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Initial Accreditation Success Stories: What Worked

Initial Accreditation Success Stories: What Worked . Doug Grider - University of Arkansas Fort Smith John Burbridge – Elon University David Martin – Alfred University. Three Journeys to Success. Widely different institutions Different faculty resources and composition

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Initial Accreditation Success Stories: What Worked

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  1. Initial Accreditation Success Stories: What Worked Doug Grider - University of Arkansas Fort Smith John Burbridge – Elon University David Martin – Alfred University

  2. Three Journeys to Success • Widely different institutions • Different faculty resources and composition • Different administrations and support • Different management styles • Different approaches to meeting standards

  3. One Size Doesn’t Fit All • Same outcome • External peer review confirmation of program quality • AACSB accreditation success • Conclusion: You can achieve accreditation by adapting your programs and processes to meet the standards requirements.

  4. Lander University • Rural University • 3000 students • Predominantly Undergraduate Programs • Primarily a teaching university • Strong Liberal Arts history • Professional schools of Business, Education, Nursing • Strong programs in Science, Math, PEES

  5. School of Business Profile - 2004 • 500 students • 16 full-time faculty • 2 Administrative Assistants • Excellent facilities and learning environment • Strong technology for faculty, students, and classrooms • Excellent community support • Positive image on campus • Highly productive faculty • Strong curriculum • Positive vision for future • Aggressive strategic plan

  6. Where we came from • Fall 1999 • 379 students • 13 full-time faculty • Low self esteem • Questionable image on campus • Limited technology availability • Limited scholarly productivity • Adequate curriculum but in silos • Inconsistent application of governing policies • Reasonable Accreditation plan

  7. What we Did • Revised Mission to focus on High Quality • Revised the weighting System for faculty evaluation –required activity in each area • Stimulated scholarly productivity • Revised and increased admission standards • Enforced pre-requisite controls to build quality

  8. continued • Reviewed, revised, revamped curriculum • Stressed need for & importance of outcome measures of success, e.g. MFAT • Invested heavily in technology for faculty and students • Worked to build positive image and self-esteem. Placed emphasis on student academic achievement and faculty accomplishment.

  9. continued • Emphasized and built faculty cohesiveness while maintaining high degree of diversity (gender, racial, geographic, and academic) • Initiated shift to AOL standards; Developed innovative out-of-class learning and development program for students • Shifted focus to extension and growth

  10. Questions

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