July 2021

New Courses

ANLY601 Business Analytics using Python

This course covers applications of Python programming language in business & data analytics including statistical analyses. The course flow includes an overview of Python features from syntax, functions, data types through regular expressions and handling of files. There is additional focus on descriptive analytics and visual analytics through descriptive data analysis, data wrangling, visualization, inferential statistical analysis, and using Python for descriptive analytics tools.

SAHE695 Capstone Seminar for Student Affairs in Higher Education

The Capstone is the culminating required course for the student who already works in a higher education student affairs-related role and desires to advance their career. The course exhibits the capability of the student within student affairs through the demonstration of their synthesis of the related theory and practice. Students work with a faculty advisor to develop a research prospectus that addresses a current issue facing student affairs in higher education, preferably within the student’s present work context in higher education. The Capstone culminates with an E-Portfolio and/or Oral Presentation. [Prerequisites: EDUC640 Research Methods; Completion of all core courses plus all concentration-specific courses from one of the following concentrations: Academic Advising Concentration, Campus Leadership Concentration, or Career Coaching and Services Concentration]

New Programs

Graduate NanoCert in Advanced Cybersecurity/Cybercrime

The graduate NanoCert™ in Advanced Cybersecurity/Cybercrime is a three-course program including the study of advanced cybercrime analysis, intrusion detection and incident handling, and advanced digital forensics.

NanoCert Objectives

After successfully completing this NanoCert, the student will be able to:

  • Recognize the dimensions of criminal activity in the world of cyber security.
  • Apply current laws and legal actions to analysis of criminal activity.
  • Differentiate the rules of evidence such as chain of custody, preservation of evidence, and procedural requirements.
  • Evaluate common methods of detection & prevention.
  • Analyze the legal issues, ethical challenges, and societal impacts of digital forensic.
NanoCert Requirements (9 semester hours)

ISSC630 Advanced Cybercrime Analysis

ISSC642 Intrusion Detection and Incident Handling

ISSC650 Advanced Digital Forensics

Total semester hours = 9

Graduate NanoCert in Counterintelligence

The graduate NanoCert™ in Counterintelligence is a three-course program including the study of counterintelligence; deception, propaganda, and disinformation; and human intelligence. It is designed for students who wish to heighten their knowledge of counterintelligence.

NanoCert Objectives

After successfully completing this NanoCert, the student will be able to:

  • Assess the role of counterintelligence within U.S. national security strategy.
  • Produce an advanced assessment of the structure, functions, and operations in U.S. counterintelligence. 
  • Construct mission target analysis procedures using proper operational approach techniques, development, and recruitment activities at the individual and operational level. 
  • Evaluate the use of influence/deception techniques in historical cases.
  • Understand and recognize psychological theories underpinning informational/deceptive practices.
NanoCert Requirements (9 semester hours)

INTL610 Counterintelligence

INTL623 Human Intelligence (HUMINT)

INTL653 Deception, Propaganda and Disinformation

Total semester hours = 9

Graduate NanoCert in Criminal Intelligence

The graduate NanoCert™ in Criminal Intelligence is a three-course program designed for learners focused on criminal intelligence analysis, transnational crime and narcotics, and organized crime. It is designed for students who wish to enhance their criminal intelligence knowledge.

NanoCert Objectives

After successfully completing this NanoCert, the student will be able to:

  • Analyze the varieties and characteristics of transnational organized crime.
  • Evaluate the major organized crime statutes, such as the Harrison Act and the Racketeer Influenced and Corrupt Organizations Act (RICO), and their role in fighting organized crime.
  • Analyze the criminal intelligence environment.
  • Assess how information is transformed into useable intelligence.
  • Examine the connection between transnational crime, narcotics, corruption, and terrorism as a national security policy concern.
NanoCert Requirements (9 semester hours)

INTL631 Criminal Intelligence Analysis

INTL646 Transnational Crime and Narcotics

CMRJ524 Organized Crime

Total semester hours = 9

Graduate NanoCert in Cyber Intelligence

The graduate NanoCert™ in Cyber Intelligence is a three-course program including the study of cyber intelligence, case studies in foreign cyber threats, and cyber and the intelligence cycle. It is designed for students who wish to heighten their knowledge of cyber intelligence.

NanoCert Objectives

After successfully completing this NanoCert, the student will be able to:

  • Analyze the challenges that rapidly advancing technologies and actors create within the cyber domain.
  • Assess the legal and policy challenges in the conduct of cyber intelligence operations.
  • Examine the history of cyber intelligence operations and assess the attributes of computer network exploitation, defense, and attack.
  • Evaluate the intelligence challenge of attribution in cyber-attacks.
  • Evaluate high profile cybersecurity case studies.
  • Examine current cyberspace policy issues and challenges.
NanoCert Requirements (9 semester hours)

INTL644 Cyber and the Intelligence Cycle

INTL647 Cyber Intelligence

INTL649 Case Studies in Foreign Cyber Threats

Total semester hours = 9

Graduate NanoCert in Entrepreneurship

The graduate NanoCert™ in Entrepreneurship is a concentrated program for students seeking to start their own venture. This NanoCert™ will provide a foundational understanding of key concepts to jump-start the budding entrepreneur to further understand how to successfully plan, organize, and manage basic business operations. This program provides an introduction to entrepreneurial strategy for anyone thinking about opening a business. This NanoCert™ is intended for graduate students who seek to heighten their knowledge of entrepreneurship.

