2005-2006 Capella University Catalog
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The Popular Culture Studies Journal
THE POPULAR CULTURE STUDIES JOURNAL VOLUME 6 NUMBER 1 2018 Editor NORMA JONES Liquid Flicks Media, Inc./IXMachine Managing Editor JULIA LARGENT McPherson College Assistant Editor GARRET L. CASTLEBERRY Mid-America Christian University Copy Editor Kevin Calcamp Queens University of Charlotte Reviews Editor MALYNNDA JOHNSON Indiana State University Assistant Reviews Editor JESSICA BENHAM University of Pittsburgh Please visit the PCSJ at: http://mpcaaca.org/the-popular-culture- studies-journal/ The Popular Culture Studies Journal is the official journal of the Midwest Popular and American Culture Association. Copyright © 2018 Midwest Popular and American Culture Association. All rights reserved. MPCA/ACA, 421 W. Huron St Unit 1304, Chicago, IL 60654 Cover credit: Cover Artwork: “Wrestling” by Brent Jones © 2018 Courtesy of https://openclipart.org EDITORIAL ADVISORY BOARD ANTHONY ADAH FALON DEIMLER Minnesota State University, Moorhead University of Wisconsin-Madison JESSICA AUSTIN HANNAH DODD Anglia Ruskin University The Ohio State University AARON BARLOW ASHLEY M. DONNELLY New York City College of Technology (CUNY) Ball State University Faculty Editor, Academe, the magazine of the AAUP JOSEF BENSON LEIGH H. EDWARDS University of Wisconsin Parkside Florida State University PAUL BOOTH VICTOR EVANS DePaul University Seattle University GARY BURNS JUSTIN GARCIA Northern Illinois University Millersville University KELLI S. BURNS ALEXANDRA GARNER University of South Florida Bowling Green State University ANNE M. CANAVAN MATTHEW HALE Salt Lake Community College Indiana University, Bloomington ERIN MAE CLARK NICOLE HAMMOND Saint Mary’s University of Minnesota University of California, Santa Cruz BRIAN COGAN ART HERBIG Molloy College Indiana University - Purdue University, Fort Wayne JARED JOHNSON ANDREW F. HERRMANN Thiel College East Tennessee State University JESSE KAVADLO MATTHEW NICOSIA Maryville University of St. -
Program Overview
HAROLD ABEL SCHOOL OF SOCIAL & BEHAVIORAL SCIENCES Doctor of Psychology (PsyD) Clinical Psychology Specialization PROGRAM OVERVIEW Fall 2013 Capella University | 225 South Sixth Street, Ninth Floor Minneapolis, MN 55402 | 1.888.CAPELLA (227.3552) Doctor of Psychology (PsyD) Clinical Psychology specialization PROGRAM OVERVIEW This document is intended to provide a brief summary of the Clinical Psychology specialization and its requirements. Because program requirements are subject to change, all prospective and current learners should consult the Capella University Catalog, current University Policies, and their enrollment counselor and/or advisor for information about the program. Current learners should also consult the Doctor of Psychology Clinical Specialization Program Manual, available through iGuide, the university’s virtual campus, for additional information about all program requirements. The Clinical Psychology specialization provides learners with comprehensive clinical training based on theoretical and scientific foundations of psychology, including psychological assessment and intervention. This specialization is designed to prepare graduates to be eligible to apply for clinical psychologist licensure in many states. This is a blended program; the curriculum combines online course work with face-to-face residencies that focus on ethics, multicultural perspectives, supervision, clinical interviewing skills, cognitive and personality assessment, diagnosis and psychopathology, psychotherapy theory and treatment, and psychological -
The Dissertation Guidebook
The Dissertation Guidebook The Dissertation Guidebook www.WaldenU.edu THE DISSERTATION GUIDEBOOK Revised September 2010 Walden University Academic Offices 155 Fifth Avenue South, Suite 100 Minneapolis, MN 55401 1-800-WALDENU (1-800-925-3368) Walden University is accredited by The Higher Learning Commission and a member of the North Central Association, www.ncahlc.org; 1-312-263-0456. © 2010 Walden University, LLC TABLE OF CONTENTS Introduction ................................................................................................................................... 1 The Walden Dissertation Statement .......................................................................................................... 1 How This Guidebook Is Organized........................................................................................................... 