Accreditation & Affiliations

Overview

The American University of Armenia is accredited by the WASC Senior College and University Commission, 1080 Marina Village Parkway Suite 500, Alameda, CA 94501, 510.748.9001, www.wscuc.org.
 
AUA initiated the first accreditation process in 1998, was granted Candidate status in 2002, and reached a historic milestone when accreditation was granted effective August 2006. In March 2015, the WASC Senior College and University Commission (WSCUC) reaffirmed AUA’s accreditation for nine years, through February 2024. And, on February 16, 2024, the WASC Senior College and University Commission (WSCUC) reaffirmed AUA’s accreditation for ten years through spring 2033.
 
The March 6, 2024, WSCUC Commission Action Letter can be accessed here.
 
In order to retain accreditation status, the campus is periodically reviewed to ensure that the educational standards described in the Handbook of Accreditation are met. Reaffirmation of accreditation is a multi-year, self-study process that formally engages the campus in institution-wide reflection on educational capacity and performance. It is a rigorous examination of how institutional resources, structures, and processes are aligned with scholastic outcomes.
 
For a complete list of WSCUC accredited institutions visit https://www.wscuc.org/institutions
 
Recent Accreditation Timeline:
 
 
The American University of Armenia is licensed by the Ministry of Education, Science, Culture and Sports of the Republic of Armenia, and is accredited by Armenia’s National Center For Professional Education Quality Assurance Foundation (ANQA).
 
AUA is affiliated with the University of California. Based on this affiliation, UC lends valuable technical support and educational experience in the growth of the American University of Armenia, collaborating in the preparation of a cadre of faculty and participating in the development of a program of exchange and cooperation.

Overview

The American University of Armenia is accredited by the WASC Senior College and University Commission, 1080 Marina Village Parkway Suite 500, Alameda, CA 94501, 510.748.9001, www.wscuc.org.
 
AUA initiated the first accreditation process in 1998, was granted Candidate status in 2002, and reached a historic milestone when accreditation was granted effective August 2006. In March 2015, the WASC Senior College and University Commission (WSCUC) reaffirmed AUA’s accreditation for nine years, through February 2024. And, on February 16, 2024, the WASC Senior College and University Commission (WSCUC) reaffirmed AUA’s accreditation for ten years through spring 2033.
 
The March 6, 2024, WSCUC Commission Action Letter can be accessed here.
 
In order to retain accreditation status, the campus is periodically reviewed to ensure that the educational standards described in the Handbook of Accreditation are met. Reaffirmation of accreditation is a multi-year, self-study process that formally engages the campus in institution-wide reflection on educational capacity and performance. It is a rigorous examination of how institutional resources, structures, and processes are aligned with scholastic outcomes.
 
For a complete list of WSCUC accredited institutions visit https://www.wscuc.org/institutions
 
Recent Accreditation Timeline:
 
 
The American University of Armenia is licensed by the Ministry of Education, Science, Culture and Sports of the Republic of Armenia, and is accredited by Armenia’s National Center For Professional Education Quality Assurance Foundation (ANQA).
 
AUA is affiliated with the University of California. Based on this affiliation, UC lends valuable technical support and educational experience in the growth of the American University of Armenia, collaborating in the preparation of a cadre of faculty and participating in the development of a program of exchange and cooperation.

Standards of Accreditation (from WASC)

 
https://www.wscuc.org/handbook2023/
 
STANDARD 1: Defining Institutional Mission And Acting With Integrity The institution defines its mission and establishes educational and student success objectives aligned with that mission. The institution has a clear sense of its essential values, culture, and distinctive elements, and its contributions to society and the public good. It promotes the success of all students and makes explicit its commitment to diversity, equity, and inclusion. The institution functions with integrity and transparency. (Note: Revised due to stay)
 
CRITERIA FOR REVIEW
Institutional Purposes
CFR 1.1 The institution’s mission and other statements of purpose are appropriate for an institution of higher education and clearly define its essential values, culture, and ways the institution contributes to society and the public good.
CFR 1.2 Consistent with its purposes and character, the institution defines and acts with intention to advance diversity, equity, and inclusion in all its activities, including its goal setting, policies, practices, and use of resources across academic, student support, and co-curricular programs and services. (Note: Revised due to stay)
Integrity and Transparency
CFR 1.3 The institution operates with integrity and transparency in its operations, and truthfully and clearly represents its academic goals, programs, requirements, services, and costs.
CFR 1.4 The institution maintains appropriate operating policies and business procedures, including timely and fair responses to complaints and grievances.
CFR 1.5 The institution treats faculty, staff, administrators, and students equitably by adhering to its published policies and procedures.
CFR 1.6 The institution maintains, publishes, and adheres to policies on academic freedom.
CFR 1.7 The institution communicates about important issues with its constituents.
CFR 1.8 The institution is committed to honest and open communication with the Commission and to undertaking the accreditation review process with seriousness and candor. The institution abides by Commission policies and procedures and informs the Commission promptly of any matter that could affect the accreditation status of the institution.
 
