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Curated content on higher education presented by the Society for College and University Planning (SCUP).
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Accreditation and the Public Interest: Can Accreditors Continue to Play a Central Role in Public Policy?

Accreditation and the Public Interest: Can Accreditors Continue to Play a Central Role in Public Policy? | SCUP Links | Scoop.it

"Accreditation and the Public Interest: Can Accreditors Continue to Play a Central Role in Public Policy?" is in the current issue of Planning for Higher Education which has, as its overall theme, "The Future of Accreditation." The author of this article, Terry W. Hartle, a SCUP–47 presenter, is senior vice president at the American Council on Education (ACE).

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North Dakota and New York Stories Raise Questions About Ensuring International Quality | Inside Higher Ed

Can anyone oversee quality of education at overseas schools with wildly varying connections to American institutions?


"At a time when more and more colleges and universities are pursuing international activities, how does one ensure quality thousands of miles away from the main campus? Whose job is it to ensure the quality of international programs? Are states, accrediting agencies, the federal government, or institutions really equipped to ensure the quality of institutions halfway around the globe?


'No state college oversight agency or accrediting body in the U.S. is really prepared to evaluate these kinds of agreements,' said Alan Contreras, former administrator of the Oregon Office of Degree Authorization, a unit of the Oregon Student Assistance Commission. 'And I don’t mean to dump on accreditors; the fact is states can’t handle this kind of thing either.'”

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What Hacker Apprenticeships Tell Us About the Future of Education

What Hacker Apprenticeships Tell Us About the Future of Education | SCUP Links | Scoop.it

Three hacker schools offer a new model for direct education that sidesteps traditional abstract work and credentialing...


Light on content but interesting comments.

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Credits, Credentials, and Collective Consciousness - Brainstorm

Credits, Credentials, and Collective Consciousness - Brainstorm | SCUP Links | Scoop.it

We like Kevin Cary's line, "It doesn't make any sense." 


"If you walk up to an employer or graduate school with a diploma or official note (transcript) certifying your credit accumulation, it gets treated like currency. Not quite as good as specie issued by the U.S. Treasury (colleges prefer you buy your credits from them, not someone else), but the underlying assumption is that your credits are probably good, particularly if they come from a regionally accredited institution.


Whereas if you walk in with a piece of paper or an email from Sebastian Thrun saying ”the bearer has completed the following course of study in artificial intelligence and has passed the following assessments resulting in X class rank,” people wouldn’t really know what to do with that. The underlying assumption is that you can’t transfer it to another college or redeem it for a credential or otherwise do any of the things with it that college credits are good for.


If you stop and think about that for just a minute, you’ll realize it doesn’t make any sense."

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Integrating Higher Education Planning and Assessment: A Practical Guide

Integrating Higher Education Planning and Assessment: A Practical Guide | SCUP Links | Scoop.it

by David Hollowell, Michael F. Middaugh, and Elizabeth Sibolski


Free to SCUP members. $10 for nonmembers.


Integrating Higher Education Planning and Assessment: A Practical Guide provides insight on the higher education assessment process with an emphasis on planning and metrics. Using their extensive experience on the University of Delaware campus the authors give numerous examples of the integrated nature of planning. Intended for anyone on campus who is involved with the planning or accrediting process, this book provides a useful resource.

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SCUP Book - Integrating Higher Education Planning and Assessment: A Practical Guide

SCUP Book - Integrating Higher Education Planning and Assessment: A Practical Guide | SCUP Links | Scoop.it

SCUP members can download this book for use on their campus, for free, as a benefit of membership. Others may purchase it for only $10.

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Powering Campus Accreditation with IT | EDUCAUSE

An EDUCAUSE session of interest from 2009:


"Maintaining compliance to SACS Principles of Accreditation standards following a successful reaffirmation visit is challenging. Changes in personnel over time, the rise of other pressing institutional matters (both internally and externally), the lack of a near-term deadline (i.e., a reaffirmation visit), and loss of technical support can contribute to inattention to maintaining high levels of compliance following reaffirmation. How does an institution maintain high levels of compliance without a "high maintenance" compliance program? Technology can add significant power to the accreditation process through interactive, collaborative websites for campus functional leaders and ease the review process for accreditation reviewers and evaluators. Come hear how the "evidence of compliance" could be made visible with data stored in campus systems and also share your thoughts on ways to insert technology into the campus accreditation process."

