To fulfill its mission of assisting colleges and universities to meet the educational needs of working adults, IPD has developed systems and instituted practices designed exclusively for the working adult learner and IPD partners.

Efficient Use of the Working Adult's Time
The courses that comprise each program are convenient for working adults. Classes generally meet after work at locations that are easily accessible to the student.

Sequential Scheduling
Because of the intense nature of the curriculum, students take courses sequentially rather than concurrently (the practice in most higher education institutions serving younger students). Courses are presented in five- to eight-week segments with appropriate breaks. An IPD class group (15 to 25 students) may begin a program at any time during the calendar year.

Structured Curriculum
Specific educational objectives, learning activities, and learning outcomes are found in each course and in every degree program. To graduate, students are required to demonstrate and achieve standard outcomes for each course in their degree program. The curriculum for each course contains all of the materials and instructions necessary to satisfy the course requirements. Courses are developed in conjunction with the partner institution and must be approved through all established academic channels.

Curriculum Review and Revision
Degree programs and courses are reviewed and revised continually by partner faculty, staff, or consultants. Frequent review and revision is necessary to prevent one of the most prevalent inefficiencies in higher education for working adults—irrelevant and obsolete courses of study.

Practical Application
Students in most courses within the degree programs are required to develop work-related projects or case studies where they apply the learning outcomes of courses they have completed to their work environments.

Learning Teams
An integral part of the IPD educational model is the learning team. Comprised of three to five students, these teams meet weekly outside of class. Through the sharing of talents, experiences, and learning resources of the team, adult students assume greater self-direction and responsibility for their own learning.

Faculty Facilitators
The successful adult degree program requires the support and commitment of the traditional faculty working in conjunction with adjunct faculty. These faculty members are working professionals with advanced degrees and current expertise in their teaching fields.