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69-621: The university has been accredited by the WASC Senior College and University Commission or its predecessor since 1976. It offers thirty-three undergraduate and three graduate degree programs and has about 3,000 students; most students are residents of Hawaiʻi but many are international students. Although post-high school non-credit courses had been offered in Hilo as early as 1945, under the University of Hawaiʻi at Mānoa 's Adult Education Services,

138-505: A 2002 report by George C. Leef and Roxana D. Burris of the American Council of Trustees and Alumni (ACTA) argued that the system does not ensure or protect educational quality, while still imposing significant costs. In a 2006 "issue paper", Robert C. Dickeson wrote that a lack of transparency, low and lax standards, and outdated regionalization were among the problems with regional accreditation. Others, such as Edward M. Elmendorf of

207-477: A certain threshold, and effective peer review requires a certain level of expertise. For non-professional writers, peer review feedback may be overlooked, thereby affecting its effectiveness. Elizabeth Ellis Miller, Cameron Mozafari, Justin Lohr and Jessica Enoch state, "While peer review is an integral part of writing classrooms, students often struggle to effectively engage in it." The authors illustrate some reasons for

276-530: A community college in Hilo. However, due to resistance from Big Island legislators, Hawaii Technical School became Hawaii Community College with oversight from the Hawaii Department of Education. Both Hawaii Community College and the Hilo Branch, however, would share the same facilities until 1984. In 1970, University of Hawaiʻi president Harlan Cleveland led efforts to reorganize the Hilo Branch by renaming

345-557: A fundamental process in academic and professional writing, serving as a systematic means to ensure the quality, effectiveness, and credibility of scholarly work. However, despite its widespread use, it is one of the most scattered, inconsistent, and ambiguous practices associated with writing instruction. Many scholars questioning its effectiveness and specific methodologies. Critics of peer review in classrooms express concerns about its ineffectiveness due to students' lack of practice in giving constructive criticism or their limited expertise in

414-460: A limited role in higher education accreditation in 1952 with reauthorization of the G.I. Bill for Korean War veterans . The original GI Bill legislation had stimulated establishment of new colleges and universities to accommodate the influx of new students, but some of these new institutions were of dubious quality. The 1952 legislation designated the existing peer review process as the basis for measuring institutional quality; GI Bill eligibility

483-415: A longitudinal study comparing two groups of students (one majoring in writing and one not) to explore students' perceptions of authority. This research, involving extensive analysis of student texts, concludes that students majoring in non-writing fields tend to undervalue mandatory peer review in class, while those majoring in writing value classmates' comments more. This reflects that peer review feedback has

552-496: A means of critiquing each other's work, peer review is often framed as a way to build connection between students and help develop writers' identity. While widely used in English and composition classrooms, peer review has gained popularity in other disciplines that require writing as part of the curriculum including the social and natural sciences . Peer review in classrooms helps students become more invested in their work, and

621-501: A religious viewpoint and may require students and/or faculty to subscribe to a statement of faith. Additionally, as of 2009, 20 U.S. states and Puerto Rico had some form of exemption provision under which religious institutions can grant religious degrees without accreditation or government oversight. Since 2001, the use of the top-level internet domain , .edu has been restricted to accredited institutions, but non-qualifying institutions can still use .edu domain names obtained before

690-521: A specific program of professional education or training, but in some cases they cover the whole institution. Best practices are shared and developed through affiliation with the Association of Professional and Specialized Accreditors. Both the US Department of Education and CHEA maintain lists of recognized US programmatic accreditors: For broad resources on how programmatic accreditation is managed in

759-415: A teaching tool to help students improve writing assignments. Henry Oldenburg (1619–1677) was a German-born British philosopher who is seen as the 'father' of modern scientific peer review. It developed over the following centuries with, for example, the journal Nature making it standard practice in 1973. The term "peer review" was first used in the early 1970s. A monument to peer review has been at

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828-440: A team of peers with assigned roles. Technical peer reviews are carried out by peers representing areas of life cycle affected by material being reviewed (usually limited to 6 or fewer people). Technical peer reviews are held within development phases, between milestone reviews, on completed products or completed portions of products. The European Union has been using peer review in the "Open Method of Co-ordination" of policies in

