scholarly journals Refining the Content of the AGEC Accreditation Handbook

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 43-43
Author(s):  
Donna Schafer ◽  
Donna Weinreich
Keyword(s):  
Accreditation Process ◽  
The Self ◽  
Site Visit ◽  
Application Process ◽  
Self Evaluation ◽  
Accreditation Standards ◽  
Board Of Governors ◽  
Policies And Procedures ◽  
Self Study ◽  
Assessment Matrix

Abstract The AGEC Accreditation Handbook and Self-Evaluation Guide has been revised several times since the first drafts were produced in 2016 and 2017. The Handbook contains information for accreditation applicants, AGEC reviewers, and members of the Board of Governors responsible for administering AGEC policies and procedures. It includes the accreditation standards, eligibility for accreditation, timelines, and self-study and site visit guidelines. It is the central document for the AGEC accreditation process. Handbook revisions, drawn from the experience of accrediting programs, have been for the purposes of clarifying expectations and simplifying the application process. This presentation highlights modifications included in the 2020 Handbook, which simplify the self-study outline and site visit guidelines, and the 2021 modifications, which clarify the “Mapping Course Matrix” (displaying AGHE competencies covered in program courses) and add an “Assessment Matrix” for measuring acquisition of the competencies and improving the program as needed.

scholarly journals PREPARING YOUR AGEC SELF-STUDY

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S397-S398
Author(s):  
Donna Weinreich ◽  
Donna Schafer
Keyword(s):  
Review Process ◽  
Relevant Information ◽  
The Self ◽  
Site Visit ◽  
Accreditation Standards ◽  
Self Study ◽  
Preparatory Work

Abstract Section VI of the AGEC Handbook provides guidelines for writing the self-study. This Handbook section is central to the accreditation review process because it provides information about how your program demonstrates that accreditation standards have been met/exceeded. It also specifies preparatory work that programs should undertake prior to applying for accreditation. Based on insights gained from the first round of AGEC accreditation reviews at the master’s, baccalaureate and associate levels, Section VI of the Handbook has been revised to clarify expectations about the self-study. Specifically, greater emphasis has been placed on 1) following the Standards outline in Section V of the Handbook, 2) insuring that all relevant information is contained in the self-study and, 3) requiring that the complete document, including appendices, is submitted well in advance of the site visit. This presentation describes the content and revisions in Section VI, as well as the process for submitting the self-study.

scholarly journals Proceso de obtención del Sello Euro-Inf de la Licenciatura en Tecnologías Computacionales de la Universidad Veracruzana

2020 ◽  
Vol 6 (3) ◽  
pp. 68-77
Author(s):  
C. Ochoa Rivera ◽  
C. Mezura Godoy ◽  
J. Escalante Vega ◽  
E. Beníte Guerrero ◽  
J. Méndez Ortiz
Keyword(s):  
Educational Program ◽  
Educational Institution ◽  
Educational Programs ◽  
Accreditation Process ◽  
The Self ◽  
Self Evaluation ◽  
Computer Technologies

El proceso de acreditación permite a una institución educativa reconocer la calidad de sus programas educativos, evaluando los programas desde varios niveles y perspectivas. Para una acreditación internacional, ANECA establece principios de evaluación en una Guía que comprende 9 Dimensiones las cueles permiten realizar la autoevaluación de manera cíclica y tiene como objetivo comprobar: 1) si el Programa Educativo se está llevando a cabo de acuerdo con los objetivos establecidos en su proyecto inicial y 2) si sus resultados son adecuados y contribuyen a la formación de los estudiantes y al logro de los objetivos previstos. El programa educativo de la Lic. en Tecnologías Computacionales de la Universidad Veracruzana, llevó a cabo en 2018, el proceso de autoevaluación para su acreditación para la obtención del Sello de Calidad Internacional otorgado por ANECA. En este trabajo presentamos nuestro caso de éxito en el proceso de acreditación internacional. The accreditation process allows an educational institution to recognize the quality of its educational programs, evaluating the programs from various levels and perspectives. For an international accreditation, ANECA establishes principles of evaluation in a Guide that includes 9 Dimensions, which allow the self-evaluation to be carried out in a cyclical manner and aims to verify: 1) if the Educational Program is being carried out in accordance with the objectives established in its initial project and 2) if its results are adequate and contribute to the training of students and the achievement of the planned objectives. The educational program of Bachelor of Computer Technologies of the Universidad Veracruzana, conducted in 2018, the selfevaluation process for accreditation for obtaining International Quality Seal awarded by ANECA. In this paper we present our case of success in the international accreditation process.

scholarly journals LESSONS LEARNED FROM ACCREDITING GERONTOLOGY PROGRAMS: GETTING READY!

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S397-S397
Author(s):  
Harvey L Sterns ◽  
Janet S Hahn
Keyword(s):  
Higher Education ◽  
Lessons Learned ◽  
The Self ◽  
Background Information ◽  
Degree Programs ◽  
Staff Support ◽  
Gerontological Society ◽  
Board Of Governors ◽  
Self Study ◽  
Education Degree

Abstract Accreditation for Gerontology Education Council (AGEC) is an organization that collaborates with, but is independent from the Gerontological Society of America and the Academy for Gerontology in Higher Education. It is directed by a Board of Governors consisting of nine members representing higher education gerontology programs and entities associated with the field of aging. The organizational structure also includes review teams, site visitors, and staff support. Higher education degree granting programs in gerontology, specifically associate arts degree, baccalaureate degree, and master’s degree programs, are eligible to apply to AGEC for accreditation. This symposium will have presentations that focus on Overview and Experiences to Date that will describe the accreditation process and what has been learned by the accreditation of the first three degree programs. The second presentation will focus on How and Why to Apply for Accreditation and will provide background information on the steps and processes necessary to submit for the accreditation review with clarification updates. The third presentation will provide lessons learned from our first reviews with suggestions on Preparing the Self- Study and will include guidance on approaches to be taken. The fourth presentation is also lessons learned with a focus on Mapping the Competencies as part of the Self Study. Symposium presenters share important information to encourage gerontology degree programs to apply for AGEC accreditation.

scholarly journals Incidencias en la interpretación de los criterios del formato de autoevaluación en procesos de acreditación.

