FY2024 Impact Report

• 34 CFR 600.2 & 600.9(c): Defines core distance education terms and establishes state authorization requirements for online programs. • 34 CFR 668.14(b) (32) (ii) & 668.43(a) (5) (v): Requires institutions to certify that professional licensure programs meet state educational requirements and to provide clear public notifications regarding licensure eligibility. • 34 CFR 668.43(c): Mandates individualized student notifications for academic programs leading to professional licensure. • 34 CFR 668.41(h): Effective July 1, 2027, this regulation will require institutions to report student enrollment in distance education or correspondence courses. • 28 CFR 35 (WCAG 2.1 Compliance): Requires public entities, including community colleges, to ensure their web content and mobile applications meet Level AA accessibility standards for digital accessibility. Regulatory Outlook In FY2025, additional federal actions are expected, including administrative changes, executive orders, and modifications to compliance processes. The division will continue to provide updates, briefings, and technical assistance to support colleges through these changes. ONLINE OUTLOOK As digital learning continues to evolve, the MCCB eLearning and Instructional Technology Division remains committed to supporting MSVCC and its partner colleges. The division will continue to prioritize accessibility , innovation , and collaboration to meet the changing needs of students and institutions. Emerging Focus Areas • Accessibility Compliance: Assessing systems and processes to align with updated digital accessibility standards under 28 CFR 35 (WCAG 2.1). • Professional Development Accessibility: Updating MSVCC Academy offerings to ensure content is accessible across all formats and user needs. • System Rebranding: Reviewing branding elements (e.g., visual design, color contrast) for accessibility and improved user experience. • Continuous Enrollment Options: Exploring flexible models (e.g., MOOC-style enrollment) for professional development access year-round. • Credentialing Models: Evaluating the effectiveness of badging vs. certification as scalable models for professional development or training recognition.

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