Background and History
American College of Education was formally incorporated in Illinois on February 25, 2005. Following incorporation, it purchased the intellectual property (the academic programming) of Barat College. American College of Education immediately applied to The Higher Learning Commission of the North Central Association of Colleges and Schools to continue the accreditation of Barat College under its new name and ownership. The Higher Learning Commission approved this request in March 2006. American College of Education’s current accreditation award extends to 2024-2025. American College of Education moved its headquarters from Chicago, Illinois, to Indianapolis, Indiana, in fall 2011.
The vision of American College of Education is to be a significant leader in higher education by providing high value, innovative, and impactful programs to its chosen markets. By unapologetically breaking perceived links between cost of tuition and quality of programming, the College will prepare today’s students to be tomorrow’s global leaders.
The mission of American College of Education is to deliver high-quality, affordable and accessible online programs grounded in evidence-based content and relevant application, preparing graduates to serve, lead, and achieve personal and professional goals in diverse, evolving communities.
American College of Education has established a set of core values which are foundational for our culture. They are our fundamental beliefs which underlie how we work and interact. They describe who we are at our core. Those core values are:
- Passion - We are focused on:
- dedication to our students.
- strengthening connections.
- impacting journeys.
- networking and collaboration.
- Innovation - We believe in:
- setting the pace.
- responding in real-time.
- uncomplicating the process.
- democratizing education.
- Social Responsibility - We are:
- embracing diversity.
- Integrity - We are:
For our student, our institution, and our communities.
The academic outcomes underlie all assessment measures, discussion forums, course tests and assignments, capstone experiences, internships, course evaluations, and surveys of students, graduates, alumni, and ACE employees. These outcomes align with the specific program outcomes and course objectives. In this way, the College can look at the same variable across programs and across constituencies to see if these outcomes are achieved and are reported as being achieved.
Academic Outcome I
Apply what is known through Evidenced-based Learning and Assessment
- Mastery of content and specialized, field-based knowledge
- Develop, promote and employ assessment methods
- Measure personal and professional learning
- Use field-appropriate evaluation and assessment techniques
- Analyze research for the purpose of application
Academic Outcome II
Justify actions based upon Theory, Standards, and Frameworks
- Use theories, standards, principles within a framework
- Analyze and evaluate programs
- Address improvement issues
- Gather and conduct research
- Remain current and relevant
Academic Outcome III
Differentiate the use of situation-appropriate Intellectual Processes
- Analytical inquiry
- Use of informational resources (technology)
- Engage diverse perspectives
- Ethical reasoning
- Quantitative fluency
- Critical and creative endeavors
- Lifelong learning
Academic Outcome IV
Establish comprehensive Communication and Collaboration
- Build relationships
- Community relationships
- Partnerships and stakeholders
Academic Outcome V
Understand and interpret the impact of Civic and Global Learning
- Policy making/Create positions
- Laws, guidelines, regulations
- Responsibility/Accountability beyond organization
- Context (operating within a field of study)
- Local community and beyond
- Diversity and unity
Academic Outcome VI
Build Professional Skills and Performance
- Create appropriate environments
- Continue to develop personal and professional abilities
- Professional development
- Appropriate use of APA style
Academic Outcome VII
- Utilize resources
- Create and apply research to promote continuous improvement at the organizational or program level
- Data analysis
- Establish a collaborative vision, mission, and goals
- Active role in continuous progress towards goal
- Data-driven decision-making
- Remain current and relevant
- Establish a cohesive culture
- Know and utilize established priorities
- Create criteria for decision-making
- Evaluate overall performance, program, institution
- Capacity building
- Shared governance
American College of Education is accredited by The Higher Learning Commission (230 South LaSalle Street, Suite 7-500, Chicago, Illinois, 60604; 1-800-621-7440; www.hlcommission.org). The College’s accreditation includes approval to offer degree programs through distance education via the Internet.
American College of Education’s Professional Education Program, M.Ed. in Educational Leadership, which is designed to provide graduate students with the essential knowledge, skills, and abilities to become school principals, is granted accreditation by the Teacher Education Accreditation Council (TEAC) for a period of seven years, from May 3, 2013 to May 3, 2020. This accreditation certifies that the forenamed professional education program has provided evidence that the program adheres to TEAC’s quality principles.
American College of Education’s Professional Education Program, M.Ed. in Curriculum and Instruction, which is designed to provide graduate students with the knowledge, skills, and abilities to become instructional leaders in their classrooms, schools, and/or district, is granted accreditation by the Teacher Education Accreditation Council (TEAC) for a period of seven years, from May 3, 2013 to May 3, 2020. This accreditation certifies that the forenamed professional education program has provided evidence that the program adheres to TEAC’s quality principles.
American College of Education’s Professional Education Programs, M.Ed. in English as a Second Language and Bilingual Education (formerly M.Ed. in English as a Second Language, M.Ed. in Bilingual Education), which is designed to provide graduate students with the knowledge, skills, and abilities to work with nonnative speakers of English and to become instructional leaders and advocates in their classrooms, schools, and/or districts, are granted accreditation by the Teacher Education Accreditation Council (TEAC) for a period of seven years, from May 3, 2013 to May 3, 2020. This accreditation certifies that the forenamed professional education programs have provided evidence that the programs adhere to TEAC’s quality principles.
American College of Education’s Professional Education Program, M.Ed. in Educational Technology, which is designed to prepare graduate students to lead the integration of technology into curriculum, instruction, and assessment in their classrooms, schools, and/or districts, is granted accreditation by the Teacher Education Accreditation Council (TEAC) for a period of seven years, from May 3, 2013 to May 3, 2020. This accreditation certifies that the forenamed professional education program has provided evidence that the program adheres to TEAC’s quality principles.
