Download or read book Higher Education Accountability written by Robert Kelchen and published by JHU Press. This book was released on 2018-02-27 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: Beginning with the earliest efforts to regulate schools, the author reveals the rationale behind accountability and outlines the historical development of how US federal and state policies, accreditation practices, private-sector interests, and internal requirements have become so important to institutional success and survival

Download or read book Accountability in Higher Education written by Bjorn Stensaker and published by Routledge. This book was released on 2010-09-13 with total page 331 pages. Available in PDF, EPUB and Kindle. Book excerpt: The latest volume in the Routledge International Studies in Higher Education series, Accountability in Higher Education takes an in-depth look at accountability initiatives around the world. Various evaluations, reporting schemes, and indicator systems have been initiated both to inform the public about higher education performance and to help transform universities and colleges and improve their functioning. This edited collection provides a comparative analysis of the promises, perils and paradoxes of accountability, and the potential effect on power structures and higher education autonomy, trust and the legitimacy of the sector. Part I describes how accountability is perceived and understood in different regions of the world, identifies some of the most common elements in established accountability initiatives, especially related to quality assurance, and provides direction for possible future development. Part II focuses on responses to new demands for accountability at institutional, national and international levels, and provides practical guidance for handling accountability going forward, emphasizing the dynamic relationship between international development, government strategies and organizational change. This volume is a must-have resource for HE managers, administrators, policy makers, researchers, HE graduate students and those interested or involved with HE accountability practices.

Download or read book Testing Teaching and Learning written by National Research Council and published by National Academies Press. This book was released on 1999-10-06 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: State education departments and school districts face an important challenge in implementing a new law that requires disadvantaged students to be held to the same standards as other students. The new requirements come from provisions of the 1994 reauthorization of Title I, the largest federal effort in precollegiate education, which provides aid to "level the field" for disadvantaged students. Testing, Teaching, and Learning is written to help states and school districts comply with the new law, offering guidance for designing and implementing assessment and accountability systems. This book examines standards-based education reform and reviews the research on student assessment, focusing on the needs of disadvantaged students covered by Title I. With examples of states and districts that have track records in new systems, the committee develops a practical "decision framework" for education officials. The book explores how best to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement. Testing, Teaching, and Learning will be an important tool for all involved in educating disadvantaged studentsâ€"state and local administrators and classroom teachers.

Download or read book Grading Education written by Richard Rothstein and published by Teachers College Press. This book was released on 2008-12-14 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: Yes, we should hold public schools accountable for effectively spending the vast funds with which they have been entrusted. But accountability policies like No Child Left Behind, based exclusively on math and reading test scores, have narrowed the curriculum, misidentified both failing and successful schools, and established irresponsible expectations for what schools can accomplish. Instead of just grading progress in one or two narrow subjects, we should hold schools accountable for the broad outcomes we expect from public education —basic knowledge and skills, critical thinking, an appreciation of the arts, physical and emotional health, and preparation for skilled employment —and then develop the means to measure and ensure schools’ success in achieving them. Grading Education describes a new kind of accountability plan for public education, one that relies on higher-quality testing, focuses on professional evaluation, and builds on capacities we already possess. This important resource: Describes the design of an alternative accountability system that would not corrupt education as does NCLB and its state testing systems Explains the original design of NAEP in the 1960s, and shows why it should be revived. Defines the broad goals of education, beyond math and reading test scores, and reports on surveys to confirm public and governmental support for such goals. Relates these broad goals of education to the desire for accountability in education.

Download or read book Institutional Performance Accountability Report written by Salisbury State University. Office of Institutional Assessment, Research and Accountability and published by . This book was released on 2000 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Students Attitudes Toward Institutional Accountability Testing in Higher Education written by and published by . This book was released on 2013 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent calls for an increase in educational accountability in K-16 resulted in an uptick of low-stakes testing and, consequently, an increased need for ensuring that students’ test scores are reliable and valid representations of their true ability. Focusing on accountability testing in higher education, the current program of research was comprised of two stages: (1) collecting validity evidence for a self-report measure; (2) investigating the relationship between students’ attitudes and other related constructs. The analyses subsumed under the first stage yielded a revised psychometrically sound self-report measure of students’ attitudes toward accountability testing in higher education (SAIAT-HE-revised) consisting of three interrelated, yet conceptually distinct, subscales. Moreover, invariance of the SAIAT-HE-revised was upheld across first-year and mid-career students, indicating that the measure can be used across these two populations. In addition, known-groups validity evidence was garnered given that mid-career students, as predicted, held more skeptical attitudes than first-year students. Subsumed under the second stage, a series of structural models examined the effects of attitudes on test performance via the mediating variables of test-taking effort and perceived importance of the tests. First, it was revealed that students’ attitudes toward accountability testing in K-12 were related to, but distinct from, their attitudes toward such testing in college, thereby relieving higher education administrators from needing to address negative attitudes toward K-12 testing in an effort to improve performance on college accountability tests. Second, the extent to which first-year and mid-career students were disillusioned by college accountability testing indirectly affected their performance via perceived test importance and test-taking effort. Third, students’ perceived understanding of the tests’ purpose indirectly affected performance via test-taking effort and perceived importance. Fourth, the extent to which students perceived such tests to be fair and valid did not influence their test-taking motivation or test performance. In addition, the relationship between attitudes toward college accountability tests and compliance with testing (i.e., attendance) was examined. Non-compliant students had lower levels of perceived understanding of the tests’ purpose than compliant students, but did not differ with respect to other attitudes. In tandem, these findings indicate that an intervention aimed at improving test-taking motivation and compliance with testing should occur in the middle of students’ academic careers and focus on clarifying the purpose of testing. More positive attitudes toward college accountability testing are likely to improve test-taking behavior, thereby leading to more valid test scores, and thus more accurate evaluation of academic programming.

