University of Phoenix Academic A nnual Report ACADEMIC ANNUAL REPORT Table of contents
01 03
Who we are Who we serve
08 Letter from chair 90 Our students
10 Board of trustees 96 Military-affiliated students
12 President’s message 104 Diversity
14 2019 leadership 112 Student outcomes
16 Mission/Vision/Guiding principles 138 Commencements
18 Colleges 144 Alumni
62 Accreditation 148 Community service
66 Faculty 154 Business alliances
02
What we do
72 Student learning framework
76 Prior Learning Assessment
80 Retention and graduation rates
84 Responsible and appropriate borrowing ACADEMIC ANNUAL REPORT Here’s a snapshot of who we are and who we serve:
Our faculty had an average of: Snapshot of our students:
25.8 YEARS 12.7 YEARS 2/3 37 professional experience UOPX teaching experience students are female is the average student age in FY19 in FY19
% % How our students rated us: 59.5 56.4
Likely to recommend instructors to other students. are first-generation college students report as ethnic minorities
% 8.7 /10 65.9
Effective curriculum allowed you to demonstrate knowledge and skills. have dependents
8.9 /10 68.6 % Satisfied with overall learning experience.
are employed while in school 8.7 /10 WHO WE ARE 1 8 Academic Annual Report our colleges’ leaders. leaders. colleges’ our with needs professionalindustry fields,thatreview comprised of Councils, leaders their in Advisory We introduce you tocareers. Industry our also help solve real-world problems their and enhance into classroom action workplaces their in to virtual studentsour the to in put learn lessons the they ApplyPractice, approach to education. It pushes Learn, our discover you’ll report, this Within decisions. our in role pivotal a play differences different and those genders races, and cultures, We ofof Trustees. represent Board our many conscience diversity the over in is strides time I’m proud which one we’ve in that made area read about report. some this in of efforts our inclusion, no is different. You’ll and university our conversations diversity, around and equity engaging courageous in Many are organizations mission. our advancing demonstratesreport we are of many ways the for bar set others to ahigh emulate. annual This also but excellence, deliver and evolve continually innovation, outcomes not that only and standards have to aduty continue to lead way through the for we over learning 30 years, pioneer of virtual a space. As into learning online the venturing more and more universities with traditional students our become crowded, has and instruct which we engage environment through virtual The must address. education our historic that challenges system faces ever country our as than moreis critical faculty, and accomplishments our aUniversity, as of successes students our the and Sharing Report. pleased to present 2019 our Academic Annual I’m leadership, and staff, of Trustees, faculty of University of the Phoenix Board behalf On the board of trustees From the chairman of LETTER FROMLETTER CHAIR
theory they teach. teach. they theory demonstratesthat the of efficacy academic the real-world students our with providing practicality know-how that all bring into they classroom, the afewname and professions. of industries their And operations, to and on front of the line military at and stand front the of K–12 staffs, IT classrooms and lead healthcare companies and small, in large of teaching experience academia. across work They professionsthe teach, 12 they years and more than members, who average of 25 experience in years faculty about insights We amazing our share also the career-relevant programs we offer career-relevantthe and the programs society. Some chose University of Phoenix for facets of workforce the of and and all life, walks day. every them, and us, representdrive They all and determination whose grit students and alumni, Finally, find you’ll stories aboutinspiring our “ our decisions.” decisions.” our a pivotal role in play differences those and and cultures, genders races, different many We represent
a andsupport we’re flexibility known for. Others simple as that. that. as simple potential. It’s achieve career their can they as so relentlessly to remove obstacles for students our today. star north our education We still is work — and at —could achieveaccredited any time an to aplace build wheredrive anyone, anywhere of needs meets adult indefatigable the His learners. enlightened that leading vision to auniversity reflect on our founder,Dr. andhis Sperling, John Each we year, report, we compile as annual this communities. workplaces their in and impact making they’re We’re proud so of achievements their —and the presence their leaves on all. amark us ranks, scholarship of faculty. our each one As joins our ppreciate rigor the of coursework our and the was decades ago. Enjoy! Enjoy! ago. decades was today to opening pathways to adult it as learners pioneer higher education in essential as is that appreciation for University of Phoenix —atrue agreater and with itreading feeling inspired Ihave no Report. doubt Annual finish you’ll you for your interestThank 2019 our in Academic President, College Community of Denver Phoenix of University of Trustees, of Board the Chairman EdD J. Freeman, Everette
9 9 are we Who 10 Academic Annual Report Everette J. Freeman, EdD, Sean P. “Jack” Buckley, PhD Chairman President and Chief Scientist, Imbellus Imbellus Scientist, Chief and President Denver of College Community President, trusteesIndependent BOARD OF TRUSTEES TRUSTEES OF BOARD
Celestino Fernández, PhD, Brooke Skinner Ricketts Vice Chairman Consultant, University of Arizona Arizona of University Consultant, Distinguished Professor Emeritus and Cars.com Officer, Experience Chief
Nicholas B. Dirks, PhD Ruth Williams-Brinkley Academy of Sciences Sciences of Academy York New The CEO, and President States Mid-Atlantic the of Plan Health Foundation Kaiser President,
Larry Berg Anthony W. Miller Other trustees trustees Other Management Management Global Apollo Partner, Senior Education of Department U.S. Officer, Operating Chief and Secretary Deputy Former
Martin H. Nesbitt Gregory W. Cappelli Co-CEO, The Vistria Group, LLC LLC Group, Vistria The Co-CEO, Education Vanta Chairman, Executive
Peter Cohen President, University of Phoenix
11 11 are we Who 12 Academic Annual Report our collaborative learning ecosystem led by ecosystem collaborativeour learning how is report we’ve this in insights provided for busy,especially adults. working Among the environment, avirtual in to learning provide for forof looking sorts those examples about how aroad map be can Report Academic Annual This experiencing. themselves find institutions many changesea that toagain, lead this example our others by through puts aposition, in us onceand experience. This world,our where we hold of knowledge atrove higher educationtraditional now has pivoted to environment in campus learning typical the Ironically, due to repercussions of the COVID-19, into inflexible an approach highereducation.to totheir fit adultlife circumstances struggled for adult He watched learners. students these as had there tothat adifferent abetter be path, path world it and knew steeped he had in to was change; who looked at conventional the higher education Dr. by were envisioned John and realized Sperling, at University of Phoenix —it’s We DNA. our in something we’re is Change comfortable with very ways. fabric of impactful University our very in undoubtedly change the will they progress, things as and, life-altering occurrences these both by touchedchange. University of Phoenix certainly is actions needed for sustained necessary and the exists, eradicating still sadly systemic racism that experiencing arenewed onU.S., focus also we are the In professional our of lives. both and personal it’s perhaps altering, permanently, aspects many seen 1918–1919 since the anything and influenza, pandemic ofWe midst the aglobal unlike in are unprecedented. current year, 2020, has been not acknowledge how the 2019, it’s but impossible to highlights our fiscal year This Annual Academic Report PRESIDENT'S MESSAGE PRESIDENT'S and cost effectively.and cost To help retention, track us we complete can they efficientlyprograms, degrees and stay engaged degree their forward in progress retention.of is that help we can If students our helpingaim: One indicator students our finish. one toward overarching drive efforts our All exceedstotal $28 million. studentsour 2019; in that over four past the years, forapproximately savings tuition in $6.2 million in resulted program PLA Assessments. Our Learning Prior professional experiences through for credits to earn We offer opportunity the also us. of educational the with journey entirety the throughout certainty provides that Guarantee effectively, why which is we have aTuition educationtheir efficiently goals and cost to help always is aim students our Our achieve lives. busy their recognize don’t that practices or policies eliminating includes could impede students’ our that which success, persistent our ondrives barriers focus removing and Relevant. On SPEAR Always Empowering, for which stands Simple, SPEAR, Personalized, fact,In we define studentour by experience obstacles to their success. for guides as students our and work to help remove orchallenges work-life serve teams Our balance. students problem-solve, or it be academic financial toobstacles prepared help we are that our a higher education. With comes that certain enrollment university, we welcome who seek all or when accredited, open an intervenes. life As classroom the enrollment in the process, during of student the aspect experience —whether be that every permeates that support student-centric about details unprecedented,We the share also time. work real in to places their of newtheir knowledge directly environment conducive to who those to want apply to-student ratio —cultivates ahands-on learning practitioner —and a15:1 faculty average faculty- we introduced to faculty and staff the Inclusive the and staff towe introduced faculty community. our auniversity, As within important more been never have conversations honest and —and inclusive. now,and focused Right brave University of Phoenix include being brave, honest facethe of injustice at values and inequality. Our life’s studentsour navigating are in challenges of portion alarge that means This Americans. of color, Black 34% as more than identifying with studentsour at University of people Phoenix are majority to of The justice everywhere.” athreat is “Injustice anywhere Alabama: Birmingham, in cell Luther Jr. King Martin 1963 in wrote jail his from on what progress real seeking is country our Finally, Imentioned of my letter at start the that abroad. or living military the in serving convenient those for students, our especially too, May the event as and proved to popular be commencements continuebut to host will virtual to we plan get back tolifts, in-person ceremonies attending! 8,000 pandemic Once the more than commencement, and it ahuge was with success format. May In of 2020,virtual we held first our 2020, due to COVID-19, we had to move to avirtual But communities in person, America. in across commencements multiple ayear, times and in fellow students host and loved ones. We typically toa time celebrate long-fought the with journey commencement —so at time same the families is jobs —often and work juggling hard incredibly students Our students our realizing. success are the to testaments emotional deeply are ceremonies of graduation, commencement our speaking And FY17 both with and FY18. month single ayear-over-year in every comparison a difference. FY19, In on-track our went metric up to retention ultimately, and, graduation making is retentionintervene with approach strategies. This engagementin progression, and and degree helps unproductive identify trends quickly us This and programs. students courses their in continuous the examines engagement of our “on-track” internal an use consistently that metric
with others. with incrediblePhoenix our stories and please share you for your interestThank University of in Report. Annual next year’s in edition of Academic our sharing developingare to other tools Ilook that forward coaches. and ateam of We career opportunities, and mentoring association, networking alumni of examples the plus I’ve astrong national shared, many in for realized is That life. partners career committed to becoming our alumni’s and students’ remove obstacles We to ignite careers. are at University of Phoenix:purpose We relentlessly actions the here I’ve today shared addAll up to our communities and for our country. of long-term solutions for University, our for our for to us do, committed to and being we part are more is There interestedorganizations training. in reform, and extend to offerings students these and include topicsfurther related to race, bias and augmented be can offerings how existing our to to see of curriculum our aspects intodive all adeeper taking and updates is programs, our reviews regularly which Office, Provost’s our together. new reality we faceas this Additionally, of participants to perspectives on diverse draw the it’s place community; important become build an President, University of Phoenix Cohen Peter Ca fé as a virtual meeting space meeting to connect and fé avirtual as
13 are we Who 14 Academic Annual Report 2019 LEADERSHIP Accounting, anMBAanda JurisDoctorfromtheUniversityofHouston. officer atBiskEducation, he holdsaBachelorofBusinessAdministrationin Srini Mediistheseniorvice presidentandgeneralcounsel.Formerlychieflegal the BoothSchoolofBusinessatUniversityChicago. Accounting fromPurdueUniversityandaMasterofBusiness Administrationfrom Chris Lynneisthechieffinancialofficer.Heholdsa BachelorofSciencein Law. HeisaveteranoftheU.S.Army,whereheservedasanofficer. Forest UniversityandaJurisDoctorfromtheofNorthDakotaSchool general counsel.HeearnedaBachelorofArtsinPoliticalSciencefromWake Dan Litteralisspecialadvisortothepresidentandpastseniorvice of theUniversityPennsylvania. of Technology,andaMasterBusinessAdministrationfromTheWhartonSchool and aMasterofScienceinElectricalEngineeringfromtheMassachusettsInstitute Raghu Krishnaiahisthechiefoperatingofficer.HeearnedaBachelorofScience Pennsylvania. a MasterofBusinessAdministrationfromTheWhartonSchooltheUniversity Economics andPoliticalSciencefromStateUniversityofNewYorkatAlbany Steve Grossisthechiefmarketingofficer.HeholdsaBachelorofArtsin and higher-educationbusinesses. president ofU.S.EducationatMcGraw-Hill,overseeingthecompany’sK–12 a leadinggloballearningsciencecompany.Healsoheldthepositionofgroup the University,heservedasexecutivevicepresidentofMcGraw-HillEducation, Peter CohenistheeighthpresidentofUniversityPhoenix.Priortojoining SRINI MEDI CHRIS LYNNE LITTERAL DAN RAGHU KRISHNAIAH STEVE GROSS PETER COHEN
evaluator fortheHigherLearningCommission. of ArtsandBachelorfromCarletonUniversity. Hehasservedasapeer Education AdministrationfromBowlingGreenStateUniversity, aswellaMaster John Woodsisthechiefacademicofficerandprovost. HeholdsaPhDinHigher University. Administration fromtheKelloggSchoolofManagementatNorthwestern degree inchemistryfromUniversityofOxfordtheU.K.andaMasterBusiness Ruth Veloriaisthechiefstrategyandcustomerofficer.Sheholdsabachelor’s member forJuniorAchievementandtheMemphisITCouncil. Business AdministrationfromIowaStateUniversityandhasservedasaboard Jamie Smithisthechiefinformationofficer.HeholdsaBachelorofArtsin from BentleyUniversity. D.C. HeholdsaBachelorofScienceinMarketingandBusinessCommunications Eric Rizzoistheseniorvicepresidentofgovernmentaffairs,basedinWashington, University ofTexasatSanAntonio. of ArtsinEnglishandaBachelorBusinessAdministrationfromthe Cheryl Naumannisthechiefhumanresourcesofficer.SheearnedaBachelor JOHN WOODS RUTH VELORIA JAMIE SMITH ERIC RIZZO CHERYL NAUMANN
15 15 are we Who 16 Academic Annual Report University will earn that trust through its: through trust that earn University will provider of career-relevant higher education for adults. working The most the trusted as of vision The University of Phoenix to is recognized be Vision communities. their to service and leadership provide and organizations their to achieve professional of their improve performance goals, the necessary enable that opportunities students to develop knowledge the and skills missionThe of University of Phoenix to is access provide to higher education Mission MISSION AND VISION Operational excellence World-class assessment,analyticsandinnovation Deep understandingofemployers’needs Deep understandingofstudents’needs
of our ability to invest in the student to the of invest in ability our experience. tomeans for provide indicator long-term and an the of programs, our viability of as a accountability to students,measure a stability financial Maintain programs. educational our through knowledge and opportunities for delivering skills, Be accountable to general students, and our the public regulators our for students. our experiences and outcomes to the institutions and peer enhance researchers Collaborate employers, with public or governmentandregulators, officials engagements. and exposures Market of responsibly materials, our and demonstrate all in integrity students’ and money. time valuing we are Ensure weshould: We believe that as aninstitution, needs. their meets best to educational choose the andShould ability that institution have freedom the future. educational and financial choices informed make about can they so their entitled toAre transparency programs. academic our of convenience and relevance we reason continue to quality, advance the singular Should the career- be toefforts help them aid on to path the graduation. and faculty,by as as well staff University Should supported be qualified by accredited an by institution. career-relevant offered academic are and are that programs quality Deserve We believe that our students: GUIDING PRINCIPLES
17 17 are we Who 18 Academic Annual Report COLLEGES COLLEGES
BUSINESS / immediately applicable to solving business challenges. challenges. business solving to applicable immediately delivering education by this solutions relevant and are that We achieve leaders. emerging develop to helps Technology collaborators,and IT College the of Business and Information its integrated networkThrough of faculty, and business staff, success. career for leaders and practitioners ethical and responsible competent, and accessible higher education to learners be prepares that Technology (CBIT) to is industry-relevant innovative, provide missionThe of College the of Business and Information IT challenges. to solve tomorrow’s businessand relevant andaccessibleeducation Providing innovative, industry- Technology Information and Business College of
IT
Shirleen Hill Omega, BSIT 2003 2003 BSIT Omega, Hill Shirleen
-
19 19 are we Who 20 Academic Annual Report Degreeprograms COLLEGES COLLEGES
BUSINESS / Doctor Doctor of Business Administration Accountancy in Science of Master Management of Master Administration Master of Business Business in Science of Bachelor Accounting in Science of Bachelor aconcentration with Business Fundamentals in Associate of Arts Fundamentals aconcentration with Accounting in Associate of Arts 2027: through (ACBSP) Programs and Schools Business for Council Accreditation by the accredited are Studies Doctoral of College the or Technology Information and Business of College the by offered programs following The
of
Management
IT
Graduate Certificate Finance Certificate Graduate Cybersecurity Certificate Graduate Business Analytics Graduate Accounting Certificate General Certificate Planning (undergraduate)Financial Certificate Business Analytics Technology Information in Science of Bachelor Associate of Science Cybersecurity in Information in Technology Associate of Arts (undergraduate) Developer Certificate Software Advanced Network Certificate Advanced (undergraduate) (undergraduate) Certificate Cybersecurity Advanced programs: following the offers also Technology Information and Business of College The
Management
Certificate
(undergraduate) Entrepreneurship Business ManagementSmall and ManagementProject Certificate (undergraduate) Operations Systems Information of Master Certificate Marketing (undergraduate) (undergraduate) Certificate and Security Information Assurance (undergraduate) Management Resource Human Certificate Graduate Management Project Certificate Graduate Certificate Marketing Certificate Management Resource Human Graduate Graduate Management Health Certificate
Management
Certificate
Certificate
(undergraduate)
21 21 are we Who 22 Academic Annual Report restaurants and franchises. quick-service of many operator and owner an as industry restaurant the within worked also has Dr. Omar leadership, education higher in experience his with Along universities. international and at national roles leadership academic various in served Dr. Omar of Phoenix, at University role to his Prior 13 for over years. levels graduate and undergraduate at the finance and accounting taught has and certification Examiner Fraud aCertified holds also Dr. Omar College. Peirce from Accounting in of Science aBachelor and University LaSalle from Accounting in of Science aMaster University, Argosy from Accounting in Administration of Business aDoctor He holds 2016. since of Phoenix for University Finance and Accounting for dean program assistant the and Programs Business Dr. O of Arizona. University the from Business in of Science aBachelor and of Phoenix University from MBA an University, Northcentral from Leadership Organizational and Administration Business in aPhD holds for ACBSP. Committee Dr. Relations Wilhelmsen Industry and Business the chairs and evaluator lead asite team as serves also Dr. Wilhelmsen functions. administrative various and development; policy academic scholarship, and standards faculty affairs; outcomes; regulatory learning of student assessment development; and design curriculum program of integrity academic overall the manages and He supports member. faculty and dean program dean, assistant adean, as college the served has Dr. 17 Wilhelmsen For than years more Key leadership AHMED OMAR, DBA, CFE ASSOCIATE DEAN KEVIN WILHELMSEN, PHD N A DE COLLEGES COLLEGES mar has served as the associate dean of Graduate of Graduate dean associate the as served has mar