897-448: A time and given an amount of time to present the topic that they have researched. Each speaker may or may not talk about the same topic but each speaker has something to gain or lose which can foster a competitive atmosphere. This approach allows speakers to present in a more personal tone while trying to appeal to the audience while explaining their topic. Peer seminars may be somewhat similar to what conference speakers do, however, there

966-466: A tool to reach higher order processes in the affective and cognitive domains as defined by Bloom's taxonomy . This may take a variety of forms, including closely mimicking the scholarly peer review processes used in science and medicine. Scholarly peer review or academic peer review (also known as refereeing) is the process of having a draft version of a researcher's methods and findings reviewed (usually anonymously) by experts (or "peers") in

1035-462: A visiting physician had to make duplicate notes of a patient's condition on every visit. When the patient was cured or had died, the notes of the physician were examined by a local medical council of other physicians, who would decide whether the treatment had met the required standards of medical care. Professional peer review is common in the field of health care, where it is usually called clinical peer review . Further, since peer review activity

1104-672: Is accredited by the Masters in Psychology and Counseling Accreditation Council (MPCAC). Until 1994 University of Hawaiʻi at Hilo belonged to the National Association of Intercollegiate Athletics or NAIA. Since 1992, it has been a member of the NCAA Division II Pacific West Conference . It fields teams in baseball, basketball, cross country, golf, soccer, softball, tennis and volleyball . The sports teams nickname

1173-427: Is commonly segmented by clinical discipline, there is also physician peer review, nursing peer review, dentistry peer review, etc. Many other professional fields have some level of peer review process: accounting, law, engineering (e.g., software peer review , technical peer review ), aviation, and even forest fire management. Peer review is used in education to achieve certain learning objectives, particularly as

1242-586: Is incorporated into the California Health and Safety Code Section 57004. Peer review, or student peer assessment, is the method by which editors and writers work together in hopes of helping the author establish and further flesh out and develop their own writing. Peer review is widely used in secondary and post-secondary education as part of the writing process. This collaborative learning tool involves groups of students reviewing each other's work and providing feedback and suggestions for revision. Rather than

1311-551: Is more time to present their points, and speakers can be interrupted by audience members to provide questions and feedback upon the topic or how well the speaker did in presenting their topic. Professional peer review focuses on the performance of professionals, with a view to improving quality, upholding standards, or providing certification. Peer review in writing is a pivotal component among various peer review mechanisms, often spearheaded by educators and involving student participation, particularly in academic settings. It constitutes

1380-413: Is still a method used in classrooms to help students young and old learn how to revise. With evolving and changing technology, peer review will develop as well. New tools could help alter the process of peer review. Peer seminar is a method that involves a speaker that presents ideas to an audience that also acts as a "contest". To further elaborate, there are multiple speakers that are called out one at

1449-432: Is that peer review is not just about improving writing but about helping authors achieve their writing vision." Feedback from the majority of non-professional writers during peer review sessions often tends to be superficial, such as simple grammar corrections and questions. This precisely reflects the implication in the conclusion that the focus is only on improving writing skills. Meaningful peer review involves understanding

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1518-464: Is that the traditional system is limited to measuring "input" factors, such as adequate facilities and properly credentialed faculty, rather than the quality of a school's educational output. In his 1996 book Crisis in the Academy , Christopher J. Lucas criticized the accreditation system as too expensive, onerously complicated, incestuous in its organization, and not properly tied to quality. Similarly,

1587-562: Is the Vulcans. Shared with University of Hawaiʻi – West Oʻahu 1976–1997. There has been a growing movement throughout the last decade to separate the Hilo campus from the University of Hawaiʻi System, creating a "Hawaiʻi State University". Supporters of the separation argue that the growing Hilo campus is "shortchanged" by its sister campus in Mānoa and that being independent of the system would allow

