Search By:


Publication Search Results

Search returned 43 results using Keyword: "Accreditation"



1. Career portfolio by Florida State University.
The FSU Career Portfolio is designed to help students plan for careers, reflect on their skills and abilities, and to organize evidence of past achievements. Development of this system began in 1997, with its initial launch occurring in April 2002. The portfolio website offers many resources about portfolio development, evaluation of the portfolio system, sample student portfolios, and use of completed portfolios in institutional reaccreditation efforts.
Link to Full Text | Show Similar Items | Show Associated Keywords
2. University and College Accountability Network (U-CAN).
U-CAN is a Web-based resource designed to give students and parents concise, consumer-friendly information on nonprofit, private colleges and universities in a common format. U-CAN was developed and is managed by the National Association of Independent Colleges and Universities (NAICU). Through focus groups, students and parents shared the information they most need to make an informed college choice which was then included in the institutional profiles. The in-depth information included in the institutional profiles includes admissions, enrollment, academics, student demographics, graduation rates, most common fields of study, transfer of credit policy, accreditation, faculty information, class size, tuition and fee trends, price of attendance, financial aid, campus housing, student life, and campus safety.
Link to Full Text | Show Similar Items | Show Associated Keywords
3. (Eds.) Collins, K. and Roberts, D. 2012. Learning is not a sprint: Assessing and documenting student leader learning in cocurricular involvement.
Student affairs professionals are increasingly being asked to provide evidence that students are learning and growing through their experiences on campus. Stakeholders such as accrediting agencies, legislators, families, employers, faculty, and students all have opinions about what individuals should be learning in college. Students learn in all contexts, from resolving roommate conflicts, to managing a complex student organization budget, to making a persuasive speech in front of the student government. The task of assessing and documenting student learning outside the traditional classroom presents a unique set of challenges: there are no grades given at the end of an experience, the skills developed may not fit into one academic area, and there are no national standards or summative curriculum. Learning is Not a Sprint: Assessing and Documenting Student Leader Learning in Cocurricular Involvement offers multiple perspectives and a framework to establish and document student learning in the cocurricular env
Link to Full Text | Show Similar Items | Show Associated Keywords
4. Allen, K., Elkins, B., Henning, G., Bayless, L., and Gordon, T. Accreditation and the Role of the Student Affairs Educator.
This article provides guidance for student affairs professionals on how they can contribute to and lead in the accreditation process.
Link to Full Text | Show Similar Items | Show Associated Keywords
5. Blom, R., Davenport, L.D., & Bowe, B.J. . 2012. Reputation cycles: The value of accreditation for undergraduate journalism programs.
Through a survey of journalism program directors in the US, this study examines reasons for accrediting journalism programs.
Link to Full Text | Show Similar Items | Show Associated Keywords
6. CHEA International Quality Group. 2013, May.. A Government Official's Guide: Quality Assurance of Higher Education in an International Setting.
This is the first issue of CHEA International Quality Group's Policy Brief series. This issue provides a succinct discussion of quality assurance of higher education in an international setting.
Link to Full Text | Show Similar Items | Show Associated Keywords
7. Cotrell, R.R., Lysoby, L., King, L., Airhihenbuwa, C.O., Roe, K.M., & Allegrante, J.P. 2009. Current development in accreditation and certification for health promotion and health education: A perspective on systems of quality assurance in the United States.
This article reviews the current scope of credentialing systems in the United States and explains whom they serve and how they function. Recent developments that are now reshaping the landscape of quality assurance in health education and health promotion are also discussed.
Link to Full Text | Show Similar Items | Show Associated Keywords
8. Council for Higher Education Accreditation. 2013. Accreditation tool kit.
The tool kit links to fact sheets, advisories, directories and other information found on the CHEA Website on issues ranging from the laws and regulations governing accreditation to public accountability, student learning outcomes and transfer of credit.
