Automated Data Retrieval in Distance Learning Quality

Report published in the Proceedings of the National Conference on "Education and Research in the Information Society", Plovdiv, May, 2015

Developing a robust self evaluation framework for active learning:the first stage of an ERASMUS+ project (QAEMarketPlace4HEI)

In ensuring the quality of learning and teaching in Higher Education, self-evaluation is an important component of the process. An example would be the approach taken within the CDIO community whereby self-evaluation against the CDIO standards is part of the quality assurance process. Eight European universities (Reykjavik University, Iceland; Turku University of Applied Sciences, Finland; Aarhus University, Denmark; Helsinki Metropolia University of Applied Sciences, Finland; Ume? University, Sweden; Telecom Bretagne, France; Aston University, United Kingdom; Queens University Belfast, United Kingdom) are engaged in an EU funded Erasmus + project that is exploring the quality assurance process associated with active learning. The development of a new self-evaluation framework that feeds into a ?Marketplace? where participating institutions can be paired up and then engage in peer evaluations and sharing around each institutions approach to and implementation of active learning. All of the partner institutions are engaged in the application of CDIO within their engineering programmes and this has provided a common starting point for the partnership to form and the project to be developed. Although the initial focus will be CDIO, the longer term aim is that the approach could be of value beyond CDIO and within other disciplines. The focus of this paper is the process by which the self-evaluation framework is being developed and the form of the draft framework. In today?s Higher Education environment, the need to comply with Quality Assurance standards is an ever present feature of programme development and review. When engaging in a project that spans several countries, the wealth of applicable standards and guidelines is significant. In working towards the development of a robust Self Evaluation Framework for this project, the project team decided to take a wide view of the available resources to ensure a full consideration of different requirements and practices. The approach to developing the framework considered: a) institutional standards and processes b) national standards and processes e.g. QAA in the UK c) documents relating to regional / global accreditation schemes e.g. ABET d) requirements / guidelines relating to particular learning and teaching frameworks e.g. CDIO. The resulting draft self-evaluation framework is to be implemented within the project team to start with to support the initial ?Marketplace? pairing process. Following this initial work, changes will be considered before a final version is made available as part of the project outputs. Particular consideration has been paid to the extent of the framework, as a key objective of the project is to ensure that the approach to quality assurance has impact but is not overly demanding in terms of time or paperwork. In other words that it is focused on action and value added to staff, students and the programmes being considered.

Substantive Change Prospectus for the M.D. degree at Florida International University

Planning document for FIU College of Medicine submitted to Southern Association of Colleges and Schools (SACS) Commission on Colleges (COC) in April, 2009. (N.B. Appendices not included)

Historical Artifact: Invitation

Invitation to the Florida International University College of Medicine's Preliminary Accreditation reception honoring the College of Medicine Founders held on March 14, 2008.

Medical Education Progress Report (Updates)

Documents detailing the LCME accreditation process, and the proposed outline for implementation of the FLorida International University College of Medicine.

LCME Acreditation Database Draft - March 2007

A Draft of the LCME Accreditation Database prepared for the College of Medicine's Second Accreditation Planning Weekend, March 10, 2007.

Section V: Educational Resources

Document detailing educational resources for the College of Medicine. Part of the Medical Education Database for Preliminary Accreditation 2006-2007.

Section II: Educational Program for the M.D. Degree

Document detailing educational objectives for the College of Medicine. Part of the Medical Education Database for Provisional Accreditation 2006-2007.

Section IV: Faculty

Document detailing information pertaining to the faculty of the College of Medicine. Part of the Medical Education Database for Preliminary Accreditation.

Section III: Medical Students

Document detailing the recruitment process and requirements for medical students accepted the College of Medicine. Part of the Medical Education Database for Preliminary Accreditation, 2006-2007.

Section I: Institutional setting; Background Information about the School

Document detailing the Institutional Setting of the FLorida International University College of Medicine. Part of the Medical Education Database for Preliminary Accreditation, 2006-2007.

Phase I Elements- Planning & Development

Draft of outline for "Phase I Elements - Planning & Development" document on the College of Medicine's LCME Accreditation Process.

Medical Education Progress Report: Section B: Phase I Elements - Planning & Development

Outline of the LCME 3-stage Accreditation Process for Medical Education. Details the stages in the College of Medicine's efforts to initiate the accreditation process. Also details the College of Medicine's Implementation Plan and Proposed Timeline for implementation.

LCME Planning and Self-Study Materials

Cope of the LCME's planning and self-study materials. Includes information on the LCME accreditation process and policies, as well as an overview of the LCME as an an organization.

Collection of Documents Beginning w/ LCME Site Visit Schedule

Collection of documents on the College of Medicine's planning process in preparation for the LMCE's site visit.