The mission of the Accreditation Commission for Midwifery Education
is to advance excellence in midwifery education.
|
|
ACME Publishes New Criteria for
Programmatic Accreditation of Midwifery Education
|
|
Every five years, ACME conducts a full review of its criteria. Between May 2018 and May 2019, led by the ACME Board of Commissioners, a group of dedicated, committed, and passionate volunteers, who believe in ACME’s mission to advance excellence in midwifery education, completed this work. It is with great enthusiasm that I announce and release the new 2019
Criteria for Programmatic Accreditation of Midwifery Education Programs
.
I would like to acknowledge the following volunteers and thank them for their energy, dedication, innovation, and focus they brought to this process and the final product.
ACME Board of Commissioners
Dr. Peter Johnson, PhD, CNM, FACNM, ACME BOC Chair
Melissa Avery, CNM, PhD, FACNM, FAAN, ACME BOC Vice Chair
Suzanne Schechter, CNM, MS, FACNM, ACME BOC Treasurer
Maryann Long, PhD, CNM, ACME BOC Site Visit Coordinator
Ronald Hunt, DDS, MS, ACME BOC Public Member
Anne Cockerham, PhD, CNM, WHNP-BC, CNE, ACME BOC
Pamela Reis, PhD, CNM, NNP-BC, FACNM, ACME BOC
Carol Howe, DNSc, FACNM, DPNAP, FAAN, ACNM Board Liaison to ACME
Gretchen Mettler, CNM, PhD, FACNM, ACME Board of Review (BOR)
ACME Staff
Heather L. Maurer, MA, ACME Executive Director
Kristina Anderson, ACME, Accreditation Assistant
Criteria Review Subcommittees
Criterion I. Organization & Administration
Subcommittee:
Suzanne Schechter, ACME BOC; Jennifer Woo, Program Director, Baylor University; Carol Howe, ACNM Board of Directors Liaison to ACME
Criterion II. Faculty
Subcommittee:
Maryann Long, ACME BOC; Cara Busenhart, Program Director, University of Kansas; Jane Wrede, Program Director, Bethel University
Criterion III: Students
Subcommittee:
Anne Cockerham, ACME BOC; Victoria Baker, ACME BOR; Debora Dole, ACME BOR
Criterion IV: Curriculum and Student Learning
Subcommittee:
Melissa Avery, ACME BOC; Gretchen Mettler, ACME BOR; Dana Perlman, Program Director, Thomas Jefferson University
Criterion V: Resources
Subcommittee:
Pamela Reis, ACME BOC; Karen Felthman, Program Director, Shenandoah University; Bonita Shviraga, ACME Board of Review
Criterion VI: Assessment:
Subcommittee:
Ronald Hunt, ACME BOC; Peter Johnson, ACME BOC Chair; Susan Ulrich, ACME BOR; Julia Lange Kessler, Program Director, Georgetown University; Penny Marzalik, Program Director, Ohio State
Highlights of Changes to the Criteria:
Detailed below is the purpose of each criterion section and the highlights of changes.
Purpose of Criterion I:
The purpose of Criterion I is to evaluate the organizational and administrative context of the midwifery program.
Highlights of Changes:
· Requires that the midwifery program reside in an institution with policies and/or initiatives that encourage and support diversity and inclusion in faculty, staff and students; and
· Requires that the midwifery program director has sufficient authority to ensure that the program meets all administrative and curricular requirements for accreditation by ACME.
Purpose of Criterion II:
The purpose of Criterion II is to ensure that midwifery program faculty are academically prepared and qualified to teach, are fully responsible for the instruction and management of the midwifery program and have equity with other faculty in the institution.
Highlights of Changes:
· Distills types of faculty into two categories, Core and Clinical, new definitions are provided in the glossary for these categories;
· Expands the criterion addressing non-discrimination to capture active efforts toward diversity and inclusion among faculty;
· Expands the criterion dealing with respect for individual variations among students to make respect for diversity among students and colleagues explicit;
· Offers new templates for Core and Clinical faculty tables; and
· Eliminates the requirement that clinical faculty folders in exhibits contain evidence of the highest degree earned.
Purpose of Criterion III:
The purpose of Criterion III is to ensure that programs have well-designed, equitable, transparent, and consistently applied student-related policies.