Link to Full Text | Show Similar Items | Show Associated Keywords
9. Davis Sr., L. 2009. Still striving: The role of faculty and staff in the SACS accreditation process.
Involvement of faculty and staff in the accreditation process has never been more important. Without their involvement, student learning outcomes and therefore, quality education cannot properly be addressed. This goal of this paper is “to encourage HBCU faculty and staff to embrace their roles in relation to accreditation and better understand SACS’ requirements and points of emphasis” (p. 3).
Link to Full Text | Show Similar Items | Show Associated Keywords
10. Davis Sr., L. 2007. Still striving: What HBCU boards of trustees need to know about SACS accreditation.
An excellent resource for new members of HBCUs boards of trustees wanting to learn about the accreditation process as they are essential to the process, Dr. Davis stresses “accreditation is not only a validation of institutional quality, it is also an essential element in the struggle for survival in a rapidly evolving and highly competitive higher education arena” (p. 11). Boards need to be able to handle issues of "issues of institutional niche, marketing and resources, excellence in teaching, governance and student learning outcomes, solid finances and a culture of institutional assessment, accountability, transparency and evaluation" (p. iv).
Link to Full Text | Show Similar Items | Show Associated Keywords
11. Donahoo, S., & Lee, W. Y. 2008. The adversity of diversity: Regional associations and the accreditation of minority-serving institutions.
This book chapter examines recent regional accreditation decisions concerning MSIs and the resulting campus impact.
Link to Full Text | Show Similar Items | Show Associated Keywords
12. Ewell, P. 2011, July. The new ecology for higher education: Challenges to community college accreditation.
This brief paper examines the nature of these changes and the specific challenges that each poses to established community college accreditation practices. It then goes on to note the kinds of changes in accreditation practices that might be needed to meet these challenges.
Link to Full Text | Show Similar Items | Show Associated Keywords
13. Ewell, P. Sep/Oct2011. Regional accreditation redux.
Abstract: The article focuses on the topics related to regional accreditation in the U.S. in 2011, with the Reauthorization of the Higher Education Opportunity Act approaching in 2013. It states that the U.S. Department of Education's National Advisory Committee on Institutional Quality and Integrity (NACIQI) held two meetings to explore the issue and will make recommendations on accreditation. It adds that the Lumina Foundation will meet to discuss the future of higher education quality assurance.
Link to Full Text | Show Similar Items | Show Associated Keywords
14. Ewell, P. T. 2008. US accreditation and the future of quality assurance: A tenth anniversary report from the Council on Higher Education Accreditation.
"This book provides a comprehensive review of the current role of accreditation in the United States and considers its future. The principal audiences for which it was prepared are policy leaders at institutions, higher education associations, accrediting organizations and government agencies."
Link to Full Text | Show Similar Items | Show Associated Keywords
15. Ewell, P., Ikenberry, S. O., Kuh, G. D. April 2010. Using student learning outcomes for accountability and improvement: The NILOA agenda.
Presentation at the North Central Association of Colleges and Schools (NCA) Higher Learning Commission on NILOA's activities, the 2010 Program-Level Questionnaire and Survey, and forthcoming NILOA products of measurement of quality, cost of assessment, accreditation, and transparency.
Link to Full Text | Show Similar Items | Show Associated Keywords
16. Gasman, M., Baez, B., & Turner, C. S. V. (Eds.). 2009. Understanding minority-serving institutions.
In this book, the authors address pertinent issues and ideas related to MSIs. A few of the chapter titles include: "Minority Serving Institutions: A Historical Backdrop; Student Engagement and Student Success at Historically Black and Hispanic-Serving institutions; and The Adversity of Diversity: Regional Associations and the Accreditation of Minority Serving Institutions." In addition, Minority Serving Institutions are defined and details about their particular characteristics are discussed.
Link to Full Text | Show Similar Items | Show Associated Keywords
17. Ikenberry, S., Kuh, G., Provezis, S., Jankowski, N., Jea, G., Goldfarb, J., Makela, J. December 2009. Mapping the landscape of learning outcomes assessment.
Presentation at Higher Education Collaborative (HEC) at University of Illinois, Urbana Champaign on accreditation study questions and methods, schools with common learning outcomes, assessment types, and evaluation of survey and web scan reports.
