Accreditation in Higher Education

13 of the Best Books and Articles on: Accreditation in Higher Education

as selected by Questia School librarians.

1.

On Building a Unified System of Accreditation in Teacher Education, in Journal of Teacher Education
by Frank B. Murray. 10 pgs.
2.

Policy Controversies in Higher Education (Chap. 7 "Accreditation: Issues for the Eighties" and Chap. 8 "The Influence of Accreditation on the Development of Traditionally Black Colleges in the Middle States Region")
by Samuel K. Gove, Thomas M. Stauffer. 274 pgs.

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Title Page

Contents

Tables

Introduction

Part I: Politics and Higher Education

1: Politics and Policy in Higher Education: Reflectionsw on the Status of the Field

Notes

2: Politics and Higher Education: the Strategy of State-Level Coordination and Policy Implementation

Notes

3: Regionalism and Institutional Proximity in Statewide Planning: Coordination Concepts and Principles to Counter Chaos

Notes

4: Resource Allocation Policies for the Eighties

Notes

Part II: Accountability and Equal Opportunity

5: Government Responsibility for Quality and Equality in Higher Education

Notes

6: Higher Education's Evaluation Politics

Notes

7: Accreditation: Issues for the Eighties

Notes

8: The Influence of Accreditation on the Development of Traditionally Black Colleges in the Middle States Region

Notes

9: The Fall and Demise of Affirmative Action

Notes

10: Women in Higher Education Administration: Prospects and Institutional Policy Response in the 1980s

Notes

Part III: Higher Education and Societal Needs

11: The Service Function of Higher Education Institutions: a New York Case Study

Notes

12: U.S. Science Manpower and R & D Capacity: New Problems on the Horizon

Notes

Part IV: The International Perspective

13: "The Hot and Cold Wind of Politics": Planning Higher Education in Africa

Notes

14: Policy Controversies in Higher Education Finance: Comparative Perspectives on the U.S. Private Public Debate

Notes

Bibliographical Essay

Index

About the Contributors
3.

Assessing Communication Education: A Handbook for Media, Speech, and Theatre Educators (Chap. 15 "Using Accreditation for Assessment")
by William G. Christ. 403 pgs.

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Title Page

Contents

Preface

ACKNOWLEDGMENTS

I: Background

1: Assessment: An Overview

APPENDIX B: NATIONAL EDUCATION GOAL 5 OBJECTIVES

REFERENCES

2: Mission Statements, Outcomes, and the New Liberal Arts

APPENDIX A: PROGRAM ASSESSMENT AUDIT

REFERENCES

3: Regional Accrediting Association Requirements and the Development of Outcomes Statements

APPENDIX A: GENERAL FRAMEWORK FOR AN ASSESSMENT PROGRAM

REFERENCES

II: Broad Assessment Strategies

4: Teaching Evaluation

APPENDIX A: EXERCISE: ADDRESSING ISSUES ABOUT LEVEL OF CRITERIA

REFERENCES

5: Course Evaluation

APPENDIX A: COURSE EVALUATION QUESTIONS

REFERENCES

6: Student Portfolios

APPENDIX A: ORGANIZATIONAL PACKET AND INSTRUCTIONS

REFERENCES

7: The Capstone Course

APPENDIX A: ELIZABETHTOWN COLLEGE MISSION STATEMENT

REFERENCES

8: Internships, Exit Interviews, and Advisory Boards

APPENDIX A: APPLICATION FOR PROFESSIONAL INTERNSHIP

REFERENCES

III: Context-Specific Assessmento Strategies

9: Oral Communication Assessment: An Overview

REFERENCES

10: Public Speaking

ACKNOWLEDGMENT

REFERENCES

11: Interpersonal Communication

APPENDIX A: ASSESSMENT OVERVIEW: COURSES AND PROGRAMS IN INTERPERSONAL COMMUNICATION

REFERENCES

12: Small Group /Communication

REFERENCES

APPENDIX A: SMALL GROUP COMMUNICATION COMPETENCIES

13: Organizational Communication

REFERENCES

14: Assessment in Theatre Programs

APPENDIX A: THEATRE ORGANIZATIONS

REFERENCES

15: Using Accreditation for Assessment

APPENDIX A: DEPARTMENT GOALS

REFERENCES

16: Exit Examinations for the Media Major

REFERENCES

Author Index

Subject Index
4.

