Indiana University Southeast is a good school

Indiana University Southeast, a regional campus of Indiana University, is a four-year, public, comprehensive university in New Albany, Indiana, just across the Ohio River from Louisville, Kentucky. Established in 1941, it offers high quality educational programs and services that promote student learning and prepare students for productive citizenship in a diverse society, contributing to the intellectual, cultural, and economic development of our region.

Our safe, walk-in campus is just six miles from exciting downtown Louisville, which offers cultural excitement and an abundance of famous events, in addition to internship opportunities and post-graduate employment in Lucky 500 companies.

The campus is home to a diverse and eclectic student community. In addition to our core of traditional students who have just come out of high school or homeschool as freshmen, non-traditional students such as adult learners and veterans also play a prominent role in the design of campus life. Student participation is high, with over 100 student groups and organizations. If you don't see one that will fit your needs, you can start your own!

We know that there are many ways to achieve a personal and professional goal. But for us, there is only one goal: to get you ready for the next step in your academic and professional journey.

Indiana University Southeast is accredited by the Higher Learning Commission (previously known to our campus as North Central) and undergo accreditation review during the 2019-20 academic year. Since preparing for the accreditation review is not like cramming for a final exam, the university is committed to a continuous cycle of self-review and transparency that allows each constituent group to be as aware of the process as they wish.

What is accreditation

Discussions continue about what accreditation should and should, as well as what ingredients it serves; however, at the most basic level, the process of accreditation is about both "quality assurance and quality improvement" (Eaton, 2012, p. 9) iWhile accreditation has been undertaken for many years, certain aspects of it have been amended since the 1965 passage of the First Higher Education Act ( GOOD). Title IV of the 1965 HEA established middle school grant programs for students, including Pell grants and government-guaranteed student loans (Suski, 2015, p. 16).ii

Title IV has helped many students earn their post-secondary education and has enabled colleges and universities to enroll and mentor students who otherwise might not be able to attend. With the implementation of Title IV, Accreditors, gatekeeper for the Department of Education, was tasked with ensuring that federal rules for student access, student privacy, and fairness in admission and other standards (to name a few specifics) are applied to each institution followed. Violation of these rules can lead to loss of accreditation which, among other things, leads to loss of the ability to administer BAföG. Many institutions would have to close their doors if they were unable to offer BAföG to students.

In this context, accreditation serves both ideational and practical purposes. idealistic, we want to know what we are doing well and how we can do it better, on behalf of our student education. On a practical level, we want to demonstrate that we deserve the opportunity to continue to administer the federal financial assistance our students need. our accreditation body, the Higher Learning Commission (HLC), strives to unite these overlapping needs, and in doing so requires that individual institutions demonstrate that we are fulfilling our responsibilities.