment in capital assets (property, plant, and equipment) and debt administration connected to those assets, such as construction projects in progress, as reported by the University’s Business Office.

Distance Education and Off-Campus Instructional Sites

The main campus of the University has 415 classrooms equipped with videoconferencing and lecture capture technology that allows for synchronous and asynchronous online courses and programs. Equipment is typically replaced through the TAF request process described above. Additional improvements/enhancements such as interactive technologies, wireless audiovisual capabilities, and enhanced online learning are often funded through academic department accounts with support from the TAF process. These classrooms provide technological resources to offer high-quality desktop videoconferencing courses.

The Testing Center houses the MTSU Online and Distance Education Test Center. The Test Center proctors exams for these learners in the same three testing rooms used for other tests. These rooms are outfitted with more than 60 computer stations for online exams and more than 80 table stations for paper exams. Three additional computers provide workstations for administrative staff and servers for exams.

Although MTSU does not have any SACSCOC-approved off-campus instructional sites at the time of submission of this Compliance Certification Report, the University has policies and procedures that ensure oversight of facilities where it offers courses at off-campus sites approved by the �ֲ��ý�� Higher Education Commission and those about which it has notified the Commission.

To serve students who cannot access MTSU programs because of their geographic distance from the campus, limited technology resources, or dual enrollment location at a high school, MTSU utilizes off-site locations appropriate for undergraduate and graduate programs. University Policy 253 Permanent or Semi-Permanent Off-Campus Instructional Facilities includes a provision for off-campus instructional sites. Administrative support for off-campus instructional sites is the responsibility of University College in collaboration with the deans, chairs, program coordinators, and faculty of courses and programs offered at these sites. University College staff work with officials of the off-campus instructional site to develop and sign a memorandum of agreement (MOA) for a semester or academic year. The MOA specifies each party’s responsibilities, including those for physical, technological, library, and student support services. The University College Associate Dean and the Director of Dual Enrollment conduct regular visits to off-campus instructional sites to ensure the facilities and resources are adequate and in compliance with the MOA. All classrooms, computer labs, and library spaces are reviewed; staff check computer equipment and internet connections to ensure faculty and student access to the University’s learning management system, library and information resources, and virtual support services. In addition, staff secure necessary internet, printer, and copier access codes for faculty teaching at the site, when applicable.

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

Are overall physical facilities of the institution adequate in quality, scope, and condition to support the mission of its programs and services?
Are there specific areas of concern in physical resources? How are these concerns being addressed by the institution?
Does the institution have a master facility plan in place designed to meet current and future needs of the institution? How is it revised and updated?
How does the institution evaluate the appropriateness and sufficiency of physical resources at off-campus instructional sites, whether or not such sites are under the direct control of the institution?
Are there details available relating to classrooms, libraries, laboratories, and other specific areas that address adequacy and appropriateness of facilities? Capacity reviews? Utilization studies?
Are there surveys or other information sources that provide information as to whether or not physical facilities are adequate and appropriate?
What is the extent of deferred maintenance? Does the institution have a specific plan to manage deferred maintenance? Is there evidence the plan is followed?
Are facilities properly and routinely maintained?
How does the institution manage risk as it relates to physical resources? Is a risk-management plan in place with the institution’s insurance company? Are there proper levels of property insurance? Coverage for loss of use?
Is there a physical inventory? Frequency? How are items tracked? Tagged? Assigned?
Is there a disposal policy?
Were there findings related to fixed assets in the Auditor’s Report on Internal Controls? Or in the federal awards audit?
Is the technological infrastructure sufficient for the needs of the institution, especially for distance and correspondence education?

Recent Standard Showcase Features

Standards Showcase Section 14: Transparency and Institutional Representation

Layne Bryant — Wed, 18 Mar 2026 00:47:41 +0000

Section 14 of The Principles of Accreditation describes the university’s responsibility for accurately representing to the public and other agencies its status and relationship with SACSCOC, the state, and the federal government. The institution is also expected to apply all appropriate standards and policies to its distance learning programs and off-campus instructional sites. During the On-Site Review, the Committee will confirm MTSU’s compliance with the following standards from this section:

The institution (a) accurately represents its accreditation status and publishes the name, address, telephone number, and website of SACSCOC in accordance with SACSCOC’s requirements and federal policy; and (b) ensures all its branch campuses include thename of that institution and make it clear that their accreditation depends on the continued accreditation of the parent campus. (Publication of accreditation status)

U.S. Department of Education Requirement

How does MTSU demonstrate compliance with this standard?

MTSU accurately and consistently represents and publishes its accreditation status electronically using the following language specified by SACSCOC:

Middle �ֲ��ý�� State University is accredited by the Southern Association of Colleges and Schools Commission onColleges (SACSCOC) to award baccalaureate, masters, specialist, and doctorate degrees. Middle �ֲ��ý�� State Universityalso may offer credentials such as certificates and diplomas at approved degree levels. Questions about the accreditation ofMiddle �ֲ��ý�� State University may be directed in writing to the Southern Association of Colleges and Schools Commissionon Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling (404) 679-4500, or by using information available onSACSCOC’s website (

The accreditation statement is published for stakeholders in multiple online locations, including undergraduate and graduate catalogs, the Accrediting Agencies and Memberships webpage, and the MTSU SACSCOC Accreditation webpage. Several other webpages link to the MTSU SACSCOC Accreditation webpage, including , , and About MTSU. MTSU does not have any branch campuses.

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

Where does MTSU publish its required accreditation status information?
Is the information accurate and consistent with SACSCOC policy?
If the status is published in multiple places, is the information consistent across publications?
Are degrees represented appropriately to make clear that SACSCOC accreditation is institutional in nature, not accreditation of specific degrees or programs?
Are there other publications that are not “official” where the representation of accreditation status is incorrect or inconsistent?

The institution applies all appropriate standards and policies to its distance learning programs, branch campuses, and off-campus instructional sites. (Comprehensive institutional reviews)

U.S. Department of Education Requirement

How does MTSU demonstrate compliance with this standard?

MTSU applies all appropriate standards and policies to its distance learning programs and off-campus instructional sites, ensuringquality and integrity of courses and programs regardless of method or location of delivery. Courses and programs follow the sameUniversity policies and procedures for faculty, curriculum development, approval, modification, and outcomes assessment. MTSUprovides academic and student support services and monitors the adequacy of physical and technological resources for distance education and off-campus students.

As a locally governed public institution of higher education in the state of �ֲ��ý��, MTSU has adopted institutional policies for distance education and off-campus instructional sites aligned with the policies of the �ֲ��ý�� Higher Education Commission (THEC). University Policy 254 Distance Education definition of distance education aligns with federal regulations and the SACSCOC Distance and Correspondence Education Courses Policy Statement. MTSU policy mandates that all distance education courses and programs must be consistent with the mission of the University and meet the institution’s academic requirements and quality standards. This policy aligns with THEC Academic Policy A1.0 New Academic Programs, which requires preparation of a Letter of Notification (LON) that includes a discussion of the method of delivery, as seen in the THEC LON Checklist.

SACSCOC approved MTSU to offer distance education on December 5, 2003. In Fall 2024, MTSU faculty taught 1,038 distanceeducation (asynchronous and synchronous online) course sections. As of September 1, 2025, MTSU offers 62 programs via 50%or more distance education. Information about distance education student credit hour (SCH) production for the three most recent fall semesters is provided in the table below:

Semester	Total SCH	Distance SCH	Distance SCH %
Fall 2022	236,881	64,145	27.1%
Fall 2023	238,472	65,862	27.6%
Fall 2024	241,992	70,903	29.3%

University Policy 253 Permanent or Semi-Permanent Off-Campus Instructional Facilities notes the relevance of off-campus instructional sites to expand access to public higher education and mandates quality and efficiency in instructional offerings and facilities compared to those on campus. This policy aligns with THEC Academic Policy A1.4 Off-Campus Instruction. The University currently provides instruction at six notified off-campus instructional sites used for dual enrollment programming and zero approved sites. In Fall 2024, MTSU faculty taught 111 course sections at off-campus instructional sites, 102 of which were dual enrollment courses. Information about off-campus instruction student credit hour (SCH) production for the three most recent fall semesters is provided in the table below.

Semester	Total SCH	Off-Campus SCH	Off-Campus SCH %
Fall 2022	236,881	3,901	1.6%
Fall 2023	238,472	5,337	2.2%
Fall 2024	241,992	5,599	2.3%

The table below summarizes MTSU’s compliance with standards related to distance and off-campus education.

