Program Changes

Master of Arts in Emergency and Disaster Management

• MATH530 - Applied Statistics has been added to the Major Requirements.

Master of Education: Administration and Supervision

The following courses have been removed from the Core Requirements:

• EDUC506 - The Professional School Leader
• EDUC513 - Critical Perspectives on Diversity and Culture
• EDUC522 - Supervision of Instruction
• EDUC640 - Research Methods in Education
• EDUC665 - Emerging Issues and Trends in Education Leadership
• EDUC670 - Education Law, Ethics, and Politics

The following courses have been added to the Core Requirements:

• EDUC509 - The Professional School Leader - Certification Track
• EDUC514 - Critical Perspectives on Diversity and Culture - Certification Track
• EDUC523 - Supervision of Instruction - Certification Track
• EDUC641 - Research Methods in Education - Certification Track
• EDUC664 - Emerging Issues and Trends in Education Leadership - Certification Track
• EDUC669 - Education, Law, Ethics, and Politics - Certification Track

The National Accreditation section has been revised.

The American Public University System is nationally accredited by the Accrediting Commission of the Distance Education and Training Council (DETC). The Accrediting Commission is recognized by the U.S. Department of Education and CHEA.

As an accredited institution, APUS is eligible to participate in federal educational entitlement programs such as military tuition assistance, government tuition reimbursement programs, the Department of Veterans Affairs GI Bill, and many corporate education assistance programs. 

Credits and degrees earned through APUS are recognized for promotion, assignment, and position qualification standards within the military and federal government. For students transferring to other colleges, APUS credit is considered transfer eligible based on our accreditation, but it is up to each receiving school whether or not they will accept individual transfer credit for courses completed at APUS.  APUS cannot guarantee that another school will accept our credit, as all transfer credit decisions are made by the receiving school.  In addition, APUS has been granted approval by the Department of Education to participate in Title IV Federal Student Aid Programs.

State-specific revisions: 

• Alaska: APUS is exempt from authorization under AS 14.48 and 17.015 because the program is online or distance delivered and does not have a physical presence in the state.
• Pennsylvania: The University has received a Certificate of Authority for the purpose of marketing and recruiting in the state. NOTE to Pennsylvania students: Teacher education programs, have not been reviewed or approved by Pennsylvania, and candidates will have to apply for certification and meet requirements for certification as out-of-state candidates.

The Satisfactory Academic Progress section has been revised.

Students must maintain Satisfactory Academic Progress (SAP) to receive Federal Student Aid.

• According to Federal Regulations, students who fail to make satisfactory progress towards their degree or certificate will lose their ability to receive Federal Student Aid.
• This regulation applies to all students, including those that have not previously received financial aid.
• Students who lose their aid may appeal the loss provided there are mitigating circumstances that inhibited their academic progress.
• If mitigating circumstances do not exist, you may take classes at your own expense to demonstrate improvement for a future appeal.
• To otherwise restore eligibility students, must achieve the GPA and hours target as defined in the policy.

Our university system evaluates SAP at the beginning of each semester, defined as a 16-week period of academic study, and prior to the student receiving FSA for the first time at our university.

• APUS may grant administrative waivers or probationary terms (i.e., grades are not posted before the start of the next term in consecutive terms).
• The requirements of each criterion must be met and are described in detail below. There are three criteria used to measure Satisfactory Academic Progress:  
  • Cumulative grade point average (qualitative)
  • Credit hour completion (quantitative)
  • Program deadline

Cumulative Grade Point Average (CGPA):

• Cumulative GPA is the qualitative measure of SAP, meaning that it looks at the quality of the grades that each student earns in their courses.
• Cumulative GPA is calculated after 6 undergraduate credits or 6 graduate credits are completed at APUS.
• Evaluation thereafter occurs in the segments listed in the table below. Only credits completed at APUS with a final grade of A through F are included in the Cumulative GPA calculation.
• To meet SAP requirements, students must maintain a Cumulative GPA that meets or exceeds our minimum as shown in the chart below.
• Students who fail to meet CGPA requirements also fail to meet SAP requirements and will be denied Federal Student Aid (Information on Loss of FSA Eligibility is located under Policies and Procedures for Award of FSA.).

