2019 Accreditation Commission Elections

The following people have been nominated for election positions to the NACEP Accreditation Commission and are appearing on the ballot. The terms for these positions begin after the April 2019 Accreditation Commission meeting. Electronic ballots have been distributed to the designated voting representative of each NACEP-accredited concurrent enrollment program and are due on Thursday, February 28 by 5:00pm Pacific Standard Time. If you are the designated voting representative of a NACEP-accredited concurrent enrollment program and have not received your ballot, please contact Jennie Patteson (jpatteson@nacep.org).

2-Year Postsecondary Institutional Representative

  • Jarred Aslett, Early College Senior Coordinator, College of Southern Idaho

    Length of time spent working in concurrent enrollment: 3 years

    Brief description of nominee’s work in concurrent enrollment and with NACEP:

    I believe I am a great candidate for the position because I have the desirable qualifications and knowledge to perform the necessary tasks. I have worked in a supervisory role in post-secondary education for three years, and I have extensive knowledge of dual enrollment and the National Alliance of Concurrent Enrollment Partnerships.

    In my time as a Senior Coordinator, I have helped guide the dual credit team as we experienced a large increase in participation and hired new staff. I have helped develop and implemented new policy as we continue to grow and innovate in Idaho.

    Brief statement describing the nominee’s interest in the position:

    “I would like to continue to help move dual enrollment and NACEP into the future, and contribute with the transition into new standards and leadership. I believe I could also be a resources with developing alternative dual enrollment models as the College of Southern Idaho has experience with those models.

    I am very interested in the Two-Year Post-secondary Representative Position with the National Alliance of Concurrent Enrollment Partnerships Accreditation Commission. Thank you in advance for your consideration.

    Prior service as a NACEP accreditation peer reviewer, knowledge of NACEP’s standards, and other relevant experience (e.g. with other accrediting organizations):

    I have volunteered as a peer reviewer and a lead reviewer for NACEP, and I thoroughly enjoyed those experiences. I also graduated from the inaugural class of the NACEP Leadership Academy.

  • Karen Landry, Director, Everett Community College

    Length of time spent working in concurrent enrollment: 20+ years

    Brief description of nominee’s work in concurrent enrollment and with NACEP:

    Karen was a former NACEP commissioner and long time active participant in many conferences. She is a leader in her state (Washington) and called upon by many institutions to share her knowledge.

    Brief statement describing the nominee’s interest in the position:

    Karen is excited to get back to working with the Commission!

    Prior service as a NACEP accreditation peer reviewer, knowledge of NACEP’s standards, and other relevant experience (e.g. with other accrediting organizations):

    NACEP Peer reviewer, Lead reviewer and Commissioner

    Additional Information:

    Karen Landry has worked in dual and concurrent enrollment at Everett Community College (EvCC) for 20 years. She has grown their program from two high schools and six high school teachers to 31 high schools and 380 high school teachers. EvCC’s program was awarded NACEP accreditation in 2014. Karen was appointed to the NACEP Accreditation Commission in October of 2015 and resigned from the position due to a long-term work absence in April 2018.

    Karen was an Accreditation Commissioner during the Standards Revision from start to finalizing the standards and required evidence. She has also served on many NACEP Accreditation Commission sub committees including Elections and Sanction and Policy.

    She has served as the Accreditation Commissioner on many new and re-accreditation applications. She has co-presented on several NACEP webinars and has co-presented at the Kentucky Summit and the Idaho Dept. of Education Dual-enrollment conferences in 2016. Additionally, co-presented at the national conference for the Accreditation Institute Training.

    Karen has also served as both a lead reviewer and team member on many accreditation application review teams. Karen also performed a program site visit at Boise State University with Lynn Burbank. Karen also served on the NACEP Government Relations Committee.

    Karen is committed to quality dual and concurrent enrollment in the State of Washington and has been involved in the development of legislation for both quality assurance and program funding. She continues to be a consult to state agencies that influence dual enrollment programs in Washington state. She has been focused on access and equity for the past several years and her program is considered innovative in moving the needle to serve historically underrepresented students.

    Karen volunteers her time consulting with other Washington State programs in program start-up and guidance.

    Everett Community College has hosted the NACEP Accreditation Institute and will host a Washington State NACEP Accreditation Training in February, 2019.

  • Stephen Crumrine, Director, Dual Credit, College of Western Idaho

    Length of time spent working in concurrent enrollment: 6 years

    Brief description of nominee’s work in concurrent enrollment and with NACEP:

    I am writing to express my interest in serving on the Accreditation Commission as a representative for two-year institutions. As the Director of Dual Credit at the College of Western Idaho, a NACEP Accredited Program as of May 2017, I am uniquely qualified to offer insight and perspective on how to navigate the accreditation process. As the Director of a relatively young and newly accredited program, I am very familiar with best practices required to develop and grow a rigorous and comprehensive dual credit environment for students. With a central focus on curriculum and the faculty support necessary to maintain rigor in the high school environment, CWI’s program has flourished state-wide and become a model for other programs interested in pursuing NACEP Accreditation.