2 Part 1. The Dissertation Process .................................................................................................. 3 Process Overview ...................................................................................................................................... 3 Nominating the Dissertation Supervisory Committee .............................................................................. 4 Registering for Dissertation Credits .......................................................................................................... 4 Completing the Prospectus ....................................................................................................................... -
U N I V E R S I T Y C a T a L
2005 - 2006 UNIVERSITY CATALOG Volume 05-06, No. 2 • January 2006 2006 University Catalog Volume 05-06, No. 2 January 2006 Undergraduate and Graduate Programs School of Undergraduate Studies School of Business and Technology School of Education School of Human Services Harold Abel School of Psychology 225 South Sixth Street Ninth Floor Minneapolis, Minnesota 55402 TOLL-FREE 1-888-CAPELLA (227-3552) FAX 612-977-5060 www.capella.edu © 2006 Capella University. All rights reserved. 2 CAPELLA UNIVERSITY 1-888-CAPELLA • www.capella.edu Welcome to Capella University . .5 Petition for Credit for Table of Contents About Capella University . .6 Undergraduate Learners . .20 Mission Statement . .6 Petition for Credit for Graduate Learners 20 Educational Philosophy . .6 Description of Credit Awarded . .20 University History . .6 Disability Accommodation . .21 Affirmative Action . .6 Discrimination, Harassment, and Assault . .21 Ownership of University . .6 Dismissal from the University Policy . 21 Institutional Accreditations . .6 Dissertation Publishing . .22 General Overview . .7 Drug and Alcohol Policy . .22 Academic Program Options . .7 Grading Policies . .22 Course Formats . .7 Grading Academic Residencies . .7 Repeating Courses Capella's Commitment to Appealing a Grade Learner Success . .7 Grade Value Summary Learner Services . .7 Graduation Requirements and Computer Requirements . .9 Commencement . .25 Undergraduate Academic Honors Admissions Policies . .10 Application to Graduate Admissions Requirements . .10 Application to Receive Certificate Admissions Components . .11 Commencement Admissions Decisions . .11 Intellectual Property . .26 Offer of Admission Interlibrary Loan . .26 Full Admission Overdue Books Conditional Admission Book Recalls Denial of Admission Learner Code of Conduct . .27 International Applicants Illegal Activities Readiness Assessment . .12 Theft Equal Opportunity and Disrespect Nondiscrimination . -
Private Equity's Failing Grade AFR PESP 031618
Private equity’s failing grade Private equity investment in for-profit colleges For more than a decade, private equity firms have helped drive growth in the for-profit college industry in the United States, acquiring and helping to grow chains including the Art Institutes, Argosy University, Walden University, the University of Phoenix, and Ashford University. In acquiring and investing in for-profit colleges, private equity firms have turned to their regular playbook of buying companies and layering on debt, but in this case, it is the largely the federal government that provides the debt and students, especially low-income students of color, who end up with that debt, often without having received an education that prepares them for a job. While the for-profit college industry has faltered in recent years, private equity has continued to make investments, notably Apollo Global Management’s acquisition of University of Phoenix owner Apollo Education Photo: Ryan McKnight (CC BY-SA 2.0) in early 2017. As the Trump administration rolls back the greater regulatory scrutiny the for-profit college industry has faced during the last several years, it is private equity that stands to benefit the most, posing continuing dangers to students, taxpayers, and the integrity of the federal financial aid system. Private equity firms that have invested in for profit colleges include: - Apollo Global Management (Apollo Education/ University of Phoenix) - KKR (Laureate Education/ Walden University, EDMC/ Art Institutes and Argosy University) - Goldman Sachs and Providence Equity (EDMC/ Art Institutes and Argosy University) - Warburg Pincus (Bridgepointe Education/ Ashford University) - Willis Stein & Partners, Landmark Partners and Vision Capital (Education Corp of America/ Brightwood College and Virginia College) - JLL Partners (Education Affiliates/ All-Star Career College and Fortis College) - TA Associates (Full Sail University and Vatterott Educational Centers) - Quad Partners (Blue Cliff College) A more comprehensive list is at the end of this report. -
