Aurora University

Website: http://www.aurora.edu

Regional Accreditation: HLC

National Teacher Accreditation: NCATE/CAEP 
(additional accreditation information)

Please Note: Aurora University is discontinuing its professional development program
(which includes the partnership with Learners Edge) as of Spring Session 2018.
Registrations will be accepted through March 15, 2018.
* Fall 2017 Session coursework is due November 15, 2017.
* Spring 2018 Session coursework is due on April 15, 2018.
Coursework extensions/reinstatements will not be available through Aurora University.

Continuing education graduate credit is intended to fulfill requirements for license renewal/lane change when the student has obtained proper prior approval.

Degree Eligibility Memo

Sample Transcript 

Tax Information

The University is required to report all qualified student charges to the Internal Revenue Service (IRS). This reporting of charges lets students who qualify apply for a tax credit for those charges when filing a 1040 tax form.

To make sure that your charges are accurately reported, Aurora University needs your Social Security Number. Please fill out the W-9s form and fax it to the University at 630-844-3831, or mail it to the University at:
Aurora University
Attn: Student Accounts Office
347 S. Gladstone Ave.
Aurora, IL 60506

ADA

This University abides by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973, which stipulates that no student shall be denied the benefits of an education "solely by reason of a handicap." If you have a documented physical, psychological, or learning disability that may impact your coursework and for which you may require accommodations, please contact Aurora University directly.

The Disability Resource Office (DRO) assists disabled students and their faculty in problem-solving access issues. Our shared goal is to create learning environments that are accessible, equitable, inclusive and sustainable. Aurora University will make reasonable adaptations to address the potential impact of course design and environmental barriers on disabled students’ equitable access and participation in the university’s curriculum, services and activities. These may include, for example, testing adjustments, classroom modifications, and course materials in an accessible format or access to assistive technology.