Browsing by Author Pham, Thi Tuyet Nhung

Jump to: 0-9 A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
or enter first few letters:  
Showing results 1 to 4 of 4
  • a.pdf.jpg
  • Article


  • Authors: Pham, Thi Tuyet Nhung (2020)

  • Institutional learning outcomes indicate the knowledge and skills that all students regardless of disciplines from a specific university demonstrate. There are some researches about assessing learning outcomes at program level in Vietnam but no research about learning outcomes at institution level. This case study research shared experience from a U.S. comprehensive university to conduct assessment of institutional learning outcomes. The paper discussed the achievements such as successful two-year institutional assessment implementation, effective use of a national Valid Assessment of Learning in Undergraduate Education (VALUE) rubric to assess students’ performance, the use of...

  • Standard in U.S. Regional Accreditation Commissions Implications for Vietnamese Accreditation.pdf.jpg
  • Article


  • Authors: Pham, Thi Tuyet Nhung (2019)

  • This literature review addresses five themes that inform the faculty standards in U.S. regional accreditation commissions: faculty credentials, the relationship between institutional missions and faculty responsibilities; full-time, part-time and contingent faculty; faculty responsibilities, and faculty in disciplinary-based accreditation. This review of literature supports institutions’ responses to the standards of full time faculty adequacy and credentials in six U.S. regional accreditation commissions. The study’s findings may provide common themes related to faculty adequacy to facilitate the institutions’ definitions and standards for faculty adequacy. The results might be of i...

  • Adequacy in Faculty Standards in U.S. Regional Accreditation Commissions.pdf.jpg
  • Article


  • Authors: Pham, Thi Tuyet Nhung (2019)

  • This literature review addresses five themes that inform the faculty standards in U.S. regional accreditation commissions: faculty credentials, the relationship between institutional missions and faculty responsibilities; full-time, part-time and contingent faculty; faculty responsibilities, and faculty in disciplinary-based accreditation. This review of literature supports institutions’ responses to the standards of full time faculty adequacy and credentials in six U.S. regional accreditation commissions. The study’s findings may provide common themes related to faculty adequacy to facilitate the institutions’ definitions and standards for faculty adequacy. The results might be of i...

Browsing by Author Pham, Thi Tuyet Nhung

Jump to: 0-9 A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
or enter first few letters:  
Showing results 1 to 4 of 4
  • a.pdf.jpg
  • Article


  • Authors: Pham, Thi Tuyet Nhung (2020)

  • Institutional learning outcomes indicate the knowledge and skills that all students regardless of disciplines from a specific university demonstrate. There are some researches about assessing learning outcomes at program level in Vietnam but no research about learning outcomes at institution level. This case study research shared experience from a U.S. comprehensive university to conduct assessment of institutional learning outcomes. The paper discussed the achievements such as successful two-year institutional assessment implementation, effective use of a national Valid Assessment of Learning in Undergraduate Education (VALUE) rubric to assess students’ performance, the use of...

  • Standard in U.S. Regional Accreditation Commissions Implications for Vietnamese Accreditation.pdf.jpg
  • Article


  • Authors: Pham, Thi Tuyet Nhung (2019)

  • This literature review addresses five themes that inform the faculty standards in U.S. regional accreditation commissions: faculty credentials, the relationship between institutional missions and faculty responsibilities; full-time, part-time and contingent faculty; faculty responsibilities, and faculty in disciplinary-based accreditation. This review of literature supports institutions’ responses to the standards of full time faculty adequacy and credentials in six U.S. regional accreditation commissions. The study’s findings may provide common themes related to faculty adequacy to facilitate the institutions’ definitions and standards for faculty adequacy. The results might be of i...

  • Adequacy in Faculty Standards in U.S. Regional Accreditation Commissions.pdf.jpg
  • Article


  • Authors: Pham, Thi Tuyet Nhung (2019)

  • This literature review addresses five themes that inform the faculty standards in U.S. regional accreditation commissions: faculty credentials, the relationship between institutional missions and faculty responsibilities; full-time, part-time and contingent faculty; faculty responsibilities, and faculty in disciplinary-based accreditation. This review of literature supports institutions’ responses to the standards of full time faculty adequacy and credentials in six U.S. regional accreditation commissions. The study’s findings may provide common themes related to faculty adequacy to facilitate the institutions’ definitions and standards for faculty adequacy. The results might be of i...