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ACE Unveils Alternative Credit Project Course Pool October 21, 2015

http://www.acenet.edu/news-room/Pages/ACE-Unveils-Alternative-Credit-Project-Course-Pool.aspx ​The American Council on Education (ACE) today announced the pool of courses selected as part of ACE's Alternative Credit Project,™ a groundbreaking initiative to boost the ability of millions of nontraditional learners to gain a college degree. The 111 low- or no-cost, lower-division general education online courses were submitted by a group of non-accredited course providers chosen to participate in the Alternative Credit Project. The 40 colleges, universities and systems taking part in the project—two- and four-year, public and private—each have agreed to grant credit for a large number of these courses, which include disciplines such as business, critical thinking and writing, foreign language, humanities, mathematics and natural and physical sciences. Click here to see a list of the courses. Alternative Credit Project™ Course List ​On October 21, 2015, the American Council on Education announced the 111 low- or no-cost, lower-division general education courses that would be included in the Alternative Credit Project. More than 160 courses were initially submitted by the 7 non-accredited providers in early 2015 for consideration. The 7 non-accredited providers selected to join the project include: Ed4Online; edX; JumpCourse; Pearson Learning Solutions; Saylor Academy; Sophia Learning; StraighterLine. From the pool of submitted courses ACE, with institutional input, selected courses aligned with high-demand lower-division subject areas to undergo ACE’s credit recommendation process. The final pool of courses was based on the outcomes of the ACE faculty evaluation teams and institutional acceptance rates. Students can select courses and determine which colleges and universities accept specific courses by visiting www.AlternativeCreditProject.com. The courses in the Alternative Credit Project include: Physical and Natural Sciences 1. ACPE-0005 Introduction to Biology (Pearson) 2. ACPE-0007 Physics: Introduction to Electromagnetism (Saylor Academy) 3. ACPE-0008 Physics: Introduction to Mechanics (Saylor Academy) 4. ACPE-0011 Introduction to Biology (StraighterLine) 5. ACPE-0012 Introduction to Biology Lab (StraighterLine) 6. ACPE-0020 Environmental Science (Pearson) 7. ACPE-0023 Introduction to Molecular and Cellular Biology (Saylor Academy) 8. ACPE-0027 Introduction to Environmental Science (StraighterLine) 9. ACPE-0028 Microbiology (StraighterLine) 10. ACPE-0029 Microbiology Lab (StraighterLine) 11. ACPE-0034 General Chemistry (Saylor Academy) 12. ACPE-0036 General Chemistry (StraighterLine) 13. ACPE-0037 General Chemistry Lab (StraighterLine) 14. ACPE-0038 General Physics (StraighterLine) 15. ACPE-0039 General Physics Lab (StraighterLine) 16. ACPE-0043 Introduction to Physics (JumpCourse) 17. ACPE-0089 Anatomy and Physiology (Ed4Online) 18. ACPE-0090 Anatomy and Physiology (Pearson) 19. ACPE-0091 Anatomy and Physiology I (StraighterLine) 20. ACPE-0092 Anatomy and Physiology I Lab (StraighterLine) 21. ACPE-0093 Anatomy and Physiology II (StraighterLine) 22. ACPE-0094 Anatomy and Physiology II Lab (StraighterLine) 23. ACPE-0116 Introduction to Nutrition (StraighterLine) Mathematical Concepts 1. ACPE-0013 College Algebra (JumpCourse) 2. ACPE-0014 Statistics (Pearson) 3. ACPE-0015 Calculus I (Saylor Academy) 4. ACPE-0016 College Algebra (Saylor Academy) 5. ACPE-0017 Introduction to Statistics (Saylor Academy) 6. ACPE-0018 College Algebra (StraighterLine) 7. ACPE-0019 Pre-Calculus (StraighterLine) 8. ACPE-0031 Introduction to Differential Equations (edX) 9. ACPE-0032 Introduction to Statistics (JumpCourse) 10. ACPE-0033 College Algebra (Pearson) 11. ACPE-0040 General Calculus I (StraighterLine) 12. ACPE-0041 General Calculus II (StraighterLine) 13. ACPE-0137 Linear Differential Equations (edX) 14. ACPE-0138 Nonlinear Differential Equations: Order and Chaos (edX) Critical Thinking, Writing, and Communication 1. ACPE-0002 Critical Thinking (Pearson) 2. ACPE-0003 English Composition I (Pearson) 3. ACPE-0004 English Composition II (Pearson) 4. ACPE-0006 Corporate Communication (Saylor Academy) 5. ACPE-0009 Business Communication (StraighterLine) 6. ACPE-0010 Introduction to Communications (StraighterLine) 7. ACPE-0024 English Composition I (Sophia Learning) 8. ACPE-0025 English Composition I (StraighterLine) 9. ACPE-0026 English Composition II (StraighterLine) 10. ACPE-0074 Introduction to Literature (Pearson) Social and Behavioral Sciences 1. ACPE-0044 Macroeconomics (JumpCourse) 2. ACPE-0045 Microeconomics (JumpCourse) 3. ACPE-0047 Macroeconomics (Pearson) 4. ACPE-0048 Microeconomics (Pearson) 5. ACPE-0051 Professional and Career Development (Ed4Online) 6. ACPE-0052 American Government (JumpCourse) 7. ACPE-0053 American Government (Pearson) 8. ACPE-0054 Student Success (Pearson) 9. ACPE-0055 Abnormal Psychology (Ed4Online) 10. ACPE-0056 Introduction to Psychology (JumpCourse) 11. ACPE-0058 Aging and Society (Ed4Online) 12. ACPE-0064 Student Success (StraighterLine) 13. ACPE-0067 Macroeconomics (StraighterLine) 14. ACPE-0068 Microeconomics (StraighterLine) 15. ACPE-0071 Introduction to Comparative Politics (Saylor Academy) 16. ACPE-0072 American Government (StraighterLine) 17. ACPE-0076 Introduction to Psychology (StraighterLine) 18. ACPE-0077 Intro to Psychology (Ed4Online) 19. ACPE-0079 Cultural Anthropology (StraighterLine) 20. ACPE-0080 Introduction to Sociology (StraighterLine) Humanities 1. ACPE-0049 American History I (Pearson) 2. ACPE-0050 American History II (Pearson) 3. ACPE-0061 Approaches to Studying Religions (Sophia Learning) 4. ACPE-0062 Introduction to Philosophy (StraighterLine) 5. ACPE-0063 Introduction to Religion (StraighterLine) 6. ACPE-0069 U.S. History I (StraighterLine) 7. ACPE-0070 U.S. History II (StraighterLine) 8. ACPE-0073 Ethics (Pearson) 9. ACPE-0083 Western Civilization I (StraighterLine) 10. ACPE-0084 Western Civilization II (StraighterLine) 11. ACPE-0105 Introduction to Art History (Sophia Learning) Foreign Languages 1. ACPE-0129 Spanish I (StraighterLine) 2. ACPE-0130 Spanish II (StraighterLine) Technology 1. ACPE-0100 Computer Basics (Ed4Online) 2. ACPE-0109 Introduction to Business Information Systems (Pearson) 3. ACPE-0118 Managing Information Systems (Ed4Online) Business 1. ACPE-0085 Accounting I (Pearson) 2. ACPE-0086 Accounting I (StraighterLine) 3. ACPE-0087 Accounting II (Pearson) 4. ACPE-0088 Accounting II (StraighterLine) 5. ACPE-0095 Business Ethics (StraighterLine) 6. ACPE-0097 Business Law (Pearson) 7. ACPE-0098 Business Law (StraighterLine) 8. ACPE-0099 Business Law and Ethics (Saylor Academy) 9. ACPE-0102 Human Resource Management (Ed4Online) 10. ACPE-0104 Human Resource Management (Pearson) 11. ACPE-0106 Introduction to Business (Pearson) 12. ACPE-0107 Introduction to Business (Saylor Academy) 13. ACPE-0108 Introduction to Business (StraighterLine) 14. ACPE-0112 Introduction to Finance (Pearson) 15. ACPE-0113 Introduction to Financial Accounting (Saylor Academy) 16. ACPE-0117 Managerial Accounting (Ed4Online) 17. ACPE-0120 Organizational Behavior (Pearson) 18. ACPE-0121 Organizational Behavior (StraighterLine) 19. ACPE-0122 Principles of Management (Pearson) 20. ACPE-0123 Principles of Management (Saylor Academy) 21. ACPE-0124 Principles of Management (StraighterLine) 22. ACPE-0126 Principles of Marketing (Pearson) 23. ACPE-0127 Principles of Marketing (Saylor Academy) 24. ACPE-0128 Project Management (Sophia Learning) 25. ACPE-0132 Principles of Accounting 1 (Ed4Online) 26. ACPE-0133 Principles of Accounting 2 (Ed4Online) 27. ACPE-0134 Principles of Marketing (Ed4Online) 28. ACPE-0135 Business Management (Ed4Online)

