Standard Two - Educational Program and Its Effectiveness

The institution offers collegiate level programs that culminate in identified student competencies and lead to degrees or certificates in recognized fields of study. The achievement and maintenance of high quality programs is the primary responsibility of an accredited institution; hence, the evaluation of educational programs and their continuous improvement is an ongoing responsibility. As conditions and needs change, the institution continually redefines for itself the elements that result in educational programs of high quality.

Educational program planning is based on regular and continuous assessment of programs in light of the needs of the disciplines, the fields or occupations for which programs prepare students, and other constituencies of the institution.

The undergraduate program is designed to provide students with a substantial, coherenst, and articulated exposure to the broad domains of knowledge.

The Commission encourages a tripartite structure for baccalaureate and academic or transfer associate degree programs: (1) general education requires students to master competencies for independent learning and to develop an awareness of the fundamental areas of knowledge; (2) the major requires students to achieve a knowledge base in a specific area of concentration; and (3) electives provide the opportunity for students to pursue other intellectual interests. The instructional program, as a whole, is based on a clear rationale with the component parts designed to reflect that rationale. Degree and certificate programs are characterized by clarity and order which are discernible in model curricula shown in official publications and are recorded in official student records of actual programs pursued.

Baccalaureate and academic or transfer associate degree programs include a substantial core of general education instruction with identifiable outcomes and require competence in (a) written and oral communication, (b) quantitative reasoning, (c) critical analysis and logical thinking, and (d) literacy in the discourse or technology appropriate to the program of study.

Associate degree programs are designed to prepare students for careers in vocational and technical fields, and for transfer to a senior institution. Accordingly, the educational requirements for these degrees must be carefully determined in order to fulfill their respective purposes.

Programs of study for which applied or specialized associate degrees are granted, or programs of an academic year or more in length for which certificates are granted, contain a recognizable body of instruction in three program-related areas: (1) communication, (2) computation, and (3) human relations described in Policy 2.1 General Education/Related Instruction Requirements.

The changing nature of the demands placed upon individuals in today’s society requires many of them to engage in life-long education. Many higher education institutions have incorporated into their missions an extension and public service component to provide for life-long learning opportunities. These opportunities are referred to as continuing education, professional development, extension education, outreach, special programs, public and community service programs. Such programs may be for either undergraduate or graduate credit, or non-credit, may be offered on and off campus, and may be offered through a variety of instructional formats.

• Off-campus programs and courses for credit, including those at branch campuses, extension centers or satellite sites, external degree programs, and military base programs.
• Degree-completion programs.
• Distance learning courses and courses taught exclusively on or off campus by special delivery systems, such as computer-based instruction, correspondence,television, video or audio cassette, or through other electronically-accessed means.
• Practices providing credit for prior experiential learning.
• Travel/study and study abroad programs.
• Courses certified by the institution offered in secondary schools for college or university academic credit.
• Non-credit community service programs and courses, including those that offer Continuing Education Units (CEU).
• Relicensure courses, in-service, and credential programs.
• Testing, evaluation, and examination procedures for granting degree credit.
• Workshops, seminars, short courses, conferences, institutes, special evening and summer programs.

Continuing education and special learning activities, programs, and courses offered for credit are consistent with the educational mission and goals of the institution. Such activities are integral parts of the institution and maintain the same academic standards as regularly offered programs and courses. The institution maintains direct and sole responsibility for the academic quality of all aspects of all programs and courses through the management and supervision by faculty and institutional administrators. Adequate resources to maintain high quality programs are ensured.

Non-credit programs and courses, including those that award Continuing Education Units (CEU), are consistent with the mission and goals of the institution. These offerings are characterized by high quality instruction with qualified instructors.