Difference between revisions of "Standard 2"
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== Policies == | == Policies == | ||
=== Policy 2.1 General Education/Related Instruction Requirements === | === Policy 2.1 General Education/Related Instruction Requirements === | ||
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| + | The Commission endorses the concept of general education and, as described below, requires of all undergraduate programs a substantial and coherent program of general education or a program of related instruction. By design, the policy is intended to be qualitative rather than quantitative in nature. No formula for specific application or particular pattern of general education is endorsed. However, every institution is expected to publish in its general catalog a clear and complete statement of its requirements for general education and/or related instruction, as appropriate. | ||
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| + | A substantial core of general education instruction is regarded as an essential component of all baccalaureate degree programs and of all academic or transfer associate degree programs. Similarly, a core of related instruction is regarded as a necessary integral part of all applied or specialized associate degree programs and of all certificate programs of an academic year or more in length. General education in degree programs shall be of collegiate level. The contents of general education, and of related instruction in applied or specialized degree and certificate programs, should be comparable, though not necessarily identical, to traditional academic offerings and should be taught by faculty who are clearly appropriately qualified. In some cases, institutions may provide for general education through admission or graduation requirements. Institutions are encouraged to include broad general education instruction as part of non-degree specialized programs in addition to directly utilitarian-related instruction. | ||
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| + | General Education. General education introduces students to the content and methodology of the major areas of knowledge - the humanities and fine arts, the natural sciences, mathematics, and the social sciences - and helps them develop the mental skills that will make them more effective learners. General education may, of course, be taught in different ways, and an institution must judge whether its students are better served by curricula or requirements that approach the disciplines through content and methodology, or that approach the disciplines by concentrating on outcomes. The rationale and plan for the general education requirements should be cooperatively developed by the faculty, administrative staff, and trustees, and the expected outcomes should be stated in relation to the institution’s mission and goals. | ||
| + | Related Instruction. 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, must contain a recognizable body of instruction in program-related areas of 1) communication, 2) computation, and 3) human relations. Additional topics which should be covered as appropriate include safety, industrial safety, and environmental awareness. Instruction in the related instructional areas may be either embedded within the program curriculum or taught in blocks of specialized instruction. Each approach, however, must have clearly identified content that is pertinent to the general program of study. | ||
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| + | Adopted 1988 | ||
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=== Policy 2.2 Educational Assessment === | === Policy 2.2 Educational Assessment === | ||
=== Policy 2.3 Policy 2.3 Credit for Prior Experiential Learning === | === Policy 2.3 Policy 2.3 Credit for Prior Experiential Learning === | ||
Revision as of 12:43, 30 January 2007
Contents
- 1 Standards
- 1.1 Standard 2.A General Requirements
- 1.2 Standard 2.B Educational Program Planning and Assessment
- 1.3 Standard 2.C Undergraduate Program
- 1.4 Standard 2.D Graduate Program
- 1.5 Standard 2.E Graduate Faculty and Related Resources
- 1.6 Standard 2.F Graduate Records and Academic Credit
- 1.7 Standard 2.G Off-Campus and Other Special Programs Providing Academic Credit
- 1.8 Standard 2.H Non-credit Programs and Courses
- 2 Policies
- 2.1 Policy 2.1 General Education/Related Instruction Requirements
- 2.2 Policy 2.2 Educational Assessment
- 2.3 Policy 2.3 Policy 2.3 Credit for Prior Experiential Learning
- 2.4 Policy 2.4 Study Abroad Programs
- 2.5 Policy 2.5 Transfer and Award of Academic Credit
- 2.6 Policy 2.6 Distance Delivery of Courses, Certificate, and Degree Programs
- 3 Supporting Documentation
Standards
Standard 2.A General Requirements
Standard 2.B Educational Program Planning and Assessment
Standard 2.C Undergraduate Program
Standard 2.D Graduate Program
Standard 2.E Graduate Faculty and Related Resources
Standard 2.F Graduate Records and Academic Credit
Standard 2.G Off-Campus and Other Special Programs Providing Academic Credit
Standard 2.H Non-credit Programs and Courses
Policies
Policy 2.1 General Education/Related Instruction Requirements
The Commission endorses the concept of general education and, as described below, requires of all undergraduate programs a substantial and coherent program of general education or a program of related instruction. By design, the policy is intended to be qualitative rather than quantitative in nature. No formula for specific application or particular pattern of general education is endorsed. However, every institution is expected to publish in its general catalog a clear and complete statement of its requirements for general education and/or related instruction, as appropriate.
A substantial core of general education instruction is regarded as an essential component of all baccalaureate degree programs and of all academic or transfer associate degree programs. Similarly, a core of related instruction is regarded as a necessary integral part of all applied or specialized associate degree programs and of all certificate programs of an academic year or more in length. General education in degree programs shall be of collegiate level. The contents of general education, and of related instruction in applied or specialized degree and certificate programs, should be comparable, though not necessarily identical, to traditional academic offerings and should be taught by faculty who are clearly appropriately qualified. In some cases, institutions may provide for general education through admission or graduation requirements. Institutions are encouraged to include broad general education instruction as part of non-degree specialized programs in addition to directly utilitarian-related instruction.
General Education. General education introduces students to the content and methodology of the major areas of knowledge - the humanities and fine arts, the natural sciences, mathematics, and the social sciences - and helps them develop the mental skills that will make them more effective learners. General education may, of course, be taught in different ways, and an institution must judge whether its students are better served by curricula or requirements that approach the disciplines through content and methodology, or that approach the disciplines by concentrating on outcomes. The rationale and plan for the general education requirements should be cooperatively developed by the faculty, administrative staff, and trustees, and the expected outcomes should be stated in relation to the institution’s mission and goals. Related Instruction. 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, must contain a recognizable body of instruction in program-related areas of 1) communication, 2) computation, and 3) human relations. Additional topics which should be covered as appropriate include safety, industrial safety, and environmental awareness. Instruction in the related instructional areas may be either embedded within the program curriculum or taught in blocks of specialized instruction. Each approach, however, must have clearly identified content that is pertinent to the general program of study.
Adopted 1988
Policy 2.2 Educational Assessment
Policy 2.3 Policy 2.3 Credit for Prior Experiential Learning
Policy 2.4 Study Abroad Programs
Policy 2.5 Transfer and Award of Academic Credit
Policy 2.6 Distance Delivery of Courses, Certificate, and Degree Programs
