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Preparing for accreditation: an opportunity for faculty development and curriculum renewal
The Journal of Health Administration Education
|February 2, 1993
Summary
This study presents a faculty-led approach to Accreditation Council for Education in Nutrition and Dietetics (ACEND) accreditation, transforming it into an opportunity for curriculum renewal and professional development. The process fosters introspection, leading to improved curriculum specifications and positive participant experiences.
Area of Science:
- Health Professions Education
- Curriculum Development
- Accreditation Processes
Background:
- Accreditation processes can be perceived as burdensome by faculty.
- There is a need for approaches that integrate accreditation with faculty development.
- Curriculum review requires multi-stakeholder perspectives.
Purpose of the Study:
- To describe a novel approach to Accreditation Council for Education in Nutrition and Dietetics (ACEND) accreditation.
- To transform the accreditation process into an occasion for faculty self-reflection, development, and renewal.
- To generate curriculum specifications grounded in actual practice.
Main Methods:
- A facilitated, deliberative curriculum inquiry process.
- Examination of curriculum from faculty, student, graduate, and employer viewpoints.
- Iterative improvement of the process across two replications.
Main Results:
- The approach resulted in curriculum specifications ordered by actual practice.
- Faculty, students, and practitioners demonstrated understanding and support for the revised curriculum.
- Participant feedback indicated a positive shift from negative expectations to faculty development and curriculum renewal.
Conclusions:
- A facilitated, introspective approach can enhance ACEND accreditation.
- This method fosters faculty development and curriculum renewal.
- The described process offers a model for positive accreditation experiences and improved educational outcomes.
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