Standard 1

Standard 3

Standard 4

Standard 2: Achieving Educational Objectives Through Core Functions

Links to Evidence and Related Topics

CFR 2.1: The institution's educational programs are appropriate in content, standards, and nomenclature for the degree level awarded, regardless of mode of delivery, and are staffed by sufficient numbers of faculty qualified for the type and level of curriculum offered. Evidence

CFR 2.2: All degrees - undergraduate and graduate - awarded by the institution are clearly defined in terms of entry-level requirements and in terms of levels of student achievement necessary for graduation that represent more than simply an accumulation of courses or credits. Evidence

CFR 2.3: The institution's expectations for learning and student attainment are clearly reflected in its academic programs and policies.  These include the organization and content of the institution's curricula; admissions and graduate policies; the organization and delivery of advisement; the use of its library and information resources; and (where applicable) experience in the wider learning environment provided by the campus and/or co-curriculum. Evidence

CFR 2.4: The institution's expectations for learning and student attainment are developed and widely shared among its members (including faculty, students, staff, and where appropriate, external stakeholders). The institution's faculty takes collective responsibility for establishing, reviewing, fostering, and demonstrating the attainment of these expectations. Evidence

CFR 2.5: The institution's academic programs actively involve students in learning, challenge them to achieve high expectations, and provide them with appropriate and ongoing feedback about their performance and how it can be improved. Evidence

CFR 2.6: The institution demonstrates that its graduates consistently achieve its stated levels of attainment and ensures that its expectations for student learning are embedded in the standards faculty use to evaluate student work. Evidence

CFR 2.7: In order to improve program currency and effectiveness, all programs offered by the institution are subject to review, including analyses of the achievement of the program's learning objectives and outcomes.  Where appropriate, evidence from external constituencies such as employers and professional societies is included in such reviews. Evidence

CFR 2.8: The institution actively values and promotes scholarship, curricular and instructional innovation, and creative activity, as well as their dissemination at levels and of the kinds appropriate to the institution's purposes and character. Evidence

CFR 2.9: The institution recognizes and promotes appropriate linkages among scholarship, teaching, student learning and service. Evidence

CFR 2.10: Regardless of mode of program delivery, the institution regularly identifies the characteristics of its students and assesses their needs, experiences, and levels of satisfaction. This information is used to help shape a learning-centered environment and to actively promote student success. Evidence

CFR 2.11: Consistent with its purposes, the institution develops and implements co-curricular programs that are integrated with its academic goals and programs, and supports student professional and personal development. Evidence

CFR 2.12: The institution ensures that all students understand the requirements of their academic programs and receive timely, useful and regular information and advising about relevant academic requirements. Evidence

CFR 2.13: Student support services - including financial aid, registration, advising, career counseling, computer labs, and library and information services - are designed to meet the needs of the specific types of students the institution serves and the curricula it offers. Evidence

CFR 2.14: Institutions that serve transfer students assume an obligation to provide clear and accurate information about transfer requirements, ensure equitable treatment for such students with respect to academic policies, and ensure that such students are not unduly disadvantaged by transfer requirements. Evidence