SAP Criteria based on Cumulative GPA and Credits Completed

* Credits transferred in from another college or university via an official Transfer Credit Evaluation are factored into the calculation of how many credits a student has completed in determining the minimum Cumulative GPA threshold from the chart.

• For example, an undergraduate student with no transfer credits must have a minimum Cumulative GPA of 1.00 once they have completed (with a passing grade) their first 6 credits at APUS.
• However, a student who transferred in 15 credits and then earned his/her first 6 credits at APUS must have a minimum Cumulative GPA of 1.25 (15 transfer credits plus 6 credits completed equals 21 completed credits which falls into the 13-24 total credits completed range in the chart above).

Credit Hour Completion: 

• Credit hour completion is the quantitative measure of SAP, meaning that you must complete a certain percentage of your courses to maintain eligibility for Federal Student Aid.
• Each academic program within our university system has a defined number of credit hours required for completion.
• A student must complete his/her program within 150% of the published credits.
  • For example, if your program requirements are 120 credits, you must satisfy all requirements of your program without having to attempt more than 180 credits.
  • For example, if your program requirements are 18 credits, you must satisfy all requirements of your program without having to attempt more than 27 credits.

• Courses with a final undergraduate grade of A through D- or a final graduate grade of A through C will be counted towards credits completed.
• Final grades that fall below the minimums (D- for undergraduates and C for graduates) are not counted as credits completed but will be used to determine credits attempted.
• Students who withdraw from a course are considered as having attempted the course. Students who drop a course are considered as having not attempted the course.
• Courses with grades of incomplete (“I”) will not be counted as attempted until a final grade is earned by the student or the Registrar or instructor converts the “I” grade to an “F.”
• Courses that are dropped prior to the course start date or during the add/drop period in Week One will not count towards attempted credits. Please note: All students are required to log into each of their courses during Week One and to submit a class discussion board post of at least 250 words. Students who do not submit this assignment during the first week of class will be automatically dropped from any courses in which this assignment has not been completed. Detailed information on classroom attendance is available at Initial Contact - First Week of the Course.
• Remedial courses do not count towards attempted credits.
• Any course in which the student remains beyond Week One will count towards attempted courses regardless of the grade received.
• Repeated courses will count as attempted courses.
• To maintain SAP, students must achieve a minimum percentage of credits earned versus credits attempted.

SAP Criteria based on Credits Attempted vs. Credits Completed

* Credits transferred from another college or university are included in determining the credits completed percentage for the quantitative measure - completed hours divided by attempted hours. Likewise, the total of APUS and transfer credits that a student has from another college or university will be added to determine where they fall on the chart above.

Example 1: A student registers for 12 credits as an undergraduate student at APUS. The student also has 12 transfer credits from College A. At the end of the semester, here are the grades for the student:

This student has attempted 12 credits at APUS but has only successfully completed 6 of those credits (Course 3 and Course 4).

• The credits completed at APUS would be added to the credits transferred (6 credits plus 12 credits), and the credits attempted at APUS would be added to the credits transferred (12 credits plus 12 credits).
• The credits completed percentage would be 75% (18 completed hours divided by 24 attempted hours).
• The next step is to look at the chart above and determine what percentage is needed to make SAP.
• You then find where 24 credits attempted falls on the chart above, and you will see that the student needs to have completed 60% of their courses to make SAP.
• In this example, the student is making SAP and will be eligible for their Federal Student Aid.

Example 2: A student registers for 15 credits as a graduate student at APUS and has 3 transfer credits. The student drops 3 credits during add/drop week of the semester. Here are the grades for the student at the end of the semester:

• Dropped courses do not count toward attempted courses.
• The credits completed at APUS would be added to the credits transferred (3 credits plus 3 credits), and the credits attempted at APUS would be added to the credits transferred (12 credits plus 3 credits).
• The credits completed percentage would be 40% (6 completed hours divided by 15 attempted hours).
• Again, look at the chart above and determine what percentage is needed to make SAP.
• You then find where 15 credits falls on the chart, and you will see that the graduate student needs to have completed 60% of their APUS courses to make SAP.
• So this student is not making SAP and will no longer be eligible for their Federal Student Aid.