Growth Fueled by Academic Excellence, Technology Leadership, and Business Performance
GROWTH FUELED BY ACADEMIC EXCELLENCE, TECHNOLOGY LEADERSHIP, AND BUSINESS PERFORMANCE CAPELLA TOWER 225 SOUTH SIXTH STREET, NINTH FLOOR MINNEAPOLIS, MN 55402 WWW.CAPELLAEDUcatION.COM 1.888.CAPELLA (227.3552) 2008 ANNUAL REPORT COPYRIGHT © 2009 CAPELLA EDUCATION COMPANY Capella Education Company Leadership Executive management Board of directors Stephen G. Shank J. Kevin Gilligan Chairman Chief Executive Officer Chancellor, Capella University Capella Education Company is an exclusively online Mark N. Greene postsecondary degree-granting business. Capella J. Kevin Gilligan CEO, Fair Isaac Corporation University serves adults working in select professions Chief Executive Officer Jody G. Miller that value advanced degrees. We offer doctoral, PROGRAMS (as of Dec. 31, 2008) Christopher Cassirer CEO and President, master’s, and bachelor’s degree programs within three Programs in the fields of President, Capella University Business Talent Group attractive markets: Education, Health and Human business, education, health care administration, human services, Sally B. Chial James A. Mitchell Services, and Business Management and Technology. information technology, mental Senior Vice President, Human Resources Retired Executive Vice President health, and public safety. of Marketing and Products, Scott M. Henkel Our learners seek the career advantages and American Express Senior Vice President, Operations, professional fulfillment that come from acquiring DEGREE LEVELS (as of Dec. 31, 2008) and Chief Information Officer Stephen G. Shank advanced, specialized knowledge. Capella is BS, MS, MBA, EdS, PsyD, PhD Chairman Lois M. Martin committed to the success of working adults and 22 degree programs Senior Vice President and Andrew M. Slavitt offers a highly engaging and supportive courseroom 111 specializations Chief Financial Officer CEO, Ingenix experience, and resources beyond the courseroom that Gregory W. -
Capella University and Bergen Community College
Articulation Agreement Capella University and Bergen Community College CAPELLA UNIVERSITY This Articulation Agreement ("Agreement") is entered into on January 16, 2013 by and 1 between Bergen Community College , located at 400 Paramus Road, Paramus, NJ 07652, hereinafter Bergen Community College, and by Cape'IIa University2, located at 225 So. 6th Street, 9th floor, Minneapolis! MN 55402, hereinafter Capella University. PURPOSE The Agreement has as its sole purpose the establishment of a relationship of mutual benefit between Bergen Community College and Capella University in order to make baccalaureate and graduate degree programs available to faculty! staff! and graduates of Bergen Community College. This Agreement includes a course-to-course transfer agreement between Bergen Community College and Capella University, which is intended to allow holders of Bergen Community College credits to transfer approved credit hours into a Capella University program of study. DESCRIPTION OF THE RELATIONSHIP 1. Capella University will award quarter transfer credit for approved Bergen Community College courses into one of the bachelor's degree programs listed below: Bachelor of Science in Business specializations (including all listed specializations) Bachelor of Science in Information Technology speCializations (including all listed specializations and minors) Bachelor of Science in Public Safety speCializations (including all listed specializations) Bachelor of Science in Nursing (only applicable for individuals holding a valid RN license) Bachelor of Sci.ence in Psychology (including all listed specializations) Also included in this Agreement between Capella University and Bergen Community College are speCific degree to degree agreements based on the 2012-2013 Bergen Community College catalog, allowing Bergen Community College graduates to be awarded specific credit hours into a Capella University program of study. -
STRATEGIC EDUCATION, INC. (Exact Name of Registrant As Specified in Its Charter)
