Our Mission and Purpose

The Midwifery Education Accreditation Council's mission is to promote excellence in midwifery education through accreditation. It creates standards and criteria for the education of midwives. MEAC standards incorporate the nationally recognized core competencies and guiding principles set by the Midwives Alliance of North America and the requirements for national certification of the North American Registry of Midwives.

The purpose of MEAC is to establish standards for the education of competent midwives, and to provide a process for self-evaluation and peer evaluation for diverse educational programs. MEAC is a non-profit organization approved by the U.S. Secretary of Education as a nationally recognized accrediting agency.

Philosophy Statement

As an accrediting body for direct-entry midwifery educational programs, the Midwifery Education Accreditation Council plays an essential role in the development and support of the profession by requiring educators to follow a path of continual growth and improvement in the delivery of midwifery education. This is achieved by supporting the development and accountability of high quality educational programs built on evidence-based and current best-practice research. MEAC views accountability as a necessary and positive component of professional midwifery, and we embrace our role as providers in this process.

MEAC sets standards for midwifery education while encouraging heterogeneity in the models used and the individuals served. The tension between upholding objective standards and maintaining a rich variety of options for students is a challenge we gratefully accept.

We uphold the principles of inclusivity, non-discrimination, and diversity in our board composition as well as in our support of varied educational models and broad student and faculty recruitment among our member schools and programs. MEAC values educational programs that train midwives to appropriately and competently serve culturally, socially and economically diverse women and families.

We believe in the Midwives Model of Care, not only as the form of care provided by midwives to their clients but also as the standard for our work. This value leads us to strive toward respectful, fair, individualized, responsive and transparent interactions among those with whom we work.

We aspire to be a source of positive influence in healthcare by collaborating with midwifery and other professional organizations. We believe in the midwifery educator’s ability to affect change in the maternity care system by making the Midwives Model of Care more accessible to all women through the training of skilled midwives and their integration as primary providers in women’s health.

Adopted on October 21, 2009

To learn more about the Midwives Model of Care, follow this link

ASPA Membership

The MEAC Board of Directors are very pleased to announce that past summer MEAC applied for, and was granted, membership to the Association of Specialized and Professional Accreditors (ASPA).

The goals of ASPA are: &bull to promote quality and integrity in accreditation; &bull to address accrediting issues in educational, governmental, and public policy contexts; &bull to facilitate collaboration among programs and institutions; and &bull to interact collegially with the regional accrediting bodies.

ASPA member agencies subscribe to the widely referenced ASPA Code of Good Practice. A major focus of interest both to ASPA members and to the regional agencies is in enhancing the value of the accrediting process to the programs and institutions served, as well as to the public.

ASPA members include agencies whose history goes back to the very earliest years of accreditation, and whose accrued body of knowledge about assessing education quality provides a useful resource for accreditors serving the spectrum of educational programs and bodies, as well as for the institutions served by the accreditation processes.

ASPA believes the support of higher education should be viewed expansibely, bringing into the universe of recipient institutions those which, through accreditation, demonstrate that they offer programs of quality, designed to help students acquire the skills and knowledge needed to become productive members of society.

To read the ASPA Code of Good Practice, click here

ACCAHC Membership

The MEAC Board of Directors is very pleased to announce that we are now members of the Academic Consortium for Complementary and Alternative Health Care (ACCAHC).

ACCAHC envisions a health care system that is multidisciplinary and enhances competence, mutual respect and collaboration across all complementary and alternative medicine and conventional health care disciplines. This system will deliver effective care that is patient centered, focused on health creation and healing, and is readily accessible to all populations.

The values of ACCAHC are:

• the diversity and traditions that exist in federally accredited complementary and alternative medicine institutions as well as recognized emerging complementary and alternative medicine fields that wish to become federally accredited CAM institutions.

