Separation Education and the Principles of Accreditation: Documenting Compliance Guidelines .


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Reason for Brief. Clarification of as of late plugged Distance Education rules (see handout).Definition of Distance EducationInstitutions affectedPrinciples affectedWhat is in the guidelinesExample of an affected standard. What is Distance Education? . Meaning of Distance EducationFor the reasons of the Commission\'s accreditation audit, separation instruction is a formal instructive procedure
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Separate Education and the Principles of Accreditation: Documenting Compliance Guidelines What\'s The Impact Presented at VPAA Meeting March 2-3, 2010 Norm Cherry

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Purpose of Brief Explanation of as of late pitched Distance Education rules (see gift). Meaning of Distance Education Institutions influenced Principles influenced What is in the rules Example of an affected standard

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What is Distance Education? Meaning of Distance Education For the reasons for the Commission\'s accreditation audit, separate training is a formal instructive process in which most of the direction (association amongst understudies and educators and among understudies) in a course happens when understudies and teachers are not in a similar place. Direction might be synchronous or offbeat. A separation training course may utilize the web; one-way and two-path transmissions through open communicate, shut circuit, link, microwave, broadband lines, fiber optics, satellite, or remote specialized gadgets; sound conferencing; or video tapes, DVD\'s, and CDROMs if utilized as a component of the separation adapting course or program. Meaning of Correspondence Education Correspondence training is a formal instructive process under which the organization gives instructional materials, via mail or electronic transmission, including examinations on the materials, to understudies who are isolated from the educator. Cooperation between the teacher and the understudy is constrained, is not normal and substantive, and is basically started by the understudy; courses are commonly self-managed. Separation and Correspondence Education - COC Policy Statement-June 2009

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Who\'s Affected? Part and Candidate organizations finishing a consistence accreditation or getting a board visit Applicant foundations finishing an application for enrollment

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Which Principles Are Affected? Center Requirement *CR 2.4 (Mission) & Administration *CR 2.5 (Institutional Effectiveness) *CR 2.8 ( Faculty ) *CR 2.9 (Learning Resources) *CR 2.10 (Student Services) *CR 2.11.1 (Financial Resources) *CR 2.11.2 (Physical Resources) Companion Standards CS 3.1.1 additionally 3.2.7 *CS 3.3.1 *CS 3.7.1, 3.7.2 and 3.7.3 CS 3.8.1, 3.8.2, 3.8.3 CS 3.4.9, 3.9.3 and *FR 4.5 CS 3.11.3 Educational Programs Comprehensive Standards CS 3.4.7, 3.4.10, 3.4.12 * Applies to the Application

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What Do The Guidelines Say? Portray remove training Expectations for the principle(s) Provide pertinent Questions to be considered/addressed Provide Good Practices that can be utilized to show consistence (Good practices are generally acknowledged practices inside the advanced education group that improve institutional quality. Great practices might be figured by outside offices and associations and supported by the Executive Council or the Commission.)

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Example Comprehensive Standard 3.2.7 The foundation has an obviously characterized and distributed authoritative structure that depicts obligation regarding the organization of strategies. (Hierarchical structure)

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Rationale and Notes: The foundation\'s regulatory/authoritative structure is intended to bolster the organization\'s central goal, objectives, and needs. Powerful foundations guarantee that regulatory duties regarding approach usage are open and clear to key constituents. The circulation of hierarchical outlines and arrangements and systems manuals gives the vital establishment to interior and outer comprehension of the organization\'s operations. Significant Questions for Consideration: Where is the authoritative structure distributed? How is the authoritative structure reliable with the composed strategies representing parts and duties of the board, organization, and personnel? How does the foundation distribute and scatter its hierarchical structure? What confirm exists that different reports, for example, board manuals, minutes, and managerial strategies manuals represent the refinement? Test Documentation: Administrative/authoritative outline and sets of responsibilities Bylaws of the establishment Institutional handbook and manuals Description of the procedure by which major institutional arrangements are chosen, executed, and assessed - RESOURCE MANUAL FOR THE PRINCIPLES OF ACCREDITATION: FOUNDATIONS FOR QUALITY ENHANCEMENT-

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Expectations : Administrative obligation regarding every single instructive program, including the offering of separation training courses and projects, ought to be reflected in the hierarchical structure of the organization. Questions/Considerations: Does the hierarchical diagram for the organization reflect separate training? Does the hierarchical structure at the establishment mirror the relationship between courses/programs offered in conventional arrangements and courses/programs offered by separation instruction? Best Practices: Distance instruction courses/projects are managed at the establishment so as to guarantee appropriate coordination and arrangement of sufficient assets, preparing for workforce, and support for understudies. Separate Education and the Principles of Accreditation: Documenting Compliance Guidelines

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Rationale and Notes: The establishment\'s authoritative/hierarchical structure is intended to bolster the organization\'s central goal, objectives, and needs. Viable establishments guarantee that managerial duties regarding arrangement execution are open and clear to key constituents. The appropriation of authoritative outlines and arrangements and systems manuals gives the important establishment to inner and outside comprehension of the foundation\'s operations. Desires : Administrative duty regarding every single instructive program, including the offering of separation training courses and projects, ought to be reflected in the hierarchical structure of the foundation.

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Relevant Questions for Consideration: Where is the hierarchical structure distributed? How is the authoritative structure steady with the composed arrangements representing parts and obligations of the board, organization, and workforce? How does the establishment distribute and scatter its hierarchical structure? What confirm exists that different reports, for example, board manuals, minutes, and regulatory methods manuals delineate the qualification? Questions/Considerations: Does the hierarchical outline for the foundation reflect separate instruction? Does the hierarchical structure at the foundation mirror the relationship between courses/programs offered in conventional organizations and courses/programs offered by separation training?

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Sample Documentation: Administrative/authoritative outline and sets of responsibilities Bylaws of the establishment Institutional handbook and manuals Description of the procedure by which major institutional arrangements are chosen, actualized, and assessed Best Practices: Distance instruction courses/projects are regulated at the foundation so as to guarantee legitimate coordination and arrangement of sufficient assets, preparing for personnel, and support for understudies.

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