Highlights of Changes:
· Expands and requires documentation that the institution had admission criteria and polices that are publicly available, meet federal guidelines for nondiscrimination (
www.eeoc.gov
), and are in alignment with ACNM Core Values;
· Changes notification of students about policies to
at or
before orientation;
· Expands identification of student support services designed to promote student success;
· Requires description of formative and summative evaluation; and
· Requires identification of processes to support students’ psychological and physical well-being, including mitigation of fatigue related to clinical learning.
Purpose:
The purpose of Criterion IV is to determine that the program implements a curriculum that is congruent with the midwifery program’s mission and goals, is evidence-based, is consistent with the
ACNM Core Competenci
es, and has a process to assure midwifery students meet the stated midwifery program objectives/outcomes.
Highlights of Changes:
· Includes a new criterion relating to diversity and racial equity and requires that curricular content is congruent with
ACNM Standards for Practice of Midwifery
; ACNM position statement on
Racism and Racial Bias
;
ACNM Code of Ethics
;
ACNM Transgender/Transsexual/Gender Variant Healthcare
and other ACNM practice documents;
· Criteria relating to philosophy and objectives, including congruence with ACNM and the programs’ institution, were simplified;
· Removes requirement to define competence;
· The student clinical experiences were updated and moved to section V. Resources; and
·
Includes new criterion addressing the “three P’s” (Physiology, Pathophysiology, and Pharmacology) to be in compliance with the
APRN Consensus Model
.
Purpose of Criterion V:
The purpose of Criterion V is to ensure that the institution demonstrates that midwifery education programs have adequate resources to promote student and faculty success in meeting midwifery program objectives.
Highlights of Changes:
· Incorporates categories for recommended student clinical experiences formerly in Criterion IV and updated categories to include Primary Care, Gynecologic Care, Antepartum care, Intrapartum care, Postpartum Care, and Newborn Care;
· The recommended numbers of student clinical experiences were moved from the section Curriculum to Resources, the number of experiences were increased and are described as “access to experiences;”
· Expands to include documentation that the midwifery program has resources for students, faculty, and staff to support diversity and inclusion. This includes resources to address implicit bias and disparities related to race, gender, age, sexual orientation, disability, nationality, and religious beliefs; and
· Requires documentation that resources adequately meet student needs and program objectives or outcomes, including the instructions for exhibits to identify how program facilities are meeting student needs such as ADA facilities as well as gender neutral facilities.
Purpose of Criterion VI:
The purpose of Criterion VI is to ensure each program has a comprehensive assessment plan and publicly-available outcomes data to show program quality, including evaluation of clinical education and teaching faculty.
· Requires programs to set their own American Midwifery Certification Board (AMCB) certification rate goal in accordance with the program’s mission;
· Requires programs failing to meet their goal to develop an improvement plan to bring the certification rate to the goal;
· Clarifies the board certification outcome by specifying which graduates are included in the assessment and by changing the measure from exam pass rate to board certification rate, which is publicly available; and
· Clarifies which outcomes must be assessed for clinical sites, clinical faculty, and core faculty.
Next Steps:
All ACME accredited programs have until May 2020 to come into compliance with the new criteria. Programs that are up for review between May 2019 and May 2020 can choose to use either the new criteria or the old criteria for the program's self-evaluation report (SER) and site visit.
Over the next six months ACME will hold various trainings for ACME volunteers and program directors to review the new criteria and offer an opportunity to answer any questions.
ACME will hold an accreditation training at ACNM's Annual Meeting on May 18, 2019 in Washington, DC and a second training at the ACNM Midwifery Works on October 26, 2019 in Phoenix, Arizona.
|
|
Executive Director
Accreditation Commission for
Midwifery Education (ACME)
|
|
Announcing New ACME Leadership on the BOC
|
|
On May 14, 2019 the ACME Board of Commissioners (BOC) voted to appoint Anne Cockerham, PhD, CNM, WHNP-BC, CNE as the next Chair of the Commission and Pamela Reis, PhD, CNM, NNP-BC, FACNM to be the next Vice Chair of the Commission. Please join me in congratulating them.