Program Deadline:

• Program deadline start dates are determined when the student completes Week One of their initial course(s). Students must complete their program within the timeframe allowed as follows:
  • Associate Degree: 7 years from start date
  • Bachelor’s Degree: 10 years from start date
  • Master’s Degree: 7 years from start date
  • Certificate Program: 3 years from start date

New Certificates

Counterintelligence

Certificate Objectives:

Upon completion of this certificate, the student will be able to:

• Acquire in-depth knowledge of general counterintelligence work.
• Assess U.S. counterintelligence successes in the form of debated case studies.
• Analyze threats in the counterintelligence environment.
• Demonstrate proficiency in the use of selected research methods and tools.

Certificate Requirements (18 semester hours): 

• INTL 500 - Research Methods in Security and Intelligence Studies-Intelligence Studies Focus
• INTL 610 - Counterintelligence
• INTL 634 - Threat Analysis
• INTL 653 - Deception, Propaganda, Disinformation

And select 2 courses from the following:

• INTL604 - Interagency Operations
• INTL621 - Signals Intelligence
• INTL623 - Human Intelligence
• INTL637 - Intelligence Profiling

Total = 18 semester hours

Environmental Hazard Mitigation and Restoration

Certificate Objectives:

Upon completion of this certificate, the student will be able to:

• Define the principles of ecological restoration and hazard mitigation.
• Analyze the complex and dynamic interactions between humans and their environment.
• Explain the role of government policy at municipal, regional, national, and global levels to achieve sustainable natural disaster response and environmental mitigation.
• Apply theoretical concepts of emergency and disaster management planning to complex environmental problems and issues.
• Apply principles of ecological restoration in the post-disaster environment.
• Critically analyze complex and often competing social, environmental, and economic interests in developing hazard mitigation and restoration plans.

Certificate Requirements (18 semester hours):

• EDMG502 - Emergency and Disaster Theory
• EDMG503 - Emergency and Disaster Planning and Management
• EVSP503 - Environmental Regulations, Policy and Law   
• EVSP628 - Global Environmental Change

Select 2 courses from the following:

• EDMG515 - Hazard Mitigation and Resilient Communities
• EVSP506 - Restoration Ecology
• EVSP594 - Environmental Toxicology   

Total = 18 semester hours

Environmental Planning and Design

Certificate Objectives:

Upon completion of this certificate, the student will be able to:

• Detail the elements necessary to design, implement, and evaluate sustainable developments, landscapes, and environments.
• Analyze the complex and dynamic interactions between humans and their environment.
• Explain the role of government policy at municipal, regional, national, and global levels to achieve sustainable development.
• Apply theoretical concepts to practical applications in order to design and implement sustainable environmental planning.
• Apply principles of environmental policymaking and environmental legislation, as well as socio-political influences to the field of environmental planning.
• Critically analyze complex, and often competing development plans for adherence to professional environmental planning and sustainability principles.

Certificate Requirements (18 semester hours): 

• EDMG515 - Hazard Mitigation and Resilient Communities
• EVSP558 - Watershed Management
• EVSP561 - Elements of Sustainable Design
• EVSP627 - Landscape Ecology and Planning
• EVSP629 - Environmental Impact Analysis
• INTL624 - Geographic Information Systems and Spatial Analysis

Total = 18 semester hours

Environmental Risk Assessment

Certificate Objectives:

Upon completion of this certificate, the student will be able to:

• Define the principles of environmental risk assessment, including detailing the steps in the risk assessment process.
• Determine the toxicity of a compound through literature research and explain in terms of human health and ecosystem impacts.
• Explain the role of government policy to address environmental risk assessment and management.
• Analyze scientific data to identify and characterize risk for both humans and ecosystems.
• Critically assess the effectiveness of site remediation plans.

