measurable student learning faculty? What is the role outcomes for courses, of advisory committees? certificates, programs including general and vocational How has the education, and degrees. The institution structured institution regularly assesses the relationship student progress towards between student achieving those outcomes. learning outcomes, competency levels for degrees, certificates, programs, and courses? Do students have a clear path to achieving the student learning outcomes required of a course, program degree, certificate? How well does the institution achieve and evaluate the effectiveness of learning at each level? STANDARD II.A.2.c. How does the High-quality instruction and institution demonstrate appropriate breadth, depth, the quality of its rigor, sequencing, time to instruction? What completion, and synthesis of evidence exists all learning characterize all programs are programs. characterized by the variables cited in this standard?
measurable student learning outcomes for courses, certificates, programs including general and vocational education, and degrees. The institution regularly assesses student progress towards achieving those outcomes. faculty? What is the role of advisory committees? How has the institution structured the relationship between student learning outcomes, competency levels for degrees, certificates, programs, and courses? Do students have a clear path to achieving the student learning outcomes required of a course, program degree, certificate? How well does the institution achieve and evaluate the effectiveness of learning at each level? STANDARD II.A.2.c. High-quality instruction and appropriate breadth, depth, rigor, sequencing, time to completion, and synthesis of learning characterize all programs. How does the institution demonstrate the quality of its instruction? What evidence exists all programs are characterized by the variables cited in this standard?