BUSINESS /
IT Web Services®. Amazon industry certification bodies like CompTIA®, like EC-Council bodies certification industry with relationships maintaining includes which programs, IT University’s development of the curriculum and program the oversees Uhles Ms. role, her current In of Arizona. State for the certificate teaching Education aSecondary and Elementary an both and holds Support Desktop in aCertificate earned has She University. State Arizona from Education Elementary in of Science aBachelor as well as of Phoenix University from Systems of Information aMaster and Psychology in Science of aMaster has She Technology. Information and of Business College the in Programs of IT dean associate the as recently, most and, faculty as Operations, and Services Student in Society. Photographic Royal the and Association Developers Game International of the and a member Practitioner, Change aProsci-certified also He is of Richmond. University the from Art Studio and History Art Psychology, in of Arts aBachelor and University Northwestern from Arts of Fine aMaster University, Governors Western from Administration of Business aMaster He holds art. and health of mental fields the in worked previously and development, of curriculum director and dean academic as such roles various in experience education of higher 20years than more has Mr. Aranyosi administration. and support, faculty analysis, data management, project operations, academic development, curriculum in college the He supports Technology. Information and of Business College the in Programs Business of Undergraduate dean of associate role the in serves Mr. A Ms. U Ms. KATHRYN UHLES JOSEPH ARANYOSI ASS ASS ranyosi started at University of Phoenix in 2015 in and of Phoenix at University started ranyosi hles has served University of Phoenix for 14 years for 14 of Phoenix years University served has hles OCIATE DEAN OCIATE DEAN
™ and and
Industry advisory council Industry our colleges’ leaders. leaders. colleges’ our with needs industry to review periodically meet They fields. their in of leaders up made councils advisory why we have That’s still. stands never Education ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
University of Delaware –Director, Economic Asarta Carlos Education &Entrepreneurship, University Mason George Business and Management, –Associate dean, Patrick Soleymani Fidelity Practice, VP, – Gloden Agile Stephenie Jamie –Chief Information Smith Officer, of University Phoenix –Chief TechnologyVishwa Hassan Officer, USAA –Chief Crawford InformationTim Officer, AVOA Intel strategist, Corporation RosenquistMatthew –Cybersecurity Veteran Affairs Dr. Steve Guell –VP, U.S. Veteran of Department Affairs, Consulting Dr. –Professor Management, Emeritus, Angelo Kinicki Kinicki –Senior Pisciotti VP,Marty T-Mobile Resources, Human –CTO, JFCSAZ Rhode Kevin –Senior Messina and CIO, VP Elizabeth Blue Blue Cross Shield
23 23 are we Who 24 Academic Annual Report 2019 highlights COLLEGES COLLEGES
BUSINESS / continuous program development. development. program continuous workforce through educate cybersecurity the adifference in and to make of because its commitment selectedUniversity part was for in to award the body. certification (EC-Council),The world’s the cybersecurity largest Excellence International the Award from of Council E-commerce Consultants 2019University the of awarded been Phoenix has Academic of Circle programs EC-Council presentsCircleofExcellenceAwardforCybersecurity and adjust facilitationanalyze practices to student enhance learning. them to data, allowing learning detailed with faculty provide also courses students getthat can real-time feedback on and assignments. activities The so self-assessments interactive and video including elements added courses “t-courses,” as known 2019. in courses, 30 technology-enhanced than The To help more engaging courses and interactive, make more CBIT started College launchesmorethan30technology-enhancedcourses
IT
ISACA is a registered trademark of Information Systems Audit and Control Association Association Control and Audit Systems Information of trademark aregistered is ISACA U.S. the in Corp. Microsoft of trademark aregistered is Microsoft LLC. Pluralsight, of a trademark is SkillIQ LLC. Pluralsight, of a trademark is RoleIQ CORPORATION Inc. Zyante, of trademark aregistered is zyBooks Inc. Education, Pearson of trademark aregistered is uCertify LLC. Pluralsight, of trademark aregistered is Pluralsight Inc. Technologies, Amazon of trademark aregistered CORPORATION is Services Web EC-Council DBA Amazon Consultants E-Commerce of Council International of trademark aregistered is EC-Council Inc. Association Industry Technology Computing of trademark aregistered is CompTIA more guided contentmore guided for concepts programming. students like learning andISACA®. fromCompTIA, Microsoft® exams certification zyBooks offers to select industry curriculum our to us better align allows uCertify courses. such labs and as simulations,interactive for learning students their in We adopted which also provides and content zyBooks, uCertify from mastery of software, programming languages and more. content help tools can These specialized students areas. their to measure zyBooks against cybercrimes. cybercrimes. against defend to techniques and tools problem-solving develop to help students will program new degree EC-Council. This with of alliance our launched part as degree July 1, On Associate of the Sciencecybersecurity. Cybersecurity in in We embarked programs planned uponseveral also of first the Associate degreeinCybersecuritylaunches RoleIQ of use included theThis skills. students oftechnology understanding specific gain added college contentThe also new course Pluralsight to from help our CBIT addscoursecontentfromPluralsight SM TM and SkillIQ TM assessment tools, which knowledge validate in ® , uCertify™and
25 25 are we Who 26 Academic Annual Report COLLEGES COLLEGES
DOCTORAL STUDIES DOCTORAL STUDIES and researchers. and researchers. executives, as administrators equipped to new blaze trails CDS graduates are administration, business to healthcare fields. diverse many across educationFrom performance to leaders, and contributors researchers who push organizational (CDS) College Studies The develops of Doctoral high-level decision-making. organizations through effective policy andguidingdiverse leaders withaneye to influencing Developing scholar-practitioner Studies Doctoral College of
Cindy Banton, DM/IST 2014
27 27 are we Who 28 Academic Annual Report Certificate programs Degreeprograms COLLEGES COLLEGES
DOCTORAL STUDIES DOCTORAL STUDIES Post-Master’s Essentials in Research Certificate Decision-Making Post-Master’sLeadership and Organizational in Certificate Information and Technology in Systems specialization Doctor of Management a Leadership with Organizational in Doctor specialization in Higher Education Administration Doctor of Education Educational in a Leadership with Technology Educational in specialization Doctor of Education Educational in a Leadership with Instruction and Curriculum in specialization Doctor of Education Educational in a Leadership with Doctor of Education Educational in Leadership Doctor of Administration Health Doctor of Business Administration
of
Management for Arizona Graduates. Graduates. Arizona for Jobs and Forward of Arizona boards on the He serves Arizona. in engineer environmental aprofessional as licensed is and of Management School Graduate Keller DeVry’s from MBA an holds He also sciences. engineering environmental in PhD and amaster’s both he received where of Technology, Institute California the attending before of Munich University Technical the from physics applied in Diploma aUniversity earned Dr. Eylers University. at the Sciences of Natural College of the dean and provost, associate dean, of executive positions the he held Previously, of Phoenix. at University Studies Doctoral and Operations for Academic provost vice the is Dr. Eylers Key leadership HINRICH EYLERS, PHD, PE PROVOST VICE a peer-reviewed journal. journal. peer-reviewed a workshop in which series, recent supports graduates doctoral publishing research their in dissertation-to-publication and the activities, research their in students and faculty centers to workshops research supportThe offer and seminars aschedule of regular publishes and publication) (a Wiley Studies ofLeadership Journal apublic information hubwith online at research.phoenix.edu centers oncolleges research leadership, focused operate three education and diversity practitioner University, the across for pursuing The those degrees. doctoral especially helpingCDS is to of and students develop scholarship to support faculty astrong culture Research and scholarship enterprise
Veterans. America’s of Honoring of Directors Board of the president vice as and of Commerce Chamber Hispanic Arizona of the board on the He serves of Phoenix. University from Security Homeland and Global in aconcentration with Security and of Justice Administration in of Science aMaster and of Phoenix, University from Psychology in of Science Bachelor a University, State Arizona from Administration of Business aMaster and abachelor’s both includes education His service. of military 27 years with Major (ret.) Sergeant Command Army of U.S. rank the holds Mr. Ramirez Relations. Military External of president vice and Studies, of Advanced School for the director campus associate of operations, director manager, operations senior including positions held multiple has Mr. Ramirez of Phoenix, University with 16 years his During JOHN RAMIREZ, MBA, MS DEAN OF OPERATIONS
The The sponsors . CDS also The Phoenix Scholar Phoenix The
.
29 29 are we Who 30 Academic Annual Report 2019 highlights COLLEGES COLLEGES
DOCTORAL STUDIES DOCTORAL STUDIES “ Associate DeanofInstruction studies institution.” institution.” studies our ‘2020 Vision’ of being apremier doctoral student-centric, focused on working adults and newOur processes really focused are on being dissertations. studentsof and give past the more to for time prepare and understand their panel validator. improvements These often the eliminate “rotating panels” includes This committee a chair,methodologistand research a to a finish. methods, employing athree-member start from committee dissertation new,This student-centric prior months six earlier than format begins number of program hours. m in all-new which went process, An 2019, dissertation into January in effect builds learners online serve better to process dissertation revamped A Leadership and aPost-Master’s in Research. Certificate high-demand fieldsincluding a Post-Master’s Organizational in Certificate student by inspired feedback. 2019 In college the added in more programs college’s the School Studies, of Advanced new accompanies name changes milestone the the as previously graduates. of 6,000 Known and surpassed 2019In celebrated College Studies the of Doctoral anniversary its 20th Studies 20 years,bigmilestonesandanewname:CollegeofDoctoral DR.
ore support for and reduces the students programs their throughout SHAWN BOONE across the country. country. the across organizations collaborations 150facilitating with more research total than attendance. events The have hosted been years, 12 in states over three past the 2019The in hundreds conference with online success, immense an was develop and achieve and scholarship professional goals. their research For year, consecutive CDS invited faculty, athird to students and alumni active community of online scholarship. University, to engage an mission summit’s to in opportunity the is an provide Now practitioner open summit. to inside all and outside faculty the virtual CDS continued Knowledge of success its the annual Without Boundaries™ Project Management Institute is a registered trademark of Project Management Institute Inc. Institute is Institute ofManagement a trademark Management Project registered Project project the in a celebrity management world. ofUniversity of sort candidate is Phoenix studies doctoral Kasel Thomas for ExcellenceinProjectManagement Doctoral candidateThomasKaselreceivesthe2019KerznerAward Online researchsummitreachesnewheights the Project Management Project the Institute®. 2019 the received Kerzner Award for Excellence Management Project in from world. audience the around October, In from global responses and garnered he business on projects to value business based their reached the managing a news.phoenix.edu/kasel news.phoenix.edu/kasel
His webinars and videos on and videos webinars His
31 31 are we Who 32 Academic Annual Report COLLEGES COLLEGES
EDUCATION EDUCATION lifelong love of learning. learning. of love lifelong Collegethe of educators Education to future foster prepares a into technology education, and incorporating state standards addressing emphasis With an degrees. on instruction, classroom administrator. We of bachelor’s offer array an and master’s educator childhood early from to district-levelroles ranging CollegeThe of Education students prepares for diverse leader atatime. communities oneeducator and students, theirfamiliesand Improving thelives ofour Education College of
Apryl Shackelford, MAEd/Cl 2008 2008 MAEd/Cl Shackelford, Apryl
33 33 are we Who 34 Academic Annual Report Degreeprograms COLLEGES COLLEGES
EDUCATION EDUCATION Master of Arts in Education/Adult in Master of Arts Education and Training and Instruction Education/Curriculum in Master of Arts programs: following the offers also Education of College The Education/Secondary Teacher in Master of Arts Education Education Teacher Education/Elementary in Arts of Master Studies Liberal in Science of Bachelor Teacher Credentialing: on Commission California approved by the and reviewed been have programs of College Education following The Education Pathway/Special Alternative Graduation Education Pathway/Secondary Alternative Graduation Education Pathway/Elementary Alternative Graduation Education/Administration in Master of and Supervision Arts Education/Special in EducationMaster of Arts Education/Secondary Teacher in Master of Arts Education Education Teacher Education/Elementary in Arts of Master Teacher Education Education/Elementary in Science of Bachelor Education Childhood Education/Early in Science of Bachelor Education: of Department Arizona approved by the and reviewed been have programs of College Education following The Industry advisory council Industry supervisor afaculty as Council, of Education’s Faculty College of the amember as served also has Dr.outcomes. Coffaro learning student and collection data cycle, assessment of the aspects many supporting (CFAL). of CFAL includes role The Liaison Assessment Faculty aCampus as served has Coffaro Dr. of Education, College for the courses Education Special and Teacher Preparation to facilitating addition In 10for over years. member faculty of Phoenix aUniversity been has Dr. Coffaro evaluation. program and standards; and policy academic retention; and satisfaction faculty and student oversight; and approval faculty with along college of the functions academic and operations strategy, the oversees she dean, the As years. for teacher 18 English school high award-winning an was she Previously, preparation. educator in leader education ahigher as of experience adecade over has Dr. Roggeman Key leadership GINA COFFARO, D.LITT ASSOCIATE FACULTY PAMELA ROGGEMAN, EDD DEAN meet periodically to review industry needs with our colleges’ leaders. leaders. colleges’ our with needs industry review to periodically meet They fields. their in ofleaders up made councils advisory why we have That’s still. stands never Education ■ ■ ■ ■ ■
Board of EducationBoard MageeDT –Superintendent, Iowa State education, State Utah of Education Board Dickson –StateSydnee superintendent of University Stockton specialist, partners strategic and development Jeanne DelColle, PhD –Instructional Georgia of Jemelleh PhD –Professor, Coes, University –CEO, Bassett Poppy,Katherine Tall LLC
University. Drew from of Letters aDoctor holds Dr. Coffaro students. 1,600 and members 350 staff than more Jersey, overseeing New Oakland, in Schools Public Oakland with of schools superintendent the as serves she of Phoenix, at to University her role addition In revisions. development and to program support providing expert, matter subject as a and field the in teachers for student Florida’s coveted High Impact Teacher Award (2018). Teacher Impact Award High coveted Florida’s recipient of and a teacher grade afifth is Dr. Gilbert-Keenan revisions. development and to program support providing expert, matter asubject as and member Council aFaculty as field, the in teachers student for our supervisor afaculty as contributed effectively has She with. interacts she students to the experience practitioner valuable provides Keenan member, Dr. Gilbert- faculty associate and facilitator course as of 17 experience With of years Education. College Online the with member faculty alongtime is Dr. Gilbert-Keenan SHANNON GILBERT-KEENAN, EDD ASSOCIATE FACULTY ■ ■ ■ ■ ■ ■
Amanda Miliner – Assistant principal principal –Assistant Miliner Amanda Educator El-Mekki –CEO, Center the Sharif for Black Educator – Wilcox Katherine –Educator Neal Kareem She Influential Melody Schopp, PhD –Co-founder, Advancing Opportunity for Center CEO, – Robinson Gerard
Development
35 35 are we Who 36 Academic Annual Report 2019 highlights COLLEGES COLLEGES
EDUCATION EDUCATION edu/roggeman Read more about Dr. Roggeman’s passion for education: news.phoenix. Warner Ihave that to Award “a Legacy honor is day.” gift every K-12 justice in at social aimed increasing schools. To her, Carolyn the winning experience to her use position at University of Phoenix to promote efforts Dr.said She Roggeman. honor added an it both that been has and ahumbling “Education to aprofession,” me, as atool as such been and also agift has schools. K-12 of focus helping the with educators in justiceall efforts social to increase National the Network ofwith State Teachers of Year the projects, on various chosen She was forfall. her lifelong dedication to teaching and her recent work Education Arizona FoundationThe honored Dr. last award the Roggeman with teacher. school English ahigh her as career inspiration as to Dr. served schools has Roggeman since she began Arizona improving to dedication lifelong tireless, Warner’s Carolyn superintendent. Award for public education honor in —named advocacy of iconic the Arizona Collegethe ofrecipient Education, first the was theLegacy Carolyn Warner of emotional experience. Pamelahero, atruly be it can Roggeman When alifelong educator honor in named award an receives of apersonal Dean honoredwithlifetimeachievementaward , EdD, of dean
example effect. of this presidency an as of Obama Barack have Researchers citedraces. the bias and prejudicedecrease other in dramatically can authority figure of aBlack male visibility the that benefit.have Other shown studies students also Nonminority can test scores. of schoolingand betterpositive views more issues, fewer disciplinary evidenced lower by as dropout rates, aBlack teacher, having male from students, benefit especially, can Black that suggest Other studies ofprobability dropping out 29%. by students’ male low-income reduced school elementary during teacher justfound one having that Black Davis University ofthe California, Johns University Hopkins and University,joint American by study teachermale and role model. A benefit a can Blackfromhaving of color, those students, particularly school and secondary Primary 2016).Education, populations (U.S. of Department over 50% classroom of current despite students of color constituting conspicuously are absent also they America’sin P-12 but classrooms, Black men not are aminority only school teachers Black are males. Amereit’s 2% of growing: primary Educators it 2% the problem, call and the roleofBlackmaleteachers Research partnershipexamines
tha is point of research the critical The P-12 educators
of Ph conductedResearch University by depth in problem the Examining phoenix.edu/having-our-say phoenix.edu/having-our-say publicationThe at: available is of past. the Let’s ways make find to 2% a problem kids. for all difference a making and generation educators contributing to next the about race, sex or It’s statistics. about endAt the of day, the it’s not just do part. our all we can of problem toneed the aware be so next. Educators level at university the to what to comes look forward also but alack behind ofreasons growth, numbers the to and the examine of paper the not was only purpose Buil P-12 in Education.” Educators Male Black of Trajectories “Having Our Say: Examining Career recentin a whiteits findings paper: published team The teachers. male shortage the offactors Black affecting the fellows examined of research and Inclusion ateam Research, Centerthe for Workplace Diversity for chair University Research Studies Underwood, PhD, College of Doctoral 2%the problem. Kimberly by Led t there’s work to done: be still The ding a brighter future for Black future abrighter ding oenix has sought has to examine oenix
37 37 are we Who 38 Academic Annual Report COLLEGES COLLEGES
