tag:blogger.com,1999:blog-46626136877938716742024-03-06T01:14:46.291-05:00National Council for Higher Education Assessment - NCHEANCHEA provides an industry leading thought knowledge center for providing the necessary resources for assessment, on the parts of administrators, faculty, students, alumni and industry, by giving members the complete set of Higher Education Evaluation and Assessment resources in a single source to ensure that both direct and indirect assessment findings are mechanisms for continuously improving educational experiences.Assessment and Accreditation Management Solutionhttp://www.blogger.com/profile/02364224420123006811noreply@blogger.comBlogger60125tag:blogger.com,1999:blog-4662613687793871674.post-18487996855069380992015-02-07T15:27:00.002-05:002015-02-07T15:32:35.367-05:00ABET: REVISED 2015 - 2016 - Accreditation Policy and Procedure Manual<iframe src="//www.slideshare.net/slideshow/embed_code/44389634" width="476" height="400" frameborder="0" marginwidth="0" marginheight="0" scrolling="no"></iframe>
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<b style="font-size: 18.7199993133545px;"><br /><u>ABET Cloud Based Assessment </u></b></h3>
<h3>
<span style="font-weight: normal;">AEFIS is a Cloud Based Service that allows Engineering Departments at Major Universities the Ability to Capture, Analyze, Edit and Automate any and all information related to the ABET Accreditation Process - its web based, so its a simple low cost automated system that can be Accessed + edited - by any Authorized Person - Anywhere </span><span style="font-weight: normal;">- at Any Time - on Any Device. <a href="http://aefis.blogspot.com/2014/12/aefis-2015-academic-evaluation-feedback.html" target="_blank">more info</a></span></h3>
<div>
<br /></div>
<h3>
<u>Value: Cloud Based / Automated - ABET Assessment</u><br /><span style="font-weight: normal;">It also eliminates the enormous inefficient use of time and money spent by the faculty and staff of most engineering colleges prepping for ABET Certification Audits <a href="http://aefis.blogspot.com/2014/12/aefis-2015-academic-evaluation-feedback.html" target="_blank">more</a> </span></h3>
<div>
<br /></div>
<h3>
<u>Increase Engineering Program - Performance</u><br /><span style="font-weight: normal;">Automating the Assessment Process Frees Up significant time and resources amongst the Engineering Education Staff allowing you to reallocate the resources where they will provide your university with its greatest value + that is spent Improving the Engineering Program Curriculum as well as the performance of instruction and student learning.</span></h3>
<div>
<br /></div>
<h3>
<u>Increase Rankings / Enrollment / Student Learning</u></h3>
<h3>
<span style="font-weight: normal;">The automation of the data analysis and reporting identifies improvements that can be made to key teaching and learning processes to quickly increase student learning performance + the ranking of Engineering Schools </span><span style="font-weight: normal;">among similar universities that compete for the same student enrollments.</span></h3>
<h3>
</h3>
<br />
<h3>
Interested in a "Pressure Free" - Look at ABET Assessment in the Cloud<br />- <a href="http://www.linkedin.com/in/sualp" style="font-weight: normal;" target="_blank">click here</a><span style="font-weight: normal;"> </span></h3>
<h3>
<span style="font-weight: normal;"><br /></span>AEFIS</h3>
<div>
<div>
877.674.3122</div>
<div>
Aefis Headquarters</div>
<div>
419 South 2nd Street</div>
<div>
Philadelphia, PA 19147</div>
</div>
<div>
www.aefis.com</div>
<br /></div>Assessment and Accreditation Management Solutionhttp://www.blogger.com/profile/02364224420123006811noreply@blogger.com0tag:blogger.com,1999:blog-4662613687793871674.post-7506197561778124722015-02-07T14:06:00.000-05:002015-02-07T15:26:14.632-05:00ABET Accreditation Alert: Engineering Accreditation Commission: Proposed Revisions to Criteria 3 and 5 <div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjku4m30_COiO-LsVKKT9eBKOLhkMh_5tMvwK3uyaXN4omaHHOnjgcqPMWDuvUnJ7vyjU42-cLDyUpSMRykwB_4hdnB8X92Pfpk9uiQt09YiR_LwAGJ6HPtZI5ou7DikSZ9VQVuvxr5b3E/s1600/ABET+Logo.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjku4m30_COiO-LsVKKT9eBKOLhkMh_5tMvwK3uyaXN4omaHHOnjgcqPMWDuvUnJ7vyjU42-cLDyUpSMRykwB_4hdnB8X92Pfpk9uiQt09YiR_LwAGJ6HPtZI5ou7DikSZ9VQVuvxr5b3E/s1600/ABET+Logo.jpg" height="200" width="191" /></a></div>
<h2 style="text-align: center;">
Engineering Accreditation Commission:<br />Proposed Revisions to Criteria 3 and 5
</h2>
<h3 style="text-align: left;">
<u><b>EAC Alert: Proposed ABET Changes</b></u></h3>
<h3 style="text-align: left;">
<span style="font-weight: normal;">ABET's Accreditation Alerts Summarize Important Changes in the Accreditation Criteria and Procedure Manual (APPM)</span></h3>
</div>
<br />
<h3>
<u>Requesting Feedback re: Proposed ABET Changes</u></h3>
<h3>
<span style="font-weight: normal;">ABET (EAC) is currently soliciting observations from its constituents. You can send us your comments on these potential revisions through this </span><a href="https://www.surveymonkey.com/s/Revisions2015" style="font-weight: normal;" target="_blank">form</a><span style="font-weight: normal;">.</span></h3>
<div>
<span style="font-weight: normal;"><br /></span></div>
<div>
<h3 style="text-align: left;">
</h3>
</div>
<h2 style="text-align: center;">
<iframe frameborder="0" height="400" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/44386824" style="text-align: left;" width="476"></iframe></h2>
<h3 style="text-align: left;">
<b style="font-size: 18.7199993133545px;"><br /><u>ABET Cloud Based Assessment </u></b></h3>
<h3 style="text-align: left;">
<span style="font-weight: normal;">AEFIS is a Cloud Based Service that allows Engineering Departments at Major Universities the Ability to Capture, Analyze, Edit and Automate any and all information related to the ABET Accreditation Process - its web based, so its a simple low cost automated system that can be Accessed + edited - by any Authorized Person - Anywhere </span><span style="font-weight: normal;">- at Any Time - on Any Device. <a href="http://aefis.blogspot.com/2014/12/aefis-2015-academic-evaluation-feedback.html" target="_blank">more info</a></span></h3>
<div>
<span style="font-weight: normal;"><br /></span></div>
<h3>