Certificate Requirements (18 semester hours): 

• EVSP503 - Environmental Policy, Regulation, and Law
• EVSP560 - Environmental Risk Assessment
• EVSP594 - Environmental Toxicology
• EVSP610 - Fundamentals of Environmental Systems
• EVSP630 - Waste Management and Pollution Control
• PBHE607 - Epidemiology

Total = 18 semester hours

Environmental Sustainability

Certificate Objectives:

Upon completion of this certificate, the student will be able to:

• Detail the principles of sustainability and the roles of multiple disciplines in their effective implementation.
• Analyze the complex and dynamic interactions between humans and their environment.
• Assess the role of government policy at municipal, regional, national, and global levels in achieving sustainable development.
• Analyze the political, regulatory, and economic barriers that prevent full implementation of sustainable products, goods and services.
• Apply the principles of sustainability to complex environmental problems.
• Analyze the role of sustainability in meeting critical resource needs, such as renewable energy and water quality and quantity, on the local, regional, national, and global scale.

Certificate Requirements (18 semester hours): 

• EVSP502 - Environmental Economics
• EVSP503 - Environmental Policy, Regulation, and Law
• EVSP561 - Elements of Sustainable Design
• EVSP605 - Energy Policy and Sustainability
• EVSP620 - Political Ecology
• EVSP628 - Global Environmental Change

Total = 18 semester hours

Fish and Wildlife Management

Certificate Objectives:

Upon completion of this certificate, the student will be able to:

• Describe the fundamental concepts and principles of the management of fish and wildlife resources.
• Assess the impact of human activities on the survival and management of fish and wildlife populations.
• Analyze the regulations, policies, and politics that influence the management of fish and wildlife in the U.S.
• Analyze the complex and dynamic interactions between fish and wildlife resources and their environment.
• Assess the political, regulatory, and economic barriers that prevent the preservation and restoration of species and populations.
• Analyze the role of collaboration and partnerships in meeting critical fish and wildlife resource needs, such as species restoration, threatened and endangered species management, and landscape level conservation, both on the national and global scale.

Certificate Requirements (18 semester hours): 

• EVSP502 - Environmental Economics
• EVSP503 - Environmental Policy, Regulation, and Law
• EVSP504 - Fisheries Management
• EVSP505 - Wildlife Management
• EVSP506 - Restoration Ecology
• EVSP507 - Conservation Biology

Total = 18 semester hours

Global Environmental Management

Certificate Objectives:

Upon completion of this certificate, the student will be able to:

• Describe the social, economic, and political impacts of global environmental change and explain these influences on the practice of sustainability.
• Describe the temporal and spatial scales of global environmental change.
• Integrate complex interdisciplinary concepts affecting global change and influencing sustainability with traditional disciplinary boundaries in the natural and social sciences.
• Determine the factors that are directly or indirectly contributing to global environmental change.
• Critically analyze data presented in the debate on global environmental change and assess public policy implications.
• Critique community or government sustainability projects based upon currently available and emerging sustainable development practices and technology.

Certificate Requirements (18 semester hours): 

• EDMG503 - Emergency and Disaster Planning and Management
• EVSP501 - Environmental Management
• EVSP503 - Environmental Policy, Regulation, and Law
• EVSP605 - Energy Policy and Sustainability
• EVSP620 - Political Ecology
• EVSP628 - Global Environmental Change

Total = 18 semester hours

Leadership and Logistics

This certificate is designed to provide students with a solid foundation with regard to leaders, the leadership process, and motivation as they explore the basic principles of business logistics. Topics include the theories of leadership and motivation, leadership power, leadership behavior, and leadership characteristics. Today’s logistics leader operates not in a vacuum, but within an organization, a team, a department, a social system, and an intricate network of policies, communications, and procedures.

Certificate Objectives:

Upon completion of the program, the student will be able to:

• Define and compare the different concepts relating to supply chain management, logistics, and transportation and its usage in industry today.
• Conduct analysis of the different leadership styles in business today, with a focus on the logistics business in the public and private sector.
• Compare and contrast different leadership traits and strategies at all levels of a logistics and supply chain organization in the public and private sector.
• Demonstrate how to determine the necessary assessment techniques to quantify successful supply chain management.
• Analyze and explain different methods for establishing and reaching personal and professional goals.
• Define and demonstrate how to resolve management controversies, problems, and conflicts.
• Analyze different modes and models of management interactions and impacts as compared to public and private logistics organizations.
• Define and discuss the various facets and concepts in business logistics today.
• Evaluate possible solutions to issues from various business logistics problems, situations, and controversies.
• Demonstrate knowledge of how to evaluate the economic and international situations will influence management’s assessment of logistics.
• Define how to leverage Internet and e-business capabilities for conducting logistics business in today’s global marketplace.