• the Institute of Medicine statement that “the goal of integrating care should be the provision of comprehensive care that is safe and effective care, that is collaborative and interdisciplinary, and care that respects and joins effective interventions from all sources.”(1)

• public accountability and standards of practice, which emphasize patient-centered care, patient safety, practice competencies, professionalism and a rigorous code of ethics.

• the complementary and alternative medicine paradigms and their academic and clinical applications, which recognize the intimate relationship between health, mind, body, spirit and environment, and emphasize health promotion, healing, prevention and wellness.

• the importance of insuring that complementary and alternative medicine academic health care institutions have direct and equitable access to all public and private support systems.

Furthermore, ACCAHC supports evolving complementary and alternative medicine academic health centers and institutions as they emerge through the benchmarking processes of establishing high standards and developing academic curriculum, research, clinical training, future leaders and policy action that will affect the transformation of our health care system.

To see the ACCAHC Desk Reference, click here

What Others Are Saying About MEAC

Dear Jo Anne,

Thank you for the glorious news! And more especially, thank you for your thoughtful, care-filled process with Nizhoni. Pursuing MEAC accreditation has made a significant difference in the structure and process of our school, and we are so thankful for your assistance. We look forward to working with you as a ****pre-accredited school**** (those are July fireworks!) and I especially would like to thank you for letting me know by email so that we could find out the happy news right away.

Again, we are so grateful for all your guidance and assistance and for helping to make this dream come true!

Marla

MEAC Board and Staff

History

The Midwifery Education Accreditation Council (MEAC) was established as a non profit corporation in 1991 by the National Coalition of Midwifery Educators.

MEAC's standards for accreditation were developed by expert midwifery educators from a variety of midwifery education programs and institutions in the United States.

The US Department of Education originally approved MEAC in 2001 as a federally recognized accrediting agency.

In December 2002, the National Advisory Committee on Institutional Quality and Integrity recommended that the Secretary of Education renew the recognition of MEAC as a nationally recognized accrediting agency.

Accreditation by MEAC is a required element in enabling its accredited certificate and degree-conferring institutions to establish eligibility to participate in federal programs administered by the Department of Education under the Higher Education Act (HEA) of 1965, as amended.

In May 2003 the Secretary of Education granted continued recognition, for a period of five years, to MEAC as a nationally recognized accrediting agency for the accreditation and pre-accreditation throughout the United States of direct-entry midwifery educational institutions and programs conferring degrees and certificates, including the accreditation of such programs offered via distance education.

Handbook

Free copies of the MEAC Accreditation Handbook for Institutions or Programs are available to download in PDF form. They are designed for double-sided printing.

Click here to link to the MEAC Accreditation Handbook for Institutions

Click here to link to the MEAC Accreditation Handbook for Programs

Hard copies of either Handbook can also be ordered for $50.00 by contacting us through this website or by calling the MEAC office.

Unsure which Handbook to Obtain?

MEAC offers both institutional and programmatic accreditation.

a) Institutional accreditation refers to the review and approval of an entire institution, including all of its financial and management aspects. MEAC institutional accreditation is limited to independent or freestanding educational entities that primarily provide midwifery education.

If the institution also offers other educational programs beyond the scope of midwifery expertise, the institution must be accredited by another agency recognized by the USED and the midwifery educational program can then apply for MEAC programmatic accreditation.

b) Programmatic accreditation refers to the review and approval of a midwifery program that legally functions as part of an accredited institution with a scope larger than midwifery. In order to apply for program accreditation, the program must be housed within an institution already accredited by an agency recognized by the US Deparement of Education.

Standards for Institutions

MEAC Standards for Institutional Accreditation

Adopted July 31, 2007

These standards apply to free standing schools or colleges of midwifery offering certificate and/or degree programs. The same standards apply to distance learning that apply to other program offerings.