Table of Contents UNITED STATES SECURITIES AND EXCHANGE COMMISSION WASHINGTON, D.C. 20549 FORM 10-K (Mark One) ☒ ANNUAL REPORT PURSUANT TO SECTION 13 OR 15(d) OF THE SECURITIES EXCHANGE ACT OF 1934 For the fiscal year ended December 31, 2019 ☐ TRANSITION REPORT PURSUANT TO SECTION 13 OR 15(d) OF THE SECURITIES EXCHANGE ACT OF 1934 For the transition period from to Commission file number: 0-21039 STRATEGIC EDUCATION, INC. (Exact name of registrant as specified in its charter) Maryland 52-1975978 (State or other jurisdiction of (I.R.S. Employer Identification Number) incorporation or organization) 2303 Dulles Station Boulevard Herndon, VA 20171 (Address of principal executive offices) (Zip Code) REGISTRANT’S TELEPHONE NUMBER INCLUDING AREA CODE: (703) 247-2500 SECURITIES REGISTERED PURSUANT TO SECTION 12(b) OF THE ACT: COMMON STOCK, $0.01 PAR VALUE STRA Nasdaq Global Select Market (Title of each class) (Trading symbol(s)) (Name of each exchange on which registered) SECURITIES REGISTERED PURSUANT TO SECTION 12(g) OF THE ACT: NONE Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act: ☒ Yes ☐ No Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act: ☐ Yes ☒ No Indicate by check mark whether the Registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the Registrant was required to file such reports), and (2) has been subject to such filing requirements for the last 90 days. -
Dissertation Completion: Higher Education's Invisible Problem
Journal of Educational Research and Practice 2017, Volume 7, Issue 1, Pages 74–90 ©Walden University, LLC, Minneapolis, MN DOI:10.5590/JERAP.2017.07.1.06 Dissertation Completion: No Longer Higher Education’s Invisible Problem Sarah M. Marshall Central Michigan University Barbara Klocko Central Michigan University Jillian Davidson Central Michigan University Researchers agree that one in two doctoral students will not complete their degree, but there is little agreement on how to support and encourage these students in their scholarship. A qualitative inquiry was used to examine the reasons for delayed or expedited dissertation completion by doctoral students in an educational leadership program at a Midwestern university. Identified challenges of the dissertation process included imposter syndrome, writing anxiety, and overall productivity. Also identified were supports for the dissertation process, including the cohort model and strong mentorship. Findings indicated that doctoral candidates were highly influenced by personal or environmental factors and the perceived value of institutional support. Additionally, once delayed completers overcame their barriers and engaged in the dissertation process, their behaviors and strategies mirrored expedited completers. Keywords: dissertation, dissertation barriers, dissertation completion strategies, imposter syndrome, writing anxiety Introduction Students who quietly walk away from doctoral programs, burdened with guilt, embarrassment, and accumulated debt, were once considered higher education’s “invisible problem” (Lovitts, 2001, p. 4). Cassuto (2013) claimed that this attrition may have been concealed by graduate schools because it suggested institutional as well as individual failure. Programs and universities are now seeking viable strategies to address this problem with full transparency (Grasso, Barry, & Valentine, 2009). The future of higher education institutions may be dependent upon moving doctoral students to completion more successfully. -
Doctoral Studies
Faculty Credentials College of Doctoral Studies This list represents all current University of Phoenix® College of Doctoral Studies faculty members who have taught at least one credit-bearing course as the primary faculty member in a degree and/or certificate program between October 1, 2018 and September 30, 2019. Next to each instructor’s name is the year he or she began teaching for University of Phoenix and the highest academic degree earned. Full Name Year First Taught Degree(s) Akintunde, Olufemi 2009 Doctor Of Business Administration, Argosy University - Sarasota Akojie, Patricia A 2004 Doctor Of Philosophy, University Of Kentucky Algaze, Louis J 2004 Doctor Of Philosophy, University Of Miami Allen, Heather 2012 Doctor Of Philosophy, The University Of Georgia Alston, Judy 2016 Doctor Of Education, The Pennsylvania State University Amankwaa, Linda 2005 Doctor Of Philosophy, Georgia State University Amason, Robert F 2000 Doctor Of Philosophy, University Of Florida Anastasia, Christina M 2009 Doctor Of Philosophy, Capella University Anderson, Cheryl L 2007 Doctor Of Philosophy, Walden University Anderson, Darnell 2008 Doctor Of Philosophy, Wayne State University Anderson, Mark A 2009 Doctor Of Education, Nova