NanoCert Objectives

After successfully completing this NanoCert, the student will be able to:

  • Evaluate the environment in which a business operates.
  • Evaluate a current business model using business model generation principles.
  • Determine a target market and market segmentation.
  • Evaluate various types of funding options for a venture.
  • Develop a presentation package of materials for the investor.
  • Create key financial statements and financial ratios for a venture.
  • Prioritize the marketing strategies to meet the goals of a venture.
  • Create a marketing plan for a venture.
NanoCert Requirements (9 semester hours)

ENTR510 Lean Accelerator

ENTR623 Venture Capital

ENTR630 Entrepreneurial Marketing

Total semester hours = 9

Graduate NanoCert in Geospatial Intelligence

The graduate NanoCert™ in Geospatial Intelligence is a three-course program involving the study of advanced geospatial intelligence, intelligence analysis, and indications and warnings. It is designed for those wishing to gain targeted knowledge in geospatial intelligence.

NanoCert Objectives

After successfully completing this NanoCert, the student will be able to:

  • Evaluate the analytic tools, concerns, critical thinking, and problems involved when performing intelligence analysis at the national and international level both in and outside the United States. 
  • Analyze complex intelligence problems, apply analytic tools, and suggest possible problems and solutions.
  • Assess the means by which multiple collection platforms and “big data” are leveraged to produce finished geospatial intelligence.
  • Integrate new geospatial technologies from a wide variety of open source applications.
  • Evaluate the strategic warning environment and the role of U.S. intelligence.  
  • Analyze surprise, warning, and intelligence reactions.
NanoCert Requirements (9 semester hours)

INTL508 Intelligence Analysis

INTL627 Advanced Geospatial Intelligence

INTL635 Indications and Warnings

Total semester hours = 9

Graduate NanoCert in Intelligence Analysis

The graduate NanoCert™ in Intelligence Analysis is a three-course program involving the study of the tradecraft, techniques, and challenges of intelligence analysis. The program is designed for those interested in advancing their knowledge of the discipline.

NanoCert Objectives

After successfully completing this NanoCert, the student will be able to:

  • Evaluate the analytic tools, concerns, critical thinking and problems involved when performing intelligence analysis at the national and international level both in and outside the United States. 
  • Analyze complex intelligence problems, apply analytic tools, and suggest possible solutions.
  • Examine the role of U.S. intelligence in indications and warnings.
  • Analyze surprise, warning, and intelligence reactions.
  • Apply political psychological concepts and methodologies to study political leaders.
  • Differentiate the various types of personality-based measures used to study political leaders.
NanoCert Requirements (9 semester hours)

INTL508 Intelligence Analysis

INTL635 Indications and Warnings

INTL637 Intelligence Profiling

Total semester hours = 9

Graduate NanoCert in Open-Source Intelligence (OSINT)                    

The graduate NanoCert™ in Open-Source Intelligence is a three-course program involving the study of collection; open-source intelligence; and deception, propaganda, and disinformation. It is designed for students who wish to advance their knowledge of open-source intelligence without committing to a degree or certificate program.

NanoCert Objectives

After successfully completing this NanoCert, the student will be able to:

  • Assess the implications of advances and modes in intelligence collection technology for the 21st century.
  • Understand how intelligence collection priorities are established.
  • Analyze the nature and functions of OSINT, its strengths and weaknesses, and the growing role it plays in the intelligence process.
  • Demonstrate the use of psychological tools in informational/deceptive practices.
  • Deconstruct the concept of deception and its applications in different contexts.
  • Evaluate the use of influence/deception techniques in historical cases.
NanoCert Requirements (9 semester hours)

INTL502 Collection

INTL622 OSINT

INTL653 Deception, Propaganda and Disinformation

Total semester hours = 9

Graduate NanoCert in Organizational Effectiveness

Learners explore key concepts vital to organizational effectiveness. Included are courses related to organizational management, organizational development and organizational crisis management.

NanoCert Objectives

After successfully completing this NanoCert, the student will be able to:

  • Create a business model canvas of an organization, analyze the management effectiveness of the organization, and apply appropriate theory and remediation in the recommendation
  • Define leadership management during periods of uncertainty.
  • Design a “best practices” manual on how to implement effective teams in an organization.
  • Formulate potential solutions for questions introduced in a case study focusing on individual and team leadership, as well as organizational change within a company
NanoCert Requirements (9 semester hours)

MGMT604 Organizational Crisis Management

MGMT600 Organizational Management

MGMT603 Organizational Development

Total semester hours = 9

Graduate NanoCert in Organizational Leadership

Learners will study a bundle of courses focused on organizational leadership. Included in this program are courses related to organizational management, human resource management, and leadership. This NanoCert™ is designed to help learners effectively lead organizations, people, departments, and organizational change in a global business environment.