Link to Full Text | Show Similar Items | Show Associated Keywords
18. Jankowski, N., & Provezis, S. November 2011. Making student learning evidence transparent: The state of the art.
Making Student Learning Evidence Transparent: The State of the Art is composed of four sections. The sections cover 1) the impact of national transparency initiatives; 2) the changing landscape of transparency; 3) the display of assessment results and their subsequent use; and 4) a synthesis of the previous three sections.
Link to Full Text | Show Similar Items | Show Associated Keywords
19. Kelley, K. A., McAuley, J. W., Wallace, L, J., & Frank, S. G. 2008. Curricular mapping: Process and product.
This article outlines five steps that can be followed to help ensure the successful production of a curricular map that both meets accreditation requirements and helps to inform curricular improvements. A case study is presented detailing how one college implemented a curricular mapping process that was subsequently used as data to inform curricular revisions.
Link to Full Text | Show Similar Items | Show Associated Keywords
20. Kinzie, J. August 2011. Colorado State University: A comprehensive continuous improvement system.
Colorado State University was determined to be an instructive case study because of its innovative learning outcomes assessment and institutional improvement activities have been highlighted in various publications (see Bender, 2009; Bender, Johnson, & Siller, 2010; Bender & Siller, 2006, 2009; McKelfresh & Bender, 2009) and have been noted by experts in assessment and accreditation. CSU's assessment effort in student affairs is a model for bridging the work of academic affairs and student affairs through student learning outcomes assessment. Over the last dozen years, CSU has expanded its continuous improvement system for managing information sharing to serve the decision-making and reporting needs of various audiences. This system—known as the CSU Plan for Researching Improvement and Supporting Mission, or PRISM—provides information on the university's performance in prioritized areas, uses a peer review system for feedback, and emphasizes the importance of documenting institutional improvements informed by
Link to Full Text | Show Similar Items | Show Associated Keywords
21. Kinzie, J. October 2010. Perspectives from campus leaders on the current state of student learning outcomes assessment: NILOA focus group summary 2009-2010.
This paper highlights lessons from four focus group sessions with campus leaders--presidents, provosts, academic deans and directors of institutional research from a variety of two- and four-year institutions-- regarding their perspectives on the state of learning assessment practices on their campuses.
Link to Full Text | Show Similar Items | Show Associated Keywords
22. Klemic, G. G., & Lovero, E. Jan/Feb2011. Closing the loop: Assessing SLOs for quantitative and qualitative models in business courses.
Abstract: The article offers information on the assessment of student learning outcomes (SLOs) in the College of Business (COB) at Lewis University in Romeoville, Illinois, as part of COB's assessment plan and the Academic Quality Improvement Program (AQIP) of their regional accreditor. It mentions the development of an assessment device used for the assessment processes. It notes that the assessment project helps the faculty realize to adjust their teaching and courses to improve student learning.
Link to Full Text | Show Similar Items | Show Associated Keywords
23. Kuh, G. June 2010. NILOA: Tracking the status of outcomes assessment in the U.S..
Presentation at Association for Institutional Research (AIR) Targeted Affinity Group Opening Session on NILOA activities, accreditation as a driver of assessment, and findings from the NILOA 2010 Program-Level Survey.
Link to Full Text | Show Similar Items | Show Associated Keywords
24. Kuh, G. D., & Ewell, P. T. 2010. The state of learning outcomes assessment in the United States.
"This paper summarises the status of undergraduate student learning outcomes assessment at accredited colleges and universities in the United States" (p.1)
Link to Full Text | Show Similar Items | Show Associated Keywords
25. Kuh, G., & Ikenberry, S. October 2009. More than you think, less than we need: Learning outcomes assessment in American higher education.
The 2009 report from the National Institute of Learning Outcomes Assessment (NILOA) is based on information from more than 1,500 regionally accredited degree-granting institutions in the U.S. The NILOA study, titled “More Than You Think, Less Than We Need: Learning Outcomes Assessment in American Higher Education,” summarizes what colleges and universities are doing to measure student learning.