STANDARD 2: Achieving Educational Objectives And Student Success The institution achieves its educational and student success objectives through the core functions of teaching and learning, and through support for student learning, scholarship, and creative activity. It promotes the success of all students and makes explicit its commitment to diversity, equity, and inclusion. The institution demonstrates that core functions are performed effectively by evaluating valid and reliable evidence of learning. (Note: Revised due to stay)
 
CRITERIA FOR REVIEW
Degree Programs
CFR 2.1 The institution’s degree programs are appropriate in content, educational objectives, and standards of performance relevant to the level of the degree. All degrees are defined in terms of entry requirements and levels of student achievement necessary for graduation.
CFR 2.2 Degree programs engage students in an integrated course of study of sufficient breadth and depth. These programs ensure the development of core and professional competencies relevant to the level of the degree.
CFR 2.3 The institution clearly identifies and effectively implements student learning outcomes and expectations for achievement. These outcomes and expectations are reflected in and supported by academic programs, policies, and curricula, and provide the framework for academic advising, student support programs and services, and information and technology resources.
CFR 2.4 The institution conducts periodic reviews of its degree programs. The program review process includes analysis of student achievement of the program’s learning outcomes.
Faculty
CFR 2.5 The institution has faculty with the capacity and scale to design and deliver the curriculum and to evaluate, improve, and promote student learning and success.
CFR 2.6 The faculty exercise effective academic leadership and act consistently to ensure that the quality of academic programs and the institution’s educational purposes are sustained.
CFR 2.7 The faculty are responsible for creating and evaluating student learning outcomes and establishing standards of student performance.
CFR 2.8 The institution has clear expectations for faculty research, scholarship, and creative activity that are commensurate with the mission and degree portfolio.
Student Learning and Performance
8/11/25, 2:14 PM 2023 Handbook of Accreditation – WSCUC https://www.wscuc.org/handbook2023/ 8/27
CFR 2.9 The institution demonstrates that graduates consistently achieve stated learning outcomes and standards of performance. Faculty evaluate student work in terms of stated learning outcomes.
CFR 2.10 The institution demonstrates that students make reasonable progress toward and complete their degrees in a timely manner.
CFR 2.11 The institution monitors and analyzes the outcomes of its students following graduation and uses the results for improvement.
Student Support
CFR 2.12 The institution ensures that all students understand the requirements of their academic programs and receive timely, accurate, and complete information and advising about academic requirements.
CFR 2.13 The institution offers student support and co-curricular programs and services sufficient in nature, scope, and capacity to promote all students’ academic, personal, and professional development.
CFR 2.14 The institution assesses the effectiveness of its student support and cocurricular programs and services and uses the results for improvement.
 
STANDARD 3: Assuring Resources And Organizational Structures The institution achieves its educational and student success objectives through investments in human, physical, fiscal, technology, and information resources within appropriate organizational and decision-making structures, and consistent with its explicit commitment to diversity, equity, and inclusion. (Note: Revised due to stay)
 
CRITERIA FOR REVIEW
Faculty, Staff, and Administrators
CFR 3.1 The institution employs faculty, staff, and administrators sufficient in scale, professional qualifications, and background to achieve the institution’s educational and student success objectives, to propose and oversee policy, and to ensure the integrity of its academic, student support, and co-curricular programs and services and administrative processes.
CFR 3.2 Faculty, staff, and administrator recruitment, hiring, and orientation practices and workload expectations are aligned with institutional mission and priorities. The institution examines the extent to which its climate supports faculty, staff, and administrators and acts on its findings.
8/11/25, 2:14 PM 2023 Handbook of Accreditation – WSCUC https://www.wscuc.org/handbook2023/ 9/27
CFR 3.3 The institution provides professional development and evaluation for faculty, staff, and administrators.
Fiscal, Physical, Technology, and Information Resources
CFR 3.4 Resource planning and development include realistic budgeting, enrollment management, and diversification of revenue sources. Resource allocation is aligned with evidence-based educational and student success objectives consistent with operational and strategic planning.
CFR 3.5 The institution is financially stable and has resources sufficient to ensure longterm sustainability. The institution has unqualified or unmodified independent financial audits.
CFR 3.6 The institution provides physical, technology, information, and other resources sufficient in scope, quality, currency, and kind to support the work of its faculty, staff, administrators, and students.
Organizational Structures and Decision-Making Processes
CFR 3.7 The institution operates with appropriate autonomy governed by an independent board or similar authority that is responsible for mission, integrity, and oversight of planning, policies, performance, and sustainability. The governing board selects and evaluates the chief executive officer.
CFR 3.8 The board members have a range of backgrounds, knowledge, and skills to carry out their responsibilities.
CFR 3.9 The institution has sufficient and qualified leadership capacity at all levels, characterized by integrity, appropriate responsibility, high performance, and accountability.
CFR 3.10 Data are regularly and systematically disseminated internally and externally, and analyzed, interpreted, and applied in institutional decision-making.
CFR 3.11 The institution’s organizational structures and decision-making processes are clearly defined, consistent, and transparent, support effective decision-making and risk management, and place priority on sustaining institutional resilience and educational effectiveness.
 