Degree programs: programs: Degree goals. professional and personal academic, their pursue to students our prepared of needs students. our aresult, are As decisions, and acommitment tochanging the understanding engaged curriculum who an ofinform courses, faculty body and relevant and engaging programs We through achieve this students. our Collegethe (CGS) of Studies General to working is cultivate in what 21st the to in are success fundamentals century. These have become vital ever before,awareness. More skills than these scientificthoughtandintercultural reasoning, Creative thinking, thinkers andcommunicators. Preparing tomorrow’s critical Studies General College of GENERAL GENERAL STUDIES ■ ■
Bachelor of Arts in English Bachelor English in of Arts Science Environmental in Science of Bachelor
39 39 are we Who 40 Academic Annual Report Key leadership COLLEGES COLLEGES
GENERAL GENERAL STUDIES and a Bachelor of Science in Business Management. Management. Business in of Science aBachelor and English, in of Arts Master and of Arts aBachelor University, Saybrook from psychology in PhD a holds Dr. learner, Hadley A lifelong practices. best educational and operational incorporating procedures and policies academic and accreditation, design, and structure program academic regarding country the throughout institutions education higher advised has She universities. and of colleges for dozens consultant and member faculty dean, academic dean, program dean, associate as serving education, higher in of her career majority the spent has Dr. Hadley Marcos. San University State California from physics/chemistry in degree undergraduate an and University State Arizona from &Engineering Science Materials in of Science aMaster University, State Arizona from Education &Instruction–Science Curriculum in aPhD holds She programs. and courses for STEM responsible dean associate an is Dr. Kelly Wisconsin–Madison. of University of graduate a also is She Certificate. Management Project aGraduate went on to earn Houlihan Ms. 2007, in University the from her MBA earning After director. academic and campus and dean, assistant adean, as 17 over years serving of Phoenix, at University her career built Houlihan Ms. SUSAN HADLEY, PHD ASSOCIATE DEAN PHD KELLY, JACQUELYN ASSOCIATE DEAN BRIANA HOULIHAN, MBA DEAN
2019 highlights “ Associate Dean,University ofPhoenix ways.” ways.” collegein and can improve their lives other in improving their chances significantly of staying lives can help students perform better class, in Changing math instruction to better reflecttheir news.phoenix.edu/kelly story: Read full the lives. helped daily their them in learned they skills the experiences, saying Other students similar reported number he needed for of baseboards aweekend home remodeling project. student to help course who the lessons better from the used calculate him applications on She remembers math. of newfound their perspective one Dr. students course, practical the throughout often that Kelly says shared updatedalso to help reduce test anxiety. adult would encounter on any given day. assessment course The tests were pilot, problems the math In presented are situations contextual an in that and test anxiety. abstract conceptsMTH/216T with where courses students struggled —two to brand, aWiley developzyBooks, for apilot course math MTH/215T and October in 2019 situation unusual occurred whenThis CGS teamed up with something special is happening. proactively to full, ask put be for that’s already list on course amath awaiting a adults working College going students, back to especially school, typically learners adult for returning results positive yields course mathematics A redesigned A newpathwayintomath DR. JACQUELYN KELLY KELLY JACQUELYN DR.
ren’t eager general to take education So, when classes. math students
41 41 are we Who 42 Academic Annual Report More 2019 More highlights COLLEGES COLLEGES
GENERAL GENERAL STUDIES “ “ End-of-course surveys have yielded encouraging student feedback: feedback: student encouraging yielded have surveys End-of-course before launching students courses. intoskills degree the of goal developing the with situations essay them —all to different writing exposing students’while on confidence focus writing building courses in the composition Instead course. five-paragraph ofessay, on focusing perfect the atraditional than of awider writing view take courses revised The approaches. supported of goal helping the research- using with students literacy build skills writing, teaching practices in best and by learning and were 200. Revisions informed For 2019, summer and fall CGS implemented 100 new versions English of both Revised coursesbuildconfidenceinwriting my writings.” way and now alittle Iam more confidentin was. course This challenged me apositive in essay and Ididn’t even know what APA format It’s been along time since I’ve had to write an writing rather speaking.” than courseThis allowed me to express myself in content videos. the in addressed fewerhave reported student questions about assignments and activities, s positive: StudentsReaction are overwhelmingly been has to new the videos of contentunderstanding the embedded an feature. quiz via to check level their of students opportunity an allowing also while lives professional students’ and content course between connections bridging elaborate also modules and assignments.in topics, videos on The course veteranfrom faculty, presenting practices for best students with success were academic the designed to encouragement humanize experience with year, implementedThis CGS also new, content. video in-course videos The Interactive videoshumanizeonlinelearning pecifically referring to videocontent referring to theirresponses. discussion in Facult pecifically
y
43 43 are we Who 44 Academic Annual Report COLLEGES COLLEGES
HEALTH PROFESSIONS skills vital for a career in healthcare. healthcare. for in acareer vital skills authentic assessment, real-world and stressing applied tasks placetomorrow’s emphasis an programs on Our challenges. environment healthcare and to effectively tackle dynamic today’s education to in succeed required afuture-focused with CollegeThe to of Professions equip Health students strives healthcare environment. to succeedintoday’s dynamic leading-edge training needed Equipping studentswiththe Professions Health of College
Lisa Buschur, MSN/MHA 2014 MSN/MHA Buschur, Lisa
45 45 are we Who 46 Academic Annual Report University. State Jose San from Health of Public aMaster and University Southeastern Nova from degree adoctoral holds Dr. Jöhannsson leadership. strategic and management client senior administration, education higher research, clinical strategy, health population administration, healthcare in He specializes settings. entrepreneurial and governmental academic, corporate, within leader asenior as years 30 over spent successfully has Dr. Jöhannsson as dean, years to five addition In Key leadership Certificate programs Degreeprograms COLLEGES COLLEGES MARK JÖHANNSSON, DHSC, MPH DEAN
HEALTH PROFESSIONS Medical Records Certificate Certificate Records Medical (undergraduate) Information Certificate Health Systems (undergraduate) Graduate Certificate Informatics Healthcare Administration of Business Administration/Master Master of Health aconcentration with Master Informatics in of Administration Health Administration Master of Health Bachelor of Science Management Health in Administration Health in Science of Bachelor
Public Health from the University of Michigan. of Michigan. University the from Health Public of aMaster and University State Arizona from degree doctoral a holds Dr. Steiness globally. systems health and health evaluating and implementing designing, experience 20 years’ than more with health public global in specializes Dr. Steiness HEATHER STEINESS, PHD, MPH ASSOCIATE DEAN
Industry advisory council Industry meet periodically to review industry needs with our colleges’ leaders. leaders. colleges’ our with needs industry review to periodically meet They fields. their in ofleaders up made councils advisory why we have That’s still. stands never Education ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
System in Atlanta, Georgia Georgia Atlanta, in System Hospital FACHE Jones, Francis –CEO, St. Daniel Nebraska Omaha, Services, Support –Co-founder, Caregiver PhD, RN Green, Eboni Executives of Healthcare College American Regent, Arizona Arizona, in System FACHE JD, Luke’s Hospital of St. –CEO Flinn, James in Arizona Leaf officer, A New philanthropy –Chief Dulin Joseph Virginia System, Care Health Hills Black staff, of to chief specialist system –Health Davis Demarico at Sodexo Transformation Lean and of Finance –Former director D’Alessandro Umberto Corporation Xactly program, compensation sales consultant, –Senior DaCosta Vincent Assault) (Air Division Airborne 101st SGM surgeon –Division SGM Colon, Gilberto Service Food PhD, FACHE –CEO, Southwest Bonilla, Jennifer Arizona in System Health Integrated Maricopa Operations, of Hospital VP former Arizona, in Insurance MICA consultant, management risk –Senior JD Atwood, Denise Healthcare Philips Services, Project director, –Senior Athanassiades Dean Center, Texas Houston, Medical Regional HCA Conroe –Director, Ivey Arceneaux Paula Executives Healthcare Arizona president, past FACHE –Immediate Altamura, Peggy ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Behavioral Health Services in Arizona Arizona in Services Health Behavioral Group, CEO, –Founder AMC and Zayas Alejandro Arizona in College Community Mountain South at Institute Storytelling –Director, Warren Elizabeth architects group in Arizona at Corgan Leader Studio Healthcare president, Vice AP, LEED EDAC – ACHA, AIA, “AJ” Thomas, Ajith Tennessee in expert sustainability Administration; Services health Mental and Abuse Substance Administration, Services Resources Health consultant, –Grant DBA Smith, Marcia Executives Healthcare of College American Regent, Arizona former Health, at Banner Management Care and Resources Physician PhD, FACHE –Former director, Simington, Maire Pharma for Horizon Access Market Care Managed president, –Vice Schwans Roxanne Arizona in Foundation Medical at MICA Services Management of Risk president –Vice Ritzman Julie Louisiana GE Healthcare, director, –Client Myers Kevin in Indiana System Health Regional at Howard coordinator management –Emergency RN Linerode, Steven Arizona in Hospital Regional Paz CEO, La interim former Consulting, Health Behavioral and Practice Physician FACHE –Principal, Libberton, Robert in Arizona group architects Corgan Design, Healthcare EDAC –Architect, Todd Lehmenkuler, Jonathan
47 47 are we Who 48 Academic Annual Report 2019 highlights COLLEGES COLLEGES
HEALTH PROFESSIONS degree sooner,degree at alower cost. helping is BSHMour program eligible students abachelor’s transfer to earn prior of value the these educational experiences, and strategy. recognizing By management in additional provides instruction BSHM program the learned, what Leveraging students associate health degree. have allied an earned those whoalready have students —specifically transfer mind designed in with M 2019 in Early college the launched Bachelor our of Science Health in experience and credits eligible transfer students lets New program degree College introducesBachelorofScienceinHealthManagement anagement degree, our newest program. This popular program was was program popular anagement This newest our degree, program. American College of Healthcare Executives (ACHE). College Executives ofAmerican Healthcare competencies to industry aligned is the from program v004 BSHA The Certification. H aligned to is nowNational Records program Certificate/Medical The 2019: in new standards with aligned Programs practitioners. and criteria definedby leading academics standards metandhas high the program their assured are accreditedStudents program aCAHME selecting management United the in States and Canada. for healthcare body in accrediting graduate the is programs CAHME degree. Management Education (CAHME) for Master our of Administration Health Commission accreditation the on Accreditation with of Healthcare specialized With enthusiasm, great College the of Professions toward Health moving is CAHME MHA degreeprogramundergoescandidacyconsiderationwith ealthcareer Association (NHA) Certified Billing and Coding Specialist (CBCS) Specialist and Coding Billing Certified (NHA) Association ealthcareer aligns to our site visit. visit. site our to aligns 2019, November to retroactive May in 2020, is which it but accreditation Nov. 1, effective 2019. became program of (MHA) We notice our received Administration ofHealth Master for the period accreditation CAHME The
49 49 are we Who 50 Academic Annual Report COLLEGES COLLEGES
NURSING NURSING opportunities. opportunities. to lifelong graduatesnursing prepared pursue are learning of graduates –to of ensure practice nursing programs competencies expected –the Essentials AACN with aligned is programs degree nursing for all addition,In curriculum the emphasized values programs. our throughout two are competence end, cultural and inclusion caring human as well as To backgrounds. and communities diverse from that families –it institution for includes ahealthcare individuals, in caring leadershipNursing patients simply more is managing than landscape. healthcare ever-changing the in nurses of education, nursing needs professionalin career the meeting we’ve leader rapidly become and respected awell-recognized in graduating class for Since first our 1980, nurses. registered provider for post-licensure and graduate programs nursing educational CollegeThe innovative become of an has Nursing profession. leadership inthenursing excellence inpractice, and Embodying thevalue ofcaring, Nursing College of
Matt Bauer, BSN 2011 BSN Bauer, Matt
51 51 are we Who 52 Academic Annual Report Industry advisory council Industry Certificate programs Degreeprograms COLLEGES COLLEGES meet periodically to review industry needs with our colleges’ leaders. leaders. colleges’ our with needs industry review to periodically meet They fields. their in ofleaders up made councils advisory why we have That’s still. stands never Education ■ ■ ■
Devenney Barkenbush,Julie –CEO, RN Marcos State San University Boren,Denise PhD –Professor, California consultant simulation Bennett,Deb PhD –Clinical
NURSING NURSING Post-Master’s Education Nursing Certificate Post-Master’s Certificate Administration Nursing Master Practitioner Nurse of Science Nursing/Family in Nurse Master of aconcentration Science with Nursing in in Administration Master of aconcentration Science with Nursing in Nurse in Master of aconcentration Science with Nursing in Informatics in to BachelorRN of Science Nursing in
Group
Education ■ ■
Maricopa Community College Community Maricopa of Nursing, PhD, Schultz, –Dean RN Margi Group Medical Scottsdale –East FNP-C, RN Longmire, Julie has published in various nursing journals. journals. nursing various in published has and Scholar, Howell aDoris named was she where Diego, San of University the from Science Nursing in aPhD holds Brooks Dr. curriculum. and outcomes student accreditations, review, program effectiveness, institutional in background extensive an has She population. surgery bariatric the in regain weight and outcomes long-term the studied Dr. Brooks researcher, anursing As care. critical and of ICU, trauma areas the in extensively practiced and 20years for over nurse registered a been has She Programs. Non-FNP Nursing Master’s and Undergraduate of the dean associate the is Dr. Brooks Diego. of San University the from Leadership Educational and Science Nursing in aPhD and Education Nursing in amaster’s both Vegas, and of Las University the from degree abachelor’s holds engagement. She faculty and curriculum programs, nursing improving and for creating strategies based evidence- to provide her teams with collaboratively works and servant-leadership modeling in believes Dr. Winston Phoenix. of at University of Nursing College of the dean becoming before Marcos, San University State at California recently –most Universities State California and colleges community California at three adean/director as served She education. higher nursing in leader and educator aclinician, as served has and nurse aregistered as her career began Dr. Winston Key leadership RAELENE BROOKS,RAELENE PHD ASSOCIATE DEAN KATHLEEN WINSTON, PHD N A DE
and Training. Education on Adult afocus with of Phoenix University from Education in of Arts aMaster and University State Arizona from English in of Arts aBachelor holds Morse Ms. experience. student the to better order in programs nursing college’s the for efficiency operational to ensure is of Operations director the as Her role of Nursing. College to the prior Affairs Academic in and counselor academic an as roles including of Phoenix, at University 11 years includes Her career of Nursing. College for the of Operations director is Morse Ms. Medicaid. and to Medicare related regulations state and federal and nursing, military trauma ER/ specialist nurse clinical aging, pediatrics, trauma, and medicine emergency includes Her practice published. is she which in management, and perception pain is focus research Her of Florida. University from her degree bachelor’s and Vanderbilt University from nursing in her master’s Nebraska, of University from her PhD earned She education. higher nursing in of experience 19 over has years she Corps, Nurse Navy U.S. the from commander Aretired Programs. Nursing Doctoral and for Graduate dean associate the Dr. is Nelson BRANDI MORSE, MED DIRECTOR OF OPERATIONS FRANCINE NELSON, PHD ASSOCIATE DEAN
53 53 are we Who 54 Academic Annual Report 2019 highlights COLLEGES COLLEGES
NURSING NURSING commitment to continuous improvement. improvement. continuous to commitment of change. SPE updated The our is model course standards part as the is revision, when –so requires acourse standards bodies’ meets accrediting our University’s We and initiatives. of goals data that have established reporting and criteria of accreditation CCNE the standards the with SPE model aligns appliedMSN-FNP but college also 2019. the throughout was in program The SystematicThe Plan of model Evaluation achange not was for only the SPE modelappliedacrossnursingdisciplines of Practitioners Association Nurse (FNP-C). American BC) and the Center Credentialing American theNurses (FNP- such as exams, certification students prepares national level, to MSN/FNP our program sit for national prerequisite practitioner nurse to practice state. afamily as that in At a ofapply (CA-BRN) Registered Nursing Board for California –a certification to students educationally prepared FNP remain helpsThis California our MSN/FNP programreceivesCaliforniastateapprovalin2019 designed toare facilitate accelerated completion of BSN degree. the workthe on goes and University of Phoenix continues CEP The to do its part. tonurses nationwide 80% made, 2020. much year was the by progress While (2010)Nursing percentage of the goal increasing of baccalaureate-prepared and werebegan designed to help meet Institute the of Medicine’s of Future colleges that community with collaborative educational CEP are alliances The program. nursing associate an degree in enrolled while degree nursing to completestudents opportunity the abaccalaureate coursework toward (CEP) designed nursing provide Concurrent that Enrollment the Programs College the of nurses, has To Nursing meet future challenge of the preparing studentsprepare for leadership practice. nursing in essential to flexibleare that andrelevanteducational recognize programs demand With increasing the fordegree. baccalaureate-prepared we nurses, pathways college theforcommunity student refining in completeto a BSN Solutions Group worked College has the of closely leadership Nursing with Workforce University &Academic ofThe Phoenix Healthcare Alliances nurses Community collegealliancescreatepathwayforBSN-prepared (AACN) of Association Colleges of American Nursing the accordance with in faculty and applicationdesigned aresearch using PhD and DNP both by framework was curriculum career. their program The to further leadershipthe skills intended is 2020 degree launch, for this post-master’s the student pursuing re 2019,In College the of development completed Nursing curriculum and course level doctoral at education the nursing pursue soon may Students College preparestoofferDNPdegreein2020 quality. and effectiveness support and of includes whatpicture” changing evidence is the about what done was to time: semester, or year multiple “big Asystematic the is evaluation plan years. improvement.quality to trend data Systematic ability over the evaluation is a Systematic Plan of (SPE) Evaluation model for continuous and relentless graduate 2019. MSN-FNP in program operates revision using program This studentsour Practice Advanced keep Nursing pace, we launched arevised To and improving. professions nursing The help changing constantly are College launchesnewversionofMSN-FNPprogram organizations. these by students our prepare to sit for offered examinations national certification the educationally programs MSN degree National for Our League (NLN). Nursing Center Credentialing requirements Nurses for American (ANCC); the and the of Association credentialing Colleges the of (AACN); American Nursing the of (MSN/ADM, essentials the with aligned MSN/NED and was MSN/INF) Master our in of Science programs Nursing in curriculum the that ensured 2019, In organizations. leading industry with aligns we curriculum our ensures that process and planning review mapping annual an is Curriculum College ofNursingalignsMSNprogramstonationalcriteria visions for the Doctorate in Nursing Program (DNP). forvisions Doctorate the Designated Program for Nursing in aspring
standards.
