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Presidents wanting their institutions to maintain traditional education primacy despite necessary changes occasioned by offerings made possible through technological innovations can rely upon the quality assurance mechanisms of their regional accrediting association. This article discusses how, by augmenting traditional standards as well as the process for their application, the associations can address such areas as: the admission, promotion, and graduation of students; the availability of out-of-class services, including information resources; the integration of distance education programming into the institution as a whole; and the public communication of the expectations, process, and results of distance education programming at an accredited institution.