Faculty role Essay Example | Topics and Well Written Essays - 750 words

Faculty role - Essay ExampleAccreditation has the role of validating that a program or an institution meets minimum standards nonetheless, it does not offer an indication of the degree of program quality in similitude to other programs. Program review is done internally at a time interval of each 5-10 years, and considering a broad range of quantitative and qualitative indicators, anatomyed to offer feedback for program improvement. Finally, program estimation is done by public agencies and organizations, where each might require reporting against a particular put in of indicators (Shpritz & OMara, 2006). Assessment generally focuses on results, entails a narrower set of measures and is always continuous rather than periodic. In this report out of the many accrediting organizations, we explore Commission on Collegiate Nursing Education (CCNE) and out of the cardinal recognition bodies US Department of Education-government regulation and council of Higher-Education Accreditatio n (CHEA)-self-regulation we explore the latter. Council of Higher-Education Accreditation (CHEA) In a nutshell, this organization is liable of accrediting the accreditors of high facts of life in the US. The national organization was established to take this responsibility after the academy performed it aver review of augmenting numbers of accreditors. This is generally referred to as self-regulation, as the academy is regulation itself (Myrick & Yonge, 2007). Nonetheless, accreditation of other accrediting bodies ends reality of the academy regulation, which comprises of the national government accreditation of accrediting bodies via the department of Education. In doing so, accountability is sought via reliance upon accreditation to perform the evaluation of individualist programs and institutions in an almost boundless sea of mission. This accountability is largely sought via evaluation of literally various transactions (assessment of learning, costs, and jobs for graduate s, graduation rates) which legislation as well as regulations requires for qualification as an accrediting form commendable of opening gates to benefit from government funding. There atomic number 18 about 20 accrediting bodies responsible for the accreditation of institutions as well as 62 bodies responsible for the accreditation programs (such as in medicine, health professions, and law). The accrediting bodies are independent, non-governmental, as well as non-profit making organization being funded by mainly through annual subscriptions from programs and institutions. The accrediting organizations design minimum requirements, which should be satisfied in order to receive accreditation. Programs and institutions carry out self-studies basing on the standards. They are then reviewed by peers within the profession and via visiting sites and team reports. The accrediting bodies make judgments that are standard pen via their decision-making commissions leading to awarding or denyin g accreditation status. Programs and institutions undergo periodic review for maintaining accredited status that is needed for accessing the federal and state funds. However, it should be noted that not all organizations are regulated by CHEA. Higher education and accreditation initiate, and drives change in regulation equation by discovering ways to meet the demands of accountability whereas maintaining, to the greatest direct possible, the ingredients it deems vital, namely, self-regulation, institutional autonomy and academic freedom (Myrick &