|
|
 |
Anne Z. Cockerham, PhD, CNM, WHNP-BC, CNE,
earned a Bachelor of Science in Nursing from the University of Virginia in 1990, a Master of Science in Nursing from Case Western Reserve University in 2001, a certificate in nurse-midwifery from the Frontier School of Midwifery and Family Nursing in 2001, a certificate as a women’s health nurse practitioner from the Frontier School of Midwifery and Family Nursing in 2003, and a PhD in Nursing from the University of Virginia in 2008. Her clinical midwifery experience includes full-scope care in a private, midwifery-owned practice and a military setting; outpatient-only care in a number of collaborative practices; and care of underserved women in a community free clinic. Dr. Cockerham has served as a full time faculty member in higher education for 13 years, including 5 years as an associate dean. Her current appointment is professor at Frontier Nursing University. She earned the Certified Nurse Educator credential from the National League for Nursing in 2014 and Certification in Online Teaching from the Online Learning Consortium in 2018. She is the recipient of multiple teaching awards. Dr. Cockerham's main research focus is nursing history, particularly the history of midwives and midwifery. She has been with the ACME BOC since February 2017.
|
|
|
|
Pamela Reis, PhD, CNM, NNP-BC, FACNM
is an Associate Professor at East Carolina University College of Nursing. She received a BSN from Duke University, Neonatal Nurse Practitioner certificate from Pitt County Memorial Hospital (now Vidant Medical Center) and Brody School of Medicine, MSN and post-masters certificate in Nurse-Midwifery from East Carolina University, and PhD in nursing from East Carolina University. She has worked in full-scope midwifery practices in a large teaching hospital, private practice, health department, and within a busy community hospital obstetrical service. She was the Project Director of the U.S. Department of Health and Human Services, Health Resources and Services Administration, Bureau of Health Professions, Division of Nursing (HRSA) funded project Enhancing the Care of Women Throughout the Lifespan using Technology in Interprofessional Education. In her role as Project Director she developed, implemented, and evaluated web-based interprofessional educational activities for nurse-midwifery students, third year medical students, and dental medicine residents. Her research interest, in addition to interprofessional education, is self-care activities to promote health and wellness for ethnically and culturally diverse women. She has been a member of the ACME BOC since November 2015.
|
|
|
|
Gratitude to Peter Johnson & Melissa Avery for Their Service to ACME
|
|
|
|
We wish to thank
Peter Johnson, PhD, CNM, FACNM
for his dedication, leadership, and commitment to the Board of Commissioners serving on the Board for five years, four of those years as its Chair. Dr. Johnson helped ACME achieve many strategic goals and most notably the expansion of ACME's offerings to include consultation in the development of midwifery accreditation systems to overseas midwifery councils. Dr. Johnson's contributions include leading the Board through the full criteria review and the 2018 renewal of recognition with the U.S. Department of Education. Dr. Johnson created an team environment that fostered diversity in opinions and provided an opportunity for all voices to be heard. Dr. Johnson will continue volunteering with the ACME BOC as a commissioner. We are grateful for his leadership, kindness, and contributions to ACME and midwifery education. The ACME BOC looks forward to our continued work together.
|
|
|
|
We wish to thank
Melissa Avery, PhD, CNM, FACNM
for her steadfast commitment to the Board of Commissioners serving most recently as ACME's Vice President, for the past seven years. Her contributions to ACME include ACME's recent review with the U.S. Department of Education and the full criteria review. In addition, she provided significant input in the development of the Health Professions Accreditor Collaborative
Guidance on Developing Quality Interprofessional Education for the Health Professions
.
The document seeks to encourage increased communication and collaboration and to provide guidance on expectations related to quality IPE. Dr. Avery always brings a smile to the table and an incredibly positive outlook to any issue. We are grateful to Dr. Avery for her passion, commitment, cheerfulness, and dedication to ACME, the profession and midwifery education. She will be greatly missed and we wish her well in her retirement.
|
|
Join us in welcoming the following new site visitors to the site visitor panel.
|
|
Barbara A. Anderson, DrPh, CNM, FACNM, FAAN
|
|
Rebecca H. Burpo CNM, DNP, FACNM
|
|
|
Barbara A. Anderson, DrPH, CNM, FACNM, FAAN,
Professor Emerita, Frontier Nursing University is the former program director of the DNP program. She is lead editor of the
The maternal health crisis in America: Nursing implications for advocacy and practice
(release date, April 2019) and lead editor of the first and second editions of
Best practices in midwifery: Using the evidence to implement change (2013, 2017).
She has a long career in public health and nurse-midwifery in the US and globally. She has been a clinician, academic faculty, academic administrator, and led a number of academic accreditations.She has served on the Board of Directors of the American College of Nurse-Midwives, and has published in the Journal of Midwifery and Women’s Health and the
International Journal of Childbirth.