<u>Value: Cloud Based / Automated - ABET Assessment</u><br /><span style="font-weight: normal;">It also eliminates the enormous inefficient use of time and money spent by the faculty and staff of most engineering colleges prepping for ABET Certification Audits <a href="http://aefis.blogspot.com/2014/12/aefis-2015-academic-evaluation-feedback.html" target="_blank">more</a> </span></h3>
<div>
<span style="font-weight: normal;"><br /></span></div>
<h3>
<u>Increase Engineering Program - Performance</u><br /><span style="font-weight: normal;">Automating the Assessment Process Frees Up significant time and resources amongst the Engineering Education Staff allowing you to reallocate the resources where they will provide your university with its greatest value + that is spent Improving the Engineering Program Curriculum as well as the performance of instruction and student learning.</span></h3>
<div>
<span style="font-weight: normal;"><br /></span></div>
<h3>
<u>Increase Rankings / Enrollment / Student Learning</u></h3>
<h3>
<span style="font-weight: normal;">The automation of the data analysis and reporting identifies improvements that can be made to key teaching and learning processes to quickly increase student learning performance + the ranking of Engineering Schools </span><span style="font-weight: normal;">among similar universities that compete for the same student enrollments.</span></h3>
<h3>
</h3>
<h3>
Interested in a "Pressure Free" - Look at ABET Assessment in the Cloud<br />- <a href="http://www.linkedin.com/in/sualp" style="font-weight: normal;" target="_blank">click here</a><span style="font-weight: normal;"> </span></h3>
<h3>
<span style="font-weight: normal;"><br /></span>AEFIS</h3>
<div>
<div>
877.674.3122</div>
<div>
Aefis Headquarters</div>
<div>
419 South 2nd Street</div>
<div>
Philadelphia, PA 19147</div>
</div>
<div>
www.aefis.com</div>
</div>
Assessment and Accreditation Management Solutionhttp://www.blogger.com/profile/02364224420123006811noreply@blogger.com0tag:blogger.com,1999:blog-4662613687793871674.post-6260076617147702572015-01-26T16:33:00.001-05:002015-01-26T16:36:53.188-05:00ABET Assessment: Choosing Assessment Methods - Video <div dir="ltr" style="text-align: left;" trbidi="on">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgf7OihwCxKNvxgoh9dApmtBxBCPIlnMXgr0t3b4m1PLaFz-ef9-vb4Ssgv2vitC8sxiv3JLISQggncHmGcRC6uvDKGdulY5PlJKlCXyXqvOABSZ7tqp9RmBHj3C47VqZ-vPnB5bNm8T4g/s1600/ABET_Gloria_Rogers.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgf7OihwCxKNvxgoh9dApmtBxBCPIlnMXgr0t3b4m1PLaFz-ef9-vb4Ssgv2vitC8sxiv3JLISQggncHmGcRC6uvDKGdulY5PlJKlCXyXqvOABSZ7tqp9RmBHj3C47VqZ-vPnB5bNm8T4g/s1600/ABET_Gloria_Rogers.jpg" /></a></div>
<h1>
ABET Assessment: Choosing Assessment Methods</h1>
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<div id="eventDetails">
<a class="launchWebinar" href="http://www.easywebvideo.com/video.php?v=15a4a7eb">Launch Webinar</a><span class="date"></span><br />
<div class="details">
<span class="detail"></span><span class="detail">Presenter: <b>Gloria Rogers, Ph.D. </b></span></div>
<div class="details">
<span class="detail"><b></b></span></div>
<div class="details">
<br />
You can <a href="http://www.abet.org/uploadedFiles/Events/Webinars/Choosing_Assessment_Methods.pdf" target="_blank" title="Choosing Assessment Methods">download the slides used during the webinar (PDF)</a> for use during the presentation or as a stand-alone summary.<br />
<br />
Topics covered in this webinar include:<br />
<ul>
<li>Direct methods</li>
<li>Indirect methods</li>
<li>Triangulation</li>
<li>Validity</li>
<li>Choosing methods</li>
</ul>
<br />
<div class="title">
<b>Gloria Rogers, </b>Former Managing Director, Professional Services, ABET</div>
Gloria Rogers is the former Managing Director, Professional Services at ABET.<br />
Rogers serves as a reviewer for the Fulbright Senior Scholars program
and was also the editor of a special edition of the 2008 International
Journal of Engineering Education. She has been an external evaluator for
major science, math, engineering, and technology initiatives and has a
developed interactive CD Rom, "Assessment Planning Flowchart," to aid
programs in their program assessment plan development. She also serves
on advisory boards for the National Science Foundation, American
Association of Colleges and Universities, and the Southern Association
of Colleges and Schools.<br />
Gloria has organized 13 symposia on program assessment and
accreditation that have been attended by over 2,500 engineering
educators from 500 institutions around the world. In addition, she has
authored 35 assessment-related articles, given more than 100 invited
presentations at national and international conferences and facilitated
workshops/seminars at over 75 campuses.<br />
In addition to her local and national involvement in assessment and
educational reform, she has given invited presentations and workshops in
25 countries around the world including a Fulbright Senior Scholar
assignment in Lima, Peru. In 2008, she was named a Fellow of the
American Society of Engineering Education for her contributions to the
engineering education profession.<br />
<span class="detail"><b><br /></b></span></div>
</div>
</div>
</div>
Assessment and Accreditation Management Solutionhttp://www.blogger.com/profile/02364224420123006811noreply@blogger.com0tag:blogger.com,1999:blog-4662613687793871674.post-47180414489992236492015-01-26T15:40:00.001-05:002015-01-26T15:49:51.958-05:00ABET 2015 Calendar - Program Assessment - Workshops and Symposiums<div dir="ltr" style="text-align: left;" trbidi="on">
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<h4>
</h4>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijP65kVyk1T8qF_p8pEnrNTNzIUSImhQBTgGRakTfzfaJQmjJYeGsA5tIjmozQCr4RnR17wop3RRDS-RUqjcZcMvEv0vajAmfwNbSHIv5QmsfaR_tpOrBwVFPd7neOIESCrCRPh5QF7xg/s1600/ABET+Logo.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijP65kVyk1T8qF_p8pEnrNTNzIUSImhQBTgGRakTfzfaJQmjJYeGsA5tIjmozQCr4RnR17wop3RRDS-RUqjcZcMvEv0vajAmfwNbSHIv5QmsfaR_tpOrBwVFPd7neOIESCrCRPh5QF7xg/s1600/ABET+Logo.jpg" /></a></div>
<br />
ABET is a nonprofit, non-governmental organization that accredits
college and university programs in the disciplines of applied science,
computing, engineering, and engineering technology. ABET accredits over
3,400 programs at nearly 700 colleges and universities in 28 countries.