Nondiscrimination and Equal Opportunity
American College of Education practices a policy of anti-harassment and nondiscrimination in admission to, access to, treatment in, and employment in its programs and activities and is fully committed to complying with all federal, state, and local civil rights, anti-discrimination and equal opportunity laws, rules, and regulations, including Title IX of the Education Amendments of 1972, and Department of Veteran’s Affairs regulations. ACE does not engage in harassment or discrimination against any person because of race, color, religion or creed, national origin, ancestry, age, gender, gender identity, sexual orientation, disability, citizenship status, national or ethnic origin, marital status, military status, socioeconomic status, or other legally protected status. Where possible, ACE will make reasonable accommodations in compliance with the Americans with Disabilities Act, where a student’s immutable characteristic(s) substantially impairs the student’s ability to perform the requirements of an academic program or related program activities.
All of the coursework at American College of Education is completed asynchronously, with some synchronous components, via the Internet facilitated by qualified faculty. Some programs include a face-to-face internship or student teaching experience.
American College of Education’s assessment system is linked explicitly to the institutional mission and strategic plan, academic outcomes, program outcomes, and course objectives. The system provides a comprehensive assessment of all College operations, uses multiple sources and types of evidence, and involves faculty and staff throughout the institution. The College is dedicated to continuously using assessment data to affect necessary changes in our operations, courses, student learning, and faculty support. Information gathered from multiple assessments is used to improve all programs and processes at the College.
Commitment to Freedom of Expression
American College of Education (the “College”) is committed to free and open inquiry in all matters. It guarantees all members of the College community the broadest possible latitude to speak, write, listen, challenge, and learn. Except insofar as limitations on that freedom of expression are necessary to the functioning of the College, the College fully respects and supports the freedom of all members of the College community “to discuss,” in the words of former University of Chicago President Robert M. Hutchins, “any problem that presents itself.”
Of course, the ideas of different members of the College community will often and quite naturally conflict. But it is not the proper role of the College to attempt to shield individuals from ideas and opinions they find unwelcome, disagreeable, or even deeply offensive. Although the College greatly values civility, and although all members of the College community share in the responsibility for maintaining a climate of mutual respect, concerns about civility and mutual respect can never be used as a justification for closing off discussion of ideas; however, offensive or disagreeable those ideas may be to some members of our community.
The freedom to debate and discuss the merits of competing ideas does not, of course, mean individuals may say whatever they wish, wherever they wish. For example, the College may restrict expression, for example, that violates the law that falsely defames a specific individual, that constitutes a genuine threat or harassment that unjustifiably invades substantial privacy or confidentiality interests, or is otherwise directly incompatible with the functioning of the College. In addition, the College may reasonably regulate the time, place, and manner of expression to ensure that it does not disrupt the ordinary activities of the College. But these are narrow exceptions to the general principle of freedom of expression, and it is vitally important that these exceptions never be used in a manner that is inconsistent with the College’s commitment to a completely free and open discussion of ideas.
The College’s fundamental commitment is to the principle that debate or deliberation may not be suppressed because the ideas put forth are thought by some or even by most members of the College community to be offensive, unwise, immoral, or wrong-headed. It is for the individual members of the College community, not for the College as an institution, to make those judgments for themselves, and to act on those judgments not by seeking to suppress speech, but by openly and vigorously contesting the ideas that they oppose. Indeed, fostering the ability of members of the College community to engage in such debate and deliberation in an effective and responsible manner is an essential part of the College’s educational mission.
As a corollary to the College’s commitment to protect and promote free expression, members of the College community must also act in conformity with the principle of free expression. Although members of the College community are free to criticize and contest the views expressed on campus, in our administrative offices and online, and to criticize and contest speakers who are invited to express their views on our virtual campus, at various functions of the College such as commencement, and in all online environs, they may not obstruct or otherwise interfere with the freedom of others to express views they reject or even loathe. To this end, the College has a solemn responsibility not only to promote a lively and fearless freedom of debate and deliberation, but also to protect that freedom when others attempt to restrict it.
-Adapted from “The Chicago Principles”, with permission from The University of Chicago
Education for Results
American College of Education is committed to improving the academic achievement of our nation’s P-12 students, especially in high-need, urban areas. The College provides, monitors, and adjusts a results-oriented curriculum. Our candidates receive coursework designed to raise student achievement through evidence-based teaching and learning.
To achieve these goals, the conceptual framework, “Education for Results,” has become the overarching theme for American College of Education. The framework informs the design and development of the College’s operations and instructional practices to ensure its graduates positively impact our nation’s P-12 students:
We believe the ultimate measure of our candidates’ mastery of competencies is demonstrated through application in real-world settings; all learning must be relevant to the work and challenges our graduates will experience in their schools.
We believe that effective decision-making, curriculum development, instructional delivery, and assessment must be purposeful and evidence-based and lead to improved student achievement.
We believe our graduates must display a passion for the success of their students and serve as change agents in their school districts.
Unity and Diversity
We believe in creating partnerships with high-need, urban school districts to ensure effective teaching for all students, resulting in improved achievement and, ultimately, closing the achievement gaps between diverse groups.
We believe all educators, whether teachers or administrators, must serve as leaders with their students, colleagues, and communities to create and cultivate school cultures of continuous improvement.
We believe that our graduates will use current instructional technology to prepare their students for success in an increasingly complex technological society.
We believe that leading systemic change requires a comprehensive and collaborative process that is focused on student learning, school-wide and classroom instructional practices, and system-wide operational and continuous improvement systems.