Certificate Requirements (18 semester hours):

• MGMT600 - Organizational Management
• MGMT605 - Leadership
• MGMT615 - Strategic Planning
• TLMT600 - National Transportation Management
• TLMT603 - Strategic Intermodal Transportation
• TLMT611 - Global Logistics Management

Total = 18 semester hours

Middle Eastern Studies

This certificate will provide students seeking employment or career advancement in the area of Middle Eastern Studies the opportunity to gain a deeper understanding of the Middle East. With particular focus on culture, religion, and security, the certificate provides the student with a comprehensive understanding and appreciation of the region’s complexity and uniqueness. 

Certificate Objectives:

Upon completion of this certificate, the student will be able to:

• Explain the role of religion in the political, economic, and cultural life of the area.
• Assess the security issues of the region.
• Evaluate the impact of the Arab-Israeli conflict on the region.
• Examine the impact of U.S. policy on the region.

Certificate Requirements (18 semester hours): 

• IRLS660 - Seminar in Middle East Politics and Security
• IRLS661 - Politics and Security in the Persian Gulf
• IRLS662 - Middle Eastern Culture
• IRLS663 - Islam
• IRLS664 - Politics and Culture in Central Asia
• MILH669 - Arab-Israeli Conflict: Contemporary Politics & Diplomacy

Total = 18 semester hours

Nonprofit Management

Certificate Objectives:

Upon completion of this certificate, the student will be able to:

• Know the role nonprofit organizations play in strengthening democratic and capitalistic societies.
• Understand the legal and moral responsibilities of executive and governance positions within nonprofit corporations.
• Appreciate the implications of tax-exempt status and its relationship to public service obligations under the law.
• Analyze the financing of nonprofit enterprise and obtain an appropriate mix of funding from the variety of funding streams available to nonprofit corporations.
• Achieve proficiency in designing and implementing a fundraising plan for a charitable nonprofit to augment other funding.
• Analyze the structure of the nonprofit enterprise to maximize the work of the organization through paid and volunteer staff and board members.
• Advocate for a nonprofit organization's mission including for changes in public policy to further the nonprofit's mission.
• Manage the human resources needed to staff charitable organizations.
• Craft policies for the governance and operation of nonprofit corporations.
• Analyze the performance of the governing body of the organization and attend to recruiting practices to build future capacity to fulfill the charitable mission.

Certificate Requirements (18 semester hours):

• BUSN640 - Nonprofit Law, Governance, and Ethics
• BUSN641 - The Nonprofit Organization and Executive Leadership
• BUSN642 - Financial Management in Nonprofit Organizations
• BUSN643 - Nonprofit Fundraising, Planning and Implementation
• BUSN644 - Nonprofit Advocacy and Government Relations
• BUSN645 - Nonprofit Communications and Marketing

Total = 18 semester hours

Program Changes

Certificate - Competitive Intelligence

• INTL504 - Analytics I has been removed.
• INTL506 - Analytics II has been added.

Certificate - Homeland Security

• EDMG565 - Consequence Management: Terrorism Preparation & Response, INTL652 -Terrorism: Assessing the Past to Forecast the Future, and PBHE605 - Quarantine have been removed.
• HLSS500 - Research Methods in Homeland Security, HLSS523 - Domestic Terrorism and Extremist Groups, and POLS524 - Homeland Security Policy have been added.

Program Changes

Master of Arts in Emergency and Disaster Management

• EDMG548 - Disaster: Human Services and Administration has been added to the Major Requirements.