1656-502: Is the only U.S. state to mandate scientific peer review. In 1997, the Governor of California signed into law Senate Bill 1320 (Sher), Chapter 295, statutes of 1997, which mandates that, before any CalEPA Board, Department, or Office adopts a final version of a rule-making, the scientific findings, conclusions, and assumptions on which the proposed rule are based must be submitted for independent external scientific peer review. This requirement

1725-500: The American Association of State Colleges and Universities , reject these claims, arguing that they are "picking around the edges" of a proven and necessary system for upholding standards. Thomas C. Reeves notes that some schools unable or unwilling to meet the standards of traditional, regional accrediting bodies are closely involved in creating national accrediting agencies with significantly lower standards. At various times

1794-520: The Department of Education . Regional bodies historically accredited institutions in a particular region of the country. National bodies were established to accredit institutions across the country, and sometimes beyond it. Within American higher education, regional bodies were considered more prestigious. (The regional bodies were older, and included the most well established institutions.) In February 2020,

1863-673: The Higher School of Economics in Moscow since 2017. Professional peer review focuses on the performance of professionals, with a view to improving quality, upholding standards, or providing certification. In academia, peer review is used to inform decisions related to faculty advancement and tenure. A prototype professional peer review process was recommended in the Ethics of the Physician written by Ishāq ibn ʻAlī al-Ruhāwī (854–931). He stated that

1932-465: The Accrediting Commission of Career Schools and Colleges, a national accreditor, were occasionally sued for leading prospective students to believe, incorrectly, that they would have no problem transferring their credits to a regionally accredited school. The U.S. Department of Education recognizes the following organizations as institutional accreditors: These accreditors typically cover

2001-558: The Department of Education eliminated the distinction between regional and national accrediting agencies, creating one unified set of institutional accreditors. The department claimed that the change was intended to encourage cooperation between accredited schools to improve student experiences, uphold quality standards, and reduce the cost of higher education by encouraging transparent transfer of credits and mutual recognition of degrees between schools with common standards. It also claimed that

2070-726: The Hilo campus and the rest of the University of Hawaiʻi System. A bill was introduced in the 2005 session of the House of Representatives of the Hawaiʻi State Legislature to draft legislation to spin off the Hilo campus as the independent Hawaiʻi State University. The bill was approved by the House Higher Education Committee but no hearing on the bill was planned by the House Finance Committee, effectively killing it. Higher education accreditation in

2139-845: The Journal of the Royal Society of Medicine. “That’s boring.” This is also particularly evident in university classrooms, where the most common source of writing feedback during student years often comes from teachers, whose comments are often highly valued. Students may become influenced to provide research in line with the professor’s viewpoints, because of the teacher’s position of high authority. The effectiveness of feedback largely stems from its high authority. Benjamin Keating, in his article "A Good Development Thing: A Longitudinal Analysis of Peer Review and Authority in Undergraduate Writing," conducted

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2208-493: The U.S. Department of Education nor CHEA accredit individual institutions. With the creation of the U.S. Department of Education and under the terms of the Higher Education Act of 1965 , as amended, the U.S. Secretary of Education is required by law to publish a list of nationally recognized accrediting agencies that the secretary has determined to be reliable authorities on the quality of education or training provided by

2277-526: The U.S. government has investigated changes to the accreditation system. In 2002 the House of Representatives Subcommittee on 21st Century Competitiveness criticized the system. Accreditation was a major topic of the Spellings Commission , which released its report on September 26, 2006. The Council for Higher Education Accreditation recognizes that there are criticisms, but has opposed these calls for reform, with President Judith S. Eaton arguing that

2346-551: The United States Higher education accreditation in the United States is a peer review process by which the validity of degrees and credits awarded by higher education institutions is assured . It is coordinated by accreditation commissions made up of member institutions. It was first undertaken in the late 19th century by cooperating educational institutions, on a regional basis. The federal government began to play

2415-731: The United States (and globally) see Accreditation.org which provides background on the process, accords, agreements, and accrediting bodies related to engineering and computing degrees. Several organizations exist that accredit institutions and which are not recognized by the U.S. Department of Education or CHEA. These include: Although many schools related to religious organizations hold regional accreditation or secular national accreditation, there are four different agencies that specialize in accreditation of religious schools: These groups specialize in accrediting theological and religious schools including seminaries and graduate schools of theology, as well as broader-scope universities that teach from

