Home

AAHEA Links

AAHE / Resource Links

ERIC - the Education Resources Information Center - is an online digital library of education research and information. ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education. ERIC provides ready access to education literature to support the use of educational research and information to improve practice in learning, teaching, educational decision-making, and research.  Certain AAHEA articles are available thought the ERIC Clearinghouse on Higher Education.

GUNI NETWORK with AAHEA Link  http://www.guninetwork.org/resources/he-institutions-directory/american-association-for-higher-education-and-accreditation   GUNI is also listed with www.CHEA.org and the US Department of Education.

http://lonnee.hubpages.com/hub/AAHEA-ACCREDITATION 

 

 Article by AAHEA contributor and news correspondent...

Dr. Mohamed Gamal Kafafy, Ph.D., M.Sc., P.Eng.

 FALL 2013

 

What Makes a Quality Education in Arab World Schools?

 

What Makes a Quality Education – Bricks and Mortar or Competent Teaching Staff??

 

Today in Arab World, people are beginning to use the size and aesthetics of bricks and mortar as the criteria for determining a good school. This new trend compels one to ask what makes a quality education / good school? Is it the size and beauty of the school buildings or the quality of the school staff?

 

The conversations among the so-called educated elites, who send their children to private schools in Arab World, usually revolve around the bricks, mortar and expensive “learning” toys at the school campuses. In the most conversations, no one talked about the qualifications and competencies of the teaching staff at school. Does it mean that the quality of instruction does not matter while deciding on a school for our children?

 

Growing up in Egypt as a student who received my elementary through graduate degree education in Egypt, I always recall the names of professors & teachers who made the difference in my life. Even though I went to good schools where classes were held in buildings (not 5 star buildings), the aesthetics of each school building has never crossed my mind. I can hardly recall the color of any school building because they are not as important to me as the teaching staff.

 

It is over 19 years since I earned my bachelor degree, but I still remember the names of my professors as well as my elementary school teachers. These names have become synonymous to schooling to me. They made the difference in my life and that is I firmly believe that what makes a Quality Education/ Great School is the quality of the teaching staff, not the size of the skyscrapers or 5-7 star buildings.
 
Finally, do we really care whether the expensive tuitions are invested in recruiting well educated, competent teachers at the new schools? Besides the learning toys and tools, do you really care about the types of books used at those schools? Regardless of what we think about any school buildings, it is very important to consider who is teaching the students and the types of books & curriculum in use at those schools. 

 

I still maintain that what makes a Quality Education / Great School is not the bricks and mortar of the building, but the competency of the teaching staff and the instructional materials (books & curricula) used at the school campus.

Last but not least, we have to build people before buildings.

 

AAHEA Jobs

Job Offerings

Note: Any member can post a job offering or any other newsworthy item on this site.

 

Positions Needed

 

The American Association for Higher Education and Accreditation (AAHEA) is implementing a new program. The American Association for Higher Education and Accreditation believes that the educational training it offers interested students will help those individuals retain their existing jobs and/or improve their future career potential and earning capacity. The American Association for Higher Education and Accreditation also believes that its training will assist unemployed or under-employed individuals find work that is satisfying and rewarding.


To assist in this effort, The American Association for Higher Education and Accreditation is interested in securing governmental grants. The American Association for Higher Education and Accreditation is in need of a full-time unpaid intern to assist in this pursuit. Job responsibilities will include: conducting on-line research to identify potential federal, state, and/or local government grants; identifying the information needed to qualify for such grants; collecting and compiling that information; preparing and filing the applications and supporting information necessary to secure such grants; and responding to any follow-up questions or requests from the relevant governmental agencies. The intern may be required to visit The American Association for Higher Education and Accreditation's headquarters to better understand the goals and needs of The American Association for Higher Education and Accreditation and to collect any information or documentation needed as a part of the grant-application process; however, the intern will be able to perform the majority of the job responsibilities at home either via computer or telephone.

Qualified candidates should possess strong research and communication skills, both verbal and written. Any experience with governmental agencies, and grant-application and grant-making processes, would be preferred, but is not required. This position is available immediately.

