June 16, 2002
June 16, 2002
June 19, 2002
7.525.1 - 7.525.14
Main Menu Session 2647
Epistecybernetics and the Accreditation Process
Christopher C. Ibeh, Marjorie E. Donovan, Oliver D. Hensley, James L. Otter Pittsburg State University, Pittsburg, Kansas 66762
The current trend in accreditation vis-à-vis ABET and others is for the accreditation seeking “institution” to demonstrate that its program(s) meet the (TC2K) required criteria. The institution must clearly demonstrate continuous program(s) improvement, enhanced student learning and satisfaction among others. These required demonstrations entail systematized documentation of program(s) activities and are not part of academia’s regular or traditional routine. Epistecybernetics, a term aptly coined by Hensley (1) et al and simply defined as the governance and stewardship of knowledge provides the framework for meeting the requirement of systematized documentation of program(s) activities. The CUES (Consortium for Upgrading Educational Standards) protocol, one of the core components of the epistecybernetic system, when successfully implemented, can be a useful assessment tool for program(s) activities and enhanced student learning.
Institutions, programs, accreditation agencies such as ABET and NCATE, and governing bodies such as KBR (Kansas Board of Regents) and others rely extensively on the themes of enhanced student learning, successful course delivery methods, continuous improvement, life long learning, faculty professional development and others as criteria for institutional and program viability assessment and determination. Also of relevance and importance is the fact that accreditation agencies and governing boards operate on the basis that it is the responsibility of the institution or program to clearly demonstrate that its activities and curricula meet the required criteria. Demonstration of institutional and program compliance entail systematic documentation of activities that are not part of academia’s traditional or regular routines (1)(2)(3)(4). Institutional and program professional standards, accreditation and governance imply quality assurance and accountability, administrative accountability, instructional accountability and student accountability. Students are expected to learn and acquire knowledge and become productive members of the work force and society, faculty are expected to implement instructional practices and methodologies that enhance student learning and creativity, and administration is expected to implement policies, curricula and collegial environment that facilitate faculty and student activities.
Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education
Hensley, O., & Donovan, M., & Ibeh, C., & Otter, J. (2002, June), Epistecybernetics And The Accreditation Process Paper presented at 2002 Annual Conference, Montreal, Canada. https://peer.asee.org/11231
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