NanoCert Objectives

After successfully completing this NanoCert, the student will be able to:

  • Analyze the responsibilities of leaders through lenses of ethical and moral decision-making, use of authority and power, and individual leadership style.
  • Examine differences between leaders/managers and analyze perspectives that shape roles and align norms to maintain a healthy organization.
  • Synthesize relevant knowledge of the effective use of human resources into a concise plan for implementation within an organization.
  • Evaluate the role of individuals, culture, and ethics in the management of organizations.
NanoCert Requirements (9 semester hours)

HRMT600 Human Resource Management

MGMT600 Organizational Management

MGMT605 Leadership

Total semester hours = 9

Graduate NanoCert in Terrorism

The graduate NanoCert™ in Terrorism is a three-course program involving the study of counterterrorism, assessing the past to forecast the future of terrorism, and domestic terrorism and extremist groups. It is designed for students who wish to advance their knowledge without committing to a degree or certificate program.

NanoCert Objectives

After successfully completing this NanoCert, the student will be able to:

  • Evaluate the variables and strategies of terrorism.
  • Assess the methodology of combatting terrorism against international and U.S. policy objectives.
  • Examine the evolution and impacts of terrorism over the past two centuries. Analyze the likelihood of future terrorist attacks.
  • Analyze domestic terrorism and extremism in the United States. Differentiate domestic terrorists/extremists, domestic terrorist and extremist organizations, and domestic terrorist and extremist events since the end of World War II. 
  • Evaluate past and present attempts to counter domestic terrorism and extremism in the United States.
NanoCert Requirements (9 semester hours)

INTL650 Counterterrorism

INTL652 Terrorism: Assessing the Past to Forecast the Future

HLSS523 Domestic Terrorism and Extremist Groups

Total semester hours = 9

Program Suspensions

  • Graduate Learning Track in Advanced Cybersecurity/Cybercrime
  • Graduate Learning Track in Counterintelligence
  • Graduate Learning Track in Counterintelligence Tradecraft
  • Graduate Learning Track in Criminal Behavior Management in Schools
  • Graduate Learning Track in Criminal Intelligence
  • Graduate Learning Track in Cyber Intelligence
  • Graduate Learning Track in Entrepreneurship
  • Graduate Learning Track in Geospatial Intelligence
  • Graduate Learning Track in Global Leadership
  • Graduate Learning Track in Information Systems Security
  • Graduate Learning Track in Information Technology (IT) Project Management (PMP Focus)
  • Graduate Learning Track in Intelligence Analysis
  • Graduate Learning Track in Open-Source Intelligence (OSINT)
  • Graduate Learning Track in Terrorism
  • Graduate Learning Track in Virtual Commerce

Program Description Changes

Master of Science in Healthcare Administration

The Master of Science (MS) in Healthcare Administration degree is designed to prepare professionals to serve in leadership and management positions in hospitals, healthcare systems, medical practices, and other healthcare businesses. This program of study provides students with knowledge, skills, and attitudes in the three competency domains of leadership and management, business acumen, and healthcare organizations and systems.

Degree Program Objectives

In addition to the institutional and degree level learning objectives, graduates of this program are expected to achieve these learning outcomes:

  • Evaluate ethical and effective leadership and management skills relevant to successful health administration practice.
  • Advocate for the importance of policies, issues, and trends that shape healthcare and healthcare delivery in the United States.
  • Apply the concepts of business to the health care environment.
  • Support the importance of professional and social responsibility in health administration practice.
  • Demonstrate communication and relationship management skills required for successful practice at the mid management level and beyond.

Concentration Description Changes

Master of Science in Nursing – Nurse Educator Track

Looks at curriculum, instruction, and assessment in nursing education with a focus on teaching and evaluations for nurse educators.

Objectives

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

  • Apply programmatic objectives to the nurse educator role in clinical or academic settings.
  • Create educational and curricular materials for a variety of audiences.
  • Evaluate effectiveness of teaching strategies and modalities.

Master of Science in Nursing – Nurse Leader Track

Offers a focus in leadership, human resource management, and operational quality. Healthcare business and finance are also covered.

Objectives

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

  • Apply programmatic objectives to the role of the nurse leader.
  • Advocate for business practices that promote healthcare quality and patient safety.
  • Synthesize knowledge of key business and human resources practices to lead healthcare teams.

RN to Master of Science in Nursing – Nurse Educator Track

Looks at curriculum, instruction, and assessment in nursing education with a focus on teaching and evaluations for nurse educators.

Objectives

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

  • Apply programmatic objectives to the nurse educator role in clinical or academic settings.
  • Create educational and curricular materials for a variety of audiences.
  • Evaluate effectiveness of teaching strategies and modalities.

RN to Master of Science in Nursing – Nurse Leader Track

Offers a focus in leadership, human resource management, and operational quality. Healthcare business and finance are also covered.

Objectives

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

  • Apply programmatic objectives to the role of the nurse leader.
  • Advocate for business practices that promote healthcare quality and patient safety.
  • Synthesize knowledge of key business and human resources practices to lead healthcare teams.

