IU Indianapolis is preparing for its first Higher Learning Commission (HLC) accreditation review as an independent institution. A team of HLC reviewers will visit campus on November 9 and 10, 2026, to evaluate how the university fulfills its mission and meets established standards for quality, effectiveness, and continuous improvement.
Accreditation is important to every member of the IU Indianapolis community. It affirms the quality and integrity of our academic programs, helps ensure that degrees are respected and recognized by employers and graduate schools, and demonstrates our commitment to student success. The process also supports institutional accountability and long-term planning, helping position IU Indianapolis for continued growth and excellence as an urban research university.
The Office of the Provost is leading campus accreditation efforts through the work of the Assistant Vice Provost for Academic Effectiveness and partners across the university. This work includes developing the university's Assurance Argument, a comprehensive self-study that demonstrates how IU Indianapolis meets HLC accreditation criteria, coordinating the collection of supporting evidence and documentation, and preparing academic leaders and campus stakeholders for the site visit. These efforts highlight the university's commitment to academic quality, continuous improvement, and institutional effectiveness.
Students, faculty, and staff all play an important role in the accreditation process and will have opportunities to engage with HLC reviewers during their visit.
IU Indianapolis participated in the 2024 COACHE Faculty Job Satisfaction Survey to better understand faculty experiences and the conditions that support professional success.
A faculty steering group reviewed the findings and developed recommendations focused on leadership and shared governance, compensation and recognition, and workload. IU Indianapolis is now documenting institutional responses and progress in these areas.
The Office of the Provost has engaged faculty in ongoing conversations about the role of generative artificial intelligence (GenAI) in teaching, research, scholarship, and administrative work. Through surveys, listening sessions, and other discussions, faculty shared a wide range of perspectives, from significant concerns about the ethical and pedagogical implications of AI to strong interest in its potential to enhance learning, productivity, and innovation.
These conversations highlighted important questions about academic integrity, responsible use, equity, privacy, and the evolving relationship between technology and higher education. As GenAI tools continue to develop, the university remains committed to exploring their impact on teaching, research, and academic work while supporting thoughtful, informed dialogue among faculty.
The Office of the Provost continues to monitor emerging developments, gather faculty perspectives, and identify resources, guidance, and support that help faculty navigate this rapidly changing landscape.