A Young Man Writing

CFI More Standards

CFI 

CFI More Standards

Institutional Accreditation Standards
 
STANDARD 1 MISSION, GOALS, AND OBJECTIVES
The institution’s written mission is clear and appropriate to higher education as well as its own specific educational role.  The mission statement serves as the foundation for institutional operations, programs, and activities. 

ESSENTIAL ELEMENTS Relative to this standard, an accredited institution is characterized by . . . 1. A clearly written mission statement appropriate to biblical higher education, developed and periodically reviewed by broad representation from all sectors of the institution and ratified by the governing board. 2. A mission statement that is published widely among both internal and external constituencies. 3. A mission statement that guides faculty, staff, administration, and governing boards in making decisions related to planning, resource allocation, program development, and educational outcomes. 4. Clearly articulated and publicized institutional goals that directly relate to the mission statement. 5. Clearly articulated and publicized objectives for each educational program that support institutional goals.

11a. CURRICULUM
ESSENTIAL ELEMENTS

Relative to this standard, an accredited institution is characterized by . . . 1. Evidence that academic programs exhibit the content and rigor characteristic of higher education, and a level of analytical research and communication skills needed for life-long learning commensurate with the level of education offered. 2. A written statement of program-specific student outcomes for each academic program and a coherent program of study to achieve them. 3. Evidence that the integration of curricular components supports development of a biblical worldview. 4. A curriculum taught with sensitivity to the cultural context in which students serve or may serve. 5. A process of regular review by faculty to ensure that curricular objectives for each academic program are being realized. 6. Evidence that course sequence progresses from foundational to advanced studies appropriate to the degree and level of education offered. 7. A curriculum content and level of education appropriate to the degree offered. 8. Appropriate distinctions between levels of study within the context of student classifications, faculty qualifications, and learning methodologies.
 
Relative to this standard, the undergraduate programs of an accredited institution are characterized by . . .  9. A minimum of 120 semester hours (180 quarter hours) for a baccalaureate degree, and a minimum of 60 semester hours (90 quarter hours) for an associate degree. 10. A core of Bible/theology studies equivalent to 30 semester hours (45 quarter hours) for a four- or five-year baccalaureate degree, 24 semester hours (36 quarter hours) for a Canadian three-year baccalaureate degree, 18 semester hours (27 quarter hours) for a non-traditional degree completion program or transfer students needing fewer than 60 semester hours (90 quarter hours) to complete a baccalaureate degree, and 12 semester hours (18 quarter hours for an associate degree or one- or two-year certificate program. 11. A core of general studies equivalent to 30 semester hours (45 quarter hours) for a baccalaureate degree or 15 semester hours (24 quarter hours) for an associate degree, with one or more courses drawn from each of the following four disciplines.