Download or read book To Improve the Academy written by James E. Groccia and published by John Wiley & Sons. This book was released on 2012-08-31 with total page 363 pages. Available in PDF, EPUB and Kindle. Book excerpt: An annual publication of the Professional and Organizational Development Network in Higher Education (POD), To Improve the Academy offers a resource for improvement in higher education to faculty and instructional development staff, department chairs, faculty, deans, student services staff, chief academic officers, and educational consultants. Contents include: Professional development for geographically dispersed faculty Implementing a learning consortium for communication and change Faculty engagement in program-level outcomes assessment What educational developers need to know about faculty-artists Exploring the spiritual roots of midcareer faculty Raising funds from faculty for faculty development centers Mentoring in higher education Tough-love consulting in order to effect change Research on the impact of educational development Examining effective faculty practice Insights on millennial students Contemplative pedagogy of teaching and learning centers Faculty and student perspectives on course evaluation terminology Questions about student ratings Small-group individual diagnosis to improve online instruction Supporting international faculty Complex ecologies of diversity, identity, teaching, and learning Organizational strategies for fostering faculty racial inclusion The truth about students' capacity for multitasking Tweeting: the 2011 POD HBCUFDN Conference Twitter backchannel Designing active learning with flexible technology

Download or read book Achieving Accountability in Higher Education written by Joseph C. Burke and published by Jossey-Bass. This book was released on 2005 with total page 408 pages. Available in PDF, EPUB and Kindle. Book excerpt: With contributions from leading experts in the field, this comprehensive and timely book presents the principles and guidelines for effective accountability for states, colleges, and universities. Achieving Accountability in Higher Education clarifies the concept of accountability for both public and private colleges and universities and explores its reaches and limits. The book examines the most recent developments, offers current models for each of the major approaches to accountability, and analyzes their shortcomings.

Download or read book Improving Institutional Accountability written by Michiyo Kakegawa and published by . This book was released on 2011 with total page 542 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Higher Education Accountability written by Robert Kelchen and published by JHU Press. This book was released on 2018-02-27 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first comprehensive overview charting the accountability of higher education. As the price tag of higher education continues to rise, colleges and universities across the country are under increasing pressure to demonstrate their value. Graded on numerous metrics, including cost and ability to prepare students for the job market, colleges must satisfy requirements from multiple stakeholders. State and federal governments demand greater accountability. Foundations and private donors, as well as today's parents and students, approach education with a consumer sensibility. How can colleges navigate these pressures while trying to stay true to their missions and values? In Higher Education Accountability, Robert Kelchen delivers the first comprehensive overview of how colleges in the United States came to face such overwhelming scrutiny. Beginning with the earliest efforts to regulate schools, Kelchen reveals the rationale behind accountability and outlines the historical development of how federal and state policies, accreditation practices, private-sector interests, and internal requirements have become so important to institutional success and survival. With so many diverse and conflicting entities holding colleges responsible for their performance, the variety of accountability systems in play can have both intended and unintended consequences. Immersed as they are in current debates about how best to respond to these pressures, faculty and administrators will welcome this up-to-date and timely account, which offers not only a look at current practices but also an examination of the future of accountability in American higher education.