Standard	Compliance Summary
2.1 Institutional mission	MTSU has a clearly defined, comprehensive, and published mission that is both specific to the institution and appropriate for higher education. The mission includes a comprehensive description of the University’s purposes, including specific purposes aligned with distance education and off-campus instruction: “enhancing access through unique programs, distance learning, and advising to meet the needs of a diverse student populations” and “developing and sustaining academic partnerships, entrepreneurial activities, and public service to support instruction, research, and communities throughout the region.” The University implements its mission on campus and extends that mission to academic courses and programs offered by distance education and at off-campus instructional sites.
4.3 Multi-level governance	MTSU is governed by the �ֲ��ý�� Board of Trustees (MTSU BOT). The MTSU BOT is the University’s only governing board and retains sole legal authority and operating control in the following areas: (a) institution’s mission, (b) fiscal stability of the institution, and (c) institutional policy. MTSU does not have any branch campuses.
6.1 Full-time faculty	MTSU employs a sufficient number of full-time faculty members to support the institution’s mission and goals and ensures adequacy of full-time faculty to deliver courses and programs effectively, regardless of location or method of delivery. In Fall 2024, 77 percent of undergraduate online courses and 89 percent of graduate online courses were taught by full-time faculty. Full-time faculty taught a smaller majority, 56 percent, of off-campus undergraduate courses, reflecting dual enrollment instruction by qualified high school teachers hired as adjuncts. Full-time faculty taught all off-campus graduate courses in Fall 2024, the last teach-out term of MTSU’s approved off-campus instructional sites.
6.2.a Faculty qualifications	MTSU employs its policies and procedures to justify and document the qualifications of its faculty members for each of its educational programs, regardless of location or method of delivery. Instructors of record for distance education or off-campus courses must meet the same minimum requirements as instructors teaching on campus, and there is no different in the documentation of faculty qualifications or the maintenance of physical and electronic records. The 24-25 Faculty Roster documents qualifications of all faculty, including those teaching courses via distance education or at off-campus instructional sites.
6.2.b Program faculty	MTSU employs sufficient full-time faculty to ensure quality, integrity, and review for each of its educational programs. The University monitors the sufficiency of program faculty in annual reviews of staffing and workload data conducted by the Office of the University Provost, in collaboration with the dean and chair of the department in which a program is housed. These processes apply to all programs, including those offered via distance education and off-campus instructional sites. To avoid an overreliance on part-time faculty for distance education, MTSU Online, which administers distance education, provides funding to departments to hire full-time non-tenurable faculty to staff online course sections. University College administers off-campus instruction and provides similar funding to staff off-campus sections of dual enrollment courses. MTSU offered no degree or certificate programs at off-campus locations at the time of submission of the Compliance Certification Report.
6.2.c Program coordination	MTSU assigns appropriate responsibility for program coordination to qualified individuals regardless of location or method of delivery. If a program is offered both on ground and by distance education or at an off-campus instructional site, the same qualified faculty serves as coordinator for all delivery methods and locations. However, a chair/director may appoint a separate qualified faculty member as coordinator who meets the qualifications expected for the level and type of that program. Programs offered 50 percent or more via distance education are noted on the 24-25 Program Coordinator Roster. At the time of submission of this Compliance Certification Report, no MTSU programs have separate coordinators for different methods of delivery, and MTSU offers no degree or certificate programs at off-campus locations.
7.1 Institutional planning	MTSU engages in research-based planning and evaluation processes that are ongoing, comprehensive, and integrated. MTSU’s institutional plans focus on quality and effectiveness and are based on an institution-wide review of goals and outcomes aligned to the University’s mission. Distance and off-campus instruction align with three plans that guided MTSU from 2015 to 2025: Academic Master Plan, Legacy Strategic Plan, and Quest for Student Success 2025. In 2025, MTSU completed a comprehensive, research-based process to unite these three plans into one integrated plan, the 2035 Strategic Plan, which also supports the University’s distance education and off-campus offerings.
8.1 Student achievement	MTSU identifies, evaluates, and publishes goals and outcomes for student achievement appropriate to its mission, its students, and its programs. The University applies its student achievement policies and procedures to all courses and programs, regardless of location or method of delivery.
8.2.a Student outcomes: educational programs	MTSU identifies, assesses, analyzes, and acts on student learning outcomes for continuous improvement of all programs, including those taught via distance of off-campus education. Faculty identify the same learning outcomes regardless of program location or method of delivery and use uniform processes for assessment of student learning. Institutional Effectiveness Achievement Reports and Retrospective Reports for all programs, including those offered 50% or more via distance education, are included in the tables provided in the narrative for this standard. At the time of submission of the Compliance Certification Report, MTSU offered no degree or certificate programs at off-campus locations.
9.1 Program content	MTSU programs offered in part or entirely by distance education method or at off-campus instructional sites are developed, reviewed, and approved through the same internal and external processes as those offered on campus to ensure that they embody a coherent course of study that is appropriate to the University’s mission and higher education. The same consideration of coherence of the program of study and compatibility with the University’s mission and goals, as well as appropriateness to higher education, apply to review and approval processes for new and existing programs delivered by distance education as to in-person or on-campus programs. Online courses and programs have been a direct outgrowth of institutional mission and priorities and focus on student success. At the time of submission of the Compliance Certification Report, MTSU offered no degree or certificate programs at approved off-campus locations.
9.2 Program length	All programs offered via distance education meet the minimum credit hours requirements for the level and type of program: 120 credit hours for baccalaureate programs, 30 credit hours for master’s programs, 30 credit hours for specialist programs, 60 credit hours for doctoral programs. Program length is established and reviewed in the curriculum approval process for all programs, regardless of method or location of delivery. MTSU does not offer accelerated and/or compressed distance education degree programs.
9.3 General education requirements	Completion of MTSU’s general education core is required of all students, regardless of the location or method of delivery of their program. Students enrolled in an online degree program can find information about the True Blue Core (TBC) requirements for their program on the Academic Maps tab on the Undergraduate Catalog website. At the time of submission of the Compliance Certification Report, MTSU had six notified off-campus instructional sites, high schools where the University offered general education courses. Students enrolled at these locations complete the same general education courses as those enrolled on the main campus.
10.2 Public information	All courses and programs offered by distance education or at off-campus instructional sites, including dual enrollment courses offered at high school locations, follow the University’s academic calendar, grading policies, and refund/fee adjustment policies. In addition to the information provided publicly for all students, the University maintains websites for each population with links to appropriate information, including course tuition and fees.
10.5 Admissions policies and practices	MTSU publishes admissions policies consistent with its mission and ensures that recruitment materials published by the institution or independent contractors accurately represent the University’s practices, policies, and accreditation status. Admissions policies and practices do not differ by method or location of delivery; therefore, students who plan to enroll in online or off-campus courses or programs must meet the same admissions requirements as those enrolled on campus. Recruitment materials created by the University or external contractors or agents for these populations are monitored for accurate representation through the same policies and procedures as those targeting on campus students.
10.6 Distance and correspondence education	MTSU ensures that a student registered in its distance education courses and programs is the same student who takes the course and receives the credit by requiring students to login to the learning management system using their unique username and password and successfully completing multifactor authentication. The University has policies addressing access to student education records and information security to protect all students’ privacy, including those enrolled in distance education or off-campus instructional sites. MTSU does not charge distance education students an additional fee for verification of their identity, as published on the MTSU Online webpage. MTSU does not offer correspondence education.
10.7 Policies for awarding credit	MTSU publishes and implements policies for determining the amount and level of academic credit for its courses. Academically qualified persons oversee and implement these policies and ensure a consistent award of credit hours regardless of course format, level, location, or method of delivery. Distance education courses are also subject to additional formal review by an instructional designer and the academic department chair to ensure the learning outcomes, content, and activities are appropriate for the course credit hours, and when applicable, equivalent to the on-campus version of the course. At the time of submission of the Compliance Certification Report, MTSU had no approved off-campus instructional sites and did not offer competency-based educational programs.
11.1 Library and learning/ information resources	MTSU provides adequate and appropriate library and learning/information resources, services, and support for the institution’s mission. The James E. Walker Library serves and advances the teaching and research mission of the university and supports its students and faculty, regardless of their physical location. Users can remotely access journals, books, research guides, databases, and full-text articles. The Library also provides a dedicated distance learning librarian who serves as the point of contact for students enrolled in programs delivered online or at off-campus instructional sites. The librarian maintains a distance learning guide, which includes tutorials about how to access collections and locate resources on or off campus. Direct access to assistance is available via email, chat, and phone. Library staff also actively engage MTSU dual enrollment students and provide instruction on using library and learning/information resources.
12.1 Student support services	MTSU provides comprehensive academic and student support services for students enrolled in distance or off-campus education, including dual enrollment high school locations. University College, which administers dual enrollment and off-campus instructional sites, and MTSU Online, which administers distance education, collaborate with the Information Technology Division, the James E. Walker Library, academic colleges and departments, and non-academic units to provide virtual support services, including tutoring, test proctoring, and mental health counseling. University College staff review contractual agreements and visit off-campus sites to ensure that MTSU students have access to the physical, technological, and electronic resources needed to access University services and programs at those locations.
12.4 Student complaints	Students in all courses and programs, regardless of location or method of delivery, have opportunities to submit complaints or appeals in accordance with university policies and procedures. In addition to the many forms, portals, and email addresses available to all MTSU students who wish to lodge specific and general complaints, MTSU Online and University College provide complaint portals for students enrolled in distance education and off-campus courses, respectively.
13.7 Physical resources	MTSU ensures adequate physical facilities and resources that appropriately serve the needs of its educational programs, support services, and other mission-related activities, regardless of program or service delivery method or location. Several University units collaborate to provide physical and technological resources to support distance and off-campus instruction. The Information Technology Division maintains classrooms equipped for synchronous online instruction and lecture capture, infrastructure necessary to enable virtual access to library and information resources and student support services, and licensed productivity software. MTSU Online administers the Online and Distance Education Test Center facility where online and off-campus students can take in-person proctored exams. University College oversees off-campus instructional sites, including dual enrollment, to ensure these facilities and resources are adequate alternatives to those provided on-campus.
14.1 Publication of accreditation status	MTSU accurately and consistently represents the institutional accreditation status and publishes the name, address, and telephone number of SACSCOC in accordance with Commission requirements and federal policy on multiple websites. The University has no branch campuses.

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

Are courses and programs offered at off-campus sites and through distance or correspondence education given the same attention in terms of the quality and integrity of the offerings as is given to other courses and programs?
What types of academic and student support services and activities are offered to distance learning students, students at off-campus sites, and at branch campuses?
Are off-campus and distance learning offerings included when collecting data for assessing expected student learning outcomes?
What type of oversight is there for distance learning and for off-campus sites?
What is the role of full-time faculty relative to these sites and modes of delivery?
How does the institution ensure adequate and appropriate physical resources at off-campus instructional sites?
If the institution offers dual-enrollment courses with local high schools, how are the quality and integrity of these offerings ensured?

The institution (a) represents itself accurately to all U.S. Department of Education recognized accrediting agencies with which it holds accreditation and (b) informs those agencies of any change of accreditation status, including the imposition of public sanctions. (Representation to other agencies)

U.S. Department of Education Requirement

How does MTSU demonstrate compliance with this standard?

MTSU accurately represents its purpose, governance, programs, finances, SACSCOC accreditation, and change of accreditation status to all U.S. Department of Education-recognized accrediting agencies. The university follows established processes to ensure accurate reporting, including required review and approval of accreditation materials by the Vice Provost for Planning and Effectiveness and support from the Office of Institutional Effectiveness, Planning, and Research (IEPR). MTSU maintains specialized accreditations across several academic fields and publishes a Program Accreditation List that distinguishes USDE‑recognized agencies.

Each Fall semester, the Vice Provost for Planning and Effectiveness notifies program coordinators, department chairs/school directors, and deans to submit required specialized accreditation documents for review and approval. The notification message and examples of accreditation document review are provided below, followed by a summary table of academic programs accredited by USDE-recognized agencies with most recent accreditor documentation.

No USDE-recognized accrediting agency has issued sanctions or negative actions toward MTSU programs in the past five years. The university properly notifies accrediting agencies of institutional changes, including its transition from the �ֲ��ý�� Board of Regents to a local governing board under the FOCUS Act, which was reported to all relevant accreditors in 2018. MTSU also follows internal procedures requiring changes to be reviewed by the Vice Provost for Planning and Effectiveness to ensure accurate reporting and record maintenance. Since the last reaffirmation, the University has reported two accreditation-related changes: the planned withdrawal of the ACEND‑accredited Didactic Program in Dietetics as it transitions to a new MPH Dietetics concentration, and the voluntary withdrawal of two ACEN‑accredited nursing programs after they received initial CCNE accreditation. These actions reflect the University’s ongoing compliance with reporting expectations for accreditation changes.opier access codes for faculty teaching at the site, when applicable.

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

For institutions with multiple sites, is the institutional identity clear across accreditors?
Does the institution have a policy or procedure to ensure other accreditors are notified when a change in status occurs, including voluntary withdrawal from accreditation?
Who is responsible for ensuring this notification occurs?

Recent Standard Showcase Features

Standards Showcase Section 12: Academic and Student Support Services

Layne Bryant — Wed, 25 Feb 2026 14:11:52 +0000

Section 12 of The Principles of Accreditation describes the university’s responsibility for providing appropriate academic and student support programs and services consistent with MTSU’s mission. During the On-Site Review, the Committee will confirm MTSU’s compliance with the following standards from this section:

The institution provides appropriate academic and student support programs, services, and activities consistent with its mission. (Student support services)

Core Requirement
U.S. Department of Education Requirement

How does MTSU demonstrate compliance with this standard?