    My current tenure in Dual Credit began six years ago when I was hired to coordinate a program specific to dual credit offerings for alternative high school students. It was my time in the field, working with faculty to establish dual credit course offerings that my understanding of the importance of NACEP Standards began to take hold. It was equally convenient that the state of Idaho had decided to model its own policy governing dual credit on the NACEP standards. In better understanding state policy, I was also becoming versed in the foundational best practice established by NACEP. It was this early immersion and implementation of NACEP Standards that gave our program the confidence to apply for NACEP Accreditation after our first four years offering dual credit coursework.
    It is this confidence, coupled with the willingness and pleasure of helping others, which encourages me to submit my statement of interest for Accreditation Commissioner. During the two years CWI Dual Credit worked through the NACEP Accreditation process, it was the support of colleagues at other institutions, the guidance and encouragement of NACEP mentors and staff, and a foundational belief that the NACEP Standards are a solid foundation on which to build and coordinate a dual credit program that truly made the process meaningful. I would like the opportunity to help other two-year colleges find the same meaning and purpose for their own programs.

    Brief statement describing the nominee’s interest in the position:

    Stephen Crumrine is the Director of Dual Credit at the College of Western Idaho, a position he has held since 2014. During Mr. Crumrine’s tenure in Dual Credit, CWI has become the largest dual credit serving program in the state of Idaho, working with more than 10,000 students state-wide. It was also during this time of significant growth that CWI Dual Credit became a NACEP Accredited Program. Mr. Crumrine’s dedication to ensuring quality curriculum and student focused advising, have helped pave the way for Idaho students to go on to college.

    Prior service as a NACEP accreditation peer reviewer, knowledge of NACEP’s standards, and other relevant experience (e.g. with other accrediting organizations):

    Perhaps most importantly, I oversaw the CWI Dual Credit application for NACEP Accreditation. Our program was granted full accreditation in May of 2017. I have attended three NACEP Accreditation Institutes and also served on a review committee for a peer institution’s accreditation application. My first engagement with Dual Credit at CWI was in the role of Dual Credit Liaison for the CWI English Department, working with high school faculty to ensure course rigor. I have also been heavily engaged with dual credit changes at the state level, specifically encouraging NACEP Accreditation for all Idaho colleges as a way to unify our standards for curriculum and advising. In addition to my current work in Dual Credit, I have served in most of the positons specific to running a dual credit program and find my experience in these varied roles prepares my uniquely to serve as a NACEP Accreditation Commissioner.

4-Year Postsecondary Institutional Representative

  • Ronald Brownie, Director, Online & Continuing Education, Northern State University

    Length of time spent working in concurrent enrollment: 12 years

    Brief description of nominee’s work in concurrent enrollment and with NACEP:

    The NSU Office of Online & Continuing Education is responsible for collaborating with the College of Arts and Sciences and South Dakota High School Administrators to schedule Concurrent Enrollment courses. Additionally, OCE is responsible for registering all CE students enrolled in NSU Sponsored CE courses, qualifications and knowledge to perform the necessary tasks. I have worked in a supervisory role in post-secondary education for three years, and I have extensive knowledge of dual enrollment and the National Alliance of Concurrent Enrollment Partnerships.

    Brief statement describing the nominee’s interest in the position:

    NACEP is experiencing substantial growth in member institutions and institutions seeking Accreditation. Recently NACEP has been cited in national publications as setting the standards for ensuring CE programs meet rigorous academic, administration, and reporting standards. As the NACEP Board Secretary I will work to provide the support and guidance necessary to champion NACEP membership and institution accreditation.

    A strong advocate for High School Dual Credit programs. Prior to arriving at NSU, I worked with DC programs at Purdue University. Continually seek opportunities to collaborate with high school administrators to streamline processes and procedures for concurrent enrollment programs. OCE staff reduced registration form from nine pages to two, reducing HS administrative processing time from two hours to approximately 15 minutes.

    Prior service as a NACEP accreditation peer reviewer, knowledge of NACEP’s standards, and other relevant experience (e.g. with other accrediting organizations):

    I have served as a Peer Reviewer and Lead Peer Reviewer for the past two Accreditation Cycles.