ABET provides specialized, programmatic accreditation that evaluates an
individual program of study, rather than evaluating an institution as a
whole.<br />
<br />
ABET accreditation, which is voluntary and achieved through a peer
review process, provides assurance that a college or university program
meets the quality standards established by the profession for which the
program prepares its students. <br />
<br />
ABET is recognized by the Council for Higher Education Accreditation (CHEA).<br />
<h3 style="text-align: left;">
<b>ABET 2015 Calendar - Program Assessment - Workshops and Symposiums</b></h3>
<h3 style="text-align: left;">
</h3>
<div style="text-align: left;">
</div>
<h4>
<a href="http://www.abet.org/DisplayTemplates/EventDetail.aspx?id=4775">Fundamentals of Program Assessment Workshop - Palm Springs, CA</a>
</h4>
<span class="location">
Palm Springs, CA
</span>
This one-day workshop is for those who are new to program assessment. Location: Palm Springs, CA</div>
<div class="section">
<span class="date">Wednesday, April 22 or Saturday, April 25</span><br />
<br />
<h4>
<a href="http://www.abet.org/DisplayTemplates/EventDetail.aspx?id=5195">Advanced Program Assessment Workshop - Atlanta, GA</a>
</h4>
<span class="location">
Atlanta, GA
</span>
During the Advanced Program Assessment workshop, participants work in
small groups to develop an assessment and evaluation framework using
sample scenarios and simulations.
</div>
<div class="section">
<span class="date">Wednesday, April 22 or Saturday, April 25</span><br />
<br />
<h4>
<a href="http://www.abet.org/DisplayTemplates/EventDetail.aspx?id=5196">Fundamentals of Program Assessment Workshop - Atlanta, GA</a>
</h4>
<span class="location">
Atlanta, GA
</span>
This one-day workshop is for those who are new to program assessment. Location: Atlanta, GA.
</div>
<div class="section">
<span class="date">April 23 - 24, 2015</span><br />
<br />
<h4>
<a href="http://www.abet.org/DisplayTemplates/EventDetail.aspx?id=5122">2015 ABET Symposium - Atlanta, GA</a>
</h4>
<span class="location">
Atlanta, GA
</span>
The ABET Symposium is the premier event in quality assurance and
innovations in technical education worldwide. It brings together
hundreds of leaders in academe, industry, and government, while
promoting peer-to-peer and expert interaction around continuous quality
improvement and ABET accreditation.<br />
<br />
<br />
The 2015 ABET Symposium will be held Thursday, April 23, and Friday,
April 24, in Atlanta, Georgia. The program will consist of presentations
from invited speakers and those selected through an open call for
abstracts.
</div>
</div>
Assessment and Accreditation Management Solutionhttp://www.blogger.com/profile/02364224420123006811noreply@blogger.com0tag:blogger.com,1999:blog-4662613687793871674.post-49884683667082400202014-12-10T18:36:00.001-05:002014-12-10T18:36:33.064-05:00AEFIS: 2015 Academic Evaluation Feedback Intervention System<div dir="ltr" style="text-align: left;" trbidi="on">
<iframe allowfullscreen="" frameborder="0" height="510" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/42584245" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="477"> </iframe> <br />
<div style="margin-bottom: 5px;">
<strong> <a href="https://www.slideshare.net/goAEFIS/aefis-2015-academic-evaluation-feedback-intervention-cloud-system" target="_blank" title="AEFIS: 2015 Academic Evaluation Feedback Intervention System">AEFIS: 2015 Academic Evaluation Feedback Intervention System</a> </strong> from <strong><a href="https://www.slideshare.net/goAEFIS" target="_blank">☛ AEFIS ☛ Higher Ed. ☛ Assessment ☛ Continuous Improvement ☛ Web Based ☛ System</a></strong> </div>
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Assessment and Accreditation Management Solutionhttp://www.blogger.com/profile/02364224420123006811noreply@blogger.com0tag:blogger.com,1999:blog-4662613687793871674.post-87773320065731137092014-12-10T18:09:00.001-05:002014-12-10T18:09:02.203-05:00CHEA: 2015 Higher Education Accreditation Toolkit<div dir="ltr" style="text-align: left;" trbidi="on">
<iframe allowfullscreen="" frameborder="0" height="510" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/42583840" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="477"> </iframe> <br />
<div style="margin-bottom: 5px;">
<strong> <a href="https://www.slideshare.net/goAEFIS/chea-2015-highereducationaccreditationtoolkit" target="_blank" title="CHEA Higher Education Accreditation Toolkit">CHEA Higher Education Accreditation Toolkit</a> </strong> from <strong><a href="https://www.slideshare.net/goAEFIS" target="_blank">☛ AEFIS ☛ Higher Ed. ☛ Assessment ☛ Continuous Improvement ☛ Web Based ☛ System</a></strong> </div>
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Assessment and Accreditation Management Solutionhttp://www.blogger.com/profile/02364224420123006811noreply@blogger.com1tag:blogger.com,1999:blog-4662613687793871674.post-35414798848895301312014-12-10T17:26:00.001-05:002014-12-10T17:26:33.141-05:00Directory of CHEA - Recognized Higher Education Accrediting Organizations<div dir="ltr" style="text-align: left;" trbidi="on">
<iframe allowfullscreen="" frameborder="0" height="510" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/42582120" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="477"> </iframe><br /><b><u>CHEA Recognized Organizations <br /></u></b><br />
The accrediting organizations identified in this directory are recognized by the<br />
Council for Higher Education Accreditation (CHEA). Recognition by CHEA<br />
affirms that the standards and processes of the accrediting organization are<br />
consistent with the academic quality, improvement and accountability expectations<br />
that CHEA has established, including the eligibility standard that the majority<br />
of institutions or programs each accredits are degree-granting.<br /><br />
<div style="margin-bottom: 5px;">
<strong> <a href="https://www.slideshare.net/goAEFIS/directory-of-chea-recognized-higher-education-accrediting-organizations" target="_blank" title="Directory of CHEA Recognized Higher Education Accrediting Organizations">Directory of CHEA Recognized Higher Education Accrediting Organizations</a> </strong> from <strong><a href="https://www.slideshare.net/goAEFIS" target="_blank">☛ AEFIS ☛ Higher Ed. ☛ Assessment ☛ Continuous Improvement ☛ Web Based ☛ System</a> </strong></div>
</div>
Assessment and Accreditation Management Solutionhttp://www.blogger.com/profile/02364224420123006811noreply@blogger.com0tag:blogger.com,1999:blog-4662613687793871674.post-74307815171759519052014-12-10T15:04:00.001-05:002014-12-10T15:04:48.689-05:00President Obama’s 2015 Budget Adds Funds for Higher Education<div dir="ltr" style="text-align: left;" trbidi="on">
