USI’s HLC Accreditation work in full swing

Higher Learning Commission (HLC) accreditation—it’s a phrase that has been at the top of discussions around campus, including in the recent Spring University Meeting and Professional Development sessions. But what is the HLC, what is the University’s accreditation process and how can USI employees remain informed as work on this project moves forward in 2026?

With committees on campus beginning the self-study portion of the process, USI Today will share a series of educational and informational stories featuring campus committee members discussing and sharing important information for employees about the accreditation process.

What is the HLC?

The Higher Learning Commission (HLC) is a regional body that validates the quality and integrity of degree-granting colleges and universities across the U.S. “It is different from the Indiana Commission for Higher Education, which approves our programs for the State. The HLC is recognized by the Federal Government, and the accreditation allows institutions to award accredited degrees and receive federal financial aid,” explains Dr. Darrin Sorrells, Teaching Associate Professor of Kinesiology and Sport, HLC Accreditation Liaison Officer (ALO) and Director of Undergraduate Programs in the Kinesiology and Sport Department.

The role of the ALO includes acting as the go-between from the University and the HLC office in Chicago. He also provides updates to USI President Steve Bridges and Provost  Shelly Blunt on the work USI’s committees are doing. Sorrells isn’t new to the HLC process either—he is in his 17th year serving as a peer reviewer. “If the University or its committees have any questions about HLC, the self-study process or other aspects, I’m the initial person contacted,” he adds.

HLC accreditations are valid for a 10-year period, and institutions undergo a reaffirmation process to maintain status at the end of the cycle. The process includes evaluation of the institution based on academic quality, financial stability and institutional effectiveness. Information is gathered through peer reviews and data analysis, as well as specific required information provided by institutions. USI is in year nine of its current HLC accreditation.

Why does this matter for USI employees?

Simply put, all USI employees are a part of the accreditation process and are essential to the University’s successful reaccreditation. “Our committees need full involvement from across campus,” says Sorrells. “It is important for employees to know this process, be aware of what evidence is being submitted and understand how they contribute to USI.”

USI employees are encouraged to stay aware and keep informed of the HLC work—ask questions, read through provided information from committees and attend any future informational sessions, including the fall mock visit.

“The spirit of this process is about bringing the whole campus together to look at our processes and policies,” says Sorrells. “It’s an opportunity for us to tell our story, to share the good work we’re doing, but it’s also about continuous quality improvement.”

The HLC accreditation isn’t about an institution being perfect, but rather the institution taking the time to tell its story and also participate in self-reflection; sharing what worked and digging into what can be better.

Where we currently stand and timeline

Four criterion committees have been formed to address specific areas for the self-study portion of the accreditation. The self-study is a process where committees of USI representatives complete a self-evaluation of key criteria. Members will draft reports for HLC which need to show evidence of how the University is meeting the criteria of each charge. The topics are:

Mission: The institution’s mission is clear and articulated publicly; it guides the institution’s operations.

• Co-chaired by Monica O’Neil, Director of Service Learning, Affiliated Faculty of Gender Studies and Lecturer in Art and Design, and Dr. Wes Durham, Professor of Communication Studies, Director of Bachelor of Professional Studies and Chair of Communication and Media Department.

Integrity: Ethical and Responsible Conduct: In fulfilling its mission, the institution acts with integrity; its conduct is ethical and responsible.

• Co-chaired by Steven Stump, Director of the Center for Applied Research, and Peter Whiting, Scholarly Communication Librarian and Professor of Library Science.

Teaching and Learning for Student Success: The institution demonstrates responsibility for the quality of its educational programs, learning environments and support services, and it evaluates their effectiveness in fulfilling its mission. The rigor and quality of each educational program is consistent regardless of modality, location or other differentiation factors.

• Co-chaired by Amy Chan Hilton, Director of the Center for Excellence in Teaching and Learning, Professor of Engineering, and Director of the Office of Sponsored Projects and Research Administration, and Dr. Bill Elliot, Professor of Geology and Associate Dean of the Pott College of Science, Engineering, and Education.

Planning for Quality Improvement: The institution’s resources, structures, policies, procedures and planning enable it to fulfill its mission, improve the quality of its educational programs and respond to future challenges and opportunities.

• Co-chaired by Michael Dixon, Dean of the School of Graduate Studies and Professor of History, and Dr. Trent Engbers, Professor of Political Science and Public Administration and Director of the Master of Public Administration Program.

The individuals serving on these committees were identified and selected by the Provost’s Office, and represent a “good cross section of campus,” says Sorrells. He, along with Dr. Tim Schibik, Assistant Dean of the Romain College of Business and Professor of Economics; Dr. Brian McGuire, Associate Dean of the Romain College of Business and Professor of Accounting; and Dr. Kenny Purcell, Professor of Physics and Director of Core 39, are acting as consultants for the committee members, using their experience as HLC reviewers to answer questions and give feedback on the work.

In the latter half of 2025, these committees began gathering evidence to show how USI meets each charge. Members are now in the process of drafting reports with the gathered evidence. Starting in April, the Provost’s Office and Sorrells will begin reviewing, editing and updating reports alongside committee co-chairs.

As this continues, another aspect of accreditation is drawing to a close—quality initiative. Led by Dr. Jason Hardgrave, Assistant Provost for Academic Affairs and Associate Professor of History, this step is a two-year process exploring the University’s work toward a specific topic. For USI, that topic is career readiness.

In September, the University will host a mock campus visit, which will include experienced HLC external peer reviewers to help guide USI committee members, leadership and employees on what to expect from the official HLC visit. 

The timeline of the accreditation process later this year includes edits and updates to the University’s submission based on the external mock review, which preps the campus for the HLC campus visit in February 2027. The University’s written report is submitted to the HLC in January 2027, and the official campus visit is scheduled for February 22-23, 2027.

If you have more questions about what HLC is or the process of accreditation, please reach out to Sorrells by email at ddsorrells@usi.edu or by extension 5174.

The next story in this USI Today series will address the University’s quality initiative work to help students become career ready.