MTSU provides academic and student support programs, services, and activities consistent with the MTSU Mission to offer “exceptional programs at the undergraduate and graduate levels that prepare students to thrive in their chosen profession and prioritize student success.” These services support MTSU’s diverse student population, including large numbers of underrepresented minority, first generation, Pell-eligible, non-traditional, transfer, and veteran students. The Division of Academic Affairs and the Division of Student Affairs, which are supported by the Division of Information Technology, are the divisions primarily responsible for providing student support services.

The Division of Academic Affairs at MTSU provides comprehensive academic support aligned with the university’s mission of student success and high‑quality educational experiences. A summary of the departments and services provided by the Division of Academic Affairs is included in the table below:

Department/Unit	Key Services
Office of Student Success (OSS)	Academic advising coordination, predictive analytics, academic alerts, tutoring, supplemental instruction, Scholars Academy, REBOUND program, Upward Bound.
College Advising Centers	Professional advising, new student orientation participation, transfer support, outreach to at‑risk students, multiple advising modalities, Advisor Mastery Program (AMP).
Office of Institutional Effectiveness, Planning & Research (IEPR)	DFW reports, assessment analytics, Fact Book, dashboards on enrollment/retention, NSSE/FSSE administration, Graduating Senior Survey.
Academic Departments & Colleges	Faculty mentoring, research opportunities, experiential learning, student organization advising, specialized labs, honor societies, community‑related clinics.
Undergraduate Research Center (URC)	Research grants, Scholars Week, national conference preparation, faculty‑mentored research.
University Writing Center	Writing tutoring, in‑person and online appointments, long‑term writing support, writing resources.
James E. Walker Library and MTSU Archives Centers	Research resources, technology‑equipped study spaces, MakerSpace, Adaptive Technology Center, Tutoring Spot, Writing Center, archives connections, Albert Gore Research Center, and Center for Popular Music.
MT One Stop	Registration, tuition and billing, transcripts, financial aid processing, Degree Works, veteran benefit services, PipelineMT support.
New Student & Family Programs (NSFP)	CUSTOMS orientation, student transition support, academic and financial readiness sessions.
International Affairs & Education Abroad	Study abroad advising, exchange programs, international student support, financial aid guidance.
Veterans & Military Family Center	Transition support, career counseling, peer mentoring, veteran‑friendly course connections, GI Bill assistance, dedicated study/social spaces.
Center for Teaching & Mentoring	Faculty development, course redesign, instructional consulting, workshops, Faculty Learning Communities, online professional resources.

In partnership with the Division of Academic Affairs, The Division of Student Affairs provides programs and services that support students’ academic achievement, personal development, and overall quality of life. Its units organize student support around engagement, involvement, leadership, residential life, and services for both the general student body and specific student populations. A summary of departments and services is provided in the table below:

Department/Unit	Key Services
Connection Point Program	Welcome Week events, campus engagement activities, co‑curricular record tracking via myMT, campus‑wide events calendar.
Career Development Center (CDC)	Career planning, MBTI®, Strong Interest Inventory®, SDS® assessments, résumé/cover letter guidance, Handshake job platform, career fairs (in‑person & Zoom).
Student Health Services (SHS)	Primary health care, wellness outreach, immunizations, record management, >22,000 annual contacts, compliance with state/federal guidelines on medical records.
Campus Recreation	Fitness & wellness programs, aquatics, competitive sports, outdoor recreation, 180,000 sq ft rec center, athletic fields, Spirit Program (cheer & dance teams).
Office of Student Care & Conduct	Behavioral expectations education, conduct investigations, conflict resolution, sanctions, administration of University Policy 540, disciplinary process guidance.
Disability & Access Center (DAC)	Academic accommodations, advising, AIM database tracking, note‑takers, readers, scribes, auxiliary aids, Adaptive Technology Center, early registration, adaptive recreation.
Student Athlete Enhancement Center (SAEC)	Academic advising, tutoring/mentoring, progress monitoring, pre‑registration, structured study plans, NCAA rules education, CHAMPS Life Skills program.
Counseling Services	Same‑day screenings, short‑term counseling, referrals, psycho‑educational groups, drop‑ins, emergency hospitalization coordination, suicide prevention support.
Student Food Pantry (SGA‑partnered)	Food assistance, online request system, donations from students, faculty, staff, and community, >3,200 annual visits.
TRIO Student Support Services (SSS)	Tutoring, financial advising, academic/career counseling, cultural events, workshops, grants/scholarships, computer lab, LASSI assessments.
Next Step Program	Support for students experiencing homelessness, foster care involvement, or unaccompanied status, peer mentoring, access to academic, financial, social, and health resources, micro‑grants & emergency loans.

In addition to the services provided for all learners, MTSU provides extensive academic and student support for distance education and off-campus students, as summarized in the table below:

Department/Unit	Key Services
MTSU Online	Virtual orientation, online tutoring, student support course embedded in the learning management system, extensive training and support to faculty who develop and teach online courses.
Dual Enrollment	Specialized orientations, advising, and guidance on course registration and state-funded dual enrollment grants.
MTSU Test Center	Flexible in-person and off-campus exam proctoring.

The Information Technology Division (ITD) supports faculty and students through oversight and administration of the university’sstudent information system, PipelineMT portal, and learning management system. ITD also offers technology support via the Service Desk. In partnership with MTSU Online, ITD implements standardized policies and practices for maintaining and populating online course shells with approved course material for on-campus, online, and off-campus student use.

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

How does MTSU’s organizational structure affect its delivery of academic and student support programs, services, and activities?
What is the student body profile and do MTSU’s academic and student support programs, services, and activities serve all levels of students?
How do the programs, services, and activities differ between undergraduate, graduate, and professional students?
How do the academic and student support programs and services effectively promote MTSU’s mission?
How do students taking courses at off-campus instructional sites (including high school dual enrollment sites) and branch campuses, or taking distance and correspondence education courses, access student support programs, services, and activities?
What academic support programs, services, and activities exist for faculty?
How does MTSU ensure that its academic support programs?

The institution provides appropriate academic and student support programs, services, and activities consistent with its mission. (Student complaints)

Core Requirement
U.S. Department of Education Requirement

How does MTSU demonstrate compliance with this standard?

MTSU publishes procedures to ensure written student complaints are addressed, follows its procedures when resolving student complaints, and maintains records of complaints and their resolution. Distance education and off-campus students follow the same complaint procedures as students in on-campus programs. The university maintains a decentralized system for receiving, handling, and recording student complaints, with each unit responsible for documenting cases and ensuring confidentiality. Complaints outside formal channels are redirected to the appropriate office for resolution and recordkeeping. Complaints are also analyzed to identify patterns or recurring issues in order to make improvements.

The university provided examples of received complaints since the last reaffirmation. The type, responsible individual, location of published procedures, and location and elements of records for each category of complaints are summarized in the tables below:

Academic Complaints

Complaint Type	Responsible Individual	Publication Location	Complaint Review & Resolution Process	Location & Elements of Record
Undergraduate Academic Probation/ Suspension Appeals	University Registrar	Procedure and Information posted on MT One Stop student services website, Undergraduate Catalog, 24-25 Blue Raider Planner and Handbook, and linked from the Student Complaints and Grievances website.	Student completes Academic Suspension Appeal Form. The Registrar convenes college-level subcommittee of Academic Appeals Committee to review. Student may appear in person. Committee decision is final. Results are posted and accessed in PipelineMT.	Forms that include name, student ID #, Appeal Term, email, and supporting documentation are retained in the Registrar’s Office.
Graduate Academic Probation/ Suspension Appeals	College of Graduate Studies Dean	Procedures posted on College of Graduate Studies (CGS) website and Graduate Catalog and linked from the Student Complaints and Grievances website.	After consulting with program coordinator (director) and department chair, student appeals in writing to CGS Dean. Upon receiving an appeal, the CGS Dean will inform the Chair of the Graduate Council, who will convene the Graduate Council Appeal Advisory Committee. The Committee will review all documents and make a recommendation to the CGS Dean. Upon receiving and reviewing the Committee’s recommendation, the Dean will make a final decision.	Written appeals, supporting documentation, and responses are retained in the Office of the CGS Dean.
Grade Appeals	Vice Provost for Faculty and Strategic Initiatives	Process is outlined in Policy 313, Undergraduate Catalog, Graduate Catalog, 24-25 Blue Raider Planner and Handbook, and linked from the Student Complaints and Grievances website.	Student meets with the instructor and department chair, who put their decisions in writing. If no resolution, student completes Appeal form and submit to Vice Provost for Faculty and Strategic Initiatives who convenes Grade Appeals Committee. Student may attend committee meeting. Committee reviews documentation and makes final decision.	University Registrar maintains records of appeals that are upheld as documentation for the changed grade. Vice Provost for Faculty and Special Initiatives maintains records of appeals that have been denied. Records include name, student ID #, grade appeal form, written appeal, instructor name, course information, syllabus, grade requested, supporting documentation, instructor decision, chair decision, and committee decision.
Distance Education	Assistant Coordinator for Student Services who reports to the Associate Vice Provost for Online Learning	The ‘Report an Issue’ form is posted on the MTSU Online Website and the Student Complaints and Grievances website.	The contact form is forwarded to the Assistant Coordinator for Student Services, who responds immediately when able to resolve the issue or refers and monitors the matter to the appropriate office and/or individual and monitors the ensuing discussion until its resolution.	Dedicated Contact forms include student name, email address, phone number, and nature of complaint, and response and are retained by the MTSU Online Assistant Coordinator in a dedicated email folder.
Dual Enrollment	Director, Dual Enrollment and Associate Dean, University College	The ‘Report an Issue’ form is posted on the Student Complaints and Grievances website.	The contact form is forwarded to the Associate Dean and Director of Dual Enrollment who respond immediately when able to resolve the issue or refer the matter to the appropriate office and/or individual and monitor the ensuing discussion until its resolution.	Contact forms include student name, email address, phone number, nature of complaint, and response and are retained in the University College electronic records database.
Off-Campus Instructional Site	Associate Dean, University College	Procedures and ‘Report an Issue’ form is posted on the University College website and the Student Complaints and Grievances website.	The contact form is forwarded to the Associate Dean who responds immediately when able to resolve the issue or refers the matter to the appropriate office and/or individual and monitors the ensuing discussion until its resolution.	Contact forms include student name, email address, phone number, nature of complaint, and response and are retained in the University College electronic records database
Non-�ֲ��ý�� Resident Students in State Authorization Reciprocity Agreement (SARA) States	Associate Dean, University College and �ֲ��ý�� Higher Education Commission (THEC)	Complaint Resolution Policies and Procedures are posted on the MTSU Online website and the Student Complaints and Grievances website.	Complainants not satisfied with the outcome of the Institution’s internal process may appeal, within two years of the incident about which the complaint is made, to the �ֲ��ý�� Higher Education Commission (THEC) Division of Postsecondary State Authorization (DPSA).	N/A
Other Academic Complaints	Vice Provost for Faculty and Special Initiatives	Procedure posted on the Student Complaints and Grievances website.	For a problem in a course, always begin with the faculty member. Only contact the Department Chair if the result of communicating with the faculty member is not satisfactory. Similarly, only contact the Dean and then the Provost if a resolution does not occur as a result of communication at earlier steps in the process. Email addressed to dean, chair, or “contact us”. The dean/chair investigates and responds to student.	Electronic and paper records include name, MTSU email address, nature of complaint, and response and are retained in the offices of the dean, director, or chair.