Standard 1: Student Success with Respect to Mission

A. The institution has a mission statement.

B. The institution measures student success in relation to midwifery educational program objectives that are consistent with its mission and appropriate in light of the degrees and/or certificates awarded. C. The institution meets the criteria established by MEAC to demonstrate student success:

1. The majority of matriculating students complete the program, including the required clinical experiences, within the timeframe stated in the institution’s materials.

2. More than fifty percent of graduates in the past three years have been certified by the North American Registry of Midwives or are state licensed or licensed in another jurisdiction or are working as midwives or in related fields.

3. At least seventy percent of graduates who sat for the NARM examination in the past three years have been successful.

Standard 2: Curricula

A. The institution has a curriculum composed of courses or discrete units of instruction.

B. The institution provides a description to students of how they progress through the curriculum.

C. The curriculum fulfills the minimum requirements established by the North American Registry of Midwives (NARM).

D. The curriculum incorporates the core competencies established by the Midwives Alliance of North America (MANA).

E. The Midwives Model of Care ™ is integrated into the curriculum.

F. All courses have learning objectives, learning activities, learning resources, and evaluation methods.

G. The institution has evaluation and planning mechanisms that insure that new developments in midwifery care are addressed in the curriculum; learning resources are current; and evaluation tools/methods support student achievement of the learning objectives.

Standard 2: Curricula

Additional Requirements for Degree-granting Institutions

H. The curriculum incorporates general education components appropriate to the degree(s) offered.

I. The level of study and quality of work required are appropriate to the degree(s)offered.

J. Masters and doctoral degree programs must include successful completion and defense of a major independent project, thesis or dissertation involving research and application of knowledge.

Standard 3: Faculty

A. All faculty -- including midwifery instructors in the core curriculum, other course instructors, and clinical instructors (including preceptors) -- meet the qualifications established by MEAC:

1. All midwifery instructors in the core curriculum must be

qualified as follows:

a. nationally certified midwife (CPM, CM, CNM)

or

b. legally recognized in a jurisdiction, province or state

as a practitioner who provides women’s health or

maternity care

or

c. a midwife who has been a primary attendant without

supervision for at least 50 out-of-hospital births and a

minimum of three years.

2. All other course instructors must hold certificates or degrees appropriate to their

area of instruction or, when neither certificates nor degrees are available in this

subject area, have a minimum of three years experience in the relevant field.

3. All clinical instructors (including preceptors) must be qualified as follows:

a. nationally certified midwife (CPM, CM, CNM)

or

b. legally recognized in a jurisdiction, province or state

as a practitioner who provides women’s health or

maternity care

or

c. a midwife who has been a primary attendant without

supervision for at least 50 out-of-hospital births and a

minimum of three years.

B. Faculty -- including midwifery instructors in the core curriculum, other course instructors, and clinical instructors (including preceptors) -- are recruited, appointed, and promoted without discrimination in regard to gender, race, marital status, ethnic origin, creed, age, sexual orientation, or disability.

C. Rights and responsibilities of faculty -- midwifery instructors in the core curriculum, other course instructors, and clinical instructors (including preceptors) are clearly established and include:

1. The right to opportunities to participate in the following:

a. development, implementation, and evaluation of the curriculum

b. evaluation and advancement of students

c. periodic evaluation of student admissions criteria

d. periodic evaluation of program resources, facilities, and services.

2. The right to opportunities for professional growth and training.

3. When applicable, faculty members are responsible for the supervision and evaluation of students, including any specific duties established by NARM.

D. Faculty performance, including that of midwifery instructors in the core curriculum, other course instructors, and clinical instructors (including preceptors), and overall faculty resources are evaluated at least annually to ensure that program objectives are met.

E. The institution has evaluation and planning mechanisms that insure that the faculty is adequate to meet the learning needs of students.

Standard 3: Faculty

Additional Requirements for Degree-granting Institutions

F. At least 75% of all course instructors must hold degrees at the level to which they are teaching or higher.

G. Appropriately qualified faculty must supervise course instructors who do not hold degrees at the degree level to which they are teaching or higher.