2484-409: The United States were overseen by seven regional accrediting agencies established in the late 19th and early 20th century to foster articulation between secondary schools and higher education institutions, particularly evaluation of prospective students by colleges and universities. These seven agencies were membership organizations of educational institutions within their geographic regions. Initially,

2553-429: The author's writing intent, posing valuable questions and perspectives, and guiding the author to achieve their writing goals. Magda Tigchelaar compares peer review with self-assessment through an experiment that divided students into three groups: self-assessment, peer review, and no review. Across four writing projects, she observed changes in each group, with surprisingly results showing significant improvement only in

2622-469: The branch moved to its present location on a thirty-acre parcel of land with an enlarged faculty to support its growing student population. In 1964, University of Hawaiʻi president Thomas Hamilton released a feasibility study on creating a statewide system of community colleges operating as part of the university. The study recommended that the Hilo Branch and the Hawaii Technical School to create

2691-770: The campus to Hilo College and merged with Hawaii Community College. Collectively they were known as the University of Hawaiʻi at Hilo with Paul Miwa as its first chancellor. Amid a failed plan to create a new state college system, of which the UH Hilo would be its 'flagship', Hawai'i Community College was separated from university in 1990. In the 1990s, the former branch campus of the University of Hawaiʻi at Mānoa would emphasize liberal arts, education, agriculture, and vocational programs. The university specializes in marine science, volcanology, astronomy, and Hawaiian studies. The Masters of Arts program in Hawaiian Language and Literature

2760-475: The change was intended to allow students to be able to access the best school for their needs no matter what region they reside in. Four months after this change was made, the WASC Senior College and University Commission became the first accreditor to formally change its membership rules and requirements to allow institutions outside its historical geographic region to apply for membership and accreditation. Historically, educational accreditation activities in

2829-431: The classroom environment at large. Understanding how their work is read by a diverse readership before it is graded by the teacher may also help students clarify ideas and understand how to persuasively reach different audience members via their writing. It also gives students professional experience that they might draw on later when asked to review the work of a colleague prior to publication. The process can also bolster

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2898-401: The college to grow faster, better serve the community, and draw in more money from independent sources. Opponents argue that the state is too small for competing university systems and that financial divisions between Mānoa and Hilo are fair, given that Mānoa places emphasis on research and Hilo places emphasis on teaching. There are also concerns that this movement will hurt relationships between

2967-426: The confidence of students on both sides of the process. It has been found that students are more positive than negative when reviewing their classmates' writing. Peer review can help students not get discouraged but rather feel determined to improve their writing. Critics of peer review in classrooms say that it can be ineffective due to students' lack of practice giving constructive criticism, or lack of expertise in

3036-439: The current rules came into force. A prominent example of such a domain name registered before the current rules came into force is Academia.edu , a for-profit social networking site for academics. Various commenters have written about the role and effectiveness of the American accreditation system. It has drawn particular interest since the rise of e-learning classes and institutions. A frequent point of discussion and criticism

3105-871: The faculty set the academic policies. Regionally-accredited schools were required to have adequate library facilities. Except for some specific subject areas such as nursing, nationally accredited schools did not hire many full-time faculty, usually hiring faculty by the course, without benefits and with no influence on the school's academic policies, which were determined by non-academic administrators, and ultimately investors. Their library facilities, if they existed at all, were far inferior to those of regionally-accredited schools. While there were some legitimate and well-intentioned nationally accredited schools, similar to for-profit institutions with regional accreditation, some institutions existed with little educational rigor. Some critics considered national accreditation to be not as reputable as regional accreditation. Schools accredited by

3174-531: The feedback with either positive or negative attitudes towards the text, resulting in selective or biased feedback and review, further impacting their ability to objectively evaluate the article. It implies that subjective emotions may also affect the effectiveness of peer review feedback. Pamela Bedore and Brian O’Sullivan also hold a skeptical view of peer review in most writing contexts. The authors conclude, based on comparing different forms of peer review after systematic training at two universities, that "the crux