Master of Arts in Homeland Security

• EDMG560 - Crisis Action Planning and HLSS523 - Domestic Terrorism and Extremist Groups have been removed from the Core Requirements.
• INTL613 - Intelligence and Homeland Security and NSEC613 - Current and Emerging Threats to US National Security have been added to the Core Requirements.
• EDMG530 - Economics of Disaster, EDMG541 - Mass Casualty Incident Management, INTL604 - Interagency Operations, INTL613 - Intelligence and Homeland Security, INTL634 - Threat Analysis, INTL642 - Information Warfare, PADM610 - Public Management, and SCMT529 - International Terrorism have been removed from the Major Requirements.
• HLSS523 - Domestic Terrorism, ISSC631 - Cyber Ethics, ISSC642 - Intrusion Detection, and LSTD512 - Immigration Law have been added to the Major Requirements.

Master of Arts in Military Studies

• HIST500 - Historical Research Methods and MILH511 - Great Military Philosophers have been removed from the Core Requirements.
• MILS512 - Great Military Leaders, MILS560 - Joint Warfare Theory and Practice, NSEC500 - Research Methods in Security and Intelligence Studies-National Security Majors have been added to the Core Requirements.
• The Core Requirements semester hours have changed from 12 semester hours to 15 semester hours.
• MILS560 - Joint Warfare Theory and Practice has been removed from the Concentration in Joint Warfare.
• MILS512 - Great Military Leaders has been removed from the Concentration in Strategic Leadership.
• The Electives Requirements semester hours have changed to 0 semester hours.
• MILS698 - Separate Comprehensive Exam - Military Studies has been removed from the Final Program Requirements.
• The Final Program Requirements semester hours have changed to 3 semester hours.

Master of Arts in National Security Studies

• The Electives Requirements semester hours have changed to 3 semester hours.
• NSEC698 - Separate Comprehensive Examination has been removed from the Final Program Requirements.
• The Final Program Requirements semester hours have changed to 3 semester hours.

Master of Education: Administration and Supervision

The program description has been revised:

The Master of Education: Administration and Supervision program is designed for educational leaders who wish to specialize in educational administration and supervision in PreK-12 settings. This program provides practical applications in educational administration and supervision settings that will help participants acquire the knowledge, skills, and dispositions that can lead to state certification or licensure. Coursework is designed to prepare successful graduates for a variety of leadership roles to include:

• Principal, Assistant Principal, or other school-site administrative and supervisory positions in public schools.
• Federal and state positions in educational administration and supervision.
• Other areas of educational administration.

This West Virginia state-approved program is guided by the Praxis II, Educational Leadership Constituent Council (ELCC), International Society for Technology in Education (ISTE), and West Virginia Professional Teaching (WVPT) standards. The course of study is comprised of 11 three-semester hour online courses, 30 hours of observation during coursework, and a three-semester hour internship (150 field hours) for a total of 36 semester hours. All courses in this program are 16 weeks in length.

The degree program objectives have been revised:

This program seeks the following specific learning outcomes of its graduates. Upon completion of this program, students will be able to:

• Manage a school setting with awareness of historical, social, political, legal, and economic influences on education, show effective leadership, and also recognize the importance of community and collaboration.
• Demonstrate effective interpersonal communication skills to work well with school personnel, pupils, and parents and to acknowledge and appreciate diversity in its many forms to assess and instruct without influence of bias.
• Use educational technology as an effective tool to promote student learning as well as a means to improve communication among colleagues, staff, parents, students, and the larger community.
• Develop school policy, implement strategic plans and new programs, exhibit problem-solving skills, analyze and respond to emerging issues and trends in education, and put into practice the accepted norms and principles of educational research.
• Manage daily school operations including record keeping, finances, and reports, and show effective leadership in the areas of supervision, evaluation, professional development, legal issues, and school reform.
• Evaluate and effectively use performance-based assessments, and implement assessment, instruction, evaluation, and intervention plans as appropriate for diverse learner needs.

Students in this program must be physically located in proximity to a school district where the right to conduct on-site observations and an internship is approved.

Any background check requirements, including fees, for the selected school placement(s) are the student's responsibility.