55 55 are we Who 56 Academic Annual Report COLLEGES COLLEGES
SOCIAL AND BEHAVIORAL SCIENCES become fields. change agents respective their in students CSBScharacter prepares and lifelong to learning, sciences.and behavioral emphasis With an on knowledge, skills, leader social the of academic in diverse a recognized programs oneis of University’s the newest colleges. We to aspire become professions, Sciences and Behavioral College the (CSBS) of Social 2019 in Reorganized helping into the one college serving communities. influence theirorganizations and to positively opportunities Preparing studentsfor Sciences Behavioral and Social College of
Kelly O Horo, MSC/CC 2010 MSC/CC O Horo, Kelly
'
57 57 are we Who 58 Academic Annual Report Degreeprograms COLLEGES COLLEGES
SOCIAL AND BEHAVIORAL SCIENCES Psychology Psychology Master aconcentration of Science with Psychology Industrial-Organizational in in Psychology in Science of Master Therapy and Child Family Master of Science Counseling/Marriage, in Counseling Health Mental Counseling/Clinical in Science of Master Master of of Justice Science and Security Administration in Master of Public Administration Bachelor of Work Science Social in (new 2019) in Bachelor Management of Science Security in Administration Public in Science of Bachelor Psychology Industrial-Organizational in Science of Bachelor Bachelor Support Services Program of Science Correctional in Bachelor Justice Administration of Science Criminal in Technology and Media in concentration a with Psychology Applied in Science of Bachelor Justice Criminal in Associate of Arts Key leadership University. Highlands Mexico New from Work degrees of Social Master and Bachelor as well as University State Portland from aPhD holds She colonel. lieutenant a as Force, retiring Air U.S. the in 27 years served Dr. Dutton academia, to her in work Prior Work. Social in of Science Bachelor for the director program and dean associate the is Dr. Dutton Supervisor. Clinical Approved an and Counselor Certified Nationally a Counselor, Professional aLicensed is and of Phoenix, University from Administration Education Higher in adoctorate holds She Sciences. and Behavioral and of Social College the in Services) Human Psychology, (Counseling, Sciences of Social dean associate the is Dr. Miller University. Arizona Northern from of Education aDoctor and University International Western from Administration Public in aMaster Phoenix, of University from Administration of Business aDoctor and Management Organizational in of Arts aMaster Dr. holds Walsh Sciences. Behavioral and of Social College the within Programs Security and Administration, Public Justice, for Criminal dean associate as Dr. serves Walsh (HIMSS). Society Systems Management and Information Healthcare of the Chapter Arizona formember the aboard is She of Phoenix. University from Psychology in of Science aMaster and Instruction and Education/Curriculum in of Arts aMaster and University, Northcentral from Leadership Education in of Education Dr. aDoctor Neider holds of Curriculum. dean and of Assessment dean Professions, of Health College the in Studies of Undergraduate dean associate including roles, leadership academic held several has she of Phoenix at University her years During Force. Air U.S. the and healthcare academia, in 25 years over spans Dr. Neider’s career SAMANTHA DUTTON, PHD, LCSW ASSOCIATE DEAN ACS NCC, LPC, PHD, MILLER, JEAN ASSOCIATE DEAN MPA DBA, WALSH, FRANZI ASSOCIATE DEAN CHRISTINA NEIDER, EDD DEAN
59 are we Who 60 Academic Annual Report “ 2019 highlights COLLEGES COLLEGES
SOCIAL AND BEHAVIORAL SCIENCES Behavioral Sciences Dean, CollegeofSocialand people to support communities.” disciplines that focus on actions and behaviors of previously. What they have common in is they’re leaders different under were areas content It was ablend of existing two disciplines. The as abachelor’s-level certification workersocial selectin states. them prepare to state pursue or also licensure (CSWE). ItStandards will Work of of Council Social the standards Education industry with aligned work values and social knowledge, the communities their skills with to serve 11% graduates prepare 2018 between will program and 2028. new degree This be workers will and social for community, service estimates job growth social The field. Bureau Laboranticipatedof Statistics growing demand this in 2019 April In Work Social to college aBS in offering the response began in Work Social in Science of Bachelor offering: degree New Undergraduate Health Administration Programs. associate as dean, of dean college,EdD, named the serving was previously Sciences. and Behavioral College July 2019, In of Social Neider, Christina justice —into newly the named sciences and criminal social —counseling 2019,In University brought the content together existing of two the areas A revampedcollegeundernewleadership CHRISTINA CHRISTINA NEIDER, EDD
program curriculum relevant. law college enforcement.in to the working is discussions keep these Through role of technology spoke to He growing the also mentally ill. the with working Lombardo atop for outlined priority law enforcement and —understanding enforcement. apanel Vegas at discussion Las the During Campus, Sheriff a 2019,In college the worked Vegas Las closely Joseph with Sheriff Lombardo Cr profession. counseling the in those practices and recognize students best MFT to and agenciesuniversities share training involved in together region brings the of in coordination The meetings California. of Consortium Therapy and Family (MFT) Collaborative for Marriage the college Therapy and Family Leadership leaders Marriage participate the in open tothem an questions ask addition, experiences. forum In and share were professionals designed to counseling together bring giving while f 2019Throughout Campus held City at Salt Lake the program counseling the Counseling Taking apractice-basedapproach ree professional development workshops open to the community. These These community. the to open workshops development professional ree nd other command-leveleducation the officers discuss and lawto of needs iminal Justice
61 are we Who Who we are 63 creditation. Programmaticcreditation. can be an accreditation important part of as such a specificjob, for prerequisites meeting licensure or requirements counseling. or teaching nursing, Institutional accreditation by Learning the Higher is accredited Phoenix of University (HLC) Commission (hlcommission.org). quality educational of evaluation rigor. and is an independent Accreditation by HLC its and accredited the has University been continuously 1978, Since Reaffirmation 10-year recent most The received University its predecessor. was evaluation comprehensive A mid-cycle in 2012–2013. Accreditation of The Reaffirmation next is scheduled inAccreditation of fall 2018. completed for 2022–2023. What means it our students: for that recognized meets receive an education qualityYou’ll standards. Programmatic accreditation external of level anProgrammatic additional represents accreditation quality and peer evaluation specificprograms assurance to that applies within an institution. This type a program how focuses on accreditation of practice. professional to leads it how and a specific field for prepares students Programmatic quality is regularly benchmarked against specificto criteria can students and Employers their industry for choice. prepare of students trust that the programquality meets standards by the set profession. What means it our students: for programsPhoenix of University carrySome specialized programmatic) (or ac
40 years 40 years education for over for education over accredited higher Providing Providing
ACCREDITATION ACCREDITATION
62
Academic Annual Report Report Annual Academic 64 Academic Annual Report ACCREDITATION *This program is not available for new enrollment. enrollment. new for available not is program *This 20036 DC Washington, 1140 400 NW, Suite 19th St. Preparation of Educator Accreditation for the Council caepnet.org. visit please information, For additional (CAEP). Preparation Educator of Accreditation for the Council the by administered is NCATE accreditation of a accreditors, merger Following body. accrediting (NCATE), aspecialized Education of Teacher for Accreditation Council National the by accredited is Campus Utah at the program* Counseling Counseling/School in of Science Master The (CACREP®) Programs Educational Related and of Counseling for Accreditation Council the by accredited is campuses Utah and Arizona at the offered program Counseling in of Science Master The cacrep.org VA 22314 Alexandria, 510 Suite St., 1001 Fairfax N. (CACREP®) Programs Educational Related and of Counseling for Accreditation Council SCIENCES SCIENCES SOCIAL AND BEHAVIORAL
through 2027: through (ACBSP) Programs and Schools for Business Council Accreditation the by accredited are Studies of Doctoral College or the Technology Information and Business of College the by offered programs following The acbsp.org 66213 KS Park, Overland 11520 W. 119th St. (ACBSP) Programs and Schools for Business Council Accreditation BUSINESS BUSINESS ■ ■ ■ ■ ■ ■ ■ ■
Leadership Leadership Organizational in of Management Doctor Administration of Business Doctor Management of Master Administration of Business Master Business in of Science Bachelor Accounting in of Science Bachelor Business Fundamentals in aconcentration with of Arts Associate Accounting Fundamentals in aconcentration with of Arts Associate
* These programs are not available for new enrollment. enrollment. new for available not are programs * These include: Campus Utah at the programs accredited CAEP include: Campus Hawaii at the programs accredited CAEP (CAEP). Preparation Educator of Accreditation for the Council the by administered is NCATE accreditation of accreditors, a merger body. Following accrediting (NCATE), aspecialized of Teacher Education for Accreditation Council National the by accredited are programs* following The caepnet.org 20036 DC Washington, 1140 400 NW, Suite 19th St. (CAEP) Preparation of Educator Accreditation for the Council EDUCATION EDUCATION ■ ■ ■ ■ ■ ■ ■ ■ ■ ■
Counseling Counseling/School in of Science Master Supervision and Education/Administration in of Arts Master Education Education/Special in of Arts Master Education Education/Secondary in of Arts Master Education Education/Elementary in of Arts Master Education Education/Elementary in of Science Bachelor Education Education/Special in of Arts Master Education Education/Secondary in of Arts Master Education Education/Elementary in of Arts Master Education Education/Elementary in of Science Bachelor
(CAHME): Education Management of Healthcare Accreditation on Commission the by 2019 accredited to become in status candidacy in was program following The 301-298-1820 20852 MD Rockville, 614 Suite 6110 Blvd., Executive (CAHME) Education Management of Healthcare on Accreditation Commission retroactive to November 2019, which aligns to our site visit. visit. site our to aligns 2019, which November to retroactive is it but 2020, May in accreditation of notice our 2019. Wereceived 1, November effective became program (MHA) Administration Health of Master the for period accreditation CAHME The HEALTHCARE (CCNE): Education Nursing Collegiate on Commission the by accredited are of Nursing College the by offered programs following The ccneaccreditation.org 20001 DC Washington, 750 NW,655 Suite KSt. (CCNE) Education Nursing on Collegiate Commission NURSING NURSING ■ ■ ■ ■
Master of Health Administration Administration of Health Master Nursing in of Science Bachelor Nursing in of Science Master Practitioner Practitioner Nurse Nursing/Family in of Science Master
65 65 are we Who 66 Academic Annual Report In FY19, our faculty had an average of 25.8 years of professional experience, and included: included: and experience, of professional years average of 25.8 an had faculty FY19, our In Our faculty—experiencecounts FAC FAC U LT Y 2,138 2,138 chief information chief information 118 118 principals principals directors directors 27 officers also have career knowledge have career to to classroom. bring the also butnuances of and needs adults working careers, not who are juggling only understand educational the instructors our means teaching experience. This FY19,In average had an of instructors our 12.7 of University of years Phoenix Educational experience education. advanced with professionals skilled are professing instructors it.rather Our knowledge, lived than they’ve f Our experience Professional adult what as well works with learners. and University know-how, world understand what they real as the works in teach. they With class industry experience to every and industry credentials academic of combination powerful a bring instructors Phoenix of University
aculty practice what they teach. In fact, we call them instructors because because practice them instructors what teach. they aculty fact, In we call district attorneys attorneys district chief financial financial chief 864 864 presidents presidents 20 96 officers clinical directors chiefs of police police of chiefs chief executive executive chief 263 263 79 14 officers directors of nursing executive directors 203 203 62
vice presidents 199 199 educational educational specialists specialists 42
Featured faculty faculty Featured responsiveness to students, set that them apart. like andlooked behaviors for activities, specific We best. the are to why faculty identify best our 2017, performance faculty analyzing we started consistently scheduled to teach more often. In top-performing our and has faculty and scaled, model innovative refined an we introduced, attributed be to part, in can, few last years the Student satisfaction and retention over gains Top-performing faculty field. male-dominated this in trail own their blaze students minority and helps female and industry to achanging atestament Year is recipient of 2019the Vegas. The Faculty Las in system for acasino of cybersecurity director to become ladder the climbed she work, hard Through roles. leadership IT in underrepresented women were career, her cybersecurity started she When tech. in diversity for women and achampion is Benoit-Kurtz Stephanie Faculty Lead Cybersecurity goals. their reach to help others survivor cancer and mother asingle as adegree of earning her journey shares Alejado shoes. their in walking from students for her care her authentic in is impact her greatest University, the around her peers ask you if But, of nurses. generation next the to teaching Year for her honors of 2019the dedication Faculty earned Alejado Theresa Year honors. of 2019the him Faculty earn helped experiences life his from knowledge vast his Sharing on instruction. focused and genuine but he remains status, movie Hollywood has life His he teaches. students the and members faculty peer his among a“superstar” is Braunstein Don STEPHANIE BENOIT-KURTZ THERESA ALEJADO DON BRAUNSTEIN news.phoenix.edu/newsarticles/benoitkurtz news.phoenix.edu/newsarticles/benoitkurtz news.phoenix.edu/alejado news.phoenix.edu/braunstein featured here. here. featured impactand their are on student Three success. performance outstanding consistently their for 18 membersYear faculty recognizing by award faculty, best our we continued Faculty our of the taught top-performing our by faculty. To recognize included sections new the model course in the were the the modelandrefined by end of 2019, 68% of for more more often. courses we next year The sc 2018, faculty In with experimenting we started heduling toheduling schedule top-performing our faculty
67 67 are we Who 68 Academic Annual Report ethnicity and genderethnicity 1and of 6,144 our in figures reflected FY19 are faculty value we andinclusiveness.place the high diversity and gender Theon of reflective diversity equality ethnic members bring professionalJust faculty our bring as also they experience to classroom, the Diverse faculty FIGURE 1 FIGURE FAC U LT Y White - 56%White Not -18.5% disclosed Native Hawaiian/other Pacific Islander - 0.16% -3.81%Hispanic/Latino -14% American Black/African -4.38%Asian Am 2 or more -2.65% races erican Indian/Alaska Native Indian/Alaska -0.55%erican
ETHNICITY ETHNICITY - 2019
2 . FIG URE 2 URE Ma 53.66% - Female Not -0.02% disclosed le -46.32%
GENDER - 2019
69 69 are we Who WHAT WE DO 2 72 Academic Annual Report STUDENT LEARNING FRAMEWORK coursework that translated immediately to the real world. immediately to translated coursework real that the schedules made that sense with forpractical, adults working and easier adegree more —only experiment didn’tHis earning make adults? working for he idea:it created if arevolutionary What gave auniversity him And 6to 10 adegree. schedules, oftenclass to earn taking years rigid with He saw adultstudents him. struggling like learners to create him he challenges The abetter faced inspired for path to earnaPhD. he worked hisway through school he battled alearning disability, and to beattheodds.Hegrew uppoor, John Sperlingknewwhatitmeant University ofPhoenixfounderDr. framework learning Student
John Sperling John Sperling
