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While decisions regarding institutional accreditation rest on the attributes of the entire college or university, the process used for accreditation self-studies at Huntington College, in Indiana, emphasizes the selection and role of the self-study coordinator. The coordinator is responsible for developing a realistic schedule for the process, writing and editing the resulting report, developing a vision of the entire institution, and integrating that vision with the accreditation requirements. The self-study coordinator is also involved in the selection of the six- to eight-member steering committee, composed of representatives from influential faculty and administrative bodies. The coordinator and committee should be committed to achieving the following objectives: (1) gather information about institutional resources and programs; (2) ensure that programs are supportive of the institutional mission and philosophy of education; (3) foster a climate for institutional self-assessment; (4) ensure that strategic plans are in place and being implemented; (5) ensure that assessment plans are in place and being implemented; (6) highlight needs for institutional action so that much more effective service can be delivered to students and other constituents; and (7) develop a self-study document that presents the college in a comprehensive and accurate manner. Finally, the coordinator should ensure that the committee and other faculty are fully oriented to the self-study process and aware of accreditation criteria and recommendations and concerns from earlier accreditation visits. (TGI)

Descriptors: Accreditation (Institutions), College Planning, Community Colleges, Coordinators, Educational Quality, Evaluation Needs, Institutional Evaluation, Organizational Objectives, Self Evaluation (Groups), Staff Role, Strategic Planning, Two Year Colleges











Autor: McPherren, Ann; Smith, Gerald

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8006&id=ED393501







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