Download or read book Reclaiming Accountability written by Wendy Sharer and published by University Press of Colorado. This book was released on 2016-04-06 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reclaiming Accountability brings together a series of critical case studies of writing programs that have planned, implemented, and/or assessed the impact of large-scale accreditation-supported initiatives. The book reimagines accreditation as a way to leverage institutional or programmatic change. Contributions to the volume are divided into three parts. Part 1 considers how specialists in composition and rhetoric can work most productively with accrediting bodies to design assessments and initiatives that meet requirements while also helping those agencies to better understand how writing develops and how it can most effectively be assessed. Parts 2 and 3 present case studies of how institutions have used ongoing accreditation and assessment imperatives to meet student learning needs through programmatic changes and faculty development. They provide concrete examples of productive curricular (part 2) and instructional (part 3) changes that can follow from accreditation mandates while providing guidance for navigating challenges and pitfalls that WPAs may encounter within shifting and often volatile local, regional, and national contexts. In addition to providing examples of how others in the profession might approach such work, Reclaiming Accountability addresses assessment requirements beyond those in the writing program itself. It will be of interest to department heads, administrators, writing program directors, and those involved with writing teacher education, among others. Contributors: Linda Adler-Kassner, William P. Banks, Remica Bingham-Risher, Melanie Burdick, Polina Chemishanova, Malkiel Choseed, Kyle Christiansen, Angela Crow, Maggie Debelius, Michelle F. Eble, Jonathan Elmore, Lorna Gonzalez, Angela Green, Jim Henry, Ryan Hoover, Rebecca Ingalls, Cynthia Miecznikowski, Susan Miller-Cochran, Cindy Moore, Tracy Ann Morse, Joyce Magnotto Neff, Karen Nulton, Peggy O’Neill, Jessica Parker, Mary Rist, Rochelle Rodrigo, Tulora Roeckers, Shirley K. Rose, Iris M. Saltiel, Wendy Sharer, Terri Van Sickle, Jane Chapman Vigil, David M. Weed

Download or read book Faculty Freedoms and Institutional Accountability written by Steven G. Olswang and published by Jossey-Bass. This book was released on 1984-06-14 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: The issues surrounding faculty academic freedom and institutional accountability are considered. After reviewing the evolution of academic freedom and tenure, attention is directed to issues prompting greater accountability by institutions and individuals, and the compatibilities and conflicts arising from the emerging requirements. Recommendations are offered to avoid unnecessary problems between faculty and administrators while preserving the concepts of academic freedom and tenure. Colleges have faced increasing requirements to account for funds they receive and to respond to inquiries about efficiency and effectiveness. As a result, colleges have had to enact and enforce limitations on faculty that address: permissible levels of outside consulting, consulting for business/industry and conflicts of interest, ownership of patents and copyrights, and proper conduct with students. Violations of new rules become valid cause for faculty discipline or dismissal. Although increased regulation of faculty conduct may not be inconsistent with academic freedom, it does seriously affect faculty morale and job satisfaction. One mechanism to offset the negative effects on faculty is to involve faculty in studying and implementing regulations for professional conduct. (SW)

Download or read book Societal Expectation and Institutional Accountability in Higher Education written by P. S. Aithal and published by . This book was released on 2016 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt: Higher education institutions are vested with the responsibility of grooming a generation of youth through providing quality education and skills, matching the requirements of a harmonious, self-reliant and developed society, and values inclined to serve with selfless devotion in whatever capacity they assume and wherever they work. The society at large looks up to the institutions to address their needs through enhancing educational opportunity, maintaining quality, increasing employability, solving community-based problems, creating a pool of human resources, promoting inter-institutional collaborations and maintaining harmony with outer environment. In order to achieve this, institution formulate action plans for all the operational processes such as admission, teaching, placement, personality development, support services, social responsibility etc. through strategic planning. The perspective plan of the institution clearly spells out its accountability. Leadership is groomed both at student level and teacher level in academics, career, programme organization, sports and games and cultural activities through setting standards, measuring performance, ensuring discipline, character formation and personality building. Quality assurance mechanisms involve the stake holders namely parents, students, institutions, industry and community to ensure satisfaction and compliance. Through objective criteria such as results and placement, outreach activities, events and programmes, feedback etc. the institution monitors to maintain accountability. This paper discusses the societal expectation and institutional accountability through a case study of Srinivas Institute of Management Studies (SIMS).

Download or read book The Science of Effective Mentorship in STEMM written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2020-01-24 with total page 307 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. There is a gap between what we know about effective mentoring and how it is practiced in higher education. The Science of Effective Mentorship in STEMM studies mentoring programs and practices at the undergraduate and graduate levels. It explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEMM, mentorship structures and behaviors, and institutional cultures that support mentorship. This report and its complementary interactive guide present insights on effective programs and practices that can be adopted and adapted by institutions, departments, and individual faculty members.

Download or read book Increasing the Public Accountability of Higher Education written by and published by . This book was released on 1977 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Academic and Student Affairs in Collaboration written by Mitchell A. Levy and published by Routledge. This book was released on 2016-06-10 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic and Student Affairs in Collaboration provides a comprehensive and evidenced-based understanding of the partnerships necessary to achieve an institutional culture devoted to student success. Chapter authors explore how to design, implement, and assess collaborative efforts between student and academic affairs in support of increased student success. This book provides best practices for fostering and enhancing campus dialogue, career development pathways, academic support services, and other important initiatives to increase retention and learning outcomes, improve motivation and goal attainment, and enhance institutional accountability. This book is a must-read for scholars, faculty, leaders, and practitioners in Student Affairs and Higher Education interested in achieving student success at their universities and colleges.

Download or read book Federally Sponsored Research at Educational Institutions written by United States Accounting Office (GAO) and published by Createspace Independent Publishing Platform. This book was released on 2018-06-21 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt: Federally Sponsored Research at Educational Institutions: A Need for Improved Accountability