[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599008-105":59,"doc-detail-599008-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","shoes-for-the-shoemakers-children-providing-an-accreditation-process-for-programs-offered-by-educational-developers","Shoes for the Shoemaker's Children - Providing an Accreditation Process for Programs Offered by Educational Developers","","Educational developers in postsecondary institutions create courses and programs for professors and teaching assistants, yet such offerings often lack formal accreditation. An Educational Developers Caucus working group examined the feasibility of a Canadian accreditation process, reviewed international and national accreditation models, designed a framework, and piloted the process with programs from member institutions. The report describes consultation outcomes, framework development, and early evaluation results, arguing the initiative can strengthen the quality and legitimacy of faculty and TA development programs and, in turn, teaching and learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/shoes-for-the-shoemakers-children-providing-an-accreditation-process-for-programs-offered-by-educational-developers/599008/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/shoes-for-the-shoemakers-children-providing-an-accreditation-process-for-programs-offered-by-educational-developers/599008.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why did the Educational Developers Caucus create an accreditation working group?","Question",{"text":112,"@type":113},"Because educational development courses and programs for faculty and teaching assistants were often not accredited, and the group sought to explore whether a Canadian accreditation process could be created and implemented.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What international accreditation elements were commonly identified?",{"text":117,"@type":113},"Program accreditation frameworks generally involve a national accrediting body, defined application criteria, self-evaluation, external evaluation with site visits, appeals processes, repeated cycles of evaluation, and measurable standards.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the proposed Canadian accreditation framework tested?",{"text":121,"@type":113},"After the consultation period, several working group members used the newly devised accreditation process and framework to pilot their own institutional programs, supporting an early evaluation of the process’s impact.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599008,1792132265,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Shoes for the Shoemaker's Children: Providing an Accreditation Process for Programs Offered by Educational Developers  \nCelia Popovic, Mandy Frake Mistak, Alison Jeppesen, Cynthia Korpan, Suzanne Sheffield, and Mark Weyers  \nYork University, University of Victoria, Red Deer College, Dalhousie University, Western University  \nEducational developers in universities and colleges design, develop, and deliver courses and programs for professors and teaching assistants (TAs) to support teaching and learning in postsecondary institutions. These courses and programs, however, are often not accredited, so the Educational Developers Caucus (EDC) created a working group to explore the appetite fora Canadian accreditation process, and then design and implement a framework. This article summarizes the working group's outcomes, and reportson an initial evaluation of their impact, arguing for their contribution to enhancing the quality of faculty and TA development coursesand programs and, thereby, of teaching and learning.  \nLes concepteurs de contenus pédagogiques dans les universités et les collèges conçoivent,élaborent et offrent des cours et des programmes pour les professeurs et les auxiliairesd'enseignement afin de soutenir les activités d'enseignement et d'apprentissage dans les établissements postsecondaires. Cependant, bien souvent, ces courset ces programmes nesont pas certifiés. Aussi le Caucus des concepteurs de contenuspédagogiques a-t-il créé un groupede travail pour explorer la possibilité d'un processus de certification, puis pour concevoir et mettre en œuvre le cadre d'un tel processus. Cet article présente le résumé des résultats du groupe de travail et une évaluation initiale des répercussions, tout en arguant que ces résultats contribueraient à améliorer laqualité des cours et des programmes élaboréspar les professeurset les auxiliaires d'enseignement et, par suite, laqualité de l'enseignement et de l'apprentissage.  \nI  \nn 2014 the Executive of the Educational Developers' Caucus (EDC), a constituency of the Society for Teaching and Learning in Higher  \nEducation (STLHE), formed a working group to examine the feasibility of implementing an accreditation process for educational development  \nprograms in Canada. These programs are formal professional development activities that range from single workshops (or a series of workshops) to full courses that are part of a traditional academic program. The working group investigated the current situation in Canada and other forms of accreditation available internationally to identify the advantagesand disadvantages of accreditation, to ascertain what a Canadian accreditation process might look like, and to determine whether the EDC would be an appropriate body to institute such a system.  \nDuring the consultation period of two years, the need or value of an accreditation process was hotly contested. The benefits of engaging in accreditation were seen as providing rigour to our practices, enabling us to defend their legitimacy within and beyond our institutions if needed. Ultimately, it was felt that if the EDC did not undertake this role, and the need was agreed, then another body (or bodies) would do so. For example, in the US, the American Association of Colleges of Pharmacy noted that due to \"a lack of outcomes-orientated facultydevelopment programs in colleges and schools of pharmacy\" (Guglielmo, Edwards, Franks, Naughton, Schonder, Stamm, Thornton, & Popovich, 2011, p.  \n1) that it may make sense for them to \"endorse\"faculty development programs and work to develop a best-practice model \"toward the creation of the optimal faculty development program\" whose outcomes could be evaluated on a regular basis (Guglielmo et al p. 9).  \nFollowing consultation with the Canadian educational development community, an accreditation process and framework was devised. Thereafter, several members of the working group took a program from their own institution through the newly devised proces","cbCaib8ZJvx1EFIO","https://ap.wps.com/l/cbCaib8ZJvx1EFIO","pdf",200526,12,"English","# International Forms of Accreditation\n## United Kingdom","[{\"question\":\"Why did the Educational Developers Caucus create an accreditation working group?\",\"answer\":\"Because educational development courses and programs for faculty and teaching assistants were often not accredited, and the group sought to explore whether a Canadian accreditation process could be created and implemented.\"},{\"question\":\"What international accreditation elements were commonly identified?\",\"answer\":\"Program accreditation frameworks generally involve a national accrediting body, defined application criteria, self-evaluation, external evaluation with site visits, appeals processes, repeated cycles of evaluation, and measurable standards.\"},{\"question\":\"How was the proposed Canadian accreditation framework tested?\",\"answer\":\"After the consultation period, several working group members used the newly devised accreditation process and framework to pilot their own institutional programs, supporting an early evaluation of the process’s impact.\"}]","Shoes for the Shoemaker's Children - Providing an Accreditation Process for Programs Offered by Educational Developers | PDF",1792088007]