3243-417: The fields of active labour market policy since 1999. In 2004, a program of peer reviews started in social inclusion . Each program sponsors about eight peer review meetings in each year, in which a "host country" lays a given policy or initiative open to examination by half a dozen other countries and the relevant European-level NGOs . These usually meet over two days and include visits to local sites where

3312-627: The inefficiency of peer review based on research conducted during peer review sessions in university classrooms: This research demonstrates that besides issues related to expertise, numerous objective factors contribute to students' poor performance in peer review sessions, resulting in feedback from peer reviewers that may not effectively assist authors. Additionally, this study highlights the influence of emotions in peer review sessions, suggesting that both peer reviewers and authors cannot completely eliminate emotions when providing and receiving feedback. This can lead to peer reviewers and authors approaching

3381-479: The institutions of higher education and the higher education programs they accredit. Professional schools, which are often graduate schools, have separate organizations for accreditation, e.g. American Board of Higher Education (ABHEC). Institutional accreditation applies to the entire institution, specific programs, and distance education within an institution. Prior to 2020, there were regional and national accrediting agencies, both of which were accountable to

3450-453: The largest US for-profit universities (e.g., University of Phoenix , Grand Canyon University ) achieved regional accreditation. Regionally accredited schools were usually academically oriented and most were non-profit. Nationally accredited schools, a large number of which are for-profit , typically offered specific vocational, career, or technical programs. Regionally accredited institutions employed large numbers of full-time faculty, and

3519-505: The main focus of the organizations was to accredit secondary schools and to establish uniform college entrance requirements. Accreditation of colleges and universities followed later, with each of the accrediting agencies splitting into separate organizations with one or more of those organizations focused exclusively on accrediting colleges and universities. The higher education institutions holding regional accreditation were primarily non-profit institutions, with significant exceptions, as

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3588-454: The most ideal method of guaranteeing that distributed exploration is dependable and that any clinical medicines that it advocates are protected and viable for individuals. Thus, the terminology has poor standardization and specificity, particularly as a database search term. In engineering , technical peer review is a type of engineering review. Technical peer reviews are a well defined review process for finding and fixing defects, conducted by

3657-424: The peer review process can be segmented into groups, where students present the papers to be reviewed, while other group members take notes and analyze them. Then, the review scope can be expanded to the entire class. This widens the review sources and further enhances the level of professionalism. With evolving and changing technology, peer review is also expected to evolve. New tools have the potential to transform

3726-441: The peer review process. Mimi Li discusses the effectiveness and feedback of an online peer review software used in their freshman writing class. Unlike traditional peer review methods commonly used in classrooms, the online peer review software offers a plethora of tools for editing articles, along with comprehensive guidance. For instance, it lists numerous questions peer reviewers can ask and allows for various comments to be added to

3795-471: The policy can be seen in operation. The meeting is preceded by the compilation of an expert report on which participating "peer countries" submit comments. The results are published on the web. The United Nations Economic Commission for Europe , through UNECE Environmental Performance Reviews , uses peer review, referred to as "peer learning", to evaluate progress made by its member countries in improving their environmental policies. The State of California

3864-532: The procedure is called dual-anonymous peer review. Medical peer review may be distinguished in four classifications: Additionally, "medical peer review" has been used by the American Medical Association to refer not only to the process of improving quality and safety in health care organizations, but also to the process of rating clinical behavior or compliance with professional society membership standards. The clinical network believes it to be

3933-412: The relevant field . Peer review methods are used to maintain quality standards, improve performance, and provide credibility. In academia , scholarly peer review is often used to determine an academic paper 's suitability for publication. Peer review can be categorized by the type of activity and by the field or profession in which the activity occurs, e.g., medical peer review . It can also be used as

4002-434: The same field. Peer review is widely used for helping the academic publisher (that is, the editor-in-chief , the editorial board or the program committee ) decide whether the work should be accepted, considered acceptable with revisions, or rejected for official publication in an academic journal , a monograph or in the proceedings of an academic conference . If the identities of authors are not revealed to each other,