73 73 do we What 74 Academic Annual Report Learn, practice, apply (LPA) STUDENT LEARNING FRAMEWORK Using LPA, the student could: could: student the LPA, Using create plan. amarketing University of actually Phoenix, they a student apaper write might about how to create At plan. amarketing class, Here’s marketing atraditional In life. to translates real how this to built is help course practice students and apply.Every learn, pushed to are applyinformation. They knowledge their real-world in settings. At University of just Phoenix, facts students and given more than are programs. content ofcoursesand standards guidethe and professional quality content.Industry Everything hangson LEARN LEARN ■ ■ ■ ■
job interview. interview. job workplace their in pieceUse plan or marketing for aportfolio the as a students. fellow and instructor their from feedback Incorporate Create and present plan. amarketing of plan. amarketing essentials the Learn also givefeedback. Students andinstructors work experience. often integratingtheir through assignments, Students practice PRACTICE PRACTICE and careergoals. move towardbothschool problems, helpingthem knowledge toreal-world Students applytheir APPLY Collaborative environment Collaborativeenvironment faculty Practitioner our studentsour head-on. face challenges those legacy onand real-world helping by his team environments, we’re carrying adultchallenges face. learners With flexibleschedules, practitioner faculty John understood because University Sperling the of Phoenix started 2019,In students benefitedfrom a 15:1 faculty-to-studentratio. or it’s needed, real-worldis when guidance And available. instructor expertise model each simulate groups that week in workplace environments. collaborative environments. For example, LPA the students move through University positions of Phoenix students also real-world to in succeed Phoenix. of average They classroom. 12.7the at of University teaching instruction years into experience professional of years 25.8 average, on bring, instructors Our whatand works what firsthand know doesn’t. they because is This away. right practice students put that can into into help skills theory instructors translate Our University of additional Phoenix, the “secret sauce” practitioner our is faculty. haveOther universities adopted LPA But over at similar years. the frameworks
75 75 do we What What we do 77
DEVIN ANDREWS DEVIN Vice President, Admissions and Evaluation Every course counts, earned credit every and We a difference. makes for PLA practiced have students — and decades they ways multiple have credit earn do, and can, deep our of because expertise in this area.” in this area.” expertise “
Jobs. Life. Kids. This adds up to a lot of experience, which can which experience, of Life. Kids. a lot ThisJobs. to up adds credit through tuition-saving translate to our Prior Learning (PLA) process. Assessment gained knowledge credit for for PLAapply allows to students training, certifications,through workplace military on-the-job everyservice three life For experiences. or credits earned, $1,200 save almost and weeks five faster graduate students in tuition. At University of Phoenix, we University At understand that knowledge just happen in the doesn’t in 2019, 68.6% In fact, classroom. employed. of our students were age the average Additionally, was 37, of our FY19 students claimed and two out of three dependents. Assessment Assessment Prior Learning Learning Prior
PRIOR LEARNING ASSESSMENT LEARNING PRIOR
76 Academic Annual Report Report Annual Academic 78 Academic Annual Report How to apply PRIOR LEARNING ASSESSMENT regulations. regulations. University’s the policies and/or accordance PLA with in state student the credit(s) awarded program, is degree their toward applicationcollege-level an If approved learning. is for credit, determines whether applications meet rigor the and content of which team, includes evaluators, PLA our cases, faculty all In number of national programs. testing creditEarn testing. through four cycles: these move through students as of learning experience asource validates as that topics. of approved mastery demonstrate that entries journal Write transcripts and workforce training. evaluatelicenses, applicable vocational certifications, industry documentation. personal or professional Submit options: several students pursue can To PLA, utilize ■ ■ ■ ■
We on evaluate based Kolb’s model, experiential atheory Active experimentation experimentation Active conceptualization Abstract Reflective learning Concrete
observation We accept a from scores passing We
on average was savedontuitionperPLAstudent, $ total creditsawardedthroughPLA 15,774 of PLA undergraduate studentstookadvantage 1,287 4,878 4,878 FY19 by the numbers FIGURE 3 FIGURE
approximate tuitionsavedthroughPLA $ at leastonesubmissionitem of applicationsresultedinPLAcrediton 78 6.2M 6.2M
%
79 79 do we What 80 Academic Annual Report UNIVERSITY RETENTION AND GRADUATION RATES RATES GRADUATION AND RETENTION UNIVERSITY on the way to their degrees. on way to the degrees. their ofunderstanding how obstacles to the face support they students our through Data could never adequately story. tell this Yet data helps improve us our all done. and navigating doubtsaboutgettingit on lunchbreaks, jugglinglife’s demands, determination —aworkingadultstudying graduate isastory ofsheer Behind every University ofPhoenix graduationrates retentionand University
Tracking data the actively enrolled the following Aug. 1. Aug. following the enrolled actively and October August 2018 between class —remain students who attendance posted first their in bachelor’sFTFT University students —specifically rate whether cohort (6.5%) measures asmall of retention IPEDS retention the because is rate. This demonstrate higher retention far IPEDS the than University’s retentionThe institutional rates levels. degree show trend all across upward an 4 indicated figure As in 2017 both comparison with and 2018. wentmetric month ayear-over-year up in every adapt retention strategies. 2019 In on-track our engagement helps of students. our This us “on-track metric,” continuous the to examine our called checkpoint, internal We an use also retention and analyzes data. collects to support them. University of Phoenix actively of students our of success and efforts our the Retention rates of perseverance tell the astory rates Retention institutional retentioninstitutional and graduation rates. our and track calculate level, we internally degree University, the with by program disaggregated To anew account students for beginning all college or university. students who have attended previously another leaves out UniversityThis many of the Phoenix time, full-time (FTFT) U.S. of Department Educationthe first- reflect only retention and graduation rates published the by EducationPostsecondary Data (IPEDS) System of Phoenix Here’s data. Integrated why: The —government angles data and Universitytwo we look at retention and graduation rates from of students’ our To picture progress, get afull undergraduate students. students. undergraduate , 2019 retention rates
Graduation rates figure 5 figure in for displayed program) Universitytheir are the 150% of published within the of length program 150% graduation rates (those who completed the level, most the of recent degree by four years students, aggregated and disaggregated for both all University definition ofthe Phoenix institutional 2016. student Using definitionsand IPEDS FTFT University, since over year year have improved of at multiplea measure the programs degree Blended graduation rates, institutional which are FTFT undergraduate students. cohort, just 18.8% of entering the students were IPEDS 2019 the University during graduation rate studentstheattendingstudents. first all Of undergraduaterate, to whichlimited is FTFT higher level IPEDS of the does student than success graduation rates institutional The demonstrate a graduation rates institutional our and IPEDS rates. between necessary some are Again, distinctions reach their goals. help initiatives, push to students final that make sequencing course in and near-grad support graduation-focused such changes as measures, graduation in to rates. increases Additional correlate often will retention in Improvements among as effort most work the important we do. student graduation rates. ongoing We this view University continuouslyThe works to improve
completelevel. their degree specific at fivecourses to amount the of required time within class fourth attendance posted they their if “retained” in as academictraditional calendar, we designate them theirretentionthe defining lens of a through year, students all rather so Our enroll than .
81 81 do we What 82 Academic Annual Report level. degree by disaggregated are 5 figure in institutional The presented FY14. rates FY13, FY11,FY12, are 5 graduation figure in represented IPEDS for years cohort The of program program. the of their length completed year, published the of 150% within reporting the of 31 study Aug. of as who, cohort the in undergraduates FTFT of percentage the The reflects 150% rate bachelor’s. graduation FY11,FY12for FY010, IPEDS FY09, and master’s, and associate FY16for FY15, FY14, FY13, are the 5 for years figure in rates cohort The logic). graduation IPEDS with institutional (consistent cohort the from excluded were completion to prior with deceased became (consistent days who 30 least at for Students logic). attended IPEDS and year cohort the during level degree the in aprogram began they if graduation cohort the in students institutional 150% The include rates program. the of length published the of 150% within study of program University their of completed percentage had the who cohort reflect the in rates students graduation institutional The 150% Reporting. and Policy Federal of (2019). Office Phoenix. of University 5. Figure (iii) 175 days; bachelor’s, 210 days. (ii) 175 days; master’s, associate, (i) frames: time following the within class fourth her or his in deemed is attendance student 30). posted A she or June he 1– if July Year Award “retained” (Federal year cohort the during program of reported the in percentage the attendance reflect first rates their posted retention who students institutional University’s The Reporting. and Policy Federal of (2019). Office Phoenix. of University 4. Figure F UNIVERSITY RETENTION AND GRADUATION RATES 100% 50%
I 0%
GU GU
R
E 4 U
IPEDS – Bachelor’s (FTFT) (FTFT) –Bachelor’s IPEDS 31.7
NIV 2016 55.9
E
64.1 RSIT
69.1 Y O
F P Institutional – Associate
26.9 HOE 2017
49.9 NIX IP
61.9 E
DS A 68.0
ND IN
ntttoa ahlrs Institutional – Master’s Institutional – Bachelor’s 32.9 STITUTIONA
2018 58.6
67.1
68.8
L RE
38.6 TE
NTION R
2019 60.5
70.3
ATES
73.1
FIGURE 5 FIGURE 25% 50% 25% 50% 25% 50% 0% 0% 0% IPEDS –Undergraduate(FTFT)
32.2 Institutional –Bachelor’s 41.2 15.9 undergraduate degrees
150 Institutional, blended % IPEDS AND INSTITUTIONAL GRADUATION RATES 34.9 40.3 14.2
36.1 42.6 16.5
38.6 40.5 15.6 25% 25% 50% 50% 25% 50% 0% 0% 0% Institutional, blendedassociate,
438.634.4 47.7 Institutional –Associate 18.6 Institutional –Master’s bachelor’s, master’s
36.0 44.6 18.2
36.7 40.8 17.7
39.239.2 44.2 23.0
2017 2017 2019 2019 2018 2016 2016
83 83 do we What 84 Academic Annual Report RESPO NSIBLE AND APPROPRIATE BORROWING different types of loans and loan amounts that might be right for right be of them. amounts and loan might loans that different types —before enrollment and after resources —to help students our understand the decisions about seriously. student very loans We offer extensive tools and auniversity, helping role our As in we take students our responsible make borrowing. goals couldrequire some level of For manystudents, reaching academic borrowing appropriate and Responsible
year or 30% for three consecutive years. years. or consecutive year 30% for three or exceed for equal 40% cannot CDRs any given educational an institution’sprograms, three-year To eligible to remain participate Title IV in period. measurement three-year studenttheir prior loans to end the of cohort’s their students relevant cohort the who in default on percentage the CDRPhoenix. The measures of including UniversityStudent of programs, Aid Federal participate Title IV that in institutions cohort official defaultannual rate (CDR) all for U.S.The of Department Education publishes an default rates loancohort Student FIGURE 6 FIGURE 10% 20% 0%
12.8 OFFICIAL COHORT DEFAULT RATES RATES DEFAULT COHORT OFFICIAL 2014 15.5
11.5
12.3
2015 15.6 15.6
10.810.8 initiatives. initiatives. of University’s the retention and graduation repayment the habitsimportance —and reflects completion program that suggests influences loan “completers” approximately is lower 5%. CDR This mostThe recent CDR for University of Phoenix CDR for students who complete program. their Additionally, unofficial an University calculates the schools. proprietary among below average the remains It cohort also years. ordeclined held most steady recent over three the 6 indicated figure As in
12.3 2016 15.2
10.110.1 , the University’s, the CDR has
institutions institutions all for average National schools proprietary for Average UOPX
85 85 do we What 86 Academic Annual Report loans. certificate graduate and degree master’s degree, doctoral — completion — degree completion doctoral degree loans; master’s loans; certificate graduate certificate and degree undergraduate master’s and degree associate degree, bachelor’s — completion degree undergraduate and bachelor’s degree loans; —associate certificate completion degree associate follows: as included are Loans disbursed. average the loans PLUS and represent Amounts unsubsidized loans. PLUS subsidized, and/or unsubsidized subsidized, obtained who and year award federal respective the specified in the program during a level completed who credential borrowers all includes Data Reporting. and Policy Federal of Office 2019. The Phoenix, of 7. University Figure -0.7% % Change: ($245) $ Change: average Overall 4.5% % Change: $3,400 $ Change: Doctoral -3.3% % Change: ($1,185) $ Change: Master's -3.5% % Change: ($627) $ Change: certificates Graduate -2.3% % Change: ($862) $ Change: Bachelor’s -2.9% % Change: ($588) $ Change: Associate -0.4% % Change: ($30) $ Change: certificates Undergrad FIGURE 7 FIGURE RESPONSIBLE AND APPROPRIATE BORROWING UNIVERSITY OF PHOENIX COMPLETER DEBT LEVELS $7,736 $7,766 $17,157 $17,784 $19,397 $19,985 $33,332 $34,816 $33,577 $37,257 $36,001 $38,119 $75,136 $78,536 AY 18-19 18-19 AY 17-18 AY 2019 2018 more. borrowed 2019 2018. in did they students doctoral than Only in less borrowed andprograms certificate degree 7 figure in shown As levels debt completer Phoenix of University borrowers. to provided materials counseling exit loan University’s the in displayed indebtedness borrower loans average the PLUS with and/or align figures unsubsidized These subsidized, disbursed. average the represents Amount year. aid specified the of 30 June through student’s the during University the time at any history disbursed were academic that lender to returns of net loans, disbursed obtained represent who year Loans aid loans. PLUS specified and/or the during unsubsidized attending subsidized, borrowers all Includes Reporting. and Policy Federal of Office 2019, the Phoenix, of University 8. Figure FIGURE 8 FIGURE $ Change: $10 % Change: 0.0% 0.0% %Change: $10 $ Change: UNIVERSITY OF PHOENIX AVERAGE LIFETIME BORROWER INDEBTEDNESS , student completers most in
from the previous year. previous the from trend upward it aslight reverses small, is decrease 8 figure in shown as seen adecrease, Combined debt borrower lifetime levels have also Lifetime borrower indebtedness $27,221 $27,231 $27,221 $27,231
. While the the . While
87 87 do we What WHO WE SERVE 3 90 Academic Annual Report OUR STUDENTS OUR STUDENTS students well is knowing who they are. who are. they students knowing is well our acollegeWepursue degree. understandkey to the serving flexibleeducation to students who often overcome obstacles to University embracesThe its unique role aprovider as of quality, chasers and trailblazers. adult They’re late learners, for bloomers, families. their dream- of practices, better who lives dream and sports lunch breaks students moms working andOur are dads who during study stories sheer rooted in are statistics determination.Behind these diverse group inotherways. are oftensimilar, they are avery while thedemandsontheirtime generation collegestudents.And more —many ofthemasfirst- juggling jobs,kids,schooland understand hard work. They’re University ofPhoenixstudents Ourstudents ■ ■ ■ ■
Their averageTheir age 37 is 30 orMost older are Two women are three in minorities ethnic as report half More than
Carlos Ramirez, MSN 2009 2009 MSN Ramirez, Carlos
91 91 serve we Who Who we serve 93 87,400 61, 30 0 30 61, UNIVERSITY OF PHOENIX ENROLLED FY19 STUDENT POPULATION DATA 7,900 15,900 2,300 AVERAGE TOTAL DEGREED ENROLLMENT* ENROLLMENT* DEGREED TOTAL AVERAGE ASSOCIATE BACHELOR’S MASTER’S DOCTORAL FIGURE9 *Total Degreed Enrollment represents the counts of any students who attended a credit-bearing courseaverage during of Degreed Total the year. The Enrollment 87,400 figure for represents the four quarters the in the fiscal year, and the fourth quarter TDE from the prior year.
