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Working Group 6: Educational Offerings

Standard 11: Educational Offerings
The institutionís educational offerings display academic content, rigor, and coherence appropriate to its higher education mission. The institution identifies student learning goals and objectives, including knowledge and skills, for its educational offerings.

Fundamental Elements of Educational Offerings
An accredited institution is expected to possess or demonstrate the following attributes or activities. These elements also apply to all other educational activities addressed within Standard 13.

  • educational offerings congruent with its mission, which include appropriate areas of academic study of sufficient content, breadth and length, and conducted at levels of rigor appropriate to the programs or degrees offered;
  • formal undergraduate, graduate, and/or professional programsóleading to a degree or other recognized higher education credentialódesigned to foster a coherent student learning experience and to promote synthesis of learning;
  • program goals that are stated in terms of student learning outcomes;
  • periodic evaluation of the effectiveness of any curricular, co-curricular, and extra-curricular experiences that the institution provides its students and utilization of evaluation results as a basis for improving its student development program and for enabling students to understand their own educational progress (see Standards 9: Student Support Services and
    14: Assessment of Student Learning);
  • learning resources, facilities, instructional equipment, library services, and professional library staff adequate to support the institutionís educational programs;
  • collaboration among professional library staff, faculty, and administrators in fostering information literacy and technological competency skills across the curriculum;
  • programs that promote student use of a variety of information and learning resources;
  • provision of comparable quality of teaching/instruction, academic rigor, and educational effectiveness of the institutionís courses and programs regardless of the location or delivery mode;
  • published and implemented policies and procedures regarding transfer credit. The consideration of transfer credit or recognition of degrees will not be determined exclusively on the basis of the accreditation of the sending institution or the mode of delivery but, rather, will consider course equivalencies, including expected learning outcomes, with those of the receiving institutionís curricula and standards. Such criteria will be fair, consistently applied, and publicly communicated;
  • policies and procedures to assure that the educational expectations, rigor, and student learning within any accelerated degree program are comparable to those that characterize more traditional program formats;
  • consistent with the institutionís educational programs and student cohorts, practices and policies that reflect the needs of adult learners;
  • course syllabi that incorporate expected learning outcomes; and
  • assessment of student learning and program outcomes relative to the goals and objectives of the undergraduate programs and the use of the results to improve student learning and program effectiveness (see Standard 14: Assessment of Student Learning).
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