<iframe allowfullscreen="" frameborder="0" height="510" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/42578314" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="477"> </iframe> <br />
<div style="margin-bottom: 5px;">
<strong> <a href="https://www.slideshare.net/goAEFIS/president-obamas-2015-budget-higher-education-funds" target="_blank" title="President Obama's Proposed 2015 Budget: Higher Education Funds">President Obama's Proposed 2015 Budget: Higher Education Funds</a> </strong> from <strong><a href="https://www.slideshare.net/goAEFIS" target="_blank">☛ AEFIS ☛ Higher Ed. ☛ Assessment ☛ Continuous Improvement ☛ Web Based ☛ System</a></strong> </div>
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Assessment and Accreditation Management Solutionhttp://www.blogger.com/profile/02364224420123006811noreply@blogger.com0tag:blogger.com,1999:blog-4662613687793871674.post-5785855934335978922014-12-10T14:38:00.001-05:002014-12-10T14:38:51.741-05:00American Council on Education - Response to Supporting Academic Freedom Through Regulatory Relief Act<div dir="ltr" style="text-align: left;" trbidi="on">
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Assessment and Accreditation Management Solutionhttp://www.blogger.com/profile/02364224420123006811noreply@blogger.com0tag:blogger.com,1999:blog-4662613687793871674.post-74045434136380646892014-12-10T14:10:00.001-05:002014-12-10T14:10:52.899-05:00President Obama Speaks at the Dec. 2014 - College Opportunity Summit<div dir="ltr" style="text-align: left;" trbidi="on">
<iframe allowfullscreen="" frameborder="0" height="315" src="//www.youtube.com/embed/2klC4oiRZDw" width="560"></iframe><br />
<h3 style="background: transparent; border: 0px; padding: 0px; text-align: left;">
<strong class="watch-time-text" style="background: transparent; border: 0px; margin: 0px; padding: 0px; vertical-align: middle;">Published on Dec 4, 2014</strong><b>On December 4, 2014, President Obama delivered remarks at the College Opportunity Summit at the Ronald Reagan Building in Washington, D.C.</b></h3>
</div>
Assessment and Accreditation Management Solutionhttp://www.blogger.com/profile/02364224420123006811noreply@blogger.com0tag:blogger.com,1999:blog-4662613687793871674.post-86758728507104060352014-12-09T18:48:00.002-05:002014-12-09T18:49:13.720-05:00AEFIS - Attends WEEF - World Engineering Education Forum in Dubai Dec 2014<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-size: 13px; text-align: center;">AEFIS: CEO Mustafa Sualp and Dir. Operations Caitlin Meehan at WEEF - <b>World Engineering Education Forum in Dubai Dec. 3-6 2014</b></span><br />
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<span style="font-size: 13px; text-align: center;"><b>About Weef 2014 </b>- Following in the footsteps of WEEF 2010 in Singapore and WEEF 2012 in Buenos Aires, the 2014 World Engineering Education Forum is bringing together a whole array of activities. <br /><br />The Forum combines a number of international engineering education conferences, and promises to be the largest ever conference on engineering education.</span><br />
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<span style="text-align: center;"><b><span style="font-size: large;">WEEF 2014 Conference Overview</span></b><span style="font-size: 13px;"> </span></span><br />
<span style="font-size: 13px; text-align: center;">Under the theme “Engineering Education for a Global Community”, The World Engineering Education Forum – WEEF 2014 – will include over 70 multidisciplinary sessions, bringing together the world most renowned experts to address the latest innovation, advances, technology, issues and challenges in engineering education.</span><br />
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Assessment and Accreditation Management Solutionhttp://www.blogger.com/profile/02364224420123006811noreply@blogger.com1tag:blogger.com,1999:blog-4662613687793871674.post-23165833871023774932014-11-12T15:25:00.000-05:002014-11-21T12:50:54.309-05:00<div dir="ltr" style="text-align: left;" trbidi="on">
<iframe allowfullscreen="" frameborder="0" height="510" marginheight="0" marginwidth="0" scrolling="no" src="//www.slideshare.net/slideshow/embed_code/41474584" style="border-width: 1px; border: 1px solid #CCC; margin-bottom: 5px; max-width: 100%;" width="477"> </iframe> <br />
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<b> <a href="https://www.slideshare.net/goAEFIS/2014-recognized-accrediting-associations" target="_blank" title="2014 - Recognized Accrediting Associations">2014 - Recognized Accrediting Associations</a> </b> from <b><a href="https://www.slideshare.net/goAEFIS" target="_blank">☛ AEFIS ☛ Higher Ed. ☛ Assessment ☛ Continuous Improvement ☛ Web Based ☛ System</a></b><br />
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This chart lists regional, national faith-related, national career-related and programmatic accreditors that are or have been recognized by the Council for
Higher Education Accreditation (CHEA) or the U.S. Department of Education (USDE) or both. Organizations identified by (
•
) are recognized; (–) indicates those
not currently recognized. An asterisk (*) identifies accrediting organizations that were formerly recognized
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Assessment and Accreditation Management Solutionhttp://www.blogger.com/profile/02364224420123006811noreply@blogger.com0tag:blogger.com,1999:blog-4662613687793871674.post-52872854758688981582014-11-12T14:18:00.000-05:002014-11-21T13:38:37.837-05:002014 - Types of Higher Education Accreditation: What's the Difference?<iframe width="560" height="315" src="//www.youtube.com/embed/BP3dqwqMWAI" frameborder="0" allowfullscreen></iframe>
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<b class="watch-time-text">Types of Accreditation: What's The Difference!</b>
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To be accredited, a school or
program undergoes a review by an accrediting organization. Institutional
accreditors review entire colleges, universities or vocational schools.
Programmatic accreditors review programs in areas ranging from the
health professions to engineering.</div>
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Assessment and Accreditation Management Solutionhttp://www.blogger.com/profile/02364224420123006811noreply@blogger.com0tag:blogger.com,1999:blog-4662613687793871674.post-36175819433755679822014-11-12T13:16:00.000-05:002014-11-21T13:38:37.817-05:00Can Higher Education Accreditation Keep Up With Change?<iframe src="//www.slideshare.net/slideshow/embed_code/41469087" width="425" height="355" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" style="border:1px solid #CCC; border-width:1px; margin-bottom:5px; max-width: 100%;" allowfullscreen> </iframe> <div style="margin-bottom:5px"> <strong> <a href="//www.slideshare.net/goAEFIS/state-of-higher-education-accreditation-2014" title="2014 "State of Higher Education Accreditation" Report" target="_blank">2014 "State of Higher Education Accreditation" Report</a> </strong> from <strong><a href="//www.slideshare.net/goAEFIS" target="_blank">☛ AEFIS ☛ Higher Ed. ☛ Assessment ☛ Continuous Improvement ☛ Web Based ☛ System</a></strong> </div>