statistically. statistically. Here’s who they are are they who Here’s anecdotally. anecdotally. are remarkable are remarkable Our students students Our
OUR STUDENTS OUR
92 Academic Annual Report Report Annual Academic 94 Academic Annual Report CONTINUED CONTINUED 10 FIGURE OUR STUDENTS
UNIVERSITY OF PHOENIX FY19 ENROLLED STUDENT POPULATION DATA, AGE AGE PARENTS ATTENDED COLLEGE EMPL 50 and over -9.1% to40 49 -20.6% 30 to 39 -39.1% 23 to 29 -25.6% 22 and under -5.6% 68.6% - Employed Mo No college -59.5% Both attendedBoth college -14.3% 26.1% - college OYMENT ther or father attended attended father or ther
GEND ETH DEPENDENTS Male -33%Male Female -67% Other/Unknown - 4.5% 4.5% - Other/Unknown -1%Native American/Alaskan -17.9%Hispanic Caucasian -39.1% As -34% American African No -3 Yes -66% NICITY NICITY ER ian/Pacific Islanderian/Pacific - 3.5%
4%
95 95 serve we Who 96 Academic Annual Report MILITARY-AFFILIATED STUDENTS your educational needs. needs. educational your way helps we meet the and inform guide service military own their forces. to From executive our classrooms our boardroom, members of armed our whoand staff uniform have the worn proud auniversity, are toAs employ we also of hundreds faculty and veterans. members to service our commitmentof this —especially career-relevant education. never We forget importance will the accessible, through goals and civilian reach military their us University of Phoenix committed to is helping who those protect students each year. Today of proud thousands military-affiliated we are all. to serve college education committed to making Sperling, accessible to when changed that members. founder, our All service Dr. John For on-campus traditional were out degrees years, of reach for home. from far spent holidays and birthdays and relocations, frequent deployments, include can These overseas protecting freedom. our with hand in thathand goes sacrifice personal students the knows your mission never is easy. Each of military-affiliated our we U.S.salute the in military, you. WeTo know serving those affiliated students. Our commitmentto military- mission Ambition on a
97 serve we Who 98 Academic Annual Report in FY19: FY19: in military at community Our aglance MILITARY-AFFILIATED STUDENTS University graduates) history oftheUniversity(26%all military-affiliated graduatesinthe 265,700 FY19 graduates) military-affiliated graduates(27%of 7,100 student population)attended military-affiliated students(23%ofthe 31,100 OVER OVER OVER OVER OVER OVER students) women (39%ofmilitary-affiliated of military-affiliatedstudentswere military experience faculty membersreportedhaving 395 395 10,300 OVER OVER De schools and the Yellow allows that program aVeterans is Ribbon Affairs of U of Department DefenseThe Voluntary Education Memorandum Partnership the full cost of cost school’s the full and fees.the tuition student combinedthe The not does abalance. amounts may incur not exceed eligibility. We DVA the pay 50% of shortfall, the that so 50% pays of rest, the elected of to for student our match 100% all veterans 50% of shortfall with the eligibility. University of Phoenix aYellow is school, Ribbon such, and has as cap for annual above the students post-9/11 using benefits GI Bill at a 100% members. practices service we follow with document,significant by signed our president,theUniversity guides which a is This to eligible program. be to DoD Tuition participate Assistance the in of Department Defenserequirementsthe the defining University must follow and veterans. members to available options service information as and resources well as studentpopulation including — information military-affiliated about finance basic knowledgepossess our of staff our ensures certification This affiliated. with studentsprior whoto working havecertified self-identified military as Order. Executive the student-facing We all require to become military staff compliance in with we to are ensure care University great of Phoenix takes gu 2012, in Principles the of ExcellenceBeginning Order Executive established standards: quality mandatory and order to voluntary meet we go ways beyond in above and several seriously. are There students military-affiliated to our commitment our we take auniversity, As YEL DOD PRINCIPLES OF EXCELLENCE idelines for working with military-affiliated higherstudentseducation.in idelines military-affiliated for with working partment of (DVA)partment Veteran Affairs to cover and fees any expenses tuition nderstanding (DoD MOU) is an agreement MOU)nderstanding University (DoD an and the is between LOW RIBBON MOU
99 99 serve we Who 100 Academic Annual Report Dedicated for those support who serve MILITARY-AFFILIATED STUDENTS families include: include: families students,Phoenix active-duty and studentstheir veterans, who alumni are to available University of Featured educationaltheir alliances journeys. students in help can that supportto military additional provide services organizations Additionally, third-party works with University also the military-affiliated to understandunique of the needs our andUniversity staff of Phoenix faculty aren’t courses The life. just for help students also and—they civilian military tointeractive, help web tutorials scenario-based bridge gap the between Institute to develop PsychArmor® teamed University the up has The with students military support to Programs students veterans. who are unique of the needs toward geared workshops support —provide services a sense of community. dedicated These centers events both and —hosting and establish access helpful aplace resources peers, toare connect with University Veterans provides The Centers Resource at select locations, which Centers Resource Veterans education: your support help to resources following the offers ofPhoenix University needs. additional have may veterans and members service that understand and students our ofall well-being the We about care ■ ■
nationwide network of licensed professionals. professionals. licensed of network nationwide a from members, veterans families, and their for military services confidential access to mental free, —Provides wellness Hour an Give support. career mentorship, and opportunities networking Net, which virtual provides volunteer mentors leading companies, from and access to ACP Advisor with mentorships professional one-on-one free for opportunities members, and honorably spouses their post-9/11 discharged veterans (ACP) Partners Corporate American
students. — Provides active-duty service service active-duty —Provides
other institutions. institutions. other compare University of Phoenix to tuition of that a shopping or plan createstart sheet afinancial to military tuition rates. Check your eligibility, military/tuition.html explore You can rates tuition Military the military. college in for credit learned what they’ve potential students so earn can opportunities, to on-site provide CLEP/DANTES testing installations We select work military with credit college to Military phoenix.edu/colleges_divisions/ phoenix.edu/colleges_divisions/ for information about about information for
EANGUS and MPRA members or EANGUS and MPRA spouses. their scholarships to for oftotal four full opportunities University a provides The (MPRA). Association Police Regimental States and Military (EANGUS) ofAssociation National of the United the Guard professional associations, such Enlisted as relationships military has University with also The Military-affiliated
scholarships
101 101 serve we Who 102 Academic Annual Report Jessica Wolford, MBA current student student current MBA Wolford, Jessica Photographer: Raylee Hand MPRA Scholarship recipient recipient Scholarship MPRA Congratulations, Jessica Wolford, 2019 MILITARY-AFFILIATED STUDENTS Congratulations, Jessica! Jessica! Congratulations, ways. many so in community help create this scholarship opportunity for military families who serve our is andand proud supportto MPRA Affairs Veteran Military of Office The complete. is workforcethe her after service husband’s military University astudent of Phoenix. As and stay-at-home mom, she to plans rejoin aconcentration with October Accounting in 2019 in Administration at ride. She her began Master online ofapplied Business afull awarded and was officer, police her Scholarship from Jessica amilitary husband, Bryce, Police Regimental (MPRA) Association about Military the learning After accountant. aspiring Jessica and an Wolford wife mom, abusy Army is an Life goal: Accounting Degree program: Military
affiliation: her To accounting firm own start Master of Business Administration with aconcentration Master with of in Business Administration U.S. Army
103 103 serve we Who 104 Academic Annual Report DIVERSITY DIVERSITY equity and inclusionequity for initiatives students our and communities our 2019. in of how we supported afew diversity, pages highlights following are the On Diversity, and Inclusion) Equity by: charge leads this University’sThe of Educational Office (formerly StudentEquity the ofOffice supportthat students our communities. our and strengthen alliances educational developing to inclusive and attainable education making we do —from University of Phoenix everything champions spirit in this help They experience everyone asense opportunities. same ofthe belonging. Diversity, and inclusion equity help access to initiatives has everyone ensure from eachother. to therealization wehave muchto learn andminds diversity is openinghearts Now more thanever, aspotlighton equity educationalto commitment Our ■ ■ ■ ■
Promoting and sustaining diversity and inclusion diversity initiatives Promoting and sustaining Developing alliances community leadership thought Providing Promoting cultural understanding
105 105 serve we Who 106 Academic Annual Report How we serve our students DIVERSITY DIVERSITY professional lives. lives. professional connect, forming networking bonds that often over into carry their student body. Simply put, is where this students belong can and of the Office of Educational Equityan in effort to engage diverse our At University of Phoenix, student organizations under are the banner life. to comes Student organizations one are example of how commitment this theare heartbeat of commitment. this resources to build competency cultural and career preparedness — accessible to working adults. Inclusion initiatives —including University of Phoenix is committed to higher making education requirements start or enhance their careers. careers. their enhance or start requirements de opportunities learning professional offers society honor international This access toevents as events. well speaker as for alumni networking provide chapters Many entry. for GPA requirements rigorous requires Accreditation the by for Council Business Schools and Programs international honorThis for accredited society students business programs in management levels and industries. management HR between students professionals and HR multiple from studentSHRM membership, for students, our free networking supports of afewA snapshot organizations: top student PI LAMBDA THETA THETA LAMBDA PI DELTA MU DELTA CHAPTER (PHOENIX CAMPUS) SOCIETY FOR HUMAN RESOURCE MANAGEMENT, STUDENT signed to help education students who meet academic eligibility recognized-student-organizations.html recognized-student-organizations.html of student list organizations: phoenix.edu/students/ afull See
107 107 serve we Who 108 Academic Annual Report topics facing educators today. educators facing topics engaged roundtable in on discussions cultural students doctoral and counseling education, conference, the to table.bring the our During adultacknowledging experiences that the learners conferenceThe commitment our reflects to conference. the keynoted and InclusionDiversity at University of Phoenix, of Center the chair research for Workplace to PhD-level educators. Dr. Underwood, Kimberly pre-K area 250 over for gathering a Conference, Education Multicultural AZ annual eighth the For example, 2019 in University hosted the invite community participation and success. involve that communities students our ways in and our in University of Phoenix visibleand vocal is How we serve our communities DIVERSITY DIVERSITY classrooms: lackthe of Black educators male K-12 in implicationsreasons, and solutions for examines that Underwood and colleagues Read awhite paper authored Dr. by phoenix.edu/having-our-say phoenix.edu/having-our-say
am to generally response In low college retention communities and students Tribal to intoinstitutions expand learning. online canceled or atare capacity, HBCU and allow graduation when at home their courses institution stay at on institutions toward these track help offerings, course expand students enrolled Universities to agreements (HBCU). These serve Black Colleges Historically and two with agreements consortium has University also The Universities and Colleges Black Historically Mental Health. Health. Mental Education, and Nursing, with Healthcare, associatedthe reduced cost courses of significantly of University Phoenix staffing. specialized with communities associated challenges tribal resolve National Education Indian to Association help the created was with alliance strategy A tribal four classes. non-tribal our first their studentsthan through students 8percentage progress points higher tribal retention tribal-specific strategy.our result, As a ong tribal students, University created the ong a tribal
Amber Dickerson, BSM 2016
109 109 serve we Who 110 Academic Annual Report “ How we’ve been recognized DIVERSITY DIVERSITY and what we stand for.” is astatementthis of who we as are aUniversity not afraid to say so. For employees and students, institution that so publicly supports them and is LGBTQOur employees proud are to work for an Vice PresidentofHumanResources JULIE FINK JULIE FINK our communities. andcampuses our influence that corporate initiatives culture, our diversity with higher education University ever forward is the reaching for years, 40 We’ll never fact, on laurels. In just rest we’ve these as innovator an been in 2019: In commitment. acknowledge this when others rewarding it is said, That accessible to our diverse student body. aimed at the making many opportunities higher in education commitmentOur to diversity isn’t aimed at awards winning —it’s Lopez: Lopez: Read more about why inclusion higher education in for goal alife is inclusion at University of Phoenix. her work of developing recognizes award The aculture Alliance. Inclusive the awarded Leader Leadership Diversity the Award from of director student Lopez, Saray diversity, and inclusion, equity was at: Read more about barriers how inequality we continue through to break Index. Equality row, score on University Corporate HRC aperfect the the awarded a“Bestas Place to Work for LGBTQ Equality.” a in year For third the acknowledged Campaign University of Rights Human The Phoenix news.phoenix.edu/breaking-barriers news.phoenix.edu/breaking-barriers
news.phoenix.edu/lopez news.phoenix.edu/lopez
111 111 serve we Who 112 Academic Annual Report STUDENT OUTCOMES academic goals. goals. academic here’sfinances, a snapshot of how we help studentstheir move toward and academictutoring to tools counseling help that students their manage orWhether online on campus, students our never From are on own. their outcomes student Improving ■ ■ ■
loan payments. student and understand future to borrowing budget, save, minimize moneyonline management tool, how which to students use learn can That’s why we offer memberships at no additional to cost iGrad® the to helpresources responsibly. students our finances their manage iGrad®. We tools seriously role and the we play take providing in workshops, practice problems videos, and other resources. and whiteboard camera person, experience alive —plus with tutoring review. Center The and grammar for Mathematics Excellence offers Excellence offers access to aids workshops, formatting tutorials, why we offer Center and support. The tutoring online for Writing for are student That’s success. skills and math how writing essential Excellence. Mathematics and for Writing Centers them. navigate adult face —and learners we understand how to help students our of obstacles that students We succeed. types the know struggling to interventions coordinate early faculty to help with partner they studentswork to with academic develop and plans, personalized day done. day onefrom dedicated through Our academic counselors counselors. academic Dedicated
IMPROVING STUDENT OUTCOMES
We offer support students the need
We understand We understand
iGrad is a registered trademark of iGrad Inc. Inc. iGrad of trademark aregistered is iGrad Inc. Facebook of trademark aregistered is Facebook ■ ■ ■ ■ ■ ■ ■
• • courses. our improve Surveys. progression. student and network-building of which help student —all with connection and Phoenix Facebook® page. management, time We techniques study talk sessions study support on and motivation University of the through Sessions. Study Facebook content. relevant and other tips, videos academicaccess to tutorials, and career- we offer self-paced learning, and online workshops and one-click towhen tips on management it. resources need time From they career On-demand resources. even assistance, on weekends. research aLibrarian and Ask reference — with document consultations, loans, interlibrary retrieval University our updated Library. We information through support users and regularly 24/7 access to resources with nearly online 200 alumni University Library. coaching and career-planning resources. services. career Robust and elderlychild care. housingsuch health, as options, management, time relocation, and —plus coaching life tips, self-assessments on builders topics and skill and Center Resource Life services counseling offers access to clinical work, and household parenting budgets going while to school. Our Center. Resource Life We majority of the students know our juggle $810 per for credit for of program. degree their adoctoral length the for undergraduate an $698 degree, per for credit amaster’s or degree Tuitionour Guarantee, students won’t $398 pay more than per credit predictable With successfully, affordably tuition. and with degrees Tuition Guarantee.