Standard 4: Facilities, Equipment, Supplies and Other Resources

A. Classroom facilities, equipment, and supplies meet the needs of students and faculty and meet safety standards.

B. Clinical site facilities, equipment, and supplies are sufficient in number to meet the needs of students.

C. Clinical site facilities, equipment, and supplies meet safety standards.

D. Library resources meet the needs of students and faculty.

E. Administrative office facilities, equipment, and supplies meet the institution’s needs.

Standard 4: Facilities, Equipment, Supplies and Other Resources

Additional Requirements for Degree-granting Institutions

F. Library resources for students and faculty support advanced scholarship and research.

Standard 5: Fiscal and Administrative Capacity

A. The institution has a two-year business plan that includes:

1. a description of its operations

2. financial planning and documentation

3. a recruitment and development plan

4. risk assessment

B. The institution has written Policies and Procedures that ensure financial accountability, including the following:

1. Separation of duties for receiving money, depositing money, and reconciling bank statements;

2. How student ledgers are maintained to record student tuition payments and other financial transactions;

3. How students are provided with access to their ledgers on a timely basis;

4. The manner in which receipts are provided to students;

5. How the institution’s financial records, including student ledgers, are protected from damage or loss, and are stored and made accessible;

6. The process and schedule by which management compares the projected operations budget to actual income and expenses;

7. How management determines when discrepancies between projected and actual income and/or expenses require plan revisions; and

8. How decisions are made and priorities established for meeting obligations to currently enrolled students.

C. Financial reports are compiled and reviewed annually.

D. The institution maintains an asset to liability ratio of 1:1.

E. Qualifications are established for the institution’s management staff, the management structure is clearly defined, and management performs the following administrative functions:

1. Academic and curriculum oversight

2. Distance learning oversight, if applicable

3. Student progress

4. Student clinical experience oversight

5. Academic faculty and clinical instructor supervision

6. Learning resources oversight

7. Recruitment and marketing

8. Student admissions

9. Student services

10. Student financial aid

11. Personnel/human resource management

12. Financial management

13. Regulatory compliance oversight

14. Facilities and equipment oversight

15. Records management and retention review

F. The institution has written Policies and Procedures for the periodic evaluation of administrative functions and staff performance.

G. The institution is legally authorized under applicable state law and in good standing with other accrediting agencies.

H. The institution demonstrates compliance with applicable federal regulations, including, but not limited to:

1. Family Educational Rights and

Privacy Act (FERPA)

2. Health Insurance Portability and

Accountability Act (HIPAA)

3. Americans with Disabilities Act

(ADA)

4. Student and Exchange Visitor

Program (SEVP)

Standard 6: Student Services

A. The institution provides student services, including:

1. Learning materials and resources

2. Advising, counseling, and tutoring

3. New student orientation

4. Financial aid advisement

5. Clinical placement support

6. Career placement services, including information about credentials, practice and/or employment opportunities.

Standard 7: Student Affairs

A. Advertising, information and promotional

materials make only accurate,justifiable

and provable claims about the institution.

B. Selection and admission of students are

based on established criteria which:

1. Identify potential students capable

of success.

2. Do not discriminate in regard to

gender, race, marital status, ethnic

origin, creed, age, sexual

orientation or disability.

C. Policies and procedures are established

which address the following:

1. Attendance requirements

2. Definition, monitoring and

reporting of satisfactory academic progress

3. Graduation requirements

4. Criteria for transfer of credit,

prior experience and/or advanced

placement

5. Minimum and maximum time

parameters for completing the program

6. Criteria for student evaluation

and grading

7. Criteria for dismissal

8. Tuition payment and refund.

D. A catalog, catalog addendum, program handbook, websites and/or other documents are provided that clearly inform students prior to enrolling about

the following:

1. The mission of the institution

2. The program objectives

3. The curriculum

4. A list of faculty and faculty qualifications

5. An overview of facilities, equipment and supplies

6. Student services

7. Admissions criteria, policies and procedures

8. Criteria for transfer of credit, prior experience and/or advanced placement

9. Attendance requirements

10. Criteria for student evaluation and grading

11. Satisfactory academic progress requirements

12. Criteria for dismissal

13. Academic calendar with the schedule for academic terms, school years, and student completion timelines

14. The cost and location of clinical training opportunities

15. Length of program

16. Minimum and maximum time parameters for completing the program

17. Requirements for graduation

18. Tuition, fees, and all other related expenses

19. The payment and refund schedule

20. Requirements for NARM certification

21. If participating in Title IV programs, information on Federal Student Aid programs.

E. Enrollment procedures, cancellation and refund policies are clearly stated and in compliance with state and federal laws.

F. Enrollment agreements, signed and dated by the student and a school official at the onset of the program, clearly specify:

1. The nature and scope of the program

2. The terms of enrollment

3. The services and obligations to which the

program is committed, including full

disclosure about:

a. clinical training

b. administrative fees and tuition

c. the payment and refund schedule

4. The student’s obligations, financial and

otherwise

5. The catalog, addendum, and/or student

handbook publication date, volume number,

or unique identifier that applies to the

terms of enrollment.

G. Students are provided with opportunities to participate in program planning and evaluation, policy-making, faculty evaluation, and student services evaluation.

Standard 8: Measures of Program Length

A. Institutions preparing students for entry-level midwifery practice, in either certificate or degree programs, must include didactic and clinical experience. The clinical component must be at least one calendar year in duration and should include a minimum of 1350 clinical contact hours under supervision and a minimum of 450 didactic instruction contact hours.

B. If the institution awards credits, the institution must use a formula for awarding credits. The generally accepted method used in post-secondary education, which must be used by degree-granting programs, is:

1. For courses with structured classroom time:

• 15 hours of classroom instruction with 30 hours of additional student effort are equivalent to one semester credit hour.

• 10 hours of classroom instruction with 20 hours of additional student effort are equivalent to one quarter credit hour.

2. For courses with unstructured didactic time, such as distance learning:

• 45 hours of time, including study, discussion groups, relevant presentations, other assignments or projects, and other student effort required to meet course objectives are equivalent to one semester credit hour

• 30 hours of time, including study, discussion groups, relevant presentations, other assignments or projects, and other student effort required to meet course objectives are equivalent to one quarter credit hour.

3. For clinical hours:

• 30 clinical contact hours are equivalent to one semester credit hour

• 20 clinical contact hours are equivalent to one quarter credit hour

Since clinical experiences in midwifery generally do not follow standard time frames ( e.g., participation in a birth may involve 3 hours or 30 hours), the institution must create a reasonable mechanism for converting clinical experiences to credit hours.

Standard 8: Measures of Program Length

Additional Requirements for Degree-granting Institutions

C. The degree requirements meet the following minimum semester/quarter credits:

1. Associate degree programs must be at least 60/90 credits.

2. Baccalaureate programs must be at least 120/180 credits.

3. Masters degree programs require completion of 30/45 credits in addition to a baccalaureate degree from an institution accredited by a U.S. Department of Education-recognized accrediting agency or the equivalent.

4. Doctoral degree programs must incorporate studies totaling at least 90/135 credits, in addition to a baccalaureate degree from an institution accredited by a U.S. Department of Education-recognized accrediting agency or the equivalent.

Standard 9: Complaints and Grievance

A. The institution has a complaint and/or grievance policy in writing and made available to students, faculty and staff, which includes the provision that individuals will not be discriminated against as a consequence of making a complaint.

B. The institution has a procedure for receiving and responding to written complaints and grievances from students, faculty, and staff in a timely manner that ensures the fair and consistent application of all policies, and addresses confidentiality concerns.