Student Complaints

Complaint Type	Responsible Individual	Publication Location	Complaint Review & Resolution Process	Location & Elements of Record
Billing	Bursar	Billing complaints may be filed through the MT One Stop or from the Student Complaints and Grievances webpage.	Student email is routed to staff in the Bursar’s Office who respond immediately when able to resolve the issue or refer the matter to the appropriate office and/or individual and monitor the ensuing discussion until its resolution.	Emails are stored in shared file in the Bursar’s Office. Records include name, email address, student id#, nature of complaint, and response.
Accommodations and Grievances	Director, Disability and Access Center, Vice President for Student Affairs and Dean of Students, Office of Civil Rights Compliance	The Disability & Access Center Grievances webpage provides an email address for grievances.	Student email is routed to the Director of the Disability and Access Center who responds immediately when able to resolve the issue or refers the matter to the appropriate office and/or individual and monitors the ensuing discussion until its resolution. Grievances based on the actions of the Center are handled by the Vice President for Student Affairs and Dean of Students.	Email complaints are entered into the AIM database. Records include name, advisor, and accommodation requests and responses.
Financial Aid Complaint	Financial Aid Director	Financial Aid complaints may be filed through the MT One Stop or from the Student Complaints and Grievances webpage.	Student email is routed to staff in the Office of Financial Aid who respond immediately when able to resolve the issue or refer the matter to the appropriate office and/or individual and monitor the ensuing discussion until its resolution.	Emails including name, student id#, aid year, code, and nature of complaint and response are uploaded into Banner Document Management with MT One Stop issues.
Financial Aid Appeal	Financial Aid Director	Student Complaints and Grievances links to Financial Aid Appeals which provides instructions and interactive forms for filing each type of appeal.	After student receives Notice of Financial Aid Warning and then Suspension, they complete interactive appeal form and include a personal statement and supporting documentation. Financial Aid Appeals Committee reviews and relays decision with options to student including re-appeal to the Faculty Financial Aid Committee.	Appeal form including name, DOB, student ID#, phone, email, semester, GPA, personal statement, and supporting documentation are uploaded into Banner Document Management with MT One Stop issues.
Federal Student Aid Feedback Center	Financial Aid Director assists FSA Resolution and Referral Management Group	Student Complaints and Grievances website links to Feedback to Federal Student Aid (Studentaid.gov/feedback-center/) to submit feedback about an issue, suspicious activity, or scam.	FSA sends the complaint to the MTSU Director of Financial Aid for documentation. The FSA Resolution and Referral Management Group make the final determination.	FSA request and documentation provided by MTSU including student name and federal complaint number is stored on the Financial Aid Shared Drive.
Fraud Regarding Student Loan Borrowing	Financial Aid Director assists Federal Loan Servicer.	For student complaints regarding fraudulent borrowing of a federal student loan in their name, the student is instructed to make the complaint to the federally assigned loan servicer.	Students can identify their federally assigned loan servicer through studentaid.gov. The loan servicer will email a request for documentation to the Financial Aid Assistant Director, who oversees the federal loan processing at MTSU. Federal Loan Servicer makes final determination.	FSA servicer request and documentation provided by MTSU including student name, SSN, and case number is stored on the Financial Aid Shared Drive.
Housing	Director of Housing and Residential Life	Student Complaints and Grievances website provides a link to Housing Incident Reporting Form and email and phone numbers.	Form and/or email is routed to the Director of Housing and Residential Life, who responds immediately when able to resolve the issue or refers the matter to the appropriate office and/or individual, and monitors the ensuing discussion until its resolution.	Contact forms and emails, including name, email address, and nature of complaint and response, are stored in the Student Affairs database.
Privacy of Student Records/ FERPA	Compliance and Risk Manager	Student Complaints and Grievances webpage provides a link to Policy 318 Access to Education Records and an email address to the Office of Compliance and Enterprise Risk Management (CAERM). CAERM website provides FERPA Investigation Process, Tips for Filing a Complaint, and FERPA Complaint Form.	Manager receives complaint form and contacts student within 48 hours. Manager investigates and provides a report to University Counsel, Provost, Vice President for Business and Finance, and meets with complainant to review final disposition.	Contact forms, including student’s name, email, and phone, accused’s name, email, and phone, nature of complaint, and investigation reports are stored in the Office of Compliance and Enterprise Risk Management.
Athletics Integrity and Conduct of Athletics Staff	Compliance and Risk Manager	Student Complaints and Grievances and Student Athlete Handbook provide links to Student-Athlete Conflict Resolution Process and Athletics Integrity Complaint Form.	Office of Compliance and Enterprise Risk Management (CAERM) provides links to Policy 90 Athletics Integrity and Conduct of Athletics Staff and Tips for Filing a Complaint. After addressing complaint with staff, then head coach, student-athlete submits written formal complaint to Senior Associate Athletic Director or Director of Athletics. If not resolved, student-athlete submits written formal complaint to Compliance and Risk Manager who investigates and provides report to student-athlete and copied to the sport administrator, faculty athletics representative (FAR), Director of Athletics, University Counsel, and the President.	Contact forms, including student’s name, email, and phone, accused’s name, email, and phone, nature of complaint, and investigation reports are stored in the Office of Compliance and Enterprise Risk Management.
Fraud, Waste, or Abuse	Audit and Consulting Services	Student Complaints and Grievances links to the Audit and Consulting Services website: Reporting Fraud, Waste, or Abuse and Reporting Form.	Student completes form; Chief Audit Executive investigates and reports to the Audit and Compliance Committee of the MTSU Board of Trustees and the TN Comptroller of the Treasury.	N/A
Accreditation or violations of state law not resolved at the Institution	�ֲ��ý�� Higher Education Commission (THEC).	Student Complaints and Grievances links to the Complaint Process Concerning Accreditation and Fraud.	Students who wish to file a complaint related to accreditation or regarding violations of state law not resolved at the institution may submit a complaint to the �ֲ��ý�� Division of Consumer Affairs, which refers complaint to �ֲ��ý�� Higher Education Commission and University Counsel for response.	N/A
Complaint against an MTSU student for student conduct violation	Assistant Dean, Student Care and Conduct	Student Complaints and Grievances and Office of Student Care and Conduct link to the Student Conduct Incident Reporting Form and Student Conduct Disciplinary Process governed by Policy 540 Student Conduct.	Student submits form to Student Care and Conduct. Staff member investigates, meets with accused, and may refer to Student Judicial Board or the University Discipline Committee.	Disciplinary records are maintained in the Maxient Care Database and include student’s name, email, address, classification, major, GPA gender, ethnicity, case information, description of violation, investigation report, case number, and correspondence with the accused.
Complaint against an MTSU student, faculty, staff, contractors, or third parties for harassment or discrimination	Assistant to the President for Civil Rights Compliance	Student Complaints and Grievances and 24-25 Blue Raider Planner and Handbook link to Discrimination and Harassment Reporting Form.	MTSU Policy 26 Discrimination and Harassment Based on Protected Categories Other than Sex outlines that the Office of Student Care and Conduct investigates if the accused is a student. Office of Civil Rights Compliance investigates faculty, staff, or third parties, and submits report to the appropriate vice president for determination which is communicated to Complainant and Respondent.	Office of Civil Rights Compliance and University Counsel maintain records which include date and location of incident, description, reporting person’s name, email, phone, relationship to person harmed. Contact information for person harmed and person accused, and investigation report.

Sexual Misconduct, Sex Discrimination, and Sexual Harassment Complaints

Complaint Type	Responsible Individual	Publication Location	Complaint Review & Resolution Process	Location & Elements of Record
Complaint against an MTSU student for sexual misconduct, discrimination, and/or harassment	Assistant Dean, Student Care and Conduct and Assistant to the President for Civil Rights Compliance	Student Complaints and Grievances links students to Sexual Violence Reporting Form and the email for the Assistant Dean, Student Care and Conduct.	University Policy 27 Misconduct, Discrimination, and Harassment Based on Sex Including Pregnancy, Sexual Orientation, and Gender Identity/ Expression and Reporting Sexual Misconduct flow chart explain that CRC staff member analyzes evidence and meets with the complainant and the respondent. In consultation with University Counsel, the Vice President for Student Affairs makes determination which is communicated to complainant and respondent.	Office of Civil Rights Compliance and University Counsel maintain records which include date and location of incident, description, reporting person’s name, email, phone, relationship to person harmed. Contact information for person harmed and person accused, and investigation report.
Complaint against an MTSU faculty, staff, or visitor for sexual misconduct, discrimination, and/or harassment	Assistant to the President for Civil Rights Compliance	Student Complaints and Grievances links students to the Sexual Violence Reporting Form and the email for the Assistant to the President for Civil Rights Compliance/Title IX Coordinator.	University Policy 27 Misconduct, Discrimination, and Harassment Based on Sex Including Pregnancy, Sexual Orientation, and Gender Identity/ Expression and Reporting Sexual Misconduct flow chart explain that CRC staff member analyzes evidence and meets with the complainant and the respondent. In consultation with University Counsel, the Provost or Vice President for Business and Finance makes a determination, which is communicated to the complainant and the respondent.	Office of Civil Rights Compliance and University Counsel maintain records which include date and location of incident, description, reporting person’s name, email, phone, relationship to person harmed. Contact information for person harmed and person accused, and investigation report.
Complaint against an MTSU student or employee in athletics for sexual misconduct, discrimination, and/or harassment (including complaints regarding gender equity in athletics)	Senior Associate Athletic Director/ Senior Women’s Administrator and Assistant to the President for Civil Rights Compliance	Student Complaints and Grievances links students to the Sexual Violence Reporting Form and the email for the Senior Associate Athletic Director/ Senior Women’s Administrator.	University Policy 27 Misconduct, Discrimination, and Harassment Based on Sex Including Pregnancy, Sexual Orientation, and Gender Identity/ Expression and Reporting Sexual Misconduct flow chart explain that CRC staff member analyzes evidence and meets with the complainant and the respondent. In consultation with University Counsel, the Provost or Vice President for Business and Finance makes a determination, which is communicated to the complainant and the respondent.	Office of Civil Rights Compliance and University Counsel maintain records which include date and location of incident, description, reporting person’s name, email, phone, relationship to person harmed. Contact information for person harmed and person accused, and investigation report.

