Improving Social and Economic Mobility for People With Disabilities Through Online Education

Students with disabilities face many roadblocks to graduation, including but not limited to campus buildings that are difficult to manage, rigid class schedules that do not accommodate a disability, and unnecessarily complex process for obtaining ADA accommodations. Online education is comparable to traditional university programs in quality and accreditation standards. Online education could improve graduation rates and thus provide a higher probability that a graduate with disabilities will find a job and have greater opportunities for economic mobility.

Refining the Content of the AGEC Accreditation Handbook

The AGEC Accreditation Handbook and Self-Evaluation Guide has been revised several times since the first drafts were produced in 2016 and 2017. The Handbook contains information for accreditation applicants, AGEC reviewers, and members of the Board of Governors responsible for administering AGEC policies and procedures. It includes the accreditation standards, eligibility for accreditation, timelines, and self-study and site visit guidelines. It is the central document for the AGEC accreditation process. Handbook revisions, drawn from the experience of accrediting programs, have been for the purposes of clarifying expectations and simplifying the application process. This presentation highlights modifications included in the 2020 Handbook, which simplify the self-study outline and site visit guidelines, and the 2021 modifications, which clarify the “Mapping Course Matrix” (displaying AGHE competencies covered in program courses) and add an “Assessment Matrix” for measuring acquisition of the competencies and improving the program as needed.

The effectiveness of the Blackboard Elements During Corona Pandemic in Light of the Quality Assurance and Accreditation Standards from the Viewpoint of Faculty Members: A Case Study of the Mathematics Department at Umm Al-Qura University

The study aimed to identify the effectiveness of the Blackboard elements during Coronavirus pandemic in light of the quality assurance and accreditation standards from the viewpoint of faculty members at the Mathematics Department, Umm Al-Qura University. To achieve the objectives of the study, the descriptive analytical method was used. The study sample consisted of (45) members of the teaching staff in the mathematics departments of Umm Al-Qura University, who taught mathematics courses during Coronavirus pandemic. The questionnaire, which consisted of (33) items, was used to collect relevant data. The results of the study indicated that the effectiveness of the four components of the Blackboard that were studied during the Corona pandemic in light of the standards of quality assurance and accreditation was at a medium degree of (3.32), while the effectiveness component of cloud storage on the Blackboard got the highest score (3.68). The effectiveness component of the digital library on the Blackboard got the lowest score among the four elements (3.11). These results suggested the need to increase attention to the requirements of achieving quality assurance and work to raise them in higher education institutions for interactive mathematics courses, as the lack of interest in them may have affected the results and outcomes of mathematics students. The study concluded with a number of recommendations, including supporting the elements of the Blackboard and using them in the educational process, developing and evaluating them in the light of quality standards; conducting further studies on the use of the Blackboard; providing all facilities for the success of the educational process; and seeking to achieve quality and accreditation requirements whenever possible.

Participation in Socialization, Work Profession, Knowledge of Fire Safety Simulation Capabilities According to MFK 7 Snars Accreditation Standards at Bhayangkara Hospital Nganjuk

Background: The high number of hospital fire cases demands that all hospitals be able to carry out fire safety. The ability to fire safety must be able to be carried out by all hospital officers, both health and non-health workers (all work professions). The research objective was to analyze the factors that influence the simulation ability of fire safety management according to the MFK 7 SNARS accreditation standard at Bhayangkara Hospital Nganjuk. Subjects and methods: Explanatory survey research design using a cross-sectional approach. The research was conducted from January 16 to February 18, 2021 with a sample of 170 people. Independent variables are participation in socialization, work profession, and knowledge of fire safety. The dependent variable is the ability to simulate fire safety according to the MFK 7 SNARS accreditation standard. The data collection tools used a questionnaire. Data analysis used multiple logistic regression. Results: Participation in socialization (OR = 2.36; 95% CI = 1.04-5.33; p <0.039), knowledge of fire safety (OR = 3.18; 95% CI = 1.45-6.93; p <0.004), significantly increased the ability to simulate fire safety according to MFK 7 SNARS accreditation standards. Work profession (OR = 1.03; 95% CI = 0.54-1.96; p <0.934) does not affect the ability of fire safety management simulation according to MFK 7 SNARS accreditation standards which is statistically significant. Conclusion: Participation in socialization and knowledge about fire safety increases the ability to simulate fire safety according to MFK 7 SNARS Accreditation standards.

HOSPITAL'S REDOWSKO APPLICATION FORMS AND INFLUENCE IN ACTION

<p>The rise of the current digital era brought by further sophisticated technology increases access to global information and advancement in various industry application. In 2012, Hospital Accreditation Commission KARS launched an application to assist hospitals in accreditation assessment. Due to the lack of understanding and perception of accreditation standards, improvements were made to develop new standards using a methodology called ReDOWSKo. This study will look into measuring the use between ReDOWSKo application and book form. Data was collected using google form questionnaire and analyzed using descriptive statistic and correlation method. The results show there is a relationship between the ReDOWSKo assessment in the form book and application with the nature of weak and unidirectional relationships. In this case the application is used to help remember important elements in accreditation. There is also correlation that is statistically significant between application users and book users and there is a positive relationship between the use of ReDOWSKo book form with application form. This application relatively new, and have little literature found while the use of the ReDOWSKo application is indeed considered not yet optimal. This study suggest it would require time for adoption of the use of the application that could enhance the effectiveness of ReDOWSKo. Therefore, will include upgrading the application and further socialization and training in the upcoming years.</p>

The level of students’ mastery of academic writing skills at the Department of Curricula and Methods of Teaching Arabic from the viewpoint of their faculty members: مستوى تمكن طلبة شعبة المناهج وطرق تدريس اللغة العربية من مهارات الكتابة الأكاديمية من وجهة نظر أعضاء هيئة تدريسهم

The current research aimed to explore the level of students’ mastery of academic writing skills at the Department of Curricula and Methods of Teaching Arabic from the viewpoint of their faculty members, and to find out if there are statistically significant differences between their views about the level of students’ mastery of these skills at the Department of Curricula and Methods of Teaching Arabic that are due to difference of universities. The author adopted the descriptive survey method, where she prepared a questionnaire composed of six basic skills containing forty-one sub-skills. The findings showed that the level of students’ mastery of academic writing skills at the Department of Curricula and Methods of Teaching Arabic is at the average and that there are no statistically significant differences between their views regarding the level of students’ mastery of those skills at the Department of Curricula and Methods of Teaching Arabic that are due to difference of universities. Based on these findings, the author made a set of recommendations the most prominent of which is that deanships of postgraduate studies at universities should issue academic writing accreditation standards for students' work and to make it a requisite to master at least 80% of academic writing skills. Also, there is the necessity to educate and enlighten students of the Department of Curricula and Methods of Teaching Arabic on the importance of academic writing and the acquisition of its skills.