She was recently awarded the 2018 Media Award by the American Association of Birth Centers.
Rebecca H. Burpo CNM, DNP, FACNM,
is an Associate Professor and the Midwifery Program Director at Texas Tech University Health Sciences Center, which recently underwent ACME re-accreditation for its MSN and post-mater’s certificate midwifery programs. Her prior midwifery experience includes clinical practice, education, and research in a variety of sites and programs. Becky came to midwifery after holding progressively responsible clinical, educational and leadership roles in nursing and the military. As a CNM, Becky has focused on developing the midwifery profession in Texas through practice development, advocacy for women’s health, policy research, and legislative initiatives. Her professional service has included serving as a Texas Legislative Representative, a former state affiliate chair, a plethora of committees, and the inaugural chair of ACNM’s Business Section. Participation in the ACME accreditation process spans the gamut from contributions as a program alumni, a program faculty member, and a program director, Becky is pleased to have been selected as a site visitor, where she can continue her professional contribution to the development of quality midwifery for women.
Diane Folk, DNP, CNM, NP,
has been a midwife in various settings for over 25 years. She has been in private practice in rural settings as well as a tertiary referral center. Diane practiced in a high-risk regional referral center, and as part of her position, reviewed cases of maternal/fetal/neonatal morbidity and mortality for the purpose of providing education to hospitals. She is a member of the American College of Nurse-Midwives Students and New Midwives Committee with a keen interest in supporting students and midwives new to practice. Diane joined the nurse-midwifery faculty at Vanderbilt University School of Nursing in 2017.
Carrie S. Klima, PhD, CNM, FACNM, FAAN,
is a Clinical Professor at the University of Illinois Chicago (UIC) College of Nursing and the program director for the Nurse-Midwifery and Women’s Health Nurse Practitioner programs. She received her BSN at Loyola University Chicago in 1982, her Master of Science from UIC in 1986 and her PhD from the University of Connecticut School of Nursing in 2002. She has practiced midwifery in a variety of settings since 1986. She is currently the Chair of the Division of Research of the American College of Nurse Midwives. Dr. Klima has been involved with group prenatal care practice and research since 1999. Her research has focused on the outcomes of Centering Pregnancy, its implementation into health systems, and the role of empowerment in group care outcomes in the US and global settings. Along with her research team, she developed the Pregnancy Related Empowerment Scale (PRES) to measure empowerment related to prenatal care. Dr. Klima was a faculty consultant for Centering Healthcare Institute for 15 years, providing education and consultation to health systems as they implemented group care and was a founding member of the Board of Directors of Centering Healthcare Institute. Her current research explores how group antenatal care can impact perinatal outcomes, satisfaction, and health systems in Sub-Saharan Africa.
Rebekah L. Ruppe, DNP, LM, CNM,
is an Assistant Professor of Nursing at Columbia University Irving Medical Center and the Assistant Program Director of the Graduate Midwifery Program at Columbia University School of Nursing. In her various faculty and administrative roles spanning the last 15 years, she has lead course design, curricular development, midwifery program revision and program reaccreditation. Dr. Ruppe is a contributing author in
Pharmacology for Women’s Health
and
Writing DNP Clinical Case Narratives
and has published in a number of academic journals, including
Journal of Midwifery and Women’s Health
and
Journal of Nurse Practitioners
. She is currently in part-time clinical practice with an independent midwifery group working with public and commercially insured clientele.
|
|
|
Carrie S. Klima, PhD, CNM, FACNM, FAAN
|
|
|
|
Rebekah L. Ruppe, DNP, LM, CNM
|
|
|
|
V
olunteer with ACME's Board of Commissioners
Deadline to Apply, June 30, 2019
|
|
ACME is seeking applicants to join the ACME Board of Commissioners.
Midwives of color, CMs, and those from West and Midwest/rural areas are particularly urged to apply
. All qualified applicants are welcome to apply.
The Accreditation Commission for Midwifery Education (ACME) seeks a commissioner to serve on its Board of Commissioners (BOC). The BOC is the ACME governing board which plans, implements, and evaluates the accreditation process for programs offering midwifery education. Specifically, the BOC develops, approves, implements, and evaluates the pre/accreditation criteria; establishes the policies and procedures for pre/accreditation of midwifery education programs; administers, reviews and evaluates the accreditation process; and publishes and disseminates information regarding the accreditation process and accredited programs. The BOC meets monthly by conference call and sometimes in person.
The mission of the Accreditation Commission for Midwifery Education (ACME) is to advance excellence in midwifery education. The Accreditation Commission for Midwifery Education has been recognized by the U.S. Department of Education (under 'Health Care') as a programmatic accrediting agency for midwifery education programs since 1982. The U.S. Department of Education grants the following scope of recognition to ACME: "the accreditation and pre-accreditation of basic certificate, basic graduate nurse-midwifery, direct entry midwifery, and pre-certification nurse-midwifery education programs, including those programs that offer distance education."
Qualifications to serve as a member of the BOC
:
- CNM/CM members
- Certified by AMCB
- Minimum Master's degree with evidence of academic and experiential knowledge of curriculum development, implementation, and evaluation
- Experience in midwifery education and practice
- Familiarity with the accreditation process
- Commitment to attend meetings and conference calls as required (monthly two hour calls)
- Ability to communicate electronically, familiar with Zoom, Dropbox.
Tenure:
- Terms are three years with a minimum to serve one term.
- Maximum three terms for a total of nine years
- Orientation - New members shall have at least a three-month orientation period, including at least one face to face BOC meeting prior to assuming the role of commissioner. The term of the incoming member shall begin at the conclusion of the three-month period.
Qualities & Experience:
The BOC seeks members that meet a variety of criteria including, but not limited to, familiarity to the accreditation process, finance experience, commitment to quality improvement processes, integrity of character, leadership qualities, ability to critically assess and discuss issues, and willingness and availability to commit the time necessary to perform as a commissioner. Applicants are encouraged to address the above qualities and criteria in their curriculum vitae and letter of inquiry and to encourage those writing letters of reference to address the same.
Selection:
Final selection for this position will be made by the members of the BOC.
To Apply
:
Please submit current curriculum vitae, a letter of inquiry, and two letters of reference. Letters of reference may not be from ACME volunteers (BOC, BOR, Site Visitor Panel and Advisory Committee) and staff. Materials are reviewed for the above stated qualifications. Applicants are encouraged to address the above qualities and criteria in their curriculum vitae and letter of inquiry and to encourage those writing letters of reference to address the same. ACME will reach out to schedule a brief interview with all candidates and the final selection will be made by the members of the BOC. Please submit all required documents in one package/email to the attention of Heather L. Maurer, MA, Executive Director, ACME,
[email protected]
.
Deadline:
June 30, 2019
|
|
Join ACME at the ACNM Annual Meeting in Washington, DC
ACME Volunteer Round-table Discussion for Midwifery Education Program Directors and ACME Volunteers
(invite only) Sunday, May 19, 10am-12:00 noon
ACME Booth will be booth #405
Stop by to say hello, get an I Love ACME Accreditation Button
and find out about our volunteer opportunities.
|
|
Resources For ACME Program Directors
|
|
Seeking to include the history of Native American midwives and birth into your curriculum?
At the Birth Summit IV held in Santa Fe, Mexico in April 2019, the following books were shared in hopes of expanding the history of midwifery in the United States to include the history of Native American midwives and birth. These books can be ordered online. ACME is not endorsing these books or requiring them in our criteria and wanted to share this with you.
- Gonzales, PhD, Patrisia () Traditional Indian Medicine: American Indian Wellness, Arizona: The University of Arizona Press
- Gonzales, PhD, Patrisia () Red Medicine: Traditional Indigenous Rites of Birthing and Healing, Arizona: The University of Arizona Press
Highlights:
- There is growing concern about the mental well-being of both midwives and university students.
- This integrative review presents a summary of the evidence on the state of midwifery students’ mental health and well being.
- There is insufficient evidence to define the ‘state of’ midwifery student mental health, when compared to other students or healthcare professionals.
- Qualitative studies on the midwifery student experience report that experiences in both the academic and clinical setting impinge on student well-being, including lack of support from mentors and bullying by qualified staff.
- Future research should focus on interventions, longitudinal and cross-site comparisons.
Beyond Cultural Competence: Equity and Social Justice in Midwifery Education
Citation: Effland, K. J., Hays, K. (2019). Beyond cultural competence: Equity and social justice in midwifery education.
Midwifery Matters
, 5(2):11-17.
Abstract:
There is currently an inadequate number of midwives, especially those who are persons of color, to meet a significant increase in demand and also to effectively confront health inequities. This literature review aims to outline the context in which midwifery education and training programs in the US operate, thereby highlighting the need to infuse an equity focus throughout to transform their institutional cultures. The review begins by providing a brief overview of the state of maternal and infant health in the US and then leads into a discussion of the legacy of unjust healthcare that necessarily influences health and health equity. Because the provision of healthcare is affected by those who deliver it, the role of healthcare provider education in shaping the healthcare and midwifery workforce is also examined. Solutions are then proposed for how motivated institutions and educators can transform their midwifery education and training programs by replacing cultural competency courses and efforts with an equity focus throughout their curricula and institutions to promote meaningful diversity and inclusion and lead to the creation of a better prepared, more representative workforce.For more information about how to access this article, email
[email protected]
or visit
www.midwiferymatters.org
|
|
ACNM Publishes New Student Membership Flyer
A n
ew flyer
is now available from ACNM which details the value of membership to students. As part of ACNM's 10 for 10 membership campaign this flyer provides all of the details and benefits to students.
Let your students know that nearly $25,000 in scholarships given out annually by the A.C.N.M. Foundation, Inc. to student members. Awards, honors and other opportunities for professional recognition and development are available through membership. Mentorship via the ACNM Fellows and Midwives of Color is also a benefit for students. There are lots of student discounts! Plus, free registration opportunities at the ACNM Annual Meeting.
|
|
|
ACNM' Supports Midwifery Education Funding
by Amy Kohl, ACNM Director of Advocacy
The American College of Nurse-Midwives (ACNM) joins fifty-five member organizations on the Nursing Community Coalition
signed letters
to the House and Senate Appropriations Subcommittee on Labor, Health and Human Services, Education, and Related Agencies outlining the funding requests levels of $266 million for Title VIII Nursing Workforce Development Programs and $173 million for the National Institute of Nursing Research for FY 2020.
U.S. Senators Dick Durbin (D-IL) and Tammy Duckworth (D-IL) and U.S. Representative Robin Kelly (D-IL02) have introduced the bicameral
Mothers and Offspring Mortality and Morbidity Awareness (MOMMA) Act
. The legislation seeks to reduce America’s rising maternal and infant mortality rate, especially for moms and babies of color who are significantly more likely to die during or shortly after pregnancy.
In a nutshell, the legislation will:
- Establish national obstetric emergency protocols through a federal expert committee,
- Ensure dissemination of best shared practices and coordination amongst maternal mortality review committees,
- Standardize data collection and reporting,
- Improve access to culturally competent care throughout the care continuum, and
- Expand Medicaid coverage to new mom’s entire post-partum period (1 year).
Funding requests levels of $266 million for Title VIII Nursing Workforce Development Programs and $173 million for the National Institute of Nursing Research for FY 2020
by Amy Kohl, ACNM Director of Advocacy
The American College of Nurse-Midwives (ACNM) alongside fifty-five member organizations on the Nursing Community Coalition
signed letters
to the House and Senate Appropriations Subcommittee on Labor, Health and Human Services, Education, and Related Agencies outlining the funding requests levels of $266 million for Title VIII Nursing Workforce Development Programs and $173 million for the National Institute of Nursing Research for FY 2020
.
February 13, 2019
Inside Higher Ed
The Trump administration backtracked this week on two proposals that would reshape the role of college accreditors.
The administration in January embarked on a rule-making process to overhaul the standards for accreditors, which act as the gatekeepers for federal student aid. But it came under fire from those organizations and colleges themselves for a proposed change that would alter the geographic scope of regional accreditors.
The Education Department suggested
in its proposal last month
r
equiring that regional accreditors -- which oversee most public and nonprofit colleges -- operate in no fewer than three but no more than nine contiguous states. New language released by the department this week dropped that standard. But it kept a requirement that all branch campuses be located within a region, which would be troublesome for colleges that maintain campuses in other states. Another proposal would have lifted the current 50 percent cap on instructional programs that colleges could outsource to unaccredited partners, a move that was criticized by consumer advocates.
Current rules allow colleges to outsource up to 25 percent of a program without their accreditor’s approval and between 25 and 50 percent of the program with the accreditor’s blessing. New language offered from the department this week would allow colleges to use a third-party provider for up to half of a program without approval and up to 75 percent after their accreditor signs off.
Inside Higher Ed,
April 4, 2019
A lengthy rule-making process led to consensus on a broad array of changes to federal standards governing college accreditors and online education.
|
|
Join us on Facebook.
Connect with us today!
|
|
|
|
|
|
|