Link to Full Text | Show Similar Items | Show Associated Keywords
26. Kuh, G., Ewell, P. T., Wellman, J., Kinzie, J. January 2010. Using student learning outcomes for accountability and improvement.
Presentation at Association of American Colleges and Universities (AAC&U) on the cost variables and outputs of assessment and accreditation as a driving force for assessment.
Link to Full Text | Show Similar Items | Show Associated Keywords
27. Lopez, C. 1999. A decade of assessing student learning: What we have learned; What's next?.
This article examines the effects of NCA's Assessment Initiative over the last ten years and discusses the steps required to overcome current challenges in assessment.
Link to Full Text | Show Similar Items | Show Associated Keywords
28. Miller, M., Lincoln, C., Goldberger, S., Kazis, R., Rothkoph, A. 2012, January. From denial to acceptance: The stages of assessment.
In some ways, the assessment movement over the last 25 years is similar to what individuals experience as they move through Kübler-Ross’s (1997) stages of grief: denial, anger, bargaining, depression, and acceptance. Eventually, reluctantly, slowly, and unevenly, many institutions have come to an acceptance of assessment and its role in higher education.
Link to Full Text | Show Similar Items | Show Associated Keywords
29. Morelon, C. 2006. Building institutional capacity for informed decision making to enhance student learning outcomes.
Although a good deal has been written on accountability, accreditation, assessment, and institutional effectiveness, there is a dearth of examples from Historically Black Colleges and Universities (HBCUs) about how they use these processes for institutional improvement. Given the press for institutions to provide evidence of their impact on student learning, resource-dependent HBCUs are challenged to meet such demands. The purpose of this research was to better understand factors that compelled one institution to become more data-centered in its decision making in order to affect student learning outcomes.
Link to Full Text | Show Similar Items | Show Associated Keywords
30. Ndoye, A., & Parker, M. A. 2010. Creating and sustaining a culture of assessment.
Many institutions of higher education develop assessment systems to demonstrate evidence of value added and to meet accreditation requirements. The sustainability of such assessment systems is usually dependent on creating a culture of assessment, which entails establishing shared values and principles and implementing practices designed to meet organizational goals. The article also provides specific examples to help institutions move along the continuum or improve their current practices and concludes with a discussion of policy implications.
Link to Full Text | Show Similar Items | Show Associated Keywords
31. Pearson, D.B. 1979. Will accreditation improve the quality of education?.
This article seeks to determine the benefits of the accreditation of accounting educational programs in the U.S.
Link to Full Text | Show Similar Items | Show Associated Keywords
32. Provezis, S. October 2010. Regional accreditation and student learning outcomes: Mapping the territory.
Regional Accreditation in the American higher education system has been challenged in recent years as to its approach to evaluating institutional quality, but too little is known about the criteria and processes they use. This paper carefully examines how regional accrediting groups go about the job of making judgments about institutional quality. To do so, policies and procedures of the seven regional accreditors as they relate to student learning outcomes assessment are examined to find similarities and differences. In many ways, these organizations exhibit a degree of consistency across regions with regard to student learning outcomes assessment. However, more could be done to define useful approaches to assessment, to disseminate these approaches, and to address the cost of these additional expectations for institutions.
Link to Full Text | Show Similar Items | Show Associated Keywords
33. Provezis, S. April 2012. Student learning outcomes assessment: All signs point to accreditation.
Keynote presentation at RosEvaluation Conference on the driving forces of assessment.
Link to Full Text | Show Similar Items | Show Associated Keywords
34. Rhodes, T.L. 2012. Show me the learning: Value, accreditation, and the quality of the degree.
This article helps situate discussions regarding engaging faculty in higher education student learning assessments in a larger higher education context. While it remains pivotal that student learning assessments should be inspired and led by the input and experiences of faculty, whether through surveys, focus groups and/or interviews, these perspectives also need to be combined with other higher education perspectives that have a stake in student learning assessments, such as with accreditation institutions, employers, and policy makers’ perspectives. By viewing student learning outcome assessments from a more holistic perspective – while still being led by faculty input – the success and effectiveness of student learning outcome assessments for all participating parties is greater.
