Collaborative Approach: The Self-Study Process and Writing the Report

Autor/inn/en	Hilliard, Ann; Taylor, Winona
Titel	Collaborative Approach: The Self-Study Process and Writing the Report
Quelle	In: Contemporary Issues in Education Research, 3 (2010) 12, S.21-27 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-5847
Schlagwörter	Self Evaluation (Groups); Educational Assessment; Collaborative Writing; Accreditation (Institutions); Compliance (Legal); Standards; Stakeholders; Information Utilization; Documentation; Educational Objectives; Writing Strategies; Eligibility; Higher Education + Suchen Sie Ihr Suchwort? Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Education; assessment; Bewertungssystem; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Standard; Informationsnutzung; Dokumentation; Educational objective; Bildungsziel; Erziehungsziel; Schreibtechnik; Eignung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	When conducting a self-study within an educational organization, there should be a collaborative effort by members of the organization regarding the process and writing the report. In order to create a culture of self-study and to make the process clear to all stakeholders (faculty, staff, students leaders, administrators and support partners), there should be frequency in evaluation and assessing the progress of the organization. The self-study should be conducted for "self" and to prepare for the accreditation association's visit every five years generally. The major purpose of the self-study is not only to comply with wishes of the accreditation association's standards, but to comprehensively evaluate how the stakeholders or educators are doing within the organization. The self-study should show how the educational organization has evolved and improved its services and commitment over the past several years by addressing strengths and areas recommended for improvement. In preparation for articulation for the growth of the organization, each department within the organization should have in place a common formatted template for writing up the self-study report based on the standards set by the accrediting agency. The standards stated/written by the accrediting agency will help to guide the writing process. In essence, the template will help the writing groups to know who, what, when, where, and why to address needed information. These group writers should know how to address information needed in a precise manner and to the point when writing the report. The writing groups should use information, materials and resources that the educational organization already has on hand to write the report. The available and use of data within the organization should be collected and analyzed by groups and committees of individuals, with expertise, to be shared with others and write the self-study report. All written information for the self-study report should be supported by evidence of physical and electronic documents for review by stakeholders and the visiting accreditation association team. When writing the self-study report in preparation for the accreditation association visit, this is the general format to follow: introduction, degree programs and objectives, general education, resources/materials, outcome assessment, specific recommendation for improvement, a comprehensive look at graduate programs, summary evaluation and optional information about success stories i.e. using photos or graphics. (As Provided).
Anmerkungen	Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01