General Complaints

Complaint Type	Responsible Individual	Publication Location	Complaint Review & Resolution Process	Location & Elements of Record
General Academic Affairs Complaints	Vice Provost for Faculty and Special Initiatives and Assistant to the University Provost	Students may email provost@mtsu.edu (published on the Provost’s Office website and Student Complaints website).	The email is forwarded to the Vice Provost for Faculty and Special Initiatives and the Assistant to the University Provost who respond immediately when able to resolve the issue or refer the matter to the appropriate office and/or individual and monitor the ensuing discussion until its resolution.	Shared file within Office of the University Provost. Record includes student name, MTSU email address, nature of complaint and resolution.
General Business and Finance Complaints	Vice President for Business and Finance	Students may email vpbf@mtsu.edu (published on the Division of Business and Finance website and Student Complaints website).	The email is forwarded to the Vice President for Business and Finance who responds immediately when able to resolve the issue or refers the matter to the appropriate office and/or individual and monitors the ensuing discussion until its resolution.	N/A
General Development and Advancement Complaints	Development Office Coordinator	Students may email devofc@mtsu.edu (published on the Development Office website and Student Complaints website).	The email is forwarded to the Development Office Coordinator who responds immediately when able to resolve the issue or refers the matter to the appropriate office and/or individual and monitors the ensuing discussion until its resolution.	N/A
General Marketing and Communications Complaints	Director, Resource and Operations Management	Students may email teena.young@mtsu.edu (published on the Division of Marketing and Communications website and Student Complaints website).	Director responds immediately when able to resolve the issue or refers the matter to the appropriate office and/or individual and monitors the ensuing discussion until its resolution.	N/A
General Complaints Information Technology	ITD Service Desk	Students may email stuaff@mtsu.edu (published on the Division of Student Affairs website and Student Complaints website).	The email is forwarded to the Vice President for Student Affairs/Dean of Students, who responds immediately when able to resolve the issue or refer the matter to the appropriate office and/or individual and monitor the ensuing discussion until its resolution.	Service Now Database
General THEC Complaints	THEC	The �ֲ��ý�� Higher Education Commission Division of Postsecondary State Authorization Request for Complaint Review online form	THEC receives form, investigates, and resolves complaint	N/A

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

How does MTSU define a “written student complaint”?
What are the policies and procedures governing written student complaints, and are they adequate to meet the needs of the students?
How are the policies and procedures governing student complaints disseminated?
Are there any differences in policies based on location or on mode of delivery?
How was the policy approved and how is it revised if necessary?
Are the publicized policies and procedures consistently followed when resolving student complaints?
Where and how does MTSU retain a record of student complaints?
Is this record kept in a way to be able to discern if there are patterns in the complaints received?

Recent Standard Showcase Features

Standards Showcase – Section 10: Educational Policies, Procedures, and Practices

Layne Bryant — Wed, 18 Feb 2026 12:55:55 +0000

Section 10 of The Principles of Accreditation outlines MTSU’s obligation to develop, publish, and follow effective academic policies related to educational programs. During the On-Site Review, the Committee will confirm MTSU’s compliance with the following standards from this section:

The institution makes available to students and the public current academic calendars, grading policies, cost of attendance, and refund policies. (Public information)

U.S. Department of Education Requirement

How does MTSU demonstrate compliance with this standard?

MTSU publishes current academic calendars, grading policies, cost of attendance, and refund policies in multiple locations to ensure they are available to the public and all students, as outlined in the table below:

Information	Summary of Compliance
Academic Calendars	Academic calendars are reviewed and approved by the Academic Scheduling Committee. Upon approval, the academic calendar is published in undergraduate and graduate catalogs and numerous university webpages, including those for the University Provost, Veterans Center, Parent and Family Association, and MTSU Online.
Grading Policies	Grading policies are published in the Academic Policies and Procedures sections of both the undergraduate and graduate catalogs, as well as in MT One Stop resources and the Blue Raider Planner and Handbook. Faculty can also access grading information through links in the Faculty Handbook.
Cost of Attendance	The MTSU Board of Trustees approves tuition, fees, and room and board rates. Updated cost information is published on the What Does It Cost? webpage, which links to detailed documents and the Net Price Calculator. The Office of Financial Aid and Scholarships includes a Cost of Attendance link on each of its webpages, and MT One Stop webpage provides information on discounts and waivers. General tuition and fee information is also shared in print recruitment materials, which are published in both English and Spanish.
Refund Policies/ Fee Adjustments	Refund and fee adjustment policies are published in several locations: undergraduate and graduate catalogs, Blue Raider Planner and Handbook, and multiple webpages, including MT One Stop, Office of Financial Aid and Scholarships, and Institutional Disclosures for Consumers.

All distance education and off-campus courses follow the same academic calendar, grading policies, and refund/fee adjustment policies as on-campus programs. MTSU also provides dedicated webpages for distance, off-campus, and dual enrollment students, with links to information about online course fees, dual enrollment tuition rates, and available state-funded dual enrollment grants.

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

How does the institution make current academic calendars, grading policies, and refund policies available to students and other constituents?
Are these policies made available across all delivery locations and modes of instruction?
Are there separate policies for graduate and undergraduate students?

The institution:

(a) publishes admissions policies consistent with its mission;

(b) ensures that its recruitment materials and presentations accurately represent the institution’s practices, policies, and accreditation status; and

(c) ensures that independent contractors or agents used for recruiting purposes and for admission activities are governed by the same principles and policies as institutional employees. (Admissions policies and practices)

U.S. Department of Education Requirement

How does MTSU demonstrate compliance with this standard?

MTSU publishes admissions policies consistent with its mission, accurately represents its policies, practices, and accreditation status in recruitment materials, and ensures independent recruitment contractors or agents follow the same policies and principles as university employees. To fulfill its mission as a comprehensive public institution with exceptional undergraduate and graduate programs, the university offers “a broad array of high-quality, affordable academic programs grounded in a common core of arts and sciences” and “enhances access through unique programs, distance learning, and advising to meet the needs of a diverse student population.”

MTSU publishes admissions policies and procedures consistent with the mission and purpose for all academic programs in catalogs and on admissions and program webpages. The university evaluates undergraduate applicants based on academic preparation, including high school coursework, grades, and standardized test scores. The undergraduate catalog also outlines admissions criteria for academically qualified high school students who seek to enroll in undergraduate dual enrollment courses. At the graduate level, admission standards are set by the College of Graduate Studies (CGS) and published in the graduate catalog and on the CGS website. Additional application requirements, such as test scores, interviews, or portfolios, are determined by individual academic programs.

All recruitment pieces and presentations are reviewed and approved by Creative and Visual Services to ensure materials accurately reflect university policies, practices, and accreditation status. The Office of Undergraduate Recruitment hosts campus tours, special events, school visits, and the True Blue Tour to engage with prospective students and families. Recruiters receive formal training, and materials are regularly reviewed for accuracy and consistency. Graduate recruitment materials are jointly reviewed by CGS, Marketing, and Communications to ensure accuracy and institutional alignment. Institutional and program accreditation information is clearly and consistently published across university websites and catalogs.

MTSU partners with independent contractors, such as Education Advisory Board (EAB) and AllCampus, to support prospective student recruitment. External organizations follow the same admissions and marketing policies as university employees, and the university retains full control over admissions criteria and recruitment materials to ensure accuracy and adherence to institutional standards.

The university applies and publishes the same admissions policies and procedures regardless of whether students enroll in courses or programs offered on-campus, online, or off-campus instructional sites. Recruitment materials used for distance education and off-campus programs, including those produced by external partners, are reviewed to ensure accurate and consistent representation of MTSU policies and procedures.

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

What are the basic admissions requirements that apply to all students?
What are the admission policies for specific programs and how are these policies based on widely accepted standards for undergraduate and graduate applicants?
Are admissions policies consistent with the mission of the institution?
Are policies clear and consistently implemented?
How are exceptions to admissions policies controlled and documented?
How does the institution disseminate admissions policies and are they uniform in all publications?
If admission policies differ for various delivery methods or across various campus sites, what are the programs and why are they different (e.g., dual enrollment, branch campuses, online programs)?
Do recruitment materials and presentations accurately represent the institution’s practices, policies, and academic programs?
What is the approval process for recruitment materials and presentations, and is it followed?
How are recruitment personnel (staff, volunteers, contractors) trained?
What are the guidelines for using independent contractors or agents in recruiting students? Do these guidelines assure that independent contractors and agents are governed by the same principles and policies regarding admissions activities as are institutional employees? Are these guidelines enforced?
How does the institution oversee recruiting activities at branch campuses and at international sites?

An institution that offers distance or correspondence education:

(a) ensures that the student who registers in a distance or correspondence education course or program is the same student who participates in and completes the course or program and receives the credit

(b) has a written procedure for protecting the privacy of students enrolled in distance and correspondence education courses or programs

(c) ensures that students are notified in writing at the time of registration or enrollment of any projected additional student charges associated with verification of student identity. (Distance and correspondence education)

U.S. Department of Education Requirement

How does MTSU demonstrate compliance with this standard?

MTSU ensures that a student registered in its distance education courses and programs is the same student who takes the course and receives the credit, is protected by a written procedure for student privacy, and is notified of any additional student charges, specifically for verification of student identity. The university’s compliance with each requirement is summarized in the table below:

Requirement	Summary of Compliance
Verification of Online Student Identity	Online students must validate their identity using their unique user ID, password, and multifactor authentication to access coursework in MTSU’s learning management system. For distance courses requiring proctored exams, students may test at the MTSU Testing Center or through the university’s third-party online testing service, both of which require student authentication and monitoring. Students taking exams at an off-campus location must present photo identification to confirm that the enrolled student is the one completing the exam.
Written Privacy Procedures	Student privacy protections are outlined in University Policy 318, which defines educational records, specifies when information may be shared, and establishes students’ rights to access their educational records and to file complaints concerning failure to comply with FERPA requirements. MTSU prohibits releasing personally identifiable information without a student’s consent, except for legitimate academic purposes. The university provides annual FERPA training through the Office of Compliance and Enterprise Risk Management, as well as additional tutorials through the Records Office.
Notification of Projected Additional Charges	MTSU does not charge additional fees for identity verification for students using the MTSU Test Center or online proctoring service, but students choosing an off-campus proctor may incur fees set by the external provider. Students are informed of these potential charges prior to course enrollment in course schedule listings and via email when requesting an off-campus proctor. While not related to student identity verification, online students are assessed a per-credit-hour distance education fee that supports online student services. Information about the fee is published on the What Does it Cost? webpage, MTSU Online webpage, and course registration materials.

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

How does the institution demonstrate that the student who registers in the distance or correspondence education course or program is the same student who participates in and completes the course or program and receives credit?
If the distance or correspondence education student never comes to campus, how is the student’s identity initially confirmed?
If the institution utilizes just a username and password, how does the institution ensure this information is not shared by the student when taking online examinations?
Because the institution is obligated to select a verification method for identifying students enrolled in such courses or programs, how does the institution protect the privacy of students enrolled in distance or correspondence education?
Do the institution’s written procedures for notifying students of any projected additional student charges associated with verification conform to this standard?
What office(s) is responsible for ensuring that the provisions of this standard are enforced?