  • Melinda Bowman, Director, Eastern Washington University

    Length of time spent working in concurrent enrollment: 5 years

    Brief description of nominee’s work in concurrent enrollment and with NACEP:

    I am the director of both our dual enrollment and concurrent enrollment programs for five years. We currently serve over 100 high schools with over 250 courses this year. I work with 217 instructors and 47 faculty mentors. I have participated in two peer review teams for NACEP accreditation. I am also on the NACEP Research Committee.

    Brief statement describing the nominee’s interest in the position:

    I have been actively involved with NACEP since 2014. I truly believe in its mission as well as the value of concurrent enrollment programs in helping students achieve their goals. I want to help NACEP achieve its mission by helping institutions have the best possible programs. The more quality programs there are across the US enhances the validity of NACEP as well as all accredited members. My desire to serve on the Commission stems from my positive experiences of working with peer review teams as well as promoting NACEP standards and elevating concurrent enrollment.

    Prior service as a NACEP accreditation peer reviewer, knowledge of NACEP’s standards, and other relevant experience (e.g. with other accrediting organizations):

    I worked with two peer review teams this past accreditation cycle. I am currently on the NACEP Research Committee where we are tackling the Evaluation standards and to develop evidence for the accreditation guide.

  • Mike Altomari, Director of Postsecondary Enrollment Options, Minnesota State University, Mankato

    Length of time spent working in concurrent enrollment: 4.5 years

    Brief description of nominee’s work in concurrent enrollment and with NACEP:

    Led the successful re-accreditation of Minnesota State Mankato’s Concurrent Enrollment program while successfully advocating for expanding concurrent enrollment course options. The concurrent enrollment program has nearly doubled the amount of partner high schools in four years while course offerings have expanded into disciplines such as Education & History.

    In the last two years we have entered into unique partnerships with long-standing high school programs to increase access and opportunity to rural southern Minnesota students and historically underrepresented populations.

    Brief statement describing the nominee’s interest in the position:

    I’m interested in serving as a four-year commissioner to further the mission of NACEP and continue to provide access to populations of students who may not otherwise have the benefit of high rigor post-secondary courses.

    Prior service as a NACEP accreditation peer reviewer, knowledge of NACEP’s standards, and other relevant experience (e.g. with other accrediting organizations):

    As the Director of the PSEO department I was required to develop a deep understanding of the accreditation standards and learn how to implement them into our campus culture. I learned even more about the accreditation standards this past year serving on an accreditation review team. I’m also an active member of MnCEP, our state chapter of NACEP. I currently serve as the public state institution’s legislative liaison.

  • Brett Meeker, Director of Academic Outreach, Missouri Southern State College

    Length of time spent working in concurrent enrollment: 2 years

    Brief description of nominee’s work in concurrent enrollment and with NACEP:

    Director of Academic Outreach for 2 years. President-Elect of MoACEP (2018-2019). Peer reviewer during the 2018 review cycle.

    Brief statement describing the nominee’s interest in the position:

    The ins and outs of accreditation can be complex. It takes careful attention to detail. For 15 years I have practiced law. Details are critical. I believe that I have an attention to detail that would be helpful on the Commission. I enjoyed being a peer reviewer. I would even say it was fun. Partially to see what another program was doing but also to see where I as a review could point out areas of improvement. Being on the Commission would take this to another level. Being on the Accreditation Commission would allow me to make NACEP stronger by ensuring that the programs that are accredited (or re-accredited) are up to our standards. I do believe that is something that each of us should strive for on a daily basis.

    Prior service as a NACEP accreditation peer reviewer, knowledge of NACEP’s standards, and other relevant experience (e.g. with other accrediting organizations):

    Peer reviewer during the 2018 cycle.

  • Reba Vest, Professional Development Coordinator, Utah Valley University

    Length of time spent working in concurrent enrollment: 2.5 years

    Brief description of nominee’s work in concurrent enrollment and with NACEP:

    I have worked with concurrent enrollment for three years. During that time I have developed strong relationships with internal and external partners; revised and created new handbooks for students, instructors, and liaisons; compiled UVU’s concurrent enrollment accreditation application; and have attended four NACEP Accreditation Institutions and 3 NACEP national conferences.

    Brief statement describing the nominee’s interest in the position:

    Accreditation is a key component to maintaining program quality.  The standards are strong, well developed guidelines for all concurrent enrollment programs.  I enjoy assisting higher education institutions in their accreditation processes. I am excited about the opportunity to help develop standards for none face-to-face programs and look forward to the challenges that process will undoubtedly bring.

    Prior service as a NACEP accreditation peer reviewer, knowledge of NACEP’s standards, and other relevant experience (e.g. with other accrediting organizations):

    I have been a NACEP accreditation peer reviewer for two years.  During the first year I served on two review teams and on two review teams during the second year.  I am very familiar with the accreditation standards having been on three review teams and having completed the accreditation process for my university.  I will be attending another accreditation university soon to prepare myself to be on a peer review team this next school year.

