How should an AAHEP program address a proposed major change to the program's delivery method (e.g., online components) to maintain accreditation readiness?

How should an AAHEP program address a proposed major change to the program's delivery method (e.g., online components) to maintain accreditation readiness?

• A. Prohibit any change
• B. Change method without notice
• C. Wait until next review
• D. Assess regulatory compliance, modify policies, update curriculum and assessment plans, and notify the accrediting agency prior to implementation with supporting documentation

Answer: (D)

Major changes to how a program delivers content must be managed with a formal change-management approach that keeps accreditation readiness in view. Before implementing an online component or any major delivery shift, the program should assess regulatory compliance to ensure the change aligns with applicable rules, accreditation standards, and student safety and accessibility requirements. Policies governing delivery, academic integrity, admissions, progression, and faculty responsibilities should be updated accordingly. The curriculum and assessment plans must be revised to map learning outcomes to the new delivery mode, including how competencies will be taught, measured, and evaluated. Documentation supporting the changes—policy updates, curriculum maps, assessment rubrics, and any regulatory analyses—should be prepared and shared with the accrediting agency prior to implementation to demonstrate readiness and maintain transparency. Prohibiting changes ignores opportunities for improvement; changing without notice risks noncompliance; waiting until the next review can leave gaps in assurance and is not appropriate for a major shift.

Major changes to how a program delivers content must be managed with a formal change-management approach that keeps accreditation readiness in view. Before implementing an online component or any major delivery shift, the program should assess regulatory compliance to ensure the change aligns with applicable rules, accreditation standards, and student safety and accessibility requirements. Policies governing delivery, academic integrity, admissions, progression, and faculty responsibilities should be updated accordingly. The curriculum and assessment plans must be revised to map learning outcomes to the new delivery mode, including how competencies will be taught, measured, and evaluated. Documentation supporting the changes—policy updates, curriculum maps, assessment rubrics, and any regulatory analyses—should be prepared and shared with the accrediting agency prior to implementation to demonstrate readiness and maintain transparency. Prohibiting changes ignores opportunities for improvement; changing without notice risks noncompliance; waiting until the next review can leave gaps in assurance and is not appropriate for a major shift.