Assessment and Accreditation Management Solutionhttp://www.blogger.com/profile/02364224420123006811noreply@blogger.com0tag:blogger.com,1999:blog-4662613687793871674.post-25586536331163785752014-10-14T20:32:00.000-04:002014-11-21T13:38:37.799-05:00New Technology Is Turning Education Upside Down<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="background-color: white; font-family: Helvetica, Arial, sans-serif; font-size: 15px; line-height: 20px;"> <b> Students in a lecture hall at the Missouri School Of Journalism</b></span><br />
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Higher education is one of the great successes of the welfare state. </div>
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<span style="line-height: 1.5em;">What was once the privilege of a few has become a middle-class entitlement, thanks mainly to government support. Some 3.5m Americans and 5m Europeans will graduate this summer. </span></div>
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<span style="line-height: 1.5em;">In the emerging world universities are booming: China has added nearly 30m places in 20 years. Yet the business has changed little since Aristotle taught at the Athenian Lyceum: young students still gather at an appointed time and place to listen to the wisdom of scholars.</span></div>
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Now a revolution has begun (see "The future of universities: The digital degree"), thanks to three forces: rising costs, changing demand and disruptive technology. The result will be the reinvention of the university.</div>
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Higher education suffers from Baumol's disease--the tendency of costs to soar in labour-intensive sectors with stagnant productivity. Whereas the prices of cars, computers and much else have fallen dramatically, universities, protected by public-sector funding and the premium employers place on degrees, have been able to charge ever more for the same service. For two decades the cost of going to college in America has risen by 1.6 percentage points more than inflation every year.</div>
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For most students university remains a great deal; by one count the boost to lifetime income from obtaining a college degree, in net-present-value terms, is as much as $590,000 (see page 74). But for an increasing number of students who have gone deep into debt--especially the 47% in America and 28% in Britain who do not complete their course--it is plainly not value for money. And the state's willingness to pick up the slack is declining. In America government funding per student fell by 27% between 2007 and 2012, while average tuition fees, adjusted for inflation, rose by 20%. In Britain tuition fees, close to zero two decades ago, can reach £9,000 ($15,000 a year).</div>
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The second driver of change is the labour market. In the standard model of higher education, people go to university in their 20s: a degree is an entry ticket to the professional classes. But automation is beginning to have the same effect on white-collar jobs as it has on blue-collar ones. According to a study from Oxford University, 47% of occupations are at risk of being automated in the next few decades. As innovation wipes out some jobs and changes others, people will need to top up their human capital throughout their lives.</div>
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By themselves, these two forces would be pushing change. A third--technology--ensures it. The internet, which has turned businesses from newspapers through music to book retailing upside down, will upend higher education. Now the MOOC, or "Massive Open Online Course", is offering students the chance to listen to star lecturers and get a degree for a fraction of the cost of attending a university.</div>
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MOOCs started in 2008; and, as often happens with disruptive technologies, they have so far failed to live up to their promise. Largely because there is no formal system of accreditation, drop-out rates have been high. But this is changing as private investors and existing universities are drawn in. One provider, Coursera, claims over 8m registered users. Though its courses are free, it bagged its first $1m in revenues last year after introducing the option to pay a fee of between $30 and $100 to have course results certified. Another, Udacity, has teamed up with AT&T and Georgia Tech to offer an online master's degree in computing, at less than a third of the cost of the traditional version. Harvard Business School will soon offer an online "pre-MBA" for $1,500. Starbucks has offered to help pay for its staff to take online degrees with Arizona State University.</div>
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MOOCs will disrupt different universities in different ways. Not all will suffer. Oxford and Harvard could benefit. Ambitious people will always want to go to the best universities to meet each other, and the digital economy tends to favour a few large operators. The big names will be able to sell their MOOCs around the world. But mediocre universities may suffer the fate of many newspapers. Were the market for higher education to perform in future as that for newspapers has done over the past decade or two, universities' revenues would fall by more than half, employment in the industry would drop by nearly 30% and more than 700 institutions would shut their doors. The rest would need to reinvent themselves to survive. <a href="http://www.businessinsider.com/new-technology-is-turning-education-upside-down-2014-6" target="_blank">Read More</a> . . . . . . . . . .</div>
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<a href="http://www.aefis.com/" target="_blank"><span style="color: blue;">Learn More About AEFIS</span></a></div>
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Assessment and Accreditation Management Solutionhttp://www.blogger.com/profile/02364224420123006811noreply@blogger.com0tag:blogger.com,1999:blog-4662613687793871674.post-53201606797115863272014-10-14T20:05:00.000-04:002014-11-21T13:38:37.843-05:00Impact of Online Higher Education - 'Going' (But Not Going) to College<div dir="ltr" style="text-align: left;" trbidi="on">
