I am pleased to announce that our emergency and disaster management and fire sciences programs successfully achieved accreditation last week. Along with School of Security and Global Studies Dean Dr. Mark Riccardi and Program Director and Associate Professor Terri Wilkin, I attended the 2017 International Fire Service Accreditation Congress (IFSAC) last week in Oklahoma City to personally receive the recognition on behalf of APUS. In addition, we also attended site visitor training, which will allow us to serve as accrediting site visit team members for other institutions of higher learning who seek programmatic accreditation.
We have all likely encountered Transportation Security Administration (TSA) professionals and it’s clear that they have an extremely difficult job protecting our nation’s transportation infrastructure and each one of us when we travel. Earlier this week, we proudly announced a significant expansion of our existing TSA partnership. American Public University (APU) was selected by the TSA’s Institute of Higher Education as one of just two partners in education from a total field of 19 institutions nationwide to serve up to 20,000 TSA employees at 147 airports across 14 states and five U.S. territories.
Editor’s Note: Whether considering an online or traditional school, accreditation is a critical consideration at both the institutional and program level. APUS President Dr. Karan Powell explains how it underscores a commitment to quality, career-relevance and positive learning outcomes.
Editor’s Note: From time to time in this space, we want to share stories from our alumni as they relate their experiences with APUS and how they have impacted their careers and personal lives. This week, we feature the story of Matt Peeling, AMU Business graduate, University Ambassador and member, APUS Alumni Advisory Council. We encourage you to contact us at email@example.com to share your own APUS journey with us as well.
I was very active throughout my youth, volunteering as a fire fighter and moonlighting as a gas station manager at 16. In high school, I excelled in football and aspired to play in college. College was not affordable for me or my siblings, so I decided to pursue a military career to fund my education, carry on family tradition and keep playing football.
The American Council of Education (ACE) Annual Meeting in Washington, D.C., earlier this week brought together presidents, provosts, and university and higher education leaders from around the world. On opening day, the attending presidents discussed such issues as academic freedom, alongside student freedom of speech, in a session titled “Navigating the tension between freedom of expression and campus inclusion.”
There are many benefits to seeking change for an individual or organization. Having a willingness to move from the status quo requires being aware of the need to adapt and remain relevant in an ever-changing society. This need to adapt and remain relevant in an ever-changing society became our challenge in shifting our Core Learning department’s culture to develop 21st-century practitioners. In short, our faculty needed to shift their legacy instructional practices to better anticipate and meet the corresponding needs of 21st-century learners by fostering those skills themselves, including creativity, analytic thinking, collaboration, communications and ethics, action, and accountability (Crockett, 2016). The award-winning APUS Group Coaching and Mentoring Framework (GCMF) became the strategy to affect that desired change.