Document Type
Book Chapter
Publication Title
Accountability in Higher Education: Navigating Current Issues and Trends
Abstract
Imagine a nearly 70- year- old woman clad in a leather black catsuit, complete with a leather whip. This striking image confronted me at a campus- wide meeting leading up to a crucial 10- year reaffirmation visit from the regional accreditor. As a 23- year- old new faculty member, I was baffled by the spectacle. The consensus on campus was clear: this reaffirmation was a serious matter. Failure to meet the accountability standards could lead to job losses and the immediate loss of accreditation, according to my finite understanding. Yet here we were, in the midst of what appeared to be a costume contest. It was the first week of my new teaching job at a local community college. Fresh from earning my master’s degree, I was eager and excited about my new role after only a year of teaching in the P- 12 sector. Sitting in my first campus- wide meeting during my first year of full- time college teaching, I felt a mix of giddiness, anxiety, and a strong sense of belonging.
First Page
1
Last Page
21
DOI
10.4018/979-8-3693-7708-6.ch001
Publication Date
2025
ISBN
9798369377086
Recommended Citation
Singleton, Topeka Small, "Introduction" (2025). Teacher Education Faculty Publications. 14.
https://arch.astate.edu/ebs-tedu-facpub/14