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September 25, 2014 </div>
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<a class="username" href="https://www.insidehighered.com/users/carl-straumsheim" style="color: #ef7521; text-decoration: none;" title="View user profile.">Carl Straumsheim</a></div>
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How do you tell high school students they’re going to attend -- but not actually go to -- college?</div>
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It’s a conversation the University of Florida is having with potential students, parents and school counselors about <a href="http://ufonline.ufl.edu/" style="color: #ef7521; text-decoration: none;" target="_blank">UF Online</a>, the institution’s degree-granting online arm. Now facing its first full academic year, UF Online is hitting its course development and enrollment targets, but it has so far attracted few first-time-in-college (FTIC) students.</div>
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UF Online launched in January with 583 students -- all of them transferring in. In March, university officials said they hoped to enroll 750 to 1,000 students by the fall semester, including 100 to 150 high school graduates starting as freshmen.</div>
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“We have not met that expectation,” said W. Andrew (Andy) McCollough, associate provost for teaching and technology at UF. “We have only recruited first-time-in-college students for the first time this fall, and we have a total of 22 out of a class of right about a thousand.”</div>
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McCollough, who has served as the interim executive director of UF Online since Elizabeth D. (Betty) Phillips’s <a href="https://www.insidehighered.com/news/2014/03/14/director-u-florida-online-resigns" style="color: #ef7521; text-decoration: none;">sudden resignation</a>two months after launch, said time constraints are largely to blame for the low number of first-time-in-college students. Ideally, the university should have marketed to those students last fall, but the institution was then <a href="https://www.insidehighered.com/news/2013/10/01/u-florida-races-create-online-campus-jan-1-opening-date-approaches" style="color: #ef7521; text-decoration: none;">racing to meet its legislature-imposed deadline</a> to launch in January.</div>
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“I think a fairer test of the robustness of a fully comprehensive four-year baccalaureate degree for first-time-in-college students would be this time next year, because we are only now getting the opportunity to talk to next year’s class,” McCollough said. “We didn’t really crank [the marketing efforts] up until after applications were due for entry into the university for this fall. We’re up and running this time, and we’ve got not only the digital conversation that Pearson is assisting us with ... we’re also having feet on the ground with our enrollment management people.”</div>
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The delayed timeline for recruiting high school students at least means UF Online will have more time to develop the course and degree offerings it hopes will make it competitive. McCollough counted 10 majors (the <a href="http://ufonline.ufl.edu/degrees/undergraduate/" style="color: #ef7521; text-decoration: none;">website</a> lists nine) and more than 130 courses in the fall lineup, saying the university will continue to add five new majors each year.</div>
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“I think we’ll be very close at the end of three years to 20 majors,” McCollough said. “One of the things that’s clear to us -- and should come as no surprise to us -- is as we talk to both transfer students and FTICs, we need to have a robust array of major opportunities to be attractive to these possible students.” <a href="https://www.insidehighered.com/news/2014/09/25/u-florida-online-considers-how-sell-studying-online-high-school-graduates" target="_blank">Read More</a> . . . . . . . . . . . </div>
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Assessment and Accreditation Management Solutionhttp://www.blogger.com/profile/02364224420123006811noreply@blogger.com0tag:blogger.com,1999:blog-4662613687793871674.post-88029735231846520942014-10-14T19:59:00.000-04:002014-11-21T13:38:37.909-05:00Tuition Costs of Colleges and Universities<div dir="ltr" style="text-align: left;" trbidi="on">
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Assessment and Accreditation Management Solutionhttp://www.blogger.com/profile/02364224420123006811noreply@blogger.com0tag:blogger.com,1999:blog-4662613687793871674.post-72968836014633940082014-10-14T19:51:00.000-04:002014-11-21T13:38:37.882-05:00Gates Foundation Picks Seven To Vie for $20 million Digital Courseware Investments<div dir="ltr" style="text-align: left;" trbidi="on">
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Assessment and Accreditation Management Solutionhttp://www.blogger.com/profile/02364224420123006811noreply@blogger.com0tag:blogger.com,1999:blog-4662613687793871674.post-6847129994538568972014-10-14T19:31:00.000-04:002014-11-21T13:38:37.865-05:00AEFIS - NEW! 2014 Tools For Higher Quality Assessment Success<div dir="ltr" style="text-align: left;" trbidi="on">
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Assessment and Accreditation Management Solutionhttp://www.blogger.com/profile/02364224420123006811noreply@blogger.com0tag:blogger.com,1999:blog-4662613687793871674.post-7473640495978933072014-10-14T19:10:00.000-04:002014-11-21T13:38:37.898-05:00May 2014 Characteristics of Postsecondary Institutions<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="background-color: white; font-family: Arial, sans-serif; font-size: 12px; line-height: 16.239999771118164px;">In 2012–13, there were 4,295 degree-granting institutions, including 2,609 4-year institutions offering programs at the bachelor's or higher degree level and 1,686 2-year institutions offering associate's degrees. These institutions may be governed by publicly appointed or elected officials, with major support from public funds (publicly controlled), or by privately elected or appointed officials, with major support from private sources (private control). All institutions in this analysis enroll first-year undergraduates. Private institutions may be operated on a nonprofit or for-profit basis. The number of private nonprofit institutions in 2012–13 (1,346) was 3 percent lower than in 2000–01 (1,383), and the number of public institutions in 2012–13 (1,581) was 4 percent lower than in 2000–01 (1,647). In contrast, the number of private for-profit institutions nearly doubled between 2000–01 and 2012–13 (from 687 to 1,368). <a href="http://nces.ed.gov/programs/coe/indicator_csa.asp" target="_blank"><b> Read More</b></a> . . . . . . . . . .</span><br />
