In this article, we describe teacher educators' collaboration for coherence around social justice teacher education in preparation for a national accreditation review. Specifically, we illuminate how we cultivated an inquiry stance and critical conversations to build a safe and trusting community, generate locally meaningful values, and…

This article analyzes the process of institutionalizing interdisciplinary graduate programs in Brazil, which has over more than four decades of experience implementing masters and doctoral problem-oriented programs designed to operate outside the disciplinary structure of universities. Brazil has a high degree of centrality and government…

This chapter describes how assessment of co-curricular student learning outcomes can be used as part of the institutional accreditation process and the opportunities institutional researchers and student affairs educators have to collaborate in those efforts.

Schools that build and support high levels of trust between stakeholder groups have been shown to support greater collaboration amongst those groups, including parents, teachers, administrators, and students (Tschannen-Moran, 2001). When stakeholders in schools feel the sense of psychological safety that accompanies trust, they are more willing or…

This article considers how TUNING-compatible programme profiles could be developed in the Russian Federation in the context of: on-going reform of the higher education; introduction of the new generation of Federal State Educational Standards (FSES); development of the new professional standards; implementation of a system of public accreditation…

This paper reviews the experiences and learnings derived from the European Foundation for Management Development's programme accreditation teChnology-Enhanced Learning (EFMD CEL) programme accreditation. The EFMD CEL quality framework is briefly described, and an overview of the programmes that have pursued accreditation is presented.…

Over the past few decades, deterioration in student achievement has provoked a pervasive public sentiment that American institutions are failing to meet the needs and expectations of society. The growing public demand for transparency and accountability has fueled the integration of state-mandated learning outcomes assessment into the standards…

The need for a flexible and versatile workforce that is constantly learning and upgrading its skills has led to a continual demand for courses in which employees are re-trained and updated on a lifelong basis. Students and workers now have to be prepared for a labour market in which they can be expected to change jobs many times, and they need to…

The College of Education Assessment Infrastructure Survey was developed and administered to 1011 institutions over a 12-month period ending April 2007. The survey examined the capacity of university-based teacher preparation programs to respond to the growing and increasingly complex data management requirements that accompanies assessment and…

Describes Louisiana's "accreditation as incentive" program and Tennessee's program of Performance Funding. Discusses voices of dissent to these programs. Concludes that these two programs are not used as an arbitrary or capricious club but rather as an inducement to maintain program quality in the face of higher education budget cuts.…

In the teaching profession, the National Council for Accreditation of Teacher Education (NCATE) is the professional accrediting organization for schools, colleges, and departments of education in the United States. This brochure provides a glimpse of NCATE's standards, focus, and effect on teacher quality and student learning. It explains what…

A State University of New York program is described in order to illustrate how self-assessment can serve two purposes: accreditation and sound institutional growth. In order to establish systems of self-assessment that support growth, the institution must identify and understand the obstacles it faces. (Author/MLW)

For the past two years, accredited learning has been made accessible to over 40 voluntary and community organisations through a sub-regional partnership of the Central London Learning and Skills Council, six London boroughs, representatives from further and higher education, and the authors' organisation--the London Open College Network (LOCN).…

A consortium of South Carolina colleges and universities developed assessment programs which would fully satisfy state and accreditation assessment mandates and increase program quality and institutional effectiveness. A South Carolina Higher Education Assessment Network was established with a Coordinating Center at Winthrop College to provide…

The outcomes assessment process developed by the New Jersey Dental School is described and discussed, including required resources, selected outcome measures, strengths and weaknesses, and the evolution of ongoing assessment activities. Documentation produced as part of the process is also described so that other health professions schools may…