Handbook of Distance Education (Chap. 30 "Accreditation: Quality Control in Higher Distance Education")
by William G. Anderson, Michael Grahame Moore. 872 pgs.

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This handbook provides overviews and summaries of the research and practice of distance education in the United States. The last three to five years have seen an explosion of interest in and discussion about distance education, driven by the potential applications of interactive computer-based technology. Despite the impact of this new technology, this book is not about technology, but about the consequences of the separation of learners and teachers, one of which is the need to use technology. The volume provides a broad review of the research, complemented by commentaries based on practical experience. It addresses such questions as how distance education is best practiced at the level of the teacher, as well as the administrator, and it examines the public policy implications of shifting a greater proportion of educational resources to this method. Finally, it looks at how the expansion of distance education affects educational research and theory.

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Title Page

Contents

Preface

This Book in Brief: Overview

References

I: Historical and Conceptual Foundations

1: Distance Education Theory, Methodology, and Epistemology: a Pragmatic Paradigm

References

2: Correspondence Study in the American University: a Second Historiographic Perspective

References

3: Evolution of National and Regional Organizations

References

4: The History of Distance Education Through the Eyes of the International Council for Distance Education

References

5: Organizational Models in Higher Education, Past and Future

References

6: A Theory of Distance Education Based on Empathy

References

7: Learning with New Media in Distance Education

References

Appendix: Learning with New Media in Distance Education

8: A Theory of Critical Inquiry in Online Distance Education

References

9: Modes of Interaction in Distance Education: Recent Developments and Research Questions

References

II: Learning and Learners

10: Learners and Learning: the Need for Theory

References

11: Self-Directed Learning and Distance Education

References

12: Constructing Knowledge at a Distance: the Learner in Context

References

13: Academic Advising in Distance Education Degree Programs

References

14: Instructional Discussions in Online Education: Practical and Research-Oriented Perspectives

References

Appendix Transcription Glossary

15: Group Development in Online Learning Communities

References

16: Learner Differences in Distance Learning: Finding Differences That Matter

References

17: Cognitive and Learning Factors in Web-Based Distance Learning Environments

References

18: Gender Equity Online, When There is No Door to Knock On

References

III: Design and Instruction

19: Instructional Design in Distance Education: an Overview

References

20: Developing Text for Web-Based Instruction

References

21: From Teletraining to E-Learning and Knowledge Management

References

22: Video-Based Instruction in Distance Learning: from Motion Pictures to the Internet

References

23: Frameworks for Research, Design, Benchmarks, Training, and Pedagogy in Web-Based Distance Education

References

24: Designing Instruction for E-Learning Environments

References

25: A Model of Web-Based Design for Learning

References

26: Distance Education and the Role of Academic Libraries

References

27: Exploring the New Conception of Teaching and Learning in Distance Education

References

IV: Policies, Administration, and Management

28: Public Policy, Institutional Structures, and Strategic Implementation

References

29: Distance Education Policy Issues: Statewide Perspectives

References

30: Accreditation: Quality Control in Higher Distance Education

References

31: Quality and Its Measurement in Distance Education

References

32: Distance Education Policy Issues: Towards 2010

References

33: Legal Issues in the Development and Use of Copyrighted Material in Web-Based Distance Education

Appendix A: Comparison of Copyright Infringement Cases

Appendix B: Limitations on Liability Relating to Material Online (17 U. S. C. § 512)

References

34: Strategic Planning for Distance Education

References

35: Distance Education Leadership: an Appraisal of Research and Practice

References

36: Issues in Organizing for the New Network and Virtual Forms of Distance Education

References

37: Dynamics of Faculty Participation in Distance Education: Motivations, Incentives, and Rewards

References

38: Evaluating Distance Education Programs

References

V: Different Audiences in Distance Education

39: The Involvement of Corporations in Distance Education

References

40: Planning and Managing Distance Training and Education in the Corporate Sector

References

41: Web-Based Continuing Professional Education: Uses, Motivations, and Deterrents to Participation

References

42: Distance Education in the U. S. Air Force

References

43: The U. S. Marine Corps Distance Learning Program

References

44: Distance Learning in the U. S. Army: Meeting the Readiness Needs of Transformation

References

45: Community Colleges and Distance Education

References

46: Virtual and Distance Education in American Schools

References

VI: The Economics of Distance Education

47: Modeling the Costs and Economics of Distance Education

References

48: Cost-Effectiveness of Online Education

References

49: A Comparison of Online Delivery Costs with Some Alternative Distance Delivery Methods

References

VII: International Perspectives

50: Global Education: Out of the Ivory Tower

References

51: Culture and Online Education

References

52: Globalization and the Reinvention of Distance Education

References

53: Distance Education in the Perspective of Global Issues and Concerns

References

54: Leading Odl Futures in the Eternal Triangle: the Mega-University Response to the Greatest Moral Challenge of Our Age

References

55: The Global Development Learning Network: a World Bank Initiative in Distance Learning for Development

References

Author Index

Subject Index
5.