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California Vocational Schools Operating Without Approval

California Vocational Schools Operating Without Approval | SCUP Links | Scoop.it
The job prospects of hundreds of thousands of California students are at risk as the regulatory board says it doesn’t have enough resources to enforce the rules.


Is this another sign of disruption?


"But lax state oversight also means that even state-approved schools can be risky investments for students. Oikos University of Oakland, where seven people were shot to death earlier this week by a former student, was approved by the Postsecondary Bureau even though state records show that only 16 of its 48 graduates in 2010 found jobs after graduation. Only 41 percent of Oikos’s vocational nursing graduates passed the national licensing exam in 2011, according to Russ Heimerich, a spokesman for the California Department of Consumer Services, which oversees the Postsecondary Bureau. That is among the state’s lowest rates."

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MIT Mints a Valuable New Form of Academic Currency - Commentary - The Chronicle of Higher Education

MIT Mints a Valuable New Form of Academic Currency - Commentary - The Chronicle of Higher Education | SCUP Links | Scoop.it
MIT Mints a Valuable New Form of Academic Currency http://t.co/hwm1Aorv #SCUP...


MIT is now competing with everyone else, offering a form of credit to people who take courses using its open courseware. It's a big deal.

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Committee on higher ed accreditation composing its final report | Inside Higher Ed

An October report from the administration’s National Advisory Committee on Institutional Quality and Integrity contained three recommendations, two of which would have de-linked accreditation and federal funding. However, the committee has now decided not to de-link. From a report on Inside Higher Ed:


“Committee members went on to accept many of the “options” presented in the draft report, including the possibility of accrediting institutions based on their sector or allowing institutions to choose accreditors rather than being assigned by region. “It really seems to me the more sophisticated and the better analysis ought to be that they’re not based on geography but on the sector they’re in, the mission of the institution,” said Arthur Rothkopf, the onetime president of Lafayette College, former head of the U.S. Chamber of Commerce's Education and Workforce initiative, and vice chairman of the committee.


Members also strongly supported giving accreditors more flexibility, including considering risk assessment, which would allow accreditors more options to examine institutions they consider at risk of losing accreditation; creating an expedited review process for institutions, and giving accreditors a wider range of gradations of approval. But these and other options created controversy before they were finally approved, with some committee members saying they feared that accreditors would discriminate against for-profit colleges or other institutions they perceived as “risky.”

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U.S. Accreditation: Meeting the Challenges of Accountability and Student Achievement, Judith E. Eaton

Originally published in Evaluation in Higher Education 5:1 (June 2011): 1-20. Download the document here (PDF). Abstract:


"Accountability and student achievement have posed major challenges to U.S. accreditation for the last decade. The responses to these challenges have been shaped not only by the origins, values and structure of accreditation, but also by the fundamental features of U.S. higher education with its history of decentralization, diversity and complexity. This paper offers brief profiles of U.S. higher education and accreditation as well as describing their complicated relationships with the federal government. The profiles provide the context for consideration of how U.S. accreditation has addressed both accountability and attention to student achievement, meeting these challenges within the framework of its longstanding values, processes and practices"

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Digital Badges Could Highlight Job Seekers’ Skills | An Alternative to Degrees?

Digital Badges Could Highlight Job Seekers’ Skills | An Alternative to Degrees? | SCUP Links | Scoop.it
The John D. and Catherine T. MacArthur Foundation is hoping a new badge system will help job seekers highlight skills not normally on a résumé.


SCUPers please pay attention. What does an employer really need to know, about what the potential employee knows?

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'Harnessing America's Wasted Talent': Where’s The Innovation? Part 3 | Peter P. Smith

'Harnessing America's Wasted Talent': Where’s The Innovation? Part 3 | Peter P. Smith | SCUP Links | Scoop.it

If you are concerned with knowing about the possible future configurations of institutions and relationships in higher education, including alternative and even more alternative shapes, then read this essay.


"What’s interesting to some people, and down-right scary to others, about the upcoming (and still largely unforeseen) innovations is that they extend significantly beyond the teaching and learning equation. Although there are many new teaching and learning models, disruptive change is occurring in other areas as well. And as they evolve and improve in sophistication and quality, they permit dramatically different economic and organizational conceptions of how post-secondary education can be organized and offered."

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