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Implementing A Qep In A Distributed University When Memories Are Short And Changes Are Necessary, Aaron Clevenger, Kelly Whealan George
Implementing A Qep In A Distributed University When Memories Are Short And Changes Are Necessary, Aaron Clevenger, Kelly Whealan George
Publications
No abstract provided.
Implementing A Qep That Encompasses All Campuses In A Varied Focused Distributed University, Kelly Whealan George, Aaron Clevenger
Implementing A Qep That Encompasses All Campuses In A Varied Focused Distributed University, Kelly Whealan George, Aaron Clevenger
Publications
No abstract provided.
The Case To Accredit Homeland Security Programs: Why Outcomes-Based Accreditation Makes Sense, James D. Ramsay
The Case To Accredit Homeland Security Programs: Why Outcomes-Based Accreditation Makes Sense, James D. Ramsay
Applied Aviation Sciences - Daytona Beach
The following essay lays out an argument for program level accreditation in academic homeland security (HS) programs. Admittedly, neither the practice nor the educational components of the HS discipline are standardized. Indeed, a recent analysis by the Congressional Research Service indicates that there remain several operational definitions of HS in practice. Regardless, this paper provides rationale which argues that after roughly eight years, academic HS has developed enough to be able to identify and support a distinct set of student learning outcomes— knowledge, skills and attitudes—that can both characterize and define the discipline.
Generally, program level academic accreditation requires a …
The Case To Accredit Homeland Security Programs: Why Outcomes-Based Accreditation Makes Sense, James D. Ramsay
The Case To Accredit Homeland Security Programs: Why Outcomes-Based Accreditation Makes Sense, James D. Ramsay
Security Studies & International Affairs - Daytona Beach
The following essay lays out an argument for program level accreditation in academic homeland security (HS) programs. Admittedly, neither the practice nor the educational components of the HS discipline are standardized. Indeed, a recent analysis by the Congressional Research Service indicates that there remain several operational definitions of HS in practice. Regardless, this paper provides rationale which argues that after roughly eight years, academic HS has developed enough to be able to identify and support a distinct set of student learning outcomes— knowledge, skills and attitudes—that can both characterize and define the discipline.
Generally, program level academic accreditation requires a …