STANDARD 4: Creating An Institution Committed To Quality Assurance And Improvement The institution engages in sustained, evidence-based, and participatory reflection about how effectively it is accomplishing its mission and achieving its educational and student success objectives, and realizing its commitment to diversity, equity, and inclusion. The institution envisions its future in light of the changing environment of higher education. These activities inform both institutional planning and systematic evaluations of educational effectiveness. (Note: Revised due to stay)
 
CRITERIA FOR REVIEW
Quality Assurance Processes
CFR 4.1 The institution employs comprehensive quality assurance processes in both academic and non-academic areas and uses the results to improve institutional operations.
CFR 4.2 The institution collects, analyzes and acts on disaggregated student outcomes data including retention and graduation rates.
CFR 4.3 The institution examines the extent to which its climate supports student success and acts on its findings. The institution regularly assesses the characteristics, experiences, and performance of its students and uses this evidence to improve student success.
CFR 4.4 The institution has institutional research capacity, scope, and coordination consistent with its purposes and characteristics. Institutional Improvement
CFR 4.5 The institution demonstrates improvement based on the results of inquiry, evidence, and evaluation.
CFR 4.6 The institution, with significant faculty involvement, engages in continuous inquiry into the processes of teaching and learning, and the conditions and practices that ensure that the institution’s standards of performance are being achieved.
CFR 4.7 The governing board engages in self-evaluation and development.
CFR 4.8 The institution periodically engages its stakeholders in reflection and planning processes based on the examination of evidence. Through these processes it assesses the institution’s strategic position, articulates priorities, examines the alignment of its purposes, core functions, and resources, and defines the future direction of the institution.

Frequently Asked Questions

1) Who is WSCUC?
The WASC Senior College and University Commission is one of several regional accrediting associations covering the United States, whose purpose is continual improvement of education and cooperation among educational institutions and agencies. The Western Association of Schools and Colleges, (WASC) was formed in July 1962, to evaluate and accredit schools, colleges, and universities in California, Hawaii, Guam, and the Pacific island Trust Territories. In 2012-2013, WASC changed its name to WASC Senior College and University Commission (WSCUC) to “reflect its new separate incorporation as a California nonprofit. This change is in response to findings of noncompliance with the “separate and independent” requirement of the federal regulations affecting our recognition by the US Department of Education.” See http://www.wascsenior.org/annoucements/new-wasc-corporate-structure-and-name) WSCUC is reviewed periodically for renewal of recognition by the US Department of Education and by the Council for Higher Education Accreditation (CHEA).  
2) What is Accreditation?
Accreditation is a voluntary process involving an association of schools and/or colleges to encourage high standards of education. Accreditation indicates that WSCUC judges that the institution, in a manner consistent with standards, offers its students on a satisfactory level the educational opportunities implied in its objectives and is likely to continue to do so. Voluntary, nongovernmental, institutional accreditation as practiced by WSCUC and the other regional commissions is a unique characteristic of American education. In many other countries the maintenance of educational standards is a governmental function. While WSCUC works to establish minimum standards of quality for institutions, its primary focus is to foster educational excellence. Each institution has the responsibility of defining, for itself, characteristics of quality and excellence, and presenting evidence that such quality and excellence is being achieved.  
3) What does the accreditation process entail?
In 2013, WSCUC revised its Standards of Accreditation and the accreditation process. The heart of the accreditation process is the Institutional Report which includes an in-depth Self-Study. The Self-Study serves both external and internal purposes. It provides an opportunity within the AUA community for broad based deliberation on the current state of the institution, its successes in fulfilling its mission, its areas of special strength and those in need of improvement, as well as the direction for development in the years ahead. Commission standards define normative expectations and characteristics of excellence and provide a framework for self-study. Ultimately, the report of the self study provides the basis for demonstrating that AUA is in compliance the Standards of Accreditation. The accreditation process itself assists institutions in “developing and sustaining effective educational programs and assures the educational community, the general public, and other organizations that an accredited institution has met high standards of quality and effectiveness.” (See http://www.wascsenior.org/about/purposeofaccreditation)  
4) What are the Standards of Accreditation?
STANDARD 1: Defining Institutional Purposes and Ensuring Educational Objectives STANDARD 2: Achieving Educational Objectives Through Core Functions STANDARD 3: Developing and Applying Resources and Organizational Structures to Ensure Quality and Sustainability STANDARD 4: Creating an Organization Committed to Quality Assurance, Institutional Learning and Improvement  
5) How does AUA benefit from accreditation?
The American University of Armenia has seen tremendous benefits as a result of its U.S.-accreditation in terms of its students, faculty, and staff, as well as the community at large.  U.S.-accreditation directly benefits students by simplifying degree verification, enabling students to more easily continue their studies in universities in the United States and Europe, and acknowledging AUA as a quality institution which broadens future career and educational opportunities.  Faculty benefit by being part of an internationally-recognized community of scholars. The university benefits by ensuring evidence-based and continuous process improvement, as well as a diversity among its faculty and students. And, society benefits because AUA graduates transition into the labor market with highly employable skills such as problem solving, creativity, leadership, and critical thinking. Please feel free to e-mail any comments and/or suggestions to the Accreditation Liaison Officer and Director of Accreditation at [email protected].  
6) Where is AUA in the Accreditation Process? 
AUA is currently undergoing its second reaffirmation of accreditation.  WSCUC selected AUA to engage in a Thematic Approach to Reaffirmation.  In continuing to build upon and evaluate the University’s growth, AUA chose to explore two themes: The Integrity of the Undergraduate Degree and the Academic Program Review.  These two themes were chosen to coincide with AUA’s growth and explore educational effectiveness since the University launched undergraduate programs in 2013.  To explore these themes two working groups were established composed of faculty, staff, and students. One additional working group was established to explore diversity, equity, and inclusion. Working groups have reported their activities and findings to campus, which, in turn, has had opportunities to ask questions and provide feedback related to the findings.  The University’s self-study report will be submitted to WSCUC in August 2023.  A WSCUC Site Visit Team will visit AUA in October 2023.