Accreditation and Licensure

Accreditation

What is it? Accreditation within higher education is a voluntary, nongovernmental process that gives public recognition to institutions that meet established quality standards. The purpose of accreditation is to assure the public as to the quality of an institution and its commitment to high standards through a system of continuous improvement. The U.S. Department of Education (USDE) formally recognizes accrediting commissions that meet all federal standards and the Council for Higher Education Accreditation (CHEA) extends recognition to accrediting bodies and their institutions that meet these established standards. American Public University System (APUS) has obtained accreditation as well as specialized/programmatic accreditation. More specific information on both institutional and specialized accreditation can be found here: https://www.apus.edu/about/accreditation.

Credits and degrees earned through APUS may be recognized for promotion, assignment, and position qualification standards within the military, federal government, and private sector. For students transferring to other colleges, APUS credit is considered transfer eligible based on its accreditation. However, APUS cannot guarantee that its credit will be accepted, as acceptance of credit is always the prerogative of the receiving institution.

If you have questions or need further information on accreditation, please contact the Office of Institutional Accreditation at accreditation@apus.edu, Telephone: 304-724-3778, Fax: 304-724-3779.

Regional Accreditation

American Public University System (APUS) is accredited by the Higher Learning Commission (HLC). APUS is comprised of American Military University (AMU) and American Public University (APU). The Higher Learning Commission is an accrediting body recognized by the USDE and CHEA. Accreditation requires a significant amount of self-study and presentation of evidence to satisfy the demanding requirements of accrediting organizations. Obtaining accreditation demonstrates that APUS is focused on academic excellence and providing the best possible educational experience for its students.

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

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. In addition, APUS has been granted approval by the Department of Education to participate in Title IV Federal Student Aid Programs.

Licensure

The American Public University System is authorized to operate as an institution of higher education by the West Virginia Higher Education Policy Commission (HEPC). Additionally, the American Public University System is engaged in a continuous process to certify that it is recognized as an accredited institution of higher learning by all 50 states and the District of Columbia. In this regard, the University is committed to ensuring that its academic programs, business practices, and operational activities remain in compliance with applicable regulations specific to each jurisdiction. We also work through the State Authorization Reciprocity Agreement (SARA) process to ensure that when authorization or licensure is necessary, the required approvals are secured. West Virginia is a member of SARA and APUS is an approved SARA institution. Participation in SARA is intended to make it easier for students to take online courses offered by postsecondary institutions based in another state; however, SARA has no effect on state professional licensing requirements. For more information about SARA, please visit http://www.nc-sara.org/.

Alabama: As an approved SARA institution, APUS is in compliance with Alabama regulations to offer programs to residents of the state.

Alaska: As an approved SARA institution, APUS is in compliance with Alaska regulations to offer programs to residents of the state.

Arizona: As an approved SARA institution, APUS is in compliance with Arizona regulations to offer programs to residents of the state.

Arkansas: As an approved SARA institution, APUS is in compliance with Arkansas regulations to offer programs to residents of the state.

California: Effective July 1, 2017, an out-of-state private postsecondary educational institution must register with the California Bureau for Private Postsecondary Education (BPPE) to enroll California students. APUS is registered as an out-of-state private postsecondary institution with the BPPE and able to enroll California students.

Colorado: As an approved SARA institution, APUS is in compliance with Colorado regulations to offer programs to residents of the state.

Connecticut: As an approved SARA institution, APUS is in compliance with Connecticut regulations to offer programs to residents of the state.

Delaware: As an approved SARA institution, APUS is in compliance with Delaware regulations to offer programs to residents of the state

Florida: As an approved SARA institution, APUS is in compliance with Florida regulations to offer programs to residents of the state

Georgia: As an approved SARA institution, APUS is in compliance with Georgia regulations to offer programs to residents of the state.

Hawaii: As an approved SARA institution, APUS is in compliance with Hawaii regulations to offer programs to residents of the state.

Idaho: As an approved SARA institution, APUS is in compliance with Idaho regulations to offer programs to residents of the state.

Illinois: As an approved SARA institution, APUS is in compliance with Illinois regulations to offer programs to residents of the state.

Indiana: As an approved SARA institution, APUS is in compliance with Indiana regulations to offer programs to residents of the state.

Iowa: As an approved SARA institution, APUS is in compliance with Iowa regulations to offer programs to residents of the state. Note to students: A student seeking an Iowa educator license is advised that successful completion of this institution’s program(s) of educator preparation does not qualify you for initial educator licensure by the Iowa Bard of Educational Examiners. A candidate seeking licensure in the State of Iowa must first be licensed/certified as an educator in the state in which preparation was completed. This institution shall assist a candidate in contacting the appropriate licensing board in the state in which the candidate’s preparation was completed. This institution shall assist the candidate in understanding the requirements of the appropriate licensing board prior to the candidate’s completion of this institution’s program(s) of educator preparation. A candidate seeking subsequent licensure from the Iowa Board of Educational Examiners must contact that Board (515-281-5849; http://www.boee.iowa.gov for licensure requirements in Iowa).

Kansas: As an approved SARA institution, APUS is in compliance with Kansas regulations to offer programs to residents of the state.

Kentucky: As an approved SARA institution, APUS is in compliance with Kentucky regulations to offer programs to residents of the state.

Louisiana: As an approved SARA institution, APUS is in compliance with Louisiana regulations to offer programs to residents of the state.

Maine: As an approved SARA institution, APUS is in compliance with Maine regulations to offer programs to residents of the state.

