Devising a Quality Steering Committee and Schedule.

Autor/inn/en	McPherren, Ann; Smith, Gerald
Titel	Devising a Quality Steering Committee and Schedule.
Quelle	(1996), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accreditation (Institutions); College Planning; Community Colleges; Coordinators; Educational Quality; Evaluation Needs; Institutional Evaluation; Organizational Objectives; Self Evaluation (Groups); Staff Role; Strategic Planning; Two Year Colleges + Suchen Sie Ihr Suchwort? Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Studienplanung; Community college; Community College; Koordinator; Quality of education; Bildungsqualität; Business goal; Unternehmensziel; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Strategy; Planning; Strategie; Planung
Abstract	While decisions regarding institutional accreditation rest on the attributes of the entire college or university, the process used for accreditation self-studies at Huntington College, in Indiana, emphasizes the selection and role of the self-study coordinator. The coordinator is responsible for developing a realistic schedule for the process, writing and editing the resulting report, developing a vision of the entire institution, and integrating that vision with the accreditation requirements. The self-study coordinator is also involved in the selection of the six- to eight-member steering committee, composed of representatives from influential faculty and administrative bodies. The coordinator and committee should be committed to achieving the following objectives: (1) gather information about institutional resources and programs; (2) ensure that programs are supportive of the institutional mission and philosophy of education; (3) foster a climate for institutional self-assessment; (4) ensure that strategic plans are in place and being implemented; (5) ensure that assessment plans are in place and being implemented; (6) highlight needs for institutional action so that much more effective service can be delivered to students and other constituents; and (7) develop a self-study document that presents the college in a comprehensive and accurate manner. Finally, the coordinator should ensure that the committee and other faculty are fully oriented to the self-study process and aware of accreditation criteria and recommendations and concerns from earlier accreditation visits. (TGI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC