Tag: Dual Enrollment

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Policy

Continuing Our Regulatory Odyssey: Final Accreditation Regulations

Published by: Lindsey Rae Downs | 11/22/2019 | 3 comments

Earlier this year, the Department of Education engaged in negotiated rulemaking around several issues including state authorization and reciprocity, accreditation, distance education and innovation, regular and substantive interaction, competency-based education (CBE), TEACH grants, and faith-based institutions. Despite all odds and expectations, negotiators reached consensus on a comprehensive set of proposed regulations. In July of 2019, […]

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Practice

New Federal Regulations Ready for Your Comments – Accreditation-Related Regulations

Published by: Lindsey Rae Downs | 6/14/2019 | 4 comments

This is the second of two posts on the new regulations that the U.S. Department of Education released in the Federal Register earlier this week. The first post focused on state authorization and student notification issues. This post focuses on several issues under the purview of accreditation. Do read down through the list of regulations […]

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Practice

Promising Practices and the Future of Dual Enrollment

Published by: Lindsey Rae Downs | 8/23/2018 | 0 comments

In our last dual enrollment post, we discussed the various types of dual enrollment courses, impact of these courses, who’s taking and offering these courses, and the pros and cons of dual enrollment. This week we’re looking at some promising practices suggested by experts in the field, how technology impacts these types of courses, what […]

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Practice

An Update on Dual and Concurrent Enrollment

Published by: Lindsey Rae Downs | 8/9/2018 | 2 comments

Many conversations in Senate Health, Education, Labor, and Pensions Committee meeting on the reauthorization of the Higher Ed Act focused on dual or concurrent enrollment. Concurrent enrollment was also in the news in the past few years when The Higher Learning Commission clarified that instructors of dual-credit courses (within the HLC’s region) are required to […]

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