C. Records of complaints and grievances are maintained for at least seven years and are accessible to MEAC officials.

D. The institution or program materials inform students about the grievance policies of MEAC and any relevant state regulatory bodies and provide contact information for each.

Standard 10: Compliance with the Institution’s Responsibilities under Title IV of the Higher Education Act

This standard applies only to institutions participating in Title IV programs. Institutions must establish their eligibility to participate through a certification process administered by the U.S. Department of Education. Once approved by the Department of Education, institutions must then provide MEAC with evidence of compliance with those responsibilities before they can implement Title IV financial aid programs.

Note: Institutions preparing to participate in Title IV must develop policies and procedures specific to this standard and should refer to the instructions and definitions provided by the U.S. Department of Education.

A. The institution demonstrates compliance with its program responsibilities under current U.S. Department of Education regulations. In reviewing the institution’s compliance with these program responsibilities, MEAC relies on documentation provided by the U.S. Secretary of Education.

B. At least one individual who is an employee of the institution and who is designated as having responsibility for student financial aid programs shall be available to students on-site to answer questions and to administer the program.

C. Individuals designated as having responsibility for the student financial aid program maintain current knowledge of financial aid rules and regulations.

D. The institution has policies and procedures for implementation and maintenance of the financial aid program.

Standards for Programs within Institutions

MEAC Standards for Programs within Institutions

Adopted July 31, 2007

These standards apply to midwifery programs housed within an institution which is accredited by a US Department of Education recognized accrediting agency. The same standards apply to distance learning that apply to other program offerings.

Standard 1: Student Success with Respect to Mission.

A. The program has a mission statement that fits within the mission of the institution.

B. The program measures student success in relation to midwifery educational program objectives that are consistent with its mission and appropriate in light of the credentials awarded.

C. The program meets the criteria established by MEAC to demonstrate student success:

1. The majority of matriculating students complete the program, including the required clinical experiences, within the timeframe stated in the institution’s materials.

2. More than fifty percent of graduates in the past three years have been certified by the North American Registry of Midwives or are state licensed or licensed in another jurisdiction or are working as midwives or in related fields.

3. At least seventy percent of graduates who sat for the NARM examination in the past three years have been successful.

Standard 2: Curricula

A. The program has a curriculum composed of courses or discrete units of instruction.

B. The program provides a description to students of how they progress through the curriculum.

C. The curriculum fulfills the minimum requirements established by the North American Registry of Midwives (NARM).

D. The curriculum incorporates the core competencies established by the Midwives Alliance of North America (MANA).

E. The Midwives Model of Care ™ is integrated into the curriculum.

F. All courses have learning objectives, learning activities, learning resources, and evaluation methods.

G. The program has evaluation and planning mechanisms that insure that new developments in midwifery care are addressed in the curriculum; learning resources are current; and evaluation tools/methods support student achievement of the learning objectives.

Standard 3: Faculty

A. All faculty--including midwifery instructors in the core curriculum, other course instructors, and clinical instructors (including preceptors)--meet the qualifications established by MEAC:

1. All midwifery instructors in the core curriculum must be qualified as follows:

a. nationally-certified midwife (CPM, CM, CNM)

or

b. legally recognized in a jurisdiction, province or state

as a practitioner who provides women’s health or

maternity care

or

c. a midwife who has been a primary attendant without

supervision for at least 50 out-of-hospital births and a

minimum of three years.

2. The majority of midwifery program faculty who are teaching core midwifery curriculum must be CPMs or demonstrate equivalent experience.

3. All other course instructors must hold certificates or degrees appropriate to their area of instruction or, when neither certificates nor degrees are available in this subject area, have a minimum of three years experience in the relevant field.

4. All clinical instructors (including preceptors) must be qualified as follows:

a. nationally certified midwife (CPM, CM, CNM)

or

b. legally recognized in a jurisdiction, province or state

as a practitioner who provides women’s health or

maternity care

or

c. a midwife who has been a primary attendant without

supervision for at least 50 out-of-hospital births and a

minimum of three years.