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Assessment and Accreditation Management Solutionhttp://www.blogger.com/profile/02364224420123006811noreply@blogger.com0tag:blogger.com,1999:blog-4662613687793871674.post-70091957350342711812014-10-14T18:46:00.003-04:002014-11-21T13:38:37.876-05:002014 World Engineering Education Forum<div dir="ltr" style="text-align: left;" trbidi="on">
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Under the Patronage of</h4>
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His Highness Sheikh Hamdan bin Mohammed bin Rashid Al Maktoum</h3>
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Crown Prince of Dubai and Chairman of Dubai Executive Council</h4>
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Following in the footsteps of WEEF 2010 in Singapore and WEEF 2012 in Buenos Aries, the 2014 World Engineering Education Forum is bringing together a whole array of activities. The Forum combines a number of international engineering education conferences, and promises to be the largest ever conference on engineering education.</div>
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Assessment and Accreditation Management Solutionhttp://www.blogger.com/profile/02364224420123006811noreply@blogger.com0tag:blogger.com,1999:blog-4662613687793871674.post-91830768672136961272014-10-13T18:30:00.000-04:002014-11-21T13:38:37.921-05:00Postsecondary Education Outcome Measures: ED, DOD, and VA<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="http://nces.ed.gov/statprog/outcomemeasures/index.asp" style="color: #333333; font-family: Arial, sans-serif; text-align: left;"><span style="font-size: xx-small;"><img alt="Postsecondary Education Outcome Measures: ED, DOD, and VA" border="0" src="http://nces.ed.gov/statprog/outcomemeasures/images/postsec_banner.jpg" height="60" style="border: none;" width="400" /></span></a><span style="background-color: white; font-family: Arial, sans-serif; font-size: 12px; text-align: left;"></span></div>
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<b style="font-size: 1.1em;"><span style="font-size: large;">Postsecondary Education Outcome Measures: ED, DOD, and VA</span></b></div>
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<strong>Consistent with <a href="http://nces.ed.gov/statprog/outcomemeasures/page2.asp" style="color: #333333;">Executive Order 13607: Establishing Principles of Excellence</a> and <a href="http://nces.ed.gov/statprog/outcomemeasures/page3.asp" style="color: #333333;">Public Law 112-249: Improving Transparency of Education Opportunities for Veterans</a>, the United States Departments of Education, Veterans Affairs, and Defense have worked together to identify outcome measures that will provide information on available educational programs to support informed decision making about educational choices, especially as they relate to Veterans and service members. This effort was guided by the following set of questions:</strong></div>
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<li>What does a Veteran or service member need to know when choosing a school?</li>
<li>What do agencies, congressional leaders and key stakeholders need to know about the effectiveness of educational benefit programs?</li>
<li>How do Veterans and service members perform in different educational programs? </li>
<li>Is there variability in outcomes across institutions for different types of students? </li>
<li>How do affordability and outcomes vary across institutions?</li>
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<strong>A set of outcome measures are proposed to capture important information on students’ experiences during school, upon completion of a degree or certificate, and post-graduation using existing administrative data. An additional set of outcome measures that require additional analysis and in some cases data from additional data systems have been identified for further exploration. The following chart lists each measure, with a brief definition of the measure, the cohort or population the measure describes, and an indication of the ability to report the measure. Click on the response for NCES under Departments reporting to see an example of existing data reported at the national level. Following the chart, there is a brief discussion of several overarching measurement issues that will help you understand some of the differences in available information from each of the three Departments.</strong></div>
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<em>Click the plus and minus (<img border="0" src="http://nces.ed.gov/statprog/outcomemeasures/images/openTable.gif" height="7" style="border: none;" width="7" />/<img border="0" src="http://nces.ed.gov/statprog/outcomemeasures/images/closeTable.gif" height="7" style="border: none;" width="7" />) symbols below to expand/collapse the table sections. <a href="http://nces.ed.gov/statprog/outcomemeasures/" target="_blank">read more</a> . . . . . . . . . . </em></div>
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Assessment and Accreditation Management Solutionhttp://www.blogger.com/profile/02364224420123006811noreply@blogger.com0tag:blogger.com,1999:blog-4662613687793871674.post-21758495774894191832014-10-13T17:27:00.001-04:002014-11-21T13:38:37.786-05:00 12 tech trends Higher Education Cannot afford to Ignore<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="font-size: x-large;"> 12 tech trends <span style="color: #990000;">Higher Education </span></span></h3>
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<span style="font-size: x-large;"> <span style="color: #990000;"> Cannot</span> afford to ignore</span></h3>
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<span style="-webkit-font-smoothing: antialiased; line-height: 1.6em;"><b><span style="font-size: large;">Higher education faces an onslaught of disruptive forces right now</span></b></span><span style="font-size: medium;">—and no one should be suprised to hear that news</span><span style="-webkit-font-smoothing: antialiased; font-size: 13px; line-height: 1.6em;">. Burgeoning technologies such as </span><span style="font-size: medium;">MOOCs and </span><span style="-webkit-font-smoothing: antialiased; font-size: 13px; line-height: 1.6em;">mobile devices are disrupting institutional structures from the classroom and across entire campuses. As tech transforms these learning environments, universities must decide whether to resist the change or get out in front of it. To choose the latter option, however, we need to envision what universities of the future will look like</span><span style="font-size: medium;">—</span><a href="http://www.educationdive.com/news/4-reasons-why-universities-will-go-extinct/120709/" style="-webkit-font-smoothing: antialiased; color: #d62828; font-size: 18px; outline: none;" target="_self">if they exist at all</a><span style="-webkit-font-smoothing: antialiased; font-size: 13px; line-height: 1.6em;">. </span></div>