Maryland: As an approved SARA institution, APUS is in compliance with Maryland regulations to offer programs to residents of the state.

Massachusetts: As an approved SARA institution, APUS is in compliance with Massachusetts regulations to offer programs to residents of the state.

Michigan: As an approved SARA institution, APUS is in compliance with Michigan regulations to offer programs to residents of the state.

Minnesota: As an approved SARA institution, APUS is in compliance with Minnesota regulations to offer programs to residents of the state.

Mississippi: As an approved SARA institution, APUS is in compliance with Mississippi regulations to offer programs to residents of the state.

Missouri: As an approved SARA institution, APUS is in compliance with Missouri regulations to offer programs to residents of the state.

Montana: As an approved SARA institution, APUS is in compliance with Montana regulations to offer programs to residents of the state.

Nebraska: As an approved SARA institution, APUS is in compliance with Nebraska regulations to offer programs to residents of the state.

Nevada: As an approved SARA institution, APUS is in compliance with Nevada regulations to offer programs to residents of the state.

New Hampshire: As an approved SARA institution, APUS is in compliance with New Hampshire regulations to offer programs to residents of the state.

New Jersey: As an approved SARA institution, APUS is in compliance with New Jersey regulations to offer programs to residents of the state.

New Mexico: As an approved SARA institution, APUS is in compliance with New Mexico regulations to offer programs to residents of the state.

New York: As an approved SARA institution, APUS is in compliance with New York regulations to offer programs to residents of the state.

North Carolina: As an approved SARA institution, APUS is in compliance with North Carolina regulations to offer programs to residents of the state.

North Dakota: As an approved SARA institution, APUS is in compliance with North Dakota regulations to offer programs to residents of the state.

Ohio: As an approved SARA institution, APUS is in compliance with Ohio regulations to offer programs to residents of the state.

Oklahoma: As an approved SARA institution, APUS is in compliance with Oklahoma regulations to offer programs to residents of the state.

Oregon: As an approved SARA institution, APUS is in compliance with Oregon regulations to offer programs to residents of the state.

Pennsylvania: As an approved SARA institution, APUS is in compliance with Pennsylvania regulations to offer programs to residents of the state.

Rhode Island: As an approved SARA institution, APUS is in compliance with Rhode Island regulations to offer programs to residents of the state.

South Carolina: As an approved SARA institution, APUS is in compliance with South Carolina regulations to offer programs to residents of the state.

South Dakota: As an approved SARA institution, APUS is in compliance with South Dakota regulations to offer programs to residents of the state.

Tennessee: As an approved SARA institution, APUS is in compliance with Tennessee’s regulations to offer programs to residents of the state. Tennessee residents:  The R.N. to B.S. in Nursing and the Master of Science in Nursing programs are not currently open for admission to Tennessee residents.

Texas: As an approved SARA institution, APUS is in compliance with Texas regulations to offer programs to residents of the state.

Utah: As an approved SARA institution, APUS is in compliance with Utah regulations to offer programs to residents of the state.

Vermont: As an approved SARA institution, APUS is in compliance with Vermont regulations to offer programs to residents of the state.

Virginia: As an approved SARA institution, APUS is in compliance with Virginia regulations to offer programs to residents of the state. 

Washington: As an approved SARA institution, APUS is in compliance with Washington regulations to offer programs to residents of the state. Washington State residents: The R.N. to B.S. in Nursing and the Master of Science in Nursing programs are not currently open for admission to Washington State residents.

West Virginia: The University has received Category II status from the West Virginia Higher Education Policy Commission, which represents the final step in achieving full authorization to operate in the state.

Student Complaints: The West Virginia Higher Education Policy Commission encourages students to seek first informal resolution of any concern or issue. If the issue cannot be resolved informally, the student should follow the institution’s formal complaint or grievance procedure. If, after exhausting the institution’s internal grievance procedures, the institution has not responded to the student’s satisfaction or a satisfactory remedy has not been found, the student may contact the Commission for further investigation into the issue. Upon receipt of a complaint, the Commission may conduct an investigation or refer the issue to another agency that is authorized to address the issue. The Commission may contact institution officials to discuss a possible resolution. Instructions for filing a complaint with the West Virginia Higher Education Policy Commission can be found at http://www.wvhepc.com/wp-content/uploads/2014/06/Student-Complaint-Process-revised-3.pdf.

Wisconsin: As an approved SARA institution, APUS is in compliance with Wisconsin regulations to offer programs to the residents of the state.

Wyoming: As an approved SARA institution, APUS is in compliance with Wyoming regulations to offer programs to residents of the state.

The District of Columbia: As an approved SARA institution, APUS is in compliance with The District of Columbia regulations to offer programs to residents of the District.

California Residents

The State of California established the Student Tuition Recovery Fund (STRF) to relieve or mitigate economic loss suffered by a student in an educational program at a qualifying institution, who is or was a California resident while enrolled, or was enrolled in a residency program, if the student enrolled in the institution, prepaid tuition, and suffered an economic loss.

Unless relieved of the obligation to do so, you must pay the state-imposed assessment for the STRF, or it must be paid on your behalf, if you are a student in an educational program who is a California resident or is enrolled in a residency program, and you prepay all or part of your tuition.