Private Postsecondary Institutional Representative

  • Dr. Steven Simpson, Campus President, Baker College

    Length of time spent working in concurrent enrollment: 5 years

    Brief description of nominee’s work in concurrent enrollment and with NACEP:

    As the campus President, I work directly with local K-12 administration in establishing concurrent enrollment partnerships. A lot of our work has been with local career centers in establishing pre-STEM early colleges. Prior to working as the President of my campus, I served as the CAO. During this time I was less involved in relationship building and more directly connected to the academic aspects of these partnerships. Another role I serve in for our system of schools is in the role of data analysts and reporting specialist. I am actively engaged in building business tools and data systems that allow us to track the progress and performance of our concurrent students. This includes the evaluation of assessment performance comparisons, matriculation studies, postsecondary college success indicators, and in studying the diversity of our population to support our effort in access to at-risk communities.

    Brief statement describing the nominee’s interest in the position:

    I would be honored to serve the NACEP Accreditation Commission. I am a believer in the value of this type of accreditation and in the peer review process. I truly believe these structures are the best mechanisms for ensuring consistency and quality of experience for our students. On a personal note, I enjoy working with our K-12 partners and our students. There is an energy that comes from working with high school children. I also know the value of helping these students and their families attain college credit and experiences. At the last NACEP conference the focus on Diversity, Inclusion, and Equity solidified my resolve to become more involved. The mission and approach of this organization are directly aligned to so much of the work we have done at baker in the past two years and would welcome an opportunity to contribute my experience on a broader level.

    Prior service as a NACEP accreditation peer reviewer, knowledge of NACEP’s standards, and other relevant experience (e.g. with other accrediting organizations):

    I am proud to say that I am completing my first year as a peer reviewer for NACEP and have found the process enormously rewarding. I knew the standards through Baker’s accreditation process but being a peer reviewer has deepened my knowledge to a completely different level. In addition to working as a NACEP reviewer, I have also been a reviewer for the Higher Learning Commission for close to 4 years. I have conducted numerous portfolio reviews and participated in a number of comprehensive site visits all across the HLC geography. I also routinely participate in substantive change and program reviews for the Commission.

  • Dr. Marian Borgmann-Ingwersen, Director, Nebraska Wesleyan Honors Academy, Nebraska Wesleyan University

    Length of time spent working in concurrent enrollment: 11 years

    Brief description of nominee’s work in concurrent enrollment and with NACEP:

    Marian Borgmann Ingwersen has been the Director of the Wesleyan Honors Academy for 11 years. The program has grown dramatically in that time from 65 teachers in 40 schools to 150 teachers in 75 schools across Nebraska. There are over 1800 students enrolled. Marian has been involved in two NACEP accreditation processes while at NWU, has served on both the NACEP Acreditation Commission and the NACEP Board. Marian has also made efforts to bring the state level entities into discussion of standards for CE and DC in the state of Nebraska, holding the first meeting of all program directors and promoting a review of dual credit processes by the state’s Coordinating Commission.

    Brief statement describing the nominee’s interest in the position:

    The work of the Accreditation Commission is valuable to the mission and vision of NACEP. Programs should be held to high standards and it is the Commission’s job to make this a priority. Marian believes that the accreditation process has developed over time into a very meaningful and collaborative task and that she has the background and knowledge to help guide the process and ensure the standards are met by the programs which apply. She has a sincere interest in providing background knowledge and effort towards reasonable policy development as we transition towards more models of course delivery in the NACEP expanded accreditation scope.

    Prior service as a NACEP accreditation peer reviewer, knowledge of NACEP’s standards, and other relevant experience (e.g. with other accrediting organizations):

    Marian has been a peer and lead reviewer for several years. She has served as a coach for programs attempting accreditation and was a member of the NACEP Accreditation Commission when it was first organized. As a member of the Commission, she was very involved in the most recent revision of the Accreditation Standards. Marian has helped present the Accreditation Workshops and, in 2018 helped develop the draft guide for the E Standards and presented the Evaluation Workshop at the National Convention.

    In her home institution, she is working with a team of faculty and staff to prepare for the HLC Accreditation visit in the fall of 2019 and is responsible for all aspects of that process relative to Nebraska Wesleyan’s CEP.

    I am proud to say that I am completing my first year as a peer reviewer for NACEP and have found the process enormously rewarding. I knew the standards through Baker’s accreditation process but being a peer reviewer has deepened my knowledge to a completely different level. In addition to working as a NACEP reviewer, I have also been a reviewer for the Higher Learning Commission for close to four years. I have conducted numerous portfolio reviews and participated in a number of comprehensive site visits all across the HLC geography. I also routinely participate in substantive change and program reviews for the Commission.