University Accreditation Association Purpose:
The University Accreditation Association was chartered to accredit non-public primary and secondary schools, colleges, universities, and training facilities that adhere to Biblical principles and the Christian faith. We accredit degree granting and non-degree granting institutions and provide for the assessment and certification of teachers and curriculum. We endeavor to improve coordination and formation between secondary and post-secondary educational institutions, along with the establishment of Biblical truths between all levels.
Institutions, curriculum and instructors are evaluated to assure the highest standards for education quality has been established. Assessment standards are determined through collaboration with associate members, education professionals and information technology specialists. What is taught is what is believed; therefore, curriculum is the critical ingredient of education and teaching must be recognized first and foremost as a gift. "We are admonished to be not conformed to this world, but be ye transformed by the renewing of your mind, that ye may prove what is that good and acceptable and perfect will of God" Romans 12:2
The University Accreditation Association is a nonprofit, nongovernmental organization established for the purpose of validating institutions, colleges and universities that demonstrate the highest caliber of educational excellence, discipleship and innovation. The Accreditation Association is formed through the voluntary collaboration of educational institutions for the purpose of assuring quality, consistency and intrinsic value of its instruction and student preparedness.
Accreditation is awarded after reviewing educational institutions and their programs for quality, the biblical truth of their curriculum and the gifting and qualifications of their teachers and faculty. Accredited schools are resolute in their commitment to education and maturing of their students while maintaining a robust adherence to the Christian faith as set forth in the Association's Statement of Faith. Association members become a Christian community with shared beliefs, referred to biblically as the Ecclesia or assembly of believers. This collegiality with world class independent teaching institutions provides an ever expending network and cooperative interaction with likeminded Christian Colleagues.
Specialized accreditation can be awarded for specific degree programs leading to certification or licensure. The review process can be uniquely designed for programs intended for a special use or purposes for students specifically engaged in a focused study for a particular vocation, spiritual calling or business. The program must demonstrate pertinent content, qualified faculty and adequate resources to meet accreditation standards and the certification or licensure must demonstrate corroborative evidence to support student’s preparedness for advancement in their specialized field of study.
Teachers and instructors are certified based on their spiritual gifts, history of performance and mastery of the curriculum. Degree programs should be designed to focus on performance and proficiency and to equip the students with the appropriate knowledge, skills and abilities to achieve specific goals, ministry objectives and to fulfill the potential of their divine calling.
Find out more by going to universityaccreditation.org.
UAA CURRICULUM CREDIT STANDARDS ASSESSMENT
Philosophy in Brief
We believe that learning is more than just reading what the teacher has written or listening to what the teacher says. It comes in the interaction and application of ideas within a community of learners. Assessments or evaluations are also required in oral or written form to determine the extent of knowledge that has actually been acquired by the learner.
Example: Classroom or church attendance alone is not sufficient for the awarding of credit. Course-related learning goals and objectives must be clearly stated. In addition, meaningful learning activities and a plan for evaluating the specific learning accomplished in the course must be established in order to provide both evidence of learning and a mechanism to evaluate the extent to which the learning was accomplished.
Definition of Credit Hour
The traditional semester is 15 weeks in length and requires approximately one hour of classroom time and approximately two - three hours of course-related engagement outside of the classroom for a total of three to four hours per week per credit hour. Thus, a credit hour represents approximately 45 - 60 clock hours of classroom and individual study. This model recognizes that there is a limited amount of classroom time available, and it allows the learner to explore the topics at hand with reasonable breadth and depth through a combination of reading and writing assignments or engagement, external to the classroom interaction.
Credit for Experiential Learning
Experiential learning including full or part-time Christian ministry, missions trips, volunteerism, entrepreneurial activities, employment, life-learning experiences, and other experience-based activities may earn credit at the rate of one semester hour of credit for every 45 - 60 hours spent in documented activity or service. A written summary of the learning that occurred during the experience must be submitted. The summary must specifically state the skills learned, define the context in which they were learned, and address how those skills apply to the academic goals of the learner. Where possible, written certification of completion from the supervising/cooperating individual or institution should be included.
Continuing Education Units
One CEU equals ten contact hours of participation in organized continuing education classes and/or training conducted by a qualified instructor. A contact hour is equivalent to one 60-minute interaction between an instructor and the participant.
Reading Requirements and Philosophy
All reading assignments must be pertinent to the goals of the course and the objectives of the topic being studied. While included in the overall number of study hours required for the course, reading assignments should reflect an appropriate caliber for the degree level. Table 1 explains the relationship of reading materials to the learner at various levels.
Table 1 Relation of Reading and Learning Level
|Level||Purpose of Reading|
|Undergraduate||The learner is introduced to discipline-related theories, ideas, and issues via books, journal articles, and multimedia materials|
|Master's||The learner begins to apply discipline-related theories, ideas, and issues discovered in books, professional journal articles, and multimedia materials to personal, work, life, or ministry situations|
|Doctoral||The learner identifies gaps or tensions in the existing discipline-related empirical and professional literature in order to create new knowledge that can be expressed as a qualitative or quantitative contribution to the existing body of knowledge|
General Minimum Writing Requirements
All written work, regardless of length, is expected to be excellent in content, logic, writing, grammar, and academic style. Appropriate research citations must be included in order to retain an ethical presentation of scholarly discourse. Learners may use any documentation format they choose, but the format must remain consistent within the written assignment. As such, each course should contain one or more written and referenced assignments with total minimum word count and number of citations/references for the course adhering to the following matrix:
|Level||Minimum Total Written Word Count Requirement||Minimum Total Citation Requirement|
Freshman & Sophomore
|2,000–3,000 words per course||3-5 references and corresponding in-text citations per course|
Senior & Junior
|2,500 – 3,500 words per course||5-10 references and corresponding in-text citations per course|
|Master's||3,500 – 4,500 words per course||10-15 references and corresponding in-text citations per course|
|Doctoral||4,500 – 5,500 words per course||15-20 references and corresponding in-text citations per course|
In addition, the Master’s thesis and Doctoral dissertation must meet commonly accepted requirements for length and number of references/citations. The specific details will be determined between the learner and the advisor and are contingent upon the type and level of study being prepared.
Many courses require learners to engage with multi-media resources including but not limited to On-line courses, CDs, and DVDs. Interaction with these resources is acceptable for inclusion in the total number of hours identified for the course. Since this is time spent by the learner, multi-media interaction is credited directly according to the length of the multimedia presentation. For example, watching a 37-minute lecture online may be included as 37 minutes of time toward the course.