You are not eligible for protection from the STRF and you are not required to pay the STRF assessment if you are not a California resident, or are not enrolled in a residency program.

The STRF assessment is non-refundable and occurs at the time the first payment is made with respect to your enrollment.  The current assessment is calculated at the rate of $0.50 per $1,000 of institutional charges for your enrollment and educational program.  The actual STRF assessment will appear on your ledger.  If you have previously enrolled in the University, any STRF assessment previously paid will be reviewed for adjustments and, if necessary, credited to your current assessment and will appear on your ledger.

It is important that you keep copies of your enrollment agreement, financial aid documents, receipts, or any other information that documents the amount paid to the school. Questions regarding the STRF may be directed to the Bureau for Private Postsecondary Education, 1747 North Market Blvd., Suite 225, Sacramento, CA 95833, (916) 574-8900 or (888) 370-7589.

To be eligible for STRF, you must be a California resident or enrolled in a residency program, prepaid tuition, paid or deemed to have paid the STRF assessment, and suffered an economic loss as a result of any of the following:

  1. The institution, a location of the institution, or an educational program offered by the institution was closed or discontinued, and you did not choose to participate in a teach-out plan approved by the Bureau or did not complete a chosen teach-out plan approved by the Bureau.
  2. You were enrolled at an institution or a location of the institution within the 120 day period before the closure of the institution or location of the institution, or were enrolled in an educational program within the 120 day period before the program was discontinued.
  3. You were enrolled at an institution or a location of the institution more than 120 days before the closure of the institution or location of the institution, in an educational program offered by the institution as to which the Bureau determined there was a significant decline in the quality or value of the program more than 120 days before closure.
  4. The institution has been ordered to pay a refund by the Bureau but has failed to do so.
  5. The institution has failed to pay or reimburse loan proceeds under a federal student loan program as required by law, or has failed to pay or reimburse proceeds received by the institution in excess of tuition and other costs.
  6. You have been awarded restitution, a refund, or other monetary award by an arbitrator or court, based on a violation of this chapter by an institution or representative of an institution, but have been unable to collect the award from the institution.
  7. You sought legal counsel that resulted in the cancellation of one or more of your student loans and have an invoice for services rendered and evidence of the cancellation of the student loan or loans.

To qualify for STRF reimbursement, the application must be received within four (4) years from the date of the action or event that made the student eligible for recovery from STRF.

A student whose loan is revived by a loan holder or debt collector after a period of noncollection may, at any time, file a written application for recovery from STRF for the debt that would have otherwise been eligible for recovery. If it has been more than four (4) years since the action or event that made the student eligible, the student must have filed a written application for recovery within the original four (4) year period, unless the period has been extended by another act of law.

However, no claim can be paid to any student without a social security number or a taxpayer identification number.

April 2021

Program Suspensions

  • Master of Education: Teaching – Non-Licensure Concentration in Elementary Education
  • Master of Education: Teaching – Non-Licensure Concentration in Social Studies

Program Description Changes

Master of Arts in Entrepreneurship

The Master of Arts of Entrepreneurship is designed for students seeking to pursue a business venture or manage an entrepreneurial enterprise. You will be exposed to practical application of business theory in ideation, marketing, management, capital, and the virtual experience involved with being an entrepreneur. Developed to provide specialized knowledge for budding entrepreneurs, this online graduate degree provides specialized knowledge taught by faculty members who will help lend direction to your entrepreneurial plans.

Degree Program Objectives

In addition to the institutional and degree level learning objectives, graduates of this program are expected to achieve these learning outcomes:

  • Develop an innovative mindset that is proactive, customer-focused, and grounded in evidence-based decision-making.
  • Design strategies that incorporate business canvas tools supporting the mission and vision of an organization for growth and sustainability nationally and internationally.
  • Analyze key business metrics including financial reports, funding, legal compliance, and forecasting. 
  • Integrate business models and approaches for identifying and solving business problems and change management at the individual, group, and leadership levels.
  • Develop a strategic business plan and pitch.

Program Changes

RN to MSN

  • HRMT605 has been removed, and HCAD605 has been added to the Nurse Leader Track Concentration.

Credit Hour Definition

POLICY:

All undergraduate and graduate courses at the American Public University System adhere to the Federal Credit Hour Definition below:

Department of Education Definition (34 CFR 600.2)

https://www.federalregister.gov/documents/2020/09/02/2020-18636/distance-education-and-innovation

Credit hour: Except as provided in 34 CFR 668.8(k) and (l), a credit hour is an amount of student work defined by an institution, as approved by the institution’s accrediting agency or State approval agency, that is consistent with commonly accepted practice in postsecondary education and that—

1. Reasonably approximates not less than—

  • One hour of classroom or direct faculty instruction and a minimum of two hours of out-of-class student work each week for approximately fifteen weeks for one semester or trimester hour of credit, or ten to twelve weeks for one quarter hour of credit, or the equivalent amount of work over a different period of time; or
  • At least an equivalent amount of work as required in paragraph (1) (i) of this definition for other academic activities as established by the institution, including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours; and

2. Permits an institution, in determining the amount of work associated with a credit hour, to take into account a variety of delivery methods, measurements of student work, academic calendars, disciplines, and degree levels.

