2026-09-20T21:35:50Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/16260 2023-07-10 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Ikenberry, Stanley O. Cain, Timothy R. Ikenberry, Stanley O. Bresler, Liora Baber, Lorenzo D. Provezis, Staci J. 2010-05-20T15:16:22Z 2010-05-20T15:16:22Z 2010-05-20T15:16:22Z 2010-5 This case study examined the intersection of collegiate-level student learning outcomes assessment with regional accreditation to understand how regional accreditation policies and practices leverage student learning outcomes efforts on US college campuses. To that end, the standards of each of the regional accreditation agencies were carefully reviewed and representatives from the regional accreditation agencies (with the exception of NWCCU) were interviewed. In addition, data was gathered from a Council for Regional Accreditation Commissions (C-RAC) and National Institute for Learning Outcomes Assessment (NILOA) Symposium on student learning outcomes assessment, in October 2009. The information gathered from the documents, interviews, and the symposium were reviewed and analyzed for emergent themes. These themes reveal similarities and differences between the accreditors, primarily in their stated expectations for defining, assessing, and using outcomes; for prescribing practices; for transparency; for faculty engagement; for accreditation follow-ups; and for student learning outcomes assessment resources. It is the contention of this study that learning outcomes assessment is janus-faced in its dual emphasis on improvement and accountability, and that these two concerns remain in irresolvable tension within the accreditation process. The regional accreditation agencies are in many ways more similar than different in regards to their expectations for learning outcomes assessment. Even so, they have their own “habitus” or set of practices that are influenced by the region. Their involvement in C-RAC and their adherence to the Principles set forth by this organization helps structure the field, so the logic of accreditation practice is the result of regions sharing and discussing strategies, making these strategies transferrable--or transposable. Item withdrawn by Alexis Thompson (athmpsn1@illinois.edu) on 2010-04-23T21:38:13Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Provezis_Staci.docx: 352366 bytes, checksum: ccb1b0398a14f6fa482f400fb27eea96 (MD5) Provezis_Staci.pdf: 639922 bytes, checksum: 3fa76cd0bda99a2a71759012d8cb7fce (MD5) Made available in DSpace on 2010-05-20T15:16:22Z (GMT). No. of bitstreams: 7 Provezis_Staci.pdf: 639881 bytes, checksum: 3949a5382a9765516c1321c5a348e9b5 (MD5) 1_Provezis_Staci.pdf: 639881 bytes, checksum: 3949a5382a9765516c1321c5a348e9b5 (MD5) 2_Provezis_Staci.pdf: 639922 bytes, checksum: 3fa76cd0bda99a2a71759012d8cb7fce (MD5) Provezis_Staci.docx: 350832 bytes, checksum: 4c3818bd7b58528a7414e3ebfa0e9f38 (MD5) 1_Provezis_Staci.docx: 352366 bytes, checksum: ccb1b0398a14f6fa482f400fb27eea96 (MD5) 3_Provezis_Staci.pdf: 639881 bytes, checksum: 3949a5382a9765516c1321c5a348e9b5 (MD5) license.txt: 4064 bytes, checksum: 8c99c6ffb237f3f24a0cae88861e8442 (MD5) http://hdl.handle.net/2142/16260 en © 2010 Staci J. Provezis Higher Education Accreditation Student Learning Outcomes Assessment Regional accreditation and learning outcomes assessment: mapping the territory Ed Organization and Leadership 1674 Ed Organization and Leadership 0209 University of Illinois at Urbana-Champaign Dissertation Ph.D. PHD:Educ Org & Leadershp -UIUC 10KS0209PHD