B. Faculty--including midwifery instructors in the core curriculum, other course instructors, and clinical instructors (including preceptors)--are recruited, appointed, and promoted without discrimination in regard to gender, race, marital status, ethnic origin, creed, age, sexual orientation, or disability.

C. Rights and responsibilities of faculty -- midwifery instructors in the

core curriculum, other course instructors, and clinical instructors

(including preceptors) -- are clearly established and include:

1. The right to opportunities to participate in the following:

a. development, implementation, and evaluation of the curriculum

b. evaluation and advancement of students

c. periodic evaluation of student admissions criteria

d. periodic evaluation of program resources, facilities, and services.

2. The right to opportunities for professional growth and training.

3. When applicable, faculty members are responsible for the supervision and evaluation of students,

including any specific duties established by NARM.

D. Faculty performance--including that of midwifery instructors in the core curriculum, other course instructors, and clinical instructors (including preceptors)-- and overall faculty resources are evaluated at least annually to ensure that program objectives are met.

E. The institution and/or program have evaluation and planning mechanisms that insure that the faculty is adequate to meet the learning needs of students.

Standard 4: Facilities, Equipment, Supplies and Other Resources

A. Classroom facilities, equipment, and supplies meet the needs of students and faculty and meet safety standards.

B. Clinical site facilities, equipment, and supplies are sufficient in number to meet the needs of students.

C. Clinical site facilities, equipment, and supplies meet safety

standards.

D. Library resources meet the needs of students and faculty.

E. Administrative office facilities, equipment, and supplies meet the program*’s needs.

Standard 5: Fiscal and Administrative Capacity

A. The program has adequate institutional support.

B. Representatives of the program participate in institutional governance.

C. Qualifications are established for the program’s management staff and the management structure is clearly defined.

D. The program resides within an institution that is accredited by an

agency recognized by the U.S. Secretary of Education.

E. The midwifery program is legally authorized under applicable state

law and in good standing with other accrediting agencies.

F. Federal regulatory compliance is demonstrated in the following

areas:

1. Family Educational Rights and Privacy Act (FERPA)

2. Health Insurance Portability and Accountability Act (HIPAA)

3. Americans with Disabilities Act (ADA)

4. Student and Exchange Visitor Program (SEVP)

Standard 6: Student Services

A. The program, or institution within which the program resides, provides student services, including:

1. Learning materials and resources

2. Advising, counseling, and tutoring

3. New student orientation

4. Financial aid advisement

5. Clinical placement support

6. Career placement services, including information about credentials, practice and/or employment opportunities.

Standard 7: Student Affairs

A. Advertising, information and promotional materials make only

accurate, justifiable and provable claims about the program.

B. Selection and admission of students are based on established criteria

which

1. Identify potential students capable of success;

2. Do not discriminate in regard to gender, race, marital status,

ethnic origin, creed, age, sexual orientation or disability.

C. Policies and procedures are established which address the following:

1. attendance requirements

2. definition, monitoring and reporting of satisfactory academic progress

3. graduation requirements

4. criteria for transfer of credit, prior experience and/or advanced placement

5. minimum and maximum time parameters for completing the program

6. criteria for student evaluation and grading

7. criteria for dismissal

8. tuition payment and refund.

D. A catalog, catalog addendum, program handbook, websites and/or

other documents are provided that clearly inform students prior to

enrolling about the following:

1. the mission of the institution

2. the program objectives

3. the curriculum

4. a list of faculty and faculty qualifications

5. an overview of facilities, equipment and supplies

6. student services

7. admissions criteria, policies and procedures

8. criteria for transfer of credit, prior experience and/or advanced placement

9. attendance requirements

10. criteria for student evaluation and grading

11. satisfactory academic progress requirements

12. criteria for dismissal

13. academic calendar with the schedule for academic terms, school

years, and student completion timelines

14. the cost and location of clinical training opportunities

15. length of program

16. minimum and maximum time parameters for completing the

program

17. requirements for graduation

18. tuition, fees, and all other related expenses

19. the payment and refund schedule

20. requirements for NARM certification

21. if participating in Title IV programs, information on Federal Student Aid programs.