APUS also adheres to guidance from the Higher Learning Commission found in the policy language below:

HLC Policy Language (FDCR.A.10.020)

https://www.hlcommission.org/Policies/assignment-of-credits.html

An institution shall be able to equate its learning experiences with semester or quarter credit hours using practices common to institutions of higher education, to justify the lengths of its programs in comparison to similar programs found in accredited institutions of higher education, and to justify any program-specific tuition in terms of program costs, program length, and program objectives. Affiliated institutions shall notify the Commission of any significant changes in the relationships among credits, program length, and tuition.

Assignment of Credit Hours. The institution’s assignment and award of credit hours shall conform to commonly accepted practices in higher education. Those institutions seeking, or participating in, Title IV federal financial aid, shall demonstrate that they have policies determining the credit hours awarded to courses and programs in keeping with commonly-accepted practices and with the federal definition of the credit hour, as reproduced herein for reference only, and that institutions also have procedures that result in an appropriate awarding of institutional credit in conformity with the policies established by the institution.

PROCEDURE:

All new programs, concentrations, certificates, and courses assure quality from their inception through a multi-stakeholder process involving review by the School Curriculum Committee, the Academic Leadership Committee, the executive leadership, and, if a new program or certificate, by an external reviewer, and the Board of Trustees. APUS developed the process to ensure all new programs, concentrations, certificates, and courses are current and the level of student performance is appropriate.  The APUS curriculum guidebook and program proposal templates are used as tools for stakeholders to develop and revise academic programs, concentrations, and courses based on the credit hour definition and policy language above. 

Over the past decade, APUS has used information provided through its contact hour calculator based on the traditional Carnegie unit as an additional method for ensuring course workload sits at the appropriate level.  APUS continues to evaluate and will update the aforementioned policy and corresponding procedures as needed and in accordance with applicable law and best practices for learning.

Drop/Withdrawal/Refund and Extension Policies

TUITION REFUNDS

Tuition refunds are given for courses taken for academic credit under the guidelines listed below. Students registered for a course are expected to complete all scheduled requirements (as listed in the classroom’s course syllabus) within the allotted timeframe: 8 weeks, or 16 weeks.

WITHDRAWAL COUNSELING

Students experiencing difficulties that may prevent them from completing their coursework on time should discuss their situation with their instructor. In extreme situations, they may wish to consult the Student Handbook to determine whether they should submit a formal request for a course extension or withdraw from the course entirely. Procedures for both actions are explained in the Student Handbook. Students who elect to submit a request for a course extension forfeit the option to withdraw from the course; but in most cases, a course extension is preferable because it allows time for students to complete the course and advance towards their academic goals. In addition, a course withdrawal will reduce the number of credit hours being taken during the semester and may have a negative impact on students' status as a full- time or part-time student, academic progress, and eligibility for some forms of financial aid. Required forms are available in the student eCampus.

DROP/WITHDRAWAL POLICY AND REFUNDS

If a student decides to drop from a course, the online Drop/Withdrawal Course Form must be submitted by the posted deadline that occurs before the first week of the course has ended. APUS will not consider appeals for a drop after the first week has ended based on late book arrival as it is the student's responsibility to drop the course on time.

There are student funding approval and payment deadlines for each course.  The deadlines are posted on the Academic Calendar. Students who do have not their funding approved (i.e; a confirmed Federal Student Aid package or TA approval) or have not submitted payment by the deadline will automatically be dropped from courses.

During Week One students are required to log into all courses and submit a minimum 250-word introductory forum post for each course. Students who do not submit this forum post during the first week of class will be automatically dropped from any courses in which the forum post has not been completed.

If a student earning academic credit submits an online Drop/Withdrawal Course Form after the first week of the course, then they will be withdrawn administratively and will receive a grade of "W" as long as the withdrawal was requested during the allowed timeframe. A “W” grade does not carry a grade point value and has no effect on the student's cumulative APUS GPA.

Students taking courses as Audit (not seeking academic credit) will receive a "W" if they withdraw at any time during the course. Students taking Audit courses are not eligible for any tuition refund after week 1 of their course. Course Withdrawals may be requested after the start of the second week until the beginning of the last week of the course. The date of withdrawal will be the date the request is received.

Institutional Refunds are processed as follows:

  • After a course begins, refunds will be based on the weekly course schedule.
  • Please find the appropriate session length on the Refund Schedule below to determine the refund.

Students should allow 30 days for the processing of tuition refunds.

TUITION REFUND SCHEDULES

The institution refund schedules below apply unless a specific state refund policy applies for a student and the state policy is more beneficial to the student than the below schedules.