Master of Education in Teaching

The degree program objectives have been revised:

In addition to the institutional and degree level outcome objectives, this degree also seeks the following specific learning outcomes of its graduates. Graduates in this degree program will be able to:

• Demonstrate commitment to students and their learning.
• Evaluate the subjects they teach and how to teach those subjects to students.
• Manage and monitor student learning.
• Systematically assess their practice and learn from experience.
• Engage as members of learning communities.
• Integrate problem-based inquiry in course experiences.
• Interact with program mentors, academic specialists, colleagues, parents, and community stakeholders.
• Integrate the use of action research to enhance student achievement and address problems in practice.

Students must choose a concentration for this degree program and may select from concentrations in Curriculum and Instruction for Elementary Teachers, Elementary Reading, English Language Learners, Instructional Leadership, Online Learning, or Special Education.

Master of Education: Teaching - Concentration in Secondary Social Studies

• HIST525 - West Virginia History and Culture and HIST681 - Special Topic: Teaching New American History have been added to the Major Requirements.

Master of Public Health

• The Emergency Management Concentration, the Environmental Health Concentration, and the Public Administration Concentration have been removed.
• EVSP503 - Environmental Policy, Regulation, and Law, EVSP508 - Environmental Ethics, EVSP628 - Global Environmental Change, PADM520 - Public Administration in Society, PADM530 - Public Policy, PADM610 - Public Management, PADM615 - Program Appraisal, PBHE540 - Emergency Management Health and Medical Issues, PBHE602 - Medical Care Concepts and Analysis, PBHE605 - Quarantine, and PBHE606 - Disaster Health Management have been added to the Major Requirements.
• The Major Requirements semester hours have changed from 3 semester hours to 15 semester hours.

The National Accreditation section has been revised:

The American Public University System is nationally accredited by the Accrediting Commission of the Distance Education and Training Council (DETC). The Accrediting Commission is recognized by the U.S. Department of Education and CHEA.

As an accredited institution, APUS is eligible to participate in federal educational entitlement programs such as military tuition assistance, government tuition reimbursement programs, the Department of Veterans Affairs GI Bill, and many corporate education assistance programs.

Credits and degrees earned through APUS are recognized for promotion, assignment, and position qualification standards within the military and federal government. For students transferring to other colleges, APUS credit is considered transfer eligible based on our accreditation, but it is up to each receiving school whether or not they will accept individual transfer credit for courses completed at APUS. APUS cannot guarantee that another school will accept our credit, as all transfer credit decisions are made by the receiving school. In addition, APUS has been granted approval by the Department of Education to participate in Title IV Federal Student Aid Programs.

For questions, please contact Accreditation@apus.edu.

Further information on recognition policies and standards may be found on the following web sites:

• U.S. Department of Education
  
• Council on Higher Education Accreditation (CHEA)
  One Dupont Circle, NW, Suite 510
  Washington, DC 20036
  (202) 955-6126
  
• Distance Education and Training Council (DETC)
  1601 18th Street, NW, Suite 2
  Washington, DC 20009
  (202) 234-5100
  
• The Higher Learning Commission (HLC) of the North Central Association of Colleges and Schools
  230 South LaSalle Street, Suite 7-500
  Chicago, IL 60604
  (312) 263-0456
  
• Defense Activity for Nontraditional Education Support (DANTES)

 State-specific revisions:

• Alabama: The University has received a Private School License from the State of Alabama Department of Postsecondary Education. The University has received a Certificate of Approval from the Alabama Commission on Higher Education. The ALHE requests that all marketing material describing the degree requirements in the College of Education contain the following disclaimer: “Alabama Students: Contact the Teacher Education and Certification Division of the Alabama State Department of Education at 334-242-0035 or www.alsde.edu to verify that these programs qualify for teacher certification, endorsement, and/or salary benefits.”
• Wisconsin: APUS has been approved by the State of Wisconsin Education Approval Board (EAB) as a private school, subject to the provision of Wisconsin Statues 38.50. A representative for the EAB can be reached at the following:  30 West Mifflin Street, 9^th floor, Madison, WI  53708; telephone (608) 266-1996; email eabmail@eab.state.wi.us.

Faculty

The Faculty section has been revised.