First Reaffirmation of Accreditation

 

Second Reaffirmation of Accreditation

Initial Accreditation (2002-2006)

 

Previous Strategic Plan 2016-2022

 
 

Process and Documentation:

  • Student Strategic Planning Session  – September 18, 2017
  • University-wide Strategic Planning Retreat 2017-2018 – August 18, 2017
  • Planning Document and Strategic Plan 2016-2022. June 21, 2016
  • Boards of Trustees Meeting Review. June 2, 2016
  • Updated Drafts Mission, Vision, Program Goals and Institutional Priorities: May 2, 2016
  • Updated Drafts: April 28, 2016
    Feedback on current draft due May 2, 2016
  • Drafts: April 13, 2016 Feedback on current draft due May 2, 2016
  • Drafts: March 1, 2016
The following drafts of the AUA Mission Statement, Vision Statement, Institutional Goals and Action Priorities were written based on inputs from focus groups and interviews with a variety of AUA stakeholders last fall, worksheets from units across campus, the February 6 strategic planning workshop, and review by the Strategic Planning Steering Committee during February.
 
Please note the following guidelines in the writing of institutional goals and action priorities:
 
•  Institutional Goals reflect the mission and vision and are written to reflect the continual/eternal efforts of the University.
•  Action priorities are initiatives that aim to move the institution forward in meeting its mission; they are broadly stated and drive tactical strategies.
•  Normal day-to-day procedural tasks do not qualify as action priorities.
•  Action priorities are subject to various timeframes; some may be completed within a year, some necessitate several years, others will be ongoing as they represent the continued interests and aims of a university.
 
Feedback is essential.  In order to ensure that AUA’s Strategic Planning process is a thorough one which reflects AUA stakeholders, members of AUA’s community are encouraged to provide feedback on these drafts.  Please take an opportunity to review these drafts and provide feedback via the comment box below by April 1, 2016.
 
Mission Statement – Draft Revisions
 
The American University of Armenia is a center of academic excellence, innovation, freedom of inquiry, and diversity that serves Armenia and the world through scholarship, teaching and life-long learning, fostering creativity, integrity, and community service.   
 
Vision Statement – Draft
 
Through its world-class academic programs, research centers, student services, and community outreach, the American University of Armenia will have a transformative impact on human social, economic, and intellectual capacity to meet the challenges of a globalized world.   Our faculty and staff will inspire students to become responsible citizens and leaders in social and technological entrepreneurship and to advance knowledge and innovation.
 
Reports and other documentation:
The American University of Armenia is accredited by the WASC Senior College and University Commission 1080 Marina Village Parkway Suite 500, Alameda, CA 94501, 510.748.9001, www.wscuc.org
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American University of Armenia