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OCR https://ocrcas.ed.gov

The Office for Civil Rights enforces several Federal civil rights laws that prohibit discrimination in programs or activities that receive federal financial assistance from the Department of Education. Discrimination on the basis of race, color, and national origin is prohibited by Title VI of the Civil Rights Act of 1964; sex discrimination is prohibited by Title IX of the Education Amendments of 1972; discrimination on the basis of disability is prohibited by Section 504 of the Rehabilitation Act of 1973; and age discrimination is prohibited by the Age Discrimination Act of 1975. These civil rights laws enforced by OCR extend to all state education agencies, elementary and secondary school systems, colleges and universities, vocational schools, proprietary schools, state vocational rehabilitation agencies, libraries, and museums that receive U.S. Department of Education funds.

https://www2.ed.gov/offices/OCR/archives/Harassment/complaint1.html Covered entities include all public and private programs that receive Federal funds from the U.S. Department of Education. These include all public schools and most public and private colleges, as well as some other entities, such as vocational rehabilitation agencies and libraries. For claims of disability discrimination (including disability-related retaliation), covered entities also include all state and local government entities, even if they do not receive Federal funds. If you believe you have been discriminated or retaliated against on any of these bases by a covered entity, you may file a complaint using either the electronic complaint form or the fillable PDF complaint form linked at the bottom of this page. If you choose to file a complaint using either method, you will be asked to provide your name, address, and email address; the name and address of the person discriminated against; and the name and address of the entity you believe discriminated

...the Office for Civil Rights may be able to assist you by investigating a complaint of discrimination against a school, school district, college, university, library, or other educational entity that is covered by a law OCR enforces... The Office for Civil Rights enforces several Federal civil rights laws that prohibit discrimination in programs or activities that receive federal financial assistance from the Department of Education. Areas covered may include, but are not limited to: admissions, recruitment, financial aid, academic programs, student treatment and services, counseling and guidance, discipline, classroom assignment, grading, vocational education, recreation, physical education, athletics, housing, and employment. OCR also has responsibilities under Title II of the Americans with Disabilities Act of 1990 (prohibiting disability discrimination by public entities, whether or not they receive federal financial assistance). The OCR National Headquarters is located at: U.S. Department of Education Office for Civil Rights Lyndon Baines Johnson Department of Education Bldg 400 Maryland Avenue, SW Washington, DC 20202-1100 Telephone: 800-421-3481 FAX: 202-453-6012; TDD: 800-877-8339 Email: OCR@ed.gov https://wdcrobcolp01.ed.gov/CFAPPS/OCR/contactus.cfm The OCR office for Florida is located at: The OCR National Headquarters is located at: Atlanta Office Office for Civil Rights U.S. Department of Education 61 Forsyth St. S.W., Suite 19T10 Atlanta, GA 30303-8927 Telephone: 404-974-9406 FAX: 404-974-9471; TDD: 800-877-8339 Email: OCR.Atlanta@ed.gov U.S. Department of Education Office for Civil Rights Lyndon Baines Johnson Department of Education Bldg 400 Maryland Avenue, SW Washington, DC 20202-1100 Telephone: 800-421-3481 FAX: 202-453-6012; TDD: 800-877-8339 Email: OCR@ed.gov Covered entities include all public and private programs that receive Federal funds from the U.S. Department of Education. These include all public schools and most public and private colleges, as well as some other entities, such as vocational rehabilitation agencies and libraries. For claims of disability discrimination (including disability-related retaliation), covered entities also include all state and local government entities, even if they do not receive Federal funds. If you believe you have been discriminated or retaliated against on any of these bases by a covered entity, you may file a complaint using either the electronic complaint form or the fillable PDF complaint form linked at the bottom of this page. If you choose to file a complaint using either method, you will be asked to provide your name, address, and email address; the name and address of the person discriminated against; and the name and address of the entity you believe discriminated If you select the fillable PDF complaint form, once you complete the complaint form and Consent Form, you should print them out, sign them; and mail them (or email scanthe copies of the signed forms) to the Enforcement Office with authority for the state where the institution or entity you are complaining about is located. A staff person will contact you once your complaint has been received and reviewed.

https://www2.ed.gov/offices/OCR/archives/Harassment/fundamentals1.html Crisis intervention plans are in place to minimize the possibility of violence or disruption of the educational process