E. An agreement, signed and dated by the student and a school official

when the student begins the program, clearly specifies:

1. The nature and scope of the program

2. The terms of enrollment in the program

3. The services and obligations to which the program is committed, including full disclosure about:

a. clinical training

b. administrative fees and tuition

c. the payment and refund schedule

4. The student’s obligations, financial and otherwise

5. The catalog, addendum, and/or program handbook publication

date, volume number, or unique identifier that applies to the

terms of enrollment.

F. Students are provided with opportunities to participate in program planning and evaluation, policy-making, faculty evaluation, and student services evaluation.

Standard 8: Measures of Program Length

A. The program must include didactic and clinical experience. The clinical component must be at least one calendar year in duration and should include a minimum of 1350 clinical contact hours under supervision and a minimum of 450 didactic instruction contact hours.

B. The institution and/or program has a formula for awarding credits. The generally accepted method used in post-secondary education is:

1. for courses with structured classroom time:

• 15 hours of classroom instruction with 30 hours of additional student effort are equivalent to one semester credit hour.

• 10 hours of classroom instruction with 20 hours of additional student effort are equivalent to one quarter credit hour.

2. for courses with unstructured didactic time, such as distance

learning

• 45 hours of time, including study, discussion groups, relevant presentations, other assignments or projects, and other student effort required to meet course objectives are equivalent to one semester credit hour

• 30 hours of time, including study, discussion groups, relevant presentations, other assignments or projects, and other student effort required to meet course objectives are equivalent to one quarter credit hour.

3. for clinical hours:

• 30 clinical contact hours are equivalent to one semester credit hour

• 20 clinical contact hours are equivalent to one quarter credit hour

Since clinical experiences in midwifery generally do not follow standard time frames (e.g., participation in a birth may involve 3 hours or 30 hours), the program must create a reasonable mechanism for converting clinical experiences to credit hours.

Standard 9: Complaints and Grievance

A. The program and/or institution has a complaint and/or grievance

policy in writing and made available to students, faculty and staff,

which includes the provision that individuals will not be discriminated

against as a consequence of making a complaint.

B. The program and/or institution has a procedure for receiving and

responding to written complaints and grievances from students,

faculty, and staff in a timely manner that ensures the fair and

consistent application of all policies, and addresses confidentiality

concerns.

C. Records of complaints and grievances are maintained by the program

and/or institution and are accessible to MEAC officials.

D. The program materials inform students about the grievance policies

of MEAC and of any relevant state regulatory bodies and provide

contact information for each.

MEAC News

Volunteer Opportunities

VOLUNTEERS NEEDED: Volunteer to participate on an Accreditation Review Committee

MEAC is currently expanding our pool of volunteers who serve as peer evaluators. Qualified volunteers are selected from this pool to form the Accreditation Review Committees (ARC) for each school being considered for accreditation or re-accreditation. The ARC is responsible for the detailed review of the applicant’s Self-Evaluation Report (SER) and related documentation. This review generally takes six to eight hours to complete. The ARC also conducts a two-day site visit to verify the information provided in the SER. Travel and lodging expenses related to site visits are paid by MEAC. The ARC then sends a report of their findings to the MEAC Board of Directors, which makes all final decisions regarding accreditation.

ARC members must adhere to the ethics policy of MEAC, which includes revealing any potential conflicts of interest and maintaining confidentiality.

Participating in the accreditation process requires a commitment of time as well as objectivity, accuracy, and attention to detail. When invited to join our pool of volunteers, you will receive training in the application of MEAC Standards for Accreditation and the accreditation process.

For more information about upcoming training opportunities, Click here