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Frequently Asked Questions about NACEP
When was NACEP established?
The first national meeting of concurrent enrollment professionals occurred at the March 16, 1997 American Association for Higher Education (AAHE) conference in Washington, D.C. A year later participants agreed to meet again at the AAHE conference in Atlanta. In 1999 bylaws were adopted and NACEP was officially established.
How is NACEP governed?
NACEP is governed by a Board of Directors. The Board is comprised of elected officers that include President, Vice-President, Secretary, Member at Large, 4 year public institutional rep, 4 year private institutional rep, and 2 year public institutional rep. In addition to the elected officers the President appoints a Treasurer that serves at the discretion of the Board. The immediate Past President is also a member of the Board. The committee chairs, appointed by the President, complete the Board of Directors.
When does NACEP hold its annual conference?
NACEP's annual conference is hosted by a NACEP-affiliated institution each October and brings the organization to various parts of the country. Conference sites have included Newport, R.I., Duluth, MN, Saint Louis, MO, Boise, ID, Syracuse, N.Y., and most recently, Washington D.C.
The 2007 NACEP conference will be held October 27 -29 in Salt Lake City, Utah. Click here for conference details.
What are the NACEP standards?
Standards of excellence are NACEP's foundation. Developed as the result of a three-year, nationwide discussion among CEP professionals, NACEP standards identify key elements of quality in the areas of curriculum, faculty, students, assessment, and program evaluation. Member institutions may be accredited as full NACEP members upon demonstrating that they meet or exceed the measurable criteria which form the basis of the NACEP standards.
Click here to view the NACEP standards.
How do the NACEP standards serve as a guarantee to students, policy makers, and postsecondary institutions as to the quality of the accredited CEP courses?
In short, the NACEP standards guarantee that any NACEP-accredited course is of the same quality and rigor as the comparable course taught on the host institution's campus. NACEP standards provide the framework of accountability that students, policy-makers, and postsecondary institutions need when weighing the merits of concurrent enrollment courses.
What are the benefits to NACEP membership?
NACEP membership provides collegial support and research, including...
- Opportunities to collaborate and network with educators and advocates from other institutions and organizations participating in concurrent enrollment partnerships;
- The option to seek NACEP accreditation;
- Access to research, data, best practices, and current information about national trends affecting concurrent enrollment;
- A subscription to the NACEP e-newsletter;
- Year-round access to the NACEP listserv;
- National exposure on the NACEP Web site;
- Support and advocacy resources designed to bolster state and federal legislative initiatives.
How can I join NACEP?
NACEP has a membership category for you. Click here to learn about joining!
What are the benefits to NACEP accreditation?
NACEP accreditation:
- Serves as a guarantee to students, policy-makers, and other postsecondary institutions that the accredited partnership meets rigorous national standards;
- Distinguishes a concurrent enrollment partnership, thereby enhancing its ability to recruit new partners and students;
- Aids CEP alumni and families when they seek credit recognition for their CEP-earned college credits.
How does a concurrent enrollment partnership become accredited?
A concurrent enrollment partnership which is at least five years old and a provisional member of NACEP may apply for accreditation. Click here for a detailed account of the accreditation process, expectations, and deadlines.
What credentials are required of a teacher interested in teaching a NACEP-accredited concurrent enrollment course?
Instructors teaching college courses through a NACEP-accredited concurrent enrollment partnership (CEP) must meet the academic requirements for faculty teaching at the host postsecondary institution, as stipulated by the respective academic departments. The postsecondary institution provides high school instructors with training and orientation in course curriculum, assessment criteria, course philosophy, and CEP administrative requirements before certifying the instructors to teach the college courses.
Instructors teaching the CEP sections are part of a continuing collegial interaction, through ongoing professional development, required seminars, site visits, and continuous communication with the postsecondary institutions' faculty and administration. This interaction addresses issues such as course content, course delivery, assessment, evaluation, and professional development in the field of study.
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