Action Plan For Accountability Issues At Central Valley College

The office I currently work in is the financial aid office at Central New Mexico Community College (CNM). CNM is a two-year institution. After reviewing the seven inventories, I have discovered that there is so much outside the financial aid office that takes place to insure student success. A common misconception is that all learning outcomes are the responsibility of faculty. All departments can use these principals across the institution. As stated by the National Association of Student Personnel Administrators [NASPA], (n.d.), “They are intended to shape how we think about our responsibilities, communicate our purposes to others, and engage students” (para. 14).

One of the most important components of the social development of students, increase their accountability. Accountability means the obligation of a person to perform optimally within all activities that have been put upon him. The commitment Meaning obligation or guarantee against someone or something and know it is bound to do something. Therefore the purpose of this study was to compare the levels of accountability male and female high school student-athletes and non-athletes is the second city of Sari. The study population included all male and female students in secondary schools the public schools in Sari (11227 people) formed in 95-94 school year that their responsibility was assessed based on their point of view. The sample

We were able to accomplish this distinction despite the fact that the institution had no consistent or formal institutional effectiveness processes in place just 3 years before our compliance report was due for submission. Working diligently and cooperatively with administrators, faculty, and staff, we were able to build a successful assessment and institutional effectiveness program.

The business and affairs of the University are governed by the Board of Trustees. The Board of Trustees has all the powers accorded it by Title 14, Chapter 65 of the Delaware Code. The Board consists of 15 members whose appointment or election is provided for in the Delaware Code, and the governor of the state and the president of the University, both of whom shall be members of the Board, ex officio, with the right to vote. Eight of the trustees are appointed and commissioned by the governor for a term of six years. Two such trustees will reside in each county of the state. Seven of the trustees are elected by a majority of the

I am sympathetic to the instinct to ignore the question of whether a college is accountable to owners (for-profit), or, alternatively, is answerable to a financially disinterested board (nonprofit or public). While there is a higher incidence of problematic behavior at for-profit colleges, there are also nonprofit and public institutions that don’t do right by students and the public interest.

Kaplin & Lee (2014) describe the law in higher education as “pervasive and inescapable” (p.11) because it is integrated into every area of campus activities. Postsecondary intuitions must observe laws and regulations from external sources such as the federal, state, and local government as well as accrediting agencies and athletic associations. Along with external sources, it also must adhere to its own internal policies that are specific to its institution. Regulations can be overbearing because it leaves little room for error to be made, and if so could lead to legal disputes. But on the other hand, laws ensure accountability and ensure that issues within an institution are being addressed properly. An example of this is Dixon v. Alabama

This division between vision and implementation undermines the efforts of the governing board by executive staff. The integration or division of labor is poorly demonstrated in this case study. We see management unable to address strategic goals due to a changing staff environment. For instance, turnover and conflict among educators forced the youth programs to be relegated under the volunteer operations. Further, as associate director of programs and exhibitions Alan Hankin states, that the lack of line-item funding suggests insufficient commitment to the diversity efforts in the youth program by administrators. A method of improving the long-term standing could be by creating a dialogue between administrators of how they’d like to see the goals of the board being implemented. A strategy session, or perhaps a strategic retreat, would allow educators to share stated and taboo goals.

As an emerging student affair professional, it is important for me to invest time into learning about professionals in the field and learning how they navigated being a new professional. I was partnered with Elizabeth Bledsoe, who graduated from the HESA track program in 2013. She is currently the Assistant Director for the Office of Institutional Assessment at Texas A&M, in College Station, Texas. Her office works with all forms of assessment at the university and these main areas are; learning outcome, student support, academics, and curriculum. Elizabeth is specifically in charge of the communication between the different colleges, focused around accreditation and curriculum. Elizabeth said her position is especially important considering Texas A&M is part of the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) and it is a strict accreditation body.

At a town hall meeting during the March 11th California Association of African-American Superintendents and Administrators (CAAASA) annual conference, panel members openly spoke about the transformation to the way California would fund education for the nine million public school students it serves. This panel discussion offered various stakeholder viewpoints around the Local Control Funding Formula and the Local Control Accountability Plan. Each member of the panel contributed honestly about LCFF and LCAP as it relates to the states vision of moving forward in trying to close the achievement gap for all students.

While discussing the current organizational structure, we reflected on the events of the past 3-4 years ago, when the college started to implement the college reorganizational structure, there were deans and administrator being terminated left and right on all four campuses. Upper administration plans were then to create a centralized structure model. Therefore, taking away most authority usually associated with the position of campus deans therefore, all decisions and processes are handled strictly at the executive level. Within the current structure the campus dean position is fourth down in the organizational chart. However, the formation of the structure has deans overlapping and making

The Council for the Advancement of Standards in Higher Education (CAS) uses standards and guidelines to promote, develop, and assess the quality of programs and services for student affairs professionals in higher education (Council for the Advancement of Standards in Higher Education, 2015). Founded in 1979, the CAS approach is to ensure excellent educational practices secure in the belief that its standards and guidelines are to be used in a variety of ways to enhance institutional quality. The CAS standards influence practice in the following manner including assessing a current program, expanding existing programs, creating a mission statement and goals, justifying existing

It comprises of a 12-part Board of Fellows and a 42-part Board of Trustees, meets 3 times each year, and settles on strategy choices in ranges including scholastic undertakings, headway, spending plan and fund, and grounds life.Christina Paxson is the nineteenth president of Brown University. As Chief Executive Officer, President Paxson reports to the Corporation, supervises all divisions of Brown's organization, and is boss diplomat for the university.The ranking staff incorporates the executive, dignitaries, VPs for account, arranging, grounds life, headway, open undertakings, college administration, and other senior pioneers of the University.The mission of Brown University is to serve the group, the country, and the world by finding, imparting, and saving information and comprehension in a soul of free request, and by instructing and planning understudies to release the workplaces of existence with value and notoriety. We do this through an organization of understudies and educators in a bound together group known as a college college.Academic units at Brown take different structures. These incorporate divisions, offices, focuses, and programs,

It has been brought to the attention of the AAUS Past Presidents’ Advisory Board (PPAB) that there are concerns pertaining to the accreditation process. The PPAB understands the need to move forward and recognizes it is within the purview of the AAUS BOD to do so. However, the PPAB is concerned with what appears to be a lack of transparency  in the process.

College accreditation refers to the voluntary review of educational programs by independent organizations in order to verify the school’s academic quality and consistency. Colleges that maintain accreditation from prestigious accrediting agencies demonstrate that their institution continually maintains the highest learning standards. On the other hand, accreditation is also important because it helps determine the college’s eligibility for federal Title IV assistance, state financial aid programs and employer tuition assistance programs. Additionally, recognized accreditation is an essential requirement for graduate programs, college credit transfers and professional licensure, such as an accounting CPA credential.

In both supplemental readings, the need for “transparency” in all areas of the accreditation process was stated as being necessary. Crow (2009) identifies a list of areas of concerns that need to be addressed for regional accreditation to be considered viable, valued, and credible. The second area he identifies is, “…all accrediting agencies will have to raise the veil of confidentiality and secrecy” (p.89). There’s no quicker way to create a culture of distrust, than to try and hide something from stakeholders. It is always better to disclose something negative and deal with the consequences in an open, honest manner than to try and hide it and have it discovered later. Crow (2009) also states, “…it is conceivable that greater transparency about the evaluators and their findings will contribute to greater public confidence in their work” (p.95). If everyone is aware of what is taking place and what a school is working on to become better in the long run, the accreditation process has much more