Task Force 7

Standard 11 (Educational Offerings)

1. What have been the most significant changes in Touro's academic program offerings in the past five years, including changes in program delivery?
   
   
2. What evidence demonstrates that the College’s programs have academic content and rigor appropriate for these degree levels?
   
   
3. How effectively are educational offerings supported by the College's information technology and library resources?
   
   
4. Evaluate the process of curriculum design, assessment, and revision.  How are faculty involved?
    
5. How are internships, experiential learning, independent study and research incorporated within the departmental curricula?
   
   
6. Evaluate the institution's policies for awarding transfer credits at the undergraduate and graduate levels.
   
   
7. How do graduate programs promote the development of research skills and independent thinking?

 
 
Standard 12 (General Education)

1. What are the goals of general education, and how are they communicated to students?
   
   
2. How does Touro assess that its graduates have acquired competence in oral and written communications, scientific and quantitative reasoning, information and technological literacy, and critical thinking skills?
   
   
3. How effective is the collaboration between faculty and library staff in enhancing students’ information literacy skills?

 
Standard 13 (Related Educational Activities - Distance Education, Additional Locations, Basic Skills, Certificate Programs)

1. How do current policies ensure that offerings at all locations or sites meet the College’s standards for academic rigor and quality of instruction?
   
   
2. How do current policies ensure that distance learning offerings meet the College’s standards for academic rigor and quality of instruction?
   
   
3. What is the process for selecting, training, supporting and evaluating faculty teaching in distance learning courses and programs both at the undergraduate and graduate levels?
   
   
4. How does the institution assess the effectiveness of technology and support services for students in distance learning programs?
   
   
5. What procedures are in place to ensure that registrants’ identity verification are in line with federal requirements and to safeguard academic integrity in online courses?
   
   
6. How does the institution demonstrate its commitment to providing programs and services for underprepared students?  Do these programs and services achieve their stated student learning, retention, and development goals?
   
   
7. What are the procedures for identifying, placing, serving, and assessing the achievement of underprepared students?