A popular business notion: "underpaid/ overworked" is true in academics as well. The focus of this discussion addresses to the power, and accreditation necessity, of research-based credit ascription processes, where the faculty is empowered to understand how the size and scope of work can risk students feeling "under-supported/ overworked".
The purpose of this presentation is to highlight the credit ascription revamping process that one institution experienced. The discussion will address the pre/post awareness of credit ascription’s impact on the student and faculty experience, research used to reconsider existing credit ascription expectations, and how the revised process ensured positive institutional changes in curriculum development, data analysis, and recognizing/defining a successful course experience.
Outcomes of this presentation include:
- Understanding the revised credit ascription process and strategy used at one University
- Applying the discussed steps and research toward credit ascription revisions
- Creating/developing a credit ascription template specific to various educational needs
- Enforcing and illustrating the strength of curriculum through continuous improvements during accreditation visits and reporting.Â