Share your voice: Online community building during reaffirmation of accreditation
Generic University recently underwent a successful reaffirmation of accreditation process with The Higher Learning Commission of the North Central Association of Colleges and Schools. As part of the 3-year process, a committee, named the Education and Communication working group, was formed to inform and engage with the entire Generic community. The aim of this report is to describe the process and strategies this working group employed to achieve those goals in a distance learning environment. The primary charges of the Education and Communication working group were to (1) educate stakeholders about the Higher Learning Commission (HLC), the importance of accreditation, and their role in the accreditation process; (2) provide consistent and quality communication to ensure stakeholders are appropriately informed about HLC and the self-study process; and (3) create and execute an appropriate and supportive communication and education plan during the HLC self-study process. The Education and Communication working group primarily focused on internal stakeholders, including students, faculty, and staff. Additional outreach specifically addressed associated individuals, such as alumni and field site supervisors. Other institutions may define their constituencies differently but will find that the goals, plans, and strategies described here will help them to achieve involvement by their stakeholders in accreditation processes.
Eib, B. J., & Miller, P. (2006). Faculty development as community building. International Review of Research in Open and Distance Learning, 7(2). (ERIC Document Reproduction Service No. EJ806041)
Tipple, R. (2010). Effective leadership of online adjunct faculty. Online Journal of Distance Learning Administration, 13(1). Retrieved from http://www.westga.edu/
Velez, A. (2009). The ties that bind: How faculty learning communities connect online adjuncts to their virtual institutions. Online Journal of Distance Learning Administration, 12(2). Retrieved from http://www.westga.edu/
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with HLRC agree to the following terms:
- Authors retain copyright and publishing rights without restrictions and grant the journal right of first publication. Authors grant Laureate Education, Inc. a license to publish and distribute the work under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in HLRC.
- Authors who submit manuscripts are to declare that their submission to HLRC is not simultaneously under consideration for publication in another journal and has not been published elsewhere previously.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the HLRC's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in HLRC.
- Pre-refereeing and pre-publication: To ensure consistency in the information available to researchers and to safeguard the blind peer-review process, authors are asked to abstain from self-archiving or posting online the submitted manuscript before the review process is complete.
- Post-refereeing and post-publication: Authors are free to self-archive and distribute the peer-reviewed and editorially reviewed version of their work. As a full open access journal, there is no embargo period. Authors are encouraged to archive the published PDF version, which includes a suggested citation with all pertinent information, including a digital object identifier (DOI). If the author decides to self-archive or distribute the work in a format other than the published PDF, the author must include the assigned DOI and acknowledge the work was first published in HLRC.