4071-579: The self-assessment group. The author's analysis suggests that self-assessment allows individuals to clearly understand the revision goals at each stage, as the author is the most familiar with their own writing. Thus, self-checking naturally follows a systematic and planned approach to revision. In contrast, the effectiveness of peer review is often limited due to the lack of structured feedback, characterized by scattered, meaningless summaries and evaluations that fail to meet author's expectations for revising their work. Stephanie Conner and Jennifer Gray highlight

4140-534: The system is successful and needs to remain flexible to accommodate differences between schools and disciplines. In 2013, President Barack Obama proposed changes in the accreditation system to hold "colleges accountable for cost, value, and quality". He requested Congress change the Higher Education Act so that affordability and value are considered in determining which institutions are accredited and allow students access to federal financial aid; his criticism

4209-458: The university was established as Hilo Center at Lyman Hall of the Hilo Boys School. After an attempt to close the school in 1951 by Governor Ore cedet karmaE. Long, Big Island residents, local legislators, and the University of Hawaiʻi Alumni Association led efforts to save its only college to then establish the University of Hawaiʻi Hilo Branch as a two-year campus of the university. In 1955,

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4278-442: The value of most students' feedback during peer review. They argue that many peer review sessions fail to meet students' expectations, as students, even as reviewers themselves, feel uncertain about providing constructive feedback due to their lack of confidence in their own writing. The authors further offer numerous improvement strategies across various dimensions, such as course content and specific implementation steps. For instance,

4347-505: The writer or the editor to get much out of the activity. As a response to these concerns, instructors may provide examples, model peer review with the class, or focus on specific areas of feedback during the peer review process. Instructors may also experiment with in-class peer review vs. peer review as homework, or peer review using technologies afforded by learning management systems online. Students that are older can give better feedback to their peers, getting more out of peer review, but it

4416-616: The writing craft at large. Peer review can be problematic for developmental writers, particularly if students view their writing as inferior to others in the class as they may be unwilling to offer suggestions or ask other writers for help. Peer review can impact a student's opinion of themselves as well as others as sometimes students feel a personal connection to the work they have produced, which can also make them feel reluctant to receive or offer criticism. Teachers using peer review as an assignment can lead to rushed-through feedback by peers, using incorrect praise or criticism, thus not allowing

4485-488: The writing craft overall. Academic peer review has faced considerable criticism, with many studies highlighting inherent issues in the peer review process. The editorial peer review process has been found to be strongly biased against ‘negative studies,’ i.e. studies that do not work. This then biases the information base of medicine. Journals become biased against negative studies when values come into play. “Who wants to read something that doesn’t work?” asks Richard Smith in

4554-457: Was directed at for-profit institutions. An article published by "University World News" on 2 February 2018 stated that the higher education accreditation community, which confers the quality-assurance seal of approval that allows United States colleges and universities access to billions of dollars of federal student aid, must do a better job of explaining itself to the public if it wants to reverse waning public confidence in higher education. That

4623-542: Was limited to students enrolled at accredited institutions included on a list of federally recognized accredited institutions published by the U.S. Commissioner of Education . The U.S. Department of Education and the Council for Higher Education Accreditation (CHEA) (a non-governmental organization ) both recognize reputable accrediting bodies for institutions of higher education and provide guidelines as well as resources and relevant data regarding these accreditors. Neither

4692-406: Was one of the tamer recommendations voiced at a conference for accreditors, who are feeling the brunt of growing scepticism about the value of a US college degree. Peer review Peer review is the evaluation of work by one or more people with similar competencies as the producers of the work ( peers ). It functions as a form of self-regulation by qualified members of a profession within

4761-474: Was the first in the United States to focus on an indigenous language. The University of Hawaiʻi at Hilo offers BA, BBA, BS, and BSN degrees in addition to certificates. Students can also choose minors in some programs. The University of Hawaiʻi at Hilo offers a Master of Arts in Counseling Psychology, which meets educational requirements for licensure as a Licensed Mental Health Counselor. The program

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