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<em style="-webkit-font-smoothing: antialiased;"><img alt="Lev Gonick CIO Case Western Reserve University" src="https://dive_static.s3.amazonaws.com/diveimages/education/CIO%20Survey%20Graphics/Gonick2009J_sm.png" style="-webkit-font-smoothing: antialiased; border: 0px; float: left; margin-bottom: 10px; margin-right: 10px;" /></em></div>
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Lev Gonick, the VP for information technology services and CIO at Case Western Reserve University and CEO of OneCommunity, isn’t afraid of gazing into the proverbial crystal ball.</div>
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In his keynote address Tuesday at the Campus Technology 2013 conference in Boston, Mass., Gonick laid out his vision for the future higher ed and campus IT. <a href="http://www.educationdive.com/news/12-tech-trends-higher-education-cannot-afford-to-ignore/156188/" target="_blank">Read More</a> . . . . . . . . </div>
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Assessment and Accreditation Management Solutionhttp://www.blogger.com/profile/02364224420123006811noreply@blogger.com0tag:blogger.com,1999:blog-4662613687793871674.post-39308522253564922872014-10-13T17:16:00.000-04:002014-11-21T13:38:37.823-05:004 Technology Trends Changing Higher Education<div dir="ltr" style="text-align: left;" trbidi="on">
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4 Technology Trends Changing Higher Education</h1>
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Technology has had a huge impact on the education system worldwide, transforming how students learn, share and gather information.</div>
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The adoption of technologies like mobile apps, cloud computing and game-based learning has helped students be more productive. From being consumers, students are now becoming creators and innovators, thanks to technology’s ubiquity.<br />
As universities continue to adopt new technology for higher education, here are some of the future learning trends to expect in the next few years:</div>
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<span style="box-sizing: border-box; font-weight: 700;">Learning Analytics</span></h2>
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The New Media Consortium (NMC) defines <a href="http://www.edudemic.com/learning-analytics-in-education/" style="-webkit-transition: all 0.2s linear; background-position: 0px 0px; background-repeat: initial initial; box-sizing: border-box; color: #16a085; text-decoration: none; transition: all 0.2s linear;">learning analytics</a> as a “field associated with analysing patterns and trends from big data”. Its primary goal is to help educators develop educational programs to address a student’s needs. Tailor-fit lessons make it easier for teachers to teach effectively and students can now cope with their lessons.</div>
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The University of New England developed the Automated Wellness Engine or AWE. It was designed to identify students who were experiencing difficulty with their study programs. This enables the faculty to intervene and <a href="http://www.edudemic.com/four-technology-trends-changing-higher-education/" target="_blank">read more</a> . . . . . . . </div>
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Assessment and Accreditation Management Solutionhttp://www.blogger.com/profile/02364224420123006811noreply@blogger.com0tag:blogger.com,1999:blog-4662613687793871674.post-75215811584421460632014-10-13T17:14:00.000-04:002014-11-21T13:38:37.903-05:00Trends for 2014: Five Factors Facing Private Higher Education<div dir="ltr" style="text-align: left;" trbidi="on">
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Trends for 2014: Five Factors Facing Private Higher Education</h2>
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<strong style="margin: 0px; outline: 0px; padding: 0px;"><a href="http://clients.thelawlorgroup.com/Lawlor_Trends_2014.pdf" style="color: #959595; margin: 0px; outline: 0px; padding: 0px;">Download the complete 2014 Trends report</a> (.pdf)</strong></div>
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The Lawlor Group conducts extensive quantitative and qualitative research for independent college and university clients throughout the United States. Based on our recent findings, along with other primary and secondary research available to the general public, we’ve identified five trends in the higher education marketplace that we predict will have a significant impact on student recruitment and enrollment efforts during the coming year. We’ve also included several questions that college enrollment and marketing administrators should be asking about their institutions to test how well they are responding to these market trends.</div>
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TREND ONE: DEMOGRAPHY IS DESTINY</h3>
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Because of some key demographic projections, the recruitment of traditional-age college students will not get easier anytime soon.</div>
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<li style="list-style-type: square; margin: 0px; outline: 0px; padding: 0px;"><strong style="margin: 0px; outline: 0px; padding: 0px;">College enrollments will grow more slowly.</strong> At private institutions, while undergraduate enrollment increased 38% over the past eight years, over the next eight years it will increase only 10% (<a href="http://nces.ed.gov/programs/projections/projections2021/tables/table_27.asp" style="color: #959595; margin: 0px; outline: 0px; padding: 0px;">NCES</a>). <em style="margin: 0px; outline: 0px; padding: 0px;">[The black line shows average growth in the following chart.] <a href="http://www.thelawlorgroup.com/trends2014" target="_blank">Read More</a> . . . . . . . . . </em></li>
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Assessment and Accreditation Management Solutionhttp://www.blogger.com/profile/02364224420123006811noreply@blogger.com0