The institution publishes and implements policies for determining the amount and level of credit awarded for its courses, regardless of format or mode of delivery. These policies require oversight by persons academically qualified to make the necessary judgments. In educational programs not based on credit hours (e.g., direct assessment programs), the institution has a sound means for determining credit equivalencies. (Policies for awarding credit)

U.S. Department of Education Requirement

How does MTSU demonstrate compliance with this standard?

MTSU awards academic credit according to federal and SACSCOC definitions, requiring one hour of instruction plus two hours of student work per week for a 15‑week semester, with laboratory and studio courses earning credit based on additional contact time. These credit‑hour standards apply to all course levels and delivery methods, with undergraduate, graduate, and doctoral courses distinguished by their numbering system. University Policy 294 also permits zero‑credit courses in limited cases to support accreditation and licensure requirements, and to support student progression without increasing program length.

Academically qualified persons make the necessary judgments and oversee implementation of course credit hour policies. Course student learning outcomes are the same whether courses are taught on campus, online, or through non-traditional methods such as independent study or internships. During the course development and revision process, faculty determine appropriate course credit hours based on several factors, including learning outcomes and course level. Proposals undergo a multi-level review and approval process to ensure alignment with credit-hour standards. Oversight is shared by the department curriculum committee, department chair, college curriculum committee, college dean, undergraduate curriculum committee, general education committee, and graduate council, depending on course level. New programs follow the same internal review and approval process as courses and are also subject to external review by the �ֲ��ý�� Higher Education Commission (THEC) through the New Academic Program Proposal process.

Credit‑hour standards apply to all delivery methods, including online courses, which undergo additional review by an instructional designer and the department chair to ensure alignment with learning outcomes and equivalency with on‑campus versions. Faculty receive support in estimating student workload to match credit‑hour expectations, and courses cannot be offered until all feedback is addressed and approved. Although MTSU currently has no active approved off‑campus instructional sites, the same curricular and credit‑hour processes apply to any off‑campus or dual‑enrollment sections.

The university schedules courses according to standard meeting times to ensure compliance with credit-hour requirements across fall, spring, summer, and accelerated terms. Online courses must adhere to defined contact-hour guidelines, with synchronous sections following standard meeting times and asynchronous sections meeting workload and engagement expectations set by the academic department.

Credit hours also serve as the basis for determining students’ semester course loads, regardless of location or method of delivery. Undergraduate students normally enroll in 15-16 credit hours per semester, with a maximum of 18 hours unless approved for an overload. A typical graduate student’s course load is 9-12 credit hours, while graduate assistants are considered full-time at six credit hours.

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

What is the institution’s definition of a credit hour, or its equivalent? Is this definition consistent with commonly accepted practices in higher education?
What are the institution’s policies related to assigning amount and level of credit for undergraduate and graduate courses?
Are these policies and procedures published in an accessible manner?
What is the institution’s course numbering and naming system?
If the institution awards credit for courses delivered in format other than semester credit hours, how does the institution ensure that the process for determining the amount of credit is equivalent to the credit earned in the same or similar courses delivered in other formats?
What are the policies that determine the level and amount of credit awarded for undergraduate and graduate coursework delivered through distance learning technology?
What is the oversight structure for course approval?
What is the role of faculty in reviewing academic credit awarded?
Do those persons responsible for course approval have appropriate academic qualifications?
In developing policies related to the amount and level of credit awarded, how does the institution use the standards of professional organizations or the practices of peer institutions?
Are practices under this standard consistent with the institution’s own credit hour policies and with the SACSCOC policy on Credit Hours?

Recent Standard Showcase Features

Standards Showcase – Section 9: Educational Program Structure & Content

Layne Bryant — Wed, 11 Feb 2026 13:20:03 +0000

Section 9 of The Principles of Accreditation outlines MTSU’s responsibility to offer coherent general education and academic programs that are appropriate for higher education, aligned with MTSU’s mission, and meet minimum credit hour requirements. During the On-Site Review, the Committee will confirm MTSU’s compliance with the following standards from this section:

Educational programs (a) embody a coherent course of study, (b) are compatible with the stated mission and goals of the institution, and (c) are based upon fields of study appropriate to higher education. (Program content)

Core Requirement
U.S. Department of Education Requirement

How does MTSU demonstrate compliance with this standard?

MTSU’s educational programs provide coherent courses of study that are compatible with the institution’s mission and goals and based on fields of study appropriate to higher education. These requirements are evaluated for all new and modified programs during the curriculum development or modification process, which includes an extensive multi-level internal review. Qualified faculty prepare the curriculum proposals and supporting documentation, which are then evaluated and approved by the academic department curriculum committee, department chair, college curriculum committee, dean, institutional curriculum committee (True Blue Core Committee, Undergraduate Curriculum Committee, or Graduate Council), and dean of the College of Graduate Studies (graduate proposals only), followed by the Vice Provost for Academic Programs, Provost, and if required, University President and Board of Trustees.

All programs meet minimum credit-hour requirements and follow THEC guidelines for course-level numbering, which signal increasing academic complexity. To ensure transparency and consistency, program requirements, such as course descriptions and prerequisites, are published in the undergraduate and graduate catalogs and on the degree program webpage. Students and academic advisors may also use these resources to identify admission, progression, and graduation criteria.

Before receiving approval from university leadership, the Board of Trustees, and THEC, new academic programs must demonstrate compatibility with MTSU’s mission and with fields of study appropriate to higher education. Mission alignment and overall quality of existing programs are reviewed through THEC’s Quality Assurance Funding process and discipline‑specific accreditation reviews. These policies and internal and external review processes apply to all programs, regardless of delivery method or location.

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

Are all programs consistent with the institution’s mission and goals?
If there are highly unusual or unique programs at the institution, how did you determine that these programs are in a field of study appropriate to higher education?
Are there policies and procedures in place that help ensure program appropriateness and program coherence (e.g., definitions of a major, prerequisite expectations for majors, oversight via curriculum committees)?
Can the institution demonstrate that degree programs reflect coherence in sequencing, increasing complexity, and linkages between and among program components?

The institution offers one or more degree programs based on at least 60 semester credit hours or the equivalent at the associate level; at least 120 semester credit hours or the equivalent at the baccalaureate level; or at least 30 semester credit hours or the equivalent at the post-baccalaureate, graduate, or professional level. The institution provides an explanation of equivalencies when using units other than semester credit hours. The institution provides an appropriate justification for all degree programs and combined degree programs that include fewer than the required number of semester credit hours or its equivalent unit. (Program length)

Core Requirement
U.S. Department of Education Requirement

How does MTSU demonstrate compliance with this standard?

MTSU offers multiple baccalaureate, master’s, specialist, and doctoral degrees. The university does not offer associate or professional degrees and does not use units other than semester credit hours.

At the undergraduate level, all baccalaureate degrees require a minimum of 120 credit hours, with some programs requiring more hours due to accreditation or professional licensure requirements. Select programs offer an accelerated Bachelor-to-Master (ABM) pathway that allows academically qualified students to apply limited graduate coursework toward both degrees while maintaining minimum credit-hour standards for each. All graduate programs meet minimum program length requirements: master’s degrees require at least 30 credit hours, and specialist degrees require at least 30 hours beyond the master’s. Doctoral programs require a minimum of 60 credit hours, with at least two-thirds of coursework at the 7000 level.

MTSU’s credit hour policy follows federal and SACSOC definitions to ensure consistency across all courses and programs, regardless of delivery method or location. Faculty and department chairs are responsible for ensuring that student learning outcomes and credit-hour requirements are met. Policy permits zero credit hour courses in limited situations when appropriate for student success and to meet accreditation or licensure requirements.

Qualified faculty lead the development and approval of all curricula using the Modern Campus Curriculum system. Each proposal undergoes a multi‑level review from department, college, and institutional curriculum committees to ensure compliance with program-length requirements mandated in university, SACSCOC, and THEC policies. External reviews and specialized accreditations further confirm that program curricula and credit hours meet disciplinary best practices and licensure standards.

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

If using the semester credit hour as the common measure of course completion, does each degree program meet this standard? If not, is there an appropriate justification?
What are the institution’s policies and procedures related to the establishment of new programs and do they include reference to minimum length for programs at each level?
If an academic unit other than semester hours is used, what is the unit equivalency to semester credit hours and how does the institution make this determination?
Are there some programs at the institution that do not rely on the semester credit hour even if most programs do (e.g., medical schools, direct assessment competency-based programs, hybrid programs)?
How does the institution determine appropriate program length in the case of combination programs and dual degree programs?
How is program length established and monitored?
How does the institution justify degrees that include fewer than the required number of hours?

The institution requires a general education component at the undergraduate level that

(a) is based on a coherent rationale

(b) is a substantial component of each undergraduate degree program. For degree completion in associate programs, the component constitutes a minimum of 15 semester hours or the equivalent; for baccalaureate programs, a minimum of 30 semester hours or the equivalent

(c) ensures breadth of knowledge. These credit hours include at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural science/mathematics. These courses do not narrowly focus on those skills, techniques, and procedures specific to a particular occupation or profession. (General education requirements)

Core Requirement
U.S. Department of Education Requirement

How does MTSU demonstrate compliance with this standard?

MTSU implemented the True Blue Core (TBC) in Fall 2024. The Core directly supports the University’s mission and goals and is intentionally aligned with Standard 9.3 of The Principles of Accreditation. The redesigned curriculum preserves traditional liberal arts foundations while adding innovative Explorations courses that support both disciplinary knowledge and broader ways of thinking. The TBC mission statement provides a coherent rationale for the general education curriculum:

With an emphasis on critical thinking, problem solving, information literacy, and effective communication, the Core is the foundation for academic, professional, and personal success as well as informed civic engagement and lifelong learning. The True Blue Core prepares students to participate and adapt in a dynamic and diverse world.

The 41-credit-hour TBC comprises one-third of every undergraduate degree and exceeds the SACSCOC minimum general education requirement. The curriculum is required for all students, regardless of major, delivery method, or location.

Students develop breadth of knowledge through courses across multiple Foundational Skills and Knowledge Domains, which are further divided into Discovery and Explorations. These subcategories include coursework in Social and Behavioral Sciences, Natural Sciences, Fine Arts and Humanities, and History. In order for a course to be added to the True Blue Core, it must be approved through the curriculum review process to ensure alignment with category outcomes, contribution to breadth of learning, and suitability for general education. Courses must be recertified every six years to maintain alignment with the TBC mission and standards. Students receive consistent guidance about TBC requirements through catalogs, advising, Degree Works, and dedicated websites. Transfer policies ensure that completed �ֲ��ý�� associate degrees and approved general education blocks apply seamlessly toward TBC requirements, maintaining continuity and transferability for all students.

