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Allen, D. (2008).
Technical Education Competency Content. Denton, Texas:
University of North Texas. |
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This document was
written for a certification program for technology
education teachers. It contains researched
materials and resources, based on given domains and competencies, and created overviews and assignments
as you will see in the document. This document represents 10
pages from a 100+ page document covering six
domains and 28 competencies. |
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Allen, D. (2008).
Real Estate
Course Development. Denton, Texas: University of North Texas. |
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The following document was written for an online real
estate course. The document reviews
provided materials and instructional material and review
questions according to the provided format. This document is an
excerpt from a 45 contact hour course. |
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Allen,
J, & Allen, D. (in press). Developing Degree Programs. Arlington, VA:
Accreditation
Commission of Career Schools and Colleges of Technology. |
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Allen,
J, & Allen, D. (in press). Program Advisory Committees. Arlington, VA:
Accreditation
Commission of Career Schools and Colleges of Technology. |
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Allen,
J, & Allen, D. (in press). Learning Resource Systems. Arlington, VA:
Accreditation
Commission of Career Schools and Colleges of Technology. |
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Allen,
J, & Allen, D. (2008). Faculty Improvement Planning and
Implementation. Arlington, VA:
Accreditation Commission of Career Schools
and Colleges of Technology. |
While the formula is simple, the path to achieve each component
of the formula is complex. Given the impact that faculty has on the potential
success of students as a component of this formula, ACCSCT believes that the
quality and on-going professional development essential to institutional and
student success. The primary focus of this brochure is to provide institutions
with practical information on how to develop and maintain high-quality highly
skilled instructional faculty.
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Allen,
J, & Allen, D. (2007). Institutional Assessment and Improvement
Planning. Arlington, VA:
Accreditation Commission of Career Schools
and Colleges of Technology. |
Is your school producing a skilled workforce that is meeting
employer needs? Does the rate of student retention in your program meet or
exceed that of similar schools throughout the country? Is your staff conducting
the most efficient and effective activities to support the educational process?
Can you prove it?
Administrators at accredited career colleges and schools want to
answer these and other questions concerning school success with a resounding
“Yes!” In fact, you may assume that your school succeeds in meeting these goals
and believe that your school does not exhibit obvious deficiencies. Yet how do
you know that the school operates as effectively as it could? This is the role
of institutional assessment.
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Allen,
J, & Allen, D. (2007). Self-evaluation Processes and Practices.
Arlington, VA: Accreditation Commission of Career Schools and Colleges of Technology. |
As a postsecondary school administrator, you probably have in
place the key ingredients of a quality academic institution: an established,
functioning school, operating with a purpose; an effective mission statement;
and a strategic plan of goals and objectives. But, however well your school is
functioning, you should still ask yourself: What pieces may be missing from the
performance puzzle? What do we need to do to maintain a continual high level of
performance? |
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