Interested individuals should forward a resume to: 
 
 Christoper Campbell, Ed.D.
c/o The American Association for Higher Education and Accreditation
2020 Pennsylvania Ave NW #975

Washington, DC 20006

202-293-6440

1-888-276-1299

This email address is being protected from spambots. You need JavaScript enabled to view it. This e-mail address is being protected from spambots. You need JavaScript enabled to view it.
_

 

We at AAHEA are looking for an English Professor to review and edit material for us. This material may well be one of the most important papers ever offered, so full credit will be given for his or her work. We need a person of outstanding integrity and experience to make sure this material is the best possible work. Please call us at 1-888-276-1299 or email us at This email address is being protected from spambots. You need JavaScript enabled to view it. This e-mail address is being protected from spambots. You need JavaScript enabled to view it. for more details.

###

Executive Director, Center for Teaching and Learning (CTL) (003569)

Office of Instructional Services and Support (OISS)

Exempt, Regular, Full-Time, Grade I

Largo, MD

 

The University of Maryland University College (UMUC) is seeks an Executive Director, Center for Teaching and Learning (CTL). Reporting to the Associate Provost, Office of Instructional Services and Support (OISS), this position leads all functions related to faculty training and development at UMUC in close collaboration with the School of Undergraduate Studies, the Graduate School of Management and Technology, and the Office of the Provost. Responsibilities include development and implementation of strategic plans for worldwide faculty training and oversight of all ongoing professional development programs run by CTL. This position has contact with all members of UMUC’s worldwide academic community, including the President, Provost, Deans, Department Chairs, and Faculty members. In addition, the incumbent will routinely have contact with colleagues at other academic institutions and professional organizations for research purposes and identification of usable best practices in the areas of teaching and learning. Specific responsibilities include:

 

• Providing leadership, overall management, and operational oversight of CTL unit activities, including the development, management, and assessment of staff/trainers, budget, and appropriate use of technology and other unit resources

 

• In concert with academic units, identifying and providing overall strategic vision and direction for the design, improvement, and implementation of all faculty training and development programs, to be accomplished by considering new approaches to faculty development that may include, for example, discipline-specific faculty development/training integrated with outcomes assessment, as required by the user community

 

• Working closely with OISS senior management to support the intradepartmental resource planning efforts to maximize departmental efficiencies

 

• Supporting the ongoing assessment of faculty development programs for continuous improvement, using sound, metrics-driven approaches

 

• Performing other job-related duties as assigned

 

Requirements include 1.) Master’s in Education or a related field, Doctorate strongly preferred, 2.) direct experience teaching online in a college or university environment, 3.) a minimum of five (5) years of experience developing faculty in an academic environment, 4.) experience developing educational and/or training resources for online delivery, and 5.) experience supervising in a professional setting. The successful candidate will also have experience working with and leading special projects, as well as excellent presentation, oral communication, leadership, and writing skills.

 

POSITION AVAILABLE IMMEDIATELY & WILL REMAIN OPEN UNTIL FILLED

SALARY COMMENSURATE WITH EXPERIENCE

 

Please visit http://www.umuc.edu/employ.shtml for complete instructions for how to apply for this position. All submissions should include a cover letter and resume. UMUC offers an excellent benefits package, including tuition remission and a minimum of 25 days of leave per year, as well as a range of insurance options. For detailed information, please visit http://www.umuc.edu/personnel/exempt.shtml.

 

EOE.

 

 

The College of Medicine at SUNY Downstate is recruiting for the position of Director of Assessment.

 

The individual in this position will be a key team member within the medical school community, to develop a comprehensive and innovative assessment and evaluation program complementing the ongoing curriculum renewal process. S/he will also be responsible for providing regular, assessment reports and information for the improvement of student learning and the student experience, and for the management of the curriculum in the College of Medicine, using best practices in medical education assessment.

The scope of assessment includes the assessment of the curriculum, students and faculty:

 

  • Students: This individual will be integral in the development of a comprehensive assessment program, both summative and formative in nature, that uses a variety of measures of knowledge, skills, behaviors and attitudes defined in the College of Medicine’s six domains of competency.

 

  • Curricular Assessment: Curricular assessment will include outcomes analysis using national norms as a frame of reference as well as other outcome data

 

  • Faculty: This individual will work with other members of the Office of Education to improve faculty skills in assessment, with the goal of building a cohort of faculty knowledgeable in assessment principles and practices.

