Director's Message
Academic and Professional Engagement AACSB COB
| STANDARD 13 : |
| Student Academic And Professional Engagement |
| Curricula facilitate student academic and professional engagement appropriate to the degree program type and learning goals. |
| STANDARD 14 : |
| Executive Education |
| If applicable, executive education (activities not leading to a degree) complements teaching and learning in degree programs and intellectual contributions. The school has appropriate processes to ensure high quality in meeting client expectations and continuous improvement in executive education programs. |
| STANDARD 15 : |
| Faculty Qualifications and Engagement |
| The school maintains and strategically deploys participating and supporting faculty who collectively and individually demonstrate significant academic and professional engagement that sustains the intellectual capital necessary to support high-quality outcomes consistent with the school's mission and strategies. |
Learning and Teaching AACSB
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STANDARD 8 |
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Curricula Management and Assurance of Learning The school uses well-documented, systematic processes for determining and revising degree program learning goals; designing, delivering, and improving degree program curricula to achieve learning goals; and demonstrating that degree program learning goals have been met. |
|
STANDARD 9 |
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Curriculum Content Curriculum content is appropriate to general expectations for the degree program type and learning goals. |
|
STANDARD 10 |
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Student-Faculty Interactions Curricula facilitate student-faculty and student-student interactions appropriate to the program type and achievement of learning goals. |
|
STANDARD 11 |
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Degree Program Educational Level, Structure, and Equivalence Degree program structure and design, including the normal time-to-degree, are appropriate to the level of the degree program and ensure achievement of high-quality learning outcomes. Programs resulting in the same degree credential are structured and designed to ensure equivalence. |
| STANDARD 12 |
|
Teaching Effectiveness The school has policies and processes to enhance the teaching effectiveness of faculty and professional staff involved with teaching across the range of its educational programs and delivery modes. |
Learning and Teaching
|
STANDARD 8 |
|
Curricula Management and Assurance of Learning The school uses well-documented, systematic processes for determining and revising degree program learning goals; designing, delivering, and improving degree program curricula to achieve learning goals; and demonstrating that degree program learning goals have been met. |
|
STANDARD 9 |
|
Curriculum Content Curriculum content is appropriate to general expectations for the degree program type and learning goals. |
|
STANDARD 10 |
|
Student-Faculty Interactions Curricula facilitate student-faculty and student-student interactions appropriate to the program type and achievement of learning goals. |
|
STANDARD 11 |
|
Degree Program Educational Level, Structure, and Equivalence Degree program structure and design, including the normal time-to-degree, are appropriate to the level of the degree program and ensure achievement of high-quality learning outcomes. Programs resulting in the same degree credential are structured and designed to ensure equivalence. |
| STANDARD 12 |
|
Teaching Effectiveness The school has policies and processes to enhance the teaching effectiveness of faculty and professional staff involved with teaching across the range of its educational programs and delivery modes. Learnng |
Academic and Professional Engagement
| STANDARD 13 : |
| Student Academic And Professional Engagement |
| Curricula facilitate student academic and professional engagement appropriate to the degree program type and learning goals. |
|
|
| STANDARD 14 : |
| Executive Education |
| If applicable, executive education (activities not leading to a degree) complements teaching and learning in degree programs and intellectual contributions. The school has appropriate processes to ensure high quality in meeting client expectations and continuous improvement in executive education programs. |
|
|
| STANDARD 15 : |
| Faculty Qualifications and Engagement |
| The school maintains and strategically deploys participating and supporting faculty who collectively and individually demonstrate significant academic and professional engagement that sustains the intellectual capital necessary to support high-quality outcomes consistent with the school's mission and strategies. |