https://www2.ed.gov/about/offices/list/ocr/checklist.html All harassment incidents are carefully documented and incidents are reported to outside authorities as required District regularly assesses the effectiveness of its anti-harassment efforts Source: Protecting Students from Harassment and Hate Crime, A Guide for Schools, January 1999 Part I: The Fundamentals A Comprehensive Approach to Eliminating Harassment and Hate Crime To establish an educational environment free from discrimination and harassment will ordinarily require more than just punishing individual instances of misconduct. Students will benefit most from stopping harassment from happening at all. Therefore, an effective anti-harassment program must incorporate the kinds of strategies that will prevent harassment, not merely increase the chance of punishment. While building a strong program often starts with developing and enforcing written policies and procedures, all of a school district's programs and activities should support its anti-harassment efforts. The school's instructional program, calendar of events, extracurricular activities, professional development efforts, and parent involvement initiatives are key to establishing an environment in which respect for diversity can flourish. Successful prevention strategies depend on the coordinated efforts of all school employees, including individuals responsible for administration, curriculum, instruction, discipline, counseling, public relations, and personnel. Parents, students, law enforcement agencies, and other community organizations also play an important role. Schools should consider developing action plans both at the district level and at individual school sites that specify the steps each segment of the school community will take to implement a comprehensive anti-harassment program. By designing and implementing a comprehensive approach, schools can establish the framework for a safe environment conducive to learning for all students. The key components are as follows. Develop written policies that prohibit unlawful harassment At a minimum, a school's governing authority should adopt and disseminate written policies that:5 Set forth the school's commitment to protect students from harassment and violence and to maintain a nondiscriminatory environment Identify the types of harassment prohibited by the policy and give examples Require staff to report harassment that they learn about Explain how to report harassment and to whom to report it Describe the various steps the school will take to respond to reported incidents Include formal complaint procedures Prohibit retaliation against persons who report harassment or participate in related proceedings Ensure that all members of the school community are aware of their rights and responsibilities Student codes of conduct and personnel policies should also be examined to ensure that they contain rules of behavior, offense categories, and disciplinary procedures to address violations of the district's anti-harassment policies appropriately. For additional recommendations, see Part II: Developing Written Anti-Harassment Policies Identify and respond to all incidents of harassment and violence All staff and administrators should be taught to accurately and sensitively advise students and parents reporting harassment of the relevant school policies and the options for stopping the harassment. In all instances, students and parents reporting harassment should be told how to file a formal complaint. Reporting procedures should be easy to use and well publicized. At least one employee should be formally designated and trained to receive complaints. The names and positions of the persons designated should be made known to all members of the school community. Steps in a comprehensive approach Board members, district administrators, and the superintendent recognize the urgency of the problem of unlawful harassment and hate crime, identify people and agencies that can help them develop effective prevention and response strategies, and compile a library of useful materials School officials select personnel to work on creating an effective anti-harassment program in consultation with parents, students, and community groups Compliance coordinators are appointed and trained School personnel assess the school climate to determine the prevalence and types of harassment that may exist and the potential for hate-motivated violence School district adopts a written anti-harassment policy or reviews and revises existing policies for accuracy, clarity and legal compliance; the policy is clearly communicated to all members of the school community; and school personnel and students are held accountable for their actions School district develops a formal grievance procedure and takes steps to make sure it is working properly Instructional personnel use or supplement the district's curriculum and pedagogical strategies to foster respect and appreciation for diversity School sites institute, improve, or expand age appropriate student activities to prevent or reduce prejudice and conflict School district and individual school sites institute specific measures to respond immediately and effectively when harassment occurs to stop the harassment and prevent recurrence School officials flexibly apply response mechanisms to both the victim and the perpetrator, taking into account the parties' ages and the context of the behavior School personnel continually monitor the school climate and promptly address problems that could lead to harassment or violence or that indicate that harassment could be occurring Appropriate school officials become familiar with pertinent civil and criminal laws at the state, local, and federal levels, so that they are able to recognize possible civil rights violations, hate crimes and other criminal acts Schools develop guidelines and procedures for collaboration with law enforcement officials, make appropriate referrals to outside agencies, and designate liaison personnel Crisis intervention plans are in place to minimize the possibility of violence or disruption of the educational process District-level personnel and individual school sites form continuing partnerships with parents and the community to prevent hate crimes and harassing behaviors Staff training and professional development programs support the district's anti-harassment efforts All harassment incidents are carefully documented and incidents are reported to outside authorities as required District regularly assesses the effectiveness of its anti-harassment efforts Require all staff to report to a designated school official, who has authority to take corrective action, any harassment that students report to them or that the employees observe. School personnel should not overlook incidents that, viewed alone, may not rise to the level of unlawful harassment. Consistent enforcement of all disciplinary rules and meaningful interventions by staff to teach appropriate behavior will tend to discourage more severe misconduct and to help achieve an atmosphere of respect and courtesy. Consider all available resources to address instances of inappropriate behavior, including increased parental involvement. A repertoire of options that consider the nature of the conduct and the age and identity of the perpetrator and target of harassment are needed to respond to incidents of varying levels of severity, persistence, and pervasiveness. Top school officials or a designated coordinator may wish to screen all allegations of harassment to make sure that an appropriate course of action will be taken. In responding to incidents of harassment, schools should pay close attention to the possibility that harassers and their friends and associates may attempt to retaliate against persons who report harassment. Retaliation or reprisals can include threats, bribes, unfair treatment or grades and further harassment such as ridicule, pranks, taunting, bullying, and organized ostracism. Recognize that students may be harassed, not only because of their own race, sex, ethnicity or other characteristics, but also because of their association with individuals who are members of a targeted group.