Literaturnachweis - Detailanzeige
| Autor/in | Chaden, Caryn |
|---|---|
| Titel | Engaging Faculty in Retention: Finding Traction through Accreditation |
| Quelle | In: New Directions for Higher Education, (2013) 161, S.91-100 (10 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0271-0560 |
| DOI | 10.1002/he.20049 |
| Schlagwörter | School Holding Power; Graduation; College Administration; Undergraduate Students; College Faculty; Teacher Participation; Educational Change; Accreditation (Institutions); Evaluation Criteria; Student Evaluation; College Outcomes Assessment |
| Abstract | Any institutional approach to improving graduation rates must include faculty. Faculty, more than anyone else, deliver an institution's "promise," one course at a time. They also evaluate whether or not students have demonstrated sufficient mastery of the subject at hand to make "progress" toward their degrees. This article considers how addressing the essential role of faculty in an institution's retention efforts can be enhanced by leveraging new accreditation requirements regarding retention and graduation outcomes. (ERIC). |
| Anmerkungen | Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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