 

The Director of Assessment will be reporting directly to the Senior Associate Dean for Academic Affairs. A more detailed position description is available for interested candidates by contacting Sheila Sweet at This email address is being protected from spambots. You need JavaScript enabled to view it. This e-mail address is being protected from spambots. You need JavaScript enabled to view it. .

Requirements: Doctoral degree, in psychology or education required with expertise in cognitive development preferred. Knowledge of psychometrics and statistical analysis as well as statistical software programming skills is required. Must have five plus years experience in developing assessment programs at the post secondary level or in evaluation in the health professions; medical school assessment or evaluation program experience preferred. Qualifications for faculty appointment in appropriate discipline are provided.

 

 

Dean of Multicultural Affairs wanted

 

Reporting to the President, The Dean of Multicultural Affairs is responsible for leadership and direction in support of the college's Strategic Plan, ensuring that the college continues to recognize and value the importance of diversity in our institution at all levels. The position will be responsible for developing and building a network of resources in the college and the community that effect the administration of the institution, the faculty and the student body. Position would need to envision, identify, develop and implement systems, policies and programs that will ensure and provide the leadership in championing an inclusive community.

The Dean of Multicultural Affairs must have an excellent command of all aspects of diversity issues in higher education, including faculty recruitment and retention, identity development, access and equity, diversifying the curriculum, assessment of the educational impact of diversity, and measuring the campus climate. The incumbent must be committed to working collaboratively with other senior executives to build a common vision and direction for diversity on the RVCC campus. Specifically, Dean of Multicultural Affairs will have the responsibility to provide leadership to affect to organizational change on the campus.

The Dean of Multicultural Affairs will collaborate with the Dean of Student Services, Senior Vice President for Academic Affairs and the Vice President of Human Resources and Labor Relations to provide support for professional development, programming to support student growth and development, curriculum development and to ensure diversity in all areas.

The Dean serves as chair of the President's Task Force on Diversity and inclusiveness, working with the Chair of the Forum to ensure that issues of diversity and inclusiveness are considered by the full college governance body. Dean is a member of the Cabinet and will serve on college wide committees.

 

Requirements:

A Master's degree is required in higher education administration, counseling, education or related field.

Position requires a minimum of five years of full time experience in administration in community college in areas related to this expectation, and a demonstrated commitment to the community college mission.

Demonstrated ability to work effectively with individuals and groups from a variety of cultures and backgrounds is required. Proven record of developing and facilitating programs and exceptional communication skills is a must. Ability to set a vision for a campus wide focus on multiculturalism, create the buy in from the community and set the plan in motion. The incumbent must have skill in management decision making and policy development.

Position requires creativity, resourcefulness, initiative and a high degree of motivation. Incumbent must be able to demonstrate how diversity is fundamental aspect of academic excellence in the 21st century, and an integral component to the successful fulfillment of the college's mission.


Additional Information:

This is a 12 month position.

 

Application Instructions:

RVCC's starting salary and rank are commensurate with educational qualifications and experience. We also offer an attractive benefits package. For consideration of the above position, please submit your cover letter and resume online:

 

http://rvcc.interviewexchange.com/jobofferdetails.jsp?JOBID=19274

 

We regret that we are unable to respond to each and every resume received. Only those candidates of interest will be contacted directly.

 

www.raritanval.edu

 

EOE/AA/Diversity is Valued

 

 

 

Director Undergraduate
Admissions and Recruitment
University of Wisconsin–Madison