Southeastern University Andreescu, Dorin 2010 Doctor Of Management, Lawrence Technological University Appunn, Frank D 2009 Doctor Of Philosophy, Capella University Archer-Banks, Diane 2015 Doctor Of Philosophy, University Of Florida Arduengo, Nancy 2002 Doctor Of Philosophy, Fielding Graduate University Aucoin, Julia W 2011 Doctor Of Nursing Science, Louisiana State University Health Sciences Center Avella, John 2006 Doctor Of Education, Nova Southeastern University Bachand, Jeanie 2006 Doctor Of Education, Johnson And Wales University Badal, Alen 2016 Doctor Of Philosophy, Union Institute And University Bagdady-Asal, Hoda 2005 Doctor Of Philosophy, Walden University Bailey, Liston W 2009 Doctor Of Philosophy, Capella University Bailey, Nancy 2006 Doctor Of Philosophy, University Of Wyoming ©2019 University of Phoenix, Inc. -
Sixty-Fourth Commencement Ceremony
2021 SIXTY-FOURTH COMMENCEMENT CEREMONY FEBRUARY 6, 2021 VIRTUAL A A MESSAGE FROM THE PRESIDENT Congratulations! It is an honor to celebrate commencement with you and the family, friends, and colleagues who supported you on this journey. Your commitment to improving your life and the lives of those around you is inspiring and energizing to all of us at Walden—especially through the challenges of 2020. Earning your degree is an impressive accomplishment, but the true reward will be what you accomplish with your new knowledge. Your passion for lifelong learning and making a difference connects you with our more than 153,000 alumni around the world—including me, a 2004 PhD graduate. I hope that you are as proud as I am to call Walden University my university and that you will stay connected to our community through the many opportunities available in our active alumni association. Ward Ulmer ’04, PhD President 1 WALDEN UNIVERSITY COMMENCEMENT SPEAKERS DR. MYRON ROLLE Dr. Myron Rolle is a former NFL safety, Rhodes Scholar, and neuroscience resident at Massachusetts General Hospital. His rare combination of experience in the fields of education, sports, and medicine has taken him from the football field to the front lines, where he currently works and volunteers to aid the hospital in the fight against the COVID-19 global pandemic. Dr. Rolle was drafted by the Tennessee Titans in 2010, playing for three seasons before enrolling at the Florida State University (FSU) College of Medicine and, eventually, Harvard Medical School in 2017. Now in his fourth year of Harvard’s residency program, he credits his dedication, determination, preparedness, and adaptability forged on the football field for having primed him to successfully transition from professional sports to a career in medicine. -
PUTTING SCHOLARSHIP to WORK Paving an Alternative Path to a Doctoral Degree Page 24 LETTER from the PRESIDENT SUMMER/FALL 2019 CONTENTS MAGAZINE
SUMMER/FALL 2019 PUTTING SCHOLARSHIP TO WORK Paving an alternative path to a doctoral degree page 24 LETTER FROM THE PRESIDENT SUMMER/FALL 2019 CONTENTS MAGAZINE Volume 14, Number 2 Summer/Fall 2019 EDITORIAL BOARD Paula Singer CHAIR, BOARD OF DIRECTORS Dear Walden Community, Dr. Ward Ulmer PRESIDENT Missy Walker VICE PRESIDENT, BRAND It is an honor to greet you in this issue of Walden magazine as AND PRODUCT MARKETING the 10th president of this great institution. I am humbled to be Marc Williams able to serve my alma mater. Our continuing success depends on EXECUTIVE DIRECTOR, many things, but one that is foundational is ensuring we have CREATIVE SERVICES an equitable, diverse, and inclusive culture. That’s why I’m so pleased we are welcoming our first vice FUNDING A MOVEMENT EDITORIAL AND DESIGN president of diversity, inclusion, and equity to the university community. Actually, we are welcoming FOR HOMELESS WOMEN Lindsay Sherman her back because she is a Walden graduate. EDITOR Ottawa’s Homeless Period Donna Thomas 10 meets a unique need Dr. Denise Boston earned her PhD in Psychology here in 2000. She was attracted by our mission GRAPHIC DESIGNER of effecting positive social change, and she’s been paying that mission forward since. Most recently, she Kelsey Allen was dean of diversity and inclusion at the California Institute of Integral Studies. Before that, she held Kristin Hanson academic and student services leadership roles for the District of Columbia College Access Program Rebecca Kirkman and Sojourner-Douglass College. Kyra Molinaro Kevin C. Thornton “I am thrilled to be coming home to my alma mater and a community committed to Susan Walker equity, diversity, and inclusion.