Link to Full Text | Show Similar Items | Show Associated Keywords
35. Rudestam, K., Schoenholtz-Read, J., Fontaine, G., Chun, G., Shapiro, J., Hughes, S., & Kramer, S. 2010. Handbook of online learning (2nd ed.).
This book addresses the issue of online learning in a multifaceted approach. Included in this book are discussions regarding the theoretical understandings of online learning and discussions regarding practical considerations. In particular, the book addresses the conceptual understanding of online learning, learning how to build cultures and communities in online environments, online learning and globalization and ethical considerations. There are also discussions regarding what it means to have an online course from an institutional perspective, the relation between faculty and students in online learning, and issues of online programs and accreditation.
Link to Full Text | Show Similar Items | Show Associated Keywords
36. Said, S., Chow, C., Mokhtar, N.N., Ramli, R., Ya, T., & Sabri, M. 2013. Accreditation of engineering programs: An evaluation of current practices in Malaysia.
This paper questions whether accreditation is a necessary prerequisite in maintaining high standards in engineering programs in Malaysia.
Link to Full Text | Show Similar Items | Show Associated Keywords
37. Sanders, I. B. S. 2009. Institutional effectiveness plans in reaffirming accreditation: A phenomenon at one Historically Black College.
This qualitative phenomenological study described the perceptions, experiences and understanding of a group of 22 participants, regarding leadership tactics for improving Institutional Effectiveness (IE) plans in reaffirming accreditation at one Historically Black College.
Link to Full Text | Show Similar Items | Show Associated Keywords
38. Southern Education Foundation. 2010. Still striving: Trustees and presidents of historically black colleges and universities’ unprecedented dialogue about governance and accreditation.
As a result of a SACS meeting in which HBCU presidents, chancellors, trustees and education scholars were invited to speak on governance and accreditation, this paper "captures exchanges of ideas and information about matters such as Board/executive relations, financial management, policymaking and oversight strategies and is “must” reading for anyone who wants to learn about best practices in higher education governance and how accrediting agencies function" (SEF, 2011).
Link to Full Text | Show Similar Items | Show Associated Keywords
39. Spurlin, J., Rajala, S., Lavelle, J. 2008. Designing better engineering education through assessment: A practical resource for faculty and department chairs on using assessment and ABET criteria to improve student learning.
This book is written for engineering faculty and department chairs as a practical guide to improving the assessment processes for undergraduate and graduate engineering education in the service of improved student learning. It is written by engineering faculty and assessment professionals who have many years of experience in assessment of engineering education and of working with engineering faculty.
Link to Full Text | Show Similar Items | Show Associated Keywords
40. Styck, K.M. 2012. Preparing school psychologists for working with diverse students: Does program accreditation matter? .
The purpose of this study was to investigate the degree to which differences exist between accredited and non-accredited school psychology training programs on specific characteristics of training theorized to prepare graduates for working with racially, ethnically, and/or linguistically diverse students.
Link to Full Text | Show Similar Items | Show Associated Keywords
41. Suskie, L. A common sense approach to assessment and accreditation.
An international leader in higher education assessment and accreditation, this blog holds a few of Linda’s thoughts.
Link to Full Text | Show Similar Items | Show Associated Keywords
42. U.S. Department of Education . Specialized Accrediting Agencies.
A list of specialized accrediting agencies that the U.S. Department of Education recognizes.
Link to Full Text | Show Similar Items | Show Associated Keywords
43. White-Cook, D. 2008. An analysis of factors associated with Historically Black Colleges and Universities who successfully completed the accreditation and reaffirmation process.
This study revealed strong leadership, clear understanding of the process and financial stability were key contributing factors to the success of the accreditation and reaffirmation process.
Link to Full Text | Show Similar Items | Show Associated Keywords

Search Again