UW–Madison is seeking a dynamic and innovative professional to lead a creative, forward-looking admis­sions staff on a vibrant Big Ten campus. The Director of Admissions and Recruitment will have an opportunity to shape the future of the university by advancing the university’s values and mission, increasing the socio-economic, ethnic and geographic diversity of its undergraduates, and continuing UW–Madison’s record of academic excellence. Responsibilities include serving on a progressive enrollment management leadership team and establishing strategic direction, priorities and goals for the Office of Admissions.
Qualifications: A minimum of seven years of increasing responsibility in education administration, preferably in an admissions-related field; superior communication, organizational, and interpersonal skills, as well as supervisory experience; innovative approach to technology; proven success and commitment to building a diverse and engaged com­munity; the ability to create a vision and see it through to engagement.
For a complete job description including salary information, see Position Vacancy Listing (PVL) at http://www.ohr.wisc.edu/pvl/pv_063189.html.
For more information about UW–Madison, visit http://www.wisc.edu/about/
To Apply: Please send resume and cover letter referring to Position Vacancy Listing #63189 to Mary Bingham, Division of Enrollment Management, 333 East Campus Mall #11601, Madison, WI 53715
Deadline for assured consideration: January 4, 2010
UW–Madison is an equal opportunity employer.

11/12/2009

AAHEA Articles

AAHEA Articles

AAHEA contribution to www.USATODAY.com article on tuition increases......

Kellie Rowe, USA TODAY Collegiate Correspondent and Dr. Stephen Barnhart of the AAHEA

http://lonnee.hubpages.com/hub/AAHEA-ACCREDITATION 

Tuition increases lower than usual at U.S. universities

Many universities across the U.S. are putting the smallest tuition increases in years in place this summer. One reason could be increases in state funding to schools.

The time of year has arrived for higher education administrators to buckle down to determine tuition costs before the fall, and many universities are giving students' pocketbooks a bit of a break.

Despite years of consistent raises, some universities are experiencing lower tuition increases than years past.

Ball State University administrators approved its lowest tuition increase in 37 years at about 2%, a 2.9% increase marked the University of Vermont's lowest increase in 36 years and Indiana University increased tuition by about 1.75% -- the lowest in 35 years.

The University of Michigan's 1.1% increase is its lowest in 29 years and the University of South Carolina's 3.5% increase is its lowest in 14 years.

Tuition costs are often a result of how much funding a university receives from the state -- the less money in state support, the higher the tuition increase, said Paul Lingenfelter, president of the State Higher Education Executive Officers Association.

Tuition trends are hard to map out because of the increasing number of universities sprouting up throughout the country, but the unusually low increases in tuition costs could be a result of more state funding in certain states, he said.

"There's a very strong pattern in the history of higher education that when there is a recession, there's pressure on state funding, and it usually can't grow to keep up with inflation and enrollment increases, and tuition tends to increase," he said. "When the economy recovers, states and institutions typically tend to try and hold tuition increases (down)."

However, data from the Center on Budget and Policy Priorities (CBPP) show the states might not be bouncing back as well as recent tuition increase trends suggest.

States across the nation are spending $2,353 less per student on higher education now than in 2008, according to a 2013 CBPP report. The cuts have caused four-year public universities to increase tuition by 27% on average within the past five years. For California and Arizona students, tuition has increased the most -- about 70%.

Nick Johnson, vice president of state fiscal policy at the CBPP, said although tuition increases are lower this year, it's unlikely universities will actually reduce tuition costs.

"I don't know whether it's ever happened," he said. "The long-term trend is toward higher tuition partly because in any given year, any additional funds that a university might have available would most likely go to cover rising costs, to expand enrollment, increase financial aid or increase course offerings."

Stephen Barnhart, chief adviser of the American Association for Higher Education and Accreditation, said even when states do increase higher education funding, he's often noticed schools continue to raise tuition.

"Schools historically will shamelessly attempt to take advantage of the anticipated windfalls whether they need the money or not just so they do not lose any the following year," Barnhart said. "Schools will not shrink their budgets nor shrink their desire for more unless the legislature pounces on them."

Some state legislatures implement tuition increase caps or tuition freezes as a condition for universities to receive government funding. When lawmakers don't require these restrictions, this can be an issue for economically troubled states, such as Michigan or California, Barnhart said.

Barnhart said one way universities might consider lowering tuition costs is through the creation of massive open online courses (MOOCs), which are free to anyone with an Internet connection.

He said if more major universities offer these courses, smaller schools might begin offering them as well to attract students to their schools.

Barnhart said if more schools offer MOOC classes, businesses are

likely to find ways to turn those courses into free degrees, one way or another.

"It will change the face of higher education as we know it today," he said.

Kellie Rowe is a summer 2013 Collegiate Correspondent.