Learning Outcomes Assessment

The Learning Outcomes Assessment section has been revised:

There are three levels of student learning outcomes used to describe the knowledge, skills, and values expected of students who complete academic programs at the University System:  institutional (which are outlined in this catalog); degree program (which are identified in the degree program descriptions on the AMU/APU websites); and classroom level (which are identified in the syllabi for each graduate or undergraduate course).

Institutional Level Student Learning Outcomes

The University System’s institutional student learning outcomes are reflected in its published mission document, vision statement, and core values.  Student learning at the institutional level is assessed through required participation in periodic surveys and interviews that evaluate the effectiveness of students achieving desired learning outcomes at the university level. 

AMU and APU students are expected to achieve each of the five outcomes listed below upon completion of any academic program in any academic discipline.

Academic Skill

Graduates of APUS will possess academic skill related to their specific discipline. The graduate will master the generally accepted theories, concepts, principles, and/or practices associated with their discipline enabling them to live and work productively in a global, diverse, and technological society.

Communication

Graduates of APUS will be able to clearly communicate ideas in written form.

Critical Thinking

Graduates of APUS will be able to analytically identify issues with the ability to evaluate problems, formulate solutions, and evaluate the consequences. Graduates will be able to express a variety of other viewpoints and methods of inquiry.

Information Literacy

Graduates of APUS will be technologically proficient in accessing and using information. The graduate will be able to gather information from a variety of sources, use information in an appropriate manner to address issues, and take action.

Lifelong Learning

Graduates of APUS will have the ability to identify, pursue and acquire specific and new knowledge after the end of formal schooling. They will be able to apply this knowledge in real world settings.

Degree Program Level Student Learning Outcomes

The University System’s student learning outcomes at the degree program level are skills, values, and knowledge that students are expected to have upon graduation from a particular degree program.

Student learning at the degree program level is assessed through participation in senior seminar and comprehensive examination courses to ensure that the student has proficient knowledge of the substantive content expected of a professional in the respective field.  Subject-specific standardized national testing is used to measure student learning at the degree program level.  National testing assessment results are used only to inform the University System and the student of the student’s performance in a given subject area; their results are not calculated in the student’s grade point average or considered as part of the student’s academic performance. Students will be informed in advance if they are required to participate in these assessment exams. Writing rubrics are also used to evaluate the effectiveness of students achieving desired learning outcomes at the degree program level.

Course Level Student Learning Outcomes

The University System’s student learning outcomes at the classroom level are skills, values, and knowledge that students are expected to have upon completion of a course.

Student learning at the classroom level is assessed through faculty members’ summarization of assessment results for the entire class, rather than for individual students.  Classroom level summary results are used to continually improve courses and teaching effectiveness.  Course developed tests, student participation in discussion boards, student research projects/papers, and writing assignments are some of the requirements used to evaluate the effectiveness of APUS students achieving desired learning outcomes at classroom level. Student satisfaction results are also used to monitor and develop teaching effectiveness as well as to maintain and improve the overall quality and soundness of programs and courses.

Assessment of Student Learning Outcomes

APUS is committed to student learning assessment and its impact on the quality of teaching and learning. The learning outcomes assessment program at APUS:

• provides students with useful information about their current skills, values, and knowledge
• enables the University System to evaluate the effectiveness of its academic programs in terms of achieving the desired learning outcomes for its students
• is used for continuous improvement at all levels of the institution

The University System uses a variety of direct and indirect assessment measures to document student learning at the undergraduate and graduate level. Periodic surveys, standardized national testing, comprehensive examinations, capstone courses, and other assessment measures are used to improve the quality of teaching and learning at APUS. The assessment of student learning at APUS is guided by the student learning outcomes posted in the catalog, AMU/APU websites, and course syllabi. Learning outcomes assessment for students is conducted at the institutional, degree program, and classroom level. Each level is designed to complement each other, providing a comprehensive view of the effectiveness of the University System’s academic programs.

Students are required to participate in learning outcomes assessment activities at APUS and will be given adequate notice of any course and/or non-course related assessment activities they are responsible for completing. APUS is committed to protecting the privacy of its students including ensuring the confidentiality of student work submitted for assessment as well as the feedback resulting from assessment activities. For more information, the APUS Learning Outcomes Assessment website establishes the framework for the conduct of student assessment across the institution.