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Institutional Accreditation (SACSCOC)

Clemson University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award the bachelor’s, master’s, education specialist and doctoral degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097 or call 404-679-4500 for questions about the accreditation of Clemson University. 

Inquiries about the institution such as admission requirements, financial aid, educational programs, etc., should be addressed directly to Clemson University and not to the Commission on Colleges.

  • Program Specific Accreditation

    In addition to institutional accreditation, academic programs may also be accredited through programmatic or "specialized" accrediting agencies.  The following table lists programs at Clemson University with specialized accreditations.

    Accrediting Agency
    and Degree Program

    Accreditable Program Fully-Accredited Program Last Accreditation Next Accreditation
    Association to Advance Collegiate Schools of Business - International (AACSB) 
    Business (BUS) — Baccalaureate, Master's and Doctoral degree programs in business administration and management X X 2015 2020
    Business (BUSA) — Baccalaureate, Master's and Doctoral degree programs in accounting X X 2015 2020
    Accrediting Board for Engineering and Technology, Inc. (ABET) 
    Engineering (ENG) — Baccalaureate programs in engineering X X 2012 2018 
    Master's programs in engineering
    Computer Science (COMP) — Baccalaureate programs in computer science X X 2012 2018
    American Council for Construction Education (ACCE) 

    Construction Education (CONST) — Baccalaureate degree programs

    X X 2013 2019

    Construction Education (CONST) — Master's degree programs

    X X 2012 2017
    American Society of Landscape Architects (ASLA) 
    Landscape Architecture (LSAR) — Baccalaureate  programs leading to the first professional degree (BLA) X X 2014 2019
    Landscape Architecture (LSAR) — Master's programs leading to the first professional degree (MLA) X X 2016 2018
    Accreditation Council for Education in Nutrition and Dietetics (ACEND)
     
    Nutrition and Dietetics — Baccalaureate program X X 2007 2017
    Commission on Collegiate Nursing Education (CCNE) 

    Baccalaureate degree in nursing education programs

    X X 2010 2020
    Graduate degree nursing education programs X X 2010 2020
    Council for Accreditation of Counseling and Related Education Programs (CACREP) 
    Master's degree programs to prepare individuals for community counseling, mental health counseling, marriage and family counseling, school counseling, student affairs practice in higher education X X 2015 2023
    National Architectural Accrediting Board, Inc. (NAAB) 
    Architecture (ARCH) — first professional degree programs X X 2011 2017
    National Association of Schools of Arts and Design (NASAD) 
    Art & Design (ART) — Degree-granting schools and departments and non-degree-granting schools X X 2015 2025 
    National Council for Accreditation of Teacher Education (NCATE now CAEP) 
    Baccalaureate and graduate programs for the preparation of teachers and other professional personnel for elementary and secondary schools X X 2013 2020
    National Recreation and Park Association (COAPRT) 
    Parks, Recreation, and Tourism Management – undergraduate and graduate programs X X 2015 2022
    Planning Accreditation Board (PAB) 
    Master of City and Regional Planning  (MRCP) X X 2008 2018
    Society of American Foresters (SAF) 
    Forestry (FOR) programs leading to a bachelor's degree or higher first professional degree X X 2012 2023
  • Quality Enhancement Plan (QEP)

    The University submitted a Quality Enhancement Plan (QEP) before February 25, 2013 as part of its 2013 SACSCOC Reaffirmation of Accreditation.

    SACSCOC describes the QEP as: "a document developed by the institution that:

    • includes a process identifying key issues emerging from institutional assessment;
    • focuses on learning outcomes and/or the environment supporting student learning and accomplishing the mission of the institution;
    • demonstrates institutional capability for the initiation, implementation, and completion of the QEP;
    • includes broad-based involvement of institutional constituencies in the development and proposed implementation of the QEP; and
    • identifies goals and a plan to assess their achievement." (SACSCOC, 2012)
  • SACSCOC Accreditation Resources and Policies