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

Does the institution have a formal guideline or policy that establishes a rationale for its general education requirements?
How does the institution ensure that the student’s breadth of knowledge acquired through the general education component of the degree program is sufficient and appropriate to its mission?
What measures does the institution use to ensure that general education represents a substantial component of the undergraduate degree program?
What process is used to ensure that courses students may take to fulfill general requirements support the goals of the general education component of the degree program?
What criteria does the institution use to ensure that the desired general education outcomes meet college-level standards?
Even if there is some variation in general education requirements across some majors, do all undergraduate degree programs include at least one course from the three required areas of study, as well as the requisite total hours?
Does the institution designate in its publications those general education courses that are considered pure humanities/fine arts in accord with the interpretation above? How has the institution validated that the courses that the institution designates are in accord with the standard?
Are printed materials describing general education requirements clear as to how a student can meet the requirements?
How does the institution ensure that all students follow the pathway for selecting general education courses as described in its publications?
How does the general education program apply to transfer students, distance and correspondence education programs, or competency-based programs?

Recent Standard Showcase Features

Standards Showcase – Section 8: Student Achievement

Layne Bryant — Wed, 04 Feb 2026 15:01:18 +0000

Section 8 of The Principles of Accreditation outlines the university’s responsibility to design and improve educational experiences and enhance student learning and outcomes. During the On-Site Review, the Committee will confirm MTSU’s compliance with the following standards from this section:

Standard 8.1

The institution identifies, evaluates, and publishes goals and outcomes for student achievement appropriate to the institution’s mission, the nature of the students it serves, and the kinds of programs offered. The institution uses multiple measures to document student success. (Student achievement)

Core Requirement
U.S. Department of Education Requirement

How does MTSU demonstrate compliance with this standard?

MTSU identifies, evaluates, and publishes goals and student achievement outcomes that are appropriate to its mission, students, and programs. The University uses multiple measures to document student success as part of THEC’s Quality Assurance Funding (QAF) initiative, as well as for the three goals established in the legacy 2015-2015 Strategic Plan: access, student success, and quality. Each measure includes baseline performance thresholds and targets. Goals and measures are summarized in the table below:

Goal	Measures
Access	* New freshmen enrollment * New transfer enrollment * New graduate student enrollment
Student Success	* Course completion rates * Fall-to-spring persistence of first-time freshmen * Fall-to-fall retention of first-time freshmen * Graduation rates (four, six, and eight-year) * Credentials awarded (undergraduate and graduate)
Quality	* Licensure/certification exam pass rates/scores (Nursing, Education, General Education) * Undergraduate completers’ enrollment in graduate programs

The Office of Student Success and the Office of Institutional Effectiveness, Planning, and Research (IEPR) evaluate outcomes for each measure, disaggregating data by student subpopulations, such as first-generation, Pell-eligible, adult learners, and veterans, to identify opportunities for improvement. MTSU publishes student achievement goals and outcomes through multiple channels. Public-facing institutional platforms include the IEPR website, MTSU Fact Book, population-level dashboards, and the Institutional Disclosures for Consumers webpage. The office also provides detailed, disaggregated dashboards restricted to institutional users and reports data externally to THEC, IPEDS, and higher education surveys and publications.

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

How did the institution determine the metrics for student success?
In what ways does the institution disaggregate data??
How did the institution determine the thresholds of acceptability/targets for each metric?
Are both criteria and thresholds of acceptability clearly identified?
Does a state board or specialized accreditor expect certain student achievement rates that would be relevant for this standard?
Are data sources for this information clearly identified?
How does the institution publish this information to the public?

Standard 8.2.a

The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of seeking improvement based on analysis of the results in the areas below:

a. Student learning outcomes for each of its educational programs. (Student outcomes: educational programs)

U.S. Department of Education Requirement

How does MTSU demonstrate compliance with this standard?

MTSU identifies expected student learning outcomes for each of its educational programs, regardless of delivery method or location, assesses achievement of those outcomes, and uses the results to inform improvement. Responsibility for student learning outcomes assessment lies with the undergraduate program coordinator or the graduate program director. These faculty are supported by their college assistant or associate deans, who are appointed by the college dean to serve as the college-level assessment coordinator. The Director of Institutional Effectiveness and the Office of Institutional Effectiveness, Planning, and Research (IEPR) oversee assessment processes and, in collaboration with the college assessment coordinators, provide training and assistance with the assessment software as well as professional development, including assessment-focused faculty learning communities.

Faculty identify student learning outcomes when designing a new program, in accordance with MTSU, THEC, and SACSCOC policies and procedures. These outcomes are reviewed by the department curriculum committee, the department chair, the college curriculum committee, the college dean, and the appropriate institutional curriculum committee during the curriculum development process. Once a program is approved, program faculty, coordinators, and department chairs are responsible for reviewing and revising student learning outcomes as appropriate to the field of study and program level.

The university follows an annual assessment process that typically begins in the fall of the academic year, though some programs use a calendar-year or two-year cycle to best fit their data collection and analysis needs. At the end of the year, program coordinators use a standardized template in the assessment software to create an Institutional Effectiveness Achievement Report (IEAR) that documents student learning outcomes, measures, results, analysis, and planned changes based on those results (closing the loop). MTSU submitted three years of IEARs for each program, along with a three-year retrospective report summarizing assessment results and improvement efforts, as evidence for the Off-Site Review Committee’s review.

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

Who do you call if you have an assessment emergency?
How do you learn how to assess student learning outcomes?
How do you ensure consistency across programs?
What happens when outcomes fall below target on the institution’s IE report rubric?
What happens when a program achieves an outcome and determines no further improvement is needed?
How do you assess OCIS and online programs?
How are faculty engaged in setting outcome targets, collecting data, and making improvements?

Recent Standards Showcase Features

Standards Showcase – Section 6: Faculty

Layne Bryant — Sun, 01 Feb 2026 16:53:53 +0000

Section 6 of The Principles of Accreditation outlines the university’s responsibility for employing a sufficient number of qualified, effective faculty members for its academic programs. During the On-Site Review, the Committee will confirm MTSU’s compliance with the following standard from this section:

Standard 6.1

The institution employs a sufficient number of full-time faculty members to support the mission and goals of the institution. (Full-time faculty)

Core Requirement

How does MTSU demonstrate compliance with this standard?

MTSU employs a sufficient number of full-time faculty to support its mission. The university measures faculty sufficiency in multiple ways, including by enrollment and instructional assignment. These measurement methods are also applied to distance and off-campus courses. In Fall 2024, full-time faculty taught a majority of courses by all delivery methods, as detailed in the table below:

Course Level	All Courses	Distance Education Courses	Off-Campus Courses
Undergraduate	82%	77%	56%
Graduate	94%	89%	100%

Percentage of Fall 2024 Courses Taught by Full-Time Faculty

Full-time faculty sufficiency is also measured by the distribution of instructional and non-instructional assignments. For the Fall 2024 semester, full-time faculty spent 72.41% of their time on instruction, with the remaining 27.59% divided between service (11.62%), research (9.02%), and administration (6.95%). Sufficiency is further evaluated through student success and satisfaction measures, including graduation rates, graduating senior survey responses, and student-to-faculty ratios.

The University Provost is responsible for ensuring that faculty staffing is sufficient to carry out MTSU’s instructional, research/creative, and public service activities. The Faculty List Book provides a snapshot of the types and ranks of full-time faculty in each Fall term. Data-informed reviews of sufficiency are conducted annually, with adjustments made as needed through well-established processes to allocate resources effectively to address changing and emerging needs.

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

What are the institution’s definitions of terms such as full-time faculty, regular/permanent faculty, part-time faculty, and student-faculty ratio?
How does the mission of the institution affect the number and type of faculty employed?
What is the organizational structure of the academic functions of the institution? How does this structure affect the critical mass of faculty needed?
What process does the institution use to determine the number of full-time faculty needed to achieve its mission?
What are the responsibilities of full-time faculty members, and does the number of faculty constitute a sufficient resource for carrying out basic faculty functions?
What is the organizational structure of the academic functions of the institution? How does this structure affect the critical mass of faculty needed?
How are traditional faculty functions being carried out in nontraditional ways?
What are the institution’s policies on employment of part-time or adjunct faculty?
What is the institutional policy on full-time faculty workload, and how are overloads managed?

Standard 6.2.a

For each of its educational programs, the institution justifies and documents the qualifications of its faculty members (Faculty qualifications)

How does MTSU demonstrate compliance with this standard?

MTSU justifies and documents the qualifications of its faculty for each educational program. Faculty Instructors of record must have the academic credentials set out in the , as appropriate for the appointment type and instructional assignment. The university also considers qualifications, such as professional experience, on a case-by-case basis as appropriate for the appointment type, instructional level, and academic program. Academic departments follow established policies and procedures when hiring new faculty, including University Policy 202 and the .

Faculty credentials are documented at the time of hire using the Academic Preparation Certification (APC) Form for all faculty, including adjuncts, and the for graduate instructors of record. The Office of the University Provost maintains physical records for each faculty member, including official transcripts, letters of recommendation, and other justification documents. Faculty curriculum vitae, annual evaluations, and student evaluations of teaching are housed in the Faculty Success electronic platform.

These policies and procedures apply to all faculty, regardless of location or delivery method. Instructors of record for distance education or off-campus courses must meet the same minimum requirements as on-campus instructors. There is no difference in the documentation of faculty qualifications or the maintenance of physical and electronic records. The faculty roster, as noted above, includes all MTSU instructors of record, inclusive of those teaching via distance education or at off-campus instructional sites.

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

How does the mission of the institution influence the selection and qualifications of faculty?
How does the institution determine the competencies of faculty members and justify that their qualifications meet these competencies?
Who should be included as faculty to ensure all courses offered for credit are included?
How does the institution document and justify the qualifications for each faculty member? Would a reasonable person find this documentation and justification acceptable?
How does the institution ensure faculty qualifications in online programs, dual enrollment courses, and off-campus instructional sites?

Standard 6.2.b

For each of its educational programs, the institution employs a sufficient number of full-time faculty members to ensure curriculum and program quality, integrity, and review. (Program faculty)

U.S. Department of Education Requirement

How does MTSU demonstrate compliance with this standard?

MTSU employs sufficient full-time faculty to ensure quality, integrity, and review for each of its educational programs. The benchmark is that full-time faculty account for the majority of instruction in required courses across all program types, levels, locations, and delivery methods. MTSU provided data for each program demonstrating that almost all programs met or exceeded this expectation during Academic Years 2022-2023, 2023-2024, and 2024-2025. A summary of the data aggregated by program level is outlined in the table below:

Full-Time Faculty Instruction	Undergraduate Programs	Graduate Programs
50% or more of required courses	99.0%	96.8%
60% or more of required courses	95.2%	95.2%
80% or more of required courses	13.5%	84.1%
80% or more of required courses	1.9%	79.4%
90% or more of required courses	1.9%	68.3%

Programs with lower percentages of full-time faculty generally reflect specific curricular needs, such as courses taught by part-time faculty with specific industry expertise or clinical and field placements. In limited cases, full-time faculty numbers are lower due to temporary faculty leaves of absence or non-instructional assignments.