Coming after U: Why Colleges Should Fear the Accrediting Cartel, in Policy Review
by Thomas E. Dillon. 5 pgs.
6.

Do Accreditation Requirements Deter Curriculum Innovation? Yes!, in Journal of Social Work Education
by Martha Markward. 6 pgs.
7.

Do Accreditation Requirements Deter Curriculum Innovation? No!, in Journal of Social Work Education
by Carol S. Drolen, Martha Markward. 6 pgs.
8.

Establishing Teaching as a Profession: The Essential Role of Professional Accreditation, in Journal of Teacher Education
by Arthur E. Wise. 13 pgs.
9.

Accreditation and the Creation of a Profession of Teaching, in Phi Delta Kappan
by Arthur E. Wise, Jane Leibbrand. 8 pgs.
10.

Questions and Answers Regarding Accreditation and Colleges of Education, in Phi Delta Kappan
by Charles B. Reed, R.E. Lemon. 4 pgs.
11.

National Accreditation Standards Impact Teacher Preparation, in T H E Journal (Technological Horizons In Education)
by Lajeane G. Thomas, Harriet G. Taylor, Donald G. Knezek. 3 pgs.
12.

Creating CHEA: Building a New National Organization on Accrediting, in Journal of Higher Education
by Harland G. Bloland. 32 pgs.
13.

Ensuring the Quality and Productivity of Education and Professional Development Activities: A Review of Approaches and Lessons for DOD ("Accrediting Agencies" begins on p. 111)
by Catherine H. Augustine, Roger Benjamin, Tora K. Bikson, Eric Derghazarian, Susan M. Gates, Tessa Kaganoff, Dina G. Levy, Joy S. Moini, Ron W. Zimmer. 234 pgs.

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With some 700,000 civilian employees, the Department of Defense is the single largest employer of civil service workers in the U.S. government. The Office of the Chancellor for Education and Professional Development in the Department of Defense (DoD) is charged with ensuring the quality and productivity of education and professional development activities targeted at DoD civilians. At the request of the Chancellor's office, RAND undertook a study to examine the approaches used to evaluate academic quality and productivity in a variety of postsecondary education and training contexts, including corporations, state governments, and universities. The study then considered which approaches might be most relevant to the Chancellor1s office.

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Title Page

Ensuring the Quality and Productivity of Education and Professional Development Activities:: A Review of Approaches and Lessons for Dod

Preface

Contents

Figures

Tables

Summary

Acknowledgments

Acronyms

1: Introduction

2: Framework

3: Phase One: System-Level Assessment

4: Phase Two: Assessing How Well Providers Meet Customer Needs

5: Choosing the Right Model for Phase Two

6: Three Steps for Assessing Providers

7: Conclusions and Recommendations

Appendix

A: Overview of Appendices

B: State Higher Education Boards

B.1: Texas Higher Education Coordinating Board

B.2: Kentucky Council on Postsecondary Education

C: Process Auditors—academic Audit

C.1: International Organization for Standardization

D: Accrediting Agencies

D.1: Western Association of Schools and Colleges

E: Professional Societies

F.1. U. S. Department of Transportation

F.2: U. S. Air Force Training and Education

F.3: U. S. Navy Individual and Mission Training

G: Corporate Professional Development and Training

G.1: Lucent Technologies Learning and Performance Center

H.1: U. S. News and World Report

1.1: Baldrige Award

J: Certifiers of Student Competencies

K.1: University of Phoenix

K.2. U. S. Air Force Academy, Department of Management

K.3: Balanced Scorecard

K.4: The Urban Universities Portfolio Project: Assuring Quality for Multiple Publics

Bibliography

Online Bibliography

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Accreditation in Higher Education

13 of the Best Books and Articles on: Accreditation in Higher Education

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