technical issues. issues. technical University feedback updates content, on course and curriculum (FEOCS Surveys End-of-Course Faculty content. and feedbackcourse onfaculty instruction their students allow to give (SEOCS) Surveys End-of-Course Student We listen to our students and faculty so that we can regularly We listen regularly to we can that so students our and faculty We serve the needs of We needs students, the and faculty, serve staff We committed to helping are their students earn We support students the here need with are We support career students our with We bring students together for connection, connection, for together students We bring ) allow faculty to give the to the give faculty ) allow
113 113 serve we Who Who we serve 115 DR. JOHN WOODS WOODS JOHN DR. Provost, University of Phoenix We assess student student assess We of a measure as learning effectiveness. own our only not Assessment what students shows but learned, have they we where us tells also it improve to need might as a University.” “
ASSESSING STUDENT OUTCOMES OUTCOMES STUDENT ASSESSING
Thankfully, numbers don’t lie. At University of Phoenix, we’ve we’ve Phoenix, of University At lie. Thankfully, don’t numbers our courses on into that data yield assessments built rigorous are well use learning. students thishow continuously to We data improve the student experience. important the most of one it’s But work. behind-the-scenes It’s succeed, succeed. we our students things because when do, we outcomes outcomes a students learning? It’s Are up educators question that keeps at night. student student Assessing Assessing
STUDENT OUTCOMES OUTCOMES STUDENT
114
Academic Annual Report Report Annual Academic 116 Academic Annual Report The assessment cycleassessment The STUDENT OUTCOMES the changes to the curriculum. changes to curriculum. the the 4. Data-driven changes and improvements made to are curriculum. the 3. IMPLEMENTATION leadership. academic college’s the to made are recommendations Improvement and analyzed. reported data collected, is Student learning 2. COLLECTION AND ANALYSIS on: Students measured are Pl 1. PLANNING 11 figure assessment in whichillustrated cycle, is To help gauge us afour-step we use how students learning, well are Imp anning defines the defines outcomesanning the student uses assess to University learning. MONITORING ■ ■ ■ rovements monitored on improves are based students’ to if learning see
measuring specific program-wide goals every student every shouldprogram-wide specific goals attain measuring Outcomes — (PSLOs) Outcomes Learning Student Program undergraduate all students should attain Outcomes skills measuring (GESLOs) Outcomes Learning Student Education General student of evaluatedsuccess is every University Learning Goals (ULGs)
ASSESSING STUDENT OUTCOMES —Competencies on which the . —
FIGU RE 11 RE FIGU MONITOR EFFECTIVENESS OF IMPROVEMENTS
ASSESSMENT ASSESSMENT FEEDBACK LOOP 4
IMPROVEMENTS IMPROVEMENTS ASSESSMENT IMPLEMENT IMPLEMENT PLANNING PLANNING 3 1
COLLECT EVIDENCE COLLECT EVIDENCE & ANALYZE DATA 2
117 117 serve we Who 118 Academic Annual Report Assessment timelines timelines Assessment STUDENT OUTCOMES our five-year academic review.program analysis and curriculum changes information are used of as part and data during annual an review of program health. The data information outcomes learning student review colleges Our year. the throughout student learning outcomes data from signature assignments Based on each college’s assessment plan, faculty members review
ASSESSING STUDENT OUTCOMES
NSSE is a registered trademark of The Trustees of Indiana University. University. Indiana of Trustees The of trademark aregistered is NSSE CLA+ test. 52 fourth-year students volunteered the to take 59 University of Phoenix first-year studentsand 2018,In for year last the which data available, is to components aligns also and GESLOs. of ULGs the test’s The subjectcommunication matter skills. and written problem-solving, critical-thinking students’other CLA+ the institutions, assesses students at with comparison of students’ skills test allows that Astandardized learning. offers another of into insight angle student Th CLA+ support. student and instruction curriculum, sample vast to size leverages shape this of student work. University continuously The 135,000 more data from ratings than learning 2019,In assignment captured rubrics signature GESLOs. programs, for and, ULGs undergraduate with align also where Rubric PSLO criteria attainment expected. is assessments into built performance are courses rubric-based These students performing. are key to how understanding also assignments” are understand “signature that professionals will interactions work. andAcademic graded anchoredis student-faculty by classroom At its most basic level, assessment student learning proof of student learning. assessment use and accreditors as all regulators overstated. University, The students, employers, assessment of can’t learning importance The be it allPutting together e Collegiate Learning Assessment Pluse Collegiate (CLA+) Learning (N of Student Engagement NationalThe Survey NSSE described above. eachdata in collected of assessment the areas pages follow adeeperThe that into take dive the areas: four broad in students surveys NSSE institutions. other at University to compare students students our with normed assessment, the nationally NSSE allows abilities their testing or knowledge.rather than A and opinions about academic their experiences — it that in solicits students’ reflections learning SSE®) offers an “indirect” measure of student measure SSE®) “indirect” offers an ■ ■ ■ ■
Campus environment environment Campus faculty with Experiences peers with Learning challenge Academic
119 119 serve we Who 120 Academic Annual Report STUDENT OUTCOMES work met that or FY19. exceeded in expectations percentage the student along with of against, aligned measure 12 criteria for of assignments. grading our classroom Figure part help goals student measure us outcomesLearning a and are key functions: two perform academic ULGs programs. competencies University that of Phoenix incorporates into its aset (ULGs) of are five overarching Goals University Learning Goals Learning University offers a detailed explanation offers adetailed of fivecompetencies the we ■ ■ student performance performance student helpThey and college leaders University faculty measure communities and workplaces their in difference a to make helpThey skills students our the gain
ULGS ULGS
1 Rates for students or meeting expectations. exceeding expectations” asrated byfacultyonassignmentsaligned witheach 1. UniversityofPhoenix. (2019).AssessmentManagement System.Reflectsthepercentageofall studentworkachievingascoreof“meets” or“exceeds respect. with others treat and diversity embrace also will afollower. They and leader a both as ateam within well able to function collaborators, be will They teams. and groups diverse in effectively work will Students 5. 83 accordingly. message their deliver and tools of communication avariety from choose content of messages, the adjust audience, the of needs the analyze will They punctuation. and grammar proper use will They manner. correct and aclear,concise in writing in and verbally communicate will Students 3. Communication 85 fields. professional their competent in to remain learning lifelong in engage and of study areas to their appropriate ethics and values demonstrate will They settings. real-world in immediately knowledge this able to apply be and knowledge disciplinary specific in proficient become will Students 1. Professionalcompetenceandvalues 83 FIGURE 12 FIGURE
Collaboration % % % ULGS: HOW STUDENTS PERFORMED ULG . or inform action. action. inform or issues to address it appropriately utilize and of information accuracy and plausibility the analyze of sources, avariety from information gather issues, research will They information. use and assess effectively will Students 4. Informationutilization 83 outcomes. and consequences the analyze and implement asolution, and select solutions, alternative to recommend skills thinking critical- utilize problems, evaluate and able to identify problem-solvers be will They critically. and clearly reason will Students 2. Criticalthinkingandproblem-solving 83
% %
121 121 serve we Who 122 Academic Annual Report STUDENT OUTCOMES faculty in FY19. in faculty a“meets or “exceeds expectations” earned that score from expectations” Figure 13 ofmass form media. of effects aspecific the or plan analyzing redesign such presenting alternative-energy as an tasks, ofa range performance studentsallow to demonstrate general education aligned the outcome through EducationGeneral have assignments.” “signature courses assignments These To to GESLOs, our evidence aligned of help student direct collect us learning, of: development the foster courses Education General interdisciplinary undergraduate all studentsUniversity to expects master. integrative and Our EducationGeneral Outcomes Student (GESLOs) Learning definethe what Outcomes Learning Student Education General ■ ■ ■ ■ ■ ■
Ethical reasoning reasoning Ethical technology and science of Application Quantitative and informational literacy communication Effective skills Problem-solving and creative thinking Critical shows the percentage shows the student of work individual the ratings
GESLOS GESLOS 1
Rates for students or meeting expectations. exceeding 2. Due to realignment of learning outcomes and curriculum revision, no specific classroom measurements were aligned to this outcome during FY19. during outcome this to aligned were measurements classroom specific no revision, curriculum and outcomes learning of realignment to Due 2. GESLO. each with aligned assignments on “exceeds or faculty by “meets” of rated as score a achieving expectations” work student all of percentage the Reflects System. Management (2019). Assessment Phoenix. of 1. University problems. economic and political for social, solutions propose and to analyze sciences behavioral and history sciences, social in methods research and theories knowledge, essential incorporate will Students sciences history andbehavioral 5. Socialsciences, 87 sciences. life and physical the in concepts key to explain science in methods research basic use and knowledge and reasoning apply scientific will Students and knowledge 1. Scientificreasoning 87 FIGURE 13 FIGURE % % GESLOS: HOW STUDENTS PERFORMED literacy principles to locate to locate principles literacy currency. currency. and reliability for relevancy, information evaluate and information use will Students 6. Informationliteracy communication. workplace daily in effectively engage and analysis present knowledge, share to skills writing necessary the develop will Students 2. Communication 84 83 % % affairs. affairs. human gender identity, in and ethnicity class, culture, including of diversity, role the evaluate will Students 7. Diversity information. disseminate and synthesize analyze, collect, to technology appropriate employ will Students 3. Technology 90 87 % % 8. Artandliterature principles 4. Mathematical No Data involvement in society. society. in involvement artistic to demonstrate contexts social and historical of specific expressions cultural and aesthetic as literature and of art works analyze will Students conclusions. appropriate draw and problems solve to analyses quantitative and computation perform and forms mathematical various in information represent and interpret to principles mathematical use will Students 81 % 2
123 123 serve we Who 124 Academic Annual Report STUDENT OUTCOMES in PSLOs by field of study in FY19. field by PSLOs in in of study 14 rate shows the forFigure student work or meeting expectations exceeding of aPSLO. end mastery the to toward assess of a program coding) authentic (e.g., records or activities medical career operational an analysis assignments.” “signature has program assignments These reflect every To to PSLOs, our evidence aligned of help student direct collect us learning, (PSLOs). Outcomes Student Learning Program student should every called achievegoals are should level. happen Program-wide learning program believe at degree the additionIn to University-wide we have for goals we also student learning, college FY19 signature assignmentdataby Outcomes Learning Student Program
PSLOS PSLOS
Source: University of Phoenix, 2019, Assessment Management System System Management 2019, Assessment Phoenix, of University Source: Rates for students or meeting expectations. exceeding FIGURE 14 FIGURE PSLOS: HOW STUDENTS PERFORMED Social Sciences 84.2 Nursing 90.2 General Studies 81.5 Education 86.8 Doctoral Studies 92.1 % % % % % Business 82.5 Security andCriminalJustice 83.2 Information SystemsandTechnology 86.5 Health ServicesAdministration 81.2
%
% % %
125 125 serve we Who 126 Academic Annual Report STUDENT OUTCOMES
students for each performance task subscore. subscore. task performance each for students percentage the illustrate of first-year charts and following The fourth-year 15 Task and Student-Selected figures in illustrated Response Questions —is major test’s the in test. two How components fared they Performance —the first-year studentsand 52 studentsfourth-year volunteeredthe CLA+ take to 2018,In for year last the which data available, is 59 University of Phoenix institutions. University other and the across CLA+ within level at class same both the peers Test show University results of Phoenix student compared with performance of at student University. measure assessments the another learning as direct classroom embedded complements CLA+ the (GESLOs), Outcomes Learning (ULGs) Education and General Goals Student to University Learning Aligned communication and written of problem-solving, skills. critical-thinking Assessment Plus CollegiateThe (CLA+) Learning test astandardized is Plus Assessment Learning Collegiate (highest) for the following three skills: skills: for three following the (highest) open-endedThe students to gives 1(lowest) 6 ascore task from performance task Performance offer asnapshot of improvements. where make we can sample significant of studentour population,thestatistically CLA+ scores still sample of size University small of the Phoenix test-takersWhile isn’t a and and ■ ■ ■
16 Writing mechanics effectiveness Writing &problem solving Analysis .
CLA+ CLA+
Victoria Victoria Stinson, BS/COM 2010
127 127 serve we Who 128 Academic Annual Report CLA+ CLA+ UOPX CLA+ UOPX CLA+ UOPX WRITING MECHANICS WRITING MECHANICS FIGURE 15 FIGURE WRITING EFFECTIVENESS WRITING EFFECTIVENESS ANALYSIS & PROBLEM SOLVING STUDENT OUTCOMES 3 4 5 8 91 31 24
26 FIRST 34 -YEAR
46 CLA+ CLA+ 61 44 51 45 47 40 4 4 24 1 3 21 9 2 29 14 19 4 Score Score 6 (highest) 5 4 3 2 1 (lowest) reflects the current sample. sample. current the reflects Benc CLA+ CLA+ UOPX CLA+ UOPX CLA+ UOPX WRITING EFFECTIVENESS WRITING EFFECTIVENESS ANAL 16 FIGURE WRITING MECHANICS WRITING MECHANICS 4 4 hmark data is from the first cycle of CLA+ testing in 2013-2014. This is the latest data available and per CLA+, the sample is monitored to ensure it ensure to monitored is sample the CLA+, per and available data latest the is This 2013-2014. in testing CLA+ of cycle first the from is data hmark 19 YSIS & PROBLEM SOLVING 131 141 27
FOURTH FOURTH -YEAR 31 50 40 44 63 62 55 38 33 46 17 1 8 1 8 1 7 12 Score Score
6 (highest) 5 4 3 2 1 (lowest)
129 129 serve we Who 130 Academic Annual Report STUDENT OUTCOMES revisions, faculty development faculty revisions, and other initiatives. adjustments to improve student outcomes curriculum through where make we show can opportunities the us results These but dippedcounterparts, under year. CLA+ fourth their by scores of Phoenix first-year CLA+than higher students scored slightly category,categories. argument an critiquing the In University CLA+ and reading their lower reasoning peers) the in than (but first-years slightly Fourth-years higher than scored enrollment. competencies of University over their of course Phoenix the first-year development students,illustrating the in measured University of Phoenix fourth-year students higher than scored Test-takers to 200 800. from ranging on scored ascale are test’sThe 25 selected-response questions test: questions Selected-response ■ ■ ■
Critiquing an argument and evaluation reading Critical Scientificand reasoning quantitative
CLA+ CLA+ Argument Critique an & Evaluation Critical Reading Reasoning Quantitative Scientific & Argument Critique an & Evaluation Critical Reading Reasoning Quantitative Scientific & FI FIGURE 17 FIGURE G URE 18 URE
SELECTED-RESPONSE: FOURTH -YEARS SELECTED-RESPONSE: SELECTED-RESPONSE: FIRST-YEARS 0 0 First-Year UOPX 2018 UOPX First-Year First-Year UOPX 2018 UOPX First-Year 200 200 First-Year CLA+ First-Year CLA+ 400 400 459 486 498 498 499 501 503 514 516 538 541 546 600 600
800 800
131 131 serve we Who 132 Academic Annual Report NSSE is a registered trademark of The Trustees of Indiana University. University. Indiana of Trustees The of trademark aregistered is NSSE STUDENT OUTCOMES also choose specific cohorts schoolsof choose specific foralso comparison. University to compare students students our at with other We institutions. can CLA+, the Like the normed NSSE assessment, anationally the is allowing college. attending from of educators provides understanding what an students their with gain survey students’and reflections opinions theirabout academicThe experiences. of Student Engagement NationalThe Survey (NSSE®) solicits fourth-year (NSSE) Engagement of Student Survey National NSSE
40, Very often =60). then averaged. are Scores 60-point (Never scale. =0, Sometimes =20, Often = converted are to that a responses indicators, with or more two engagement has Each areas of these students four in broad areas: 2018 NSSE the in in or 2019. NSSE surveys 812 higher-education participated that institutions University ofonline seniors Phoenix at seniors with 19-22 Figures ■ ■ ■ ■
Campus environment environment Campus faculty with Experiences peers with Learning challenge Academic compare the scores of Arizona and compare of scores the Arizona models for faculty support and engagement. engagement. and support faculty for models continueinitiatives University’s to the enhance multiple and experiences, learning collaborative of redesign a commissioned leadership example, to student response in feedback. Foropportunity of University areas actively is these addressing campusand asupportive environment. The interaction faculty collaborative with learning, in Other reflect scores lowerpositive experiences environment). (campus of interactions peers) and quality with (learning others diverse with discussions in as well as categories all of in universities academic challenge, colleges and at NSSE respective the their peers outperformed scores student Phoenix of University
133 133 serve we Who 134 Academic Annual Report Others with Diverse Discussions Learning Collaborative FIG STUDENT OUTCOMES Reasoning Quantitative Strategies Learning Learning Integrative Reflective & Learning Higher-Order FIGURE 19 FIGURE URE 20 20 URE
LEA ACAD 0 0 RNIN EMIC CHALLENGE UOPX-Arizona & Online &Online UOPX-Arizona &Online UOPX-Arizona G WITH PEERS
NSSE NSSE 20 20 26.2 NSSE 2018 &2019 NSSE 2018 &2019 NSSE 29.8 30.1 31.9 38.0 38.4 40.0 40.1 41.5 43.2 43.4 40 40 45.2 60 60 Interaction Student-Faculty Practices Teaching Effective FIG Environment Supportive Interactions Quality of FIG URE 21 URE URE 22 22 URE
EXP C A MP 0 0 E RIENCES WITH FACULTY FACULTY WITH RIENCES U UOPX-Arizona & Online &Online UOPX-Arizona &Online UOPX-Arizona S ENVIRONMENT 14.8 24.2 20 20 NSSE 2018 &2019 NSSE 2018 &2019 NSSE 26.8 32.3 39.6 39.9 42.7 40 40 46.1
60 60
135 135 serve we Who 136 Academic Annual Report surveys surveys end-of-courseStudent and relationship STUDENT OUTCOMES andtime overall. pointsin at specific student surveys general the academic illustrates 23 by themes revealed Figure course. fourth student’s the of completion basis upon weekand of student’s the recurring on a course first samples students points: at immediately second two the after University’s randomly the in Relationship survey The Survey. experiences to asked evaluate learning their Students also are faculty and curriculum. about questions includes which course, each of completion student end-of-course upon an to asked is take Every survey surveys. through is One way we do this listening to is students. our standard of holding to ourselves this key decision auniversity. as we every make Part guides thinking It may sound or obvious even cliché to say, but “student-first” SEOCS
3 “Overall satisfaction with my learning experience (including setting course expectations, relevancy of course material, and fellow students)” of randomly randomly of students)” fellow and FY19. in material, course of students relevancy sampled expectations, course setting FY19. in (including surveys experience learning my with end-of-course satisfaction completing 3 “Overall students all by rating agreement skills?” and knowledge FY19. in demonstrate to you surveys allow curriculum end-of-course effective 2 “Did completing students all for average, on students?” other to instructors your recommend to you are likely 1 “How 3. Howsatisfiedareyouwithyouroveralllearningexperience? 2. Dideffectivecurriculumallowyoutodemonstrateknowledgeandskills? 1. Howlikelyareyoutorecommendyourinstructorsotherstudents? 8.7 0–10 scale,10=ExtremelySatisfied 8.9 0–10 scale,10=StronglyAgree 8.7 0–10 scale,10=Extremelylikely RELATIONSHIP SURVEY 23 FIGURE STUDENT EXPERIENCE FEEDBACK FROM END END FROM AND -OF FEEDBACK SURVEYS EXPERIENCE -COURSE STUDENT /10 /10 /10 /10
3 1 2
137 137 serve we Who 138 Academic Annual Report COMMENCEMENTS since 1978. 1978. since us with or certificate adegree who have earned Phoenix alumni University of ofnew over graduates 1million joined ranks the wereand many first-generationcollege students.In 2019 our Most of students our goal, have to worked reach this years degree. achievement ofearningacollege We recognize thetremendous graduates our Honoring
Jersey Washington, D.C., and Chicago, Dallas Atlanta, Fresno, Sacramento,California, Vegas, Las Hawaii, place U.S.: the throughout Phoenix, Southern took Ceremonies attend. to registered who 2019In we held 13 commencements 10,703 with diplomas. of presentation and ceremony inspiring an with students our honored display. of on joytears full Since 1979 are we’ve and triumph pride, where experience unforgettable A University of Phoenix commencement an is coast from to coast Commencements
City.