2-Week Course - Tuition Refund Schedule

Withdrawal Request Date Tuition Refund Percentage
Before or During Week 1 100%
During Week 2 No Refund

8-Week Course - Tuition Refund Schedule

Withdrawal Request Date Tuition Refund Percentage
Before or During Week 1 100%
During Week 2 75%
During Weeks 3 and 4 50%
During Weeks 5 through 8 No Refund

16-Week Course - Tuition Refund Schedule

Withdrawal Request Date Tuition Refund Percentage
Before or During Week 1 100%
During Week 2 100%
During Weeks 3 and 4 75%
During Weeks 5 through 8 50%
During Weeks 9 through 16 No Refund

DOCTORAL 16-Week Term Tuition Refund Schedule

The tuition refund schedule is based on term progression, not individual courses

Withdrawal Request Date Tuition Refund Percentage
Before or During Week 1 100%
During Week 2 100%
During Weeks 3 and 4 75%
During Weeks 5 through 8 50%
During Weeks 9 through 16 No Refund

Military TA Refund Schedule

2-Week Course - Tuition Refund Schedule

Withdrawal Request Date Tuition Refund Percentage
Before or During Week 1 100%
During Week 2 No Refund

 8-Week Course - Tuition Refund Schedule

Withdrawal Request Date Tuition Refund Percentage
Before or During Week 1 100%
During Week 2 75%
During Weeks 3 and 4 50%
During Week 5 40%
During Weeks 6 through 8 No Refund

16-Week Course - Tuition Refund Schedule

Withdrawal Request Date Tuition Refund Percentage
Before or During Weeks 1 and 2 100%
During Weeks 3 and 4 75%
During Weeks 5 through 8 50%
During Weeks 9 and 10 40%
During Weeks 11 through 16 No Refund

The Department of Defense requires the University to return any unearned Military Tuition Assistance (TA) funds to the Department should a service member withdraw from a course that was paid for using TA.  If a service member withdraws from any course on or before the 60% completion date (during week 5 for an 8-week course and during week 9/10 for a 16-week course), a prorated refund will be issued back to the Department for the TA funds that were provided. The schedules above determine the prorated amount of TA funds refunded to the Department based on the date of service member’s withdrawal from a course. For example, if a service member withdraws from a course at the 60% mark (during week 5 for an 8-week course and during week 9/10 for a 16-week course), 40% of TA funds used for the course will be returned to the Department. In instances when a service member stops attending due to a documented military service obligation, the University will work with the affected service member to identify solutions that may not result in a student debt to the University for the portion of TA funds returned to the Department.

Repeat Coursework

Students are eligible for a one-time course retake for a failing grade “F”. You may retake the same course if it is still offered at APUS or a course equivalency has been established for the curriculum.

Students who received a C- or below at the undergraduate level or B- or below at the master’s level and need to transfer the course to another university or for acceptance to an outside program are permitted a one-time course retake. The new grade, regardless of whether it is lower than the first attempt, will replace the previous grade earned. Students should contact academic advising at advising@apus.edu to make the retake request. Documentation is required and the supporting materials will be sent to the Registrar’s office for review and final approval/denial of the retake request. If approved, the student will be manually registered for the retake.

Retaking a Failed Course

APUS now allows you one opportunity to retake a failed course and have your original failed grade forgiven from your GPA. The original failing grade will show as “R” on your transcript, and the previous failing grade will be removed from your GPA as long as you complete the course retake. However, you will still see your original failing grade on your personal online academic plan and on your individual online grade reports.

If you are an undergraduate student who fails ENGL101 or ENGL110 twice, you may be placed on academic suspension pending dismissal from the university. Please contact your Academic Advisor for additional assistance.

If you fail any other course required in your program twice, you will either be required to change your program or you may no longer be eligible to continue at APUS, depending upon your academic progression and if you have attempted too many courses to qualify for a program change.

Prior to August 2008

If the course start date for your retaken course was prior to August 1, 2008, the retake does not impact the original failing grade. Both failing grades will be displayed on the transcript and both will be incorporated into the GPA.

August 2008 to April 2014

If the course start for your retaken course was on or after August 1, 2008, the retake removes the impact of the original failing grade on your GPA.

On or After April 2014

Any courses starting in April 2014 or after, will only be allowed one retake. 

All failed attempts of the course prior to April 2014 will count as one failure, so as of April 2014, you will still have one attempt available to pass any previously failed course.

If you fail a required course twice in your program, you will need to change your major to a program where that course is not required.

Important to Know                                                                       

The course retake policy only applies if the exact course that you previously failed is still offered or if a course equivalency has been established in the curriculum.

This policy does not apply to comprehensive exam or capstone/thesis/practicum courses. Please see the Student Handbook for the retake policy on these course types.

Original failing grades of retaken courses will still be used to calculate SAP (Satisfactory Academic Progress) for financial aid and for the 150% rule of course credit attempted vs course credit earned for graduation eligibility.

The retake policy does not apply to courses that you took in programs that you have already completed. For example, if you failed a course in your Associates program, and have already had that degree conferred, you cannot have the original failing grade forgiven in your GPA by retaking it now in your Bachelor’s program.

The Army does not follow AMU’s course retake policy when it is calculating your overall GPA for TA eligibility. The Army’s GPA is independent of a GPA with a soldier's home college. It is calculated by averaging the grades for each completed course in the soldier's Army Education records.

Undergraduate Only: If you previously took a split science lecture/lab course combination, and failed one of the component courses, you will not be able to retake this science combination. You will need to take a different Science course selection to fulfill your GEN ED requirement. If the specific course you failed is a required course in your program, please contact your Academic Advisor to help you with this process.