MTSU has policies and procedures in place that define faculty roles, responsibilities, and workload expectations by faculty type. The University Provost and Vice Provosts, in partnership with deans and department chairs, evaluate faculty sufficiency annually using data from the Academic Performance Solutions (APS) platform. Sufficiency is also evaluated during external reviews, including those conducted by specialized accreditors and those mandated by the �ֲ��ý�� Higher Education Commission (THEC).

Program faculty sufficiency expectations for online and off-campus programs are the same as for on-campus programs. The university also has specific processes in place for these modalities, such as dedicated funding through MTSU Online to hire full-time, non-tenurable faculty to teach online course sections and support from University College to hire such faculty for dual enrollment courses.

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

Describe the process for determining faculty overloads.
How are Chairs, Deans, and the Provost involved in the workload process?
How do Deans think about faculty sufficiency and budget requests?
How do you decide whether to sunset a program, and what is the process?
What is the process for helping a program improve to avoid a sunset?
How do you ensure faculty sufficiency in online programs, and what is the process?
How are faculty empowered to ensure program quality?
How does the institution define academic programs?
How does the institution define full-time and part-time faculty?
How does the organizational structure of academic units affect how faculty are involved in program delivery?
How does the institution determine whether the number of full-time faculty in a program is sufficient?
What is the best way to present data on full-time faculty by program?
Are there traditional “faculty functions” that are delivered by other means?
What are the responsibilities of full-time faculty members, and do they constitute a sufficient resource for carrying out basic faculty functions within academic programs?
What is the role of full-time faculty in program oversight and supervision?
If applicable, what is the role of full-time faculty in delivering programs at off-campus locations or via distance education?
How do mission expectations regarding research and public service affect the use of and need for full-time faculty in different programs?
Are there special programs to strengthen part-time faculty (and graduate assistant) involvement and pedagogy?

Standard 6.2.c

For each of its educational programs, the institution assigns appropriate responsibility for program coordination. (Program coordination)

U.S. Department of Education Requirement

How does MTSU demonstrate compliance with this standard?

MTSU assigns responsibility for program coordination to appropriately qualified individuals for all programs, regardless of location or delivery method. Responsibility for appointing program coordinators lies with the chair of the academic department offering the degree, concentration, minor, and/or certificate. Department chairs, in consultation with the academic dean, appoint academically qualified full-time tenured or tenure-track faculty or select full-time non-tenurable faculty as program coordinators in accordance with University Policy 202. In some cases, the department chair or school director may serve as program coordinator.

At MTSU, faculty who coordinate undergraduate programs are generally referred to as “program coordinators”, while those at the graduate level are referred to as “program directors” due to the additional administrative responsibilities associated with graduate programs. At both levels, program coordination responsibilities include:

developing, reviewing, and updating curricula
identifying program and student learning outcomes
coordinating program assessment
participating in student recruitment, yield management, and enrollment activities
producing or reviewing content for publications
preparing documents for external reviewers or accreditors

The defines the qualifications for program coordination by program level and type. For degrees with multiple concentrations, the department chair can appoint a program coordinator and also designate qualified concentration coordinators to support the program coordinator. The same policies and procedures apply to distance and off-campus, though department chairs may also elect to appoint dedicated program coordinators for these programs.

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

How are program coordinators identified and recruited? In what sense are these responsibilities “assigned”?
What is the process for identifying program coordinators for online and off-campus programs?
How does the organizational structure of academic units affect the assignment of appropriate responsibility for program coordination?
Do coordinators have qualifications appropriate for the degree level of the program (e.g., undergraduate, master’s, doctoral)?

Recent Standards Showcase Features

Standards Showcase – Section 5: Administration and Organization

Layne Bryant — Sun, 01 Feb 2026 16:34:44 +0000

Section 5 of The Principles of Accreditation outlines requirements for the institution’s chief executive officer (CEO) and the institution’s organizational structure, including administrative and academic officers with appropriate credentials for their roles. During the On-Site Review, the Committee will confirm MTSU’s compliance with the following standard from this section:

Standard 5.4

The institution employs and regularly evaluates administrative and academic officers with appropriate experience and qualifications to lead the institution. (Qualified administrative/ academic officers)

U.S. Department of Education Requirement

How does MTSU demonstrate compliance with this standard?

MTSU employs administrative and academic officers who have the appropriate experience and qualifications to lead the institution. The university is led by a president, who oversees six distinct divisions: Academic Affairs, Business and Finance, Information Technology, Marketing and Communications, Student Affairs, and University Advancement. The university’s administrative officers include the vice presidents of these divisions, along with their assistant/associate vice presidents and senior directors. MTSU’s academic leadership is headed by the University Provost, who oversees eight vice provosts and ten deans responsible for academic quality, program development, faculty support, and resource management. The Vice Provost for Faculty and Strategic Initiatives has administrative responsibility for distance education, while the Vice Provost for Student Success, who also serves as the Dean of University College, oversees off-campus programming, including dual enrollment.

The university establishes and follows policies and procedures to ensure that administrative and academic officers have, or exceed, the qualifications and experience required for the responsibilities outlined in their position descriptions at the time of hire. The Office of Human Resource Services oversees searches for administrative officer searches, while the University Provost is responsible for those for academic officers. All officers are formally evaluated each year, with evaluations maintained in the university’s personnel software platform.

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

Is the combination of credentials and experience appropriate for the positions held?
Do qualifications align with published position descriptions?
Does the institution follow its own expectations regarding credentials and experience, as reflected in position descriptions?
For persons in leadership positions who have nontraditional qualifications for their positions, what is the reasoning underlying these appointments?
Are policies and procedures in place for the regular evaluation of administrators?

Recent Standards Showcase Features

Standards Showcase – Section 4: Governing Board

Layne Bryant — Sun, 01 Feb 2026 15:54:09 +0000

Section 4 of The Principles of Accreditation outlines requirements for an institution’s governing board, including its legal authority, composition, oversight, and evaluation. During the On-Site Review, the Committee will confirm MTSU’s compliance with the following standard from this section:

Standard 4.1:

The institution has a governing board of at least five members that

(a) is the legal body with specific authority over the institution

(b) exercises fiduciary oversight of the institution

(c) ensures that both the presiding officer of the board and a majority of other voting members of the board are free of any contractual, employment, personal, or familial financial interest in the institution

(d) is not controlled by a minority of board members or by organizations or institutions separate from it, and

(e) is not presided over by the chief executive officer of the institution. (Governing Board Characteristics)

Core Requirement

How does MTSU demonstrate compliance with this standard?

MTSU is governed by the �ֲ��ý�� Board of Trustees (MTSU Board), first established by the Focus Act of 2016. The MTSU Board holds all statutory powers and duties granted under �ֲ��ý�� Code Annotated and exercises complete financial oversight, responsibility, and control over the University. The Board and its four standing committees, Audit and Compliance; Finance and Personnel; and Academic Affairs, Student Life, and Athletics, are subject to �ֲ��ý��’s open meetings and public records requirements, with all official acts occurring at public meetings.

Effective May 9, 2025, �ֲ��ý�� law mandates the MTSU Board be composed of 12 members (11 voting members), with six voting members required for a quorum. Ten Trustees are appointed by state leaders from a broad range of industries, along with one faculty member and one student member. MTSU’s President serves as the university’s Chief Executive Officer but does not preside over the MTSU Board nor vote on Board matters. The Board elects its own presiding Chair and Vice Chair from among its voting members, and these officers are responsible for presiding over all meetings.

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

What is the structure of the governing board and its committees?
How are governing board members and the presiding officer elected or appointed?
How are board members apprised of their responsibilities, including fiduciary responsibilities?
What evidence is there that the governing board controls the institution?
How often do the governing board members meet, and is their agenda appropriate for their responsibilities?
What is the process to vet board members for their possible financial interests in the institution?
Who keeps track of this information?
Is there an executive committee? If so, how does the executive committee report to the full board?
How is a quorum defined?
What safeguards are in place to prevent control of the board by a minority of members?
How is the board’s presiding officer selected, and who is the presiding officer?
What is the relationship between the institution’s chief executive officer and the institution’s governing board?

Accreditation

Standards Showcase Section 13: Financial and Physical Resources

Standard 13.2 Financial Documents

How does MTSU demonstrate compliance with this standard?

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

Standard 13.6 Federal and State Responsibilities

How does MTSU demonstrate compliance with this standard?

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

Standard 13.7 Physical Resources

How does MTSU demonstrate compliance with this standard?

The Campus and Campus Facilities

Risk Management, Insurance, and Inventory

Distance Education and Off-Campus Instructional Sites

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

Recent Standard Showcase Features

Standards Showcase Section 14: Transparency and Institutional Representation

Standard 14.1 Publication of Accreditation Status

How does MTSU demonstrate compliance with this standard?

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

Standard 14.3 Comprehensive Institutional Reviews

How does MTSU demonstrate compliance with this standard?

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

Standard 14.4 Representation to Other Agencies

How does MTSU demonstrate compliance with this standard?

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

Recent Standard Showcase Features

Standards Showcase Section 12: Academic and Student Support Services

Standard 12.1 Student Support Services

How does MTSU demonstrate compliance with this standard?

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

Standard 12.4 Student Support Services

How does MTSU demonstrate compliance with this standard?

Academic Complaints

Student Complaints

Sexual Misconduct, Sex Discrimination, and Sexual Harassment Complaints

General Complaints

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

Recent Standard Showcase Features

Standards Showcase – Section 10: Educational Policies, Procedures, and Practices

Standard 10.2 Public Information

How does MTSU demonstrate compliance with this standard?

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

Standard 10.5 Admissions Policies & Practices

How does MTSU demonstrate compliance with this standard?

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

Standard 10.6 Distance and Correspondence Education

How does MTSU demonstrate compliance with this standard?

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

Standard 10.7 Policies for Awarding Credit

How does MTSU demonstrate compliance with this standard?

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

Recent Standard Showcase Features

Standards Showcase – Section 9: Educational Program Structure & Content

Standard 9.1 Program Content

How does MTSU demonstrate compliance with this standard?

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

Standard 9.2 Program Length

How does MTSU demonstrate compliance with this standard?

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

Standard 9.3 General Education Requirements

How does MTSU demonstrate compliance with this standard?

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

Recent Standard Showcase Features

Standards Showcase – Section 8: Student Achievement

Standard 8.1 Student Achievement

Standard 8.1

How does MTSU demonstrate compliance with this standard?

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

Standard 8.2.a Student Outcomes: Educational Programs

Standard 8.2.a

How does MTSU demonstrate compliance with this standard?

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

Recent Standards Showcase Features

Standards Showcase – Section 6: Faculty

Standard 6.1 Full-Time Faculty

Standard 6.1

How does MTSU demonstrate compliance with this standard?

What questions might the On-Site Review Committee ask during their visit to confirm MTSU’s compliance with this standard?

Standard 6.2.a Faculty Qualifications

Standard 6.2.a