2021 ◽  
Vol 4 (2) ◽  
pp. 6-12
Author(s):  
L. R. Arán Sánchez ◽  
B. A. Burgos Sánchez ◽  
A. González Santillán ◽  
E. J. Solís Valenzuela
Keyword(s):  
Continuous Improvement ◽  
Educational Programs ◽  
The Self ◽  
Site Visit ◽  
National Council ◽  
Correct Interpretation ◽  
Self Evaluation ◽  
Quality Of Higher Education ◽  
Wide Range

Los procesos de evaluación y acreditación de Programas Educativos lleva aproximadamente 20 años en México, se cuenta con una amplia gama de organismos acreditadores, que en conjunto han generado marcos de referencia, criterios, indicadores y estándares con el objetivo de contribuir a la mejora continua y aseguramiento de la calidad de las instituciones de educación superior. Por lo anterior, como evaluadores del Consejo Nacional de Acreditación en Informática y Computación A.C. (CONAIC) realizamos una investigación con la finalidad de establecer que criterios e indicadores que concentra el formato de autoevaluación muestran mayor tendencia de error y que durante la visita se constatan. Se presentan resultados obtenidos de procesos de Acreditación durante los años 2015 y 2016. Consideramos que obtener la acreditación, depende de la correcta interpretación que la Institución da a los criterios del formato de autoevaluación y lo que evidencia durante la visita en situ. The evaluation and accreditation processes of Educational Programs have been around for 20 years in Mexico. There is a wide range of accrediting agencies, which together have generated reference frameworks, criteria, indicators and standards with the objective of contributing to continuous improvement and Assurance of the quality of higher education institutions. Therefore, as evaluators of the National Council of Accreditation in Computer Science and Computation A.C. (CONAIC) carried out an investigation in order to establish which criteria and indicators that concentrate the format of selfevaluation show a greater tendency of error and that during the visit are verified. Results obtained from Accreditation processes are presented during the years 2015 and 2016. We believe that obtaining accreditation depends on the correct interpretation that the Institution gives to the criteria of the self-evaluation format and what evidence during the on-site visit.  

I Like Her, Because I Like Myself: Self-Evaluation as a Source of Interpersonal Attitudes

2003 ◽  
Vol 50 (4) ◽  
pp. 239-246 ◽  
Author(s):  
Eva Walther ◽  
Claudia Trasselli
Keyword(s):  
Opposite Effect ◽  
Learning Phase ◽  
The Self ◽  
Attitude Formation ◽  
Formation Processes ◽  
False Feedback ◽  
Self Evaluation ◽  
Evaluation Group ◽  
Group A ◽  
The Difference

Abstract. Two experiments tested the hypothesis that self-evaluation can serve as a source of interpersonal attitudes. In the first study, self-evaluation was manipulated by means of false feedback. A subsequent learning phase demonstrated that the co-occurrence of the self with another individual influenced the evaluation of this previously neutral target. Whereas evaluative self-target similarity increased under conditions of negative self-evaluation, an opposite effect emerged in the positive self-evaluation group. A second study replicated these findings and showed that the difference between positive and negative self-evaluation conditions disappeared when a load manipulation was applied. The implications of self-evaluation for attitude formation processes are discussed.

A regulatory focus approach to the self evaluation process

2005 ◽  
Author(s):  
Geoffrey Leonardelli ◽  
Jessica Lakin ◽  
Robert Arkin
Keyword(s):  
Regulatory Focus ◽  
Evaluation Process ◽  
The Self ◽  
Self Evaluation

The ideal self is me: Deconstructing the self-evaluation process

2011 ◽  
Author(s):  
Corey L. Guenther ◽  
Kathryn Applegate ◽  
Steven Svoboda ◽  
Emily Adams
Keyword(s):  
Evaluation Process ◽  
The Self ◽  
Ideal Self ◽  
Self Evaluation ◽  
The Ideal

scholarly journals Values and Virtues as Correlates of Quality and Stability of Romantic Relationships and Marriage in a Post-Socialist Transitional Society

2021 ◽  
Vol 10 (8) ◽  
pp. 289
Author(s):  
Maja Kus Ambrož ◽  
Jana Suklan ◽  
Dejan Jelovac
Keyword(s):  
Romantic Relationships ◽  
Relationship Quality ◽  
Intimate Relationship ◽  
The Self ◽  
Subjective Perception ◽  
Relationship Stability ◽  
Value System ◽  
Self Evaluation ◽  
Empirical Survey ◽  
Transitional Society

An individual’s value system plays an important role in their intimate relationship or marriage. Most marital satisfaction research to date has been carried out in high-income liberal Western societies. We conducted an original quantitative empirical survey of virtues and values to examine their effect on relationship quality and stability in a sample of 511 respondents from Slovenia, a post-socialist society in transition. The results showed that respondents rated health, love, and safety at the top of their hierarchy of values. The key finding was that the presence of love was associated with an individual’s subjective perception of relationship quality but had no effect on the self-evaluation of relationship stability. In addition to love, both family safety and comfort were significant correlates of relationship quality while self-respect was negatively correlated with relationship quality. Only excitement was found to have a statistically significant effect on relationship stability.

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