The Accreditation Process in the College
The importance of the accreditation process in the college stems from its vision and mission which emphasize the commitment of the college to become a professional centre of excellence which serves the society. The main goal for the accreditation process is to improve the academic programs in the college based on its vision, mission and conceptual framework and based on the accreditation standards for each program.
Phases used in the accreditation process:
Below are the main accreditation phases. There will be other phases which will be listed as they arise.
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Phase
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Timeline
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1. Constructing the conceptual framework
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Spring 2011-Spring 2012
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2. Re-structuring, analyzing and modifying course syllabi by academic departments (see below).
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Spring 2012
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3. Analyzing course syllabi by accreditation sub-committees
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Fall 2012
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4. Connecting departments and their academic programs to The Specialized Professional Associations (SPA)
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Spring 2012-Fall 2012
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5. Finalizing accreditation pre-conditions and submitting them to NCATE
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Spring 2012-Spring 2013
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6. Preparing the electronic system for data collection and the e-portfolio.
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Spring 2012- Fall 2012
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7. Designing course portfolios.
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Fall 2012- Spring 2013
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8. Designing an assessment system and data collection tools (about the conceptual framework and the accreditation standards.)
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Spring 2012
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9. Piloting some assessment and data collection tools.
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Spring 2012- Fall 2012
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10. Submitting SPA reports.
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Spring 2014
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11. Implementing the data collection process regarding the conceptual framework and the accreditation standards.
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Spring 2013-Spring 2015
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12. Submitting the institutional report to NCATE based on the data collection process regarding the conceptual framework and accreditation standards.
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Spring 2015
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13. On site visit of NCATE team
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Fall 2015
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14. Accreditation decision is made
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Spring 2016
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Re-Structuring Course Syllabi
The objectives of re-structuring course syllabi in the college are:
1. Implementing the new pedagogical trends in the college.
2. Raising the level of the courses to the expectations of the college’s vision, mission and conceptual framework.
3. Aligning with the accreditation requirements.
4. Providing detailed course syllabi that are analyzable and based on points of strength and weakness.
5. Unifying the efforts within each program by minimizing the differences between different instructors when teaching the same course.
6. Assisting visiting counselors to meet the expectations of the college when teaching its courses.
7. Preparing for structuring comprehensive course portfolios.
Requirements for re-writing a course syllabus