Middle States Commission on Higher Education

• Characteristics of excellence in higher education
  The standards for accreditation require information literacy embedded and assessed in the higher education curriculum.
• Developing research & communication skills: guidelines for information literacy in the curriculum

• Information literacy competency standards for higher education (ACRL, 2000)  A "framework for assessing the information literate individual," and an outline of the process by which "faculty, librarians and others can pinpoint specific indicators that identify a student as information literate."
• Objectives for information literacy instruction: a model statement for academic librarians (ACRL, 2001) Includes information about the development of the objectives.

Based on the ACRL Information Literacy Competency Standards for Higher Education, "each performance indicator is accompanied by one or more outcomes for assessing the progress toward information literacy of students of science and engineering or technology at all levels of higher education."

• Information literacy standards for science and technology (ACRL, 2005)

• Accreditation Board for Engineering and Technology (ABET) Lifelong Learning

  • For Computing Programs
    Criterion 3 – Program Outcomes. (i) a recognition of the need for, and an ability to engage in life-long learning

  • For Engineering Programs 
    Criterion 3 – Program Outcomes. (i) a recognition of the need for, and an ability to engage in life-long learning

  • For Engineering Technology Programs
    Criterion 3 – Program Outcomes.  (i) a recognition of the need for, and an ability to engage in life-long learning

• National Architectural Accrediting Board  (NAAB) Conditions for Accreditation.
• National Association Of Schools Of Art And Design (NASAD) Handbook.
  See Page 43
• Council for Interior Design Accreditation Manual

• Association to Advance Collegiate Schools of Business (AACSB International) Accreditation Standards