2019 commencement speakers included: included: speakers commencement 2019 ■ ■ ■
WOWCATIONS, and founderof Trustees and CEO of University of Phoenix New Jersey Board member of the Franklin, Eartha Phoenix alumnus University of Kim, Danny Detective and CEO ofalumnus Stater Bros. Markets Pete Van Helden, University of Phoenix
LLC
139 139 serve we Who Who we serve 141 1,495 433 429 College of Doctoral Studies College of Doctoral College of General Studies College of Nursing 3,034 College of Social and Behavioral Sciences 4,642 College of Business and Information College of Business Technology 15,363 College of Education 1,237 College of Health Professions COMMENCEMENTS COMMENCEMENTS Completions per college in 2019 2019 in college per Completions
degrees
certificates in 2019 entials awarded awarded entials
Cred 1,697 1,697
24,970
140
Academic Annual Report Report Annual Academic 142 Academic Annual Report Students in 2019 had parents: parents: 2019 had in Students Serving first-generationServing students F I G U R 24 E COMMENCEMENTS Who both went both Who to college -14.3% whOf neverWho went to college -59.5% om one went to college -26.1%
F I R S T-G EN ER AT I O N S T U D EN T S - 2019
A dive F I G U R 25 E Asi -30% American African Other/Unknown - 4.4% - Other/Unknown -0.8%Native American/Alaskan -18.5%Hispanic Caucasian -41.6% an/Pacific Islanderan/Pacific - 4.6%
G R A D U AT I N G C L A S S - 2019
rse graduating class
143 143 serve we Who 144 Academic Annual Report ALUMNI ALUMNI food bank. bank. food and mini-golf toevents bowling from volunteering ranged at a network supported social and connected. These alumni our celebrations and 106 chapter alumni events to help keep 14 held homecoming also University The commencements. 2019In receptions our we after held alumni nine Alumni are a vital part of our University family. homecomings eventsand Alumni ■ ■ ■
3,950 attended alumni Homecoming 2019 in alumni attendees We held 106 chapter alumni events, including over 6,461 joined our alumni chapters 2018From January 2019, to January 976 new members
“ to military from journey David Fletcher’s THE POWER OF A MENTOR A MENTOR OF POWER THE
management management possible.” possible.” things Inever thought accomplish and to move mountains program, Iwas able In the [mentorship]
supplier Southernin California. furniture office an president to vice career for and marketing of sales Outcome: communication skills. worked closely presentation tohis polish and at Merriam-Webster. year, the Over two the asenior with leaderapplied paired and was volunteerstudents with business leaders. David —anonprofitmilitary-affiliated Partners thatpairs Corporate American with opportunity mentorship aboutUniversity of learned Phoenix, David a moment: Pivotal sought. employers experience that into marketable skills military to his translate Army, the in struggled David Challenge: Degree: MBA Marketing, 2019 Marketing, MBA David transitioned from his military military his transitioned from David At age 24, nearly after eight years While earning his MBA from from MBA his earning While David Fletcher, Class of 2019 of Class Fletcher, David
145 145 serve we Who Who we serve 147 Dr. JeffreyDr. Evans T. Diego San Renée Butts Renée Orlando Heather Sanchez Fresno Steven Tipton Milwaukee Jacob VigilJacob Tucson Graham Moody Devon St. Louis
eanna Vestal eanna acramento Greta Zeimetz P. Fort – WorthDallas Franke Karen Oregon D S Troy Smith City Kansas Mary O'Connell Mary Tampa Ana Gill Florida South Smith Cori Memphis Torye NguyenTorye Bay Area Winston Horace Jersey New Andy Smith Phoenix LaJoy Johnson Law D.C. Washington, Nicole Hope LasVegas Cherry Roa Southern California J. Dianne Tribble Jacksonville Patrick KendrickPatrick Seattle Ivory Morris Roads Hampton Beach, Virginia Torres Patricia Albuquerque Ebony White Atlanta Wuestefeld Ron Hawaii Jessica Shutiva American Native Foster Harris Natasha Philadelphia
who work work who importantly, we are we grateful our familiesimportantly, to our and they inspired, how and for encouraged co-workers played and us throughout our journey, supported a critical in our goals role our ability achieve to and, ultimately, our academic accomplish and professional success. with our fellow alums in chapters across Americawith alums our fellow in chapters to create opportunities for career advancement through in our local networking, improvement and local through communities together. volunteering behalf on in our University state of advocate We Hill, because are we legislatures Capitol on and our alma Phoenix, of University about passionate rightful its and in education. higher place mater, We are proud of our University our of are proud We We are alumni leaders We and what it has provided us, and what we believe has we provided us, it what and what and canit provide others. While doubt may skeptics all know we our own experiences about, we’re what us professionally for they meant have what and are are builders, we dreamers, We personally. and are And arewe we and innovators, Phoenixes. together, we rise!
of individuals and there and are
ALUMNI which were hard-earned, were which symbolize and the required determination and courage to resilience, and, for as from a working adult college graduate are thankful We us, too. asmany of a parent for experience of our instructors decades have who worked who teach, in thethey fields combined us are succeed, who and the overtime help to types be. aspire Most we to professionals of more thanmore a million the and us across the of U.S. are kindred We world. spirits with life experiences grew by close understand. We that uniquely we juggling tough life got when other supporting each our familiesour jobs, our studies. of the and rigor discovered though that our friendships even We via through mostly forged were direct engagement night campus, class on an after-work or computer — are — our relationships these relationships had. They ever have we’ve the strongest among been built for life. We are proud of our degrees, our of are proud We are a community We We are Phoenixes — are Phoenixes We association chapterassociation leaders Message from University of Phoenix alumni alumni Phoenix of University from Message who transcend generations and geographical geographical and generations transcend who serve inboundaries. numerous work and We in in families places, hundreds of professions, We are every configuration. and of description nurses, analysts data educators, entrepreneurs, Differences servants, name public and a few. to within abound may our community alums, of but arewe service, to committed in access a belief opportunityand all for — especially those who for wellare served not by traditional and colleges universities the — and drive make to a positive around us. indifference the world
146 Academic Annual Report Report Annual Academic Who we serve 149
HARPER LINES LINES HARPER Senior Manager of Corporate Social Responsibility Read more about Harper's passion for volunteerism at: at: volunteerism for Harper's passion about more Read news.phoenix.edu/lines When you volunteer, being to submit you of version best the be. can you yourself something is There that volunteering about all we’re you reminds connected.” “
Often, when we serve we results, see we others, when quick we Often, like when their eyes kids dance. times, Other to trustread watch and we for supplies collect school We in later. results come that may halfway food-insecure people mealsunderserved for pack students, futures whose award students to or scholarships around the world, met. our committees takescholarship have after long flight isSupporting part our communities our DNA. The of following make to a difference. doing we’re outline what pages
communities communities of Phoenix, we University At understand that community support higher education go and our up we roll hand in hand. When the help, we strengthen to sleeves communities we serve. Supporting our
COMMUNITY SERVICE SERVICE COMMUNITY
148
Academic Annual Report Report Annual Academic 150 Academic Annual Report Jobs For Arizona’s Graduates Phoenix Greater HandsOn Hackathon Council Economic Phoenix Greater Commerce of Chamber Phoenix Greater Women’s Foundation Start Fresh Children Feed My Starving Territory Arizona The of Soldiers Buffalo &Girls ClubsBoys of Metropolitan Phoenix Center Science Arizona Pet Project Arizona Inc. Council, Humanities Arizona Women for Foundation Arizona Forward Arizona Diamondbacks Foundation,Arizona Inc. Diabetes –Camp Association AZDA Arizona of Chamber Commerce and Industry Arizona Am Diabetes Association American including: of nonprofit organizations, variety to awide donations in-kind and support financial volunteer hours, scholarships, provided 2019, University In the Nonprofit support COMMUNITY SERVICE erican Red Cross Cross Red erican
Jr. Ann VolunteerMatch Valley United of Sun the Way Teachers 4 Treasures Metro Phoenix Salvation Army The Foodbank Mary’s St. Phoenix Veterans Day Parade Phoenix Public Library Foundation Hospital Children’s Phoenix 9/11 D.B.A. Deed, DayMy Good Junior Achievement of Arizona St. Mary’s Foodbank –Holiday Mary’s St. Drive &Girls ClubBoys –Back 2School Donation Drive ual drives: drives: ual
Provost John Woods serves as falconer prior to LAFC match match LAFC to prior falconer as serves Woods John Provost sustainability. and sciencethe environmental STEM of flight, going schools to to teach LA students about falcon and falconer the supports sponsorship also home soccer match. LAFC Our of every start the thatbeforeplacetakes ritual a falcon flight, the Flight. Falcon D-backs School and the Challenge. Club (LAFC) Angeles Los Football with Falcon program Flight educational missionour an —the as institution Two close of to projects heartbeat are the annual Educational support University of Phoenix sponsors sponsors Phoenix of University
$1,065,843. $1,065,843. Foundation totaling 223 have funded grants Diamondbacks University Arizona andthe the school and campus improvements. Since 2012, and technology, nutritionand and fitness, education$5,000 innovation to fund programs, pitch” “best their make foradministrators up to foundedwas 2012. in Each year, teachers and Challenge, presented University by of Phoenix, School Challenge. D-backs “ Community Impact Vice PresidentofCorporateand Arizona DiamondbacksSenior the community.”the in and Field at Chase winners the celebrating and applications winning process, the selecting evaluation the of program, the phase including in every participate of They Phoenix. support of and University expertise enthusiasm, the it without done We not have could statewide. great teachers from applications received of stellar thousands eight past Over years, the we have DEBBIE CASTALDO The D-backs School The
151 151 serve we Who Who we serve 153 019 IN 2 in employee donations and employee donations employee volunteer hours 3.9M 5,138 6,268 in value to the communities we served through in value to the communities we served The University gave: 38,552 38,552 items through school supply and in-kind donations $ scholarships, corporate social responsibility budget, scholarships, corporate social responsibility $
® scholarships.
TARY POLICE REGIMENTAL ASSOCIATION ASSOCIATION REGIMENTAL POLICE TARY
ard men and women, their families, women, and retirees. and ard men Three full-tuition althcare and children’s programsalthcare all of children’s and types. has also The foundation TEAMING UP FOR EDUCATION EDUCATION FOR UP TEAMING MILI FOCUS TO THE FINISH EANGUS ENLISTED– ASSOCIATION OF THENATIONAL GUARD OF THE UNITED STATES The Arizona Diamondbacks Foundation focuses on homelessness, indigent indigent homelessness, focuses on The Arizona Foundation Diamondbacks he programs charitable strategic thatcreated address community needs, the and Arizona Phoenix of University Diamondbacks education. including five scholarships full-tuition offer to in 2019 again came together Foundation to the University. The Military Association (MPRA) Regimental Police provides services and assistance Military to their and families. soldiers full-tuition Police One with was scholarship in Phoenix offered collaboration MPRA. of University scholarships were offered to the through University Care to offered were for scholarships the We EANGUS America Foundation. The EANGUS mission is to give voice on Capitol Hill enlisted National to Capitol on give isThe voice to mission EANGUS Gu Here, we’ll highlight four of the scholarships we offered in 2019. we’ll highlightHere, in the offered 2019. we scholarships of four the program scholarship Finish® to the Focus created Phoenix of University theopportunity provide students to finish to started what they degree. — their full-tuition deserving to scholarships 11 The offers who University students Phoenix.University of degree at or master’s finishwant to undergraduate their organizations and on our own.organizations on and ourmilitary-affiliated are available only scholarships to four Of note students. Thus, our military-affiliatedto accessUniversity- all of have students the the additional they which plus aresponsored eligible, for scholarships military-affiliated Every time we remove an obstacle between a student and a degree, one more more Every degree, a and between one an a student obstacle time remove we future. pursue the a brighter to why That’s empowered becomes graduate partner through programs scholarship full-tuition numerous offers University
COMMUNITY SERVICE SERVICE COMMUNITY Scholarships
152
Academic Annual Report Report Annual Academic 154 Academic Annual Report BUSINESS ALLIANCES high-quality education designedhigh-quality for adult. working the on afocus maintaining while experiences — all and life training for credit prior earned education, attainment through degree people. their in on We time-to- decreasing focused also making investments the to they’re is help goal Our businesses maximize student greater improving while progression. value providing 2019In benefit our onofferings, we simplifying focused roles. without current their leaving careers their enhance and and educated workforce employees skills while gain can create Employers can working awin-win: abetter trained gain from healthcare to telecommunications. Learning while benefitsmajor with employersranging diverse businesses in to educational provide University of alliances Phoenix has education. employees canbenefit from workplace, both employers and the demandsofmodern When itcomesto meeting alliances Business
employee turnover. turnover. employee money saving onwhile talent acquisition and costs engagement, and retention acquisition, employee have apositive impact on programs similar that University shown investments. has Research significant with funding assistance tuition count, combining dollar client every making (TAP) while Cap both does Programs Assistance and improve employee retention. Tuition Our employers, gap help also it to can skills close the employee attractive no an is cost benefit. For higher education on job the Pursuing at low or Tuition benefits cap
tuition assistance for more employees. employees. more for assistance tuition system’shealthcare education budget —offering the PermanenteKaiser but maximized nurses also burden on financial not the that decreased only Permanente®. We created alow-to-no-cost option of Science of pathway Nursing for Kaiser to Bachelor RN the One was such story success alliances. select employeein of use TAP Cap benefits tuition within growth new significant benefits. realized also We launches program toestablished activate during we deliveredCap year on agreements. goals This enteringinterest program, our into in new TAP six TAP Cap clients, 2019 in we identified additional two of first our results ofBecause successful the TAPSuccessful Capalliances
155 155 serve we Who 156 Academic Annual Report Recognition. Kaiser Permanente is a registered service mark of Kaiser Foundation Health Plan, Inc. Inc. Plan, Health Foundation Kaiser of mark service aregistered is Permanente Kaiser Magnet prestigious the Center received Medical Southern in California It 2017 was when Permanente® Kaiser Irvine education helps lead to Magnet Strategic alliance in nurse designation prestigious reach hospitals University helps two Kaiser Permanente administration as well. master’s and business nursing to in earn degrees to abachelor’s.degree Some continued nurses on Permanente atwo-year advance from nurses helped UniversitySince then, has the Kaiser at least aBachelor of Science degree. Nursing in percentage the increasing in aid of its with nurses hospital reached out to University of Phoenix to 2015 in started when story success The Irvine the practice nursing forin hospitals. patient and innovations ofrecognition quality care consideredRecognition is quintessential the Magnet designation. the achieved have nationwide accomplishment, about as 8% of hospitals amomentoushospitals was to do so. This secondthe Permanente’s of Kaiser 36 California achieved Magnet Recognition, becoming also Center next year, Medical very The Anaheim Center Credentialing Nurses American (ANCC). BUSINESS ALLIANCES © Recognition from the the Recognition from ©
the best educational training available. educational best the training received they that to and desire ensure constraints Permanente time to needs, understand nurses’ able been Phoenix has to collaborate Kaiser with its flexibleof University programs, Through online orroutinely four work 12-hour three aweek. shifts to go for back who to hard nurses, be school can time finding that PermanenteKaiser recognizes Learning Commission approval. appropriate with classroom access to meet Higher up a setting hospital campus, which required centerUniversity created alearning on Irvine the University of Phoenix entered story. the The a bachelor’s That’s nursing. where in degree percentage of ahospital’s have at nurses least la for Magnet many Recognition has Qualifying
yers, including arequirement ahigh that
157 157 serve we Who phoenix.edu
© 2020 University of Phoenix, Inc. All rights reserved.